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

In this lesson, students will understand how ancient civilizations developed based on the local physical features and how the boundaries of early civilizations compare to their modern counterparts.

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

In this lesson, students use a variety of multimedia resources to analyze the geogrpahic, political, social, economic, and religious structures of the civilizations of Ancient India.

In this inquiry, students consider the causes, symptoms, and reasons for the rapid geographic expansion of the disease and how this pandemic affected people of the 14th century and beyond. Through their investigation of sources in this inquiry, students should develop an understanding of the consequences of the Black Death and an informed awareness of the importance of preparing for future diseases and possible pandemics.

Using an interactive that explores four ancient civilizations - The Maya, Mesopotamia, Chaco Canyon, and Mali/Songhai, students will evaluate and analyze what happens when a society collapses and how archaeologists find and interpret evidence.

This activity asks students to reflect on similarities and differences between the following religions and belief systems: Buddhism, Confucianism, Christianity, Hinduism, Islam, Judaism, Shinto, and Daoism. Although not a religion, the philosophical writings of Confucius are included because it is one of the major belief systems that flourished along the Silk Roads.Using quotations from translations of religious texts, students are asked to organize these quotations into broad categories of essential concerns. The quotations will be posted on a silk routes map as reminders of how cultural interchange and belief systems are represented in the ancient and contemporary world.

If students take away anything from Remarkable Journey, it is hopefully the incredible ways the Indian community has contributed to the progress, growth, diversity and richness of the state of North Carolina. In this activity (best conducted after students have been exposed to multiple clips or the entire film,) students will consider all that they have learned about India and its people then create movie poster for Remarkable Journey that they think best highlights these themes.

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. 

In this inquiry, students examine the extent to which the Chinese and Romans had knowledge of and interacted with one another. This inquiry is about the historical antecendent to the Silk Road.

This inquiry focuses on the concept of religious freedom driven by the compelling question "Does religious freedom exist?" and establishes the importance of religious freedom and tolerance as a way for students to learn about world religions and their spread over time. They extend their emerging understanding by investigating how the concept of religious freedom has emerged over time and examining the current status of religious freedom around the world.

In this lesson, students will familiarize themselves with some basic facts about India that highlight its diversity. Students will then view excerpts from (or the entirety of) Remarkable Journey and utilize the film’s information as a jumping off point to learn about various aspects of Indian culture (food, music, film, clothing, dance, and religion.) Yet, despite such diversity, Asian Indian immigrants to North Carolina, fellow strangers in a strange land, often rely on their shared roots to build new and unified communities. Students will discuss this concept then use their discoveries to create a mural that exemplifies the theme: "India: Unity in Diversity."

India is a diverse land of religions and spirituality. It is not only the birthplace of Hinduism, Buddhism, Jainism, and Sikhism, but numerous other faiths are practiced there, including Islam, Christianity, Judaism, Zoroastrianism, and others. Through viewing clips from Remarkable Journey and completing the following activities, students will explore the various religions with connections to India, as well as the way Asian Indians have integrated their diverse religions into communities across North Carolina. As a culminating activity, students will delve further into one particular religion mentioned during class by creating a scrapbook of that religion.

Upon completion of this lesson students will become more familiar with Chinese geography by mapping the path of the wall. They will also explain the construction of the Great Wall as a product of the period in which it was built and discuss in brief the dynasty- the Ming Dynasty- during which major construction on the wall was completed. Students will then identify reasons for the dedication of significant resources to the construction of the wall and discuss in brief China's neighbors to the north, in particular the Mongols and Manchus.

In this lesson, students will consider immigration in general as well as through the specific lens of the Asian Indian immigrant experience by viewing clips from Remarkable Journey. Students will explore their own immigrant ancestry as they consider the concept of America as a "Nation of Immigrants," as well as the varying reasons for immigration throughout history, the varied experiences of immigrants, their relationship to the American Dream, and the misconceptions that often frame immigration in our society. As a culminating artistic activity, students will create an updated Statue of Liberty - a new design that addresses immigration, America as a "Nation of Immigrants," the concept of the "American Dream," and the related concepts addressed throughout the lesson.

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.

In this lesson, students investigate trade in West Africa's ancient civilizations. They will also explore Islam and how it spread across Africa and how this influenced the development of trade in West Africa.

Trade was critical to Old Babylonia, where many highly prized natural resources were scarce but agricultural goods were in surplus. A vibrant trading system developed, bringing manufactured goods and raw materials from as far as Turkey, and even India, 1500 miles away. Trade became integral to the economy and the culture. In this lesson, students explore the trade industry in Old Babylonia and its far-flung influence.

Seterra is an online ultimate map quiz game that allows students to practice their map skills. It can also be used as a map quiz to give students a score. There are many options that students can choose to create an environment where map skills are fun!

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