HistoGlobe

Teaching History Visually

Marcus Kossatz, Sebastian Utzig, Simon Schneegans, Felix Lauer, Tobias Westphal, Jens Geelhaar,

Bernd Froehlich and Patrick Riehmann

Bauhaus-Universit

at Weimar, Bauhausstrasse 11, 99423 Weimar, Germany

Keywords:

Historical Visualization, Glyph-based Visualization, Time-dependent Visualization, Information Visualiza-

tion, Visualization Applications, Interface and Interaction Techniques for Visualization, GIS, HGIS.

Abstract:

HistoGlobe is an interactive historical geographic information system (HGIS) that provides students with

gathered and curated historical information for self-study and aids teachers during history classes. The sys-

tem visually integrates temporal and spatial aspects of historical events, as well as afﬁliations and alliances of

states, routes of historic people and groups, and ﬁnally, detailed multimedia information. HistoGlobe relies

on familiar interfaces such as globes and timelines but augments them with new techniques including directly

manipulable moving entities such as troops and a direction-preserving presentation of treaties and other col-

laborations based on routing lenses. A ﬁeld study with 12th graders revealed an overall solid usability of the

system and inspired the development of further features.

1 INTRODUCTION

Traditional books and static maps about history

mostly rely on elaborate knowledge transfer in pro-

saic manner, but often they do not adequately sur-

vey long-term, dynamic and complex processes and

temporal changes visually. In contrast, HistoGlobe

is a historical geographic information system (HGIS)

combining the sciences of history – the study of

when? – and geography – the study of where?. It em-

ploys modern web technologies to show historical de-

velopment in society, politics, and economics at given

times and periods in history (see Figure 1).

HistoGlobe is aimed at two speciﬁc target groups:

history teachers and students. It helps teachers to

present the content of their history lessons in an inter-

esting, informative, and interactive way and students

to better understand events and their context in his-

tory. Overall, our major contributions are:

• An advanced map interface that is capable of vi-

sualizing changing border and region information

on either a 2D map or a 3D globe.

• The hivent concept of visually incorporating ma-

jor historical happenings in time and space, in-

cluding detailed information and multimedia.

• Advanced timeline concepts incorporating time

periods concerning historical topics and individ-

ual hivents.

• Moving entities is a direct manipulative glyph-

based approach of providing route information

about individual people and groups.

• Interactive and static routing lenses are an appeal-

ing approach to presenting treaties and other col-

laborations globally by preserving direction infor-

mation.

History teachers from a public school were involved

during the design and implementation process and, ul-

timately, invited us to conduct a ﬁeld study on 12th

grade users during classtime, as well as during self-

study. Overall, most students were satisﬁed with

HistoGlobe because they found it easy and fun to use

and reported that it provides a good overview of his-

tory topics. The results encouraged us to proceed with

our approach, yet also revealed shortcomings and a

lack of some capabilities that were considered in the

further development process.

2 RELATED WORK

Best-known for visually embedding time-related in-

formation onto a static map is Charles Minard’s ﬂow

map of Napoleon’s 1812 Russian Campaign (Minard,

1869) featured by Edvard Tufte (Tufte, 2001). Time

has only one dimension; however, it can be linear

Kossatz M., Utzig S., Schneegans S., Lauer F., Westphal T., Geelhaar J., Froehlich B. and Riehmann P.

HistoGlobe - Teaching History Visually.

DOI: 10.5220/0006103102010208

In Proceedings of the 12th International Joint Conference on Computer Vision, Imaging and Computer Graphics Theory and Applications (VISIGRAPP 2017), pages 201-208

ISBN: 978-989-758-228-8

201

Figure 1: HistoGlobe’s user interface currently focusing on Central Europe during the bipolar world era with its local and

particular manifestation of divided Germany (see below). The hivent list on the right outlines all historical events being crucial

during the Cold War such as the selected Limitation Talks (see also corresponding hivent box containing further information).

for a set of singular events or cyclical for recur-

ring events (Ott and Swiaczny, 2001). The preferred

technique for displaying linear time is the use of a

timeline; either in vertical (the World History Time-

line (Frank E. Smitha, n.d.)) or in horizontal direction

that allows dragging and zooming, e.g. The Life of

Nelson Mandela (Time Magazine, n.d.) created with

Timeline.js (Northwestern University Knight Lab,

n.d.). Google Earth can be used to show histori-

cal imagery (Google Inc., n.d.). Retrospectively, so-

cial indicators are often visualized using maps and

timelines, e.g. GapMinder World (Stiftelsen Gap-

minder, n.d.) and the World Bank Maps (World

Bank, n.d.). TimeMaps (TimeMaps Ltd., n.d.) shares

some basic concepts with HistoGlobe: at speciﬁc time

points the geopolitical state of the world is depicted

and certain historical events can be seen on both the

map and timeline. However, TimeMaps lacks link-

ing and interaction. A very interesting concept is the

space-time cube, which extends a regular planar map

into a third time-representing dimension (for exam-

ple Kraak (Kraak, 1988)). The idea of the contained

space path that connects two-dimensional location in-

formation to three-dimensional movement represen-

tation dates back to Lenntorp (Lenntorp, 1976).

A matter related to moving entities is direct ma-

nipulation of objects on screen (described later in

Section 5). Kimber (Kimber et al., 2007), Dragice-

vic (Dragicevic et al., 2008), and also Karrer (Kar-

rer et al., 2008) introduced a complementary space-

centric technique where an object trajectory is de-

tected during a video sequence and visualized as a

hint path on selection. Then the user can drag the ob-

ject along the trail constrained by its trajectory, which

sets the global time and thus moves all other ob-

jects along. Kimber’s approach, mainly dealing with

surveillance videos, additionally provides dragable

glyphs on a ﬂoor plan. DimpVis by Kondo (Kondo

and Collins, 2014) investigated this direct manipu-

lation approach in the ﬁeld of information visualiza-

tion. While the pointer remains connected to the data,

smooth manipulation within spatiotemporal value do-

main can be made.

3 BASIC CONCEPTS

HistoGlobe is intended to convey historical knowl-

edge and geopolitical development in an informative,

ﬂuent, and interactive manner. Several aspects of his-

torical data have to be addressed regarding this pur-

pose including date, place, involved parties, move-

ment proﬁles, alliances, and additional background

information. The user interface is carefully designed

by enhancing and mixing established linked methods

such as the map (or globe) interface for spatial dimen-

sions (latitude and longitude) with novel approaches,

such as a hivent (historical event) concept or the topic-

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202

Figure 2: Countries colored due to their membership in

NATO (blue) or Warsaw Pact (red).

extended timeline for orienting and navigating within

the temporal dimension. The map presents informa-

tion regarding a given date e.g. current region and

country borders, hivents that occurred at about that

time, moveable entities, etc. The countries’ color

mapping is primarily used to emphasize afﬁliation in-

formation (see Figure 2). Of course, not every sin-

gle country label can be shown at once, which is why

the countries are ranked size-wise and lower priority

labels that would overlap are hidden. Besides navi-

gating and zooming the map in regular mode, as well

as in full screen mode, a high contrast mode can be

toggled when working under problematic light condi-

tions in the classroom (see control buttons on the left

in Figure 1).

Timelines are a traditional yet appropriate way to

provide temporal orientation and navigation. We en-

hanced it to a topic bar. Temporal information is de-

picted in the lower part as an interactively zoomable

timeline (with levels of annual, multi-annual, decade,

and century intervals). The current date of the visu-

alization, the now marker, is marked in the center of

the timeline. Changing the current date by moving

the timeline or manually setting the date updates the

map by revealing territorial changes by animated tran-

sitions. Topic information is attached in an additional

upper layer to provide supplemental context about

global epochs, as well as longer lasting matters on a

local scale in the geographic regions currently visible.

We implemented a hierarchical approach where each

topic (e.g. “World War 2”) can have sub-topics (e.g.

“Blitzkrieg” or “Turning Point of the War”), as seen

in Figure 3. Some topics show additional features, for

example coloring of the countries based on their afﬁl-

iation with a military alliance (as seen in Figure 2).

Providing a proper and legible labeling of the top-

ics turned out to be a surprisingly difﬁcult problem

on a zoomable and moveable bar. Writing the topic

name in more than a single line would destroy the in-

tended layout since it reduces the space that should

ultimately remain on the map. Dynamically resizing

Figure 3: The upper row shows consecutive epochs of local

German history. The lower row consists of global eras that

provide their hierarchical structure in between. Below the

topics the zoomable timeline is attached.

the topic areas in a horizontal direction would result

in historically incorrect information due to visually

wrong ending times or overlapping topics. Leaving

out vowels or the middle of words and replacing the

letters with “...” made the labels barely readable. The

most legible solution that we have found so far is man-

ually creating speciﬁc abbreviations for discretized

time zoom levels and replacing the end of the word

with “...”, if necessary, for the current zoom factor.

Linking elements of the topic bar and the maps are

the so-called hivents representing a spatio-temporal

relationship on a single occasion as historically sig-

niﬁcant incidents at a certain point in time and space.

They are visualized at the location of occurrence on

the map, as well as on the timeline, using a small blue

glyph. Hivents occurring close to each other on the

map are grouped into a cluster marker that can expose

(on demand) the clustered hivents in a radial layout

and makes them selectable. Furthermore, they can be

ﬁltered and searched for by for names, people, places,

and time in the upper right box that instantly presents

matching hivents. Below the search box, the regu-

lar hivent list depicts all hivents of the current topics

of the given time periods. Hivent list and search box

share the space on the right side, i.e. if the search box

is used, the hivent list folds down (not depicted).

Detailed information about the events are pre-

sented on demand in hivent boxes: the location, the

date, a short description about the event, and an af-

ﬁliating background image. Additionally and option-

ally a link to the related Wikipedia article, as well as

directly-playable multimedia content, is available.

4 PILOT STUDY

A pilot test should give an impression whether

HistoGlobe is suitable as a teaching aid in the class-

room while imparting the historical context of a

hivent – in our example, the content and the conse-

quences of four major conferences at the end of World

War II: Casablanca and Tehran 1943, Yalta and Pots-

dam 1945. The lecture was video recorded for obser-

vation and a semi-structural interview with the teacher

was conducted afterwards to gain more insight. Dur-

ing the lecture the teacher alternated between his own

HistoGlobe - Teaching History Visually

203

prepared teaching slides and HistoGlobe to explain

the context of the conferences by using the map. Al-

though the teacher needed only a limited subset of the

prototype’s features, he stated later that there was a

big advantage to having a navigable and zoomable

map for visualizing the territorial development of

countries and membership in alliances for other his-

torical topics.

For a second test we tried to gather impressions

about the usefulness of HistoGlobe as a self-education

tool for students. In a computer pool the students

were instructed to write an overview about the bipo-

lar world between 1945 and 1993 with a focus on the

cold and hot phases of the time. We observed the stu-

dents during the test and interviewed them later on,

asked about advantages and disadvantages, collected

suggestions for improvement of the visualization, and

again had the students complete a questionnaire. Sev-

eral interesting aspects were revealed. No questions

were asked by the students regarding the usage of

the software – everyone was able to use it from the

beginning. The hivent list was the main navigation

element primarily used by all students. It was con-

sidered to be very helpful to know which event hap-

pened where and when in order to get detailed infor-

mation. Hence, the usage of the map was surprisingly

more passive, mostly driven by selecting the hivents

in the list. The information on the map was widely

understood, and the colored alliances were consid-

ered especially helpful. One requested feature was

to introduce cities, rivers, etc. on the map for bet-

ter orientation. The timeline and the topics bar were

used less, maybe since the “Bipolar World” topic only

spans four decades.

Figure 4: The usage of HistoGlobe as learning material for

the students.

Due to the exploratory task, the search function

was not used at all by the students. The students

did not have any speciﬁc keyword to search for. The

hivent boxes were highly appreciated as the main

source of information. Often students copied the con-

tent from the box directly into their notes (although

they were not allowed to). Interestingly, nearly half

of the students favored the high contrast mode even if

it was not really necessary with respect to the lighting

conditions and the monitors. Overall, the vividness of

the visualization and the chronology and visual im-

pressions of the hivents (especially in the list) were

considered by the students to be very helpful.

5 INTERACTING WITH MOVING

ENTITIES

As revealed by our evaluation, one important short-

coming of the early prototype was the lack of (as we

call it) moving entities. These include the where-

abouts or the habituations of a certain person during

his/her lifespan. It also means movements of groups

of persons in a shorter time period, such as troop

movements during armed conﬂicts, as well as massive

migration of entire tribes or nations. Minard’s (Mi-

nard, 1869) maps visualized time varying attributes

of a single entity (most prominently the size of the

troops) as width along its path.

Figure 5: Troops moved by (left) time bar manipulation or

(right) by dragging directly on map.

We aimed at visualizing multiple entities at once

by using a glyph-based approach in order to avoid

occlusion by widths of different paths. Thus, the

paths themselves have a constant width, whereas the

changes of attributes are addressed by modifying the

appearances of the circle-shaped glyphs representing

the troops. We introduced the idea of using “glyph

footsteps” at particular locations along the path. This

eases estimating and comparing glyph sizes while fol-

lowing a path.

In this manner the main challenge was aligning

glyphs on their paths and on the global time slider ac-

cordingly. Obviously, any manipulation on the time

bar must entail an immediate and automatic move-

ment of all glyphs along their respective paths. There-

fore the previously covered distance is depicted as a

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solid path line (see Figure 5a). We decided that, for

the sake of orientation and also for forecasting the fu-

ture parts of the path towards its destination (beyond

the current date one the time bar), the future segments

are drawn as dashed lines (see Figure 5b).

Controlling the position of the entity via the time-

bar while looking at a particular path was an indirect

task that resulted in unnecessary context switches.

We favored and implemented a direct manipula-

tion approach (inspired by Dragicevic (Dragicevic

et al., 2008), Karrer (Karrer et al., 2008) and also

Kimber (Kimber et al., 2007)), who introduced the

metaphor for controlling video playback directly by

grabbing objects depicted within the video frame) that

enables the user to drag the glyphs directly along

their paths which instantly affects the global date and

hence the positions of all other entities. Precise input

movement along the path is not necessary; the user is

guided by the path’s constraints.

Due to the lack of more precise routing infor-

mation, a path consists of a discrete minor number

of known locations that have to be interpolated tem-

porally and spatially in order to create a continuous

path and to determine an entity’s position for every

time step inbetween the dates of the known locations.

Two different possibilities for coping with this situa-

tion were tested: ﬁrst, simply condoning interpolated,

yet inaccurate, positions when interaction is discon-

tinued (as implemented for the timebar). In contrast,

releasing the mouse when directly dragging a glyph

entails an automatic animation to its next valid posi-

tion, which again changes the global time and causes

the movement of other entities that once more might

end up in an inaccurate position, at which point we

stop the recurring calls and allow interpolated posi-

tions. Interrupting this cyclical behavior might ap-

pear inconsequential; however it prevents the system

(in the worst case) from moving all glyphs one after

another.

At best, this issue might be solved by gathering

more information about the entities and their move-

ments, which revealed to be barely possible since the

necessary information is rarely available in a reusable

form. Usually the information is unstructured, scat-

tered, and embedded in numerous text documents,

many of which cannot be processed with standard in-

formation retrieval tools.

6 ALLIANCE ROUTING LENSES

HistoGlobe already provided a possibility showing af-

ﬁliations with alliances by coloring countries accord-

ingly. From suggestions during our ﬁeld study we

noticed that this approach lacked in supporting bilat-

eral treaties. We implemented a solution for depict-

ing higher information density referring to historical

treaties and conﬂicts in combination with the three-

dimensional globe, which serves as advanced map

representation. “Correlates Of War” (Maoz, n.d.) of-

fers a wide variety of data concerning international

relations such as bilateral alliances among states and

countries between 1816 and 2012. Edges represent

bilateral treaties. Every active incoming edge in-

creases the radius of circular nodes accordingly so

the user can easily spot and distinguish very actively

linked countries and lesser ones.

The number of simultaneously active alliances

drawn onto the globe is tremendous (even for selected

epochs) and produces crossings, as well as occlusion.

Of course, every directly connected component is go-

ing to be highlighted if the pointer is hovered above

a particular node. This includes every outgoing edge

and its corresponding alliance partner node (see Fig-

ure 7 left). Additionally the user can turn off all non-

involved edges of the whole graph by clicking a node

or even selecting two alliance partners consecutively.

Although such ﬁltering makes the graph less

dense, crossings between edges and non-associated

nodes still occur if an uninvolved third country

node lies underneath the direct path between two

alliance partners. In order to avoid such incor-

rect visual impressions, Holten (Holten, 2006) or

Buchin et al. (Buchin et al., 2011), for example, pro-

posed bundling techniques by using or generating

control points for spline-based paths which result in

a sort of branched structure that is considered to be

more visually appealing. Unfortunately, bending and

bundling edges eventually entails losing their direc-

tion information. Reliable predictions that limit the

area of possible target locations are only possible if

the direction towards a treaty partner remains straight.

Even if the target is out of sight while looking at an-

other region, we can count on our mental model in

such a familiar environment like the Earth’s globe.

Figure 6: Interactive lens-based edge distortion. (a) All

nodes out of scope. (b) Incident ignored edges on node in-

side scope.

HistoGlobe - Teaching History Visually

205

Therefore, we developed two techniques for

avoiding false implications by maintaining the basic

direction of an edge, globally, yet introduced a local

repelling mechanism in the proximity of third country

nodes. First, we evaluated an interactive lens-based

approach that distorts all edges around the mouse cur-

sor (see Figure 6a). The user can alter the repelling

strength and thereby change the lens’ scope. For hav-

ing the opportunity to focus on a particular node and

its alliances while moving the lens above it, neither

the node nor its adjacent edges are affected (see Fig-

ure 6 b). Using this property, one can easily distin-

guish true from false incidences when hovering over

a node.

An interactive approach is nice; however,

wouldn’t it be better to provide this capability for

all nodes at once? Advancing our approach auto-

matically generates a lens around every graph node

whereas the nodes’ radii are used to determine the

scope of the so-called local control points. Again, in-

cident edges associated with a node are not affected.

All other alliance connections circumvent each node

along the edge but follow their primary direction out

of the scope again (see Figure 7 right).

Besides a proper path construction itself, addi-

tional attributes had to be visualized: for instance, the

type of alliance (defense, neutrality, non-aggression,

entente, or a combination of them). Since less than six

combinations occurred in the dataset, we ultimately

used a simple additive color model based on respec-

tive base colors. Thus, one can easily spot the appear-

ance of enacted alliance types by observing whole

color regions on the map. However, we are aware

that this may not sufﬁce for some future data sets con-

sisting of more types and combinations of alliances.

Furthermore, the user is provided with details about

making use of the hivent information windows.

Another important attribute that might be of inter-

est is the endurance of such a relationship between

two countries mapped onto the elevation of an edge

whose highest point is then at the center of a connec-

tion. In order to avoid edges elevated at the same level

following identical paths (if two states enact multi-

ple alliances during the same time period), arcs are

unfolded on both sides of the initial connection (see

Figure 8, top). The arcs can even be merged with our

lens-based approach; however, they are currently only

useful for certain viewing angles (see Figure 8, bot-

tom). Further development is going to improve the

concept by readjusting the lenses along their edges to

provide optimal view every time the point of view is

changed due to navigation.

7 DATA AND IMPLEMENTATION

DETAILS

The prototype is almost entirely implemented on

client side in Coffeescript/Javascript. For depicting

the map, the Leaﬂet library was integrated, whereas

all other components were developed from scratch.

All three-dimensional and globe-related interface el-

ements are realized by using Three.js, a web-based,

plug-in free, and a high level library which pro-

vides the use of WebGL. We organized perspectively-

distorted and screen-space based interface elements

into different rendered scenes. By casting rays from

the mouse pointer into these multiple scene layers, se-

lection and object manipulation is achieved. Shader

materials were employed to parallel process the con-

nections of the graph layer on the GPU.

Starting from Natural Earth Data (Natural Earth,

n.d.) we created and edited a novel dataset of his-

torical countries of most parts of Europe from 1871

until 1990. Available historical maps were ﬁrst

geo-referenced onto present coordinates and then the

country borders were extracted using QGIS and stored

as individual JSON ﬁles. The labels are stored sepa-

rately due to independent changes of names and ge-

ometries. Each one is assigned to a priority that deter-

mines the label’s bounding box. Thus a label is only

shown if it does not collide with any bounding box.

HistoGlobe uses an event-based spatio-temporal

data model (Peuquet and Duan, 1995) for changing

country areas: for example, changing the member-

ship of a country (e.g. Alsace-Lorraine 1919 from the

German Empire to France) or for changing or intro-

ducing country borders following the splitting of two

countries (e.g. the border between Czech and Slovak

Republic after the dissolution of Czechoslovakia in

1991). Animated transitions lead the users’ attention.

Areas, labels, and transitions are preprocessed on the

server and loaded directly onto the client to avoid

client-server interaction during transitions. However,

if the date changes on timeline, the server is notiﬁed

to send all hivents that have occurred since the pre-

vious request. For each hivent the changes are exe-

cuted: on the map, transition areas and borders are

faded in and the related old and new areas and labels

are queued and processed by adding new areas and

labels while the old ones are faded from the map. In

order to prevent large amounts of changes on the map

if the timeline is moved far, a rule-out mechanism is

implemented. Areas and labels that would be added

in one change but deleted in another one are removed

from both lists because they would not contribute to

the current state. With this mechanism it is possible to

move the timeline at a high speed there and back and

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206

Figure 7: Highlighted alliance partners (left) without and (right) with location based repelling.

Figure 8: Arc groups (top). Combination of location based

repelling and arcs(bottom). View dependent.

always get a fast and consistent update on the map.

8 CONCLUSION AND FUTURE

WORK

HistoGlobe is intended to support teachers in explain-

ing complex historical matters, as well as guiding stu-

dents with curated content during self-study. There-

fore, the interactive web-based application integrates

familiar interfaces such as globes and timelines with

new visual concepts including hivents, directly ma-

nipulable moving entities, and direction-preserving

route lenses.

The conducted pilot study with 18 students led to

encouraging feedback, especially with respect to the

ﬂuent spatio-temporal coordination of map and time-

line. The hivent concept, in particular, was greatly

appreciated since the students used it in our observa-

tion to speed up knowledge transfer by focusing on

the hivent list as kind of an overview (somehow by-

passing the timeline with its eras), a behavior that was

originally not intended.

Authoring capabilities have to be built in for

teachers to develop their own courses, customize ex-

isting ones, compile different lessons, or derive web-

based homework for the students. They should also

allow students to put together stories, record them,

and present them to others. However, even with

proper authoring tools, most information has to be

gathered and curated by people. We found that au-

tomatically extracting information suitable for our

needs is barely possible since the necessary informa-

tion is rarely available in a reusable form. Borders

of states or realms that frequently changed in the past

are traditionally depicted on historical maps that are

mostly not even digitally available. In this regard, re-

trieving information that characterized moving enti-

ties such as locations, directions, durations, and num-

ber of people involved is also very important. Usually

such information is unstructured, scattered, and em-

bedded in numerous text documents and requires the

development of custom information retrieval tools.

In conclusion, the current revision of HistoGlobe

HistoGlobe - Teaching History Visually

207

covers both the questions When? and Where? very

reasonably. An important issue to be solved in fu-

ture work addresses the Why? (did a hivent happen?)

question. This concerns both the automatic retrieval

of facts as described above and the design and im-

plementation of visualizations that could aid in clar-

ifying what hivents are utilized or affected by others

and to what extent. We believe that interactive visual

history teaching systems such as HistoGlobe can sig-

niﬁcantly improve the knowledge transfer and the un-

derstanding of complex historical processes–besides

being much more engaging and fun than traditional

methods.

ACKNOWLEDGEMENTS

The authors would like to thank Sascha Dobschal,

Christian Dominka, Frej Bjon, Lene Ganschow, Fe-

lix Schmidt, Bastian Weber, Max Weber, Chris Hor-

nischer, Sebastian Kpsel, Andre Karge, and Dorit

Fauck for their contributions during the development

of HistoGlobe.

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