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Standard 3:  World History - Commencement

1. Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National Geography Standards, 1994: Geography for Life)

Students:

• understand how to develop and use maps and other
• graphic representations to display geographic issues, problems, and questions
• describe the physical characteristics of the Earth's surface and investigate the continual reshaping of the surface by physical processes and human activities
• investigate the characteristics, distribution, and migration of human populations on the Earth's surface (Taken from National Geography Standards, 1994)
• understand the development and interactions of social/cultural political, economic, and religious systems in different regions of the world
• analyze how the forces of cooperation and conflict among people influence the division and control of the Earth's surface (Taken from National Geography Standards, 1994)
• explain how technological change affects people, places, and regions.

• evaluate the applications of geographic tools and supporting technologies to serve particular purposes by collecting, comparing, and explaining the significance of maps from different sources and different points of view to illustrate the same phenomena. (Taken from National Geography Standards, 1994)
• choose and give reasons for using different technologies to analyze selected geographic problems. Use aerial photographs, satellite-produced imagery, and geographic information systems (GIS) to define, analyze, and propose solutions to global environmental problems (e.g. deforestation, overpopulation, water pollution, resource depletion)
• complete an in-depth geographic study of a world region by analyzing demographic data (e.g., birth rate, literacy rates for females, infant mortality) and draw conclusions about the influence of these factors on the characteristics of that region; for example, study migration patterns and culture change in and around large cities in Europe, Africa, Latin America, and Asia, with a focus on cities near international borders and in major manufacturing centers; explain how different cultural groups shape the character of these cities and how culture influences conflict, cooperation. and group identity. (Based on National Geography Standards, 1994)
• draw from memory a map of the world; outline the relative location of continents, oceans, major river systems, nations in the news, and important cities
• demonstrate the ability to interpret sophisticated information about people, places, and regions; use a topographical map to lay out a five-mile hike through the countryside or local community; note such items as elevation, slope, distance, direction, and geographic features along the route. (Taken from National Geography Standards, 1994)

explain the relationship between the geographic setting (ecosystems, spatial distribution of resources, ease of transportation and communication) and the spatial development of societies (e.g., how Africa's physical geography, vegetation, and technology affect cross-cultural contacts and economic development the relationship between topography and drainage systems in China and the development of civilization there; the impact of Japan's insular geography upon its history, cultural identity, and patterns of selective borrowing from other cultures; the impact of the diversity of the physical environment including the range of climates, in Latin America; the effects of the lack of water on the historic and economic development of the Middle East; the relationship between the physical geography and the historic and economic development of Eastern Europe and Russia; and the influence of the frontier in United States history).
 

Students:

• plan, organize, and present geographic research projects
• locate and gather geographic information from a variety of primary and secondary sources (Taken from National Geography Standards, 1994)
• select and design maps, graphs, tables, charts, diagrams, and other graphic representations to present geographic information
• analyze geographic information by developing and testing inferences and hypotheses, and formulating conclusions from maps, photographs, computer models, and other geographic representations (Adapted from National Geography Standards, 1994)
• develop and test generalizations and conclusions and pose analytical questions based on the results of geographic inquiry.

• examine a collection of maps, photographs, satellite-produced images, databases, graphs, firsthand accounts, and other sources to generate questions and pose problems for investigation
• organize primary and secondary geographic sources to investigate local, national, and international environmental problems and issues; determine the many perspectives that individuals and groups advocate as they seek to resolve these problems or issues; apply a geographic perspective along with others in reaching conclusions on the issues. (Based on National Geography Standards, 1994)
• analyze geographic information contained in a spatial database or geographic information system (GIS) to answer questions concerning land use, economic development, population shifts, and transportation networks
• use maps showing family income, transportation systems, natural resources, recreation areas, educational and health facilities and other data to develop hypotheses about why some regions prosper and others do not (Adapted from National Geography Standards, 1994)
• use a variety of research skills to locate and collect descriptive and statistical data and to use the data and maps to collect and compile information (e.g., the use of specific purpose maps to show various geographic aspects of the Earth's surface and explain the geographic variables that serve as criteria for grouping countries into regions; the use of technology to moderate geographic condition)
• complete a geographic study of a world region, analyzing demographic data (e.g., birth rate, literacy rates for females, infant mortality) to determine how groups and cultures influence the characteristics of that region. For example, study migration patterns and cultural change in and around large cities in Europe, Africa, Latin America, and Asia, focusing on cities near international borders and in major manufacturing centers. Explain how different cultural groups shape the character of these cities and how culture influences conflict, cooperation, and group identity. (Adapted from National Geography Standards, 1994)

identify the characteristics and distribution of ecosystems, and the changes in meaning, distribution, and importance of resources (e.g., how Africa's physical geography, vegetation, and technology effect cross-cultural contacts and economic development; the relationship between topography and drainage systems in China and the development of civilization there; the impact of Japan's insular geography upon its history, cultural identity, and patterns of selective borrowing from other cultures; the diversity of the physical environment, including the tremendous range of climates, in areas referred to as Latin America; the effects physical geography-especially the lack of water-have upon the historic and economic development of the Middle East; the relationship between the physical geography and the historic and economic development of Eastern Europe and Russia; and the influence of the frontier in United States history).