This
information has been taken directly from the Accelerate
U - Standards and Resource Guides (with approval) from the K-12
Education, NEW YORK STATE EDUCATION DEPARTMENT site. No information
in this document has been changed.
Learning Standards for Social
Studies at Three Levels
Standard 3: World History
- Elementary
Students will use a variety
of intellectual skills to demonstrate their understanding of the
geography of the interdependent world in which we live-local, national,
and global-including the distribution of people, places, and environments
over the Earth's surface.
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:
- study about how people live, work, and utilize
natural resources
- draw maps and diagrams that serve as representations
of places, physical features, and objects
- locate places within the local community,
State, and nation; locate the Earth's continents in relation to
each other and to principal parallels and meridians. (Adapted
from National Geography Standards, 1994)
- identify and compare the physical, human,
and cultural characteristics of different regions and people (Adapted
from National Geography Standards, 1994)
- investigate how people depend on and modify
the physical environment.
This is evident, for example, when students:
- draw simple maps of their communities or
regions showing the major landmarks, industries, residential areas,
business districts, transportation network., health and educational
facilities, and recreation areas
- examine different kinds of maps to identify
and define their components, including key, title, legend, cardinal
and intermediate directions, scale, and grid
- use cardboard, wood, clay, or other materials
to make a model of their community or region showing their physical
characteristics (Taken from National Geography Standards, 1994)
- read about children living in other cultures
to learn about their customs, beliefs, and traditions; natural
resource use; food; shelter, socialization and schooling; and
other important components of culture
draw maps and pictures showing how people make
use of and modify their physical environments (e.g.. land use for
agriculture, mining, residential developments, transportation networks,
recreation).
2. Geography requires the development and application
of the skills of asking and answering geographic questions; analyzing
theories of geography; and acquiring, organizing, and analyzing geographic
information. (Adapted from: The National Geography Standards, 1994:
Geography for Life)
Students.
- ask geographic questions about where places
are located; why they are located where they are; what is important
about their locations; and how their locations are related to
the location of other people and places (Adapted from National
Geography Standards, 1994)
- gather and organize geographic information
from a variety of sources and display in a number of ways
- analyze geographic information by making
relationships, interpreting trends and relationships, and analyzing
geographic data. (Adapted from National Geography Standards,
1994)
This is evident, for example. when students:
- read historical narratives and talk about
the importance of where places are located, try to determine why
they are located where they are, and assess the relationship of
location to other locations and people in the story
- use a map grid (e.g., latitude and longitude
or an alphanumerical system) to answer questions about location
and place
- use different types of map scales (linear,
fractional, and word) to measure the distance between two places
- map the locations of places in the community
or region, using appropriate symbols (e.g., dots or points for
cities and towns; different shapes for residential and business
areas; lines for transportation networks)
present oral and written reports using maps,
charts, tables, graphs, and other visual displays showing spatial
relationships, locations, and other geographic information.
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