Brief Summary

To encourage teachers to incorporate virtual reality to emphasize subject matter using Second life and Google Earth.

Google Earth

By Daniel Ortiz

Integrating Virtual Reality with education

Second Life

Page 2

Is a 3D world in which interac on

and observa on is key

Allows students to use technology

that they are accustom to.

Enables classrooms to enter worlds

that are not possible in normal sit‐

ua on

Allows students to view a subject

ma er in a different light.

Google Earth

Page 3

Is a preparatory so ware that en‐

ables classrooms to fly into areas

and see them in a 3D environ‐

ment.

Uses satellite images and user in‐

put to create a realis c world.

Incorporates Google search en‐

gine as a database references.

Second Life

Page 4

Virtuelles Koeln

Virtuelles Kolen is a second

life world in which you can

walk around the city of Koeln

Germany and explore the

growth of the German econo‐

my a er the fall of the Berlin

Wall

Grade

C+

Athens In the city of Athens students and teachers can explore the vast architecture the Athens state had to offer. This se‐cond life world also has vide‐os and text explaining the significances of the state of Athens.

Grade

B+

Statue of Liberty This world enables students to emerge themselves in the Statue of Liberty. They can walk around the island and learn interes ng facts about the statue. Another benefit this world has for educators is begin cost effec ve. It cost nothing to take a tour in se‐cond life Statue of Liberty.

Grade

A

Google Earth

Page 5

Rome To show the magnitude of the coliseum. Google earth can show the vast system used within this arena. This will emphasize the mentality the Romans had during the peak of the em‐pire.

Grade B

London One of the biggest problems that you might see in Google earth is simplis c geograph‐ical context. In London, the 3D models does not fully represent the importance's of London.

Grade

D-

New York City The Google earth map of New York City is spectac‐ular. It has a vivid image‐ry of the hidden por on of the city during the roaring 20s. Some van‐tage point that can be seen are old tenement houses, old li le Italy, 3Ds models of downtown new york, and etc. the list can go on.

Grade

A+

Second Life

Page 6

Grade

B-

War World One Trenches This second life world, is a must if teaching the terminology used during War World One. Students will understand key concepts such as trenches, no man zone, and chemical warfare. Students can reflect on there videogame knowledge to comprehend the lesson at hand.

Cryp c Jazz One of the biggest issue in using second life is finding appropriate worlds in an educa onal environment. This world is an example of this. Its a tease for Edgar Allen Poe, however, this world leads to inappropriate material.

Grade

D

Grade

A+

Egypt The Egyp an second life world gives students a video gaming sense of how Egypt could have look during the rise of the Roman empire. The world also shows students what the Egyp an con‐sidered as Pop Culture.

Google Earth

Page 7

Beijing Teaching Chinese culture can be difficult at mes. Especially when the region is nowhere near us. Introducing Beijing and the Forbidden city through Google Earth. Students can see visually the region that is begin taught.

Angkor‐Wat Angkor‐Wat is one of the best way to

teaches students the concept of Buddhism, which is not a easy

ideology to grasp. Students can tour the temple and understand the

signifies ideals of how concept can move from place to place.

Washington D.C For AP US History classes .Using Washington D.C Google earth is a must. This map enables students to see Lafaye e construc on work of the capital symbolism. On the side note a virtual field trip can be made to see the na onal monuments.

Grade

B+

Grade

A+

Grade

A-

Second Life

Page 8

Great Wall of China One of the biggest problem teachers have when teaching the Great wall of China, is showing the magnitude of the wall to the students. This virtual representa on of the Great wall eliminate this. Having student visited the great wall without leaving the classroom is something that 10 years ago was unthinkable.  

Venice One of the most accurate representa on of a city during the renaissance is the second life world of Venice. This world has clear and depicted historical fact of who built certain architects and who live in the buildings.

Grade B

Rose Art Museum This second life world indulgences students with the art of the enlightenment era. This gives support to the significance of the philosopher wri ng and what they saw economically during the French Revolu on.

Grade

B+

Grade

C Grade

C

Venice One of the most accurate representa on of a city during the renaissance is the second life world of Venice. This world has clear and depicted historical fact of who built certain architects and who live in the buildings.

Grade B

Grade

C

Google Earth

Page 9

Chichen‐Itza To show the importance the Mayan temples had for astronomy. Google map can demonstrate this. Google map can show students the loca on of the temples and how they align themselves with the stars and how this wrap around the Mayan culture.

Constella ons One of the biggest pet peeves I have with students is that they know the key instruments used during the age of explora on. What they don't comprehend is how difficult it was to use such devices. With this Google Earth constella ons map. Students can see how sailor use this instrument to navigate the unknown oceans.

Mt. Everest In history it is a necessary to

emphasize the concept of nothing is

ever in a vacuum. Ideas spread

because of trade. With this Google

map, teachers can teach the significant

of how Buddhism past through Asia

Minor to Asia Major.

Grade

C-

Grade

B+

Grade

A

Grade

C-

Second Life

Page 10

Neji Castle Tokugawa Era

In this sec on of the catalog I will make a unifica on of using

both Second Life and Google Earth in a lesson plan. The lesson

will start with showing the Tokugawa Era in Second Life. This

world is a vivid and well interpreta on of how the environment

look like during the Tokugawa era. This would engage students in

the differences between European architecture and Asian archi‐

tecture. If you con nue into the world you will find a historical

castle called the Neji Castle. In this castle, students can discover

how it was built and which Shogunate lived in this castle.

Grade

A

Google Earth

Page 11

Neji Castle Modern Era

To emphasize students to analyze Japanese culture. You can

simply jump into Google Earth. With Google earth you can see

the s ll surviving Neji castle. With this so ware, students can

make comparisons on how Japan has change. Some ques on

teachers can give to there students can go as follow:

Has Japan been able to maintain its feudal culture? If so

how?.

Through Google maps, can you see other outside influences?

How can we compare European survival of there past with

how Japan maintain there culture?

Grade

A

To Order Call: 1 800.000.0000

Page 12

Objective:

Students will be able to analyze the concept of Japanese hybrid political system called the Tokugawa Shogunate.

Students will comprehend the three political leaders who found-ed the Tokugawa era.

Students will identify the significance of the Tokugawa Shogun-ate and closed country laws.

Students will be able to explain the causes and effect of the Tokugawa policy of Isolationism.

Activity:

Flip Chart/PowerPoint

Discussion

Video

Note taking Assessment:

I will then begin teaching the new lesson of the Tokugawa era. I will constantly stop to ask questions to start up a discus-sion in the classroom.

Question: What another way of calling Japan?

Why would the Daimyos take advantage of the Ashikaga family weakness?

Toyotomi Hideyoshi did not completely destroy the Daimyos, only weakened them. What is the significance of this?

Which of the three Overlord family maintain power for over 200 years

What was the social order in Japan? Compare it with Chinese social order. Was it the same, was it different?

What was the responsibility of the Samurais during peacetime?

Why did the Shogun fear the Jesuits? Did this influence the Japanese to further enter themselves in Isolation?

What was Japan pop culture? How does it compare to Europe-an and Chinese pop culture.

Is it comparable to our view of Japanese culture? How so?

Tokugawa Lesson Plan

To Order Call: 1 800.000.0000

Page 13

Work Ci ed (Second Life)

Virtuelles Koeln—h p://maps.secondlife.com/secondlife/

Virtuelles%20Koeln/202/132/36

Acropolis Greece ‐h p://maps.secondlife.com/secondlife/

GREECE/59/24/25

Statue of Liberty‐h p://maps.secondlife.com/secondlife/Le%

20Dome/47/23/70

Ancient Egypta/Amarna‐ h p://maps.secondlife.com/

secondlife/UTArlington%20III/167/114/23

Cryp c Concep ons, Cryp c‐h p://maps.secondlife.com/

secondlife/Cryp c/199/132/165

Welcome to Ypres the World War I War Bug Combat Sim‐

h p://maps.secondlife.com/secondlife/Ypres/46/183/90

Great Wall of China‐h p://maps.secondlife.com/secondlife/

China%20Sichuan/128/18/30

The Rose theatre‐h p://maps.secondlife.com/secondlife/

Angel%20Manor/1/197/37

Venezia‐h p://maps.secondlife.com/secondlife/Venice%

20Passion/206/206/42

Japan Project Garden II‐h p://maps.secondlife.com/

secondlife/Japan%20Project%20Garden/33/155/23

Ortiz Organization