RILS Publication

TITLE: Putting YOURSELF on the Map. 

(To be continued as a community project – Putting Gridley on the Map)

Cherylee C. Gruber

Brief Overview: Students will be able to place themselves and their homes onto a globally collaborative historical map.  Advanced students will be able to add video or oral history content as well.

1.             Target Audience- RILS – Volunteer Subjects; Extension – Community of Gridley, CA

2.             Materials– 

·    Scanned Photos – Known locations, Student or Family member in photo preferred, date known.

·    Access to computer.

·    Access to Family Members – For historical information.

3.             Objectives– At the end of this scenario the student will be able to:

Demonstrate the computer skills necessary to attach personal photos to a global map.

Evaluate personal photographs for ones that are quality candidates for the web site.

Describe what is happening n the photo/video/audio recording.

Compare the their own photo with others or with historical content.

Demonstrate their personal identity in a global collaborative community.

4.             Procedure–

1.             Student selects personal photos with a known date and location.

2.             Students scan the photos (at home or by using in classroom scanner)

3.             Students watch tutorial videos and read the instruction guide.

4.             Students will pin their artifacts to the global map.

5.             Students are required to send a message about their post via Twitter or Facebook or another social media site.

6.             Students will then blog about the experience.

5.             Emerging Technology –

Historypin

http://www.historypin.com/

Social Studies – Incorporating personal photos W/ Global Society

6.             Social Participation/Social Learning– 

Social participation occurs on two platforms.    First, students are contributing to a global history.   They can leave their personal digital footprint on history.

Secondly, they blog about their experience and can learn collaboratively from others, perhaps receiving encouragement and motivation from others.

7.             Making Connections– 

Students will make connections from their previous knowledge (photos) to new knowledge (attaching to a current global outlook).

Students connect to the teacher and other participants by blogging about their experience.

Students will connect to a global community by being a contributor to a global history map.  They will put themselves “on the map”. 

REFLECTION: 

The connections listed are not enough for some test subjects.  IT seems the older generations do find relevancy in marking their personal history, however, younger generations do not.

                  Create/Produce – 

The product will be an online portfolio of their own photos spanning a global society.  At any time students can access their own content by clicking on the tab “My Stuff”.

                  Assessment –

Objectives will be met based on five personal photos attached to the global map. 5+=A, 4=B, 3=C, 2=D, 1=F

                  Reflection – The reflection for the RILS must have two parts.

• Reflection occurs in a blog placed within Edmodo for only project participants.  If students want to blog beyond that audience, they may do so.
• Teacher will also be blogging about creation of the project, implementation, and success via Blogger.com.