People Loving People Mapping

 The People Loving People Mapping Project: Kindness Challenge from October 22 through November 21, 2014.


Any K-12 school in the country can participate.  The top-performing school in the country from all schools that map at least 500 acts of kindness bv 5 pm EST on Friday, November 21st (the end of Geography Awareness Week) will receive a $500 award to support geographic education for their school compliments of The Georgia Geographic Alliance and the Atlanta Community Mapping and Research Project.


We hope you will consider joining the mapping movement.  We are in the process of running a similar statewide mapping challenge for $500 to the top-performing GA school (ends this Friday) and teachers are loving it!   Please let me know if you have any questions, and we appreciate your support of geographic education and this nationwide project.  Do let me know how I might be able to help your Alliance spread the word!  I’ve attached a flier and cut-out cards that you can feel free to share and/or modify.


History Lab Resources from UMBC:


For those of you who love PBL you will love history labs, basically same concept.  The resource below is great with many lessons plans and labs.  It also has how to videos and a lab template.


What is a History Lab?

A preponderance of research in the field of history education has demonstrated that effective teaching of the subject relies on active student learning of the reading, writing and analytical skills involved in historical inquiry. By actively investigating the past, rather than passively memorizing ready-made facts or accounts assembled by others, students strengthen their critical reading and writing skills, and improve their ability to handle and retain vital content information. They also develop a sense of control and ownership of the knowledge they assemble that fosters genuine and lasting interest in the subject.

In a History Lab, students:

  • Seek to answer an open-ended overarching questionthat permits multiple possible answers;
  • Analyze sourcesand apply information to develop answers to the overarching question;
  • Apply literacy skillsin the reading, evaluation and analysis of historical sources;
  • Critically examine source materials for authorship and purpose, significant information, context and subtext, and multiple or conflicting perspectives;
  • Apply grade-level and ability-appropriate interpretive skills;
  • Adjust or modify the overarching question itself, as necessary;
  • Develop present, defend, and refine their evidence-based answers.