Courses of Study: Social Studies

Number of Standards matching query: 14
Social Studies (2010)
Grade(s): 9 - 12
Human Geography
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Unit Plans: 0
1 ) Describe spatial patterns of world populations to discern major clusters of population density and reasons for these patterns.

Examples: East Asia, India

Insight Unpacked Content
Strand: Elective
Course Title: Human Geography
Evidence of Student Attainment:
Students:
  • Explain spatial patterns of world population and evaluate reasons for these patterns.
  • Illustrate the demographic transition model.
  • Demonstrate the use of age-sex pyramids.
Teacher Vocabulary:
  • spatial
  • pattern
  • density
  • clusters
Knowledge:
Students know:
  • Where the world's population is distributed.
  • Issues related to population growth and decline.
  • The importance of the Malthusian dilemma and the demographic transition mode.
Skills:
Students are able to:
  • Understand and interpret various sources of population data.
  • Interpret the demographic transition model.
  • Analyze data extrapolated from age-sex pyramids.
Understanding:
Students understand that:
  • The East Asian, South Asian, European, and North American population clusters have had significant impact in the context of global population.
Social Studies (2010)
Grade(s): 9 - 12
Human Geography
All Resources: 2
Learning Activities: 0
Lesson Plans: 2
Unit Plans: 0
2 ) Identify world migration patterns caused by displacement issues.

Example: African refugees relocating from the Republic of Sierra Leone to Scandinavia

•  Explaining how Southeast Asian ethnic minorities, including Hmong, Lhasa, and Akha, adapt to life in the United States
•  Tracing the migration of ethnic minorities in Kunming to urban cities in China
•  Explaining how the displacement of American Indians to reservations affected many areas of the United States, including Alabama (Alabama)
Insight Unpacked Content
Strand: Elective
Course Title: Human Geography
Evidence of Student Attainment:
Students:
  • Discuss major world migration patterns triggered by push and pull factors.
  • Evaluate displacement issues related to migration.
Teacher Vocabulary:
  • migration
  • patterns
  • displacement
Knowledge:
Students know:
  • Push and pull factors that trigger migration.
  • Major migration streams and obstacles migrants face.
  • Criteria, policies, and issues related to refugees.
  • The various types of migration.
Skills:
Students are able to:
  • Identify various types of push and pull factors.
  • Map the major migration streams that exist.
  • Interpret refugee and migration data.
Understanding:
Students understand that:
  • Displacement issues result from world migratory patterns.
Social Studies (2010)
Grade(s): 9 - 12
Human Geography
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Unit Plans: 0
3 ) Identify the characteristics, distribution, and complexity of Earth's cultural mosaics.

•  Explaining essential aspects of culture, including social structure, languages, belief systems, customs, religion, traditions, art, food, architecture, and technology
Insight Unpacked Content
Strand: Elective
Course Title: Human Geography
Evidence of Student Attainment:
Students:
  • Discuss the essential components that make-up culture and the role culture plays in the human mosaic.
  • Map major cultural regions of the world.
Teacher Vocabulary:
  • characteristics
  • distribution
  • complexity
  • cultural
  • mosaics
Knowledge:
Students know:
  • How the belief systems, languages, social structure, customs, traditions, art, food, architecture, and technology all shape culture.
  • The role of popular culture and the impact it has on local culture.
Skills:
Students are able to:
  • Compare and contrast differing cultures around the world.
  • Identify the role that belief systems, languages, social structure, customs, traditions, art, food, architecture, and technology have in shaping culture.
  • Identify major cultural regions of the world.
Understanding:
Students understand that:
  • There are essential components that make-up culture.
  • Culture plays an important role in the human mosaic.
Social Studies (2010)
Grade(s): 9 - 12
Human Geography
All Resources: 4
Learning Activities: 0
Lesson Plans: 4
Unit Plans: 0
4 ) Describe elements of the landscape as a mirror of culture.

•  Explaining how landscapes reflect cultural traits and preferences
•  Distinguishing various types of architecture, including rural, urban, and religious structures
Examples: religious land uses, advertisements for ethnic restaurants

Insight Unpacked Content
Strand: Elective
Course Title: Human Geography
Evidence of Student Attainment:
Students:
  • Analyze the elements of the landscape as a mirror of culture.
Teacher Vocabulary:
  • elements
  • landscape
  • mirror
  • culture
Knowledge:
Students know:
  • How folk housing, religious buildings, sacred spaces, and architectural styles are a reflection of culture.
  • How the landscape is altered to reflect the cultural values of people.
Skills:
Students are able to:
  • Understand the linkeage between the modified landscape and culture.
  • Identify major sacred sites around the world which are a reflection of culture on the landscape.
  • Understand how architectural styles vary worldwide.
Understanding:
Students understand that:
  • Culture is reflected on the landscape.
Social Studies (2010)
Grade(s): 9 - 12
Human Geography
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 0
5 ) Compare the geographic distribution of linguistic features around the world.

•  Identifying the world's most widely spoken languages
•  Describing how linguistic diversity creates cultural conflict
Insight Unpacked Content
Strand: Elective
Course Title: Human Geography
Evidence of Student Attainment:
Students:
  • Map the geographic distribution of the major language families.
  • Explain how languages evolve.
  • Describe how language is critical to culture.
Teacher Vocabulary:
  • compare
  • linguistic
  • geographic distribution
  • world
Knowledge:
Students know:
  • How languages diffuse and differentiate.
  • The role of language as it relates to culture.
  • How languages are classified.
  • The most widely spoken languages.
Skills:
Students are able to:
  • Interpret the language map of the world.
  • Trace the evolution of languages on a map.
  • Use language related vocabulary correctly and effectively.
Understanding:
Students understand that:
  • There are patterns to the spatial distribution and diversity of human languages.
Social Studies (2010)
Grade(s): 9 - 12
Human Geography
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 0
6 ) Explain how religion influences cultures around the globe.

•  Identifying major religions, their source areas, and spatial expansion
•  Interpreting different ceremonies based on religious traditions, including marriages, funerals, and coming-of-age
•  Describing how religion influences political views around the world
Insight Unpacked Content
Strand: Elective
Course Title: Human Geography
Evidence of Student Attainment:
Students:
  • Evaluate the world's major religions.
  • Map the diffusion routes of the world's major religions.
  • Map the location of the world's major religions.
Teacher Vocabulary:
  • religion
  • culture
  • influence
  • globe
Knowledge:
Students know:
  • The major religions, how they have expanded over time, and the source areas of those religions.
  • The basic attributes and belief systems of the world's principal religions.
  • Impact that religion plays on culture and politics.
Skills:
Students are able to:
  • Locate the major religions on a map.
  • Compare and contrast the major religions.
  • Locate the diffusion routes of the principal religions.
Understanding:
Students understand that:
  • Religion has an significant influence on culture.
Social Studies (2010)
Grade(s): 9 - 12
Human Geography
All Resources: 3
Learning Activities: 0
Lesson Plans: 3
Unit Plans: 0
7 ) Describe patterns of settlement in different regions of the world.

Examples: linear, grid, cluster, urban sprawl

Insight Unpacked Content
Strand: Elective
Course Title: Human Geography
Evidence of Student Attainment:
Students:
  • Explain patterns of settlement in different regions of the world.
  • Illustrate various agricultural village forms and various urban structure models.
Teacher Vocabulary:
  • patterns
  • settlement
  • regions
  • world
Knowledge:
Students know:
  • The diversity of human settlements.
  • The agricultural village forms and various urban structure models.
  • The variables affecting human settlement patterns.
Skills:
Students are able to:
  • Illustrate the different urban structure models and various agricultural village forms.
  • Compare and contrast variations of human settlement patterns.
Understanding:
Students understand that:
  • Human settlement patterns vary in different parts of the world.
  • Many factors influence settlement patterns.
Social Studies (2010)
Grade(s): 9 - 12
Human Geography
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Unit Plans: 0
8 ) Analyze the interaction of urban places for their impact on surrounding regions.

•  Describing urban hinterlands
•  Explaining dimensions of urban sprawl
Insight Unpacked Content
Strand: Elective
Course Title: Human Geography
Evidence of Student Attainment:
Students:
  • Evaluate the affect urban places have on surrounding regions.
Teacher Vocabulary:
  • interaction
  • urban
  • places
  • impact
  • regions
Knowledge:
Students know:
  • The basic hierarchy of the world's prominent cities.
  • The impact of cities on surrounding areas.
  • How cities function as a network.
Skills:
Students are able to:
  • Map the world's most influential cities.
  • Evaluate how cities operate as a network.
Understanding:
Students understand that:
  • There are many ways that urban places affect surrounding regions.
  • There is an interconnectedness of cities.
Social Studies (2010)
Grade(s): 9 - 12
Human Geography
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Unit Plans: 0
9 ) Explain how economic interdependence and globalization impact many countries and their populations.

•  Tracing the flow of commodities from one region to another
•  Comparing advantages and disadvantages of global trade agreements
Insight Unpacked Content
Strand: Elective
Course Title: Human Geography
Evidence of Student Attainment:
Students:
  • Explain how the world is economically connected.
  • Discuss the effects of globalization.
Teacher Vocabulary:
  • economic
  • interdependence
  • globalization
  • impact
  • countries
  • populations
Knowledge:
Students know:
  • How the economies of various countries interact with one another and how it affects the global division of labor.
  • The impact of globalization on various nation-states.
  • What trading blocs are and how they impact people around the world.
Skills:
Students are able to:
  • Compare and contrast the effects of globalization on various regions of the world.
  • Explain how the various development models relate to globalization and economic development.
  • Locate less developed and more developed regions of the world.
  • Compare the advantages and disadvantages of global trade agreements.
Understanding:
Students understand that:
  • Populations in various countries are impacted by economic interdependence and globalization.
Social Studies (2010)
Grade(s): 9 - 12
Human Geography
All Resources: 4
Learning Activities: 0
Lesson Plans: 4
Unit Plans: 0
10 ) Recognize how human-environmental interaction affects culture in today's society.

Examples: population growth in the Galapagos Islands damaging the environment of endemic plant and animal species, deforestation in the Pantanal affecting the world's largest freshwater ecosystem, green technologies affecting humans and the environment

Insight Unpacked Content
Strand: Elective
Course Title: Human Geography
Evidence of Student Attainment:
Students:
  • Describe the ways in which human-environment interaction has affected culture.
  • Provide examples of areas affected by environmental change.
Teacher Vocabulary:
  • human-environment
  • interaction
  • recognize
  • culture
  • society
Knowledge:
Students know:
  • How humans have impacted the earth's environment.
  • The major factors contributing to environmental change.
  • How humans are responding to environmental change.
Skills:
Students are able to:
  • List several ways humans have impacted the environment.
  • Evaluate reasons why environmental change occurs.
  • Map areas of the world most affected by human activity.
Understanding:
Students understand that:
  • Culture is impacted by humans interacting with the environment.
Social Studies (2010)
Grade(s): 9 - 12
Human Geography
All Resources: 0
Learning Activities: 0
Lesson Plans: 0
Unit Plans: 0
11 ) Interpret human geography as it relates to gender.

•  Contrasting roles of men and women around the world
•  Describing ways the diffusion of ideas affects gender roles within societies
Example: effects of Grameen Bank loans

Insight Unpacked Content
Strand: Elective
Course Title: Human Geography
Evidence of Student Attainment:
Students:
  • Interpret human geography as it relates to gender and describe how this has affected gender roles.
Teacher Vocabulary:
  • human
  • geography
  • gender
Knowledge:
Students know:
  • How gender dynamics are changing in various parts of the world.
  • How issues related to gender affect power relationships and culture.
Skills:
Students are able to:
  • Understand how roles related to gender are changing.
  • Compare and contrast roles of men and women around the world.
  • Recognize how gender affects power relationships between men and women.
Understanding:
Students understand that:
  • Gender plays a role regarding human geography.
Social Studies (2010)
Grade(s): 9 - 12
Human Geography
All Resources: 1
Learning Activities: 0
Lesson Plans: 1
Unit Plans: 0
12 ) Distinguish among cultural health patterns around the world.

Example: exercise patterns and mortality rates in Asia, the United States, Europe, South America, and Australia

•  Comparing dietary trends in Africa, Asia, the United States, Europe, and South America
•  Tracing disease prevalence and efficiency of treatment around the world, including malaria, dengue fever, acquired immunodeficiency syndrome (AIDS), parasites, and obesity
Insight Unpacked Content
Strand: Elective
Course Title: Human Geography
Evidence of Student Attainment:
Students:
  • Distinguish among cultural health patterns around the world.
  • Map areas affected by certain diseases.
Teacher Vocabulary:
  • cultural
  • health
  • patterns
  • world
Knowledge:
Students know:
  • How caloric consumption rates relate to disease patterns.
  • The implications of wealth and geographic location on nutrition and disease.
  • Terms related to heath and disease issues.
Skills:
Students are able to:
  • Compare caloric consumption rates of various regions.
  • Draw conclusions from population, health, and disease related data.
  • Examine disease prevalence and efforts at treatment around the world.
Understanding:
Students understand that:
  • There are patterns related to health and disease around the world.
Social Studies (2010)
Grade(s): 9 - 12
Human Geography
All Resources: 2
Learning Activities: 0
Lesson Plans: 2
Unit Plans: 0
13 ) Critique music, art, and dance as vehicles for understanding world cultures.

•  Categorizing musical instruments as a means to understanding culture, including the didgeridoo in the aboriginal culture in Australia
•  Identifying music genres and dance styles around the world
Examples: genres—Naxi, Peruvian, pop

dance styles—reggae, folk

•  Explaining how culture from various countries is expressed through adornments
Examples: jewelry, clothing

•  Relating artwork and artists to history
Examples: Fabergé eggs, commissioned paintings and sculptures

Insight Unpacked Content
Strand: Elective
Course Title: Human Geography
Evidence of Student Attainment:
Students:
  • To describe how musical, art, and dance forms differ from one another.
  • Evaluate the influence of music, art, and dance on world cultures.
Teacher Vocabulary:
  • music
  • art
  • dance
  • world
  • culture
Knowledge:
Students know:
  • The cultural significance of music, art, and dance.
  • Origins of certain musical, art, and dance forms and their diffusion.
Skills:
Students are able to:
  • Compare and contrast the musical, art, and dance forms of various cultural groups around the world.
Understanding:
Students understand that:
  • Music, art, and dance influences cultures around the world.
Social Studies (2010)
Grade(s): 9 - 12
Human Geography
All Resources: 2
Learning Activities: 1
Lesson Plans: 1
Unit Plans: 0
14 ) Describe how tourism shapes cultural traditions and population growth.

•  Explaining how regions become major business centers of tourism and trade, including the cities of Dubai, Bangkok, New York, and Shanghai
•  Identifying how trends, including ecotourism and the cruise industry, affect island culture in tropical areas
Insight Unpacked Content
Strand: Elective
Course Title: Human Geography
Evidence of Student Attainment:
Students:
  • Evaluate the impact that tourism has on local culture.
  • Identify major tourist destinations on a map.
Teacher Vocabulary:
describe
  • tourism
  • cultural
  • traditions
  • population
  • growth
  • Knowledge:
    Students know:
    • Tourism is problematic as it relates to the maintenance of cultural traditions.
    • How eco-tourism can be beneficial to the development of a country.
    • How tourism contributes little to a country's long term economic development.
    Skills:
    Students are able to:
    • Identify major tourist destinations in the world.
    • Analyze the impact tourism has on countries in question.
    Understanding:
    Students understand that:
    • Cultural traditions and population growth can be shaped by tourism.