GoogleEarth

**  **Group Name:** Google Earth __**Part 1: **Description of the Technology __  Google Earth is a program that allows users to travel around the globe. Users can search for, discover and explore landmarks,  world wonders as well as cities around the world. The program has several features which allow the user to zoom in and zoom  out and fast speeds.  The user can also choose to see the street names and buildings in 3-D.  There are even settings that allow        the user choose what time of day they   <span style="color: rgb(54,244,11);"><span style="color: rgb(0,0,0);">   wish to view the location. **<span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';"> __GENERAL INFORMATION (Where can I get it?)__ **<span style="font-size: 9pt; color: rgb(237,49,227); font-family: Verdana,Geneva,sans-serif;"> <span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';"> <span style="font-size: 9pt; font-family: 'Verdana','sans-serif';"> Google Earth, which was originally called Earth Viewer, is a company created by Google in 2004 known as Keyhole, Inc. The most common URL for this resource is earth.google.com, which is the 5.0 version. Google Earth is available under three different licenses. These include Google Earth, a free version with limited functionality, Google Earth Plus (included additional features but discontinued), and Google Earth Pro which costs $400 a year since it is intended for commercial usage. ( [|www.wikipedia.com/googleearth]) <span style="font-size: 9pt; font-family: 'Verdana','sans-serif';"> **<span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';">__OVERVIEW (What is it?)__ **<span style="font-size: 9pt; color: rgb(221,19,19); font-family: Verdana,Geneva,sans-serif;"> Google Earth is a virtual globe, map, and geographic information program. It maps the Earth by the superimposition of images obtained by satellite imagery. Google Earth is beneficial in the classroom because it allows teachers to literally think outside of the box when it comes to lesson plans and activities. The mass majority of students in public education will not be afforded the opportunity to study abroad and visit famous landmarks around the world, therefore Google Earth gives students the opportunity to see the streets and buildings and homes in cities of other countries. Google Earth would be great to use in combination with global conferencing, which would give students a sense of what it is to study abroad.
 * <span style="font-size: 20pt; font-family: 'Arial','sans-serif';">Google Earth
 * Group Members**: Christina, Haley, India, Leslie

<span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';"> <span style="font-size: 9pt; font-family: 'Verdana','sans-serif';"> **<span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';">__FEATURES/FUNCTIONS (What can it provide to teachers?)__ **<span style="font-size: 9pt; color: rgb(232,48,223); font-family: Verdana,Geneva,sans-serif;"> <span style="color: rgb(44,246,236);"> || The user may add specific places to the "Sight Seeing" list, click "play," and go on a virtual tour around the globe. || <span style="font-family: Tahoma, Geneva, sans-serif;">The user can visit their hometown, neighborhood, from various different points in time. This application shows the impact of different trends such as global warming and suburban growth. Users can set the exact length of time and location that they want to see. ||
 * **<span style="font-size: 9pt; font-family: 'Verdana','sans-serif';">Technology: ** ||
 * **<span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';"># ** || **<span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';">__Feature/Function__ **  || __**<span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';">Description/Purpose ** __ ||
 * 1 ||  "<span style="font-family: Tahoma, Geneva, sans-serif;">Sight Seeing" Application
 * <span style="font-family: Tahoma, Geneva, sans-serif;">2 || ======<span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Tahoma, Geneva, sans-serif;">Historical Imagery Application  ====== ||
 * <span style="font-family: Tahoma, Geneva, sans-serif;">3 <span style="font-family: Tahoma, Geneva, sans-serif;">

4. || <span style="font-family: Arial,Helvetica,sans-serif;">3D buildings

Ocean Application || **  <span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-family: Tahoma, Geneva, sans-serif;">Allows user to see all types of buildings in 3d all over the world. ===<span style="font-family: Tahoma, Geneva, sans-serif;"> === ===<span style="font-family: Tahoma, Geneva, sans-serif;">This application allows users to tour the ocean surface and floor including the ocean's deepest canyons. All the information is from marine expert s===

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 * __OCEANOGRAPHY VIDEO__**

__**<span style="font-size: 20pt; color: black; font-family: 'Verdana','sans-serif';">Part 2: **<span style="font-size: 20pt; color: black; font-family: 'Verdana','sans-serif';">Application in an Instructional Activity <span style="font-family: 'Verdana','sans-serif';"> __<span style="color: black; font-family: 'Verdana','sans-serif';">

__1. All Quiet on the Western Front [[image:http://www.silentfilmstillarchive.com/stills/all_quiet_on_the_western_front251.jpg]]__
__ACTIVITY DESCRIPTION__<span style="font-size: 110%; color: rgb(234,83,166); font-family: Verdana,Geneva,sans-serif;"> <span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 110%; color: #000000; font-family: Verdana, Geneva, sans-serif;"><span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 90%; color: #000000; font-family: Arial, Helvetica, sans-serif;">This activity will engage students in a high school classroom through a collaborative teaching effort between their English teacher and their History teacher. Students will focus on learning about Europe, WWI and its impact on soldiers through the literary book, All Quiet on the Western Front. **<span style="color: rgb(77,77,77);"> <span style="color: rgb(77,77,77);"> The activities for this lesson plan will be a combination of in class writings and out of class group projects. Students will be produce a timeline of WWI events using different events from the novel. This will be an in class writing assignment spanning over the course of the novel. The teacher will use Google Earth in the classroom to show students the different settings and locations from the book in "real time". Their group project is to plan an itinerary and memorial trip for a "mock book tour" to promote All Quiet on the Western Front. They are to use Google Earth to plan different cities to visit, check the climate of each city, and directions for getting around from city to city. As a result of these activities students will learn where the different places they are learning about are located in the world. They will learn how to organize events from reality and novels to create a sensible time line. They will be able to plan and execute a book tour. <span style="color: rgb(77,77,77);"> <span style="color: rgb(77,77,77);"> __**<span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';">Target Audience **<span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';"> __ This unit is designed for freshman and sophomores in high school. They won't need any prior knowledge other than what is being taught in their history class. Since it is a collaborative teaching effort materials should have some overlap but only in subject matter not specific content and activities. __Goals/Objectives of Activity__ **<span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';"> <span style="color: rgb(77,77,77);"> <span style="color: rgb(77,77,77);"> The student will explain the effectiveness of stylistic elements in a text that      communicate an author's purpose. <span style="color: rgb(77,77,77);"> <span style="color: rgb(77,77,77);">   <span style="color: rgb(77,77,77);"> <span style="color: rgb(77,77,77);">  The student will explain how common and universal experiences serve as the source of      literary themes that cross time and cultures.<span style="color: rgb(77,77,77);"> <span style="color: rgb(77,77,77);"> **<span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';">__Relevant Technology Standard__ ** 1. Creativity and Innovation  Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:  a.  apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d.  identify trends and forecast possibilities. <span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';">Google Earth Book- All Quiet on the Western Front Computers Notebooks Pens/Pencils <span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';"> For the first activity (timeline) students will begin reading the novel in their classroom. Each time they come accross a major event that occurs they will need to write it down in their notebooks. At the end of a two week period students will have finished the novel. They should have a list of 15-20 different events in chronological order. Once they have dates and events from the novel written down students will compile a list of World War One dates that they have been learning about in their history class. There will be a few sessions planned in the computer lab for students to compile their real dates of WWI and the dates from the novel. Both the History and English teachers will be on hand to answer questions regarding the order of events. Once students have an approved list of dates for the novel and WWI they are to use Google Earth technology to research the different places found. They are to use the Historical Imagery application and see how the places they listed have changed from WWI to the present. Students should be familiar with Google Earth after this assignment so that they can begin part two of the activity.
 * <span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';">__Activity Overview__
 * <span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';">
 * <span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';">__Supplies and Materials__ **<span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';">
 * <span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';">__Activity Description and Sequence__ **<span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';">

For the second activity (mock book tour) in groups of 4-6 students are to plan and "execute" a book tour for All Quiet on the Western Front. They will need to make a list of at least 10 cities to visit that have some signifigance to the novel or WWI. Once they have their cities they are to plan stops at various places in that city to promote the book. Students are to use Google Earth to figure out streets, places of interest, climate and other aspects of the city that they may find helpful. They are to present their book tour findings in an organized binder with the following things: 1) Place the book signing/promotion will take place 2) Hotel Accomodations 3) Fun things to do/see in that city and 4) Projected forecast of the city during their time there. All of these can be found on Google Earth and Google Maps.

<span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';"> Assessment for this activity will be based on whether or not the students complete the time line activities and the mock book tour. Students will have to demonstrate knowledge of Google Earth in the computer lab and with the completion of their projects. No formal assessment will be given in the English class but in the history class students will be required to take a test over their knowledge of WWI, Google Earth and All Quiet on the Western Front. Formal assessment in the English class will be in the rubric for their timeline and mock book tour projects.
 * <span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';">__Assessment__ **<span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';">

**__2. The Grapes of Wrath Literature Trip__**
**<span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';">http://web.mac.com/jburg/GoogleLit/9-12/Entries/2006/11/1_The_Grapes_of_Wrath_by_John_Steinbeck.html Activity Overview ** The Google Earth Lit Trip integrates the advanced technology of Google Earth with literary works in the classroom. During __The Grapes of Wrath__ literature unit, students will keep track of the trip made by the Joad family from Oklahoma to California. Using the "Places" application on Google Earth, the students will document the migration by chapter, marking specific locations in order of occurrence and present the trip to the class while narrating the story. This activity transforms __The Grapes of Wrath__ from a simple literature unit to an interactive field trip retracking the Joads' footsteps.

**<span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';">Target Audience **<span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';">This activity is targeted toward high school students; primarily those who are taking an American Literature course. Students should be functionally familiar with United States geography.

<span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';"> <span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';">  **<span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';">Goals/Objectives of Activity **<span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';">Students will be able to utilize Google Earth as a means of geographical and historical research. Students will understand the importance of the Great Migration. Students will become more familiar with the areas on which __The Grapes of Wrath__ focus. <span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';"> **<span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';">Supplies and Materials **<span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';"> __The Grapes of Wrath__ by John Steinbeck Google Earth Computer Lab

__**Technology Standards:**__ 1.) Creativity and Innovation ** Students will: **a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and stimulations to explore complex systems and issues. d. identify trends and forecast possibilities.

<span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';"> **<span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';">Activity Description and Sequence **<span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';"> The class will be broken up into five groups, with five students per group. Each group will be assigned six specific chapters of the novel to cover during their presentation. Each group will be responsible to document every location and major event that is mentioned throughout their assigned chapters. They are to use the functions provided by Google Earth to create a Lit Trip of their specified chapters. The students will begin their presenation with the beginning of their first assigned chapter and highlight pivital moments. The students will begin working on their presentations at the beginning of the unit. The class will go to the lab to work on the presentations during the class period three times thoughout the unit. They groups will present their projects one week after wrapping up the reading of __The Grapes of Wrath.__ <span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';"> **<span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';">Assessment **<span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';">  Students will have to demonstrate knowledge of Google Earth in the computer lab and with the completion of their project. They will be assessed on whether they have utilized the technology appropriately. They will also be assessed on their knowledge of the novel. Every chapter must be summarized and all important places mentione in the novel must be located.

** __3: Biography of an Author__ **


**__Overview:__**The teacher will select the next novel to be read in the English class and give an introduction into the novel and to the author. The students will then each research that author's life and then as a group, students will create a visual biography. After researching and creating groups, students will use Google Earth to make placemarks at any location of significance. Students can then add stories, photos and or videos to each placemark. Students will also add information about the importance of the area at the time of the event ( any wars occurring, any epidemics, political issues, etc). __**Audience:**__ This activity is targeted for freshmen and sophomores in high school. The students require no prior knowledge and a basic lesson on how to complete the assignment using Google Earth will be given to the class. Students will also have the opportunity to be creative and innovative individually as well as with a group**.** __**Goals/Objectives:**__ 1.) Students will learn about the specific author and where certain texts were published and or written. 2.) Students will show knowledge about the importance of certain events and important information on the area and time period. 3.) Students will be creative and learn to cooperate well in groups while still having to apply their own knowledge and research. __**Technology Standards:**__ 1.) Creativity and Innovation ** Students will: **a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and stimulations to explore complex systems and issues. d. identify trends and forecast possibilities. <span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';"> __**Supplies and Materials:**__ Google Earth Book of selected author Computers: Class lab time **__Description and Sequence:__** To begin the teacher will introduce the novel and the author as well as give a lesson on how to complete the assignment using Google Earth for those that do not have as much experience using Google Earth. The students will then have one research day at school to use the library as well as the internet to research the author. Individually, on the research day and finishing up out of school, students will perform research, select what they believe are the most important events in the authors life as well as where the events took place and what time period. Then in their assigned groups students will have lab days where they can ask about certain aspects of Google Earth and work on their projects. As a group the students will select 5-6 things that they believe are the most important. The group will then research the time period of each event and record any significant things about the time period in which the event took place including war, disease, etc. The group will then add placemarks with photos, the event and any other surrounding information that is important. This activity will consist of one introduction day, one research day and 3-4 lab days depending on the how fast the groups work. ** __Assessment__ __:__ The assessment will be based on the groups completed visual biography as well as how well the group worked together. Students will also be required to turn in their individual research for an individual grade that will be added to the groups' portion. The completion of the assignment will be assessment of the knowledge that the group gained through research and group work. The students should be individually knowledgeable on the author and key events that occurred in his or her life. There will be no formal assessment after the completion of the novel.

**    ==**<span style="font-size: 24pt; color: rgb(0,100,183); font-family: Helvetica-Bold;"><span style="font-size: 90%; color: #000000; font-family: 'Times New Roman', Times, serif;">__4. The Red Badge of Courage__    **==

<span style="font-size: 16pt; color: rgb(76,76,76); font-family: Helvetica;">Unpack the Red Badge of Courage and the American Civil War using <span style="font-size: 16pt; color: rgb(76,76,76); font-family: Helvetica;">Discovery Education <span style="font-size: 16.5pt; color: rgb(76,76,76); font-family: Helvetica;">unitedstreaming <span style="font-size: 16pt; color: rgb(76,76,76); font-family: Helvetica;">& Google Earth <span style="color: rgb(77,77,77); font-family: Helvetica-Bold;"> <span style="color: rgb(77,77,77); font-family: ArialMT;"> In this unit, students will explore the Southern and Northern lands, battle fields, and troop movements for the American Civil War. Since the Red Badge of Courage is so descriptive about the surroundings and settings, this lesson plan will help students visualize the scenary to the literary book. <span style="color: rgb(77,77,77); font-family: Symbol;"> <span style="color: rgb(77,77,77); font-family: ArialMT;"> The student will explain the effectiveness of stylistic elements in a text that <span style="color: rgb(77,77,77); font-family: ArialMT;"> communicate an author's purpose. <span style="color: rgb(77,77,77); font-family: Symbol;"> <span style="color: rgb(77,77,77); font-family: ArialMT;"> The student will explain how common and universal experiences serve as the source of literary themes that cross time and cultures. <span style="color: rgb(77,77,77); font-family: Symbol;"> <span style="color: rgb(77,77,77); font-family: Helvetica;">demonstrate their understanding of the text on four levels: factual, interpretive, critical and personal. <span style="color: rgb(77,77,77); font-family: Symbol;"> <span style="color: rgb(77,77,77); font-family: Helvetica;">discuss conflicts within themselves that are a natural part growing up. <span style="color: rgb(77,77,77); font-family: Symbol;"> <span style="color: rgb(77,77,77); font-family: Helvetica;">Discovery Education <span style="font-size: 12.5pt; color: rgb(77,77,77); font-family: Helvetica;">unitedstreaming <span style="color: rgb(77,77,77); font-family: Helvetica;">account ( [|http://www.unitedstreaming.com] <span style="color: rgb(77,77,77); font-family: Helvetica;">*) <span style="color: rgb(77,77,77); font-family: Symbol;"> <span style="color: rgb(77,77,77); font-family: Helvetica;">Google Earth software (free download from [|http://earth.google.com] <span style="color: rgb(77,77,77); font-family: Helvetica;">) <span style="color: rgb(77,77,77); font-family: Symbol;"> <span style="color: rgb(77,77,77); font-family: Helvetica;">Computer with LCD projector and Internet connection <span style="color: rgb(77,77,77); font-family: Symbol;"> <span style="color: rgb(77,77,77); font-family: Helvetica;">Access to the Internet for teacher and student-based research <span style="color: rgb(77,77,77); font-family: Symbol;"> <span style="color: rgb(77,77,77); font-family: Helvetica;">Presentation software such as PowerPoint <span style="color: rgb(77,77,77); font-family: Symbol;"> <span style="color: rgb(77,77,77); font-family: Helvetica;">Graphic Organizing software such as Inspiration and TimeLiner 5.0 <span style="color: rgb(77,77,77); font-family: Symbol;"> <span style="color: rgb(77,77,77); font-family: Helvetica;">Ask a question to the students, “What do you know about war?” Record answers on the board. <span style="color: rgb(77,77,77); font-family: Symbol;"> <span style="color: rgb(77,77,77); font-family: ArialMT;">Show the video segment //<span style="color: rgb(77,77,77); font-family: Arial-ItalicMT;">, // <span style="color: rgb(77,77,77); font-family: Helvetica;">Introduction: "The Red Badge of Courage" and the Realities of War from The Red Badge of Courage, available on Discovery Education <span style="font-size: 12.5pt; color: rgb(77,77,77); font-family: Helvetica;">unitedstreaming. <span style="color: rgb(77,77,77); font-family: ArialMT;"> Tell students they will be reading The Red Badge of Courage and looking at the impact <span style="color: rgb(77,77,77); font-family: Helvetica;"> <span style="color: rgb(77,77,77); font-family: ArialMT;">of war on soldiers, discussing fear and courage. <span style="color: rgb(77,77,77); font-family: Helvetica;"> <span style="color: rgb(77,77,77); font-family: Symbol;"> <span style="color: rgb(77,77,77); font-family: Helvetica;">They may have some prior knowledge about the Civil War, but brainstorming as a class will not pinpoint anyone without any prior knowledge. The brainstorming will also give them more ideas about Civil War. <span style="color: rgb(77,77,77); font-family: Helvetica;"> <span style="color: rgb(77,77,77); font-family: Symbol;"> <span style="color: rgb(77,77,77); font-family: Helvetica;">Teacher uses Google Earth to present America in the 1800’s, different states that fought <span style="color: rgb(77,77,77); font-family: Helvetica;">during the Civil war and some of the main reasons behind the succession. Digital <span style="color: rgb(77,77,77); font-family: Helvetica;">content from <span style="font-size: 12.5pt; color: rgb(77,77,77); font-family: Helvetica;">unitedstreaming <span style="color: rgb(77,77,77); font-family: Helvetica;">help provide context to Civil War era Southern and <span style="color: rgb(77,77,77); font-family: Helvetica;">Northern States. <span style="color: rgb(77,77,77); font-family: CourierNewPSMT;"> o <span style="color: rgb(77,77,77); font-family: Helvetica;">Suggested <span style="font-size: 12.5pt; color: rgb(77,77,77); font-family: Helvetica;">unitedstreaming <span style="color: rgb(77,77,77); font-family: Helvetica;">content from <span style="font-size: 12.5pt; color: rgb(77,77,77); font-family: Helvetica;">The American Civil War <span style="color: rgb(77,77,77); font-family: Helvetica;">: <span style="font-size: 11pt; color: rgb(77,77,77); font-family: Helvetica;">- War Strategy for the North <span style="font-size: 11pt; color: rgb(77,77,77); font-family: Helvetica;">- War Strategy for the South <span style="font-size: 11pt; color: rgb(77,77,77); font-family: Helvetica;">- The Northern Home Front <span style="font-size: 11pt; color: rgb(77,77,77); font-family: Helvetica;">- The Southern Home Front <span style="color: rgb(77,77,77); font-family: CourierNewPSMT;"> o <span style="color: rgb(77,77,77); font-family: Symbol;"> <span style="color: rgb(77,77,77); font-family: Helvetica;">Students read assigned chapters of Red Badge of Courage. Through out the <span style="color: rgb(77,77,77); font-family: Helvetica;">discussions of the book, ask questions about how <span style="color: rgb(77,77,77); font-family: ArialMT;"> Henry Fleming <span style="color: rgb(77,77,77); font-family: Helvetica;">evolves as a <span style="color: rgb(77,77,77); font-family: Helvetica;">person and as a soldier. o <span style="color: rgb(77,77,77); font-family: Helvetica;">Suggested <span style="font-size: 12.5pt; color: rgb(77,77,77); font-family: Helvetica;">unitedstreaming <span style="color: rgb(77,77,77); font-family: Helvetica;">content from: <span style="font-size: 11pt; color: rgb(77,77,77); font-family: Helvetica;">- A Soldier's Doubt: Do I Have What It Takes to Fight? <span style="font-size: 11pt; color: rgb(77,77,77); font-family: Helvetica;">- The Ambiguity of the Real Henry Fleming: Farm Boy or Hero? <span style="color: rgb(77,77,77); font-family: Symbol;"> <span style="color: rgb(77,77,77); font-family: ArialMT;"> Students will create an ongoing journal can use Google Earth ‘pushpins’ to map major battles and locations of events from the book. <span style="color: rgb(77,77,77); font-family: Symbol;"> <span style="color: rgb(77,77,77); font-family: ArialMT;"> After completing the book, students review the Google Earth pushpins then use <span style="color: rgb(77,77,77); font-family: ArialMT;"> TimeLiner to create a timeline of major events. <span style="color: rgb(77,77,77); font-family: Symbol;"> <span style="color: rgb(77,77,77); font-family: ArialMT;"> Research events and the impact of the war. Create a multimedia article comparing andcontrasting the author’s portrayal of Henry Fleming’s pre-war expectations at home to his experiences on the battle field. <span style="color: rgb(77,77,77); font-family: Symbol;"> <span style="color: rgb(77,77,77); font-family: ArialMT;">Working in groups, students will plan an itinerary and memorial trip for the //<span style="color: rgb(77,77,77); font-family: Arial-ItalicMT;">Red Badge of Courage //<span style="color: rgb(77,77,77); font-family: ArialMT;">book tour with a paragraph/discussion on the purpose for visiting each site and <span style="color: rgb(77,77,77); font-family: Arial-ItalicMT;"> <span style="color: rgb(77,77,77); font-family: ArialMT;">its significance / connections to the novel. <span style="color: rgb(77,77,77); font-family: Arial-ItalicMT;">
 * <span style="color: rgb(77,77,77); font-family: Helvetica-Bold;"> Middle School Language Arts Lesson Plan **
 * <span style="color: rgb(77,77,77); font-family: Helvetica-Bold;"> Standards: **
 * <span style="color: rgb(77,77,77); font-family: Helvetica-Bold;"> Learning Objectives: **<span style="color: rgb(77,77,77); font-family: Helvetica;">The student will be able to,
 * <span style="color: rgb(77,77,77); font-family: Helvetica-Bold;"> Technology components: **
 * <span style="color: rgb(77,77,77); font-family: Arial-BoldMT;"> Introduction: **
 * <span style="color: rgb(77,77,77); font-family: Helvetica-Bold;"> Prior Knowledge: **
 * <span style="color: rgb(77,77,77); font-family: Helvetica-Bold;"> Present New Content: **
 * <span style="color: rgb(77,77,77); font-family: Helvetica-Bold;"> Independent Learning Experience: **

<span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';"> <span style="font-size: 9pt; color: black; font-family: 'Verdana','sans-serif';"> http://www.juicygeography.co.uk/googleearth.htm This website offers easy to follow and seemingly fun lesson plan ideas for how to use Google Earth in the classroom. It has a variety of activities and topics that Google Earth can be applied to in the classroom that would allow a teacher a lot of freedom. Teachers can even modify these activities to fit the needs of their specific classrooms, for example, if they were teaching a book about New York City then they could use Google Earth to show "real time" pictures of NYC using Google Earth.
 * <span style="font-size: 20pt; color: black; font-family: 'Verdana','sans-serif';">Part 3: **<span style="font-size: 20pt; color: black; font-family: 'Verdana','sans-serif';">References <span style="font-family: 'Verdana','sans-serif';">
 * __All Quiet on the Western Front (from Christina Duff)__**

http://www.google.com/educators/p_earth_discovery.html This website actually offers real lesson plans that teachers all over can download and use in their classrooms. The very first one is about making a journal depicting a students summer vacation which could be really fun to implement at a school such as Jackson Creek since the student body is very diverse there. Even as a group we could modify the project we have to do to fit the needs of JCMS or BHSN and that way we have something to apply what we're researching and learning to using resources like these. Just a suggestion.

__**Resources (Haley Englert)**__ http://computer.howstuffworks.com/google-earth.html This website talks about how Google Earth works. It helps the user discover how to use more of the features, etc. The site talks about the maps, the software, the 3-D features and how to use all of them to the fullest. This site is good for teachers that are new to the technology and want to learn more.

http://googlesightseeing.com/mapsThis site is allows the user to travel to various locations around the globe. The user can visit places like Mt. Everest and see how tall the mountain actually is while also learning information about the mountain (who first climbed it, etc). This would be an excellent resource for teachers when wanting to show their students a specific location on the earth and what it currently looks like.

http://en.wikipedia.org/wiki/Google_Earth Wikipedia is a web-based encyclopedia.

http://www.googlelittrips.org/ Google Lit Trips is a site that provides information, ideas, and presentations on different literature projects conducted by students. The site focuses on students using Google Earth in order to explore literature in a completely new way.

http://memory.loc.gov/learn/lessons/99/migrant/intro.html