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\n\"Tibet\n\n
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\nCurated OER\n
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\nTibet and the U.S.\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents study the Tibetan situation. In this global issues lesson, students listen to a lecture regarding Tibet, its location, and its ties to China. Students then create political cartoons or write letters to their Congressperson about...\n
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\n\"Lesson\n\n
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\nCurated OER\n
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\nLesson Plan on Tolerance\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents, through discussion, internet and video resources, study the history of Northern Ireland and the religious segregation between Catholics and Protestants. They evaluate the current political situation and predict what the future...\n
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\n\"Mapping\n\n
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\nCurated OER\n
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\nMapping Crime\n

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\n\nFor Teachers\n\n11th - Higher Ed\n
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\nStudents use data on break and enter crime incidents to make a map that prompt discussion about the spatial location of crime in the city, why it would occur in those places, and how residents may reduce crime.\n
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\n\"European\n\n
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\nCurated OER\n
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\nEuropean Travelers\n

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\n\nFor Teachers\n\n7th\n
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\nSeventh graders explore the European travelers and culture. They create a travel brochure that presents a given European culture in an inviting format. Students analyze the cultures of various European countries and select one they would...\n
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\n\"People\n\n
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\nCurated OER\n
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\nPeople On The Move\n

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\n\nFor Teachers\n\n9th - 10th\n
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\nStudents describe patterns of internal migration in the United States, past and present and evaluate implications of internal migration. They examine population movement at the state and local levels.\n
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\n\"Western\n\n
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\nCurated OER\n
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\nWestern Europe\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents engage in a variety of activities to comprehend more about the region of Western Europe. They use maps to read and highlight important information. The different countries are looked at individually highlighting geographical...\n
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\n\"Breaking\n\n
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\nCurated OER\n
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\nBreaking the Ice: Who Controls the Northwest Passage?\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers consider the global climate issue. In this Northwest Passage instructional activity, students examine who has sovereignty of the passage and discuss the importance of the Law of the Seas and its impact on the global...\n
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\n\"Populations\n\n
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\nCurated OER\n
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\nPopulations in the Path of Natural Hazards\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents read \"Geographical Mobility: 1995-2000.\" They examine the maps in the handouts and compare them with maps from an atlas. In the second part of this lesson, students read \"In Harm's Way.\" They receive three more handouts, one a...\n
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\n\"Get\n\n
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\nCurated OER\n
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\nGet to Know Your City\n

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\n\nFor Teachers\n\n3rd\n
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\nThird graders research the history of their home city and how it's development was influenced by different groups of people. They present their research information to the class.\n
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\n\"Rivers\n\n
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\nCurated OER\n
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\nRivers of Change\n

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\n\nFor Teachers\n\n3rd\n
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\nThird graders examine rivers and how they affect the people living around them. They read a chapter in their science text, take a virtual river tour online, read a background information story, and in pairs describe the changes in the...\n
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\n\"Comparing\n\n
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\nCurated OER\n
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\nComparing Three Religions: Islam, Judaism, and Christianity\n

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\n\nFor Teachers\n\nK - 8th\n
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\nPupils work together in groups to research either Judaism, Christianity, or Islam. Once the research is complete, they share their information with the other groups in the class. They complete a worksheet on rituals and holidays in...\n
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\n\"Valley\n\n
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\nValley Forge\n

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\n\nFor Teachers\n\n1st - 3rd\n
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\nStudents describe how location, weather, and physical environment affect the way people live, including the effects on their food, clothing, shelter, transportation, and recreation. They also describe the lives of American heroes who...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Most American Thing in America: The Chautauqua\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents explore the Chautauqua movement. In this Pennsylvania history lesson, students use primary documents to explore what the Chautauqua was and how it made a difference in the American way of life.\n
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\n\"Internal\n\n
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\nCurated OER\n
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\nInternal Spatial Structure of Cities\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nYoung scholars examine the internal spatial structure of cities. In groups, they analyze patterns of functions, structure and characteristics of settlement patterns. They also identify the population densities of land value of business...\n
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\n\"Workshop\n\n
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\nCurated OER\n
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\nWorkshop 6: Improving the Community\n

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\n\nFor Teachers\n\n11th - 12th\n
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\nStudents participate in a service learning project to improve their community. They work together to decide on a project and how to implement it. They propose solutions to problems the community is facing as well.\n
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\n\"Planting\n\n
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\nCurated OER\n
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\nPlanting A Garden On Campus\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents investigate the school campus area in order to plan the best spot for a class garden. They create a map of the school and research the different types of soil that exist in order to find the best spot. The class takes the...\n
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\n\"Helping\n\n
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\nCurated OER\n
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\nHelping Hands: Promoting Gloval Awareness\n

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\n\nFor Teachers\n\n11th\n
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\nEleventh graders explore Canadian support for foreign aide. In groups, 11th graders discuss Canadian aide policies and express their opinion of each. Students brainstorm methods of contributing to developing nations. They complete...\n
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\n\"Our\n\n
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\nCurated OER\n
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\nOur Barrio: Our Community/Adams & Normandie\n

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\n\nFor Teachers\n\n3rd\n
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\nThird graders examine various structures and people, including the region of Adams and Normandie, in Los Angeles. They conduct Internet research, and identify and locate features in the Adams/Normandie region during the past 60/70 years.\n
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\n\"Barefoot\n\n
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\nCurated OER\n
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\nBarefoot and Pregnant\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nYoung scholars address the problem of a reduction in the world population growth rate being offset by a growing world population base. This problem is particularly true with the rapid population growth in many Third World countries. The...\n
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\n\"VAcations\n\n
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\nCurated OER\n
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\nVAcations in Northern California\n

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\n\nFor Teachers\n\n2nd - 4th\n
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\nStudents explore the natural resources and National Parks of Northern California that are commonly visited by people traveling in the United States. They use maps to locate various sites, plan a highway travel route and use the internet...\n
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\n\""Rivers\n\n
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\nCurated OER\n
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\n\"Rivers of Change\"\n

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\n\nFor Teachers\n\n3rd\n
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\nThird graders research the Los Angeles River Basin and how it has changed over time.\n
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\n\"Foreign\n\n
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\nCurated OER\n
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\nForeign Travel\n

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\n\nFor Teachers\n\n8th\n
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\nEighth graders visit the website of the U.S. embassy of a different country, and gather information that would be important for them to know if they were going to travel there.\n
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Unit Plan
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\n\"Ga\n\n
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\nGeorgia Department of Education\n
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\nGa Virtual Learning: Ap Human Geography: Geography: Its Nature and Perspectives\n

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\n\nFor Students\n\n9th - 10th\n
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\nAP Human Geography course learning module on the nature and perspectives of geography explores mapping, the importance of location and understanding place, and the fundamentals of geographic thought.\n
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Unit Plan
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\n\"Ga\n\n
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\nGeorgia Department of Education\n
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\nGa Virtual Learning: Ap Human Geography: Ap Exam Prep\n

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\n\nFor Students\n\n9th - 10th\n
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\nAP Human Geography learning module provides preparation material for the AP Human Geography exam.\n
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