Geography Standards
BPS District Social Studies Standards Book
"I can ... statements"
Prioritized Standards
Standards
SST-HS.G.01
SST-HS.G.02
SST-HS.G.03
SST-HS.G.04
SST-HS.G.05
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SST-HS.G.01![]() High School (SST) Social Studies
Geography Standard
SST-HS.G.01 Describe the physical processes that shape the Earth’s surface and how these affect the lives of people who live there.Benchmarks
Guiding Practice
The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | ||
SST-HS.G.01.1![]() HS (SST) Social Studies Benchmark
Standard 1: Describe the physical processes that shape the Earth’s surface and how these affect the lives of people who live there.SST-HS.G.01.1 Describe the physical processes that shape the Earth’s surface.Guiding Topics: Plate tectonics, erosion, weathering, soil degradation, pollution Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-HS.G.01.2![]() HS (SST) Social Studies Benchmark
Standard 1: Describe the physical processes that shape the Earth’s surface and how these affect the lives of people who live there.SST-HS.G.01.2 Explain the factors that cause different types of climates and ecosystems, and their latitudes/locations.Guiding Topics: Latitude, elevation, landforms, location, human factors Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SST-HS.G.01.3![]() HS (SST) Social Studies Benchmark
Standard 1: Describe the physical processes that shape the Earth’s surface and how these affect the lives of people who live there.SST-HS.G.01.3 Identify how major ecosystems provide raw materials.Guiding Topics: Precipitation maps, soil fertility, length of growing season Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.G.01.4![]() HS (SST) Social Studies Benchmark
Standard 1: Describe the physical processes that shape the Earth’s surface and how these affect the lives of people who live there.SST-HS.G.01.4 Analyze the physical and human characteristics of a place.Guiding Topics: Physical features, natural barriers, population, demographic characteristics Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.G.01.5![]() HS (SST) Social Studies Benchmark
Standard 1: Describe the physical processes that shape the Earth’s surface and how these affect the lives of people who live there.SST-HS.G.01.5 Describe how combinations of human decisions and natural forces can lead to (or help people avoid) a natural disaster.Guiding Topics: Hurricanes, wildfires, earthquakes, floods, preparation and reaction to natural disasters, deforestation, desertification Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SST-HS.G.02![]() High School (SST) Social Studies
Geography Standard
SST-HS.G.02 Analyze the movement of people, goods, ideas, technology, etc. throughout the world.Benchmarks
Guiding Practice
The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | ||
SST-HS.G.02.1![]() HS (SST) Social Studies Benchmark
Standard 2: Analyze the movement of people, goods, ideas, technology, etc. throughout the world.SST-HS.G.02.1 Explain how movement of goods, information, and population are affected by technology.Guiding Topics: Rivers, railroads, highways, Internet expansion Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-HS.G.02.2![]() HS (SST) Social Studies Benchmark
Standard 2: Analyze the movement of people, goods, ideas, technology, etc. throughout the world.SST-HS.G.02.2 Describe patterns of settlement and explain why people settle where they do and how they make their living.Guiding Topics: Population density maps, economic activity maps Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-HS.G.02.3![]() HS (SST) Social Studies Benchmark
Standard 2: Analyze the movement of people, goods, ideas, technology, etc. throughout the world.SST-HS.G.02.3 Explain the patterns, causes, and consequences of major human migrations.Guiding Topics: Refugee vs. immigrant, mass migrations, push/pull factors Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-HS.G.03![]() High School (SST) Social Studies
Geography Standard
SST-HS.G.03 Analyze the unifying physical and human characteristics of a region and their formal and informal boundaries.Benchmarks
Guiding Practice
The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | ||
SST-HS.G.03.1![]() HS (SST) Social Studies Benchmark
Standard 3: Analyze the unifying physical and human characteristics of a region and their formal and informal boundaries.SST-HS.G.03.1 Describe the differences and similarities among cultures around the world.Guiding Topics: Differences and similarities in the following languages, religions, ethnic groups, economic systems, governmental systems, daily life of men and women, social activities, cultural traditions, etc. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-HS.G.03.2![]() HS (SST) Social Studies Benchmark
Standard 3: Analyze the unifying physical and human characteristics of a region and their formal and informal boundaries.SST-HS.G.03.2 Analyze the physical and human characteristics of a region.Guiding Topics: Physical features, natural barriers, population Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-HS.G.03.3![]() HS (SST) Social Studies Benchmark
Standard 3: Analyze the unifying physical and human characteristics of a region and their formal and informal boundaries.SST-HS.G.03.3 Interpret how culture and experience influence people’s perception of places and regions.Guiding Topics: Mental image of a place, past experiences, personal biases Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-HS.G.03.4![]() HS (SST) Social Studies Benchmark
Standard 3: Analyze the unifying physical and human characteristics of a region and their formal and informal boundaries.SST-HS.G.03.4 Identify factors that contribute to conflict and cooperation between cultural groups from multiple perspectives.Guiding Topics: Control of resources, imperialism, economic factors, religious differences, power imbalances, distribution of wealth Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-HS.G.04![]() High School (SST) Social Studies
Geography Standard
SST-HS.G.04 Use geographic tools to locate both the absolute and relative location of places and regions around the world.Benchmarks
Guiding Practice
The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | ||
SST-HS.G.04.1![]() HS (SST) Social Studies Benchmark
Standard 4: Use geographic tools to locate both the absolute and relative location of places and regions around the world.SST-HS.G.04.1 Explain and use a variety of geographic tools to study the world on global, regional, and local scales and draw conclusions.Guiding Topics: Apply knowledge to create a sketch map, an outline map of geographic information, and tables of information Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-HS.G.04.2![]() HS (SST) Social Studies Benchmark
Standard 4: Use geographic tools to locate both the absolute and relative location of places and regions around the world.SST-HS.G.04.2 Apply the skills of geographic inquiry to analyze a geographic problem or issue.Guiding Topics: Asking geographic questions, acquiring geographic information, organizing geographic information, analyzing geographic information, and answering geographic questions Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-HS.G.05![]() High School (SST) Social Studies
Geography Standard
SST-HS.G.05 Analyze how human beings are dependent upon, adapt to, and modify their environment to meet their needs.Benchmarks
Guiding Practice
The guiding topics for each benchmark includes various subject matter that can be used to help students reach the standard. Calculation Method for StandardsStandards are larger groups of related benchmarks. So the Standard is a calculation of all the related benchmarks. So click on the benchmark identifier below each Standards to access the learning targets and proficiency scales for each standard. | ||
SST-HS.G.05.1![]() HS (SST) Social Studies Benchmark
Standard 5: Analyze how human beings are dependent upon, adapt to, and modify their environment to meet their needs.SST-HS.G.05.1 Explain how people have modified the environment and used technology to make places more suitable for humans.Guiding Topics: Asking geographic questions, acquiring geographic information, organizing geographic information, analyzing geographic information, and answering geographic questions Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SST-HS.G.05.2![]() HS (SST) Social Studies Benchmark
Standard 5: Analyze how human beings are dependent upon, adapt to, and modify their environment to meet their needs.SST-HS.G.05.2 Analyze how human changes to the environment in one region or place can affect another.Guiding Topics: Deforestation, carbon emissions, water rights Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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