on may 4, 1970, agitation over the vietnam war on the kent state diversity campus erupted into a deadly confront tatian. four students were dead and nine wounded. sunday on american history tv and washington journal, we are joined by the author of "67 shots: can state and the end of american -- kent state and the end of american innocence." he talked about the events that set the stage for the national guard firing on students during an antiwar protest. that is sunday at 9:00 a.m. eastern. >> the national council for history education moved their conference online due to the coronavirus outbreak. the session next involves high school teacher chris bunin. he shows how geographic information systems can be used

to trace the source and map the spread of diseases throughout history, including cholera, smallpox, and aids. >> i am so excited to be here with you. i am joining you from virginia outside of albemarle county. this is my school campus where i teach geography, oral history, and geospatial technologies a stones throw away from the border of charlottesville, virginia. if you would like to follow along with some of the links i am sharing today, if you go to a perfect, it is not alignment to this keynote. i had all the intentions for it pp perfectly and -- to line u perfectly and my children running upstairs had different ideas.

i was asked to give this keynote. ifaid, let's see, i wonder anyone in this audience knows what gis is. part one will be a crash course on gis and the power of the geographic inquiry model. two, we look at how we can use gis and geographic inquiry to teach medical geography historically and can temporarily. we will then discuss how we can use gis to support your students and communities moving forward from this moment. then if there are any questions from the audience. and i think of gis of the power of geography, i think of the power of maps. the first time we had a conversation on using gis in history classroom, a doctor made a presentation. he started off right away with

every event has both a temp oral and spatial tag. -- temporal and spatial tag. so often when teaching history we know when something happens with a high degree of certainty. we have often less precise knowledge of where it happened. that is where the power of maps come into understanding time and place. the images on top of this powerpoint share with you trenches in vietnam. i had the benefit to travel with the national humanities center there a few years ago. if i just showed my students pictures of the trenches, they would say it may look like trenches from the western front. vietnam was french indochina at the time and they carried a lot of their military strategies with them. i pulled out my gps unit. i happened to capture a picture.

i thought this was too cool, i've got to get a picture. when i started sharing this experience, the picture did not raise the questions, the map raised the questions and curiosity. my students started to ask me, where were you? why were you there? why is that point significant? to speak to the significance of this point, it is where french indochina fell to vietnam. if you study world history, you know the ripple effects of this fall. while we were there with the national humanities center, we went to the same site. now they commemorate this place as if you were visiting the fall of yorktown. we were there to use few spatial technologies to -- use

geospatial technologies to develop mobile apps. it just so happened we got there and there was a group of geospatialing technology to interview about our experience. we were outsiders at the time. they are asking questions. in the background you will see someone listening in. say canistening, they we take a picture of you? next thing you know i am on snapchat. i am realizing this is why this technology matters. this is why it is relevant to our student. you don't teach on an island. if you do, you will not do so well. you need friends to help you get

there. when we talk about using maps to toch things, we use tit improve the signal and reduce the noise. maps makees maps, apps. that is courtesy of my co-geospatial chairperson. whenever she does a workshop, she hammers at home. it is a great way to think about how these maps work. the last is a quote shared with me 10 years ago from one of our fellow board members, culture is the history we inherit. let's start out with what is gis ? it is an abbreviation. the g stands for geographic. that is the map, the visual we can see when we look at an interactive map.

information stands for a table of data. it can be an excel spreadsheet, a google sheet. if you are familiar with excel, you are one third of the way to doing gis. if you can read a map, you are two thirds of the way to doing gis. if you can click on your computer buttons, you can now do gis. that is the three pieces that make a gis work. another powerful element to gis maps is we can layer information. how do we improve the signal and reduce the noise? many maps we use in classrooms are very messy. the nice thing about gis maps is we can separate map features out into separate lawyers and choose what we see and don't see. -- layers and choose what we see and don't see. ur see these maps in o

everyday lives. they are ubiquitous. these are my directions i was supposed to take this past wednesday and head up to cleveland. when we wake up in the morning, we often check out what our weather is going to be like. the maps i am showing you so far are professionally made maps, but students can make these maps. this is a map a student of mine made in the primaries. the student will have elections for his government class project. he was creating a campaign for elizabeth warren. he was using gis to make the pitch where she should campaign in virginia. he is using gis to show the relationship between level of education and the way in which people tend to vote in virginia. they are used by our communities to make decisions and inform us on making our governments more

efficient. this is a heat map the city of raleigh made to track in real-time where trash are. people fill out an app, i would like to tell you where the garbage is. they take this heat map to decide where to do street sweeping. it makes it more efficient. there are certain areas they won't go to every day. -- ais the map professional started working out in environmental gis and started mapping nba shots. he is now an nba executive. he worked for espn. he is using the same technology of this map. rather than showing trash, he is showing where does lebron james make this shot. the idea is the technology we will talk about to map diseases we are using to map so many other everyday elements in our

lives. one of my favorite examples is how creative students can be with this. similar techniques we saw with the trash and nba maps, i have a student set up a twitter feed and say where is our hall monitor? i saw him here, i saw him there. she created a heat map. during the date, this is where you can find the hall monitor. corner,ottom right-hand chelsea, who became a gis professional, she wanted students to have the disclaimer that this does not encourage students skipping school. she had a really clean school. she had to go to the hall monitor assignment. there are so many different levels of the stomach -- of this technology being used.

ofteach you about the power gis, i want to look at this historic event, the fate of the titanic. i will tryasked -- to go to the bit.ly site. i am going to be toggling back and forth. do not judge me by my screen, although i think you already have. you will see there is a link to a titanic table. you click on that and open it up. it will bring you to a 47 page list of all the passengers that were on the titanic. the heart of gis is location. if we were doing this in a workshop, i would say scroll through these 47 pages and share any spatial or social patterns

on the map. as you work through, you will notice there were a lot of people in first class, from montreal and new york. he will ask what is the difference - -you will ask -- you will ask what is the difference between a blue and light row. blue means they survived. this is the table. this is the "i" in gis. we have locations we can map. we have where they are from, where they boarded, and where they were heading. onlineworking with gis took this list from wikipedia and said let's make a map and improve the signal and reduce the noise. if you look on bit.ly, the second link is the fate of the titanic link. this is that data mapped.

47 pages. i want you to notice as i work with this how much more interactive and powerful the story is because it is mapped. the distribution of passengers first class to second class to 3rd class. i can zoom in on a map. i can say, i wonder what was going on in ireland. i can go from 3rd class to second class to first class. we noticed there was one passenger from dublin, ireland. when i click on the map and i click on his name, it shows me those locational points. it also shows you his information that is sitting right here in the table. so that is the power of gis.

what i want to share with you is when we are talking about gis maps, we are linking maps to tables. driving a lot of the maps we make that we look at in our schools, we are following the inquiry process. a scientific inquiry process. asking questions, acquiring resources, exploring data, analyzing that information, and then acting on that, whether you make a map or movie or so forth. the heart of historical geography is where, why there, and why should we care? if you embarq on using -- embark on using gis in the classroom, are you using it to enhance your presentations and classwork assignments, or are you teaching

gis, the bottom right image is a student of mine creating an equity map looking at affordable housing. a nonprofit needed a map. their professional was too busy. reached out to me and my student had an opportunity. we want to move into gis look at what is considered the first true gis. if you would like to interact, click on the power of data link on the bit.ly site. this was produced by a journalist in london during the cholera outbreak. he was tried to figure out why are so many people getting sick. the link takes you to this learn gis mapping cholera activity.

we will share the links with you at the end. it is a great site to learn how to use gis from an armchair gis professional. click the link that opens up the map. you may get a warning that says hey, can't load the john snow base map. click okay. we're cool. if you click on this item, this little blue square, this shows you the contents of the map. i love when i start to do historical gis maps. one student said to me, what does this mean? i said i don't know. i had a fact checker in the room. to "pardon the

interruption" on espn. i said i don't know. means living south of houston street. i want you to turn on the layer for cholera cases. andas investigating london trying to find out who was sick and not sick. i want you to click on any of these red dots. i want you to notice the information he is collecting. he was writing down their address, recording the number of cases. the sid is what gis needs to collect to make an additional feature. i showed you, if this map, i would say where do we go to figure out what the source is?

you may have an idea. you may not. the nice thing about gis mapping is it makes it efficient. tables make maps. i hover over the cholera cases by address and click on show table, it shows all of the information he was collecting. through thislking in a workshop, i would ask have you seen any strategies in the titanic map that we can employ here to make the visual and story better? on the titanic map, there were with acircles for cities lot of people that traveled. with information we can change the signal and reduce the noise. i will cover my layer. i want to change the style based on the number of cases.

second, do you notice what is going on here? see a map thatou shows you the number of cases. it is told as a different story. you might want to go to the circle in the middle and see what is going on. the other nice thing is i could not just look at values by number and location, i want a heat map. i want to see the hotspots. i just went from style change, from graduated symbols to show me a heat map. at this point we have to check out that hot spot. john snow went to that hotspot and noticed something. he saw that in the middle of the area where a lot of people were sick were public wells.

loseold the city take -- c the well down and see if people get better. people started to get better. today, if you travel to london, you get to go see john snow's p ump. they put it out as a commemoration for him finding out that cholera was a waterborne illness. i use this in both my world history class and ap human geography class when i start my school year. i want them to think about that geographic inquiry process, trying to show them history and geography is cool. some of them don't know that. now? do this sure, take my gis class. todayare we with cholera when we look at gis? a research study was done a

couple years ago where nasa is using remote imagery to predict where they will seek gis risk. nasa worked with west virginia university on this. they are now using satellite imagery to predict where they can predict the gis attack outbreak. this was in the country of yemen. -- the cholera attack outbreak. another virus that shows up in our history textbook, smallpox. who is the person who developed the smallpox vaccine? wew i've got to believe have at least one edward jenner in the room. it is the first vaccine.

notice the cartoon is saying people are going to become pigs cows because we are inoculating them with the cow virus. where does smallpox show up in the teaching of u.s. and world history? for that, i want you to go back to the bit.ly site. there is all of that stuff. i want you to click on the gallery for geo inquiries. you can see the geo inquiry landing page. geo inquiries are 50 minute mapping activities designed by the gis software company. they have collections for a lot of different categories. up to 15 different subjects. youou click on u.s. history will see there are level 1 and level 2 geo inquiries.

these were written by teachers. the maps themselves were designed by maps.com. you can scroll down and look for the 1 -- i think it is number 15 -- the grading exchange. it will bring you to this map. the geo inquiries are two pages pdf, follows the geographic inquiry model. you are given a teacher's script to follow along how to navigate the map. this looks at the exchange of goods during the age of european exploration. to access the map, click on the url in the middle of the page. that is going to bring you to this map. similar to the last map. you can click on the contents tab and it shows you a lot of different layers.

the first activity asks the students, where is the potato farm? when i tell you the top two answers starts with the letter i, they will get it wrong the first two times. they will say ireland or idaho. but notice in this layer i can turn on crop origins. i can turn on the legend. say, where is the hearth of these three common ingredients we use today? the potato is from the incan empire. corn is from central mexico. bananas are from southeast asia. students start to think about the movement of ideas and movement of things. dayhead and turn on present potato production. we show cultural diffusion.

you ask them questions about what do you notice and which direction did they travel, what does this tell us about agriculture? i am skipping through a number of steps. this lesson is leading to students taking a moment to explore the great exchange, the goods and items exchanged between the old world and new world. students fill out a worksheet and look at all of the new world plants. they look at the old world plants. then they look at the new world animals. the old world animals. i want you to notice this old world animal, horses, which we will come back to when we talk about smallpox. then we go to the americas and learn they had syphilis. then we look at the old world. they had smallpox, measles, influenza, malaria,

the common cold. when i asked the students at the end of all of this, my number one question was, to do learn something new and did something surprising? this list is the number one surprise students had. i knew europeans brought diseases to the old world dust to the new world, i don't know -- to the new world, i did not know how many. we leave it at that. they can google it. the idea is to show you that this is a simple gis map we can use in the classroom that is showing the movement of disease. plants,six map notes, animals, diseases. students spatially see it as europeans brought diseases over there.

i want to go back to the powerpoint and give credit to dr. west, who was going to speak last evening about the role of transportation on the central plains when it came to smallpox. back to my powerpoint. where does that play into our history? it plays into it with the ripple effects of european exploration. dr. elliott west is a historian of the american west. a few years ago i had an opportunity to hear him speak about the grass revolution. he talked about the role of horses in transforming culture on the great plains. he talked about how spanish explorers caused a revolution because they brought horses home. the spanish brought them back. revolt, the pueblo

released horses out of spanish control. the horse influenced food, military, travel. when it came to providing you power, it revolutionized power. but then here is the other thing it did, it sped up transportation. out smallpox did break prior to the horse, it would often stay endemic, in one area, and fizzle out. with horse transportation, now the disease did not have a chance to die out. it was transferred from one location to the other. how we bring about in medical geography, it is already here, in our curriculum. we don't need to squeeze it in. this, one ofs to the most popular dashboards with coronavirus. , and remember, make's make maps -- layers

apps.nd maps make there are widgets connected to the data that are keeping up rates by location, rates by recovery, by mortality, by specific location, and are also showing the curve. and we are trying to flatten that. so this is the gis dashboard. at the end of the workshop, i will share a link if you would like to make your own coronavirus dashboard. you could have one made in one hour. this isf data, the gis, the information johns hopkins was collecting. a student of mine was making one in class, so i took his data set , but he collected the data on february 14, kind of a weekday, valentine's day and he is mapping the virus. it was just kind of work, but a but aap -- kind of weird,

good map. just to show you, this table is feeding this map, these info graphs. when i think about coronavirus, i'm going to step away from gis for a while and think about how understanding coronavirus fits in to our curriculum when we look at past events. that was back to the quote, "culture is the history we things," because so many are coming up in the news where we go, wait a minute, we have seen this before. the first was the idea of entomology, the importance of naming the coronavirus. we have seen headlines about the recentof coronavirus, headlines from the bbc, coronavirus, trump, "chinese virus." congressman mccarthy of california knocking the

democrats come after they claimed "chinese coronavirus" is racist. and this might have been yesterday, "mercury news" in san coronavirus attacks against asian americans reported in the san francisco bay area. i started thinking back to my medical geography class and my teaching in ap human geography and history, and i was thinking we have seen this for. -- seena primary source this before. this is a primary source from 1981 from the cdc reporting on five young men, all active homosexuals, have a serious virus. we know it as hiv. it didn't start out being called hiv. here is a timeline of events taken from hiv.gov. "the new york times" called it a rare cancer, homosexual, and then it started to be called gay cancer.

1981, dr. friedman-kien of new york was looking for research, the government wasn't funding it, the government was slowed to respond. he raised 6006 hundred 35 in private -- 606 asked 6600 $35 in private donations to support research. for the first time, the mention grid, gay-related immunodeficiency disease. perception that aids affected gay men. 1982, representative philip burton and representative ted weiss joined together to introduce the first legislation. it does not get out of committee so we see parallels, even though it is coronavirus or covid-19 as

a faster moving vibes, these themes are there. what we name it matters. people get stigmatized. we have seen the news that we should have been developing a test earlier. then it becomes mainstream. becameh hiv, it mainstream when heterosexuals got it, popular people got it. think about what triggered the shut down of all sports. rudy gobert tested positive, nba player, nba season is over. the cdc and government was throwing money at hiv when regular, everyday people within our society at the time of the 1980's started to get it. then the media campaign starts, and i remember growing up a 1980's get, if i could, i would get a bright pink and green and

orange shirt, maybe get out some shorts, and i remember seeing this advertisement in sports illustrated and other magazines, trying to teach people about this information out there about who can get dates and who can't get dates. we are witnessing that today on the internet, websites saying this is information that this is misinformation, this isn't true -- saying, this is misinformation, this isn't true. isare seeing where gis helping us understand hiv today. that is my historical moment. now, let's come back to how gis is helping us understand this. one great thing about gis is scalability, because when you generalize things in order areas, you tend to stereotype certain areas. 50% of hivap where diagnoses occurred in 2016-2017.

it is very different map when i show it to you aggregated by state. that is nice thing about a gis map when it comes to getting answers, we change the scale. you can go to live web map down to the county level providing education about how to get help, who is at risk, and so on. they have infographics helping inform different regions, letting you know that of the 48 highest-burdened county targeted with hiv, 48% are in the south. they made the map using gis. when we think about sub-saharan africa, we think of it is the global hotspot for hiv. clump anruth is, to

entire geographic area it doesn't tell the whole story. this is a story from npr just under a year ago, where they are using high-level gis to aggregate points down to a heat map, to find out where hot incident spots are in africa. as quotes say in the article, there is appreciation this epidemic is less homogenous than imagined. the story is changing. you can see the number of people in need of treatment and where most people are concentrated, and it is shifting over time. folks, that is our story. the only thing that is constant is change we talk about how things change over time. is helping us better grasp of those things. onon't want to go to gissy you, what i will, because i love gis. have gpsour phones, we

locations, track friends, parents, watch pizza deliveries come to our house, they are using gps coordinates to tag addresses that they don't have addresses for. they are collecting reports from health centers and geo-tagging those and mapping the data. there is a fascinating story on the dustbowl where they mapped out the growth of the dustbowl by mapping out newspaper stories. it is not just information, you can map stuff as long as you know where it happens. study, recent headline, 17 9% of people with covid-19 have no symptoms. i thought to myself, hmmmm, i've seen that before. it made me think of this woman. i'm about to ask who is this woman? there is a comment in the checkbox. this is the infamous typhoid mary. typhoid mary story.

she was an irish immigrant to new york, an ace up medicare your of typhoid. typhoid is a waterborne and illness. she worked as a cook for seven different families from 1900 to 1907. and one family, after 10 of 11 family members were hospitalized with typhoid, hired a researcher, who said you need to find out where this is coming from. auntie pinpointed that mary ma illon was the person carrying this virus. they believe it was spread, she worked in a restaurant where they served ice cream and cake one day a week. and that was the day that people got mostly sick, there was a large investigation, a large trial, it lasted a number of years preach she went into quarantine -- number of years. she went into quarantine, she

was released, they found her guilty a second time and she spent the last 20 3 -- the last 20 years of her life in quarantine. to how we are seeing gis being used today for typhoid, then i will talk about quarantine. the 21st are calling century equivalent of john snow, scientists are using google earth to map out cholera outbreaks, and are using gene sequencing and global positioning to localized where typhoid is spreading from its source. that brings me to my connection to today. the venetian word meaning 40 days, if you look on the news and google things on quarantine,, some good, some bad. i went with a safe one from "the new yorker," stealth kids'

movies for the era of quarantine. the word quarantine comes from, croatia a city state in said newcomers had to wait for 30 days on an island outside the city before they could come in. 1448, they shifted it to 40 days, which gave birth to the term quarantine. the bubonic plague had a 37 day period for making patient to death, and so that is why the quarantine became a successful time period. this is a picture of a quarantine boat off the coast of the united kingdom. when we think of quarantine boats today, we have seen that in our local current events with the cruise ships. we sent a medical book to new

york, naval medical boat, to help care for people. these are the ways we can being in medical geography in a seamless, natural way. another recent headline, then and now, how ithaca responded to the spanish influenza epidemic of 1918. i talk about influenza want to when iout world war i -- talk about world war i. a shout out to the library of congress for this year's conference. here is a primary source saying, here are the things you can do to prevent the spread of the 1918 influenza. looks very familiar in terms of what we are asking people to do on a national and international level now. so my classroom, when i get here, i bring up a gis map, and it shows the contagion of the virus, of the flu of 1980.

-- 1918. there is a great website at the institute for health metrics and evaluation, produced by the university of washington. they have map present a dynamics in the u.s. .'m going to show you that map map that can show all sorts of different data in real-time. riskwe want to show factors, i can show smoking daily. this shows a map of where people youe, but i want to show what happens when i bring this time slider to 1996 and push play. think about what is going on in our own society when we think what social history, and smoking was like in the united

states from 1996 until today, and i want you to see how the map changes. the red areas show you where more people are smoking, and the blue areas are where more people are smoking less. there are historical stories behind this map. in addition, we can change the map to life expectancy. so when i go with life expectancy, we see areas where left expectancy ranges. down here in southwestern virginia, left expectancy in this county is 73 years. northern virginia outside of d.c., one of the most affluent areas of our country, life

expectancy is 84 years. that raises a lot of questions in virginia. what is going on in d.c., were life expectancy is 11 years more than just a 5 hour drive away? and a lot of students say, what is going on in the dakotas? i connect that to native american reservations and other things that contribute to life expectancy. is that it about gis dispels myths and allows us to get to the heart of learning, and when you shift the lens, you shift the perspective, you get different answers. that brings me to one another way we can use gis, and that is access to medical care. i want to shout out to heather,

one of mice -- one of my students who has been doing a lot of projects this year. i was on an airplane a few months ago and i sat down and talked to a woman from the university of virginia who works at the women's center, and i talked about how i worked with gis, and she worked with the epa and said she knew a little bit about gis. and she said, i have a project, i work in the women's center at we have patients who need care off campus, but for a variety of reasons, they don't want to leave campus. i would love to have some maps that would reduce the friction of distance for them. i would like a map that lets them know how close care is and how close transportation is. so i shared with heather a bunch of tables and she has been making maps for them, where she is went to be able to show uva students and patients, here is where your care is, here is the bus you need, here is how you

will get there and how you will get back. she is going to provide paper as well as a survey that they will return, for where they can go for care. i want you to think about the versatility i have shown you with gis, historical diffusion maps, down to its mattering on a personal level to people. that brings us back to this our gisd, supported by online, google earth and other forms of gis. onliney like the artgs platform and you can see links at the bottom on how you can get a free site license for your school, free of charge, having your students make data-rich maps from the ground up. but the hope with the dashboard is that the information will be

made public to help officials in emergency situations to make decisions, whether they should shut down events, whether their reactions to the pandemic are working, and that is the power of gis. we are now going to transition from maps gis to medical geography. how can gis help you moving forward? you are going to leave in a few moments from this awesome, online conference, and you are back to the reality we live in. so think about, in your work, when does location matter? direction,istance, neighborhood, region, territory, or with my kids, i will say turf? scale, working from the local, regional, national, global scale. if you teach and you have any of these themes, you need to consider giving gis a try, particularly as many of us are i

will share with you a number of resources ready to go in which you can have your students doing gis at home. it might not be as powerful as you in front of the class, but it will be pretty powerful, giving you are so far away. one option, we are going to be eating every day. we can map the recipes. tuesdays are taco tuesdays. it is probably the cleanest that counter has ever been, but we won't tell my wonderful wife anything about that. so this recipe, the idea of this great exchange in agriculture, every day we cook, we are living a history lesson. how can you use gis to do that? take your kids up, do the great exchange activity, show them how food is used. then say, where is the heart of the food we are reading today? ingredient of that recipe be a row when your data

table. as you do the geographic inquiry, show them, here is how much corn we grow, and watch them go, i had no idea we grew that much corn, but don't tell them most of it is not eaten. directions i am going to share with you at the end of this and create eight geo geo form, ande a which of the students map out every ingredient, and put it on a map. have them put it on a map. these are ingredients students put on a map a few weeks ago learning about agriculture, and in the first semester we used this with my world history last, teaching about the world of exploration. there are different maps for ingredients than the rougher recipes. recipes come in many areas that work on a lot -- that were colonized. that is why there is such a glut in italy and france with a lot of these recipes.

and they are also on the silk road. a lot of recipes we enjoy come from western europe, and some from the united states. is aou can say, my student native of tanzania, we researched his favorite recipe, and there is a great tool in our destinations, think airline maps. and say hey, what do you think, what is going on? s has no idea that is native -- he is so global. now you are learning, you got more out of this than from reading it in a textbook. and then you can say, let's shift that to a story map. go find more interesting things. this is one of the student who did hamburger pie and found out where the word casserole comes from, the french word.

more entomology. i like that. that shifted into a story map -- havee them tell you them shift that into a story map . have them connect their favorite recipe into the age of exploration. and for fun, go john snow on them and make a heat map. say, guess what, i didn't have to give you research from old studies, your ingredients showed the agriculture of world history , central america, india, southeast asia, right on the map. but if he said, that is really cool, i don't have time for that, i just want something quick and easy, give the geo inquiries a go. they are right there, ready, the script is written, it is so short because when we were writing them were he realized, -- we realized, teachers don't follow scripts.

also links to your students so they don't see the answer key. clubfe is starting a book on the watsons go to birmingham for local students, neighbors and so forth, they are going to use the watsons go to birmingham geo inquiry to help conceptualizing for my second and fourth grade children. check out story maps, story map gallery, have your students look at them and say, what did you find surprising, interesting? did you find anything troubling? and if you have to cover curriculum, you still want to review world war i, check out this project on digitizing i worked on in the past on the muse are gone -- on the meuse this is the

government-commissioned map on the offensive. the battle was a mess. we took features on the map and digitized it to an interactive, online map. the table, the top is the map, we went with a group of teachers over there and collected digital media artifacts from the western front, so you can bring the western front home to your students. take your students on a virtual field trip honoring sacrifice during world war i. many students find it hard to believe there are over 14,000 american soldiers buried along the western front at the cemetery. this takes students on a field trip about why they are they are and why the u.s. government cares about this spot. they see 3d videos of trenches and so forth, all in a very interactive gis map. the website is called teaching

and mapping the geography of the rgonne offensive. if you are looking for a way to jazz up world war i for your offense -- world war i for your students, check this site out. we have the virginia geographic alliance at the library of congress in which we developed story maps on placing primary sources. they are presented in a poster today. these are story maps designed by teachers in u.s. and world history on benchmark topics you have taught or will teach. they are dynamic, ready to go, you get lesson plans with answer keys, no experience, no problem. time,ch energy, not much no problem. the activity is available -- the activities, mapping and placing america's journey westward,

looking at the impact of the evolution of political parties in america, the causes leading up to the civil war and the steppingstones to war, placing u.s. immigration, placing u.s. global expansion, the story of the american expeditionary forces. this map uses one of the maps rgonne offensesa in the mobilization of forces in america leading up to world war i, so more than the activities that told you previously. looking at how that looks differently when you shift locations, shift lenses. looking at world war ii in the pacific, island topping, and this shows entered -- an interactive graph of casualty rates as u.s. forces got closer to japan.

u.s. world war ii allied victories in europe. placing cold war conflicts. when i get to this point, this was created by a wonderful teacher of western albemarle high school, she wanted a one stop shop for her students to learn geographic complexities in the cold war. placing civil rights in time and thee and looking at evolution of segregation in the united states, and the fight to end that. this places civil rights in time and place around the united states. then, let's say you like all this but are curious about the go checkus dashboard, ownhow you can create your

monitoring covid-19 dashboard. it is a one hour activity. and if you look at this bentley, this shortened web address, this is a survey. we are mapping out our responses to where coronavirus and covid is occurring around the world. this survey allows teachers and educators to map out how we are responding, how we are teaching ad so forth, and they have data dashboard tracking our responses. here, and let's share other stories about this, not just the virus, but how we as a society and a people are responding. thank you. >> this is so exciting. on behalf of everybody, we thank you so much.

chris volunteered to do this a week ago. he put this together and realized there was a need to get this out there, and we are delighted he was able to put this together. chris: i want to give a quick shout out, thank you to you and the staff for putting together an online conference in five days, and thank you for having me. >> this is american history tv, exploring our nation's past every weekend on c-span3. next on our weekly series, "the ,ivil war," matt atkinson gettysburg park ranger on the postwar life of robert he lee.

buckner talks about photos he took on may 4, 1970, when national guard troops shot an killed four students at state university in ohio during an antiwar protest. collegewas a photographer -- a photographer at the college student newspaper and one of his photos was used on the cover of "life" magazine then a college professor teaching a class debunking myths thet rosa parks in 1955-1956 montgomery bus boycott. 7:00:00 p.m. eastern, pacific, president nixon announces u.s. and south vietnamese forces will attack north vietnamese bases in cambodia along the border. that is coming up on american history tv.

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