Social Studies State Tests Review

It’s all important!!!

ECONOMICS!!!

Goal Statements for the Economics Standards: • Students will learn to examine the relationship

between costs and benefits, and the values associated with them.

• 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.

• Students will be able to assess the impact of market influences and governmental actions on the economy in which they live.

• 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!!!!

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.

Economics 1

Choice: A choice is what an individual must make when faced with two ormore 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 allocateresources.

Production: Production is the means of creating goods and servicesusing productive resources (natural, capital, human, andentrepreneurship). This can range from a single craftsperson producing agood 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

Econ 1 terms

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.

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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 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

Economics 2

Inflation: Inflation is an increase in most prices; deflation is adecrease in most prices.

Unemployment: Unemployment exists when people who are actively lookingfor work do not have jobs.

Business Cycle: The business cycle is systematic changes in real GDPmarked by alternating periods of expansion and contraction.

Monetary Policy: Monetary policy consists of actions initiated by anation's central bank that affect the amount of money available in theeconomy and its cost (interest rates).

Fiscal Policy: Fiscal Policy is the use of government spending andrevenue collection measures to influence the economy.

Econ 2 terms

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.

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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

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

Econ 2 item #2

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.

Economics 3

Transition: Transition is a period of change in which an economy movesaway from a centrally planned economy toward a market-based system.

Command Economy: A command economy is an economic system characterizedby a central authority that makes most of the major economic decisions.

Econ 3 terms

Enduring Understandings Students will understand that: • Because resources are scarce, societies must organize

the production, distribution, and allocation of goods and services. • 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.

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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

Econ 3 item

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

Economics 4

Flow of Investment: the direction and amounts of financial capital thatmoves across national boundaries for the purpose of increasing economicgrowth

Patterns of International trade: the manner in which nations tradebased on location, types of goods and services, and government policieswhich cause the costs and benefits of trading to develop

Political Stability: the ability of governments to establish andmaintain continuity over time without many changes to how they performthe functions necessary to governing

Econ 4 terms

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

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Econ 4 item

Location of Petroleum Reserves

(by percentage) 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!!!

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.

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Personal Finance Standard One [Financial Planning and Decision-Making]   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.

Personal Finance 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.

9-12 benchmarks PF 1

Terms for 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:

Example question PF1

Personal Finance Standard Two [Money Management]   When purchasing goods and services,

individuals must choose among payment options to maximize benefits. Prudent individuals limit borrowing based on their ability to repay.

 

Personal Finance 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.

9-12 Benchmarks PF 2

Terms PF 2

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.

Example Question –PF2

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.

Personal Finance 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.

 

9-12 Benchmarks PF 3

Terms PF 3

Which of the following is a form of investing, as opposed to savings, method.

A. Stock portfolio B. Checking account C. Pension D. Certificate of Deposit (CD)

Example question PF 3

Personal Finance Standard Four [Risk Protection]   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.

Personal Finance 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.

Benchmarks PF 4

Terms 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

Example Question- PF 4

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!!!!

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

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

Civics 1 terms

Enduring Understandings Students will understand that: • Constitutional democracy as a structure of government

developed from the tension between the need for authority and the need to constrain authority.

• 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

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Civics Standard Two: Students will understand the principles and ideals underlying the American political system [Politics].

9-12: Students will examine and analyze the extra-Constitutional role that political parties play in American politics.

Civics 2A

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 1 item #2

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 2b

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.

Civics 2 terms

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.

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Civics 2 item

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

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.

Civics 3 terms

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.

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TWO NEWSPAPER EDITORIALS MADD announces National Campaign to Eliminate Drunk Driving

“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…

Delaware Bar Owners Association Complain About limits on Selling Alcohol on Sundays

“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

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 3 item #2

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

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.

Civics 4 terms

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.

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This graph shows where Americans get most of their information about the news.

Civics 4 item

Newspapers9%

Magazines21%

Television70%

• 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

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

Civics 4 item #2

History!!!

Goal Statements for the Delaware History Standards • Students will organize events through

chronologies to suggest and evaluate cause-and-effect relationships among those events.

• Students will study the ways in which individuals and societies have changed and interacted over time.

• Students will acquire the skills of gathering, examining, analyzing, and interpreting data.

• 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.

HISTORY!!!

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.

History 1

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.

Hist 1 terms

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.

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History 1 itemLife Expectancy

46.6

73.9

48.7

79.7

32.5

66.1

33.5

74.2

0

10

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50

60

70

80

90

Series1Series2

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

m/f--- 2010 2000 1990 1980

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 2A

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.

History 2 B

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.

Hist 2 terms

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.

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Benchmark: H2B

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.

Read the above paragraph and determine which of the statements below is the writer’s opinion.

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 2 item

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.

History 3

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.

Hist 3 terms

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

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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 3 item

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…

History 4

1300’s – 1500’s Middle Ages1600- Renaissance/ Exploration-Colonialism1700’s Age of Enlightenment-1776- Declaration of Indep American Revolution1787- Constitution 1800- Industrialism/ Western expansion- 1860’s- Civil War1900- 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

Hist 4 ideas

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!!!

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.

Geography 1

Geographic patterns - the design or arrangement of spatial data Emerge - geographic information that becomes apparent or evident

or as aresult 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 fromother places

Diffusion - the spread of people, ideas, technology, diseases, andproducts among places

Complementarity - the mutually satisfactory exchange of raw materials,manufactured products, or information between two regions to fill theneeds and wants of each.

Geo 1 terms

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.

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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 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.

Geography 2

Physical environment - the natural structural features ofthe Earth's surface, such as hills, plateau, mountain, river, lakes

Interconnected-systems- ecosystems and the inter-relationships of allthe elements within those systems.

Ecosystems - systems formed by the interaction of all living organisms(plants, animals, humans) with each other and with the physical andchemical factors of the environment in which they live.

Scale - refers to the size of the area studied, fromlocal to global.

Geo 2 terms

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.

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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.

Geo 2 Item

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.

Geography 3

Geographic processes - the course or method of operation thatproduces, maintains, or alters Earth's physical systems

Culture - the learned behavior of people, which includes their beliefsystems and languages, their social relationships, their institutionsand 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 beprimary or secondary.

Settlement - a community; human habitations, including rural or urbancenters

Geo 3 terms

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.

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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 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.

Geography 4

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

Geo 4 terms

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

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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?

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.

Random questions

Explain why the GDP in different countries can vary by so much.

Real GDP per capita

1990 2010

Us 59,000 48,000

China 25,000 65,000

Zimbabwe

250 600

Qatar 159,000 167,000

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$ /yrd2010

$/Yrd1970

Cotton

Wool

Synthetics

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.