GEOGRAPHY STANDARD 1

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

Therefore, the student is able to:

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

• 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).
• Analyze the properties of three geographic representations of the same place (such as a street map, a topographic map, and a satel­lite image) and explain how each might be suitable for a different purpose. 
• Explain how different geographic representations are used in a va­riety of settings {e.g., a GIS in a computer lab, topographic map for backcountry hiking, GPS navigation for car travel).

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

• Explain why particular map are appropriate for a specific purpose (e.g., a cartogram to illustrate total population, a remotely sensed im­age 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).
• Identify and evaluate specific maps and/or geospatial technologies for use in different occupations (e.g., ambulance driver, airline pilot, ship’s captain, cross-country truck driver, business analyst).
• Compare the patterns shown by geographic representations at dif­ferent scales (e.g., neighborhood, city, state, country).

2. The acquisition and organization of geospatial data to construct geographic representations

Therefore, the student is able to:

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

• Identify examples of different sources of geospatial data related to population, land form , road networks, weather, etc. (e.g., Census Bureau, USGS, Environmental Protection Agency).
• Identify 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).
• Identify the data to include in student-generated geospatial data sets to capture human or physical characteristics of the school neighbor­hood (e.g., count and map the location, amount, and directions of pedestrian traffic on streets near the school).

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

• Construct 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).
• Construct different types of maps to illustrate the distribution of population (e.g., cartograms, choropleth maps, isopleth maps, grad­uated circles maps).
• Construct flow map to explain the amount, source, and direction of movement (e.g., international petroleum trade, migration of refu­gees, flyways of bird migration, immigration to North America dur­ing the l 800s).

3. Geospatial technologies – internet-based mapping applications, GIS, GPS, geo-visualization, and remote sensing- can be used to construct geographic representations using geospatial data

therefore, the student is able to:

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

• Analyze environmental change by annotating a series of remotely sensed images of the same location taken at different dates.
• Construct map overlays of GPS-based geospatial data using GIS (e.g., types of housing, local historical structures, neighborhood bus stops).
• Construct a map displaying the results of a community survey on a local issue (e.g., locating a new park or school, stream flooding, zon­ing decisions).

4. The use of geographic representation to ask and answer geographic questions

Therefore, the student is able to:

A. Analyze geographic represntations to ask and nswer questions about spatial distributions and patterns, as exemplified by being able to

• Analyze 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 day care center or stores needed in a region).

• Analyze choropleth maps to examine spatial relationships (e.g., between the number of doctors and mortality rates, between corn production and hog production, between global energy production and consumption).
• Analyze the overlap among multiple geospatial data layers to iden­tify potential locations of interest (e.g., site for a new park, route for a new road, location of high incidences of crimes).