SS10.7G
Seventh Grade: Geography
Seventh Grade: Geography
SS10.7G
SS10.7G.1
Describe the world in spatial terms using maps and other geographic representations, tools, and technologies.
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
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
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.1.3
Utilizing maps to explain relationships and environments among people and places, including trade patterns, governmental alliances, and immigration patterns
Utilizing maps to explain relationships and environments among people and places, including trade patterns, governmental alliances, and immigration patterns
SS10.7G.1.4
Applying mental maps to answer geographic questions, including how experiences and cultures influence perceptions and decisions
Applying mental maps to answer geographic questions, including how experiences and cultures influence perceptions and decisions
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
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.
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
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.2.2
Interpreting processes and reasons for regional change, including land use, urban growth, population, natural disasters, and trade
Interpreting processes and reasons for regional change, including land use, urban growth, population, natural disasters, and trade
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)
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.2.4
Comparing how culture and experience influence individual perceptions of places and regions
COS Examples
Examples: cultural influences–language, religion, ethnicity, iconography, symbology, stereotypes
Comparing how culture and experience influence individual perceptions of places and regions
COS Examples
Examples: cultural influences–language, religion, ethnicity, iconography, symbology, stereotypes
SS10.7G.2.5
Explaining globalization and its impact on people in all regions of the world
COS Examples
Examples: quality and sustainability of life, international cooperation
Explaining globalization and its impact on people in all regions of the world
COS Examples
Examples: quality and sustainability of life, international cooperation
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.
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.3.1
Comparing Earth-Sun relationships regarding seasons, fall hurricanes, monsoon rainfalls, and tornadoes
Comparing Earth-Sun relationships regarding seasons, fall hurricanes, monsoon rainfalls, and tornadoes
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
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.3.3
Describing characteristics and physical processes that influence the spatial distribution of ecosystems and biomes on Earth’s surface
Describing characteristics and physical processes that influence the spatial distribution of ecosystems and biomes on Earth’s surface
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
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
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
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.4.1
Predicting reasons and consequences of migration, including push and pull factors
COS Examples
Examples: push–politics, war, famine;
pull–potential jobs, family
Predicting reasons and consequences of migration, including push and pull factors
COS Examples
Examples: push–politics, war, famine;
pull–potential jobs, family
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.
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
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
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
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)
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
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)
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
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
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.
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.8.1
Identifying political boundaries based on physical and human systems
COS Examples
Examples: physical–rivers as boundaries between counties
human–streets as boundaries between local government units
Identifying political boundaries based on physical and human systems
COS Examples
Examples: physical–rivers as boundaries between counties
human–streets as boundaries between local government units
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
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
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
SS10.7G.9
Explain how human actions modify the physical environment within and between places, including how human-induced changes affect the environment.
COS Examples
Examples: within–construction of dams and downstream water availability for human consumption, agriculture, and aquatic ecosystem
between–urban heat islands and global climate change, desertification and land degradation, pollution and ozone depletion
Explain how human actions modify the physical environment within and between places, including how human-induced changes affect the environment.
COS Examples
Examples: within–construction of dams and downstream water availability for human consumption, agriculture, and aquatic ecosystem
between–urban heat islands and global climate change, desertification and land degradation, pollution and ozone depletion
Unpacked Content
Knowledge
Students know:
- How human actions modify the physical environment within and between places.
- How human-induced changes affect the environment.
Skills
Students are able to:
- Recognize the effects of human actions on the physical environment.
- Evaluate changes in the physical environment.
Understanding
Students understand that:
- Physical environment and actions play a major role in changing the face of Earth's environments.
Vocabulary
- modification
- induced changes
