Standards - Social Studies

SS10.7C.12.2

Determining ways to participate in the political process

COS Examples

Examples: voting, running for office, serving on a jury, writing letters, being involved in political parties and political campaigns

SS10.7C.13

Identify contemporary American issues since 2001, including the establishment of the United States Department of Homeland Security, the enactment of the Patriot Act of 2001, and the impact of media analysis.

Unpacked Content

Knowledge

Students know:
  • The events that led to the creation of the U.S. Department of Homeland Security and the passage of Patriot Act.
  • The main duties of the Department of Homeland Security.
  • The major provisions of the Patriot Act that allow those suspected of terrorism to have their property, public and private records, or phone searched or seized without warrant.
  • There is bias in American media.

Skills

Students are able to:
  • Detect bias statements by examining multiple sources of information.

Understanding

Students understand that:
  • Events of 2001 led to major changes in American government designed to further protect the country.

Vocabulary

  • Homeland Security
  • Patriot Act
  • media bias
  • privacy
  • terrorism

SS10.7G.1

Describe the world in spatial terms using maps and other geographic representations, tools, and technologies.

Unpacked Content

Knowledge

Students know:
  • Types of maps or geographic resources—reference, thematic, planimetric, topographic, globe and map projections, aerial photographs, satellite images.
  • The difference between aerial photography and satellite images and their properties for interpreting spatial patterns.
  • The uses of GIS in portraying geographic or spatial patterns and in answering geographic questions.
  • The uses of mapping technology to trace diseases through a population geographic trade patterns, governmental alliances, and immigration patterns, mental maps, cultures, urban land-use patterns, distribution and linkages of cities, migration patterns, population-density patterns, spread (diffusion) of culture traits, spread (diffusion) of contagious.

Skills

Students are able to:
  • Read, analyze and interpret maps, aerial photography, satellite images, and other types of mapping technology.
  • Use mental maps.
  • Use GPS for locations.

Understanding

Students understand that:
  • Maps portray human and physical geographic patterns, understand the use of GPS and GIS in explaining geographic patterns, that mental maps are important in understanding cultural perceptions and the organization of cultural landscapes.

Vocabulary

  • spatial thinking
  • spatial relationships
  • spatial perspective
  • spatial patterns
  • spatial models
  • geospatial technologies

SS10.7G.1.1

Explaining the use of map essentials, including type, projections, scale, legend, distance, direction, grid, and symbols

COS Examples

Examples: type–reference, thematic, planimetric, topographic, globe and map projections, aerial photographs, satellite images

distance–fractional, graphic, and verbal scales

direction–lines of latitude and longitude, cardinal and intermediate directions

SS10.7G.1.2

Identifying geospatial technologies to acquire, process, and report information from a spatial perspective

COS Examples

Examples: Google Earth, Global Positioning System (GPS), geographic information system (GIS), satellite-remote sensing, aerial photography

SS10.7G.1.5

Categorizing the geographic organization of people, places, and environments using spatial models

COS Examples

Examples: urban land-use patterns, distribution and linkages of cities, migration patterns, population-density patterns, spread of culture traits, spread of contagious diseases through a population

SS10.7G.2

Determine how regions are used to describe the organization of Earth’s surface.

Unpacked Content

Knowledge

Students know:
  • Geographic features can be organized into regions in order to understand activities and processes within and between places.
  • Formal, functional, and perceptional regions; land use, urban growth, natural disaster, commodity, Internet connectivity, globalization, sustainability, international cooperation.
  • Physical regions—landforms, climates, bodies of water, resources.
  • Human regions—language, religion, culture, economy, government.
  • Cultural influences characterizing regions—language, religion, ethnicity, iconography, symbology, stereotypes how to use regions for identification of related phenomena, interpretation of processes causing regional change, analysis of interactions among regions in terms of economic activities, migration, cultural diffusion, and evaluation of the impacts of globalization.

Skills

Students are able to:
  • Construct various types of regions, determine regional boundaries or transitional boundary zones.
  • Read and analyze thematic maps that display information, such as climate, religion, international commodity flows, arranged by geographic regions.

Understanding

Students understand that:
  • Regions are a way of organizing spatial (geographic) information for specific social, economic, and political purposes.

Vocabulary

  • regional geography
  • functional and perceptual regions
  • spatial process and regional change
  • regional interactions
  • culture
  • perception
  • globalization

SS10.7G.2.1

Identifying physical and human features used as criteria for mapping formal, functional, and perceptual regions

COS Examples

Examples: physical–landforms, climates, bodies of water, resources

human–language, religion, culture, economy, government

SS10.7G.2.3

Analyzing interactions among regions to show transnational relationships, including the flow of commodities and Internet connectivity

COS Examples

Examples: winter produce to Alabama from Chile and California, poultry from Alabama to other countries (Alabama)

SS10.7G.3

Compare geographic patterns in the environment that result from processes within the atmosphere, biosphere, lithosphere, and hydrosphere of Earth’s physical systems.

Unpacked Content

Knowledge

Students know:
  • Geographic patterns in the environment that result from processes within the atmosphere, biosphere, lithosphere, and hydrosphere of Earth's physical systems.
  • Earth-Sun relationships regarding seasons, fall hurricanes, monsoon rainfalls, and tornadoes.
  • Processes that shape the physical environment, including long-range effects of extreme weather phenomena, such as plate tectonics, glaciers, ocean and atmospheric circulation, El Niño long-range effects—erosion on agriculture, typhoons on coastal ecosystems.
  • Characteristics and physical processes that influence the spatial distribution of ecosystems and biomes on Earth's surface.
  • How ecosystems vary from place to place and over time, such as alteration or destruction of natural habitats due to effects of floods and forest fires, reduction of species diversity due to loss of natural habitats, reduction of wetlands due to replacement by farms, reduction of forest and farmland due to replacement by housing developments, reduction of previously cleared land due to reforestation efforts.
  • Geographic issues in different regions that result from human and natural processes.

Skills

Students are able to:
  • Interpret reasons for spatial patterns of Earth's regions.
  • Compare variations between and within geographic regions.
  • Explain processes that shape the physical environment.
  • Compare and explain geographic issues in different regions.

Understanding

Students understand that:
  • Spatial patterns are caused by human and physical processes in the atmosphere, biosphere, lithosphere, and the hydrosphere.

Vocabulary

  • geographic or spatial patterns
  • regions
  • compare
  • geographic issues
  • human and natural processes

SS10.7G.3.2

Explaining processes that shape the physical environment, including long-range effects of extreme weather phenomena

COS Examples

Examples: processes–plate tectonics, glaciers, ocean and atmospheric circulation, El Niño

long-range effects–erosion on agriculture, typhoons on coastal ecosystems

SS10.7G.3.4

Comparing how ecosystems vary from place to place and over time

COS Examples

Examples: place to place–differences in soil, climate, and topography

over time–alteration or destruction of natural habitats due to effects of floods and forest fires, reduction of species diversity due to loss of natural habitats, reduction of wetlands due to replacement by farms, reduction of forest and farmland due to replacement by housing developments, reduction of previously cleared land due to reforestation efforts

SS10.7G.3.5

Comparing geographic issues in different regions that result from human and natural processes

COS Examples

Examples: human–increase or decrease in population, land-use change in tropical forests

natural–hurricanes, tsunamis, tornadoes, floods

SS10.7G.4

Evaluate spatial patterns and the demographic structure of population on Earth’s surface in terms of density, dispersion, growth and mortality rates, natural increase, and doubling time.

COS Examples

Examples: spatial patterns–major population clusters

demographic structure–age and sex distribution using population pyramids

Unpacked Content

Knowledge

Students know:
  • Spatial patterns—major population clusters. Demographic structure—age and sex distribution using population pyramids.
  • Types of migration and reasons for migration including both push and pull reasons.

Skills

Students are able to:
  • Interpret demographic and population data.
  • Predict and calculate changes in population.
  • Evaluate causes and consequences of historical events, such as migration.

Understanding

Students understand that:
  • There are spatial patterns and demographic structure to the population on Earth's surface.

Vocabulary

  • demographic structure
  • population pyramid
  • density
  • dispersion
  • growth
  • mortality rate
  • natural population increase
  • doubling time and migration

SS10.7G.5

Explain how cultural features, traits, and diffusion help define regions, including religious structures, agricultural patterns, ethnic enclaves, ethnic restaurants, and the spread of Islam.

Unpacked Content

Knowledge

Students know:
  • How cultural features, traits, and diffusion help define regions.
  • Cultural characteristics of regions including religious structures and agricultural patterns.
  • Changes in the cultural characteristics of regions including development of ethnic enclaves, introduction of ethnic restaurants, and changes in religious belief such as the spread of Islam.

Skills

Students are able to:
  • Define and recognize elements of culture and expressions of culture on the landscape that collectively define a culture region, i.e., Mormon culture region.

Understanding

Students understand that:
  • Cultural features, traits, and diffusion help define regions and change over time.

Vocabulary

  • cultural traits
  • diffusion
  • agriculture
  • ethnic
  • cultural landscape
  • culture regions

SS10.7G.6

Illustrate how primary, secondary, and tertiary economic activities have specific functions and spatial patterns.

COS Examples

Examples: primary–forestry, agriculture, mining

secondary–manufacturing furniture, grinding coffee beans, assembling automobiles

tertiary–selling furniture, selling caffé latte, selling automobiles

Unpacked Content

Knowledge

Students know:
  • The nature, characteristics and spatial expressions of three broad categories of economic activities.
    Examples:
    • primary—forestry, agriculture, mining
    • secondary—manufacturing furniture, grinding coffee, beans, assembling automobiles
    • tertiary— selling furniture, selling café latte, selling automobiles
  • Economic activities create spatial patterns and the type and degree often reveal the developmental nature of the geographic area.
  • Reasons for trade between regions.
  • Definition and examples of globalization and the effects of increased globalization.

Skills

Students are able to:
  • Evaluate the properties of primary, secondary and tertiary economic activities.
  • Compare locations of economic activities.
  • Evaluate benefits and drawbacks of trade agreements.

Understanding

Students understand that:
  • Primary, secondary, and tertiary economic activities have specific functions and spatial patterns.

Vocabulary

  • primary economic activities
  • secondary economic activities
  • tertiary economic activities
  • economic interdependence
  • globalization
  • trade agreements

SS10.7G.6.1

Comparing one location to another for production of goods and services

COS Examples

Examples: fast food restaurants in highly accessible locations, medical offices near hospitals, legal offices near courthouses, industries near major transportation routes

SS10.7G.6.2

Analyzing the impact of economic interdependence and globalization on places and their populations

COS Examples

Examples: seed corn produced in Iowa and planted in South America, silicon chips manufactured in California and installed in a computer made in China that is purchased in Australia

SS10.7G.6.3

Explaining why countries enter into global trade agreements, including the North American Free Trade Agreement (NAFTA), the Dominican Republic-Central America Free Trade Agreement (DR-CAFTA), the European Union (EU), the Mercado Común del Sur (MERCOSUR), and the Association of Southeast Asian Nations (ASEAN)

SS10.7G.7

Classify spatial patterns of settlement in different regions of the world, including types and sizes of settlement patterns.

COS Examples

Examples: types–linear, clustered, grid

sizes–large urban, small urban, and rural areas

Unpacked Content

Knowledge

Students know:
  • Different types of settlements by type, size, major functions, such as linear, clustered, grid, large urban, small urban, and rural.
  • Ways in which urban areas interact and influence surrounding regions.
    Examples: daily commuters from nearby regions; communication centers that service nearby and distant locations through television, radio, newspapers, and the Internet; regional specialization in services or production
  • Regions where human activities resulted in the development of settlements at particular locations due to trade, political importance, or natural resources.
    Examples: Timbuktu near caravan routes; Pittsburgh, Pennsylvania, and Birmingham, Alabama, as manufacturing centers near coal and iron ore deposits; Singapore near a major ocean transportation corridor (Alabama)
  • Settlement patterns in association with the location of resources.
    Examples: fall line settlements near waterfalls used as a source of energy for mills, European industrial settlements near coal seams, spatial arrangement of towns and cities in North American Corn Belt settlements

Skills

Students are able to:
  • Classify types and sizes of settlements.
  • Determine geographic and cultural reasons for settlement locations.
  • Evaluate relationships between different settlement regions.

Understanding

Students understand that:
  • There are spatial patterns of settlement in different regions of the world.

Vocabulary

  • linear
  • clustered
  • grid
  • settlement
  • settlement patterns
  • urban area
  • spatial interaction

SS10.7G.7.1

Explaining human activities that resulted in the development of settlements at particular locations due to trade, political importance, or natural resources

COS Examples

Examples: Timbuktu near caravan routes; Pittsburgh, Pennsylvania, and Birmingham, Alabama, as manufacturing centers near coal and iron ore deposits; Singapore near a major ocean transportation corridor (Alabama)

SS10.7G.7.2

Describing settlement patterns in association with the location of resources

COS Examples

Examples: fall line settlements near waterfalls used as a source of energy for mills, European industrial settlements near coal seams, spatial arrangement of towns and cities in North American Corn Belt settlements

SS10.7G.7.3

Describing ways in which urban areas interact and influence surrounding regions

COS Examples

Examples: daily commuters from nearby regions; communication centers that service nearby and distant locations through television, radio, newspapers, and the Internet; regional specialization in services or production

SS10.7G.8

Determine political, military, cultural, and economic forces that contribute to cooperation and conflict among people.

Unpacked Content

Knowledge

Students know:
  • Political boundaries created by human and physical systems.
  • The effect of cooperation among countries in controlling territories.
  • The effects of territorial conflicts over borders, resources, land use, and ethnic and nationalistic identity.

Skills

Students are able to:
  • Evaluate the spatial influence of political, military, cultural forces on the landscape and among people.
  • Identify various ways boundaries are identified.
  • Evaluate the reasons for territorial conflicts.

Understanding

Students understand that:
  • Political, military, cultural and economic forces contribute to cooperation and conflict among people.

Vocabulary

  • conflict
  • cooperation
  • economic forces
  • human and physical systems

SS10.7G.8.2

Identifying effects of cooperation among countries in controlling territories

COS Examples

Examples: Great Lakes environmental management by United States and Canada, United Nations (UN) Heritage sites and host countries, Antarctic Treaty on scientific research

SS10.7G.8.3

Describing the eruption of territorial conflicts over borders, resources, land use, and ethnic and nationalistic identity

COS Examples

Examples: India and Pakistan conflict over Jammu and Kashmir, the West Bank, the Sudan, Somalia piracy, ocean fishing and mineral rights, local land-use disputes

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