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.