The document provides a list of free spatial technology platforms and interactive mapping websites that can be used in geography lessons. It includes platforms to view and manipulate data like ArcExplorer and Google Earth, as well as interactive mapping sites from organizations like Geoscience Australia and National Geographic. The list also covers remote sensing sources like satellite imagery from NASA and the USGS that allow students to analyze changes in the earth's surface over time.
The document discusses how ArcGIS can be used to share geospatial data and knowledge across organizations through a common platform. It allows data to be stored securely and determined who can access it, while still enabling easy sharing. Intelligent maps on the platform can visualize complex information and reveal patterns. Sharing data and maps supports better decision making and collaboration to address issues of national interest.
El documento anuncia una gran matanza estilo Pedasi el 22 de noviembre en el Restaurante Billos Bar, organizada por Iris Tejada, Reina de calle arriba de Pedasi. Habrá tamborito, venta de comida típica y discoteca durante el evento.
Hazem Fawzy Mohamed Ahmed is an Egyptian national born in 1984 who is married and Muslim. He received a BSc in Commerce from Cairo University in 2010. He has over 10 years of experience in storekeeping and procurement roles for various construction and development companies in Egypt. His current role is as a Document Controller for Palm Hills Company working on the Palm Parks project in 6 October City, Egypt. He is fluent in English and Arabic and has skills in Microsoft Office programs.
Jenna Walenga has over 10 years of experience in program management, event planning, community outreach, and nonprofit work. She holds a BA in Public Administration and has led programs with budgets up to $230,000. Walenga is skilled in areas such as volunteer coordination, fundraising, and using her communication abilities to connect with diverse communities. She has received recognition for her advocacy work regarding microplastics and the environment in the American West.
The document provides a list of free spatial technology platforms and interactive mapping websites that can be used in geography lessons. It includes platforms to view and manipulate data like ArcExplorer and Google Earth, as well as interactive mapping sites from organizations like Geoscience Australia and National Geographic. The list also covers remote sensing sources like satellite imagery from NASA and the USGS that allow students to analyze changes in the earth's surface over time.
The document discusses how ArcGIS can be used to share geospatial data and knowledge across organizations through a common platform. It allows data to be stored securely and determined who can access it, while still enabling easy sharing. Intelligent maps on the platform can visualize complex information and reveal patterns. Sharing data and maps supports better decision making and collaboration to address issues of national interest.
El documento anuncia una gran matanza estilo Pedasi el 22 de noviembre en el Restaurante Billos Bar, organizada por Iris Tejada, Reina de calle arriba de Pedasi. Habrá tamborito, venta de comida típica y discoteca durante el evento.
Hazem Fawzy Mohamed Ahmed is an Egyptian national born in 1984 who is married and Muslim. He received a BSc in Commerce from Cairo University in 2010. He has over 10 years of experience in storekeeping and procurement roles for various construction and development companies in Egypt. His current role is as a Document Controller for Palm Hills Company working on the Palm Parks project in 6 October City, Egypt. He is fluent in English and Arabic and has skills in Microsoft Office programs.
Jenna Walenga has over 10 years of experience in program management, event planning, community outreach, and nonprofit work. She holds a BA in Public Administration and has led programs with budgets up to $230,000. Walenga is skilled in areas such as volunteer coordination, fundraising, and using her communication abilities to connect with diverse communities. She has received recognition for her advocacy work regarding microplastics and the environment in the American West.
El documento resume los efectos del ruido en la salud y los accidentes de tráfico. Con respecto a la salud, el ruido excesivo puede disminuir la concentración y aumentar la irritabilidad. En cuanto a los accidentes de tráfico, es importante conducir de forma segura revisando la visibilidad, las luces y los espejos, y evitar el exceso de velocidad que es la principal causa de siniestros.
Este documento presenta el plan de acción para la prevención del consumo de sustancias psicoactivas en la Institución Educativa Técnica Antonio Nariño para el periodo 2012-2015. El plan se centra en la promoción de factores protectores a nivel individual, familiar y comunitario, así como en rutas de acción para casos identificados de consumo. Los resultados incluyen jornadas educativas sobre proyecto de vida y estilos de vida saludable para estudiantes, escuelas de padres, y fortalecimiento de la seguridad física
Autonomous technologies for global commercial and civil uav vendorsSergey Lonshakov
This document discusses the development of blockchain and IoT technologies for autonomous drone systems. It describes Sergey Lonshakov's work leading the Aira project to create a decentralized air traffic control system using blockchain. Key aspects include using Ethereum networks and smart contracts to allow drone agents and air traffic control nodes to autonomously coordinate flight paths and tasks in a trustless manner. The system is being tested and improved with the goal of providing a global solution for civil drone operators.
This document discusses using mobile devices like iPods, iPads, and cell phones in the classroom. It provides examples of apps that can be used for different subjects and encourages teachers to engage students with their learning through individualized and multimedia activities on these devices. While mobile devices allow students to learn in new ways, the document also cautions teachers to set clear usage policies and checkout procedures to ensure the devices are used appropriately.
Thinking historically: Integration strategies for the social studiesGlenn Wiebe
This document provides strategies for integrating historical thinking skills into teaching history. It discusses how standards and assessments have changed and emphasizes reading, writing, communicating, and using evidence to make arguments as important historical practices. It also introduces the C4 framework of collecting, collaborating, creating, and communicating for historical inquiry. Key elements of the framework include asking questions, evaluating sources and evidence, and considering multiple perspectives to develop historical understandings.
The Social Studies Classroom and the C4 Framework (Grades K-5)Glenn Wiebe
This document provides an overview of strategies and resources for teaching social studies using a Common Core approach. It emphasizes developing literacy skills through social studies content by having students collect information, collaborate, create new understanding, and communicate their ideas. Examples include analyzing primary sources, discussing different perspectives, asking questions to guide inquiry, and connecting past events to students' own lives. The goal is to help students see the relevance of social studies for understanding themselves and their role in society.
This document provides information about various tools and frameworks that can be used for collaborative learning, including the C4 Framework. It discusses collecting information, collaborating with others, creating new work, and communicating ideas. Links and resources are provided for tools such as Padlet, Google Earth tours, Kahoot, and Storehouse that allow students to work together online.
Technology, Literacy, and the Inquiry ArcGlenn Wiebe
This document discusses using technology and literacy skills to teach history through inquiry. It promotes using an "Inquiry Arc" approach that involves developing questions, applying concepts and tools, evaluating sources and evidence, and communicating conclusions. It provides examples of literacy skills like reading, writing, and communicating. It also presents tools for historical inquiry like online databases and collaboration platforms. The focus is on teaching students to think like historians by sourcing documents, understanding context, cross-referencing information, and closely reading texts.
NSSSA 2011 - iPads in the Social StudiesGlenn Wiebe
This document discusses using mobile devices like iPads in social studies classrooms. It notes that today's students think history is boring and don't engage well with traditional lessons. However, mobile devices can be used to engage students and encourage critical thinking, communication, collaboration and creativity. The document provides examples of history and civics apps that can be used, and tips for things like professional development, student training, bandwidth access, and app selection to facilitate mobile learning.
This document contains a series of questions and comments from an online discussion about teaching social studies. It includes questions about state standards, best practices, resources for teaching with primary sources and digital tools, and examples of activities like document analysis and role playing historic debates. The discussion also provides recommendations for online tools and websites that can be used to collect, collaborate, create, and communicate in social studies classrooms.
This document discusses key principles of assessment literacy. It covers why assessments are given, what they should measure, how they should be designed, how much content should be sampled, and how to ensure accuracy and avoid bias. Specific assessment methods like multiple choice, true/false, matching, and fill-in-the-blank are examined, along with advantages and disadvantages of each. The document stresses the importance of clear purpose, alignment between targets and methods, and avoiding tricks or unfair biases in assessment design.
This document provides an overview of using primary sources to teach history. It discusses how primary sources can support historical thinking and help rewire students' brains. The document presents the C4 Framework for analyzing primary sources, which involves collecting evidence, collaborating, creating interpretations, and communicating findings. Examples of primary source analysis activities are described, such as using graphic organizers to extract evidence and writing dialogue between historical figures. Online resources for finding primary sources and tools for collaboration are also listed. The overall message is that working directly with primary sources engages students in the practices of historians and enhances their understanding of the past.
The document is dated Wednesday, July 13, 2011 and contains repetitive text of that date on multiple lines with various punctuation symbols mixed in. It does not contain any other substantive information beyond the repeated date.
This document discusses the use of digital media and ebooks in 21st century classrooms. It provides examples of tools that make ebook creation easy, such as iBooks Author, PressBooks, and Calibre. It also lists applications for viewing ebooks on devices, such as iBooks, Aldiko, Cool Reader, and Adobe Digital Editions. It encourages reaching out to the contact provided with any additional questions.
Social Studies, the C4 Framework, and the Common Core : Grades 6-12 June 2014Glenn Wiebe
The document discusses using the C4 Framework to guide quality social studies instruction in the 21st century. The C4 Framework focuses on having students collect, communicate, collaborate, and create. It provides examples of lessons and activities that teach social studies content while developing these skills, such as document analysis, collaborative projects, game-based learning, and multimedia presentations. The goal is for students to gather and evaluate information from multiple sources and use evidence to make arguments and tell stories through different forms of communication.
The document discusses events that occurred on April 19, 1775 in Lexington, Massachusetts between British soldiers and American militiamen. 34 Lexington men provided sworn testimony that around 5 AM, as they gathered on Lexington Green in response to the drum, British troops approached and without provocation opened fire on the militia, instantly killing and wounding several men before they continued firing as the militia escaped. A British army lieutenant's diary entry recounts arriving in Lexington around 5 AM and seeing 200-300 armed men gathered, where without orders British men rushed in and fired upon them after 1-2 shots were fired, killing several and chasing the rest into the woods, before continuing their march to Concord.
Having Fun is a Good Thing: Using Play as a Learning EngineGlenn Wiebe
This document discusses using games as a learning tool in the classroom. It notes that games have gotten more complex as the brain demands more complex problems to solve. Characteristics of effective learning environments according to brain research include students making choices, becoming experts, solving problems, getting immediate feedback, collaborative learning, and viewing failure as a good thing. These characteristics align with those of popular games. The document suggests finding games that align with standards, modifying them as needed, using them in the classroom, and evaluating the results. It provides several resources for finding educational games and learning more about using games in the classroom.
Integrating Primary Sources into the Social Studies ClassroomGlenn Wiebe
The document discusses using primary sources in the social studies classroom. It provides examples of different types of primary sources like photographs, audio recordings, texts, and objects that can be used. It emphasizes that primary sources encourage high levels of learning. The document provides guidance on developing primary source activities, including starting with the intended learning outcome, scaffolding the activity, and incorporating collaboration. It also lists several online resources where teachers can find primary sources to use in lessons.
We are a research team at Spatial Sciences Institute, University of Southern California.
We develop computer algorithms and build applications to solve real world problems in spatial sciences.
Presented to the State of the Map US 2012 in Portland, OR. Liberal credits to Aaron Racicot's (@reprojected) GIS Apprenticeship presentation: https://github.com/reprojected/reprojected.github.com/blob/master/presentations/gis_apprentice_2012/GISApprenticeship_final.pdf?raw=true
This document is a book titled "5-Minute Daily Practice: Geography" by Minnie Ashcroft. It contains 180 five-minute geography activities organized around the five fundamental themes of geography: location, place, human-environment interaction, movement, and regions. The introduction explains how the activities can be used for daily practice and reinforcement of geography skills. It also provides a table correlating the five themes to the six elements of geography from the National Geography Standards.
El documento resume los efectos del ruido en la salud y los accidentes de tráfico. Con respecto a la salud, el ruido excesivo puede disminuir la concentración y aumentar la irritabilidad. En cuanto a los accidentes de tráfico, es importante conducir de forma segura revisando la visibilidad, las luces y los espejos, y evitar el exceso de velocidad que es la principal causa de siniestros.
Este documento presenta el plan de acción para la prevención del consumo de sustancias psicoactivas en la Institución Educativa Técnica Antonio Nariño para el periodo 2012-2015. El plan se centra en la promoción de factores protectores a nivel individual, familiar y comunitario, así como en rutas de acción para casos identificados de consumo. Los resultados incluyen jornadas educativas sobre proyecto de vida y estilos de vida saludable para estudiantes, escuelas de padres, y fortalecimiento de la seguridad física
Autonomous technologies for global commercial and civil uav vendorsSergey Lonshakov
This document discusses the development of blockchain and IoT technologies for autonomous drone systems. It describes Sergey Lonshakov's work leading the Aira project to create a decentralized air traffic control system using blockchain. Key aspects include using Ethereum networks and smart contracts to allow drone agents and air traffic control nodes to autonomously coordinate flight paths and tasks in a trustless manner. The system is being tested and improved with the goal of providing a global solution for civil drone operators.
This document discusses using mobile devices like iPods, iPads, and cell phones in the classroom. It provides examples of apps that can be used for different subjects and encourages teachers to engage students with their learning through individualized and multimedia activities on these devices. While mobile devices allow students to learn in new ways, the document also cautions teachers to set clear usage policies and checkout procedures to ensure the devices are used appropriately.
Thinking historically: Integration strategies for the social studiesGlenn Wiebe
This document provides strategies for integrating historical thinking skills into teaching history. It discusses how standards and assessments have changed and emphasizes reading, writing, communicating, and using evidence to make arguments as important historical practices. It also introduces the C4 framework of collecting, collaborating, creating, and communicating for historical inquiry. Key elements of the framework include asking questions, evaluating sources and evidence, and considering multiple perspectives to develop historical understandings.
The Social Studies Classroom and the C4 Framework (Grades K-5)Glenn Wiebe
This document provides an overview of strategies and resources for teaching social studies using a Common Core approach. It emphasizes developing literacy skills through social studies content by having students collect information, collaborate, create new understanding, and communicate their ideas. Examples include analyzing primary sources, discussing different perspectives, asking questions to guide inquiry, and connecting past events to students' own lives. The goal is to help students see the relevance of social studies for understanding themselves and their role in society.
This document provides information about various tools and frameworks that can be used for collaborative learning, including the C4 Framework. It discusses collecting information, collaborating with others, creating new work, and communicating ideas. Links and resources are provided for tools such as Padlet, Google Earth tours, Kahoot, and Storehouse that allow students to work together online.
Technology, Literacy, and the Inquiry ArcGlenn Wiebe
This document discusses using technology and literacy skills to teach history through inquiry. It promotes using an "Inquiry Arc" approach that involves developing questions, applying concepts and tools, evaluating sources and evidence, and communicating conclusions. It provides examples of literacy skills like reading, writing, and communicating. It also presents tools for historical inquiry like online databases and collaboration platforms. The focus is on teaching students to think like historians by sourcing documents, understanding context, cross-referencing information, and closely reading texts.
NSSSA 2011 - iPads in the Social StudiesGlenn Wiebe
This document discusses using mobile devices like iPads in social studies classrooms. It notes that today's students think history is boring and don't engage well with traditional lessons. However, mobile devices can be used to engage students and encourage critical thinking, communication, collaboration and creativity. The document provides examples of history and civics apps that can be used, and tips for things like professional development, student training, bandwidth access, and app selection to facilitate mobile learning.
This document contains a series of questions and comments from an online discussion about teaching social studies. It includes questions about state standards, best practices, resources for teaching with primary sources and digital tools, and examples of activities like document analysis and role playing historic debates. The discussion also provides recommendations for online tools and websites that can be used to collect, collaborate, create, and communicate in social studies classrooms.
This document discusses key principles of assessment literacy. It covers why assessments are given, what they should measure, how they should be designed, how much content should be sampled, and how to ensure accuracy and avoid bias. Specific assessment methods like multiple choice, true/false, matching, and fill-in-the-blank are examined, along with advantages and disadvantages of each. The document stresses the importance of clear purpose, alignment between targets and methods, and avoiding tricks or unfair biases in assessment design.
This document provides an overview of using primary sources to teach history. It discusses how primary sources can support historical thinking and help rewire students' brains. The document presents the C4 Framework for analyzing primary sources, which involves collecting evidence, collaborating, creating interpretations, and communicating findings. Examples of primary source analysis activities are described, such as using graphic organizers to extract evidence and writing dialogue between historical figures. Online resources for finding primary sources and tools for collaboration are also listed. The overall message is that working directly with primary sources engages students in the practices of historians and enhances their understanding of the past.
The document is dated Wednesday, July 13, 2011 and contains repetitive text of that date on multiple lines with various punctuation symbols mixed in. It does not contain any other substantive information beyond the repeated date.
This document discusses the use of digital media and ebooks in 21st century classrooms. It provides examples of tools that make ebook creation easy, such as iBooks Author, PressBooks, and Calibre. It also lists applications for viewing ebooks on devices, such as iBooks, Aldiko, Cool Reader, and Adobe Digital Editions. It encourages reaching out to the contact provided with any additional questions.
Social Studies, the C4 Framework, and the Common Core : Grades 6-12 June 2014Glenn Wiebe
The document discusses using the C4 Framework to guide quality social studies instruction in the 21st century. The C4 Framework focuses on having students collect, communicate, collaborate, and create. It provides examples of lessons and activities that teach social studies content while developing these skills, such as document analysis, collaborative projects, game-based learning, and multimedia presentations. The goal is for students to gather and evaluate information from multiple sources and use evidence to make arguments and tell stories through different forms of communication.
The document discusses events that occurred on April 19, 1775 in Lexington, Massachusetts between British soldiers and American militiamen. 34 Lexington men provided sworn testimony that around 5 AM, as they gathered on Lexington Green in response to the drum, British troops approached and without provocation opened fire on the militia, instantly killing and wounding several men before they continued firing as the militia escaped. A British army lieutenant's diary entry recounts arriving in Lexington around 5 AM and seeing 200-300 armed men gathered, where without orders British men rushed in and fired upon them after 1-2 shots were fired, killing several and chasing the rest into the woods, before continuing their march to Concord.
Having Fun is a Good Thing: Using Play as a Learning EngineGlenn Wiebe
This document discusses using games as a learning tool in the classroom. It notes that games have gotten more complex as the brain demands more complex problems to solve. Characteristics of effective learning environments according to brain research include students making choices, becoming experts, solving problems, getting immediate feedback, collaborative learning, and viewing failure as a good thing. These characteristics align with those of popular games. The document suggests finding games that align with standards, modifying them as needed, using them in the classroom, and evaluating the results. It provides several resources for finding educational games and learning more about using games in the classroom.
Integrating Primary Sources into the Social Studies ClassroomGlenn Wiebe
The document discusses using primary sources in the social studies classroom. It provides examples of different types of primary sources like photographs, audio recordings, texts, and objects that can be used. It emphasizes that primary sources encourage high levels of learning. The document provides guidance on developing primary source activities, including starting with the intended learning outcome, scaffolding the activity, and incorporating collaboration. It also lists several online resources where teachers can find primary sources to use in lessons.
We are a research team at Spatial Sciences Institute, University of Southern California.
We develop computer algorithms and build applications to solve real world problems in spatial sciences.
Presented to the State of the Map US 2012 in Portland, OR. Liberal credits to Aaron Racicot's (@reprojected) GIS Apprenticeship presentation: https://github.com/reprojected/reprojected.github.com/blob/master/presentations/gis_apprentice_2012/GISApprenticeship_final.pdf?raw=true
This document is a book titled "5-Minute Daily Practice: Geography" by Minnie Ashcroft. It contains 180 five-minute geography activities organized around the five fundamental themes of geography: location, place, human-environment interaction, movement, and regions. The introduction explains how the activities can be used for daily practice and reinforcement of geography skills. It also provides a table correlating the five themes to the six elements of geography from the National Geography Standards.
This document provides background information on geocaching and examples of classroom activities that utilize geocaching and GPS technology. It discusses what geocaching is and different types of caches. It then describes several classroom activities across various subjects that get students outside using GPS devices to locate coordinates and complete tasks. These activities engage students in history, science, language arts and support developing skills outlined in the Big6 model of information problem-solving. The document also provides many online resources for teachers interested in incorporating geocaching into lessons.
This document provides a summary of various geography-related activities and projects over the last three months and five days. It discusses using GIS and spatial visualization tools to engage students in problem-based learning. It also touches on curriculum making and including GIS in the geography curriculum. New resources on the GA website are mentioned, including vocational resources and a "Landscape in a Box" teaching tool.
This document discusses various ways that technology can be used in social studies education, including simulations, digital storytelling, geospatial technologies, and GPS. It provides examples of using devices and software for activities, communication, word processing, multimedia tools, and instructional software. Guidelines are presented for adaptive learning, responsible work, copyright, assessment rubrics, telecommunications, and sample lesson plans. Overall, the document explores how technology can enhance social studies instruction in many areas.
This document provides an overview of Geographic Information Systems (GIS). It defines GIS as a computer system for mapping and analyzing spatial data. The document discusses the history and components of GIS, how GIS works by acquiring, examining, analyzing and acting on spatial data, different data types including vector and raster data, projection systems that allow spatial data to be represented on a flat surface, and applications of GIS technology.
This document provides an introduction to using maps in research. It explains that maps can visually convey spatial and temporal aspects of a topic to make a quick point. The Carleton University library has a large collection of printed and digital maps covering many subjects that are useful for research in fields like history, biology, and geography. The library also has software for creating maps from spatial data and accessing online map resources. Library staff in the Maps, Data and Government Information Centre can help students find and cite maps for their research papers.
National Geographic is developing giant state maps and traveling trunks with accompanying lessons to teach geography. Several states have already created these resources, including Vermont, Pennsylvania, Missouri, Indiana, and Wyoming. Colorado is working to create its own giant state map and plans to have five maps available along with online atlases and interdisciplinary curriculum. The goal is to engage students and the public in learning about Colorado's geography. GIS Colorado could help by providing expertise for the online atlas, raising funds, and encouraging educators to utilize the maps.
Sustainable Development Goals Challenges in mapping our world with geography ...Karl Donert
A presentation given at the Bilingual Geography teacher training course examining the Sustainable Development Goals. The presentation examines approaches and methods suited to innovative learning and teaching.
This document discusses how spatial technologies can be integrated into the revised Canadian and world studies curriculum. It provides examples of how geographic inquiry and skills development are emphasized, including using maps, globes and graphs. Specific tools mentioned that can be used include ArcGIS Online, which allows creating and sharing maps, and ArcGIS Story Maps for combining maps with narrative. The document suggests activities focused on issues around resource development and management in Canada.
2013 gis, gil and libraries… mapping in the digital ageLinda_Kelly
Presented at a ICTLIG, LIASA event on 8 July 2013. This talk introduces the concept of the Geographic Information Systems (GIS) Librarian within the context of Geographic Information Librarianship to an audience comprised of South African Librarians.
The document discusses learning lines, which refer to the construction of knowledge and skills throughout the curriculum from basic to more complex. It provides examples of how geospatial thinking and skills can be developed as a continuum from easy to advanced abilities, such as interpreting maps to capturing and analyzing spatial data. The concept of "local" is also examined from different perspectives like varying definitions and how places are interconnected rather than isolated.
Geocaching 101: Making Connections to Your CurriculumConni Mulligan
This document provides background information on geocaching and examples of classroom activities that incorporate GPS technology. It begins with an overview of GPS systems and their uses. It then describes geocaching and different cache types. Several sample classroom activities are outlined that involve using GPS devices to locate coordinates both outdoors and through online historical archives. Activities cover various subjects and grade levels. The document concludes with links to additional online educational resources about geocaching.
This document discusses various mapping mashups that combine Google Maps with other data sources. It provides examples of several mapping applications, including: Instagram which shows photo locations on a map; Mashspots which finds places around any map location; and Pothole Season which maps pothole locations and driving directions to avoid them. It also discusses uses of mapping mashups for education, such as Earthquakes in the Last Week which maps recent earthquake data, and Historypin which constructs narratives on maps. Overall, the document explores how combining maps with other information creates new applications and educational opportunities.
1. The document discusses challenges in GIS research including issues with spatiotemporal analysis, the development of CyberGIS, and understanding fundamental spatial concepts.
2. It outlines seven topics related to representing and analyzing spatiotemporal data: tracking movement, snapshots, polygon coverages, cellular automata, agent-based models, events and transactions, and multidimensional data.
3. The document argues that realizing a fully interoperable CyberGIS requires addressing issues around the spatial join and developing a standardized set of functions at an appropriate level of granularity.
This document provides an overview of different types of geographical reference sources and tools. It defines gazetteers as dictionaries of geographic names that include location information. Free online gazetteers from the US and world Census are described. Guidebooks are defined as handbooks providing travel information for specific locations. Atlases are collections of maps with indexes, and examples of print versus online atlases are discussed. The document also covers map reading skills, resources for teaching those skills, and using GPS technology for geocaching activities.
This document provides an overview and comparison of three mapping tools - PolicyMap, Social Explorer, and OnTheMap - that can be used to map social and economic data. It outlines the key features of each tool, including the types of data available, geographic levels, visualization options, and how to download and export maps and data. Examples are given of how the tools can be used to map variables like poverty, age, and employment to answer specific questions about communities. The document also demonstrates how to perform analyses and interpret maps using these three tools.
This document provides an introduction to geographic information systems (GIS). It defines GIS as a collection of hardware, software, and geographic data used to capture, store, analyze and display spatially referenced information. The document gives a brief history of GIS and describes its key components, including spatial data, attribute data, software, and users. It also explains different types of data layers, scales, and four common map types: choropleth, contour, dot, and symbol maps. The overall purpose of the document is to explain the basic concepts and applications of GIS.
This document provides resources and strategies for online learning. It discusses characteristics of effective online learning environments, including student choice, collaboration, and immediate feedback. Topics addressed include authentic problems, relevancy, mobile usability, feedback loops, microlearning, and essential elements. Assessment strategies, engaging students, and using technology to enhance lessons are also covered.
This document discusses how games and play can be used to create effective learning environments that are aligned with how the brain works. It notes that effective learning involves student choice, collaboration, problem-solving, and feedback. Games inherently include these elements and can help increase literacy and problem-solving skills. The document provides examples of educational games and simulations that engage students in authentic scenarios and sophisticated research. It encourages talking to students and learning more about how play can be incorporated into classrooms.
NCHE 2016: Google Mapping Tools: Easy, Effective, EngagingGlenn Wiebe
This document contains contact information for Glenn Wiebe, including his email, Twitter handle, website, and another website he contributes to. It also includes several quotes related to teaching history and responding to genocide. Additionally, it mentions Google LitTrips and provides some links for storymaps, measuring tools, and Glenn Wiebe's own website.
Wichita Secondary Social Studies / Literacy Strategies March 2016Glenn Wiebe
This document presents strategies for integrating historical thinking skills into social studies education. It discusses characteristics of effective learning environments that require students to solve problems, make choices, become experts, and receive ongoing feedback through collaborative and failure-tolerant means. Reading, writing, communicating, and standards/assessments have changed. Strategies include using frameworks like C4 to collect, collaborate, create and communicate; tools like Google Maps and Street View; and having students ask compelling questions and make evidence-based claims.
Thinking Historically & Literacy Integration Strategies in the Secondary Clas...Glenn Wiebe
This document provides an overview of strategies for teaching historical thinking skills in secondary classrooms using the C4 Framework. The C4 Framework involves having students Collect, Collaborate, Create, and Communicate as they develop historical thinking abilities like sourcing documents, contextualization, corroboration, and close reading. Examples are provided of how to design lessons, activities, and assessments to engage students in developing these skills through collecting and analyzing various historical sources and perspectives.
This document highlights several underappreciated Google tools that can be used for easy, engaging, and effective social studies instruction, including Google Public Data, Google Cardboard, Google Street View, Google My Maps, Google Newspapers, and Google Keep. It encourages developing student questions and inquiries, applying disciplinary concepts and tools, evaluating sources and using evidence, and communicating conclusions.
Missouri Council for the Social Studies: Under Appreciated Google ToolsGlenn Wiebe
The document discusses various Google tools that can be used for easy, engaging, and effective teaching including Google Public Data, Google Cardboard, Google My Maps, Google Newspapers, Google Cultural Institute, and Google Keep. It provides examples of how these tools could be used for activities like exploring reasons for westward expansion in the 1850s and current migration patterns from the Middle East to Europe and the US.
Flipboard & Pocket: Communicate and Collaborate Without the Paper & PencilGlenn Wiebe
This document discusses using digital tools like Flipboard and Pocket for content management and collaboration without paper. It notes that while many people are enthusiastic, they often lose energy by age 7. The document asks the reader to rate their comfort level with web tools on a scale of 0 to 10 and to explain their rating. It discusses finding, organizing, and sharing resources as well as using tools to customize learning, collaborate, and communicate using a variety of media.
Under Appreciated Google Tools - January 2016Glenn Wiebe
This document discusses underappreciated Google tools that can be used for easy, engaging, and effective standards and assessments in social studies. It highlights tools like Google Cardboard, Public Data, Newspapers, Cultural Institute, Keep, Docs, Collections, Search, My Maps that can be used for reading, writing, communicating, and research. The document advocates using these tools to find collaborators and rethink how social studies content is taught and assessed.
5 Under-Appreciated Google Tools for Social StudiesGlenn Wiebe
The document discusses underappreciated Google tools that can be used for easy, engaging, and effective teaching and learning. It lists tools like Google Public Data, Google Cardboard, Google Newspapers, Google Cultural Institute, Google Collections, Google My Maps, and Google Keep. The document suggests considering how these tools might be used in the classroom to enhance learning.
Historical Thinking: Strategies for IntegrationGlenn Wiebe
This document provides an overview of strategies for teaching historical thinking skills using the C4 Framework, which involves having students collect, collaborate, create, and communicate. It discusses sourcing, contextualization, corroboration, and close reading skills. Examples are given of how to apply these skills, such as analyzing images, documents, and viewpoints. Teachers are encouraged to have students collaborate, find evidence, and create solutions to historical problems. The final stage of the framework involves communicating solutions through various presentation tools and sharing work.
This document discusses developing globally competent K-12 students using resources from the Library of Congress. It defines the knowledge and skills needed for global competence as comprehending global events and interacting respectfully with diverse people. Standards have changed to reflect 21st century skills. The document provides strategies for teaching global competence, including having students investigate the world, recognize perspectives, communicate ideas, and take action. It provides examples of learning activities and resources from the Library of Congress and other organizations to support globally competent teaching and learning.
C4 Framework & Historical Thinking October 2015Glenn Wiebe
The document provides information on teaching historical thinking skills to students. It discusses using primary sources, sourcing documents, contextualization, corroboration, and close reading. Specific questioning strategies are provided to help students develop these historical thinking skills, such as having them identify an author's perspective, how the context influences the content, comparing documents, and analyzing claims and evidence. The document emphasizes the importance of teaching students how to critically analyze sources and addresses how to develop their historical reading and reasoning abilities.
Rex, an old dog, was trying to remain focused while performing a new trick in front of a hushed crowd. However, he couldn't stop thinking that as an old dog, this new trick would be difficult for him due to his age.
This document discusses tools for integrating social studies and literacy standards using technology. It provides examples of tools like Padlet for collaborative document analysis, Thinglink for web-based historical thinking, and Canva for web-based storytelling. These tools allow students to analyze and evaluate evidence from multiple sources, support claims with evidence, and design presentations to deliver arguments on topics. The document also includes questions teachers could ask students to integrate skills like gathering evidence and making arguments about compelling topics.
The document discusses gamifying social studies education by incorporating elements of video games into classroom learning. It notes that video games effectively engage the brain in ways that traditional classrooms do not, as games require choice-making, problem-solving, feedback, collaboration and allow for iterative learning from failure. The document advocates modifying games or gaming principles to resemble educational content and realities. Examples are provided of serious educational games that could be used for social studies topics like history and civics. Overall it promotes using games to help rewire student brains for more effective learning.
Three Tasty Tech Tools for Integrating the NCSS Inquiry ArcGlenn Wiebe
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This document discusses using the C4 Framework to guide quality social studies instruction in the 21st century. The C4 Framework focuses on having students collect, collaborate, create, and communicate information. It emphasizes skills like problem-solving, making connections, and providing feedback. Standards focus more on skills like analyzing sources, recognizing perspectives, and evaluating arguments rather than just content mastery. A variety of tools and resources are presented to help bring the C4 Framework to the classroom through activities involving historical thinking, question formation, multimedia analysis, and digital storytelling.
The Social Studies Classroom and the C4 Framework (Grades 6-12)Glenn Wiebe
This document discusses using the C4 Framework for inquiry in social studies education. The C4 Framework focuses on collecting, collaborating, creating, and communicating to develop historical thinking skills. It emphasizes engaging students in analyzing primary sources and addressing questions that cannot easily be answered by searching online. Examples provided illustrate how teachers can design lessons to align with state standards and have students demonstrate understanding through activities such as document analysis, discussion, and digital storytelling.
The 21st Century Social Studies classroom MACE 2014Glenn Wiebe
This document discusses tools and strategies for collecting, collaborating, creating, and communicating in the classroom. It provides examples like Google Earth tours for collaboration, Padlet for document analysis, Canva for online design, and Kahoot for student response systems. Key frameworks mentioned include C4 for problem-solving and the three stages of media analysis for developing knowledge.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
8. American Presidents Activity
• This is an example of linking history and
geography
!
• It also has students engaged in thinking
about spatial patterns – working on
vocabulary related to describing pattern
• The activity also uses dual coding [both text
and graphics]
9. Pattern
• The arrangement of objects
• Are they random or regularly spaced?
• Are there clusters, strings, rings, waves, other non-random
arrangements of features?
• Pattern enables the brain to recognize that some kind of external
force or process may be influencing the locations of things.
10. Teaching with Maps & Graphs
!
Kansas Geographic Alliance
!
!
John Harrington Jr. [Geography]
jharrin@ksu.edu
Lisa Tabor [Curriculum & Instruction]
lkt7779@ksu.edu
11. Kansas Geographic Alliance
• Our mission is to promote and support geographic literacy
and education throughout Kansas
• http://www.k-state.edu/kga/index.html
• Coordinator = John Harrington, Jr., Kansas State University
• Co-Coordinator = Paul Phillips, Fort Hays State University
• Graduate Assistant = Lisa Tabor
12. Kansas Geographic Alliance (KGA)
• Established in coordination with the National Geographic
Society’s Education Foundation in 1991
• The State of Kansas has provided one-time funding (in the
late 1990s) to help endow the activities of the KGA
• We have a 50% endowment: $250,000 from the state,
which was matched by NGS – there is “financial” room to
improve
17. Dual (or Multi) Coding
• A
general
theory
of
cognition
• Verbal
+
non-‐verbal
– non-‐verbal
can
be
any
of
the
five
senses,
not
specifically
visual
• Results
of
dual
coding
indicate
that
learning
and
retention
of
knowledge
improves
for
both
subjects
18. Teaching
with
Maps
a
way
to
incorporate
dual-‐coding
• Use
of
words
and
pictures
instead
of
just
words
alone
• Present
pictures
and
corresponding
narration
close
together
in
space
and
time
• Minimize
extra
details
at
the
beginning
(Paivio
2006)
• Lots
of
history
and
geography
examples
http://faculty.nwacc.edu/abrown/WesternCiv/
Articles.html
http://storiesofusa.com/american-expansion-marbury-madison-thomasjefferson-louisiana-purAchase-lewis-clark-journey-war-1812-missouricompromise-monroe-doctrine-indian-removal-act-battle-alamo-mexicanamerican-war-1803-1853/
http://geology.com/world/the-united-statesof-america-physical-map.shtml
19. Teaching Subjects Together
• Majority of social studies time spent on history
!
• Coupling geography with history (lots of
references)
!
• The students learn their history
better + geographers are happy,
the student’s spatial awareness
increases as well
!
• Dual-encoding enables the
teaching of integrated subjects
20. Teaching with Maps
• Good way to use dual-encoding and teach two (or more)
subjects together
• Map (or graphics or figures)
provide greater context for
student comprehension while
teaching them a skill
!
• Use either GIS or good ol’
paper maps!
22. Teaching Social Studies Using Story
Maps
– Civics/government – election year primary calendar (http://
storymaps.esri.com/primarycalendar/)
– Economics – top 10 most damaging US hurricanes of all time
(http://storymaps.esri.com/stories/2012/top-ten-hurricanes/)
– History – presidential assassinations (http://www.arcgis.com/apps/
MapTour/index.html?
appid=ab0a96fab64f42f2bdce5d4856f1cb86&webmap=70af364dd9
2749d8ba3e090d6f982609#)
– Current events - the venues at Sochi (http://story.maps.arcgis.com/
apps/MapTour/?appid=e88045ee56ae42d090470d3ca8287543)
24. Aura
• The "zone of influence around an
object" (Gersmehl and Gersmehl 2007,
184) or “sphere of influence”
• How does a place affect its neighbors?
• What effect(s) does a feature have on
nearby areas?
• This is why it is important to consider
neighbors in deciding where to put things
25. Aura Activity
Geographic AURA of a new
missile based in North
Korea
(Gersmehl and Gersmehl 2005)
• North Korea is already one of
the world’s major producers of
guided missiles. According to
intelligence that is occasionally
reported in the newspaper, the
country is about to develop a
nuclear warhead that can
travel up to 500 miles on a
missile. If they put an atomic
bomb on their missile, what
places might be vulnerable to
attack?
26. Aura Activity
• Find North Korea on the map
– Zoom in if needed
!
• Using the drawing tool, locate and mark the following cities:
– Beijing, Hiroshima, Hong Kong, Osaka, Seoul, Shanghai,
Shenyang, Taipei, Tokyo, Hanoi & Vladivostok
27. Aura Activity
• Using the measure tool, measure 500 miles in each cardinal
direction from Pyongyang
!
• Using the drawing tool, draw a circle around the measurement
points
!
• If they put an atomic bomb on their missile, what places might
be vulnerable to attack?
28. Reactions to Aura Activity
• How else could you use the National
Geographic Map Maker?
29. Geographic Information Systems (GIS)
any information system
capable of:
!
integrating, storing,
editing, sharing, analyzing,
and displaying
!
geographically referenced
information
John Snow's 1855 map of the Soho cholera
outbreak showing the clusters of cholera cases
in the London epidemic of 1854
30. Learning to Think Spatially: GIS as a
Support System in the K-12 Curriculum
• GIS is an established technology with growing
relevance and applicability in the contemporary K-12
classroom
!
• National Research Council (2006)
31. GIS in the World Around Us
•
•
•
•
•
•
Mapping
Planning and zoning
Disaster relief
Route planning
Crime analysis
Health
32. Learning how to use a GIS online
• Introduction and demonstration of ArcGIS
Online
• Start using a GIS to make your own web
maps
!
•
http://geospatialrevolution.psu.edu/trailer.php
33. Esri ArcGIS Statewide K-12 Site
License for Kansas
• To support education efforts around this
revolution, ESRI, the world’s Geographic
Information Systems (GIS) software leader, and
the Kansas Department of Education have
partnered to provide every public, private and
charter K-12 school throughout the state free
access to ESRI’s state-of-the-art GIS software,
ArcGIS, and training
34. ArcGIS Online
What Is It?
• Online mapping program
•
•
•
•
How can it benefit
education?
• Supports GIS as a way to
prepare the next generation
Create interactive web maps
of spatial thinkers
using provided data or your
!
own data
• Web-based GIS now offers
Share maps on the internet
spatial analysis and
interactive mapping
Access content shared by
!
other users
• Benefits to online mapping for
There are hundreds of maps
education: publication,
ready for you to use
sharing, storage, privacy,
analysis tools, collaboration,
and ease of access
36. Gallery of
publicly
available web
maps
How to navigate
to a blank web
map
Sign in to create
an account and
save your maps
Search box
for web
maps
Currently
featured
maps
37. If you typed in the search box, looking for
a map…
38. …this is what the search box results page
looks like…
Click on the
title to
open the
map of
your choice
39. …this is the map information page…
General
map
information
How to
open the
map
A list of
the data
the map
contains
40. …more specifically how to open a
map…
There are three different programs
that can be used to open this map,
select “Open in ArcGIS.com map
viewer” to use ArcGIS Online
41. …now that you map is open, here is how
to navigate the web map…
42. The details side window
can displays your map
information
Click basemap to open the
basemap menu to select and
change the basemap type
Displays any
bookmarks that
are set up
within the map
Measure
between
features on the
map
43. …using the details side window…
About this map
button displays
map details
Contents button
displays the map
layers
Legend button
displays the
active map
layers legend
44. Introduction to ArcGIS Online
• Esri Education Community 5 x 5 activity
!
• Pick three of the activities to complete
!
• Complete individually or in pairs
46. Work time – find something useful to
you
• Working individually or in pairs
!
• Identify 1-2 maps, story maps, or ways to
use the map maker that you could use in
your classroom now
!
• Prepare to share with the group:
– What map you have made and/or found
– How you plan to use it
47. Share your ideas!
• Share with the group:
– What map you have found
– What resource you used
– How you plan to use it (be specific)
48. Teaching with
Maps & Graphs
• Gee, my lecture will
be better for student
learning - if I just add
a visual