Photo of a Aerial view of a complex of Long Island highways that provide access to New York City (1946)

presents a travel itinerary of 58 historic places across Arizona, Colorado, and New Mexico. It includes forts built to protect mail routes and settlers, missions and churches, prehistoric cliff dwellings, trading posts, petroglyphs (from the petrified forest), pit house villages, and Indian villages home to the Anasazi, Sinagua, Zuni, and other Native American tribes.

This lesson deals with human growth and our consumption of land resources. This lesson can be used in conjunction with other Are We Our Own Worst Enemy? lessons, although this should be first since it has the video of population growth. This lesson results from a collaboration between the Alabama State Department of Education and ASTA.

Climagraphs can tell us about the seasonal shifts in climate due to climate change. Changes in growing season and water balance in the Great Lakes region will have economic impacts.

Students participate in a class-wide dialogue after conducting research on one of many Michigan personas
\ about their views and solutions to climate change.

In this lesson, students find their location on a map using Latitude and Longitudinal coordinates. They determine where they should go to be rescued and how best to get there.

is a travel itinerary that highlights 45 historic places that help tell the story of Spanish colonization of California. Learn about forts, churches, adobe houses, historic districts, and other places. Find out about the Presidio, which was established in 1769 as the base for Spain's colonization efforts and was the first permanent European settlement on the Pacific Coast.

Students will examine how human actions and population changes can affect the environment. Students will examine a series of photographs that compare famous landmarks (Times Square, the Saltair Pavilion in Utah, Laguna Beach, and Niagara Falls) across time, and then they will identify human-generated changes in the physical environment, such as the addition of bridges and roads. Students will also examine U.S. Census Bureau population and housing data to see how population changes can contribute to changes in the physical environment. In addition, students will describe the impact of these changes on the environment.

To introduce demographic characteristics to students, teachers will help them create a population pyramid. Then, students will use an online tool called QuickFacts to find census data on demographic characteristics for a county in 2017. They will compare it to older data from the same county to find changes and trends over time. They will then use QuickFacts to examine data about their school’s county. Students will use this information to help them understand how business owners and community leaders use data on demographic characteristics to make decisions.

This unit emphasizes the diaspora of human history.

Sixth graders are by nature a myopic people, and constantly in danger of not examining their own assumptions. Teaching large scale human history as a beginning to a closer study of culture, movement patterns and events allows students to understand the miraculous conditions that allowed humans to flourish. The perspective we take in this unit also challenges students to consider that the choices we make always provide a set of positive and negative consequences. In past pedagogy, the shift from hunting and gathering to agriculture was taught as the catalyst of human progress. While that is not entirely wrong, it limits students' thinking by not considering the things we lost with this "opportunity cost."

In keeping with the new geography-heavy 2015 standards, this unit begins with a role-playing simulation that asks students to learn specific biomes to imagine they are plopped down in a certain region of the world, with nothing but a basic tool kit (no clothing, food, or shelter!). Right away students understand the complexity of early survival and the interrelationship with the environment. Then, building on the interpretive skills they learned in Unit one, student examine cave paintings to hypothesis lifestyle choices and necessities for early paleolithic peoples. Students recall the mapping skills learned in Unit One to get a visual perspective of the human diaspora in the next lesson, which maps the migration out of Africa, and sets the stage to understanding the next big topic: shifting from hunting and gathering to an agrarian way of life. But first, students will culminate their learning of early humans in an analysis of the issue of who gets the rights to study Kennewick man's remains.

**From the new AAPS 6th grade curriculum; written by Rachel Toon for ATLAS

This collection of free, authoritative source information about the history, politics, geography, and culture of many states and territories has been funded by the National Endowment for the Humanities. Our Teacher's Guide provides compelling questions, links to humanities organizations and local projects, and research activity ideas for integrating local history into humanities courses.

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.

In these activities, students will evaluate data to provide evidence to support the claim that “Human activities, particularly the burning of fossil fuels, are adding more CO2 to the atmosphere. This is enhancing the greenhouse effect, trapping more heat and causing global temperatures to rise.”

Increases in CO2 in the atmosphere and warming global temperatures are having a significant impact on the chemistry, temperature, volume, and circulation patterns in bodies of water. In this set of activities, students will investigate these changes and evaluate their potential impacts.

As the global temperature continues to rise due to climate change, the timing of life cycle events might by disrupted in ways that affect ecosystems. In these activities, students will analyze data on the timing of life cycle events and predict possible impacts.

Climate prediction models help us to understand how the Earth's climate is changing over time and how it might change in the future. By predicting the potential impacts of climate change, we can prepare for and adapt to these changes. Accurate climate predictions can help inform policymakers about the potential consequences of their decisions and develop strategies for mitigating and adapting to climate change. In these activities, students work with simple climate prediction models.

Climate prediction models help us to understand how the Earth's climate is changing over time and how it might change in the future. By predicting the potential impacts of climate change, we can prepare for and adapt to these changes. Accurate climate predictions can help inform policymakers about the potential consequences of their decisions and develop strategies for mitigating and adapting to climate change. In these activities, students work with simple climate prediction models.

The advantages and disadvantages of different kinds of non-renewable energy sources are the focus of this lesson. Students match different kinds of energy resources with their advantages and disadvantages, and then discuss whether these advantages and disadvantages are economic,ecological, or social. As an extension students identify the environmental impacts of their family’s electricity usage using EPA’s Power Profiler web site. The next lesson will deal with renewable resources.

The lesson introduces the concept of a product life cycle and how it can be used as tool for the consumer to make more environmentally friendly product choices. The lesson uses the life cycle of a CD or DVD as an example to investigate the life cycle of an everyday product and examine options for reusing, recycling, or disposing of the item after its useful life. Students are introducedto pollution prevention strategies (the three Rs), how consumers can use them, and how the strategies can be incorporated at different stages of a product’s life cycle to make a product more economically and environmentally sustainable.