CSI
	Copyright 1997-2004 Linda Ferguson and Eva LaMar

Amateur Investigator  Process:

The steps to complete this process are as follows:

1. Students will brainstorm in a large group, or in smaller groups, about what they know about cemeteries.  Using a K W W L chart, students log the brainstorming session. As a class, or in groups, you will make  a list of everything you think you Know about cemeteries. The focus is on the facts, not myths, bloods, guts or scary stories.

• In the next column, you will make a list of What you would like to learn about cemeteries, again, with the focus on the physical and historical aspects of a cemetery, not any scary stories, bloods, guts and movies.
• You will also list Where you might find the answers and information.
• Students groups then create a 3-D model of a "typical" cemetery that shows what they understand a typical cemetery looks like from the outside or from above. Students use construction paper and other basic supplies to create the model. The models will be modified as students learn about cemeteries.

2. Student investigation teams build a strong knowledge base about cemeteries by using the Internet use to research basic history about cemeteries, headstone design, and changes in cemetery and headstone design over time.  Students update their KWWL chart with the new learning as well as verify or cross-out what was posted in the "Know" column. If something was logged there, but is proven to be wrong, it is crossed out and corrected with the new information.
3. Practice makes perfect: Students practice how to accurately to measure and log data from headstones by using Styrofoam or cardboard headstones and  measuring the height, width, and thickness of the headstones (link is in the resources section). Students also practice drawing and photographing headstones so that everyone in the class is using similar techniques.
4. Students visit a cemetery and for the the field trip, analyze a section or region (if a large cemetery) section of the cemetery using log sheets and necessary tools (measuring tapes, cameras, GPS units, headstone ID sheets, etc). Students log, photograph, and collect samples (if necessary) for examination back in the classroom.
5. Back in class students organize the log sheets and enter the data into the Geo-Literacy Project CSI Survey tool. Students organize log sheets and create graphs and other visual representations of the data collected.
6. Large group and research groups organize and present findings through a web site or multimedia presentation and present it to their class, give presentations to other classes, historical societies, and community groups.
7. Student groups and entire class compare and contrast their findings with other classes worldwide through the Geo-Literacy Project CSI web site. Students communicate through e-mails and a discussion board with other students, historians, and teachers also involved in the project.
8. Students present a copy of their project to the local historical society, cemetery association, local media groups, school district media office, and local libraries as a contribution to the community.

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