highlights 29 places that illustrate the transformation of the city from a small frontier post during the Revolutionary War into a center of economic, intellectual, and political activity. Photos, maps, and essays are included.
After being introduced to the iterative design process, students will produce a product that describes the life of Virginia’s native peoples before the arrival of the Jamestown settlers.
Students will use their knowledge and understanding of the lives and contributions of Harriet Tubman, Frederick Douglass, and Abraham Lincoln with focus on the Civil War era by reconstructing key aspects of their lives that connect them to the Civil War.
The teacher or Students will read the declarations of secession from each state joining the CSA. Students can be assigned to read all, a few, or just one. Students will use the listen and draw organizer to jot down any words or phrases that they feel are important. They may also draw images of anything that they find interesting. Students can write/share these with the class and then discuss any commonalities among the statements to determine the cause of the Civil War according the states that seceded.
The teacher or Students will read the declarations of secession from each state joining the CSA. Students can be assigned to read all, a few, or just one. Students will use the listen and draw organizer to jot down any words or phrases that they feel are important. They may also draw images of anything that they find interesting. Students can write/share these with the class and then discuss any commonalities among the statements to determine the cause of the Civil War according the states that seceded.
The teacher or Students will read the declarations of secession from each state joining the CSA. Students can be assigned to read all, a few, or just one. Students will use the listen and draw organizer to jot down any words or phrases that they feel are important. They may also draw images of anything that they find interesting. Students can write/share these with the class and then discuss any commonalities among the statements to determine the cause of the Civil War according the states that seceded.
The teacher or Students will read the declarations of secession from each state joining the CSA. Students can be assigned to read all, a few, or just one. Students will use the listen and draw organizer to jot down any words or phrases that they feel are important. They may also draw images of anything that they find interesting. Students can write/share these with the class and then discuss any commonalities among the statements to determine the cause of the Civil War according the states that seceded.
The teacher or Students will read the declarations of secession from each state joining the CSA. Students can be assigned to read all, a few, or just one. Students will use the listen and draw organizer to jot down any words or phrases that they feel are important. They may also draw images of anything that they find interesting. Students can write/share these with the class and then discuss any commonalities among the statements to determine the cause of the Civil War according the states that seceded.
Every Virginia communicty has a cultural landscape that is layered with multiple evidences of religious practices, ethnic identities, expressions of language, indigenous tradition, political values and more that provide opportunities for interpreting the ways in which human features are shown and seen and why they are so. Students can explore these local geographies through field experiences as a class or on their own. 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.
Every Virginia community has eonomic activity that can be used in a geography class. It could be the local work of watermen and shipping industry, extraction industry in Appalachia, paper mills, furniture outlets, tourism, energy production, technology industry, banking, chicken farms and slaughter houses. Use these opportunities to apply concepts and processes like region, landscape, agglomeration, deindustrialization, economic base, pollution, and urbanization. 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.
Broadly this lesson examines how natural resources shape the economic, social, political, and environmental features of Southwest Virginia. Students should be able to recognize economic and natural resources in the region. In turn, they can evaluate the affect of these resources on economic, social, political, and environmental development. This helps students understand alternative perspectives and further their own sense of place, so that they can work to solve problems and develop positive outcomes for other groups of people.
provides an overview of an exhibit which explains the historical role of transportation in visitors exploration of National Parks -- from the stagecoach to the automobile.
Charles Yarbrough with Lynchburg provided this link to their web site created to support teachers moving to blended learning. It is full of great resources, mainly for teachers but a few for students too!
The ITRTs of Lynchburg have put together a web page to provide support in the form of both podcasts and blog posts. The most recent topics have been focused on distance learning, with new info on hybrid learning to come in the near future!
The MPC is one of the world's leading developers of demographic data resources. We provide population data to thousands of researchers, policymakers, teachers, and students. All MPC data are available free over the internet.
Today we do lots of activities online. Students need to know the importance of having a secure password to keep their information safe when using the internet. In this lesson students will learn to make a safe password with a hands on activity.
Magna Carta (Latin for Great Charter) is an Angevin charter originally issued in Latin in June 1215. The
Magna Carta was the first document forced onto a King of England by a group of his subjects in an attempt to limit his powers by law and protect their rights.
The charter is widely known throughout the English speaking world as an important part of the protracted historical process that led to the rule of constitutional law in England and beyond. Read a translation into English here.
In this lesson, students will explore the contributions of ancient China and Egypt to architecture, inventions, the calendar, and the written language. They will make connections between these ancient innovations and modern computing technologies. Through discussions and small group activities, students will analyze cultural influences on ancient innovations and their impact on modern technology.
This resource demonstrates the use of census data for exploring local geographies. Not all of the html links are current, but type of useful variables for understanding local geographies can be gained. 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.
An online technical assistance and distance learning effort covering all aspects of curation -- caring for archaeological collections such as objects, records, reports, and digital data -- wherever they may be (in the field, the archeologist's office, the lab, or a repository).