1.1 Students know how to use maps, globes, and other geographic tools to acquire, process, and report information from a spatial perspective.

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1 Prentice Hall World Geography: Building a Global Perspective 2005 Colorado Model Academic Standards for Social Studies: Geography (Grades 9-12) GEOGRAPHY STANDARD 1: Students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places, and environments. RATIONALE Seeing the world geographically requires an understanding of various tools to be able to interpret and make maps; recognize relationships in and between places; make generalizations; and understand the concepts of distance, direction, location, connection, and association. These abilities and concepts are basic to what makes geography unique--the spatial perspective. Maps, globes, photographs, satellite images*, and geographic information systems* (GIS) are examples of geographic tools. They are essential to portraying, analyzing, evaluating, and predicting human and physical patterns and processes on Earth s surface. They play a critical role in helping people make sense of a complex world, and they improve human capacity to move about and plan activities. Developing locational knowledge--for example, knowing where places are and why they are there--is also a part of being a geographically informed person. Locational knowledge is developed through both academic learning and personal experience. This knowledge, developed through factual learning, serves as a personal framework for objective and personal geographic knowledge. Geographic images and the impressions students have of places are organized by these personal frameworks. Geographic literacy also demands an understanding of how space on Earth is organized. To understand spatial organization* requires observation and analysis as well as an awareness that the patterns observed on Earth s surface reflect geographic processes. The concepts of distance, direction, location, connection, and association help explain how space is arranged on Earth. Other geographic concepts explain the size and locations of settlements, the connections or lack of connections between and among locations, and the interchange of people, ideas, and goods. 1.1 Students know how to use maps, globes, and other geographic tools to acquire, process, and report information from a spatial perspective. As students in grades 9-12 extend their knowledge, what they know and are able to do includes selecting appropriate maps, map projections, and other graphic representations to analyze geographic problems; SE: 90, 174, 228, 344, 430, 477, 544, 618, 689 SE/TE: 37, 45, 46, 47, 48, 49, 50, 59, 60-61, 66, 67, 68, 69, 70-71, 73, 74-75, 76, 90, 91, 99, 107, , 114, , , , , 153, 171, , 192, , , , 226, , , 259, 277, , , 314, 336, , 359, , , , 392, , 419, , , , 459, , 493, , , , 530, 551, , 577, , , , 611, , 623, , , , , 677, 679, 683, 689, 697, 705, , 711, 732 1

2 selecting appropriate maps, map projections, and other graphic representations to analyze geographic problems; constructing maps using fundamental cartographic* principles including translating narratives about places and events into graphic representations; interpreting maps and other geographic tools, through the analysis of case studies and using data; and TR: Unit 1 booklet, 2, 4, 6, 17, 23, 35; Unit 2 booklet, 3,4; Unit 3 booklet, 3,4; Unit 4 booklet, 3,4; Unit 5 booklet, 3,4; Unit 6 booklet, 3,4; Unit 7 booklet, 3,4; Unit 8 booklet, 3,4; Unit 9 booklet, 3,4, 64; Social Studies Skills Handbook, 3-11, 12-18, 19-23, 24-28, 33-34, 35-39, 41, 49, 52, 53, 58, 62, 63, 64, 65, 66, ; Simulations, Games, and Lab Activities, 3, 4, 6, 7, 9, 15, 49-57, 58-63; Creative Teaching Activity, 4, 5; People and Geography, 4-13, 14-18; Section Reading Support Transparencies Online and on CD-ROM; World Geography Map and Photo Transparencies; World Geography Videos; Passport to the World CD- ROM; SE: 59, 85, 107, 121, 155, 177, 197, 265, 283, 323, 347, 367, 413, 433, 467, 501, 539, 561, 585, 629, 699, 715, 739 SE/TE: 10-15, 59, 76, 105, 114, , 153, 171, 233, 253, , , 493, , 611, , 732 TE: 49, 133, 213, 248, 249, 327, 355, 391, 663, 683 TR: Unit 2, 15; Unit 9, 64; Mental Mapping booklet; Alternative Assessment booklet, 14; Social Studies Skills Handbook, 3-11, 12-18, 19-23, 24-28, 33-34, 35-39, 67, ; Simulations, Games, and Lab Activities, 6, 7, 9, 49-57, 58-63; Creative Teaching Activity, 4 Online and on CD-ROM; Passport to the World CD-ROM; Social Studies Skills Tutor CD-ROM; TeacherExpress CD-ROM; Prentice Hall SE/TE: 10-15, 32-33, 43, 60-61, 76, 90, 99, 107, , 114, , , , , 153, 171, , 192, , , , , 226, , 243, , 253, 259, 265, 277, 283, , , , , 314, 336, , 359, , , , , 392, , 419, , , , 459, 493, , , , , , 530, 551,

3 interpreting maps and other geographic tools, through the analysis of case studies and using data; and using geographic tools to represent and interpret Earth's physical and human systems. SE/TE: 577, , , , , 611, , 629, , , , , , 677, 697, 705, 732 TR: Unit 2 booklet, 2, 3,4; Unit 3 booklet, 2, 3,4; Unit 4 booklet, 2, 3,4; Unit 5 booklet, 2, 3,4; Unit 6 booklet, 2, 3,4; Unit 7 booklet, 2, 3,4; Unit 8 booklet, 2, 3,4; Unit 9 booklet, 2, 3,4, 64; Social Studies Skills Handbook, 3-11, 12-18, 19-23, 24-28, 29-32, 33-34, 35-39, 41, 49, 53, 58, 62, 63, 64, 65, 66, 67, ; Creative Teaching Activity, 4, 5; Simulations, Games, and Lab Activities, 4, 58-63; People and Geography, 4-13, Online and on CD-ROM; World Geography Map and Photo Transparencies; World Geography Videos; Passport to the World CD- ROM; SE/TE: 10-15, 43, 45, 50, 60-61, 73, 74-75, 76, 90, 91, 99, 104, , 114, , , 153, 171, , 192, , , , 226, , 243, , 259, 277, 283, , , 314, 336, , 359, , , , 392, , 419, , , , 459, , 493, , , , 530, 551, , 577, , , , 611, , , 629, , , , 677, 697, 705, , 732 TE: 64, 68, 117, 179, 291, 517, 521, 544, 732 TR: Unit 2 booklet, 3,4; Unit 3 booklet, 3,4; Unit 4 booklet, 3,4; Unit 5 booklet, 3,4; Unit 6 booklet, 3,4; Unit 7 booklet, 3,4; Unit 8 booklet, 3,4; Unit 9 booklet, 3,4, 64; Social Studies Skills Handbook, 3-11, 12-18, 19-23, 24-28, 29-32, 33-34, 35-39, 41, 49, 53, 58, 62, 65, 66, 67, ; Creative Teaching Activity, 4, 5; Simulations, Games, and Lab Activities, 13, 58-63; People and Geography, 4-13, Online and on CD-ROM; World Geography Map and Photo Transparencies; World Geography Videos; Passport to the World CD- ROM; TeacherExpress CD-ROM 3

4 using geographic tools to represent and interpret Earth's physical and human systems. TECH: Prentice Hall 1.2 Students develop knowledge of Earth to locate people, places, and environments. As students in grades 9-12 extend their knowledge, what they know and are able to do includes drawing a complex and accurate map from memory to answer questions about the location of human and physical features; identifying and locating physical and human features in their own and nearby communities, in the United States, and in regions of the world (for example, rivers, mountains, regions, and countries); and SE: 59, 85, 107, 121, 155, 177, 197, 233, 253, 265, 283, 323, 347, 367, 413, 433, 467, 501, 539, 561, 585, 629, 699, 715, 739 SE/TE: 34, 62, 86, 108, 127, 129, 142, 156, 180, 205, 207, 220, 236, 254, 266, 289, 291, 304, 324, 348, 373, 375, 388, 414, 439, 441, 454, 468, 507, 509, 522, 540, 564, 591, 593, 606, 605, 635, 637, 650, 680, 700, 716 TR: Mental Mapping booklet; Alternative Assessment booklet, 14; Unit 2 booklet, 2; Unit 3 booklet, 2; Unit 4 booklet, 2; Unit 5 booklet, 2; Unit 6 booklet, 2; Unit 7 booklet, 2; Unit 8 booklet, 2; Unit 9 booklet, 2; Social Studies Skills Handbook, 3-11, 12-18, 19-23, 24-28, 33-34, 35-39, 67, ; Simulations, Games, and Lab Activities, Online and on CD-ROM; Passport to the World CD-ROM; Social Studies Skills Tutor CD-ROM; TeacherExpress CD-ROM; Prentice Hall SE/TE: 32-33, 76, 85, 86, 87-98, 99, 105, 107, 108, 114, 119, 120, , , , , , , , , , 142, , , 153, 155, 156, , , , 171, , 177, 180, , 197, , , , , , , , , , , , , , , TE: 35 TR: Unit 1 booklet, 30, 35; Unit 2 booklet, 2, 3, 4, 11, 13, 15, 16, 17, 24, 26, 28, 30, 32, 33, 41, 48, 56; Unit 3 booklet, 2, 65; Unit 4 booklet, 2, 60; Unit 5 booklet, 2, 43; Unit 6 booklet, 2, 43; Unit 7 booklet, 2, 58; Unit 8 booklet, 2, 26; Unit 9 booklet, 2, 71; Social Studies Skills Handbook, 19, 20-23, 26, 27, 33, 34, 44, 59, 60, 63, 64, ; Simulations, Games, and Lab Activities, 3, 6. 7, 9, 10, 15, 49-57,

5 identifying and locating physical and human features in their own and nearby communities, in the United States, and in regions of the world (for example, rivers, mountains, regions, and countries); and analyzing maps people make from memory of the same place to determine similarities and differences. TR: Simulations, Games, and Lab Activities, 66-67, 68-69, 70-71, 72-73, 74-75, 76-77, 78-79; Creative Teaching Activities, 5, 7, 8, 9, 10; Mental Mapping booklet; Global Environmental Posters Online and on CD-ROM; World Geography Map and Photo Transparencies; World Geography Videos; Passport to the World CD- ROM; SE/TE: 127, 129, 205, 207, 289, 291, 373, 375, 439, 441, 507, 509, 591, 593, 635, 637 TR: Mental Mapping booklet; Alternative Assessment booklet, 14; Unit 2 booklet, 2; Unit 3 booklet, 2; Unit 4 booklet, 2; Unit 5 booklet, 2; Unit 6 booklet, 2; Unit 7 booklet, 2; Unit 8 booklet, 2; Unit 9 booklet, 2; Social Studies Skills Handbook, 3-11, 12-18, 19-23, 24-28, 33-34, 35-39, 67, Online and on CD-ROM; Passport to the World CD-ROM; Social Studies Skills Tutor CD-ROM; TeacherExpress CD-ROM; Prentice Hall 1.3 Students know how to analyze the dynamic spatial organization of people, places, and environments. As students in grades 9-12 extend their knowledge, what they know and are able to do includes analyzing geographic information using a variety of scales--local, national, international (for example, growth issues in Limon, New York City, and Southeast Asia); SE/TE: 43, 60-61, 99, , , 153, 155, 195, , , 224, 242, 250, 274, , , 307, 323, 347, 329, 352, , , 409, 413, 419, 428, 433, , , 457, 467, 480, , 527, 545, 548, 556, 561, 570, 575, , , 611, , 615, 625, 629, , 657, 686, 710, 731 TR: Unit 2 booklet, 4; Unit 3 booklet, 4; Unit 4 booklet, 4; Unit 5 booklet, 4; Unit 6 booklet, 4; Unit 7 booklet, 4; Unit 1 booklet, 4; Unit 1 booklet, 4; Unit 8 booklet, 4; Unit 9 booklet, 4; Social Studies Skills Handbook, 3, 19, 27, 52, 53, 62, 63, 64, 65, 66, 67, 70, ; Simulations, Games, and Lab Activities, 6, 7, 9, 11, 12, 49-57,

6 analyzing geographic information using a variety of scales--local, national, international (for example, growth issues in Limon, New York City, and Southeast Asia); analyzing patterns of distribution and arrangement of settlements; and analyzing patterns and processes of the diffusion of human activities. TR: People and Geography, Online and on CD-ROM; Section Reading Support Transparencies; World Geography Map and Photo Transparencies; Passport to the World CD-ROM; Social Studies Skills Tutor CD-ROM; TeacherExpress CD-ROM; Prentice Hall SE/TE: 36, 86, 87-96, 97, 98, 99, , 107, 114, , 147, , 153, , , , , 171, , , , 233, 265, 347, 351, , , , 476, 477, 552, 611, , 629, 708, 710, , TR: Unit 1 booklet, 30, 34, 35, 36; Unit 2 booklet, 11, 13, 16, 24, 26, 28, 30, 32, 33; Unit 6 booklet, 26; Mental Mapping booklet, 5, 12, 13, 19, 24, 28; Social Studies Skills, 3, 27, 34, 41, 44, 53, 54, 55, 63, 64, 67, ; Simulations, Games, and Lab Activities, 3, 6, 7, 9, 11, 12, 16, 49-57, 58-63; Creative Teaching Activities, 5, 9; People and Geography, Audiotapes; World Geography Map and Photo Transparencies; World Geography Videos; Passport to the World CD-ROM; Social Studies Skills Tutor CD-ROM; SE/TE: 36, 87-98, , 114, , , , , , , , 171, , , 228, , 265, 344, 345, 347, , , 429, 430, , 477, 524, 544, 545, , 611, , 618, 629, 689, 732, , 739 TR: Unit 1 booklet, 30, 32, 34, 35, 36; Unit 2 booklet, 11, 13, 16, 24, 26, 28, 30, 32, 33; Unit 4 booklet, 36; Unit 5 booklet, 34; Unit 7 booklet, 33; Unit 9 booklet, 62; Social Studies Skills Handbook, 3, 19, 27, 30, 34, 40, 42, 44, 54, 55, 65, ; Simulations, Games, and Lab Activities, 4, 9, 10, 11,12, 16, 49-57, 58-63; Creative Teaching Activity, 5, 9; People and Geography, 14-18, 36 6

7 analyzing patterns and processes of the diffusion of human activities. Audiotapes; World Geography Map and Photo Transparencies; World Geography Videos; Passport to the World CD-ROM; Social Studies Skills Tutor CD-ROM; STANDARD 2: Students know the physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change. RATIONALE Knowledge of place helps people make informed decisions about where to live, work, travel, and seek new opportunities. Places form and change as a result of physical and human processes. The physical characteristics of a place are caused by the long term interaction among natural processes*. These processes produce the landforms*, water bodies, air, soils, vegetation, animal life, and climate* on which human life depends. The human characteristics of a place result from the interaction of human processes. These processes produce particular settlement patterns*, political systems, architecture, commerce, and other activities and enterprises. Regions are areas that display similarity in terms of selected criteria. Regions are created to clarify the complexity of human and physical features on Earth s surface. Regions are geographic generalizations that portray broader patterns from great and oftentimes confusing detail. Studying how and why regions change helps people understand and interpret the past, participate responsibly in the present, and plan effectively for the future. The way people think about places and regions varies according to how they organize, interpret, and use information. Personal attitudes, experiences, and judgments are important in shaping these variations. Differences in cultural background, age, gender, and experiences contribute to the perceptions people have about places and regions. Understanding places and regions helps one appreciate different perspectives and develop the cooperation needed to resolve conflict. 2.1 Students know the physical and human characteristics of places. As students in grades 9-12 extend their knowledge, what they know and are able to do includes analyzing the human and physical characteristics that give a place meaning and significance; and SE/TE: 36, 40, 43, 76, 90, 91, 96, 99, 104, 105, , , 114, , 153, , , 168, 171, , 183, 184, 191, 192, , 226, , , 251, 253, 258, 259, , 277, , 288, 296, , 304, , 314, 315, 329, , 344, 345, 359, 363, , 392, , , 419, 433, 459, 493, 530, 551, 577, 611, 677, 697, 705, 732 TE: 33, 125, 371, 589 TR: Unit 1 booklet, 2, 30, 35; Unit 2 booklet, 13, 28, 30, 41, 48; Unit 3 booklet, 13, 26, 52, 54, 56, 65; Unit 4 booklet, 2, 11, 13, 49; Social Studies Skills Handbook, 27, 30, 40, 42, 41 7

8 analyzing the human and physical characteristics that give a place meaning and significance; and describing the changing human and physical characteristics of places. TR: Social Studies Skills Handbook, 44, 47, 49, 50, 52, 53, 58, 59, 63, 64, 65, 66, 67, 70, ; Simulations, Games, and Lab Activities, 6, 7, 9, 49-57, 58-63; Creative Teaching Activity, 5; People and Geography, 4-9, SE/TE: 43, 45-51, 52-57, 76, 99, 114, 153, , 192, , , 259, 265, 277, 294, 314, 335, 336, , , 344, 345, 347, 359, , 392, , 408, 413, 419, , , 458, 459, , 493, 530, 551, , 577, 611, , 677, 697, 705, 732 TR: Unit 1 booklet, 6, 4, 8, 10, 56; Unit 4 booklet, 2, 32; Unit 5 booklet, 30, 34; Social Studies Skills Handbook, 25, 27, 30, 40, 41, 42, 43, 44, 47, 49, 50, 52, 53, 58, 67, 70, ; Simulations, Games, and Lab Activities, 4, 6, 7, 9, 11, 12, 23-29, 49-57, 58-63; Creative Teaching Activity, 16; People and Geography, 8-13, 14-18, 19-24, Students know how and why people define regions. As students in grades 9-12 extend their knowledge, what they know and are able to do includes applying the concept of region to organize the study of a geographic issue using multiple criteria; and SE/TE: 34, 40-41, 42, 66, 70-71, 72, 78-83, 85, 88-89, 92-93, 94-95, , , 155, 156, , , , , 177, 180, 197, , , , 233 8

9 applying the concept of region to organize the study of a geographic issue using multiple criteria; and analyzing changes in regions and recognizing the patterns of those changes (for example, the Caribbean Basin s transition from a major sugarcane producer to a center for tourism). SE/TE: 236, 253, 254, 265, 266, 283, , , , 323, 324, 347, 348, 367, , , , 413, 414, 433, , , , 467, 468, 501, , , , 539, 540, 561, 564, 585, , , , 629, , , , 679, 680, 699, 700, 715, 716, 719, 731, 739 TR: Unit 1 booklet, 2, 17, 19, 23, 30; Unit 2 booklet, 2, 3, 4; Unit 3 booklet, 2, 3, 4; Unit 4 booklet, 2, 3, 4; Unit 5 booklet, 2, 3, 4; Unit 6 booklet, 2, 3, 4; Unit 7 booklet, 2, 3, 4; Unit 8 booklet, 2, 3, 4; Unit 9 booklet, 2, 3, 4, 60, 62; Mental Mapping booklet; Social Studies Skills Handbook, 38, ; Simulations, Games, and Lab Activities, 2, 58-63, 76-77, 78-79, 80-81; Creative Teaching Activity, 4; SE/TE: 73, 90-91, 97-98, , , , , , 177, , 197, , 233, , 253, 265, 283, 323, , 344, 345, 347, , 367, , 413, , 430, 431, 433, , 476, 477, , 539, 544, 561, , , 585, 590, 596, 598, 600, , , 634, 644, , 689, 739 TR: Unit 1 booklet, 28, 30, 35; Unit 2 booklet, 24, 26, 28, 30, 32; Unit 3 booklet, 13; Unit 4 booklet, 34; Unit 5 booklet, 30, 32, 34; Unit 6 booklet, 26, 32, 34; Mental Mapping booklet, 19, 27, 28; Social Studies Skills Handbook, 33, 44, 49, ; Simulations, Games, and Lab Activities, 9, 11, 12, 16, 23-29, 49-57, 58-63; Creative Teaching Activity, 5, 9, 18; People and Geography, 4-7, 8-13, 19-24, 42-46, Photo Transparencies 9

10 analyzing changes in regions and recognizing the patterns of those changes (for example, the Caribbean Basin s transition from a major sugarcane producer to a center for tourism). TECH: World Geography Videos; Passport to the World CD-ROM; Social Studies Skills Tutor CD-ROM; TeacherExpress CD-ROM; Prentice Hall 2.3 Students know how culture* and experience influence people's perceptions of places and regions. As students in grades 9-12 extend their knowledge, what they know and are able to do includes analyzing why places and regions are important to human identity; comparing and contrasting how and why different groups in society view places and regions differently; and SE/TE: 36, 40-42, 87-96, , 106, 107, 134, , , , 212, 298, , , 320, 332, 380, 382, 446, 448, , 514, 516, , , 598, 600, , 651, , , , 731 TR: Unit 1 booklet, 2, 9, 30, 32, 34, 35; Unit 3 booklet, 2, 3, 4, 13, 15, 24, 26, 28, 33; Unit 3 booklet, 2, 3, 4; Unit 4 booklet, 2, 3, 4, 13, 15, 17, 19, 20, 30; Unit 5 booklet, 2, 3, 4; Unit 6 booklet, 2, 3, 4, 24; Unit 7 booklet, 2, 3, 4, 43, 45; Unit 8 booklet, 2, 3, 4; Unit 9 booklet, 2, 3, 4, 13, 15, 56, 58, 63; Social Studies Skills Handbook, 6, 10, 31, 33, 34, 35, 3654, 55, 59, ; Simulations, Games, and Lab Activities, 6, 7, 9, 11, 16, 58-63; Creative Teaching Activity, 5 SE/TE: 90, 91-96, 97-98, , , , , 134, 136, , , , 174, , , 204, 205, 212, , , , , , 317, , 330, , 342, 344, , 401, 403, , , , 430, 438, 446, , 457, 458, 461, , , , , , 506, , , , , , , 581, 590, , , , , 668, , , 696, , ,

11 comparing and contrasting how and why different groups in society view places and regions differently; and analyzing the ways places and regions reflect cultural change (for example, old mining towns become tourist centers). SE/TE: , 711, , , TR: Unit 1 booklet, 30, 32, 43, 45, 47; Unit 2 booklet, 2, 3,4, 11, 13, 15, 16, 30, 32, 43,45, 47; Unit 3 booklet, 2, 13, 15, 39, 41, 42, 50, 57; Unit 4 booklet, 2, 15, 28, 30, 34, 36, 37; Unit 5 booklet, 11, 20, 21, 30, 32, 34; Unit 6 booklet, 2, 3, 4, 11, 13, 24, 26, 28, 32; Unit 7 booklet, 11, 13, 16, 26, 28, 45, 47; Unit 8 booklet, 2, 13, 15; Unit 9 booklet, 15, 28, 34, 35, 43, 45, 47, 48, 56, 60, 62, 63; Social Studies Skills Handbook, 31, 34, 40, 42, 47, 70, 54, 55, 61, ; Simulations, Games, and Lab Activities, 9, 11, 15, 16, 30-33, 49-57, 58-63; Creative Teaching Activity, 5, 8, 24, 25, 36; People and Geography, 4-9, 11, SE/TE: 38-39, 40-42, 87-88, 97-98, 106, 107, 134, 136, , 153, , , , 171, , , , , 288, , , , 317, , 372, 380, 382, 438, , , 461, 476, , , , , , 590, , , , 634, , , , TR: Unit 1 booklet, 2, 9, 30, 35; Unit 2 booklet, 2, 3, 4, 13, 15, 24, 26, 28, 30, 32, 33; Unit 3 booklet, 2, 3, 4, 13; Unit 4 booklet, 2, 3, 4, 13, 15, 45; Unit 5 booklet, 2, 3, 4; Unit 6 booklet, 2, 3, 4, 13, 26; Unit 7 booklet, 2, 3, 4, 41, 45; Unit 8 booklet, 2, 3, 4; Unit 9 booklet, 2, 3, 4, 43, 56, 63; Social Studies Skills Handbook, 5, 27, 31, 44, ; Simulations, Games, and Lab Activities, 6, 7, 9, 10, 11, 12, 49-57, 58-63; Creative Teaching Activity, 5, 7, 9, 11, 25, 35; People and Geography, Transparencies 11

12 analyzing the ways places and regions reflect cultural change (for example, old mining towns become tourist centers). TECH: World Geography Map and Photo Transparencies; World Geography Videos; Passport to the World CD-ROM; Social Studies Skills Tutor CD-ROM; STANDARD 3: Students understand how physical processes shape Earth s surface patterns and systems. RATIONALE Processes of nature create the natural environments upon which human life depends. Understanding Earth s natural or physical features and the processes that produce them is essential to the study of human life on Earth. It is therefore essential to know the characteristics of landforms, soils, water bodies, vegetation, animal life, weather, and climate and how these characteristics are distributed over Earth s surface. There are a variety of physical processes, such as weathering*, erosion, and vegetation change, that shape the environment over time and space. These processes and their associated patterns can be explained by concepts such as system, boundary*, force, threshold*, and equilibrium*. Climates, landforms, and soils are physical systems. An ecosystem--a complex physical system--is an interdependent association of plants, animals, air, water, and land. Ecosystems form distinct regions within the biosphere* that vary in size, shape, and complexity. Understanding the nature and distribution of ecosystems and the influences of physical processes throughout the environment is crucial to understanding the role of humans within the physical world. 3.1 Students know the physical processes that shape Earth s surface patterns. As students in grades 9-12 extend their knowledge, what they know and are able to do includes identifying the dynamics of the four basic components of Earth's physical systems: the atmosphere*, biosphere, lithosphere*, and hydrosphere*; SE/TE: 44-45, 74-75, 77-78, , , , , , , , , , , , , , , , , , , , TR: Unit 1 booklet, 4, 17, 23; Unit 2 booklet, 2; Unit 3 booklet, 2; Unit 4 booklet, 2; Unit 5 booklet, 2, 43; Unit 6 booklet, 2; Unit 7 booklet, 2; Unit 8 booklet, 2; Unit 2 booklet, 2; Social Studies Skills Handbook, 20-23, 26, 37, 38, 65, 66, ; Simulations, Games, and Lab Activities, 58-63, 68-69; Global Environmental Posters 12

13 explaining the interaction of Earth's physical systems (for example, the interaction of climate and ocean water as exemplified by El Niño); and explaining the variation in the effects of physical processes across Earth's surface (for example, the effects of wind variations in shaping landforms). SE/TE: 45-51, 52-57, 63-73, 77, 206, 208, 283, 290, 292, 442, , 510, 594, , 638 TR: Unit 1 booklet, 4, 6, 10, 17, 23, 56; Unit 3 booklet, 2; Unit 4 booklet, 2; Unit 6 booklet, 2; Unit 7 booklet, 2; Unit 8 booklet, 2; Unit 9 booklet, 2; Social Studies Skills Handbook, 20-23, 26, 37, 38, 52, 56, 65, 66, ; Simulations, Games, and Lab Activities, 3, 4, 58-63; Creative Teaching Activity, 4; Global Environmental Posters SE/TE: 45-51, 52-57, 66-67, 206, , 290, 292, , 442, 444, , 508, 510, 595, 618, , 636, 638 TR: Unit 1 booklet, 4, 6, 10, 17, 56; Unit 2 booklet, 2; Unit 3 booklet, 2; Unit 4 booklet, 2; Unit 5 booklet, 2; Unit 6 booklet, 2; Unit 7 booklet, 2; Unit 8 booklet, 2; Unit 9 booklet, 2; Social Studies Skills Handbook, 20-23, 26, 37, 38, 52, 56, 65, 66, ; Simulations, Games, and Lab Activities, 4, 58-63; Global Environmental Posters 3.2 Students know the characteristics and distributions of physical systems of land, air, water, plants, and animals. As students in grades 9-12 extend their knowledge, what they know and are able to do includes explaining the factors that affect the distribution and characteristics of ecosystems; SE: 160, 258, 281, 294, 311, 717 SE/TE: 36, 40, 77-83, 84, 85, , , , , , ,

14 explaining the factors that affect the distribution and characteristics of ecosystems; explaining the importance of ecosystems in understanding the environment; and analyzing the diversity and productivity of ecosystems. SE/TE: , 458, , , , , 578, , TR: Unit 1 booklet, 19; Social Studies Skills Handbook, 25, 49, ; Simulations, Games, and Lab Activities, 17-22, 58-63; Creative Teaching Activity, 4, 16, 26 Global Environmental Posters SE: 160, 258, 281, 294, 311, 717 SE/TE: 36, 40, 77-83, 84, 85, , , , , , , , , 458, , , , , 578, , TR: Unit 1 booklet, 19; Social Studies Skills Handbook, 25, 49, ; Simulations, Games, and Lab Activities, 17-22, 58-63; Creative Teaching Activity, 4, 16, 26; Global Environmental Posters SE: 160, 258, 281, 294, 311, 717 SE/TE: 36, 40, 77-83, 84, 85, , , , , , , , , 458, , , , , 578, , TR: Unit 1 booklet, 19; Social Studies Skills Handbook, 25, 49, ; Simulations, Games, and Lab Activities, 17-22, 58-63; Creative Teaching Activity, 4, 16, 26; Global Environmental Posters Audiotapes 14

15 analyzing the diversity and productivity of ecosystems. TECH: Section Reading Support Transparencies; World Geography Map and Photo Transparencies; World Geography Videos; Passport to the World CD-ROM; Social Studies Skills Tutor CD-ROM; STANDARD 4: Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict. RATIONALE People are central to geography in that human activities help shape Earth s surface. Human settlements and structures are part of Earth s surface, and humans compete for control of Earth s surface. The geographic study of human populations focuses on location, movement, and the dynamics of size. Populations tend to locate in clusters rather than spread out evenly over the land surface; these patterns depend on both physical and human environments. People make long-term, permanent migrations and short-term, temporary journeys, often on a daily basis. Migration is often the result of the way people perceive a place. Population growth, decline, and equilibrium patterns are influenced by medical, cultural, and economic issues. Culture defines every human society because it encompasses identity, purpose, place, and vision. Culture has meaning beyond a single group in a specific place. The study of the locations, spatial patterns, and processes of cultures provides a means to analyze how people interact with each other and with their environments. Culture is a force that can both unify and impede connections and communication among peoples. In the developed, urbanized, and industrialized countries, economic systems are complex, fast-moving, and technologically dependent. Developing countries have vast, unstructured urban areas surrounded by traditionally based rural areas. But economic interdependence links the developed and developing countries. Settlements, whether rural or urban, have many identifiable patterns, such as architecture, sacred space, and economic activities. Settlement patterns reflect changing cultural attitudes toward place as well as shifts in technology, population, and resource use. Earth space is divided into political, economic, social, and cultural spaces, ranging in scale from local to global. Political spaces, which are created by both cooperation and conflict, may be as small as the school attendance zone or as large as an alliance among nations. Economic space includes a firm s marketing regions and international trading blocs. Social and cultural spaces range from households to the administrative regions of world religions. The partitioning of space into social, economic, and political spheres of influence is dynamic and ongoing. 4.1 Students know the characteristics, location, distribution, and migration of human populations. As students in grades 9-12 extend their knowledge, what they know and are able to do includes evaluating trends and effects of world population numbers and patterns; and SE: SE/TE: 36, 88-90, 91, 92-95, 99, 101, 106, 134, 135, 148, , 160, , 174, 212, 213, , 223, 250, 297, 329, 344, 345, 380, 381, 406, 446, 447, 514, 515, , 523, 528, 598, 599, 611, 625, 642, 643, , 710, 711, 717, , 728, 730 TR: Unit 1 booklet, 2, 22, 30; Unit 2 booklet, 2, 3, 4, 13, 15, 24, 26; Unit 3 booklet, 2, 3, 4, 11 15

16 evaluating trends and effects of world population numbers and patterns; and analyzing the physical and cultural impact of human migration. TR: Unit 4 booklet, 2, 3, 4, 34, 36; Unit 5 booklet, 2, 3, 4, 17; Unit 6 booklet, 2, 3, 4; Unit 7 booklet, 2, 3, 4, 11; Unit 8 booklet, 2, 3, 4; Unit 9 booklet, 2, 3, 4, 15, 45, 56, 58; Social Studies Skills Handbook, 33, 53, 60, 63, 64, 67, 70, 71, ; Simulations, Games, and Lab Activities, 11, SE/TE: 96, 97-98, , 159, 165, 190, 191, 212, , 250, , 288, 296, 372, 380, , 477, 506, 532, 552, 553, , , , 622, , 703, TR: Unit 1 booklet, 30; Unit 2 booklet, 13, 26, 33, 43; Unit 3 booklet, 2, 3, 4, 13, 28, 50; Unit 4 booklet, 2, 3,4; Unit 6 booklet, 24, 26; Unit 7 booklet, 2, 3, 4, 13, 28, 30, 45; Unit 8 booklet, 15; Unit 9 booklet, 43, 56; Social Studies Skills Handbook, 45, 59, ; Simulations, Games, and Lab Activities, 9, 11, 12, 49-57, 58-63; Creative Teaching Activity, 13, 20; People and Geography, Students know the nature and spatial distribution* of cultural patterns. As students in grades 9-12 extend their knowledge, what they know and are able to do includes analyzing how cultures shape the character of a region; SE/TE: 38-39, 40-42, 87-88, 97-98, 106, 107, 134, 136, , 153, , , , 171, , ,

17 analyzing how cultures shape the character of a region; describing the processes of cultural diffusion*; and describing the effect of technology on the development and change of cultures. SE/TE: , 288, , , , 317, , 372, 380, 382, 438, , , 461, 476, , , , , , 590, , , , 634, , , , TR: Unit 1 booklet, 2, 9, 30, 35; Unit 2 booklet, 2, 3, 4, 13, 15, 24, 26, 28, 30, 32, 33; Unit 3 booklet, 2, 3, 4, 13; Unit 4 booklet, 2, 3, 4, 13, 15, 45; Unit 5 booklet, 2, 3, 4; Unit 6 booklet, 2, 3, 4, 13, 26; Unit 7 booklet, 2, 3, 4, 41, 45; Unit 8 booklet, 2, 3, 4; Unit 9 booklet, 2, 3, 4, 43, 56, 63; Social Studies Skills Handbook, 5, 27, 31, 44, ; Simulations, Games, and Lab Activities, 6, 7, 9, 10, 11, 12, 49-57, 58-63; Creative Teaching Activity, 5, 7, 9, 11, 25, 35; People and Geography, SE/TE: 96, 97-98, 187, 204, 288*, , 391, 598, , TR: Unit 1 booklet, 30; Unit 2 booklet, 41; Unit 3 booklet, 2, 3, 4; Unit 4 booklet, 2, 3,4, 49, 51, 52; Unit 5 booklet, 20; Unit 8 booklet, 2, 3, 4; Unit 9 booklet, 43; Social Studies Skills Handbook, ; Simulations, Games, and Lab Activities, 9, 11, 12, 58-63; Creative Teaching Activity, 35; People and Geography, SE/TE: 35-38, 40, 90, 91, 96, 97, 99, , 117, 118, 126, 136, , , , 151, 153, 155, 174, , 187, 188, 193, 194, 195, 197, 214, , 243, 253,

18 describing the effect of technology on the development and change of cultures. SE/TE: , 265, 279, 280, 298, , 309, 334, 335, , 356, 359, 382, , 392, 408, 409, 428, 430, 431, 448, 457, 459, , 493, , 501, 514, 516, 525, 526, 527, 570, 573, 582, 600, , , , 644, , , 657, 689, 692, , 697, 699, 708, TR: Unit 1 booklet, 2, 30, 35, 45, 47, 48, 49; Unit 2 booklet, 2, 3, 4, 11, 13, 15, 16, 30, 41, 43, 45, 48; Unit 3 booklet, 2, 3, 4, 39, 41, 54; Unit 4 booklet, 2, 3, 4, 11, 21, 30, 37, 47; Unit 5 booklet, 2, 3, 4, 17, 32; Unit 6 booklet, 2, 3, 4, 26; Unit 7 booklet, 2, 3, 4, 11, 43, 45, 47; Unit 8 booklet, 2, 3, 4, 15; Unit 9 booklet, 2, 3, 4, 11, 30, 32, 34, 45, 60, 62; Social Studies Skills Handbook, 10, 27, 28, 40, 42, 44, 49, 51, 58, 63, 64, 70, ; Simulations, Games, and Lab Activities, 4, 6, 7, 9, 23-29, 30-33, 49-57, 58-63, 82; Creative Teaching Activity, 3, 5; People and Geography, 4-9, 14-18, Students know the patterns and networks of economic interdependence. As students in grades 9-12 extend their knowledge, what they know and are able to do includes comparing and contrasting the characteristics and distribution of economic systems; SE/TE: , 106, 114, , , 126, , 147, 204, , , , 253, , , 309, 320, 330, , 343, 351, , 372, 382, 383, 391, 394, , 423, , 426, , 432, 438, 448, , , 475, 490, 516, 517, 574, , 600, 601, 628, 634, 644, 645, , 657, 673, , , 710, 711, 728 TR: Unit 1 booklet, 32, 34, 45, 47, 48; Unit 2 booklet, 2, 3, 11; booklet Unit 3 booklet, 2, 3, 4, 13, 15, 39, 41; Unit 4 booklet, 2, 3, 11, 17, 28, 29, 34, 37, 38, 45; Unit 5 booklet, 2, 3, 11 18

19 comparing and contrasting the characteristics and distribution of economic systems; explaining how places of various size function as centers of economic activity; TR: Unit 5 booklet, 13, 17, 19, 30, 32, 34; Unit 6 booklet, 2, 3, 11, 26, 30; Unit 7 booklet, 2, 3, 45, 47, 49; Unit 8 booklet, 2, 3; Unit 9 booklet, 2, 3, 11, 13, 17, 45, 47, 58; Social Studies Skills Handbook, 27, 34, ; Simulations, Games, and Lab Activities, 13, 49-57, SE/TE: , 106, 114, , , 148, , 153, 181, 186, 187, 191, , , 224, , , 246, , 252, 255, 261, 268, , 279, , , 317, 321, , , 350, 351, 355, , 383, 389, , , 400, 402, 409, 416, , 426, 449, 455, 462, 477, 498, 516, 526, , 531, 533, 535, 536, 556, 557, , 570, 575, , 600, 601, 607, 610, 618, 623, 628, 644, 645, 661, 662, 687, , , 728, 730 TR: Unit 1 booklet, 32, 34, 45, 47, 48; Unit 2 booklet, 3, 13, 41; Unit 3 booklet, 2, 3, 4, 11, 13, 15, 24, 26, 29, 37, 39, 41, 50, 52, 54; Unit 4 booklet, 2, 3, 11, 15, 21, 28, 30, 34, 37, 45, 49; Unit 5 booklet, 2, 3, 11, 13, 15, 17, 19, 28; Unit 6 booklet, 2, 3, 11, 13, 15, 26, 32, 34; Unit 7 booklet, 2, 3, 11, 13, 30, 41, 43, 45, 49, 50; Unit 8 booklet, 2, 3, 11, 13; Unit 9 booklet, 2, 3, 13, 30, 32, 43, 56, 58; Social Studies Skills Handbook, 27, ; Simulations, Games, and Lab Activities, 6, 7, 9, 13, 49-57, 58-63; Creative Teaching Activity, 18 TeacherExpress CD-ROM 19

20 explaining how places of various size function as centers of economic activity; analyzing factors influencing economic interdependence of countries, including world trade; analyzing connections among local, regional, and world economies (for example, transportation routes, movement patterns, and market areas); and TECH: Prentice Hall SE/TE: , 106, 114, , 126, , , , 224, , , 246, , 253, 255, 261, 268, , 279, 288, 298, , 309, 317, 321, , 339, 344, 350, 352, 355, 358, , 366, 382, 383, 389, 394, 400, 402, 426, 449, 455, 462, 477, 498, 516, 526, , 531, 533, 535, 536, 553, 556, 557, , 570, 575, 600, 601, 607, 623, 644, 645, 661, 662, 687, , , 715, 722, 723, 730 TR: Unit 1 booklet, 32, 34, 45, 47, 48; Unit 2 booklet, 2, 3, 45; Unit 3 booklet, 2, 3, 4, 11, 13, 15, 24, 26, 29, 37, 39, 41, 50, 52, 54; Unit 4 booklet, 2, 3, 11, 15, 21, 28, 30, 34, 37, 45, 49; Unit 5 booklet, 2, 3, 11, 13, 15, 17, ; Unit 6 booklet, 2, 3, 11, 13, 15, 26, 32, 34; Unit 7 booklet, 2, 3, 11, 13, 30, 41, 43, 45, 49, 50; Unit 8 booklet, 2, 3; Unit 9 booklet, 2, 3, 13, 30, 32, 56, 58; Social Studies Skills Handbook, 27, ; Simulations, Games, and Lab Activities, 13, 49-57, 58-63; Creative Teaching Activity, 6; People and Geography, 8-13 SE/TE: , 106, 114, , 126, , 147, 152, 191, , , , 224, , , 246, , 253, 255, 261, 268, , 279, 288, 298, , 309, 317, 321, , 339, 344, 350, 352, 355, 366, 358, , 372, 373, , 389, 394, 400, 402, 416, 448, 449, 455, 462, 477, 498, 516, 526, , 531, 533, 535, 536, 553, 556, 557, , 570, 575, 600, 601, 607, 618, 619, 623, 645, 661, 662, 687, , , 715, 722, 723, 730 TR: Unit 1 booklet, 32, 34, 45, 47, 48; Unit 2 booklet, 2, 3, 11, 45; Unit 3 booklet, 2, 3, 4, 11, 13, 15, 24, 26, 29, 37, 39, 41, 50, 52, 54 20

21 analyzing connections among local, regional, and world economies (for example, transportation routes, movement patterns, and market areas); and analyzing how and why levels of economic development vary among places. TR: Unit 4 booklet, 2, 3, 11, 15, 21, 28, 30, 34, 37, 45; Unit 5 booklet, 2, 3, 11, 13, 15, 17, 28; Unit 6 booklet, 2, 3, 11, 13, 15, 26, 32, 34; Unit 7 booklet, 2, 3, 11, 13, 30, 41, 43, 45, 49, 50; Unit 8 booklet, 2, 3, 13, 15; Unit 9 booklet, 2, 3, 13, 30, 32, 56, 58; Social Studies Skills Handbook, 27, 47, 48, 49, ; Simulations, Games, and Lab Activities, 13, 49-57, 58-63; Creative Teaching Activity, 6 SE/TE: , 106, 114, , 126, , 147, , 184, 186, , 191, , , , 224, , , 246, , 252, 253, 255, 261, 268, , 279, 288, 298, , 309, 317, 321, , 339, 344, 350, 351, 352, 355, 358, , 364, 372, 382, 383, 389, 394, 400, 402, 426, 448, 449, 455, 462, 477, 498, 516, 526, , 531, 533, 535, 536, 553, 556, 557, , 570, 575, 600, 601, 607, , 623, 628, 644, 645, 661, 662, 687, , , 723, 730 TR: Unit 1 booklet, 32, 34, 45, 47, 48; Unit 2 booklet, 2, 3, 11, 41, 45; Unit 3 booklet, 2, 3, 4, 11, 13, 15, 24, 26, 29, 37, 39, 41, 50, 52, 54; Unit 4 booklet, 2, 3, 11, 15, 21, 28, 30, 34, 37, 45, 49; Unit 5 booklet, 2, 3, 11, 13, 15, 17; Unit 6 booklet, 2, 3, 11, 13, 15, 26, 32, 34; Unit 7 booklet, 2, 3, 11, 13, 30, 41, 43, 45, 49, 50; Unit 8 booklet, 2, 3, 11, 13, 15; Unit 9 booklet, 2, 3, 30, 32, 56, 58; Social Studies Skills Handbook, 27, ; Simulations, Games, and Lab Activities, 13, 49-57, 58-63; Creative Teaching Activity, 6 Videos; Passport to the World CD-ROM 21

22 analyzing how and why levels of economic development vary among places. TECH: 4.4 Students know the processes, patterns, and functions of human settlement. As students in grades 9-12 extend their knowledge, what they know and are able to do includes analyzing the size, arrangement, structure, and function of urban areas; comparing and contrasting the differing characteristics of settlement in developing and developed countries; and SE/TE: 40, 86, 90, , 153, 159, 212, 230, , 169, 174, 257, 260, 280, 296, 380, 396, 486, 528, 534, 536, 598, , 665, 681, , 728 TE: 617, 695 TR: Unit 2 booklet, 13, 15; Unit 8 booklet, 13; Unit 9 booklet, 56 Mental Mapping booklet, 5, 13; Social Studies Skills Handbook, ; Simulations, Games, and Lab Activities, 6, 7, 9, 49-57, Audiotapes; World Geography Map and Photo Transparencies; World Geography Videos; Passport to the World CD-ROM; Social Studies Skills Tutor CD-ROM; SE/TE: 36, 38-42, 86-90, 99, , 134, 135, , 153, , , 169, 174, 212, 213, 230, 257, 260, 280, 297, 305, 333, 334, 338, 351, 352, 362, 380, 381, 396, 447, , 486, 514, 515, 518, 519, 523, 524, 528, 533, 534, 536, 545, 547, 552, , 584, 598, 599, , , 642, 643, 665, 666, 681, 684, 708, 711, 713, , 728 TR: Unit 1 booklet, 2, 30; Unit 2 booklet, 2, 3, 13, 15, 24, 26, 28, 30, 32, 33; Unit 3 booklet, 2, 3, 13, 15, 37, 39, 54, 56; Unit 4 booklet, 2, 3, 11, 30, 37, 32, 45, 49 Unit 5 booklet, 2, 3; Unit 6 booklet, 2, 3, 24; Unit 7 booklet, 2, 3, 11, 13, 24, 26, 28, 45; Unit 8 booklet, 2, 3, 13; Unit 9 booklet, 2, 3, 15, 28, 45, 47, 56, 58; Mental Mapping booklet, 5, 13, 47, 48; Social Studies Skills Handbook, 33, 51, 63, 64, ; Simulations, Games, and Lab Activities, 6, 7, 9, 11, 49-57, 58-63; Creative Teaching Activity, 3, 20 22

23 comparing and contrasting the differing characteristics of settlement in developing and developed countries; and examining how and why large cities grow together. SE/TE: 86, 87, 90, TR: Unit 2 booklet, 24, 30, 33; Mental Mapping booklet, 5, 13 Audiotapes; World Geography Map and Photo Transparencies; World Geography Videos; Passport to the World CD-ROM; Social Studies Skills Tutor CD-ROM; 4.5 Students know how cooperation and conflict among people influence the division and control of Earth's surface. As students in grades 9-12 extend their knowledge, what they know and are able to do includes analyzing why and how cooperation and conflict are involved in shaping the distribution of social, political, and economic spaces on Earth at different scales local, national, and international; and SE/TE: 90, 91-96, 97-98, , , , , 134, 136, , , , 174, , , 204, 205, 212, , , , , , 317, , 330, , 342, 344, , 401, 403, , , , 430, 438, 446, , 457, 458, 461, , , , , , 506, , , , , , , 581, 590, , , , , 668, , , 696, , , 706, , 711, , , TE: 535 TR: Unit 1 booklet, 30, 32, 43, 45, 47; Unit 2 booklet, 2, 3,4, 11, 13, 15, 16, 30, 32, 43,45, 47; Unit 3 booklet, 2, 13, 15, 39, 41, 42, 50, 57; Unit 4 booklet, 2, 15, 28, 30, 34, 36, 37; Unit 5 booklet, 11, 20, 21, 30, 32, 34; Unit 6 booklet, 2, 3, 4, 11, 13, 24, 26, 28, 32; Unit 7 booklet, 11, 13, 16, 26, 28, 45, 47 23

24 analyzing why and how cooperation and conflict are involved in shaping the distribution of social, political, and economic spaces on Earth at different scales local, national, and international; and analyzing how differing points of view and self-interests play a role in conflict over territory and resources. TR: Unit 8 booklet, 2, 13, 15; Unit 9 booklet, 15, 28, 34, 35, 43, 45, 47, 48, 56, 60, 62, 63; Social Studies Skills Handbook, 31, 34, 40, 42, 47, 70, 54, 55, 61, ; Simulations, Games, and Lab Activities, 9, 11, 15, 16, 30-33, 49-57, 58-63; Creative Teaching Activity, 5, 8, 24, 25, 36; People and Geography, 4-9, 11, SE/TE: 90, 91-96, 97-98, , , , , 134, 136, , , , 174, , , 204, 205, 212, , , , , , 317, , 330, , 342, 344, , 401, 403, , , , 430, 438, 446, , 457, 458, 461, , , , , , 506, , , , , , , 581, 590, , , , , 668, , , 696, , , 706, , 711, , , TR: Unit 1 booklet, 30, 32, 43, 45, 47; Unit 2 booklet, 2, 3,4, 11, 13, 15, 16, 30, 32, 43,45, 47; Unit 3 booklet, 2, 13, 15, 39, 41, 42, 50, 57; Unit 4 booklet, 2, 15, 28, 30, 34, 36, 37; Unit 5 booklet, 11, 20, 21, 30, 32, 34; Unit 6 booklet, 2, 3, 4, 11, 13, 24, 26, 28, 32; Unit 7 booklet, 11, 13, 16, 26, 28, 45, 47; Unit 8 booklet, 2, 13, 15; Unit 9 booklet, 15, 28, 34, 35, 43, 45, 47, 48, 56, 60, 62, 63; Social Studies Skills Handbook, 31, 34, 40, 42, 47, 70, 54, 55, 61, ; Simulations, Games, and Lab Activities, 9, 11, 15, 16, 30-33, 49-57, 58-63; Creative Teaching Activity, 5, 8, 24, 25, 36; People and Geography, 4-9, 11, Transparencies 24

25 analyzing how differing points of view and self-interests play a role in conflict over territory and resources. TECH: World Geography Map and Photo Transparencies; World Geography Videos; Passport to the World CD-ROM; Social Studies Skills Tutor CD-ROM; STANDARD 5: Students understand the effects of interactions between human and physical systems and the changes in meaning, use, distribution, and importance of resources. RATIONALE Human use of resources can have both positive and negative effects. Increasingly, people are called upon to solve complex problems resulting from the interaction of human and physical systems. Physical systems offer opportunities and constraints for human activity. Humans control and use the output of physical systems--natural resources--to get food and shelter needed to survive and prosper; natural resources provide food and shelter. Agriculture, the foundation of civilizations, is perhaps the most massive alteration of physical systems. Humans sometimes face the consequences of exceeding their environment s capacity and resource base. Changes to the environment created by humans play a significant role in shaping local, global, economic, social, and political conditions. The concept of resources has changed over time in much of the world. Initially, when populations were smaller, resources were assumed to exist in abundance and were available for almost limitless use. The concept of preservation did not evolve until some resources appeared to be in short supply. Unwise resource use can negatively affect the environment and quality of life. Responsible resource use can enhance the environment and quality of life. Humans interact with the environment through technology. Technology has enabled us to use some natural resources at ever-increasing, possibly unsustainable, rates. But new technologies also change our perception of resources. For example, nuclear reactors now generate a substantial portion of the world s electricity and once-discarded materials are now recycled. 5.1 Students know how human actions modify the physical environment. As students in grades 9-12 extend their knowledge, what the87-88y know and are able to do includes analyzing ways the humans depend upon, adapt to, and affect the physical environment; SE/TE: 35-38, 40, 41-42, 87-88, 90, 91, 96, 97, 99, , 117, 118, 134, 136, , , , 151, 153, 155, 174, , 187, 188, 193, 194, 195, 197, 206, 208, 212, 214, , 243, 253, 259, , 265, 279, 280, 296, 298, , 309, 334, 335, , 356, 359, 376, 380, 382, 392, 408, 409, 428, 430, 431, 440, 442, 446, 448, 457, 459, , 493, , 501, 506, 514, 516, 525, 526, 527, , 573, 582, 594, 598, 600, , , 638, 643, 644, , , 657, 689, 692, , 697, 699, 708, , 720, , TR: Unit 1 booklet, 2, 30, 35, 45, 47, 48, 49; Unit 2 booklet, 2, 3, 4, 11, 13, 15, 16, 30, 41, 43 25