The first lesson of two on Ancient Rome, students examine physical maps of Rome to identify physical features that provided security for the site of Rome. In addition, students examine the relative location of Rome and its connections within the Mediterranean Basin and beyond. The second segment of the lesson examines the expansion of the Roman Empire through time and the role of physical features in facilitating or hindering that expansion. Key questions: What are the physical features of Rome?;
How did the physical geography of Rome influence its development?

The second lesson of two on Ancient Rome, students examine the geographic extent of the Roman Empire. The Orbis Web site, hosted by Stanford University, provides a map of the Roman Empire at its largest extent with the locations of key cities and transportation links. Key questions: How were places within the Roman Empire connected?; How did time and distance affect interactions within the Roman Empire?

The first lesson of two on Byzantine Empire, students evaluate various sites for a city that is in an ideal location to interact with the three continents bordering the Mediterranean basin. As students examine the local characteristics of the sites, they begin to consider the links between places. Even though the “ownership” of the site of Constantinople (Istanbul) has changed through time, its role as a crossroads has remained constant. Key questions: How does the location of Constantinople influence its ability to interact with the rest of the world? Why is Constantinople a strategic location?

This video is part of the Learn and Grow with WHRO TV series. Watch Amanda Knighton teach about comparing and contrasting setting in a story.

Students examine images to determine how early humans used the environment. Students use skills of observe and identify details in images and then place them in eight categories: location, migration, physical geography, shelter, settlements, food acquisition, technological advancements, and social advancements. After learning characteristics of the Neolithic and Paleolithic eras, students determine whether or not images depict life in the Paleolithic or Neolithic Era. Students are challenged to make inferences and draw conclusions supported by evidence from the images. Key questions: How did early humans use the environment to meet their basic needs? How did hunter gatherer and agricultural societies differ in their use of the land?

The Renaissance is known as a rebirth of culture that began on the Italian Peninsula. Many crusades had their points of departure from this region. The interaction with the Middle East resulted in increased trade and diffusion of ideas. Students identify the benefits of geographic location for the northern Italian city-states in terms of their local conditions (site) and the developing trade connections throughout Europe and the Middle East (situation). Key questions: How did land and sea routes connect people and places? How does location influence the ability to interact with the rest of the world?

Describing the location of one object relative to another regardless of their positions and orientations in space.Mathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

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.

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.

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.