We believe that Christian people should make a positive contribution
within a local community and global society. In our Social Studies
program, students will examine historical and current events, as well
as global, environmental and social justice issues. Based on the
developmental levels, needs and concerns of the students, our Social
Studies program utilizes a broad range of teaching strategies, learning
activities and resources. Our Social Studies program will provide
opportunities for students to think critically, appreciate the
diversity of humanity, and function as a responsible individual within
our changing world. Standard 1: Understands the characteristics and uses of maps, globes, and other geographic tools and technologies Benchmark 1. Knows the basic elements of maps and globes (e.g., title, legend, cardinal and intermediate directions, scale, grid, principal parallels, meridians, projection) Knowledge/skill statements 1. Knows the basic elements of maps 2. Knows the basic elements of globes 3. Understands the concept of a title 4. Understands the concept of a legend 5. Understands the concept of cardinal direction 6. Understands the concept of intermediate direction 7. Understands the concept of scale 8. Understands the concept of a grid system 9. Understands the concept of meridians 10. Understands the concept of projection 11. Understands the concept of principal parallels Benchmark 2. Interprets topography using aerial photos and maps Knowledge/skill statements 1. Interprets topography using aerial photos 2. Interprets topography using maps 3. Understands the concept of topography Benchmark 3. Uses map grids (e.g., latitude and longitude or alphanumeric system) to plot absolute location Knowledge/skill statements 1. Uses latitude and longitude to plot absolute location 2. Uses an alphanumeric system to plot absolute location Standard 2: Knows the location of places, geographic features, and patterns of the environment Benchmark 1. Knows major physical and human features of places as they are represented on maps and globes (e.g., shopping areas, fast food restaurants, fire stations, largest cities, rivers, lakes, wetlands, recreation areas, historic sites, land forms, locations of places discussed in history, language arts, science, and other school subjects) Knowledge/skill statements 1. Knows major physical features of places as they are represented on maps 2. Knows major human features of places as they are represented on maps 3. Knows major physical features of places as they are represented on globes 4. Knows major human features of places as they are represented on globes 5. Knows shopping areas as they are represented on maps 6. Knows fast food restaurants as they are represented on maps 7. Knows fire stations as they are represented on maps 8. Knows large cities as they are represented on maps 9. Knows large cities as they are represented on globes 10. Knows rivers as they are represented on maps 11. Knows rivers as they are represented on globes 12. Knows lakes as they are represented on maps 13. Knows lakes areas as they are represented on globes 14. Knows wetlands as they are represented on maps 15. Knows wetlands as they are represented on globes 16. Knows recreation areas as they are represented on maps 17. Knows historic sites as they are represented on maps 18. Knows land forms as they are represented on maps 19. Knows land forms as they are represented on globes 20. Knows the location of places discussed in history as they are represented on maps 21. Knows the location of places discussed in history as they are represented on globes 22. Knows the location of places discussed in language arts as they are represented on maps 23. Knows the location of places discussed in language arts as they are represented on globes 24. Knows the location of places discussed in science as they are represented on maps 25. Knows the location of places discussed in science as they are represented on globes Benchmark 2. Knows the location of major cities in North America Knowledge/skill statements 1. Knows major cities in North America 2. Knows where major North American cities are generally located Benchmark 3. Knows the approximate location of major continents, mountain ranges, and bodies of water on Earth Knowledge/skill statements 1. Knows the approximate location of the continents 2. Knows the approximate location of major mountain ranges on Earth 3. Knows the approximate location of major bodies of water on Earth Standard 3: Understands the characteristics and uses of spatial organization of Earth's surface Benchmark 1. Knows patterns on the landscape produced by physical processes (e.g., the drainage basin of a river system, the ridge-and-valley pattern of the Appalachians, vegetation on the windward and leeward sides of a mountain range) Knowledge/skill statements 1. Knows that the drainage basin of a river system is a pattern produced by a physical process 2. Knows that the ridge-and-valley pattern of the Appalachians is produced by a physical process 3. Knows that vegetation patterns on the windward and leeward sides of a mountain range are produced by physical processes Benchmark 2. Understands the spatial organization of places through such concepts as location, distance, direction, scale, movement, and region Knowledge/skill statements 1. Understands the spatial organization of places through the concept of location 2. Understands the spatial organization of places through the concept of distance 3. Understands the spatial organization of places through the concept of direction 4. Understands the spatial organization of places through the concept of scale 5. Understands the spatial organization of places through the concept of movement 6. Understands the spatial organization of places through the concept of a region Benchmark 3. Understands how changing transportation and communication technology have affected relationships between locations Knowledge/skill statements 1. Understands how changing transportation technology has affected relationships between locations 2. Understands how changing communication technology has affected relationships between locations Benchmark 4. Knows different methods used to measure distance (e.g., miles, kilometers, time, cost, perception) Knowledge/skill statements 1. Knows that distance can be measured in miles 2. Knows that distance can be measured in kilometers 3. Knows that distance can be measured by time 4. Knows that distance can be measured by cost 5. Knows that distance can be measured by perception Standard 4: Understands the physical and human characteristics of place Benchmark 1. Knows how the characteristics of places are shaped by physical and human processes (e.g., effects of agriculture on changing land use and vegetation; effects of settlement on the building of roads; relationship of population distribution to land forms, climate, vegetation, or resources) Knowledge/skill statements 1. Knows how the characteristics of places are shaped by physical processes 2. Knows how the characteristics of places are shaped by human processes 3. Knows the effects of agriculture on changing land use 4. Knows the effects of agriculture on vegetation 5. Knows the effects of human settlement on the building of roads 6. Knows the relationship between population distribution and land forms 7. Knows the relationship between population distribution and climate 8. Knows the relationship between population distribution and vegetation 9. Knows the relationship between population distribution and resources Standard 5: Understands the concept of regions Benchmark 1. Knows the characteristics of a variety of regions (e.g., land form, climate, vegetation, shopping, housing, manufacturing, religion, language) Knowledge/skill statements 1. Knows the land form characteristics of a variety of regions 2. Knows the climatic characteristics of a variety of regions 3. Knows the vegetative characteristics of a variety of regions 4. Knows the shopping characteristics of a variety of regions 5. Knows the housing characteristics of a variety of regions 6. Knows the manufacturing characteristics of a variety of regions 7. Knows the religious characteristics of a variety of regions 8. Knows the lingual characteristics of a variety of regions Benchmark 2. Understands how regions change over time and the consequences of these changes (e.g., changes in population size or ethnic composition; construction of a new shopping center, a regional hospital, or a new manufacturing plant; changes in transportation; changes in environmental conditions) Knowledge/skill statements 1. Understands how regions change over time 2. Understands the consequences of regional changes over time 3. Understands that regions have changes in population size over time 4. Understands the consequences of regional changes in population size 5. Understands that regions have changes in ethnic composition over time 6. Understands the consequences of regional changes in ethnic composition 7. Understands that regions have changes in changes in transportation over time 8. Understands the consequences of regional changes in transportation 9. Understands that regions have changes in changes in environmental conditions over time 10. Understands the consequences of regional changes in environmental conditions 11. Understands the consequences of the construction of a new shopping center on a region 12. Understands the consequences of the construction of a regional hospital 13. Understands the consequences of the construction of a new manufacturing plant on a region Benchmark 3. Knows how regions are similar and different in form and function (e.g., local neighborhoods versus Central Business District) Knowledge/skill statements 1. Knows how regions are similar in form 2. Knows how regions are similar in function 3. Knows how regions differ in form 4. Knows how regions differ in function 5. Knows how local neighborhoods are similar in form to a Central Business District 6. Knows how local neighborhoods are similar in function to a Central Business District 7. Knows how local neighborhoods are different in form than a Central Business District 8. Knows how local neighborhoods are different in function than a Central Business District Standard 6: Understands that culture and experience influence people's perceptions of places and regions Benchmark 1. Understands ways in which people view and relate to places and regions differently (e.g., how children, mothers, joggers, and city park workers view a park) Knowledge/skill statements 1. Understands ways in which people view places differently 2. Understands ways in which people relate to places differently 3. Understands ways in which people view regions differently 4. Understands ways in which people relate to regions differently 5. Understands how children may view a park differently than other people 6. Understands how mothers may view a park differently than other people 7. Understands how joggers may view a park differently than other people 8. Understands how city park workers may view a park differently than other people Standard 7: Knows the physical processes that shape patterns on Earth's surface Benchmark 1. Knows the physical components of Earth’s atmosphere (e.g., weather and climate), lithosphere (e.g., land forms such as mountains, hills, plateaus, plains), hydrosphere (e.g., oceans, lakes, rivers), and biosphere (e.g., vegetation and biomes) Knowledge/skill statements 1. Knows the physical components of the Earth’s atmosphere 2. Knows the physical components of the Earth’s lithosphere 3. Knows the physical components of the Earth’s hydrosphere 4. Knows the physical components of the Earth’s biosphere 5. Knows that weather is a physical component of the Earth’s atmosphere 6. Knows that climate is a physical component of the Earth’s atmosphere 7. Knows that lands forms are a physical component of Earth’s lithosphere 8. Knows that mountains are a physical component of the Earth’s lithosphere 9. Knows that hills are a physical component of the Earth’s lithosphere 10. Knows that plateaus are a physical component of the Earth’s lithosphere 11. Knows that plains are a physical component of the Earth’s lithosphere 12. Knows that oceans are a physical component of the Earth’s hydrosphere 13. Knows that lakes are a physical component of the Earth’s hydrosphere 14. Knows that rivers are a physical component of the Earth’s hydrosphere 15. Knows that vegetation is a physical component of the Earth’s biosphere 16. Knows that biomes are a physical component of the Earth’s biosphere Benchmark 2. Understands how physical processes help to shape features and patterns on Earth's surface (e.g., the effects of climate and weather on vegetation, erosion and deposition on land forms, mud slides on hills) Knowledge/skill statements 1. Understands how physical processes help to shape features on the Earth’s surface 2. Understands how physical processes help to shape patterns on the Earth’s surface 3. Understands the effect of climate on vegetation 4. Understands the effect of weather on vegetation 5. Understands the effect of erosion on land forms 6. Understands the effect of deposition of sediment of land forms 7. Understands the effect of mud slides on hills Benchmark 3. Knows how Earth’s position relative to the Sun affects events and conditions on Earth (e.g., how the tilt of the Earth in relation to the Sun explains seasons in different locations on Earth, how the length of day influences human activity in different regions of the world) Knowledge/skill statements 1. Knows how the Earth’s position relative to the Sun affects events on Earth 2. Knows how the Earth’s position relative to the Sun affects conditions on Earth 3. Knows how the tilt of the Earth in relation to the Sun explains seasons in different locations on Earth 4. Knows how the length of day influences human activity in different regions of the world Standard 8: Understands the characteristics of ecosystems on Earth's surface Benchmark 1. Knows the components of ecosystems at a variety of scales (e.g., fungi, insects, plants, and animals in a food chain or food web; fish and marine vegetation in coastal zones; grasses, birds, and insects in grassland areas) Knowledge/skill statements 1. Knows that fungi is a component of food chains 2. Knows that fungi is a component of food webs 3. Knows that insects are components of food chains 4. Knows that insects are components of food webs 5. Knows that plants are components of food chains 6. Knows that plants are components of food webs 7. Knows that animals are components of food chains 8. Knows that animals are components of food web 9. Knows fish are components of coastal zone ecosystems 10. Knows that marine vegetation is a component of coastal zone ecosystems 11. Knows that grasses are components of grassland ecosystems 12. Knows that birds are components of grassland ecosystems 13. Knows that insects are components of grassland ecosystems Benchmark 2. Knows ways in which humans can change ecosystems (e.g., clearing forests, widening channels of waterways, draining wetlands, wetting or suppressing fires) Knowledge/skill statements 1. Knows that humans can change ecosystems by clearing forests 2. Knows that humans can change ecosystems by widening channels of waterways 3. Knows that humans can change ecosystems by draining wetlands 4. Knows that humans can change ecosystems by wetting or suppressing fires Benchmark 3. Knows plants and animals associated with various vegetation and climatic regions on Earth (e.g., the plant and animal life supported in a midlatitude forest in North America, the kinds of plants and animals found in a tropical rain forest in Africa, animals and trees that thrive in cities) Knowledge/skill statements 1. Knows plants associated with various vegetation regions on Earth 2. Knows plants associated with various climatic regions on Earth 3. Knows animals associated with various vegetation regions on Earth 4. Knows animals associated with various climatic regions on Earth 5. Knows the plant life supported by a North American midlatitude forest 6. Knows the animal life supported by a North American midlatitude forest 7. Knows the kinds of plants found in a tropical rain forest in Africa 8. Knows the kinds of animals found in a tropical rain forest in Africa 9. Knows the types of animals that thrive in cities 10. Knows the types of trees that thrive in cities Standard 9: Understands the nature, distribution and migration of human populations on Earth's surface Benchmark 1. Understands the characteristics of populations at a variety of scales (e.g., ethnicity, age distribution, number of families and single households, number of employed and unemployed, males and females, life expectancy, infant mortality) Knowledge/skill statements 1. Understands ethnicity in a population 2. Understands age distribution in a population 3. Understands the number of families in a population 4. Understands the number of single households in a population 5. Understands the number of employed workers in a population 6. Understands the number of unemployed workers in a population 7. Understands gender distribution in a population 8. Understands life expectancy in a population 9. Understands infant mortality in a population Benchmark 2. Knows the spatial distribution of population (e.g., that population density is higher east of the Mississippi River than west of it, population density is higher on the East Coast and West Coast than in the mountains and deserts of the western part of the country, few people live where it is very dry or very cold) Knowledge/skill statements 1. Knows that population density is higher east of the Mississippi River than west of it 2. Knows that population density is higher on the East and West Coasts than in the mountains and deserts of the western part of the country 3. Knows that few people live where it is very dry 4. Knows that few people live where it is very cold Benchmark 3. Understands voluntary and involuntary migration Knowledge/skill statements 1. Understands voluntary migration 2. Understands involuntary migration Benchmark 4. Knows the causes and effects of human migration (e.g., European colonists and African slaves to America, movement of people from drought areas in Africa, movement of people from East Asia to North America, effects of physical geography on national and international migration, cultural factors) Knowledge/skill statements 1. Knows the causes of human migration 2. Knows the effects of human migration 3. Understands the relationship of European colonists and African slaves in America 4. Understands the movement of people from drought areas in Africa 5. Understands the movement of people from East Asia to North America 6. Understands how physical geography affects national migration 7. Understands how physical geography affects international migration 8. Understands how cultural factors affect human migration Standard 10: Understands the nature and complexity of Earth's cultural mosaics Benchmark 1. Knows the similarities and differences in characteristics of culture in different regions (e.g., in terms of environment and resources, technology, food, shelter, social organization, beliefs and customs, schooling, what girls and boys are allowed to do) Knowledge/skill statements 1. Knows how cultures in different regions are the same 2. Knows how cultures in different regions are different 3. Knows similarities in the environment of different regions 4. Knows similarities in the resources of different regions 5. Knows similarities in the technology of different regions 6. Knows similarities in the shelters of different regions 7. Knows similarities in the social organization of different regions 8. Knows similarities in the beliefs and customs of different regions 9. Knows similarities in schooling in different regions 10. Knows similarities in what boys and girls are allowed to do in different regions 11. Knows differences in the environment of different regions 12. Knows differences in the resources of different regions 13. Knows differences in the technology of different regions 14. Knows differences in the shelters of different regions 15. Knows differences in the social organization of different regions 16. Knows differences in the beliefs and customs of different regions 17. Knows differences in schooling in different regions 18. Knows differences in what boys and girls are allowed to do in different regions Benchmark 2. Understands how different people living in the same region maintain different ways of life (e.g., the cultural differences between Native Americans and Europeans living along the eastern seaboard in the 17th century; differences among Sikhs, Hindus, and Muslims living in India today) Knowledge/skill statements 1. Knows the cultural differences between Native Americans and Europeans living along the eastern seaboard in the 17th century 2. Knows the differences among Sikhs, Hindus, and Muslims living in India today 3. Understands that people living in the same region sometimes maintain different ways of life Benchmark 3. Understands how cultures differ in their use of similar environments and resources (e.g., comparing how people live in Phoenix, Arizona with how people live in Riyadh, Saudi Arabia) Knowledge/skill statements 1. Understands how cultures differ in their use of similar environments 2. Understands how cultures differ in their use of similar resources 3. Knows how people live in Phoenix, Arizona compared to how people live in Riyadh, Saudi Arabia Benchmark 4. Understands cultural change (in terms of, e.g., the role of women in society, the role of children in society, clothing styles, modes of transportation, food preferences, types of housing, attitudes toward the environment and resources) Knowledge/skill statements 1. Understands cultural change in terms of the role of women in society 2. Understands cultural change in terms of the role of children in society 3. Understands cultural change in terms of clothing styles 4. Understands cultural change in terms of modes of transportation 5. Understands cultural change in terms of food preferences 6. Understands cultural change in terms of types of housing 7. Understands cultural change in terms of attitudes toward the environment 8. Understands cultural change in terms of attitudes toward resources Standard 11: Understands the patterns and networks of economic interdependence on Earth's surface Benchmark 1. Knows the factors that are important in the location of economic activities (e.g., warehouses and industries near major transportation routes, fast-food restaurants in highly accessible locations close to population concentrations, production sites near the sources of their raw materials or close to the consumers who buy their products) Knowledge/skill statements 1. Knows that it is important for warehouses to be located near major transportation routes 2. Knows that it is important for industries to be located near major transportation routes 3. Knows that fast-food restaurants are located in highly accessible locations close to population concentrations 4. Knows that production sites may be located near the sources of their raw materials 5. Knows that production sites may be located close to the consumers who buy their products Benchmark 2. Knows economic activities that use natural resources in the local region, state, and nation (e.g., agriculture, mining, fishing, forestry) and the importance of the activities to these areas Knowledge/skill statements 1. Knows economic activities in the local region that rely on natural resources 2. Knows economic activities in the state that rely on natural resources 3. Knows economic activities in the nation that rely on natural resources 4. Understands the importance of resource-based economic activities to the local region 5. Understands the importance of resource-based economic activities to the state 6. Understands the importance of resource-based economic activities to the nation 7. Knows that agriculture is an economic activity that uses natural resources 8. Knows that mining is an economic activity that uses natural resources 9. Knows that fishing is an economic activity that uses natural resources 10. Knows that forestry is an economic activity that uses natural resources Benchmark 3. Knows how transportation and communication have changed and how they have affected trade and economic activities (e.g., regions can specialize economically; with improved roads and refrigerated trucking, more fresh fruits and vegetables are available out of season; regional, national, and global markets expand as transportation and communication systems improve) Knowledge/skill statements 1. Knows how transportation has changed over time 2. Knows how communication has changed over time 3. Knows how changing transportation has affected trade activities 4. Knows how changing transportation has affected economic activities 5. Knows how changing communication has affected trade activities 6. Knows how changing communication has affected economic activities 7. Knows that changing transportation has allowed regions to specialize economically 8. Knows that changing communication has allowed regions to specialize economically 9. Knows that improved roads have helped make fresh fruits and vegetables available out of season 10. Knows that refrigerated trucking has helped make fresh fruits and vegetables available out of season 11. Knows that regional markets expand as transportation systems continue to improve 12. Knows that regional markets expand as communication systems continue to improve 13. Knows that national markets expand as transportation systems continue to improve 14. Knows that national markets expand as communication systems continue to improve 15. Knows that global markets expand as transportation systems continue to improve 16. Knows that global markets expand as communication systems continue to improve Benchmark 4. Knows the various ways in which people satisfy their basic needs and wants through the production of goods and services in different regions of the world (e.g., growing food and shopping for food in a developing vs. a developed society, economic activities in a rural region vs. those in an urban region in the same U.S. state) Knowledge/skill statements 1. Knows how people in different regions of the world satisfy their basic needs through the production of goods 2. Knows how people in different regions of the world satisfy their basic needs through services 3. Knows how people in different regions of the world satisfy their wants through the production of goods 4. Knows how people in different regions of the world satisfy their wants through services 5. Understands growing food in developing society versus shopping for food in a developed society 6. Understands economic activities in a rural region versus those in an urban region in the same U.S. state Benchmark 5. Knows how regions are linked economically and how trade affects the way people earn their living in each region (e.g., the flow of fuels from Southwest Asia to industrialized, energy-poor regions of the world; the flow of electronic goods from Pacific Rim nations to the United States) Knowledge/skill statements 1. Knows ways that regions are linked economically 2. Knows how trade affects the way people earn their living in each economically linked region 3. Understands the flow of fuels from Southwest Asia to industrialized, energy-poor regions of the world 4. Understands the flow of electronic goods from Pacific Rim nations to the United States Standard 12: Understands the patterns of human settlement and their causes Benchmark 1. Knows areas of dense human settlement and why they are densely populated (e.g., fertile soil, good transportation, and availability of water in the Ganges River Valley; availability of coal, iron, and other natural resources and river transportation in the Ruhr) Knowledge/skill statements 1. Knows areas of dense human settlement 2. Knows why some areas are more densely populated than others 3. Knows that the Ganges River Valley is an area of dense human settlement 4. Knows that the fertile soil of the Ganges River Valley is one reason why it is so densely populated 5. Knows that the good transportation of the Ganges River Valley is one reason why it is so densely populated 6. Knows that the availability of water of the Ganges River Valley is one reason why it is so densely populated 7. Knows that the Ruhr is an area of dense human settlement 8. Knows that the availability of coal in the Ruhr is one reason why it is so densely populated 9. Knows that the availability natural resources in the Ruhr is one reason why it is so densely populated 10. Knows that the availability of iron in the Ruhr is one reason why it is so densely populated 11. Knows that river transportation is one reason why the Ruhr is so densely populated Benchmark 2. Knows reasons for similarities and differences in the population size and density of different regions (e.g., length of settlement, environment and resources, cultural traditions, historic events, accessibility) Knowledge/skill statements 1. Knows reasons for similarities in the population size of different regions 2. Knows reasons for similarities in the population density of different regions 3. Knows reasons for differences in the population size of different regions 4. Knows reasons for differences in the population density of different regions 5. Knows that the length of settlement affects the population size of different regions 6. Knows that the length of settlement affects the population density of different regions 7. Knows that a region’s environment and resources affects its population size 8. Knows that a region’s environment and resources affects its population density 9. Knows that a region’s cultural traditions affects its population size 10. Knows that a region’s cultural traditions affects its population density 11. Knows that a region’s historic events affects its population size 12. Knows that a region’s historic events affects its population density 13. Knows that a region’s accessibility affects its population size 14. Knows that a region’s accessibility affects its population density Benchmark 3. Knows the settlement patterns that characterize the development of a community or state (e.g., from the movement of people into an area previously unoccupied to the competition among villages for economic dominance and growth; from a small number of dispersed settlers with few services to the modern pattern of suburbanization and decentralization) Knowledge/skill statements 1. Knows the settlement patterns that characterize the development of a community 2. Knows the settlement patterns that characterize the development of a state 3. Understands the movement of people into an area previously unoccupied to the competition among villages for economic dominance and growth 4. Understands movement from a small number of dispersed settlers with few services to the modern pattern of suburbanization and decentralization Benchmark 4. Knows reasons for the growth and decline of settlements (e.g., boomtowns to ghost towns in mining areas, the rise or decline of towns linked or not linked by highways or railroads, the history of company or single-industry towns in periods of prosperity or recession) Knowledge/skill statements 1. Knows reasons for the growth of settlements 2. Knows reasons for the decline of settlements 3. Understands the movement from boomtowns to ghost towns in mining areas 4. Understands the rise of towns linked by highways 5. Understands the rise of towns linked by railroads 6. Understands the decline of towns not linked by highways 7. Understands the decline of towns not linked by railroads 8. Understands the history of single-industry or company towns in periods of prosperity 9. Understands the history of single-industry or company towns in periods of recession Benchmark 5. Knows the characteristics and locations of cities (e.g., location along transportation routes, availability of resources, continued access to other cities and resources) and how cities have changed over time (e.g., the movement of industry from downtown to the edge of cities, suburban growth, changes in the shapes of urban areas) Knowledge/skill statements 1. Knows the characteristics of cities 2. Knows the general locations of cities 3. Knows how cities have changed over time 4. Understands that cities are often located along transportation routes 5. Understands the importance of available resources in cities 6. Understands the importance of continued access of cities to other cites 7. Understands the importance of continued access of cities to resources 8. Understands the movement of industry from downtown to the edge of cities 9. Understands suburban growth 10. Understands how the shape of urban areas has changed Benchmark 6. Knows similarities and differences among the world's culture hearths (culture groups' places of origin), why humans settled in those places and why these settlements persist today (e.g., as centers of innovation and cultural, social, economic, and political development that attract people from other places) Knowledge/skill statements 1. Knows similarities among the world’s culture hearths 2. Knows differences among the world’s culture hearths 3. Understands why humans settled in the world’s culture hearths 4. Understands why culture hearths persist today 5. Understands that a culture hearth may be a center of innovation that attracts people from other places 6. Understands that a culture hearth may be a center of cultural development that attracts people from other places 7. Understands that a culture hearth may be a center of social development that attracts people from other places 8. Understands that a culture hearth may be a center of economic development that attracts people from other places 9. Understands that a culture hearth may be a center of political development that attracts people from other places Standard 13: Understands the forces of cooperation and conflict that shape the divisions of Earth's surface Benchmark 1. Knows the functions of political units (e.g., law-making, law enforcement, provision of services, powers of taxation) and how they differ on the basis of scale (e.g., precinct, census district, school attendance zone, township, metropolitan area, county, state, nation) Knowledge/skill statements 1. Knows that law-making is a function of political units 2. Knows that law enforcement is a function of political units 3. Knows that the provision of services is a function of political units 4. Knows that the power of taxation is a function of political units 5. Knows how the functions of political units differ at the precinct level 6. Knows how the functions of political units differ at the level of census district 7. Knows how the functions of political units differ at the level of school attendance zone 8. Knows how the functions of political units differ at the township level 9. Knows how the functions of political units differ at the metropolis level 10. Knows how the functions of political units differ at the county level 11. Knows how the functions of political units differ at the state level 12. Knows how the functions of political units differ at the national level Benchmark 2. Knows how and why people divide Earth's surface into political and/or economic units (e.g., states in the United States and Mexico; provinces in Canada; countries in North and South America; countries linked in cooperative relationships, such as the European Union) Knowledge/skill statements 1. Knows how people divide Earth’s surface into political units 2. Knows why people divide Earth’s surface into political units 3. Knows how people divide Earth’s surface into economic units 4. Knows why people divide Earth’s surface into economic units 5. Understands the division of the states in the United States 6. Understands the division of the states in Mexico 7. Understands the division of the provinces in Canada 8. Understands the division of countries in North America 9. Understands the division of countries in South America 10. Understands how countries are linked in cooperative relationships, such as the European Union Benchmark 3. Knows how and why people compete for control of Earth's surface (e.g., ethnic or national differences, desire for political control, economic inequalities) Knowledge/skill statements 1. Knows how people compete for control of Earth’s surface 2. Knows why people compete for control of Earth’s surface 3. Knows that people compete for control of the Earth’s surface because of ethnic differences 4. Knows that people compete for control of the Earth’s surface because of national differences 5. Knows that people compete for control of the Earth’s surface because of the desire for political control 6. Knows that people compete for control of the Earth’s surface because of economic inequalities Standard 14: Understands how human actions modify the physical environment Benchmark 1. Knows the ways people alter the physical environment (e.g., by creating irrigation projects; clearing the land to make room for houses and shopping centers; planting crops; building roads) Knowledge/skill statements 1. Knows that people alter the physical environment by creating irrigation projects 2. Knows that people alter the physical environment by clearing the land to make room for houses and shopping centers 3. Knows that people alter the physical environment by planting crops 4. Knows that people alter the physical environment by creating building roads Benchmark 2. Knows the ways in which the physical environment is stressed by human activities (e.g., changes in climate, air pollution, water pollution, expanding human settlement) Knowledge/skill statements 1. Knows that the physical environment is stressed by changes in climate 2. Knows that the physical environment is stressed by air pollution 3. Knows that the physical environment is stressed by water pollution 4. Knows that the physical environment is stressed by human settlement Benchmark 3. Knows how human activities have increased the ability of the physical environment to support human life in the local community, state, United States, and other countries (e.g., use of irrigation and dry-land farming techniques to improve crop yields, reforestation to prevent erosion, flood-control projects to make land habitable) Knowledge/skill statements 1. Knows how human activities have increased the ability of the physical environment to support human life in the local community 2. Knows how human activities have increased the ability of the physical environment to support human life in the state 3. Knows how human activities have increased the ability of the physical environment to support human life in the United States 4. Knows how human activities have increased the ability of the physical environment to support human life in other countries 5. Knows that use of irrigation and dry-land farming techniques to improve crop yields has increased the ability of the physical environment to support human life 6. Knows that reforestation to prevent erosion has increased the ability of the physical environment to support human life 7. Knows that flood-control projects to make land habitable has increased the ability of the physical environment to support human life Standard 15: Understands how physical systems affect human systems Benchmark 1. Knows how humans adapt to variations in the physical environment (e.g., choices of clothing, housing styles, agricultural practices, recreational activities, food, daily and seasonal patterns of life) Knowledge/skill statements 1. Knows that humans adapt to variations in the physical environment through their choice in clothing 2. Knows that humans adapt to variations in the physical environment through their choice in housing styles 3. Knows that humans adapt to variations in the physical environment through their choice in agricultural practices 4. Knows that humans adapt to variations in the physical environment through their choice in recreational activities 5. Knows that humans adapt to variations in the physical environment through their choice in food 6. Knows that humans adapt to variations in the physical environment through their daily pattern of life 7. Knows that humans adapt to variations in the physical environment through their seasonal pattern of life Benchmark 2. Knows how communities benefit from the physical environment (e.g., people make their living by farming on fertile land, fishing in local water, working in mines; the community is a port located on a natural harbor, a tourist center located in a scenic or historic area, an industrial center with good access to natural resources) Knowledge/skill statements 1. Knows that communities are benefiting from the physical environment when people make their living by farming on fertile land 2. Knows that communities are benefiting from the physical environment when people make their living by fishing in local water 3. Knows that communities are benefiting from the physical environment when people make their living by working in mines 4. Knows that communities are benefiting from the physical environment when the community is a port located on a natural harbor 5. Knows that communities are benefiting from the physical environment when the community is a tourist center located in a scenic or historic area 6. Knows that communities are benefiting from the physical environment when the community is an industrial center with good access to natural resources Benchmark 3. Knows the ways in which human activities are constrained by the physical environment (e.g., effects of weather, climate and land forms on agriculture, recreational activities, availability of water, expansion of settlement) Knowledge/skill statements 1. Knows that human activities can be constrained by weather 2. Knows that human activities can be constrained by the climate 3. Knows that human activities can be constrained by the land forms in the area 4. Knows that agriculture can be constrained by the physical environment 5. Knows that recreational activities can be constrained by the physical environment 6. Knows the availability of water can be constrained by the physical environment 7. Knows that settlement expansion can be constrained by the physical environment Benchmark 4. Knows natural hazards that occur in the physical environment (e.g., floods, wind storms, tornadoes, earthquakes) Knowledge/skill statements 1. Knows that floods are a natural hazard that occur in the physical environment 2. Knows that wind storms are a natural hazard that occur in the physical environment 3. Knows that tornados are a natural hazard that occur in the physical environment 4. Knows that earthquakes are a natural hazard that occur in the physical environment Standard 16: Understands the changes that occur in the meaning, use, distribution and importance of resources Benchmark 1. Knows the characteristics, location, and use of renewable resources (e.g., timber), flow resources (e.g., running water or wind), and nonrenewable resources (e.g., fossil fuels, minerals) Knowledge/skill statements 1. Knows the characteristics of renewable resources 2. Knows the locations of renewable resources 3. Knows the uses of renewable resources 4. Knows the characteristics of timber, a renewable resource 5. Knows where timber is found 6. Knows how timber is used 7. Knows the characteristics of flow resources 8. Knows the locations of flow resources 9. Knows the uses of flow resources 10. Knows the characteristics of running water, a flow resource 11. Knows where running water is found 12. Knows how running water is used 13. Knows the characteristics of wind, a flow resource 14. Knows where wind is found 15. Knows how wind is used 16. Knows the characteristics of nonrenewable resources 17. Knows the locations of nonrenewable resources 18. Knows the uses of nonrenewable resources 19. Knows the characteristics of fossil fuel, a nonrenewable resource 20. Knows where fossil fuels are found 21. Knows how fossil fuels are used 22. Knows the characteristics of minerals, a nonrenewable resource 23. Knows where minerals are found 24. Knows how minerals are used Benchmark 2. Knows how settlement patterns are influenced by the discovery and use of resources (e.g., Colorado mining towns as centers of settlement in the late 19th century, the growth of industry and cities along the fall line of the Appalachians starting in the 18th century) Knowledge/skill statements 1. Knows how settlement patterns are influenced by the discovery of resources 2. Knows how settlement patterns are influenced by the use of resources 3. Knows that Colorado mining towns were centers of settlement in the late 19th century 4. Understands the growth of industry along the fall line of the Appalachians starting in the 18th century 5. Understands the growth of cities along the fall line of the Appalachians starting in the 18th century Benchmark 3. Knows the relationships between economic activities and resources (e.g., the relationship of major industrial districts to the location of iron ore, coal, and other resources) Knowledge/skill statements 1. Understands the relationship of major industrial districts to the location of natural resources 2. Understands the relationship of major industrial districts to the location of iron ore 3. Understands the relationship of major industrial districts to the location of coal Benchmark 4. Knows the major transportation routes that link resources with consumers and the transportation modes used (e.g., ships, pipelines, barges, railroads) Knowledge/skill statements 1. Knows the major transportation routes that link resources with consumers 2. Knows the transportation modes used to link resources with consumers 3. Knows that ships are used to link resources with consumers 4. Knows that pipelines are used to link resources with consumers 5. Knows that barges are used to link resources with consumers 6. Knows that railroads are used to link resources with consumers Benchmark 5. Knows advantages and disadvantages of recycling and reusing different types of materials Knowledge/skill statements 1. Knows the advantages of recycling different types of materials 2. Knows the disadvantages of recycling different types of materials 3. Knows the advantages of reusing different types of materials 4. Knows the disadvantages of reusing different types of materials Benchmark 6. Knows the different ways in which resources are used and valued in different regions of the world (e.g., the use of wood in the United States for construction compared to the use of wood in the Dominican Republic for fuel) Knowledge/skill statements 1. Knows the different ways in which resources are used in different regions of the world 2. Knows the different ways in which resources are valued in different regions of the world 3. Understands the use of wood in the United States for construction compared to the use of wood in the Dominican Republic for fuel Standard 17: Understands how geography is used to interpret the past Benchmark 1. Knows the factors that have contributed to changing land use in a community (e.g., street and road development, population shifts, regulations governing land use) Knowledge/skill statements 1. Knows that street and road development has contributed to changing land use in communities 2. Knows that population shifts have contributed to changing land use in communities 3. Knows that regulations governing land use has contributed to changing land use in communities Benchmark 2. Knows the ways in which changes in people's perceptions of environments have influenced human migration and settlement over time (e.g., the history of oil discovery and its effect on migration in different United States regions such as Pennsylvania, Louisiana, or Texas) Knowledge/skill statements 1. Knows the ways in which changes in people’s perceptions of environments have influenced human migration over time 2. Knows the ways in which changes in people’s perceptions of environments have influenced human settlement over time 3. Knows the history of oil discovery and its effect on migration in different regions in the United States 4. Knows how the discovery of oil affected migration in Pennsylvania 5. Knows how the discovery of oil affected migration in Louisiana 6. Knows how the discovery of oil affected migration in Texas Benchmark 3. Knows the geographic factors that have influenced people and events in the past (e.g., the effects of the site of a Civil War battle on the course of the conflict, how trade routes followed by early European colonists were linked to the trade winds, how Muslim trading vessels used monsoon winds to cross the Indian Ocean in the 8th century) Knowledge/skill statements 1. Knows geographic factors that have influenced people in the past 2. Knows geographic factors that have influenced events in the past 3. Understands how the site of a Civil War battle affected the course of the conflict 4. Understands how trade routes followed by early European colonists were linked to the trade winds 5. Understands how Muslim trading vessels used monsoon winds to cross the Indian Ocean in the 8th century Standard 18: Understands global development and environmental issues Benchmark 1. Knows the relationship between population growth and resource use Knowledge/skill statements 1. Knows that human population growth affects natural resources Benchmark 2. Knows the ways in which resources can be managed and why it is important to do so (e.g., soil conservation practices, recycling nonrenewable resources) Knowledge/skill statements 1. Knows the ways in which resources can be managed 2. Knows why resource management is important 3. Understands soil conservation practices 4. Understands the importance of soil conservation practices 5. Understands how nonrenewable resources can be recycled 6. Understands the importance of recycling nonrenewable resources Benchmark 3. Knows how differences in perception affect people's interpretations of the world (e.g., how different groups of people perceive the same place, environment, or event; how children raised in different societies have different views regarding personal life, education, and aspirations) Knowledge/skill statements 1. Knows how different groups of people perceive the same place 2. Knows how different groups of people perceive the same environment 3. Knows how different groups of people perceive the same event 4. Knows how children raised in different societies have different views regarding personal life 5. Knows how children raised in different societies have different views regarding personal education 6. Knows how children raised in different societies have different views regarding personal aspirations Benchmark 4. Knows human-induced changes that are taking place in different regions and the possible future impacts of these changes (e.g., development and conservation issues in terms of the wetland of coastal New Jersey) Knowledge/skill statements 1. Knows human-induced changes that are taking place in different regions 2. Knows the possible future impacts of human-induced changes that are taking place in different regions 3. Knows development and conservation issues in terms of the wetlands of coastal New Jersey |
3-5 Geography |