Seattle Public Schools | Geography standards

K-12 Social Studies Standards (Geography)

*Please select a grade below*
Kindergarten	Grade 1	Grade 2	Grade 3	Grade 4
Grade 5	Grade 6	Grade 7	Grade 8	Grade 9
Grade 10	Grade 11	Grade 12

Kindergarten

Standard (Curriculum)

Instruction and Assessment

Standard 1. The student uses maps, charts, and other geographic tools to understand the spatial arrangement of people, places, resources, and environments on Earth's surface

1.1 GEOGRAPHY - Uses and constructs maps, charts, and other resources to gather and interpret geographic information
* Examines maps, globes, and charts
* Constructs a simple map

1.2 GEOGRAPHY - Recognizes spatial patterns on Earth's surface and understands the processes that create these patterns
* Recognizes major physical features using maps and globes (e.g., land/water, continents)

Social Studies Skills
1. Inquiry and Information
* Locates particular facts from information presented
* Uses graphic organizers
* Presents a product

2. Interpersonal and Group Process Skills
* Serves as a contributing member of different groups (e.g., family, classroom, small/large group)

3. Critical Thinking Skills
* Identifies central issues; asks appropriate questions
* Compares pros and cons; suggests solutions; chooses appropriate solution
* Listens to others

Instructional Support Materials

Instructional Strategies

* Use location words, such as: on, under, above, below, next to, far from, inside and outside to help find objects in the classroom
* Use directional words to help find objects in the classroom and locate objects on simple maps. Example: The teacher gives directions for how to get to an object in the room. "Turn north. Go three steps. Stop. Turn west, go four steps. Stop. Turn south. What do you see?"
* Use neighborhood maps to locate: stores, homes, gas stations, restaurants, activity centers, fire stations, medical offices, schools
* Examine where they live now, and where their families came from on the globe

Assessment

* Using pictures, have students compare and contrast landforms in their neighborhood
* Given a map, have students label natural or man-made landforms in their neighborhood and create a simple key

Standard 2. The student understands the complex physical and human characteristics of places and regions

2.1 GEOGRAPHY - Describes the natural characteristics of places and regions and explains the causes of their characteristics
* Observes and describes the physical characteristics of the local area, (e.g., school, neighborhood) (Location, Place, Region)

2.2 GEOGRAPHY - Describes the patterns humans make on places and regions
* Observes and describes how individuals influence the home and school (Location, Place, Human/Environment Interaction)

2.3 GEOGRAPHY - Identifies the characteristics that define the Pacific Northwest and the Pacific Rim as regions
* Is aware how different physical and human characteristics define their home and school (Location, Region, Human/Environment Interaction, Movement)

Social Studies Skills
1. Inquiry and Information
* Locates particular facts from information presented
* Uses graphic organizers
* Presents a product

2. Interpersonal and Group Process Skills
* Serves as a contributing member of different groups (e.g., family, classroom, small/large group)

3. Critical Thinking Skills
* Identifies central issues; asks appropriate questions
* Compares pros and cons; suggests solutions; chooses appropriate solution
* Listens to others

Instructional Support Materials

Instructional Strategies

* Take a walk around the school or neighborhood and construct a simple map
* Discuss who helps take care of their home and school

Assessment

* Examine the students' simple maps for accuracy

Standard 3. The student observes and analyzes the interaction between people, the environment, and culture

3.1 GEOGRAPHY - Identifies and examines people's interaction with and impact on the environment
* Is aware that individuals have choices in how they interact with the family and school (Environment Interaction, Location)
* Understands ways individual and family behaviors influence their school environment (Human/Environment Interaction, Location)

3.2 GEOGRAPHY - Analyzes how the environment and environmental changes affect people
* Is aware how people adapt to their environment to meet basic human needs (e.g., shelter, food, clothing, energy use) (Human/Environment Interaction, Region)

3.3 GEOGRAPHY - Examines cultural characteristics, transmission, diffusion, and interaction
* Is aware that they, their families, and classmates come from different backgrounds* Shares cultural tradition through the arts (e.g., food, clothing, literature/stories) (Five Themes)

Social Studies Skills
1. Inquiry and Information
* Locates particular facts from information presented
* Uses graphic organizers
* Presents a product

2. Interpersonal and Group Process Skills
* Serves as a contributing member of different groups (e.g., family, classroom, small/large group)

3. Critical Thinking Skills
* Identifies central issues; asks appropriate questions
* Compares pros and cons; suggests solutions; chooses appropriate solution
* Listens to others

Instructional Support Materials

Instructional Strategies

* Share food, clothing, literature, art, etc. from home and compare with what other children bring-commonalities and differences. Discuss how geography may influence the differences

Assessment

* See if students can come up with logical reasons for the commonalities and differences in what they have shared

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Grade 1

Standard (Curriculum)

Instruction and Assessment

Standard 1. The student uses maps, charts, and other geographic tools to understand the spatial arrangement of people, places, resources, and environments on Earth's surface

1.1 GEOGRAPHY - Uses and constructs maps, charts, and other resources to gather and interpret geographic information
* Uses maps and globes to represent actual places or things (Location, Place)
* Uses basic mapping elements to construct simple maps (Location)

1.2 GEOGRAPHY - Recognizes spatial patterns on Earth's surface and understands the processes that create these patterns
* Locates places and major physical features on maps and globes (Location, Place, Region)
* Describes physical and human processes that impact the Earth's surface and how that affects people (Place, Human/Environment Interaction)

Social Studies Skills
1. Inquiry and Information
* Selects a social studies topic; develops a question to study
* Identifies key points to research
* Uses basic research skills (library research, interviews, reading, videos, internet)
* Locates and cross-checks relevant facts
* Uses graphic organizers
* Makes a presentation (report, dramatic presentation, artwork)

2. Interpersonal and Group Process Skills
* Communicates new feelings and beliefs; listens to others' views
* Identifies and serves in different roles in groups (family, classroom, teams, school)

3. Critical Thinking Skills
* Identifies the problem
* Distinguishes between fact and opinion
* Compares pros and cons of solutions and decides on a course of action
* Explores cause and effect in relationships
* Can place some events in past, present, and future sequence

Instructional Support Materials

Storypath
* Families In Their Neighborhoods
* The Parade

Harcourt Brace
* My World

Nystrom Geography
* Exploring Where and Why
* Neighbors Near and Far
* Block Buddy Atlas
* World/ US Desk Maps
* Globes

Instructional Strategies

* Use location words daily
* Teach Compass Rose and use N, S, E, W when referring to landmarks or giving directions
* Hide treasures outside. Have students hunt using maps
* Use maps and globes to place where families came from. Compare distances, routes
* Brainstorm natural and manmade landforms around Seattle with a Tree Map
* Refer to maps using key when placing historical events in time and place (e.g., underground railroad route to Canada, Johnny Appleseed's travels, Civil War (President's Day), Revolutionary War (England across sea).

Assessment

* Design maps of the school, including key and compass rose
* Use paper maché to create topographical maps of Seattle
* Find particular places on maps and globes

Standard 2. The student understands the complex physical and human characteristics of places and regions

2.2 GEOGRAPHY - Describes the patterns humans make on places and regions
* Describes how humans have changed the landscape of the community (Location, Region, Place, Human/Environment Interaction)
* Describes how individuals influence their community

2.3 GEOGRAPHY - Identifies the characteristics that define the Pacific Northwest and the Pacific Rim as regions
* Describes how different physical and human characteristics define their neighborhood

Social Studies Skills
1. Inquiry and Information
* Selects a geography topic; develops questions to study
* Identifies key points to research
* Uses basic research skills such as library research, interviews, reading, and listening to books and videos
* Locates relevant facts; cross-checks facts
* Presents product (e.g., reports, dramatic presentation, class project, construction, artwork to an audience)

2. Interpersonal and Group Process Skills
* Communicates own feelings and beliefs, listens to other viewpoints
* Identifies roles of different members of a group; severs in different roles in groups (family, classroom, student body, teams, and other activities)
* Interviews appropriate people to gain information and records answers

3. Critical Thinking Skills
* Identifies the problem
* Defines fact vs. opinion
* Compares pros and cons of different solutions
* Explores cause and effect relationships in the community
* Places some events in past, present, and future; sequences events
* Listens to others' points of view

Instructional Support Materials

Storypath
* Families In Their Neighborhoods
* The Parade

Harcourt Brace
* My World

Nystrom Geography
* Exploring Where and Why
* Neighbors Near and Far
* Block Buddy Atlas
* World/ US Desk Maps
* Globes

Instructional Strategies

* Study impact of manmade activities on the landscape (e.g., oil pollution affecting coastline, lack of water conservation)
* Create paper community using families in their neighborhoods. Talk about traffic patterns, foliage, etc.

Assessment

* 3-square sequence maps showing change over time of Seattle area

Standard 3. The student observes and analyzes the interaction between people, the environment, and culture

3.1 GEOGRAPHY - Identifies and examines people's interaction with and impact on the environment
* Examines how individuals' choices impact neighborhood environment (Human/Environment Interaction)

3.2 GEOGRAPHY - Analyzes how the environment and environmental changes affect people
* Explores how people adapt to their environment to meet basic needs (e.g., shelter, food and water, clothing, energy) (Human/Environment Interaction, Region, Place)

3.3 GEOGRAPHY - Examines cultural characteristics, transmission, diffusion, and interaction
* Recognizes that students may be of different cultural backgrounds and traditions
* Explores ways various art, clothing, and shelter express cultural traditions
* Understands that cultures interact with one another (Five Themes)

Social Studies Skills
1. Inquiry and Information
* Selects a social studies topic and questions to study
* Identifies key points to research
* Uses basic research skills
* Uses graphic organizers
* Locates fact, distinguishes between fact and fiction
* Presents a product

2. Interpersonal and Group Process Skills
* Communicates own feelings and beliefs, listens to others' viewpoints
* Interviews people to gain information; records answers

3. Critical Thinking Skills
* Identifies the problem
* Separates fact from fiction
* Explores cause and effect
* Places some events in past, present, and future; sequences events
* Listens to others' points of view

Instructional Support Materials

Storypath
* Families In Their Neighborhoods
* The Parade

Harcourt Brace
* My World

Nystrom Geography
* Exploring Where and Why
* Neighbors Near and Far
* Block Buddy Atlas
* World/ US Desk Maps
* Globes

Instructional Strategies

* Study basic needs of animals/plants in a variety of habitats. What happens if one element of the habitat is altered?
* Study four very different countries. Make a table of basic needs met (food and water, shelter, space). Compare and contrast. Predict how a change in one part of the environment could impact ability to meet needs
* Celebrate holidays from many countries. What does their art, etc. tell you about what is important to them?
* In U.S., what does emphasis on MLK, Lincoln, Harriet Tubman say about what we value?
* What do the works of American artists such as Grandma Moses, Whitman, Homer, Remington, etc. tell us what is important to Americans? (Why don't our artists paint kings?)

Assessment

* Create art of different cultures and write who the art conveys what is important to the cultures
* If, then statements (e.g., if the salmon doesn't spawn, then___.)

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Grade 2

Standard (Curriculum)

Instruction and Assessment

Standard 1. The student uses maps, charts, and other geographic tools to understand the spatial arrangement of people, places, resources, and environments on Earth's surface

1.1 GEOGRAPHY - Uses and constructs maps, charts, and other resources to gather and interpret geographic information
* Examines maps to identify map elements (e.g., title, key, cardinal directions, symbols, scale, hemisphere)
* Constructs simple maps to represent familiar environments (e.g., classroom, home) (Place, Location)

1.2 GEOGRAPHY - Recognizes spatial patterns on Earth's surface and understands the processes that create these patterns
* Locates places, physical features, and cultural regions using globes and a variety of maps (Location, Place, Region)
* Recognizes that physical and human processes create spatial patterns on the Earth's surface (e.g., weather, earthquakes, population) (Region, Human/Environment Interaction)

Social Studies Skills
1. Inquiry and Information
* Selects a social studies topic and asks questions to relevant topic
* Identifies key words
* Uses varied resources
* Uses basic research skills
* Familiar with index and table of contents to help search
* Locates facts
* Depicts data using maps, tables, and timelines
* Presents a product (e.g., model, such as a map, that demonstrates an understanding of information and responds to central question)
* Presents product to an audience/public

2. Interpersonal and Group Process Skills
* Communicates own feelings; listens to others' viewpoints
* Identifies roles of different members of a group; serves in different roles in a group
* Asks relevant questions of identified appropriate people

3. Critical Thinking Skills
* Identifies the problem
* Explores fact vs. opinion
* Identifies solutions to problems; explores the choices involved in taking particular actions
* Recognizes and defines cause and effect relationships
* Places items in proper sequence on timeline
* Recognizes other peoples' points of view

Instructional Support Materials

Storypath
* The Wampangoags and the First Thanksgiving
* Main Street

Harcourt Brace
* Meeting Many People

Nystrom Geography
* Exploring Where and Why
* Communities Here and There
* Nystronaut Atlas
* World/ US Desk Maps
* Globes

Instructional Strategies

* Find patterns on a variety of keys on maps, graphs, and simple tables
* Have students place various objects on their desk and discuss relationship between them using cardinal directions (e.g., the block is NE of the pencil)
* Have students construct a map of familiar places (e.g., their bedroom, the classroom, the playground)
* Examine population maps of given area, looking at the physical geography as well
* Study a famous earthquake, then write an article explaining before/after effects on the land
* Geography game: give each student 10 cards with names of countries on them and a map of the world (without country names written on them). Students use maps and globes to locate countries named on the cards and place them on their own map
* After studying soils, discuss how weather affects the earth

Assessment

* Construct maps of the classroom accurately portraying the arrangement/location of desks, windows, the door, etc. in relation to N,S,E, and W
* Given a map to observe, identify and name specific mapping elements (e.g., key, title, compass rose)
* Choose five places previously visited. Give students a map of the given area these places can be found. Have students identify the location of the five places
* Explain through a Bubble Map or a description how weather affects the soil on the Earth's surface

Standard 2. The student understands the complex physical and human characteristics of places and regions

2.1 GEOGRAPHY - Describes the natural characteristics of places and regions and explains the causes of their characteristics
* Identifies and describes physical characteristics of a region (e.g., climate, soils, landforms, bodies of water, vegetation) (Location, Region, Place)

2.2 GEOGRAPHY - Describes the patterns humans make on places and regions
* Identifies and describes the human characteristics of a local area (Location, Place, Human/Environment Interaction)

2.3 GEOGRAPHY - Identifies the characteristics that define the Pacific Northwest and the Pacific Rim as regions
* Defines and describes specific physical characteristics, such as Mt. Rainier, Lake Washington, and human characteristics (e.g., businesses, cultures) and explains how they define the Pacific Northwest as a region (Place, Human/Environment Interactions)

Social Studies Skills
1. Inquiry and Information
* Identifies social studies topic and asks questions to relevant topic
* Identifies key words
* Uses varied resources
* Uses basic research skills
* Familiar with index and table of contents to help search
* Locates facts
* Depicts data using maps, tables, and timelines
* Presents a product (e.g., model, such as a map, that demonstrates an understanding of information and responds to central question)
* Presents product to an audience/public

Instructional Support Materials

Storypath
* The Wampangoags and the First Thanksgiving
* Main Street

Harcourt Brace
* Meeting Many People

Nystrom Geography
* Exploring Where and Why
* Communities Here and There
* Nystronaut Atlas
* World/ US Desk Maps
* Globes

Instructional Strategies

* Brainstorm and list different landforms and places seen in and around Seattle. Divide the list into natural and human-made
* Mark off a 4-foot square. Role-play the ways in which overcrowding of cities change with the environment. As you add students to the square, discuss the congestion that occurs as the population becomes more dense
* Brainstorm natural and human-made characteristics of Seattle with a Bubble Map, then create a frieze and discuss how such objects define the region
* Through a study of a given region, create a map illustrating its physical characteristics (challenge: create a 3-dimensional relief map)

Assessment

* Name five human and five natural characteristics of Seattle. Draw pictures of them (e.g., Mt. Rainier and the Space Needle)
* Given five maps of various regions (e.g., Pacific Northwest, Amazon Rainforest, Sahara Desert), provide a written description of its physical characteristics
* Create a frieze of Seattle including well-known physical and human characteristics using pictures or drawings

Standard 3. The student observes and analyzes the interaction between people, the environment, and culture

3.1 GEOGRAPHY - Identifies and examines people's interaction with and impact on the environment
* Understands and describes that people have choices about how they interact with their environment by identifying and explaining those choices (Human/Environment Interaction, Movement)

3.2 GEOGRAPHY - Analyzes how the environment and environmental changes affect people
* Identifies different environments (desert, coastal, etc.) and how they affect human decisions (Human/Environment Interaction)
* Identifies basic human needs, e.g., shelter, clothing, food, etc. and describes how the land and its resources are used to meet those needs (Place, Human/Environment Interaction, Movement)

3.3 GEOGRAPHY - Examines cultural characteristics, transmission, diffusion, and interaction
* Compares and contrasts different cultural components (e.g., dress, food, religion) (Place, Region)
* Recognizes the positive and negative outcomes that can result when people of different cultural backgrounds interact (Place, Region, Movement)

Instructional Support Materials

Storypath
* The Wampangoags and the First Thanksgiving
* Main Street

Harcourt Brace
* Meeting Many People

Nystrom Geography
* Exploring Where and Why
* Communities Here and There
* Nystronaut Atlas
* World/ US Desk Maps
* Globes

Instructional Strategies

* Study a third-world country and compare/contrast issues concerning water conservation, energy usage, recycling, etc. Have students keep a chart of what they "consume" in a week's time and compare that with a child from that country. Will it alter future decision??
* Identify various habitats (e.g., desert, forest, city) and pack for a "journey" through each. Brainstorm list of supplies needed to meet basic human needs
* Read a variety of books from chosen cultures (as a class)
* Compare/contrast cultural aspects: food, dress, traditions. Students can take on role of one of the children and have a "cultural fair" with a Double Bubble Map.
* Use the computer simulation Sim Town to explore economic and environmental needs
* Choose an issue (e.g., the rainforests of South America, Columbia River Dams and Salmon, and create a play or puppet show that deals with tension between human needs and needs of environment

Assessment

* Tell students they get to go on a helicopter ride which will drop them off ____ (any given destination, e.g., desert). Tell them they will be stranded for one week, and ask "what will you need to survive?"
* Choose four different habitats and create a treasure map, illustrating the characteristics of the habitats chosen

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Grade 3

Standard (Curriculum)

Instruction and Assessment

Standard 1. The student uses maps, charts, and other geographic tools to understand the spatial arrangement of people, places, resources, and environments on Earth's surface

1.1 GEOGRAPHY - Uses and constructs maps, charts, and other resources to gather and interpret geographic information
* Examines and describes mapping elements (e.g., title, legend, directions, symbols, scale, location)
* Uses basic elements to construct a map that displays information, (e.g., home, school grounds) (Location)

1.2 GEOGRAPHY - Recognizes spatial patterns on Earth's surface and understands the processes that create these patterns
* Locates places and physical features, and shows an understanding of cultural regions using maps, globes, and other sources (Region)
* Identifies and describes the physical and human processes that have an effect upon spatial patterns on Earth's surface (Human/Environment Interaction, Region, Movement)

Social Studies Skills
1. Inquiry and Information
* Selects a social studies topic and explores that topic guided by central question
* Identifies key words
* Identifies appropriate and varied sources
* Uses basic research skills
* Uses table of contents and indexes as social studies reference materials
* Locates particular facts
* Depicts data using graphic organizers (e.g., timelines, maps, tables, charts)
* Presents a product (e.g., models, reports, newspapers) that demonstrate understanding of information and responds to central questions
* Presents product to audience

2. Interpersonal and Group Process Skills
* Communicates own feelings and beliefs; recognizes that there are other viewpoints on social studies issues
* Identifies roles of different members of a group; serves in different roles in a group
* Asks relevant questions of appropriate people and records answers

3. Critical Thinking Skills
* Identifies central issue
* Recognizes fact vs. opinion, recognizes point of view, identifies main message
* Suggests solutions to problems describing why to take a specific course of action
* Recognizes cause and effect relationships and explores the impacts
* Constructs a timeline and places events (past present, and future) in chronological order
* Recognizes and values other peoples' points of view

Instructional Support Materials

Storypath
* Communities and Their Decisions
* Radio Station
* Toy Company

Harcourt Brace
* Living In Our World

Nystrom Geography
* Exploring Where and Why
* People and Places Everywhere
* Map Champ Atlas
* World/US Desk Maps
* Globe Skills
* World/US Map Skills

Instructional Strategies

* Buried Treasure: Create a map of a buried treasure, then write cardinal directions to find it. Starting from a given point, switch with a partner, and search
* Construct a detailed map of a familiar environment (e.g., home, school, park, neighborhood) using all mapping elements
* Describe what landforms look like on the relief map. Then have students design symbols that could represent them on a flat map. Using those symbols, have students make a physical map of the relief map

Assessment

* Construct maps of the classroom using all mapping elements
* Given a large physical map with numbered flags on landforms (e.g. lake, mountain, valley) identify marker flags with the appropriate landform
* Given a completed map including all mapping elements, draw an arrow to each with a description of the function it serves at the end

Standard 2. The student understands the complex physical and human characteristics of places and regions

2.1 GEOGRAPHY - Describes the natural characteristics of places and regions and explains the causes of their characteristics
* Identifies and describes the physical characteristics of a region and recognizes the affects they have on that region (Region, Location)
* Compares and contrasts the physical characteristics of various regions (Region, Location)

2.2 GEOGRAPHY - Describes the patterns humans make on places and regions
* Identifies and describes the human characteristics and their impact on the community/region (e.g., community businesses, land-use patterns) (Place, Human/Environment Interaction, Location)

2.3 GEOGRAPHY - Identifies the characteristics that define the Pacific Northwest and the Pacific Rim as regions
* Identifies and examines the natural resources of the Pacific Northwest and how they impact people in the regions (Human/Environment Interaction, Region, Place)
* Compares and contrasts the characteristics of the Pacific Northwest to another given region (Place, Region)

Instructional Support Materials

Storypath
* Communities and Their Decisions
* Radio Station
* Toy Company

Harcourt Brace
* Living In Our World

Nystrom Geography
* Exploring Where and Why
* People and Places Everywhere
* Map Champ Atlas
* World/US Desk Maps
* Globe Skills
* World/US Map Skills

Instructional Strategies

* Discuss various habitats (e.g., mountains, deserts, temperate rain forests). Have students choose one to recreate in a box (a diarama), for example
* Use relief maps of Washington State to locate and identify mountains, lakes, rivers, valleys, oceans, bays, etc.
* Create a 3-D landscape and begin to populate it, discussing the changes made on the environment (roads, towns, shops, etc.)
* Compare and contrast before and after pictures of Seattle, placing on a timeline
* Study a Pacific Northwest tribe. Assign parts of research to various groups (e.g., housing, family structure, food)

Assessment

* Given a list of physical landforms in Washington State (e.g., Mt. Rainier, Puget Sound) and an enlarged map of the state, identify where they can be found
* Write a reflection on what happened to their 3-D landscape, what happened to the land? To the people? How did it change?
* Create a collage identifying natural resources of the Pacific Northwest
* Given two regions (e.g., Pacific Northwest, Southwest), create a Venn Diagram identifying similarities, differences of both

Standard 3. The student observes and analyzes the interaction between people, the environment, and culture

3.1 GEOGRAPHY - Identifies and examines people's interaction with and impact on the environment
* Identifies and describes the specific choices people have about their interactions with the environment and the affect those choices have upon it (Human/Environment Interaction, Movement)

3.2 GEOGRAPHY - Analyzes how the environment and environmental changes affect people
* Compares and contrasts differing environments and how they provide opportunities and set limits for people (Location, Region, Human-Environment Interaction)
* Examines and analyzes how people adapt to their environment to meet their basic needs (Human/Environment Interaction)

3.3 GEOGRAPHY - Examines cultural characteristics, transmission, diffusion, and interaction
* Understands that individuals are born into various societies with their own cultural traditions (e.g., art, religion, dress, food) (Place, Location)
* Understands and describes the impact of cross cultural interactions (Movement, Region, Place)

Instructional Support Materials

Storypath
* Communities and Their Decisions
* Radio Station
* Toy Company

Harcourt Brace
* Living In Our World

Nystrom Geography
* Exploring Where and Why
* People and Places Everywhere
* Map Champ Atlas
* World/US Desk Maps
* Globe Skills
* World/US Map Skills

Instructional Strategies

* Use examples of folk art from many cultures to make observations about the people: who created them and where they lived. Then study toys and games from around the world (jigsaw and share)
* Study the reasons for deforestation in various rain forests and the effect it has on animals, environment, and the world. Connect back to their lives by collecting recycled paper for a period of time and then make new paper from it
* Choose a country to study, researching information on art, religion, dress, food, geography, etc., and create a travel brochure
* Study various cultures (e.g., Inuits, African tribes) and how their environment defines their culture/values/traditions/dress

Assessment

* Hold an "international" day where students are representatives of their country and can orally communicate an understanding of the culture found in the country they studied
* Create a poster teaching a younger grade, communicating knowledge of how human choices affect the earth
* Choose a habitat from a hat and pretend they have been "dropped off" there for a summer. Students explain in writing how the environment impacts their needs and wants

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Grade 4

Standard (Curriculum)

Instruction and Assessment

Standard 1. The student uses maps, charts, and other geographic tools to understand the spatial arrangement of people, places, resources, and environments on Earth's surface

1.1 GEOGRAPHY - Uses and constructs maps, charts, and other resources to gather and interpret geographic information
* Examines and describes map elements (e.g., latitude, longitude, equator, hemispheres, legend, key, compass) related to regions of the United States (Location)

1.2 GEOGRAPHY - Recognizes spatial patterns on Earth's surface and understands the processes that create these patterns
* Locates, identifies, and constructs physical maps, with attention to landforms and how they developed and changed by natural processes by region (Location, Region)

Social Studies Skills
1. Inquiry and Information
* Identifies key words, appropriate and varied sources
* Uses basic research skills
* Uses table of contents and indexes as social studies reference materials
* Locates particular facts in social studies documents
* Depicts data using graphic organizers
* Presents a product that demonstrate understanding of information and responds to central questions

2. Interpersonal and Group Process Skills
* Identifies roles of different members of a group; serves in different roles in groups (e.g., class meetings, student government)

3. Critical Thinking Skills
* Investigates cause and effect relationships and their impact on people, environments, and economic systems

Instructional Support Materials

Storypath
* Early Northwest Coast People
* Travel Agency

Harcourt Brace
* States and Regions
* Discovering Washington. Ruth Pelz Peregrine Smith Books, 1997

Nystrom Geography
* Washington State Hands On Geography
* Washington State Desk Maps
* Geo Themes Atlas
* Globe Skills
* World/US Map Skills

Instructional Strategies
* Use a map of Washington to locate such landforms as: Mt. Rainier, Puget Sound, Columbia River, Horse Heaven Hills, etc. to learn location
* Use a political map of Washington to locate such places as Spokane, Ellensburg, North Cascades National Park, Grand Coulee Dam
* Create a Double Bubble Map to show the difference between a city, state, county, and continent
* Write your address so that it shows your galaxy

Assessment

* Traditional test requiring students to know the names of major landforms and places help students to see that a basic knowledge of geography is as important to social studies as math facts to math

Standard 2. The student understands the complex physical and human characteristics of places and regions

2.1 GEOGRAPHY - Describes the natural characteristics of places and regions and explains the causes of their characteristics
* Identifies the natural characteristics of the Pacific Northwest
* Describes the geological process that formed the Pacific Northwest (Region, Location)

2.2 GEOGRAPHY - Describes the patterns humans make on places and regions
* Observes and describes patterns of movement across and into regions of the United States by humans and how they affect that region (Place, Location, Region, Human/Environment Interaction)

2.3 GEOGRAPHY - Identifies the characteristics that define the Pacific Northwest and the Pacific Rim as regions
* Describes the physical and human characteristics of the Pacific Northwest region (Location, Place, Human/Environment Interaction, Region)

2. Interpersonal and Group Process Skills
* Identifies roles of different members of a group; serves in different roles in groups
* Identifies appropriate people to gain needed information, asks relevant questions, records discussion

3. Critical Thinking Skills
* Distinguishes among fact and opinion
* Investigates cause and effect relationships and their impact on people, environments, and economic systems

Instructional Support Materials

Storypath
* Early Northwest Coast People
* Travel Agency

Harcourt Brace
* States and Regions
* Discovering Washington. Ruth Pelz Peregrine Smith Books, 1997

Nystrom Geography
* Washington State Hands On Geography
* Washington State Desk Maps
* Geo Themes Atlas
* Globe Skills
* World/US Map Skills

Library Materials: See bibliographies of recommended titles
* 294 Glimpses of Historic Seattle
* Changing City and the Changing Countryside, by Muller

Instructional Strategies

* List natural characteristics found regionally. On individual Washington State maps, use symbols to label natural characteristics of the state
* Study the history of our own community and how the "face" of Seattle has changed over the last 150 years. Using 294 Glimpses of Historic Seattle, compare the old photographs with how it appears today by having students located the area of the original photo and take a new photo of the same place. Create a Hyperstudio stack that compares the photos
* Create a Flow Map on changing photographs of 294 Glimpses of Historic Seattle. Write a chronological description of people on a corner of downtown Seattle over 150 years
* Examine the pictures in The Changing City and The Changing Countryside by Mullen. Discuss whether or not the changes affected geography
* Read about Denny Regrade in Seattle where a direct water pressure changed Seattle's geography
* View photographs of before and after Seattle

Assessment

* Explore how population has a dramatic effect on environment. Explain, using math manipulatives, the geometric expansion of population

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* Summarize ways in which people change geography. Summaries may be written, oral, visual, dramatic, etc.

Standard 3. The student observes and analyzes the interaction between people, the environment, and culture

3.1 GEOGRAPHY - Identifies and examines people's interaction with and impact on the environment
* Describes how people in the region use their natural resources and how this affects the environment (Region, Human/Environment Interaction, Movement)

3.2 GEOGRAPHY - Analyzes how the environment and environmental changes affect people
* Analyzes how the environment and environmental changes of a region affect the cultural life of a people (Human/Environment Interaction, Region)

3.3 GEOGRAPHY - Examines cultural characteristics, transmission, diffusion, and interaction
* Explores cultural differences between groups within a region (Region, Movement, Human/Environment Interaction, Location, Place)
* Compares and contrasts cultural differences between regions
* Analyzes how these groups interact

Social Studies Skills
1. Inquiry and Information
* Selects a social studies topic
* Identifies key words, appropriate and varied sources
* Uses basic research skills
* Identifies main idea
* Depicts data using graphic organizers
* Presents a product

2. Interpersonal and Group Process Skills
* Communicates own feeling and beliefs, listens to other viewpoints on social studies issues
* Identifies roles of different members of a group; serves in different roles in groups
* Identifies appropriate people to gain needed information, asks relevant questions, records discussion

3. Critical Thinking Skills
* Identifies central issue; formulates appropriate questions
* Distinguishes among fact and opinion
* Compares advantages and disadvantages
* Suggests solutions, decides appropriate course of action
* Investigates cause and effect relationships and their impact on people, environments, and economic systems

Instructional Support Materials

Storypath
* Early Northwest Coast People
* Travel Agency

Harcourt Brace
* States and Regions
* Discovering Washington. Ruth Pelz Peregrine Smith Books, 1997

Nystrom Geography
* Washington State Hands On Geography
* Washington State Desk Maps
* Geo Themes Atlas
* Globe Skills
* World/US Map Skills

Library Materials: See bibliographies of recommended titles
* "Children Just Like Me"

Instructional Strategies

* Using the book, Children Just Like Me, students use a graphic organizer such as a Double Bubble Map to list similarities and differences between two children featured: What do these children have in common? How are the lives of these children different? Compare the lives of these children to their own
* Distinguish between natural resources and people made items. Use a Tree Map to chart people made goods and natural resources
* List natural resources of Washington State. On individual Washington State maps, create a legend of natural state resources and place on map
* Define the meaning of "renewable". Brainstorm "gifts from nature" that may be returned to the earth, using a Circle Frame Map. Chart the salmon cycle using a Flow Map. Salmon are a renewable natural resource that are being protected in many ways. Salmon are being protected even in our schools. Research this great school project
* Water is a renewable natural resource vital to human survival. List ways water can be conserved, using a Tree Map
* List ways water can be renewed: How can wastewater be recycled? How can polluted waterways be made clean again?
* Explore some resources that need greater conservation. Have students brainstorm, using a Bubble Map, natural resources that cannot be replaced by people

Assessment

* Charts, graphs
* Collection, log, or map
* Demonstration of renewable resources
* Essay on ecological responsibility
* Predict what needs to be done to plan the future
* Present information (e.g., poster, PowerPoint presentation) on how two different cultures interact with the natural environment

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Grade 5

Standard (Curriculum)

Instruction and Assessment

Standard 1. The student uses maps, charts, and other geographic tools to understand the spatial arrangement of people, places, resources, and environments on Earth's surface

1.1 GEOGRAPHY - Uses and constructs maps, charts, and other resources to gather and interpret geographic information
* Uses basic mapping elements to construct maps that display information (e.g., historical travel routes, regions, physical characteristics) (Location)

1.2 GEOGRAPHY - Recognizes spatial patterns on Earth's surface and understands the processes that create these patterns
* Constructs and analyzes human spatial patterns across the United States and represents these on political maps (Movement, Human/Environment Interaction)

By the end of fifth grade, the student:
1.1
* Examines a variety of maps to describe basic mapping elements (Location)
* Uses basic mapping elements to construct a map that displays information about school grounds, a neighborhood, or a local community (Location, Place)
1.2
* Locates places, major physical features, and human spatial patterns using maps, globes, and other sources (Location, Place, Region)

Social Studies Skills
1. Inquiry and Information
* Selects a social studies topic; asks question to identify subtopics
* Identifies key words, appropriate and varied sources; uses basic research skills; uses table of contents and indices as social studies reference materials
* Locates particular facts in social studies documents, identifies main idea
* Locates data into graphic organizers
* Creates a product that demonstrates understanding of information and responds to central questions; presents product to meaningful audience

2. Interpersonal and Group Process Skills
* Communicates own feeling and beliefs; listens to viewpoints on social studies issues
* Identifies roles of different members of a group; serves in different roles in groups
* Identifies appropriate people to gain needed information, asks relevant questions, records answers

3. Critical Thinking Skills
* Identifies central issue; formulates appropriate questions
* Distinguishes among fact and opinion; clarifies point of view; identifies main message and target audience
* Compares advantages and disadvantages, suggests solutions, decides appropriate course of action
* Investigates cause and effect relationships and their impact on people, environments, and economic systems
* Groups human and natural events into broadly defined ears and places in proper sequence on a timeline
* Assumes and portrays others' points of view

Instructional Support Materials

Storypath
* Colonial Boston and the Struggle for Independence
* Oregon Trail
* Museum

Harcourt Brace
* America's Story

Nystrom Geography
* US Hands On Geography
* United States Desk Maps
* Exploring Our Country Atlas
* Globe Skills
* World/US Map Skills

Instructional Strategies

* Use relief maps of the United States to locate landforms (e.g., The Rockies, the Mississippi River, Chimney Rock)
* Trace the various westward migration routes of settlers and explorers on a map of the US
* Use film or video to show different regions of the US Locate these on a map. Describe the differences using a compare/contrast graphic organizer (e.g., Double Bubble Map)

Assessment

* Locate landforms on a blank outline map of United States
* Traditional tests requiring students to know the names of major landforms and places help students understand that basic knowledge of geography is an important tool of the social studies
* Create a map including basic map elements and key
* Make a map that illustrates students' understanding of issues studied

Standard 2. The student understands the complex physical and human characteristics of places and regions

2.1 GEOGRAPHY - Describes the natural characteristics of places and regions and explains the causes of their characteristics
* Analyzes the natural characteristics of places and regions and explains the causes of their characteristics

2.2 GEOGRAPHY - Describes the patterns humans make on places and regions
* Compares and contrasts the way humans and their settlements impact places and regions in the United States (Human/Environment Interaction, Location, Place, Movement, Region)

2.3 GEOGRAPHY - Identifies the characteristics that define the Pacific Northwest and the Pacific Rim as regions
* Analyzes the physical and human characteristics of the Pacific Northwest region and the impact they have on each other (Human/Environment Interaction, Location, Place, Movement)

By the end of fifth grade, the student:
2.1
* Observes and describes the physical characteristics of the local area and Washington State (Location, Region, Place)
2.2
* Observes and describes the human characteristics of the local area and Washington State (Location, Region, Place, Human/Environment Interaction)
2.3
* Describes how distinct physical and human characteristics and their interactions define the Pacific Northwest as a region (Five Themes)

Instructional Support Materials

Storypath
* Colonial Boston and the Struggle for Independence
* Oregon Trail
* Museum

Harcourt Brace
* America's Story

Nystrom Geography
* US Hands On Geography
* United States Desk Maps
* Exploring Our Country Atlas
* Globe Skills
* World/US Map Skills

Instructional Strategies

* Uses symbols and illustrations to map the natural resources of regions. These can then be put together into a map of the nation and it's natural resources
* Design a project to analyze the changes Native Americans and early settlers made to their environment to meet their needs and wants
* Locate places of early settlement (native and non-native) and identify the reasons people chose those places
* Examine how Washington's location provides cultural, political, and economic connectedness to the Pacific Rim

Assessment

* Summarize ways in which people change geography. Summaries may be written, oral, visual, or dramatic

Standard 3. The student observes and analyzes the interaction between people, the environment, and culture

3.1 GEOGRAPHY - Identifies and examines people's interaction with and impact on the environment
* Identifies and analyzes how the choices people make impact the environment (Human/Environment Interaction, Movement, Region)

3.2 GEOGRAPHY - Analyzes how the environment and environmental changes affect people
* Compares and contrasts how various cultural groups have adapted to the environment of North America (Human/Environment Interaction, Movement, Region)

3.3 GEOGRAPHY - Examines cultural characteristics, transmission, diffusion, and interaction
* Applies the understanding that cultural traditions can help in cross-cultural communication (Place, Movement, Region)

By the end of fifth grade, the student:
3.1
* Identifies choices individuals have in how they interact with the environment (Human/Environment Interaction, Region)
3.2
* Describes how differing environments both provide varying opportunities and set limits for human activity (Human/Environment, Interaction, Region, Place)
* Describes how people adapt to their environment to meet basic human needs and concerns (Human/Environment Interaction, Region)
3.3
* Knows that people are born into societies that consist of different racial, ethnic, religious, and/or social groups (Location, Region, Place)
* Identifies the ways cultural traditions are expressed through artistic creations and use of the environment (e.g., art, clothing, and architecture) (Five Themes)
* Recognizes the positive and negative outcomes that can result when people of different cultural backgrounds interact and understands how an awareness of cultural traditions can help in cross-cultural communication (Five Themes)

Instructional Support Materials

Storypath
* Colonial Boston and the Struggle for Independence
* Oregon Trail
* Museum

Harcourt Brace
* America's Story

Nystrom Geography
* US Hands On Geography
* United States Desk Maps
* Exploring Our Country Atlas
* Globe Skills
* World/US Map Skills

Instructional Strategies

* Compare and contrast the colonies in terms of their physical environment, economic activity, and cultural and religious norms using a graphic organizer (e.g., Doupble Bubble Map)
* Compare and contrast how various cultural groups adapted to the environment of North America

Assessment

* Radio shows, original plays, dioramas, reports, powerpoint presentations on how various groups adapted to their environment
* Prepare a set of images (photos or drawings) showing how an environment was before settlement by a specific group, and how it looked after

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Grade 6

Standard (Curriculum)

Instruction and Assessment

Standard 1. The student uses maps, charts, and other geographic tools to understand the spatial arrangement of people, places, resources, and environments on Earth's surface

1.1 GEOGRAPHY - Uses and constructs maps, charts, and other resources to gather and interpret geographic information
* Uses and constructs maps, charts, and diagrams using geographical tools to understand physical, political, and cultural features with an emphasis on ancient civilizations

1.2 GEOGRAPHY - Recognizes spatial patterns on Earth's surface and understands the processes that create these patterns
* Uses special purpose maps, satellite maps, and other resources to determine spatial patterns of ancient civilizations
* Uses and applies the Five Themes of Geography

Social Studies Skills
1. Inquiry and Information
* Uses a variety of strategies to generate and narrow a focus on a specific topic
* Gathers information from a variety of sources (e.g., primary documents, interviews, reference materials, periodicals)
* Evaluates historical fiction for reality
* Draws conclusions based on text
* Uses ideas and perspectives to produce a product with focus on details, organization, and voice
* Writes for different purposes acorss content areas and genres

2. Interpersonal and Group Process Skills
* Listens critically
* Participates in group presentations
* Identifies appropriate people to gain needed information

3. Critical Thinking Skills
* Identifies central issue
* Identifies multuple perspectives
* Recognizes stereotypes, cliches, bias, and propaganda techniques
* Compares advantages, disadvantages, and suggests alternate solutions
* Analyzes and evaluates the impact of ideas, events, and/or people on groups, environments, economic systems, and/or subsequent events
* Identifies ideas, events, and people of ancient civilizations and classifies into particular time periods or chronological order
* Understands and takes perspective based on the time period, group of people, and social hierarchy being studied.

Instructional Support Materials

Silver Burdett Ginn
* The World and Its People

Instructional Strategies

* Examine and array of maps, charts, and diagrams collected from theme parks, ferry systems, etc., used for a variety of purposes
* Compare/contrast physical, political, historical, and special purpose maps and be able to explain or show the differences
* Study maps and determine visible and invisible boundaries
* Compare/contrast map projections and make lists of each of their strengths and weaknesses
* Create maps/globes of the world, placing the continents and their main physical features on them correctly
* Create maps to scale
* Create Salt Dough World Landform Maps with main World Geographic features on them
* Sort and classify lists of human-made vs. natural features using the Tree Map
* Use National Geographic and create scrapbooks about the physical features of earth
* Play Battleship to learn about grid systems* Give students a list of longitude and latitude coordinates for places they need to travel to before arriving at a specific destination
* Study historical maps to learn main geographical features of the early civilizations
* Give students physical maps of unknown areas and ask them to determine where they should settle and build their civilization
* Play games and use Daily Oral Geography, GeoBee Software, Zip-Zap-Map Software, and the National Geographic Geography Bee Prep Handbook to challenge and increase knowledge of world geography
* Watch travel videos or read travel journals to learn about features of places on earth
* Read literature and books with a focus on geography or travel (e.g., Around the World in Eightyh Days, Bloomability)
* Compare maps and photographs of the same area to realize value of satellite images and aerial photographys
* Gather aerial photographs of Seattle and have studetns study them to pic out familiar landmarks
* Use the five themes of geography as a framework to study ancient civilizations
* Work in groups to apply the five themes of geography to their study of ancient civilizations
* Create murals with pictures from National Geographic which show examples of the five themes of geography
* Create a civilization: Give students physical maps of unknown areas and ask them to determine where they should settle and build their civilization
* Create comparative maps, charts, and diagrams based on their study of ancient civilizations
* Explain the relationship between geography and settlement patterns on earth

Assessment

* Quizzes, tests
* Student created posters or map handbook teaching the basics of maps and map making
* Assign Geotopia (U.S.A. Today). Students create their own country anywehre on earth with climate, crops, and culture connecting to its location and physical features. While completing this projects, students keep up on current events by collecting newspaper articles related to topics within the assignment
* Create travel journals, which include maps, directions, and descriptions of physical features and travels in and around a particular country
* Make maps showing the location of the early civilizations and include the main physical features of the area
* Foor cooperative groups, use Interact simulations focusd on geography (e.g. Caravans, Pacific Rim)
* Write book summaries highlighting themes related to geography
* Engage in school-wide Geography Bee
* Analyze aerial photographs and interpret
* Create murals
* Make comparative maps, charts and diagrams highlighting application of Five Themes and analysis of processes that created settlement patterns

Standard 2. The student understands the complex physical and human characteristics of places and regions

2.1 GEOGRAPHY - Describes the natural characteristics of places and regions and explains the causes of their characteristics
* Describes the physical characteristics that define a specific world area as a region (e.g., the Middle East)

2.2 GEOGRAPHY - Describes the patterns humans make on places and regions
* Describes the ways humans, their settlements, and economic activities impact places and regions

2.3 GEOGRAPHY - Identifies the characteristics that define the Pacific Northwest and the Pacific Rim as regions
* Describes how physical and human characteristics interact with the environment to define a specific world area

2. Interpersonal and Group Process Skills
* Listens critically
* Participates in group presentations
* Identifies appropriate people to gain needed information

Instructional Support Materials

Silver Burdett Ginn
* The World and Its People

Instructional Strategies

* Hold discussions about the physical features of the Pacific Northwest and analysis of how geography has influenced the developments of local culture
* Analyze cause and effect relationships, using a Multi-flow Map, related to the physical features in our region and around the world
* Keep a student or class weather/climate journal in which they record the daily weather and relate the weather to our region's climate
* Create bar graphs about the weather or precipitation in the area
* Study maps of world culture regions and determine how physical features played a part in the development of these regions
* Create resource maps for different world regions to understand that resources are not distributed equally
* Analyze world population maps to determine where people live. Decide what influence the physical features and natural resources of each place had in settlement
* Analyze photographs of different environments and have students write a one-word caption for each photograph explaining how the environment affects the way people live in those regions
* Trace settlement patterns of early civilizations using a Flow Map
* Compare how early civilizations, which were all near rivers, were similar and idintify how other geographical influences unique to each civilization caused different cultural and economic development
* Understand that geographical features and competition between groups of people can motivate migration
* Identify natural resources necessary to survival, using a Bubble Map. Make a survival book
* Create collages that show examples of climate, vegitation, and physical features of our region and world regions
* Study cultures of the past analyzing their lifestyle and how they adapted to their environment
* Read survival stories-Hatchet, My Side of the Mountain, Shackleton Expedition, Robinson Crusoe, Castaway, Swiss Family Robinson
* Give examples of the consequences of a mismatch between natural resources and population (desertification, famines, deforestation). Compare data across time, creating comparative graphs or maps
* Understand scarcity of natural resources and impact on nations. Discuss methods of preservation and protection of resources
* Write action letters to the governemtns of nations that are suffering because of overuse of land and resources
* Create endangered species reports and suggest methods for saving these animals from extinction. Send letters to appropriate agencies
* Students recall building or road construction project and give descriptions of what the land looked like before
* Compare pictures of the same place from one era to another. Students note the changes in their compare/contrast
* Structured academic controversies about an issue related to the use of natural resources. Interview people with different perspectives
* Create topographical maps of a region in different eras to enable students to see changes in geography, urbanization, defroestation, etc.
* Defend conflicting points of view on a specific environmental issue
* Research and report on economic activity in our area and analyze the impact on the environment
* Compare/contrast, using a Double Bubble Map, economic activity in two different eras in the same location to examine how the environment has changed
* Travel through time to see the changes in their own community by interviewing someone about what their community was like 20, 30, and 40 years ago. Report findings
* Examine early trade routes developed between early civilizations so that groups of people could meet their basic nees, and discuss how these routes impacted places
* Compare/contrast using a Double Bubble Map, early civilizations with countries of today. Note changes over time and discuss how the culture is the same and different from early times
* Using National Geographic magazines, create posters of the physical and human characteristics of particular places on earth
* Discuss the personality of community they live in
* Write essays about their favorite meeting place
* Debate as teens whether malls are a good replacement for Main Street or a downtown plaza
* Describe how human activities can change the physical features of a place

Assessment

* Classroom discussions
* Student created maps
* Student response journals for analysis
* Captions for environment posters
* Compare/constrasts
* Survival book
* Collages of regions
* Group products
* Comparative maps or graphs of an environment over time
* Action letters
* Endangered species report
* Interviews
* Debate and recommendations
* Student journals
* Report of interviews with members of community. Oral histories
* Create editorial cartoons which send a message about an environmental issue of concern
* Maps of Silk Road/analysis of impact on development of cultures, places, and regions Interact-Silk Road
* Junior Achievement-International Marketplace-Made to Trade
* Students create place posters including physical characteristics, environments, climate, and landmarks that define a place on earth
* Cooperative group research and projects
* Student essays
* Collage posters

Standard 3. The student observes and analyzes the interaction between people, the environment, and culture

3.1 GEOGRAPHY - Identifies and examines people's interaction with and impact on the environment
* Describes how cultural identity influences the way people think about the environment
* Understands that the natural environment impacts culture that develops and influences the interaction between people and their environment

3.2 GEOGRAPHY - Analyzes how the envoronment and environmental changes affect people
* Explains and understands how environment impacts human activity
* Explains and understands how people adapt to their environment

3.3 GEOGRAPHY - Examines cultureal characteristics, transmission, diffusion, and interaction
* Understands that culture is transmitted by home, school, religious beliefs, and through celebrations and traditions
* Develops an understanding of the positive and negative outcomes that can result when people of different cultural backgrounds interact
* Understands how an awareness of cultural tradition can help in cross-cultural communication

2. Interpersonal and Group Process Skills
* Listens critically
* Participates in group presentations
* Identifies appropriate people to gain needed information

Instructional Support Materials

Silver Burdett Ginn
* The World and Its People

Instructional Strategies

* Find newspaper articles about current conflicts or political events. Identify different points of view about the situation
* Study the customs and traditions of various cultures from around the world. Create a culture book using the ABC's of culture
* Write stories about their families' activities during special celebrations
* Give location on a world map. Describe how their way of looking at the world might differ if they lived in that location
* Study differences between the Hebrew, Gregorian, and Chinese calendar to determine point of view
* Research a specific event in ancient history and then write the viewpoint of one of the groups involved in the event
* Discuss the conflict of values regarding use of land and resources in the past and present
* Research and discuss global environmental issues
* Hold a mock United Nations on environmental issues. Research and present what is found to be the point of view of the country being represented
* Illustrate how environment affects diet, shelter, clothing, lifestyle, recreation, etc. Give specific examples
* Research global environmental issues and their impact on humans
* Study the Stone Age and nomadic lifestyle
* Identify using maps, where prehistoric people settled
* Sequence the events that led to the change from nomadic lifestyle to a farming lifestyle
* Make models of stone tools
* Take a trip to the Burke Museum for The Peopling of the Americas and hafting exercise
* Research the daily lives of prehistoric people in several different areas. Make a chart noting the different ways they met their wants and needs
* Analyze the differences in lifestyles of these prehistoric groups based on their environment
* After studying any of the early civiliztions, discuss how each civilization met their needs, adapted to their environment, and was impacted by their environment
* Study accomplishments and inventions of early civilizations to assess motivations based on environment
* Project Reach-Engage in self-awareness activities, human relations skills activities, multi-cultural awareness activities, and cross-culture relations activities

Assessment

* Accurate points of view identified in newspaper articles
* Culture book
* Family stories
* Complete Point of View graphic organizer
* Compare.constrast of claendards
* Debate/S.A.C.
* Speeches at United Nations Environmental Summit
* Illustrations of geography affecting culture
* Illustrations
* Research
* Sequencing
* Create process diagram of how to make stone tols
* Clovis point analysis at Burke
* Hafting model
* Research reports
* WAys to meet wants and needs chart
* Class discussion
* Questions
* Project invention-make an improvement on an invention used today
* Product Reach

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Grade 7

Standard (Curriculum)

Instruction and Assessment

Standard 1. The student uses maps, charts, and other geographic tools to understand the spatial arrangement of people, places, resources, and environments on Earth's surface

1.1 GEOGRAPHY - Uses and constructs maps, charts, and other resources to gather and interpret geographic information
* Uses and constructs maps, charts, and diagrams using geographical data to understand the implications geography had on the growth of the New World (e.g., exploration, settlement, conflicts, and westward movement)

1.2 GEOGRAPHY - Recognizes spatial patterns on Earth's surface and understands the processes that create these patterns
* Recognizes the human and physical features that join with spatial patterns responsible for the diverse development of different regions in the United States

Social Studies Skills
1. Inquiry and Information
* Uses basic search skills
* Locates particular facts in social studies documents
* Presents a product that demonstrates understanding of information and responds to central question

2. Interpersonal and Group Process Skills
* Identifies roles of different members of a group; serves in different roles in groups

3. Critical Thinking Skills
* Investigates cause and effect relationships and their impact on people, environments, and economic systems

Instructional Support Materials

Prentice Hall
* The American Nation. Beginnings to 1877

Instructional Strategies

* Design map or aerial view of the United States with all physiographic features. Locate cities, climate, history of its people
* Create topographical maps of a region in its different eras to enable students to literally see changes in geography, urbanization, etc.

Assessment

* Final map or aerial view; placement of features and cities, climate, and history
* Comparative maps

Standard 2. The student understands the complex physical and human characteristics of places and regions

2.1 GEOGRAPHY - Describes the natural characteristics of places and regions and explains the causes of their characteristics
* Observes and describes the physical characteristics of the United States (e.g., landforms, bodies of water, vegetation, physical regions, climate, soils, mountains) especially to explain events and development

2.2 GEOGRAPHY - Describes the patterns humans make on places and regions
* Observes and describes the human characteristics of the United States (e.g., land-use patterns, waves of immigration, displacement of Native population, development of economy)
* Compares and contrasts the patterns humans make on places and regions, focusing on events that were major turning points in pre-colonial America through 1877

2.3 GEOGRAPHY - Identifies the characteristics that define the Pacific Northwest and the Pacific Rim as regions
* Identifies physical and human interactions causing westward movement in exploration and encouraging migration from the Pacific Rim regions
* Determines physical and human interactions causing westward movement in exploration

2. Interpersonal and Group Process Skills
* Identifies roles of different members of a group; serves in different roles in groups

3. Critical Thinking Skills
* Investigates cause and effect relationships and their impact on people, environments, and economic systems

Instructional Support Materials

Prentice Hall
* The American Nation. Beginnings to 1877

Instructional Strategies

* Identify in a map/globe project human vs. natural features. Have students develop and place icons to represent features
* Identify how geographical influences unique to the United States caused different cultural and economic developments
* Trace some major settlement patterns in North America from Native Americans to present, seeking to explain movement and the effect on the environment
* Use historical accounts of immigrants to identify how and why humans migrate

Assessment

* Project for display or demonstration
* Original illustrated chart or essay
* Illustrated chronological maps; illustrated timelines
* Cause-effect tables

Standard 3. The student observes and analyzes the interaction between people, the environment, and culture

3.1 GEOGRAPHY - Identifies and examines people's interaction with and impact on the environment
* Analyzes the different ways people adapted to a new environment
* Analyzes the explanations for altering the environment
* Explains how the actions and interactions of human societies affect and are affected by the environment

3.2 GEOGRAPHY - Analyzes how the envoronment and environmental changes affect people
* Evaluates the technological advances that aided in the development of how people adapted to/used the environment
* Evaluates the technological advances that have affected both people's adaptation to the environment and their culture

3.3 GEOGRAPHY - Examines cultureal characteristics, transmission, diffusion, and interaction
* Identifies the many groups and subcultures and how they interacted
* Identifies the many ethnic and racial groups and their interaction among each other

2. Interpersonal and Group Process Skills
* Identifies roles of different members of a group; serves in different roles in groups

3. Critical Thinking Skills
* Investigates cause and effect relationships and their impact on people, environments, and economic systems

Instructional Support Materials

Prentice Hall
* The American Nation. Beginnings to 1877

Instructional Strategies

* Note that some landforms and climates can support denser populations. Form hypothesis as to which regions can support more people and why
* Identify natural resources necessary to survival (e.g., water, soil, food, clean air) with a Bubble Map. Make a survival book
* Model or display feature of a culture (e.g., clothing, food, housing, transportation, values, language, arts, education, recreation, work, technology)
* Identify cultural aspects evident in current stories, folktales, movies, photographs of people from various cultures
* Group students to develop dramatic presentations to teach cultural aspect of different ethnicities
* Create forms of cultural communication (e.g., story telling, art, music, drama, rituals) which accurately express personal culture and/or show understanding of other cultures
* Research and make charts of issues of adaptation to cultural conflict
* Study in student groups different ethnicities within the United States or other regions. Role-play and/or debate issues of adaptation

Assessment

* Student posters or collages
* Student essays
* Charts, models
* Group presentation checklist
* Group reports, comparison charts, participation on debate or role play

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Grade 8

Standard (Curriculum)

Instruction and Assessment

Standard 1. The student uses maps, charts, and other geographic tools to understand the spatial arrangement of people, places, resources, and environments on Earth's surface

1.1 GEOGRAPHY - Uses and constructs maps, charts, and other resources to gather and interpret geographic information
* Uses and analyzes satellite imagery and Geographic Information System (GIS) data to interpret information from a spatial perspective
* Uses data and a variety of symbols and colors to create thematic maps, mental maps, and graphs depicting geographic information about the Pacific Northwest and the world

1.2 GEOGRAPHY - Recognizes spatial patterns on Earth's surface and understands the processes that create these patterns
* Locates physical and human features and events on maps and globes

By the end of eighth grade, the student:
1.1
* Uses globes, a variety of map projections, satellite imagery, and Geographic Information System (GIS) data to interpret information from a spatial perspective (Location, Place)
* Uses data and a variety of symbols and colors to create thematic maps, mental maps, and graphs depicting geographic information (Location, Place, Region)
1.2
* Locates physical and human features and events on maps and globes (Location, Place, Region)
* Analyzes how human spatial patterns emerge from natural processes and human activities (Place, Human/Environment Interaction, Movement)

Social Studies Skills
1. Inquiry and Information
* Depicts/interprets data (e.g., outline, chart, graph, map)

2. Interpersonal and Group Process Skills
* Makes decisions, plans, and takes action in a group

3. Critical Thinking Skills
* A problem (Reading 2.2), (Math 3.2)
* Determines relevant information

Instructional Support Materials

Glencoe mcGraw-Hill
* World Geography

Pacific Publishing Co.
* The Washington Story. History of Our State

Instructional Strategies

* Identify human-made vs. natural features using a Tree Map. Have students develop and place icons to represent features
* Design map or aerial view of an imaginary continent with all physiographic features featured, name them, locate cities in geographically predictable sites, describe probable climate, and create an imaginary history of its people
* Sketch map from memory, then revise using maps, atlases, and globes. Use grids to teach enlargement/reduction of scale, sketching in one square at a time

Assessment

* Project for display and demonstrateion
* Final map or aerial view, logical placement of features and cities, oral defense of sites, climate, and history

Standard 2. The student understands the complex physical and human characteristics of places and regions

2.1 GEOGRAPHY - Describes the natural characteristics of places and regions and explains the causes of their characteristics
* Uses tools and observations to identify, compare, and contrast the physical characteristics of places and regions of the Pacific Northwest and the world

2.2 GEOGRAPHY - Describes the patterns humans make on places and regions
* Uses observations, maps, and other tools to identify and to compare and contrast the patterns humans make in places and regions in the Pacific Northwest and the world

2.3 GEOGRAPHY - Identifies the characteristics that define the Pacific Northwest and the Pacific Rim as regions
* Examines the Pacific Northwest as part of the Pacific Rim region and describes similarities and differences among Pacific Rim countries with regard to oceans, landforms, trade, and culture
* Determines how physical and human interactions caused westward movement in exploration and settlement in the west

By the end of eighth grade, the student:
2.1
* Uses observation, maps, and other tools to identify, compare, and contrast the physical characteristics of places and regions (Location, Region, Place)
2.2
* Uses observation, maps, and other tools to identify and to compare and contrast the patterns humans make on places and regions (Location, Region, Place, Human/Environment Interaction)
2.3
* Examines the Pacific Northwest as part of the Pacific Rim region and describes similarities and differences among Pacific Rim countries with regard to oceans, landforms, trade, and culture (Five Themes)

Social Studies Skills
1. Inquiry and Information
* Anticipates a particular perspective/value orientation; demonstrates content knowledge

2. Interpersonal and Group Process Skills
* Anticipates a particular perspective/value orientation; demonstrates content knowledge

3. Critical Thinking Skills
* Analyzes and evaluates the impact of people on environments and subsequent events

Instructional Support Materials

Glencoe mcGraw-Hill
* World Geography

Pacific Publishing Co.
* The Washington Story. History of Our State

Instructional Strategies

* Trace some major settlement patterns in North America from Native Americans to present, seeking to explain movement and the effect on the environment (e.g., loggers moving from Michigan to Washington after the Michigan forests were logged)
* Devise topographical maps showing a series of eras in one region to enable them to see the impact of humans on geography over time.

Assessment

* Illustrated chronological maps; illustrated timelines
* Discussion - cause-effect tables
* Topographical maps with summary paragraphs

Standard 3. The student observes and analyzes the interaction between people, the environment, and culture

3.1 GEOGRAPHY - Identifies and examines people's interaction with and impact on the environment
* Explains how the actions and interactions of human societies affect and are affected by the environment in the Pacific Northwest

3.2 GEOGRAPHY - Analyzes how the envoronment and environmental changes affect people
* Explains how the physical environment impacts how and where people live and work in the Pacific Northwest and the world
* Examines how technology can affect people's interaction with the environment in the world and the Pacific Northwest

3.3 GEOGRAPHY - Examines cultureal characteristics, transmission, diffusion, and interaction
* Identifies the many groups and subcultures that exist within large societies and the ways they interact within the world and the Pacific Northwest

By the end of eighth grade, the student:
3.1
* Analyzes the different ways people use the environment, identifies the consequences of use, and considers possible alternatives (Human/Environment Interaction, Region)
* Explains how the actions and interactions of human societies affect and are affected by the environment with regard to air, water, and land issues (Human/Environment Interaction, Region)
3.2
* Explains how the physical environment impacts how and where people live and work (Human/Environment Interaction, Region, Place, Movement)
* Examines how technology can affect people's interaction with the environment (Human/Environment Interaction, Region, Movement)
3.3
* Identifies the many groups and subcultures that exist within large societies and the ways they interact (Location, Region, Place, Movement)
* Explains how some forms of cultural communication contribute to societal cohesion and/or division (Five Themes)
* Identifies how people develop their understandings of culture through the exchange of ideas, art, music, natural resources, and goods and services (Five Themes)

Social Studies Skills
1. Inquiry and Information
* Formulates an effective, open-ended question

2. Interpersonal and Group Process Skills
* Anticipates a particular perspective/value orientation; demonstrates content knowledge; listens critically and upon the ideas of others

3. Critical Thinking Skills
* Analyzes and evaluates the impact of people on environments and subsequent events

Instructional Support Materials

Glencoe mcGraw-Hill
* World Geography

Pacific Publishing Co.
* The Washington Story. History of Our State

Instructional Strategies

* Analyze the desertification of Northern Africa, movement into cities (Mexico City), deforestation in South America
* Give examples of the consequences of a mismatch between natural resources and population (e.g., Sahara Desert expansion, East African famines, deforestation in Brazil and the United States)
* Discuss current events to identify how unequal distribution, depletion, and pollution of natural resources affect decision-making at local, national, and international levels

Assessment

* Reports
* Comparative graphs or maps; student editorials
* Class discussion, cause/effect charts

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Grade 9

Standard (Curriculum)

Instruction and Assessment

Standard 1. The student uses maps, charts, and other geographic tools to understand the spatial arrangement of people, places, resources, and environments on Earth's surface

1.1 GEOGRAPHY - Uses and constructs maps, charts, and other resources to gather and interpret geographic information
* Transposes statistical information into charts, graphs, and maps for the purpose of interpretation and analysis
* Uses maps to understand historical phenomenon (e.g., migration, wars, famine) (Five Themes)

1.2 GEOGRAPHY - Recognizes spatial patterns on Earth's surface and understands the processes that create these patterns
* Interprets how human spatial patterns have evolved in relation to physical, geological, and human processes over time (Five Themes)

Social Studies Skills
1. Inquiry and Information
* Develops a line of thought in social studies that explains the how and why
* Identifies key words
* Uses appropriate search method and strategies
* Finds vital information such as, online/media, etc.
* Analyzes the sources
* Refers to a variety of social studies sources and compares for validity and reliability
* Creates and explains outlines, maps, charts, timelines, tables that help resolve problems
* Produces a product that supports the thesis and presents to a meaningful audience

2. Interpersonal and Group Process Skills
* Demonstrates original ideas, shows content knowledge, listens critically and builds upon the ideas of others, asks clarifying questions, and challenges statements of others
* Participates in constructing and planning a mock trial, debate, panel discussion, or group discussion
* Identifies appropriate subjects for a specific topic and poses relevant questions

3. Critical Thinking Skills
* Identifies a particular problem and gathers and synthesizes information
* Distinguishes between fact and opinion and comes to relevant conclusions
* Gathers factual information and opinions and finds conclusions based on the gathered data
* Takes an issue or problem and finds relevant cause and effect information
* Takes relevant information and finds causes and effects related to changes in time
* Analyzes a cause, effect, and perspectives based on different views of causation

Instructional Support Materials

Prentice Hall
World Cultures.? A Cultural Mosaic

Instructional Strategies
* Interpret a map of early Roman civilization in order to understand the growth of the civilization.
* Compare maps of major centers of civilizations to find similarities.

Assessment
* Use a variety of maps to answer geographic questions about people, places, and things.
* Investigate how groups of people living in different geographic regions throughout the world interacted with and structured their natural environments to accommodate their varied lifestyles and economies; discuss national, regional, and global interactions.

Standard 2. The student understands the complex physical and human characteristics of places and regions

2.1 GEOGRAPHY - Describes the natural characteristics of places and regions and explains the causes of their characteristics
* Describes and recognizes physical and geological processes(e.g., plate tectonics, wind patterns) (Five Themes)

2.2 GEOGRAPHY - Describes the patterns humans make on places and regions
* Understands and recognizes the difference between natural boundaries and human produced boundaries including political and infrastructure-based divisions (Five Themes)

2.3 GEOGRAPHY - Identifies the characteristics that define the Pacific Northwest and the Pacific Rim as regions
* Identifies the countries that make up the Pacific Rim region and the geographic characteristics that define this region (Five Themes)

Social Studies Skills
1. Inquiry and Information
* Develops a line of thought in social studies that explains the how and why
* Finds vital information such as, online/media, etc.

Instructional Support Materials

Prentice Hall
World Cultures.? A Cultural Mosaic

Instructional Strategies

* Compare with a Double Bubble Map the natural borders of major nations in the world
* Draw a map of the Pacific Rim

Assessment

* Draw from memory a map of the world on a single sheet of paper and outline and label the major physical features
* Apply the five themes of geography to their study of communities and regions throughout the world. Describe how location, place, relationships with place, movement and regions can be used to analyze different cultures and societies

Standard 3. The student observes and analyzes the interaction between people, the environment, and culture

3.1 GEOGRAPHY - Identifies and examines people's interaction with and impact on the environment
* Analyzes how particular environmental characteristics were conducive to early civilizations
* Identifies how cultures have manipulated their environments to advance their civilizations

3.2 GEOGRAPHY - Analyzes how the envoronment and environmental changes affect people
* Identifies and explains how environmental and normal change enhances and diminishes its capacity to support culture
* Examines how humankind has adapted to environmental changes (Five Themes)

3.3 GEOGRAPHY - Examines cultureal characteristics, transmission, diffusion, and interaction
* Understands how environment and culture leads to unique aspects of civilization
* Compares/contrasts cultures within and between regions
* Analyzes the types and degrees of cultural interaction (migration, war, trade) that lead to cultural diffusion and growth of technology

Social Studies Skills
1. Inquiry and Information
* Develops a line of thought in social studies that explains the how and why
* Identifies key words
* Uses appropriate search method and strategies
* Finds vital information such as, online/media, etc.
* Creates and explains outlines, maps, charts, timelines, tables that help resolve problems
* Produces a product that supports the thesis and presents to a meaningful audience

2. Interpersonal and Group Process Skills
* Demonstrates original ideas, shows content knowledge, listens critically and builds upon the ideas of others, asks clarifying questions, and challenges statements of others
* Identifies appropriate subjects for a specific topic and poses relevant questions

3. Critical Thinking Skills
* Identifies a particular problem and gathers and synthesizes information
* Distinguishes between fact and opinion and comes to relevant conclusions

Instructional Support Materials

Prentice Hall
World Cultures.? A Cultural Mosaic

Instructional Strategies

* Identify and examine the cradles of major civilizations in order to find similar features
* Explain the ways that humankind has sheltered themselves from cold. Use a Bubble Map
* Compare and contrast a warm weather civilization and a cold weather civilization, using a Double Bubble Map
* Examine and analyze th melding of two different civilizations
* Look at five early civilizations. Find and analyze common environmental factors that helped foster the growth of the civilization

Assessment

* Essay test on the cradles of civilization
* Write an essay on common environmental factors in early civilizations
* Group assignment on shelter

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Grade 10

Standard (Curriculum)

Instruction and Assessment

Standard 1. The student uses maps, charts, and other geographic tools to understand the spatial arrangement of people, places, resources, and environments on Earth's surface

1.1 GEOGRAPHY - Uses and constructs maps, charts, and other resources to gather and interpret geographic information
* Uses geographic information to analyze cultural traits of civilizations, historical roots of significant events, ideas, movements, and cultural phenomena

1.2 GEOGRAPHY - Recognizes spatial patterns on Earth's surface and understands the processes that create these patterns
* Assesses the relationship between physical environment and cultural characteristics of selected societies

Social Studies Skills
1. Inquiry and Information
* Develops a line of thought that analyzes the how and why
* Uses a variety of sources to identify key words
* Analyzes sources for reliability
* Refers to alternative sources to analyze validity of sources and information
* Creates and explains charts and graphs; timelines and tables with diverse perspectives
* Produces a product that reflects two different points of view of historical perspective

2. Interpersonal and Group Process Skills
* Articulates diverse perspectives
* Demonstrates relevant content knowledge and builds on a continuum of ideas
* Participates in a mock trial, debate, panel discussion, or group discussion
* Selects appropriate people with diverse perspectives on a specific topic and asks questions that do not exhibit bias

3. Critical Thinking Skills
* Identifies an issue and gathers information from diverse points of view
* Discusses and analyzes the relevance of diverse points of view
* Gathers information and opinions from diverse perspectives and finds conclusions based on the gathered data
* Finds diverse perspectives of a specific issue and analyzes differences in views of causation
* Gathers information relative to a specific issue/event from different time frames and analyzes the difference in perspectives
* Analyzes different views of cause and effect based on diverse scholarly points of view

Instructional Support Materials

Holt, Rinehart
* World History. Continuity and Change

Instructional Strategies

* Read news reports from different regions of the world. Use an Atlas to locate and label
* Read short stories involving the ebb and tide and flooding of major rivers like the Nile and Yangtze. Based on the stories and some research detailing the impact of cycles related to the river, create a map and key describing the impact of the river on culture, ideas, and movements
* Read about the spatial patterns on Earth's surface and the processes that created these patterns. Select a group of people who live in a region dominated by the spatial pattern and then describe how the people have developed as a result of the influence of the land. Use a Multi-flow Map

Assessment

* Identify major regions and places of the world when given a blank map
* Present finding to class

Standard 2. The student understands the complex physical and human characteristics of places and regions

2.1 GEOGRAPHY - Describes the natural characteristics of places and regions and explains the causes of their characteristics
* Uses the five themes of geography and geographic tools to answer geographic questions and analyze geographic concepts

2.2 GEOGRAPHY - Describes the patterns humans make on places and regions
* Analyzes the impact of interactions between humans and their physical environments

2.3 GEOGRAPHY - Identifies the characteristics that define the Pacific Northwest and the Pacific Rim as regions
* Evaluates the varied ways people make decisions about the allocation and use of economic resources

Instructional Support Materials

Holt, Rinehart
* World History. Continuity and Change

Instructional Strategies

* Introduce the five themes of geography (Place, Region, Human/Environment Interaction, Location, and Movement). Review the natural characteristics of places and regions. Use the five themes of geography to analyze each of the places and regions. Give an oral report on the complex physical and human characteristics of places and regions. Use the Tree Map
* Trace the land use in a city over a one hundred year period. Look at dams, buildings, and man-made structures that alter the earth (from farms to malls; from wildlife habitat to urban development)
* Take a journey into a forest. Identify resources that come from the forest. Investigate decision made based on old-growth cutting and the Spotted Owl

Assessment

* Give an oral report on the complex physical and human characteristics of places and regions
* Make a magazine showing land use over time
* Prepare a debate

Standard 3. The student observes and analyzes the interaction between people, the environment, and culture

3.2 GEOGRAPHY - Analyzes how the envoronment and environmental changes affect people
* Uses the five themes of geography to analyze the impact of environment and environmental changes on people

3.3 GEOGRAPHY - Examines cultureal characteristics, transmission, diffusion, and interaction
* Observes interaction of people and records observation down as research

Instructional Support Materials

Holt, Rinehart
* World History. Continuity and Change

Instructional Strategies

* Pick a culture highly influenced by a region or place. Examine the peoples' interaction with and impact on the environment, using the Multi-flow Map

Assessment

* Use a Town Hall to discuss the use of land by different cultures. Determine and make recommendation for future land use based on records of the past

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Grade 11

Standard (Curriculum)

Instruction and Assessment

Standard 1. The student uses maps, charts, and other geographic tools to understand the spatial arrangement of people, places, resources, and environments on Earth's surface

1.1 GEOGRAPHY - Uses and constructs maps, charts, and other resources to gather and interpret geographic information
* Uses maps to trace the population growth of the United States

1.2 GEOGRAPHY - Recognizes spatial patterns on Earth's surface and understands the processes that create these patterns

By the end of eleventh grade, the student:
1.1
* Uses maps, tables, and graphs to construct solutions to problems involving transportation networks within regions, literacy rates, voting patterns, or the variation in population density in relation to resources and land use (Five Themes)
1.2
* Explains why different places of the world have particular physical and human characteristics (Five Themes)
* Evaluates how physical and human processes that change landscape can affect public policy (Five Themes)

Social Studies Skills
1. Inquiry and Information
* Formulates a thesis statement in the social studies that examines whys as well as hows
* Identifies key words; uses advanced search strategies; independently locates appropriate and varied information sources; evaluates primary/secondary sources
* Evaluates reliability, credibility, and validity of information from a variety of social studies sources
* Produces and interprets outlines, chars, graphs, maps, tables, timelines, and decision-making grids that explain and/or construct solutions
* Creates a product that uses social studies content to support a thesis and presents product in appropriate manner to a meaningful audience

2. Interpersonal and Group Process Skills
* Voices original idea; demonstrates content knowledge; persuades audience; listens critically and builds upon the ideas of others; asks clarifying questions and challeges statements of others; negotiates and compromises
* Participates in developing group process, persuades, compromises, debates, resolves conflicts, and negotiates differences
* Selects appropriate people to gain needed information, identifies bias of subject, asks questions to refine and verify understanding

3. Critical Thinking Skills
* Identifies central issue; formulates appropriate questions; identifies multuple perspectives; compares and contrasts; validates data using multiple sources; determines relevant information; paraphrases problem
* Distinguishes between fact, opinion, and reasoned argument; clarifies point of view and context; identifies assumptions and falacies; recognizes stereotypes, clichés, bias, and propaganda techniques; evaluates accuracy and timelines of information; determines main message and identifies target audience; analyzes credibility and authenticity
* Compares benefits and costs, suggests logical alternatives, predicts probable consequences, provides evidence to justify best solution, selects most effective manner of communicating solution
* Hypothesizes possible outcomes from an initial event, recognizing multiple causes and accidental factors
* Groups human and natural events into broadly defined eras and uses timelines to explain patterns of continuity and change in the succession of events
* Reconstructs and expresses multiple points of view and integrates an historic, geographic, civic, or economic perspective

Instructional Support Materials

Addison-Wesley
* The United States nd Its People. 1993

McDougal, Littell
* The Americans. 1994

Instructional Strategies

* Complete an in-depth geographic study of a world region by analyzing demographic data (e.g., birth rate, literacy rates for females, infant mortality) and draw conclusions about the influence of these factors on the characteristics of that region; for example, study migration patterns and culture change in and around large cities in Europe, Africa, Latin America, and Asia, with a focus on cities near international borders and in major manufacturing centers; explain how different cultural groups shape the character of these cities and how culture influences conflict, cooperation, and group identity
* Evaluate the applications of geographic tools and supporting technologies to serve particular purposes by collecting, comparing, and explaining the significance of maps from different sources and different points of view to illustrate the same phenomena
* Choose and give reasons for using different technologies to analyze selected geographic problems. Use aerial photographs, satellite-produced imagery, and geographic information systems (GIS) to define, analyze, and propose solutions to global environmental problems (e.g., deforestation, overpopulation, water pollution, resource depletion)
* Look at a thrid world nation and the U.S.A. and examine how physical characteristics affect the nature of each nation
* Explain the relationship between the geographic setting (ecosystems, spatial distribution of resources, ease of transportation and communication) and the spatial development of societies (e.g., how Africa's physical geography, vegetation, and technology affect cross-cultural contacts and economic development; the relationship between topography and drainage systems in China and the development of civilization there; the impact of Japan's insular geography upon its history, cultural identity, and patterns of selective borrowing from other cultures; the impact of the diversity of the physical environment, including the range of climates in Latin America: the effects of the lack of water on the historic and economic development of the Middle East; the relationship between the phsical geography and the historic and economic development of Eastern Europe and Russia; and the influence of the frontier in United States history)

Assessment

* Draw a map of the United States by memory

Standard 2. The student understands the complex physical and human characteristics of places and regions

2.1 GEOGRAPHY - Describes the natural characteristics of places and regions and explains the causes of their characteristics
* Examines and analyzes the growth of sectionalism in antebellum America or any United States history place and region of complex physical and human characteristics

2.2 GEOGRAPHY - Describes the patterns humans make on places and regions
* Examines and analyzes the effects of western migration on the native people of America, the environment, commerce, and trade

2.3 GEOGRAPHY - Identifies the characteristics that define the Pacific Northwest and the Pacific Rim as regions

By the end of eleventh grade, the student:
2.1
* Describes and interprets the physical processes that shape places and regions (Location, Region, Place)
2.2
* Analyzes how social, cultural, and economic influences shape the physical features of places and regions (Five Themes)
2.3
* Analyzes how cultural and physical features define the Pacific Rim as a region (Five Themes)

Social Studies Skills
1. Inquiry and Information
* Formulates a thesis statement in the social studies that examines whys as well as hows
* Produces and interprets outlines, chars, graphs, maps, tables, timelines, and decision-making grids that explain and/or construct solutions
* Creates a product that uses social studies content to support a thesis and presents product in appropriate manner to a meaningful audience

2. Interpersonal and Group Process Skills
* Participates in developing group process, persuades, compromises, debates, resolves conflicts, and negotiates differences

3. Critical Thinking Skills
* Groups human and natural events into broadly defined eras and uses timelines to explain patterns of continuity and change in the succession of events

Instructional Support Materials

Addison-Wesley
* The United States nd Its People. 1993

McDougal, Littell
* The Americans. 1994

Instructional Strategies

* Use maps showing family income, transportation systems, natural resources, and other data to develop hypotheses about why some regions prosper and others do not
* Examine the different Native American policies of the U.S. government in the 19th Century and their effects on Native Americatns
* Explore and examine similar physical features in five Pacific Rim nations

Assessment

* Write an essay on manifest destiny
* Draw a map of the Pacific Rim

Standard 3. The student observes and analyzes the interaction between people, the environment, and culture

3.1 GEOGRAPHY - Identifies and examines people's interaction with and impact on the environment
* Identifies and evaluates the effects on the environment of early settlement, the first industrial revolution, the growth of business, of 20th century technological advances

3.2 GEOGRAPHY - Analyzes how the envoronment and environmental changes affect people
* Analyzes and describes the impact of population growth on the environment

3.3 GEOGRAPHY - Examines cultureal characteristics, transmission, diffusion, and interaction
* Evaluates how numerous subcultures are that comprise a national culture and examines the consequences of their interaction

By the end of eleventh grade, the student:
3.1
* Analyzes and evaluates the positive benefits and negative consequences of people's different uses of the environment (Human/Environment Interaction, Region)
* Analyzes how environmental knowledge and responsible action can encourage species' survival in the midst of air, water, and land issues (Human/Environment Interaction, Region)
3.2
* Detects and interprets how changes in the physical environment enhance or diminish its capacity to support human activity (Five Themes)
* Analyzes how technological innovation may both solve environmental problems and create new ones (Five Themes)
3.3
* Evaluates how the numerous subcultures that comprise a national culture interact and examines the consequences of their interaction (Five Themes)
* Analyzes how people's responses to policy debates are shaped by cultural influences (Five Themes)
* Examines how communication technologies are bridging and impacting cultures (Five Themes)

2. Interpersonal and Group Process Skills
* Participates in developing group process, persuades, compromises, debates, resolves conflicts, and negotiates differences

3. Critical Thinking Skills
* Groups human and natural events into broadly defined eras and uses timelines to explain patterns of continuity and change in the succession of events

Instructional Support Materials

Addison-Wesley
* The United States nd Its People. 1993

McDougal, Littell
* The Americans. 1994

Instructional Strategies

* Complete a geographic study of a world region, analyzing demographic data (e.g., birth rate, literacy rates for females, infant mortality) to determine how groups and cultures influence the characteristics of that region
* Examine and explain how different cultural groups shape the character of these cities and how culture influences conflict, cooperation, and group identity
* Identify the characteristics and distribution of ecosystems, and the changes in meaning, distribution, and importance of resources (e.g., how Africa's physical geography, vegitation, and technology affect cross-cultural contacts and economic development; the relationship between topography and drainage systems in China and the development of civilization there; the impact of Japan's insular geography upon its history, cultural identity, and patterns of selective borrowing from other cultures; the diversity of the physical environment, including the tremendous range of climates in areas referred to as Latin America; the effects physical geography-especially the lack of water-have upon the historic and economic development of the Middle East; the relationship between the physical geography and the historic and economic development of Eastern Europe and Russia; and the influence of thefrontier in United States history)

Assessment

* Make a chart of major metropolitan areas and the environmental issues that they face
* Write a position paper on population control

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Grade 12

Standard (Curriculum)

Instruction and Assessment

Standard 1. The student uses maps, charts, and other geographic tools to understand the spatial arrangement of people, places, resources, and environments on Earth's surface

1.1 GEOGRAPHY - Uses and constructs maps, charts, and other resources to gather and interpret geographic information
* Uses maps to trace the zonal voting patterns in the United States

1.2 GEOGRAPHY - Recognizes spatial patterns on Earth's surface and understands the processes that create these patterns
* Analyzes the political issues that contribute to how humans interact with the physical features of the earth
* Evaluates how spatial patterns in the United States affect voting and party affiliation

Social Studies Skills
1. Inquiry and Information
* Develops a line of thought that questions traditional concepts of how and why
* Finds and synthesizes information from different historical perspectives
* Assesses the reasons for the differences in diverse historical perspectives
* Produces and interprest charts, graphs, maps, tables, and timelines that reflect diverse perspectives
* Creates a product that reflects the synthesis of diverse perspectives of a historical event or issue

2. Interpersonal and Group Process Skills
* Uses Socratic techniques
* Plans and prepares a Socratic seminar and constructs and leads such a discussion
* Selects appropriate government officials to gain needed information and synthesizes the information relative to a specific topic

3. Critical Thinking Skills
* Compares and contrasts diverse points of view of a specific issue
* Analyzes perspectives and potential bias relative to a specific issue or event
* Reaches conclusions as to why diverse points of view exist relative to a specific issues or event
* Hyppothesizes possible reasons for diverse points of view relative to a specific issue or event
* Analyzes the effect of time on diverse points of view relative to a specific issue or even
* Analyzes and discusses the reliability of diverse points of view vis a vis time and place

Instructional Support Materials

McDougal, Littell
* Government in America

Holt, Rinehart and Winston
* American Government

For Advanced Placement classes:
Addison Wesley Longman
* Government in America. People, Politics and Policy

Harper Collins
* American Government, Readings, and Case

Instructional Strategies

* Research gerrymandering over the last 150 years. Draw Flow Maps to show the major changes in political power

Assessment

* Construct accurate maps representing the gerrymandering for the past 150 years

Standard 2. The student understands the complex physical and human characteristics of places and regions

2.1 GEOGRAPHY - Describes the natural characteristics of places and regions and explains the causes of their characteristics
* Examines and analyzes the relationship between a particular geographical region and that region's political identity

2.2 GEOGRAPHY - Describes the patterns humans make on places and regions
* Describes the effects of government policy or lack of policy on America's natural resources

2.3 GEOGRAPHY - Identifies the characteristics that define the Pacific Northwest and the Pacific Rim as regions
* Analyzes voting patterns in Oregon and Washington and how they have changed in the last fifty years

Instructional Support Materials

McDougal, Littell
* Government in America

Holt, Rinehart and Winston
* American Government

For Advanced Placement classes:
Addison Wesley Longman
* Government in America. People, Politics and Policy

Harper Collins
* American Government, Readings, and Case

Instructional Strategies

* Create a series of maps illustrating the complex physical and human characteristics of places and regions

Assessment

* Use the bulleted items for Standards 2.1, 2.2 and 2.3 to illustrate the complex physical and human charateristics of place and regions identified in the series of maps
* Write an essay assessing the success of the superfund
* Create a chart comparing voting patterns in Eastern and Western Washington

Standard 3. The student observes and analyzes the interaction between people, the environment, and culture

3.1 GEOGRAPHY - Identifies and examines people's interaction with and impact on the environment
* Analyzes how environmental knowledge and responsible action shape public policy

3.2 GEOGRAPHY - Analyzes how the envoronment and environmental changes affect people
* Investigates and analyzes the changing role of the federal government in regulating the environment

3.3 GEOGRAPHY - Examines cultureal characteristics, transmission, diffusion, and interaction
* Analyzes how peoples' responses to policy debates involving equity issues, gender issues, and treaty rights are shaped by cultural influences

Instructional Support Materials

McDougal, Littell
* Government in America

Holt, Rinehart and Winston
* American Government

For Advanced Placement classes:
Addison Wesley Longman
* Government in America. People, Politics and Policy

Harper Collins
* American Government, Readings, and Case

Instructional Strategies

* Create maps showing concentrations of different people and cultures within the Puget Sound Region
* Explain how the people and cultures within the Puget Sound Region impact the environment and have been affected by the environment

Assessment

* Create accurate maps and give explanations using the bulleted items for Standard 3.1, 3.2 and 3.3
* Write an essay assessing the Great Society's role in protecting the environment
* Create a chart assessing the 20th century presidents and environmental legislation

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