Riada American School

Geography Scope and Sequence





The World in Spatial Terms
1.Understands the characteristics and uses of maps, globes, and other geographic tools and technologies

Geography

Standard 1.Understands the characteristics and uses of maps, globes, and other geographic tools and technologies

Geography

Standard 1 : Understands the characteristics and uses of maps, globes, and other geographic tools and technologies

Reference code: GE,106

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level Pre-K (Grade Pre-K)
   1. Understands that maps can represent his or her surroundings
Geography 
 Standard 1.Understands the characteristics and uses of maps, globes, and other geographic tools and technologies
  
TopicMaps, globes, and atlases
   Level Pre-K (Grade Pre-K)
  Benchmark 1.Understands that maps can represent his or her surroundings
   Vocabulary terms
A.  map
  Knowledge/skill statements
  1. Knows what a map is   
  2. Knows that maps can represent different things   
  3. Knows that maps can represent their surroundings   


Citation Log: BD(DDE;​IE,146;​TXE)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level I (Grade K-2)
   1. Understands the globe as a representation of the Earth
Geography 
 Standard 1.Understands the characteristics and uses of maps, globes, and other geographic tools and technologies
  
TopicMaps, globes, and atlases
   Level I (Grade K-2)
  Benchmark 1.Understands the globe as a representation of the Earth
   Vocabulary terms
A.  globe
  Knowledge/skill statements
  1. Know the characteristics of a globe   
  2. Know how land is represented on a globe   
  3. Know how water is represented on a globe   


Citation Log: BD(GE,106;​TE,12)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level II (Grade 3-5)
   1. Knows the basic elements of maps and globes (e.g., title, legend, cardinal and intermediate directions, scale, grid, principal parallels, meridians, projection)  A 
Geography 
 Standard 1.Understands the characteristics and uses of maps, globes, and other geographic tools and technologies
  
TopicMaps, globes, and atlases
   Level II (Grade 3-5)
  Benchmark 1.Knows the basic elements of maps and globes (e.g., title, legend, cardinal and intermediate directions, scale, grid, principal parallels, meridians, projection)
   Vocabulary terms
A.  elements of maps
B.  elements of globes
C.  map title
D.  map legend
E.  cardinal direction
F.  intermediate direction
G.  scale
H.  map grid
I.  principal parallel
J.  meridian
K.  projection
  Knowledge/skill statements
  1. Knows the basic elements of maps   
  2. Knows the basic elements of globes   
  3. Understands the concept of a title   
  4. Understands the concept of a legend  A   
  5. Understands the concept of cardinal direction    
  6. Understands the concept of intermediate direction    
  7. Understands the concept of scale   A   
  8. Understands the concept of a grid system  A   
  9. Understands the concept of meridians    
  10. Understands the concept of projection    
  11. Understands the concept of principal parallels    


 A  = Assessment items available

Citation Log: BD(GE,106;​EE,12;​NE,35;​TE,35,*)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Interprets topography using aerial photos and maps  A 
Geography 
 Standard 1.Understands the characteristics and uses of maps, globes, and other geographic tools and technologies
  
TopicMaps, globes, and atlases
   Level II (Grade 3-5)
  Benchmark 2.Interprets topography using aerial photos and maps
   Vocabulary terms
A.  topography
B.  aerial photograph
C.  topographical map
  Knowledge/skill statements
  1. Interprets topography using aerial photos   
  2. Interprets topography using maps  A   
  3. Understands the concept of topography   


 A  = Assessment items available

Citation Log: BP(GE,106;​EI,14;​NI,34;​TE,28)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Uses map grids (e.g., latitude and longitude or alphanumeric system) to plot absolute location  A 
Geography 
 Standard 1.Understands the characteristics and uses of maps, globes, and other geographic tools and technologies
  
Topics1. Maps, globes, and atlases; 2. Location of natural and human features and places
   Level II (Grade 3-5)
  Benchmark 3.Uses map grids (e.g., latitude and longitude or alphanumeric system) to plot absolute location
   Vocabulary terms
A.  map grid
B.  latitude
C.  longitude
D.  alphanumeric system
E.  plotting absolute location
  Knowledge/skill statements
  1. Uses latitude and longitude to plot absolute location  A   
  2. Uses an alphanumeric system to plot absolute location   


 A  = Assessment items available

Citation Log: BP(GE,107;​EI,13;​NE,36;​TE,27)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level III (Grade 6-8)
   1. Knows the purposes and distinguishing characteristics of different map projections, including distortion on flat-map projections
Geography 
 Standard 1.Understands the characteristics and uses of maps, globes, and other geographic tools and technologies
  
TopicMaps, globes, and atlases
   Level III (Grade 6-8)
  Benchmark 1.Knows the purposes and distinguishing characteristics of different map projections, including distortion on flat-map projections
   Vocabulary terms
A.  map projection
B.  distortion
C.  flat-map projection
  Knowledge/skill statements
  1. Knows the purpose of different map projections   
  2. Knows the distinguishing characteristics of different map projections   
  3. Understands distortion on flat-map projections   
  
McREL Activity(s)
   Flat Earth Society


Citation Log: BC(GE,144,145;​NE,52-53)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Uses thematic maps (e.g., patterns of population, disease, economic features, rainfall, vegetation)  A 
Geography 
 Standard 1.Understands the characteristics and uses of maps, globes, and other geographic tools and technologies
  
TopicMaps, globes, and atlases
   Level III (Grade 6-8)
  Benchmark 2.Uses thematic maps (e.g., patterns of population, disease, economic features, rainfall, vegetation)
   Vocabulary terms
A.  thematic map
B.  population pattern
C.  disease pattern
D.  economic pattern
E.  rainfall pattern
F.  vegetation pattern
  Knowledge/skill statements
  1. Understands the concept of a thematic map   
  2. Uses maps that depict patterns of populations   
  3. Uses maps that depict patterns of disease    
  4. Uses maps that depict patterns of economic features  A   
  5. Uses maps that depict patterns of rainfall   A   
  6. Uses maps that depict patterns of vegetation   A   


 A  = Assessment items available

Citation Log: BP(GE,144;​NE,52-53)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands concepts such as axis, seasons, rotation, and revolution (Earth-Sun relations)
Geography 
 Standard 1.Understands the characteristics and uses of maps, globes, and other geographic tools and technologies
  
TopicEarth-Sun relations
   Level III (Grade 6-8)
  Benchmark 3.Understands concepts such as axis, seasons, rotation, and revolution (Earth-Sun relations)
   Vocabulary terms
A.  Earth’s axis
B.  Earth’s rotation
C.  Earth’s revolution
D.  Earth-Sun relations
  Knowledge/skill statements
  1. Knows that the Earth rotates (spins) on a tilted axis   
  2. Knows that the Earth revolves around the Sun in an orbit   
  3. Understands that the seasons are affected by the tilt of the Earth’s axis and its revolution around the Sun   


Citation Log: BD(GE,145;​NE,37)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Knows the advantages and disadvantages of maps, globes, and other geographic tools to illustrate a data set (e.g., data on population distribution, language-use patterns, energy consumption at different times of the year)
Geography 
 Standard 1.Understands the characteristics and uses of maps, globes, and other geographic tools and technologies
  
TopicMaps, globes, and atlases
   Level III (Grade 6-8)
  Benchmark 4.Knows the advantages and disadvantages of maps, globes, and other geographic tools to illustrate a data set (e.g., data on population distribution, language-use patterns, energy consumption at different times of the year)
   Vocabulary terms
A.  geographic tool
B.  illustrating a data set
C.  data on population distribution
D.  language-use pattern
E.  energy consumption data
  Knowledge/skill statements
  1. Knows the advantages of using maps to illustrate a data set   
  2. Knows the disadvantages of using maps to illustrate a data set   
  3. Knows the advantages of using globes to illustrate a data set   
  4. Knows the disadvantages of using globes to illustrate a data set   
  5. Knows the advantages of using various geographic tools to illustrate a data set   
  6. Knows the disadvantages of using various geographic tools to illustrate a data set   
  7. Knows the advantages and disadvantages of using maps to illustrate data on population distribution   
  8. Knows the advantages and disadvantages of using globes to illustrate data on population distribution   
  9. Knows the advantages and disadvantages of using maps to illustrate language-use patterns   
  10. Knows the advantages and disadvantages of using globes to illustrate language-use patterns   
  11. Knows the advantages and disadvantages of using maps to illustrate energy consumption at different times of the year   
  12. Knows the advantages and disadvantages of using globes to illustrate energy consumption at different times of the year   


Citation Log: BC(GE,145;​NE,53)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Knows the characteristics and uses of cartograms
Geography 
 Standard 1.Understands the characteristics and uses of maps, globes, and other geographic tools and technologies
  
TopicMaps, globes, and atlases
   Level III (Grade 6-8)
  Benchmark 5.Knows the characteristics and uses of cartograms
   Vocabulary terms
A.  cartogram
  Knowledge/skill statements
  1. Knows the characteristics of a cartogram   
  2. Understands the use of cartograms   


Citation Log: BD(GE,145;​NE,52-53)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   6. Knows how maps help to find patterns of movement in space and time (e.g., mapping hurricane tracks over several seasons, mapping the spread of influenza throughout the world)
Geography 
 Standard 1.Understands the characteristics and uses of maps, globes, and other geographic tools and technologies
  
TopicMaps, globes, and atlases
   Level III (Grade 6-8)
  Benchmark 6.Knows how maps help to find patterns of movement in space and time (e.g., mapping hurricane tracks over several seasons, mapping the spread of influenza throughout the world)
   Vocabulary terms
A.  movement pattern
B.  hurricane track
C.  spread of disease
  Knowledge/skill statements
  1. Understands the mapping of hurricane tracks over several seasons as a useful application of mapping patterns of movement through space and time   
  2. Understands that mapping the spread of influenza throughout the world is a useful application of mapping patterns of movement through space and time   
  
McREL Activity(s)
   Weather Watch


Citation Log: BD(GE,145;​NI,53)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   7. Knows the characteristics and purposes of geographic databases (e.g., databases containing census data, land-use data, topographic information)
Geography 
 Standard 1.Understands the characteristics and uses of maps, globes, and other geographic tools and technologies
  
TopicGeographic databases and technology
   Level III (Grade 6-8)
  Benchmark 7.Knows the characteristics and purposes of geographic databases (e.g., databases containing census data, land-use data, topographic information)
   Vocabulary terms
A.  geographic database
B.  census data
C.  land-use data
D.  topographical data
  Knowledge/skill statements
  1. Knows the characteristics of geographic databases   
  2. Knows the purposes of geographic databases   
  3. Knows that geographic databases may contain census data   
  4. Knows that geographic databases may contain land-use data   
  5. Knows that geographic databases may contain topographic information   


Citation Log: BD(GE,144;​NI,53)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level IV (Grade 9-12)
   1. Understands the advantages and disadvantages of using maps from different sources and different points of view (e.g., maps developed by the media, business, government, industry and military to show how a recently closed military installation can be utilized for civilian purposes)
Geography 
 Standard 1.Understands the characteristics and uses of maps, globes, and other geographic tools and technologies
  
Topics1. Bias, meaning, and perspective; 2. Maps, globes, and atlases
   Level IV (Grade 9-12)
  Benchmark 1.Understands the advantages and disadvantages of using maps from different sources and different points of view (e.g., maps developed by the media, business, government, industry and military to show how a recently closed military installation can be utilized for civilian purposes)
   Vocabulary terms
A.  media map
B.  business map
C.  government map
D.  industry map
E.  military map
F.  map source
  Knowledge/skill statements
  1. Understands the advantages of using maps from different sources   
  2. Understands the advantages of using maps from different points of view   
  3. Understands the disadvantages of using maps from different sources   
  4. Understands the disadvantages of using maps from different points of view   
  5. Understands the advantages and disadvantages of using maps developed by the media   
  6. Understands the advantages and disadvantages of using maps developed by businesses   
  7. Understands the advantages and disadvantages of using maps developed by the government   
  11. Understands the advantages and disadvantages of using maps developed by industries   
  13. Understands the advantages and disadvantages of using maps developed by the military    


Citation Log: BC(GE,185;​NI,71-72)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows the characteristics and uses of geographic technologies (e.g., geographic information systems (GIS) and satellite-produced imagery)
Geography 
 Standard 1.Understands the characteristics and uses of maps, globes, and other geographic tools and technologies
  
TopicGeographic databases and technology
   Level IV (Grade 9-12)
  Benchmark 2.Knows the characteristics and uses of geographic technologies (e.g., geographic information systems (GIS) and satellite-produced imagery)
   Vocabulary terms
A.  geographic technology
B.  Geographic Information System
C.  GIS
D.  satellite-produced imagery
  Knowledge/skill statements
  1. Knows the characteristics of geographic technologies   
  2. Knows ways that geographic technologies can be used   
  3. Knows the characteristics of geographic information systems (GIS)   
  4. Understands the use of geographic information systems (GIS)   
  5. Knows the characteristics of satellite-produced imagery   
  6. Understands the use of satellite-produced imagery   


Citation Log: BD(GE,185;​NE,71-72)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Transforms primary data into maps, graphs, and charts (e.g., charts developed from recent census data ranking selected information on various topics, cartograms depicting the relative sizes of Latin American countries based on their urban populations)
Geography 
 Standard 1.Understands the characteristics and uses of maps, globes, and other geographic tools and technologies
  
TopicMaps, globes, and atlases
   Level IV (Grade 9-12)
  Benchmark 3.Transforms primary data into maps, graphs, and charts (e.g., charts developed from recent census data ranking selected information on various topics, cartograms depicting the relative sizes of Latin American countries based on their urban populations)
   Vocabulary terms
A.  primary data
B.  map development
C.  graph development
D.  chart development
  Knowledge/skill statements
  1. Transforms primary data into maps   
  2. Transforms primary data into graphs   
  3. Transforms primary data into charts   
  4. Understands how charts can be developed from census data ranking selected information on various topics   
  5. Understands how cartograms depicting the relative sizes of Latin American countries based on their urban populations can be developed   


Citation Log: BP(GE,184)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
    

 A  = Assessment items available
2.Knows the location of places, geographic features, and patterns of the environment

Geography

Standard 2.Knows the location of places, geographic features, and patterns of the environment

Geography

Standard 2 : Knows the location of places, geographic features, and patterns of the environment

Reference code: GI,108

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level Pre-K (Grade Pre-K)
   1. Knows geographic information about oneself (e.g., the town in which he or she lives, address, phone number)
Geography 
 Standard 2.Knows the location of places, geographic features, and patterns of the environment
  
TopicLocation of natural and human features and places
   Level Pre-K (Grade Pre-K)
  Benchmark 1.Knows geographic information about oneself (e.g., the town in which he or she lives, address, phone number)
   Vocabulary terms
A.  hometown
B.  address
C.  phone number
  Knowledge/skill statements
  1. Knows the town in which he or she lives   
  2. Knows his or her address or street name   
  3. Knows his or her phone number   


Citation Log: BD(IE,150;​OE)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Uses simple geographic thinking
Geography 
 Standard 2.Knows the location of places, geographic features, and patterns of the environment
  
TopicLocation of natural and human features and places
   Level Pre-K (Grade Pre-K)
  Benchmark 2.Uses simple geographic thinking
   Vocabulary terms
A.  geographic thinking
  Knowledge/skill statements
  1. Demonstrates a basic sense of geographic awareness   


Citation Log: BP(IE,146;​OE)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level I (Grade K-2)
   1. Knows the location of school, home, neighborhood, community, state, and country   A 
Geography 
 Standard 2.Knows the location of places, geographic features, and patterns of the environment
  
Topics1. Mental maps, spatial relationships, and directional awareness; 2. Location of natural and human features and places
   Level I (Grade K-2)
  Benchmark 1.Knows the location of school, home, neighborhood, community, state, and country
   Vocabulary terms
A.  location
B.  school location
C.  home location
D.  neighborhood location
E.  community location
F.  state location
G.  country location
  Knowledge/skill statements
  1. Knows the location of his or her school   
  2. Knows the location of his or her home   
  3. Knows the location of his or her neighborhood   
  4. Knows the location of his or her community   
  5. Knows the location of his or her state  A   
  6. Knows the location of his or her country   


 A  = Assessment items available

Citation Log: BD(GI,108;​EE,11,12;​NI,36;​TE,11,15,21,*)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level II (Grade 3-5)
   1. Knows major physical and human features of places as they are represented on maps and globes (e.g., shopping areas, fast food restaurants, fire stations, largest cities, rivers, lakes, wetlands, recreation areas, historic sites, land forms, locations of places discussed in history, language arts, science, and other school subjects)  A 
Geography 
 Standard 2.Knows the location of places, geographic features, and patterns of the environment
  
Topics1. Location of natural and human features and places; 2. Maps, globes, and atlases
   Level II (Grade 3-5)
  Benchmark 1.Knows major physical and human features of places as they are represented on maps and globes (e.g., shopping areas, fast food restaurants, fire stations, largest cities, rivers, lakes, wetlands, recreation areas, historic sites, land forms, locations of places discussed in history, language arts, science, and other school subjects)
   Vocabulary terms
A.  representation of physical features
B.  representation of human features
C.  shopping area representation
D.  fast food restaurant representation
E.  fire station representation
F.  city representation
G.  river representation
H.  lake representation
I.  wetland representation
J.  recreation area representation
K.  historic site representation
L.  land form representation
  Knowledge/skill statements
  1. Knows major physical features of places as they are represented on maps   A   
  2. Knows major human features of places as they are represented on maps    
  3. Knows major physical features of places as they are represented on globes   
  4. Knows major human features of places as they are represented on globes   
  5. Knows shopping areas as they are represented on maps   
  6. Knows fast food restaurants as they are represented on maps   
  7. Knows fire stations as they are represented on maps   
  8. Knows large cities as they are represented on maps   
  9. Knows large cities as they are represented on globes   
  10. Knows rivers as they are represented on maps  A   
  11. Knows rivers as they are represented on globes   
  12. Knows lakes as they are represented on maps  A   
  13. Knows lakes areas as they are represented on globes   
  14. Knows wetlands as they are represented on maps   
  15. Knows wetlands as they are represented on globes   
  16. Knows recreation areas as they are represented on maps   
  17. Knows historic sites as they are represented on maps   
  18. Knows land forms as they are represented on maps   
  19. Knows land forms as they are represented on globes   
  20. Knows the location of places discussed in history as they are represented on maps   
  21. Knows the location of places discussed in history as they are represented on globes   
  22. Knows the location of places discussed in language arts as they are represented on maps   
  23. Knows the location of places discussed in language arts as they are represented on globes   
  24. Knows the location of places discussed in science as they are represented on maps   
  25. Knows the location of places discussed in science as they are represented on globes   


 A  = Assessment items available

Citation Log: BD(GE,108,109;​EE,14;​NE,34-36;​TE,27)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows the location of major cities in North America
Geography 
 Standard 2.Knows the location of places, geographic features, and patterns of the environment
  
Topics1. Location of natural and human features and places; 2. Mental maps, spatial relationships, and directional awareness
   Level II (Grade 3-5)
  Benchmark 2.Knows the location of major cities in North America
   Vocabulary terms
A.  city location
B.  North America
  Knowledge/skill statements
  1. Knows major cities in North America   
  2. Knows where major North American cities are generally located   


Citation Log: BD(GI,109;​EI,15;​NE,34;​TE,27)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Knows the approximate location of major continents, mountain ranges, and bodies of water on Earth   A 
Geography 
 Standard 2.Knows the location of places, geographic features, and patterns of the environment
  
Topics1. Location of natural and human features and places; 2. Mental maps, spatial relationships, and directional awareness
   Level II (Grade 3-5)
  Benchmark 3.Knows the approximate location of major continents, mountain ranges, and bodies of water on Earth
   Vocabulary terms
A.  continent location
B.  mountain range location
C.  water location
D.  approximate location
  Knowledge/skill statements
  1. Knows the approximate location of the continents  A   
  2. Knows the approximate location of major mountain ranges on Earth  A   
  3. Knows the approximate location of major bodies of water on Earth   
  
McREL Activity(s)
   The Globe Game


 A  = Assessment items available

Citation Log: BD(GE,109;​EE,16;​NE,34;​TI,28)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level III (Grade 6-8)
   1. Knows the location of physical and human features on maps and globes (e.g., culture hearths such as Mesopotamia, Huang Ho, the Yucatan Peninsula, the Nile Valley; major ocean currents; wind patterns; land forms; climate regions)
Geography 
 Standard 2.Knows the location of places, geographic features, and patterns of the environment
  
Topics1. Location of natural and human features and places; 2. Maps, globes, and atlases
   Level III (Grade 6-8)
  Benchmark 1.Knows the location of physical and human features on maps and globes (e.g., culture hearths such as Mesopotamia, Huang Ho, the Yucatan Peninsula, the Nile Valley; major ocean currents; wind patterns; land forms; climate regions)
   Vocabulary terms
A.  location of physical features
B.  location of human features
C.  culture hearth locations
D.  Mesopotamia
E.  Huang Ho
F.  Yucatan Peninsula
G.  Nile Valley
H.  ocean current locations
I.  wind pattern locations
J.  land form locations
K.  climate locations
  Knowledge/skill statements
  1. Knows the location of physical features on maps    
  2. Knows the location of human features on maps    
  3. Knows the location of physical features on globes   
  4. Knows the location of human features on globes   
  5. Knows the location of Mesopotamia on a map    
  6. Knows the location of Huang Ho on a map    
  7. Knows the location of the Yucatan Peninsula on a map    
  8. Knows the location of the Nile Valley on a map    
  9. Knows the location of culture hearths on a map    
  10. Knows the location of major ocean currents on a map    
  11. Knows the location of major wind patterns on a map    
  12. Knows the location of major land forms on a map    
  13. Knows the location of major climatic regions on a map    
  14. Knows the location of Mesopotamia on a globe   
  15. Knows the location of Huang Ho on a globe   
  16. Knows the location of the Yucatan Peninsula on a globe   
  17. Knows the location of the Nile Valley on a globe   
  18. Knows the location of culture hearths on a globe   
  19. Knows the location of major ocean currents on a globe   
  20. Knows the location of major wind patterns on a globe   
  21. Knows the location of major land forms on a globe   
  22. Knows the location of major climatic regions on a globe   


Citation Log: BD(GE,146;​NI,52,*)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows how mental maps can reflect attitudes and perceptions of places (e.g., how personal interests emphasize some details at the expense of others)
Geography 
 Standard 2.Knows the location of places, geographic features, and patterns of the environment
  
Topics1. Mental maps, spatial relationships, and directional awareness; 2. Bias, meaning, and perspective; 3. Perceptions of places and regions
   Level III (Grade 6-8)
  Benchmark 2.Knows how mental maps can reflect attitudes and perceptions of places (e.g., how personal interests emphasize some details at the expense of others)
   Vocabulary terms
A.  mental map
B.  attitude towards place
C.  perception of place
  Knowledge/skill statements
  1. Knows how mental maps can reflect one’s attitudes of places   
  2. Knows how mental maps can reflect one’s perceptions of places   
  3. Knows that in mental maps, personal interests may emphasize some details at the expense of others   


Citation Log: BD(GE,147;​NI,52)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Knows the relative location of, size of, and distances between places (e.g., major urban centers in the United States)
Geography 
 Standard 2.Knows the location of places, geographic features, and patterns of the environment
  
Topics1. Location of natural and human features and places; 2. Mental maps, spatial relationships, and directional awareness
   Level III (Grade 6-8)
  Benchmark 3.Knows the relative location of, size of, and distances between places (e.g., major urban centers in the United States)
   Vocabulary terms
A.  relative location of places
B.  relative size of places
C.  relative distance between places
D.  urban center
  Knowledge/skill statements
  1. Knows the relative location of various places in the United States   
  2. Knows the relative size of various places in the United States   
  3. Knows the relative distance between various places in the United States   
  4. Knows the relative location of major urban centers in the United States   
  5. Knows the relative size of major urban centers in the United States   
  6. Knows the relative distance between major urban centers in the United States   
  
McREL Activity(s)
   Exploring our National Parks


Citation Log: BD(GE,147;​NI,52)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Knows the factors that influence spatial perception (e.g., culture, education, age, gender, occupation, experience)
Geography 
 Standard 2.Knows the location of places, geographic features, and patterns of the environment
  
Topics1. Bias, meaning, and perspective; 2. Perceptions of places and regions
   Level III (Grade 6-8)
  Benchmark 4.Knows the factors that influence spatial perception (e.g., culture, education, age, gender, occupation, experience)
   Vocabulary terms
A.  spatial perception
B.  cultural-based perception
C.  education-based perception
D.  age-based perception of space
E.  gender-based perception
F.  occupation-based perception
G.  experience-based perception
  Knowledge/skill statements
  1. Knows that one’s culture may influence their spatial perception   
  2. Knows that one’s education may influence their spatial perception   
  3. Knows that one’s age may influence their spatial perception   
  4. Knows that one’s gender may influence their spatial perception   
  5. Knows that one’s occupation may influence their spatial perception   
  6. Knows that one’s experience may influence their spatial perception   


Citation Log: BD(GE,147;​NI,52)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level IV (Grade 9-12)
   1. Knows the approximate locations of major political and economic cultures
Geography 
 Standard 2.Knows the location of places, geographic features, and patterns of the environment
  
TopicLocation of natural and human features and places
   Level IV (Grade 9-12)
  Benchmark 1.Knows the approximate locations of major political and economic cultures
   Vocabulary terms
A.  location of political cultures
B.  location of economic cultures
  Knowledge/skill statements
  1. Knows the approximate locations of major political cultures   
  2. Knows the approximate locations of major economic cultures   


Citation Log: BD(GE,186;​NE,71)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows the spatial dynamics of various contemporary and historical events (e.g., the spread of radiation from the Chernobyl nuclear accident, how physical features have deterred migrations and invasions, trade and transportation in the contemporary world, the diffusion of contagious diseases such as the bubonic plague in 14th-century Europe or AIDS in the present-day world)
Geography 
 Standard 2.Knows the location of places, geographic features, and patterns of the environment
  
Topics1. Spatial organization, dynamics, and interaction; 2. Migration and settlement patterns; 3. Trade and trade routes ; 4. Transportation and communication networks
   Level IV (Grade 9-12)
  Benchmark 2.Knows the spatial dynamics of various contemporary and historical events (e.g., the spread of radiation from the Chernobyl nuclear accident, how physical features have deterred migrations and invasions, trade and transportation in the contemporary world, the diffusion of contagious diseases such as the bubonic plague in 14th-century Europe or AIDS in the present-day world)
   Vocabulary terms
A.  spatial dynamics of events
B.  Chernobyl nuclear accident
C.  deterred migration
D.  deterred invasion
E.  bubonic plague
F.  AIDS
  Knowledge/skill statements
  1. Knows the spatial dynamics of various contemporary events   
  2. Knows the spatial dynamics of various historical events   
  3. Knows the spatial dynamics of the spread of radiation from the Chernobyl nuclear accident   
  4. Understands the spatial dynamics of physical features that have deterred migrations    
  5. Understands the spatial dynamics of physical features that have deterred invasions   
  6. Understands the spatial dynamics of trade in the contemporary world   
  7. Understands the spatial dynamics of transportation in the contemporary world   
  8. Understands the spatial dynamics of the diffusion of contagious disease   
  9. Knows the spatial dynamics of the diffusion the bubonic plague in 14th-century Europe   
  10. Knows the spatial dynamics of the diffusion of AIDS in the present-day world   


Citation Log: BD(GE,186;​NI,71)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Knows the ways in which mental maps influence human decisions about location, settlement, and public policy (e.g., locating houses in areas with scenic views; decisions to migrate based on newspaper and magazine advertisements, or television programs and movies)
Geography 
 Standard 2.Knows the location of places, geographic features, and patterns of the environment
  
Topics1. Bias, meaning, and perspective; 2. Mental maps, spatial relationships, and directional awareness
   Level IV (Grade 9-12)
  Benchmark 3.Knows the ways in which mental maps influence human decisions about location, settlement, and public policy (e.g., locating houses in areas with scenic views; decisions to migrate based on newspaper and magazine advertisements, or television programs and movies)
   Vocabulary terms
A.  influence of mental maps
B.  location decision
C.  settlement decision
D.  public policy decision
  Knowledge/skill statements
  1. Knows the ways in which mental maps influence human decisions about location   
  2. Knows the ways in which mental maps influence human decisions about settlement    
  3. Knows the ways in which mental maps influence human decisions about public policy   
  4. Knows the ways in which mental maps influence human decisions about location, such as locating houses in areas with scenic views   
  5. Knows the ways in which mental maps influence human decisions about settlement, such as decisions to migrate based on newspaper, magazine advertisements, television programs, and movies   


Citation Log: BD(GE,186-187;​NI,71)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Knows common factors that affect mental maps (e.g., how differences in life experiences, age, and gender influence people's housing preferences or their view of public transportation in a city; Eurocentric, Americentric, or Sinocentric mental maps of the world)
Geography 
 Standard 2.Knows the location of places, geographic features, and patterns of the environment
  
Topics1. Bias, meaning, and perspective; 2. Mental maps, spatial relationships, and directional awareness
   Level IV (Grade 9-12)
  Benchmark 4.Knows common factors that affect mental maps (e.g., how differences in life experiences, age, and gender influence people's housing preferences or their view of public transportation in a city; Eurocentric, Americentric, or Sinocentric mental maps of the world)
   Vocabulary terms
A.  factors that affect mental maps
B.  Eurocentric
C.  Americentric
D.  Sinocentric
  Knowledge/skill statements
  1. Knows how differences in life experiences influence people’s housing preferences   
  2. Knows how differences in gender influence people’s housing preferences   
  3. Knows how differences in age influence people’s housing preferences   
  4. Knows how differences in life experiences influence people’s view of public transportation in a city   
  5. Knows how differences in gender influence people’s view of public transportation in a city   
  6. Knows how differences in age influence people’s view of public transportation in a city   
  7. Knows how Eurocentric views influence mental maps of the world   
  8. Knows how Americentric views influence mental maps of the world   
  9. Knows how Sinocentric views influence mental maps of the world   


Citation Log: BD(GE,187)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
    

 A  = Assessment items available
3.Understands the characteristics and uses of spatial organization of Earth's surface

Geography

Standard 3.Understands the characteristics and uses of spatial organization of Earth's surface

Geography

Standard 3 : Understands the characteristics and uses of spatial organization of Earth's surface

Reference code: GE,110

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level Pre-K (Grade Pre-K)
   1. Not appropriate for this level
Geography 
 Standard 3.Understands the characteristics and uses of spatial organization of Earth's surface
  
Topic
   Level Pre-K (Grade Pre-K)
  Benchmark 1.Not appropriate for this level
    


Citation Log: (none)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level I (Grade K-2)
   1. Identifies physical and human features in terms of the four spatial elements (e.g., locations [point], transportation and communication routes [line], regions [area], lakes filled with water [volume])
Geography 
 Standard 3.Understands the characteristics and uses of spatial organization of Earth's surface
  
Topics1. Location of natural and human features and places; 2. Mental maps, spatial relationships, and directional awareness; 3. Spatial organization, dynamics, and interaction
   Level I (Grade K-2)
  Benchmark 1.Identifies physical and human features in terms of the four spatial elements (e.g., locations [point], transportation and communication routes [line], regions [area], lakes filled with water [volume])
   Vocabulary terms
A.  physical feature
B.  human feature
C.  spatial element of point
D.  spatial element of line
E.  spatial element of area
F.  spatial element of volume
G.  location
H.  transportation route
I.  communication route
J.  region
K.  lake
  Knowledge/skill statements
  1. Identifies physical features in terms of the four spatial elements   
  2. Identifies human features in terms of the four spatial elements   
  3. Understands that location relates to the spatial element of point   
  4. Understands that transportation routes relate to the spatial element of line   
  5. Understands that communication routes relate to the spatial element of line   
  6. Understands that regions relate to the spatial element of area   
  7. Understands that lakes filled with water relate to the spatial element of volume   


Citation Log: BC(GE,110;​EI,11,12;​NI,36,38)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows the absolute and relative location of a community and places within it (e.g., parks, stores, landmarks)
Geography 
 Standard 3.Understands the characteristics and uses of spatial organization of Earth's surface
  
Topics1. Location of natural and human features and places; 2. Mental maps, spatial relationships, and directional awareness
   Level I (Grade K-2)
  Benchmark 2.Knows the absolute and relative location of a community and places within it (e.g., parks, stores, landmarks)
   Vocabulary terms
A.  absolute location of places in community
B.  relative location of places in community
C.  location of parks
D.  location of stores
E.  location of landmarks
  Knowledge/skill statements
  1. Knows the absolute location of a community   
  2. Knows the relative location of a community   
  3. Knows the absolute location of places within a community   
  4. Knows the relative location of places within a community   
  5. Knows the absolute location of parks within a community   
  6. Knows the relative location of parks within a community   
  7. Knows the absolute location of stores within a community   
  8. Knows the relative location of stores within a community   
  9. Knows the absolute location of landmarks within a community   
  10. Knows the relative location of landmarks within a community   


Citation Log: BD(GI,110-111;​EI,11-12;​NI,35;​TE,15)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level II (Grade 3-5)
   1. Knows patterns on the landscape produced by physical processes (e.g., the drainage basin of a river system, the ridge-and-valley pattern of the Appalachians, vegetation on the windward and leeward sides of a mountain range)
Geography 
 Standard 3.Understands the characteristics and uses of spatial organization of Earth's surface
  
Topics1. Location of natural and human features and places; 2. Geologic, atmospheric, and hydrospheric processes
   Level II (Grade 3-5)
  Benchmark 1.Knows patterns on the landscape produced by physical processes (e.g., the drainage basin of a river system, the ridge-and-valley pattern of the Appalachians, vegetation on the windward and leeward sides of a mountain range)
   Vocabulary terms
A.  landscape pattern
B.  physical process
C.  drainage basin
D.  river system
E.  ridge-and-valley pattern
F.  Appalachian mountains
G.  windward side of mountain
H.  leeward side of mountain
  Knowledge/skill statements
  1. Knows that the drainage basin of a river system is a pattern produced by a physical process   
  2. Knows that the ridge-and-valley pattern of the Appalachians is produced by a physical process   
  3. Knows that vegetation patterns on the windward and leeward sides of a mountain range are produced by physical processes   


Citation Log: BD(GE,112;​EI,13-14;​NE,34;​TI,32;​DI,7.3.1)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands the spatial organization of places through such concepts as location, distance, direction, scale, movement, and region   A 
Geography 
 Standard 3.Understands the characteristics and uses of spatial organization of Earth's surface
  
Topics1. Spatial organization, dynamics, and interaction; 2. Mental maps, spatial relationships, and directional awareness
   Level II (Grade 3-5)
  Benchmark 2.Understands the spatial organization of places through such concepts as location, distance, direction, scale, movement, and region
   Vocabulary terms
A.  spatial organization of places
B.  spatial concepts
  Knowledge/skill statements
  1. Understands the spatial organization of places through the concept of location  A   
  2. Understands the spatial organization of places through the concept of distance   
  3. Understands the spatial organization of places through the concept of direction   
  4. Understands the spatial organization of places through the concept of scale   
  5. Understands the spatial organization of places through the concept of movement   
  6. Understands the spatial organization of places through the concept of a region   


 A  = Assessment items available

Citation Log: BD(GE,110-111;​EI,14;​NE,45;​TI,35)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands how changing transportation and communication technology have affected relationships between locations
Geography 
 Standard 3.Understands the characteristics and uses of spatial organization of Earth's surface
  
Topics1. Transportation and communication networks; 2. Interdependence of places and regions
   Level II (Grade 3-5)
  Benchmark 3.Understands how changing transportation and communication technology have affected relationships between locations
   Vocabulary terms
A.  transportation technology
B.  communication technology
C.  relationship between locations
  Knowledge/skill statements
  1. Understands how changing transportation technology has affected relationships between locations   
  2. Understands how changing communication technology has affected relationships between locations   


Citation Log: BD(GI,112;​EI,14;​NE,45-48;​TE,38-39;​DI,11.2.3)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Knows different methods used to measure distance (e.g., miles, kilometers, time, cost, perception)
Geography 
 Standard 3.Understands the characteristics and uses of spatial organization of Earth's surface
  
TopicSpatial organization, dynamics, and interaction
   Level II (Grade 3-5)
  Benchmark 4.Knows different methods used to measure distance (e.g., miles, kilometers, time, cost, perception)
   Vocabulary terms
A.  measuring distance
B.  mile
C.  kilometer
D.  distance in time
E.  distance in cost
F.  perception of distance
  Knowledge/skill statements
  1. Knows that distance can be measured in miles   
  2. Knows that distance can be measured in kilometers    
  3. Knows that distance can be measured by time   
  4. Knows that distance can be measured by cost   
  5. Knows that distance can be measured by perception   


Citation Log: BD(GE,111;​EI,13;​NE,36;​TE,25)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level III (Grade 6-8)
   1. Understands distributions of physical and human occurrences with respect to spatial patterns, arrangements, and associations (e.g., why some areas are more densely settled than others, relationships and patterns in the kind and number of links between settlements)
Geography 
 Standard 3.Understands the characteristics and uses of spatial organization of Earth's surface
  
Topics1. Location of natural and human features and places; 2. Migration and settlement patterns
   Level III (Grade 6-8)
  Benchmark 1.Understands distributions of physical and human occurrences with respect to spatial patterns, arrangements, and associations (e.g., why some areas are more densely settled than others, relationships and patterns in the kind and number of links between settlements)
   Vocabulary terms
A.  distribution of physical occurences
B.  distribution of human occurences
D.  spatial pattern
E.  spatial arrangement
F.  spatial association
  Knowledge/skill statements
  1. Understands the distribution of physical occurrences with respect to spatial patterns   
  2. Understands the distribution of physical occurrences with respect to arrangements   
  3. Understands the distribution of physical occurrences with respect to associations   
  4. Understands the distribution of human occurrences with respect to spatial patterns   
  5. Understands the distribution of human occurrences with respect to arrangements   
  6. Understands the distribution of human occurrences with respect to associations   
  7. Understands why some areas are more densely settled than others   
  8. Understands relationships in the kind and number of links between settlements   
  9. Understands patterns in the kind and number of links between settlements   


Citation Log: BD(GE,148;​NE,54-57)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands patterns of land use in urban, suburban, and rural areas (e.g., land uses that are frequently nearby and others not frequently adjacent to one another, dominant land-use patterns in city centers and peripheral areas)  A 
Geography 
 Standard 3.Understands the characteristics and uses of spatial organization of Earth's surface
  
TopicMigration and settlement patterns
   Level III (Grade 6-8)
  Benchmark 2.Understands patterns of land use in urban, suburban, and rural areas (e.g., land uses that are frequently nearby and others not frequently adjacent to one another, dominant land-use patterns in city centers and peripheral areas)
   Vocabulary terms
A.  land-use pattern
B.  urban land-use pattern
C.  suburban land-use pattern
D.  rural land-use pattern
E.  city center
F.  peripheral area
  Knowledge/skill statements
  1. Understands the patterns of land use in urban areas  A   
  2. Understands the patterns of land use in suburban areas   
  3. Understands the patterns of land use in rural areas  A   
  4. Knows land uses that are frequently near each other   
  5. Knows land uses that are generally not near each other   
  6. Knows the dominant land-use patterns in city centers   
  7. Knows the dominant land-use patterns in peripheral areas   


 A  = Assessment items available

Citation Log: BD(GE,148-149;​NE,66)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands how places are connected and how these connections demonstrate interdependence and accessibility (e.g., the role of changing transportation and communication technology, regions and countries Americans depend on for imported resources and manufactured goods)  A 
Geography 
 Standard 3.Understands the characteristics and uses of spatial organization of Earth's surface
  
Topics1. Economic development and growth; 2. Interdependence of places and regions ; 3. Transportation and communication networks
   Level III (Grade 6-8)
  Benchmark 3.Understands how places are connected and how these connections demonstrate interdependence and accessibility (e.g., the role of changing transportation and communication technology, regions and countries Americans depend on for imported resources and manufactured goods)
   Vocabulary terms
A.  interdependence of places
B.  American dependencies
C.  imported resource
D.  manufactured good
  Knowledge/skill statements
  1. Understands how places are connected    
  2. Understands how the connections between places demonstrates interdependence   A   
  3. Understands how the connections between places demonstrates accessibility   
  4. Understands the role changing transportation technology in the connection between places  A   
  5. Understands the role changing communication technology in the connection between places   
  6. Knows that the dependence of Americans on others regions and countries for imported resources connects places   
  7. Knows that the dependence of Americans on others regions and countries for manufactured goods connects places   


 A  = Assessment items available

Citation Log: BD(GE,149;​NI,45)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Understands the patterns and processes of migration and diffusion (e.g., the spread of language, religion, and customs from one culture to another; spread of a contagious disease through a population; global migration patterns of plants and animals)
Geography 
 Standard 3.Understands the characteristics and uses of spatial organization of Earth's surface
  
Topics1. Cultural diffusion, adaptation, and interaction; 2. Migration and settlement patterns
   Level III (Grade 6-8)
  Benchmark 4.Understands the patterns and processes of migration and diffusion (e.g., the spread of language, religion, and customs from one culture to another; spread of a contagious disease through a population; global migration patterns of plants and animals)
   Vocabulary terms
A.  migration
B.  diffusion
C.  spread of religion
D.  spread of language
E.  spread of customs
F.  spread of disease
G.  global migration of plants
H.  global migration of animals
  Knowledge/skill statements
  1. Understands the patterns migration    
  2. Understands the processes involved in migration    
  3. Understands the patterns of diffusion   
  4. Understands the processes involved in diffusion   
  5. Understands the spread of language from one culture to another    
  6. Understands the spread of religion from one culture to another    
  7. Understands the spread of customs from one culture to another    
  8. Understands the spread of a contagious disease in a population    
  9. Understands the global migration patterns of plants    
  10. Understands the global migration patterns animals   


Citation Log: BD(GE,149;​NE,68)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level IV (Grade 9-12)
   1. Understands how concepts of spatial interaction (e.g., complementarity, intervening opportunity, distance decay, connections) account for patterns of movement in space (e.g., transportation routes, trade and migration patterns, commodity flows)  A 
Geography 
 Standard 3.Understands the characteristics and uses of spatial organization of Earth's surface
  
TopicSpatial organization, dynamics, and interaction
   Level IV (Grade 9-12)
  Benchmark 1.Understands how concepts of spatial interaction (e.g., complementarity, intervening opportunity, distance decay, connections) account for patterns of movement in space (e.g., transportation routes, trade and migration patterns, commodity flows)
   Vocabulary terms
A.  spatial interaction
B.  complementarity
C.  intervening opportunity
D.  distance decay
E.  connection
F.  commodity flow
  Knowledge/skill statements
  1. Understands how the spatial concept of complementarity accounts for patterns of movement in space    
  2. Understands how the spatial concept of distance decay accounts for patterns of movement in space    
  3. Understands how the spatial concept of intervening opportunity accounts for patterns of movement in space    
  4. Understands how the spatial concept of connections accounts for patterns of movement in space    
  5. Understands how concepts of spatial interaction account for transportation routes  A   
  6. Understands how concepts of spatial interaction account for trade patterns   
  7. Understands how concepts of spatial interaction account for migration patterns   
  8. Understands how concepts of spatial interaction account for commodity flows   


 A  = Assessment items available

Citation Log: BD(GE,188;​NE,82)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands relationships in and between places (e.g., differences in threshold population or demand needed to support retail activities in a place, why there are many small central places and few large central places, law of retail gravitation)
Geography 
 Standard 3.Understands the characteristics and uses of spatial organization of Earth's surface
  
TopicSpatial organization, dynamics, and interaction
   Level IV (Grade 9-12)
  Benchmark 2.Understands relationships in and between places (e.g., differences in threshold population or demand needed to support retail activities in a place, why there are many small central places and few large central places, law of retail gravitation)
   Vocabulary terms
A.  threshold population
B.  supply and demand
C.  support of retail activity
D.  law of retail gravitation
  Knowledge/skill statements
  1. Understands a threshold population is needed to support retail activities in a place   
  2. Understands a certain demand is needed to support retail activities in a place   
  3. Understands why there are many small central places and few large central places   
  4. Understands the law of retail gravitation   
  5. Understands relationship within places   
  6. Understands relationships between places   


Citation Log: BD(GE,188-189;​NE,82)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands how characteristics such as age, sex, employment, and income level affect the way people perceive and use space (e.g., school-age children traveling to and from school, employed people commuting by public transit, high-income people traveling long distances for vacations)
Geography 
 Standard 3.Understands the characteristics and uses of spatial organization of Earth's surface
  
Topics1. Bias, meaning, and perspective; 2. Perceptions of places and regions
   Level IV (Grade 9-12)
  Benchmark 3.Understands how characteristics such as age, sex, employment, and income level affect the way people perceive and use space (e.g., school-age children traveling to and from school, employed people commuting by public transit, high-income people traveling long distances for vacations)
   Vocabulary terms
A.  perception of space
B.  use of space
  Knowledge/skill statements
  1. Understands how age affects the way people perceive space   
  2. Understands how age affects the way people use space   
  3. Understands how gender affects the way people perceive space   
  4. Understands how gender affects the way people use space   
  5. Understands how employment affects the way people perceive space   
  6. Understands how employment affects the way people use space   
  7. Understands how income level affects the way people perceive space   
  8. Understands how income level affects the way people use space   
  9. Understands how school-age children traveling to and from school may perceive space   
  10. Understands how school-age children traveling to and from school may use space   
  11. Understands how employed people commuting by public transit may perceive space   
  12. Understands how employed people commuting by public transit may use space   
  13. Understands how high-income people traveling long distances for vacations may perceive space   
  14. Understands how high-income people traveling long distances for vacations may use space   


Citation Log: BD(GE,189)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Understands principles of location (e.g., optimum plant-location decisions based on labor costs, transportation costs, market locations, climate; advantages for retailers to locate in malls rather than in dispersed locations)
Geography 
 Standard 3.Understands the characteristics and uses of spatial organization of Earth's surface
  
TopicLocation of natural and human features and places
   Level IV (Grade 9-12)
  Benchmark 4.Understands principles of location (e.g., optimum plant-location decisions based on labor costs, transportation costs, market locations, climate; advantages for retailers to locate in malls rather than in dispersed locations)
   Vocabulary terms
A.  principles of location
B.  location decision
C.  cost-based decision
D.  market-based decision
E.  climate-based decision
F.  retail advantage
  Knowledge/skill statements
  1. Knows that the decision to locate a plant in a specific location is based on the principles of location, and may consider labor costs   
  2. Knows that the decision to locate a plant in a specific location is based on the principles of location, and may consider transportation costs   
  3. Knows that the decision to locate a plant in a specific location is based on the principles of location, and may consider market location   
  4. Knows that the decision to locate a plant in a specific location is based on the principles of location, and may consider climate   
  5. Knows that is it advantageous for retailers to locate in malls rather than in dispersed locations based on the principles of location   


Citation Log: BD(GE,189;​NE,83)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
    

 A  = Assessment items available
Places and Regions
4.Understands the physical and human characteristics of place

Geography

Standard 4.Understands the physical and human characteristics of place

Geography

Standard 4 : Understands the physical and human characteristics of place

Reference code: GE,113

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level Pre-K (Grade Pre-K)
   1. Knows common features (e.g., street signs, roads, buildings) found in the local environment
Geography 
 Standard 4.Understands the physical and human characteristics of place
  
TopicLocation of natural and human features and places
   Level Pre-K (Grade Pre-K)
  Benchmark 1.Knows common features (e.g., street signs, roads, buildings) found in the local environment
   Vocabulary terms
A.  man-made feature
B.  street sign
C.  road
D.  building
  Knowledge/skill statements
  1. Knows that some things in the environment are man-made   
  2. Recognizes street signs as part of the man-made environment   
  3. Recognizes roads as part of the man-made environment   
  4. Recognizes buildings as part of the man-made environment   


Citation Log: BD(IE,146,150;​MHE,65;​TXE;​UKE,11;​HSE,20)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows natural features of the environment (e.g., hills, mountains, oceans, rivers)
Geography 
 Standard 4.Understands the physical and human characteristics of place
  
TopicLocation of natural and human features and places
   Level Pre-K (Grade Pre-K)
  Benchmark 2.Knows natural features of the environment (e.g., hills, mountains, oceans, rivers)
   Vocabulary terms
A.  natural feature
B.  hill
C.  mountain
D.  ocean
E.  river
  Knowledge/skill statements
  1. Knows that some things found in the environment are natural   
  2. Recognizes hills as parts of the Earth that are not flat   
  3. Recognizes mountains as large, rocky hills   
  4. Recognizes oceans as large bodies of water   
  5. Recognizes rivers as bodies of moving water    


Citation Log: BD(DDI;​IE,150;​NZE,56;​MHE,65;​UKE,11;​HSE, 18)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level I (Grade K-2)
   1. Knows the physical and human characteristics of the local community (e.g., neighborhoods, schools, parks, creeks, shopping areas, airports, museums, sports stadiums, hospitals)
Geography 
 Standard 4.Understands the physical and human characteristics of place
  
TopicCharacteristics of places
   Level I (Grade K-2)
  Benchmark 1.Knows the physical and human characteristics of the local community (e.g., neighborhoods, schools, parks, creeks, shopping areas, airports, museums, sports stadiums, hospitals)
   Vocabulary terms
A.  physical characteristic
B.  human characteristic
C.  local community
D.  neighborhood
E.  school
F.  park
G.  creek
H.  shopping area
I.  airport
J.  museum
K.  sports stadium
L.  hospital
  Knowledge/skill statements
  1. Knows the physical characteristics of the local community   
  2. Knows the human characteristics of the local community   
  3. Knows that neighborhoods are a human characteristic of the local community   
  4. Knows that parks are a human characteristic of the local community   
  5. Knows that creeks are a physical characteristic of the local community   
  6. Knows that shopping areas are a human characteristic of the local community   
  7. Knows that airports are a human characteristic of the local community   
  8. Knows that museums are a human characteristic of the local community   
  9. Knows that sport stadiums are a human characteristic of the local community   
  10. Knows that hospitals are a human characteristic of the local community   


Citation Log: BD(GE,113;​EE,13;​NE,45;​TE,22)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows that places can be defined in terms of their predominant human and physical characteristics (e.g., rural, urban, forest, desert; or by types of land forms, vegetation, water bodies, climate)
Geography 
 Standard 4.Understands the physical and human characteristics of place
  
TopicCharacteristics of places
   Level I (Grade K-2)
  Benchmark 2.Knows that places can be defined in terms of their predominant human and physical characteristics (e.g., rural, urban, forest, desert; or by types of land forms, vegetation, water bodies, climate)
   Vocabulary terms
A.  definition of place
B.  physical characteristic
C.  human characteristic
D.  rural
E.  urban
F.  forest
G.  desert
H.  land form
I.  vegetation
J.  body of water
K.  climate
  Knowledge/skill statements
  1. Knows that places can be defined in terms of their predominant human characteristics   
  2. Knows that places can be defined in terms of their predominant physical characteristics   
  3. Knows that some places can be defined as rural   
  4. Knows that some places can be defined as desert   
  5. Knows that some places can be defined as forest    
  6. Knows that places can be defined by their types of land forms   
  7. Knows that places can be defined by their vegetation   
  8. Knows that places can be defined by their bodies of water   
  9. Knows that places can be defined by their climate   


Citation Log: BD(GI,114;​EI,14;​NE,42;​TE,22;​DI,5.1.1,*)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level II (Grade 3-5)
   1. Knows how the characteristics of places are shaped by physical and human processes (e.g., effects of agriculture on changing land use and vegetation; effects of settlement on the building of roads; relationship of population distribution to land forms, climate, vegetation, or resources)
Geography 
 Standard 4.Understands the physical and human characteristics of place
  
Topics1. Characteristics of places; 2. Impact of society on the environment; 3. Impact of the environment on society
   Level II (Grade 3-5)
  Benchmark 1.Knows how the characteristics of places are shaped by physical and human processes (e.g., effects of agriculture on changing land use and vegetation; effects of settlement on the building of roads; relationship of population distribution to land forms, climate, vegetation, or resources)
   Vocabulary terms
A.  physical process
B.  human process
C.  effects of agriculture
D.  effects of human settlement
E.  population distribution
F.  characteristics of places
  Knowledge/skill statements
  1. Knows how the characteristics of places are shaped by physical processes   
  2. Knows how the characteristics of places are shaped by human processes   
  3. Knows the effects of agriculture on changing land use    
  4. Knows the effects of agriculture on vegetation   
  5. Knows the effects of human settlement on the building of roads   
  6. Knows the relationship between population distribution and land forms   
  7. Knows the relationship between population distribution and climate   
  8. Knows the relationship between population distribution and vegetation   
  9. Knows the relationship between population distribution and resources   


Citation Log: BD(GE,114;​NE,37,38;​TE,28,29)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level III (Grade 6-8)
   1. Knows the human characteristics of places (e.g., cultural characteristics such as religion, language, politics, technology, family structure, gender; population characteristics; land uses; levels of development)  A 
Geography 
 Standard 4.Understands the physical and human characteristics of place
  
TopicCharacteristics of places
   Level III (Grade 6-8)
  Benchmark 1.Knows the human characteristics of places (e.g., cultural characteristics such as religion, language, politics, technology, family structure, gender; population characteristics; land uses; levels of development)
   Vocabulary terms
A.  culture as a human characteristic
B.  demographics
C.  land use
D.  levels of development
  Knowledge/skill statements
  1. Knows the cultural characteristics of different places   
  2. Knows the religious characteristics of different places   
  3. Knows the lingual characteristics of different places   
  4. Knows the political characteristics of different places   
  5. Knows the technological characteristics of different places   
  6. Knows the characteristics of family structure of different places   
  7. Knows the gender characteristics of different places   
  8. Knows the population characteristics of different places   
  9. Knows the land use characteristics of different places  A   
  10. Knows the levels of development of different places   


 A  = Assessment items available

Citation Log: BD(GE,150;​NE,56-57)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows the physical characteristics of places (e.g., soils, land forms, vegetation, wildlife, climate, natural hazards)
Geography 
 Standard 4.Understands the physical and human characteristics of place
  
TopicCharacteristics of places
   Level III (Grade 6-8)
  Benchmark 2.Knows the physical characteristics of places (e.g., soils, land forms, vegetation, wildlife, climate, natural hazards)
   Vocabulary terms
A.  soil characteristics
B.  land form characteristics
C.  vegetation characteristics
D.  wildlife characteristics
E.  climate characteristics
F.  natural hazard characteristics
  Knowledge/skill statements
  1. Knows the characteristics of soil in different places   
  2. Knows the characteristics of land forms in different places   
  3. Knows the characteristics of vegetation in different places   
  4. Knows the characteristics of wildlife in different places   
  5. Knows the characteristics of climate in different places   
  6. Knows the characteristics of natural hazards in different places   
  
McREL Activity(s)
   Exploring our National Parks


Citation Log: BD(GE,150;​NE,61)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Knows how technology shapes the human and physical characteristics of places (e.g., satellite dishes, computers, road construction)
Geography 
 Standard 4.Understands the physical and human characteristics of place
  
Topics1. Science, technology, and society; 2. Characteristics of places
   Level III (Grade 6-8)
  Benchmark 3.Knows how technology shapes the human and physical characteristics of places (e.g., satellite dishes, computers, road construction)
   Vocabulary terms
A.  effects of technology
B.  shaping physical characteristics
C.  shaping human characteristics
D.  satellite dish
  Knowledge/skill statements
  1. Knows how technology shapes the human characteristics of places   
  2. Knows how technology shapes the physical characteristics of places   
  3. Knows that satellite dishes shape places   
  4. Knows that computer technology shapes places   
  5. Knows that road construction shapes places   


Citation Log: BD(GE,151;​NI,61-62)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Knows the causes and effects of changes in a place over time (e.g., physical changes such as forest cover, water distribution, temperature fluctuations; human changes such as urban growth, the clearing of forests, development of transportation systems)
Geography 
 Standard 4.Understands the physical and human characteristics of place
  
Topics1. Impact of society on the environment; 2. Places and regions over time
   Level III (Grade 6-8)
  Benchmark 4.Knows the causes and effects of changes in a place over time (e.g., physical changes such as forest cover, water distribution, temperature fluctuations; human changes such as urban growth, the clearing of forests, development of transportation systems)
   Vocabulary terms
A.  change in place over time
B.  forest cover
C.  water distribution
D.  temperature fluctuation
E.  urban growth
  Knowledge/skill statements
  1. Knows physical changes that can occur in a place over time   
  2. Knows human changes that can occur in a place over time   
  3. Knows that forest cover can change over time   
  4. Knows that water distribution can change over time   
  5. Knows that temperatures can fluctuate over time   
  6. Knows that urban growth changes a place over time   
  7. Knows that forest clearing changes a place over time   
  8. Knows that the development of transportation systems changes a place over time   


Citation Log: BD(GE,150-151;​NI,56,57)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level IV (Grade 9-12)
   1. Knows how social, cultural, and economic processes shape the features of places (e.g., resource use, belief systems, modes of transportation and communication; major technological changes such as the agricultural and industrial revolutions; population growth and urbanization)
Geography 
 Standard 4.Understands the physical and human characteristics of place
  
TopicCharacteristics of places
   Level IV (Grade 9-12)
  Benchmark 1.Knows how social, cultural, and economic processes shape the features of places (e.g., resource use, belief systems, modes of transportation and communication; major technological changes such as the agricultural and industrial revolutions; population growth and urbanization)
   Vocabulary terms
A.  social process
B.  cultural process
C.  economic process
D.  agricultural revolution
E.  industrial revolution
  Knowledge/skill statements
  1. Knows how social processes shape the features of places   
  2. Knows how cultural processes shape the features of places   
  3. Knows how economic processes shape the features of places   
  4. Knows that resource use shapes the features of places   
  5. Knows that belief systems shape the features of places   
  6. Knows that transportation shapes the features of places   
  7. Knows that communication shapes the features of places   
  8. Knows that agricultural revolutions shape the features of places   
  9. Knows that industrial revolutions shape the features of places   
  10. Knows that population growth shapes the features of places   
  11. Knows that urbanization shapes the features of places   


Citation Log: BD(GE,191;​NI,75)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands why places have specific physical and human characteristics in different parts of the world (e.g., the effects of climatic and tectonic processes, settlement and migration patterns, site and situation components)
Geography 
 Standard 4.Understands the physical and human characteristics of place
  
Topics1. Characteristics of places; 2. Geologic, atmospheric, and hydrospheric processes ; 3. Migration and settlement patterns
   Level IV (Grade 9-12)
  Benchmark 2.Understands why places have specific physical and human characteristics in different parts of the world (e.g., the effects of climatic and tectonic processes, settlement and migration patterns, site and situation components)
   Vocabulary terms
A.  differing characteristics of place
B.  climatic process
C.  tectonic process
D.  site component
E.  situation component
  Knowledge/skill statements
  1. Understands why places have specific physical characteristics in different parts of the world   
  2. Understands why places have specific human characteristics in different parts of the world   
  3. Understands the effect of climatic processes on physical characteristics in different parts of the world   
  4. Understands the effect of climatic processes on human characteristics in different parts of the world   
  5. Understands the effect of tectonic processes on physical characteristics in different parts of the world   
  6. Understands the effect of tectonic processes on human characteristics in different parts of the world   
  7. Understands the effect of settlement patterns on physical characteristics in different parts of the world   
  8. Understands the effect of settlement patterns on human characteristics in different parts of the world   
  9. Understands the effect of migration patterns on physical characteristics in different parts of the world   
  10. Understands the effect of migration patterns on human characteristics in different parts of the world   
  11. Understands the effect of site components on physical characteristics in different parts of the world   
  12. Understands the effect of site components on human characteristics in different parts of the world   
  13. Understands the effect of situation components on physical characteristics in different parts of the world   
  14. Understands the effect of situation components on human characteristics in different parts of the world   


Citation Log: BD(GE,190;​NI,72,75)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Knows the locational advantages and disadvantages of using places for different activities based on their physical characteristics (e.g., flood plain, forest, tundra, earthquake zone, river crossing, coastal flood zone)
Geography 
 Standard 4.Understands the physical and human characteristics of place
  
TopicCharacteristics of places
   Level IV (Grade 9-12)
  Benchmark 3.Knows the locational advantages and disadvantages of using places for different activities based on their physical characteristics (e.g., flood plain, forest, tundra, earthquake zone, river crossing, coastal flood zone)
   Vocabulary terms
A.  locational advantage
B.  locational disadvantage
C.  tundra
D.  coastal flood zone
E.  effect of location on activities
  Knowledge/skill statements
  1. Knows the locational advantages of using places for different activities based on their physical characteristics   
  2. Knows the locational disadvantages of using places for different activities based on their physical characteristics   
  3. Knows the advantages of using a flood plain for certain activities    
  4. Knows the disadvantages of using a flood plain for certain activities   
  5. Knows the advantages of using a forest for certain activities   
  6. Knows the disadvantages of using a forest for certain activities   
  7. Knows the advantages of using the tundra for certain activities   
  8. Knows the disadvantages of using the tundra for certain activities   
  9. Knows the advantages of using an earthquake zone for certain activities   
  10. Knows the disadvantages of an earthquake zone for certain activities   
  11. Knows the advantages of using a river crossing for certain activities   
  12. Knows the disadvantages of using a river crossing for certain activities   
  13. Knows the advantages of using a coastal flood zone for certain activities   
  14. Knows the disadvantages of using a coastal flood zone for certain activities   


Citation Log: BD(GE,191;​NI,83)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
    

 A  = Assessment items available
5.Understands the concept of regions

Geography

Standard 5.Understands the concept of regions

Geography

Standard 5 : Understands the concept of regions

Reference code: GE,115

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level Pre-K (Grade Pre-K)
   1. Not appropriate for this level
Geography 
 Standard 5.Understands the concept of regions
  
Topic
   Level Pre-K (Grade Pre-K)
  Benchmark 1.Not appropriate for this level
    


Citation Log: (none)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level I (Grade K-2)
   1. Knows areas that can be classified as regions according to physical criteria (e.g., land form regions, soil regions, vegetation regions, climate regions, water basins) and human criteria (e.g., political regions, population regions, economic regions, language regions)
Geography 
 Standard 5.Understands the concept of regions
  
TopicTypes of regions
   Level I (Grade K-2)
  Benchmark 1.Knows areas that can be classified as regions according to physical criteria (e.g., land form regions, soil regions, vegetation regions, climate regions, water basins) and human criteria (e.g., political regions, population regions, economic regions, language regions)
   Vocabulary terms
A.  regional classification
B.  land form region
C.  soil region
D.  vegetation region
E.  climatic region
F.  water basin
G.  political region
H.  population region
I.  economic region
J.  language region
  Knowledge/skill statements
  1. Knows areas that can be classified as regions according to physical criteria   
  2. Knows areas that can be classified as regions according to human criteria   
  3. Knows that land form regions are classified as such according to physical criteria   
  4. Knows that soil regions are classified as such according to physical criteria   
  5. Knows that vegetation regions are classified as such according to physical criteria   
  6. Knows that climate regions are classified as such according to physical criteria   
  7. Knows that water basins are classified as such according to physical criteria   
  8. Knows that political regions are classified as such according to human criteria   
  9. Knows that population regions are classified as such according to human criteria   
  10. Knows that economic regions are classified as such according to human criteria   
  11. Knows that language regions are classified as such according to human criteria   


Citation Log: BD(GE,115;​EI,13;​NI,35;​TI,10;​DI,4.1.2)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level II (Grade 3-5)
   1. Knows the characteristics of a variety of regions (e.g., land form, climate, vegetation, shopping, housing, manufacturing, religion, language)  A 
Geography 
 Standard 5.Understands the concept of regions
  
TopicTypes of regions
   Level II (Grade 3-5)
  Benchmark 1.Knows the characteristics of a variety of regions (e.g., land form, climate, vegetation, shopping, housing, manufacturing, religion, language)
   Vocabulary terms
A.  regional characteristics
  Knowledge/skill statements
  1. Knows the land form characteristics of a variety of regions   
  2. Knows the climatic characteristics of a variety of regions   A   
  3. Knows the vegetative characteristics of a variety of regions  A   
  4. Knows the shopping characteristics of a variety of regions   
  5. Knows the housing characteristics of a variety of regions   
  6. Knows the manufacturing characteristics of a variety of regions    
  7. Knows the religious characteristics of a variety of regions   
  8. Knows the lingual characteristics of a variety of regions   


 A  = Assessment items available

Citation Log: BD(GI,115;​EE,13;​NE,38;​TE,32)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands how regions change over time and the consequences of these changes (e.g., changes in population size or ethnic composition; construction of a new shopping center, a regional hospital, or a new manufacturing plant; changes in transportation; changes in environmental conditions)
Geography 
 Standard 5.Understands the concept of regions
  
TopicPlaces and regions over time
   Level II (Grade 3-5)
  Benchmark 2.Understands how regions change over time and the consequences of these changes (e.g., changes in population size or ethnic composition; construction of a new shopping center, a regional hospital, or a new manufacturing plant; changes in transportation; changes in environmental conditions)
   Vocabulary terms
A.  regional change
B.  population size
C.  ethnic composition
D.  building development
E.  transportation development
F.  changes in environmental conditions
  Knowledge/skill statements
  1. Understands how regions change over time    
  2. Understands the consequences of regional changes over time   
  3. Understands that regions have changes in population size over time   
  4. Understands the consequences of regional changes in population size   
  5. Understands that regions have changes in ethnic composition over time   
  6. Understands the consequences of regional changes in ethnic composition   
  7. Understands that regions have changes in changes in transportation over time   
  8. Understands the consequences of regional changes in transportation   
  9. Understands that regions have changes in changes in environmental conditions over time   
  10. Understands the consequences of regional changes in environmental conditions   
  11. Understands the consequences of the construction of a new shopping center on a region   
  12. Understands the consequences of the construction of a regional hospital   
  13. Understands the consequences of the construction of a new manufacturing plant on a region   


Citation Log: BD(GE,116;​EE,14;​NI,38;​TE,26)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Knows how regions are similar and different in form and function (e.g., local neighborhoods versus Central Business District)
Geography 
 Standard 5.Understands the concept of regions
  
TopicTypes of regions
   Level II (Grade 3-5)
  Benchmark 3.Knows how regions are similar and different in form and function (e.g., local neighborhoods versus Central Business District)
   Vocabulary terms
A.  regional form
B.  regional function
C.  local neighborhood
D.  Central Business District
  Knowledge/skill statements
  1. Knows how regions are similar in form   
  2. Knows how regions are similar in function   
  3. Knows how regions differ in form   
  4. Knows how regions differ in function   
  5. Knows how local neighborhoods are similar in form to a Central Business District   
  6. Knows how local neighborhoods are similar in function to a Central Business District   
  7. Knows how local neighborhoods are different in form than a Central Business District   
  8. Knows how local neighborhoods are different in function than a Central Business District   


Citation Log: BD(GE,115;​EE,13;​NI,35;​TE,20)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level III (Grade 6-8)
   1. Knows regions at various spatial scales (e.g., hemispheres, regions within continents, countries, cities)
Geography 
 Standard 5.Understands the concept of regions
  
TopicTypes of regions
   Level III (Grade 6-8)
  Benchmark 1.Knows regions at various spatial scales (e.g., hemispheres, regions within continents, countries, cities)
   Vocabulary terms
A.  regional scale
B.  spatial scale
C.  hemisphere
D.  continent
  Knowledge/skill statements
  1. Knows regions within the hemispheres   
  2. Knows regions within continents   
  3. Knows regions within countries   
  4. Knows regions within cities   


Citation Log: BD(GE,152;​NI,45)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands criteria that give a region identity (e.g., its central focus, such as Amsterdam as a transportation center; relationships between physical and cultural characteristics, such as the Sunbelt's warm climate and popularity with retired people)
Geography 
 Standard 5.Understands the concept of regions
  
Topics1. Types of regions; 2. Cultural regions
   Level III (Grade 6-8)
  Benchmark 2.Understands criteria that give a region identity (e.g., its central focus, such as Amsterdam as a transportation center; relationships between physical and cultural characteristics, such as the Sunbelt's warm climate and popularity with retired people)
   Vocabulary terms
A.  regional identity
B.  Amsterdam as transportation center
C.  Sunbelt
D.  criteria of regional identity
  Knowledge/skill statements
  1. Understands that a region’s central focus gives it an identity   
  2. Understands that Amsterdam as a transportation center gives the region an identity   
  3. Understands that relationships between physical and cultural characteristics gives a region an identify   
  4. Understands that the Sunbelt’s warm climate and its popularity with retired people gives the region an identity   


Citation Log: BD(GE,152;​NI,56-57)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Knows types of regions such as formal regions (e.g., school districts, circuit-court districts, states of the United States), functional regions (e.g., the marketing area of a local newspaper, the "fanshed" of a professional sports team), and perceptual regions (e.g., the Bible Belt in the United States, the Riviera in southern France, the Great American Desert)
Geography 
 Standard 5.Understands the concept of regions
  
TopicTypes of regions
   Level III (Grade 6-8)
  Benchmark 3.Knows types of regions such as formal regions (e.g., school districts, circuit-court districts, states of the United States), functional regions (e.g., the marketing area of a local newspaper, the "fanshed" of a professional sports team), and perceptual regions (e.g., the Bible Belt in the United States, the Riviera in southern France, the Great American Desert)
   Vocabulary terms
A.  formal region
B.  school district
C.  circuit-court district
D.  state as a formal region
E.  functional region
F.  marketing area
G.  fanshed
H.  perceptual region
I.  Bible Belt
J.  Riviera
K.  Great American Desert
  Knowledge/skill statements
  1. Knows that some regions are formal regions   
  2. Knows that some regions are functional regions   
  3. Knows that some regions are perceptual regions   
  4. Knows that school districts are formal regions   
  5. Knows that circuit-court districts are formal regions   
  6. Knows that the states of the United States are formal regions   
  7. Knows that the marketing area of a local newspaper is a functional region   
  8. Knows that the "fanshed" of a professional sports team is a functional region   
  9. Knows that the Bible Belt in the United States is a perceptual region   
  10. Knows that the Great American Desert is a perceptual region   
  11. Knows that the Riviera in southern France is a perceptual region   


Citation Log: BD(GE,152)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Knows factors that contribute to changing regional characteristics (e.g., economic development, accessibility, migration, media image)
Geography 
 Standard 5.Understands the concept of regions
  
TopicPlaces and regions over time
   Level III (Grade 6-8)
  Benchmark 4.Knows factors that contribute to changing regional characteristics (e.g., economic development, accessibility, migration, media image)
   Vocabulary terms
A.  changing regional characteristics
  Knowledge/skill statements
  1. Knows that economic development contributes to changing regional characteristics   
  2. Knows that accessibility contributes to changing regional characteristics   
  3. Knows that migration contributes to changing regional characteristics   
  4. Knows that media images contribute to changing regional characteristics   


Citation Log: BD(GE,153;​NE,64-65,*)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Understands the influences and effects of particular regional labels and images (e.g., Twin Peaks in San Francisco, Capitol Hill in Washington, D.C., the South, the rust belt, "developed" vs. "less-developed" regions)
Geography 
 Standard 5.Understands the concept of regions
  
Topics1. Perceptions of places and regions; 2. Cultural regions
   Level III (Grade 6-8)
  Benchmark 5.Understands the influences and effects of particular regional labels and images (e.g., Twin Peaks in San Francisco, Capitol Hill in Washington, D.C., the South, the rust belt, "developed" vs. "less-developed" regions)
   Vocabulary terms
A.  regional label
B.  regional image
C.  Twin Peaks
D.  Capitol Hill
E.  the South
F.  rust belt
G.  "developed" region
H.  "less-developed" region
  Knowledge/skill statements
  1. Understands the influences of particular regional labels    
  2. Understands the influences of particular regional images    
  3. Understands the effects of particular regional labels    
  4. Understands the effects of particular regional images    
  5. Understands the regional label and image of Twin Peaks in San Francisco   
  6. Understands the regional label and image of Capital Hill in Washington, D.C.   
  7. Understands the regional label and image of the South   
  8. Understands the regional label and image of the rust belt   
  9. Understands the regional labels and images of “developed” regions vs. “less-developed” regions   


Citation Log: BD(GE,153;​NI,56-57)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   6. Understands ways regional systems are interconnected (e.g., watersheds and river systems, regional connections through trade, cultural ties between regions)
Geography 
 Standard 5.Understands the concept of regions
  
TopicInterdependence of places and regions
   Level III (Grade 6-8)
  Benchmark 6.Understands ways regional systems are interconnected (e.g., watersheds and river systems, regional connections through trade, cultural ties between regions)
   Vocabulary terms
A.  regional connection
B.  connection through watershed
C.  connection through river system
D.  trade connection
E.  cultural tie
  Knowledge/skill statements
  1. Knows that regional systems are interconnected by watersheds   
  2. Knows that regional systems are interconnected by river systems   
  3. Understands regional connections through trade   
  4. Understands cultural ties between regions   


Citation Log: BD(GE,153;​NI,56-57)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level IV (Grade 9-12)
   1. Understands how regional boundaries change (e.g., changes resulting from shifts in population, environmental degradation, shifts in production and market patterns, wars)
Geography 
 Standard 5.Understands the concept of regions
  
TopicPlaces and regions over time
   Level IV (Grade 9-12)
  Benchmark 1.Understands how regional boundaries change (e.g., changes resulting from shifts in population, environmental degradation, shifts in production and market patterns, wars)
   Vocabulary terms
A.  regional boundary
B.  population shifts and boundaries
C.  environmental degradation
D.  production shift
E.  market pattern shift
F.  war
  Knowledge/skill statements
  1. Understands that shifts in populations change regional boundaries   
  2. Understands that environmental degradation changes regional boundaries   
  3. Understands that shifts in production patterns change regional boundaries   
  4. Understands that shifts in marketing patterns change regional boundaries   
  5. Understands that wars change regional boundaries   


Citation Log: BD(GE,193;​NE,64)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows factors that contribute to the dynamic nature of regions (e.g., human influences such as migration, technology, and capital investment; physical influences such as long-term climate shifts and seismic activity)
Geography 
 Standard 5.Understands the concept of regions
  
TopicPlaces and regions over time
   Level IV (Grade 9-12)
  Benchmark 2.Knows factors that contribute to the dynamic nature of regions (e.g., human influences such as migration, technology, and capital investment; physical influences such as long-term climate shifts and seismic activity)
   Vocabulary terms
A.  regional dynamics
B.  human influence on region
C.  capital investment
D.  physical influence on region
E.  climate shift
F.  seismic activity
  Knowledge/skill statements
  1. Knows that human influences contribute to the dynamic nature of regions   
  2. Knows that physical influences contribute to the dynamic nature of regions   
  3. Knows that migration contributes to the dynamic nature of regions   
  4. Knows that capital investment contributes to the dynamic nature of regions   
  5. Knows that technology contributes to the dynamic nature of regions   
  6. Knows that climatic shifts contribute to the dynamic nature of regions   
  7. Knows that seismic activity contributes to the dynamic nature of regions   


Citation Log: BD(GE,193;​NI,82,*)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands connections within and among the parts of a regional system (e.g., links involving neighborhoods within a city, municipalities within a metropolitan area, or power blocs within a defense or economic alliance)
Geography 
 Standard 5.Understands the concept of regions
  
TopicInterdependence of places and regions
   Level IV (Grade 9-12)
  Benchmark 3.Understands connections within and among the parts of a regional system (e.g., links involving neighborhoods within a city, municipalities within a metropolitan area, or power blocs within a defense or economic alliance)
   Vocabulary terms
A.  regional connection
B.  neighborhood links
C.  municipality
D.  power bloc
E.  defense alliance
F.  economic alliance
  Knowledge/skill statements
  1. Understands connections within a regional system   
  2. Understands connections among the parts of a regional system   
  3. Understands the links among neighborhoods within a city   
  4. Understands the links among municipalities within a metropolitan area   
  5. Understands the power blocs within a defense alliance   
  6. Understands the power blocs within an economic alliance   


Citation Log: BD(GE,194;​NI,82)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Understands how changing conditions can result in the redefinition of a region (e.g., the reshaping of South Africa resulting from the economic and political realignments that followed the end of European colonialism, the Caribbean Basin's transition from a major sugarcane and hemp producer to a center for tourism)
Geography 
 Standard 5.Understands the concept of regions
  
TopicPlaces and regions over time
   Level IV (Grade 9-12)
  Benchmark 4.Understands how changing conditions can result in the redefinition of a region (e.g., the reshaping of South Africa resulting from the economic and political realignments that followed the end of European colonialism, the Caribbean Basin's transition from a major sugarcane and hemp producer to a center for tourism)
   Vocabulary terms
A.  regional redefinition
B.  reshaping of South Africa
C.  reshaping of the Caribbean Basin
  Knowledge/skill statements
  1. Understands the reshaping of South Africa resulting from the economic and political realignments that followed the end of European colonialism   
  2. Understands the Caribbean Basin’s transition from a major sugarcane and hemp producer to a center for tourism   
  3. Understands that regions are subject to redefinition   


Citation Log: BD(GE,192;​NI,82)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Knows ways in which the concept of a region can be used to simplify the complexity of Earth’s space (e.g., by arranging an area into sections to help understand a particular topic or problem)
Geography 
 Standard 5.Understands the concept of regions
  
TopicSpatial organization, dynamics, and interaction
   Level IV (Grade 9-12)
  Benchmark 5.Knows ways in which the concept of a region can be used to simplify the complexity of Earth’s space (e.g., by arranging an area into sections to help understand a particular topic or problem)
   Vocabulary terms
A.  simplifying Earth’s space
B.  using regional concepts
  Knowledge/skill statements
  1. Knows that by arranging an area into sections to understand a particular topic, the complexity of Earth’s space is simplified   
  2. Knows that by arranging an area into sections to understand a particular problem, the complexity of Earth’s space is simplified   


Citation Log: BD(GE,193,*)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   6. Understands the different ways in which regional systems are structured (e.g., precinct, ward, county, state, and national levels of a political party hierarchy; hub-and-spoke airline operations; postal-service zip codes; assignment of Social Security numbers by region)
Geography 
 Standard 5.Understands the concept of regions
  
Topics1. Types of regions; 2. Spatial organization, dynamics, and interaction
   Level IV (Grade 9-12)
  Benchmark 6.Understands the different ways in which regional systems are structured (e.g., precinct, ward, county, state, and national levels of a political party hierarchy; hub-and-spoke airline operations; postal-service zip codes; assignment of Social Security numbers by region)
   Vocabulary terms
A.  regional structures
B.  political party hierarchy
C.  hub-and-spoke airline operation
D.  zip code
E.  Social Security number
  Knowledge/skill statements
  1. Understands that regional systems can be structured into precinct levels of a political party hierarchy   
  2. Understands that regional systems can be structured into ward levels of a political party hierarchy   
  3. Understands that regional systems can be structured into county levels of a political party hierarchy   
  4. Understands that regional systems can be structured into state levels of a political party hierarchy   
  5. Understands that regional systems can be structured into national levels of a political party hierarchy   
  6. Understands hub-and-spoke airline operations as a structure in a regional system    
  7. Understands postal-service zip codes as a structure in a regional system   
  8. Understands regional Social Security numbers as a structure in a regional system   


Citation Log: BD(GE,194;​NI,82)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
    

 A  = Assessment items available
6.Understands that culture and experience influence people's perceptions of places and regions

Geography

Standard 6.Understands that culture and experience influence people's perceptions of places and regions

Geography

Standard 6 : Understands that culture and experience influence people's perceptions of places and regions

Reference code: GE,117

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level Pre-K (Grade Pre-K)
   1. Not appropriate for this level
Geography 
 Standard 6.Understands that culture and experience influence people's perceptions of places and regions
  
Topic
   Level Pre-K (Grade Pre-K)
  Benchmark 1.Not appropriate for this level
    


Citation Log: (none)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level I (Grade K-2)
   1. Not appropriate for this level
Geography 
 Standard 6.Understands that culture and experience influence people's perceptions of places and regions
  
Topic
   Level I (Grade K-2)
  Benchmark 1.Not appropriate for this level
    


Citation Log: BD(GE,117)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level II (Grade 3-5)
   1. Understands ways in which people view and relate to places and regions differently (e.g., how children, mothers, joggers, and city park workers view a park)
Geography 
 Standard 6.Understands that culture and experience influence people's perceptions of places and regions
  
Topics1. Bias, meaning, and perspective; 2. Perceptions of places and regions
   Level II (Grade 3-5)
  Benchmark 1.Understands ways in which people view and relate to places and regions differently (e.g., how children, mothers, joggers, and city park workers view a park)
   Vocabulary terms
A.  point of view
B.  view of a place
C.  view of a region
  Knowledge/skill statements
  1. Understands ways in which people view places differently   
  2. Understands ways in which people relate to places differently   
  3. Understands ways in which people view regions differently   
  4. Understands ways in which people relate to regions differently   
  5. Understands how children may view a park differently than other people   
  6. Understands how mothers may view a park differently than other people   
  7. Understands how joggers may view a park differently than other people   
  8. Understands how city park workers may view a park differently than other people   


Citation Log: BD(GE,117;​EI,14;​NE,44;​TE,29)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level III (Grade 6-8)
   1. Knows how places and regions serve as cultural symbols (e.g. Golden Gate Bridge in San Francisco; Opera House in Sydney, Australia; the Gateway Arch in St. Louis; Tower Bridge in London)
Geography 
 Standard 6.Understands that culture and experience influence people's perceptions of places and regions
  
TopicCultural regions
   Level III (Grade 6-8)
  Benchmark 1.Knows how places and regions serve as cultural symbols (e.g. Golden Gate Bridge in San Francisco; Opera House in Sydney, Australia; the Gateway Arch in St. Louis; Tower Bridge in London)
   Vocabulary terms
A.  cultural symbol
B.  Golden Gate Bridge
C.  Sydney Opera House
D.  St. Louis Gateway Arch
E.  London Tower Bridge
  Knowledge/skill statements
  1. Knows how places serve as cultural symbols   
  2. Knows how regions serve as cultural symbols   
  3. Knows how the Golden Gate Bridge in San Francisco serves as a cultural symbol   
  4. Knows how the Opera House in Sydney, Australia serves as a cultural symbol   
  5. Knows how the Gateway Arch in St. Louis serves as a cultural symbol   
  6. Knows how Tower Bridge in London serves as a cultural symbol   


Citation Log: BD(GE,155;​NI,56-57)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows how technology affects the ways in which culture groups perceive and use places and regions (e.g., impact of technology such as air conditioning and irrigation on the human use of arid lands; changes in perception of environment by culture groups, such as the snowmobile's impact on the lives of Inuit people or the swamp buggy's impact on tourist travel in the Everglades)
Geography 
 Standard 6.Understands that culture and experience influence people's perceptions of places and regions
  
Topics1. Bias, meaning, and perspective; 2. Perceptions of places and regions; 3. Science, technology, and society
   Level III (Grade 6-8)
  Benchmark 2.Knows how technology affects the ways in which culture groups perceive and use places and regions (e.g., impact of technology such as air conditioning and irrigation on the human use of arid lands; changes in perception of environment by culture groups, such as the snowmobile's impact on the lives of Inuit people or the swamp buggy's impact on tourist travel in the Everglades)
   Vocabulary terms
A.  effects of technology
B.  cultural perception
C.  impact of air conditioning
D.  impact of irrigation
E.  land use
F.  perception of environment
G.  Inuit people
H.  Everglades
  Knowledge/skill statements
  1. Knows how technology affects the ways in which culture groups perceive places    
  2. Knows how technology affects the ways in which culture groups use places    
  3. Knows how technology affects the ways in which culture groups perceive regions   
  4. Knows how technology affects the ways in which culture groups use regions   
  5. Understands the impact of air conditioning on the human use of arid lands   
  6. Understands the impact of irrigation on the human use of arid lands   
  7. Understands the impact of the snowmobile on the lives of Inuit people   
  8. Understands the impact of the swamp buggy on tourist travel in the Everglades   


Citation Log: BD(GE,154;​NI,56-57)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Knows the ways in which culture influences the perception of places and regions (e.g., religion and other belief systems, language and tradition; perceptions of "beautiful" or "valuable")
Geography 
 Standard 6.Understands that culture and experience influence people's perceptions of places and regions
  
Topics1. Bias, meaning, and perspective; 2. Cultural regions ; 3. Perceptions of places and regions
   Level III (Grade 6-8)
  Benchmark 3.Knows the ways in which culture influences the perception of places and regions (e.g., religion and other belief systems, language and tradition; perceptions of "beautiful" or "valuable")
   Vocabulary terms
A.  cultural perception
B.  religion-based perception
C.  language-based perception
D.  tradition-based perception
E.  perception of beauty
F.  perception of value
  Knowledge/skill statements
  1. Knows the ways in which culture influences the perception of places    
  2. Knows the ways in which culture influences the perception of regions   
  3. Knows how religion and other belief systems influence the perception of places    
  4. Knows how religion and other belief systems influence the perception of regions   
  5. Knows how language influences the perception of places    
  6. Knows how language influences the perception of regions   
  7. Knows how traditions influence the perception of places    
  8. Knows how traditions influence the perception of regions   
  9. Knows ways that culture influences the perception of "beauty"   
  10. Knows ways that culture influences the perception of "value"   


Citation Log: BD(GE,154-155;​NI,56-57,*)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level IV (Grade 9-12)
   1. Understands why places and regions are important to individual human identity and as symbols for unifying or fragmenting society (e.g., sense of belonging, attachment, or rootedness; symbolic meaning of places such as Jerusalem as a holy city for Muslims, Christians, and Jews)
Geography 
 Standard 6.Understands that culture and experience influence people's perceptions of places and regions
  
Topics1. Bias, meaning, and perspective; 2. Cultural regions
   Level IV (Grade 9-12)
  Benchmark 1.Understands why places and regions are important to individual human identity and as symbols for unifying or fragmenting society (e.g., sense of belonging, attachment, or rootedness; symbolic meaning of places such as Jerusalem as a holy city for Muslims, Christians, and Jews)
   Vocabulary terms
A.  places and regions as symbols
B.  human identity
C.  emotional attachment to place
D.  Jerusalem
E.  holy city
  Knowledge/skill statements
  1. Understands why places are important to individual human identity    
  2. Understands why places are important as symbols for unifying society   
  3. Understands why places are important as symbols for fragmenting society   
  4. Understands why regions are important to individual human identity    
  5. Understands why regions are important as symbols for unifying society   
  6. Understands why regions are important as symbols for fragmenting society   
  7. Understands the symbolic meaning of Jerusalem as a holy city for Muslims   
  8. Understands the symbolic meaning of Jerusalem as a holy city for Christians   
  9. Understands the symbolic meaning of Jerusalem as a holy city for Jews   
  10. Understands that humans may have a sense of belonging to specific places    
  11. Understands that humans may have a sense of attachment to specific places    
  12. Understands that humans may have a sense of rootedness to specific places    
  13. Understands that humans may have a sense of belonging to specific regions   
  14. Understands that humans may have a sense of attachment to specific regions   
  15. Understands that humans may have a sense of rootedness to specific regions   


Citation Log: BD(GE,195;​NI,79-80)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands how individuals view places and regions on the basis of their stage of life, sex, social class, ethnicity, values, and belief systems (e.g., perceptions of distance, impressions about what makes a place secure, views of public housing or wealthy urban neighborhoods)
Geography 
 Standard 6.Understands that culture and experience influence people's perceptions of places and regions
  
Topics1. Bias, meaning, and perspective; 2. Perceptions of places and regions
   Level IV (Grade 9-12)
  Benchmark 2.Understands how individuals view places and regions on the basis of their stage of life, sex, social class, ethnicity, values, and belief systems (e.g., perceptions of distance, impressions about what makes a place secure, views of public housing or wealthy urban neighborhoods)
   Vocabulary terms
A.  factors that affect view of place
  Knowledge/skill statements
  1. Understands how individuals view places on the basis of their stage of life   
  2. Understands how individuals view places on the basis of their gender   
  3. Understands how individuals view places on the basis of their social class   
  4. Understands how individuals view places on the basis of their ethnicity    
  5. Understands how individuals view places on the basis of their belief systems   
  6. Understands how individuals view regions on the basis of their stage of life   
  7. Understands how individuals view regions on the basis of their gender   
  8. Understands how individuals view regions on the basis of their social class   
  9. Understands how individuals view regions on the basis of their ethnicity    
  10. Understands how individuals view regions on the basis of their belief systems   
  11. Understands how individuals perceive distance differently   
  12. Understands individual impressions about what makes a place secure based on personal experience   
  13. Understands that individuals view public housing differently   
  14. Understands that individuals view wealthy urban neighborhoods differently   


Citation Log: BD(GE,195-196;​NI,79-80)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Knows ways in which people's changing views of places and regions reflect cultural change (e.g., rural settings becoming attractive as recreation areas to people living in densely populated cities, old mining ghost towns becoming tourist and gambling centers)
Geography 
 Standard 6.Understands that culture and experience influence people's perceptions of places and regions
  
Topics1. Bias, meaning, and perspective; 2. Perceptions of places and regions; 3. Places and regions over time
   Level IV (Grade 9-12)
  Benchmark 3.Knows ways in which people's changing views of places and regions reflect cultural change (e.g., rural settings becoming attractive as recreation areas to people living in densely populated cities, old mining ghost towns becoming tourist and gambling centers)
   Vocabulary terms
A.  changing point of view
B.  reflections of cultural change
  Knowledge/skill statements
  1. Knows ways in which people’s changing views of places reflect cultural change   
  2. Knows ways in which people’s changing views of regions reflect cultural change   
  3. Knows that rural settings have become attractive as recreation areas to people living in densely populated cities   
  4. Knows that some old mining ghost towns have become tourist and gambling centers   


Citation Log: BD(GE,196)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
Physical Systems
7.Knows the physical processes that shape patterns on Earth's surface

Geography

Standard 7.Knows the physical processes that shape patterns on Earth's surface

Geography

Standard 7 : Knows the physical processes that shape patterns on Earth's surface

Reference code: GE,118

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level Pre-K (Grade Pre-K)
   1. Not appropriate for this level
Geography 
 Standard 7.Knows the physical processes that shape patterns on Earth's surface
  
Topic
   Level Pre-K (Grade Pre-K)
  Benchmark 1.Not appropriate for this level
    


Citation Log: (none)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level I (Grade K-2)
   1. Not appropriate for this level
Geography 
 Standard 7.Knows the physical processes that shape patterns on Earth's surface
  
Topic
   Level I (Grade K-2)
  Benchmark 1.Not appropriate for this level
    


Citation Log: (none)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level II (Grade 3-5)
   1. Knows the physical components of Earth’s atmosphere (e.g., weather and climate), lithosphere (e.g., land forms such as mountains, hills, plateaus, plains), hydrosphere (e.g., oceans, lakes, rivers), and biosphere (e.g., vegetation and biomes)
Geography 
 Standard 7.Knows the physical processes that shape patterns on Earth's surface
  
Topics1. Geologic, atmospheric, and hydrospheric processes ; 2. Ecosystems and biomes
   Level II (Grade 3-5)
  Benchmark 1.Knows the physical components of Earth’s atmosphere (e.g., weather and climate), lithosphere (e.g., land forms such as mountains, hills, plateaus, plains), hydrosphere (e.g., oceans, lakes, rivers), and biosphere (e.g., vegetation and biomes)
   Vocabulary terms
A.  atmosphere
B.  lithosphere
C.  hydrosphere
D.  biosphere
E.  biome
  Knowledge/skill statements
  1. Knows the physical components of the Earth’s atmosphere   
  2. Knows the physical components of the Earth’s lithosphere   
  3. Knows the physical components of the Earth’s hydrosphere   
  4. Knows the physical components of the Earth’s biosphere   
  5. Knows that weather is a physical component of the Earth’s atmosphere   
  6. Knows that climate is a physical component of the Earth’s atmosphere   
  7. Knows that lands forms are a physical component of Earth’s lithosphere   
  8. Knows that mountains are a physical component of the Earth’s lithosphere   
  9. Knows that hills are a physical component of the Earth’s lithosphere   
  10. Knows that plateaus are a physical component of the Earth’s lithosphere   
  11. Knows that plains are a physical component of the Earth’s lithosphere   
  12. Knows that oceans are a physical component of the Earth’s hydrosphere   
  13. Knows that lakes are a physical component of the Earth’s hydrosphere   
  14. Knows that rivers are a physical component of the Earth’s hydrosphere   
  15. Knows that vegetation is a physical component of the Earth’s biosphere   
  16. Knows that biomes are a physical component of the Earth’s biosphere   


Citation Log: BD(GE,118;​EI,16;​NE,37;​TI,28,*)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands how physical processes help to shape features and patterns on Earth's surface (e.g., the effects of climate and weather on vegetation, erosion and deposition on land forms, mud slides on hills)
Geography 
 Standard 7.Knows the physical processes that shape patterns on Earth's surface
  
TopicGeologic, atmospheric, and hydrospheric processes
   Level II (Grade 3-5)
  Benchmark 2.Understands how physical processes help to shape features and patterns on Earth's surface (e.g., the effects of climate and weather on vegetation, erosion and deposition on land forms, mud slides on hills)
   Vocabulary terms
A.  physical process
B.  Earth’s features
C.  Earth’s patterns
D.  effects of climate
E.  effects of weather
F.  erosion
G.  sediment deposition
H.  mud slide
  Knowledge/skill statements
  1. Understands how physical processes help to shape features on the Earth’s surface   
  2. Understands how physical processes help to shape patterns on the Earth’s surface   
  3. Understands the effect of climate on vegetation   
  4. Understands the effect of weather on vegetation   
  5. Understands the effect of erosion on land forms   
  6. Understands the effect of deposition of sediment of land forms   
  7. Understands the effect of mud slides on hills   


Citation Log: BD(GE,118;​EI,16;​NE,37;​TI,28)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Knows how Earth’s position relative to the Sun affects events and conditions on Earth (e.g., how the tilt of the Earth in relation to the Sun explains seasons in different locations on Earth, how the length of day influences human activity in different regions of the world)
Geography 
 Standard 7.Knows the physical processes that shape patterns on Earth's surface
  
Topics1. Earth-Sun relations ; 2. Impact of the environment on society
   Level II (Grade 3-5)
  Benchmark 3.Knows how Earth’s position relative to the Sun affects events and conditions on Earth (e.g., how the tilt of the Earth in relation to the Sun explains seasons in different locations on Earth, how the length of day influences human activity in different regions of the world)
   Vocabulary terms
A.  Earth’s position
B.  Sun
C.  tilt of the Earth
D.  seasons
E.  length of day
  Knowledge/skill statements
  1. Knows how the Earth’s position relative to the Sun affects events on Earth   
  2. Knows how the Earth’s position relative to the Sun affects conditions on Earth   
  3. Knows how the tilt of the Earth in relation to the Sun explains seasons in different locations on Earth   
  4. Knows how the length of day influences human activity in different regions of the world   


Citation Log: BD(GE,119;​EI,11-12;​NI,37;​TI,16)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level III (Grade 6-8)
   1. Knows the major processes that shape patterns in the physical environment (e.g., the erosional agents such as water and ice, earthquake zones and volcanic activity, the ocean circulation system)  A 
Geography 
 Standard 7.Knows the physical processes that shape patterns on Earth's surface
  
TopicGeologic, atmospheric, and hydrospheric processes
   Level III (Grade 6-8)
  Benchmark 1.Knows the major processes that shape patterns in the physical environment (e.g., the erosional agents such as water and ice, earthquake zones and volcanic activity, the ocean circulation system)
   Vocabulary terms
A.  changes in the physical environment
B.  erosional agent
C.  earthquake zone
D.  volcanic activity
E.  ocean circulation
  Knowledge/skill statements
  1. Knows the erosional agents that shape patterns in the physical environment  A   
  2. Knows that water shapes patterns in the physical environment   
  3. Knows that ice shapes patterns in the physical environment   
  4. Knows that earthquake zones shape patterns in the physical environment  A   
  5. Knows that volcanic activity shapes patterns in the physical environment   
  6. Knows that the ocean circulation system shapes patterns in the physical environment   


 A  = Assessment items available

Citation Log: BD(GE,156,190;​NE,55-56;​DI,3.2.1,*)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows the processes that produce renewable and nonrenewable resources (e.g., fossil fuels, hydroelectric power, soil fertility)
Geography 
 Standard 7.Knows the physical processes that shape patterns on Earth's surface
  
TopicNatural resources
   Level III (Grade 6-8)
  Benchmark 2.Knows the processes that produce renewable and nonrenewable resources (e.g., fossil fuels, hydroelectric power, soil fertility)
   Vocabulary terms
A.  production of renewable resources
B.  production of nonrenewable resources
C.  fossil fuel process
D.  hydroelectric power process
E.  fertile soil process
  Knowledge/skill statements
  1. Knows the processes that produce renewable resources   
  2. Knows the processes that produce nonrenewable resources   
  3. Knows the processes that produce fossil fuels   
  4. Knows the processes that produce hydroelectric power   
  5. Knows the processes that produce fertile soil    


Citation Log: BD(GE,157;​NI,55-56)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Knows the consequences of a specific physical process operating on Earth's surface (e.g., effects of an extreme weather phenomenon such as a hurricane's impact on a coastal ecosystem, effects of heavy rainfall on hill slopes, effects of the continued movement of Earth's tectonic plates)
Geography 
 Standard 7.Knows the physical processes that shape patterns on Earth's surface
  
TopicGeologic, atmospheric, and hydrospheric processes
   Level III (Grade 6-8)
  Benchmark 3.Knows the consequences of a specific physical process operating on Earth's surface (e.g., effects of an extreme weather phenomenon such as a hurricane's impact on a coastal ecosystem, effects of heavy rainfall on hill slopes, effects of the continued movement of Earth's tectonic plates)
   Vocabulary terms
A.  changes on the Earth’s surface
B.  weather phenomenon
C.  hurricane
D.  heavy rainfall
E.  tectonic plate movement
  Knowledge/skill statements
  1. Knows the effects of a hurricane on a coastal ecosystem   
  2. Knows the effects of heavy rainfall on hill slopes   
  3. Knows how the continued movement of tectonic plates affects the Earth’s surface   
  4. Knows the effects of extreme weather phenomena    


Citation Log: BD(GE,157;​NI,55-56)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level IV (Grade 9-12)
   1. Understands the distribution of different types of climate (e.g., marine climate or continental climate) that are produced by such processes as air-mass circulation, temperature, and moisture
Geography 
 Standard 7.Knows the physical processes that shape patterns on Earth's surface
  
TopicClimate types and regions
   Level IV (Grade 9-12)
  Benchmark 1.Understands the distribution of different types of climate (e.g., marine climate or continental climate) that are produced by such processes as air-mass circulation, temperature, and moisture
   Vocabulary terms
A.  climate distribution
B.  marine climate
C.  continental climate
D.  air-mass circulation
  Knowledge/skill statements
  1. Understands the distribution of climates that are produced by air-mass circulation   
  2. Understands the distribution of climates that are produced by temperature processes   
  3. Understands the distribution of climates that are produced by moisture processes   
  4. Understands the distribution of marine climates   
  5. Understands the distribution of continental climates   


Citation Log: BD(GE,197;​IEE,24,26,27;​NE,73-74)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands the effects of different physical cycles (e.g., world atmospheric circulation, ocean circulation) on the physical environment of Earth
Geography 
 Standard 7.Knows the physical processes that shape patterns on Earth's surface
  
TopicGeologic, atmospheric, and hydrospheric processes
   Level IV (Grade 9-12)
  Benchmark 2.Understands the effects of different physical cycles (e.g., world atmospheric circulation, ocean circulation) on the physical environment of Earth
   Vocabulary terms
A.  effects of physical cycles
B.  effects of world atmospheric circulation
C.  effects of ocean circulation
  Knowledge/skill statements
  1. Understands the effect world atmospheric circulation on the Earth’s physical environment    
  2. Understands the effect ocean circulation on the Earth’s physical environment    


Citation Log: BD(GE,198;​IEE,23,24,27;​NE,73-74)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands how physical systems are dynamic and interactive (e.g., the relationships between changes in land forms and the effects of climate such as the erosion of hill slopes by precipitation, deposition of sediments by floods, and shaping of land surfaces by wind)
Geography 
 Standard 7.Knows the physical processes that shape patterns on Earth's surface
  
TopicGeologic, atmospheric, and hydrospheric processes
   Level IV (Grade 9-12)
  Benchmark 3.Understands how physical systems are dynamic and interactive (e.g., the relationships between changes in land forms and the effects of climate such as the erosion of hill slopes by precipitation, deposition of sediments by floods, and shaping of land surfaces by wind)
   Vocabulary terms
A.  dynamic nature of physical systems
B.  interactive nature of physical systems
  Knowledge/skill statements
  1. Understands how physical systems are dynamic    
  2. Understands how physical systems are interactive   
  3. Understands the relationships between climate and changes in land forms    
  4. Understands the relationship between the erosion of hill slopes and precipitation   
  5. Understands the relationship between the deposition of sediments and flooding   
  6. Understands the relationship between the shaping of land surfaces and wind   


Citation Log: BD(GE,198;​IEE,23;​NI,73-74,*)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Understands how physical processes affect different regions of the United States and the world (e.g., effects of hurricanes in the Caribbean Basin and the eastern United States or of earthquakes in Turkey, Japan, and Nicaragua; effects of desertification and soil degradation, flash floods, dust storms, sand movement, soil erosion and salt accumulation in dry environments)
Geography 
 Standard 7.Knows the physical processes that shape patterns on Earth's surface
  
Topics1. Natural disasters and humanity; 2. Geologic, atmospheric, and hydrospheric processes ; 3. Climate types and regions
   Level IV (Grade 9-12)
  Benchmark 4.Understands how physical processes affect different regions of the United States and the world (e.g., effects of hurricanes in the Caribbean Basin and the eastern United States or of earthquakes in Turkey, Japan, and Nicaragua; effects of desertification and soil degradation, flash floods, dust storms, sand movement, soil erosion and salt accumulation in dry environments)
   Vocabulary terms
A.  hurricanes in the Caribbean Basin
B.  hurricanes in the eastern United States
C.  earthquakes in Turkey
D.  earthquakes in Japan
E.  earthquakes in Nicaragua
F.  desertification
G.  soil degradation
H.  flash flood
I.  dust storm
J.  sand movement
  Knowledge/skill statements
  1. Understands how physical processes affect different regions of the United States    
  2. Understands how physical processes affect different regions around the world   
  3. Understands the effects of hurricanes in the Caribbean Basin   
  4. Understands the effects of hurricanes in the eastern United States   
  5. Understands the effects of earthquakes in Turkey   
  6. Understands the effects of earthquakes in Japan   
  7. Understands the effects of earthquakes in Nicaragua   
  8. Understands the effects of desertification in dry environments   
  9. Understands the effects of soil degradation in dry environments   
  10. Understands the effects of flash floods in dry environments   
  11. Understands the effects of dust storms in dry environments   
  12. Understands the effects of sand movement in dry environments   
  13. Understands the effects of soil erosion in dry environments   
  14. Understands the effects of salt accumulation in dry environments   


Citation Log: BD(GE,197;​IEI,24,25,26,27;​IGE,13;​NE,73-74)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
    

 A  = Assessment items available
8.Understands the characteristics of ecosystems on Earth's surface

Geography

Standard 8.Understands the characteristics of ecosystems on Earth's surface

Geography

Standard 8 : Understands the characteristics of ecosystems on Earth's surface

Reference code: GE,120

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level Pre-K (Grade Pre-K)
   1. Not appropriate for this level
Geography 
 Standard 8.Understands the characteristics of ecosystems on Earth's surface
  
Topic
   Level Pre-K (Grade Pre-K)
  Benchmark 1.Not appropriate for this level
    


Citation Log: (none)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level I (Grade K-2)
   1. Not appropriate for this level
Geography 
 Standard 8.Understands the characteristics of ecosystems on Earth's surface
  
Topic
   Level I (Grade K-2)
  Benchmark 1.Not appropriate for this level
    


Citation Log: (none)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level II (Grade 3-5)
   1. Knows the components of ecosystems at a variety of scales (e.g., fungi, insects, plants, and animals in a food chain or food web; fish and marine vegetation in coastal zones; grasses, birds, and insects in grassland areas)
Geography 
 Standard 8.Understands the characteristics of ecosystems on Earth's surface
  
TopicEcosystems and biomes
   Level II (Grade 3-5)
  Benchmark 1.Knows the components of ecosystems at a variety of scales (e.g., fungi, insects, plants, and animals in a food chain or food web; fish and marine vegetation in coastal zones; grasses, birds, and insects in grassland areas)
   Vocabulary terms
A.  components of ecosystems
B.  food chain
C.  food web
D.  coastal zone
E.  grassland
  Knowledge/skill statements
  1. Knows that fungi is a component of food chains   
  2. Knows that fungi is a component of food webs   
  3. Knows that insects are components of food chains   
  4. Knows that insects are components of food webs   
  5. Knows that plants are components of food chains   
  6. Knows that plants are components of food webs   
  7. Knows that animals are components of food chains   
  8. Knows that animals are components of food web   
  9. Knows fish are components of coastal zone ecosystems   
  10. Knows that marine vegetation is a component of coastal zone ecosystems   
  11. Knows that grasses are components of grassland ecosystems   
  12. Knows that birds are components of grassland ecosystems   
  13. Knows that insects are components of grassland ecosystems   


Citation Log: BD(GE,120;​EI,13;​NI,37;​TI,41)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows ways in which humans can change ecosystems (e.g., clearing forests, widening channels of waterways, draining wetlands, wetting or suppressing fires)
Geography 
 Standard 8.Understands the characteristics of ecosystems on Earth's surface
  
Topics1. Impact of society on the environment; 2. Ecosystems and biomes
   Level II (Grade 3-5)
  Benchmark 2.Knows ways in which humans can change ecosystems (e.g., clearing forests, widening channels of waterways, draining wetlands, wetting or suppressing fires)
   Vocabulary terms
A.  human modification of ecosystems
B.  forest clearing
C.  widening of waterways
D.  wetland draining
E.  fire suppression
  Knowledge/skill statements
  1. Knows that humans can change ecosystems by clearing forests   
  2. Knows that humans can change ecosystems by widening channels of waterways   
  3. Knows that humans can change ecosystems by draining wetlands   
  4. Knows that humans can change ecosystems by wetting or suppressing fires   


Citation Log: BD(GE,121;​EI,14;​NI,60;​TE,42;​DI,14.2.1)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Knows plants and animals associated with various vegetation and climatic regions on Earth (e.g., the plant and animal life supported in a midlatitude forest in North America, the kinds of plants and animals found in a tropical rain forest in Africa, animals and trees that thrive in cities)
Geography 
 Standard 8.Understands the characteristics of ecosystems on Earth's surface
  
Topics1. Ecosystems and biomes ; 2. Climate types and regions
   Level II (Grade 3-5)
  Benchmark 3.Knows plants and animals associated with various vegetation and climatic regions on Earth (e.g., the plant and animal life supported in a midlatitude forest in North America, the kinds of plants and animals found in a tropical rain forest in Africa, animals and trees that thrive in cities)
   Vocabulary terms
A.  plant
B.  animal
C.  vegetation region
D.  climatic region
E.  midlatitude forest
F.  tropical rain forest
  Knowledge/skill statements
  1. Knows plants associated with various vegetation regions on Earth   
  2. Knows plants associated with various climatic regions on Earth   
  3. Knows animals associated with various vegetation regions on Earth   
  4. Knows animals associated with various climatic regions on Earth   
  5. Knows the plant life supported by a North American midlatitude forest    
  6. Knows the animal life supported by a North American midlatitude forest    
  7. Knows the kinds of plants found in a tropical rain forest in Africa   
  8. Knows the kinds of animals found in a tropical rain forest in Africa   
  9. Knows the types of animals that thrive in cities   
  10. Knows the types of trees that thrive in cities   


Citation Log: BD(GE,120;​NI,37;​TE,33)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level III (Grade 6-8)
   1. Understands the distribution of ecosystems from local to global scales (e.g., the consequences of differences in soils, climates, and human and natural disturbances)
Geography 
 Standard 8.Understands the characteristics of ecosystems on Earth's surface
  
TopicEcosystems and biomes
   Level III (Grade 6-8)
  Benchmark 1.Understands the distribution of ecosystems from local to global scales (e.g., the consequences of differences in soils, climates, and human and natural disturbances)
   Vocabulary terms
A.  ecosystem distribution
B.  soil type
C.  climatic differences
D.  human disturbance
E.  natural disturbance
  Knowledge/skill statements
  1. Understands the distribution of ecosystems on a local scale   
  2. Understands the distribution of ecosystems on a global scale   
  3. Understands how differences in soil affect the distribution of ecosystems on a local scale   
  4. Understands how differences in soil affect the distribution of ecosystems on a global scale   
  5. Understands how differences in climate affect the distribution of ecosystems on a local scale   
  6. Understands how differences in climate affect the distribution of ecosystems on a global scale   
  7. Understands how human disturbances affect the distribution of ecosystems on a local scale   
  8. Understands how human disturbances affect the distribution of ecosystems on a global scale   
  9. Understands how natural disturbances affect the distribution of ecosystems on a local scale   
  10. Understands how natural disturbances affect the distribution of ecosystems on a global scale   


Citation Log: BD(GE,158;​NI,54,55)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands the functions and dynamics of ecosystems (e.g., interdependence of flora and fauna, the flow of energy and the cycling of energy, feeding levels and location of elements in the food chain)  A 
Geography 
 Standard 8.Understands the characteristics of ecosystems on Earth's surface
  
TopicEcosystems and biomes
   Level III (Grade 6-8)
  Benchmark 2.Understands the functions and dynamics of ecosystems (e.g., interdependence of flora and fauna, the flow of energy and the cycling of energy, feeding levels and location of elements in the food chain)
   Vocabulary terms
A.  ecosystem functions
B.  ecosystem dynamics
C.  interdependence within ecosystems
D.  flora
E.  fauna
F.  energy flow
G.  energy cycle
H.  feeding levels of food chain
I.  elements in food chain
  Knowledge/skill statements
  1. Understands the functions of ecosystems   
  2. Understands the dynamics of ecosystems   
  3. Understands the interdependence of flora and fauna in an ecosystem   
  4. Understands the flow of energy in an ecosystem   
  5. Understands the cycling of energy in an ecosystem   
  6. Understands the feeding levels in a food chain   A   
  7. Understands the location of elements in a food chain  A   


 A  = Assessment items available

Citation Log: BD(GE,158;​NI,59,60)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands ecosystems in terms of their characteristics and ability to withstand stress caused by physical events (e.g., a river system adjusting to the arrival of introduced plant species such as hydrilla; regrowth of a forest after a forest fire; effects of disease on specific populations)
Geography 
 Standard 8.Understands the characteristics of ecosystems on Earth's surface
  
TopicEcosystems and biomes
   Level III (Grade 6-8)
  Benchmark 3.Understands ecosystems in terms of their characteristics and ability to withstand stress caused by physical events (e.g., a river system adjusting to the arrival of introduced plant species such as hydrilla; regrowth of a forest after a forest fire; effects of disease on specific populations)
   Vocabulary terms
A.  ecosystem characteristics
B.  stress on ecosystems
C.  introduction of species
D.  hydrilla
E.  forest regrowth
F.  forest fire
G.  disease in populations
  Knowledge/skill statements
  1. Understands ecosystems in terms of their characteristics    
  2. Understands ecosystems in terms of their ability to withstand stress caused by physical events   
  3. Understands how a river system adjusts to the arrival of introduced plant species    
  4. Knows how river systems adjusted to the arrival of the introduced plant species hydrilla   
  5. Understands the regrowth of a forest after a forest fire   
  6. Understands the effects of disease on specific populations   


Citation Log: BD(GE,159;​NI,56)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Knows changes that have occurred over time in ecosystems in the local region (e.g., natural wetlands on a flood plain being replaced by farms, farmlands on a flood plain being replaced by housing developments)
Geography 
 Standard 8.Understands the characteristics of ecosystems on Earth's surface
  
Topics1. Ecosystems and biomes ; 2. Impact of society on the environment; 3. Places and regions over time
   Level III (Grade 6-8)
  Benchmark 4.Knows changes that have occurred over time in ecosystems in the local region (e.g., natural wetlands on a flood plain being replaced by farms, farmlands on a flood plain being replaced by housing developments)
   Vocabulary terms
A.  changes in ecosystems
C.  flood plain
D.  urban growth
  Knowledge/skill statements
  1. Knows instances of natural wetlands on a floodplain being replaced by farms   
  2. Knows instances of farmlands on a floodplain being replaced by housing developments   


Citation Log: BD(GE,159;​NI,54-55)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Knows the potential impact of human activities within a given ecosystem on the carbon, nitrogen, and oxygen cycles (e.g., the role of air pollution in atmospheric warming or the growing of peas and other legumes, which supply their own nitrogen and do not deplete the soil)
Geography 
 Standard 8.Understands the characteristics of ecosystems on Earth's surface
  
Topics1. Ecosystems and biomes ; 2. Impact of society on the environment
   Level III (Grade 6-8)
  Benchmark 5.Knows the potential impact of human activities within a given ecosystem on the carbon, nitrogen, and oxygen cycles (e.g., the role of air pollution in atmospheric warming or the growing of peas and other legumes, which supply their own nitrogen and do not deplete the soil)
   Vocabulary terms
A.  human impact on ecosystem
B.  carbon cycle
C.  nitrogen cycle
D.  oxygen cycle
E.  atmospheric warming
F.  sustainable farming
  Knowledge/skill statements
  1. Knows the potential impact of human activities on the carbon cycle within a given ecosystem   
  2. Knows the potential impact of human activities on the nitrogen cycle within a given ecosystem   
  3. Knows the potential impact of human activities on the oxygen cycle within a given ecosystem   
  4. Understands the role of air pollution in atmospheric warming   
  5. Knows that peas and other legumes supply their own nitrogen and do not deplete the soil   


Citation Log: BD(GE,159;​NI,54-55)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   6. Understands the life cycle of a lake ecosystem from birth to death (including the process of eutrophication)
Geography 
 Standard 8.Understands the characteristics of ecosystems on Earth's surface
  
TopicGeologic, atmospheric, and hydrospheric processes
   Level III (Grade 6-8)
  Benchmark 6.Understands the life cycle of a lake ecosystem from birth to death (including the process of eutrophication)
   Vocabulary terms
A.  lake life cycle
B.  lake ecosystem
C.  eutrophication
  Knowledge/skill statements
  1. Knows that lakes go through a life cycle   
  2. Understands the process of eutrophication in lakes   


Citation Log: BD(GE,159;​NI,54-55)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level IV (Grade 9-12)
   1. Understands how relationships between soil, climate, and plant and animal life affect the distribution of ecosystems (e.g., effects of solar energy and water supply on the nature of plant communities)
Geography 
 Standard 8.Understands the characteristics of ecosystems on Earth's surface
  
Topics1. Ecosystems and biomes ; 2. Biodiversity
   Level IV (Grade 9-12)
  Benchmark 1.Understands how relationships between soil, climate, and plant and animal life affect the distribution of ecosystems (e.g., effects of solar energy and water supply on the nature of plant communities)
   Vocabulary terms
A.  impacts on ecosystem distribution
  Knowledge/skill statements
  1. Understands the effects of solar energy on the nature of plant communities   
  2. Understands the effects of the water supply on the nature of plant communities   
  3. Understands that relationships within ecosystems affects the distribution of such ecosystems   


Citation Log: BD(GE,199;​IEE,19,20;​NE,73)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows ecosystems in terms of their biodiversity and productivity (e.g., the low productivity of deserts and the high productivity of midlatitude forests and tropical forests) and their potential value to all living things (e.g., as a source of oxygen for life forms, as a source of food for indigenous peoples, as a source of raw materials for international trade)
Geography 
 Standard 8.Understands the characteristics of ecosystems on Earth's surface
  
Topics1. Ecosystems and biomes ; 2. Biodiversity
   Level IV (Grade 9-12)
  Benchmark 2.Knows ecosystems in terms of their biodiversity and productivity (e.g., the low productivity of deserts and the high productivity of midlatitude forests and tropical forests) and their potential value to all living things (e.g., as a source of oxygen for life forms, as a source of food for indigenous peoples, as a source of raw materials for international trade)
   Vocabulary terms
A.  biodiversity
B.  ecosystem productivity
C.  low productivity
D.  desert ecosystem
E.  high productivity
F.  midlatitude forest ecosystem
G.  tropical forest ecosystem
H.  indigenous people
  Knowledge/skill statements
  1. Knows a variety of ecosystems in terms of their biodiversity    
  2. Knows a variety of ecosystems in terms of their productivity   
  3. Knows a variety of ecosystems in terms of their potential value to all living things   
  4. Knows that deserts have a low productivity    
  5. Knows that midlatitude forests have a high productivity    
  6. Knows that tropical forests have a high productivity    
  7. Knows ecosystems that are a source of oxygen for life forms   
  8. Knows ecosystems that are a source of food for indigenous peoples   
  9. Knows ecosystems that are a source of raw materials for international trade   


Citation Log: BD(GE,200;​IEE,19;​NI,72-73,*)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Knows the effects of biological magnification in ecosystems (e.g., the increase in contaminants in succeeding levels of the food chain and the consequences for different life forms)
Geography 
 Standard 8.Understands the characteristics of ecosystems on Earth's surface
  
Topics1. Ecosystems and biomes ; 2. Environmental issues
   Level IV (Grade 9-12)
  Benchmark 3.Knows the effects of biological magnification in ecosystems (e.g., the increase in contaminants in succeeding levels of the food chain and the consequences for different life forms)
   Vocabulary terms
A.  biological magnification
B.  contamination in food chain
  Knowledge/skill statements
  1. Knows that biological magnification in ecosystems involves an increase of contaminants in succeeding levels of the food chain   
  2. Knows the consequences of increased contaminants for different life forms in a food chain    


Citation Log: BD(GE,200;​IEE,19;​NI,72-73)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Knows the effects of both physical and human changes in ecosystems (e.g., the disruption of energy flows and chemical cycles and the reduction of species diversity, how acid rain resulting from air pollution affects water bodies and forests and how depletion of the atmosphere's ozone layer through the use of chemicals may affect the health of humans)
Geography 
 Standard 8.Understands the characteristics of ecosystems on Earth's surface
  
Topics1. Ecosystems and biomes ; 2. Biodiversity; 3. Environmental issues; 4. Impact of society on the environment
   Level IV (Grade 9-12)
  Benchmark 4.Knows the effects of both physical and human changes in ecosystems (e.g., the disruption of energy flows and chemical cycles and the reduction of species diversity, how acid rain resulting from air pollution affects water bodies and forests and how depletion of the atmosphere's ozone layer through the use of chemicals may affect the health of humans)
   Vocabulary terms
A.  energy flow disruption
B.  chemical cycle disruption
C.  reduction of species diversity
D.  depletion of ozone layer
E.  effects of changes in ecosystems
F.  biodiversity
  Knowledge/skill statements
  1. Knows the effects of physical changes in ecosystems   
  2. Knows the effects of human changes in ecosystems   
  3. Knows that the disruption of energy flows in an ecosystem reduces species diversity   
  4. Knows that the disruption of chemical cycles in an ecosystem reduces species diversity   
  5. Knows how acid rain, resulting from air pollution, affects bodies of water    
  6. Knows how acid rain, resulting from air pollution, affects the forests   
  7. Knows how the depletion of the atmosphere’s ozone layer, through the use of chemicals, may affect the health of humans   
  
McREL Activity(s)
   One Forest, Many Opinions


Citation Log: BD(GE,200;​IEE,23,24,25,26,27;​NI,78-79)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
    

 A  = Assessment items available
Human Systems
9.Understands the nature, distribution and migration of human populations on Earth's surface

Geography

Standard 9.Understands the nature, distribution and migration of human populations on Earth's surface

Geography

Standard 9 : Understands the nature, distribution and migration of human populations on Earth's surface

Reference code: GE,122

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level Pre-K (Grade Pre-K)
   1. Not appropriate for this level
Geography 
 Standard 9.Understands the nature, distribution and migration of human populations on Earth's surface
  
Topic
   Level Pre-K (Grade Pre-K)
  Benchmark 1.Not appropriate for this level
    


Citation Log: (none)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level I (Grade K-2)
   1. Not appropriate for this level
Geography 
 Standard 9.Understands the nature, distribution and migration of human populations on Earth's surface
  
Topic
   Level I (Grade K-2)
  Benchmark 1.Not appropriate for this level
    


Citation Log: (none)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level II (Grade 3-5)
   1. Understands the characteristics of populations at a variety of scales (e.g., ethnicity, age distribution, number of families and single households, number of employed and unemployed, males and females, life expectancy, infant mortality)
Geography 
 Standard 9.Understands the nature, distribution and migration of human populations on Earth's surface
  
TopicPopulation density, distribution, and growth rates
   Level II (Grade 3-5)
  Benchmark 1.Understands the characteristics of populations at a variety of scales (e.g., ethnicity, age distribution, number of families and single households, number of employed and unemployed, males and females, life expectancy, infant mortality)
   Vocabulary terms
A.  population characteristics
B.  ethnic composition
C.  age distribution
D.  family structure
E.  unemployment
F.  gender distribution
G.  life expectancy
H.  infant mortality
  Knowledge/skill statements
  1. Understands ethnicity in a population   
  2. Understands age distribution in a population   
  3. Understands the number of families in a population    
  4. Understands the number of single households in a population   
  5. Understands the number of employed workers in a population   
  6. Understands the number of unemployed workers in a population   
  7. Understands gender distribution in a population   
  8. Understands life expectancy in a population   
  9. Understands infant mortality in a population   


Citation Log: BD(GE,122-123;​EE,13-14;​NI,38;​TE,22)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows the spatial distribution of population (e.g., that population density is higher east of the Mississippi River than west of it, population density is higher on the East Coast and West Coast than in the mountains and deserts of the western part of the country, few people live where it is very dry or very cold)
Geography 
 Standard 9.Understands the nature, distribution and migration of human populations on Earth's surface
  
Topics1. Population density, distribution, and growth rates; 2. Migration and settlement patterns; 3. Impact of the environment on society
   Level II (Grade 3-5)
  Benchmark 2.Knows the spatial distribution of population (e.g., that population density is higher east of the Mississippi River than west of it, population density is higher on the East Coast and West Coast than in the mountains and deserts of the western part of the country, few people live where it is very dry or very cold)
   Vocabulary terms
A.  spatial distribution of population
B.  factors affecting population density
C.  Mississippi River
D.  East Coast
E.  West Coast
F.  mountain population
G.  desert population
  Knowledge/skill statements
  1. Knows that population density is higher east of the Mississippi River than west of it   
  2. Knows that population density is higher on the East and West Coasts than in the mountains and deserts of the western part of the country   
  3. Knows that few people live where it is very dry    
  4. Knows that few people live where it is very cold   


Citation Log: BD(GE,122;​EI,17;​NI,34-45;​TI,28-29)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands voluntary and involuntary migration
Geography 
 Standard 9.Understands the nature, distribution and migration of human populations on Earth's surface
  
TopicMigration and settlement patterns
   Level II (Grade 3-5)
  Benchmark 3.Understands voluntary and involuntary migration
   Vocabulary terms
A.  voluntary migration
B.  involuntary migration
  Knowledge/skill statements
  1. Understands voluntary migration   
  2. Understands involuntary migration   


Citation Log: BD(GE,123;​EI,16;​NE,49-50;​TI,43)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Knows the causes and effects of human migration (e.g., European colonists and African slaves to America, movement of people from drought areas in Africa, movement of people from East Asia to North America, effects of physical geography on national and international migration, cultural factors)
Geography 
 Standard 9.Understands the nature, distribution and migration of human populations on Earth's surface
  
TopicMigration and settlement patterns
   Level II (Grade 3-5)
  Benchmark 4.Knows the causes and effects of human migration (e.g., European colonists and African slaves to America, movement of people from drought areas in Africa, movement of people from East Asia to North America, effects of physical geography on national and international migration, cultural factors)
   Vocabulary terms
A.  human migration
B.  slave trade
C.  national migration
D.  international migration
  Knowledge/skill statements
  1. Knows the causes of human migration   
  2. Knows the effects of human migration   
  3. Understands the relationship of European colonists and African slaves in America   
  4. Understands the movement of people from drought areas in Africa   
  5. Understands the movement of people from East Asia to North America   
  6. Understands how physical geography affects national migration   
  7. Understands how physical geography affects international migration   
  8. Understands how cultural factors affect human migration   


Citation Log: BD(GE,123;​EI,16;​NI,49-50;​TI,43)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level III (Grade 6-8)
   1. Understands demographic concepts and how they are used to describe population characteristics of a country or region (e.g., rates of natural increase, crude birth and death rates, infant mortality, population growth rates, doubling time, life expectancy, average family size)  A 
Geography 
 Standard 9.Understands the nature, distribution and migration of human populations on Earth's surface
  
TopicPopulation density, distribution, and growth rates
   Level III (Grade 6-8)
  Benchmark 1.Understands demographic concepts and how they are used to describe population characteristics of a country or region (e.g., rates of natural increase, crude birth and death rates, infant mortality, population growth rates, doubling time, life expectancy, average family size)
   Vocabulary terms
A.  demographics
B.  rate of natural increase
C.  crude birth rate
D.  crude death rate
E.  population growth rate
F.  doubling time
G.  average family size
  Knowledge/skill statements
  1. Understands demographic concepts    
  2. Understands how demographic concepts are used to describe population characteristics of a country   A   
  3. Understands how demographic concepts are used to describe population characteristics of a region  A   
  4. Understands the concept of rate of natural increase   
  5. Understands the concept of crude birth rate   
  6. Understands the concept of crude death rate   
  7. Understands the concept of infant mortality   
  8. Understands the concept of population growth rates   
  9. Understands the concept of doubling time   
  10. Understands the concept of life expectancy   
  11. Understands the concept of average family size   
  12. Understands how the rate of natural increase is used to describe population characteristics of a country    
  13. Understands how the rate of natural increase is used to describe population characteristics of a region   
  14. Understands how the crude birth rate is used to describe population characteristics of a region   
  15. Understands how the crude death rate is used to describe population characteristics of a country    
  16. Understands how the crude death rate is used to describe population characteristics of a region   
  17. Understands how infant mortality is used to describe population characteristics of a country    
  18. Understands how infant mortality is used to describe population characteristics of a region   
  19. Understands how the population growth rate is used to describe population characteristics of a country    
  20. Understands how the population growth rate is used to describe population characteristics of a region   
  21. Understands how doubling time is used to describe population characteristics of a country    
  22. Understands how doubling time is used to describe population characteristics of a region   
  23. Understands how life expectancy is used to describe population characteristics of a country    
  24. Understands how life expectancy is used to describe population characteristics of a region   
  25. Understands how the average family size is used to describe population characteristics of a country    
  26. Understands how the average family size is used to describe population characteristics of a region   
  27. Understands how the crude birth rate is used to describe population characteristics of a country    


 A  = Assessment items available

Citation Log: BD(GE,160;​NE,74-75,*)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows the factors that influence patterns of rural-urban migration (e.g., urban commuting, effects of technology on transportation, communication and people's mobility, barriers that impede the flow of people, goods, and ideas)
Geography 
 Standard 9.Understands the nature, distribution and migration of human populations on Earth's surface
  
Topics1. Migration and settlement patterns; 2. Urban growth and development
   Level III (Grade 6-8)
  Benchmark 2.Knows the factors that influence patterns of rural-urban migration (e.g., urban commuting, effects of technology on transportation, communication and people's mobility, barriers that impede the flow of people, goods, and ideas)
   Vocabulary terms
A.  rural-urban migration
B.  commuting
C.  human mobility
D.  migration barrier
  Knowledge/skill statements
  1. Knows that urban commuting influences patterns of rural-urban migration   
  2. Knows that transportation technology influences patterns of rural-urban migration   
  3. Knows that communication influences patterns of rural-urban migration   
  4. Knows that people’s mobility influences patterns of rural-urban migration   
  5. Knows that barriers impeding the flow of people influence patterns of rural-urban migration   
  6. Knows that barriers impeding the flow of goods influence patterns of rural-urban migration   
  7. Knows that barriers impeding the flow of ideas influence patterns of rural-urban migration   


Citation Log: BD(GE,161;​NE,68-69)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Knows the ways in which human movement and migration influence the character of a place (e.g., New Delhi before and after the partition of the Indian subcontinent in the 1940s and the massive realignment of the Hindu and Muslim populations; Boston before and after the large-scale influx of Irish immigrants in the mid-nineteenth century; the impact of Indians settling in South Africa, Algerians settling in France, Vietnamese settling in the United States)  A 
Geography 
 Standard 9.Understands the nature, distribution and migration of human populations on Earth's surface
  
Topics1. Migration and settlement patterns; 2. Places and regions over time ; 3. Cultural regions
   Level III (Grade 6-8)
  Benchmark 3.Knows the ways in which human movement and migration influence the character of a place (e.g., New Delhi before and after the partition of the Indian subcontinent in the 1940s and the massive realignment of the Hindu and Muslim populations; Boston before and after the large-scale influx of Irish immigrants in the mid-nineteenth century; the impact of Indians settling in South Africa, Algerians settling in France, Vietnamese settling in the United States)
   Vocabulary terms
A.  influence of human movement on a place
B.  New Delhi
C.  Hindus and Muslims in India
D.  Irish immigrants in Boston
E.  Indians in South Africa
F.  Algerians in France
G.  Vietnamese in the United States
  Knowledge/skill statements
  1. Knows ways in which human movement influences the character of a place  A   
  2. Knows ways in which human migration influences the character of a place   
  3. Understands the character of New Delhi before and after the partition of the Indian subcontinent in the 1940s and the massive realignment of the Hindu and Muslim populations   
  4. Understands the character of Boston before and after the large-scale influx of Irish immigrants in the mid-nineteenth century   
  5. Understands the impact of Indians settling in South Africa   
  6. Understands the impact of Algerians settling in France   
  7. Understands the impact of Vietnamese settling in the United States   


 A  = Assessment items available

Citation Log: BD(GE,161;​EI,15-16;​NI,68-69;​TE,32)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level IV (Grade 9-12)
   1. Understands population issues (e.g., the ongoing policies to limit population growth, the policy in the former Soviet Union to encourage ethnic Russians to have large families, economic considerations such as a country's need for more or fewer workers)
Geography 
 Standard 9.Understands the nature, distribution and migration of human populations on Earth's surface
  
TopicPopulation density, distribution, and growth rates
   Level IV (Grade 9-12)
  Benchmark 1.Understands population issues (e.g., the ongoing policies to limit population growth, the policy in the former Soviet Union to encourage ethnic Russians to have large families, economic considerations such as a country's need for more or fewer workers)
   Vocabulary terms
A.  population issues
B.  population growth policy
C.  population issues of former Soviet Union
  Knowledge/skill statements
  1. Understands the ongoing policies to limit population growth   
  2. Understands the policy in the former Soviet Union to encourage ethnic Russians to have large families   
  3. Understands the economic considerations of a country as they relate to population issues   
  4. Understands as a country’s need for more workers and how this relates to population issues   
  5. Understands as a country’s need for fewer workers and how this relates to population issues   


Citation Log: BD(GE,201;​IEE,28;​IGE,9,10;​NI,74-75)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows how human mobility and city/region interdependence can be increased and regional integration can be facilitated by improved transportation systems (e.g., the national interstate highway system in the United States, the network of global air routes)
Geography 
 Standard 9.Understands the nature, distribution and migration of human populations on Earth's surface
  
Topics1. Transportation systems; 2. Science, technology, and society; 3. Interdependence of places and regions
   Level IV (Grade 9-12)
  Benchmark 2.Knows how human mobility and city/region interdependence can be increased and regional integration can be facilitated by improved transportation systems (e.g., the national interstate highway system in the United States, the network of global air routes)
   Vocabulary terms
A.  increased human mobility
B.  increased interdependence of places
C.  regional integration
D.  improved transportation system
E.  interstate highway system
F.  global air route
  Knowledge/skill statements
  1. Knows how human mobility can be increased by improved transportation systems   
  2. Knows how city/region interdependence can be increased by improved transportation systems   
  3. Knows how regional integration can be facilitated by improved transportation systems   
  4. Understands how national interstate highway system in the United States increases human mobility    
  5. Understands how national interstate highway system in the United States increases city/region interdependence   
  6. Understands how national interstate highway system in the United States increases regional integration   
  7. Understands how the network of global air routes increases human mobility    
  8. Understands how the network of global air routes increases city/region interdependence   
  9. Understands how the network of global air routes increases regional integration   


Citation Log: BD(GE,202;​IGE,15,16;​NE,68-69)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Knows how international migrations are shaped by push and pull factors (e.g., political conditions, economic incentives, religious values, family ties)
Geography 
 Standard 9.Understands the nature, distribution and migration of human populations on Earth's surface
  
TopicMigration and settlement patterns
   Level IV (Grade 9-12)
  Benchmark 3.Knows how international migrations are shaped by push and pull factors (e.g., political conditions, economic incentives, religious values, family ties)
   Vocabulary terms
A.  shaping international migration
B.  push and pull factors
  Knowledge/skill statements
  1. Knows push factors that shape international migration   
  2. Knows pull factors that shape international migration   
  3. Knows that international migration is shaped by political conditions   
  4. Knows that international migration is shaped by economic incentives   
  5. Knows that international migration is shaped by religious values   
  6. Knows that international migration is shaped by family ties   


Citation Log: BD(GE,202;​IGE,9,10;​NE,68-69)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Understands the impact of human migration on physical and human systems (e.g., the impact of European settlers on the High Plains of North America in the nineteenth century, impact of rural-to-urban migration on suburban development and the resulting lack of adequate housing and stress on infrastructure, effects of population gains or losses on socioeconomic conditions)
Geography 
 Standard 9.Understands the nature, distribution and migration of human populations on Earth's surface
  
Topics1. Migration and settlement patterns; 2. Impact of society on the environment
   Level IV (Grade 9-12)
  Benchmark 4.Understands the impact of human migration on physical and human systems (e.g., the impact of European settlers on the High Plains of North America in the nineteenth century, impact of rural-to-urban migration on suburban development and the resulting lack of adequate housing and stress on infrastructure, effects of population gains or losses on socioeconomic conditions)
   Vocabulary terms
A.  impact of human migration
B.  impact of European settlers
C.  High Plains of North America
D.  impact of rural-urban migration
E.  effect of population changes
  Knowledge/skill statements
  1. Understands the impact of human migration human systems   
  2. Understands the impact of human migration on physical systems   
  3. Understands the impact of European settlers on the High Plains of North America in the nineteenth century   
  4. Understands the impact of rural-to-urban migration on suburban development   
  5. Understands the lack of adequate housing as a result of rural-to-urban migration    
  6. Understands the stress on infrastructure as a result of rural-to-urban migration    
  7. Understands the effects of population gains on socioeconomic conditions   
  8. Understands the effects of population losses on socioeconomic conditions   


Citation Log: BD(GE,202;​IGE,9,10;​NI,87,*)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
    

 A  = Assessment items available
10.Understands the nature and complexity of Earth's cultural mosaics

Geography

Standard 10.Understands the nature and complexity of Earth's cultural mosaics

Geography

Standard 10 : Understands the nature and complexity of Earth's cultural mosaics

Reference code: GE,124

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level Pre-K (Grade Pre-K)
   1. Not appropriate for this level
Geography 
 Standard 10.Understands the nature and complexity of Earth's cultural mosaics
  
Topic
   Level Pre-K (Grade Pre-K)
  Benchmark 1.Not appropriate for this level
    


Citation Log: (none)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level I (Grade K-2)
   1. Knows the basic components of culture (e.g., language, social organization, beliefs and customs, forms of shelter, economic activities, education systems)
Geography 
 Standard 10.Understands the nature and complexity of Earth's cultural mosaics
  
TopicCultural regions
   Level I (Grade K-2)
  Benchmark 1.Knows the basic components of culture (e.g., language, social organization, beliefs and customs, forms of shelter, economic activities, education systems)
   Vocabulary terms
A.  culture
B.  language
C.  social organization
D.  belief system
E.  custom
F.  types of housing
G.  economy
H.  education system
  Knowledge/skill statements
  1. Knows that language is a basic component of culture   
  2. Knows that social organization is a basic component of culture   
  3. Knows that beliefs and customs are a basic component of culture   
  4. Knows that forms of shelter are a basic component of culture   
  5. Knows that economic activities are a basic component of culture   
  6. Knows that education systems are a basic component of culture   
  
McREL Activity(s)
   Celebrating Diversity


Citation Log: BD(GE,124;​EI,12;​NI,46;​TI,22)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level II (Grade 3-5)
   1. Knows the similarities and differences in characteristics of culture in different regions (e.g., in terms of environment and resources, technology, food, shelter, social organization, beliefs and customs, schooling, what girls and boys are allowed to do)  A 
Geography 
 Standard 10.Understands the nature and complexity of Earth's cultural mosaics
  
Topics1. Cultural regions ; 2. Convergence and divergence of cultures
   Level II (Grade 3-5)
  Benchmark 1.Knows the similarities and differences in characteristics of culture in different regions (e.g., in terms of environment and resources, technology, food, shelter, social organization, beliefs and customs, schooling, what girls and boys are allowed to do)
   Vocabulary terms
A.  cultural characteristics
B.  cultural similarities
C.  cultural differences
  Knowledge/skill statements
  1. Knows how cultures in different regions are the same   
  2. Knows how cultures in different regions are different    
  3. Knows similarities in the environment of different regions   
  4. Knows similarities in the resources of different regions   
  5. Knows similarities in the technology of different regions   
  6. Knows similarities in the shelters of different regions   
  7. Knows similarities in the social organization of different regions   
  8. Knows similarities in the beliefs and customs of different regions   
  9. Knows similarities in schooling in different regions   
  10. Knows similarities in what boys and girls are allowed to do in different regions   
  11. Knows differences in the environment of different regions   
  12. Knows differences in the resources of different regions   
  13. Knows differences in the technology of different regions   
  14. Knows differences in the shelters of different regions   
  15. Knows differences in the social organization of different regions   
  16. Knows differences in the beliefs and customs of different regions  A   
  17. Knows differences in schooling in different regions   
  18. Knows differences in what boys and girls are allowed to do in different regions   


 A  = Assessment items available

Citation Log: BD(GE,124;​EI,14;​NI,38-39;​TI,29,*)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands how different people living in the same region maintain different ways of life (e.g., the cultural differences between Native Americans and Europeans living along the eastern seaboard in the 17th century; differences among Sikhs, Hindus, and Muslims living in India today)
Geography 
 Standard 10.Understands the nature and complexity of Earth's cultural mosaics
  
Topics1. Convergence and divergence of cultures; 2. Group and national identity
   Level II (Grade 3-5)
  Benchmark 2.Understands how different people living in the same region maintain different ways of life (e.g., the cultural differences between Native Americans and Europeans living along the eastern seaboard in the 17th century; differences among Sikhs, Hindus, and Muslims living in India today)
   Vocabulary terms
A.  way of life
B.  cultural differences
C.  Native American culture
D.  European culture
E.  Sikh culture
F.  Hindu culture
G.  Muslim culture
  Knowledge/skill statements
  1. Knows the cultural differences between Native Americans and Europeans living along the eastern seaboard in the 17th century   
  2. Knows the differences among Sikhs, Hindus, and Muslims living in India today   
  3. Understands that people living in the same region sometimes maintain different ways of life   


Citation Log: BD(GE,124,172;​EI,14;​NE,44;​TI,13)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands how cultures differ in their use of similar environments and resources (e.g., comparing how people live in Phoenix, Arizona with how people live in Riyadh, Saudi Arabia)
Geography 
 Standard 10.Understands the nature and complexity of Earth's cultural mosaics
  
Topics1. Convergence and divergence of cultures; 2. Cultural regions
   Level II (Grade 3-5)
  Benchmark 3.Understands how cultures differ in their use of similar environments and resources (e.g., comparing how people live in Phoenix, Arizona with how people live in Riyadh, Saudi Arabia)
   Vocabulary terms
A.  cultural differences
B.  use of environment
C.  resource use
  Knowledge/skill statements
  1. Understands how cultures differ in their use of similar environments    
  2. Understands how cultures differ in their use of similar resources   
  3. Knows how people live in Phoenix, Arizona compared to how people live in Riyadh, Saudi Arabia   


Citation Log: BD(GE,125;​EI,14;​NI,61;​TE,30)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Understands cultural change (in terms of, e.g., the role of women in society, the role of children in society, clothing styles, modes of transportation, food preferences, types of housing, attitudes toward the environment and resources)
Geography 
 Standard 10.Understands the nature and complexity of Earth's cultural mosaics
  
TopicCultural continuity and change
   Level II (Grade 3-5)
  Benchmark 4.Understands cultural change (in terms of, e.g., the role of women in society, the role of children in society, clothing styles, modes of transportation, food preferences, types of housing, attitudes toward the environment and resources)
   Vocabulary terms
A.  cultural change
B.  changing role of women
C.  changing role of children
D.  changes in clothing styles
E.  changes in transportation
F.  changes in food preferences
G.  changes in housing
H.  attitude towards environment
I.  attitude towards resources
  Knowledge/skill statements
  1. Understands cultural change in terms of the role of women in society   
  2. Understands cultural change in terms of the role of children in society   
  3. Understands cultural change in terms of clothing styles   
  4. Understands cultural change in terms of modes of transportation   
  5. Understands cultural change in terms of food preferences   
  6. Understands cultural change in terms of types of housing   
  7. Understands cultural change in terms of attitudes toward the environment   
  8. Understands cultural change in terms of attitudes toward resources   


Citation Log: BD(GE,125;​EI,16;​NI,46)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level III (Grade 6-8)
   1. Knows the distinctive cultural landscapes associated with migrant populations (e.g., Chinatowns in the Western world, European enclaves in Japan and China in the 19th century, Little Italy sections of American cities from the beginning of the 19th century to the present)
Geography 
 Standard 10.Understands the nature and complexity of Earth's cultural mosaics
  
Topics1. Migration and settlement patterns; 2. Cultural continuity and change; 3. Cultural diffusion, adaptation, and interaction
   Level III (Grade 6-8)
  Benchmark 1.Knows the distinctive cultural landscapes associated with migrant populations (e.g., Chinatowns in the Western world, European enclaves in Japan and China in the 19th century, Little Italy sections of American cities from the beginning of the 19th century to the present)
   Vocabulary terms
A.  cultural landscape
B.  migrant population
C.  Chinatown
D.  European enclave
E.  Little Italy
  Knowledge/skill statements
  1. Knows the distinctive cultural landscapes associated with Chinatowns in the Western world   
  2. Knows the distinctive cultural landscapes associated with European enclaves in Japan and China in the 19th century   
  3. Knows the distinctive cultural landscapes associated with Little Italy sections of American cities from the beginning of the 19th century to the present   


Citation Log: BD(GE,162;​NI,56-57)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows ways in which communities reflect the cultural background of their inhabitants (e.g., distinctive building styles, billboards in Spanish, foreign-language advertisements in newspapers)
Geography 
 Standard 10.Understands the nature and complexity of Earth's cultural mosaics
  
TopicCultural diffusion, adaptation, and interaction
   Level III (Grade 6-8)
  Benchmark 2.Knows ways in which communities reflect the cultural background of their inhabitants (e.g., distinctive building styles, billboards in Spanish, foreign-language advertisements in newspapers)
   Vocabulary terms
A.  cultural landscape
B.  architectural style
C.  foreign-language advertisements
  Knowledge/skill statements
  1. Knows that distinctive building styles reflect the cultural background of a community’s inhabitants   
  2. Knows that foreign-language billboards reflect the cultural background of a community’s inhabitants   
  3. Knows that foreign-language advertisements in newspapers reflect the cultural background of a community’s inhabitants   


Citation Log: BD(GE,162;​NI,56,57)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands the significance of patterns of cultural diffusion (e.g., the use of terraced rice fields in China, Japan, Indonesia, and the Philippines; the use of satellite television dishes in the United States, England, Canada, and Saudi Arabia)
Geography 
 Standard 10.Understands the nature and complexity of Earth's cultural mosaics
  
TopicCultural diffusion, adaptation, and interaction
   Level III (Grade 6-8)
  Benchmark 3.Understands the significance of patterns of cultural diffusion (e.g., the use of terraced rice fields in China, Japan, Indonesia, and the Philippines; the use of satellite television dishes in the United States, England, Canada, and Saudi Arabia)
   Vocabulary terms
A.  cultural diffusion
B.  terraced rice field
C.  satellite dish
  Knowledge/skill statements
  1. Understands that the use of terraced rice fields in China, Japan, Indonesia, and the Philippines represents a pattern of cultural diffusion   
  2. Understands that the use of satellite television dishes in the United States, England, Canada, and Saudi Arabia represents a pattern of cultural diffusion   
  3. Understands the concept of cultural diffusion   


Citation Log: BD(GE,162-163;​NI,57,*)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level IV (Grade 9-12)
   1. Knows how cultures influence the characteristics of regions (e.g., level of technological achievement, cultural traditions, social institutions)
Geography 
 Standard 10.Understands the nature and complexity of Earth's cultural mosaics
  
TopicCultural regions
   Level IV (Grade 9-12)
  Benchmark 1.Knows how cultures influence the characteristics of regions (e.g., level of technological achievement, cultural traditions, social institutions)
   Vocabulary terms
A.  cultural influence
B.  technological achievement
C.  cultural tradition
D.  social institution
  Knowledge/skill statements
  1. Knows that culture influences the level of technological achievement of a region   
  2. Knows that culture influences the traditions of a region   
  3. Knows that culture influences the social institutions of a region   


Citation Log: BD(GE,203;​IGI,9,10;​NI,56-57)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands how human characteristics make specific regions of the world distinctive (e.g., the effects of early Spanish settlement in the southwestern United States, the impact of Buddhism in shaping social attitudes in Southeast Asia, the specific qualities of Canada's culture regions resulting from the patterns of migration and settlement over four centuries)
Geography 
 Standard 10.Understands the nature and complexity of Earth's cultural mosaics
  
TopicCultural regions
   Level IV (Grade 9-12)
  Benchmark 2.Understands how human characteristics make specific regions of the world distinctive (e.g., the effects of early Spanish settlement in the southwestern United States, the impact of Buddhism in shaping social attitudes in Southeast Asia, the specific qualities of Canada's culture regions resulting from the patterns of migration and settlement over four centuries)
   Vocabulary terms
A.  human factors of regional identity
B.  Spanish settlement
C.  southwestern United States
D.  Buddhism
E.  Southeast Asia
F.  Canadian culture
  Knowledge/skill statements
  1. Understands that the early Spanish settlement in the southwestern United States makes that region distinctive   
  2. Understands that the impact of Buddhism in shaping social attitudes in Southeast Asia makes that region distinctive   
  3. Understands that the specific qualities of Canada’s culture regions is the result of migration and settlement over four centuries   


Citation Log: BD(GE,204;​IGI,9,10)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands how evolving political and economic alliances may affect the traditional cohesiveness of world culture regions (e.g., post-reunification Germany and its economic effect on the European Union, NAFTA's effect on trade relations among the United States, Canada, and Mexico)
Geography 
 Standard 10.Understands the nature and complexity of Earth's cultural mosaics
  
Topics1. Cultural regions ; 2. International diplomacy and relations
   Level IV (Grade 9-12)
  Benchmark 3.Understands how evolving political and economic alliances may affect the traditional cohesiveness of world culture regions (e.g., post-reunification Germany and its economic effect on the European Union, NAFTA's effect on trade relations among the United States, Canada, and Mexico)
   Vocabulary terms
A.  evolving political alliances
B.  evolving economic alliances
C.  post-reunification Germany
D.  NAFTA
  Knowledge/skill statements
  1. Understands how evolving political alliances may affect the traditional cohesiveness of world culture regions   
  2. Understands how evolving political alliances may affect the traditional cohesiveness of world culture regions   
  3. Understands the economic effect of post-reunification Germany on the European Union   
  4. Understands NAFTA’s effect on trade relations among the United States, Canada, and Mexico   


Citation Log: BD(GE,205;​IGI,11,12;​NI,75)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Knows the role culture plays in incidents of cooperation and conflict in the present-day world (e.g., conflicts in sub-Saharan Africa in the 1960s, Central Europe in the 1980s and 1990s, states within the former Soviet Union in the 1990s; cooperation such as the religious and linguistic ties between Spain and parts of Latin America; ethnic ties among the Kurds living in Iran, Iraq, and Turkey)
Geography 
 Standard 10.Understands the nature and complexity of Earth's cultural mosaics
  
Topics1. Cooperation and conflict; 2. Convergence and divergence of cultures
   Level IV (Grade 9-12)
  Benchmark 4.Knows the role culture plays in incidents of cooperation and conflict in the present-day world (e.g., conflicts in sub-Saharan Africa in the 1960s, Central Europe in the 1980s and 1990s, states within the former Soviet Union in the 1990s; cooperation such as the religious and linguistic ties between Spain and parts of Latin America; ethnic ties among the Kurds living in Iran, Iraq, and Turkey)
   Vocabulary terms
A.  cultural influence on cooperation
B.  cultural influence on conflict
C.  conflicts in sub-Saharan Africa
D.  conflicts in Central Europe
E.  conflicts in the former Soviet Union
F.  ethnic tie
G.  Kurds
  Knowledge/skill statements
  1. Knows the role culture plays in incidents of cooperation in the present-day world   
  2. Knows the role culture plays in incidents of conflict in the present-day world   
  3. Understands the role of culture in the conflicts of sub-Saharan Africa in the 1960s   
  4. Understands the role of culture in the conflicts of Central Europe in the 1980s and 1990s   
  5. Understands the role of culture in the conflicts between states within the former Soviet Union in the 1990s   
  6. Understands the role of culture in the cooperation between Spain and parts of Latin America   
  7. Understands the religious ties between Spain and parts of Latin America   
  8. Understands the linguistic ties between Spain and parts of Latin America   
  9. Understands the ethnic ties among the Kurds living in Iran, Iraq, and Turkey   


Citation Log: BD(GE,203;​IGI,9,10;​NI,67)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Understands how communication and transportation technologies contribute to cultural convergence or divergence (e.g., convergence created by electronic media, computers, and jet aircraft; divergence created by technologies used to reinforce nationalistic or ethnic elitism or cultural separateness and independence)
Geography 
 Standard 10.Understands the nature and complexity of Earth's cultural mosaics
  
Topics1. Convergence and divergence of cultures; 2. Transportation and communication networks
   Level IV (Grade 9-12)
  Benchmark 5.Understands how communication and transportation technologies contribute to cultural convergence or divergence (e.g., convergence created by electronic media, computers, and jet aircraft; divergence created by technologies used to reinforce nationalistic or ethnic elitism or cultural separateness and independence)
   Vocabulary terms
A.  cultural convergence
B.  cultural divergence
C.  nationalistic elitism
D.  ethnic elitism
  Knowledge/skill statements
  1. Understands how communication technology contributes to cultural convergence    
  2. Understands how communication technology contributes to cultural divergence   
  3. Understands how transportation technology contributes to cultural convergence    
  4. Understands how transportation technology contributes to cultural divergence   
  5. Understands the cultural convergence created by electronic media   
  6. Understands the cultural convergence created by computers   
  7. Understands the cultural convergence created by jet aircraft   
  8. Understands the cultural divergence created by technologies used to reinforce nationalistic elitism    
  9. Understands the cultural divergence created by technologies used to reinforce ethnic elitism    
  10. Understands the cultural divergence created by technologies used to reinforce cultural separateness    
  11. Understands the cultural divergence created by technologies used to reinforce cultural independence   


Citation Log: BD(GE,205;​IGI,9,10;​NI,75)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
    

 A  = Assessment items available
11.Understands the patterns and networks of economic interdependence on Earth's surface

Geography

Standard 11.Understands the patterns and networks of economic interdependence on Earth's surface

Geography

Standard 11 : Understands the patterns and networks of economic interdependence on Earth's surface

Reference code: GE,126

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level Pre-K (Grade Pre-K)
   1. Not appropriate for this level
Geography 
 Standard 11.Understands the patterns and networks of economic interdependence on Earth's surface
  
Topic
   Level Pre-K (Grade Pre-K)
  Benchmark 1.Not appropriate for this level
    


Citation Log: (none)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level I (Grade K-2)
   1. Knows the modes of transportation used to move people, products and ideas from place to place (e.g., barges, airplanes, automobiles, pipelines, ships, railroads), their importance and their advantages and disadvantages
Geography 
 Standard 11.Understands the patterns and networks of economic interdependence on Earth's surface
  
TopicTransportation and communication networks
   Level I (Grade K-2)
  Benchmark 1.Knows the modes of transportation used to move people, products and ideas from place to place (e.g., barges, airplanes, automobiles, pipelines, ships, railroads), their importance and their advantages and disadvantages
   Vocabulary terms
A.  mode of transportation
B.  movement of people
C.  movement of products
D.  movement of ideas
E.  barge
F.  airplane
G.  automobile
H.  pipeline
I.  ship
J.  railroad
  Knowledge/skill statements
  1. Knows the modes of transportation used to move people from place to place   
  2. Knows the modes of transportation used to move products from place to place   
  3. Knows the modes of transportation used to move ideas from place to place   
  4. Understands the importance of different modes of transportation   
  5. Understands the advantages of different modes of transportation   
  6. Understands the disadvantages of different modes of transportation   
  7. Knows that barges move products from place to place   
  8. Knows that airplanes move people from place to place   
  9. Knows that airplanes move products from place to place   
  10. Knows that automobiles move people from place to place   
  11. Knows that automobiles move products from place to place   
  12. Knows that pipelines move products from place to place   
  13. Knows that ships move people from place to place   
  14. Knows that ships move products from place to place   
  15. Knows that railroads move people from place to place   
  16. Knows that railroads move products from place to place   
  
McREL Activity(s)
   Trains, Planes, and Automobiles


Citation Log: BD(GE,127;​EI,12;​NI,43;​TI,10,18)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level II (Grade 3-5)
   1. Knows the factors that are important in the location of economic activities (e.g., warehouses and industries near major transportation routes, fast-food restaurants in highly accessible locations close to population concentrations, production sites near the sources of their raw materials or close to the consumers who buy their products)
Geography 
 Standard 11.Understands the patterns and networks of economic interdependence on Earth's surface
  
Topics1. Economic development and growth; 2. Structure of cities and their related regions
   Level II (Grade 3-5)
  Benchmark 1.Knows the factors that are important in the location of economic activities (e.g., warehouses and industries near major transportation routes, fast-food restaurants in highly accessible locations close to population concentrations, production sites near the sources of their raw materials or close to the consumers who buy their products)
   Vocabulary terms
A.  location of economic activity
B.  accessibility
C.  population concentration
D.  raw material source
E.  consumer location
  Knowledge/skill statements
  1. Knows that it is important for warehouses to be located near major transportation routes   
  2. Knows that it is important for industries to be located near major transportation routes   
  3. Knows that fast-food restaurants are located in highly accessible locations close to population concentrations   
  4. Knows that production sites may be located near the sources of their raw materials    
  5. Knows that production sites may be located close to the consumers who buy their products   


Citation Log: BD(GE,127;​EI,15;​NE,46;​TE,28,*)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows economic activities that use natural resources in the local region, state, and nation (e.g., agriculture, mining, fishing, forestry) and the importance of the activities to these areas   A 
Geography 
 Standard 11.Understands the patterns and networks of economic interdependence on Earth's surface
  
Topics1. Economic development and growth; 2. Natural resources
   Level II (Grade 3-5)
  Benchmark 2.Knows economic activities that use natural resources in the local region, state, and nation (e.g., agriculture, mining, fishing, forestry) and the importance of the activities to these areas
   Vocabulary terms
A.  economic activity
B.  natural resource
C.  agriculture
D.  mining
E.  fishing
F.  forestry
  Knowledge/skill statements
  1. Knows economic activities in the local region that rely on natural resources    
  2. Knows economic activities in the state that rely on natural resources    
  3. Knows economic activities in the nation that rely on natural resources    
  4. Understands the importance of resource-based economic activities to the local region  A   
  5. Understands the importance of resource-based economic activities to the state   
  6. Understands the importance of resource-based economic activities to the nation   
  7. Knows that agriculture is an economic activity that uses natural resources   
  8. Knows that mining is an economic activity that uses natural resources   
  9. Knows that fishing is an economic activity that uses natural resources   A   
  10. Knows that forestry is an economic activity that uses natural resources   


 A  = Assessment items available

Citation Log: BD(GE,127;​EI,15;​NI,39;​TI,29,33)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Knows how transportation and communication have changed and how they have affected trade and economic activities (e.g., regions can specialize economically; with improved roads and refrigerated trucking, more fresh fruits and vegetables are available out of season; regional, national, and global markets expand as transportation and communication systems improve)
Geography 
 Standard 11.Understands the patterns and networks of economic interdependence on Earth's surface
  
Topics1. Transportation and communication networks; 2. Economic development and growth
   Level II (Grade 3-5)
  Benchmark 3.Knows how transportation and communication have changed and how they have affected trade and economic activities (e.g., regions can specialize economically; with improved roads and refrigerated trucking, more fresh fruits and vegetables are available out of season; regional, national, and global markets expand as transportation and communication systems improve)
   Vocabulary terms
A.  changes in transportation
B.  changes in communication
C.  economically specialized region
D.  market expansion
  Knowledge/skill statements
  1. Knows how transportation has changed over time    
  2. Knows how communication has changed over time   
  3. Knows how changing transportation has affected trade activities   
  4. Knows how changing transportation has affected economic activities   
  5. Knows how changing communication has affected trade activities   
  6. Knows how changing communication has affected economic activities   
  7. Knows that changing transportation has allowed regions to specialize economically   
  8. Knows that changing communication has allowed regions to specialize economically   
  9. Knows that improved roads have helped make fresh fruits and vegetables available out of season   
  10. Knows that refrigerated trucking has helped make fresh fruits and vegetables available out of season   
  11. Knows that regional markets expand as transportation systems continue to improve   
  12. Knows that regional markets expand as communication systems continue to improve   
  13. Knows that national markets expand as transportation systems continue to improve   
  14. Knows that national markets expand as communication systems continue to improve   
  15. Knows that global markets expand as transportation systems continue to improve   
  16. Knows that global markets expand as communication systems continue to improve   


Citation Log: BD(GE,127;​EI,14;​NI,47-48;​TE,31,32;​DI,3.2.3)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Knows the various ways in which people satisfy their basic needs and wants through the production of goods and services in different regions of the world (e.g., growing food and shopping for food in a developing vs. a developed society, economic activities in a rural region vs. those in an urban region in the same U.S. state)
Geography 
 Standard 11.Understands the patterns and networks of economic interdependence on Earth's surface
  
TopicEconomic development and growth
   Level II (Grade 3-5)
  Benchmark 4.Knows the various ways in which people satisfy their basic needs and wants through the production of goods and services in different regions of the world (e.g., growing food and shopping for food in a developing vs. a developed society, economic activities in a rural region vs. those in an urban region in the same U.S. state)
   Vocabulary terms
A.  basic needs
B.  basic wants
C.  growing food
D.  shopping for food
E.  rural economic activity
F.  urban economic activity
  Knowledge/skill statements
  1. Knows how people in different regions of the world satisfy their basic needs through the production of goods    
  2. Knows how people in different regions of the world satisfy their basic needs through services    
  3. Knows how people in different regions of the world satisfy their wants through the production of goods    
  4. Knows how people in different regions of the world satisfy their wants through services    
  5. Understands growing food in developing society versus shopping for food in a developed society   
  6. Understands economic activities in a rural region versus those in an urban region in the same U.S. state   


Citation Log: BD(GE,126;​NI,50-51)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Knows how regions are linked economically and how trade affects the way people earn their living in each region (e.g., the flow of fuels from Southwest Asia to industrialized, energy-poor regions of the world; the flow of electronic goods from Pacific Rim nations to the United States)  A 
Geography 
 Standard 11.Understands the patterns and networks of economic interdependence on Earth's surface
  
TopicGlobal economic interdependence and human society
   Level II (Grade 3-5)
  Benchmark 5.Knows how regions are linked economically and how trade affects the way people earn their living in each region (e.g., the flow of fuels from Southwest Asia to industrialized, energy-poor regions of the world; the flow of electronic goods from Pacific Rim nations to the United States)
   Vocabulary terms
A.  economic link
B.  world trade
C.  flow of fuel
D.  flow of goods
  Knowledge/skill statements
  1. Knows ways that regions are linked economically   A   
  2. Knows how trade affects the way people earn their living in each economically linked region   
  3. Understands the flow of fuels from Southwest Asia to industrialized, energy-poor regions of the world   
  4. Understands the flow of electronic goods from Pacific Rim nations to the United States   


 A  = Assessment items available

Citation Log: BD(GE,126;​NI,50)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level III (Grade 6-8)
   1. Understands the spatial aspects of systems designed to deliver goods and services (e.g., the movement of a product from point of manufacture to point of use; imports, exports, and trading patterns of various countries; interruptions in world trade such as war, crop failures, and labor strikes)  A 
Geography 
 Standard 11.Understands the patterns and networks of economic interdependence on Earth's surface
  
TopicGlobal economic interdependence and human society
   Level III (Grade 6-8)
  Benchmark 1.Understands the spatial aspects of systems designed to deliver goods and services (e.g., the movement of a product from point of manufacture to point of use; imports, exports, and trading patterns of various countries; interruptions in world trade such as war, crop failures, and labor strikes)
   Vocabulary terms
A.  delivery of goods
B.  delivery of services
C.  import
D.  export
E.  trade pattern
F.  trade interruption
  Knowledge/skill statements
  1. Understands the spatial aspects of systems designed to deliver goods    
  2. Understands the spatial aspects of systems designed to deliver services   
  3. Understands the movement of a product from point of manufacture to point of use   
  4. Understands the import patterns of various countries   
  5. Understands the export patterns of various countries   
  6. Understands the trading patterns of various countries  A   
  7. Understands interruptions in world trade caused by war   
  8. Understands interruptions in world trade caused by crop failures   
  9. Understands interruptions in world trade caused by labor strikes   


 A  = Assessment items available

Citation Log: BD(GE,164;​EI,15;​NI,38,40,46;​TI,31)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands issues related to the spatial distribution of economic activities (e.g., the impact of economic activities in a community on the surrounding areas, the effects of the gradual disappearance of small-scale retail facilities such as corner general stores and gas stations, the economic and social impacts on a community when a large factory or other economic activity leaves and moves to another place)
Geography 
 Standard 11.Understands the patterns and networks of economic interdependence on Earth's surface
  
Topics1. Economic development and growth; 2. Cities and their related regions
   Level III (Grade 6-8)
  Benchmark 2.Understands issues related to the spatial distribution of economic activities (e.g., the impact of economic activities in a community on the surrounding areas, the effects of the gradual disappearance of small-scale retail facilities such as corner general stores and gas stations, the economic and social impacts on a community when a large factory or other economic activity leaves and moves to another place)
   Vocabulary terms
A.  spatial distribution of economic activity
B.  impact of economic activities
C.  small-scale retail
D.  factory shutdown
  Knowledge/skill statements
  1. Understands the impact of economic activities on the surrounding areas of a community   
  2. Understands the effects of the gradual disappearance of small-scale retail facilities   
  3. Understands the effects of the gradual disappearance of corner general stores   
  4. Understands the effects of the gradual disappearance of corner gas stations   
  5. Understands the economic impact on a community when an economic activity leaves and moves to another place   
  6. Understands the social impact on a community when an economic activity leaves and moves to another place   
  7. Understands the economic impact on a community when a large factory leaves and moves to another place   
  8. Understands the social impact on a community when a large factory leaves and moves to another place   


Citation Log: BD(GE,165;​EI,15;​NI,38,41,46,48;​TI,37)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands factors that influence the location of industries in the United States (e.g., geographical factors, factors of production, spatial patterns)
Geography 
 Standard 11.Understands the patterns and networks of economic interdependence on Earth's surface
  
TopicEconomic development and growth
   Level III (Grade 6-8)
  Benchmark 3.Understands factors that influence the location of industries in the United States (e.g., geographical factors, factors of production, spatial patterns)
   Vocabulary terms
A.  industrial location in U.S.
  Knowledge/skill statements
  1. Understands how geographical factors influence the location of industries in the United States   
  2. Understands how factors of production influence the location of industries in the United States   
  3. Understands how spatial patterns influence the location of industries in the United States   


Citation Log: BD(GE,166;​NI,66-67,70)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Understands the primary geographic causes for world trade (e.g., the theory of comparative advantage that explains trade advantages associated with Hong Kong-made consumer goods, Chinese textiles, or Jamaican sugar; countries that export mostly raw materials and import mostly fuels and manufactured goods)
Geography 
 Standard 11.Understands the patterns and networks of economic interdependence on Earth's surface
  
TopicGlobal economic interdependence and human society
   Level III (Grade 6-8)
  Benchmark 4.Understands the primary geographic causes for world trade (e.g., the theory of comparative advantage that explains trade advantages associated with Hong Kong-made consumer goods, Chinese textiles, or Jamaican sugar; countries that export mostly raw materials and import mostly fuels and manufactured goods)
   Vocabulary terms
A.  causes of world trade
B.  theory of comparative advantage
C.  export of raw materials
D.  import of fuels
E.  import of manufactured goods
  Knowledge/skill statements
  1. Understands the theory of comparative advantage   
  2. Knows that the theory of comparative advantage explains trade advantages associated with Hong Kong-made consumer goods   
  3. Knows that the theory of comparative advantage explains trade advantages associated with Chinese textiles   
  4. Knows that the theory of comparative advantage explains trade advantages associated with Jamaican sugar   
  5. Knows countries that export mostly raw materials    
  6. Knows countries that import mostly fuels and manufactured goods   


Citation Log: BD(GE,165)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Understands historic and contemporary economic trade networks (e.g., the triangular trade routes of the 16th and 17th centuries; national and global patterns of migrant workers; economic relationships under imperialism such as American colonies and England in the 18th and 19th centuries, or Belgium and the Congo in the 20th century)
Geography 
 Standard 11.Understands the patterns and networks of economic interdependence on Earth's surface
  
Topics1. Global economic interdependence and human society; 2. Trade and trade routes
   Level III (Grade 6-8)
  Benchmark 5.Understands historic and contemporary economic trade networks (e.g., the triangular trade routes of the 16th and 17th centuries; national and global patterns of migrant workers; economic relationships under imperialism such as American colonies and England in the 18th and 19th centuries, or Belgium and the Congo in the 20th century)
   Vocabulary terms
A.  trade network
B.  triangular trade route
C.  migrant worker pattern
D.  imperialism
  Knowledge/skill statements
  1. Understands historic economic trade networks   
  2. Understands contemporary economic trade networks   
  3. Understands the triangular trade routes of the 16th and 17th centuries   
  4. Understands national patterns of migrant workers   
  5. Understands global patterns of migrant workers   
  6. Understands economic relationships under imperialism, such as American colonies and England in the 18th and 19th centuries   
  7. Understands economic relationships under imperialism such as Belgium and the Congo in the 20th century   


Citation Log: BD(GE,166;​NI,57)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   6. Understands historic and contemporary systems of transportation and communication in the development of economic activities (e.g., the effect of refrigerated railroad cars, air-freight services, pipelines, telephone services, facsimile transmission services, satellite-based communications systems)
Geography 
 Standard 11.Understands the patterns and networks of economic interdependence on Earth's surface
  
Topics1. Transportation and communication networks; 2. Economic development and growth
   Level III (Grade 6-8)
  Benchmark 6.Understands historic and contemporary systems of transportation and communication in the development of economic activities (e.g., the effect of refrigerated railroad cars, air-freight services, pipelines, telephone services, facsimile transmission services, satellite-based communications systems)
   Vocabulary terms
A.  development of economic activity
B.  facsimile transmission
C.  satellite communication
  Knowledge/skill statements
  1. Understands how historic systems of transportation contributed to the development of economic activities   
  2. Understands how historic systems of communication contributed to the development of economic activities   
  3. Understands how contemporary systems of transportation contribute to the development of economic activities   
  4. Understands how contemporary systems of communication contribute to the development of economic activities   
  5. Understands how refrigerated railroad cars have affected the development of economic activities   
  6. Understands how air-freight services have affected the development of economic activities   
  7. Understands how pipelines have affected the development of economic activities   
  8. Understands how telephone services have affected the development of economic activities   
  9. Understands how facsimile transmission services have affected the development of economic activities   
  10. Understands how satellite-based communications systems have affected the development of economic activities   


Citation Log: BD(GE,166;​NI,66)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   7. Knows primary, secondary, and tertiary activities in a geographic context (e.g., primary economic activities such as coal mining and salmon fishing; secondary economic activities such as the manufacture of shoes and the associated worldwide trade in raw materials; tertiary economic activity such as restaurants, theaters, and hotels)
Geography 
 Standard 11.Understands the patterns and networks of economic interdependence on Earth's surface
  
Topics1. Economic development and growth; 2. Natural resources
   Level III (Grade 6-8)
  Benchmark 7.Knows primary, secondary, and tertiary activities in a geographic context (e.g., primary economic activities such as coal mining and salmon fishing; secondary economic activities such as the manufacture of shoes and the associated worldwide trade in raw materials; tertiary economic activity such as restaurants, theaters, and hotels)
   Vocabulary terms
A.  primary economic activity
B.  secondary economic activity
C.  tertiary economic activity
D.  coal mining
E.  salmon fishing
F.  manufacturing
G.  raw material trade
H.  entertainment
  Knowledge/skill statements
  1. Knows primary economic activities in a geographic context   
  2. Knows secondary economic activities in a geographic context   
  3. Knows tertiary economic activities in a geographic context   
  4. Knows that coal mining is a primary economic activity   
  5. Knows that salmon fishing is a primary economic activity   
  6. Knows that shoe manufacturing and the associated worldwide trade in raw materials are secondary activities   
  7. Knows that restaurants are tertiary economic activities   
  8. Knows that theaters are tertiary economic activities   
  9. Knows that hotels are tertiary economic activities   


Citation Log: BD(GE,164)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level IV (Grade 9-12)
   1. Knows the spatial distribution of major economic systems and their relative merits in terms of productivity and the social welfare of workers (e.g., North Korea as a command economy, Burkina Faso as a traditional economy in the hinterlands beyond its cities, Singapore as a market economy)
Geography 
 Standard 11.Understands the patterns and networks of economic interdependence on Earth's surface
  
TopicEconomic development and growth
   Level IV (Grade 9-12)
  Benchmark 1.Knows the spatial distribution of major economic systems and their relative merits in terms of productivity and the social welfare of workers (e.g., North Korea as a command economy, Burkina Faso as a traditional economy in the hinterlands beyond its cities, Singapore as a market economy)
   Vocabulary terms
A.  spatial distribution of economic systems
B.  economic system
C.  economic productivity
D.  worker welfare
E.  command economy
F.  traditional economy
G.  market economy
  Knowledge/skill statements
  1. Knows the spatial distribution of major economic systems    
  2. Knows the relative merits of major economic systems in terms of productivity    
  3. Knows the relative merits of major economic systems in terms of worker welfare    
  4. Knows that North Korea is a command economy   
  5. Knows that Burkina Faso is a traditional economy in the hinterlands beyond its cities   
  6. Knows that Singapore is a market economy   


Citation Log: BD(GE,206;​IGE,11;​NI,74)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands the historical movement patterns of people and goods and their relationships to economic activity (e.g., spatial patterns of early trade routes in the era of sailing ships, land-use patterns that resulted in a system of monoculture)
Geography 
 Standard 11.Understands the patterns and networks of economic interdependence on Earth's surface
  
TopicGlobal economic interdependence and human society
   Level IV (Grade 9-12)
  Benchmark 2.Understands the historical movement patterns of people and goods and their relationships to economic activity (e.g., spatial patterns of early trade routes in the era of sailing ships, land-use patterns that resulted in a system of monoculture)
   Vocabulary terms
A.  historical movement of people
B.  historical movement of goods
C.  early trade routes
D.  era of sailing ships
E.  monoculture
  Knowledge/skill statements
  1. Understands the historical movement patterns of people    
  2. Understands the historical movement patterns of goods    
  3. Understands how the historical movement patterns of people relate to economic activity   
  4. Understands how the historical movement patterns of goods relate to economic activity   
  5. Understands the spatial patterns of early trade routes in the era of sailing ships   
  6. Understands the land-use patterns that resulted in a system of monoculture   


Citation Log: BD(GE,207;​IGE,9,10;​NI,75)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands the relationships between various settlement patterns, their associated economic activities, and the relative land values (e.g., land values and prominent urban features, the zoned uses of land and the value of that land, economic factors and location of particular types of industries and businesses)
Geography 
 Standard 11.Understands the patterns and networks of economic interdependence on Earth's surface
  
Topics1. Migration and settlement patterns; 2. Economic development and growth
   Level IV (Grade 9-12)
  Benchmark 3.Understands the relationships between various settlement patterns, their associated economic activities, and the relative land values (e.g., land values and prominent urban features, the zoned uses of land and the value of that land, economic factors and location of particular types of industries and businesses)
   Vocabulary terms
A.  settlement patterns and economics
B.  land value
C.  zoning regulation
D.  location decision
  Knowledge/skill statements
  1. Understands the relationship between land value and prominent urban features   
  2. Understands the relationship between zoned land use land and the value of that land   
  3. Understands how economic factors relate to the location of particular types of industries and businesses   
  4. Knows there is a relationship between settlement patterns, economic activity, and land value   


Citation Log: BD(GE,207;​IGE,11,12;​NI,75)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Understands the advantages and disadvantages of international economic patterns (e.g., how land values in an area may change due to the investment of foreign capital; the causes and geographic consequences of an international debt crisis; the advantages and disadvantages of allowing foreign-owned businesses to purchase land, open factories, or conduct other kinds of business in a country)
Geography 
 Standard 11.Understands the patterns and networks of economic interdependence on Earth's surface
  
TopicGlobal economic interdependence and human society
   Level IV (Grade 9-12)
  Benchmark 4.Understands the advantages and disadvantages of international economic patterns (e.g., how land values in an area may change due to the investment of foreign capital; the causes and geographic consequences of an international debt crisis; the advantages and disadvantages of allowing foreign-owned businesses to purchase land, open factories, or conduct other kinds of business in a country)
   Vocabulary terms
A.  international economic pattern
B.  change in land value
C.  capital investment
D.  international debt crisis
E.  foreign-owned business
  Knowledge/skill statements
  1. Understands the advantages of certain international economic patterns   
  2. Understands the disadvantages of certain international economic patterns   
  3. Understands how land values in an area may change due to the investment of foreign capital   
  4. Understands the causes of an international debt crisis   
  5. Understands the geographic consequences of an international debt crisis   
  6. Understands the advantages of allowing a foreign-owned business to purchase land   
  7. Understands the disadvantages of allowing a foreign-owned business to purchase land   
  8. Understands the advantages of allowing a foreign-owned business to open factories   
  9. Understands the disadvantages of allowing a foreign-owned business to open factories   
  10. Understands the advantages of allowing a foreign-owned business to conduct business in a country   
  11. Understands the disadvantages of allowing a foreign-owned business to conduct business in a country   


Citation Log: BD(GE,207;​IGE,11,12;​NI,83)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
    

 A  = Assessment items available
12.Understands the patterns of human settlement and their causes

Geography

Standard 12.Understands the patterns of human settlement and their causes

Geography

Standard 12 : Understands the patterns of human settlement and their causes

Reference code: GE,128

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level Pre-K (Grade Pre-K)
   1. Not appropriate for this level
Geography 
 Standard 12.Understands the patterns of human settlement and their causes
  
Topic
   Level Pre-K (Grade Pre-K)
  Benchmark 1.Not appropriate for this level
    


Citation Log: (none)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level I (Grade K-2)
   1. Understands why people choose to settle in different places (e.g., job opportunities, available land, climate)
Geography 
 Standard 12.Understands the patterns of human settlement and their causes
  
TopicMigration and settlement patterns
   Level I (Grade K-2)
  Benchmark 1.Understands why people choose to settle in different places (e.g., job opportunities, available land, climate)
   Vocabulary terms
A.  settlement
B.  job opportunity
C.  land availability
D.  climate
  Knowledge/skill statements
  1. Understands that people choose to settle in different places because of job opportunities   
  2. Understands that people choose to settle in different places because of available land   
  3. Understands that people choose to settle in different places because of the climate   


Citation Log: BD(GE,129;​EI,13;​NI,38-39;​TE,21,*)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows the similarities and differences in housing and land use in urban and suburban areas (e.g., where people live, where services are provided, where products are made, types of housing, yard size, population density, transportation facilities, presence of infrastructure elements such as sidewalks and street lights)
Geography 
 Standard 12.Understands the patterns of human settlement and their causes
  
TopicUrban growth and development
   Level I (Grade K-2)
  Benchmark 2.Knows the similarities and differences in housing and land use in urban and suburban areas (e.g., where people live, where services are provided, where products are made, types of housing, yard size, population density, transportation facilities, presence of infrastructure elements such as sidewalks and street lights)
   Vocabulary terms
A.  urban housing
B.  suburban housing
C.  urban land use
D.  suburban land use
E.  population density
F.  public transportation
G.  infrastructure
  Knowledge/skill statements
  1. Knows how housing in urban and suburban areas is similar   
  2. Knows how housing in urban and suburban areas is different   
  3. Knows how land use in urban and suburban areas is similar   
  4. Knows how land use in urban and suburban areas is different   
  5. Knows similarities and differences in where people live in urban areas compared to suburban areas   
  6. Knows similarities and differences in where services are provided in urban areas compared to suburban areas   
  7. Knows similarities and differences in where products are made urban areas compared to suburban areas   
  8. Knows how housing types in urban areas compare to those of suburban areas   
  9. Knows how yard size in urban areas compares to that of suburban areas   
  10. Knows how population density in urban areas compares to that of suburban areas   
  11. Knows how transportation facilities in urban areas compare to those of suburban areas   
  12. Knows how the presences of infrastructure elements in urban areas compare to those of suburban areas   
  13. Knows how sidewalks in urban areas compare to those of suburban areas   
  14. Knows how street lights in urban areas compare to those of suburban areas   


Citation Log: BD(GE,128;​EI,12;​NI,46;​TI,18)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level II (Grade 3-5)
   1. Knows areas of dense human settlement and why they are densely populated (e.g., fertile soil, good transportation, and availability of water in the Ganges River Valley; availability of coal, iron, and other natural resources and river transportation in the Ruhr)  A 
Geography 
 Standard 12.Understands the patterns of human settlement and their causes
  
Topics1. Migration and settlement patterns; 2. Population density, distribution, and growth rates
   Level II (Grade 3-5)
  Benchmark 1.Knows areas of dense human settlement and why they are densely populated (e.g., fertile soil, good transportation, and availability of water in the Ganges River Valley; availability of coal, iron, and other natural resources and river transportation in the Ruhr)
   Vocabulary terms
A.  human settlement
B.  factors affecting population density
C.  soil fertility
D.  transportation system
E.  water availability
F.  resource availability
  Knowledge/skill statements
  1. Knows areas of dense human settlement   A   
  2. Knows why some areas are more densely populated than others   
  3. Knows that the Ganges River Valley is an area of dense human settlement   
  4. Knows that the fertile soil of the Ganges River Valley is one reason why it is so densely populated   
  5. Knows that the good transportation of the Ganges River Valley is one reason why it is so densely populated   
  6. Knows that the availability of water of the Ganges River Valley is one reason why it is so densely populated   
  7. Knows that the Ruhr is an area of dense human settlement   
  8. Knows that the availability of coal in the Ruhr is one reason why it is so densely populated   
  9. Knows that the availability natural resources in the Ruhr is one reason why it is so densely populated   
  10. Knows that the availability of iron in the Ruhr is one reason why it is so densely populated   
  11. Knows that river transportation is one reason why the Ruhr is so densely populated   


 A  = Assessment items available

Citation Log: BD(GE,128;​EI,14;​NI,38,48;​TI,29)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows reasons for similarities and differences in the population size and density of different regions (e.g., length of settlement, environment and resources, cultural traditions, historic events, accessibility)
Geography 
 Standard 12.Understands the patterns of human settlement and their causes
  
TopicPopulation density, distribution, and growth rates
   Level II (Grade 3-5)
  Benchmark 2.Knows reasons for similarities and differences in the population size and density of different regions (e.g., length of settlement, environment and resources, cultural traditions, historic events, accessibility)
   Vocabulary terms
A.  population size
B.  factors affecting population density
  Knowledge/skill statements
  1. Knows reasons for similarities in the population size of different regions   
  2. Knows reasons for similarities in the population density of different regions   
  3. Knows reasons for differences in the population size of different regions   
  4. Knows reasons for differences in the population density of different regions   
  5. Knows that the length of settlement affects the population size of different regions   
  6. Knows that the length of settlement affects the population density of different regions   
  7. Knows that a region’s environment and resources affects its population size    
  8. Knows that a region’s environment and resources affects its population density    
  9. Knows that a region’s cultural traditions affects its population size    
  10. Knows that a region’s cultural traditions affects its population density    
  11. Knows that a region’s historic events affects its population size    
  12. Knows that a region’s historic events affects its population density    
  13. Knows that a region’s accessibility affects its population size    
  14. Knows that a region’s accessibility affects its population density    


Citation Log: BD(GE,129;​EI,14;​NI,38,48;​TI,29,32)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Knows the settlement patterns that characterize the development of a community or state (e.g., from the movement of people into an area previously unoccupied to the competition among villages for economic dominance and growth; from a small number of dispersed settlers with few services to the modern pattern of suburbanization and decentralization)  A 
Geography 
 Standard 12.Understands the patterns of human settlement and their causes
  
TopicMigration and settlement patterns
   Level II (Grade 3-5)
  Benchmark 3.Knows the settlement patterns that characterize the development of a community or state (e.g., from the movement of people into an area previously unoccupied to the competition among villages for economic dominance and growth; from a small number of dispersed settlers with few services to the modern pattern of suburbanization and decentralization)
   Vocabulary terms
A.  settlement pattern
B.  community development
C.  state development
D.  human migration
E.  suburbanization
F.  decentralization
  Knowledge/skill statements
  1. Knows the settlement patterns that characterize the development of a community    
  2. Knows the settlement patterns that characterize the development of a state    
  3. Understands the movement of people into an area previously unoccupied to the competition among villages for economic dominance and growth   
  4. Understands movement from a small number of dispersed settlers with few services to the modern pattern of suburbanization and decentralization  A   


 A  = Assessment items available

Citation Log: BD(GE,129;​NI,39)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Knows reasons for the growth and decline of settlements (e.g., boomtowns to ghost towns in mining areas, the rise or decline of towns linked or not linked by highways or railroads, the history of company or single-industry towns in periods of prosperity or recession)
Geography 
 Standard 12.Understands the patterns of human settlement and their causes
  
TopicMigration and settlement patterns
   Level II (Grade 3-5)
  Benchmark 4.Knows reasons for the growth and decline of settlements (e.g., boomtowns to ghost towns in mining areas, the rise or decline of towns linked or not linked by highways or railroads, the history of company or single-industry towns in periods of prosperity or recession)
   Vocabulary terms
A.  settlement growth
B.  settlement decline
C.  boomtown
D.  ghost town
E.  highway link
F.  railroad link
G.  period of prosperity
H.  period of recession
  Knowledge/skill statements
  1. Knows reasons for the growth of settlements   
  2. Knows reasons for the decline of settlements   
  3. Understands the movement from boomtowns to ghost towns in mining areas   
  4. Understands the rise of towns linked by highways    
  5. Understands the rise of towns linked by railroads   
  6. Understands the decline of towns not linked by highways    
  7. Understands the decline of towns not linked by railroads   
  8. Understands the history of single-industry or company towns in periods of prosperity    
  9. Understands the history of single-industry or company towns in periods of recession   


Citation Log: BD(GE,129;​NI,39;​TE,28,29)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Knows the characteristics and locations of cities (e.g., location along transportation routes, availability of resources, continued access to other cities and resources) and how cities have changed over time (e.g., the movement of industry from downtown to the edge of cities, suburban growth, changes in the shapes of urban areas)  A 
Geography 
 Standard 12.Understands the patterns of human settlement and their causes
  
Topics1. Structure of cities and their related regions; 2. Places and regions over time
   Level II (Grade 3-5)
  Benchmark 5.Knows the characteristics and locations of cities (e.g., location along transportation routes, availability of resources, continued access to other cities and resources) and how cities have changed over time (e.g., the movement of industry from downtown to the edge of cities, suburban growth, changes in the shapes of urban areas)
   Vocabulary terms
A.  city characteristics
B.  city location
C.  resource availability
D.  accessibility
E.  changes in cities over time
F.  industry relocation
G.  suburbanization
  Knowledge/skill statements
  1. Knows the characteristics of cities   
  2. Knows the general locations of cities  A   
  3. Knows how cities have changed over time   
  4. Understands that cities are often located along transportation routes  A   
  5. Understands the importance of available resources in cities   
  6. Understands the importance of continued access of cities to other cites    
  7. Understands the importance of continued access of cities to resources   
  8. Understands the movement of industry from downtown to the edge of cities   
  9. Understands suburban growth   
  10. Understands how the shape of urban areas has changed   


 A  = Assessment items available

Citation Log: BD(GE,129;​TE,37)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   6. Knows similarities and differences among the world's culture hearths (culture groups' places of origin), why humans settled in those places and why these settlements persist today (e.g., as centers of innovation and cultural, social, economic, and political development that attract people from other places)
Geography 
 Standard 12.Understands the patterns of human settlement and their causes
  
Topics1. Migration and settlement patterns; 2. Cultural regions
   Level II (Grade 3-5)
  Benchmark 6.Knows similarities and differences among the world's culture hearths (culture groups' places of origin), why humans settled in those places and why these settlements persist today (e.g., as centers of innovation and cultural, social, economic, and political development that attract people from other places)
   Vocabulary terms
A.  culture hearth
B.  cultural group
C.  human settlement
  Knowledge/skill statements
  1. Knows similarities among the world’s culture hearths   
  2. Knows differences among the world’s culture hearths   
  3. Understands why humans settled in the world’s culture hearths   
  4. Understands why culture hearths persist today   
  5. Understands that a culture hearth may be a center of innovation that attracts people from other places   
  6. Understands that a culture hearth may be a center of cultural development that attracts people from other places   
  7. Understands that a culture hearth may be a center of social development that attracts people from other places   
  8. Understands that a culture hearth may be a center of economic development that attracts people from other places   
  9. Understands that a culture hearth may be a center of political development that attracts people from other places   


Citation Log: BD(GE,129;​NI,38)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level III (Grade 6-8)
   1. Knows the causes and consequences of urbanization (e.g., industrial development; cultural activities such as entertainment, religious facilities, higher education; economic attractions such as business and entrepreneurial opportunities; access to information and other resources)  A 
Geography 
 Standard 12.Understands the patterns of human settlement and their causes
  
TopicUrban growth and development
   Level III (Grade 6-8)
  Benchmark 1.Knows the causes and consequences of urbanization (e.g., industrial development; cultural activities such as entertainment, religious facilities, higher education; economic attractions such as business and entrepreneurial opportunities; access to information and other resources)
   Vocabulary terms
A.  urbanization
B.  causes of urbanization
C.  consequences of urbanization
  Knowledge/skill statements
  1. Knows the causes of urbanization  A   
  2. Knows the consequences of urbanization   
  3. Understands the relationship between industrial development and urbanization   
  4. Knows that cultural activities contribute to urbanization   
  5. Knows that the availability of entertainment contributes to urbanization   
  6. Knows that the availability of religious facilities contributes to urbanization   
  7. Knows that opportunities for higher education contributes to urbanization   
  8. Knows that economic attractions contribute to urbanization   
  9. Knows that business opportunities contribute to urbanization   
  10. Knows that entrepreneurial opportunities contribute to urbanization   
  11. Knows that access to information contributes to urbanization   
  12. Knows that resource accessibility contributes to urbanization   


 A  = Assessment items available

Citation Log: BD(GE,168;​NI,57,*)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows the similarities and differences in various settlement patterns of the world (e.g., agricultural settlement types such as plantations, subsistence farming, truck-farming communities; urban settlement types such as port cities, governmental centers, single-industry cities, planned cities)  A 
Geography 
 Standard 12.Understands the patterns of human settlement and their causes
  
TopicMigration and settlement patterns
   Level III (Grade 6-8)
  Benchmark 2.Knows the similarities and differences in various settlement patterns of the world (e.g., agricultural settlement types such as plantations, subsistence farming, truck-farming communities; urban settlement types such as port cities, governmental centers, single-industry cities, planned cities)
   Vocabulary terms
A.  global settlement pattern
B.  agricultural settlement
C.  plantation
D.  subsistence farming
E.  truck-farming
F.  urban settlement
G.  port city
H.  governmental center
I.  single-industry city
J.  planned city
  Knowledge/skill statements
  1. Knows the similarities in various settlement patterns of the world   
  2. Knows the differences in various settlement patterns of the world   
  3. Knows how agricultural settlement types are similar in different parts of the world   
  4. Knows how agricultural settlement types are different in different parts of the world   
  5. Knows that plantations represent one type of agricultural settlement pattern    
  6. Knows that subsistence farming represents one type of agricultural settlement pattern    
  7. Knows that truck-farming communities represent one type of agricultural settlement pattern    
  8. Knows how urban settlement types are similar in different parts of the world   
  9. Knows how urban settlement types are different in different parts of the world   
  10. Knows that port cities represent one type of urban settlement pattern   A   
  11. Knows that governmental centers represent one type of urban settlement pattern    
  12. Knows that single-industry cities represent one type of urban settlement pattern    
  13. Knows that planned cities represent one type of urban settlement pattern    


 A  = Assessment items available

Citation Log: BD(GE,167;​NI,52,57,65,*)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Knows ways in which both the landscape and society change as a consequence of shifting from a dispersed to a concentrated settlement form (e.g., a larger marketplace, the need for an agricultural surplus to provide for the urban population, the loss of some rural workers as people decide to move into the city, changes in the transportation system)
Geography 
 Standard 12.Understands the patterns of human settlement and their causes
  
Topics1. Structure of cities and their related regions; 2. Urban growth and development; 3. Economic development and growth
   Level III (Grade 6-8)
  Benchmark 3.Knows ways in which both the landscape and society change as a consequence of shifting from a dispersed to a concentrated settlement form (e.g., a larger marketplace, the need for an agricultural surplus to provide for the urban population, the loss of some rural workers as people decide to move into the city, changes in the transportation system)
   Vocabulary terms
A.  dispersed settlement form
B.  concentrated settlement form
C.  changes in landscape
D.  changes in society
  Knowledge/skill statements
  1. Knows ways in the landscape changes as a consequence of shifting from a dispersed to a concentrated settlement form   
  2. Knows ways in which society changes as a consequence of shifting from a dispersed to a concentrated settlement form   
  3. Understands a larger marketplace as a consequence of the shift from a dispersed to a concentrated settlement form   
  4. Understands the need for an agricultural surplus to provide for the urban population as a consequence of the shift from a dispersed to a concentrated settlement form   
  5. Understands the loss of some rural workers as people decide to move into the city as a consequence of the shift from a dispersed to a concentrated settlement form   
  6. Understands changes in the transportation system as a consequence of the shift from a dispersed to a concentrated settlement form   


Citation Log: BD(GE,167-168;​NI,64)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Knows the factors involved in the development of cities (e.g., geographic factors for location such as transportation and food supply; the need for a marketplace, religious needs, or for military protection)
Geography 
 Standard 12.Understands the patterns of human settlement and their causes
  
Topics1. Structure of cities and their related regions; 2. Urban growth and development
   Level III (Grade 6-8)
  Benchmark 4.Knows the factors involved in the development of cities (e.g., geographic factors for location such as transportation and food supply; the need for a marketplace, religious needs, or for military protection)
   Vocabulary terms
A.  city development
B.  community needs
C.  geographic factors of cities
  Knowledge/skill statements
  1. Knows the geographic factors involved in the development of cities   
  2. Understands transportation as a geographic factor involved in the development of cities   
  3. Understands the food supply as a geographic factor involved in the development of cities   
  4. Understands the need for a marketplace as a factor involved in the development of cities   
  5. Understands that religious needs are factors in involved in the development of cities   
  6. Understands that the need for military protection is a factor involved in the development of cities   


Citation Log: BD(GE,167;​NE,56,57)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Knows the internal spatial structures of cities (e.g., the concentric zone model and the sector model of cities; the impact of different transportation systems on the spatial arrangement of business, industry, and residence in a city)
Geography 
 Standard 12.Understands the patterns of human settlement and their causes
  
Topics1. Structure of cities and their related regions; 2. Urban growth and development
   Level III (Grade 6-8)
  Benchmark 5.Knows the internal spatial structures of cities (e.g., the concentric zone model and the sector model of cities; the impact of different transportation systems on the spatial arrangement of business, industry, and residence in a city)
   Vocabulary terms
A.  internal spatial structure
B.  concentric zone model
C.  sector model
D.  impact of transportation systems
E.  spatial arrangement
  Knowledge/skill statements
  1. Understands the concentric zone model of cities   
  2. Understands the sector model of cities    
  3. Understands the impact of different transportation systems on the spatial arrangement of business in a city   
  4. Understands the impact of different transportation systems on the spatial arrangement of industry in a city   
  5. Understands the impact of different transportation systems on the spatial arrangement of residence in a city   


Citation Log: BD(GE,168;​NI,66-67)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level IV (Grade 9-12)
   1. Understands how the functions of cities today differ from those of towns and villages and cities in earlier times (e.g., more specialized economic and social activities, greater concentration of services, greater availability of the same services)
Geography 
 Standard 12.Understands the patterns of human settlement and their causes
  
Topics1. Urban growth and development; 2. Places and regions over time
   Level IV (Grade 9-12)
  Benchmark 1.Understands how the functions of cities today differ from those of towns and villages and cities in earlier times (e.g., more specialized economic and social activities, greater concentration of services, greater availability of the same services)
   Vocabulary terms
A.  contemporary function of cities
B.  historic function of cities
  Knowledge/skill statements
  1. Understands the more specialized economic activities in cities of today versus those of earlier times   
  2. Understands the more specialized social activities in cities of today versus those of earlier times   
  3. Understands the greater concentration of services in cities of today versus those of earlier times   
  4. Understands the greater availability of the same service in cities of today versus those of earlier times   


Citation Log: BD(GE,208;​IGE,15;​NI,66)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows the shape of cities in the United States and factors that influence urban morphology (e.g., transportation routes, physical barriers, zoning regulations)
Geography 
 Standard 12.Understands the patterns of human settlement and their causes
  
Topics1. Structure of cities and their related regions; 2. Urban growth and development
   Level IV (Grade 9-12)
  Benchmark 2.Knows the shape of cities in the United States and factors that influence urban morphology (e.g., transportation routes, physical barriers, zoning regulations)
   Vocabulary terms
A.  urban morphology
  Knowledge/skill statements
  1. Knows the shape of cities in the United States   
  2. Knows the factors that influence urban morphology   
  3. Knows that transportation routes influence urban morphology   
  4. Knows that physical barriers influence urban morphology   
  5. Knows that zoning regulations influence urban morphology   


Citation Log: BD(GE,208;​IGE,16;​NI,75)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Knows the similarities and differences in settlement characteristics of economically developing and developed nations (characteristics of cities; residential and transportation patterns; travel distance to schools, shopping areas, and health care facilities)
Geography 
 Standard 12.Understands the patterns of human settlement and their causes
  
Topics1. Economic development and growth; 2. Settlement and migration patterns
   Level IV (Grade 9-12)
  Benchmark 3.Knows the similarities and differences in settlement characteristics of economically developing and developed nations (characteristics of cities; residential and transportation patterns; travel distance to schools, shopping areas, and health care facilities)
   Vocabulary terms
A.  economically developing nation
B.  economically developed nation
C.  settlement characteristics
  Knowledge/skill statements
  1. Knows how the settlement characteristics of economically developing nations are similar to developed nations    
  2. Knows how the settlement characteristics of economically developing nations are different from developed nations   
  3. Knows how cities of economically developing nations compare to those of developed nations   
  4. Knows how the residential patterns of economically developing nations compare to those of developed nations   
  5. Knows how the transportation patterns of economically developing nations compare to those of developed nations   
  6. Knows how the distance one must travel to school in economically developing nations compares to that of developed nations   
  7. Knows how the shopping centers in economically developing nations compare to those of developed nations   
  8. Knows how the health care facilities in economically developing nations compare to those of developed nations   


Citation Log: BD(GE,209;​IGE,11,12,15,16;​NI,75)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Knows the consequences of factors such as population changes or the arrival/departure of a major industry or business on the settlement patterns of an area (e.g., stress on infrastructure, problems of public safety and fire protection, crisis in delivering school and medical services)
Geography 
 Standard 12.Understands the patterns of human settlement and their causes
  
Topics1. Migration and settlement patterns; 2. Structure of cities and their related regions
   Level IV (Grade 9-12)
  Benchmark 4.Knows the consequences of factors such as population changes or the arrival/departure of a major industry or business on the settlement patterns of an area (e.g., stress on infrastructure, problems of public safety and fire protection, crisis in delivering school and medical services)
   Vocabulary terms
A.  effect of population changes
B.  effect of industrial development
C.  infrastructure stress
D.  public safety
E.  delivery crisis
  Knowledge/skill statements
  1. Knows the consequences population changes on the settlement patterns of an area   
  2. Knows the consequences of the arrival/departure of a major industry or business on the settlement patterns of an area   
  3. Understands stress on infrastructure as a consequence of population changes   
  4. Understands stress on infrastructure as a consequence of the arrival/departure of a major industry or business   
  5. Understands problems of public safety and fire protection as a consequence of population changes   
  6. Understands problems of public safety and fire protection as a consequence of the arrival/departure of a major industry or business   
  7. Understands the crisis in delivering school services as a consequence of population changes   
  8. Understands the crisis in delivering school services as a consequence of the arrival/departure of a major industry or business   
  9. Understands the crisis in delivering medical services as a consequence of population changes   
  10. Understands the crisis in delivering medical services as a consequence of the arrival/departure of a major industry or business   


Citation Log: BD(GE,209;​IGE,15,16;​NI,75)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Understands the physical and human impact of emerging urban forms in the present-day world (e.g., the rise of megalopoli, edge cities, and metropolitan corridors; increasing numbers of ethnic enclaves in urban areas and the development of legislation to protect the rights of ethnic and racial minorities; improved light-rail systems within cities providing ease of access to ex-urban areas)
Geography 
 Standard 12.Understands the patterns of human settlement and their causes
  
Topics1. Structure of cities and their related regions; 2. Urban growth and development
   Level IV (Grade 9-12)
  Benchmark 5.Understands the physical and human impact of emerging urban forms in the present-day world (e.g., the rise of megalopoli, edge cities, and metropolitan corridors; increasing numbers of ethnic enclaves in urban areas and the development of legislation to protect the rights of ethnic and racial minorities; improved light-rail systems within cities providing ease of access to ex-urban areas)
   Vocabulary terms
A.  impact of urban forms
B.  megalopolis
C.  edge city
D.  metropolitan corridor
E.  ethnic enclave
F.  protection of minorities
G.  light-rail system
  Knowledge/skill statements
  1. Understands the physical impact of emerging urban forms in the present-day world   
  2. Understands the human impact of emerging urban forms in the present-day world   
  3. Understands the impact of the rise of megalopoli    
  4. Understands the impact of the rise of edge cities   
  5. Understands the impact of the rise of metropolitan corridors   
  6. Understands the increasing numbers of ethnic enclaves in urban areas   
  7. Understands the development of legislation to protect the rights of ethnic and racial minorities   
  8. Understands improved light-rail systems within cities providing ease of access to ex-urban areas   


Citation Log: BD(GE,209;​IGE,15,16,*)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
    

 A  = Assessment items available
13.Understands the forces of cooperation and conflict that shape the divisions of Earth's surface

Geography

Standard 13.Understands the forces of cooperation and conflict that shape the divisions of Earth's surface

Geography

Standard 13 : Understands the forces of cooperation and conflict that shape the divisions of Earth's surface

Reference code: GE,130

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level Pre-K (Grade Pre-K)
   1. Not appropriate for this level
Geography 
 Standard 13.Understands the forces of cooperation and conflict that shape the divisions of Earth's surface
  
Topic
   Level Pre-K (Grade Pre-K)
  Benchmark 1.Not appropriate for this level
    


Citation Log: (none)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level I (Grade K-2)
   1. Knows ways that people solve common problems by cooperating (e.g., working in groups to pick up trash along a road, participating in a neighborhood crime-watch group, participating in community house-building projects)
Geography 
 Standard 13.Understands the forces of cooperation and conflict that shape the divisions of Earth's surface
  
TopicCooperation and conflict
   Level I (Grade K-2)
  Benchmark 1.Knows ways that people solve common problems by cooperating (e.g., working in groups to pick up trash along a road, participating in a neighborhood crime-watch group, participating in community house-building projects)
   Vocabulary terms
A.  community problem
B.  community solution
C.  picking up litter
D.  neighborhood crime-watch
E.  community house-building project
  Knowledge/skill statements
  1. Knows that people solve common problems by working in groups to pick up trash along a road   
  2. Knows that people solve common problems by participating in a neighborhood crime-watch group   
  3. Knows that people solve common problems by participating in community house-building projects   


Citation Log: BD(GE,131;​EI,13;​NI,48-49;​TI,18)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows examples of world conflict or cooperation (e.g., countries in trade pacts, areas of the world with refugee problems)
Geography 
 Standard 13.Understands the forces of cooperation and conflict that shape the divisions of Earth's surface
  
Topics1. Cooperation and conflict; 2. International diplomacy and relations
   Level I (Grade K-2)
  Benchmark 2.Knows examples of world conflict or cooperation (e.g., countries in trade pacts, areas of the world with refugee problems)
   Vocabulary terms
A.  world conflict
B.  world cooperation
C.  trade pact
D.  refugee
  Knowledge/skill statements
  1. Knows examples of world conflict    
  2. Knows examples of world cooperation   
  3. Knows countries in trade pacts   
  4. Knows areas of the world with refugee problems   


Citation Log: BD(GE,131;​EI,14;​NI,48-49;​TI,31)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level II (Grade 3-5)
   1. Knows the functions of political units (e.g., law-making, law enforcement, provision of services, powers of taxation) and how they differ on the basis of scale (e.g., precinct, census district, school attendance zone, township, metropolitan area, county, state, nation)
Geography 
 Standard 13.Understands the forces of cooperation and conflict that shape the divisions of Earth's surface
  
Topics1. Types of territorial units; 2. Development, ideology, and structure of political systems
   Level II (Grade 3-5)
  Benchmark 1.Knows the functions of political units (e.g., law-making, law enforcement, provision of services, powers of taxation) and how they differ on the basis of scale (e.g., precinct, census district, school attendance zone, township, metropolitan area, county, state, nation)
   Vocabulary terms
A.  political unit
B.  law-making
C.  law enforcement
D.  provision of services
E.  powers of taxation
F.  precinct level
G.  census district
H.  school attendance zone
I.  township
J.  metropolitan area
K.  county level
L.  state level
M.  national level
  Knowledge/skill statements
  1. Knows that law-making is a function of political units   
  2. Knows that law enforcement is a function of political units   
  3. Knows that the provision of services is a function of political units   
  4. Knows that the power of taxation is a function of political units   
  5. Knows how the functions of political units differ at the precinct level    
  6. Knows how the functions of political units differ at the level of census district   
  7. Knows how the functions of political units differ at the level of school attendance zone   
  8. Knows how the functions of political units differ at the township level    
  9. Knows how the functions of political units differ at the metropolis level   
  10. Knows how the functions of political units differ at the county level   
  11. Knows how the functions of political units differ at the state level   
  12. Knows how the functions of political units differ at the national level   


Citation Log: BD(GE,130,131;​EI,14;​NI,48;​TI,27)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows how and why people divide Earth's surface into political and/or economic units (e.g., states in the United States and Mexico; provinces in Canada; countries in North and South America; countries linked in cooperative relationships, such as the European Union)
Geography 
 Standard 13.Understands the forces of cooperation and conflict that shape the divisions of Earth's surface
  
Topics1. Types of territorial units; 2. Cooperation and conflict
   Level II (Grade 3-5)
  Benchmark 2.Knows how and why people divide Earth's surface into political and/or economic units (e.g., states in the United States and Mexico; provinces in Canada; countries in North and South America; countries linked in cooperative relationships, such as the European Union)
   Vocabulary terms
A.  political unit
B.  economic unit
C.  states in the United States
D.  Mexican state
E.  Canadian province
F.  country
G.  North America
H.  South America
I.  European Union
  Knowledge/skill statements
  1. Knows how people divide Earth’s surface into political units   
  2. Knows why people divide Earth’s surface into political units   
  3. Knows how people divide Earth’s surface into economic units   
  4. Knows why people divide Earth’s surface into economic units   
  5. Understands the division of the states in the United States    
  6. Understands the division of the states in Mexico   
  7. Understands the division of the provinces in Canada   
  8. Understands the division of countries in North America   
  9. Understands the division of countries in South America   
  10. Understands how countries are linked in cooperative relationships, such as the European Union   


Citation Log: BD(GE,130;​EI,13;​NI,38;​TI,27)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Knows how and why people compete for control of Earth's surface (e.g., ethnic or national differences, desire for political control, economic inequalities)
Geography 
 Standard 13.Understands the forces of cooperation and conflict that shape the divisions of Earth's surface
  
TopicCooperation and conflict
   Level II (Grade 3-5)
  Benchmark 3.Knows how and why people compete for control of Earth's surface (e.g., ethnic or national differences, desire for political control, economic inequalities)
   Vocabulary terms
A.  world control
B.  ethnic differences
C.  national differences
D.  political control
E.  economic inequality
  Knowledge/skill statements
  1. Knows how people compete for control of Earth’s surface   
  2. Knows why people compete for control of Earth’s surface   
  3. Knows that people compete for control of the Earth’s surface because of ethnic differences   
  4. Knows that people compete for control of the Earth’s surface because of national differences   
  5. Knows that people compete for control of the Earth’s surface because of the desire for political control   
  6. Knows that people compete for control of the Earth’s surface because of economic inequalities   


Citation Log: BD(GE,131;​NI,48)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level III (Grade 6-8)
   1. Understands factors that contribute to cooperation (e.g., similarities in religion, language, political beliefs) or conflict (e.g., economic competition for scarce resources, boundary disputes, cultural differences, control of strategic locations) within and between regions and countries   A 
Geography 
 Standard 13.Understands the forces of cooperation and conflict that shape the divisions of Earth's surface
  
Topics1. Cooperation and conflict; 2. Group and national identity
   Level III (Grade 6-8)
  Benchmark 1.Understands factors that contribute to cooperation (e.g., similarities in religion, language, political beliefs) or conflict (e.g., economic competition for scarce resources, boundary disputes, cultural differences, control of strategic locations) within and between regions and countries
   Vocabulary terms
A.  regional cooperation
B.  regional conflict
C.  international cooperation
D.  international conflict
E.  cultural cooperation
F.  cultural conflict
G.  economic competition
H.  competition for resources
I.  boundary dispute
J.  control of strategic location
  Knowledge/skill statements
  1. Understands factors that contribute to cooperation within and between regions    
  2. Understands factors that contribute to cooperation within and between countries  A   
  3. Understands factors that contribute to conflict within and between regions   A   
  4. Understands factors that contribute to conflict within and between countries  A   
  5. Knows that similarities in religion contribute to cooperation within and between countries   
  6. Knows that similarities in religion contribute to cooperation within and between regions   
  7. Knows that similarities in language contribute to cooperation within and between countries   
  8. Knows that similarities in language contribute to cooperation within and between regions   
  9. Knows that similarities in political beliefs contribute to cooperation within and between countries   
  10. Knows that similarities in political beliefs contribute to cooperation within and between regions   
  11. Knows that economic competition for scarce resources contributes to conflict within and between countries  A   
  12. Knows that economic competition for scarce resources contributes to conflict within and between regions   
  13. Knows that boundary disputes contribute to conflict within and between countries   
  14. Knows that boundary disputes contribute to conflict within and between regions   
  15. Knows that cultural differences contribute to conflict within and between countries   
  16. Knows that cultural differences contribute to conflict within and between regions   
  17. Knows that control of strategic locations contributes to conflict within and between countries   
  18. Knows that control of strategic locations contributes to conflict within and between regions   


 A  = Assessment items available

Citation Log: BD(GE,169;​NE,67)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows the social, political, and economic divisions on Earth's surface at the local, state, national, and international levels (e.g., transnational corporations, political alliances, economic groupings, world religions)
Geography 
 Standard 13.Understands the forces of cooperation and conflict that shape the divisions of Earth's surface
  
Topics1. Development, ideology, and structure of political systems; 2. Types of territorial units; 3. International diplomacy and relations
   Level III (Grade 6-8)
  Benchmark 2.Knows the social, political, and economic divisions on Earth's surface at the local, state, national, and international levels (e.g., transnational corporations, political alliances, economic groupings, world religions)
   Vocabulary terms
A.  social division
B.  political division
C.  economic division
D.  transnational corporation
E.  political alliance
F.  economic group
G.  world religion
  Knowledge/skill statements
  1. Knows social divisions on Earth’s surface at the local level   
  2. Knows political divisions on Earth’s surface at the local level   
  3. Knows economic divisions on Earth’s surface at the local level   
  4. Knows social divisions on Earth’s surface at the state level   
  5. Knows political divisions on Earth’s surface at the state level   
  6. Knows economic divisions on Earth’s surface at the state level   
  7. Knows social divisions on Earth’s surface at the national level   
  8. Knows political divisions on Earth’s surface at the national level   
  9. Knows economic divisions on Earth’s surface at the national level   
  10. Knows social divisions on Earth’s surface at the international level   
  11. Knows political divisions on Earth’s surface at the international level   
  12. Knows economic divisions on Earth’s surface at the international level   
  13. Understands transnational corporations as an economic division on the Earth’s surface   
  14. Understands political alliances as a political division on the Earth’s surface   
  15. Understands economic groupings as an economic division of the Earth’s surface   
  16. Understands world religions as a social division on the Earth’s surface   


Citation Log: BD(GE,170;​NI,52,67)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands the various factors involved in the development of nation-states (e.g., competition for territory and resources, desire for self-rule, nationalism, history of domination by powerful countries)
Geography 
 Standard 13.Understands the forces of cooperation and conflict that shape the divisions of Earth's surface
  
Topics1. Types of territorial units; 2. Rise of nation-states ; 3. Group and national identity
   Level III (Grade 6-8)
  Benchmark 3.Understands the various factors involved in the development of nation-states (e.g., competition for territory and resources, desire for self-rule, nationalism, history of domination by powerful countries)
   Vocabulary terms
A.  nation-state
B.  competition for territory
C.  competition for resources
D.  self-rule
E.  nationalism
F.  history of domination
  Knowledge/skill statements
  1. Understands competition for territory as a factor involved in the development of nation-states   
  2. Understands competition for resources as a factor involved in the development of nation-states   
  3. Understands the desire for self-rule as a factor involved in the development of nation-states   
  4. Understands nationalism as a factor involved in the development of nation-states   
  5. Understands the history of domination by powerful countries as a factor involved in the development of nation-states   


Citation Log: BD(GE,170)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Understands the reasons for multiple and overlapping spatial divisions in society (e.g., postal zones, school districts, telephone area codes, voting wards)
Geography 
 Standard 13.Understands the forces of cooperation and conflict that shape the divisions of Earth's surface
  
TopicSpatial organization, dynamics, and interaction
   Level III (Grade 6-8)
  Benchmark 4.Understands the reasons for multiple and overlapping spatial divisions in society (e.g., postal zones, school districts, telephone area codes, voting wards)
   Vocabulary terms
A.  spatial division
B.  postal zone
C.  school district
D.  telephone area code
E.  voting ward
  Knowledge/skill statements
  1. Understands the reasons for multiple spatial divisions in society   
  2. Understands the reasons for overlapping spatial divisions in society   
  3. Understands that postal zones contribute to multiple spatial divisions in society   
  4. Understands that postal zones contribute to overlapping spatial divisions in society   
  5. Understands that school districts contribute to multiple spatial divisions in society   
  6. Understands that school districts contribute to overlapping spatial divisions in society   
  7. Understands that telephone area codes contribute to multiple spatial divisions in society   
  8. Understands that telephone area codes contribute to overlapping spatial divisions in society   
  9. Understands that voting wards contribute to multiple spatial divisions in society   
  10. Understands that voting wards contribute to overlapping spatial divisions in society   


Citation Log: BD(GE,169)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Understands the factors that affect the cohesiveness and integration of countries (e.g., language and religion in Belgium, the religious differences between Hindus and Muslims in India, the ethnic differences in some African countries that have been independent for only a few decades, the elongated shapes of Italy and Chile)
Geography 
 Standard 13.Understands the forces of cooperation and conflict that shape the divisions of Earth's surface
  
Topics1. Convergence and divergence of cultures; 2. Cultural diffusion, adaptation, and interaction
   Level III (Grade 6-8)
  Benchmark 5.Understands the factors that affect the cohesiveness and integration of countries (e.g., language and religion in Belgium, the religious differences between Hindus and Muslims in India, the ethnic differences in some African countries that have been independent for only a few decades, the elongated shapes of Italy and Chile)
   Vocabulary terms
A.  integration of countries
B.  language and religion in Belgium
C.  Hindus and Muslims in India
D.  ethnic issues in Africa
E.  shape of Italy
F.  shape of Chile
  Knowledge/skill statements
  1. Understands that language affects the cohesiveness and integration of Belgium   
  2. Understands that religion affects the cohesiveness and integration of Belgium   
  3. Understands that religious differences between Hindus and Muslims affect the cohesiveness and integration of India   
  4. Understands that ethnic differences affect the cohesiveness and integration of some African countries   
  5. Understands that the long shape of Italy affects the cohesiveness and integration of the country   
  6. Understands that the long shape of Chile affects the cohesiveness and integration of the country   


Citation Log: BD(GE,170;​NE,67)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   6. Understands the symbolic importance of capital cities (e.g., Canberra, a planned city, as the capital of Australia; The Hague as both a national capital of the Netherlands and a center for such global agencies as the World Court)
Geography 
 Standard 13.Understands the forces of cooperation and conflict that shape the divisions of Earth's surface
  
TopicCities and their related regions
   Level III (Grade 6-8)
  Benchmark 6.Understands the symbolic importance of capital cities (e.g., Canberra, a planned city, as the capital of Australia; The Hague as both a national capital of the Netherlands and a center for such global agencies as the World Court)
   Vocabulary terms
A.  symbolic place
B.  capital city
C.  Canberra
D.  planned city
E.  The Hague
F.  global agency
G.  World Court
  Knowledge/skill statements
  1. Knows that Canberra, the capital of Australia, is a planned city   
  2. Understands the symbolic importance of Canberra, the capital of Australia   
  3. Knows the Hauge as a national capital of the Netherlands   
  4. Knows the Hauge as a center for such global agencies as the World Court   


Citation Log: BD(GE,170)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level IV (Grade 9-12)
   1. Understands how cooperation and/or conflict can lead to the allocation of control of Earth's surface (e.g., formation and delineation of regional planning districts, regional school districts, countries, free-trade zones)
Geography 
 Standard 13.Understands the forces of cooperation and conflict that shape the divisions of Earth's surface
  
Topics1. Cooperation and conflict; 2. Global power and influence
   Level IV (Grade 9-12)
  Benchmark 1.Understands how cooperation and/or conflict can lead to the allocation of control of Earth's surface (e.g., formation and delineation of regional planning districts, regional school districts, countries, free-trade zones)
   Vocabulary terms
A.  allocating control of Earth
B.  regional planning district
C.  regional school district
D.  free-trade zone
  Knowledge/skill statements
  1. Understands how cooperation can lead to the allocation of control of Earth’s surface    
  2. Understands how conflict can lead to the allocation of control of Earth’s surface    
  3. Understands regional planning districts represent an allocation of control of the Earth’s surface   
  4. Understands regional school districts represent an allocation of control of the Earth’s surface   
  5. Understands the formation and delineation of countries as an allocation of control of the Earth’s surface   
  6. Understands free-trade zones represent an allocation of control of the Earth’s surface   


Citation Log: BD(GE,210;​IGI,11,12;​NI,85-86)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows the causes of boundary conflicts and internal disputes between culture groups (e.g., the conflict between North Korea and South Korea, friction between the Spanish majority and Basque minority in Spain, the civil war between the Hutus and the Tutsis in Rwanda)
Geography 
 Standard 13.Understands the forces of cooperation and conflict that shape the divisions of Earth's surface
  
Topics1. Convergence and divergence of cultures; 2. Cooperation and conflict
   Level IV (Grade 9-12)
  Benchmark 2.Knows the causes of boundary conflicts and internal disputes between culture groups (e.g., the conflict between North Korea and South Korea, friction between the Spanish majority and Basque minority in Spain, the civil war between the Hutus and the Tutsis in Rwanda)
   Vocabulary terms
A.  cultural dispute
B.  North and South Korea
C.  Spanish and Basque populations
D.  Civil War
E.  Hutus and Tutis populations
F.  Rwanda
  Knowledge/skill statements
  1. Knows the causes of boundary conflicts between culture groups   
  2. Knows the causes of internal disputes between culture groups   
  3. Knows the causes of conflict between North Korea and South Korea   
  4. Knows the causes of friction between the Spanish majority and Basque minority in Spain   
  5. Knows the causes of the civil war between the Hutus and the Tutsis in Rwanda   


Citation Log: BD(GE,210;​IGI,10;​NE,86)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands why the boundaries of congressional districts change in the United States (e.g., the effects of statutory requirements, population shifts, ethnic and racial considerations, shifts in political power)
Geography 
 Standard 13.Understands the forces of cooperation and conflict that shape the divisions of Earth's surface
  
Topics1. Development, ideology, and structure of political systems; 2. Population density, distribution, and growth rates
   Level IV (Grade 9-12)
  Benchmark 3.Understands why the boundaries of congressional districts change in the United States (e.g., the effects of statutory requirements, population shifts, ethnic and racial considerations, shifts in political power)
   Vocabulary terms
A.  congressional district boundary
B.  United States Congress
C.  statutory requirement
D.  population shifts and boundaries
E.  political power shift
  Knowledge/skill statements
  1. Understands that boundaries of congressional districts in the United States change as a result of statutory requirements   
  2. Understands that boundaries of congressional districts in the United States change as a result of population shifts   
  3. Understands that boundaries of congressional districts in the United States change as a result of ethnic and racial considerations   
  4. Understands that boundaries of congressional districts in the United States change as a results of shifts in political power   


Citation Log: BD(GE,210;​IGI,10;​NI,85-86)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Understands the changes that occur in the extent and organization of social, political, and economic entities on Earth's surface (e.g., imperial powers such as the Roman Empire, Han Dynasty, Carolingian Empire, British Empire)
Geography 
 Standard 13.Understands the forces of cooperation and conflict that shape the divisions of Earth's surface
  
TopicGlobal power and influence
   Level IV (Grade 9-12)
  Benchmark 4.Understands the changes that occur in the extent and organization of social, political, and economic entities on Earth's surface (e.g., imperial powers such as the Roman Empire, Han Dynasty, Carolingian Empire, British Empire)
   Vocabulary terms
A.  changes in Earth’s social entities
B.  changes in Earth’s political entities
C.  changes in Earth’s economic entities
D.  Roman Empire
E.  Han Dynasty
F.  Carolingian Empire
G.  British Empire
  Knowledge/skill statements
  1. Understands the changes that occur in the extent and organization of social entities on Earth’s surface   
  2. Understands the changes that occur in the extent and organization of political entities on Earth’s surface    
  3. Understands the changes that occur in the extent and organization of economic entities on Earth’s surface   
  4. Understands the changes that occurred concerning imperial powers during the Roman Empire   
  5. Understands the changes that occurred concerning imperial powers during the Han Dynasty   
  6. Understands the changes that occurred concerning imperial powers during the Carolingian Empire   
  7. Understands the changes that occurred concerning imperial powers during the British Empire   


Citation Log: BD(GE,210;​NI,85-86)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Understands why some countries are land-locked (e.g., wars between rival countries, isolation due to the size of landmasses and due to racial and cultural divisions)
Geography 
 Standard 13.Understands the forces of cooperation and conflict that shape the divisions of Earth's surface
  
Topics1. Cooperation and conflict; 2. Location of natural and human features and places; 3. Convergence and divergence of cultures
   Level IV (Grade 9-12)
  Benchmark 5.Understands why some countries are land-locked (e.g., wars between rival countries, isolation due to the size of landmasses and due to racial and cultural divisions)
   Vocabulary terms
A.  land-locked country
B.  war
C.  isolation
  Knowledge/skill statements
  1. Understands that some countries are land-locked because of wars between rival countries   
  2. Understands that some countries are land-locked because of isolation due to the size of landmasses   
  3. Understands that some countries are land-locked because of racial and cultural divisions   


Citation Log: BD(GE,211;​NI,85-86)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   6. Understands how external forces can conflict economically and politically with internal interests in a region (e.g., how the Pampas in Argentina underwent a significant socioeconomic transformation in the 19th and early 20th centuries as a consequence of European demands for grain and beef; the consequences of the French colonization of IndoChina in the 19th century to procure tin, tungsten, and rubber; the friction between Hindus and Muslims in the Indian subcontinent in the 1940s which led to the formation of India and Pakistan)
Geography 
 Standard 13.Understands the forces of cooperation and conflict that shape the divisions of Earth's surface
  
Topics1. Global power and influence; 2. Colonies and colonial systems ; 3. Global economic interdependence and human society; 4. Convergence and divergence of cultures
   Level IV (Grade 9-12)
  Benchmark 6.Understands how external forces can conflict economically and politically with internal interests in a region (e.g., how the Pampas in Argentina underwent a significant socioeconomic transformation in the 19th and early 20th centuries as a consequence of European demands for grain and beef; the consequences of the French colonization of IndoChina in the 19th century to procure tin, tungsten, and rubber; the friction between Hindus and Muslims in the Indian subcontinent in the 1940s which led to the formation of India and Pakistan)
   Vocabulary terms
A.  conflict of economical interest
B.  conflict of political interest
C.  Pampas in Argentina
D.  IndoChina
E.  French colonization
F.  formation of India
G.  formation of Pakistan
  Knowledge/skill statements
  1. Understands how external forces can conflict economically with internal interests in a region   
  2. Understands how external forces can conflict politically with internal interests in a region   
  3. Understands how the Pampas in Argentina underwent a significant socioeconomic transformation in the 19th and early 20th centuries as a consequence of European demands for grain and beef   
  4. Understands the consequences of the French colonization of IndoChina in the 19th century to procure tin, tungsten, and rubber   
  5. Understands the friction between Hindus and Muslims in the Indian subcontinent in the 1940s which led to the formation of India and Pakistan   


Citation Log: BD(GE,211;​IGI,11,12)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
DD   Department of Defense: Prekindergarten Social Studies Standards
E   JCGE: Guidelines for Geographic Education
G   GESP: National Geography Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
IE   International Baccalaureate: Environmental Systems
IG   International Baccalaureate: Geography
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Item Specifications in Geography
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds
T   GENIP: K-6 Geography: Themes, Key Ideas
TX   TEA: Texas Prekindergarten Curriculum Guidelines

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
    

 A  = Assessment items available
Environment and Society
14.Understands how human actions modify the physical environment

Geography

Standard 14.Understands how human actions modify the physical environment
  Level Pre-K (Grade Pre-K)
   1. Knows how people affect the environment in negative (e.g., litter, pollution) and positive (e.g., recycling, picking up litter) ways
  Level I (Grade K-2)
   1. Knows ways in which people depend on the physical environment (e.g., food, clean air, water, mineral resources)
  Level II (Grade 3-5)
   1. Knows the ways people alter the physical environment (e.g., by creating irrigation projects; clearing the land to make room for houses and shopping centers; planting crops; building roads)  A 
   2. Knows the ways in which the physical environment is stressed by human activities (e.g., changes in climate, air pollution, water pollution, expanding human settlement)
   3. Knows how human activities have increased the ability of the physical environment to support human life in the local community, state, United States, and other countries (e.g., use of irrigation and dry-land farming techniques to improve crop yields, reforestation to prevent erosion, flood-control projects to make land habitable)  A 
  Level III (Grade 6-8)
   1. Understands the environmental consequences of people changing the physical environment (e.g., the effects of ozone depletion, climate change, deforestation, land degradation, soil salinization and acidification, ocean pollution, groundwater-quality decline, using natural wetlands for recreational and housing development)  A 
   2. Understands the ways in which human-induced changes in the physical environment in one place can cause changes in other places (e.g., the effect of a factory's airborne emissions on air quality in communities located downwind and, because of acid rain, on ecosystems located downwind; the effects of pesticides washed into river systems on water quality in communities located downstream; the effects of the construction of dams and levees on river systems in one region on places downstream)
   3. Understands the ways in which technology influences the human capacity to modify the physical environment (e.g., effects of the introduction of fire, steam power, diesel machinery, electricity, work animals, explosives, chemical fertilizers and pesticides, hybridization of crops)
   4. Understands the environmental consequences of both the unintended and intended outcomes of major technological changes in human history (e.g., the effects of automobiles using fossil fuels, nuclear power plants creating the problem of nuclear-waste storage, the use of steel-tipped plows or the expansion of the amount of land brought into agriculture)
  Level IV (Grade 9-12)
   1. Understands how the concepts of synergy, feedback loops, carrying capacity and thresholds relate to the limitations of the physical environment to absorb the impacts of human activity (e.g., levee construction on a flood plain, logging in an old-growth forest, construction of golf courses in arid areas)
   2. Understands the role of humans in decreasing the diversity of flora and fauna in a region (e.g., the impact of acid rain on rivers and forests in southern Ontario, the effects of toxic dumping on ocean ecosystems, the effects of overfishing along the coast of northeastern North America or the Philippine archipelago)
   3. Understands the global impacts of human changes in the physical environment (e.g., increases in runoff and sediment, tropical soil degradation, habitat destruction, air pollution; alterations in the hydrologic cycle; increases in world temperatures; groundwater reduction)
   4. Knows how people's changing attitudes toward the environment have led to landscape changes (e.g., pressure to replace farmlands with wetlands in flood plain areas, interest in preserving wilderness areas, support for the concept of historic preservation)
    

 A  = Assessment items available
15.Understands how physical systems affect human systems

Geography

Standard 15.Understands how physical systems affect human systems
  Level Pre-K (Grade Pre-K)
   1. Not appropriate for this level
  Level I (Grade K-2)
   1. Not appropriate for this level
  Level II (Grade 3-5)
   1. Knows how humans adapt to variations in the physical environment (e.g., choices of clothing, housing styles, agricultural practices, recreational activities, food, daily and seasonal patterns of life)
   2. Knows how communities benefit from the physical environment (e.g., people make their living by farming on fertile land, fishing in local water, working in mines; the community is a port located on a natural harbor, a tourist center located in a scenic or historic area, an industrial center with good access to natural resources)  A 
   3. Knows the ways in which human activities are constrained by the physical environment (e.g., effects of weather, climate and land forms on agriculture, recreational activities, availability of water, expansion of settlement)
   4. Knows natural hazards that occur in the physical environment (e.g., floods, wind storms, tornadoes, earthquakes)
  Level III (Grade 6-8)
   1. Knows the ways in which human systems develop in response to conditions in the physical environment (e.g., patterns of land use, economic livelihoods, architectural styles of buildings, building materials, flows of traffic, recreation activities)
   2. Knows how the physical environment affects life in different regions (e.g., how people in Siberia, Alaska, and other high-latitude places deal with the characteristics of tundra environments; limitations to coastline settlements as a result of tidal, storm, and erosional processes)
   3. Knows the ways people take aspects of the environment into account when deciding on locations for human activities (e.g., early American industrial development along streams and rivers at the fall line to take advantage of water-generated power)  A 
   4. Understands relationships between population density and environmental quality (e.g., resource distribution, rainfall, temperature, soil fertility, land form relief, carrying capacity)
   5. Knows the effects of natural hazards on human systems in different regions of the United States and the world (e.g., the effect of drought on populations in Ethiopia compared with populations in Australia or the southern part of the United States)  A 
   6. Knows the ways in which humans prepare for natural hazards (e.g., earthquake preparedness, constructing houses on stilts in flood-prone areas, designation of hurricane shelters and evacuation routes in hurricane-prone areas)
  Level IV (Grade 9-12)
   1. Knows changes in the physical environment that have reduced the capacity of the environment to support human activity (e.g., the drought-plagued Sahel, the depleted rain forests of central Africa, the Great Plains Dust Bowl, the impact of the economic exploitation of Siberia's resources on a fragile sub-Arctic environment)
   2. Knows how humans overcome "limits to growth" imposed by physical systems (e.g., technology, human adaptation)
   3. Knows conditions and locations that place limits on plant growth and therefore on the expansion of human settlement (e.g., soils with limited nutrients, high salt content, shallow depth; extremely cold, arid or humid tropical climates; mountainous and coastal environments)
   4. Understands how people who live in naturally hazardous regions adapt to their environments (e.g., the use of sea walls to protect coastal areas subject to severe storms, the use of earthquake-resistant construction techniques in different regions within the Ring of Fire)
   5. Knows factors that affect people's attitudes, perceptions, and responses toward natural hazards (e.g., religious beliefs, socioeconomic status, previous experiences)
    

 A  = Assessment items available
16.Understands the changes that occur in the meaning, use, distribution and importance of resources

Geography

Standard 16.Understands the changes that occur in the meaning, use, distribution and importance of resources
  Level Pre-K (Grade Pre-K)
   1. Not appropriate for this level
  Level I (Grade K-2)
   1. Knows the role that resources play in our daily lives (resources used to generate electricity; resources used to produce automobiles, medicines, clothing, and food)
  Level II (Grade 3-5)
   1. Knows the characteristics, location, and use of renewable resources (e.g., timber), flow resources (e.g., running water or wind), and nonrenewable resources (e.g., fossil fuels, minerals)
   2. Knows how settlement patterns are influenced by the discovery and use of resources (e.g., Colorado mining towns as centers of settlement in the late 19th century, the growth of industry and cities along the fall line of the Appalachians starting in the 18th century)
   3. Knows the relationships between economic activities and resources (e.g., the relationship of major industrial districts to the location of iron ore, coal, and other resources)
   4. Knows the major transportation routes that link resources with consumers and the transportation modes used (e.g., ships, pipelines, barges, railroads)
   5. Knows advantages and disadvantages of recycling and reusing different types of materials
   6. Knows the different ways in which resources are used and valued in different regions of the world (e.g., the use of wood in the United States for construction compared to the use of wood in the Dominican Republic for fuel)
  Level III (Grade 6-8)
   1. Understands the reasons for conflicting viewpoints regarding how resources should be used (e.g., attitudes toward electric cars, water-rationing, urban public transportation, use of fossil fuels, excessive timber cutting in old growth forests, buffalo in the western United States, soil conservation in semiarid areas)
   2. Knows strategies for wise management and use of renewable, flow, and nonrenewable resources (e.g., wise management of agricultural soils, fossil fuels, and alternative energy sources; community programs for recycling or reusing materials)  A 
   3. Knows world patterns of resource distribution and utilization (e.g., petroleum, coal, iron ore, diamonds, silver, gold, molybdenum)  A 
   4. Understands the consequences of the use of resources in the contemporary world (e.g., the relationship between a country's standard of living and its accessibility to resources, the competition for resources demonstrated by events such as the Japanese occupation of Manchuria in the 1930s or the Iraqi invasion of Kuwait in 1991)
   5. Understands the role of technology in resource acquisition and use, and its impact on the environment (e.g., the use of giant earth-moving machinery in strip-mining, the use of satellite imagery technology in the search for petroleum, rates of resource consumption among countries of high or low levels of technological development)
   6. Understands how energy resources contribute to the development and functioning of human societies (e.g., by providing power for transportation, manufacturing, the heating and cooling of buildings)
   7. Understands how the development and widespread use of alternative energy sources (e.g., solar, wind, thermal) might have an impact on societies (in terms of, e.g., air and water quality, existing energy industries, and current manufacturing practices)
  Level IV (Grade 9-12)
   1. Understands the relationships between resources and exploration, colonization, and settlement of different regions of the world (e.g., the development of mercantilism and imperialism and the consequent settlement of Latin America and other regions of the world by the Spanish and Portuguese; the abundance of fur, fish, timber, and gold in Siberia, Alaska, and California and the settlement of these areas by the Russians)
   2. Understands programs and positions related to the use of resources on a local to global scale (e.g., community regulations for water usage during drought periods; local recycling programs for glass, metal, plastic, and paper products; different points of view regarding uses of the Malaysian rain forests)
   3. Understands the impact of policy decisions regarding the use of resources in different regions of the world (e.g., the long-term impact on the economy of Nauru when its phosphate reserves are exhausted, the economic and social problems related to the overcutting of pine forests in Nova Scotia, the impact of petroleum consumption in the United States and Japan)
   4. Knows issues related to the reuse and recycling of resources (e.g., changing relocation strategies of industries seeking access to recyclable material, such as paper factories, container and can companies, glass, plastic, and bottle manufacturers; issues involved with the movement, handling, processing, and storing of toxic and hazardous waste materials; fully enforced vs. consistently neglected approaches to resource management)
    

 A  = Assessment items available
Uses of Geography
17.Understands how geography is used to interpret the past

Geography

Standard 17.Understands how geography is used to interpret the past
  Level Pre-K (Grade Pre-K)
   1. Not appropriate for this level
  Level I (Grade K-2)
   1. Knows how areas of a community have changed over time (in terms of, e.g., size and style of homes; how people earn their living; changes in the plant and animal population)
  Level II (Grade 3-5)
   1. Knows the factors that have contributed to changing land use in a community (e.g., street and road development, population shifts, regulations governing land use)
   2. Knows the ways in which changes in people's perceptions of environments have influenced human migration and settlement over time (e.g., the history of oil discovery and its effect on migration in different United States regions such as Pennsylvania, Louisiana, or Texas)
   3. Knows the geographic factors that have influenced people and events in the past (e.g., the effects of the site of a Civil War battle on the course of the conflict, how trade routes followed by early European colonists were linked to the trade winds, how Muslim trading vessels used monsoon winds to cross the Indian Ocean in the 8th century)
  Level III (Grade 6-8)
   1. Knows how physical and human geographic factors have influenced major historic events and movements (e.g., the course and outcome of battles and wars, the forced transport of Africans to North and South America because of the need for cheap labor, the profitability of the triangle trade and the locations of prevailing wind and ocean currents, the effects of different land-survey systems used in the U.S.)
   2. Knows historic and current conflicts and competition regarding the use and allocation of resources (e.g., the conflicts between Native Americans and colonists; conflicts between the Inuit and migrants to Alaska since 1950)  A 
   3. Knows the ways in which the spatial organization of society changes over time (e.g., process of urban growth in the United States; changes in the internal structure, form, and function of urban areas in different regions of the world at different times)
   4. Knows significant physical features that have influenced historical events (e.g., mountain passes that have affected military campaigns such as the Khyber Pass, Burma Pass, or Brenner Pass; major water crossings that have affected U.S. history such as the Tacoma Strait in Washington or the Delaware River near Trenton, New Jersey; major water gaps, springs, and other hydrologic features that have affected settlement in the U.S. such as the Cumberland Gap, the Ogallala Aquifer, or the artesian wells of the Great Plains)
  Level IV (Grade 9-12)
   1. Understands how the processes of spatial change have affected history (e.g., the diffusion of a phenomenon through regions of contact, such as the spread of bubonic plague, or the diffusion of tobacco smoking from North America to Europe, Africa, and Asia; the development of the national transportation systems in the U.S.; effects of migration streams and counterstreams)
   2. Understands how people's changing perceptions of geographic features have led to changes in human societies (e.g., the effects of religion on world economic development patterns, cultural conflict, social integration, resource use; the effects of technology on human control over nature, such as large-scale agriculture in Ukraine and northern China, strip-mining in Russia, and center-pivot irrigation in the southwestern United States)
   3. Understands the ways in which physical and human features have influenced the evolution of significant historic events and movements (e.g., the effects of imperialism, colonization, and decolonization on the economic and political developments of the 19th and 20th centuries; the geographical forces responsible for the industrial revolution in England in the late 18th and early 19th centuries; physical and human factors that have led to famines and large-scale refugee movements)
    

 A  = Assessment items available
18.Understands global development and environmental issues

Geography

Standard 18.Understands global development and environmental issues
  Level Pre-K (Grade Pre-K)
   1. Not appropriate for this level
  Level I (Grade K-2)
   1. Not appropriate for this level
  Level II (Grade 3-5)
   1. Knows the relationship between population growth and resource use
   2. Knows the ways in which resources can be managed and why it is important to do so (e.g., soil conservation practices, recycling nonrenewable resources)
   3. Knows how differences in perception affect people's interpretations of the world (e.g., how different groups of people perceive the same place, environment, or event; how children raised in different societies have different views regarding personal life, education, and aspirations)
   4. Knows human-induced changes that are taking place in different regions and the possible future impacts of these changes (e.g., development and conservation issues in terms of the wetland of coastal New Jersey)
  Level III (Grade 6-8)
   1. Understands how the interaction between physical and human systems affects current conditions on Earth (e.g., relationships involved in economic, political, social, and environmental changes; geographic impact of using petroleum, coal, nuclear power, and solar power as major energy sources)
   2. Understands the possible impact that present conditions and patterns of consumption, production and population growth might have on the future spatial organization of Earth
   3. Knows how the quality of environments in large cities can be improved (e.g., greenways, transportation corridors, pedestrian walkways, bicycle lanes)
   4. Understands why different points of view exist regarding contemporary geographic issues (e.g., a forester and a conservationist debating the use of a national forest, a man and a woman discussing gender-based divisions of labor in a developing nation)
  Level IV (Grade 9-12)
   1. Understands the concept of sustainable development and its effects in a variety of situations (e.g., toward cutting the rain forests in Indonesia in response to a demand for lumber in foreign markets, or mining the rutile sands along the coast of eastern Australia near the Great Barrier Reef)
   2. Understands why policies should be designed to guide the use and management of Earth's resources and to reflect multiple points of view (e.g., the inequities of access to resources, political and economic power in developing countries, the impact of a natural disaster on a developed country vs. a developing country)
   3. Understands contemporary issues in terms of Earth's physical and human systems (e.g., the processes of land degradation and desertification, the consequences of population growth or decline in a developed economy, the consequences of a world temperature increase)
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