This interactive map of Africa contains links to country maps which provide information such as, population, flag, language, capital, industry, and agriculture.

This interactive map of Asia contains links to country maps which provide information such as, population, flag, language, capital, industry, and agriculture.

 Students will be asked to evaluate their local community and design and build a 3-dimensional circular space, building, or facility to meet their town's / city's / state's needs. Requirements: two written paragraphs, blueprints drafted on graph paper, a physical model, a Project Improvement Plan, and self reflection. 

Students will use the CIA World Fact Book to collect data about 6 countries into a spreadsheet. They will use this data to create charts to help show the differences in countries. Students will work with partners to brainstorm why these countries have these differences. 

Students consider how the availability of water as a resource has impacted development
in the United States or elsewhere, drawing on geography and history.

In this lesson, students will choose an article about a global human rights issue to read, learn more about and then reflect on. The lesson will allow students to take to heart the NCDPI Global Education goals of investigating the world, recognizing the perspectives of others in different parts of the world and communicating ideas through their reflection. Note: This lesson was created in accordance with the 7th Grade Social Studies Essential Standards and the VIF/Participate Global Competence Indicators for Grade 7. For more information about VIF/Participate and these indicators, please visit https://www.participate.com/. This lesson was developed by Lindsey Gallagher as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

Students will begin to take what they have learned about human rights, the UN and apply it to an issue that is important to them. Students will work together to write a simple UN resolution to address that issue and present it to the class through a model UN activity. The lesson meets NCDPI global education goals such as investigating the world, recognizing perspectives, communicating ideas and taking action. Note: This lesson was created in accordance with the 7th Grade Social Studies Essential Standards and the VIF/Participate Global Competence Indicators for Grade 7. For more information about VIF/Participate and these indicators, please visit https://www.participate.com/. This lesson was developed by Lindsey Gallagher as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

Students map the origins of a pencil, predict and map trade and transport networks, and relate what they learn to globalization.

This website contains a graphic and video with simple vocabulary giving statistics based on a world population of 100 people. It supports English Language development for English language learners.

In this lesson, students use maps to learn about the geographicac features and climate of Mali and consider what this can tell us about demographics and economics of the country.

Students analyze patterns of cholera in an area of London similar to how Dr. John Snow, father of epidemiology, did in 1854.

Students map the migration journey of the Lost Boys and Girls. They discuss the concept of a diaspora and the challenges of displacement.

This interactive map of North America contains links to country maps which provide information such as, population, flag, language, capital, industry, and agriculture.

This interactive map of the North Pole contains links to country maps which provide information such as, population, flag, language, capital, industry, and agriculture.

Students define the rules as they see fit for dividing the resources of the North Sea and create a map defining those borders and allocating resources to individual countries.

Students explore the weather phenomena El Nino and La Nina and their effects, map where they occur, and discuss the benefits of accurately predicting these phenomena.

Students analyze a variety of maps to create a map of Israel and the Palestinian territories' physical geography, and reason about Jerusalem's location.

 Students will use primary and secondary sources to create and share a narrative of Global Historical Figures from the 20th Century. Using a Gallery Walk format, students will gather information from their classmates' creations. 

This interactive map of South America contains links to country maps which provide information such as, population, flag, language, capital, industry, and agriculture.

Students examine images from weather satellites to better understand how satellites provide important observations for meteorologists calculating weather forecasts.

This is a supplemental resource to be used in conjunction with the lesson: Unit Five: 1970s - 2000 (The World's People and Products on the Move). In this lesson, students investigate how global production and consumption take advantage of inexpensive and fast transportation of goods and labor.

This is a supplemental resource to be used in conjunction with the lesson: Unit Five: 1970s - 2000 (The World's People and Products on the Move). In this lesson, students investigate how global production and consumption take advantage of inexpensive and fast transportation of goods and labor.

This is a supplemental resource to be used in conjunction with the lesson: Unit Five: 1970s - 2000 (The World's People and Products on the Move). In this lesson, students investigate how global production and consumption take advantage of inexpensive and fast transportation of goods and labor.

This is a supplemental resource to be used in conjunction with the lesson: Unit Five: 1970s - 2000 (The World's People and Products on the Move). In this lesson, students investigate how global production and consumption take advantage of inexpensive and fast transportation of goods and labor.

In this lesson, students investigate how global production and consumption take advantage of inexpensive and fast transportation of goods and labor.

This is a supplemental resource to be used in conjunction with the lesson: Unit Five: 1970s - 2000 (The World's People and Products on the Move). In this lesson, students investigate how global production and consumption take advantage of inexpensive and fast transportation of goods and labor.

In this lesson, students examine the increase in size and number of cities in the very recent past and the influence of fossil fuel use in particular on urbanization. Students will visit a variety of websites that deal with urban population, fossil fuel consumption, and the signals (i.e. carbon dioxide emissions) that can be used to track population changes.

A map of Washington DC was created in 1851 - a time of relative peace in the United States. Millard Fillmore was president, California had just become a state, and the Capitol building was undergoing an expansion project to accommodate the nation's growing size. By this point, Washington DC had been the nation's capital for about 60 years, although many buildings were newer than that since they had been destroyed in the "Burning of Washington" near the end of the War of 1812. In this lesson, successful students will use a "spyglass map" to explore the 1851 map in detail and compare and contrast with the present day layout and structure of Washington DC.

In this activity, students will learn about population movement, migration trends, and thewestward expansion of the early 1800s. First, students will create a line graph that depicts changes in aggregated population data from 1800 to 1850 for Illinois, Indiana, Missouri, and Ohio. Using this graph, students will make data comparisons and draw conclusions. Next, students will compare the populations of several states between 1790 and 1850 and make conclusions that demonstrate their understanding of population trends in northern and southern states. This activity can spark discussion of sectionalism, slavery, and the different economic climate that took shape in the northern and southern states in the early 1800s.

In this activity, students will learn about population movement, migration trends, and thewestward expansion of the early 1800s. First, students will create a line graph that depicts changes in aggregated population data from 1800 to 1850 for Illinois, Indiana, Missouri, and Ohio. Using this graph, students will make data comparisons and draw conclusions. Next, students will compare the populations of several states between 1790 and 1850 and make conclusions that demonstrate their understanding of population trends in northern and southern states. This activity can spark discussion of sectionalism, slavery, and the different economic climate that took shape in the northern and southern states in the early 1800s.

This inquiry leads students through an investigation of water access in the Middle East using various sources that consider geographical, political and economic issues. By investigating the compelling question, students examine the geography of the region, including environmental and demographic relationships, the ecological impact of accessing water, and the subsequent political conflicts over control of natural resources.