Transcript state test review for Social Studies

Social Studies State Tests
Review
It’s all important!!!
ECONOMICS!!!
ECONOMICS!!!!
 Goal Statements for the Economics Standards:
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Students will learn to examine the relationship between costs
and benefits, and the values associated with them.
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Students will understand economic principles, whole economies,
and the interactions between different types of economies to
comprehend the movement and exchange of information, capital, and
products across the globe.
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Students will be able to assess the impact of market influences
and governmental actions on the economy in which they live.
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Students will make personal economic choices and participate
responsibly and effectively in social decision making as citizens in an
increasingly competitive and interdependent global economy.
Economics 1
 Economics Standard One: Students will analyze the
potential costs and benefits of personal economic
choices in a market economy [Microeconomics
 9-12: Students will demonstrate how individual
economic choices are made within the context of a
market economy in which markets influence the
production and distribution of goods and services.
Econ 1 terms
 Choice: A choice is what an individual must make when faced with two or
more alternative uses of a resource.
 Market Economy: A market economy is an economic system in which supply,
demand, and the price system help people make decisions and allocate
resources.
 Production: Production is the means of creating goods and services
using productive resources (natural, capital, human, and
entrepreneurship). This can range from a single craftsperson producing a
good from beginning to end to mass production and the assembly line.
 Distribution: Distribution is the way in which a nation's resources,
goods and services are allocated.
 Goods: Goods are objects that can satisfy people's wants.
 Services: Services are actions that can satisfy people's wants
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 Enduring Understandings
 Students will understand that:
 Due to scarcity, individuals as producers and consumers,
families, communities, and societies as a whole must make
choices in their activities and consumption of goods and
services.
 Goods, services, and resources in a market economy are
allocated based on the choices of consumers and producers.
 Effective decision making requires comparing the additional
costs of alternatives relative to the additional benefits received.
Econ 1 item
Item A
Item B
200
5
175
25
125
75
100
100
75
150
 What is the opportunity cost of
producing 75 units of item B using
a Production Possibility Frontier
(PPF)?
A. 100 of Item A
B. 125 of Item A
C. $ 45
D. Can not be determined with this
data
Economics 2
 Economics Standard Two: students will examine the
interaction of individuals, families, communities,
businesses, and governments in a market economy
[Macroeconomics
 9-12: Students will develop an understanding of how
economies function as a whole, including the causes
and effects of inflation, unemployment, business
cycles, and monetary and fiscal policies
Econ 2 terms
 Inflation: Inflation is an increase in most prices; deflation is a
decrease in most prices.
 Unemployment: Unemployment exists when people who are actively
looking
for work do not have jobs.
 Business Cycle: The business cycle is systematic changes in real GDP
marked by alternating periods of expansion and contraction.
 Monetary Policy: Monetary policy consists of actions initiated by a
nation's central bank that affect the amount of money available in the
economy and its cost (interest rates).
 Fiscal Policy: Fiscal Policy is the use of government spending and
revenue collection measures to influence the economy.
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 Enduring Understandings
 Students will understand that:
 A nation’s overall levels of income, employment, and prices are
determined by the interaction of spending and production
decisions made by all households, firms, government, and
trading partners.
 Because of interdependence, decisions made by consumers,
producers, and government impact a nation’s standard of living.
 Market economies are dependent on the creation and use of
money, and a monetary system to facilitate exchange.
Econ 2 item
 What is a possible reaction by the Federal Reserve to
a drastic increase in unemployment? Explain what
impact this would have to the overall economy.
Econ 2 item #2
 Which of the following indices measures the amount
of money spent in the overall economy:
 A. CPI
 B. GDP
 C. GDP per capita
 D. FRED
Economics 3
 Economics Standard Three: students will understand
different types of economic systems and how they
change [Economic Systems].
 9-12: Students will analyze the wide range of
opportunities and consequences resulting from the
current transitions from command to market
economies in many countries.
Econ 3 terms
 Transition: Transition is a period of change in which an
economy moves
away from a centrally planned economy toward a marketbased system.
 Command Economy: A command economy is an economic
system characterized
by a central authority that makes most of the major
economic decisions.
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 Enduring Understandings
 Students will understand that:
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Because resources are scarce, societies must organize the
production, distribution, and allocation of goods and services.
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The way societies make economic decisions depends on cultural
values, availability and quality of resources, and the type and use of
technology.
 •
Changing economic systems impact standards of living.
 Different economic systems—traditional, command, market, and mixed
market —have evolved over time. Each of these systems has costs and
benefits for its citizens. Students will be more empowered when they
comprehend how interdependent the world has become and what their
role in the economy is.
 Underlying the choices and decisions for every economy are the goals
of efficiency, equity, freedom, growth, security, and stability.
Econ 3 item
 What is a possible outcome of an economy moving
from Command to Market?
 A. Prices of goods will go down
 B. Variety of goods will go up
 C. Unemployment will go down
 D. Quality of goods will decline
Economics 4
 Economics Standard Four: students will examine the
patterns and results of international trade
[International trade].
 9-12: students will analyze and interpret the influence
of the distribution of the world’s resources, political
stability, national efforts to encourage or discourage
trade, and the flow of investment on patterns of
international trade
Econ 4 terms
 Flow of Investment: the direction and amounts of financial capital that
moves across national boundaries for the purpose of increasing
economic
growth
 Patterns of International trade: the manner in which nations trade
based on location, types of goods and services, and government policies
which cause the costs and benefits of trading to develop
 Political Stability: the ability of governments to establish and
maintain continuity over time without many changes to how they
perform
the functions necessary to governing
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 Enduring Understandings
 Students will understand that:
 Individuals and nations trade when all parties expect
to gain.
 Nations with different economic systems often
specialize and become interdependent as a result of
international trade.
 Government actions that promote competition and
free trade among people and nations increase the
health of an economy and the welfare of nations
Econ 4 item
 Location of Petroleum
Reserves
 (by percentage)
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North America 3.7
Western Europe 1.6
Eastern Europe 5.9
Latin America 12.5
Africa 6.2
Middle East 65.4
Australia 0.2
Asia4.5
Total
100.0
 Explain how the
worldwide distribution of
oil has affected the
patterns of international
trade and economic
dependence.
PERSONAL FINANCE!!!
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 Limited financial resources compel responsible individuals to
make decisions by weighing the benefits against the opportunity
cost of each alternative. All financial decisions have short,
intermediate and long term consequences. A citizen that lives
within his or her income has more control over his or her life
while expanding choices. Individuals engage in savings and
investing to achieve short, intermediate, and long term financial
goals. Having the knowledge and skills to understand and
evaluate various types of goods and services, and how to pay for
them, can help prevent or limit financial loss.
Personal Finance 1
 Personal Finance Standard One
 [Financial Planning and Decision-Making]
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 An individual’s goals affect how they value the
benefits and costs of alternative choices. A financial
plan is a strategy to accomplish an individual’s or
household’s financial goals that will change as an
individual’s or household’s situation changes.
Effective financial plans incorporate the possibility of
unexpected expenditures.
9-12 benchmarks PF 1
 9-12a: Students will apply problem-solving strategies
and cost benefit analysis to assess the consequences
of financial decisions.
 9-12b: Students will create an overall financial plan
for spending and saving in order to achieve personal
goals.
Terms for PF1
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Opportunity costs
Trade-offs
Financial Success
Wealth
Costs
Incentives
PACED:
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Problem
Alternatives
Criteria
Evaluate
Decide (Solve)
 Goals
 Short term
 Medium term
 Long term
 Action Plans
 Bureau of Labor
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Statistics
Employment
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Sectors
 Gross Pay
 Net Pay
 Taxes & Tax Table
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FICA
Medicare
Medicaid
Deductions
Benefits
W-2, W-4,
1040EZ
Example question PF1
 Which of the following is NOT a tool for making
economic decisions:
 A. PACED
 B. Cost/ Benefit Analysis
 C. Graphic Organizer
 D. Budget Spreadsheet
 E. None of the above
 Explain your answer:
Personal Finance 2
 Personal Finance Standard Two
 [Money Management]
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 When purchasing goods and services, individuals
must choose among payment options to maximize
benefits. Prudent individuals limit borrowing based
on their ability to repay.
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9-12 Benchmarks PF 2
 9-12a: Students will analyze the benefits and costs of
various payment options while applying the
mechanics of money management.
 9-12b: Students will examine how ability to pay and
personal credit history influences an individual’s
financial opportunities and choices.
Terms PF 2
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Durables
Consumables
Interest rates
APR
Types of credit
Credit score
Borrower
Lender
Credit cards
Debit cards
Checks
Cash
Money orders
Minimum payment trap
(compounding)
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Credit Report
Credit Bureaus
Revolving Credit
Unsecured Debt
Secured Debt
Installment Plans
Closed-ended credit
Open-ended credit
Real Interest Rate
Interest Finance Charge
Finance Charge
Balloon Payments
Credit Limits
Annual fees
Cash Advances
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Grace period
Reward points
Identity theft
Fair Credit
Reporting
Truth in lending
Fair Billing
Equal Credit
Opportunity
Example Question –PF2
 List 3 examples of when making use of credit is
considered economically appropriate.
 List 3 examples of when one should NOT use credit to
make purchases.
Personal Finance 3
 Personal Finance Standard Three
 [Saving and Investing]
 Every savings and investment decision has a trade-off
in terms of giving up goods and services today.
Savings options and investments vary in their
potential risks, liquidity, and rate of return. Individuals
and households invest by purchasing assets that may
earn income and/or appreciate in value over time.
9-12 Benchmarks PF 3
 9-12a: Students will demonstrate that personal
savings and investment compound over time and
contribute to meeting financial goals.
 9-12b: Students will evaluate the costs and benefits
of major savings and investing options.
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Terms PF 3
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Compounding
Rule of 72
Liquidity
Risk
Rate of return
Financial goals
Diversify
Savings account
Savings bonds
Certif. of Deposit
Bonds
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Stocks Mutual Funds
Real estate
Risk-Reward Pyramid
Types of risks
Financial
Market
Liquidity
Inflation
Reward/Return
Debt financing
Equity financing
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Interest
Primary markets
Secondary markets
Closing price
Dividends
Net Asset Value
Stock Symbol
Trading Volume
Example question PF 3
 Which of the following is a form of investing, as
opposed to savings, method.
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A. Stock portfolio
B. Checking account
C. Pension
D. Certificate of Deposit (CD)
Personal Finance 4
 Personal Finance Standard Four
 [Risk Protection]
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 Risks are associated with life and unplanned events
can have serious or catastrophic financial
consequences over which an individual may have little
control. A citizen with the knowledge and skills to
evaluate financial products can prevent or limit loss.
Benchmarks PF 4
 9-12a: Students will understand how to evaluate
financial products and services to minimize financial
risks.
 9-12b: Students will analyze how state and federal
laws and regulations protect consumers.
Terms PF 4
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FTC
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Attny General
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Better business bureau 
Credit repair
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Pyramid, Ponzi
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Loan scam
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Financial aid scam
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Rent to Own
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Identity theft
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Risk
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Insurance
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Premium
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Coverage
Whole life
Term life
Cash value
Limited payment
Endowment policy
No fault
Liability
Medical
Collision
Property
Comprehensive
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Example Question- PF 4
 Which type of insurance is beneficial but NOT
currently required by government or an institution:
 A. Homeowners Insurance
 B. Car Insurance
 C. Renters Insurance
 D. Health Insurance
Civics!!!
CIVICS!!!!
 The purpose of citizenship education is to contribute
to the health of our democracy and to empower
students “to translate their beliefs into actions and
their ideas into policies.” The primary goal of the
Delaware Civics Standards is student understanding
of the purpose and means of authority and freedom
and the relationship between them
Civics 1
 Civics Standard One: Students will examine the
structure and purposes of governments with specific
emphasis on constitutional democracy
[Government].
 9-12: Students will analyze the ways in which the
structure and purposes of different governments
around the world reflect differing ideologies,
cultures, values, and histories
Civics 1 terms
 Structure - the arrangement of parts.
 Ideology - a set of basic beliefs about life, culture,
society, and government.
 Culture - the set of shared attitudes, values, goals,
and practices that characterize a group.
 Values - those principles or beliefs that a group of
people consider to be important or desirable
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 Enduring Understandings
 Students will understand that:
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Constitutional democracy as a structure of government developed from
the tension between the need for authority and the need to constrain authority.
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Governments are structured to address the basic needs of the people in a
society.
 The key to understanding the purposes, principles, and generalizations called for
in the standards is to begin with the question “Why?” For example, Standard
One says, “Students will examine the structure and purposes of governments
with specific emphasis on constitutional democracy.” The purposes of
governments, of course, are the “why” of governments. Beginning with the
question, “Why do we have government?” yields the question, “What needs
does government address?” The answer to this question is the foundational
understanding for the benchmarks of the standard. The structure of
governments is determined in part by history and custom, but mostly they grow
from what reason and experience have taught societies about the organizational
requirements for achieving the purposes of government
Civics 2A
 Civics Standard Two: Students will understand the
principles and ideals underlying the American
political system [Politics].
 9-12: Students will examine and analyze the extraConstitutional role that political parties play in
American politics.
Civics 1 item #2
 To find the purpose of the United States type of
government (WHY is our government structured the
way that it is), one needs to look at :
 A. U. S. Constitution
 B. The Preamble
 C. The Bill of Rights
 D. The Declaration of Independence
Civics 2b
 Civics Standard Two: Students will understand the
principles and ideals underlying the American
political system [Politics].
 9-12: Students will understand that the functioning of
the government is a dynamic process which combines
the formal balances of power incorporated in the
Constitution with traditions, precedents, and
interpretations which have evolved over the past 200
years.
Civics 2 terms
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Extra-Constitutional - that which is authorized by a loose or implied interpretation of the
Constitution or something other than the Constitution itself.
Political party - a group with broad common interests that organizes to nominate candidates
for office, win elections, conduct government, and determine public policy.
Functioning - the manner in which something (e.g. government) acts or operates.
Dynamic - characterized by continuous and productive activity or change.
Balance of power - principle or feature of the Constitution whereby power is distributed
equally among the three branches of government.
Incorporated - united or worked into something already existing so that it forms an
indistinguishable whole.
Tradition - an inherited, customary, or established pattern of thought, action, or behavior.
Precedent - something that influences or guides a later decision or action; often used in the
context of court cases.
Interpretations - particular versions of something that are intended to explain or tell the
meaning of.
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 Enduring Understanding
 Students will understand that:
 The principles and ideals underlying American democracy are
designed to promote the freedom of the American people.
 Fundamental ideals are enumerated in the introduction to this
standard—individual liberty, freedom of religion, representative
democracy, equal opportunity, and equal protection under the
law. This is not a complete list of the main ideals of American
democracy, but they are umbrella concepts. For example, the
principles of limited government and civil rights are means to
achieve individual liberty.
Civics 2 item
Civics 3
 Civics Standard Three: Students will understand the
responsibilities, rights, and privileges of United
States citizens [Citizenship].
 9-12:
Students will understand that citizens are
individually responsible for keeping themselves
informed about public policy issues on the local,
state, and federal levels; participating in the civic
process; and upholding the laws of the land.
Civics 3 terms
 Public policy - the course of action a government
takes in response to some issue or problem.
 Federal government - term used to describe the
United States or national government.
 Civic process - process relating to matters dealing
with the state or its citizens.
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 Enduring Understandings
 Students will understand that:
 Effective citizens are committed to protecting rights
for themselves, other citizens, and future
generations, by upholding their civic responsibilities
and are aware of the potential consequences of
inaction.
 Distinctions between a citizen’s rights,
responsibilities, and privileges help to define the
requirements and limits of personal freedom.
Civics 3 item
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TWO NEWSPAPER EDITORIALS
MADD announces National Campaign to Eliminate Drunk Driving
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“The real possibility of eliminating drunk driving in this country is a powerful, even audacious, idea. Yet the
tools are now at hand. Using technology, tougher enforcement, stronger laws and grassroots mobilization,
the goal of eliminating a primary public health threat that has plagued the United States is within our
reach,” said Glynn Birch, national president of MADD…
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Delaware Bar Owners Association Complain About limits on Selling Alcohol on Sundays
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“State government is infringing in our ability to make a profit from selling a perfectly legal product. There
should be less restriction on the market, not more.” said Bob Jones, President of DBOA.
 How can interest groups impact public policy? Why should citizens keep
themselves informed as to actions of interest groups? Explain.
Civics 3 item #2
 Which of the following is an example of a lobbying
group:
 A. U.S. Senate
 B. Laurel School District School Board
 C. The Marines
 D. National Rifle Association
Civics 4
 Civics Standard Four: Students will develop and
employ the civic skills necessary for effective,
participatory citizenship [Participation].
 9-12: Students will develop and employ the skills
necessary to work with government programs and
agencies. Also, Students will understand the process
of working within a political party, a commission
engaged in examining public policy, or a citizen’s
group.
Civics 4 terms
 Political party - a group with broad common interests that
organizes to nominate candidates for office, win elections,
conduct government, and determine public policy.
 Government agency - an establishment that is set up to help the
government perform its duties.
 Commission - a group of people directed to perform some duty.
 Public policy - the course of action a government takes in
response to some issue or problem.
 Citizen group - a group made-up of people who are members of
a particular state to which they owe allegiance and receive
protection.
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Enduring Understandings
Students will understand that:
Effective citizens can research issues, form reasoned opinions, support their
positions, and engage in the political process.
Effective governance requires responsible participation from diverse individuals
who translate beliefs and ideas into lawful action and policy.
There is a change in focus from understanding to skills with the fourth standard, but
understanding is necessary to show evidence of such skills on the test. Why is still
important, but how and what have equal billing on this standard. Why does a citizen
participate? How does a citizen participate in democracy? What does a citizen do?
Civics Standard Four requires students to demonstrate and use effectively the skills of a
citizen. Such skills include, but are not limited to:
Registering to vote;
Interacting successfully with government agencies;
Organizing and working in civic groups;
Researching and advocating a position; or
Serving in an office of public trust.
Civics 4 item
 This graph shows where Americans get most of their
information about the news.
Newspapers
9%
Magazines
21%
Television
70%
• How might a political party use the
information from the graph in developing a
strategy for an election campaign? Explain
your answer with an example
Civics 4 item #2
 Which of the following methods is an appropriate
way to effect change in public policy:
 A. Start a petition
 B. Work within an interest group
 C. Send Correspondence to Elected Officials
 D. Vote for Candidates that Agree with your views
 E. All of the above
 F. None of the above
History!!!
HISTORY!!!
 Goal Statements for the Delaware History Standards
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Students will organize events through chronologies to
suggest and evaluate cause-and-effect relationships among
those events.
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Students will study the ways in which individuals and
societies have changed and interacted over time.
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Students will acquire the skills of gathering, examining,
analyzing, and interpreting data.
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Students will understand that, before choosing a position
or acting, research needs to be accomplished in order to
understand the effect of historical developments and trends on
subsequent events.
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History 1
 History Standard One: Students will employ
chronological concepts in analyzing historical
phenomena [Chronology].
 9-12:students will analyze historical materials to trace
the development of an idea or trend across space and
over a prolonged period of time in order to explain
patterns of historical continuity and change.
Hist 1 terms
 Historical materials - things used by historians in their
quest to piece together the story of the past.
 Historical continuity - remaining relatively the same
with the passage of time.
 Historical change -becoming different with the
passage of time.
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 Enduring Understandings (K–12):
 History is often messy, yet a historian must logically organize
events, recognize patterns and trends, explain cause and effect,
make inferences, and draw conclusions from those sources
which are available at the time.
 The questions a historian chooses to guide historical research
that creates accurate chronologies will affect which events will
go into the chronology and which will be left out. Competing
chronologies can both be accurate, yet may not be equally
relevant to the specific topic at hand.
History 1 item
Life Expectancy
90
79.7
80
74.2
73.9
70
66.1
60
50
40
46.6
48.7
32.5
33.5
30
20
10
0
m/f--- 2010 2000 1990 1980
Series1
Series2
 After examining the
chart, do the trends
between subgroups or
the total population
illustrate historical
continuity or historical
change? Explain your
answer by providing a
reason for the trend
History 2A
 History Standard Two: Students will gather, examine,
and analyze historical data [Analysis].
 9-12: students will develop and implement effective
research strategies for investigating a given historical
topic.
History 2 B
 History Standard Two: Students will gather, examine,
and analyze historical data [Analysis].
 9-12: students will examine and analyze primary and
secondary sources in order to differentiate between
historical facts and historical interpretations.
Hist 2 terms
 Implement - to put into effect; to carry out.
 Primary source - a piece of evidence (document or object) that
dates back to the time when an event occurred.
 Secondary source - evidence, descriptions, or explanations that
shed light on past events but are not directly connected to those
events or date back to the time when an event occurred.
 Fact - something that is objectively verifiable and considered to
be real or true.
 Interpretation - an explanation of something that is presented in
a manner that is understandable.
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 Enduring Understandings (K–12):
 Many different types of sources exist to help us
gather information about the past, such as artifacts
and documents. Sources about the past need to be
critically analyzed and categorized as they are used.
 Critical investigation demands constant reassessment
of one’s research strategies.
 A historian must prove where the information can be
found that is the basis for historical conclusions.
History 2 item
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Benchmark: H2B
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Area 51 is a military facility approximately 90 miles north of Las Vegas, Nevada. At the center of
the site sits a large air base. Security at the base is extremely tight, with signs posted warning that the use
of deadly force is authorized to prevent intruders. The F-117 and B-2 Stealth aircraft were flight tested there.
Area 51 is also the site of a U.S. government UFO cover-up. The government will not release any information
on the activities of the base.
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Read the above paragraph and determine which of the statements below is the writer’s opinion.
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A. Area 51 is a military facility approximately 90 miles north of Las Vegas,
Nevada.
B. The F-117 and B-2 Stealth aircraft were flight tested there.
C. Area 51 is also the site of a U.S. government UFO cover-up.
D. The government will not release any information on the activities of the base.
History 3
 History Standard Three: Students will interpret
historical data [Interpretation].
 9-12: students will compare competing historical
narratives, by contrasting different historians’ choice
of questions, use and choice of sources, perspectives,
beliefs, and points of view, in order to demonstrate
how these factors contribute to different
interpretations.
Hist 3 terms
 Competing historical narratives -descriptions or
explanations of past events that differ or are not in
agreement.
 Contrast - to show differences or dissimilarities
between things that are compared.
 Perspective - one's mental view of something.
 Beliefs - things that are accepted are real or true.
EU
 Enduring Understandings (K-12):
 •
What is written by a historian depends upon that historian’s
personal background and methods, the questions asked about the
sources, and the sources used to find the answers to those questions.
 •
Historians select important events from the past they consider
worthy of being taught to the next generation. That selection process,
deciding what to emphasize, and the questions that historians ask of
the documents and other evidence contributes significantly to the
conclusions drawn.
 •
History is what the historian says it is. Different historians collect,
use, and emphasize sources in ways that result in differing
interpretations as they describe, compare, and interpret historical
phenomena. Disagreement between historians about the causes and
effects of historical events may result from these differences
History 3 item
 Benchmark: H3
 HISTORIAN A:“The bombing of Hiroshima and Nagasaki
invariably saved American lives. Estimates of American
casualties that would have been incurred by invading Japan
were as high as one million…”
 HISTORIAN B:“The use of atomic weapons on the Japan was
entirely unnecessary. The Japanese were on the verge of
capitulation by July of 1945.”
 Q1. Historians often have a different interpretation about
events. Explain some possible reasons why the historians above
have a different interpretation of these events.
History 4
 History Standard Four: Students will develop
historical knowledge of major events and
phenomena in world, United States, and Delaware
history [Content].
 List major US and World events…
Hist 4 ideas
1300’s – 1500’s Middle Ages
1600- Renaissance/ Exploration
-Colonialism
1700’s Age of Enlightenment
-1776- Declaration of Indep American Revolution
1787- Constitution
1800- Industrialism/ Western expansion
1860’s- Civil War
1900- Modern Times
1910’s- WWI
1920’s- Roaring twenties/ Harlem Renaissance
-1930’s Depression
1940’s- WWII
1950’s Civil Rights Movement/ Korean War/ Cold War
1960’s- Violence of Civil Rights Movement/ Vietnam / Counterculture
1970’s Watergate/ End of Vietnam
1980’s Data revolution/ dot-coms/ Space shuttles/ End of Cold War
1990’s Problem in the Middle East develop/ 1st Gulf War
-2000’s- 9-11/ Economic ups and downs/ Clinton Scandal
Geography !!!
GEOGRAPHY!!!
 Goal Statements for the Delaware Geography Standards
 •
Students will possess a knowledge of geography and an ability to
apply a geographical perspective to life situations. All physical
phenomena and human activities exist in space as well as time.
 •
Students will study the relationships of people, places, and
environments from the perspective of where they occur, why they are
there, and what meaning those locations have for us.
 •
Students with the knowledge and perspectives of geography will
understand the environmental and human processes that shape the
Earth’s surface, and recognize the culturally distinctive ways people
interact with the natural world to produce unique places.
 •
Students with an appreciation of the nature of their world and
their place in it will be better prepared citizens for a physical
environment more threatened and a global economy more competitive
and interconnected.
Geography 1
 Geography Standard One: Students will develop a personal geographic
framework, or “mental map,” and understand the uses of maps and
other geo-graphics [MAPS].
 9-12:students will identify geographic patterns which emerge when
collected data is mapped, and analyze mapped patterns through the
application of such common geographic principles as
 --Hierarchy (patterns at a detailed scale may be related to patterns at a
more general scale)
 --Accessibility (how easily one place can be reached from another)
 --Diffusion (how people or things move in certain directions at certain
speeds)
 --Complimentarity (the mutual exchange of people or goods among
places usually occurs over the shortest possible distances)
 9-12: students will apply the analysis of mapped patterns to the solution
of problems.
Geo 1 terms
 Geographic patterns - the design or arrangement of spatial data
 Emerge - geographic information that becomes apparent or evident or
as a
result of interactions
 Hierarchy - patterns at a detailed scale may be related to patterns at a
more general scale
 Accessibility - the relative ease with which a place can be reached from
other places
 Diffusion - the spread of people, ideas, technology, diseases, and
products among places
 Complementarity - the mutually satisfactory exchange of raw materials,
manufactured products, or information between two regions to fill the
needs and wants of each.
EU
 Enduring Understandings
 Students will understand that:
 Mental maps summarize differences and similarities about places.
These differences and similarities lead to conflict or cooperation and the
exchange of goods and ideas between peoples.
 Mental maps change as the scale moves from local to global; we know
more about our home area than more distant places; and these
differences affect how we feel and behave towards places that are
distant versus those that are close.
 The ways mapped patterns are analyzed and used help solve societal
problems.
 Maps can be used to distort or introduce bias into the information they
portray.
Geo 1 item
 The principle of geographic
complimentarity addresses the
likelihood that two places will
interact in some way. Generally,
the farther away two places are
found, the less likely they are to
exchange people or goods or
influence each other.
 Since Seaford and Laurel are
within 10 miles of each other,
it is very likely that these
towns would move both
people and goods between
them. Do you think this is true
for these two towns? Why?
Another Geo 1 item
 The map shows that
most people in Brazil live
near the coast. What
additional map or maps
would be helpful to
Brazilian officials who
wish to find other
suitable city sites in their
country?
Geography 2
 Geography Standard Two: Students will develop a
knowledge of the ways humans modify and respond
to the natural environment [ENVIRONMENT].
 9-12: students will understand the Earth’s physical
environment as a set of interconnected systems
(ecosystems) and the ways humans have perceived,
reacted to, and changed environments at local to
global scales.
Geo 2 terms
 Physical environment - the natural structural features of
the Earth's surface, such as hills, plateau, mountain, river, lakes
 Interconnected-systems- ecosystems and the inter-relationships of all
the elements within those systems.
 Ecosystems - systems formed by the interaction of all living organisms
(plants, animals, humans) with each other and with the physical and
chemical factors of the environment in which they live.
 Scale - refers to the size of the area studied, from
local to global.
EU
 Enduring Understanding
 Students will understand that:
 The human response to the characteristics of a
physical environment comes with consequences for
both the human culture and the physical
environment.
Geo 2 Item
 How might the rapid residential (housing) and
commercial (business) development currently taking
place in Sussex County, Delaware impact the region’s
physical environment? Please give details and/or
examples to support your answer.
Geography 3
 Geography Standard Three: Students will develop an
understand of the diversity of human culture and the
unique nature of places [PLACES].
 9-12:students will understand the processes which
result in distinctive cultures, economic activity, and
settlement formation in particular locations across
the world.
Geo 3 terms
 Geographic processes - the course or method of operation that
produces, maintains, or alters Earth's physical systems
 Culture - the learned behavior of people, which includes their belief
systems and languages, their social relationships, their institutions
and organizations, and their material goods - food, clothing, buildings,
tools, and machines.
 Economic activity - production, distribution, and consumption
of goods and resources to meets the wants of humans; can be
primary or secondary.
 Settlement - a community; human habitations, including rural or urban
centers
EU
 Enduring Understandings
 Students will understand that:
 Places are unique associations of natural
environments and human cultural modifications.
 Concepts of site and situation can explain the
uniqueness of places. As site or situation change, so
also does the character of a place.
Geo 3 item
 Based on the figures
above, what changes
might be expected in
American culture? What
recent trends can you
cite to support this
prediction?
Geography 4
 Geography Standard Four: Students will develop an
understanding of the character and use of regions
and the connections between and among them
[REGIONS].
 9-12: students will apply knowledge of the types of
regions and methods of drawing boundaries to
interpret the Earth’s changing complexity.
Geo 4 terms
 Boundaries - lines that have been established by
people to mark the limit of one political unit (county,
state) and the beginning of another; can be
geographical features such as mountains or rivers,
etc.
 Complexity - difficulty or intricacy

EU
 Enduring Understandings
 Students will understand that:
 A region is a concept rather than a real object on the
ground, used to simplify the diversity of places.
 Regions must have boundaries to exist, yet there
advantages and disadvantages associated with any
real or abstract feature used to draw a boundary
GEO 4 item
 How did the construction
of the Berlin Wall in post
WWII Germany reflect
changes in the political
and economic life of this
region?
Random questions
 1. Identify what Social Studies area is being
addressed.
 What is the question actually asking – Decode!
 If there’s attached text (Quotes/ tables/ graphs/
maps/ picture/ etc) What information is it giving you?
 What is your answer? RARE.
 Explain why the GDP in
different countries can
vary by so much.
Real
GDP per
capita
Us
China
Zimbabw
e
Qatar
1990
2010
59,000
25,000
250
48,000
65,000
600
159,000
167,000
80
70
Cott
on
60
50
Wool
40
30
20
10
0
$ /yrd $/Yrd
2010 1970
Synt
hetic
s
 Explain possible reasons
for the changes in price
of the various textiles
used to make clothes.
 News Paper Headline: China changes economic
policies by allowing some technology companies to
keep profits.
 Q: How can a drastic change in Communist policy lead
to problems? Explain.