Prentice Hall: The Cultural Landscape, An Introduction to Human Geography 2002 Indiana Academic Standards for Social Studies, World Geography (Grades 9-12) STANDARD 1: THE WORLD IN SPATIAL TERMS Students will use maps, globes, atlases, and grid-referenced technologies, such as remote sensing, Geographic Information (GIS), and Global Positioning Systems (GPS) to acquire and process information about people, places, and environments. WG.1.1 WG.1.2 WG.1.3 WG.1.4 WG.1.5 WG.1.6 Explain the Earth s grid system, and be able to locate places using degrees of latitude and longitude. Demonstrate that, as an attempt to represent the round Earth on flat paper, all maps distort, and be able to evaluate the distortion associated with any given projection. Use locational technology (remote sensing, Global Positioning Systems [GPS] and Geographic Information Systems [GIS]) in order to establish spatial relationships. Explain that maps contain spatial elements of point, line, area, and volume, each of which must be digitized differently for incorporation within a GIS. Ask geographic questions and obtain answers from a variety of sources, such as books, atlases, and other written materials; statistical source material; fieldwork and interviews; remote sensing; word processing; and GIS. Reach conclusions and give oral, written, graphic, and cartographic expression to conclusions. Give examples of how maps are often used to convey biased information, so that critical analysis of map sources is essential. SE: Chapter 1: Thinking Geographically, 8, 13-16 SE: Chapter 1: Thinking Geographically, 9-11; Appendix: Map Scale and Projection, 488-493 SE: Chapter 1: Thinking Geographically, 8-11; Contemporary Geographic Tools, 82, 296, 470-471; Appendix: Map Scale and Projection, 488-493 SE: Chapter 1: Thinking Geographically, 6, 9; Contemporary Geographic Tools, 82; Appendix: Map Scale and Projection, 488-493 SE: Thinking Geograhically, 33, 68, 100, 131, 169, 208, 242, 277, 309, 342, 377, 411, 447, 484; Appendix: Map Scale and Projection, 488-493 SE: Appendix: Map Scale and Projection, 488-493 1
WG.1.7 Explain that people develop their own mental maps, or personal perceptions of places in the world, that their experiences and culture influence their perceptions, and these perceptions tend to influence their decisionmaking. SE: Chapter 1: Thinking Geographically, 18 STANDARD 2: PLACES AND REGIONS Students will acquire a framework for thinking geographically, including the location and unique characteristics of places. They will identify the physical and human characteristics of places. They will understand that people create regions to interpret Earth s complexity, and that culture and experience influence people s perception of places and regions. WG.2.1 WG.2.2 WG.2.3 WG.2.4 WG.2.5 WG.2.6 WG.2.7 Name and locate the world s major bodies of water, major mountain ranges, major river systems, all countries, and major cities. Categorize characteristics of places in terms of whether they are physical (natural) or cultural (human). Know and apply the sub-categories of physical and cultural characteristics when describing any given place. Give examples of how places and regions change over time. Give examples and analyze ways in which people s changing views of places and regions reflect cultural change. Explain that the concept of region has been devised by people as a way of categorizing, interpreting, and ordering complex information about the Earth. Give examples of how people create regions to help them understand the Earth s complexity. Give examples of critical issues that may be region-specific and others that cross regional boundaries. SE: Chapter 8: Political Geography, 247-275; Students can use the 200+ maps in the text to locate places geographically. SE: Chapter 1: Thinking Geographically, 16-18; Chapter 8: Political Geography, 254-261; Chapter 10: Agriculture, 315-319, 319-328, 328-337, 47-56, 61-65 SE: Chapter 1: Thinking Geographically, 20-22; Chapter 8: Political Geography, 251-254; Case Study, 246, 276-277, 47-56 SE: Chapter 1: Thinking Geographically, 16-18, 19, 26-27; Chapter 4: Fold and Popular Culture, 107-108, 110-112, 116-122, 25-29 SE: Chapter 1: Thinking Geographically, 16-18, 19; Chapter 8: Political Geography, 246-251, 251-254, 47-56 SE: Chapter 1: Thinking Geographically, 16-18, 19; Chapter 8: Political Geography, 246-251, 47-56 SE: Chapter 1: Thinking Geographically, 16-18, 19; Chapter 8: Political Geography, 247-251, 47-56 2
WG.2.8 Identify a region where natural disasters occur frequently, and give examples of how international efforts bring aid to this region. SE: Chapter 8: Political Geography, 247-251 STANDARD 3: PHYSICAL SYSTEMS Students will acquire a framework for thinking about the Earth s physical systems: Earth/sun relations, climate and related ecosystems, and land forms. WG.3.1 WG.3.2 WG.3.3 WG.3.4 WG.3.5 WG.3.6 WG.3.7 WG.3.8 Recall and apply knowledge concerning Earth/sun relationships, including reasons for seasons and time zones. Categorize elements of the natural environment as belonging to one of the four components of Earth s physical systems: atmosphere, lithosphere, biosphere, or hydrosphere. Explain the difference in weather and climate. Identify and account for the distribution pattern of the world s climates. Describe the world patterns of natural vegetation and biodiversity and their relations to world climate patterns. Integrate understandings concerning the physical processes that shape the Earth s surface and result in existing land forms: plate tectonics, mountain building, erosion, and deposition. Give specific examples, in terms of places where they occur, of the physical processes that shape the Earth s surface. Map with precision the occurrence of earthquakes on the Earth over a given period (at least several months), and draw conclusions concerning regions of tectonic instability. SE: Chapter 1: Thinking Geographically, 14-16 SE: Chapter 10: Agriculture, 315-319, 319-328, 328-337, 337-340; Chapter 14: Resource Issues, 453-465, 465-477, 477-482 IM: 61-65, 97-103 SE: Chapter 10: Agriculture, 337-340 IM: 61-65 SE: Chapter 10: Agriculture, 316-317, 320-321, 332 IM: 61-65 SE: Chapter 10: Agriculture, 316-317, 319-324, 326-328, 328-337, 337-340 IM: 61-65 SE: Chapter 8: Political Geography, 247-275; Students can study political geography in order to draw conclusions about the results of physical processes. SE: Chapter 8: Political Geography, 247-275; Students can study political geography in order to draw conclusions about the physical processes that shape the Earth s surface. SE: Chapter 8: Political Geography, 247-275; Students can study political geography in order to draw conclusions regarding regions of tectonic instability and occurrence of earthquakes. 3
WG.3.9 Explain the safety measures people can take in the event of an earthquake, a tornado, or a hurricane, and map the occurrence of each of these natural hazards in the United States over a given period of time. SE: Chapter 1: Thinking Geographically, 8, 13-16; Students can engage in discussion regarding safety measures in the event of a natural emergency. They should understand the concept of latitude and longitude to accurately map the occurrence of these natural hazards. WG.3.10 Use a variety of means to research the sources of different types of pollution in the local community, and design measures that can be taken to reduce each type of pollution. SE: Chapter 14: Resource Issues, 465-476; Case Study, 452, 483 IM: 97-103 STANDARD 4: HUMAN SYSTEMS Students will identify and analyze the human activities that shape the Earth s surface, including population numbers, distribution and growth rates, rural and urban land use, ways of making a living, cultural patterns, and economic and political systems. Using grid-based technology, such as remote sensing and GIS wherever possible, they will map the distribution of various human phenomena and look for spatial patterns that the maps reveal. WG.4.1 WG.4.2 WG.4.3 WG.4.4 Explain the concept of population dynamics, and through maps establish world patterns of population distribution, density, and growth. Relate population growth rates to health statistics, food supply, or other measures of well-being. Understand that patterns differ not only among countries but also between regions within a single country. Develop maps of human migration and settlement patterns at different times in history, and compare to the present. Hypothesize about the impact of push/pull factors on human migration in selected regions and about the changes in these factors over time. Describe the worldwide trend toward urbanization and be able to graph this trend. SE: Chapter 1: Thinking Geographically, 4-5; Chapter 2: Population, 39-65; Chapter 9: Development, 288-292; Chapter 13: Urban Patterns, 417-423, 432-437; Thinking Geographically, 68; Contemporary Geographic Tools, 59 SE: Chapter 2: Population, 43, 47, 57; Chapter 3: Migration, 73-76, 76-77, 77-78, 78-86, 87-90, 92-98; Chapter 4: Folk and Popular Culture, 107-108, 110; Chapter 5: Language, 137-140; Chapter 6: Religion, 185-189; Chapter 7: Ethnicity, 216-219, 225-226; ; Chapter 10: Agriculture, 315 IM: 9-18, 19-23, 25-29, 31-35, 37-42, 43-45, 61-65 SE: Chapter 2: Population, 47, 57; Chapter 3: Migration, 73-76, 77-78, 87, 92-98; Chapter 7: Ethnicity, 216-219, 225-226 IM: 9-18, 19-23, 43-45 SE: Chapter 12: Services, 396-399, 399-403, 404-410; Chapter 13: Urban Patterns, 417-423, 423-432, 432-437, 437-445 IM: 73-83, 85-95 4
WG.4.5 Explain that the internal structure of cities varies in different regions of the world and give examples. SE: Chapter 12: Services, 396-399, 399-403, 404-410; Chapter 13: Urban Patterns, 417-423, 423-432, 432-437, 437-445 IM: 73-83, 85-95 WG.4.6 WG.4.7 WG.4.8 WG.4.9 WG.4.10 WG.4.11 Analyze the changing structure and functions of cities over time. Identify patterns of economic activity in terms of primary (growing or extracting), secondary (manufacturing), and tertiary (distributing and services) activities. Realize that the percentage of the working population in each of these categories varies by country and changes over time, and that the trend everywhere is toward an increase in the percentage involved in providing services. Map the distribution patterns of the world s major religions, and identify architectural features associated with each. Map the distribution pattern of the world s major languages, and explain the concept of a lingua franca (a widely-used second language; a language of trade and communication). Identify the cultural contributions of various ethnic groups in selected world regions and countries, including the United States. Map the worldwide occurrence of the three major economic systems traditional, command, and market; describe the characteristics of each, and identify influences leading to potential change. SE: Chapter 1: Thinking Geographically, 12; Chapter 12: Services, 396-399, 399-403, 404-410; Chapter 13: Urban Patterns, 417-423, 423-432, 432-437, 437-445, 73-83, 85-95 SE: Chapter 1: Thinking Geographically, 12; Chapter 11: Industry, 351-356, 357-370; Chapter 12: Services, 383-390, 390-396, 396-403, 404-410, 67-71, 73-83 SE: Chapter 6: Religion, 175-182, 182-184, 185-189, 189-195, 195-206 IM: 37-42 SE: Chapter 5: Language, 137-140, 140-144, 144-152, 152-159, 159-167; Contemporary Geographic Tools, 165 IM: 31-35 SE: Chapter 7: Ethnicity, 213-219, 219-223 IM: 43-45 SE: Chapter 9: Development, 303-307 IM: 57-60 5
WG.4.12 Classify the world s countries in terms of levels of economic development, as determined by Gross Domestic Product (GDP) per capita and key demographic and social indicators. Map and analyze the results. SE: Chapter 9: Development, 283-292, 292-301, 301-307; Chapter 11: Industry, 357-364; Case Study, 282, 308 IM: 57-60, 67-70 WG.4.13 WG.4.14 WG.4.15 WG.4.16 WG.4.17 WG.4.18 Explain the meaning of the word infrastructure, and analyze its relationship to a country s level of development. Devise ways of illustrating the economic interdependence of countries and regions. Explain how change in communication and transportation technology is contributing to both cultural convergence and divergence. Point out specific situations where human or cultural factors are involved in global conflict situations, and identify different viewpoints in the conflict; create scenarios under which these cultural factors would no longer trigger conflict. Explain how different points of view influence policies relating to the use and management of Earth s resources. Identify international organizations of global power and influence (North Atlantic Treaty Organization/ NATO, the United Nations, the European Union, Association of Southeast Asian Nations/ASEAN), and form committees to report on the influence and limits to influence that each experiences. SE: Chapter 12: Services, 399-403, 404-410 IM: 73-83 SE: Chapter 1: Thinking Geographically, 32; Chapter 8: Political Geography, 274-275; Chapter 11: Industry, 370-375; Case Study, 346, 376, 47-56, 67-70 SE: Chapter 1: Thinking Geographically, 17, 25-26, 26-28, 32; Chapter 4: Folk and Popular Culture, 119, 121-124; Chapter 9: Development, 287; Chapter 11: Industry, 348-349, 351-353, 363-364, 370-375; Chapter 12: Services, 399-403; Chapter 13: Urban Patterns, 440-444; Contemporary Geographic Tools, 10 IM: 11-7, 25-29, 57-60, 67-70, 73-83, 85-95 SE: Chapter 4: Folk and Popular Culture, 125-127; Chapter 6: Religion, 200-206; Chapter 7: Ethnicity, 226-227, 228-239; Chapter 8: Political Geography, 261-268 IM: 25-29, 37-42, 43-45, 47-56 SE: IM: 97-103 SE: Chapter 8: Political Geography, 268-272 6
WG.4.19 Demonstrate that change on Earth is constant, in both the physical and the cultural realm, and that the movement of populations, goods, and ideas creates ever-altering spatial patterns. SE: Chapter 1: Thinking Geographically, 12;, 97-103 STANDARD 5: ENVIRONMENT AND SOCIETY Students will analyze ways in which humans affect and are affected by their physical environment. WG.5.1 WG.5.2 WG.5.3 WG.5.4 WG.5.5 WG.5.6 Identify human-caused threats to the world s environment: atmospheric and surface pollution, deforestation, desertification, salinization, overfishing, urban sprawl, species extinction. Map the worldwide occurrence of each of these phenomena. Identify ways in which occurrences in the natural environment can be a hazard to humans: earthquakes, volcanic eruptions, tornadoes, flooding, hurricanes and cyclones, lightening-triggered fires. Examine ways that people in different parts of the world have adapted to the physical environment. Evaluate ways in which technology has expanded the capability of humans to modify the physical environment and the ability of humans to mitigate the effect of natural disasters. Examine the characteristics of major global environmental change. Analyze examples of changes in the physical environment that have reduced the capacity of the environment to support human activity. SE: Chapter 4: Folk and Popular Culture, 127-128, 129-130; Chapter 10: Agriculture, 321-324; IM: 25-29, 61-65, 97-103 SE: Chapter 8: Political Geography; Students can study political geography and draw conclusions regarding the ways in which occurrences in the natural environment can be a hazard. SE: Chapter 1: Thinking Geographically, 19-20; Chapter 2: Population, 44, 46-48, 9-18 SE: Chapter 1: Thinking Geographically, 20;, 97-103 SE: Chapter 1: Thinking Geographically, 20;, 97-103 SE: Chapter 1: Thinking Geographically, 20;, 97-103 7
WG.5.7 Evaluate how and why the ability of the Earth to feed its people has changed over time. SE: Chapter 1: Thinking Geographically, 19-20; Chapter 2: Population, 62-63; Chapter 10: Agriculture, 315-319, 319-328, 328-337, 337-340; Chapter 14: Resource Issues, 477-482; Case Study, 314, 341, 9-18, 61-65, 97-103 WG.5.8 WG.5.9 WG.5.10 Analyze world patterns of resource distribution and utilization, and explain the consequences of use of renewable and non-renewable resources. Develop possible solutions to scenarios of environmental change brought on by human activity. Assess how people s perceptions of their relationship to natural phenomena have changed over time, and analyze how these changing perceptions are reflected in human activity and land use. SE: Chapter 4: Folk and Popular Culture, 129-130; Chapter 10: Agriculture, 328-332, 335-337; Chapter 11: Industry, 351-356, 357-370; IM: 25-29, 61-65, 67-71, 97-103 SE: Chapter 1: Thinking Geographically, 20, 20-22; Chapter 4: Folk and Popular Culture, 129-130;, 25-29, 97-103 SE: Chapter 1: Thinking Geographically, 20, 20-22;, 97-103 STANDARD 6: THE USES OF GEOGRAPHY Students will understand the influence of physical and human geographic factors on the evolution of significant historic events and movements. They will apply the geographic viewpoint to local, regional, and world policies and problems. WG.6.1 Describe the ways in which Earth s physical processes are dynamic and interactive. SE: Chapter 8: Political Geography; Students can study political geography and draw conclusions regarding the Earth s physical processes. WG.6.2 Analyze the possible effect of a natural disaster on the local community, and devise plans to cope with the disaster so as to minimize or mitigate its effect. SE: Students can engage in discussion and analysis of the possible effects of a natural disaster relative to their local communities. WG.6.3 Identify major patterns of human migration, both in the past and present. SE: Chapter 2: Population, 43, 47, 57; Chapter 3: Migration, 73-76, 76-77, 77-78, 78-86, 87-90, 92-98; Chapter 4: Folk and Popular Culture, 107-108, 110; Chapter 5: Language, 137-140; Chapter 6: Religion, 185-189 8
WG.6.3 (Continued) Identify major patterns of human migration, both in the past and present. (Continued) SE: Chapter 7: Ethnicity, 216-219, 225-226; Chapter 10: Agriculture, 315 IM: 9-18, 19-23, 25-29, 31-35, 37-42, 43-45, 61-65 WG.6.4 WG.6.5 WG.6.6 WG.6.7 WG.6.8 WG.6.9 Identify spatial patterns in the movement of people, goods, and ideas throughout history. Understand the relationships between changing transportation technologies and increasing urbanization. migration on physical and human systems. Assess how people s changing perceptions of geographic features have led to changes in human societies. Compare the attitudes of different religions toward the environment and resource use; consider the effect of religion on world economic development patterns, cultural conflict, and social integration. Assess the growing worldwide impact of tourism. Consider the multiple effects of tourism on developing countries, and develop guidelines for Americans who travel as tourists in other countries. SE: Chapter 1: Thinking Geographically, 24-25, 30-31; Chapter 3: Migration, 73-76, 76-77, 78-86, 87-90, 92-98; Chapter 4: Folk and Popular Culture, 111-113; Chapter 11: Industry, 347-351, 351-353, 354-356, 357-370; Chapter 12: Services, 396-399, 399-403, 404-410; Chapter 13: Urban Patterns, 417-423, 423-432, 432-437, 437-445; Contemporary Geographic Tools, 59, 19-23, 25-29, 67-71, 73-83, 85-95 SE: Chapter 12: Services, 399-403, 404-410; Chapter 13: Urban Patterns, 437-445; Contemporary Geographic Tools, 360 IM: 73-83, 85-95 SE: Chapter 1: Thinking Geographically, 30; Chapter 2: Population, 47; Chapter 3: Migration, 73-76, 76-77, 81-83, 84-86, 90-92, 92-98, 9-18, 19-23 SE: Chapter 12: Services, 404-410; Chapter 13: Urban Patterns, 437-445 IM: 73-83, 85-95 SE: Chapter 6: Religion: 200-206; Contemporary Geographic Tools, 205 IM: 37-42 SE: Chapter 9: Development, 281 IM: 57-60 9
WG.6.10 Consider the possible consequences of a world temperature increase. SE: ; Students can use their knowledge and understanding of resource issues to discuss the possible consequences of a world temperature increase. WG.6.11 WG.6.12 Assess the consequences of population growth or decline in various parts of the United States. Determine whether the local community is growing or shrinking, and develop long-range plans based on present trends. Develop policies that are designed to guide the use and management of Earth s resources and that reflect multiple points of view. SE: Chapter 2: Population, 51-62; Contemporary Geographic Tools, 59; In order to assess the consequences of population growth and decline, students should understand the principle of demographic transition. IM: 9-18 SE: IM: 97-103 10