World War II was a complex event with battles in Europe, Africa, and the Pacific. Wars are more than battles. During World War II, the military were supported by civilian sacrifices and the workers at home. Their combined challenged and countered Nazi aggression in Europe. This Story Map will examine how the United States contributed to the Allied victory in Europe during World War. Three major topics will be addressed:support for Europe before the U.S. declared war on on Japan and then Germany in 1941, support from the home front, and the human and historical significance of D-Day.? Contains links to student materials and teacher materials for creating lesson plans.

This Story Map Journal explores the issue of slavery from the early days of the republic through John Brown's raid at Harpers Ferry, a prelude to the war between the states. Key questions: Why was slavery not legitimately dealt with during the founding period of the nation? How did the cotton gin help change the economy, culture, and demographics of the country? What correlations can be made between slavery and cotton? What issues arose between the northern and southern states as new territories were acquired in the west? What role did John Brown play in the lead-up to civil war? Contains links to student materials and teacher materials for creating lesson plans.

Summary of three-day event for AP Human Geography teachers. Topics included sense of place, location, sequent occupancy, infrastructure development, eminent domain, ethnic identification, urban planning, technopoles; skills such as formal observation, data collection, landscape analysis, speculation and spatial analysis; and processes such as diffusion, urbanization, revitalization, acculturation, immigration, and integration.

Views of the National Parks can be used in the classroom in many different ways. Most simply, it can be made available for students to explore on their own. Lesson plan available: Biodiversity Right Outside – Biodiversity is the abundance and variety of life-forms (animals, plants, fungi, and microorganisms) at all levels of organization (ecosystems, species, and genes). In this activity students will learn about biodiversity, the importance of biodiversity to ecosystems, and will conduct their own biodiversity study.

Students will be able to describe Jamestown's relative location at different scales (local, state, regional). They analyze the patterns and effects of Virginia Indian and English colonist settlement between 1607 and 1634. GeoInquiries are short, standards-based inquiry activities for teaching map-based content found in commonly used textbooks.

Investigate the location and population of Virginia's counties, independent cities, towns, and census designed places. Explore the population of Virginia's counties, independent cites through time. Students will distinguish between a county, independent city, and town and describe how population in Virginia has changed over time. GeoInquiries are short, standards-based inquiry activities for teaching map-based content found in commonly used textbooks.

Students describe contributions of Virginians during the Revolutionary War. They analyze the impact of geography on people and opinions toward independence in colonial Virginia. GeoInquiries are short, standards-based inquiry activities for teaching map-based content found in commonly used textbooks.

Students identify Virginia's major agricultural products and where they are grown with an online GIS. The They will explain the effects of agriculture on Virginia's economy. Contains links for primary source data related to Virginia agriculture. GeoInquiries are short, standards-based inquiry activities for teaching map-based content found in commonly used textbooks.

Students explore ways that everyday Virginians challenged Jim Crow in the Commonwealth by identifying different types of segregation during Jim Crow Virginia and analyze how the Green Book and other Virginians stood up to segregation. GeoInquiries are short, standards-based inquiry activities for teaching map-based content found in commonly used textbooks.

Students will explore the size, location, and land uses within the Chesapeake Bay watershed. They will predict the influence of several factors on water quality in the Bay including impervious surfaces, volume of water, vegetation, and cropland. GeoInquiries are short, standards-based inquiry activities for teaching map-based content found in commonly used textbooks.

Students will describe the location of Virginia's coal industry, explain how transportation supports economic development, and explain the interdependence of trade for coal shipped through Virginia ports. GeoInquiries are short, standards-based inquiry activities for teaching map-based content found in commonly used textbooks.

Through the process of acquiring geographic information, students learn the practice of asking geographic questions and developing reasoned responses. Using local geographies and/or taking students out into the community offer multipe strategies for doing geography. Ideas presented were mostly introduced in APHG Academies that have been sponsored by the VGA, NCGE meetings, AP Annual Conferences, workshops, and through collaboration with colleagues. This collection is intended to help get new teachers started or to move others to grow their curriculum and enhance the experiences of their students and build geographic skills by promoting the inclusion of local geographies into classrooms and through personal observation and data collection in local environments.

Students learn about Virginia major population centers during three different historical periods. They will practice using grids and cardinal directions to locate places, analyze change over time, and discuss topics such as the census (source of data), distribution of resources in the state, and implications of changes in population for political representation at various levels of
government.

This is a Power Point slideshow covering Virginia Studies SOL 2 a, b, & c

This article from the Virginia Geographer assists teachers to understand Virginia's physical geography and given overviews of each of its five natural regions. The main elemenst of physical geography (landform regions and drainage systems, climate, vegetation, and wildlife) are all interrelated and combine to make Virginia and each of its regions unique places. In addition they influence the human geography of the Commonwealth, past and present.

Through the process of acquiring geographic information, students learn the practice of asking geographic questions and developing reasoned responses. Using local geographies and/or taking students out into the community offer multipe strategies for doing geography. Ideas presented were mostly introduced in APHG Academies that have been sponsored by the VGA, NCGE meetings, AP Annual Conferences, workshops, and through collaboration with colleagues. This collection is intended to help get new teachers started or to move others to grow their curriculum and enhance the experiences of their students and build geographic skills by promoting the inclusion of local geographies into classrooms and through personal observation and data collection in local environments.

The performance-based assessment is intended to fulfill the requirements for local alternative assessments for VAAP History Grade 3. Students complete the reporting category for geography.HS-G 1c  The student will develop map skills by indentifying the shapes of the United States and Virginia on maps and globes. 

Presentation by Melina Patterson on urban geography topics and shared the results of some of her latest research dealing with issues of race, ethnicity, segregation, redlining, revitalization and gentrification in Richmond VA.

Lecture notes on presentation from an international development professional with a focus on women's empowerrment, clean water, and agriculture.