Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.
Key ideas are
identified by numbers (1).
Performance indicators are identified by bullets.
Sample tasks are identified by triangles (s).
1. Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National Geography Standards, 1994: Geography for Life)
Students:
This is evident,
for example, when students:
s draw simple maps of their
communities or regions showing the major landmarks, industries,
residential areas, business districts, transportation networks,
health and educational facilities, and recreation areas
s examine different kinds of
maps to identify and define their components, including key,
title, legend, cardinal and intermediate directions, scale, and
grid
s use cardboard, wood, clay,
or other materials to make a model of their community or region
showing their physical characteristics (Taken from National
Geography Standards, 1994)
s read about children living
in other cultures to learn about their customs, beliefs, and
traditions; natural resource use; food; shelter; socialization
and schooling; and other important components of culture
s draw maps and pictures
showing how people make use of and modify their physical
environments (e.g., land use for agriculture, mining, residential
developments, transportation networks, recreation).
2. Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information. (Adapted from: The National Geography Standards, 1994: Geography for Life)
Students:
This is evident,
for example, when students:
s read historical narratives
and talk about the importance of where places are located, try to
determine why they are located where they are, and assess the
relationship of location to other locations and people in the
story
s use a map grid (e.g.,
latitude and longitude or an alphanumerical system) to answer
questions about location and place
s use different types of map
scales (linear, fractional, and word) to measure the distance
between two places
s map the locations of places
in the community or region, using appropriate symbols (e.g., dots
or points for cities and towns; different shapes for residential
and business areas; lines for transportation networks)
s present oral and written
reports using maps, charts, tables, graphs, and other visual
displays showing spatial relationships, locations, and other
geographic information.
1. Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National Geography Standards, 1994: Geography for Life)
Students:
This is evident,
for example, when students:
s investigate how groups of
people living in different geographic regions throughout the
world interacted with and structured their natural environments
to accommodate their varied lifestyles and economies; discuss
national, regional, and global interactions
s draw from memory a map of
the world on a single sheet of paper and outline and label the
major physical features (e.g., continents, oceans, major mountain
ranges, significant desert regions, and river systems) and
important human features (e.g., major cities of the world,
imaginary lines such as the prime meridian and the equator).
(Taken from National Geography Standards, 1994)
s apply the five themes of
geography to their study of communities and regions throughout
the world. Describe how location, place, relationships within
places, movement, and regions can be used to analyze different
cultures and societies
s complete a
geographic/historic study of their community or a region of New
York State by focusing on the following questions: Where is your
community or region located? How did it get there? What is it
like to live and work there? What are its physical
characteristics (e.g., climate, elevation, population density,
size)?
2. Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information. (Adapted from The National Geography Standards, 1994: Geography for Life)
Students:
This is evident,
for example, when students:
s plan and execute an inquiry
to answer these questions about a region of the world: How does
the shape of the Earth and the natural environment influence
where people live? What natural processes change the shape of the
Earth’s surface? How has human habitation changed the
surface of the Earth? Derive generalizations and conclusions
supported by evidence. (Based on National Geography Standards,
1994)
s pose analytical questions
concerning a geographic issue or problem affecting their
community, region, or New York State (e.g., issues related to
environmental problems and concerns, transportation and traffic
needs, land use, housing, natural resource use)
s use a variety of research
skills to locate, collect, and organize geographic data related
to a geographic or environmental issue, problem, or question;
organize the data in logical and meaningful ways; present written
and oral reports that include geographic conclusions and
generalizations supported by the data collected; propose new
questions for further investigation
s develop and present a
multimedia report on a geographic topic, issue, problem, or
question (e.g., deforestation, energy consumption, resource
depletion, natural hazards, major geographic events), making use
of maps, graphs, photographs, videos, computer-generated models,
and other appropriate sources
s use a variety of maps to
answer geographic questions about people, places, and regions.
1. Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National Geography Standards, 1994: Geography for Life)
Students:
This is evident,
for example, when students:
s evaluate the applications
of geographic tools and supporting technologies to serve
particular purposes by collecting, comparing, and explaining the
significance of maps from different sources and different points
of view to illustrate the same phenomena. (Taken from National
Geography Standards, 1994)
s choose and give reasons for
using different technologies to analyze selected geographic
problems. Use aerial photographs, satellite-produced imagery, and
geographic information systems (GIS) to define, analyze, and
propose solutions to global environmental problems (e.g.,
deforestation, overpopulation, water pollution, resource
depletion)
s complete an in-depth
geographic study of a world region by analyzing demographic data
(e.g., birth rate, literacy rates for females, infant mortality)
and draw conclusions about the influence of these factors on the
characteristics of that region; for example, study migration
patterns and culture change in and around large cities in Europe,
Africa, Latin America, and Asia, with a focus on cities near
international borders and in major manufacturing centers; explain
how different cultural groups shape the character of these cities
and how culture influences conflict, cooperation, and group
identity. (Based on National Geography Standards, 1994)
s draw from memory a map of
the world; outline the relative location of continents, oceans,
major river systems, nations in the news, and important cities
s demonstrate the ability to
interpret sophisticated information about people, places, and
regions; use a topographical map to lay out a five-mile hike
through the countryside or local community; note such items as
elevation, slope, distance, direction, and geographic features
along the route. (Taken from National Geography Standards, 1994)
s explain the relationship
between the geographic setting (ecosystems, spatial distribution
of resources, ease of transportation and communication) and the
spatial development of societies (e.g., how Africa’s
physical geography, vegetation, and technology affect
cross-cultural contacts and economic development; the
relationship between topography and drainage systems in China and
the development of civilization there; the impact of Japan’s
insular geography upon its history, cultural identity, and
patterns of selective borrowing from other cultures; the impact
of the diversity of the physical environment, including the range
of climates, in Latin America; the effects of the lack of water
on the historic and economic development of the Middle East; the
relationship between the physical geography and the historic and
economic development of Eastern Europe and Russia; and the
influence of the frontier in United States history).
2. Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information. (Adapted from The National Geography Standards, 1994 Geography for Life)
Students:
This is evident,
for example, when students:
s examine a collection of
maps, photographs, satellite-produced images, databases, graphs,
firsthand accounts, and other sources to generate questions and
pose problems for investigation
s organize primary and
secondary geographic sources to investigate local, national, and
international environmental problems and issues; determine the
many perspectives that individuals and groups advocate as they
seek to resolve these problems or issues; apply a geographic
perspective along with others in reaching conclusions on the
issues. (Based on National Geography Standards, 1994)
s analyze geographic
information contained in a spatial database or geographic
information system (GIS) to answer questions concerning land use,
economic development, population shifts, and transportation
networks
s use maps showing family
income, transportation systems, natural resources, recreation
areas, educational and health facilities and other data to
develop hypotheses about why some regions prosper and others do
not (Adapted from National Geography Standards, 1994)
s use a variety of research
skills to locate and collect descriptive and statistical data and
to use the data and maps to collect and compile information
(e.g., the use of specific purpose maps to show various
geographic aspects of the Earth’s surface and explain the
geographic variables that serve as criteria for grouping
countries into regions; the use of technology to moderate
geographic condition)
s complete a geographic study
of a world region, analyzing demographic data (e.g., birth rate,
literacy rates for females, infant mortality) to determine how
groups and cultures influence the characteristics of that region.
For example, study migration patterns and cultural change in and
around large cities in Europe, Africa, Latin America, and Asia,
focusing on cities near international borders and in major
manufacturing centers. Explain how different cultural groups
shape the character of these cities and how culture influences
conflict, cooperation, and group identity. (Adapted from National
Geography Standards, 1994)
s identify the
characteristics and distribution of ecosystems, and the changes
in meaning, distribution, and importance of resources (e.g., how
Africa’s physical geography, vegetation, and technology
affect cross-cultural contacts and economic development; the
relationship between topography and drainage systems in China and
the development of civilization there; the impact of Japan’s
insular geography upon its history, cultural identity, and
patterns of selective borrowing from other cultures; the
diversity of the physical environment, including the tremendous
range of climates, in areas referred to as Latin America; the
effects physical geography—especially the lack of
water—have upon the historic and economic development of the
Middle East; the relationship between the physical geography and
the historic and economic development of Eastern Europe and
Russia; and the influence of the frontier in United States
history).