World Geography

Other Indiana Social Studies sets

• Grade K
• Kindergarten
• Grade 1
• Grade 1
• Grade 2
• Grade 2
• Grade 3
• Grade 3
• Grade 4
• Grade 4
• Grade 5
• Grade 5
• Grade 6
• Grade 6
• Grade 6 Middle School Civics
• Grade 7
• Grade 7
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• Grade 8
• Grade 8
• Economics
• Economics: Grades 9, 10, 11, 12
• Ethnic Studies: Grades 9, 10, 11, 12
• Geography & History of the World
• Geography and History of the World: Grades 9, 10, 11, 12
• Global Economics
• Indiana Studies
• Pschology
• Sociology
• U.S. Government: Grades 9, 10, 11, 12
• U.S. History: Grades 9, 10, 11, 12
• United States Government
• United States History
• World History & Civilization
• World History & Civilization
• World History and Civilization: Grades 9, 10, 11, 12

Use locational technology such as longitude, latitude, and remote sensing, Global Positioning Systems (GPS) and Geographic Information Systems (GIS), to establish spatial relationships.WG.1.1

Evaluate the source of particular maps to determine possible biases.WG.1.2

Create and compare mental maps or personal perceptions of places. Explain how experiences and culture influence these perceptions and identify ways in which mental maps influence decisions.WG.1.3

Evaluate the applications of geographic tools (locational technologies) and supporting technologies to serve particular purposes.WG.1.4

Ask geographic questions and obtain answers from a variety of sources, such as books, atlases and other written materials; statistical source material; fieldwork and interviews; remote sensing; and GIS. Reach conclusions and provide oral, written, graphic, and cartographic expressions of conclusions.WG.1.5

Students acquire a framework for thinking geographically about places and regions. They identify the physical and human characteristics of places and regions. Students understand that people create regions to interpret Earth’s complexity, and how culture and experience influence people’s perception of places and regions.WG.2

Give examples of how and why places and regions change or do not change over time.WG.2.1

Analyze and provide examples of ways in which people's changing views of places and regions reflect cultural changes; explain how people's views of physical features influence and are influenced by human behavior.WG.2.2

Explain how the concept of “region” is used as a way of categorizing, interpreting, and ordering complex information about Earth. Give examples of how people create regions to understand Earth’s complexity. (E)WG.2.3

Students acquire a framework for thinking geographically about Earth’s physical systems. They explain the physical processes that shape the patterns of Earth’s surface and the characteristics and spatial distribution of ecosystems on Earth’s surface.WG.3

Define Earth’s physical systems: atmosphere, lithosphere, biosphere, and hydrosphere. Categorize the elements of the natural environment as belonging to one of the four systems and explain how systems work together. (E)WG.3.1

Identify and account for the distribution pattern of the world’s climates, taking into account the Earth/Sun relationship, ocean currents, prevailing winds, and latitude and longitude.WG.3.2

Describe the world patterns of natural vegetation and biodiversity and their relations to world climate patterns.WG.3.3

Explain and give examples of the physical processes that shape Earth’s surface that result in existing landforms and identify specific places where these processes occur. (E)WG.3.4

Illustrate and graph with precision the occurrence of earthquakes and tsunami and volcanic activity on Earth over a given period of time (at least several months) and draw conclusions concerning regions of tectonic instability. Identify early detection and prevention technologies.WG.3.5

Students acquire a framework for thinking geographically about human activities that shape Earth’s surface. They examine the characteristics, distribution and migration of human populations on Earth’s surface; investigate the characteristics, distribution and complexity of Earth’s cultural mosaics; analyze the patterns and networks of economic interdependence on Earth’s surface; examine the processes, patterns and functions of human settlement; and consider how the forces of cooperation and conflict among people influence the division and control of Earth’s surface.WG.4

Students acquire a framework for thinking geographically about the environment and society. They analyze ways in which humans affect and are affected by their physical environment and the changes that occur in the meaning, distribution and importance of resources.WG.5

Map the occurrence and describe the effects of natural hazards throughout the world and explain ways to prepare for and respond to them.WG.5.1

Analyze the possible effect of a natural disaster on the local community and devise plans to prepare for and respond to a disaster so as to minimize or mitigate its effects. (E)WG.5.2

Describe how and why the ability of people to use Earth’s resources to feed themselves has changed over time.WG.5.3

Identify patterns of world resource distribution and utilization, and explain the impacts of using renewable and nonrenewable resources.WG.5.4

Identify examples from different world regions, involving the use and management of resources. Explain how different points of view influence policies relating to the use of these resources. (E)WG.5.5

Create basic policies designed to guide the use and management of Earth’s resources and that reflect multiple points of view.WG.5.6