SeGeography for Life: National Geography Standards Second Edition Geography Education National Implementation Project (GENIP) Susan Gallagher Heflron and Roger M. Dowas, Editors Standards Content Commitice Roger M. Downs, Chair Sarah Witham Bednarz Judith K. Bock Charlie Fitzpatrick aul T. Gray J ‘Susan Gallagher Hetfon ‘Susan E, Hume Lydia. Lewis James F Marran Joseph P. Stoltman Reviewing Editors Susan W. Hardwick James F Marran ‘Audrey M. Mohan Robert W. Morrill, GENIP Member Organizations ‘American Geographical Society Association of American Geographers National Council for Geographic Education National Geographic Society m2‘his publication ofthe National Council for Geographic Education (NCE), including all print, electronic, and Web formats (including, but not limite to, images, text, and ilstrations) are protected by Copyright laws ofthe United States ard are owned or controlled by NCGE, unless expressly ‘noted, The materials ate provided solely fr the personal, noncommercial use of purchasers. ‘Some ofthe images and graphics used inthis edition ar third party submissions andlor in the public domain, Requests to use third party images and. _raphics must be made tothe owner of the images identified in the image credit. “To request permision for approved uses and pay the associated fes, pease contact the National Coun for Geographic Edveation a permssions@ncge.og. All rights reserved, ISBN 978-1-864136-61-2 Copyright © 2012 [National Council for Geographic Education 1145 17TH Street, NW, Room 7620, Washington, DLC 20035 On behalf ofthe American Geographical Society Association of American Geographers [National Council for Geographic Education [National Geographic SocietyContents ili Preface v Acknowledgments PartI 7 Introduction: The Geographically Informed Person 9 What's New in the Second Edition and Why Organization of the Second Edition + The Geographical Ideas in the Standards * Changes to the Educational Underpinnings of the Standards + Changes in the Design of the Standards Part IT 13 Doing Geography: The Geographic Lens on the World ‘What is a “Geographic Lens”? + What Does “Doing Geography” Mean? + What Does Doing Geography Look Like in a Classroom? + Classroom Vignettes at Grades 4, 8, and 12 17 Looking at the World in Multiple Ways: Geographic Perspectives The Spatial Perspective + The Ecological Perspective + Complementing the Two Geographic Perspectives 19. Knowing about the World: Geographic Content Knowledge ‘The World in Spatial Terms: Geography Standards 1-3 + Places and Regions: Geography Standards 4-6 + Physical Systems: Geography Standards 7-8 + Human Systems: Geography Standards 9-13 + Environment and Society: Geography Standards 14-16 + The Uses of Geography: Geography Standards 17-18 95 Asking and Answering Geographic Questions about the World: Geographic Skills The Importance of Geographic Skills + Developing Geographic Skills * The Rationale for Geographic Skills * Asking Geographic Questions * Acquiring Geographic Information + Organizing Geographic Information + Analyzing Geographic Information * Answering Geographic Questions Part IIT 105 Glossary 116 IndexPreface "National Geography Standards, Second Edition Geography for Life: National Geography Standards was frst published in October 1994. Since that time, every state tas adopted geographic curricular standards for what students should know and be able to do. In mort cass state standards are based on the National Geography Standards. Geography for Life has been the basis for instructional, thaterialsranging rom textbooks to leon plane—for in-service programs for teachers conducted by the National ‘Geographic Society an other organizations. The wold of 2012, however i sgnfcantly diferent fom that of 1984. Over the past 18 years, there ave been hangs in what we expect students to know and be able to do, in the nate of geography, in approaches to K-12 education, and in the publication and dissemination of ideas. Jn 1996, geographic information systems (GIS) and global positioning systems (GPS) were used by relatively few people; nowadays hundreds of milions have everday aces o maps and locational information through mobile devices and computes. AS a society, we must come to terms with a world in which the increasing globalization of hhuman activites and global environmental change ae reshaping everything fom tade and travel to climate and coastlines, With the passage ofthe No Child Left Behind Actin 2001, academic expectations for stdents nd perfor- ‘mance demands on teachers and schools have ben fundamentally reshaped. The digital evolution has transformed the method, content, and sped by which information is exchanged ‘What has not changed ie the crucial need for a geographical literate society, The opening words ofthe 1996 edition ring tre today: "Geography is for fein every sense ofthat expression: lifelong, life sustaining and life-enhancing” Fostering geographic tracy remains a prime responsibilty of the K-12 education system. Tharefne the Gevgiaply Education National Iuplementation Prgoan (GENIE has developed this second ei tion of Geography for Life updating and refeshing the Standards. GEN i a consortium ofthe major geography ‘organizations the American Geographical Society (AGS), Asocation of American Geographers (AAG), National ‘Council for Geographic Education (NOE), and National Geographic Society (NGS) Funding forthe revision was, provided by GENIP and the National Geographic Society. 1.2008 GENIP appointed a committee the Standards Content Committe, composed of Sarah Bednar, Judy Bock, Roger Downs (chat), Chari Fitzpatrick, Paul Gray, Susan Heffron, Susan Hume, Lydia Lewis Jim Matran, and Joe Stoliman, The committe had thre goal (1) to maivai essential continuity berween the fist and second eitons (2) to ensure that the new editions elevant to stodens teacher an curriculum designer: and (3) tomke the new edition flexible and user friendly. This process took several yeas, and the committe thanks the hundreds of people ‘who, often on short notice, provided feedback andencouragemen during this proces. Al who helped inthe revision process are acknowledged in the following pages, but the committee i expecially grateful forthe working space and ministrative support provided by the Association of American Geographers and the National Geographic Society. The results a consensus document, reflecting the views of teachers, curiculum developers, textbook writers, and redia developers in schools, colleges, universities, and orgeizatons across the United States We blieve that an tunderstanding of geography wil help to mest the nation’s educational goals by peeparing students “or responsible citizenship, farther learning, and productive employment in our nation’s modern economy” (Goals 2000: Educate ‘America Act, 199). Roger M. Downs, Chair Standards Content Committee Geography Education National Implementation Project 2012 WiAcknowledgments “The Geography Education National Implementation Projet (GENIP) Steering Commit acknowledges and appreciates the efforts of the ‘many generous and knowledgeable persons fom both nse and out side the geography education community who contsibuted in such a ‘wide arity of ways tothe development and production of Georapy {for life: National Geography Standards, Second Béiton. These pro found thanks extend tall who worked on Gengraphy for ie National Geography Standards 1994 which served a high-quality foundation for this second edition, Finally the coetibutions of numerous va unter who offered hepfl comment and constructive feedback on ‘multiple deft ofthis document are rea appreciated. National Geography Standards, Second Edition GENIP Steering Committee Members Sarah Witham Bednarz, GENIP Project Coordinator (Osa Brand, GENIP Project Coordinator Kim Creve, National Council for Geographic Education “Michael DeMers, National Council for Geographic Education Roger M. Downs, Association of American Geographers Robert Duli, National Geographic Society Daniel C. Edelson, National Geographic Society Eric J. Fournier, National Council for Geographic Education Susan W, Hardwick, American Geographical Society ‘Susan Gallagher Heffron, Association of American Geographers Joseph J Kerski, National Council for Geographic Education ‘Michal L.LeVasseur, GENIP Treasurer ‘M. Duane Nellis, Association of American Geographers Rickie Sanders, American Geographical Society Christopher Shearer, National Geographic Society ‘Michael N, Solem, Association of American Geographers Joseph P.Stoltman, Association of American Geographers Jacqueline Waite, National Council for Geographic Education Content Committee Roger M. Downs, Chai Sarah Witham Bednare Judith K. Bock Chale Fitzpatrick Paul Gray te Susan Gallagher Heffion, Project Manager Susan E. Hume Lydia. Lewis James F Marran Joseph P. Statman, Reviewing Editors Susan W. Hardwick James E-Marran ‘Audkey M. Mohan Robert W. Morrill Content Reviewers Geographers Philip J Gersmeh, Co-Director ofthe New York Center for Geographic Learning, Research Profesor at Cental Michigan University Carol arden, University of Tennessee Susan W. Harcwick, University of Oregon David Lanegren, Macalester College Robert W. Mo-rill, Virginia Tech Cynthia Pope, Central Connecticut State University Learning Sciences Richard Duschl, The Pennsylvania State University Roy Pea, Stanford University Stanford, CA ‘Tony Petrosine, University of Texas Joshua Radinscy, University of Hlinois-Chicago David Utal, Northwestern University, Evanston, ILAcknowledgments continued National Geography Standards, Second Ealion Grade Level Reviewers ‘Doug Andersen, Utah Geographic Alianc, Peasant Grove, UT Stephanie Butell-Masin, Kimball School, National City,CA ‘Mary D. Carts, Texas Stat University San Marcos San Marcos TX Kristi Desaulnies, South Dakota Geographic Aliance, Sioux Falls SD ‘Aaron Doecing, PAD, Associate Profesor, University of Minne, ‘Minneapolis, MN Pavia Hutchinson, Advanced Learner Program Cottonwood Oak Greek Schoo District, Clarke, AZ Kenneth H Kelle, Danbury High School, Danbury,CT Sue Lai, Geographic Alliance Co-Cooeinatos Farmington, ME “Meliss S” Marin, Geography Educator Network of Indiana, Indianapolis IN Steve McCarville Geographic Educators of Nebraska, Omaha, NE Peter Michaud, New erin Publi School Nee Berlin, WI Lonnie G. Moore, Geographic Educators of Nebraska, Westside High School, Omabs, NE Steven C. Piers, North Carona Geographic Alliance, Old Fort,NC Scot Royer, McCutcheon High School Lafayette, IN Ani Thompson Smit, School Dist U6, Elgin, I. {Kim Sucker, Texas lance for Geographic Education, Collevill, red H. Walk, Ulinois State University Normal, IL ‘Carol. Warren, Arizona Department of Education, Mesa, AZ Image Submissions Ashley Costa (Carol Gersmehl Phil Gersmehl Susan Gallagher Heffron Rik Katz Joseph Kerski Robert Kolvoord Lisa Keys Mathews (Chris Laingen Iya Lewis James Marran Mary Claire May Joseph Stltman Willa R Strong DJ. Zeigler Production ‘Copy Editing: Patricia L, Woodhouse, Alexandtis, VA Design/Layout: Roxanne Rash, Alexandria, VA “Image and Caption Review: William R. Strong, Univesity of North Alabama; Donald J. Zeigler, Old Dominion University ‘Proofreading: Megan Overbey, Association of American ‘Geographers Other Contributions Donald P Albert David Lanegran Richard Boehm Paul R Larson Chew Hung Caang Michael Libbee Cathy Davis David V.Loertscher Ronald Dorn DG. MacLeod James M. Dunn ym Malone Gale Fkiss Richard A. Marston, S.Kay Gandy Mary Chaite May Diane Golubott Robert W. Morzill Syd Golston Paul Nagel Steven M. Graves Harris Payne Charles E:"Friz Gritener William Penuel Linda Hammond Susan Planck Marcie Hayter Pat Rey Steve Heck Euickyung Shin Katheyn Hodge Jody Smothers-Marcllo Patricia Touchette Hutchinson Kelli Sweet Roni Jones Reese Todd Richard Katz Kathein Viehrig Jim Kearney (Carol Warren Marianne Kenney David R. Wright Joseph Kerski ‘Ann Kissinger Wuest ‘Scott Kruse ‘Tom Wurst,Introduction: The Geographically Informed Person The rventy-footEarthView globe on display inthe Masachusetts State House offers students and legislators like an enlarged spatial perspective of the world - from inside and out National Geography Standards, Second Eaton The world facing the high school graduates of 2025 will be even ‘more crowded than the world of today. The physical environment willbe even more threatened, The global economy willbe even more competitive and interconnected, Understanding and responding to the challenges and opportuni ties ofthe world in the twenty-first century wil reqsire many skills, the capacities to think and communicate mathematically and sc: entfically wil remain at a premium. Geographic literacy will also bbe necessary for reasons of enhancing economic competitiveness, preserving quality of lf, sustaining the environment, end ensuring national security. As individuals and as members of society, humans face decisions on where olive, what to build where, how and where to travel, hhow to conserve energ how to wisely manage scarce resources and how to co- ‘operate or compete witk others, Making ll ofthese decisions, personal and collective, requires + geographically informed person—someone who sees ‘meaning. the arrangement of things fon Earths surface, who sees relations between people, places, and environ: ‘ments, who uses geographic skis, and ‘who applies spatial and ecological per spectves to life situatiens. Geographic skills enable a person to understand the connections between patterns of rivers and the physical processes that create them, between patterns of cities and the human processes that create them, and beeween what happens in the places in ‘which we live and what happens in plac- cesthroughout the world near and fa ‘The goal of the National Geography Standards isto enable students to be- ‘come geographically informed through ‘knowledge and mastery of thre things (1) factual knovsledge; (2) mental maps and tools; (3) and ways of thinking. as with any dis- ecm enti it ner Toeguste peat sense sony (ee pent elton mete ent eg Sea Spe nto pero Pirie io a se hie some amined ese Pe eee ected ‘caper psa Ses Tce Soman ely ei ae erste ee GSO Geen ers in tpSal abot and patina ‘Putnion dap reinn oengnasty ‘es ino nol a Speedeeaiectarenimnmcnbaan ear arr ss san sek neuer ery renin cd SL igaiseigaesbreewoel © Shegepepictee eshetenergea ‘ieee acces cera Sibeirlereclimrihar anna es eter penueenetcriee ieeeen cei Sermiermpiaay severe Soy hp ateetges carnage ———— — aon eee =s Ss ta tod pms a oe rg SEG tee rer / ‘National Geography Standards, Second Edition |_—» Each Standard tite is a summary of what the student should know and understand about a specific set of ideas and approaches, ‘Colored calumns indicate the grade ‘bands coniaining the detalod grade level specific knowledge for each ‘Standard. Colored heading bars contain themes 2s organizers for the content in the Standare. Knowledge statements explain exactly what a student should know ‘and understand after completing a ‘grade band) Sludent performance statements state What the student should be able 10 do on the bass of tis knowledge followed by three ilustratve examples cf learning opportunities, Navigation aids are included to help, identity the Standard and locate content. Pantie 12Doing Geography The Geographic Lens on the World National Geography Standards, Second Edition ‘The goal of teaching geography isto equip students with the knowl- edge sis, and perspectives to do geography. Reaching this goal requites that students learn how to use geographic thinking and. information to make well-reasoned decisions and to solve personal and community problems. Many valuable applications of K-12 ge- ‘ography education le beyond the classroom walls, Geographic edu- cation enables students to use geographic perspectives, knowledge, and skills to engage in ethical action with regard to self, other people, other species, and Harth’s diverse cultures and natural environments Geography connects students to world events, problems, and deci- sions throughout thei ives. What Is a “Geographic Lens”? ‘The gcographic lens enables students to acquire and use spatial and, ecological perspectives to develop an informed warldview. ‘The geographic lens incorporates three enduring understandings 1. Geographic representation, analyses, and technologies support problem solving and decision making by enabling students to inter- pret the past, understand the present, and plan forthe future 2. Human cultures and idemtities are deeply connected tothe physi- caland human featutes that define places and regions, 5. Spatial patterns on Earth are ever changing, and human actions contribute to the changes as people constantly modify and adapt to the celles of their cultural and physical environments, ‘These three understandings capture the essence of what a geo- graphically informed person knows and can do with geography. Geography is not just a school subject. As the title of this docu rent sates, geography i for life. Geography applies to daly life and is valuable over a lifetime. The overarching goal of these National ‘Geography Standards isto ensure that students become geograp ‘ally informed citizens, Becoming an informed citizen requires go- ing beyond only knowing the disciplinary content of geography. ‘Studerts must also be abe to use geographic reasoning and do ge- ‘ography. ‘What Does “Doing Geography” Mean? Doing geography requires studentsto actively wse three main aspects of inquiry—geosraphic perspectives, knowledge, and skis. All three in combination are required to do geography. Considered separately, each s important but incomplete. Ifa teacher focuses on geogra phy content knowledge alone, students may score well when tested ‘on fats but wll not be able to apply their memorized knowledge to miake well-reasoned decisions or offer solutions to significant problems. If students focus on skills alone without an understand ing ofthe spatial and ecological perspectives that primarily guide geographic thinking, they may not correctly formulate ageographic question to investigate. Students use geographic perspectives to formulate questions and approaches to investigating the question. Students use geographic knowledge illustrated by the 18 Standards. Students use geographic skill to systematically conduct geographic investigations and con- struct answers and possible solutions. A geographically informed person simultaneously uses all three ofthese to do geography. ‘What Does Doing Geography Look Like ina Classroom? Consequently, doing geography is an active inquiry process that in- tegrates geographic perspectives, geographic knowledge, and geo graphic shils. Fach is important and essential. To contest the in- ‘Guiry process involved in doing geography to the classroom, three vignettes are provided below. A wignete for each of the three grade bands used in the Standards follows. Regardless of which band holds the most interes, reading and reflecting on all three wil provide a more complete picture of ‘what doing geography looks like in the classroom. Each of the five geographic skills is ealled out as it occurs. These do not always fit into a neat, orderly process but may involve some back and forth ‘between questioning, acquiring, or organizing new geographic in- {formation asthe inquiry progresses. It is not a lock-step graces but rather an active, formative process that encourages stadents to be- come actively engaged. Parti: 13Me. Rice's fourth grade students arrived to class on Tuesday morn- ing excited by the installation of anew tafe signal atthe corner near the school. Mr. Rice suddenly recognized a teachable mo- ‘ment and realized he could use geographic perspectives and skills to.connect the students’ interest in the new traffic signal event to the geography standards he would be teaching during the upcom- ‘ng weeks asa part of his social studies curriculum (Geography ‘Standards 4, 2, and 3). During social studies class that day, the students discussed why a new traffic signal might be needed at the comer. The students expressed concern about safety forall students walking to school. Mr. Rie guided the discussion and helped the students formulate their conceens into a geographic question, The students asked, “How many dangerous street cross ings do students in our class make on their way toand from school, and where are these crossings located?” [ASKING GEOGRAPHIC. QUESTIONS} The students talked about the factors that would make crossings more of less dangerous, such as speed limits, one ‘way trafic flows, the amount of traffic, crosswalks and traffic sig nals, and the presence of school crossing guards “Mr Rie asked each student to sketch a map of his or her route to and from school and identify each of the crossings the student makes on this rout. Mr. Rice then asked the stodents to observe and record the safety details of the crossings identified on their ‘maps during their walks to school during the next couple of days. [ACQUIRING GEOGRAPHIC INFORMATION] After record- ing their observations during ths fieldwork phase of the activ iy the students then found a satelite image of ther school and the surrounding neighborhood using the Internet. Working in pairs, students took turns zooming in 0 view the details a the {Crossings identified on their maps, (ACQUIRING GEOGRAPHIC. INFORMATION] They selected and displayed the traffic data pro- vided by the online mapping service to determine if there were any ‘potential traffic issues atthe identified crossings. National Geography Standards, Second Edition While reading the weekend newspaper, Ms. Ramirez noticed an article focused on a topic that would connect with the next cur riculum unit on Environment and Society she would be teaching inher seventh-grade geography clas (Geography Standards 14, 45, ond 16), Her students would be learning about watersheds, ‘water resources, and how human actions modify the physical en vironment, At the start of the unit, Ms. Ramirez shared the new article with her class. The students were shocked to discover that literally al of the water in the Colorado River gets used up before the river reaches the Gulf of Mexico and to learn about the con- troversy and conflicts aver water resources from the river Because they lived in Colorado, the students wanted to know where and hhow much Colorado River water is currently used. [ASKING GEOGRAPHIC QUESTIONS} The students were asked to Search the Internet for maps of the Colorado River watershed to launch their investigation into this geographic isue, Using digital maps, they discovered that this huge watershed actually covers a lage part of the southwestern United States. They also learned that numerous laws and water compacts or agreements allocated much of the water from ‘theit™ river for use in cities and states throughout the Southwest. Some ofthese cities, such as Phoenix and Los Angeles are located hun {reds of miles from the path ofthe river Using various state maps, students identified canals or aqueduct tht are used to transport the Colorado River water ta these places. The maps also revealed the location of dams that are used to control water supplies along the river, Students learned that the level of water inthe reservoirs ‘behind the dams fluctuates depending on theamount of snowpack in the Rocky Mountains atthe source ofthe river. (ACQUIRING. (GEOGRAPHIC INFORMATION] Penrice raphic Investigation of International C Pec and Conflict ‘Ms. Lincoln started preparing forhertenth-grade geography class The clas was stating a unt foctsed on the geographic forces that drive political coopertion and conflict (Geography Standard 13). Ms. Lincoln thought about how bes apply a geographic pespectvero a recent world eet that would result in a variety of investigation cues tions on cooperation and confit. Ms Lincoln wanted her stucents to consider future aspects of cooperation and conic as well s past, ‘conditions tha! shaped current patterns and proces, ‘When the students arrived at cass the next day, Ms. Lincoln dvi ed them into small groups and handed out a map of reported pirate attacks off the coast of Somalia in the Gulf of Aden. Fis, se aked students to study the geographic characteristics ofthe area with the retest numberof reported attacks, Then, she prompted them te for ‘malate geograohic questions about the physical and human charac- teristics that may contribute tothe high incidence of pirate atacisin that location, (ASKING GEOGRAPHIC QUESTIONS] The stunts shared alist of vestons frm each of their groups. >What made the Gulf of Aden a place with a high mumber of pirate atacks! How docs the number of atacks at this location compare tothe number of arcs in other similar locations? > What physical and human factors contribute tothe high number of| attacks inthis location? Ms, Lincoln then explained to students that locations where taf- fic is mote congested due to narrow passages are often called “choke points” She handed out a world map and asked students to identity fs many geographic choke points for maritime tfc similar to the Gulf of Aden as they could find. The students went to work identifying places where shiping traffic could be congested or slowed due to na rowed pasage or steights, high density of shipping, and thelocition ‘of canals that ate important to many shipping rots [ACQUIRING (GEOGRAPHIC INFORMATION]Doing Geography: The Geographic Lens on the World ‘Based on this research, each pair of students then developed cri- ‘teria for ranking the crossings as safe, dangerous, or very danger ‘ous, The students then created a symbol for each of the three types of crossings and constructed a map of the neighborhood with ‘each crossing identfied by the appropriate symbol indicating its safety evel, [ORGANIZING GEOGRAPHIC INFORMATION] After “they finished creating this neighborhood map, the class was very surprised to learn there were two "very dangerous” crossings neat the school Conca) ions and Investigations Students were then asked to conduct a survey with the other members of their class to determine how many students used the two very dangerous identified crossings each day. The stu dents graphed the survey results for each of the two crossings. “The class discovered that 16 of the 29 students inthe class used ‘these very dangerous crossings. [ANALYZING GEOGRAPHIC INFORMATION] The class decided they should meet with schoo! “officials to discuss the very dangerous crossings they had identi- fied AAs a culminating activity, Mr Rice invited the school principal ‘to vsitthe clas to listen tothe students give orl presentations on ‘theie research usingthe maps and graphs they created to illustrate their findings. [ANSWERING GEOGRAPHIC QUESTIONS] As a “Key part of ther presentation, students suggested possible changes ceded to male the crossings less dangerous in the future. Before ‘she left clas that day, the principal assured students that she would ‘alk with the Parent Advisory Committe and city trafic officals about the two very dangerous crossings the students identified in ‘heir research National Geography Standards, Second Edition ‘Students then worked in pais to create graphs that showed water levels in the reservoirs forthe years 2000 through 2010. Next, they researched and graphed the amount of snowpack in the Colorado Rockies for the same years to determine if there was any connec- tion between their two graphs of data, Students also made chartsto show the amount of Colorado River water allocated yeatlyto each, ‘of the places. [ORGANIZING GEOGRAPHIC INFORMATION], ‘They then compared the data on their graphs to determine in ‘which years there might not have been enough Colorado River ‘water to meet the amounts promised to each location. Using their new understanding ofthe challenges facing Colorado River drainage inthe Southwest, students then brainstormed pos- sible solutions for cities and states during low-water yeats when the Colorado River water resources are scarce. [ANSWERING GEOGRAPHIC QUESTIONS) The class was surprised to learn ‘that in most years, much of the water in the Colorado River was, claimed for use by cities and states for agricultural production lo ‘ated far from Colorado, They began to understand the competi- tion among places for shares of the water and the need for coop- erative agreements and active participation in problem solving by citizens in diverse locations. Ms. Ramirez dived the students into ‘groups to develop a presentation explaining possible solutions to ‘water shortages in the region inthe future Students wondered if other regions of the world experienced similar problems in sharing scarce water resources. [ASKING GEOGRAPHIC QUESTIONS] Ms. Ramirez said that question ‘would require another igvestgation. During the discussion eval ating their esearch onthe Colorado River watershed, the students concluded that what they learned had far-reaching implications ‘on a wide range of economic and qualty-oflfe issues for people living inthe region. They realized how a geographic perspective helped them understand more fully where the water came from as well as who and where it was being used. The use of water in ‘the Southwest was an issue they would certainly be hearing more bout in the future, ‘Ma Lincoln projected a world map from her computer the interac: tive whiteboard atthe front of the room and hada representative from exch group locate the choke point his or her group idertfied as hav- ing characteristics similar to the Gulf of Aden location. Despite iden siffing many strategic world locations, the students fale to find any areas with as many pirate attacks asthe Gulf of Aden. [ANALYZING ‘GEOGRAPHIC INFORMATION] Students then were aiked to focus (on identffing the geographic conditions that might make the Gulf of Aden a more susceptible location for pirate tacks. ASKING GEOGRAPHIC QUESTIONS] Ms. Lincoln presed the students to brainstorm sources of data they would need to examine o answer the uestion ‘The studens brainstormed more questions about the human aspects ofthe Gulf f Aden location, Why di so many incidents take place at {his patiularlocation? Who provided insurance fr shipsand cargoes in this region? What type of governments controlled the countegs at this location! Were there established navies or coast guards responsible for patrolling this location? This question raised the iste territorial ‘versus international waters and the Law ofthe Sea, which is a United Nations (UX) convention defining the boundaries, guidelines for :maritime navigation, and exclusive economic zones (EEZ) that stretch ‘ut into the oceans, [ACQUIRING GEOGRAPHIC INFORMATION] Students used a GIS wo identify the 12-mile territorial vate bound= ary aswell asthe 200-mile EEZ boundary from a world evastine map to look for areas of overlap and potential disputes, [ORGANIZING ‘GEOGRAPHIC INFORMATION] Ms. Lincoln pointed outta student thatthe UN Convention on the {aw ofthe Sea isan example of an international cooperation drafted and signed by many counties to prevent future confit. The stu- dent groups ao cited the unstable political status of places such as “Yemen and Somalia that border the pasage andthe high volume of Shipping trafic that would be passing through this area a take aban tage ofthe Suez Canal and its connection to the Mediterranean Sea. ANALYZING GEOGRAPHIC INFORMATION] Parl 15,The examples in each of the classroom vignettes illustrate how students use geographic perspective ography. Geography isa very content-ric Knowledge, and skills 0 di changes dail th questions to pursue, challenging issu ipline, It is always relevant because the world we live fare al\eays to analyze, and problems atthe K-12 level as itis, The next sections provide more detail and explanation of the geographic perspectives, content knowledge, and sills that a formed perso to solve. It is essential that the active and engaging disci) necessary to be a geographically in year, Asa result of wa Prenat ‘A Geoaraphic Investigation o international Cooperation eile Ms. Lincoln asked students to look ac at thei maps of identified -cboke poins to predict the locations of future pray issues or suscep- Ublitytoatacks Students debated the characeriss of countries that ‘controlled or claimed con olf choke points, ncading those in close prcximity te many oil-producing and shipping pointsin the wold. Ms Lincoln pressed the students to lookat the map of choke points more ‘losely to ty to identify other potential future ius. ANALYZING ‘GEOGRAPHIC INFORMATION] The students were stumped by her insistence that there was more tosee onthe map than they ha initlly ‘observed. Ms, Linco then changed the map the had been locking ‘attoa polar projection of the Arctic Ocean, Saddenly hands shot up immediate! This new view of the worlds northernmost coastlines sxxddenly revealed loeations whete navigation and resource explora ad become an issue. Ms. Lincoln reminded them thats Arctic sea ice mets, new navigation and shipping lanes would need to he ‘established and confirmed in th ‘Arctic. She adaed a her showing proposed shipping routes by the North Adantc Teaty Organization Parliamentary Assembly to address these very isues. [ANALYZING GEOGRAPHIC INFORMATION] Tecritoral cis wil define be ‘come more important in this prt ofthe world in the future Ms. Lincan then assigned the students to choose one choke ographicasessment ofthe location's phys cal and human characteristics to identity its susceptibility to future ‘ooperation andior conlct issues. (ANSWERING GEOGRAPHIC "QUESTIONS] She reminded the students tobe sue to include a map, of te location along with their assessment and te prepared to share their the world andto write ag ith the class during the next lass perio. Key ter eval tation would be the students’ abilities to apply geographic perspec tives, knowledge, and sil in their presentations to disuss current and future examples of international cooperation and conflict. Parti 16Looking at the World in Multiple Ways: Geographic Perspectives "National Geography Standards, Second Edition ‘Where something occurs is the spatial perspective; how life forms teract will the physical environment is the ‘ecological perspective. We need both perspectives to comprehend Earth as the home of people. Perspectives, knowledge, and skills compris th content of geouta ply. In general a perspective i a framework that can be used to in- terpret the meanings of experiences, events, places, persons cultures, and physical environments. Having a perspective means looking at our world through a lens shaped by personal experienc, selec- tive information, and subjective evaluation. The perspectives and the questions to which they lad distinguish geography from other approaches, suchas histori ar economic. A perspective provides a frame of reference for asking and answering questions, identifying and solving problems, and evaluating the consequences of alterna tive actions Iris essential 0 be aware that many diferent perspectives exist and that learning to understand the world fom many points of view en- hhances our knowledge and sil. tis also essential to realize that our perspectives incorporate al life experiences and dra upon knose- ge from many fields of inquiry. Therefore, people cannot be neatly bored into specific categories based on their cultural experiences, ethnic backgrounds, age, gender, or any othe ie-status characte istic. ‘Acquiring, understanding, and using a wide variety of perspectives, are essential to becoming a geographically informed person. Such a person knows that each individual has personal points of view based, in unique life experiences; accept the existence of diverse ways of looking at the world; understands how different perspectives de- velop; is aware that perspectives incorporate values, attitudes, and beliefs; considers a range of perspectives when analyzing, evaluating, and solving problem; and understands that perspectives are subject to change. Although the field of geography includes many diferent perspec- tives, geographers depend upon two perspectives in particular to frame their understanding of people and places in the world—the spatial perspective and the ecological perspective. ‘The Spatial Perspective A historical perspective focuses onthe temporal dimension of hus ‘man experience (time and chronology, while geography is con- ‘cerned with the spatial dimension of human experience (space and place). The space of Earths surface is the fundamental characers- tic underpinning geography. The exential sue of wherenes—em. bodied in specific questions suchas, "Where fet Why is it there!” helps humans contemplate the context of spatial elationshps in ‘which dhe human story is played out Understanding spatial patterns ‘and process is essential to appreciating how peopl lve on Earth. People who approach knowing and doin wih a habit of inquiring about whereness possess pail perspectve The Ecological Perspective Earth is composed of living and nonivng elements interacting in ‘complex webs of ecological lationships that occur at multiple ley ‘ds Homans are part ofthe interactive and interdependent relation ships in ecosystems and are one among many species that constitute the living part of Earth. Haman actions modify physical envicon- rents and the vably of ecosystems at cal to global scales. The survival ofhumans and other species requies a viable global exoys- tem. Understanding Earth as a complex se of interactive living and nonlivng elements is fondamental to knowing that haman societies depend on diverse small and large ecosystems for food, water, and allother resoutes, People who repulary inquire about connections and relationship among life forms ecosystems, and human societies possess an ecological perspective Understanding and using the spatial and ecological perspectives helps geographers understand how to interpret nature and socet- ies on Tarth. Viewed together, the geographic perspective overall ‘encompasses an understanding of spatial patteos and proceses ‘on Earth and its web of living and nonlvng clement interacting in complex webs of relationships within ature and between nature and societies ‘A fully developed geographic perspective, therefore, invoies an Jegration ofboth spatial and ecological points of view aswell 4 consideration of other related perspectives that may be useful in understanding an interpreting the world. Pott 17Looking at the World in Multiple Ways: Geographic P. Complementing the Two Geographic Perspectives much ess describe, the many types of perspec ings about their own environ rem in time and location til it al and ecological, are that help fame a distinct pic knowledge Historical, economic, civic, and cultural perspectives may be used collaboratively with geographic perspectives to assist in formulating and informing investigations. ves help explain wh 1800s selected asc on th Parti 18Knowing about the World: Geographic Content Knowledge ar GEOGRAPHY National Geography Standards, Second Edition 21 Essential Element: The World in Spatial Terms 21 Geography Standard 1 Hew to use maps and other geographic representations, seospatial technologies, and spatial thinking to ‘understand and communicate information 27 Geography Standard 2 lew to use mental maps to organize information about places, and environments ina spatial context 31 Geography Standard 3 Hew to analyze the spatial organization of people, places, and environments on Earth’ surface 35 Essential Element: Places and Regions 35 Geography Standard 4 The physical and human characteristic of places 39 Geography Standard 5 ‘That people create regions to interpret Earth's complexity 41 Geography Standard 6 How culture and experience infiuence people's perceptions of places and regions 43. Essential Element: Physical Systems. 43 Geography Standard 7 The physical processes that shape the patterns of Earths surface 47 Geography Standard 6 The characteristics and spatial distribution of ecosystems and biomes on Earth’s surface ‘51 Essential Element: Human Systems 51 Geography Standard 9 he characteristic, distribution, and migration of human poptlations on Earth's sufa 55 Geography Standard 10 The characteristics, distribution, and complexity of Earth’ cultural mosaics 61 Geography Standard 11 The patterns and networks of economic interdependence on Earths surface 67 Geography Standard 12 The processes, patterns, and functions of human settlement 7 Geography Standard 13 How the forces of cooperation and conflict among people inluence the division and control of Earth's surface ‘75 Essential Element: Environment and Society 75 Geography Standard 14 How human actions modify th 79 Geography Standard 15 How p 83 Geography Standard 16 The changes that occur in the meaning, use, distribution, and importance ofr. physical environment sical systems affect human ystems 87 Essential Element: The Uses of Geography ‘87 Geography Standard 17 How to apply geography to interpret the past, 91 Geography Standard 18 How to apply ge plan for the future raphy to interpret the present and Pani: 19:‘As exploration expanded around the globe, perceptions ofthe world changed. This 1507 map by Martin Waldseamaler is the fst own document ro narme Ameria National Geography Standards, Second Eaton ani: 20Essential Element: The World in Spatial Terms ele PG RAL ee Rue ieee ace nouns Eee enna Rn sesh ea ete Maen The geographically informed person must use maps and otter geograph icrepresentations, geospatial technologies, and spatial thinking to acquire, understand, and communicate information. Knowing how to ider collage and career readiness for students. Stud access, evaluate, and use appropriate geographic representations. will ensure twill have an array of powerful problem: solving and decision-making skils for use in both their educational pursuits and their adult years Therefore, Standard 1 contains these themes: Properties and Functions of Geographic Representations, Using Geospatial Data to Construct Geographic Representations, and Using Geographic Representations. ‘Thinking about the world in spatial terms (spatial thinking) spatial patterns and organization of people, places, and e lows students to describe and analyze the ronments on Earth, Spatial thinking skills are essential in processing geospatial data. Geospatial data link physical and human attributes of points or places on Earth’s surface (such as roads, other built features, and rivers) and can be compiled, organized, stored, manipulated, and represented in many ways. Maps are graphic representations of selected aspects a visualization using Science On a Sphere® at of Earth's surface and are still a key geographic mode of representation. Globes, graphs, diagrams, and ch Lab, Boulder, CO, aerial and satellite images (remote sensing) also allow us to visualize spatial pattems on Earth. No single representation, however, can show everything, and the features depicted on each representation are se- lected to fit a particular purpo Geospatial technologies such as geographic information systems (GIS), remote sensing (RS), and global positioning systems (GPS), as well as Internet-based mapping sites such as digital globes and geospatial visualizations, allow us to analyze and represent geospatial data in powerful ways. Atal grade levels, students need practice and experiences in how to collect and display information (data) on maps, graphs, and diagrams. They must understand what a map is and what it can—and can need to be able to read and interpret maps and other geographic representations. And finally, students must know how to make maps, from hand-drawn sketch maps to more complex repre- sentations using a range of appropriate technol By learning to think spatially, students can understand such basic concepts as scale, alternative map projections that show Earth from different perspectives, and the relationships between spatial processes and spatial patterns. By understanding these themes, students will be equipped with tools that provide important problem-solving and decision-making skills in geography and across the entire K-12 currica lum, device, students can identify specific ted using latitude and longitude coontina National Geography Standards, Second Edtion Ii Standard 1; 21GEOGRAPHY STANDARD 1: How to use maps and other geographic representations, geospatial technologies, Seeueneu Breese Rinne M ae oer eur Kear ines tudent Anon and 1. Properties and functions of Foploscmtations”such ae maper gebes, Graph, dlagrams, aerial and other Seograptic visualizations = Tree, th stent i able A. Identtyand describe the properties (postion and orientation, symbols, seale, perspective, coordinate systems) and functions of geographic representations, as exemalifiedy being able to > ldentifyand describe the properties ofa variey of maps and globes (eget, legend, cardinal nd intermediate deections eae, sym~ Sel gpl paral merdans) and purposes (wafndng Ddentify and deere the functions ofa variety of geographic rep Ddentify and describe the properties and functions of maps students collet from magazines, news articles, and tourist brochures, 8. Describe how properties f geographic representations determne the purposes they can be used for as exemplified by boing ate to Dldentiy the maps oF types of mape most appropriate for specific ‘purposes, (eg. to locate piysical and/or human features to deter Inine the shortest route from one town to anothe: town 1 compare the numberof peaple living at two or more locations). Describe how a variety of geographic representations (maps, globes, fraphs, diagrams, aerial and other photographs GPS) ate used to Eommunicte different types of information ‘Describe now maps ae created for» specific purpose (eg, School fre-drill ap the toute from home to school, classroom map of learning eater materials). National Geography Standards, Second Ealtion Sudan and unctan oon 4. The advantages and disadvantages of ifferent geographic representations—suc! as maps, globes, graphs, diagrams, aerial and other photographs, remotely sensed graphic visualizations for ‘distributions and patterns ‘Therefor, te studort ate a ‘A. Analyze and expan the properties (postion and orientation, projections, symbols, sae, perspective, coordinate ters) land functions of geographic presentation, as exempiiog by boing abiet> > analyze geographic representations bated on their properties (¢ tenth den sei elton, comet) od puro (Cigrusing IS and dghal lobe explore geographic information idelatoshipeat a engeof sales). Analyze the properties of thece prographic representations of the {ame Place (ich wa stet mapa topographic map nd ase. ite image) and explain how each might be suitable fo a diferent purpose DEplain how diferent geographic representations are wed in a va- Tet of ctngs (eg. GIS ina compute la, topographic map for bhckcountry hiking, GPS navigation for car wav). 8, Evaluate the appropiate use of geospatial opresenttons ‘or spect geographic tsk, suchas analyzing spall dirtutions ang pater, a8 exemplified ty bom tle > > Explain wy particular maps are spropriate for a specific purpose {eguacarogram o itat ttl populadon a remotely sensed i ge io observe land-se change, topographic maps to consider the BSstlocation fora wind farms highway tap to consider best routes fornew teneportation corridors) Pdenify and evaluate specif maps andlor gesptial technologies ferise i diferent occtpans (ep anbulee re, line plo, ships captain, crow-country truck driver basnes analy) Compare the patters shown by geographic representations at dif ferent seals (e,,neighborhood, cy state, count). GRADE Hoa 4. The advantages of coordinating multiple jeagraphic repre ch ast joes, graphs, diagrams, aerial and other Photographs, remotely sensed images, ‘and geographic visual ographic questions. ‘Trofeo abe ions to answor |. Explain the advantages of using multiple geographic representations to answer geographic questions, as exempted by being able to Explain howe multiple geographic representations and geospatial technologies (eg, GIS, GPS, RS, and geographic visualization) could bye uted to solve geographic problems (eg. help determine where 10 locate 2 new playground, of identify dangerous street intersections within a community). ec how a anion can be dope ing die ft geosptal technologies (eg, RS fr land se, GIS dat layers to predict areas of highlow growth, GPS and GIS fr sdentfing tans portation sues regarding growth). Explain how multiple geospatial technologies can be used 1 solve land rl ee of ew ating ecole on te sstunable productos of food, preservation of welands in bird mic gration yey) Parti: Standard 1: 22GEOGRAPHY STANDARD 1: How to use maps and other geogr Es Pome Poa neue es Rot ee and spatial thinking to understand and communicate information 2. Geospatial data are connected to locations on Earth’s surface Thro, student abe [A Identity examples of geospatial data, a exemplified by being abiete dent ndmarks on the school grounds and describe their size, shape, andlocation, Didentiy te spatial location of each student's signed seat in the dlassoom. ‘identify the locations and types of trees inthe neighborhood ofthe schoo . Construct maps and graphs io aispay Geospatial data, os ‘exemplfiod by lng able construct a map that displays geospatial data using symbols ex- Plained ina key (eg. a Sketch map to ilstrate a narrative sory, map of cars in the school parking lot showing type and color acta ‘oom map showing diferent types of table, desks, and cha) Describe the results of a survey of classmates about a geographic question concerning their school (eg, where to add another sing, Set, where to add a cover over existing playground equipment, where to place more drinking fountains) using graphs and maps. Congrats map ofthe United Sas sing yb to show gun tities by state (€. population, professional sport teams, mountain peaks overa certain elevation National Geography Standards, Second Etion en 2. The acquisition and organization of geospatial data to construct geographic representations Thorlo, estonia to 1 th weg tao a ee et Sacer a Oeeasetom Ges eS ahs eee Sea ces a) a nn >on ae ue re Be sch coteoret eet oecieera emrm oateetncrate SEU ecties Bee aiargmerean cranes 8. Construct maps using data acquited trom a variety of sources andin various formats ¢., digital databases, ext, ables, mages), as exempitied by boing blot Construct paper maps to ilustrate the links betwsen geographic patterns (eg, examine associations among geographic phenomena such as water resources and popultion distribution or topogsephy and Givil War troop movement) Construct diferent types of maps to ilstate the distribution of population (eg. cartograms,choropleth maps sopleth maps, rad ‘bated circles maps). Construct flow maps to explain the amount, source, and direction ‘of movement (eg, imernational pezoleum tide, migration of rf gees, flyways of btd migration, immigration to North America dr {ng the 18008), 5 Vy GRADE spatial Data to Construct Gi Giacomo ecra 2. The technical properties and quallty of geospatial data = “Tero, etude i abl to: A Idently and explain the metadata properties (e.g, resolution date of creation, and method of collection) of geospatial data, as ‘exemplified by being ble to > Explain how the metadata information is used to understand dif. ferences in the cteation and design of datasets (eq, and ure/land ‘over sreet/storeftont property ss, terrain features, sale) and t0 ‘determine the usefulness ofthe data for mapping. Analyze the relationship between the quality of data and the source ofthe data eg dllerence in reported population data by countries, ‘boundaries as reported by different adjacent counties) Describe hove metadata assist in determining appropriateness ofthe dataset in relation t use oF layering with other datasets. B. Evaluate the quality and quanty of goospatia data appropriate {ora given purpose, as exemplified by being able to. Describe the many purposes for which «dataset null be sppro: rite (ese 1,000,000 scale maps, 30-meter pixel satelite images, {ables of state health data) Explain how data that ate appropriate for ataskat one sale may be Inappropriate fora similar ask ata diferent scale (eg census locks snd tracks for local daa, countylparsh for state or national data) DAnayze a variety of datasets that present variations in space and ‘ime (eg, Atctic ein Tanuary and July, population counts for metro areas at different time periods, location and numberof inftuenza n> feetions by month). Parti: Standard 1: 28Seen nis GEOGRAPHY STANDARD 1: How to use maps and other geographic representations, geospatial technologies, Penns RM neta er elaine Maeda geovisuall display geospatial data Thectre, the student i abe A. Compare new diferent geospatial technologies aroused ta ‘splay geospatial daa, as exemplifed by being able to Pidentify and describe the types of information communicated by different Internet-based mapping technologie. Describe and anaize the similarities and differences among, the {esuls from diferent online navigation systems. Compare the similarities and differences of information presented Tonle oat maps satelite images or steet-view data National Geography Standards, Second Edition GRADE Tees ret 3. Geospatial technologies Internet. "sed mapping applications, geovisuallzation, and remote sensing- Gan be used to construct geographic representations using geospatial ‘Tresor, he sae ae ‘A. Construct and analyeo geographic representations using data toquied toma variety of sources (eg, student-generaed data such as sure, observations, feldwork, Sof Susy dale files) and formate 9. digital databases, tx, ables, images) ‘as exomplfed by bing abloto > Analyaeenvionmental change by annotating a series of remoreh hte nage ofthe sme location taken a ifrene ats. Construct map ovekys of GPSbased geospatial dat using GIS {ecg ype of housing lol historeal stactores, neighborhood bus sop Construct a map dioplaying the results fa community suvey ona Tsai eefoctng epochs eam odin om ing decisions). GRADE the studer rows and undestand: Using Geospatial Da graphic 3. The appropriate and ethical uses of geospatial data and geospatial technologies: in constructing geographic representations Thee the stile abe [A Evaluate the appropriate and ethical uses of ferent geospatial tectnologies and methods fr acquiring, producing, and ‘splaying geospatial dala, as exempimied by beng adie evaluate the appropriateness of using geospatial data that may ‘dentify particular individuals (eg, use of cellular phone geolocation data license plates and faces in stret-view data). Describe and evaluate the conditions under which geospatial data Should be restricted (eq, availabilty of infrastracture data on web- sites sensitive aeas not displayed on satellite imagery, confidentiality ‘Findividels when displaying health data), Describe and explain the appropriate documentation needed to asses the credibility of a Gis-based project (eg quality of data files used, processes used, steps to duplicate the projec) Parti: Standard 1: 24Es Gere nen caren GEOGRAPHY STANDARD 1: How to use maps and other geographic representations, geospatial technologies, Ens Rite eet ch Ren Mee tutu inte eae) the student Around undertanc: So GRADE the sider none and undestnds ens GRADE graphic Representations. 4, The interpretation of geographic representations That, he eet is abit: ‘A. Describe and analyze the ways in which geographic representations communicate geospatial information, as ‘exemplified by being able to Describe the purpose and components of atypical map Key of lg- end. Describe and analyze the similarities and differences in information displayed at different scales Analyze the diferent ways of symbolizing geospatial data (ea, sraduated circles, artograms, choropleth versus sopleth maps). Where are bridges needed? ‘Students can use the basic GIS concept of overlay to answer geographic questions. 4. The use of geographic representations to ask and answer geographic questions ‘A. Analyze geographic representations to ask and answer ‘question about spatial distributions and patterns, as exemplified by being able to Analyze printed and digital maps to observe spatial disuibutions and patterns to generate and answer geographic questions (eg, we digital census data to determine demographic patterns in a state, oF analyze census data and transportation routes to identify and locate ‘Services, such ava day-care center or stores needed in regen) Analyze choropleth maps to examine spatial relationships (eg Detwoun the number of doctors and mortality ea production and hog production, Between global energy production. {nd consumption). P Analyze the overlap among multiple geospatial data layersto iden tify potential locations of interest (eg ste for anew park, rete fora new road, location of high incidences of crimes). 4. The uses of geographic representations and geospatial technologies to investigate and analyze geographic questions and to ‘communicate geographic answers There, he students abe A. Analyze geographic representations and suggest solutions to ‘geographic questions at local to global scalesusing geographic representations and geospatial technologies, as exemplified by being anito PConstructa presentation using multiple geographic representations ‘nd geospatial tools that lustzates alternative views of a current or ‘potential local issue Construct maps using Web-based mapping of rational forest areas showing terrain, vegetation, roads, hiking tails campsites, and picnic ‘ites to identify possible nee areas of public use, alls and roads, snd ‘reas to close for habitat recovery Analyze the posible relationships between globs! human and phys Teal changes using GIS (eB the elationshp between global imate ‘change, sealevel rie, and population distribution). fd WATER, IL i 1 ROADS WHERE You NEED BRIDGES ‘Basic GIS Swe 1: Sketch the frst data layer, inthis case water, and the location ofa house that will serve asa reference point forall data layers National Geography Standards, Second Edition Bail GIS Stop 2: Skeigh te second data layer, n this ase road, and include the location of the house asthe reference point ‘Basic GIS Stop 3: Ask students to overlay the second data layer over the frst using the house as the reference point and ident relationships between the two data layers, inthis ease where you reed bridges for roads to cross the water. Prt i: Standard 1; 25,sad ties National Geagraphy Standards, Second Eston i: Standard 1: 26SOC nie ca GEOGRAPHY STANDARD 2: How to use mental maps to organize information about people, places, and environments in a spatial context The geographically informed person muse mentally organize spatial in- formation about people, places, and environments and must beable o call upon and use this information in appropriate contexts Knowing th locations and characteristics of people, places, and environments is a necessary precursor to—and outcome of geographic learning and thinking. An effective way of doing this is to develop and use what is called a mental map: an individuals internalized representation of as- pects of Farth’s surface. These maps in the mind are what a person knows about the locations and charac- teristics of places ata variety of scales, from the local (the layout of a person's bedroom) tothe global (the distribution of oceans and continents across Earth). Mental maps are a mix of objective knowledge and subjective perceptions: precise knowledge about the location of geographic features as well as impressions of places, rough estimates of size and location, and a general sense of the connections between places Therefore, Standard 2 contains these themes: Developing Mental Maps, Using Mental Maps, and spt wntertandingof he eionmens epee mass wit making Individual Perceptions Shape Mental Maps, Mental maps provide people with essential means of making sense of the world and of storing and recalling information about the patterns of Earth's physical and human features. These maps represent ever-changing summaries of spatial knowledge and are indicators of how well people know the spatial characteristics of places. We develop and refine our mental maps Through learning from teachers and the ‘media and through personal experience, moving from simple to more complex levels of completeness and accuracy, continuing to add layers of information so that our mental maps rellect a growing understand ing of a changing world. As people read, hear, observe, and think more about the world around them, they add more detail and structure to their mental maps and accumulate layers of information that can be used in problem solving and decision making, Students must understand the role that perception plays in the creation and development of their understandings of the world. Students must build their mental maps w develop detailed understandings of peoples, places, and en- vironments. By understanding these themes, students can build and apply the mental maps that are the foundations for learning geography and other subjects. “Aboriginal Dreaming stoves are sometimes tld with sand drawings that ‘contain symbols reflecting the locations of campsites and scarce water sources used by generations of people in desert regions of Ausraia National Geography Standards, Second Eaton Parti: Standard 2: 27Cachan can GEOGRAPHY STANDARD 2: How to use mental maps to organize information about people, places, Pirie science ‘4. The locations and characteristics of physical and human features are the basis for mental maps at local to global scales “Torfore, the stunt sable to: A. Identity from memory the position nd arrangement of physical ‘and human features, ae exemplified by being able to D deni fom memory the locations of physical and human features (Gandrmarks} inthe classroom or school setting, D ldenify ftom memory the locations of physical or human features ‘ines od ude ou des sue Vetoes nue nd lal > densify fom memory ona sketch map the locations of the seting from afavorite book or movie. 2. Mental maps can change with direct experience (such as travel) and indirect experience (such as media exposure and Tooking at other maps) Tero, the stucent ane A. Identity from memory with increasing detail maps o place or region, as exempitied by beng able to ‘Pldeasfy details ina stodents mental map ofa rout wsed fequestly (eg, to and from the grocery stor, to and from a park, to and from {relatives home) over 2 period of time with an emphasis of adding detasto the map. ‘> deny from memory ona sketch map the locations of major com ‘munity landmatks of boundaries, ‘Pldentiy from memory on a sketch map the locations of state physi cal feaures and the political boundaries of the student's home state before and afer scying estate map. "National Geography Standards, Second Edition 1. The locations, characteristics, and patt of physical and human features are the for mental maps at local to global scales ‘A. Identity trom memory and describe lotions pattems, and charactoisties of physical and human features, as exempiitiod by being ableto identify fom memory and describe the locations of state politcal houndaries and major physica featres, Didentfy For memory the locations of major nd acquisitions to the United States following the setdement ofthe crginal 13 colonies, which resulted in the current politcal boundaries identify fom memory and describe the major climate and vegeta thon regione of the United States 2, Mental maps can change and become more accurate with direct experience (such as travel) and indirect experience (such as media exposure and looking at other maps) {A Identity from memory with increasing deal and accuracy mental maps o'@ place or region, as exemplified by baing able identify fiom memory the locations of major cies in the student's {hate wth accuracy in Both he scale and location, > identify fom memory the locations and boundaries of all adjacent states and major cites in those sates, identify fom memory the locations of msjartensportation cous inthestae GRADE 1. The locations, characteristics, patterns, and relationships of physical and human systems are the basis for mental maps at local to global seal ‘arog, the student sabe [A Identity trom memory and exolaln the locations, charactors, pattems, and relationships among human and physical systems, as exomplied by being abla b deaify the patter of human settlement inthe word from memo- ‘yand explain the common physical characteristics where the major. Denti the locations from memory and explain the connections bberseen major transportation networks and population eemters > dentifythe locations from memory of histrical word civzations snd explain how cultural markers or examples stil remain fom the past (eg. Roman place names in Europe, structures or architectural yes spresd of English language through the British emit), 2. Mental mape can change through o» and iterative self-reflection. Tresor, the etude ab to ‘A. Explain the development of completeness and accuracy inthe student's mental map of places and regions, as exempted by being able Explain how a new experience or encounter in an unfamiliar loa Sion rerulted in added detail ox accuracy ofthe etadents mestal map ofthat plac. Explain how the study of maps for game playing added details and sccuracy tothe students mental map of pace or region. D Explain how using a GPS or Web-based mapping application can Aid in the development ofa more complete and accurate mental map of places and regions Parti: Standare2: 28eon Soca GEOGRAPHY STANDARD 2: How to use mental maps to organize information about people, places, be sticort inci and unde 3. Mental maps are used to answer geographic questions about locations and Characteristics of places and regions Theeore th sets abl to ‘A. Identity trom memory locations and geographic characteristics to answer geographic questions, as exemplified by being able to identi from memory the location and geographic characteristics ofthe mos significant intersection near the students ome or school tw answer geographic questions (eg, What types of buildings arc lo ated at an important intersection near your home or school What axe the major landmarks used to help someone locate yout home or ‘choot? identify from memory the locations of landmarks in the school building and on the school yrounds to answer geographic questions (eg, Where isthe closest fie exit tothe classroom? What ie he short “st route to the nurse’ office Where i the moet popular playground ‘equipment located?) Pldentty from memory the map of North America to answer geo sraphicquertons (eg, What are the countries othe north and south ‘of the United States? Which state is located at the easternmos point ofthe United States? Which state is atthe geographic center ofthe ‘continental Unite State), 4. Individuals may have different mental maps of places and regions ‘A. Describe how an individual's views and understandings of placa a giles exprsoed by Nis or her mental ‘map, as exemplified by being abe to Pidentify and describe diferencs in students’ sketch maps oftheir community, including diferences in dete on thet maps sal, i bel location of features, et. Describe diffrence in students’ understandings ofa story or set- ting of a book based on the devils in their mental maps. Describe the differences in students views ofa popular community attraction based on the detail fm thee mental maps. "National Geography Standards, Second Edition Eleanor 3. Mental maps are used to answer geogr: questions about locations, characterist 1d patterns of places and regions, There tho student i abe to: ‘A. Idemity from memory and describe the locations, Characteristics, and patterns of places and regions to answer ‘goographic questions, as exemplified by being able to Dridentif from memory and describe the patterns of coastal pop lation density and place characteristics to explain why people may choose to ive where they do in the world, Dridentif from memory and describe the features that may have e sulted in a change of route or engineering innovations in building the frst US transcontinental railroad. D dei from memory the distribution, patter, and characteristics ‘of maj world deserts and mountain ranges that ean be baries to travel or setlement eos Mental maps are shaped by individual perceptions of people, places, regions, and Environments heros he student abe A. Compare the mental maps of individuals to identity common facta that influence spatial understanding, pereeptions, and Preferences as exemplified by bing able © Compare mental maps of the state sketched by students to identify cxamplesof spatial understanding suchas sale on the maps >-Compere mental maps sketched by students ofthe location oF re _gion of shistorical event to identify the diferent perceptions students “ay hae from the same information presented in the classroom, >Compere the details in mental maps sketched by students oftheir most preferred and least prefered sate in which tive 4 4g GRADE (he sts note and undstnc Teron Mental maps are used to answer geographic ‘questions about locations, characteristics, patterns, jonships of places and regions Treo the suse eae ‘A. Identity rom memory and explain the locations, characters, pattoms, and relationships of places and regione o answer ‘geographic question, as exemplified by being able o Didentify from memory the locations and significant details that ‘would inform a posible solution to a community-based envicon ‘ental issue including an explanation of relationships or patterns in the details D identify from memory the pattern of world population snd explain the eelationship of population setlement to lan feature and aval able renewable resources, Didentify from memory the location of strategic choke points in shipping routes that are most likly to influence the route of trade {goods inthe future and explain the Felationshipe betwen the United States and other countries controlling these strategic locations, Individual Pe eee es 4, Changing perceptions reshape mental maps of people, places, regions, and environments ‘Treretor,he student abo 'A. Compare an individual's mental map belore and after a oographic event or experience, as exemplified by belng able to >ompare students’ mental maps created before and afer a school or fanny trp to identify changes inthe detail and accuracy of the ups Compare students’ mental maps created before and afer the study of world regions that are mort likly to experience politcal change orrestructaring Compare students’ mental mapsbefore and after studying a current revs event 19 identify hove additional information tranalates nto. changes in understanding of the Parti: Standard 2: 29