|
|
|
CONCORDIA R-2 |
|
**JH & High School Core Curriculum |
|
Social Studies - Geography (World) SS156699 |
|
|
The learner will be able to
demonstrate the tools used in geography including maps, charts, and vocabulary.
| Strand |
| Geographical Concepts |
|
The learner will be able to
demonstrate comprehension of human-environment interaction including hunter-gatherers, Agricultural Revolution, urbanization, & industrialization.
| Strand |
| Early Civilizations |
|
The learner will be able to
make inferences about the effect of a geographic location.
| Strand |
| Geographical Concepts |
|
The learner will be able to
examine issues and make decisions (current events)using individual geographic knowledge, skills, and/or perspectives.
| Strand |
| Geographical Concepts |
|
The learner will be able to
relate how cultural changes affect perspectives of places and regions and investigate how music, literature, architecture, and visual arts have been influenced by history and culture.
| Strand |
| Human-Environment: Culture |
|
|
The learner will be able to
construct maps using paper and pencils.
|
|
The learner will be able to
use maps and other graphics to locate information.
|
|
The learner will be able to
interpret major patterns and issues with regard to population distribution, demographics, settlements, migrations, cultures, and economic systems in the United States and world.
|
The learner will be able to
relate how and why places change and how and why different people may perceive the same place in varied ways.
| Strand |
| Physical Resources |
|
|
The learner will be able to
examine the characteristics of a region and relate criteria that give regions their identities in different periods of United States and world history.
|
|
The learner will be able to
interpret how regions relate to one another and how and why they change.
|
The learner will be able to
specify the various factors, such as political, economic, social, and/or environmental, that affect human migration and the migrations of people from regions of the world, the cultures and religious traditions that have contributed to American history.
| Strand |
| Populations: Movement |
|
|
The learner will be able to
gather information from charts, maps, satellite images, globes, graphs, and databases to interpret Earth's physical and human systems, solve geographic problems and to construct maps.
|
|
The learner will be able to
assess patterns of change in history including migration, population, and land-use.
|
|
The learner will be able to
draw conclusions from the information presented in a graph or chart.
|
|
The learner will be able to
analyze data presented in a chart or graph.
|
The learner will be able to
relate how the roles of class, ethnic, racial, gender, and age groups have changed in society, their causes and effects and how major social institutions, such as family, education, religion, economy, and government fulfill human needs.
| Strand |
| Government: Function |
|
|
The learner will be able to
provide a definition for terms related to the study of the "government".
|
The learner will be able to
describe the democratic process, specify the options and strategies to resolving disputes and problem-solving, and differentiate decision-making processes that are democratic from those that are not.
| Strand |
| Democratic Principles |
|
The learner will be able to
relate why personal, political, and/or economic rights are significant to citizens in society.
| Strand |
| Citizenship: Rights/Responsibilities |
|
The learner will be able to
analyze authoritarian systems, democratic systems, and laissez faire.
| Strand |
| Government: Unlimited |
|
The learner will be able to
analyze governmental systems, current and historical, including those that are democratic, totalitarian, monarchic, oligarchic, theorcratic.
| Strand |
| Government: Unlimited |
|
The learner will be able to
draw conclusions regarding democracy and republic.
| Strand |
| Democratic Principles |
|
|
The learner will be able to
analyze political theory, economic theory, and philosophy and culture.
|
|
The learner will be able to
assess economic interdependence such as oil and explain why countries have different levels of output.
|
|
The learner will be able to
examine the importance of human, natural, and capital resources to economic growth.
|
The learner will be able to
examine growth, changes, unemployment, and inflation of the real Gross Domestic Product in various industrialized nations during modern times.
| Strand |
| Gross Domestic Product |
|
|
The learner will be able to
explain and relate how and why governments promote and restrict trade.
|
|
The learner will be able to
demonstrate comprehension of the characteristics of command, market, mixed, and traditional-based economic systems.
|
|
The learner will be able to
assess the development of the American economy to include the impact of geographic factors, role of frontier and agriculture, impact of technological change, and the changing relationships between government and the economy.
|
|
The learner will be able to
relate the major ideas and beliefs of different cultures and of how people learn whatever is necessary to be a participant in their culture.
|
|
The learner will be able to
associate cultural diversity with immigration.
|
|
The learner will be able to
examine contemporary media to enhance understanding of historical events.
|
|
The learner will be able to
interpret contemporary media to enhance understanding of world historical events.
|
|
The learner will be able to
specify physical characteristics and human characteristics that make specific places unique.
|
The learner will be able to
interpret origins, ideas, moral codes, institutions, and spread of major religious and philosophical traditions, such as Judaism, Christianity, Islam, Hinduism, Buddhism, and Confucianism.
| Strand |
| Religious Perspective |
|
|
