This assignment exposes students to racial inequalities in their own communities and helps them to identify the impact of racial segregation on quality of life. The big ideas in this assignment are racial inequality, residential segregation, and environmental justice.

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After a car and pedestrian accident occurs near the local school, concerned students, parents, and neighbors launch a neighborhood safety project. Students consider potential hazards and then collect traffic and pedestrian data that might shed light on the situation. A survey is conducted to determine how children in the neighborhood travel between home and school, and students challenge their classmates to increase their use of human-powered (foot and pedal) transportation. Students use spreadsheets to enter and represent data, analyze their observations and survey data to determine the most significant problems, and study possible solutions. They develop a proposal for improving traffic safety, create slideshows and brochures, and present their ideas to the local city council.

This unit plan was originally developed by the Intel® Teach program as an exemplary unit plan demonstrating some of the best attributes of teaching with technology.

Hello, my name is "Anzoa" Madelene Kajusa and Welcome to The Regional Geography of South Sudan Grade 12. This course was part of my directed studies research at TRU (Thompson Rivers University) in Kamloops BC, Canada. Directed studies at TRU allow students to undertake a specific topic with a supervisor. My supervisor was Professor Dr. Tom Waldichuk. This course explores the emergence of South Sudan as a distinct space through the organizing concepts of regional geography, human geography, cultural geography, feminist geography, the sociological perspective, and cross-cultural interaction. I am very proud of the work that I have done here. It was nice being able to introduce the Ma'di people of South Sudan to academia. There is a lack of education being taught about South Sudan in the Canadian school system. There is a huge population of South Sudanese people in Canada. Having this course will let our voices be heard and be represented in a positive light. Please feel free to contact me with any questions. Kajusamadelene@gmail.com

Hello my name is "Anzoa" Madelene Kajusa and Welcome to The Regional Geography of South Sudan Grade 5. This course was part of my directed studies research at TRU (Thompson Rivers University) in Kamloops BC, Canada. With the supervision of Professor Dr. Tom Waldichuk, I created this course. I am very proud of the work that I have done here. It was nice being able to introduce the Ma'di people of South Sudan to academia. There is a lack of education being taught about South Sudan in the Canadian school system. There is a huge population of South Sudanese people in Canada. Having this course will let our voices be heard and be represented in a positive light. Please feel free to contact me with any questions. Kajusamadelene@gmail.com 

We live on the continent of North America and in the great country of the United States. The United States is split into five different regions. In this seminar you will learn about the five regions and their characteristics.Standards7.1.4.B Describe and locate places and regions as defined by physical and human features.

We live on the continent of North America and in the great country of the United States. The United States is split into five different regions. In this seminar you will learn about the five regions and their characteristics.Standards7.1.4.B Describe and locate places and regions as defined by physical and human features.

 Describe different sociological models for understanding global stratificationUnderstand how studies of global stratification identify worldwide inequalities

 Describe different sociological models for understanding global stratificationUnderstand how studies of global stratification identify worldwide inequalities

 Describe different sociological models for understanding global stratificationUnderstand how studies of global stratification identify worldwide inequalities

 Describe different sociological models for understanding global stratificationUnderstand how studies of global stratification identify worldwide inequalities

This adaptation allows students to see the local explanation of... Describe different sociological models for understanding global stratificationUnderstand how studies of global stratification identify worldwide inequalities

The “Renaissance” as a phenomenon in European history is best understood as a series of social, political, and cultural responses to an intellectual trend which began in Italy in the fourteenth century. This intellectual tendency, known as humanism, or the studia humanitatis, was at the heart of developments in literature, the arts, the sciences, religion, and government for almost three hundred years. In this class, we will highlight the history of humanism, but we will also study religious reformations, high politics, the agrarian world, and European conquest and expansion abroad in the period.

Students will need to learn about urban heat islands before they will have all of the information necessary to complete this lab. Instructors may wish to accomplish this via lecture and/or assigned readings and discussion. You may wish to start with the following: Yow, D.M. 2007, "Urban Heat Islands: Observations, Impacts, and Adaptation," Geography Compass. Volume 2, October 2007, 1227-1251.

Also, if your students have no prior experience with MS excel, guiding them through a quick tutorial is advisable.

The first thing students will do in the exercise is report on some important causes of the UHI. Then, they will examine two real-world sites via photographs and Google Earth to discuss how each location's land use/land cover may affect local temperatures. Next, students will analyze data acquired at each site using MS excel. After that, students will be asked to think about potential impacts of the UHI. The exercise ends with a critical thinking exercise asking students to devise and evaluate strategies to communicate scientific knowledge to non-science professionals.

Has minimal/no quantitative component. Uses geophysics to solve problems in other fields.

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This inquiry leads students through an investigation of what the differences and similarities of rural and urban areas are through a variety of inquiry activities using the Depth of Knowledge (DOK) Levels 2 and 3. Resource created by Cindy Reedy, Tri County Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2023 - Inquiry Design Model (IDM).

In this episode of STEM in 30, we take a look at the challenges of navigating at sea, in the sky, and even in space.

This animation adapted from NASA shows the orbital paths of spacecraft in NASA's Earth Observing Fleet that are a source of wide-scale, primary research about Earth.

Students will participate in an online scavenger hunt based on a story that a geographer named Gina, who loves to travel, has escaped to an undisclosed location. It is their mission to bring her back to the school. Students must follow a series of clues about the location including landmarks, weather, and population—and use a U.S. Census Bureau data tool called State Facts for Students to answer questions that lead them one step closer to finding Gina.