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Global Positioning of History Project
Badgley/Swingle Page 1 7/30/2010
Global Positioning of History
To: All Interested Educators and Sponsors
From: Arnold High School
Re: Cross Curricular History Project
When we decided to begin this project in the fall of 2003, we had a sketchy plan of what we wanted to
do. Most of our ideas were very vague, but as time progressed through the school year, it became clear
as to what we wanted the final project to include and what it might look like. When our first group of
students began the project in April of 2004, we picked a group of students (it happened to be
sophomores for us but it could be easily adapted for upper elementary, or middle grades) who were
adept at using the GPS handhelds, and that were enthusiastic at trying something new. Now, this has
become a project that the sophomore class is looking forward to doing.
Before we progress much further and you begin to read the documents and plans that follow, it might
be wise for us to mention that all of the lesson plans were extremely flexible the first year, and
continue to be flexible according to which classes and teachers want to be involved. Our lesson plans
are specific to our individual classrooms, but obviously, you can adapt, insert, or delete any of them.
Many of the tasks that are listed by one teacher can be moved into the hands another teacher. For
example: the introduction to the unit could be done by any of the teachers (with the sole exception of
the technology teacher since that person’s job doesn’t come into play until the end of the unit).
Usually one person is more familiar with the local history of the area than the others and might do a
better job on the introduction and initial brainstorming. You could also invite a local historian or
museum curator to begin the unit.
Other teachers that might also be able to get involved would include the art teacher if that person
wants to help with the Solomon Butcher (or a comparable artist from your area) portion of the web
pages and research. And, not to deny one of the most important people in this project, the librarian is
an essential asset to this process. Our media specialist was extremely instrumental in locating
materials from the school library, borrowing from the town library, getting items through inter-library
loan, and even purchasing materials to have on hand for the next school year. Our media specialist
also has a computer lab in her media center, so she helped monitor students while they were
researching on the Internet and creating the web pages.
Please take a look at our web site, and keep in mind that students created all of the pages, including the
index, so any mistakes are all made by the students. Our site is:
http://teachers.esu10.k12.ne.us/gswingle/stories/storyReader$4
We hope you enjoy this project, and please let us know your web site so we can visit your link and
possibly put a link to your web site on ours.
Sincerely,
Gerry Swingle Nicole Badgley
Global Positioning of History Project
Badgley/Swingle Page 2 7/30/2010
Lesson Plan Outline for English:
Objectives:
1. Research a historical event of the community to find all versions of the story.
2. Prepare for and conduct an interview of a person in the community that has first hand
knowledge of the historical event or its history.
3. Understand the legalities and ethics of using library, Internet and interview sources.
4. Utilize direction quotations and compose a list of references used to create the web site.
5. Use 6-trait writing skills to compose a fact-based version of the events that historic location or
situation.
6. To proofread, edit and revise the stories that will appear on the various pages of the web site
prior to posting on the Internet web site.
Basic Materials Needed:
Paper and Pencil
Local History materials (access to library)
People to Interview (face to face is preferable, but phone is allowed)
Upscale Materials the Could Be Used:
Word Processing Software (we use Appleworks or Word)
Internet Connection for historical research
People to Interview (face to face is preferable, but email, instant messenger, or online NetMeetings are
allowed)
Outline of Lesson Plan (number of days for each step remains flexible):
{The first few steps in each class are the same due to the fact that any teacher could introduce
the unit. The teachers involved need to decide who will be doing the introduction.}
1. Introduce the project and then begin brainstorming the possible topics that have not been
covered. This includes looking at the web site that has already been created from previous
years. This also includes looking through the town history book, and surrounding area history
books (mostly written in the 1970s and 1980s). LA 12.1.2, LA 12.1.6, LA 12.1.8, LA 12.2.5,
LA 12.3.1, T 12.5, T 12.7, T12.8
2. We watched a video documentary on the works of Solomon Butcher and the students derived a
lot of ideas for local historical moments. We also encouraged students to use his books and
pictures in their study of their event. LA 12.1.8
3. After students begin to choose their topics, discuss possible obstacles (i.e. travel, time
constraints for interviews, accessibility, permission from landowners, possible people to
interview). LA 12.3.1
4. Begin reading all they can find from the collection of history materials owned by the school
and the public library (which we usually check out and keep in the English teacher’s room).
LA 12.1.1, LA 12.2.5, LA 12.1.2, T 12.5
5. Notes will need to be taken carefully, and plagiarism should be avoided at all costs. A lesson in
direct quotations, summarizing and paraphrasing may be appropriate at this time. LA 12.2.5,
LA 12.2.2, T 12.4, T12.5, T 12.7, T 12.1
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6. Once students have done initial research within our own library resources and loaned items
from the community, they are allowed to search the Internet for more information. At this
point, they will most likely find contradicting stories and they need to be sure to record the
differences in the stories. This will be an important part of their web pages. (All Internet
resources should be checked before the lesson to ensure that they are accurate, active, and up
to date.) LA 12.1.8, LA 12.1.2, LA 12.1.1, T 12.4, T12.5, T 12.7, T 12.1
Solomon Butcher Web Sites:
1. www.memory.loc.gov/awards/hbhips
2. www.rootsweb.com/~necuster/
3. www.nebraskahistory.org/
4. www.nebraskastudies.org
7. Once all notes and sources have been documented (a complete bibliography is mandatory for
each page) then the students may begin drafting their interview questions. Usually the students
know of someone that they want to interview, but often they need some guidance. We try to
suggest local people who are history “buffs”. We have several locals who helped to write the
town history books, some who work in the local museums and galleries, and if nothing else we
try to pick someone who is old enough to remember the event and plan to talk to them. (A
minimum number of questions is usually set for grading purposes, but I encourage them to
write “too many” for a short interview.) LA 12.2.5, T 12.2, T 12.10
8. Questions are then shared with 5 members of the class and each one must add 2 new questions
to the list (they can’t just reword, they must be original). LA 12.2.3, LA 12.3.1, T 12.10
9. Then the questions are submitted to the teacher for additions and deletions before the actual
interview takes place. LA 12.2.3, LA 12.3.1, T12.10
10. Arrangements for the interview can then be made.
11. Once all information is gathered the student begins to compose their version of the story (based
on the facts they gathered). They will also need to write about the differences in the stories –
the things that not all people agree upon in the story. LA 12.2.1-5, T 12.5, M12.4.7, M 12.5.1,
SS 12.1.13
12. A bibliography or reference button page needs to be created in MLA form (or whatever form
the English teacher deems appropriate). LA 12.2.1-5, T 12.7
13. Other optional items to include: poems, poetry, letters found, personal stories from people in
the community (especially if they would like to write their own story of how they learned about
he historical moment, or what they were thinking when they observed the event), and various
other elements. LA 12.2.1-5, LA 12.2.4
Assessment Process:
1. With each stage of the writing process, grades can be taken for completion or in whatever
manner the teacher deems appropriate.
2. At the end of the project, the 6-trait writing rubric can be used to assess the quality of the
various writing portions of the assignment.
3. Also, to provide closure to the unit, students will present their web pages (using the LCD
projector) to the class. This includes preparing for the speech and then using the STARs state
assessment for LA 12.3.1. This allows all the students to learn about each of the historical
locations covered for the year.
Global Positioning of History Project
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Lesson Plan Outline for Science:
Objectives:
1. Expose students to practical applications of GPS technology.
2. Make students more knowledgeable about how GPS and satellite technology works.
3. Increase student mapping skills.
Basic Materials Needed:
Paper and Pencil
Disposable Cameras (developed for the CD only)
GPS handheld
Internet Connection to generate maps
Upscale Materials the Could Be Used:
Digital Cameras
Mapping software or subscription to a mapping web site
GPS handhelds (several to send more than one student to their location)
Outline of Lesson Plan (number of days for each step remains flexible):
{The first few steps in each class are the same due to the fact that any teacher could introduce
the unit. The teachers involved need to decide who will be doing the introduction.}
1. Introduce the project and then begin brainstorming the possible topics that have not been
covered. This includes looking at the web site that has already been created from previous
years. This also includes looking through the town history book, and surrounding area history
books (mostly written in the 1970s and 1980s). (This can also be done in History class)
2. After students begin to choose their topics, discuss possible obstacles (ie. travel, time
constraints for interviews, accessibility, permission from landowners, possible people to
interview).
3. Introduction to G.P.S. technologies, Have students brainstorm applications for the G.P.S.
4. Basics of trilateration and satellite technology.
5. 2-D trilateration
6. 3-D trilateration
7. Measuring distances with the G.P.S.
8. Operation of the Garmin 12 XL G.P.S.
9. Nebraska State Science standards covered by this activity. 12.1.2, 12.2.1, 12.6.1, 12.6.2,
12.7.6, 12.8.3
The following is a list of Internet resources that have very good information about how GPS
receivers work. The Trimble website is an excellent tutorial that you may want to use as a
primary teaching tool.
Trimble-All about GPS http.//www.trimble.com/gps/intex.html
How Stuff Works http.//electronics.howstuffworks.com/gps1.htm
Global Positioning of History Project
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The Global Positioning Systems Resource Library http.//www/gspy.com/gpsinfo/
All Internet resources should be checked before the lesson to ensure that they are active and up to
date.
Assessment Process
1. Students will be required to locate 3 points on the school property with the GPS
2. Students will be required to down load an aerial map of the school and one other map of the
school
3. Students will take a written assessment over GPS and satellite technologies.
Global Positioning of History Project
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GPS/History Project (Science Handout)
Here is a list of web sites that you might want to use for your mapping project.
MapQuest (home page): Good place to start a search for a town or building.
http://www.mapquest.com/main.adp
Lost Outdoors: Great topos, and aerials
http://www.lostoutdoors.com/newmap.html
Topozone: Good place to search for geographic features such as mountains, lakes and rivers.
http://www.topozone.com/
Terraserver: Great aerials, if they have them for your area.
http://terraserver.homeadvisor.msn.com/default.aspx
Maptech: Good maps, very easy to use.
http://www.maptech.com
MapQuest (student maps)
http://www.mapquest.com/maps/map.adp?latlongtype=decimal&latitude=41.26366&longitude
=-100.15764
You will need to change the highlighted numbers to your latitude and longitude numbers. Don’t forget
to put in the negative sign for longitude.
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Lesson Plan Outline for Technology:
Objectives:
1. Learn a web editor’s basic functions.
2. Integrate basic web design principles to create a web page based on individual creativity.
3. Manipulate pictures for size and quality.
4. Understand and demonstrate uploading and downloading of digital files.
Basic Materials Needed:
Internet access
Web Design software (we use Manila since it doesn’t take purchasing a program)
Photo Software (we use iPhoto)
Upscale Materials the Could Be Used:
Internet Access and/or Mapping Software
Word Processing Software (we use Appleworks or Word)
Dreamweaver, FrontPage, etc. if desired
Advanced photo software (we use Photoshop Elements)
Outline of Lesson Plan (number of days for each step remains flexible):
1. Begin by creating a “graphic organizer” of what the web site will look like beginning with the
GPS index page at the top. All arrows to new pages are considered links. This is just to give
an overview of how the site will be organized. LA 12.2.5, T12.5, Sci 12.1.1, Sci 12.6.1. An
example follows:
GPS Project
Index Page
Student Student Student Student
Page #1 Page #2 Page #3 Page #4
2. Elements to include on GPS Index page LA 12.2.5, Sci 12.6.1:
Title of Project
Description of the process the kids went through to create the pages
Picture of school and kids involved
Picture of GPS handhelds or kids using them (possibly link to instructions on how to
use GPS readings and get accurate ones)
Contact information for web master or teachers involved. Also a link for suggestions to
events to do in the future.
Thanks to people involved, especially community members and local historians
Links to teacher web sites
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3. Then we created a sample “graphic organizer” of each student’s web “site” which will be
linked to the main index page for the GPS project LA 12.2.5, T12.5, Sci 12.1.1, Sci 12.6.1. An
example follows:
Student Page
#1 (Index)
Story of Timeline Solomon Butcher Maps References
Event or Historic Photos
4. Elements that must be included on the Student Index Page are as follows LA 12.2.5, Sci 12.6.1:
Title
Subtitle (aka…)
GPS Coordinates
MapQuest map
Byline (follow guidelines of school privacy policy for the Internet)
Photo taken by students
Contact information for teachers involved
Copyright date
Home button to GPS Project Index Page
5. Elements to include on Story page LA 12.2.5, Sci 12.6.1:
Story written by student in English class (their own version)
Pictures
Links to other web pages about the same topic
Conflicting story accounts
6. Elements to include on Timeline page LA 12.2.5, Sci 12.6.1:
Minimum of 10 entries in timeline (it can be vertical, or horizontal, pictorial or word
based (or mixed)
Links to other web pages about the same topic
7. Elements to include on Solomon Butcher or Historical Photos page LA 12.2.5, Sci 12.6.1:
Scanned pictures
References and permission statements
8. Elements to include on References page LA 12.2.5, Sci 12.6.1:
Complete, correct and grammatically perfect reference page
9. Elements to include on Maps page LA 12.2.5, Sci 12.6.1:
Topographical maps
Aerial maps
Other maps based the handout and Internet links provided on the handout form the
Science teacher
10. The teacher must take time to set up accounts in Manila or wherever the web pages will be
posted for students (this needs to be done before tutorials begin). If you are using
Dreamweaver or FrontPage where the pages are not posted until the pages are completely done,
you can skip this step.
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11. A one-day (each) lesson in web evaluation and creating credible web pages, online safety
(usually the Isafe plagiarism and copyright lessons), and design techniques (make the pages
look coherent and as part of one large project rather than everyone doing their own thing).
T12.4, T12.5, T12.8, T12.10
12. Once everyone understands how the pages will be organized, then it is time for a basic tutorial
in how to create the web pages. Our school district chose to use Manila since the program is
free, the pages post “live” and the students could work on it at home if they are absent (we did
this during track season and our small school this takes a lot of students out of class). T12.9
13. It usually takes at least one class period to locate the photos (they took with the disposable
cameras) on the CDs and then size the pictures to a usable size. This is also true that it takes
about a day to download pictures from the digital cameras and size them also. T12.2, T12.5
200 x 150 for small and thumbnails
300x225 for medium student taken pictures
400x300 med/large student taken pictures which require more detail or backgrounds
500x375 large (historical photos)
600x450 for extra large (historical photos needing lots of detail)
14. During the basic tutorials we begin putting in real information, stories, pictures, gems, and
other pieces. This helps create the basic page. We are mostly interested in the content of the
pages being of high quality. It is only when the students have time that they will be allowed to
“improve” their pages’ appearance. This usually takes about 2 days if all goes easily, the
teacher knows Manila or the web page software well, the students have all of their elements
ready to work with, and everything is set up before you begin. T12.10, T12.7
15. Give time to continue to work on putting up the information, maps, pictures, etc. This usually
takes at least one day per page (which does not include time to “improve the overall look” this
is simply to get it up on the page and to use basic HTML tags to make it work. T12.10, T12.2
16. For those that don’t have time to polish their pages, but only after they complete their own
basic pages, the Web Design Class will be asked to polish pages (remember our main focus for
the sophomores is a high-quality content page and the look is secondary and can come later if
necessary). T12.10
Assessment Process:
1. With each stage of the creation process, grades can be taken for completion or in whatever
manner the teacher deems appropriate.
2. At the end of the project, attached rubric can be used to assess the quality of the web site.
Global Positioning of History Project
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GPS/History Project (Technology Handout)
Items to Put on Web Page:
1. GPS Coordinates near the top of the page (include datum system)
2. Photography you took of the location when you were taking the GPS readings (with landmarks
around it) and a written description for assistive technology elements of the page.
3. A MapQuest map downloaded (not a link)
4. Story written in English class and other elements listed in the webs above
Web Page Requirements:
1. Use your web evaluation notes to create your web page so it is credible, believable and of high
quality.
2. Use the web page grading rubric for appearance. (See attached document)
3. Use an interesting font and easy to read color choices that remain easy to read and fast to load
when clicked in the web browser.
4. No grammatical errors to distract from the credibility of the page.
5. Be sure to use your Manila handout for guidance in setting up your web page and getting all the
elements included. (Only if there is time, should you worry about the “look” of the page. We
are more concerned with content until you pass all other areas of the project first.)
Global Positioning of History Project
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Web Evaluation for Secondary Grades (Technology Handout)
Name of Site __________________________________ Date _________________
URL: _________________________________________ Time ________ a.m./p.m.
1 = Poor 5 =Exceptional
Design
Navigability is good. Links are clearly labeled.
Can move from page to page easily. 1 2 3 4 5
This site offers interactivity. The visitor
engages with the site. 1 2 3 4 5
This site uses appropriate page format.
Pages are not inordinately long. 1 2 3 4 5
Can easily find information. 1 2 3 4 5
This site is aesthetically appealing.
Good use of graphics and color. 1 2 3 4 5
This site is aesthetically courteous.
Text and background colors do not clash . 1 2 3 4 5
_________________________________________________________________________
Content
Has a proper title. 1 2 3 4 5
Additional resource links are included. 1 2 3 4 5
Information is useful. 1 2 3 4 5
Rich content and will likely be revisited. 1 2 3 4 5
How this website compares in content to
similar websites. 1 2 3 4 5
_________________________________________________________________________
Technical Elements
All links work. 1 2 3 4 5
Thumbnail graphics used. Graphics download quickly. 1 2 3 4 5
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Alternative text page is offered when heavy
graphics or frames are used. 1 2 3 4 5
Image links and image maps have a text alternative. 1 2 3 4 5
Can see meaningful information within 30 seconds. 1 2 3 4 5
_________________________________________________________________________
Credibility
Contact person is stated with their e-mail address. 1 2 3 4 5
Announces when this page was last updated.
Links have been kept current. 1 2 3 4 5
Resource links used to develop content are included. 1 2 3 4 5
States the name of the host school or institution. 1 2 3 4 5
_________________________________________________________________________
Total Possible Points = 100
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Lesson Plan Outline for Social Studies:
Objectives:
1. Knowledge of early history in the area.
2. Understand the impact of settlement on the area.
3. Enhance appreciation of the history of the area.
Basic Materials Needed:
Paper and Pencil
Local History materials (access to library)
People to Interview (face to face is preferable, but phone is allowed)
Upscale Materials the Could Be Used:
Word Processing Software (we use Appleworks or Word)
Internet Connection for historical research
People to Interview (face to face is preferable, but email, instant messenger, or online NetMeetings are
allowed)
Outline of Lesson Plan (number of days for each step remains flexible):
{The first few steps in each class are the same due to the fact that any teacher could introduce
the unit. The teachers involved need to decide who will be doing the introduction.}
1. Since the Social Studies teacher is one of our main resources for ideas, information, and
interview contact ideas, we utilized his class extensively the second year. (The first year, it did
not work into his schedule due to the timing of the project and the short notice, but he was a
great source anyway). LA 12.1.2, T 12.2, SS 12.2.10, SS 12.1.13
2. Introduce the project and then begin brainstorming the possible topics that have not been
covered. A short 2 or 3 days lesson on the history of Custer County was presented to the
students based on materials collected over many years of teaching, guest speakers, and personal
experience. This helped to provide students with more ideas for possible topics. LA 12.1.2, T
12.2, SS 12.2.10, SS 12.1.13
3. Brainstorming then resumed to include looking at the web site that has already been created
from previous years. This also includes looking through the town history book, and
surrounding area history books (mostly written in the 1970s and 1980s). (This can also be done
in History class) LA 12.1.2, T 12.2, SS 12.2.10, SS 12.1.13
4. After students begin to choose their topics, discuss possible obstacles (i.e. travel, time
constraints for interviews, accessibility, permission from landowners, possible people to
interview).
5. Many of the time, the Language Arts section of the lesson plans apply to the Social Studies
classes. They often share class periods, and materials so the students have longer blocks of
time to work research and a longer block if they need to leave the building during the day to get
their pictures taken and their GPS readings done.
6. The Social Studies teacher was also responsible for arranging the “mini field trips” to the local
museums. We have a Seven Valleys Museum in Callaway, which is only 20 miles from us, so
it was a short trip. We also have a Custer County Historical Museum in Broken Bow, which
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was only a 1/2-day trip, when they were not willing to come to bring their materials to Arnold
for a presentation. Since our school district spans 3 counties (Logan, Custer and Lincoln) the
students might have expand their travels to museums in the other counties.
7. The remainder of the time allotted for this project in the Social Studies classroom was used for
research and assistance in fact checking. LA 12.1.2, LA 12.1.8, LA 12.2.5, SS 12.1.3, SS
12.2.10, SS 12.1.13, T 12.2, T 12.4, T 12.5, T 12.7, Sci 12.7.6, M 12.5.1
Assessment Process:
1. With each stage of the research process, grades can be taken for completion or in whatever
manner the teacher deems appropriate.
2. At the end of the project, a rubric can be used to assess the factual content portions of the
assignment.
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