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\n\"Becoming\n\n
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\nLesson Planet Curated\n
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\nBecoming Us: Borderlands\n

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\n\nFor Teachers\n\n8th - 11th\n\nStandards\n
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\nThree case studies make up a unit the looks at the power contentions and exchanges in the borderlands that have shaped the United States. The first case study focuses on creating the US southern border and the experiences of people...\n
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Unit Plan
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\n\"Architecture:\n\n
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\nAmerican Institute of Architects\n
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\nArchitecture: It's Elementary!—Fifth Grade\n

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\n\nFor Teachers\n\n4th - 8th\n\nStandards\n
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\nYoung citizens construct an understanding of urban planning in this cross-curricular unit. Covering every aspect of city development from the political, economic, and social influences to sustainable building practices, this...\n
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Lesson Plan
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\n\"Design\n\n
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\nCurated OER\n
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\nDesign for Social Justice\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents create a solution to a social justice problem within their community. For this urban planning lesson, students read To Kill a Mockingbird by Harper Lee and A Lesson Before Dying by Ernest Gaines. Students then complete a...\n
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Lesson Plan
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\n\"Volcanoes\n\n
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\nCurated OER\n
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\nVolcanoes and Urban Planning\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents analyze satellite image data of Volcan Villarica. In this earth science lesson, students identify dangerous areas surrounding the volcano. They propose a new safe location for the town.\n
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Lesson Plan
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\n\"Simulation:\n\n
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\nCurated OER\n
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\nSimulation: Urban Planning for An Ancient Mayan City\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nStudents participate in the simulation of planning an ancient Mayan city. In this urban planning lesson, students role play as citizens of an Mayan city. They act out their roles in a classroom that has been rearranged to simulate the...\n
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Instructional Video4:13
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\n\"Let's\n\n
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\nCrash Course Kids\n
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\nLet's Build a City\n

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\n\nFor Students\n\n3rd - 8th\n
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\nExplore the concept of engineering through urban planning with a video that strives to answer the question, \"How can we use engineering to design a city that is safe, healthy, sustainable, and fun to live...\n
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AP Test Prep
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\n\"2015\n\n
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\nCollege Board\n
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\n2015 AP® Environmental Science Free-Response Questions\n

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\n\nFor Students\n\n10th - 12th\n\nStandards\n
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\nLess than eight percent of AP Environmental Science test takers earn the highest score possible. Help scholars improve their scores by using actual test questions on water quality and urban planning before reading sample responses that...\n
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\n\"Changes\n\n
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\nSkyscraper Museum\n
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\nChanges in a City Over Time\n

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\n\nFor Teachers\n\n2nd - 6th\n\nStandards\n
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\nInvestigate the growth and development of New York City with the final lesson in this four-part series on skyscrapers. Learners first explore the concept of urban growth by looking closely at a series of three paintings made of Wall...\n
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\n\"Kid\n\n
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\nCurated OER\n
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\nKid City, USA\n

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\n\nFor Teachers\n\n3rd - 6th\n
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\nWhat a model community would look like? Get your kids talking with an activity that allows them to create their own town. After printing out a \"fold out village,\" groups of students use a variety of resources to help them build an actual...\n
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Lesson Plan
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\n\"The\n\n
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\nCurated OER\n
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\nThe Urban Explosion\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nStudents investigate the uncontrolled development of the world's major cities. They define key vocabulary terms, view and discuss video excerpts, and complete a project that involves drawing a \"perfect city,\" developing a plan to...\n
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\n\"Create\n\n
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\nCurated OER\n
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\nCreate a City: An Urban Planning Exercise\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents explore the effects of population growth in Arizona.  In this history lesson, students work in small groups to create a \"perfect\" city. Activities include examining the Arizona census results then discussing the importance...\n
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\n\"Firefighting\n\n
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\nCurated OER\n
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\nFirefighting and Community in Colonial America\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents view two unknown historical objects and try to identify their function by looking at and asking questions of their appearance and function. They use critical thinking skills to view a number of images and objects. They make...\n
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Lesson Plan
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\n\"Urban\n\n
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\nCurated OER\n
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\nUrban Planning: Plan a City\n

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\n\nFor Teachers\n\n5th - 9th\n
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\nStudents analyze the concept of urbanization by planning the placement of some of the major urban/suburban features that make up most cities. They arrange the cultural features to benefit the people who live there, and maintain respect...\n
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\n\"Applied\n\n
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\nCurated OER\n
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\nApplied Science- Built environment Lab (Trains)\n

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\n\nFor Teachers\n\n2nd - 5th\n
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\nStudents examine transportation. In this train design instructional activity, students study how trains work and how to efficiently design a track by working with an electric train set. As a class they compare various types of trains and...\n
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\n\"Your\n\n
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\nNational Library of Medicine\n
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\nYour Environment, Your Health: Runoff, Impervious Surfaces, and Smart Development\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nCan a sidewalk increase the amount of pollution in local streams? Scholars learn the answer to this question though research and experimentation in the fifth unit in the six-part series. Pupils study runoff, impervious surfaces, and the...\n
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Lesson Plan
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\n\"Urban\n\n
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\nPace University\n
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\nUrban Communities\n

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\n\nFor Teachers\n\n2nd - 3rd\n\nStandards\n
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\nUrban communities are the focus of a series of lessons created to meet specific needs using differentiated instruction. A pre-assessment designates scholars into three groups based on their ability level. Small groups take part in...\n
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\n\"Borders\n\n
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\nSmithsonian Institution\n
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\nBorders and Community: Early 20th Century Chicago Neighborhoods and Ethnic Enclaves\n

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\n\nFor Teachers\n\n8th - 11th\n\nStandards\n
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\nChicago is one city, four neighborhoods, and countless nationalities. The lesson explores the ethnic division of Chicago in the early twentieth century. Academics read primary sources, analyze maps, and tour an online exhibit to...\n
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Instructional Video2:36
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\n\"How\n\n
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\nMinuteEarth\n
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\nHow to Build a Better City\n

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\n\nFor Students\n\n6th - 12th\n\nStandards\n
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\nThink you're helping the environment by living in the suburbs rather than the city? Think again! Young scientists examine the effects of urban sprawl in a video that compares the environmental advantages of closely packed city life to...\n
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AP Test Prep
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\n\"2017\n\n
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\nCollege Board\n
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\n2017 AP® Human Geography Free-Response Questions\n

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\n\nFor Students\n\n10th - 12th\n\nStandards\n
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\nHow have urban planners tried to attract people to cities? What can be done about booming birth rates in some parts of the world? How does a country's political structure affect the well being of its people? Scholars investigate these...\n
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Unit Plan
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\n\"Chicago:\n\n
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\nPolk Bros Foundation\n
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\nChicago: Choices and Changes\n

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\n\nFor Teachers\n\n2nd - 4th\n
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\nChicago, a city that is ever changing. A thought-provoking lesson, geared toward third-grade social studies, explains how the city of Chicago has changed over time. It discusses important leaders to the founding of the city, like Daniel...\n
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Lesson Plan
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\n\"Smart\n\n
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\nSchool Improvement in Maryland\n
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\nSmart Growth\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nNew roads, new businesses, new developments, new mass transit systems. All growth has both positive and negative effects on communities. Government classes investigate the principles of Maryland's 1997 Smart Growth program and...\n
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AP Test Prep
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\n\"2005\n\n
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\nCollege Board\n
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\n2005 AP® Human Geography Free-Response Questions\n

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\n\nFor Students\n\n10th - 12th\n\nStandards\n
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\nWhy do people leave their home countries and come to the United States? How has nationalism affected European nations politically and socially? The answers are complicated. Pupils explore the intricate dynamics using structured questions...\n
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Lesson Plan
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\n\"Reach\n\n
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\nCurated OER\n
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\nReach For The Sky\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nYoung scholars consider alternative designs for a tall building and choose one of their designs to build. As a final step, they design and construct a model of a skyscraper.\n
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\n\"Mapping\n\n
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\nCurated OER\n
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\nMapping My Community\n

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\n\nFor Teachers\n\n9th\n
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\nNinth graders are introduced to GPS technology. They complete fieldwork as they visit a specific area of their community to identify and map types of land use in the surveyed area. They use the collected data to create a digital map.\n
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