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Utah State Core Standards for Geography for Life.

Course Description

Geography for Life is designed to introduce students to the world of geographic study. All people, places, significant events,
cultures, and environments studied have locations.

STANDARD 1 (6200 - 01)
 Students will understand the world in spatial terms.

 Objective 1 (6200-0101)
 Use maps and other geographic tools to acquire information from a spatial perspective.

     A.    Explain the differences between major types of map projections.
     B.    Examine characteristics of maps and globes such as latitude, longitude, great circle routes, cardinal
          directions, compass rose, legend, scale, relief, grid system, and time zones.
     C.  Explain selected map concepts, including rotation, revolution, axis, seasons, solstice, equinox, and the
          earth/sun relationship of weather patterns.
      D. Collect and interpret geographic data using maps, charts, population pyramids, cartograms, remote
          sensing, and Geographic Information Systems (GIS).
 

 Objective 2 (6200-0102)
 Explore the concept of mental maps to organize information about people, places, and environments.

     A.    Define mental mapping.
      B.    Appraise mental maps, from simple to complex.
 

 Objective 3 (6200-0103)
 Analyze the spatial organization of people, places, and environments on the earth’s surface.

      A.    Describe the importance and role of location in geographic studies.
      B.    Apply the geographic mode of inquiry (What? Where? How? And So What?) to world regions.
      C.    Evaluate the locational importance of human and natural resources using maps, satellite images, and
              databases.
      D.    Define absolute and relative location recognizing political and physical boundaries.
 

Standard 2 (6200-02)
 Students will understand the human and physical characteristics of places and regions.

 Objective 1 (6200-0201)
      Interpret place by its human and physical characteristics.

      A.    Examine human characteristics, including language, religion, population, political and economic systems,
              and quality of life.
      B.     Investigate physical characteristics such as landforms, climates, water cycle, vegetation, and animal life.
      C.    Recognize that places change over time.
 

 Objective 2 (6200-0202)
 Assess how people create regions to interpret the earth’s surface.

      A.    Recognize how peoples create regions to understand a large, complex, and changing world.
      B.    Characterize the similarities and differences within and between regions.
 

 Objective 3 (6200-0203)
 Evaluate how culture and experience influence the way people live in places and regions.

     A.     List and define components of culture; e.g., race, gender roles, education, religion.
      B.    Explain the effects of cultural diffusion from country to country.
 

Standard 3 (6200-03)
 Students will understand how physical processes shape the earth’s surface.

 Objective 1 (6200-0301)
 Examine the physical processes that shape the earth’s surface.

      A.    Examine the role of plate tectonics in shaping the earth’s surface.
      B.    Assess the external forces of weathering and erosion.
      C.    Explain the factors that combine to shape climatic and vegetation patterns on earth.
 

 Objective 2 (6200-0302)
 Assess the characteristics and location of ecosystems.

      A.    Identify the characteristics of ecosystems.
      B.    Use geographic tools to identify the location and distribution of global ecosystems.
      C.    Compare regions of the earth with similar physical features, such as semi-arid regions in Utah with other
             semiarid regions of the world.
 

Standard 4 (6200-04)
 Students will understand how human activities shape the earth’s surface.

 Objective 1 (6200-0401)
 Analyze the characteristics, distribution, and migration of human populations on the earth’s surface.

      A.    Describe how physical environments provide geographic advantage or disadvantage.
      B.    Examine the importance of water to settlement patterns.
      C.    Explain why people who modify their physical environment in one place cause change in other places.
      D.    Investigate how people adapt to their environment.
 

 Objective 2 (6200-0402)
 Analyze economic interdependence among regions and countries.

      A.    Examine economic networks, from local to global.
      B.    Assess how nations and cultures are linked through transportation, communication, language, currency,
              goods, and services.
 

 Objective 3 (6200-0403)
 Investigate various forms of governance and how they affect peoples and landscapes.

      A.    Compare and contrast political systems within world regions.
      B.    Determine the role of government in contemporary and historical world issues.
 

Standard 5 (6200-05)
 Students will understand the interaction of physical and human systems.

 Objective 1 (6200-0501)
 Explore how humans change the environment and how the environment changes humans.

      Evaluate the role of technology in modifying the physical environment.
      Explain how historical events affect physical and human systems.
      Discuss regional issues; e.g., desertification, deforestation, pollution.
      Predict the potential effect of human modification on the physical environment.
 

 Objective 2 (6200-0502)
 Assess the importance of natural and human resources.

      A.    Describe the roles of natural and human resources in daily life.
      B.    Identify worldwide distribution and use of human and natural resources.
      C.    Compare and contrast the use of renewable and nonrenewable resources.
      D.    Evaluate the role of energy resources as they are consumed, conserved, and recycled.
 

Standard 6 (6200-06)
 Students will use geographic knowledge to connect to today’s world.

 Objective 1 (6200-0601)
 Apply geographic concepts to interpret the past.

      A.    Apply an understanding of cultures as an integrated whole including traditions, behavior patterns, and
              technologies.
      B.    Explain why and how individuals, groups, and institutions respond to continuity and change.
      C.    Relate economic development to the distribution of resources.
      D.    Recognize that both human choices and natural events have consequences.
 

 Objective 2 (6200-0602)
 Apply geographic concepts to interpret the present and plan for the future.

      A.    Examine how the unequal distribution of resources effects economic development.
      B.    Investigate career opportunities available through the application of geography skills and concepts.
      C.    Participate in community activities respecting the environment and personal property.
 
 
 
 

National Standards for Geography
Standard  1  2  3 4  5  6 7 8  9 10 11 12 131415   16  17  18

The world in spatial terms: Standards 1-3.

Standard 1: The world in spatial terms: How to use maps and other geographic representations, tools, and technologies to acquire, process  and report information from a spatial perspective.

Know and understand:
1.  The characteristics, function, and application of maps, globes, aerial and other photographs, satellite images and models.
2. How to make and use maps, globes, graphs, charts, models, and data bases to analyze spatial distribution and patterns.
3. The Relative advantages and disadvantages of using maps, globes, aerial and other photography to solve geographic problems.

Therefore the student is able to:
 A. Describe the essential characteristics and functions of maps, and Geographic representations, tools, and technologies, as exemplified by being able to:

• Describe the purpose and distinguishing characteristics of selected map projections and globes, aerial photographs and  satellite-produced images.
•  Explain map essentials (scale, symbols, ECT.)
• Explain the characteristics and purpose of geographic databases (census data, land use data, topographic information)

 B. Develop and use different kinds of maps , graphs, charts, databases, and models, as exemplified by being able to:

• Create thematic maps and graphs of  various aspects of the student's local community, state, country and world. (e.g., patterns of population, disease, economic features, rainfall and vegetation)
• Develop maps and flowcharts showing major patterns of movement of people and commodities (e.g., international trade in petroleum, wheat, cacao)
• Model earth-sun relationship and concepts. (Axis, seasons, rotation, revolution and principle lines of latitude and longitude )

 C. Evaluate the relative merits of maps and other geographic representations, tools, and technologies in terms of their value in solving geographic problems, as exemplified by being able to:
 

• Choose the most appropriate maps and graphics in an atlas to answer specific questions about geographic issues (e.g., topography and transportation routes)
• Evaluate the advantages and disadvantages of using a map or a cartogram to illustrate a data set (e.g., data on population distribution, language-use patterns, energy consumption at different times of year)
• Evaluate the merits of using specific map projections for specific purposes (e.g., Mercator for Navigation, Robinson for depicting areal distributions)

•    Develop criteria to draw regional service boundaries on maps (e.g., assign students to schools in a rapidly growing suburban area).
• Use maps to understand patterns of movement in space and time (e.g., mapping hurricane tracks over several seasons, mapping the spread of influenza throughout the world)
• Use maps to make and justify best location for facilities (e.g., a place to build a restaurant, locate a recycling center, or select and develop a factory sire)

Standard 2: The world in Spatial Terms How to use mental maps to organize information about people, places and environments in a spatial context.

By the end of the eighth grade, the student knows and understands:

1.  Distribution of major physical and human features at different scales (local to global.)
2.  How to translate mental maps into appropriate graphics to display geographic information and answer geographic questions.
3. How perception influences people's mental maps and attitudes about places.

Therefore, the student is able to:
A.  Identify the locations of certain physical and human features and events on maps and globes and answer related geographic
questions, as exemplified by being able to:
 

•         Identify location of cultural hearths (e.g., Mesopotamia, Huang Ho, the Yucatan Peninsula, the Nile Valley).
• Identify the largest urban area in the United States now and in the past
• Mark major ocean currents, wind patterns, landforms and climate regions on a map.

• Describe how current events relate to their physical and human geographic contexts.
• Draw sketch maps of different regions and compare them with atlas maps to determine the accuracy of place location and knowledge (e.g., political maps of Canada, the United States, and Europe.)
• Use mental maps of place location to list countries through which a person would travel between two points (e.g., Paris to Moscow, Cairo to Nairobi, Rio de Janeiro to Lima.)

• Translate a mental map into sketch form to illustrate relative location of, size of, and distances between places (e.g., major urban centers in the United States.).
• Prepare a sketch map of the student's local community to demonstrate knowledge of the transportation infrastructure that links the community with other places (e.g., approximate locations of major highways, rivers, airports, railroads.)
• Draw a world map from memory and explain why some countries are included (and others not), why some countries are  too large (and others too small.)

• Identify and compare the different criteria that people use for rating places (e.g., environmental amenities, economic opportunity, crime rate.)
• Analyze sketch maps produced by different people on the basis of their mental maps and draw inferences about the factors (e.g., culture, education, age, sex, occupation, experience) that influence those people's perceptions of places..
• Compare passages from fiction to reach conclusions about the human perception of places (e.g., Las Vegas as exciting, paris as romantic, Calcutta as densely settled.).

Students will know and understand:
1.  How to use the elements of space to describe spatial patterns.
2.  How to use spatial concepts to explain spatial structure.
3.  How spatial processes shape patterns of spatial organization.
4.  How to model spatial organizations.

The student is able to:

 A.  Analyze and explain distributions of physical and human phenomena with respect to spatial patterns, arrangements, and associations, as as exemplified by being able to:
 

• Analyze distribution maps to discover phenomena (e.g., resources, terrain, climate, water, cultural hearths) that are related to the distribution of people.
• Use dot distribution maps to determine the patterns of agriculture production (e.g., wheat, hogs, potatoes, soybeans) in the United States and the world and relate these patterns to such physical phenomena as climate, topography, and soil
• Analyze the distribution of places to determine how they are linked together, with particular emphasis on links between places of different size (e.g., commuter flows between central cities, surrounding suburbs, and small towns)

 B.  Analyze and explain patterns of land use in urban, suburban and rural areas using terms such as distance, accessibility, and connections, as exemplified by being able to:
 

• Map urban land use and dominant land use patterns (e.g., finance versus retail, light industry versus residential) in city centers and peripheral areas.
• Use telephone books and maps to identify and compare land uses that are frequently near each other or far apart (e.g., hotels and restaurants, schools or churches and bars.
• Describe and analyze the spatial arrangement of urban land use patterns (e.g., commercial, residential, industrial) in the student's local community or in a nearby community.

 C.  Explain the different ways in which places are connected and  how these connections demonstrate interdependence and accessibility as exemplified by being able to:
 

•    Compile a table summarizing links between places and draw conclusions regarding distance, accessibility, and frequency of interaction (e.g., where classmates were born and now live, where sports teams travel to play
• Develop time lines, maps and graphs to determine how changing transportation and communication technology has affected relationships between places.
• Develop a list of places in the world that Americans depend on for imported resources and manufactured goods (e.g., petroleum form SouthWest Asia, copper from South America, diamonds from South Africa) and explain such dependence.

 D.  Describe the patterns and processes of migration and diffusion as exemplified by being able to:
 

•    Trace the spread of language, religion and customs from one culture to another (e.g., Chinese restaurants to San Francisco, the German language to the Midwest in eh nineteenth century, Islam to New York City in the twentieth century.
• Diagram the spatial spread of  a contagious disease through a population (e.g., the spread of cholera in England in the mid-ninetheenth century, AIDS in Asia in the 1990's.
• trace global migration patterns of plants and animals, as well as the diffusion of culture traits from points of origin to destination, and draw general conclusions about the speed and direction of such movements.

Standard 4: Places and Regions: The Physical and Human characteristics of Places.

the student knows and understands:
1.  How different physical processes shape place.
2.  How different human groups alter places in distinctive ways.
3.  The role of technology in shaping the characteristics of place.

Therefore, the student is able to:
 A.  Analyze the physical characteristics of places, as exemplified by being able to:

• Use field observations, maps, and other tools to identify and compare the physical characteristics of places (e.g., soils, land forms, vegetation, wildlife, climate, natural hazards.)
• Develop and test hypotheses regarding ways in which the locations, building styles, and other characteristics of places are shaped by natural hazards such as earthquakes, floods, and hurricanes (e.g., building design and land use in Tokyo, Los angeles, Manila.).
• Use maps, graphs, satellite-produced images, or tables to make inferences about the causes and effects of changes over time in physical landscapes (e.g., forest cover, water distribution, temperature fluctuations.

• Use field observation, maps, and other tools to identify and compare the human characteristics of places (e.g., cultural  characteristics such as religion, language, politics, and the use of technology; population characteristics; land uses; levels of development.)
• Use photographs to test hypothesis about similarities and differences in cultural landscapes (e.g., street scenes in Miami versus street scenes in Latin American Cities.)
• Use maps, aerial photographs, and satellite-produced images to make inferences about causes and effects of change in a place over time (e.g., urban growth, the clearing of forests, development of transportation systems.)

• Analyze the effects of different types of technology on places (e.g., the impact of railroads in the nineteenth century and satellite communications in the twentieth century on the northern corridor of the United States.)
• Assess how variations in technology and perspective affect human modification of landscapes over time and from place  to place (e.g., tree clearing in rain forests, damming of rivers and destruction of wildlife habitats, replacement of farmlands with wetlands.)
• Explain how isolated communities have been changed by technology (e.g., changes resulting from new highways or the introduction of satellite dishes and computers.)

Standard 5: Places and Regions:  People create regions to interpret earth's complexity:

Know and understand:
1.  The elements and types of regions.
2.  How and why regions change.
3.  The connections among regions.
4.  The influences and effects of regional labels and images.

The student is able to:
  A.  Identify the criteria used to define a region, as exemplified by being able to
 

• Give examples of regions at different spatial scales (e.g., hemispheres, regions witching continents, countries and cities)
• Suggest criteria that identify the central focus of a region (e.g., a town as the headquarters of a sales region, Atlanta as a trade center in the Southeast, Amsterdam as a transportation center)
• Describe the relationships between the physical and human characteristics of a region (e.g., the Sunbelt's warm climate and popularity with retired people).

 B.  Identify types of regions, as exemplified by being able to:
 

•    Suggest criteria for and examples of formal regions. (School districts, circut-court districts, states)
• Suggest criteria for functional regions. ("Fanshed" of a professional sports team, marketing area of the Los Angeles Times in southern California)
• Suggest criteria for and examples of a perceptual regions. (Bible Belt, Riviera, Great American Desert)

 C.  Explain how regions change over space and time, as exemplified by being able to:

•    Use maps and other graphics to show regional change from decade to decade and how changes affect characteristics of places (e.g., Pittsburgh in 1920 versus today and the Aral Sea region in Kazakhstan in the 1930's versus today)
• Assess the impact of regional transportation changes on the daily lives of people (e.g., the building of new highways, the abandonment of railroad lines, the construction of a new airport)
• Explain the factors that contribute to changing regional characteristic (e.g., economic development, accessibility, migration, media image)

 D.  Explain how regions are connected, as exemplified by being able to:

•    Use maps to show physical and human connections between regions (e.g., links between watersheds and river systems and regional connections through patterns of world trade)
• Use cultural clues such as food preferences, languageuse and customs to explain  how migration creates cultural ties between regions. (e.g., spanish  language newspapers in major US cities, specialized ethnic food stores in cities)
• Explain the importance of trade and other connections between regions of the US and the world, using maps tables and globes.

•    Explain the significance of a region being known as a developing region instead of a less developed region.
• Evaluate the meaning and impact of regional labels. (Sun Belt, Capital Hill in Washington D. C., Rust Belt)
• Evaluate regional events that contribute to that region's image.  (Crime in Miami, natural disasters in California, the destruction of the Berlin Wall)

The student knows and understands:
1.  How personal characteristics affect our perception of places and regions.
2.  How culture and technology affect perception of places and regions.
3.  How places and regions serve a cultural symbols.

A.  Evaluate the characteristics of places and regions from a variety of points of view, as exemplified by being able to:

• Obtain information reflecting different points of view about the proposed use of a plot of land in the student's local community, and then analyze those views on the basis of what could be best for the community.
• Assess a place or region from the points of view of various types of people (e.g., a homeless person, a business person, a taxi driver, a police officer, or a tourist.
• Compare ways in which people of different cultural origins define, build and name places or regions (e.g., street names in new subdivisions and names given to places or regions to symbolize an event or principle or to honor a person or cause.).

• Explain the impact of technology (e.g., air-conditioning and irrigation) on the human use of arid land.
• Trace the role of technology in changing culture groups' perceptions of their physical environments (e.g., the  snowmobile's impact on the lives of Inuit people and the swamp buggy's impact on tourist travel in the Everglades.).
• Identify examples of advertising designed to influence cultural attitudes toward regions and places (e.g., the use of urban settings in music videos, use of mountain landscapes in automobile commercials.)

• Give examples of how, in different regions of the world, religion and other belief systems influence traditional attitudes toward land use (e.g., the effects of Islamic and Jewish dietary practices on land use in the Middle East.)
• Read stories about young people in other cultures to determine what they perceive as beautiful or valuable in their country's landscapes.
• Explain the enduring interest of immigrants in the United States in holding onto the customs of their home countries.

D. Illustrate and explain and explain how places and regions serve as cultural symbols, as exemplified by being able to:

• Compile a series of photographs from magazine advertisements or other sources that show buildings, structures, or statues that have come to represent or symbolize a city (e.g., Golden Gate Bridge in San Francisco; the Opera House in Sydney, Australia; the Gateway Arch in St. Ouis; Tower Bridge in London.)
• Develop a map of the student's local community including local landmarks with a cultural identity, then extend that same process to the capital city of the state and to major cities in the region.
• List songs associated with specific regions and identify the kinds of images such songs suggest (e.g., "Waltzing Matilda" and Australia; "The Volga Boat Song" and Russia.

Standard 7: Physical Systems:  The physical processes that shape the patterns of earth's surface:

Know and Understand:
1.  How physical processes shape patens in the physical environment.
2.  How Earth-Sun relationship affect physical processes and patens on Earth.
3.  How physical processes influence the formation and distribution of resources.
4.  How to predict the consequences of physical processes on Earth's surface.

The student is able to:

 A.  Use physical processes to explain patterns in the physical environment, as exemplified by being able to:

•    Explain how erosional agents such as water and ice produce distinctive landforms (e.g., water and badlands, ice and glacial valleys, waves and sea cliffs)
• Account for the patterns of features associated with margins of tectonic plates such as earthquake zones and volcanic activity (e.g., the Ring of Fire around the Pacific Ocean, the San Andreas Fault in coastal California).
• Describe the ocean circulation system and the way it affects climate (e.g., North Atlantic Drift and the mild climate of Western Europe)

 B.  Analyze physical patterns in terms of the process that created them, as exemplified by being able to:

•    Construct and analyze climate graphs for selected places and suggest reasons for similarities and differences in climate.
• Compare regions of the world with similar physical features (e.g., desert regions in Nevada and western China, subarctic regions in Russia and Canada).
• Use appropriate maps to generalize about relationships between physical processes (e.g., the relationships between ocean currents, prevailing winds, and atmospheric pressure cells)

 C.  Explain how the Earth-Sun relationship affects Earth's physical processes and create physical patterns, as exemplified by being able to:

•    Use diagrams and maps to describe ways the Sun's position with respect to the Earth affects the horizontal and vertical distribution of energy on Earth.
• Attribute occurrences of weather phenomena to annual changes in Earth-Sun relationship (e.g., hurricanes in the fall in subtropical areas, and tornadoes and floods in the spring and summer in the mid latitudes)
• Explain the pattern of monsoonal rainfall in terms of chanting Earth-Sun relationships.

 D.  Describe the processes that produce renewable and nonrenewable resources, as exemplified by being able to:

•    Describe the process that produce fossil fuels and relate the process to specific locations (e.g., coal in the Appalachian Mountains and in Great Britain formed in the tropical latitudes, and was later transported by plate tectonic movement ot colder latitudes where coal does not form at present)
• Predict the hydroelectric power potential of different regions given topographic maps and climate data (e.g., the hydroelectric potential of Sweden and Denmark, Washington state and Kansas)
• Relate the patterns of world agriculture in relationship to fertile soils and the physical processes that produced them (e.g., the cultivation of cotton on the rich alluvial soils of the Mississippi Delta)

 E.  Predict the consequences of a specific physical process on the Earth's surface, as exemplified by being able to:
 

•    Predict the effect of an extreme weather phenomenon on physical environment (e.g., a hurricane's impact on a coastal ecosystem)
• Infer the effect of heavy rainfall on hill slopes. (e.g., after fire and overgrazing)
• Predict the potential outcome of continued movement of the Earth's tectonic plates (e.g., continental drift, earthquakes, volcanic activity)

the student knows and understands:

1.  The local and global patterns of ecosystems.

2.  How ecosystems work.

3.  How physical processes produce changes in ecosystems.

4.  How human activities influence changes in ecosystems.

 Therefore the student is able to:
A. Explain the distribution of ecosystems from local to global scales, as
exemplified by being able to:

• Describe ecosystems and the differences between them, using photographs and other media as illustrations (e.g., create collages showing flora and fauna, participate in making student videos of local ecosystems.)
• Explain how and why ecosystems differ from place to place as a consequence of differences in soils, climates, and human and natural disturbances.

Identify changes in the local ecosystem resulting from human intervention (e.g., river wetlands being replaced by expanding farming activity on a flood plain.)

• Identify the flora and fauna of an ecosystem and tell how they are linked and interdependent.
• Explain the flow of energy and the cycling of matter through an ecosystem (e.g., the food chain or the hydrologic cycle.)
• Explain the feeding levels and location of elements in the food chain (e.g., carnivores eating herbivores.)

C. Explain how physical processes influence ecosystems, as exemplified by
being able to:

• Explain how specific populations within ecosystems respond to environmental stress.
• Describe and explain the life cycle of a lake ecosystem, including the process of eutrophication
• Explain ecosystems in terms of their characteristics and ability to withstand stress caused by physical events (e.g., a river system adjusting to the arrival of introduced plant species such as hydrilla; regrowth of a forest with a modified set of flora and fauna after a forest fire.)

• Identify changes over time in the ecosystem in or near the student's own community resulting from human intervention (e.g., natural wetlands on a flood plain being replaced by farms, farmlands on a flood plain being replaced by housing developments.)
• Predict the potential impact of human activities within a given ecosystem on the carbon, nitrogen, and oxygen cycles, e.g., the role of air pollution in atmospheric warming or the growing of peas and other legumes, which supply their own nitrogen and do not deplete the soil.)
• Explain ways that humans interact differently with ecosystems in different regions of the world (e.g., reasons for the characteristics of varied patterns of shifting cultivation in parts of Latin America, Africa, Southeast Asia.)

 Human Systems: Standards 9-13

Standard 9:  Human Systems:  The characteristics, distribution, and migration of human populations:

Knows and understands:
1.  The demographic structure of a population.
2.  The reasons for spatial variations in population distribution.
3.  The types and historical patterns or human migration.
4.  The effects of migration on the characteristics of places.

The student is able to:
 A.  Describe the structure of different population through key demographic concepts, the student is able to:

•    Describe the structure of differences in rate of population growth in developing and developed countries. (Birthrate, death rate, natural increase, infant mortality)
• Explain changes that occur in the structure (age and gender) of a population in different stages of demographic transitions.
• Use population pyramids to depict population structure for different societies (e.g., the youthful populations in Kenya and Mexico, the older population in Germany and Sweden)

•    Create population pyramids for different countries and organize them into groups bases on similarities of age characteristics
•    Demonstrate an understanding of demographic concepts (birth rate, death rate, population growth, doubling time, life expectancy, average family size) and explain how population characteristics  differ from country to country.
•    Use population statistics to create choropleth maps of different countries or regions and suggest reasons for the population patterns evident on the maps (e.g., population density in Madagascar, population growth rates in South Africa)

•    Identify the causes and effects of migration streams (e.g., the movement of the Mongols across Asia and into Europe in the thirteenth century, Chinese workers in western North America in the second half to the nineteenth century).
• Identify and explain how physical and other barriers can impede flow of people, and cite examples of ways in which people have overcome such (e.g., the Berlin Wall, the Appalachian and Rocky Mountains, the closed border between North and South Korea).
• Explain past and current patterns of rural-urban migration in the United States.

• Use maps and pictures from different periods to illustrate changes in a place due to migration (e.g., New Delhi before and after the partition of the Indian subcontinent in the 1940's and massive realignment of the Hindu and Muslim populations; Boston before and after the large-scate influx of Irish immigrants in the mid-ninetheenth century)
• Explain how the movement of people can alter the character of a place (e.g., the impact of Indians settling in South Africa, Algerians settling in France Vietnamese settling in the United States)
• Identify the ways in which human migration patterns are currently evident in urban service industries in the United States (e.g., the prevalence of immigrants among the ranks of taxi drivers, tailors, music teachers, restaurant workers)

The student knows and understands:
1.  The spatial distribution of culture at different scales.
2.  How to read elements of landscape as a mirror of culture.
3.  The process of cultural diffusion.

Therefore, the student is able to:
 A.  Identify ways in which communities reflects the cultural background of their inhabitants as exemplified by being able to:

•  Describe visible cultural elements in the student's own local community or in another community (e.g., distinctive buildings styles, billboards in Spanish, foreigh-language advertisements in newspapers)
• Explain the presence of ethnic enclaves in cities resulting from voluntary or forced migrations (e.g., Philippine workers in Kuwait, Portuguese in Boston, Sikhs in Vancouver).
• Find evidence in the student's own community or another community of migrations from different regions of the world ( e.g., use telephone directories to find lists of surnames, ethnic restaurants, stores, social clubs).

 B.  Identify and describe the distinctive cultural landscape associated with migrant populations, as exemplified by being able to:

•    Describe the landscape features and cultural patterns of Chinatowns in the Western world
•    Describe the landscape features and cultural patterns of the European enclaves in Japan and China in the nineteenth century
•    Explain the elements of landscape and culture that have been evident in the Little Italy sections of American cities from the beginning of the nineteenth century to the present

 C.  Describe and explain the significance of patterns of cultural diffusion in the creation of Earth's varied cultural mosaics, as exemplified by being able to:

•    Research and make a presentation on the worldwide use of the automobile in the twentieth century, and suggest the cultural significance of this technology
•    Create a collage of pictures from at least four countries that illustrates a pattern of cultural diffusion (e.g., the use of terraced rice fields in China, Japan, Indonesia, and the Philippines; the use of satellite television dishes in the United States, England, Canada, and Saudi Arabia)
•    Create a series of maps of the global use of the English language in the sixteenth, the eighteenth, and the twentieth centuries and relate this diffusion to political and economic changes in the same time periods.

Students will know and understand:
1.  Ways to classify economic activity.
2. Basis for global interdependence.
3.  Reasons for spatial patterns of economic activity.
4.  How changes in technology, transportation, and communication affect economic activities.

Therefore, the student is able to:
 A.  List and define the major terms used to describe economic activity in a geographic context, as exemplified by being able to:

• Define and map three primary economic activity on a worldwide basis, (e.g., coal mining, wheat growing, salmon fishing)
• Map three secondary economic activities (e.g., the manufacture of steel and the worldwide resource movements vital to such production, the manufacture of shoes and the associated worldwide trade in raw materials).
• Define tertiary economic activity and explain the ways it plays an essential role in settlements of almost every size (e.g., restaurants, theaters, and hotels; drugstores, hospitals, and doctor' offices)

• Diagram the movement of a product (e.g., a pencil, automobile, or computer) from manufacture to use.
• Use data to list major US imports and exports in a given year, map location of countries trading with the United States in these goods to identify trading patterns and suggest reasons for those patterns.
• Given different interruptions in world trade (e.g., war, crop failure owing to weather and other factors, labor strikes)  estimate the impact of different trade interruptions in world trade and the impact it will have on people.

• Identify the locations of  economic activities in our community and evaluate impact on surrounding areas.
• Describe the effect of the gradual disappearance of small scale retail facilities (e.g., corner general stores, gas stations).
• Analyze economic and social impacts on a community when a large factory or other activity leaves and moves to another place (e.g., relocation of automobile manufacturing out of Michigan, textiles out of North Carolina, computer manufacturing into the Austin area in Texas).

• Apply the theory of comparative advantage to explain why and how countries trade (e.g., trade advantages associated with Hong Kong made consumer goods, Chinese textiles, Jamaican sugar.
• Identify and map international trade flows (e.g., coffee from Ethiopia and Columbia, bananas from Guatemala, automobiles from South Korea moving to Europe and North America)
• Suggest reasons and consequences for countries that export mostly raw materials and import fuels and manufactured goods)

• Map the triangular trade route of the sixteenth and seventeenth centuries that linked North America, Africa, and Europe and explain how the trade influenced the history of those continents.
• Trace national and global patterns of migrant workers (e.g., the use of slaves, guest workers, seasonal migrant labor in the United States)
• Use data to analyze economic relationships under imperialism (e.g., American colonies and England in the eighteenth and nineteenth centuries, Belgium and the Congo in the twentieth century).

• Map and explain the historical rise and persistence of the manufacturing belts in the United States.
• Discuss major industries in the eh United States from the perspective of how geography and factors of production helped determine the locations of manufacturing plants (e.g.,  those producing steel, aircraft, automobiles, meat products, other food products)
• Describe the changing spatial patterns of a major industry. (e.g., steel production, furniture production)

• Compare the transportation and communication systems of the present to those of the past in terms of factors such as quality, efficiency and speed.
• Make some general conclusions about how transportation and communication innovations affect patterns of economic interaction (e.g., the effect of refrigerated railroad cars, air freight services, pipelines, telephone service, facsimile (fax) transmission services, satellite-based communications systems, cell phones)
• Compare the types of cargo handled by major world ports over time and suggest reasons for the change.

Standard 12 Human Systems: The processes, patterns, and functions of human settlement.

By the end of the eighth grade the student knows and understands:
1.  The spatial patterns of settlement in different regions of the world.
2.  What human events led to the development of cities.
3.  The cause and consequences of urbanization.
4.  The internal spatial structure of urban settlements.

 A.  Identify and describe settlement patterns, as exemplified by being able to:

• List, define and map major agriculture settlement types. (e.g., plantation, subsistence farming, truck farming)
• List, define and map major urban settlement types. (e.g., port city , governmental center, planned city, single industry city)
• Conduct a survey of the student's class and get several students planning teams to design a city settlement pattern that incorporates  most of the student's wishes for a new city.

• Describe the kinds of settlements that existed before cities emerged (e.g., stopping places on the routes of hunters and gatherers, isolated farmsteads, villages)
• Explain the geographic reasons for location of the world's first cities (e.g., the effects of population density, transportation, food supply)
• List and explain the reasons why people would choose to change from a dispersed rural to a concentrated urban form of settlement (e.g., the need for a marketplace, religious needs, or military protection)

• Describe and explain the structural landscape changes that would occur if a village were to grow into a city (e.g., large marketplace, city walls, grain storage areas)
• Explain the changes that would have to occur in farming patens if a village grew into a city (e.g., the need for an agricultural surplus to provide for the urban population, the loss of some rural workers as people decide to move into the city)
• Describe the development of early transport systems linking city with the surrounding rural areas

• Explain the links between industrial development and rural-urban migration (e.g., the movement into the mill towns of New England)
• Describe the cultural activities (e.g., entertainment, religious facilities, higher education) that attract people to urban centers.
• Describe why people find urban centers to be economically attractive (e.g., business and entrepreneurial opportunities, access to information and other resources)

• Using the concentric zone model of a city, explain how a nearby city reflects that model (e.g., central city has the highest buildings, general decrease in density away from the center)
• Using  the sector model of a city, explain how a nearby city reflects model (e.g., manufacturing areas in a sector, financial and professional services in a sector, and residential zones located away from those two sectors have distinctive neighborhoods)
• Describe the impact of different transportation systems on spatial arrangement of business, industry, and residences in a city.

Standard 13 Human Systems:How the forces of cooperation and conflict among people influence the division and control of earths resources:

The student knows and understands:
1.  The multiple territorial division of the student's own world.
2.  How cooperation and conflict among people contribute to political divisions.
3.  How cooperation and conflict contribute to economic and social divisions.

Therefore, the student is able to:
 A.  Identify reasons for different spatial divisions in which student live as exemplified by being able to:

• Identify different service, political, social and economic divisions in which the student functions (e.g., voting ward, township, county, state, country).
• Explain the student's functional relationship to different spatial divisions (e.g., postal zone, school district, telephone area code)
• Explain the need for multiple and overlapping spatial divisions in society.

• Explain the reasons for conflict over use of land and proposed strategies to shape a cooperative (e.g., try to resolve the controversies surrounding proposals to convert farmland to residential use, build entertainment facilities on national parkland, or set up a recycling center in a wealthy neighborhood)
• Identify and explain the factors that contribute to conflicts within and between countries (e.g., economic competition for scarce resources, boundary disputes, cultural differences, control of strategic locations)
• Draw conclusions about how regional differences  or similarities in religion, resources, language, political belief or other factors may lead to cooperation or conflict.

• Given the shapes of different countries (e.g., Italy and Chile as elongated, Japan and Indonesia as a sting of island, and Egypt and Spain as roughly square) explain how that shape may affect political cohesiveness
• Explain the symbolic importance of capital cities (e.g., Canberra, a planned city, as the capital of Australia, or the Hague as both national capital for the Netherlands and a center for such global agencies as the World Court)
• Explain factors that contribute to political conflict in specific countries (e.g., language and religion in Belgium, the religious differences between Hindus and Moslems in India, the ethnic differences in some African counties that have been independent for  only a few decades)

• Compare different areas to identify examples of similar use of political space at local, national and international level (e.g., counties and provinces in Canada and counties and states in the United States)
• Compare organizations that transcend national boundaries to determine their social, political, and economic impact (e.g., transnational corporations, political alliances, economic groupings, world religions).
• Using a particular continent, explain the role of various factors in the development of nation states (e.g., competition for territory and resources, desire for self-rule, nationalism, history of domination by powerful countries).

Standard 14 Environment and Society:  How Human actions modify the physical environment:

The student knows and understands:
1.  Consequences of human modification of the physical environment.
2.  How human modification of physical environment leads to change in another place.
3.  The role of technology in the human modification of the physical environment.

Therefore, the student is able to:
 A.  Analyze the environmental consequences of humans changing the physical environment as exemplified by being able to:

• List and describe the environmental effects of human actions on the four basic components of Earth's physical systems: the atmosphere (e.g., effects of ozone depletion, climate change, change in urban microclimates) the  biosphere (e.g., the effects of deforestation, expansion of the savanna, reduction in biodiversity) the lithosphere (e.g., the effects of land degradation (e.g., the effects of ocean pollution, groundwater-quality decline)
• Speculate o the environmental consequences of a long-lasting energy crisis.
• Assess the environmental impact of plans to use natural wetlands for recreation and housing development in coastal areas (e.g., Florida Everglades, South Padre Island of Texas, the low country of South Carolina).

• Explain how environmental changes in one place affect other  places (e.g., the effect of a factory's airborne emissions on air quality in communities located downwind and, because of acid rain, on ecosystems located downwind; effect of pesticides washed into river systems on water quality in communities located downstream)
• Explain how the construction of dams and levees on river systems in one region affect places downstream (e.g., such construction limits the availability of water for human use, enables electricity to be generated, controls flooding, improves river transportation, and leads to changes in ecosystems)
• Develop maps, tables, or graphs to illustrate how environmental changes in one par of world can affect places in other parts of the world (e.g., industrial activity and acid rain in North America, the Chernobyl nuclear accident and radioactive fallout in Europe and Asia)

• Analyze the environmental consequences of both unintended and intended outcomes of major  technology changes in human  history (e.g., the effects of automobiles using fossil fuels, nuclear power plants the problem of nuclear-waste storage, and the use of steel-tipped plows or the expansion of the amount of land brought into agriculture)
• Describe the role of technology in changing physical environment and consequences of such actions  (e.g., the effects of using chemical fertilizers and pesticides, using modern tilling equipment and techniques, and the hybridization of crops on biodiversity)
• Identify, list and evaluate the significance of major technological innovations that have been used to modify the physical environment, both in the past and in the present (e.g., the effects of the introduction of fire, steam power, diesel machinery, electricity, work animals, explosives)

Standard 15 Environment and  Society: How Physical Systems Affect Human Systems:

The student knows and understands:
1.  Human responses to variations in physical systems.
2.  Characteristics of different physical environment s provide opportunities for or place constrains on human activities.
3.  How natural hazards affect human activities.

Therefore, the student is able to:
 A.  Analyze ways in which human systems develop in response to conditions in the physical environment as exemplified by being able to:

• Collect visual and statistical data on patterns of land use, economic livelihoods, architectural styles of buildings, building materials, flow of traffic, recreational activities or other aspects of culture from the student's own community and from communities in other regions of the country to determine how the patterns reflect conditions of the physical environment. local area reflect conditions of physical environment.
• Compare agricultural production systems in different environmental regions (e.g., agricultural land use in areas with fertile soil and flat land in comparison to areas with less fertile soil and rough terrain).
• Speculate on the effects of an undesirable change in the physical environment on human activities, and suggest how people might mitigate the problem in different cases (e.g., if available supply of freshwater was cut in half by persistent drought, if an urban area was subjected to weeks of flooding, or is a heavily populated area was hit by a protracted series of earthquakes)

• Collect information on ways in which people adapt to living in different physical environments, and then write vignettes summarizing how the physical environment affects life in each region (e.g., how people in Siberia, Alaska, and other high latitude places deal with the characteristics of tundra environments, such as frost heaves, spring snowmelt floods, freezing of public utilities, very short growing seasons, infertile soils, bogs that impede transportation)
• Give examples of ways people take aspects of environment into account when deciding on location for human activities (e.g., early American industrial development along streams and rivers at the fall line to take advantage of water generated power)
• Compare population distribution maps with environmental quality maps (resource distribution, rainfall, temperature, soil fertility, landform relief, and carrying capacity) and describe the associations between population density and environmental quality.

• Describe relationship between humans and natural hazards in different regions of the United States and the world (e.g., how the level of economic development and technology influences the effect of drought on populations in Ethiopia compared with populations in Australia or the southern part of the United States)
• Rank natural hazards based on severity of impact on humans (e.g., by length of event, total loss of life, total economic impact, social effects, long term impacts, incidence of associated hazards)
• Explain ways to prepare for natural hazards (e.g., earthquake preparedness, constructing houses on stilts in flood prone areas, designation of hurricane shelters and evacuation routes in hurricane prone areas)

Standard 16 Environment and Society: Changes that occur in meaning, use, distribution and importance of resources:

The student knows and understands:
1.  The worldwide distribution and use of resources.
2.  Why people have different viewpoints regarding resource use.
3.  How technology affects access to and use of resources.
4.  The fundamental role of energy resources in society.

Therefore, the student is able to:
 A.  Describe and analyze world patterns of resource distribution and utilization, as exemplified by being able to:

• Map and discuss world patterns of such resources as petroleum, coal, copper, iron ore in terms of locations of major deposits.
• Map and discuss the world patterns of such resources as diamonds, silver, gold, tungsten, and molybdenum in terms of locations of major deposits.
• Develop a presentation, based on the use of research materials, on three major resource distribution patterns as the were in 1900 and today and explain the reasons for the differences between the two patterns.

 B.  Describe the consequences of the use of resources in the contemporary world, as exemplified by being able to:

• Map the major present-day sources of key resources such as petroleum, anthracite and bituminous coal, diamonds, and copper and then trace the routes that link them to consuming countries (e.g., the movement of petroleum from the Persian Gulf to Japan, and the republic of Korea or diamonds from South  Africa to processing centers in Belgium, Israel and New York City)
• Discuss the relationship between a country's standard of living and its accessibility to resources (e.g., easy access to such resources as plentiful supplies of energy, foodstuffs, and materials from which consumer goods are manufactured usually means a higher standard of living and the opposite usually means a lower standard of living.
• Discuss the relationship between regions and countries (e.g., the Japanese occupation of Manchuria in 1930's, Iraqi invasion of Kuwait in 1991,

 C.  Evaluate different viewpoints regarding resource use, as exemplified by being able to:

• Assess the differing attitudes of people regarding the use and misuse of resources (e.g., attitudes toward electric cars, water rationing, urban public transportation, use of fossil fuels)
• Based on Environmental Protection Agency or other relevant standards, develop a  list of examples of misuse of resources and make recommendations for future use that are consistent with the standards (e.g., excessive timber-cutting in old-growth forests, buffalo in the western United States, social conservation in semiarid areas)
• Evaluate methods of extracting and using resources in terms of impact on environment (e.g., practicing sustainable forestry and agriculture, obtaining freshwater from icebergs, recycling urban waste)

• Associate higher levels of resource extraction with advanced technology (e.g.;, the use of giant earth-moving machinery in strip-mining, and of advanced exploration techniques in the search of petroleum and bauxite)
• Associate rates of resource consumption with levels of technological development (e.g., the higher per capita use of energy in the developed societies of Europe and North America and the lower per capita use of energy in the developing countries of Africa and Latin America)
• Explain the economic impact of satellite technology in search for petroleum (e.g., the ability to survey very large and inaccessible areas with preliminary exploration done in a laboratory)

• Create plans for management of energy resources such as coal, petroleum and natural gas.
• Speculate ass to how long the world's known supply of fossil fuel might last, Given varying rates of consumption and various estimates of the amounts of such resources left, and devise a plan for switching  to an alternate sources of energy when today's fossil fuels run out.
• Develop and implement a personal plan to conserve water and recycle materials and speculate as to how and why that plan might  change within the next 10 years?

 F.  Explain the critical importance of energy resources to the development of human societies, as exemplified by being able to:

• Explain the importance of energy resources such as wood, charcoal, wind, and water to people settling  new lands (e.g., Settlers moving westward in the United States, eastward in Siberia)
• Identify the ways in which  coal, petroleum, natural gas, and nuclear power contribute to the functioning of societies e.g., through providing power for transportation, manufacturing, the heating and cooling of Buildings)
• Explain how the development and widespread use of  alternative energy sources such as solar and thermal energy, might have an impact on societies. (e.g., the impacts on air and water quality, on existing energy industries, on current manufacturing practices)

Use of Geography Strands 17-18

Strand 17 The Use of Geography: How to apply Geography to interpret the past:

The student knows and understands:
1.  How the spatial organization of a society changes over time.
2.  How people's differing perceptions of places, people and resources have affected events and conditions in the past.
3.  How geographic contexts have influenced events and conditions in the past.

Therefore, the student is able to:
 A.  Describe the ways in which the spatial organization of society changes over time as exemplified by being able to:

• Trace process of urban growth in the US, by mapping the location of cities over time and noting differences in their site characteristics, situations, and functions.
• Trace changes in the internal structure, form and function of urban areas in different regions of the world at different times.
• Describe and compare population settlement patterns during different periods and regions (e.g., medieval Europe versus modern Europe, the colonial South versus colonial North, Southeast Australia versus southeastern China)

• Explain how attitudes of people in the past affected settlement patterns in the United States (e.g., people's perception of Florida and continuing reappraisal of Alaska as a place to settle.
• Use passages from literature and other texts (e.g., letters and newspapers) about nineteenth century America to understand the role of advertisements and promotional literature in development of the western United States.
• Explain how differing perceptions of local, regional, national and global resources have stimulated competition for resources (e.g., the conflicts between Native Americans and colonists, between the Inuit and migrants to Alaska since 1950)

• Relate levels of technology and physical geography to the course and outcome of battles and wars (e.g., weather conditions at Valley Forge and the outcome of the American Revolution)
• Trace the human and physical conditions that led to enslavement and forced transportation of Africans to North and South America (e.g.,., the need for cheap labor, the profitability of the triangle trade, the locations of prevailing wind and the ocean currents)
• User maps to identify different land-survey systems in the US and access the role they have played in establishing contemporary landscape patterns (e.g., compare the history and landscape of a metes and bounds state such as Georgia with the rectangular land-survey system state such as Iowa)

• List, map and discuss the location of several mountain passes that have been significant in military campaigns in world history (e.g., the Kiber Pass, Burma Pass, Brenner Pass)
• List, map and discuss major water crossings that have been significant in US history. (Delaware River near Trenton, Tacoma Strait in Washington)
• List, map and discuss major water gaps, springs, and other hydrologic features that have been significant in settlement of the US. (e.g., the Delaware water gap, Cumberland Gap, Ogallala Aquifer, the artesian wells of the Great Plains)

Standard 18 The Use of Geography: How to apply geography to interpret the present and plan the future:

The student knows and understands:
1.  How interaction of physical and human systems may shape present and future conditions.
2.  How varying points of view on geographic context influence plans for change.
3.  How to apply geographic points of view to solve social and environmental problems.

Therefore the student is able to:
 A. Analyze the interaction between physical and human systems to understand the possible causes and effects on Earth and to speculate on future conditions, as exemplified by being able to:

• Compare life in a variety of cities in the developing world to assess the  relationships involved in economic, political social, and environmental changes
• Prepare a series of graphs and maps on such factors as level of infant mortality and rural poverty and the availability of  hospital and medical facilities and then describe the differences in rural and urban access to heath care, water and sanitation facilities.
• Evaluate the geographic impact of using petroleum, coal, nuclear power, and solar power as major energy sources in the twenty-first century.

• Write a skit, play, or dialogue for two people with different points of view on the same geographic issue (e.g., aa forester and a conservationist debating the use of a national forest or a man and a woman discussing gender-bases division of labor in a developing nation) Role play  immigrants to describe how it feels to be in that situation, perceptions of the new nation, and how to adjust to life in an alien environment in order to appreciate the significance of people's beliefs, attitudes, and values in environmental adaptation.
• Do research on both student's own point of view and other people's perceptions of a controversial social, economic, political, or environmental issue that has a geographic dimension (e.g., what to do about crime and juvenile delinquency, poverty, air pollution) then write a report on that subject, which includes an informed judgment as to what solution should be implemented.

 C.  Demonstrate an understanding of the spatial organization of human activity and physical systems and be able to make informed decisions, as exemplified by being able to:

• Describe what the future spatial organization of Earth might be:

• Analyze a geographic issue (e.g., building a dam and reservoir, construction to revitalize a downtown area, or development of light-rail mass transit) and then develop sound arguments in favor of recommendations for specific actions on the issue.
• Develop innovative plans, including specific recommendations illustrated by maps, to improve the quality of environments in large cities (e.g., greenways, transportation corridors, pedestrian walkways, bicycle lanes)

Condensed Version:
Standard 1:    The world in spatial terms: How to use maps and other geographic representations, tools, and technologies to acquire, process  and report information from a spatial perspective.
1.  The characteristics, function, and application of maps, globes, aerial and other photographs, satellite images and models.
2. How to make and use maps, globes, graphs, charts, models, and data bases to analyze spatial distribution and patterns.
3. The Relative advantages and disadvantages of using maps, globes, aerial and other photography to solve geographic problems.
 

A. Describe the essential characteristics and functions of maps, and Geographic representations, tools, and technologies.
B. Develop and use different kinds of maps , graphs, charts, databases, and models.
C. Evaluate the relative merits of maps and other geographic representations, tools, and technologies in terms of their value in solving geographic problems.
D.  Use geographic tools and techniques to pose and answer questions about spatial distributions and patterns of Earths.
 

Standard 2: Spatial Terms
How to use mental maps to organize information about people, places and environments in a spatial context.
1.  Distribution of major physical and human features at different scales (local to global.)
2.  How to translate mental maps into appropriate graphics to display geographic information and answer geographic questions.
3. How perception influences people's mental maps and attitudes about places.
 

  World Civilizations State Core Standards [2002]

 Course Description
 The study of World Civilizations emphasizes the increasing interrelationships over time of the world’s peoples.
 These interrelationships have developed in two major arenas. First, the relationships have developed among
 major regions of the world: East Asia, South Asia, Southwest Asia (Middle East), Africa, Europe, North America
 and Latin America. Second, they have developed within all aspects of human activity: political, economic, social,
 philosophical and religious, scientific and technological, and artistic. This course is designed as a survey course
 but recommended for a year’s study.

 Core Standards of the Course
Standard 1
 Students will gain an understanding of early civilizations and their contributions to the foundations of human
 culture.

 Objective 1
 Speculate about the factors that led to civilized society.

      Investigate hunters and gatherers.
      Explore man’s domestication of plants and animals.
      Examine the role of irrigation in early agriculture.

 Objective 2
 Assess the impact of geography on the locations of early civilizations.

      Examine why early civilizations developed in river environments.
      Evaluate the diffusion of civilizations.

 Objective 3
 Examine the major characteristics of the early civilizations of Mesopotamia, Egypt, the Indus Valley, and the Yellow
 River.

      Analyze the social, political, and economic structure of ancient civilizations.
      Investigate the technological advancements and writing systems that developed in early river valley
      cultures.
      Identify the factors that led to the rise of cities.

Standard 2
 Students will comprehend the contributions of classical civilizations.

 Objective 1
 Investigate the purpose and influence of religions and philosophies on classical civilizations of Greece, Rome,
 China, and India.

      Examine the essential elements of the belief systems of Greek mythology, Judaism, Christianity,
      Confucianism, Buddhism, Hinduism, and Islam.
      Examine the diffusion of Buddhism, Judaism, Christianity, and Islam.
      Compare and contrast the major philosophies of the Greeks and Chinese.

 Objective 2
 Analyze the development of classical political systems.

      Contrast the evolution of Athenian democracy and Spartan rule.
      Examine the consequences of Persian and Macedonian expansion.
      Contrast Zhou feudalism, the Greek city-state, and the caste system of India.
      Compare the development of the Roman and Han empires.

 Objective 3
 Investigate the importance of the expansion of trade.

      Identify routes of early colonization; e.g., Phoenician, Greek, Hellenistic, Korean/Japanese.
      Examine the technological improvements in transportation over time.
      Assess the importance of the Mediterranean and East Asian trade routes.

 Objective 4
 Evaluate the significance of classical sculpture, architecture, and performing arts.

      Examine the importance and influence of Greco-Roman art and architecture.
      Assess the development of Indian and Chinese architecture and art.
      Investigate the importance and influence of the performing arts on classical civilizations.

 Objective 5
 Analyze the social organization of classical cultures.

      Describe the role of slavery in Greece and Rome.
      Compare the role of the family in Imperial Rome and Confucian China.
      Explain the caste system of India.
      Compare the treatment of women in China, Athens, Sparta, India, and Rome.

Standard 3
 Students will investigate the diffusion and interaction of cultures from the Classical Period through the Age of
 Discovery.

 Objective 1
 Appraise the major characteristics of interregional contact that linked the people of Africa, Asia and Europe.

      Describe the impact the Silk Road had on trade across Europe and Asia.
      Discuss the importance of cross-Saharan migrations.
      Examine the consequences of the Crusades.
      Analyze the impact of Mongol invasion on Europe and Asia.
      Examine the influence of Chinese culture on Southeast Asia, Korea, and Japan.

 Objective 2
 Assess the influence of advancing technologies on the development of societies.

      Identify the significant technological developments in Tang China.
      Investigate key technologies that diffused to Europe from Asia; e.g., gunpowder, printing.
      Explain the consequences of the cannon and the longbow on European warfare and society.
      Analyze the impact of movable type printing on Europe.

 Objective 3
 Compare and contrast the founding and organization of Spanish and Portuguese colonial empires to northern
 European trading empires.

      Assess the expansion of Portugal and Spain on Africa, India, and Southwest Asia.
      Examine the political and military conflict between the Spanish, Portugese, and the peoples of the New
      World.
      Assess the impact of the exchange of ideas and goods on the New and Old Worlds.
      Investigate French, Dutch, and English merchants’ impact on European overseas expansion.

 Objective 4
 Investigate the rise and development of the modern European political system.

      Describe the political and economic importance of the growth of towns in northern Europe.
      Explain the political and economic consequences of the rise of national monarchies.
      Examine the influence of mercantilism and commercial capitalism on France, England, and the
      Netherlands.

Standard 4
 Students will understand the influence of revolution and social change in the transition from early modern to
 contemporary societies.

 Objective 1
 Assess the importance of intellectual and cultural change on early modern society.

      Compare the “rebirth” of European culture during the Renaissance with the flowering Chinese culture of
      the Ming dynasty; i.e., literature, art, architecture, the humanities.
      Examine the key events and ideas of the Protestant Reformation, the Counter Reformation, and
      Neo-Confucianism.
      Analyze the significant ideas and philosophies of the scientific revolution and the Enlightenment.
      Examine the roles and conditions of men, women, and children in European monarchies.

 Objective 2
 Investigate the role of revolution in the establishment of governmental systems.

      Explain the political, economic, and social philosophies that lead to revolution.
      Compare and contrast major world revolutions; e.g., American, French, Russian, Chinese.

 Objective 3
 Analyze the economic transformation of production and distribution of goods in Europe.

      Compare and contrast capitalism and socialism.
      Explain the significance of the agricultural revolution.
      Investigate the impact of the first and second Industrial Revolutions.

 Objective 4
 Evaluate the impact of Western imperialism in Africa, Asia, and the Pacific.

      Examine the impact of Western imperialism on Africa.
      Compare the reactions of China, India, and Japan to foreign domination.

Standard 5
 Students will understand the interaction of peoples in the global integration of the 20 th century.

 Objective 1
 Analyze the political and economic global issues in the first half of the 20 th century.

      Investigate the impact of totalitarianism on Europe; i.e., Stalinism, Italian fascism, German National
      Socialism.
      Examine the connections among WWI, the Great Depression, and WWII.
      Assess the consequences of global war on the world.

 Objective 2
 Investigate the impact of the Cold War on integration.

      Explain the key elements of the Cold War.
      Examine the independence movements in the African and Asian colonial world.
      Determine the causes and effects of the collapse of the Soviet sphere.

 Objective 3
 Investigate the creation of international organizations and global integration.

      Assess the impact of economic and political organizations on global relations; e.g., World Trade
      Organization, United Nations,Olympics.
      Examine the impact of advancements in worldwide communication/transportation; e.g., satellite
      communications, information technology/Internet, mass transportation.
      Analyze the impact of military alliances; e.g., North Atlantic Treaty Organization, Warsaw Pact, United
      Nations Geneva Convention.

 Objective 4
 Evaluate the impact of terrorism on the world’s political, economic, and social systems.

      Assess the base of terrorist networks and activities.
      Examine the impact of terrorism on the lives of people.
      Analyze the responses of political and economic institutions to terrorism.