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Geography Standards: Grades 9-12
The World in Spatial Terms (Essential Element No. 1)
The geographically informed person knows and understands:
Standard 1--How to use maps and other geographic representations, tools, and
technologies to acquire, process, and report information from a spatial perspective.
By the end of twelfth grade, the student knows and understands:
Knowledge Statement 1--How to use maps and other graphic representations to depict geographic problems.
Knowledge Statement 2--How to use technologies to
represent and interpret Earth's physical and human systems.
Knowledge Statement 3--How to use geographic representations and tools to analyze, explain, and solve geographic
problems.
Standard 2--How to use mental maps to organize information about people, places,
and environments in a spatial context.
By the end of twelfth grade, the student knows and understands:
Knowledge Statement 1--How to use mental maps of physical and human features of the world to answer complex
geographic questions.
Knowledge Statement 2--How mental maps reflect the
human perception of places.
Knowledge Statement 3--How mental maps influence spatial and environmental decision-making.
Standard 3--How to analyze the spatial organization of people, places, and
environments on Earth's surface.
By the end of twelfth grade, the student knows and understands:
Knowledge Statement 1--The generalizations that describe and explain spatial interaction.
Knowledge Statement 2--The models that describe patterns of spatial organization.
Knowledge Statement 3--The spatial behavior of people.
Knowledge Statement 4--How to apply concepts and models of spatial organization to make decisions.
Places and Regions (Essential Element No. 2)
The geographically informed person knows and understands:
Standard 4--The physical and human characteristics of places.
By the end of twelfth grade, the student knows and understands:
Knowledge Statement 1--The meaning and significance of place.
Knowledge Statement 2--The changing physical and human characteristics of places.
Knowledge Statement 3--How relationships between humans and the physical environment lead to the formation
of places and to a sense of personal and community identity.
Standard 5--That people create regions to interpret Earth's complexity.
By the end of twelfth grade, the student knows and understands:
Knowledge Statement 1--How multiple criteria can be used to define a region.
Knowledge Statement 2--The structure of regional systems.
Knowledge Statement 3--The ways in which physical and
human regional systems are interconnected.
Knowledge Statement 4--How to use regions to analyze
geographic issues.
Standard 6--How culture and experience influence people's perceptions of places
and regions.
By the end of twelfth grade, the student knows and understands:
Knowledge Statement 1--Why places and regions serve as symbols for individuals and society.
Knowledge Statement 2--Why different groups of people within a society view places and regions differently.
Knowledge Statement 3--How changing perceptions of places and regions reflect cultural change.
Physical Systems (Essential Element No. 3)
The geographically informed person knows and understands:
Standard 7--The physical processes that shape the patterns of Earth's surface.
By the end of twelfth grade, the student knows and understands:
Knowledge Statement 1--The dynamics of the four basic components of Earth's physical systems: the atmosphere,
biosphere, lithosphere, and hydrosphere.
Knowledge Statement 2--The interaction of Earth's physical systems.
Knowledge Statement 3--The spatial variation in the consequences of physical processes across Earth's surface.
Standard 8--The characteristics and spatial distribution of ecosystems on Earth's
surface.
By the end of twelfth grade, the student knows and understands:
Knowledge Statement 1--The distribution and characteristics of ecosystems.
Knowledge Statement 2--The biodiversity and productivity of ecosystems.
Knowledge Statement 3--The importance of ecosystems in people's understanding of environmental issues.
Human Systems (Essential Element No. 4)
The geographically informed person knows and understands:
Standard 9--The characteristics, distribution, and migration of human populations
on Earth's surface.
By the end of twelfth grade, the student knows and understands:
Knowledge Statement 1--Trends in world population numbers and patterns.
Knowledge Statement 2--The impact of human migration on physical and human systems.
Standard 10--The characteristics, distribution, and complexity of Earth's cultural
mosaics.
By the end of twelfth grade, the student knows and understands:
Knowledge Statement 1--The impact of culture on ways of life in different regions.
Knowledge Statement 2--How cultures shape the character of a region.
Knowledge Statement 3--The spatial characteristics of the processes of cultural convergence and divergence.
Standard 11--The patterns and networks of economic interdependence on Earth's
surface.
By the end of twelfth grade, the student knows and understands:
Knowledge Statement 1--The classification, characteristics, and spatial distribution of economic systems.
Knowledge Statement 2--How places of various size
function as centers of economic activity.
Knowledge Statement 3--The increasing economic interdependence of the world's countries.
Standard 12--The processes, patterns, and functions of human settlement.
By the end of twelfth grade, the student knows and understands:
Knowledge Statement 1--The functions, sizes, and spatial arrangements of urban areas.
Knowledge Statement 2--The differing characteristics of settlement in developing and developed countries.
Knowledge Statement 3--The processes that change the internal structure of urban areas.
Knowledge Statement 4--The evolving forms of present-day urban areas.
Standard 13--How the forces of cooperation and conflict among people influence
the division and control of Earth's surface.
By the end of twelfth grade, the student knows and understands:
Knowledge Statement 1--Why and how cooperation and conflict are involved in shaping the distribution of
social, political, and economic spaces on Earth at different scales.
Knowledge Statement 2--The impact of multiple spatial divisions on people's daily lives.
Knowledge Statement 3--How differing points of view and self-interests play a role in conflict over territory
and resources.
Environment and Society (Essential Element No. 5)
The geographically informed person knows and understands:
Standard 14--How human actions modify the physical environment.
By the end of twelfth grade, the student knows and understands:
Knowledge Statement 1--The role of technology in the capacity of the physical environment to accommodate
human modification.
Knowledge Statement 2--The significance of the global impacts of human modification of the physical environment.
Knowledge Statement 3--How to apply appropriate models and information to understand environmental problems.
Standard 15--How physical systems affect human systems.
By the end of twelfth grade, the student knows and understands:
Knowledge Statement 1--How changes in the physical environment can diminish its capacity to support human
activity.
Knowledge Statement 2--Strategies to respond to constraints placed on human systems by the physical environment.
Knowledge Statement 3--How humans perceive and react to natural hazards.
Standard 16--The changes that occur in the meaning, use, distribution, and
importance of resources.
By the end of twelfth grade, the student knows and understands:
Knowledge Statement 1--How the spatial distribution of resources affects patterns of human settlement.
Knowledge Statement 2--How resource development and use change over time.
Knowledge Statement 3--The geographic results of policies and programs for resource use and management.
The Uses of Geography (Essential Element No. 6)
The geographically informed person knows and understands:
Standard 17--How to apply geography to interpret the past.
By the end of twelfth grade, the student knows and understands:
Knowledge Statement 1--How processes of spatial change affect events and conditions.
Knowledge Statement 2--How changing perceptions of
places and environments affect the spatial behavior of people.
Knowledge Statement 3--The fundamental role that geographical context has played in affecting events
in history.
Standard 18--How to apply geography to interpret the present and plan for the
future.
By the end of twelfth grade, the student knows and understands:
Knowledge Statement 1--How different points of view influence the development of policies designed to use
and manage Earth's resources.
Knowledge Statement 2--Contemporary issues in the context of spatial and environmental perspectives.
Knowledge Statement 3--How to use geographic knowledge, skills, and perspectives to analyze problems and
make decisions.
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Standands
National Standards