TriadicFrameworks
Resumen

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📚 Classroom Activity Pack#

“Trace the Lineage of a Webpage Using RTTcode”#

TriadicFrameworks — archive_org Module (RTT/1)#

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This pack provides:

  • a slide‑style lesson
  • guided prompts
  • hands‑on activities
  • example walkthroughs
  • assessment criteria

It pairs with:

  • the student worksheet
  • the teacher’s answer key
  • the RTTcode operator packets
  • the example packets (government documents, vintage software, journals)

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SLIDE 1 — Title Slide#

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Trace the Lineage of a Webpage Using RTTcode
An RTT/1 Learning Activity
TriadicFrameworks — archive_org Module

Learning goals:

  • Understand drift, continuity, and lineage
  • Use RTT operators to analyze real webpages
  • Build a drift‑bounded summary
  • Learn substrate literacy

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SLIDE 2 — Why We Use RTT for the Internet Archive#

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The Internet Archive is:

  • huge
  • messy
  • time‑layered
  • drift‑prone
  • structurally inconsistent

RTT gives us:

  • operators
  • continuity kernels
  • drift measurement
  • substrate awareness
  • safe reasoning boundaries

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SLIDE 3 — The Six Operators#

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  1. METADATA_OPERATOR
  2. WAYBACK_OPERATOR
  3. LINEAGE_OPERATOR
  4. COLLECTION_OPERATOR
  5. PRESERVATION_OPERATOR
  6. DRIFTBOUND_RETRIEVAL_OPERATOR

These always run in this order.

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SLIDE 4 — What Students Will Do Today#

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You will:

  • choose a webpage
  • collect snapshots
  • measure drift
  • build lineage
  • identify substrate stability
  • write a drift‑bounded summary

This mirrors the agentic workflow used by AIs.

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SLIDE 5 — Activity Part 1: Choose a Webpage#

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Pick a webpage that appears in the Internet Archive.

Good choices:

  • government pages
  • Wikipedia pages
  • software project pages
  • news articles
  • blog posts

Avoid:

  • login‑gated pages
  • private dashboards
  • pages with no snapshots

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SLIDE 6 — Activity Part 2: Run METADATA_OPERATOR#

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Students identify:

  • substrate type
  • regime
  • drift sensitivity
  • coherence
  • lineage IDs

Teacher prompt:
“What does the metadata tell you about the kind of object this is?”

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SLIDE 7 — Activity Part 3: Run WAYBACK_OPERATOR#

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Students collect 3+ snapshots.

They record:

  • timestamps
  • snapshot URLs
  • drift between versions
  • continuity breaks

Teacher prompt:
“Which snapshots are stable? Which drifted?”

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SLIDE 8 — Activity Part 4: Run LINEAGE_OPERATOR#

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Students:

  • map version → version
  • identify structural changes
  • note regime shifts

Teacher prompt:
“What changed structurally, not just in content?”

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SLIDE 9 — Activity Part 5: Run COLLECTION_OPERATOR#

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Students identify:

  • collection ID
  • coherence clusters
  • related objects
  • regime profile

Teacher prompt:
“How does the collection context help you understand the page?”

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SLIDE 10 — Activity Part 6: Run PRESERVATION_OPERATOR#

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Students identify:

  • formats (HTML, PDF, OCR, images)
  • stability score
  • drift risk
  • multi‑layer flags

Teacher prompt:
“Which formats are most stable? Why?”

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SLIDE 11 — Activity Part 7: Run DRIFTBOUND_RETRIEVAL_OPERATOR#

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Students write a drift‑bounded summary including:

  • earliest stable version
  • most reliable version
  • key changes
  • warnings

Teacher prompt:
“Does your summary avoid speculation? Is drift explicit?”

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SLIDE 12 — Mini‑Example 1: Government Documents#

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Stable collection

  • low drift
  • high continuity
  • stable substrate (PDF)
  • no regime shifts

Takeaway:
Government pages tend to be structurally stable.

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SLIDE 13 — Mini‑Example 2: Vintage Software#

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Moderate drift

  • early continuity break
  • format changes (disk images, executables)
  • regime shift (software → mixed media)

Takeaway:
Technical collections often drift due to format evolution.

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SLIDE 14 — Mini‑Example 3: Journals#

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Highly stable

  • consistent metadata
  • stable PDF substrate
  • minimal drift

Takeaway:
Scholarly collections are usually stable and coherent.

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SLIDE 15 — Group Discussion Prompts#

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  1. Which webpages drifted the most?
  2. Which formats were most stable?
  3. Did any pages undergo regime shifts?
  4. What surprised you about the lineage?
  5. How did RTT operators help you avoid misinterpretation?

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SLIDE 16 — Assessment Criteria#

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Students should demonstrate:

  • correct operator order
  • accurate drift measurement
  • clear lineage mapping
  • substrate awareness
  • drift‑bounded summary
  • no speculation
  • continuity‑aligned reasoning

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SLIDE 17 — Optional Extension Activities#

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  • Compare two webpages’ lineage
  • Analyze a high‑drift news site
  • Trace a domain across 10+ years
  • Build a class‑wide drift map
  • Identify the most stable snapshot in a collection

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SLIDE 18 — Closing Reflection#

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“What does the history of a webpage reveal about the history of the web itself?”

Encourage students to think about:

  • digital preservation
  • structural evolution
  • the fragility of online content
  • the value of continuity analysis

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