World geography objectives with further definitions [1990]

WORLD GEOGRAPHY

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OBJECTIVES

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DEFINITIONS

copyright c 1990 Georgia Department of Education, Division of Instructional Media
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WORLD GEOGRAPHY (9-12)
CONTENT OBJECfIVE
A 1. Identifies the physical characteristics of geographic patterns, e.g., deserts, plains, mountains, etc.
Geographic patterns are distributions or configurations on the earth's surface that are visible on maps, aerial photographs and satellite images. They can also be identified by direct field observations. These patterns are given character by naturally occurring physical phenomena, primarily by geology, topography (shape and elevation of land), climate, vegetation and combinations of these.
1. Names and locates the major mountain chains on each continent using a world physical map (C)
2. Relates features on a physical map to images of the same features on an aerial photograph or satellite image (C)
3. Distinguishes between characteristics of features that give patterns such as swamps, plains and deserts their distinctive character (C)
4. Develops a scheme to analyze characteristics of selected physical regions on the basis of influences reflected in each (C)

WORLD GEOGRAPHY (9-12)
CONTENT OBJECI1VE
A2. Explains that regions are basic units of geographic study
Regions, are~ that display unity in terms of selected criteria, provide a context for studying many problems in geography because they facilitate the grouping of phenomena for examination. Regions can take countless forms depending on the factors used to delimit and identify them.
1. Discusses the features that similar regions have in common regardless of size or form (C)
2. Plots boundaries for a region on a given map on the basis of criteria selected for definition of the region (C)
3. Analyzes the relationship between geographic patterns and geographic regions (C)
4. Formulates criteria for recognition of the major physical and cultural regions of a given country (C)

WORLD GEOGRAPHY (9-12)
CONTENT OBJECTIVE
A3. Explains how regions may be defined by cultural or physical features or by a combination of both
Regions can be delineated on the basis of various forms of human activity. Political power or government can form the basis of regions - nations, provinces, countries and cities. Language and religion can be the basis for recognition of large culture regions encompassing several countries. A region can reflect a predominance of a form of human activity such as agriculture, urban development, recreation or industry.
Physical or naturally occurring patterns such as landforms, vegetation or climate zones can be defining characteristics of a region - singly or in combination. Such regions might be referred to as environmental regions.
Most regions are combinations of physical and cultural features in a complex interplay of factors that produce the discrete character of the region. These complex regions exist on all scales from local communities to large areas of the world recognized as major regions with complex features (cultural, environmental, economic, political).
1. Summarizes the major features of a given culture region (C) 2. Identifies and describes the specific nature of boundaries used to
delineate a region, using maps, aerial photographs, factual data and field observations (C) 3. Compares and contrasts political regions using a variety of scales (C) 4. Differentiates between cultural and physical features of a given region, drawing information from a topographic/land use map of the region (C) 5. Distinguishes between examples of regions primarily physical in character, primarily cultural in character and those that exemplify combinations of both (C) 6. Oassifies features of a given region according to cultural and physical features and identifies peculiar combinations of factors or processes which give the region its' character (C) 7. Assesses the relative significance of physical features that give an environmental region its character (C)

WORLD GEOGRAPHY (9-12)
CONTENT OBJECTIVE
A4. Knows that region is a conceptual tool to help make general statements about complex reality
Regions are manageable units within which to assemble and study information. They serve as starting points for examinations within regions or the placing of regions in broader geographic contexts. The complexity of regions requires the use of multiple means and media to study their various elements.
1. Identifies a region for study of a given geographic problem (C) 2. Compares and contrasts the degree of development and prosperity in
two adjacent world regions such as Latin America and Anglo America (C) 3. States components of a complex urban region including nodes of development, peripheral areas, transportation networks, economic activities and links to other regions (C) 4. Suggests ways in which broad regional differences within a country can obscure common elements across regions (C) 5. Suggests ways in which local communities or regions are impacted by decisions and events occurring at state, regional, national and international levels (C) 6. Analyzes economic development indicators for various subregions of the United States to hypothesize on the nature and causes of uneven development (C) 7. Justifies the position that ecosystems must be managed as regions, including all subregions and components, to protect the vitality of the entire ecosystem (C) 8. Generates a scheme of organization for examining variations within a major region, including physical features, ethnic groups, language, religion, land use, industry and agriculture and other factors (C)

WORLD GEOGRAPHY (9-12)
CONTENT OBJECTIVE
A5. Describes how the concept of regions relates local places into a system of interactions and connections
A region does not exist isolation, but in a web of links with other regions that, in total, allow study of the planet as an integrated system or planetary ecosystem. Physical and human processes in operation within and between regions give regions dynamic and evolving dimensions.
1. Lists factors that contributed to concentrations of settlement and economic activity in particular regions (C)
2. Describes examples of different interactions including cultural conflicts, human-environment relationships, political relations and production activities (C)
3. Summarizes aspects of worldwide interaction and interdependence (C) 4. Traces the development of the Sunbelt region of the United States in
terms of migration patterns, economic activities and quality of life factors (C)
5. illustrates the variety of interactions in urban areas (flow of goods, people, services, ideas and capital) (C)
6. Analyzes the effect of physical barriers such as the Appalachians on
patterns of human settlement and transportation as evident on regional land use and topographic maps (C)
7. Formulates categories of linkages between subregions of a state or
country (C) 8. Justifies the position that the local community can be considered a
region on a local level (C)

WORLD GEOGRAPHY (9-12)
CONfENT OBJECTIVE
B.6. Explains how location influences activities and processes that occur in different places
Location refers to position on the earth's surface. Location can be absolute, in which the position of a site is identified precisely by its exact latitude and longitude coordinates. Location can also be relative, considered in terms of relationships to other locations, features, places or sites. Relative location of a place or feature is referred to as its situation, which can be described in terms of physical and cultural features and in terms of distances and directions between and among places.
Location can be a determining factor in the nature and workings of environments (processes) and it can shape human and animal behaviors (activities) because the distinct combination of physical and cultural factors at each location may generate, enable, facilitate, necessitate, restrict or preclude the occurrence of activities or processes.
1. Identifies factors that were influential in the location of the local community (C)
2. Describes the site and situation of a settlement in terms of physical and cultural features using maps and aerial photographs (C)
3. Explains the differences between the site and the situation of a coastal port city and an inland port city (C)
4. Explains how mountains were barriers to development and movement of peoples in selected countries (C)
5. Explains the importance of knowledge of the precise location of critical
resources such as water and petroleum (C) 6. Gives examples of how distance from critical markets influences the
nature of primary production activities (farming, forestry, fishing, mining) (C) 7. Compares the range of locational factors that facilitated the development of major industrial regions on different continents (C) 8. Oassifies selected cities or places on a continent in terms of reasons for their location (e.g. transportation junctions, natural resources, cultural factors, bodies of water, labor or power sources) (C)

World Geography (9-12), B.6. (Cont.)
9. Evaluates the significance of location in shaping the way of life, fonns of production, dependence on the natural environment and links to the outside world in the case of isolated settlements such as those found on islands and in continental interiors (C)

WORlD GEOGRAPHY (9-12)
CONTENT OBJECTIVE
B.7. Explains that the significance and importance of locations change as cultures change their interactions with each other and with the physical environment
A location may increase or decline in importance, given changes such as in strategic relationships between cultures or the depletion or discovery of needed resources. Development and specialization may alter relationships between groups of people by increasing interdependence, communication and trade -thereby altering the importance of relative locations.
1. Traces the decline in importance of a given trade center as trade and transportation activity focused on other locations (C)
2. Summarizes the historical development of a location in a given region to demonstrate changing influences on that location (C)
3. Explains how proximity to raw materials remains important in some industries such as forest products despite improvements in transportation (C)
4. Plots changes in settlements and transportation routes relative to key physical features in a region using historical and land use maps (C)
5. Identifies risks associated with locations in or near major natural hazard zones (such as floodplains and earthquake-prone areas) given increasing population density and urban/metropolitan development (C)
6. Evaluates the significance of natural resources for economic development in selected Third World countries (C)
7. Assesses the effects of site (such as location on a river, coastline or lake; at high elevation; or near a mountain pass) on the development of a settlement (C)
8. Justifies the position that the importance of location has decreased in some respects given advances in worldwide transportation and communication (C)

WORLD GEOGRAPHY (9-12)
CONTENT OBJECIlVE
B.B. Realizes that knowledge of locations and their characteristics is a key factor in understanding human interdependence
Groups of locations are linked in the movement of vital resources and goods between regions, countries and continents. Where people live and how they perceive their location may exert a significant influence on their lives and interactions with other peoples.
1. Ilsts ways in which producers in a given manufacturing region are dependent upon local and distant suppliers of resources, goods and services (C)
2. Describes the relative importance of accessibility as a loeational characteristic of lower and higher order service centers (C)
3. Explains how selected large American cities serve as the focal points for their surrounding regions (C)
4. Gives examples of the flow of resources, workers and eapital between locations in a given region (C)
S. Compares transport and trade routes, industrial areas and locations of key resources in selected countries within a culture region using a variety of maps (c, P)
6. Makes inferences about the locations of transportation centers that link regions and subregions of a given country (C)
7. Evaluates the significance of isolation as a factor that inhibited and shaped development in remote locations on a given continent (C)
8. Assesses the degree of global interdependence evident in the demand for petroleum obtained from a few key locations far from major markets for the resource (C)

WORLD GEOGRAPHY (9-12)
CONTENT OBJECTIVE
B.9. Identifies and locates a large number of important places and features in many parts of the world
Prominent places and features can be named and their absolute and relative positions or locations can be established using maps, globes, aerial photographs and satellite images.
1. Identifies important physical landmarks or features in the local area using a physical or land use map (C)
2. Locates major cities and state capitals on a map of the United State (C) 3. Names the major physical features of a given country or region using a
physical map or globe (C) 4. Labels the major lakes, rivers, mountains, deserts and swamps of the
southeastern United States on an outline map (C) 5. Locates and labels the continents, oceans, seas, major islands, large lakes
and major mountain chains on a world map (C) 6. Plots locations of selected towns and cities in the state and region on a
map (C) 7. Identifies the significant physical features within a given physical region
(such as a major desert, mountain range or ocean) using physical and topographic maps (C) 8. Compares the appearance of features and places on maps with their appearance on aerial photographs or satellite images (C) 9. Develops a map which involves the location of metropolitan areas and major cities in each region of the United States (C) 10. Draws inferences about the clustering of places on or near particular physical features such as coastlines, large rivers and flat valleys (C)

WORID GEOGRAPHY (9-12)
CONTENT OBJECTIVE
C.lO. Relates how human activities and culture create a variety of different and similar places
Landscapes and places can range from those minimally modified by humans to those such as cities that represent intensive modification by humans. The combination" of physical and human features of places reflects a range of interactions between peoples and their environments which are manifested as common elements and distinctive features.
1. Identifies tangible and intangible factors that give a distinctive character to ethnic neighborhoods in a given city (C)
2. Explains how human activity has modified remote and unpopulated environments of the world (C)
3. Describes the local community as an example of a place with distinctive features and activities (C)
4. Identifies common features of cities worldwide, regardless of other distinguishing cultural features (C)
5. Identifies clues of cultural and ethnic makeup, settlement history and human activities of a given place using names on a land use map (C)
6. Oassifies tangible and intangible cultural elements of a place with a distinctive character (C)
7. Differentiates between physical features and cultural features of a place using maps and photographs (C)
8. Categorizes a given set of places in terms of similar features and distinctive features (C)
9. Compares and contrasts features of specialized places in a given region (such as farming, mining, industrial, recreation, service and educational centers) (C)

WORLD GEOGRAPHY (9-12)
CONTENT OBJECI1VE
C.ll. Discusses why places are important to individual human identity and as symbols for unifying a society
People associate places with particular physical and cultural characteristics such as landforms and climate or vegetation patterns; historical events; ideological, religious or philosophical tenets; forms of settlement; or economic, social and political organization. These physical and cultural characteristics of places help people identify with places which provide a sense of belonging or which represent a known set of characteristics. Different groups of people may associate a place with different characteristics and they may view a place differently depending on their personal perspective, life stage, gender, class, ethnicity, values or beliefs.
1. Describes ways in which the capital city of a nation is important to the people of that nation (C)
2. Gives examples of major religious and economic centers in the world (C) 3. Distinguishes between places considered significant or precious in terms
of their physical characteristics versus those considered significant culturally (C) 4. Compares the symbolic signficance of several ancient cities (e.g., Mecca, . Cairo, Istanbul, Dacca, Jerusalem) (C) 5. Explains different ways in which a place can be significant to individual people and to groups of people (e.g., religious, political or cultural identity) (C) 6. Identifies several ways people identify with the local community (C) 7. Identifies clues as to the characteristics of a given place by examining photographs, aerial photographs, sketches and maps of that place (C) 8. Evaluates multiple perceptions and associations of a given place (C)

WORLD GEOGRAPHY (9-12)

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CONTENT OBJECTIVE

C.12. Gives examples of how humans view a single place from many perspectives, e.g., cultural center, source of an important resource, political trouble spot or origin point of a desired product
Places frequently are associated with several identifying characteristics related to the manner in which they developed; the human activities that have occurred in and around them; and the position of the place in relation to other places, people, activities and needs. The significance and perception of places can alter over time as relationships between humans and the environment, or between groups of people, change.
1. Identifies places on a map with terms indicating the significance of the place in its cultural or physical character (C)
2. Describes characteristics of the Middle East which make it a place viewed in various ways (C)
3. Explains why some places, such as New York City, are places known throughout the world (C)
4. Compares the cultural, economic, historical, geographic and political significance of major cities (e.g., London, Paris and Washington, D.C.) (C)
5. Oassifies perceptions of a given place according to specific criteria such as physical character, location, political and cultural environment; degree of development; and economic value of resources, crops and manufactured products (C)
6. Analyzes alternative perceptions of national parks and forests in the United States given their multiple uses which create conflicting priorities (C)
7. Identifies how people may view strategic places such as the panama Canal and Suez Canal in similar ways (C)
8. Hypothesizes how a given place may change over time and how perceptions of that place may change (C)
9. Evaluates the bases of commonly held perceptions of the Sunbelt and Frostbelt regions of the United States (C)
10. Justifies the choice of a place personally viewed as a religious or cultural center (c, A)

WORLD GEOGRAPHY (9-12)
CONTENf OBJECTIVE
D.13. Describes several ways in which people inhabi~ modify and adapt culturally to different physical environments
Places or physical environments have advantages and disadvantages for human settlement There are positive and negative effects of interactions between humans and their physical surroundings, both for humans and for the environment People develop ways of living suited to the features of the physical setting in which they live. One's physical environment and the use and alteration of that environment is based on cultural appraisals. Land use and occupance can alter relationships between components of the ecosystem, and intentionally or unintentionally improve, damage or even destroy elements of the environment.
1. Identifies different types of land use on a map by using the key to symbols and shading (C)
2. lists uses of the physical environment in the local area (C) 3. Interprets land use maps and historical maps to ascertain changes in the
natural environment brought about by settlement at different periods (C) 4. Describes the climate of a place given photographs of vegetation, homes
and daily activities of people inhabiting the place (C) 5. Traces the impact of different forms and intensities of land use on a
given area over time (C) 6. Analyzes maps, aerial photographs and the local environment to discern
ways in which people use, misuse and protect resources (C) 7. Compares and contrasts forms of urban and rural land use in several
places to determine common elements and unique forms (C) 8. Describes human-land adaptations in inhospitable environments (e.g.,
arctic, alpine, coastal and inland deserts) (C) 9. Compares land use practices and habitat use of different cultural groups
living in similar environments (C) 10. Hypothesizes about the environmental factors that account for particular
adaptations in housing, clothing and subsistence of a given group of people (C)

World Geography (9-12), D.l3. (Cont.)
11. Infers about the cultural values and technological capabilities of a group of people on the basis of information a~:lt their land use practices and lifestyles in a given area (C)
12. Assesses the positive and negative impacts of human activities on a given ecosystem such as the Everglades (C)
13. Selects a course of action for personal involvement in protection of local area, state or national fauna and flora (A)
14. Evaluates national or international policies concerning the conservation of wildlife (A)

WORLD GEOGRAPHY (9-12)
CONTENT OBJECTIVE
D.14. Gives examples of ways people evaluate and use natural environments to extract needed resources, to grow crops and to create settlements
People take advantage of natural environments for particular uses. For instance, they tap resources from a place for use there and elsewhere; they may use an area intensively for occupance and economic activities; and they may set aside areas for specialized use or protection.
1. Identifies the major elements of the physical environment used by the local community for occupance and for economic activities (C)
2. Explains why particular crops are grown in restricted areas within regions of high population density using a land use map (C)
3. Interprets agricultural, recreational and settlement patterns on a map according to factors of topography and climate (C)
4. Develops a map of ocean areas important for oil and gas drilling, fishing and protection of rare habitats (C)
5. Identifies changes in the perceptions of an area and use of resources by people in different historical periods (C)
6. Develops a map which illustrates the distribution of key natural resources at or near areas of economic activity using these resources (C, P)
7. Gives examples of a variety of land use and resource extraction activities in our national parks and forests using appropriate maps (C)
8. Compares the uses of a natural setting such as the American Southwest by different groups of people with different cultural values, economic and political institutions and levels of development (C)
9. Analyzes primary economic activities (farming, fishing, mining, forestry) in terms of specific uses of the physical environment (C)
10. Analyzes relationships between resources, manufacturing and service industries, transportation and population densities in a given set of places (C)
11. Assesses significant changes in human use of the local area over a given period of time in terms of occupance, resource extraction and farming (C)

World Geography (9-12), 0.14. (Cont.)
12. Differentiates between perceptions of a natural environment and actual use of that environment by humans (C)
13. Evaluates alternative opinions on the most beneficial use of land, water, fauna and flora in a protected area (c, A)

WORLD GEOGRAPHY (9-12)
CONTENT OBJECTIVE
D.15. Describes how the human ability to modify physical environments and create cultural landscapes has increased in scope and intensity through the use of technology
Increasing levels of technology are associated with more intensive and extensive use and modification of natural environments. Use of technology results in overcoming constraints and the creation of more damage, but can also allow more productive use and protection of the environment. The worldwide impact of technological developments has increased the extent to which all landscapes are to some degree impacted by humans, making virtually all physical landscapes also cultural landscapes in one way or another.
1. Names artificial environments, Le., environments created by humans with the help of technology (C)
2. lists the effects of transportation-related technological advances on society and on the integrity of the environments affected (C)
3. Explains how technology has altered settlement forms and patterns, transportation systems, industrial development and agricultural land use (C)
4. Gives examples of changes in landscapes brought about by urban development and technological advances in transportation (C)
5. Describes the impact of industrial development on the natural environment of a given area (C)
6. Explains the features of alternative technologies and their relative impacts on the environment in a given human activity (C)
7. Demonstrates how the meaning of terms which refer to the impact of technology on the environment (e.g., pollution and depletion of resources) can depend on one's personal perspective (c, A)
8. Plots the extent of deforestation or oil spill in a given area on a map (C)
9. Explains how the use of technology can facilitate the protection of threatened species and environments (C)
10. Explains ways by which human behavior can be modified to decrease harmful impacts on the environment in a given aspect, (e.g., recycling, litter control, noise control, controlled hunting) (c, A)

World Geography (9-12), 0.15. (Cont.)
11. Compares a given economic activitY in a developed, technologically advanced country with its counterpart in a developing country (C)
12. Differentiates between the intended and unintended consequences of mechanization in agriculture (C)
13. Analyzes the relationship between technological development and environmental problems such as deforestation, pollution and overfishing (C)
14. Assesses the possible short-term and long-term effects of extensive modification of environments (e.g., deforestation) (C)
15. Speculates about the future effects of high technology on terrestrial and marine environments (C)
16. Evaluates the energy-related benefits and problems resulting from technological advances (C)
17. Justifies a personal position on the benefits of technology for overcoming constraints to development and settlement (c, A)
18. Evaluates the effects of technological change on transportation and communications in the country and the world (C)
19. Appraises evidence that much environmental damage is wrought by technological hazards (e.g., toxic wastes, acid rain and nuclear power plant malfunctions) (C)

WORID GEOGRAPHY (9-12)
CONTENT OBJECTIVE
D.16. Explains why humans attempt to control the quality of the natural environment and to mitigate the effects of hazardous natural events such as drought, floods, earthquakes and hurricanes
Natural disasters that cause damage and death cannot be controlled or prevented in all cases, but humans have endeavored to lessen their impact, counteract their effects or prevent their occurrence.
1. Names cases in which casualties from natural disasters were in part the result of human actions and attitudes (C)
2. Describes ways in which human activities and behavior can be modified to lessen environmental disaster threats (e.g., restriction of settlement in flood-prone areas) (C)
3. Explains how personal choices and public policy can influence environmental quality (c, A)
4. Describes the nature of threats to human safety posed by different natural hazards such as flooding, earthquakes, hurricanes, tornadoes, fires and droughts (C)
5. Identifies the causes and the nature of threats to an environmental stress zone, i.e., vulnerable environment (e.g., tundra, equatorial forest, wetlands) (C)
6. Evaluates the unintended and harmful consequences of human efforts at drainage control in rivers and wetlands relative to the intended benefits (c, A)
7. Evaluates differences in perceptions of environmental problems related to preservation, conservation, pollution and multiple-use forest management (C)
8. Assesses the short term and long term environmental impact of a given human activity (C)
9. Demonstrates awareness of the dilemmas involved in allowing modifications of natural environments (e.g., alpine, coastal, forest, riverine, wetland and desert) for recreational development (c, A)

WORlD GEOGRAPHY (9-12)
CONlENT OBJECTIVE
E.17. Describes ways in which people move themselves, their products and their ideas across the earth
All human activities require movement of some form. People interact with other people, places and things in travelling from one place to another over land, air or water. They communicate with one another and rely on and use products, resources and ideas that come from beyond their immediate environment. Spatial interaction occurs on all levels or scales from the local neighborhood or community to regional, state, national and international levels. .
1. Descn"bes population shifts and migration patterns in a given country which resulted in settlement and development of new regions (C)
2. Explains cultural diffusion as the impact of the spread of ideas and customs from one group of people to another (C)
3. Describes one-way and two-way movements of goods and resources in a given region (C)
4. Collects and compiles information on a specific economic activity with regard to resources, goods, people, capital and ideas that are moved or assembled to make that activity possible in a given place (C)
5. Interprets different forms of human movement (e.g., daily, seasonal, periodic and permanent) in terms of distance and frequency of those movements (C)
6. Classifies the types of goods and resources imported and exported between a set of given countries (C)
7. Analyzes global-scale movements of people (e.g., refugee movements, immigration, emigration) (C)
8. Analyzes methods of transportation used to move particular goods or resources on a national or global scale in terms of historical antecedents (C)
9. Plots international trade routes on a world map to show movement of commodities by various transportation means (e.g., land, sea, air, telecommunications/electronics) (C)
10. Assesses the impacts of the movement of people, products and ideas between countries vastly different in terms of culture and degree of development (C)

WORID GEOGRAPHY (9-12)
CONTENT OBJECTIVE
E.1S. Knows that few places are self sufficient and, therefore, extensive human networks of transport and communications link places together
All cultures are interdependent with other groups of people to one degree or another. Interdependence necessitates movement which varies in degree, direction and intensity, thereby creating patterns of linkages between people and places. Within these patterns of interaction there are centers or nodes, pathways or routes and hinterlands or areas of sparse interaction. Patterns of movement occur when the exchange of ideas, information and trade happens; as population shifts; and as transportation moves resources and goods from place to place.
1. Locates specific communities (e.g., industrial, recreational, agricultural, cultural) and their hinterlands on a map (C)
2. Describes changes in the links between given groups of people or places over time (C)
3. Locates and identifies patterns (directions and volumes) of trade of a given set of commodities between places using a variety of maps (C)
4. Explains how urban areas are interconnected by flows of people, goods,. resources, ideas and capital (C)
5. Classifies types of communication and transportation which link the local community to national and international arenas (C)
6. Distinguishes between types of transportation systems in a given setting and explains their different uses (C)
7. Compares the transportation and communication networks of a developed country (e.g., United States) with that of a developing country (e.g., a Third World country) (C)
8. Analyzes variations in the patterns of movement of people (e.g., tourism,
migration), ideas (e.g., television, computer data) and materials (e.g., oil, wheat) (C) 9. Formulates a list of reasons for movement of goods, capital, ideas and people to Third World countries from developed countries (e.g., trade, foreign aid, invasion, colonization, exchange programs, technical assistance) (C)

World Geography (9-12), E.18. (Cont.)
10. Exhibits awareness of global problems which require international cooperation and solution because of interdependence and linkages between countries (A)

WORLD GEOGRAPHY (9-12)
CONTENT OBJECTIVE
E.19. Describes how changes in transportation and communications technology influence the rates at which people, goods and ideas move from place to place
While the transfer of ideas and information (communication) has been radically revolutionized, movement or mobility of people and goods has also been accelerated and facilitated. The result is that people in all parts of the world have been brought into a global community that is increasingly interconnected and interdependent.
1. Identifies changes in the degree of interaction between given places as a result of advances in transportation and communications (C)
2. Describes a case in which a country or culture experienced fundamental changes as a result of ideas (e.g., ideology, political movements) transmitted by the media (C)
3. Describes ways that technological developments have enabled humans to overcome physical or natural barriers to transportation and communication (C)
4. Relates migration and settlement patterns of a given country to changes in transportation and mobility in a given historical period (C)
5. Identifies ways in which technological change has increased human mobility (e.g., daily, seasonal, periodic and permanent movement) (C)
6. Evaluates the impact of changes in global communications on political, social, cultural and economic change in a given country or culture region (C)
7. Evaluates the intended and unintended consequences of the rapid spread of "Western" goods and ideas to the rest of the world (C)
8. Ranks different forms of global communications in terms of their role in the creation of a global community (C)
9. States differences in culture and perspective between countries that may create conflicts and resistance to the influx of ideas and goods from one country to the other (A)

WORLD GEOGRAPHY (9-12)
CONTENT OBJECTIVE
E.20. Discusses how movements can be planned and organized to save energy, reduce travel time and conserve resources
Planning patterns of movement and interaction, facilitating the development of new routes and suggesting alternatives to improve efficiency allow movements to be organized for maximum potential. This planning allows the least consumption of resources and minimal harmful impact to human and natural environments.
1. Describes the relationships between the development of a national interstate freeway system and the growth of specialized human activities (e.g., trucking and commuting) (C)
2. Traces the evolution of a country's transportation network (C) 3. Summarizes changes in the international movement of goods (e.g., in
terms of capacity, types of goods moved, speed, distance moved, use of resources and means of international shipment) over a given time period (C) 4. Describes how advances in transportation systems changed patterns of movement of people and goods using a historical sequence of maps (C) 5. Assesses the benefits of containerization for improvement of efficiency in global transportation and for conservation of resources (C) 6. Develops a personal plan for more efficient movement of people and goods to conserve energy (e.g., carpooling) (c, A) 7. Evaluates the impact of mass transit systems in selected cities on a range of factors (e.g., energy and resource use, travel time, congestion and air pollution) (C)

WORLD GEOGRAPHY (9-12)
CONTENT OBJECTIVE
E.2l. Explains why improving ease of movement requires careful analysis to determine the best location for each human activity
Short term and long term impacts need to be examined for each human activity in terms of its human and physical environmental impacts. Technological expertize can minimize harmful impacts and maximize benefits only if all contingencies are examined.
1. Describes intended and unintended outcomes for human and natural environments when ease of movement for goods and people is improved (e.g. construction of superhighways, dredging of river and harbor channels, building of airports, constructing mainland links to islands) (C)
2. Identifies examples of cases in which a lack of prior planning in location and development had harmful environmental consequences (C)
3. Explains the factors involved in the location of a given activity relative to the resources, people and ideas and the impacts of the activity on the surrounding physical and human environments (C)
4. Identifies environmentally harmful components of a given human activity in a particular location which could be minimized by careful planning (C)
5. Distinguishes between alternative perceptions of what is the "best location" for a given human activity (e.g., an office park, large industrial complex, mine, recreational development) held by different groups of people (e.g., industry, conservationists, real estate developers) (C)
6. Develops a plan for a proposed facility (e.g., airport, factory or shopping center) incorporating access routes and other features sensitive to surrounding natural and residential areas (c, P)
7. Justifies the role of systematic planning in solving movement problems for particular locations (c, A)

WORlD GEOGRAPHY (9-12)
SKILL OBJECTIVE
A 1. Locates main ideas in multiple types of sources, e.g., nonprint, specialized references, periodicals, newspapers, atlases, yearbooks, government publications, etc.
Main idea(s) refers to the central theme or themes of a message. Main ideas might take one or more of several forms. They might be generalizations; the moral of a lesson; the most important direction(s) in a set of directions; a set of causes or effects; or the outstanding characteristic(s) of a person, place, thing or event. Students demonstrate reading or listening comprehension by identifying and explaining main ideas.
1. Selects the photograph or drawing which best illustrates the main idea(s) of a story or lesson (C)
2. States the main idea(s) of a story or lesson by using a single word, phrase or sentence (C)
3. Locates the topic sentence in a written passage (C) 4. Summarizes a lecture in paragraph or outline form (C) 5. States the moral of a story or lesson (C) 6. Selects main idea from either written, auditory or visual sources (C)

WORLD GEOGRAPHY (9-12)
SKILL OBJECTIVE
A2. Develops outlines through reading, listening or viewing
Takes notes means that the reader, listener or observer is able to abstract the essence of a message. Develops outlines means that the student is able to express that abstracted message in outline form. Outlining requires the student to sort main ideas from subordinate ideas and to express the relationship of the latter to the former.
1. Identifies main ideas and subordinate ideas in a written or spoken message (C)
2. Expresses the chronological or logical sequence of main ideas by sequencing those topics in an outline (C)
3. Expresses the relationship of subordinate ideas to main ideas by listing the subordinate ideas as subtopics in an outline (C)
4. Uses a standard outline format (C)

WORlD GEOGRAPHY (9-12)
SKILL OBJECTIVE
A3. Uses features of books for information: table of contents, glossary, index, appendix, bibliography
Features of a book refers to sections of the book and to format characteristics which help readers to locate information quickly and efficiently. Features include title and title page, table of contents, glossary, index, appendix, bibliography, headings for units and chapters, boldface type, endnotes, footnotes, marginal notes and chapter summaries.
1. Obtains overview of a textbook by reading the table of contents, statements printed in boldface type, marginal notes and chapter summaries (C)
2. Locates specific topics by reading the table of contents and index (C) 3. Locates definitions of key terms by reading the glossary (C) 4. Selects additional books to read by scanning the bibliography (C)

WORLD GEOGRAPHY (9-12)
SKIll OBJECTIVE
A4. Distinguishes between fact and opinion relating to geography
The terms fact and opinion are coordinate concepts, because an example of fact serves as a nonexample of opinion and vice versa. Furthermore, both terms are ambiguous in that each term has multiple acceptable meanings that are applicable to history and the social sciences. A student who can distinguish between fact and opinion knows multiple meaning for each term and can correctly sort a set of examples of these coordinate concepts. Sometimes fact versus opinion refers to the fact that some descriptive claims are based on reasonably solid evidence and others are based on little more than guesswork. Sometimes fact versus opinion refers to the difference between a finding and a conclusion based on that finding. In this case, the finding is referred to as a fact and the conclusion is an interpretation or opinion that goes beyond and gives meaning to the finding. Sometimes fact versus opinion refers to the difference between descriptive claims and normative claims or value claims. Descriptive claims are fact in that their truth can be tested using empirical procedures. In contrast, it makes no sense to speak of the truth of a value claim or normative claim. The goodness of a normative claim is ultimately a matter of judgement or opinion.
1. Distinguishes between descriptive claims for which there is good evidence and descriptive claims which are based on guesswork (C)
2. Distinguishes between descriptive claims and value claims (C) 3. Distinguishes between findings and conclusions (C)

WORlD GEOGRAPHY (9-12)
SKILL OBJECTIVE
AS. Develops and interprets charts, tables, timelines, graphs, diagrams and other graphic aids
Organizes, summarizes and interprets information refers to the ability to deal with raw data efficiently. Unorganized data are difficult to interpret. When data are summarized in charts, graphs, tables, timelines, or other graphic forms, trends can be observed, comparisons can be made more readily and major ideas can be remembered. The groups of skills involved are the ability to read and to produce charts, graphs, tables and timelines.
1. Answers a question by correctly interpreting a chart, graph, table or timeline (C)
2. Transfers data into a chart, graph, table or timeline (C) 3. Interprets themes of graphic displays produced in newspapers or
magazines written for children or adults (C) 4. Produces a graph, chart, table or timeline using data from history or one
of the social sciences (C)

WORLD GEOGRAPHY (9-12)
SKILL OBJECTIVE
A6. Distinguishes between primary and secondary sources and determines respective uses
Primary sources -are first-hand accounts of the past. Usually, they date closely in time to the events under study. Secondary sources are derived from primary sources. Often, letters, diaries, newspaper accounts, business records and old photographs are primary sources. Biographies, textbooks and reference books are examples of secondary sources.
1. Categorizes examined sources as secondary or primary (C) 2. Sorts the content of a newspaper or magazine article ideas which did or
did not come from eye witnesses (C) 3. Sorts the content of a bibliography from a history textbook into those
sources which are probably primary and those which are probably secondary (C) 4. Explains the advantages and disadvantages in using primary versus secondary sources when conducting research (C)

WORLD GEOGRAPHY (9-12)
SKIIL OBJECTIVE
A 7. Determines sequence of events and identifies cause and effect relationships
Identifies cause and effect relationships means the ability to (1) differentiate between those relationships which probably are causal and those which probably are not, (2) recognize those events which probably have multiple causes rather than a single cause, (3) determine the probable direction of causation and recognize that some cause/effect relationships are bi-directional and (4) recognize that the existence of causal relationships is difficult to demonstrate.
1. States causal claims as tentative or probable rather than certain (C) 2. Gives an example of possible bi-directional causality (Le., instances in
which two variables may be both cause and effect) (C) 3. States more than one possible cause of an effect (C) 4. Identifies the cause (independent variable) and the effect (dependent
variable) in a straightforward example (C) 5. Gives an example of a possible noncausal relationship (C) 6. States alternative possible causes (rival hypotheses) when given a causal
claim (C) 7. States the components or steps in a simple true experiment for
determining causation (C)

WORLD GEOGRAPHY (9-12)
SKILL OBJECI1VE
A.B. Analyzes artifacts related to specific geography topics
An artifact is a product of human workmanship. To compare, analyze and evaluate artifacts means to determine their approximate age, the location in which they were produced and the culture which produced them.
1. Identifies the culture and region which produced a given artifact (C) 2. ~dentifies possible uses for a given artifact (C) 3. Compares and contrasts cultures given representative sets of artifacts (C) 4. Analyzes the general level of civilization of a culture when given a set of
representative artifacts (C)

WORLD GEOGRAPHY (9-12)
SKILL OBJECI1VE
A9. Analyzes interpretations of the same event from multiple types of sources
Analyzing interpretations of the same event from multiple sources means that the interpretation of an event is determined in part by an observer's frame of reference, perspective or point of view. Scholars tend not to see differing interpretations as clearly right or wrong, but as more or less complete and as reflecting the beliefs, values and assumptions of the person making the interpretation.
1. Compares and contrasts different interpretations of a event (C) 2. Identifies important differences in the frames of reference of two or more
interpreters of an event (C) 3. Evaluates the expertise of two or more interpreters of an event (C) 4. Identifies possible bias in the frames of reference of two or more
interpreters of an event (C) 5. Identifies possible elements of own frame of reference which might affect
interpretation of a given event (C)

WORlD GEOGRAPHY (9-12)
SKIlL OBJECTIVE
A10. Formulates questions related to geography
To formulate questions means to develop an informed, insightful and relevant line of inquiry. The questions may be factual, i.e., about important matters of fact relevant to history or the social sciences. They may be definitional, Le., about the meaning of key terms within history or the social sciences. Or they may be normative, i.e., about what should or should not be done or have been done in relation to some topic in history or the social sciences.
1. Asks important, relevant normative questions when given a topic in history or the social sciences (C)
2. Asks important, relevant questions about matters of fact when given a topic in history or the social sciences (C)
3. Asks important, relevant questions about definitional issues when given a topic in history or the social sciences (C)

WORlD GEOGRAPHY (9-12)
SKILL OBJECTIVE
A.ll. Acquires and processes information by using thought processes (recall, translation, interpretation, application, analysis, synthesis, evaluation)
Thought processes refers to skills variously labeled analytic thinking, critical thinking or reflective thinking. Examples of those skills include the ability to deduce possible instances from a generalization, to form generalizations from a set of instances, to draw valid conclusions from a set of premises, to recognize inconsistency and to recognize and challenge assumptions.
1. States and challenges possible assumptions underlying a conclusion (C) 2. Develops analogies which test the consistency of a position (C) 3. Challenges the adequacy of analogies developed to test the consistency of
a position (C) 4. Draws a valid inference when given a set of premises (C) 5. Offers alternative hypotheses in response to a problem (C) 6. States alternative outcomes which would weaken or strengthen the
evidence in support of a hypothesis when given the details of a planned experiment (C) 7. States the limitations of evidence offered in support of a hypothesis (C)

WORLD GEOGRAPHY (9-12)
SKIll. OBJECTIVE
B.12. Identifies and defines a problem related to geography
To identify a problem is to address and describe a given set of circumstances. These circumstances may be intellectually puzzling, require a prediction, require the resolution of social contliet or confront the observer with an ethical dilemma. These circumstances may be related to personal experience, historical events or events within the context of any social studies class. The circumstances may be interpreted as having desirable and/or undesirable effects or consequences.
1. Describes and labels problems using language that is precise and relatively free of emotive loading (C)
2. Describes situations which keep a person, society or region from being as successful as they might be (C)
3. Identifies a set of circumstances which the student cannot explain, such as "Holding all other things constant, why is the average temperature of the atmosphere inversely related to altitude?" (C)
4. Identifies political-ethical problems faced by a society (C)

WORLD GEOGRAPHY (9-12)
SKILL OBJECTIVE
B.l3. Formulates possible alternatives/solutions to a problem
Possible alternatives to a problem are choices which might resolve the problem. They are possible solutions to an intellectual puzzle confronting the student, possible solutions to an ethical dilemma or choices which might reduce the negative effects of a set of circumstances. To formulate or propose alternatives means to generate a list of choices.
1. lists several ways to reduce the negative effects of a set of circumstances (C)
2. Lists several possible explanations for an intellectual puzzle (C) 3. Lists several possible courses of action when faced with an ethical issue
(C) 4. Categorizes choices of behavior in addressing a given problem (C) 5. Lists several possible outcomes if a problem is left unresolved (C)

WORLD GEOGRAPHY (9-12)
SKllL OBJECTIVE
B.14. Collects evidence using appropriate, reliable data
Sources are materials or procedures which provide information. They include, but are not limited to, newspapers, magazines, films, books, computer programs, people and original empirical studies. To identify the best source is to select those materials and procedures which will provide the most relevant, reliable and valid data.
1. Generates a list of materials and procedures for obtaining information on a given subject (C)
2. Identifies community experts who can provide information about a problem (C)
3. Consults standard references (e.g., encyclopedias, atlases) (C) 4. Consults library sources such as the card catalogue and Reader's Guide
(C) 5. Collects information pertinent to topic (C) 6. Evaluates which sources would be most relevant for a given subject (C) 7. Decides whether original empirical research is needed (C)

WORlD GEOGRAPHY (9-12)
SKILL OBJECTIVE
B.I5. Cites short- and long-range positive and negative consequences of alternatives
Alternatives or choices are options available in a given situation. Each option may produce results which indicate that the choice was true or false or good or bad. Results may also be immediate or projected. It is possible to describe likely outcomes for each option. To make a decision is to select the alternative which is most likely true or most likely to produce good rather than bad effects.
1. lists the possible solutions to a given problem (C) 2. lists the possible outcomes to be expected if the solution is true when the
problem is an intellectual puzzle (C) 3. lists the possible desirable and undesirable outcomes when the problem
is an ethical issue (C) 4. Decides whether possible outcomes are immediate or long range (C) 5. Selects the alternative which is most likely true, that is the alternative
which will most likely produce the predicted effects, when the problem is an intellectual puzzle (C) 6. Selects the alternative which will most likely produce good rather than bad effects when the problem is an ethical issue (C) 7. Accepts consequences which indicate that the alternative chosen was false when the problem is an intellectual puzzle (C) 8. Accepts responsibility for making an ethically undesirable choice (C)

WORLD GEOGRAPHY (9-12)
SKILL OBJECTIVE
B.16. Chooses a reasonable solution from among the various alternatives
A problem may be an intellectual puzzle for which there is no ready answer, an ethical issue or ;r-set of circumstances which have negative consequences. To choose a reasonable or appropriate solution is to select from possible alternatives the behavior which appears to have the best probability of success or, in some cases, the solution which is most prudent, that is, has the best probability of avoiding disaster. At times, the most reasonable decision is to recognize that not enough is known to make a wise choice. When confronted with ethical problems, reasonable choice requires selecting which values to support.
1. lists alternative possible solutions to the problem (C) 2. Recognizes the communal nature of problems and attempts to reach
consensus concerning the meaning of the problem statement and of proposed solutions (C) 3. lists the evidence or reasons which support or oppose each possible solution, including conflicting values, when appropriate (C) 4. Selects one choice, when the evidence is adequate to support one choice,. or explains why a choice is premature (C) S. Qualifies the selection by presenting the evidence which supports it, as well as its limitations, and states the conditions under which a different choice would be more reasonable (C)

WORlD GEOGRAPHY (9-12)
SKILL OBJECTIVE
B.17. Identifies areas for future study
Future study refers to the investigation of problems which are either not presented or not resolved in text material or classroom lectures. Future study may entail library research, the collection of original data and the application of problem solving skills.
1. Reviews textbook to locate interesting topics which have been left out or given cursory treatment (C)
2. Compares multiple resources on the same topic for contrasting interpretations (C)
3. Examines bibliography in textbook to locate books or articles which present contrasting interpretations or detailed treatments of interesting topics (C)
4. Examines standard references in media center for contrasting interpretations or detailed treatments of interesting topics (e.g., newspapers, periodicals) (C)
5. Keeps notebook for listing topics which might be amenable to original research (C)

WORLD GEOGRAPHY (9-12)
SKIll. OBJECTIVE
C.I8. Works within a group, following set rules of procedure, to complete an assigned task
The ability to accomplish a task in cooperation with others in an important characteristic of a citizen in a democratic society. The establishment of procedures to be followed often accompanies and encourages the completion of cooperative tasks.
1. Follows rules for class discussion (A) 2. listens to opinions of other students (A) 3. Shows respect for the rights and property of others (A) 4. Formulates rules to be followed for a student organization (c, A) 5. Debates an issue following preset rules and procedures (c, A)

WORlD GEOGRAPHY (9-12)
SKILL OBJECI1VE
C.19. Demonstrates through classroom activities the necessity for rules in an ordered society
The ability to accomplish a task in cooperation with others in an important characteristic of a citizen in a democratic society. The establishment of procedures to be followed often accompanies and encourages the completion of cooperative tasks.
1. Follows rules for class discussion (A) 2. Ustens to opinions of other students (A) 3. Shows respect for the rights and property of others (A) 4. Formulates rules to be followed for a student organization (C, A) 5. Debates an issue following preset rules and procedures (c, A)

WORLD GEOGRAPHY (9-12)
SKIll OBJECTIVE
C.20. Works with others using democratic principles
In a society in which all persons are guaranteed the right to express their own opinions, citizens must be able to engage in face-to-face exchanges of ideas. Respect for the right of others to have differing opinions and the ability to accept compromise solutions to problems are important aspects of such idea exchanges.
1. Gives opinions on choices for a class activity (A) 2. Debates solutions to a current events problem (c, A) 3. Participates in a civic improvement project (c, A) 4. Contributes to the completion of a cooperative oral presentation on a
relevant topic (c, A)

WORlD GEOGRAPHY (9-12) SKILL OBJECTIVE
C.2l. Uses alternative methods of managing conflict
In situations involving social interaction, differences of opinion may result among group members. Such dissension or conflict may be resolved by generation of a set of options which-:could be used to settle the differences. Alternative options should then be judged before a decision is reached.
1. Appeals to an outside source to resolve group conflict (C, A) 2. Lists alternatives to resolve a conflict in a group (c, A) 3. Shows the ability to compromise in group situations (A)

WORlD GEOGRAPHY (9-12)
SKIll OBJECTIVE
C.22. listens to and respects the views of others
Citizens in a democratic society form beliefs based on their own experiences and knowledge. These beliefs are formed by analyzing others' beliefs and allowing others to freely express those beliefs even when they conflict with one's own views or positions.
1. Participates in a debate on the election of a government official (C, A) 2. Debates possible solutions to a current social problem (c, A) 3. Compares and contrasts newspaper editorials on the same topic (C, A) 4. Outlines arguments for and against a pending action of a local, state or
national government (c, A)

WORLD GEOGRAPHY (9-12)
SKILL OBJECTIVE
C.23. Uses many sources to obtain current information and opinions
Personal beliefs are made, modified, change or strengthened based on data gathered from external origins. A large number of these external origins exist in the form of reference materials and the beliefs of others expressed in various media or in person.
1. {nterprets stated positions of politicians (~ A) 2. Debates alternative solutions to a current political or economic problem
(c, A) 3. Compares and contrast two opinions on an issue (c, A) 4. Contrasts the opinions expressed in editorials (C) 5. Interviews school officials and students on a relevant topic (C)

WORID GEOGRAPHY (9-12)
SKILL OBJECTIVE
C.24. Obtains information by asking appropriate questions in interviews
The gathering of data for decision-making often requires gaining access to the personal knowledge and beliefs of others through direct contact. Clarification of information during such exchanges is accomplished through careful inquiry with those whose knowledge and views are being sought
1. Develops questions to be used in a interview (C) 2. Asks relevant questions of people being interviewed (C, A) 3. Summarizes an interview developed to obtain information about an
historical event (C) 4. Analyzes the importance of questions to the conduct of an interview (C,
A)

WORLD GEOGRAPHY (9-12)
SKIlL OBJECTIVE
C.25. Evaluates the reliability of information gathered
One aspect of decision-making is the ability to judge the worth or accuracy of data used to make decisions. The valuing of the data is dependent on a variety of factors which must each be weighed to give an assessment of the accuracy of the data.
1. Explains sources of bias in collected data (C) 2. Distinguishes fact from opinion in print and non-print material (C) 3. illustrates how individual perception may differ from person to person (C) 4. Identifies possible areas of unreliability in personal interviews (C)

WORLD GEOGRAPHY (9-12) SKILL OBJECllVE
C.26. Identifies goals and priorities
Successful completion of cooperative tasks depends on the ability of members to clearly define desired ends or objectives. When more than one end or objective is acceptable for a""'situation or problem, one should first rate or rank the relative desirability of achieving each option.
1. States a group's goals for a cooperative project (c, A) 2. Identifies tasks for the completion of a group task (C) 3. Prioritizies tasks for completion of a group task (C, A)

WORlD GEOGRAPHY (9-12) SKIll OBJECTIVE
C.27. Formulates and defends positions on an issue
Citizens in a democratic society are free to express their opinions on various issues they encounter. One function of a citizen is to formulate rational and logical arguments in support of his or her opinion or position on an issue and share these with other citizens and leaders.
1. Explains one's position on a topic of current events (C, A) 2. lists reasons for support of a candidate for public office (c, A) 3. Explains how one's position on an issue was determined (C, A)

WORLD GEOGRAPHY (9-12) SKIll OBJECTIVE
C.28. States reasons for an advocated position
Citizens in a democratic society are free to express their opinions on various issues they encounter. One function of a citizen is to formulate rational and logical arguments in support of his or her opinion or position on an issue and share these with other citizens and leaders.
1. Explains one's position on a topic of current events (C, A) 2. Lists reasons for support of a candidate for public office (c, A) 3. Explains how one's position on an issue was determined (c, A)

WORlD GEOGRAPHY (9-12)
SKIlL OWECTIVE
C.29. Recognizes the right of others to hold differing positions
Citizens in a democratic society form beliefs based on their own experiences and knowledge. These beliefs are formed by analyzing others' beliefs and allowing others to freely express those beliefs even when they conflict with one's own views or positions.
1. Participates in a debate on the election of a government official (C, A) 2. Debates possible solutions to a current social problem (C, A) 3. Compares and contrasts newspaper editorials on the same topic (c, A) 4. Outlines arguments for and against a pending action of a local, state or
national government (c, A)

WORLD GEOGRAPHY (9-12)
SKILL OBJECTIVE
C.30. Participates in planning for effective action in civic affairs
Citizens in a democratic society have many opportunities to be involved in community or public activities to support their personal views. Involvement may be improved and made more efficient by setting goals, organizing and prioritizing tasks and initiating action in a systematic way.
1. Plans a campaign for a school election (c, A) 2. Plans for political action on a current issue (c, A) 3. Seeks the support of public officials for a stated position (C, A) 4. Takes part in the activities of community action groups (c, A) 5. Explains various means by which one's opinions or ideas can be promoted
(C)

WORlD GEOGRAPHY (9-12) SKILL OBJECTIVE
C.3l. Presents viewpoint to others
Citizens in a democratic society are free to express their opinions on various issues they encounter. One function of a citizen is to formulate rational and logical arguments in support of his or her opinion or position on an issue and share these with other citizens and leaders.
1. Explains one's position on a topic of current events (c, A) 2. Lists reasons for support of a candidate for public office (c, A) 3. Explains how one's position on an issue was determined (C, A)

WORlD GEOGRAPHY (9-12) SKIll OBJECTIVE
0.32. Computes differences between time zones
Different areas of longitude have different times based on their position in relationship to 1M Prime Median (0 degrees). The number of hours that separate time zones is calculated using approximately 15 degrees of longitude per time zone.
1. Determines the number of hours difference between any points on the globe (C)
2. States whether one zone is ahead or behind another in time (C) 3. Explains the clock time at various places on the Earth at any given point
of time (C)

WORlD GEOGRAPHY (9-12)
SKILL OBJECTIVE
D.33. Demonstrates the relationship between earth movements and the length of day and the passage of seasons
The planet earth makes one orbit around the sun in approximately 365 days. It turns on its axis once every twenty-four hours. The changes in the amount of daylight and darkness and the changes in the seasons are a result of the earth's movements.
1. Moves a model of the earth around the sun and on its axis to show various times and seasons (C)
2. Explains that the earth moves around the sun in a calendar year (C) 3. Explains that the earth moves around its axis once in twenty-four hours
(C) 4. Moves a model of the earth around the sun to show how the tilt of the
earth's axis affects the seasons (C) 5. Describes the placement of the earth in relation to the sun during a given
period of the calendar year (C)

WORLD GEOGRAPHY (9-12)
SKILL OBJECTIVE
D.34. Translates dates into centuries
One hundred years is a century, thus the period 0-99 after the birth of Christ is called the first century, AD., and the second 100 years (100-199) are the second century of recorded history after Christ. The centuries since Christ are labeled AD. Those before Christ are labeled B.C.
1. Places a given date into the correct century, either AD. or B.C. (C) 2. Describes a given date with the appropriate adjective reflecting the
correct century (C) 3. Translates centuries on the Christian calendar to centuries on a non-
Christian calendar (C)

WORLD GEOGRAPHY (9-12)
SKILL OBJECTIVE
D.35. Formulates generalizations and conclusions about time in studying the development of human affairs
Conclusions or generalizations are principles based on facts. Assimilating facts and developing a valid principle from those facts requires some understanding of events and the ability to think critically about the validity of claims based on those events.
1. States a conclusion or generalization and justifies it with several facts (C) 2. States whether a conclusion is based on a population of events or on a
sample of those events (C) 3. States whether a sample of events which serves as the basis for a
conclusion or generalization is representative of the relevant population of events (C) 4. Formulates a generalization about the ability of experts to predict the duration of important events, such as the length of wars or the length of economic depressions (C)

WORLD GEOGRAPHY (9-12)
SKILL OBJECTIVE
D.36. Relates the past to the present in the study of change and continuity in human affairs
Over time change occurs in all societies; however, some basic activities or patterns do not change, but have a sense of continuity. Many current happenings have their roots in events from the past, and these happenings are better understood if their antecedents are understood.
1. Compares a current event to a similar event in history (C) 2. Identifies recurring patterns of similar events in history (C) 3. Explains how the growth of cities is related to developments in
transportation (C) 4. Explains how constitutions are shaped by the prior development of
philosophical thought (C) 5. Traces current religions to their origins and explains how religions have
influenced major events in history (C)

WORm GEOGRAPHY (9-12)
SKIll OBJECTIVE
0.37. Makes timeline sequencing a series of events
A line or continuum may be used to show the order in which things happen. Any specific event or activity, whether in an individual's life or in history, may be put in sequence on SUCy line or continuum.
1. Constructs a list of events and places them in order on a continuum (C) 2. Constructs a list of events in a famous exploration, such as Magellan's
voyage around the world, and places them on a timelliie (C) 3. Constructs a list of events related to an important economic event, such as
the Great Depression, and places them on a timeline (C) 4. Constructs a list of developments in the economic organization of society
from hunting and gathering to industrialization and places them on a timeline (C) 5. Constructs a list of geological ages and places them on a timeline (C)

WORLD GEOGRAPHY (9-12)
SKILL OBJECTIVE
E.38. Differentiates among rotation, revolution, parallelism and their effects
The earth has several different types of motion, each of which influences the environments of life on the planet The cycle of day and night is caused by the east to west movement of the earth about a imaginary line connecting the poles. The cycle of a year is caused by the movement of the earth in an elliptical orbit about the sun.
1. Defmes rotation and revolution (C) 2. Explains some of the major effects of the earth's rotation (C) 3. Explains some of the major effects of the earth's revolution about the sun
(C) 4. illustrates difference between rotation and revolution (C)

WORlD GEOGRAPHY (9-12)
SKll.L OBJECTIVE
E39. Defines and illustrates orbits
The gravitational field of objects with very large masses such as a planet or sun can cause other bodies of lesser mass to become entrapped in a never-ending path around the large body. The trajectories of the smaller bodies are often circular or elliptical and, barring gravitational influences from elsewhere, cause predictable cycles of movement to occur.
1. Defmes the term orbit (C) 2. Gives examples of bodies in orbit around other bodies (C) 3. lists types of objects in orbit about the earth (C) 4. lliustrates the orbital paths of the nine planets of the solar system (C) 5. Describes how gravity relates to the revolution of smaller bodies of mass
around larger bodies of mass (C)

WORlD GEOGRAPHY (9-12)
SKILL OBJECITVE
E.40. Identifies some problems in projecting the globe onto a flat surface
Map-makers face a fundamental dilemma in attempting to draw the features of a three-dimensional world on a two-dimensional surface.. Various technical methods have been devised by map-makers to accomplish this task, but distortions always occur in the representation of some part of the world.
1. Differentiates between several major types of map projections (C) 2. Locates areas of distortion on a map (C) 3. Explains why distortions appear on particular map projections (C) 4. Contrasts representation of particular land areas on different map
projections (C)

WORW GEOGRAPHY (9-12)
SKIll. OBJECl1VE
EA1. Uses cardinal and intermediate directions to locate various cultural/political and natural features on the earth
The points on the earth which correspond to the rotational axis form the foundation of a grid system of locating places on the surface of the planet. By orienting a person or map toward the point roughly in line with the star Polaris and identifying the apparent path of solar objects in the sky, a standardized frame of reference is established by which location may be determined.
1. Identifies the direction "north" relative to a point on a map (C) 2. Explains the relative position of two points on a map using cardinal
directions (C) 3. Orients a map to magnetic north (C) 4. Identifies the cardinal direction quadrant of a point on a map (C)

WORlD GEOGRAPHY (9-12) SKILL OBJECTIVE
E.42. Uses a grid system to find exact locations
A system of imaginary parallel and perpendicular lines is often incorporated into a map's design to facilitate the location of specific places on the map by users. Each place on the m~ will thus have its own identifying location using a coordinate system of numbers or numbers and letters.
1. Identifies the east/west and north/south grid lines of a map (C) 2. Locates a place on a map using latitude and longitude (C) 3. Identifies the location of a place relative to another using cardinal and
intermediate directions (C)

WORLD GEOGRAPHY (9-12)
SKILL OBJECTIVE
E.43. Determines direction from the study of maps and globes
The points on the earth which correspond to the rotational axis form the foundation of a grid system of locating places on the surface of the planet. By orienting a person or map toward the point roughly in line with the star Polaris and identifying the apparent path of solar objects in the sky, a standardized frame of reference is established by which location may be determined.
1. Identifies the direction "north" relative to a point on a map (C) 2. Explains the relative position of two points on a map using cardinal
directions (C) 3. Orients a map to magnetic north (C) 4. Identifies the cardinal direction quadrant of a point on a map (C)

WORlD GEOGRAPHY (9-12)
SKILL OBJECITVE
E.44. Uses circle measurements in degrees, minutes and seconds
Measurements of angles are often necessary when determining distance and . location on spherical surfaces such as the earth's. Standardized units of measure have been established with basic units and smaller, gradient units for more precise calculations.
1. Differentiates among degrees, minutes and seconds (C) 2. D!termines latitude and longitude coordinates of a point in degrees,
minutes and seconds (C) 3. Locates points on a map given coordinates in degrees, minutes and
seconds (C) 4. Explains the use of degrees, minutes and seconds in locating places on the
earth (C)

WORLD GEOGRAPHY (9-12)
SKll..L OBJECTIVE
EA5. Uses map scale to determine distance
Cartographers attempt to produce accurate representations of features on the earth in their two-dimensional models of the earth's surface. Spaces between points on the earth are proportionally represented in these models. Actual units of length may be determined from the model using information included in the map key or legend.
1. Defines the term map scale (C) 2. Locates map scales on various maps (C) 3. Explains how to draw a map to scale (C) 4. Computes actual distances based on map measurements (C) 5. Creates a map of a familiar place which includes a map scale (C)

WORLD GEOGRAPHY (9-12)
SKILL OBJECTIVE
E.46. Demonstrates that scale can be expressed in alternative formats
Cartographers create representations of the earth's surface which have distances proportional to real distances. Actual units of length may be computed from the model using information included in the legend. Such information on proportional distances may be given in words, fractional numbers, ratios or graphically represented.
1. 11sts different ways by which map scale may be expressed (C) 2. Explains how actual distances are computed using the various alternative
formats for showing map scale (C) 3. Converts one form of expression of scale to another (C) 4. Writes a map scale in several different ways (C)

WORLD GEOGRAPHY (9-12)
SKIll. OBJECI1VE
E.47. Uses map keys and legends to correctly interpret resource, product, historic, physical, political and economic maps
Color, labeling, "fymbolic figures and sometimes texture are used by cartographers in their attempt to make two-dimensional models of the earth's surface. Depending on the purpose of the model, the cartographer will choose various abstract symbols to represent real features on the earth or to convey some sort of data about the area of focus. Many symbols are standardized and will be used by cartographers, while others will be peculiar to the purpose of the map or the cartographer.
1. Identifies the meaning of symbols on a map (C) 2. Explains the purpose of a map based on information in a map key (C) 3. Locates information for a specific purpose on a map (C) 4. Draws conclusions about a region based on information in several maps
(e.g., the economy, culture) (C)

WORLD GEOGRAPHY (9-12)
SKIlL OBJECI1VE
EAS. Differentiates between natural and cultural features on the earth's surface
Cartographers use color, labels, symbols and sometimes texture in their representations of the earth's surface to differentiate various features including those that are man-made or cultural and those that are not made by man but are natural occurring. Many symbols and colors are standardized and are used by cartographers, while others will be peculiar to the purpose of the map of the cartographer. A legend is often provided to aid in interpretation.
1. Identifies natural features shown on a map (C) 2. Identifies cultural or man-made features shown on a map (C) 3. Distinguishes between natural and cultural features on map (C) 4. Identifies symbols used on a map (C) 5. Explains the meaning of symbols representing cultural and natural
features on a map (C)

WORlD GEOGRAPHY (9-12)
SKIll OBJECTIVE
E.49. Draws conclusions based on multiple pieces of information included on maps
Cartographers create plane surface representative models of the earth for a variety of uses. Some are general use models which give general information about the surface features of the earth in an area. Others are for specialized use and provide specific sets of data for users with specific needs. Some models provide both special and general purpose information on the same map.
..
1. Chooses appropriate maps with information for a specific purpose (C) 2. Uses multiple components of a map in support of a hypothesis (C) 3. Draws conclusions based on several types of information on a map (C) 4. Locates multiple types of information on a map to support or refute
claims by others (C)

WORLD GEOGRAPHY (9-12)
SKILL OBJECTIVE
E.50. Uses maps and globes to explain geographic settings of historic and current events
A more comprehensive understanding of a world occurrence may be gained by the analysis of cartographers' plane or spherical surface representative models of the area in which the occurrence happened. Gazetteers or indexes to atlases may be used to find grid coordinates for places which may then be found on the model.
1. Locates regions of interest on a map or globe (C) 2. Locates appropriate maps for a specific purpose (C) 3. Uses an index or gazetteer to find grid coordinates of a place of interest
(C) 4. Draws conclusions about (political events, current economic events,
historical and current events) based on information in maps (C)

WORLD GEOGRAPHY (9-12)
SKilL OBJECTIVE
E.51. Makes generalizations about human activities in a geographic region using map information
Plane surface representative models of the earth's surface may be created for a variety of purposes. General purpose models and specific purpose models may serve as reference sources for a variety of data collection needs. Many of these models focus on the effects of people on the earth or give information about their culture.
1. Chooses appropriate maps to gather information about human activity in a specific region (C)
2. Uses multiple maps to gather data in support of a conclusion about the people of a geographic region (C)
3. Draws conclusions about human activity in a region based on information in several maps (C)
4. Locates multiple types of information on a map or maps to refute or support statements about human activity in a region (C)

WORLD GEOGRAPHY (9-12)
SKILL OBJECTIVE
E.52. Translates geographic data into simple box graphs
Plane surface representative models of the earth's surface may be created for a variety of purpo~s. General and specific purpose models may serve as the reference sources-for a variety of data collection needs. Such data may then be synthesized by users for particular purposes and presented in a variety of graphic formats.
1. Isolates specific information on maps for a particular purpose (C) 2. Locates appropriate maps as sources for specific information (C) 3. Creates bar graphs of data from maps (C) 4. Diagrams information from maps for presentation (C) 5. Creates special purpose maps based on statistical information (C)