Virtual World Tour

Renaissance island is an interesting look at a particular sect of King Henry VIII and his

reign, by experiencing the culture of a time period. Allowing students to experience the food,

music, entertainment and clothing of a particular time period gives them the rich connections

needed to make sense of the solid facts involved in understanding history. Synthesizing

information from the broader concepts by understanding the dress of the time period could be

fun for male and female students. Actual names of dresses, shirts, tunics and colors and

how they were sold and distributed are a crucial part of this island adults.

Exploring virtual worlds can be a perfect vehicle for exploring virtual worlds created in cinema. An excellent use of exploring a virtual world was exhibited in the film “Back to the Future” starring Michael J. Fox. In the second installment of the film, he actually visits the future town of Hill Valley which is in stark contrast to the life he lives in 1985. The intricate detail in this representation of the movie set is staggering even moving to the most finite of details in road sides within the town. An avid lover of Back to the Future and movies in general would appreciate the time and effort put forth by the creator of this virtual world to allow visitors to explore the town of Hill Valley through the eyes of the characters. Although this is a reference to popular culture, it should spark interest in the ability of instructors and visitors to explore how to incorporate famous films, artwork and music into the investigation of virtual worlds and how they could assist in the understanding of specific subject matter. detail could prove to be confusing to those who are not serious fans of the film.

This particular site gives a close to accurate representation of a Western Frontier gold mining town. When discussing the expansion period in American history where

families moved west for gold, it is important to give students a visualization of the mining towns, how they operated and the facilities provided to its inhabitants. Back-

ground scenery, music and the strict adherence to Western Frontier manner of speaking and culture give further resonance for students who are exploring this period.

Pitfalls to this particular site include lewd behavior in some instances once the sun goes down, references to sex and drinking. Weaponry, although important to the

time period and a relevant aspect of frontier life is referenced more than some grade levels may find useful or appropriate.

Students would not often have the chance to visit a WWII museum, let alone a WWII Air Force museum. The Flying Tiger squadron in the United States Naval Air

Division were a critical part of the initial resistance to the Japanese in the Pacific. Areas for combat records, merit and memorials are located within the buildings on

the base to commemorate fallen heroes and to document their kills. The detail included on the aircraft gives students a different representation to scale of what the

experience of flying these aircraft in combat could have been. Another cool feature is that there are flight classes available that provide specific training that mimics

that of the actual pilots preparing for their missions, and even has a virtual classroom to meet in to discuss the historical connection. The insight gained into the

everyday life of WWII pilots and their own subculture provides layers to facts and dates. that may not have existed before.

Without the obvious constraints of having to travel to Paris, France to

get a glimpse of the Chateau de Versailles students have

to opportunity to experience the grandeur of this symbol of French Monarchy and absolute power. The detail used in every

square foot of the rendering of this palace is strikingly accurate. A

multitude of connections , comments and conversation

pieces can be made giving many different angles to this historical site. Included in this destinat

ion are all the issues and

problems complete with having all of the French aristocracy and court in one location. S

tudents are encouraged to explore

the different secret areas of the palace, participate in gossip and dis

cuss politics. Once again this is one of the instances

where role play and experiencing the different aspects of historical life

are taken to another level by participating in the

aristocratic French court..

Introducing the Industrial Revolution and its impact on Victorian England can be difficult because of how many different areas this movement

affected. Exploration of 1861 London becomes interesting due to the inclusion of literary characters, politicians and tasks that are directly related

to historical events of the time period. Navigating this destination is at times difficult but is made more simplistic through the completion of

specific tasks that are related to your eventual success of understanding the time period. If students are immersed in a unit that includes

Charles Dickens or Jack the Ripper, they can become immersed in solving the cases and following the clues while also exploring the geography and

interacting with other characters pertinent to the time period.

Renaissance Island is an interesting look at a particular sect of King Henry VIII and his reign, by experiencing the culture of a time period. Allowing

students to experience the food, music, entertainment and clothing of a particular time period gives them the rich connections needed to make sense of

the solid facts involved in understanding history. Synthesizing information from the broader concepts by understanding the dress of the time period

could be fun for male and female students. Actual names of dresses, shirts, tunics and colors and how they were sold and distributed are a crucial part

of this island and allow students to role-play by purchasing these outfits for their own use or for visiting a dance or gala. Once again, content can

become geared toward adults so instructors should be weary.

The emotional nature, images and stories involved in discussing the Holocaust with students could preclude school districts from organizing field trips to visit the National

Holocaust Museum. This destination gives a plethora of information for visiting students while allowing them to explore at their own pace to avoid being overwhelmed by

content that is too deep or emotional. For instance, detailed maps give students an idea of how many synagogues were destroyed during the time of Kristallnacht all over

Germany. Without students having to feel pressured to jot down notes or memorize specific locations, they have the leisure to visit this map at any time or date to

refresh their memory. Other sections of the museum include the ability to view pictures from concentration camps as well as the procedure that was followed to place

jewish prisoners into specific camps. Finally, students also have the ability to explore different cities affected and measure the devastation and just how quick it was.

Perhaps the most impactful part of understanding WWI is through the massive amount of resources available to us. The documentation of the war inspired literature, expose’s, photographs and most importantly, change. Students who visit this destination will be exposed to a variety of resources including videos, audio and interaction with the soldiers in the trenches. Every aspect of the World War I experience is depicted from the treatment of prisoners, conditions of hospitals and the feelings soldiers had of shellshock and post traumatic stress. Generally, this is one of the most important parts of teaching World War I is to make it shocking and display these powerful images in as effective manner as possible. Students are free to explore at their own pace and select which soldiers they will speak to, depending on which aspect of the war interests them the most from weaponry to literature.

Teaching the roaring 1920’s is nothing without the culture, music, movies, food, technology and fashion of the time period. This same method

applies for the Harlem Renaissance, since it was a movement where culture was deeply affected and transformed by those who participated in it

and lived through it. This destination is comprised of a five level building where paintings, poems, movies and key figures are archived in one

place. Students also have the ability to hear poems recited by Langston Hughes as well as view paintings created by some of the most famous

artists of the Harlem Renaissance. By seeing the paintings in a gallery side by side, the more unique qualities as well as similar ones are

outline more effectively. I would like to see more information to supplement the paintings to provide more background for students who may be

making their initial steps into the topic, and to provide background for their discussion.