<p> What A Tombstone Can Tell Us A Google Earth Exercise focusing on tombstones, mathematics, and geography Teacher’s Guide</p><p>Focus Questions: What information is contained on a cemetery tombstone? What algebraic calculations can one perform to solve puzzles? How can we understand spatial relationships and enter latitude and longitude in Google Earth?</p><p>Grade Level: Appropriate for late elementary and middle school. Extension questions may also be used at the high school level.</p><p>Standards: Found at the end of this document</p><p>Lesson Overview: Students will explore the locations of multiple cemeteries Google Earth to learn about the data contained on tombstones. Image slideshows embedded in each Google Earth pop-up window contain images of tombstones. Students are provided clues to calculate the latitude and longitude of the next cemetery to visit in Google Earth.</p><p>Connection to Curriculum: Earth science, U.S. history, geography, mathematics, technology</p><p>Materials: - connection from computer to projection screen at the front of the room - computer lab - worksheets for students - writing utensils</p><p>Time Needed: 1-2 class periods in the computer lab, plus a ten minute introduction at the end of class the day before the activity. The activity can also be spaced out where students complete one cemetery each day in class or for homework.</p><p>Introducing the Lesson: 1. The day before students use the computers, introduce students to the Google Earth interface (ideally by projecting it on a screen at the front of the classroom). Demonstrate how to navigate the program. Point out that the latitude and longitude position of the pointer/cursor appears across the center on the very bottom of the screen.</p><p>2. If the latitude and longitude values do not appear as minutes-degrees-seconds, then you will need to change the settings.</p><p>On a Macintosh computer, go to the top menu bar and click on “Google Earth.” On the pull- down menu, click on “Preferences.” On a PC, click on “Tools” and then “Options...” Be sure you are on 3D View tab. In the box that states “Show Lat/Long,” click on the radio button next to “Degrees, Minutes, Seconds.”</p><p>1 3. Show students how to enter latitude and longitude coordinates in the Search  Fly To window. Note that latitude must be entered before longitude 37 25'19.07"N, 122 05'06.24"W or 37 25 19.07 N, 122 05 06.24 W</p><p>4. Have students take notes on the demonstration to solidify their knowledge.</p><p>5. Demonstrate zooming in and zooming out, using the compass at the top right of the screen.</p><p>6. Demonstrate what the “Layers” are, where they are found, and how to activate and de- activate them (by checking or un-checking them on the left-hand menu in Google Earth). The “Borders and Labels” box is the only one that needs to be checked for this exercise.</p><p>Developing the Lesson: 1. Take students to the computer lab. Students can either work in teams of 2 (at one computer, to minimize distraction) or individually depending on the availability of computers.</p><p>2. Before beginning, give students time to explore in Google Earth. After a few minutes of play, students will be more focused on the activity at hand.</p><p>3. Distribute worksheets.</p><p>4. Guide students through which layers to check off to start the activity. It is suggested you give the students an example latitude/longitude coordinate for students to type in the Fly To box, to ensure they follow the proper format when entering the numbers.</p><p>2 5. Click on the icon for “What A Tombstone Can Tell Us,” the starting pin. Then have the students move to the Cumberland Cemetery pin by clicking on the icon under “Places” (the cemetery is also to the east of the campus, across the street and a little to the south). Show students how to navigate through the flickr slideshow. If students want/need to see a larger view of the image, click on the square in the lower right corner of the photo slideshow window to generate a full screen view of the images.</p><p>6. Encourage students to finish as much as they can, but not to speed through the exploration.</p><p>Concluding the Lesson: 1. With a few minutes left in class, ask students to finish up the question they are on and bring attention to front. Guide a short discussion on what they learned either about tombstones, different information found on tombstones, the differences in tombstones between locations, etc.</p><p>2. If students do not finish: - Have them complete the worksheet for homework - Take a second class period (or half of a class period) in the computer lab</p><p>Extension Activities</p><p>For older students, or if there is more time to spend on the exercise, the following questions can serve as class discussion points or topics for further internet exploration.</p><p>For all cemeteries  From the images provided, count the number of males buried in the cemetery, the number of females.  From the images provided, what is the age of the people buried in the cemetery?  Why do some tombstones have one year listed for an individual, and others have two?  Describe the variety of images found on the tombstones. What do you think they mean and represent?  What are the words on the tombstones? What do they represent?  Do you think the images in the slideshow accurately represent the population buried in the cemetery? Why/why not? (*be sure to look at the size of the cemetery as shown in Google Earth)</p><p>Boalsburg Cemetery, Boalsburg, PA</p><p> What is the significance of the statue of the three women in the first image of the slideshow?  What were some of the careers of the people buried in Boalsburg Cemetery? How can you tell?</p><p>3  For the first tombstone image (the one without a name), how many days was this person alive?</p><p>Crown Hill Cemetery, Indianapolis, IN  What types of nationalities and cultures do you think are buried here?  Describe the style(s) of tombstones you see here.  How many people are listed on each tombstone? Why do you think this is so?</p><p>Cumberland Cemetery, Media, PA</p><p> Research what some of the symbols and words mean on the tombstones.  What is a Cherokee Roll #? What does this mean?</p><p>Denison Cemetery, Mystic, CT</p><p> Why are some of the tombstones hard to read?  What are the common and different types of markings you see across the top of the tombstones?  Why do you think there are so many words on these tombstones versus the others you have viewed from the other cemeteries?</p><p>Elm Grove Cemetery, Mystic, CT</p><p> What are some of the unique epitaphs on the tombstones?  What are some of the careers of the people buried in Elm Grove Cemetery?</p><p>Sabana Grande Municipio, Sabana Grande, Puerto Rico</p><p> Why is the language on the tombstones in Spanish?  Translate the months in Spanish to English.  Why is the order of month and date different than how we list month and date?  How is this style of cemetery different than the others you have viewed?</p><p>Saint Benedict’s Monastery Cemetery, Saint Joseph, MN</p><p> What is a profession date? What does this represent?  What is the average age these women became nuns?  What was the average lifespan of these nuns?  How are the grave markers in this cemetery different than the others you have viewed?</p><p>Spring Valley Cemetery, Lawrence, IN</p><p> List all the different family terms found on the tombstones.  Why do you think Oliver White does not have a date of death listed?</p><p>4</p><p>5 National Geography Standards for Grades 5-8</p><p>The World in Spatial Terms 1. How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective. 3. How to analyze the spatial organization of people, places, and environments on Earth’s surface.</p><p>Places and Regions 6. How culture and experience influence people’s perception of places and regions.</p><p>Human Systems 9. The characteristics, distribution, and migration of human populations on Earth’s surface.</p><p>The Uses of Geography</p><p>17. How to apply geography to interpret the past.</p><p>Source: National Geography Standards, Geography Education Standards Project. 1994. Geography for Life: The National Geography Standards. Washington, DC: National Geographic Society Committee on Research and Exploration.</p><p>***</p><p>National Science Standards for Grades 5-8</p><p>Content Standard A - Science as Inquiry  Use appropriate tools and techniques to gather, analyze, and interpret data.  Think critically and logically to make the relationships between evidence and explanations.  Use mathematics in all aspects of scientific inquiry.</p><p>Content Standard G - History and Nature of Science  Science as a human endeavor </p><p>6 Source. National Research Council (NRC). 1996. National science education standards. Washington, DC: National Academies Press.</p><p>***</p><p>National Educational Technology Standards (NET.S)</p><p>1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Students apply existing knowledge to generate new ideas, products, or processes.</p><p>2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Students interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.</p><p>3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. b. Students locate, organize, analyze, evaluate, synthesize , and ethically use information from a variety of sources and media. d. Students process data and report results.</p><p>4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. b. Plan and manage activities to develop a solution or complete a project. c. Students collect and analyze data to identify solutions and/or make informed decisions.</p><p>6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Students understand and use technology systems. b. Students select and use applications effectively and productively.</p><p>Source: International Society for Technology in Education. 2007. National educational technology standards (NETS-S) and performance indicators for students.</p><p>7 References</p><p>International Society for Technology in Education. 2007. National educational technology standards (NETS-S) and performance indicators for students.</p><p>National Geography Standards, Geography Education Standards Project. 1994. Geography for Life: The National Geography Standards. Washington, DC: National Geographic Society Committee on Research and Exploration.</p><p>National Research Council (NRC). 1996. National science education standards. Washington, DC: National Academies Press.</p><p>Lesson completed July 2010 Contact: [email protected]</p><p>8</p>