{"id":17573,"date":"2024-08-13T11:53:18","date_gmt":"2024-08-13T15:53:18","guid":{"rendered":"https:\/\/ncge.org\/staging\/?p=17573"},"modified":"2025-05-31T23:59:51","modified_gmt":"2025-06-01T03:59:51","slug":"geography-standard-1","status":"publish","type":"post","link":"https:\/\/ncge.org\/staging\/teacher-resources\/national-geography-standards\/geography-standard-1\/","title":{"rendered":"GEOGRAPHY STANDARD 1"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-post\" data-elementor-id=\"17573\" class=\"elementor elementor-17573\" data-elementor-post-type=\"post\">\n\t\t\t\t<div class=\"elementor-element elementor-element-0f45ad4 e-flex e-con-boxed e-con e-parent\" data-id=\"0f45ad4\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div class=\"elementor-element elementor-element-ab0f0d3 e-con-full e-flex e-con e-child\" data-id=\"ab0f0d3\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-5bb5e9f elementor-widget elementor-widget-heading\" data-id=\"5bb5e9f\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h6 class=\"elementor-heading-title elementor-size-default\">Essential Element: The World in Spatial Terms<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-dc55583 e-flex e-con-boxed e-con e-parent\" data-id=\"dc55583\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-ee59ac3 elementor-widget elementor-widget-menu-anchor\" data-id=\"ee59ac3\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"menu-anchor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-menu-anchor\" id=\"Themes\"><\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-3bc68db e-flex e-con-boxed e-con e-parent\" data-id=\"3bc68db\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div class=\"elementor-element elementor-element-1e125d2 e-con-full e-flex e-con e-child\" data-id=\"1e125d2\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-85173d4 elementor-widget elementor-widget-heading\" data-id=\"85173d4\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">Student Knowledge and Comprehension at Each Grade Level <\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-6f4c4fe e-con-full e-flex e-con e-child\" data-id=\"6f4c4fe\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t<div class=\"elementor-element elementor-element-b0567bd e-con-full e-flex e-con e-child\" data-id=\"b0567bd\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t<div class=\"elementor-element elementor-element-26a8397 e-con-full e-flex e-con e-child\" data-id=\"26a8397\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t<div class=\"elementor-element elementor-element-adede47 e-con-full e-flex e-con e-child\" data-id=\"adede47\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-0cd7330 elementor-widget elementor-widget-heading\" data-id=\"0cd7330\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h4 class=\"elementor-heading-title elementor-size-default\">4th Grade<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-9b091e7 elementor-widget elementor-widget-toggle\" data-id=\"9b091e7\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"toggle.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-1621\" class=\"elementor-tab-title\" data-tab=\"1\" role=\"button\" aria-controls=\"elementor-tab-content-1621\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Properties and Functions of Geographic Representations<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-1621\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"region\" aria-labelledby=\"elementor-tab-title-1621\"><p><strong>1. Properties and functions of geographic representations\u2014such as maps, globes, graphs, diagrams, aerial and other photographs, remotely sensed images, and geographic visualization<\/strong><\/p><p>Therefore, the student is able to:<\/p><p>A. Identify and describe the properties (position and orientation, symbols, scale, perspective, coordinate systems) and functions of geographic representations, as exemplified by being able to<\/p><ul><li>Identify and describe the properties of a variety of maps and globes (e.g., title, legend, cardinal and intermediate directions, scale, sym\u00adbols, grid, principal parallels, meridians) and purposes (wayfinding, reference, thematic).<\/li><li>Identify and describe the functions of a variety of geographic rep\u00adresentations.<\/li><li>Identify and describe the properties and functions of maps students collect from magazines, news articles, and tourist brochures.<\/li><\/ul><p>\u00a0<\/p><p>B. Describe how properties of geographic representations determine the purposes they can be used for, as exemplified by being able to<\/p><ul><li>Identify the maps or types of maps most appropriate for specific purposes, (e.g., to locate physical and\/or human features, to deter\u00admine the shortest route from one town to another town, to compare the number of people living at two or more locations).<\/li><li>Describe how a variety of geographic representations (maps, globes, graphs, diagrams, aerial and other photographs, GPS) are used to communicate different types of information.<\/li><li>Describe how maps are created for a specific purpose (e.g., school fire-drill map, the route from home to school, classroom map of learning center materials).<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-1622\" class=\"elementor-tab-title\" data-tab=\"2\" role=\"button\" aria-controls=\"elementor-tab-content-1622\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Using Geospatial Data to Construct Geographic Representations<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-1622\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"region\" aria-labelledby=\"elementor-tab-title-1622\"><p><strong>2. Geospatial data are connected to locations on Earth\u2019s surface<\/strong><\/p><p><em>Therefore, the student is able to:<\/em><\/p><p>A. Identify examples of geospatial data, as exemplified by being able to<\/p><ul><li>Identify landmarks on the school grounds and describe their size, shape, and location.<\/li><li>Identify the spatial location of each student\u2019s assigned seat in the classroom.<\/li><li>Identify the locations and types of trees in the neighborhood of the school.<\/li><\/ul><p>B. Construct maps and graphs to display geospatial data, as exemplified by being able to<\/p><ul><li>Construct a map that displays geospatial data using symbols ex\u00adplained in a key (e.g., a sketch map to illustrate a narrative story, a map of cars in the school parking lot showing type and color, a class\u00adroom map showing different types of tables, desks, and chairs).<\/li><li>Describe the results of a survey of classmates about a geographic question concerning their school (e.g., where to add another swing set, where to add a cover over existing playground equipment, where to place more drinking fountains) using graphs and maps.<\/li><li>Construct a map of the United States using symbols to show quan\u00adtities by state (e.g., population, professional sports teams, mountain peaks over a certain elevation).<\/li><\/ul><p>\u00a0<\/p><p style=\"font-size: 19.2px;\"><span style=\"font-weight: bolder;\">3. Geospatial technologies\u2014Internet-\u00adbased mapping applications, GIS, GPS, geovisualization, and remote sensing\u2014display geospatial data<\/span><\/p><p style=\"font-size: 19.2px;\"><em>Therefore, the student is able to:<\/em><\/p><p style=\"font-size: 19.2px;\">A. Compare how different geospatial technologies are used to display geospatial data, as exemplified by being able to<\/p><ul style=\"font-size: 19.2px; background-color: #ffffff;\"><li style=\"font-size: 19.2px;\">Identify and describe the types of information communicated by different Internet-based mapping technologies.<\/li><li style=\"font-size: 19.2px;\">Describe and analyze the similarities and differences among the results from different online navigation systems.<\/li><li style=\"font-size: 19.2px;\">Compare the similarities and differences of information presented in online road maps, satellite images, or street-view data.<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-1623\" class=\"elementor-tab-title\" data-tab=\"3\" role=\"button\" aria-controls=\"elementor-tab-content-1623\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Using Geographic Representations<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-1623\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"region\" aria-labelledby=\"elementor-tab-title-1623\"><p><strong>4. The interpretation of geographic representations<\/strong><\/p><p><em>Therefore, the student is able to:<\/em><\/p><p>A. Describe and analyze the ways in which geographic representations communicate geospatial information, as exemplified by being able to<\/p><ul><li>Describe the purpose and components of a typical map key or leg\u00adend.<\/li><li>Describe and analyze the similarities and differences in information displayed at different scales.<\/li><li>Analyze the different ways of symbolizing geospatial data (e.g., graduated circles, cartograms, choropleth versus isopleth maps).<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-a96f73a e-con-full e-flex e-con e-child\" data-id=\"a96f73a\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t<div class=\"elementor-element elementor-element-4206f5c e-con-full e-flex e-con e-child\" data-id=\"4206f5c\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t<div class=\"elementor-element elementor-element-1654dff e-con-full e-flex e-con e-child\" data-id=\"1654dff\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-22a814e elementor-widget elementor-widget-heading\" data-id=\"22a814e\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h4 class=\"elementor-heading-title elementor-size-default\">8th Grade<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-8053b36 elementor-widget elementor-widget-toggle\" data-id=\"8053b36\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"toggle.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-1341\" class=\"elementor-tab-title\" data-tab=\"1\" role=\"button\" aria-controls=\"elementor-tab-content-1341\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Properties and Functions of Geographic Representations<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-1341\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"region\" aria-labelledby=\"elementor-tab-title-1341\"><p><strong>1. The advantages and disadvantages of using different geographic representations-such as maps, globes, graphs, diagrams, aerial and other photographs, remotely sensed images, and geographic visualizations for analyzing spatial distributions and patterns<\/strong><\/p><p>Therefore, the student is able to:<\/p><p>A. Analyze and explain the properties (position and orientation, projections, symbols, scale, perspective, coordinate systems) and functions of geographic representations, as exemplified by being able to<\/p><ul><li>Analyze geographic representations based on their properties (e.g., orientation, grid system, scale, resolution, and content) and purposes (e.g., using GIS and digital globes to explore geographic information and relationships at a range of scales).<\/li><li>Analyze the properties of three geographic representations of the same place (such as a street map, a topographic map, and a satel\u00adlite image) and explain how each might be suitable for a different purpose.\u00a0<\/li><li>Explain how different geographic representations are used in a va\u00adriety of settings {e.g., a GIS in a computer lab, topographic map for backcountry hiking, GPS navigation for car travel).<\/li><\/ul><p>B. Evaluate the appropriate use of geospatial representations for specific geographic tasks, such as analyzing spatial distributions and patterns, as exemplified by being able to<\/p><ul><li>Explain why particular map are appropriate for a specific purpose (e.g., a cartogram to illustrate total population, a remotely sensed im\u00adage to observe land-use change, topographic map to consider the best location for a wind farm, a highway map to consider best routes for new transportation corridors).<\/li><li>Identify and evaluate specific maps and\/or geospatial technologies for use in different occupations (e.g., ambulance driver, airline pilot, ship&#8217;s captain, cross-country truck driver, business analyst).<\/li><li>Compare the patterns shown by geographic representations at dif\u00adferent scales (e.g., neighborhood, city, state, country).<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-1342\" class=\"elementor-tab-title\" data-tab=\"2\" role=\"button\" aria-controls=\"elementor-tab-content-1342\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Using Geospatial Data to Construct Geographic Representations<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-1342\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"region\" aria-labelledby=\"elementor-tab-title-1342\"><p><strong>2. The acquisition and organization of geospatial data to construct geographic representations<\/strong><\/p><p><em>Therefore, the student is able to:<\/em><\/p><p>A. Identify the variety of geospatial data sources (e.g., student-generated data such as surveys, observations, and fieldwork or data sources such as US Census data, US Geological Survey (USGS), and the United Nations) and formats (e.g., digital databases, text, tables, images), as exemplified by being able to<\/p><ul class=\"ul1\"><li class=\"li1\">Identify examples of different sources of geospatial data related to <span class=\"s4\">p<\/span>opulation<span class=\"s5\">,<\/span> land form , road networks, weather, etc. (e.g., Census <span class=\"s4\">B<\/span>ureau<span class=\"s5\">, USGS<\/span>, Environmental Protection Agency).<\/li><li class=\"li2\">Identi<span class=\"s12\">fy<\/span> the different data formats that can be used to organize data sets for population land forms, road networks, weather, etc. (e.g., tables, graphs, maps. remotely sensed images).<\/li><li class=\"li3\">Identify the data to include in student-generated geospatial data sets to capture human or physical characteristics of the school neighbor\u00adhood (e.g., count and map the location, amount, and directions of pedestrian traffic on streets near the school).<\/li><\/ul><p>B. Construct maps using data acquired from a variety of sources and in various formats (e.g., digital databases, text, tables, images), as exemplified by being able to<\/p><ul class=\"ul1\"><li class=\"li1\"><span class=\"s1\">C<\/span>onstru<span class=\"s1\">c<\/span>t paper maps to illustrate the links between geographic patterns (e.g., examine associations among geographic phenomena such as water resources and population distribution or topography and Civil War troop movements).<\/li><li class=\"li2\"><span class=\"s8\">C<\/span><span class=\"s9\">on<\/span><span class=\"s8\">s<\/span><span class=\"s9\">truct<\/span> different types of maps to illustrate the distribution of <span class=\"s13\">p<\/span><span class=\"s9\">opu<\/span>l<span class=\"s9\">ation <\/span>(e.g., cartograms, choropleth maps, isopleth maps, grad\u00ad<span class=\"s13\">u<\/span><span class=\"s9\">ated<\/span> <span class=\"s9\">circles<\/span> <span class=\"s9\">maps).<\/span><\/li><li class=\"li3\">Const<span class=\"s18\">ru<\/span>ct flow map to explain the amount, source, and direction of movement (e.g., international petroleum trade, migration of refu\u00adgees, fl<span class=\"s24\">yw<\/span>ays of bird migration, immigration to North America dur\u00ading the l 800s).<\/li><\/ul><p><strong>3. Geospatial technologies &#8211; internet-based mapping applications, GIS, GPS, geo-visualization, and remote sensing- can be used to construct geographic representations using geospatial data<\/strong><\/p><p><em>therefore, the student is able to:<\/em><\/p><p>A. Construct and analyze geographic representations using data acquired from a variety of sources (e.g., student-generated data such as surveys, observations, fieldwork, etc., or existing data files) and formats (e.g., digital databases, text, tables, images), as exemplified by being able to<\/p><ul class=\"ul1\"><li class=\"li1\"><span class=\"s1\">A<\/span>n<span class=\"s1\">a<\/span>l<span class=\"s1\">yze <\/span>environmental change by annotating a series of remotely sensed images of the same location taken at different dates.<\/li><li class=\"li2\"><span class=\"s4\">Co<\/span><span class=\"s5\">nstruct<\/span> <span class=\"s5\">map overlays of<\/span> <span class=\"s5\">GPS-based<\/span> <span class=\"s5\">geospatial<\/span> <span class=\"s5\">data<\/span> <span class=\"s5\">using<\/span> <span class=\"s5\">GIS<\/span> <span class=\"s9\">(e.g.,<\/span> <span class=\"s9\">types<\/span> <span class=\"s9\">of<\/span> <span class=\"s9\">housing,<\/span> <span class=\"s9\">local<\/span> <span class=\"s9\">his<\/span><span class=\"s9\">torical structures,<\/span> <span class=\"s9\">neighborhood<\/span> <span class=\"s9\">bus<\/span> <span class=\"s5\">stops).<\/span><\/li><li class=\"li3\"><span class=\"s14\">Co<\/span>nstruct a map displaying the results of a community survey on a local issue (e.g., locating a new park or school, stream flooding, zon\u00ading decisions).<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-1343\" class=\"elementor-tab-title\" data-tab=\"3\" role=\"button\" aria-controls=\"elementor-tab-content-1343\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Using Geographic Representations<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-1343\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"region\" aria-labelledby=\"elementor-tab-title-1343\"><p><strong>4. The use of geographic representation to ask and answer geographic questions<\/strong><\/p><p><em>Therefore, the student is able to:<\/em><\/p><p>A. Analyze geographic represntations to ask and nswer questions about spatial distributions and patterns, as exemplified by being able to<\/p><ul class=\"ul1\"><li class=\"li1\">Analy<span class=\"s1\">z<\/span>e printed and digital maps to observe spatial distributions and patterns to generate and answer geographic questions (e.g., use digital census data to determine demographic patterns in a state, or analyze census data and transportation routes to identify and locate services, such as a <span class=\"s6\">day<\/span> care center or stores needed in a region).<\/li><\/ul><ul class=\"ul1\"><li class=\"li3\"><span class=\"s2\">Analyze<\/span> <span class=\"s2\">choropleth<\/span> <span class=\"s2\">maps<\/span> <span class=\"s2\">to<\/span> <span class=\"s2\">examine<\/span> <span class=\"s2\">spatial<\/span> <span class=\"s2\">relationships<\/span> <span class=\"s2\">(e.g.,<\/span> <span class=\"s2\">between the<\/span> <span class=\"s2\">number of<\/span> <span class=\"s2\">doctors<\/span> <span class=\"s2\">and<\/span> <span class=\"s2\">mortality rates, between<\/span> <span class=\"s2\">corn<\/span> <span class=\"s2\">production and hog production, between global energy<\/span> <span class=\"s2\">production<\/span> <span class=\"s2\">and<\/span> <span class=\"s2\">consumption).<\/span><\/li><li class=\"li4\"><span class=\"s2\">Analyze<\/span> <span class=\"s2\">the<\/span> <span class=\"s2\">overlap<\/span> <span class=\"s2\">among<\/span> <span class=\"s2\">multiple<\/span> <span class=\"s2\">geospatial<\/span> <span class=\"s2\">data<\/span> <span class=\"s2\">layers<\/span> <span class=\"s2\">to<\/span> <span class=\"s2\">iden\u00ad<\/span><span class=\"s2\">tify<\/span> <span class=\"s2\">potential<\/span> <span class=\"s2\">locations<\/span> <span class=\"s2\">of<\/span> <span class=\"s2\">interest<\/span> <span class=\"s2\">(e.g.,<\/span> <span class=\"s2\">site<\/span> <span class=\"s2\">for<\/span> <span class=\"s2\">a<\/span> <span class=\"s2\">new<\/span> <span class=\"s2\">park,<\/span> <span class=\"s2\">route<\/span> <span class=\"s2\">for<\/span> <span class=\"s2\">a<\/span> <span class=\"s2\">new<\/span> <span class=\"s2\">road,<\/span> <span class=\"s2\">location<\/span> <span class=\"s2\">of<\/span> <span class=\"s2\">high<\/span> <span class=\"s2\">incidences<\/span> <span class=\"s2\">of<\/span> <span class=\"s2\">crimes).<\/span><\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-2de0439 e-con-full e-flex e-con e-child\" data-id=\"2de0439\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t<div class=\"elementor-element elementor-element-a5d78f8 e-con-full e-flex e-con e-child\" data-id=\"a5d78f8\" data-element_type=\"container\" data-e-type=\"container\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t<div class=\"elementor-element elementor-element-fc26fee e-con-full e-flex e-con e-child\" data-id=\"fc26fee\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-eb658f6 elementor-widget elementor-widget-heading\" data-id=\"eb658f6\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<h4 class=\"elementor-heading-title elementor-size-default\">12th Grade<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-210e6a6 elementor-widget elementor-widget-toggle\" data-id=\"210e6a6\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"toggle.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle\">\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-3461\" class=\"elementor-tab-title\" data-tab=\"1\" role=\"button\" aria-controls=\"elementor-tab-content-3461\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Properties and Functions of Geographic Representations<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-3461\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"region\" aria-labelledby=\"elementor-tab-title-3461\"><p><strong>1. The advantages of coordinating multiple geographic representations &#8211; such as maps, globes, graphs, diagrams, aerial and other photographs, remotely sensed images, and geographic visualizations to answer geographic questions<\/strong><\/p><p>Therefore, the student is able to:<\/p><p>A. Explain the advantages of using multiple geographic representations to answer geographic questions, as exemplified by being able to<\/p><ul class=\"ul1\"><li class=\"li1\">Exp<span class=\"s1\">l<\/span>ain how multiple geographic representations and geospatial technologies (e.g., GIS , GPS , RS, and geographic visualization) could be used to solve geographic problems (e.g., help determine where to <span class=\"s1\">locate<\/span> <span class=\"s1\">a<\/span> <span class=\"s1\">new<\/span> <span class=\"s1\">playground,<\/span> <span class=\"s1\">or<\/span> <span class=\"s1\">identify<\/span> <span class=\"s1\">dangerous<\/span> <span class=\"s1\">street<\/span> <span class=\"s1\">intersections within a community).<\/span><\/li><li class=\"li2\">Describe how an analysis of urbanization can be done using differ\u00adent geospatial technologies (e.g., RS for land use, GIS data layers to predict areas of high\/low growth, GPS and GIS for identifying trans\u00adportation issues regarding growth).<\/li><li class=\"li3\">Ex<span class=\"s22\">pl<\/span>ain how multiple geospatial technologies can be used to solve land-use problems (e.g., effects of new farming technologies on the sustainable production of food, preservation of wetlands in bird mi\u00ad<span class=\"s22\">gration<\/span> <span class=\"s22\">fl<\/span><span class=\"s25\">yw<\/span><span class=\"s22\">ays).<\/span><\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-3462\" class=\"elementor-tab-title\" data-tab=\"2\" role=\"button\" aria-controls=\"elementor-tab-content-3462\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Using Geospatial Data to Construct Geographic Representations<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-3462\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"region\" aria-labelledby=\"elementor-tab-title-3462\"><p><strong>2. The technical properties and quality of geospatial data<\/strong><\/p><p><em>Therefore, the student is able to:<\/em><\/p><p>A. Identify and explain the metadata properties (e.g., resolution, date of creation and method of collection) of geospatial data, as exemplified by being able to<\/p><ul class=\"ul1\"><li class=\"li1\"><span class=\"s1\">Explain<\/span> <span class=\"s1\">how<\/span> <span class=\"s1\">the<\/span> <span class=\"s1\">metadata<\/span> <span class=\"s1\">information<\/span> <span class=\"s1\">is<\/span> <span class=\"s1\">used<\/span> <span class=\"s1\">to<\/span> <span class=\"s1\">understand<\/span> <span class=\"s4\">dif<\/span>ferences in the creation and design of datasets (e.g., land use\/land cover, street\/storefront property uses, terrain features, scale) and to determine the usefulness of the data for mapping.<\/li><li class=\"li2\">Analyze the relationship between the quality of data and the source of the data (e.g., differences in reported population data by countries, <span class=\"s15\">b<\/span>oundaries <span class=\"s16\"><i>as <\/i><\/span>reported by different adjacent countries).<\/li><li class=\"li3\">Describe how metadata assist in determining appropriateness of the data set in relation to use or layering with other data sets.<\/li><\/ul><p>B. Evaluate the quality and quatity of geosppatia data appropriate for a given purpose, as exemplified by being able to<\/p><ul><li class=\"p1\">Describe <span class=\"s1\">the <\/span>many purposes for which a data set would be appro\u00adpriate (e.g., 1:1,000,000 scale maps, 30-meter pixel satellite images, ta<span class=\"s4\">bles of<\/span> <span class=\"s4\">state health data).<\/span><\/li><li class=\"p1\">Explain how <span class=\"s7\">data <\/span>that are appropriate for a task at one scale may be inappropriate for a simi<span class=\"s9\">l<\/span>ar task at a different scale (e.g., census blocks and tracks for local data, county\/parish for state or national data).<\/li><\/ul><ul class=\"ul1\"><li class=\"li4\">Analyze a variety of data sets that present variations in space and time ( e.g., Arctic ice in January and July, population counts for metro areas at different time periods, location and number of influenza in\u00ad<span class=\"s20\">fections<\/span> <span class=\"s20\">by<\/span> <span class=\"s20\">month).<\/span><\/li><\/ul><p><strong>3. The appropriate and ethical uses of geospatial data and geospatial technologies in constructing geographic representations<\/strong><\/p><p><em>Therefore, the student is able to:<\/em><\/p><p>A. Evaluate the appropriate and ethical uses of different geospatial technologies an methods for acquiring, producing, and displaying geospatial data, as exemplified by being able to<\/p><ul class=\"ul1\"><li class=\"li1\"><span class=\"s1\">Evaluat<\/span><span class=\"s2\">e<\/span> <span class=\"s1\">the<\/span> <span class=\"s1\">appropriateness<\/span> <span class=\"s1\">of<\/span> <span class=\"s1\">using<\/span> <span class=\"s1\">geospatial<\/span> <span class=\"s1\">data<\/span> <span class=\"s1\">that<\/span> <span class=\"s1\">may<\/span> <span class=\"s9\">identify<\/span> <span class=\"s9\">particular<\/span> <span class=\"s9\">individuals<\/span> <span class=\"s9\">(e.g.,<\/span> <span class=\"s9\">us<\/span><span class=\"s9\">e<\/span> <span class=\"s9\">of<\/span> <span class=\"s9\">cellular<\/span> <span class=\"s9\">phone<\/span> <span class=\"s9\">geolocation<\/span> <span class=\"s9\">data,<\/span> <span class=\"s9\">license<\/span> <span class=\"s9\">plates<\/span> <span class=\"s9\">and<\/span> <span class=\"s9\">faces<\/span> <span class=\"s9\">in<\/span> <span class=\"s9\">street-view<\/span> <span class=\"s9\">data).<\/span><\/li><li class=\"li2\"><span class=\"s19\">Describe<\/span> <span class=\"s19\">and<\/span> <span class=\"s19\">evaluate<\/span> <span class=\"s19\">the<\/span> <span class=\"s19\">conditions<\/span> <span class=\"s19\">under<\/span> <span class=\"s19\">which<\/span> <span class=\"s19\">geospatial<\/span> <span class=\"s19\">data <\/span>should be restricted (e.g., availability of infrastructure data on web\u00ad sites, sensitive areas not displayed on satellite imagery, confidentiality <span class=\"s19\">of<\/span> <span class=\"s19\">individuals when displaying health data).<\/span><\/li><li class=\"li3\"><span class=\"s9\">Describe<\/span> <span class=\"s9\">and<\/span> <span class=\"s9\">explain<\/span> <span class=\"s9\">the<\/span> <span class=\"s9\">appropriate documentation<\/span> <span class=\"s32\">needed<\/span> <span class=\"s32\">to<\/span> <span class=\"s9\">ass<\/span><span class=\"s9\">ess<\/span> <span class=\"s9\">the<\/span> <span class=\"s9\">credibility<\/span> <span class=\"s9\">of<\/span> <span class=\"s9\">a<\/span> <span class=\"s9\">GIS-based<\/span> <span class=\"s9\">project<\/span> <span class=\"s9\">(e.g.,<\/span> <span class=\"s9\">quality<\/span> <span class=\"s9\">of<\/span> <span class=\"s9\">data<\/span> <span class=\"s9\">files<\/span> <span class=\"s9\">used,<\/span> <span class=\"s9\">processes<\/span> <span class=\"s9\">used,<\/span> <span class=\"s9\">steps<\/span> <span class=\"s9\">to<\/span> <span class=\"s9\">duplicate<\/span> <span class=\"s9\">the<\/span> <span class=\"s9\">project).<\/span><\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<div class=\"elementor-toggle-item\">\n\t\t\t\t\t<div id=\"elementor-tab-title-3463\" class=\"elementor-tab-title\" data-tab=\"3\" role=\"button\" aria-controls=\"elementor-tab-content-3463\" aria-expanded=\"false\">\n\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon elementor-toggle-icon-left\" aria-hidden=\"true\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-closed\"><i class=\"fas fa-caret-right\"><\/i><\/span>\n\t\t\t\t\t\t\t\t<span class=\"elementor-toggle-icon-opened\"><i class=\"elementor-toggle-icon-opened fas fa-caret-up\"><\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-toggle-title\" tabindex=\"0\">Using Geographic Representations<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t<div id=\"elementor-tab-content-3463\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"region\" aria-labelledby=\"elementor-tab-title-3463\"><p><strong>4. The uses of geographic representations and geospatial technologies to investigate an analyze geographic qustions and to communicate geographic answers<\/strong><\/p><p><em>Therefore, the student is able to:<\/em><\/p><p>A. Analyze geographic representations and suggest solutions to geographic questions at local to globsl scales using geographic representations and geospatial technologies, as exemplified by being able to<\/p><ul class=\"ul1\"><li class=\"li1\"><span class=\"s1\">Construct a<\/span> <span class=\"s1\">presentation<\/span> <span class=\"s1\">using multiple<\/span> <span class=\"s1\">geographic<\/span> <span class=\"s1\">representations<\/span><\/li><\/ul><p class=\"p2\"><span class=\"s1\">and geospatial tools that illustrates alternative views of<\/span> <span class=\"s1\">a current or potential local<\/span> <span class=\"s1\">issue.<\/span><\/p><ul class=\"ul1\"><li class=\"li3\">Construct maps using Web-based mapping of national forest areas showing terrain, vegetation, roads, hiking trails, campsites, and picnic sites to identify possible new areas of public use, trails and roads, and areas to close for habitat recovery.<\/li><li class=\"li4\">Analyze the possible relationships between global human and phys\u00adical changes using GIS (e.g., the relationship between global climate change, sea level rise, and population distribution).<\/li><\/ul><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>Essential Element: The World in Spatial Terms How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information. The geographically informed person must [&hellip;]<\/p>\n","protected":false},"author":9,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":"","_links_to":"","_links_to_target":""},"categories":[118],"tags":[120],"class_list":["post-17573","post","type-post","status-publish","format-standard","hentry","category-national-geography-standards","tag-national-geography-standards"],"acf":[],"_links":{"self":[{"href":"https:\/\/ncge.org\/staging\/wp-json\/wp\/v2\/posts\/17573","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ncge.org\/staging\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/ncge.org\/staging\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/ncge.org\/staging\/wp-json\/wp\/v2\/users\/9"}],"replies":[{"embeddable":true,"href":"https:\/\/ncge.org\/staging\/wp-json\/wp\/v2\/comments?post=17573"}],"version-history":[{"count":33,"href":"https:\/\/ncge.org\/staging\/wp-json\/wp\/v2\/posts\/17573\/revisions"}],"predecessor-version":[{"id":20570,"href":"https:\/\/ncge.org\/staging\/wp-json\/wp\/v2\/posts\/17573\/revisions\/20570"}],"wp:attachment":[{"href":"https:\/\/ncge.org\/staging\/wp-json\/wp\/v2\/media?parent=17573"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/ncge.org\/staging\/wp-json\/wp\/v2\/categories?post=17573"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/ncge.org\/staging\/wp-json\/wp\/v2\/tags?post=17573"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}