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[ { "url": "http://admin.nationalgeographic.org/api/lessons/a29fc8d8-a06d-479d-860e-2427acca9106?format=api", "html_url": "https://www.nationalgeographic.org/lesson/all-about-waves/", "uuid": "a29fc8d8-a06d-479d-860e-2427acca9106", "title": "All About Waves", "subtitle": "<p>How do waves move?</p>", "description": "<p>Students use photos and drawings, demonstrations, and an interactive tool to compare and contrast waves, wave height, and wavelength.</p>", "key_image": "", "accessibility_notes": "", "assessment_type": "informal", "assessment": "<p>After the simulation, write the following questions on the board:</p>\r\n\r\n<ul>\r\n\t<li><em>What happened? (effect)</em></li>\r\n\t<li><em>Why did it happen? (cause)</em></li>\r\n</ul>\r\n\r\n<p> </p>\r\n\r\n<p>Then write the following cloze, or fill-in-the-blank, sentence on the board and have each student use it to describe the causes and effects of the simulation:</p>\r\n\r\n<p>The wave _________ because _________.</p>", "background_information": "<p>Waves are the movement of water. Learning how and why waves move helps you to see patterns. Learning the vocabulary to describe waves can help you to explain why waves move the way they do.</p>", "duration": 90, "prior_lessons": [], "materials": [], "other_notes": "", "physical_space_types": [ "Classroom" ], "plugin_types": [ "Flash" ], "credits": {}, "appropriate_for": [ "Educator" ], "geologic_time": null, "subjects": [ "Earth Science", "Geography", "Geography > Physical Geography" ], "grades": [ "1", "2" ], "eras": [], "create_date": "2012-07-19T18:22:01.879867Z", "modified_date": "2012-07-19T18:22:01.879867Z", "activities": [ "http://admin.nationalgeographic.org/api/activities/b44bd528-3201-4cf2-80bd-9e61ba0094e3?format=api", "http://admin.nationalgeographic.org/api/activities/3c27e85b-2792-46e1-bbde-b43fd75bb0bb?format=api", "http://admin.nationalgeographic.org/api/activities/e5c35201-491b-4807-a3ad-a5e1cf2b65df?format=api" ], "content_type": "lesson", "versions": {} }, { "url": "http://admin.nationalgeographic.org/api/lessons/a60868e6-dbf1-43b6-a82c-962e127e32f5?format=api", "html_url": "https://www.nationalgeographic.org/lesson/animal-migrations-and-their-ecosystems/", "uuid": "a60868e6-dbf1-43b6-a82c-962e127e32f5", "title": "Animal Migrations and their Ecosystems", "subtitle": "<p style=\"margin-left:0in; margin-right:0in\"><strong>Unit Driving Question</strong>: <em>How can we help solve the problems faced by animals on the move?</em></p>\r\n\r\n<p style=\"margin-left:0in; margin-right:0in\"><strong>Lesson Driving Question</strong>: <em>How do animals impact and interact with the ecosystems they migrate through?</em></p>", "description": "<p style=\"margin-left:0in; margin-right:0in\">Students engage with a variety of resources to learn about ecosystems and the interactions among organisms in ecosystems, with a focus on elk migration in the Greater Yellowstone Ecosystem. Groups create a second map layer for their unit project that shows how their focal animal’s migration impacts its ecosystem. This lesson is part of the <a href=\"https://www.nationalgeographic.org/unit/detours-and-distractions/\" target=\"_blank\"><em>Detours and Distractions: How Humans Impact Migration Patterns</em></a> unit.</p>", "key_image": "", "accessibility_notes": "", "assessment_type": "rubric", "assessment": "", "background_information": "<p>Ecosystems are geographic areas where plants, animals, and other organisms, as well as weather and landscape, work together to form a bubble of life. The whole surface of the Earth is a series of interconnected ecosystems, and whether indirectly or directly, every component in an ecosystem relies on every other component. Cascading effects in ecosystems are a series of secondary changes that are triggered by primary changes to a key species in an ecosystem. Learning about ecosystems and their interrelated components supports an understanding of how animal migration patterns are shaped by, and help shape, their ecosystems.</p>\r\n\r\n<p> </p>\r\n\r\n<p><em>This lesson is a part of the </em><em><a href=\"https://www.nationalgeographic.org/unit/detours-and-distractions/\" target=\"_blank\">Detours and Distractions: How Humans Impact Migration Patters</a> unit.</em></p>", "duration": 180, "prior_lessons": [ "http://admin.nationalgeographic.org/api/lessons/8351d9e2-431e-4c2c-b2df-bde16088c8b4?format=api" ], "materials": [ "Markers", "Paper", "<p>Writing utensils</p>", "Scissors" ], "other_notes": "", "physical_space_types": [ "Classroom" ], "plugin_types": [], "credits": { "Writer": [ "Kirinne Slaughter, M.S." ], "Editor": [ "Gina Borgia" ], "Educator Reviewer": [ "Brian Bartel" ], "Expert Reviewer": [ "Deirdre Doherty, PhD" ], "Director": [ "Tyson Brown" ], "Program Specialist": [ "Margot Willis" ] }, "appropriate_for": [ "Educator", "6th Grade", "7th Grade", "8th Grade" ], "geologic_time": null, "subjects": [ "Biology", "Biology > Ecology", "Conservation", "Geography" ], "grades": [ "6", "7", "8" ], "eras": [], "create_date": "2019-12-06T18:15:59.190411Z", "modified_date": "2019-12-06T18:15:59.190411Z", "activities": [ "http://admin.nationalgeographic.org/api/activities/17faf14c-aa77-458c-84b3-f318e96dcac0?format=api", "http://admin.nationalgeographic.org/api/activities/e0574cf1-09da-4200-9221-8595264371eb?format=api" ], "content_type": "lesson", "versions": {} }, { "url": "http://admin.nationalgeographic.org/api/lessons/f21a5a77-7dae-4831-be5e-011587d4c327?format=api", "html_url": "https://www.nationalgeographic.org/lesson/ripple-effect/", "uuid": "f21a5a77-7dae-4831-be5e-011587d4c327", "title": "A Ripple Effect", "subtitle": "<p><em>How can we avoid a “Day Zero” at home and protect the water on and around Mount Everest?</em></p>", "description": "<p style=\"margin-left:0in; margin-right:0in\">Students learn about droughts and the link between climate change and water access through videos, readings, and discussions. They then brainstorm how to avoid a “Day Zero” in their watershed and how Mount Everest mountaineers can help protect the mountain's watershed. Students draw from their Project Journals to create and present a public education outreach campaign and supporting scientific argument illustrating how humans impact water security. This lesson is part of the <a href=\"https://www.nationalgeographic.org/unit/peak-water-mount-everest-global-water-supply/\" target=\"_blank\"><em>Peak Water: Mount Everest and Global Water Supply</em></a> unit.</p>", "key_image": "", "accessibility_notes": "", "assessment_type": "informal", "assessment": "", "background_information": "<p style=\"margin-left:0in; margin-right:0in\">Droughts are a complex phenomenon to understand. Fortunately, the goal of this lesson is not to fully explain droughts themselves, but to provide students with a baseline understanding of what causes them (demand outweighs the supply, and changing weather systems), and for students to make the connection between climate change and water security.</p>\r\n\r\n<p style=\"margin-left:0in; margin-right:0in\">The two highest operating weather stations in the world were installed during the National Geographic and Rolex Perpetual Planet Extreme Expedition to Mount Everest in 2019. The connection between the weather stations on Mount Everest and water security is best articulated in the <a href=\"http://www.nationalgeographic.com/adventure/2019/06/mount-everest-highest-weather-station/\" target=\"_blank\"><em>Inside the Everest expedition that built the world’s highest weather station</em></a> article:</p>\r\n\r\n<p style=\"margin-left:0in; margin-right:0in\"><em>“The reason any of this was worth the effort, risk, and cost is because only Mount Everest and a few of its Himalayan cousins are tall enough to reliably pierce the Sub-tropical Jet Stream—one of the narrow bands of powerful winds that circle the globe at high altitudes, influencing everything from storm tracks to agriculture growing seasons. For climate scientists, there are few more pressing phenomena to understand than the jet stream, and the weather station would provide scientists an important new tool with which to gather data about it.”</em></p>\r\n\r\n<p style=\"margin-left:0in; margin-right:0in\">Because jet streams affect temperature and precipitation, they impact the water available in a watershed.</p>", "duration": 300, "prior_lessons": [ "http://admin.nationalgeographic.org/api/lessons/429219c1-214d-48dd-a2e9-c5d594c57256?format=api", "http://admin.nationalgeographic.org/api/lessons/9021ccb4-deee-454a-8c27-d3a44a0753b1?format=api" ], "materials": [ "<p>Art materials or upcycled materials for students to creat their 2D or 3D artistic model (you may decide to ask students to bring in materials to supplement the materials you provide.)</p>" ], "other_notes": "", "physical_space_types": [ "Classroom" ], "plugin_types": [], "credits": { "Writer": [ "Dr. Amy Baeder" ], "Editor": [ "Gina Borgia" ], "Educator Reviewer": [ "Mary Cahill" ], "Expert Reviewer": [ "Tom Matthews" ], "Director": [ "Tyson Brown" ], "Program Specialist": [ "Margot Willis" ] }, "appropriate_for": [ "Educator", "6th Grade", "7th Grade", "8th Grade" ], "geologic_time": null, "subjects": [ "Biology", "Biology > Ecology", "Conservation", "Earth Science", "Earth Science > Climatology", "Geography", "Geography > Physical Geography" ], "grades": [ "6", "7", "8" ], "eras": [], "create_date": "2019-09-27T20:28:50.883111Z", "modified_date": "2019-09-27T20:28:50.883111Z", "activities": [ "http://admin.nationalgeographic.org/api/activities/d28e4b00-b68f-4b40-b9e5-23119f60ddb8?format=api", "http://admin.nationalgeographic.org/api/activities/66edbc05-ce30-4cc6-958b-c3b695d9188e?format=api", "http://admin.nationalgeographic.org/api/activities/182b634a-c43b-44c3-a042-bdda2968f6a8?format=api" ], "content_type": "lesson", "versions": {} }, { "url": "http://admin.nationalgeographic.org/api/lessons/429219c1-214d-48dd-a2e9-c5d594c57256?format=api", "html_url": "https://www.nationalgeographic.org/lesson/shift-supply-and-demand/", "uuid": "429219c1-214d-48dd-a2e9-c5d594c57256", "title": "A Shift in Supply and Demand", "subtitle": "<p><em>What evidence do we have that there’s a problem?</em></p>", "description": "<p style=\"margin-left:0in; margin-right:0in\">Guided by the National Geographic and Rolex’s Perpetual Planet Extreme Expedition to Mount Everest in 2019, students explore the relationship among reduced snowpack, human population, and water security, and how Everest climbers impact watersheds. They explore real-time weather data from the highest operating weather stations in the world, analyze infographics, and engage with interactive maps and graphs. Students write a scientific argument linking the human population to freshwater supply and learn how scientific ideas can be creatively conveyed to the public in preparation for creating their final project. This lesson is part of the <a href=\"https://www.nationalgeographic.org/unit/peak-water-mount-everest-global-water-supply/\" target=\"_blank\"><em>Peak Water: Mount Everest and Global Water Supply</em></a> unit.</p>", "key_image": "", "accessibility_notes": "", "assessment_type": "informal", "assessment": "", "background_information": "<p style=\"margin-left:0in; margin-right:0in\">Freshwater is stored in mountain glaciers and snowpack, which provide water security for people in a given watershed. There is a trend in the western United States and the Mount Everest watershed toward less snowpack and shrinking glaciers in the mountains. Reduced snowpack and shrinking glaciers lead to less freshwater accessibility for humans. Therefore, there is a direct connection between the freshwater stored in mountain glaciers and snowpack and water security. With increased human populations (both globally and in specific watersheds), there is increased water usage, as well as increased pollution. Humans are responsible for polluting water, and this can come in the form of plastic, toxic waste, sewage, fertilizer, or other pollutants. Plastic pollution, in particular, can be pervasive in ecosystems. Scientific progress and discoveries have been communicated to the public to improve education, health, and many other aspects of human livelihood. The successful uptake of new information and practices hinges on a well-crafted and effective communication strategy to translate scientific learning into civic understanding and action.</p>\r\n\r\n<p><strong> </strong></p>\r\n\r\n<p><strong> </strong></p>\r\n\r\n<p style=\"margin-left:0in; margin-right:0in\"> </p>", "duration": 275, "prior_lessons": [ "http://admin.nationalgeographic.org/api/lessons/9021ccb4-deee-454a-8c27-d3a44a0753b1?format=api" ], "materials": [], "other_notes": "", "physical_space_types": [ "Classroom" ], "plugin_types": [], "credits": { "Writer": [ "Dr. Amy Baeder" ], "Editor": [ "Gina Borgia" ], "Educator Reviewer": [ "Mary Cahill" ], "Expert Reviewer": [ "Tom Matthews" ], "Director": [ "Tyson Brown" ], "Program Specialist": [ "Margot Willis" ] }, "appropriate_for": [ "Educator", "6th Grade", "7th Grade", "8th Grade" ], "geologic_time": null, "subjects": [ "Biology", "Biology > Ecology", "Conservation", "Earth Science", "Earth Science > Climatology", "Geography", "Geography > Physical Geography" ], "grades": [ "6", "7", "8" ], "eras": [], "create_date": "2019-09-27T17:24:57.631796Z", "modified_date": "2019-09-27T17:24:57.631796Z", "activities": [ "http://admin.nationalgeographic.org/api/activities/30c1d6ca-268b-40cb-a60a-e0c08885fa09?format=api", "http://admin.nationalgeographic.org/api/activities/27b52462-1a6d-4aef-9aa2-cd2b5d3edad9?format=api", "http://admin.nationalgeographic.org/api/activities/ef56f579-6aaf-4ba1-98e0-656bd4fd8ef2?format=api" ], "content_type": "lesson", "versions": {} }, { "url": "http://admin.nationalgeographic.org/api/lessons/d8790782-d301-43ec-b38f-7df3f843a08e?format=api", "html_url": "https://www.nationalgeographic.org/lesson/blue-holes-being-explorer/", "uuid": "d8790782-d301-43ec-b38f-7df3f843a08e", "title": "Blue Holes: Being an Explorer", "subtitle": "<p>What does it take to plan and carry out an expedition?</p>", "description": "<p>This series of activities takes students through a process from defining exploration to planning, carrying out, and communicating the outcomes of a micro-expedition.</p>", "key_image": "", "accessibility_notes": "", "assessment_type": null, "assessment": "", "background_information": "", "duration": 500, "prior_lessons": [], "materials": [], "other_notes": "", "physical_space_types": [ "Classroom", "Outdoor natural environment" ], "plugin_types": [], "credits": {}, "appropriate_for": [ "Educator" ], "geologic_time": null, "subjects": [ "Biology", "Biology > Ecology", "Earth Science", "Earth Science > Geology", "Earth Science > Oceanography", "English Language Arts", "Geography", "Geography > Physical Geography" ], "grades": [ "7", "8", "9", "10", "11", "12", "13" ], "eras": [], "create_date": "2015-07-05T23:12:19.152649Z", "modified_date": "2015-07-05T23:12:19.152649Z", "activities": [ "http://admin.nationalgeographic.org/api/activities/c3696a27-a470-4a26-a947-c2d364ba5ffc?format=api", "http://admin.nationalgeographic.org/api/activities/8bcecc15-eb8e-44e6-9936-61abfaf9d907?format=api", "http://admin.nationalgeographic.org/api/activities/d462e88f-b904-4eba-8c30-f69f2da74e50?format=api", "http://admin.nationalgeographic.org/api/activities/142428c0-9c20-4c3c-842a-f4f663405f45?format=api", "http://admin.nationalgeographic.org/api/activities/1e14c0e2-969b-4e06-849b-97c465a05ccb?format=api" ], "content_type": "lesson", "versions": {} }, { "url": "http://admin.nationalgeographic.org/api/lessons/007bd32a-786e-4e44-9a9b-ce4b69f57522?format=api", "html_url": "https://www.nationalgeographic.org/lesson/can-we-feed-growing-population/", "uuid": "007bd32a-786e-4e44-9a9b-ce4b69f57522", "title": "Can We Feed the Growing Population?", "subtitle": "<p>How do the interconnected resources of our agricultural system affect how much food we can produce?</p>", "description": "<p>In this lesson, students explore the resources that make up our agricultural system. Students examine land uses and soil quality through graphs of land use and crop production and use computational models to compare the effect of different management strategies on the land. At the end of the lesson, students are able to describe how humans can maintain and replenish important resources to be able to produce food long into the future.</p>", "key_image": "", "accessibility_notes": "", "assessment_type": null, "assessment": "", "background_information": "", "duration": 235, "prior_lessons": [], "materials": [], "other_notes": "", "physical_space_types": [ "Classroom", "Computer lab", "Media Center/Library" ], "plugin_types": [], "credits": {}, "appropriate_for": [ "Educator" ], "geologic_time": null, "subjects": [ "Earth Science" ], "grades": [ "7", "8", "9", "10", "11", "12", "13" ], "eras": [], "create_date": "2015-12-01T20:50:18.639864Z", "modified_date": "2015-12-01T20:50:18.639864Z", "activities": [ "http://admin.nationalgeographic.org/api/activities/8da76200-68d0-4956-be1b-796dbb214d74?format=api", "http://admin.nationalgeographic.org/api/activities/9c5076d2-1498-4f8d-99a0-e309e5587e87?format=api", "http://admin.nationalgeographic.org/api/activities/7c80c7eb-b1f5-48de-ace0-b4b858968562?format=api", "http://admin.nationalgeographic.org/api/activities/f8f9975e-fa3d-4d09-8f2b-fbd2350a8c51?format=api", "http://admin.nationalgeographic.org/api/activities/991eaea7-005f-4d5c-9eba-e9f83c1b9eb9?format=api", "http://admin.nationalgeographic.org/api/activities/00e4c0fc-0b9d-43de-9ea8-122b4bb23716?format=api" ], "content_type": "lesson", "versions": {} }, { "url": "http://admin.nationalgeographic.org/api/lessons/307b2d95-0cae-484b-bc32-259e2ee922aa?format=api", "html_url": "https://www.nationalgeographic.org/lesson/captive-breeding/", "uuid": "307b2d95-0cae-484b-bc32-259e2ee922aa", "title": "Captive Breeding", "subtitle": "<p>What is captive breeding and how might it help save species?</p>", "description": "<p>Students discuss endangered and threatened species, research captive-breeding programs and species survival plans and explore the pros and cons of each, and complete a case study for one species in a captive-breeding program.</p>\r\n<p> </p>", "key_image": "", "accessibility_notes": "", "assessment_type": "informal", "assessment": "<p>Ask students to evaluate all of the information they’ve gathered about captive-breeding programs and species-survival plans and to write a blog or journal entry outlining the reasons why they believe the programs are useful or not and whether they should continue.</p>\r\n<p> </p>", "background_information": "<p>Captive-breeding programs breed endangered species in zoos to build a healthy population of the animals. Species-survival plans coordinate with zoos around the world to bring species together for breeding that ensures genetic diversity. By becoming familiar with the issues surrounding these programs and plans, you can make judgments about whether or not they save species from extinction.</p>\r\n<p> </p>", "duration": 120, "prior_lessons": [], "materials": [], "other_notes": "", "physical_space_types": [ "Classroom", "Computer lab" ], "plugin_types": [], "credits": {}, "appropriate_for": [ "Educator" ], "geologic_time": null, "subjects": [ "Biology", "Geography", "Geography > Human Geography", "Geography > Physical Geography" ], "grades": [ "9", "10", "11", "12" ], "eras": [], "create_date": "2012-07-20T02:26:46.134932Z", "modified_date": "2012-07-20T02:26:46.134932Z", "activities": [ "http://admin.nationalgeographic.org/api/activities/1728c12b-03f6-49ba-812f-52cead52f3b0?format=api", "http://admin.nationalgeographic.org/api/activities/7e4392a5-f1eb-486c-9319-4f34173ce2a3?format=api", "http://admin.nationalgeographic.org/api/activities/ef134c72-6346-491d-8673-bb87d760332f?format=api" ], "content_type": "lesson", "versions": {} }, { "url": "http://admin.nationalgeographic.org/api/lessons/32c6632a-68e0-4dac-aee8-253a39cd9b25?format=api", "html_url": "https://www.nationalgeographic.org/lesson/carbon-concerns/", "uuid": "32c6632a-68e0-4dac-aee8-253a39cd9b25", "title": "Carbon Concerns", "subtitle": "<p style=\"margin-left:0in; margin-right:0in\"><strong>Unit Driving Question</strong>: <em>How can we communicate evidence of climate change to convince our community to act?</em></p>\r\n\r\n<p style=\"margin-left:0in; margin-right:0in\"><strong>Lesson Driving Question: </strong><em>Why is Earth’s climate changing?</em></p>", "description": "<p style=\"margin-left:0in; margin-right:0in\">Students explore climate change and global warming with multimedia. They create a model of the greenhouse effect and then refine their findings using a demonstration and interactive. Next, students research and diagram carbon sources and sinks. Finally, they organize and analyze data to draw evidence-based conclusions regarding atmospheric carbon concentrations and local emissions. This lesson is part of the <em><a href=\"https://www.nationalgeographic.org/unit/climate-change-challenge/\" target=\"_blank\">Climate Change Challenge</a> </em>unit.</p>", "key_image": "", "accessibility_notes": "", "assessment_type": "rubric", "assessment": "", "background_information": "<p style=\"margin-left:0in; margin-right:0in\">Climate is the usual or expected weather for a region over 30 years or longer. Climate change refers to any significant long-term changes in that pattern. Although Earth’s climate has changed throughout its history, recently, the planet has begun to warm at a rapid pace, relative to previous changes. This recent warming of the planet over the past one to two centuries is called global warming, and it occurs as a result of the greenhouse effect. The greenhouse effect is when greenhouse gases, such as carbon dioxide, work like a blanket around the Earth, trapping the energy from sunlight inside Earth’s atmosphere, gradually heating the surface of the planet. Such greenhouse gases are byproducts of human activities, like the burning of fossil fuels. For this reason, an overwhelming majority of scientists believe that these human activities are increasing the rate of global warming.</p>", "duration": 300, "prior_lessons": [], "materials": [], "other_notes": "", "physical_space_types": [ "Classroom", "Computer lab" ], "plugin_types": [], "credits": {}, "appropriate_for": [ "Educator", "6th Grade", "7th Grade", "8th Grade" ], "geologic_time": null, "subjects": [ "Conservation", "Earth Science", "Earth Science > Climatology" ], "grades": [ "6", "7", "8" ], "eras": [], "create_date": "2020-03-02T22:02:33.605910Z", "modified_date": "2020-03-02T22:02:33.605910Z", "activities": [ "http://admin.nationalgeographic.org/api/activities/6d9953cd-69b1-4ed8-9390-364f044f88bd?format=api", "http://admin.nationalgeographic.org/api/activities/79256035-7e22-4a7e-96be-3aad192f73ed?format=api", "http://admin.nationalgeographic.org/api/activities/506302f9-276b-4788-8ce9-5332beaa6c0a?format=api", "http://admin.nationalgeographic.org/api/activities/153f786b-ef86-47b5-97bf-c2228634769b?format=api", "http://admin.nationalgeographic.org/api/activities/ccc7d886-a9cb-4f9a-b78e-5de56ed064e4?format=api" ], "content_type": "lesson", "versions": {} }, { "url": "http://admin.nationalgeographic.org/api/lessons/254ddb25-a82d-4257-a73e-68a34be68f2b?format=api", "html_url": "https://www.nationalgeographic.org/lesson/conflict-danube/", "uuid": "254ddb25-a82d-4257-a73e-68a34be68f2b", "title": "Conflict on the Danube", "subtitle": "<p>When two countries share ownership of a river, which one decides how to care for the river?</p>", "description": "<p>Students examine a case study of how physical features can interact with country borders to cause conflict. In this case, two countries agreed to work together to build a series of dams on the Danube River, but problems kept the project from being completed, and the conflict continues over 40 years later.</p>\r\n<p> </p>", "key_image": "", "accessibility_notes": "", "assessment_type": null, "assessment": "", "background_information": "<p>Rivers have long been sources of transportation, food, and water. Today, the world's rivers contain a vast network of levees, dams, and locks to control water and harness its potential. Students' misconceptions often include thinking that all rivers flow from the north to the south. In fact, river flow is entirely dependent upon the gradient of the riverbed. Thus, rivers move from high (upstream) to low (downstream). Rivers are dynamic, or constantly changing. The flow of a river, and the amount of water in a river, changes. The form or shape of a river also changes. Rivers shift their course naturally, but sometimes people deliberately change the shape or course of a river in order to prevent flooding or harness hydroelectric power, such as on the Danube River.</p>\r\n<p> </p>\r\n<p>The Danube River is the second longest river in Europe after the Volga River in Russia. Its source lies in the Black Forest mountains of western Germany; it flows for approximately 2,850 kilometers (1,770 miles) to its mouth at the Black Sea. The Danube has approximately 300 tributaries. The river basin covers about 47,000 square kilometers (18,000 square miles).Most of the major river basins of Europe exist within more than one country. Along its course, the Danube passes through nine countries: Germany, Austria, Slovakia, Hungary, Croatia, Serbia, Bulgaria, Romania, and Ukraine. The Danube River has had a critical role in the history of Europe, as it has been used as a boundary, a trade route, a source of hydroelectric power, a source of residential water, and a major economic influence.</p>\r\n<p> </p>", "duration": 170, "prior_lessons": [], "materials": [], "other_notes": "<p>This is lesson 4 in a series of 10 lessons in a unit on Europe.</p>\r\n<p> </p>", "physical_space_types": [ "Classroom" ], "plugin_types": [], "credits": {}, "appropriate_for": [ "Educator" ], "geologic_time": null, "subjects": [ "English Language Arts", "Geography", "Geography > Human Geography", "Geography > Physical Geography" ], "grades": [ "6", "7", "8" ], "eras": [], "create_date": "2012-05-04T20:05:23.274945Z", "modified_date": "2012-05-04T20:05:23.274945Z", "activities": [ "http://admin.nationalgeographic.org/api/activities/5ff8994b-0c6b-4e95-9cdf-c79fb4acef72?format=api", "http://admin.nationalgeographic.org/api/activities/42ea789b-5f81-4b10-b043-d87f4177e13c?format=api" ], "content_type": "lesson", "versions": {} }, { "url": "http://admin.nationalgeographic.org/api/lessons/2b5336b2-f9e1-4612-9cb7-3478cebc8c74?format=api", "html_url": "https://www.nationalgeographic.org/lesson/connecting-community/", "uuid": "2b5336b2-f9e1-4612-9cb7-3478cebc8c74", "title": "Connecting with the Community", "subtitle": "<p style=\"margin-left:0in; margin-right:0in\"><strong>Unit Driving Question</strong>: <em>How do artifacts and their preservation impact communities?</em></p>\r\n\r\n<p style=\"margin-left:0in; margin-right:0in\"><strong>Lesson Driving Question</strong>: <em>Why do artifacts of the past matter to people in the present?</em></p>", "description": "<p style=\"margin-left:0in; margin-right:0in\">Students learn about Alabama’s connection to Benin and the varied perspectives of those involved in the slave trade. Students explore sources that illustrate the transfer of cultural traditions and identify ways in which Africatown has changed over time. Finally, students consider how a museum exhibit showcasing the <em>Clotilda</em> could impact the community’s pride and economy. This lesson is part of the <a href=\"https://www.nationalgeographic.org/unit/sunken-slave-ship/\" target=\"_blank\">Sunken Slave Ship</a> unit.</p>", "key_image": "", "accessibility_notes": "", "assessment_type": null, "assessment": "", "background_information": "<p style=\"margin-left:0in; margin-right:0in\">Benin, a West African nation, was the location of Ouidah, the port and the last stop for many kidnapped Africans before boarding ships headed for Europe and the Americas. In the United States, one port was located in Mobile, Alabama. After 1813, it provided slave ships with access to an area whose agriculture-based economy benefited greatly from slave labor even though at this time the Slave Trade Act in 1807 had already made the importation of enslaved people illegal.</p>\r\n\r\n<p style=\"margin-left:0in; margin-right:0in\"> </p>\r\n\r\n<p style=\"margin-left:0in; margin-right:0in\">Survivors and descendants of the enslaved African brought of the <em>Clotilda</em> developed a community in Mobile called Africatown. Over time, the once self-sustaining community fell victim to industrialization, but the discovery of the <em>Clotilda</em> is giving hope to the restoration of this once great community that wants to thrive and represent its strong heritage once again.</p>", "duration": 160, "prior_lessons": [ "http://admin.nationalgeographic.org/api/lessons/6e2214ab-f39f-44d5-9378-3c997980c6fd?format=api" ], "materials": [], "other_notes": "", "physical_space_types": [ "Classroom", "Computer lab" ], "plugin_types": [], "credits": {}, "appropriate_for": [ "Educator", "6th Grade", "7th Grade", "8th Grade" ], "geologic_time": null, "subjects": [ "Anthropology", "Anthropology > Archaeology", "Anthropology > Sociology", "Conservation", "English Language Arts", "Geography", "Geography > Human Geography", "Social Studies", "Social Studies > Civics", "Social Studies > U.S. History", "Social Studies > World History", "Storytelling" ], "grades": [ "6", "7", "8" ], "eras": [], "create_date": "2020-01-21T23:08:40.156627Z", "modified_date": "2020-01-21T23:08:40.156627Z", "activities": [ "http://admin.nationalgeographic.org/api/activities/07737e98-caa5-4fb8-a010-35a265531e7a?format=api", "http://admin.nationalgeographic.org/api/activities/ca7b61e6-4361-4dd8-b827-44ddb5d6721f?format=api", "http://admin.nationalgeographic.org/api/activities/2971d8ef-e25a-425a-8a61-24df0d27e3a6?format=api" ], "content_type": "lesson", "versions": {} } ]