Download Geography - NCDPI Social Studies Wiki

The study of geography examines the earth’s physical environment and human features, including the locations of places and regions, the
distribution of landforms and water bodies, and historic changes in political boundaries, economic activities, and cultures. In the context of K-12
Social Studies Program in North Carolina there is a progression of geographic reasoning overtime. In elementary the emphasis is on geographic
reasoning that requires students to identify physical and human systems as well as spatial and environmental perspectives. During middle grades
students build upon prior geographic skills to analyze the impact of human environment interaction. At the high school level students refine their
geographic understanding by evaluating how political and economic decisions have influence cultural and environmental characteristics and
spatial patterns overtime. A student graduating in NC should have acquired the understanding that the world as a complex ecosystems
interacting at multiple scales that structure the spatial patterns and processes influencing our daily lives.
K-12 Social Studies Essential Standards
Geography and Environmental Literacy Strand
Geographic Thinking Skills
This document contains the standards that support the teaching of Geography in grade Kindergarten through Grade 8 and the concepts that
support the teaching of geography in American History I, American History II, World History, and American History: The Founding Principles,
Civics, and Economics. You may access the entire Standard Course of Study for K-12 Social Studies. It is our desire that this document serve to
help students develop geographic ways of thinking and doing.
Students engaged in geographic thinking skills need to be given
opportunities to apply geographic knowledge and skills they have
gained. Effective citizens of the community and decision makers for a
globally interdependent society need to act according to an
integrated understanding of the relationships between diverse
forces. It is not enough simply to understand why things are where
they are or comprehend the impact. Decision makers engaged in
geographic inquiry are equipped to make better choices for
themselves and help others act accordingly based on comprehensive
data. For students, this may be the opportunity to give a
presentation to the school about the health of nearby trees,
encouraging businesses to provide resources for a neighboring
community, or helping the state change its energy policies because
of impact beyond its borders. Giving students the opportunities to
geographically inquire and act upon the widespread intricacies of
geography will help prepare them to become global citizens and
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leaders of our 21st century.
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Elementary Social Studies
K-2 Standards provide students an understanding of geographic representations and how humans and the environment interact with
their environment and local community.
Kindergarten
K.G.1
K.G.2
Essential Standard
Use geographic representations and
terms to describe surroundings.
Understand the interaction between
humans and the environment.
Clarifying Objectives
K.G.1.1 Use maps to locate places in the classroom, school and home.
K.G.1.2 Use globes and maps to locate land and water features.
K.G.1.3 Identify physical features (mountains, hills, rivers, lakes, roads, etc.).
K.G.1.4 Identify locations in the classroom using positional words (near/far, left/right, above/beneath,
etc.).
K.G.1.1
K.G.2.1
K.G.2.2
Use maps to locate places in the classroom, school and home.
Explain how people adapt to weather conditions.
Explain ways people use environmental resources to meet basic needs and wants (shelter, food,
clothing, etc.).
First Grade
1.G.1
1.G.2
Essential Standard
Use geographic representations, terms
and technologies to process information
from a spatial perspective.
Understand how humans and the
environment interact within the local
community.
Clarifying Objectives
1.G.1.1 Use geographic tools to identify characteristics of various landforms and bodies of water.
1.G.1.2 Give examples showing the location of places (home, classroom, school and community).
1.G.1.3 Understand the basic elements of geographic representations using maps (cardinal directions and
map symbols).
1.G.2.1 Explain ways people change the environment (planting trees, recycling, cutting down trees,
building homes, building streets, etc.).
1.G.2.2 Explain how people use natural resources in the community.
1.G.2.3
Division of Curriculum & Instruction | K-12 Social Studies
Explain how the environment impacts where people live (urban, rural, weather, transportation,
etc.).
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Second Grade
2.G.1
2.G.1
Essential Standard
Use geographic representations, terms
and technology to process information
from a spatial perspective.
Understand the effects of humans
interacting with their environment.
Clarifying Objectives
2.G.1.1 Interpret maps of the school and community that contain symbols, legends and cardinal
directions.
2.G.1.2 Interpret the meaning of symbols and the location of physical and human features on a map
(cities, railroads, highways, countries, continents, oceans, etc.).
2.G.2.1 Give examples of ways in which people depend on the physical environment and natural
resources to meet basic needs.
2.G.2.2 Explain how people positively and negatively affect the environment.
3-5 Standards expand upon local geography learned in K-2, and develop an understanding of human activity influences North
Carolina and the United States.
Third Grade
3.G.1
Essential Standard
Understand the earth’s patterns by using
the 5 themes of geography: (location,
place, human-environment interaction,
movement and regions).
Clarifying Objectives
3.G.1.1 Find absolute and relative locations of places within the local community and region.
3.G.1.2 Compare the human and physical characteristics of places.
3.G.1.3 Exemplify how people adapt to, change and protect the environment to meet their needs.
3.G.1.4 Explain how the movement of goods, people and ideas impact the community.
3.G.1.5 Summarize the elements (cultural, demographic, economic and geographic) that define regions
(community, state, nation and world).
3.G.1.6 Compare various regions according to their characteristics.
Fourth Grade
4.G.1
Essential Standard
Understand how human, environmental
and technological factors affect the
growth and development of North
Carolina.
Clarifying Objectives
4.G.1.1 Summarize changes that have occurred in North Carolina since statehood (population growth,
transportation, communication and land use).
4.G.1.2 Explain the impact that human activity has on the availability of natural resources in North
Carolina.
4.G.1.3 Exemplify the interactions of various peoples, places and cultures in terms of adaptation and
modification of the environment.
4.G.1.4 Explain the impact of technology (communication, transportation and inventions) on North
Carolina’s citizens, past and present.
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Fifth Grade
5.G.1
Essential Standard
Understand how human activity has and
continues to shape the United States.
Clarifying Objectives
5.G.1.1 Explain the impact of the physical environment on early settlements in the New World.
5.G.1.2
5.G.1.3
5.G.1.4
Explain the positive and negative effects of human activity on the physical environment of the
United States, past and present.
Exemplify how technological advances (communication, transportation and agriculture) have
allowed people to overcome geographic limitations.
Exemplify migration within or immigration to the United States in order to identify push and pull
factors (why people left/why people came).
Middle Grades Social Studies
6-8 Standards expand upon geography in North Carolina and the United States and examine how factors have influenced
civilizations, societies and regions overtime by applying the tools of a geographer.
Sixth Grade
6.G.1
Essential Standard
Understand geographic factors that
influenced the emergence, expansion
and decline of civilizations, societies
and regions (i.e. Africa, Asia, Europe,
and the Americas) over time.
Clarifying Objectives
6.G.1.1
Explain how the physical features and human characteristics of a place influenced the
development of civilizations, societies and regions (e.g., location near rivers and natural barriers,
trading practices and spread of culture).
6.G.1.2
Explain the factors that influenced the movement of people, goods and ideas and the effects of
that movement on societies and regions over time (e.g., scarcity of resources, conquests, desire
for wealth, disease and trade).
6.G.1.3
6.G.1.4
6.G.2
Apply the tools of a geographer to
understand the emergence, expansion
and decline of civilizations, societies
and regions.
6.G.2.1
6.G.2.2
Division of Curriculum & Instruction | K-12 Social Studies
Compare distinguishing characteristics of various world regions (e.g., physical features, culture,
political organization and ethnic make-up).
Explain how and why civilizations, societies and regions have used, modified and adapted to their
environments (e.g., invention of tools, domestication of plants and animals, farming techniques
and creation of dwellings).
Use maps, charts, graphs, geographic data and available technology tools to draw conclusions
about the emergence, expansion and decline of civilizations, societies and regions.
Construct maps, charts and graphs to explain data about geographic phenomena
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Seventh Grade
7.G.1
7.G.2
Essential Standard
Understand how geography,
demographic trends, and
environmental conditions shape
modern societies and regions.
Clarifying Objectives
7.G.1.1
Explain how environmental conditions and human response to those conditions influence modern
societies and regions
7.G.1.2
Explain how demographic trends (e.g. population growth and decline, push/pull factors and
urbanization) lead to conflict, negotiation, and compromise in modern societies and regions.
7.G.1.3
Explain how natural disasters (e.g. flooding, earthquakes, monsoons and tsunamis), preservation
efforts and human modification of the environment
Apply the tools of a geographer to
understand modern societies and
regions.
7.G.2.1
Construct maps, charts, and graphs to explain data about geographic phenomena
7.G.2.2
Use maps, charts, graphs, geographic data and available technology tools
Eighth Grade
8.G.1
Essential Standard
Understand the geographic factors
that influenced North Carolina and
the United States.
Clarifying Objectives
8.G.1.1 Explain how location and place have presented opportunities and challenges for the movement of
people, goods, and ideas in North Carolina and the United States.
8.G.1.2 Understand the human and physical characteristics of regions in North Carolina and the United
States.
8.G.1.3 Explain how human and environmental interaction affected quality of life and settlement patterns in
North Carolina and the United States.
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High School Social Studies
(Required courses in which Geography is embedded through other strands)
American History: The Founding Principles, Civics, and Economics
While the emphasis in this course is focused on historical, civic, and economic thinking students will be able to uniquely apply geographic reasoning from
elementary and middle grades to now understand how political and economic decisions have influenced cultural and environmental characteristics and spatial
patterns overtime. Students will be able to:
 Examine how various governments utilize the scarcity of resources. (CE.C&G.1.1)
 Analyze how geography influences the market economy, market structures, and economic activity such as competition, trade, interest rates, and supply
and demand. (CE.C&G.1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2,3.1)
 Understand how geography influences international and domestic policies (CE.C&G. 2.3, 2.4 ,3.2,3.3)
American History I and II
The emphasis for both courses is to examine the political, economic, social and cultural development of the United States, students will be able to uniquely apply
geographic reasoning from elementary and middle grades to now understand how geography and geographic decisions have influenced economic, social, cultural,
and political characteristics and spatial patterns overtime.
American History I
American History II
Students will be able to understand:
 Turning points through Reconstruction in terms of their causes, effects
and lasting impact (AH1.H.2.1, 2.2)
 Influences on European exploration, American colonial settlement
(AH1.H.3.1)
 Environmental factors influence on patterns of migration and settlement
within the U.S prior to Reconstruction. (AH1.H.3.2, 3.3)
 Voluntary and involuntary immigration trends prior to Reconstruction
(AH1.H.3.4)
 How national economic and political interests helped set the direction of
United States foreign policy through Reconstruction (AH1.H.6.1)
 Reasons for involvement in wars prior to Reconstruction and the
influence each involvement had on international affairs (AH1.H.6.2)
 How opportunity and mobility impacted various groups within American
society prior to Reconstruction (AH1.H.8.2)
Students will be able to understand:
 Turning points from since Reconstruction in terms of their causes,
effects and lasting impact (AH2.H.2.1. 2.2)
 Influences on United States imperialism (AH2.H.3.1)
 Environmental factors influence on patterns of migration and
settlement within the U.S since Reconstruction. (AH2.H.3.2,
AH2.H.3.3)
 Voluntary and involuntary immigration trends since Reconstruction
(AH2.H.3.4)
 How national economic and political interests helped set the direction
of United States foreign policy since Reconstruction (AH2.H.6.1)
 Reasons for involvement in wars since Reconstruction and the
influence each involvement had on international affairs (AH2.H.6.2)
 How opportunity and mobility impacted various groups within
American society since Reconstruction (AH2.H.8.2)
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World History
The desired outcome of this course is that students develop relevant enduring
understandings of current world issues and relate them to their historical, political,
economic, geographical and cultural contexts. As students apply geographic inquiry to
significant events, ideas, movements, patterns of civilizations of the past and societies
around the world, they will broaden their understanding of world history and how
societies have geographic issues overtime.
Students will be able to understand:
 How geographic issues influenced settlement, trading networks and the
sustainability of various civilizations (WH.H.2.1)
 The rise and spread of empires in terms of influence, innovations in agriculture,
achievements, and trade routes (WH.H.2.4, 2.7, 3.3)
 How agricultural and technological improvements transformed daily life socially
and economically (WH.H.4.3)
 The causes and effects of exploration, investments, expansion, and increased
global trade (WH.H. 2.6, 4.4, 5.2, 5.4, 8.3)
 How exploration and conquest resulted in increased global interactions, differing
patterns of trade, colonization, and conflict among nations (WH.H.5.1)
 How the desire for access to resources and markets can create conflicts as well as
the consequences on indigenous cultures, population, and environment
(WH.H.3.4, 5.3)
 How physical geography and natural resources influenced industrialism and
changes in the environment (WH.H.6.3)
 The effects of industrialism and urbanization on social and economic reform
(WH.H. 6.4, 7.2)
 How ethnic and regional conflicts, nationalism and imperialism can be underlying
causes of war (WH.H.7.3)
 How international crisis has impacted international politics (WH.H.8.2)
 How population growth, urbanization, industrialization, warfare and the global
market economy have contributed to changes in the environment (WH.H.8.5)
 How terrorist groups and movements impact politics and society (WH.H.8.7)
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Implications for Teaching and Learning:
Compelling Questions focused on Geographic Inquiry
How does liberty change from place to place?
Should North Carolina allow fracking?
How should countries deal with population growth?
How should our society handle climate change?
Should the government limit the amount of energy we can use to conserve
energy?
How can we solve the traffic problem at our school?
How does geography impact illegal immigration?
What path should a new transcontinental pipeline take? Or should the
pipeline be built at all?
Why does spatial inequality exist in cities?
Did Geography greatly affect the development of colonial America?
Resources:
 K-12 Social Studies Unpacking Documents
 National Council for Geographic Education
 National Geographic Society
 North Carolina Geographic Alliance
Tools and Data Students Can Use to Think Like a Geographer:
 NC Global Heat Map
 GIS Data Depot
 US Census Bureau
 Natural Earth Data
Research:
 Geographic Inquiry: Thinking Geographically
 2014 NAEP Geography Assessment
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