c-span 3. ♪♪ >> from the 2020 national council for history education conference alemarle high school teacher chris bunin shows how gree graphic information systems can be used to trace the source and map the spread of diseases throughout history including cholera, smallpox and aids. he co-authored the book "jamestown to appomattox."

i'm excited to be here with you, i'm joining you from nelson county, virginia, just outside of albemarle county and this is my school campus where i teach geography, world history andy owe spatial technologies at albemarle high school literally a stone's throw away from the border of charlottesville, virginia. food if you'd like to follow along with some of the links that i'm going to be sharing today, if you would go to this bitly, bitly/just map it. it is not a perfect alignment to this keynote, i had all the intentions to have it line up perfectly and my children running around upstairs had different ideas. so please a link in there and hopefully you will get a chance to interact with some of the maps i'm going to share with you today. when i was asked to give this keynote i thought about, let's see, i wonder everybody in this audience will know what gis is and i quickly concluded that you not. part one will be a crash course

on gis and the power of the geographic inquiry model. two, we will look at how we can use gis andy graphic inquiry to teach medical geography history and temporally. we will discuss how can you use gis to support your students and communities moving forward from this moment and then if there are any questions from the audience. so when i think of gis and i think of the power of geography i think of the power of maps. the first time we had a conversation on using gis in the history classroom dr. david bowden namer from the polis center made a speech or a presentation, he started off write away with every event has a temporal and spatial tag. then he talked about how we really emphasize the temporal and chronology and history. he said so often when teaching history we usually know when something happened with a high degree of certainty.

we have often less -- have less precise knowledge of where it happened and that's where the power of maps come into understanding the intersections of time, space and place. the images above on the top of this powerpoint share with you trenches at vietnam, i had the benefit to travel with the national humanities center a few years ago and if i just showed my students the pictures of the trenches they might go they look like the trenches from the western front which would make sense because it is french end dough china at the time and they carried their military strategies with them there. when we were there capturing photographs i pulled out my gps unit and captured a picture, i said this is too cool i have to get a picture of this. when i came back to my classroom and started sharing this experience the picture didn't raise the questions, the map raised the questions and the

curiosity. my students started to ask me where were you? why were you there? why is that point significant? and so to speak to the significance of this point it is where french end dough china fell to vietnam in 1954 and if you study modern u.s. history or 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 where if you go there now they commemorate this place as if you were visiting the fall of yorktown or the -- and corn wahl's surrender of the american revolution. we were there to use geo spatial technologies to develop mobile apps and enhance the ability for people to travel to these places and have a better experience. just so happens we got there and there was a group of students who were probably in 9 through 10th grade using geo spatial technologies and mobile apps to interview visitors about our

experiences. all of a sudden you can imagine we were definitely outsiders to dmbnfu at the time and they hover around us, are asking questions. in the background you will see listening in dr. lents from university of north carolina chapel hill, andy mink is listening as well in the middle. as i'm listening they call me over and say can we take a picture of you? next thing you know i'm on snapchat. they are sending a picture out and i'm realizing this is why this technology matters. this is why it's relevant to our students. there are going to be phrases to think about today and i'm going to give credit to the to ex who shared them with me because you don't teach on an island, if you do you're going to not do so well, you have friends that help you get there. so one thing when we talk about using maps to teach things we use it to improve the signal and reduce the noise. courtesy of paul rittenhouse a colleague of mine who teaches with me with the james madison

university geo spatial. layers make maps, maps make apps, keep that one in mind as well. that one is courtesy of george ann rebar who is my co-geo spatial chairperson for the bga and she does workshops and really hammers that home and it's a great way for you to think about how do these maps work. and then lastly and it's actually a quote that was shared with me nearly ten years ago, culture is the history we inherit. so let's start out with what is gis. it's an abbreviation but the g stands for geography or gree graphic. that's the map. that's the image we see when we look at maps or interactive maps, information stands for a table a data, an xl spreadsheet, a google sheet, if you are familiar with excel you are one-third of the way of doing

gis. if you can read a map you are two-thirds of the way to doing gis. the system is how the data and map interact. if you can click on your computer buttons you can now do gis. that's the three pieces that make a gis work. another powerful element to gis maps is that we can layer information and that's that idea of how do we improve the signal and reduce the noise when we look at things? many maps we use in classrooms and to tell stories are very messy, the nice thing about gis maps is that we can separate the map features out into separate layers and choose what we see, what we don't see and that helps comprehension and communication. we see these maps in our every day lives, they are ubiquitous. these are my directions that 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's our

weather going to be like and they are using gis to share with us that information. i want to let you know the maps i'm showing you so far are professionally made maps but students can make these maps. this is a map a student of mine made as we are in primaries and soon we will have elections for his government class project he was figuring out creating a campaign project for elizabeth warren and he was using gis to help make the pitch as to where she should go campaign in virginia, where would be the swing spots and he is using a gis to show the relationship between level of education and the way in which people tend to vote in virginia. they're used by our communities to help make decisions and inform us on making our governments more efficient. this is a heat map that the city of raleigh made to track in live time where trash is. people fill out an app to say, hey, i'm standing here, i'd like to tell you where the garbage is and then they take these heat

map to make decisions as to where should we do street sweeping today? and as you can see it makes it more efficient. there are certain areas they won't go to every day. but this is actually the map that gets most used in my gis class. there is a gis professional, he started out working in environmental gis, then he started mapping nba shots and he is now been an nba executive, worked for espn, but he's using the same technology of this map but rather than showing trash he's showing where did lebron james make our miss that shot and how can we make decisions based on that? so the idea that i'm sharing with you is the technology we're going to talk about to map diseases we're using to map so many other every day elements in our lives. one of my favorite examples just before we kick into really using gis is how creative students can be with this. similar technique that we saw with the trash and the nba maps, i had a student who set up a

twitter feed to say where is our hall man for. students started to fill out a twitter feed to say i saw him here, i saw him there so she created a heat map to say during the day here is where you can find the hall monitor, here is where you can't find the hall monitor. i want you to notice in the bottom right-hand corner kelsey who just became a gis professional this past december, she graduated from college she wanted to make sure students had a disclaimer this does not encourage you skipping school. she initially started with wanting to map out trash to have a really clean school so she had to go to the hall monitor assignment. i'm wanting to show you there are so many different levels of where this technology s it's being used by meteorologists and government agencies, being used by high school kids to figure out where the hall monitor is. so to teach you about the power of gis i want to look at this historic event right here, the fate of the titanic. so for that if you are at the

bentley site, i'm going to try to go to the bentley site myself here. i'm going to be toggling back and forth, do not judge me by my screen although i think you already have. all right. so at the bentley site you will see there's a link to a titanic table. you click on that and you open it up and it's going to bring you to a 47-page list of -- list of all the passengers that were on the titanic. the heart of gis is location. so if we were doing this in a workshop i would say, hey, why don't you scroll through these 47 pages and share with me any spatial or social patterns you notice on the map. as you work through you would notice that there are a lot of people in first class and initially a lot of people from montreal and new york and you start to maybe ask me questions about what's the difference in a blue rover suss a white row and

if you look closely white rows have a body number or no body number that means people were missing, blue means they survived. the thing you have to realize this is the table, this is the eye in gis. so we could take this and we have some locations that we can map. if we have locations we can map them. we have where they're from, where they bored and where they were heading. so the team of esri working with gis online took this list from wikipedia and said, let's make a map and let's see if we can improve the signal and reduce the noise. if you look on the bentley site you will see the second link is a fate of the titanic link. this is that data mapped. 47 pages but i want you to notice as i work with this how much more interactive and powerful the story is because it is mapped.

you can filter the distribution of passengers from first class to second class to third class. i can zoom in on a map, i can even say i wonder what was going on in ireland. i can go through that pattern again and go from third class to second class to first class. and we notice that there was one passenger from dublin, ireland, mr. edward collie, but i click on the map and his name it shows me those locational points i showed you, it also shows you his information that is sitting right here. in the table. so thals gis and the power of gis. so what i want to share with you is when we are talking about gis maps we're linking maps to tables. also driving a lot of the maps we make and we look at in our schools, we're following the

inquiry process, this is the geographic inquiry process, there is a scientific inquiry process, at the entd of the day it's the inquiry process. asking questions, acquiring resources, exploring data, analyzing that information and then acting on that. whether you make a map, a movie and so forth. the heart of this for me and historical geography are the questions of where, why there and why should we care? if you embark in using gis in the classroom you will need to think about what's your purpose? are you teaching with gis using it to enhance your instruction and proving your presentation, your classwork assignments, or are you teaching gis, you can strike a balance when there are two different things and the image in the bottom right is a student of mine creating an equity map for a housing alliance looking at affordable housing, a nonprofit needed a map, their gis professional who often does it was too busy,

reached out to me and my student had a service line opportunity. now we want to move into gis and epidemiology and look at what's possibly considered the first true gis. so if you'd like to interact with me with this map, click on the power of data link in the bitly site. this is a map produced by john snow who was a journalist in london during the cholera outbreak of 1854. he was trying to figure out why are so many people getting sick? so the link takes you to this mapping cholera activity, learn.arc gis.com will share the links with you, the end is a great site to go to to start to learn to use arc gis in the classroom or on your own from an

armchair gis professional. click on the link here that opens up the map. you may get a warning that says, hey, can't load the john snow base map. ignore that. click okay, we're cool. if you click on this little icon just below details, this little blue square it shows you the contents of the map. i love it when it starts to do historical gis maps because students will ask me questions, one time a student asked mr. bunin what does soho mean. i was like i don't know. i always have a fact checker in my room, it's similar to watching -- i'm trying to remember this now -- pardon the interruption on espn, they always have a fact checker at the end and i have students do that for me because i have a way of exaggerating things. so i said, you know, i don't know. and she said, well, soho stands for living south of houston street. there is a south of houston street new york and there is a south of houston street in

london. but i want you to turn on the layer for cholera cases by address. john snow was investigating london and he was trying to figure out who was sick and who was not sick. i want you to click on each one of these, any of these red dots. i want you to notice the information he's collecting. he wasn't collecting a lot of information, he was interviewing folks, writing down their address, he was recording the number of cases and just so you know the fid is not something he was collecting, it's what gis needs to collect to make an additional feature. it's called feature id. so at this point if i showed you this map i'd say, hey, do you know what, where should we go to figure out where the source is? you may have an idea. you may not. but the nice thing about gis mapping is that it makes it really efficient. as i shared with you, tables make maps. if i hover over the cola cases by address and click on the show

table, it shows the table of all the information he was collecting. and then if we were talking through this in a workshop i'd ask you have you seen any strategies that we saw in the titanic map that we can employ here that would make the visual and the story better? and if you notice on the titanic map there were larger circles for cities with more people that traveled on the titanic. so new york city was large and paris was large. so with information we can change the signal and we can reduce the noise. so i'm going to hover over my layer, i'm going to say i want to change the style and i want to change the style based on the number of cases. wait a second. now i'm going to say, hey, do you notice what's going on here? and at this point you see a map that shows you the number of

cases and it tells us a different story. we might say i'm going to go right to that big circle in the middle and see what these people have been up to and what's going on. the other nice thing, though, is i could say, do you know what, i want to not just look at values by number in the location, i want a heat map. i want to see the hot spots. so i want you to know i literally just went from the style change from graduated symbols to show me a heat map. at this point we can say, all right, so now we've got to go check out that hot spot. john snow went to that hot spot and noticed something right there, he saw that right in the middle of that area where a lot of people were sick were public wells. he told the city take the well -- take the pipe off -- let's close this well down and let's see if people get better. the story ended well. people started to get better and so today if you travel to london

you get to go see john snow's pump. they've put it out there as a commemoration for him finding out that cholera was a water-borne illness. so i use this in both my world history class and my ap human greeg jaef class when i start my school year out and i want them to start thinking geographically and about that geographic inquiry process and trying to show them that history and geography is cool because some don't know that. when they start to think, wow, can i do this now? sure, take my gis class or in a few months we'll be doing it in here. so where are we with cholera today and we look at gis, this is a recent research study done a couple years ago where nasa is using remote sensed imagery to predict where they're going to see cholera risk. you can go to nasa's website and see it, they worked with west virginia university on this, but

they are now using satellite imagery to predict where they can predict a cholera attack outbreak and this was in the country of yemen. so now we move on to another epidemic, another virus that shows up in our history textbooks, smallpox. i will ask the question, it might show up in the chat box, but who was the person that developed the smallpox vaccine? by now i've got to believe we have at least one edward jenner in the room. since it's a history presentation i thought we would use some primary sources, too. here is the cow pox cartoon because they were using the cow pox virus to vaccinate people. it's the first vaccine and notice the cartoon is saying, my gosh, people are going to become pigs or cows because they're using -- not pigs but cows. they're going to become cows because we're inoculating them with the cow virus. so where does smallpox show up

in the teaching of u.s. and world history? and for that i want you to go to -- back to the bitly site and there's all that stuff and i want you to click on the gallery for geo inquiries. you will see the geo inquiry landing page. geo inquiries are 15 minute mapping activities that were designed by the esrigis software company and they have collections for a lot of different categories, i think it's up to 15 ubts is. when you click on any of these, if you click on u.s. history, you will see there are level one and level two geo inquiries, these activities were written by classroom teachers, the maps themselves were designed by maps.com. you can scroll down and look for the within -- i think it's

number 15, the great exchange. when you click on the great exchange it will bring you to this map. the way the inquiries are set up they are two pages, pdf, follows the geographic inquiry model, you are given a teacher's script to follow if you'd like with button olg of how to navigate the map and this one looks at the exchange of goods during the age of european exploration. to access the map you click on the url in the middle of the page and that's 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 part of this activity asks the students where is the photo from? the top two answers start with the letter i and the correct answer starts with i. usually they get it wrong the first two times.

they will say ireland or idaho, but then in this layer here notice i can turn on the crop origins, i can turn on the legend, again, i just clicked fw times. they say it comes from ireland? from idaho? but in this layer here, you will notice i can turn on the crop origins and i can turn on the legend again i just turned on crop origins, legend and i can say where is the hearts of these three common ingredients we use today? and the potato is from the incan empire. corn is from central mexico, and bananas are from southeast asia. then we start to have the questions to think about the movement of ideas. so we say go ahead and turn on present day potato production. right there we show cultural diffusion. then you ask them questions about what do you notice and which direction have they traveled, what does is tell us about agriculture. and this last one i'm skipping through a

number of steps, and it's leading to students taking a moment to explore the great exchange. the goods and items exchange between the old world and the new world. students start out and they fill out a work sheet, and they look at the plants. then they look at the old-world plants. then they look at the new world animals, and the old world animals. i want you to notice this old world animal, horses, we're going to come back to that in a moment, when we talk about smallpox. then we go to the americas, and we learned that they had syphilis. then we look at the old world. they had smallpox. measles, chicken pox, malaria influenza, the common cold. when i asked the students at the end of all this, but

often what my number one question is, did you learn something new and it's something surprise you? this list right here is the number one surprise the students have. it's like i knew your friends brought diseases to the new world, i just did not know how many. and the question number two is, is syphilis a sexually transmitted disease? and my answer to them is yes, yes it is. so we leave it at that. they have their phones, they can go google the information. but the idea is to show you that this is a simple gis map that we use in the cap classroom, that is showing the mapping and movement of disease. this map it shows plants, animals and diseases. but this didn't specially see it as no longer just in the text but europeans brought diseases over there. this gives them a list. so with that i want to go back to the powerpoint and give the credit to doctor west, who was going to speak last evening about the

role of transportation when it came to smallpox.. so back to my powerpoint. so where does that play into our history? it plays into it with the ripple effects of european exploration. doctor elliott west, is a historian of the american west. and a few years ago i had a wonderful opportunity to hear him speak about the grass revolution. he talked about the role of the horses and transforming kosher on the great plains. he talked about the spanish explorers and how it caused the revelation, because they brought horses home. horses are native to north america, they became extinct, the spanish brought them back to fast-track the story, they released the horses out of spanish control. the horse influenced food, trade, military travel. and when it came to providing power, it revolutionized power. it gave natives ten times the amount of

power they had before. but here's the other thing it did. it sped up transportation. diseases and when smallpox did break out, it would often stay endemic, and in one area. with horse transportation now, the disease did not have a chance to dry out, it was transferred from one location to another. so when we think about how we could bring in medical geography, it's right here it's already in our curriculum. we don't need to squeeze it in. that brings us to today, it brings us to this one of the most popular dashboards. and that the coronavirus. this is a gis map. remember that saying, layers make maps. so what you're seeing here is a dashboard that is far more than just a map. it is a map, but then there are also widgets connecting that data. and they are keeping up with rates by location, rates by recovery.

rates by by specific location. they are also showing the curve right. we are trying to flatten that curve. so this is a gis dashboard, and i will share with you a link and if you'd like to make your own coronavirus dashboard you can have one maiden an hour. as i said, tables of data, the same information that john hopkins was collecting, one that stood in my mind was one -- we collected data on february 14th. it was a weird day. valentine's day. he's mapping the virus, it's kind of weird. but it was still a good map. just to show you this table is feeding this map that is feeding these ethnography's. when i think of coronavirus i

want to step away from gis for a moment and think about how does understanding coronavirus fit into our teaching of curriculum when we look at past events. that goes into oasis quote. culture is the history we inherit. so many things coming up in the news and it's like wait a minute, we've seen this before. the first one is the importance of naming the coronavirus, and the virus that caused it. we've seen headlines about the naming of coronavirus. recent headlines from the coronavirus. trump grilled on use of term, quote unquote, chinese virus. senator mccarthy knocks dems after they claim saying chinese coronavirus is racist. then this was just yesterday, out of the mercury news in san jose, coronavirus attacks against asian americans

reported to bay area and beyond. i thought of my own teachings in my ap geography class and own history class and i was thinking, we have seen this before. here is a primary source. 1981. from the cdc reporting on five young men, all active homosexuals, have a serious virus. we know it as hiv. it did not start out being called hiv. here's a timeline of events taken from hiv.gov. the new york times published a article. they called it a rare cancer. homosexual. and then it started to be called gay cancer. august 11th, 1981, dr. friedman kind, of new york was looking for money for research. the government wasn't funding yet. the government was slow to respond.

he raised 600 -- in private donations to support the research. for the first time, the mention of grid, gay related immunodeficiency disease. which researchers were using in the report on the new epidemic. it increased the public perception that aides affected only gay man. september 28th, 1982, representative philip burton and representative ted weiss joined together to introduce the first legislation to fund the committee. we see parallels. even though it's coronavirus or covid-19, as a fast moving virus, 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. when hiv became mainstream, when heterosexuals got it, popular people got it, think about what triggered the shutdown of all sports. tested positive thank the -- nba player, nba season is over. the cdc and the government was throwing money at hiv when regular, everyday people within our city at the time in the 19 eighties started to get it. then the media campaign starts up and i remember in the 19 eighties, as a good 19 eighties kid, i would go out and get my bright pink and green and orange shirt, maybe get out some bright shorts. i remember seeing this advertisement in sports illustrated and other magazines trying to teach people about misinformation out there about who can and cannot get aids.

we are witnessing that today on the internet. some website saying this is misinformation. we are seeing hiv today. help understand where hiv is today. here's a gis map. we are seeing where gis is helping us understand hiv today. so let's come back to how gis is helping us understand. this one great thing about gis is scale ability. because when you generalize things in certain areas you tend to stereotype certain areas. this is a map where 50% of hiv diagnosis occurred in 2016 to 2017. this is a very different map than this map when i showed it to you aggregated by state. that is the nice thing about the gis map helping you get your answers.

we changed the scale. if you go to a live web map, -- it's a live map down to the county level providing education about how to get help, who is at risk, and so on. they have infographics their. helping to inform different regions. letting you know that of the 48 highest burden counties targeted with hiv, 40% are in the south. again, they need the map using gis. and then when we think about sub-saharan africa, we think about that as the global hotspots for hiv. but the truth is, to clump an entire geographic area, it does not tell the entire story. this is a story from npr just a little under a year ago where they are using high-level gis to aggregate points down to a heat map, to find out where are

the hot incidents spots in africa. as the courts say from the article, there's increasing appreciation in this epidemic that it's less homogeneous than imagined. the stories 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's our story. the only thing that is constant is change. we talk about how things change overtime. gis is helping us better grasp those things. i don't want to go into it for you. but i will, because i love gis. think of our phones. we have gps locations. track friends. parents. watch pizza deliveries come to our house. they are using gps coordinate

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 dust bowl where they mapped out the growth of the double by mapping out newspaper stories. it is not just information. you can map stuff as long as you know where it happens. another recent headline. study, 17.9% of people with covid-19 had no symptoms. i thought to myself oh have seen this before. it made me think of this. i am going to -- if folks ask who is this woman at this point i hope that there is a commitment that chat box. this is typhoid mary. the typhoid mary story. she was an irish immigrant to new york. she was an asymptomatic carriers of typhoid. typhoid is a water borne and food borne illness. she worked for affluent

families. from 1907 she worked as a cook for seven different families. one family after ten of their 11 family members were hospitalized for typhoid researchers said you need to figure out where this is coming from. he pinpointed down that mary madeleine was the person carrying this virus. they believe that it was spread because she worked at a restaurant where they served ice cream and cake one day a week. that was the day that people got mostly sick because she was not cooking the food. there is a large trial about it. it lasted a number of years. she wanted to courting temporarily. she was released and then they found her guilty a second time. she ended up spending the last 23 years of her life in quarantine. at that point that trigger led to another connection today. let me go back to how we are

seeing gis being used today with typhoons. -- typhoid. then i will talk about quarantine. the 21st century equivalent of john, snow scientists are using google earth to map cholera outbreaks, and they are using gene sequencing and global positioning to look lies where typhoid is spreading from its source. so that brings me not to my connection to today. quarantine. the venetian word meaning quarantine -- 40 days. if you look at the news and google things and quarantine. some are good. some are bad. i went with a safe one from the new yorker, stealth kids movies for the era of quarantine. the word quarantine comes from, in that 13 77, a city state in

croatia said newcomers had to wait for 30 days on an island outside of the city before they could come in. 14 48, they shifted it to 40 days, which give birth to the term quarantine. the bubonic plague had a 37-day period for incubation and death, and so that is when 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 bus today, we have seen that in our history, and our local current events. with the cruise ships. we sent a naval medical boat up to new york to help care for people. these are other ways we can bring in medical geography and a natural way. another recent headline.

responding to the spanish influenza and epidemic of 1918. i talk about the influenza outbreak when talking about world war i. here's the library of congress. shout out to the library of congress. tremendous supporter for this year's conference. here is a primary source saying, hey, 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. 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. there is a great website at the institute for health metrics and evaluation produced by the university of washington where

they map a lot of present day dynamics in the united states. i'm going to show you that map. so this is a live map that can show you all sorts of different data in realtime. so we can show, when we want to show risk factors, i can go in here, i can go, smoking daily. this shows a map of where people smoke. but i want to show you what happens when i bring this time slider to 1996, and push play. i wanted to think about what is going on in our own society when we think about social history. what's smoking was like in the united states in 1966. and i want to show you how the map changes.

the red areas show you where people are smoking daily, and the blue areas, where people are smoking less. there are historical stories behind this map. in addition, we can change the map to life expectancy. when i go with life expectancy, we see areas where life expectancy ranges. down here in southwestern virginia life expectancy is 73 years. you go to north virginia outside of d.c. one of the most affluent areas of our country, life expectancy is 84 years. that's life development. that raises a lot of questions in virginia. what is going on in d.c. where life expectancies 11 more than

just a five hour drive away? then they will often say, what is going on in the dakotas? i connect that to native american reservations and other things that contribute to life expectancy. what i like about gis is that it 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 other way we can use gis, and that its access to medicare. i want to shout out to my heather, one of the 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 talk to a woman from the university of virginia who works at the women center, and i talked about how i worked with gis. and she worked with the epa and said that she knew a little bit about she i.s.. and she said, i have a project, i worked in the women center, we have patients who need care of campus. 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 the care is and how close transportation is. so i shared with heather a bunch of tables and she has been making maps for them, when she is able to show uva students and patients, here is where your care, is here is the bus to need, here is how you will get there and how you will get back. she is going to provide paper maps as well as a survey that they will return. four were they can go for care. i want you to think about the versatility i have shown used to, yes historical diffusion maps, down to it mattering on a personal level to people that brings us back to this dashboard. supported by our gis online, google earth and other forms of serious. i really like the only platform and you can see links at the bottom on how you can get a free save license for your school, free of charge, having your students make that a rich

maps from the ground up. but the hope with the dashboard is that the information will be made public to help officials an emergency situations to make decisions whether they shut down events, whether their reactions to the pandemic are working. and that is the party a. s and we are now going to transition for maps gis to medical geography. how can gis help you moving forward? you're going to leave in a few moments from this awesome, online conference, and you are going to back go back to the reality we live in. so think about, it in your work, when does location matter? how about distance, direction, neighborhood, region, territory, or with my kids, will i stay turf? scale, working from the global, local, regional, national scale, if you teach and you have any of these teams need to consider giving gis a try, particularly

as many of us will be sharing resources at home. so to show you one option, i have an opportunity that i use in class called -- this exchange, every day we cook we are living in history lesson. how can you use gis to do that? take your kids out to the great exchange activity. show them how foods defused. say hey, where is the hearse of the food we are eating today? let each ingredient of that recipe be a role, use the directions as you do the geographic inquiry, show them, here is how much corn we grow, and watch them go, i had no idea how much corn we grow in

the united states. but don't tell them most of it is not eaten. then take the directions that i'm going to share with you, i'll make sure you have it at the end of. this critique geo, form of form that students fell out, in which students map out every ingredient, put on a map, have been put on a map, just a few weeks ago learning about agriculture, first master we used this in the world history class, a page of explanation. i realize something, there was a different pattern for ingredients then there are four recipes. you see the recipes come from many of the areas that were colonized and the areas where the ingredients were coming from. that's why there was such a glow in italy, france and a lot of these recipes. colonizing was also the road of the silk roads, but a lot of recipes we enjoy today in europe and some places of the united states. then you can say hey, like this student, my student elias he's

a student who in his home, he's a native of tanzania, we researched his favorite recipe. and then there is a great tool and our gis called connect origins to destinations. think airline map. and say hey, elise, what do you think, what's going on here? and elias is like, i had no idea my native national dish is so global. and i'm like all right, now you are learning, and you got more out of this than you did out of reading about it in the textbook. and you could, say hey, let's shift that to a story map. go out and find some more interesting things and this is one on a student who did hamburger pie and found out the word casserole comes from the french word for saucepan and i'm like all right, more entomology, i like that. and then, shifted into a story map. have them tell you the story of their favorite recipe or a favorite recipe and connected to the age of exploration,

cultural diffusion and so forth. and, then just for fun, go john snow on them and make a heat map. and then you can say, guess what, i didn't have to give you research from old archeology studies, your ingredients showed me the agricultural earth several history, central america, fertile crescent, india, southeast asia, right there on the map. but if you said, wow, that's really cool, i don't have time for that, i just really want something quick and easy, give the geo inquiries ago. they are right there, they are ready for you, descriptors written and the reason the script is so short is because when we are writing them, we realize the teachers don't follow the scripts. i will also make sure that you have in the resources at the body of of this keynote, links toward the work sheet for your students so they don't see the answer key. look at the geo inquiry, my wife is starting a book club on the watson's go to birmingham for local students in the area,

sorry, neighbors and so forth. they're going to use the watson's go to birmingham geo inquiry to help conceptualize things for my second and fourth grade children. check out the story maps. story map gallery and have your students sit with them. look at them and don't give them -- hey, would you find surprising? which finding tristan? did you find anything troubling? and then, if you're having to cover curriculum, you still want to review world war i, check out this project on digitizing that -- this is a project that worked on in the past, remember that saying, reduce, the signal improve the noise. this is the government commissions map of the news are gone offensive. the battle was a mess. we took those features on the map and digitized it out into an interactive online map. again, the bottom left is the

table, the top is the map, we actually then and went with a group of teachers over there and we connected 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 certain achievements and sacrifice during world war i. many students found it hard to believe that there are over 14,000 american soldiers buried in western front at the cemetery. this takes the students on a field trip in which they learn about where, why and why the u.s. government cares about this spot. and they learn about a number of different things. they see 3d videos of trenches and so forth, it's all in a very interactive gis map. so the website is called teaching and mapping the geography of the muse are gone offensive. there are essays, there are lessons and they walk you through it. so if you're looking for a way to jazz up world war i for your students, either as a review or a new activity, go check this

site out. and then we also have the virginia geographic alliance at the library of congress teaching with primary sources partnership in which we developed a series of story maps called placing primary sources. they were actually presented in a poster today, but i want to let you know, these are story maps designed by teachers of u.s. and world history on benchmark topics that you have either taught or will teach. they are very dynamic, they're ready to go, you get edible lesson plans with answer keys, historical contextual essay, no experience, no problem. not much energy, not much time, no problem. the activities available to you. one, mapping and placing americas journey westward, looking at the impact of the evolution of political parties in america, looking at the causes leading up to the civil war and looking at the stepping stones to war, placing u.s.

immigration, placing u.s. global expansion, the over there, the story of the american expert expeditionary forces. this map does use one of the maps from the mapping muse offensive, but it really looks at the mobilization of forces in america leading up to world war i, so it's more than just the activities i showed you previously. placing the progressives there, looking at how did that look differently when you shift locations, shift alliances. looking at world war ii in the pacific, island hopping and this one shows an interactive graphic that shows you what happened to the casualty rates as people got closer to japan. placing u.s. involvement in world war ii, allied victories in europe. and placing cold war conflicts. when i get to this point, typically in my unit, once it was created, he was created by

wonderful teacher of western alberta moral high school, and which she really wanted a one stop shop for her students to learn all about the geographic complexities of the cold war. this is the story map for you. placing civil rights in time and place and looking at the evolution of segregation in the united states, and then the fight to end that. so this places civil rights in time and place around the united states. then, let's say you're like, hey i like all this but i was really curious about that coronavirus a dashboard or covid-19 dashboard. go check out, learn dot arts gis.com and learn how you can create your own monitoring covid-19 dashboard. it is a one hour activity. and then, if you look at this bentley up here, or this shortened web address, this is a survey that as we has

created. if you think about, it we are mapping out our responses to where coronavirus and covid is occurring around the world. this is a survey to allow teachers and educators to map out how we are responding, how we are teaching and so forth, and they have a data dashboard that is tracking our responses. so please, go in here and let's share other stories about this. not just a virus but how we as a society and as a people are responding to it. thank you. >> chris, this is so exciting. i want to go click at everything at once. on behalf of everybody here, we just want to thank you so much. and everybody, chris volunteer to do this a week ago. so, that's amazing. he put this together, and realize that there was a need

and we need to get this out there and we are just delighted that he was able to put this together. >> i just wanted to give a quick shot out, thank you to you and the and chp staff for pulling together an online conference in five days, and thank you for having me. >> weeknights this month, we're featuring american history tv programs as a preview of what's available every weekend on c-span 3. tonight, we begin a night of vietnam war oral histories with robert certain, a u.s. air force b-52 navigator. while on a bombing mission over hanoi, his plane was shot down and he was captured by the north vietnamese. he discusses his 100 days in captivity and later, his career as a chaplain. and the therapy he received to deal with the trauma of his captivity. he's followed by his wife, robbie certain, who describes the harrowing days that followed his capture. watch tonight, beginning at 8 pm eastern and watch american history tv every weekend on c-span 3.

it's, jason stacy and matthew wellington, coauthors of fabric of a nation, a brief history of skills and sources for the ap course. they host a study session for the advanced placement u.s. history exam, reviewing different areas of american history and providing strategies for the free response answers. they also demonstrate how to analyze historical documents and they took