desiccation of the Aral Sea and associated dust storms caused by the diversion of water to irrigation projects in Central Asia could be lessened by ending the diversion and finding alternative water sources) Geography Standard 15: How physical systems affect human systems By the end of the twelfth grade, the student knows and understands: How changes in the physical environment can diminish its capacity to support human activity Strategies to respond to constraints placed on human systems by the physical environment How humans perceive and react to natural hazards Therefore, the student is able to: A. Analyze examples of changes in the physical environment that have reduced the capacity of the environment to support human activity, as exemplified by being able to Describe and evaluate the carrying capacity of selected regions to predict the likely consequence of exceeding their environmental limits (e.g., the impact of the economic exploitation of Siberias resources on a fragile sub-Arctic environment) Develop contemporary and historical case studies to serve as examples of the limited ability of physical systems to withstand human pressure or of situations in which the environments quality and ability to support human populations has diminished because of excessive use (e.g., the drought-plagued Sahel, the depleted rain forests of central Africa, the Great Plains Dust Bowl) Develop a model using concepts of synergy, feedback loops, carrying capacity, and thresholds to describe the limits of physical systems in different environments to absorb the impacts of human activities B. Apply the concept of limits to growth to suggest ways to adapt to or overcome the limits imposed on human systems by physical systems, as exemplified by being able to Describe the limits to growth found in physical environments and describe ways in which techonology and human adaptation enable people to expand the capacity of such environments Describe the conditions and locations of soil types (e.g., soils with limited nutrients, high salt contect, shallow depth) that place limits on plant growth and therefore on the expansion of human settlement and suggest alternative uses for areas of those soil types Identify physical environments in which limits to growth are significant (e.g., extremely cold, arid, or humid tropical climates and mountainous and coastal environments), describe the conditions that may threaten humans in these environments (e.g., rises in population that place pressure on marginal areas), and then develop plans to alleviate such stresses C. Explain the ways in which individuals and societies hold varying perceptions of natural hazards in different environments and have different ways of reacting to them, as exemplified by being able to Collect personal and group responses to different natural hazards before, during, and after the event, and summarize the varying perceptions of natural hazards in different regions of the world Conduct interviews to assess peoples attitudes, perceptions, and responses toward natural hazards in the local community and explain patterns that may emerge (e.g., the effects of religious beliefs, socioeconomic status, previous experience, and other factors on perception and responses toward hazards) Evaluate the effectiveness of human attempts to limit damage from natural hazards and explain how people who live in naturally hazardous religions adapt to their environments (e.g., the use of sea walls to protect coastal areas subject to severe storms, the use of earthquake-resistant construction techniques in different regions within the Ring of Fire Geography Standard 16: The changes that occur in the meaning, use, distribution, and importance of resources By the end of the twelfth grade, the student knows and understands: How the spatial distribution of resources affects patterns of human settlement How resource development and use change over time The geographic results of policies and programs for resource use and management Therefore, the student is able to: A. Analyze the relationshiips between the spatial distribution of settlement and resources, as exemplified by being able to Describe how patterns of settlement are associated with the location of resources (e.g., the organization of farming activities around agglomerated settlements in Southeast Asia;
(C.; summarize; the varying perceptions of natural hazards in different regions of the world; T:after the event) Context(C. summarize,List([2578, 2896))):(Conduct interviews; to assess; peoples attitudes, perceptions, and responses toward natural hazards in the local community) (the limits; imposed; on human systems; by physical systems) (humans; react Therefore; to natural hazards) (the limits to growth; found; L:in physical environments) (the conditions; may threaten; humans in these environments) (the environments quality and ability; has diminished; because of excessive use; L:situations) (C.; Explain; the ways in which individuals and societies hold varying perceptions of natural hazards in different environments and have different ways of reacting to them) (associated dust storms; caused; by the diversion of water) (physical systems; affect; human systems; T:By the end of the twelfth grade) (feedback loops; carrying; capacity) (changes in the physical environment; can diminish; its capacity to support human activity Strategies) (soils with limited nutrients, high salt contect, shallow depth) that place limits on plant growth and therefore on the expansion of human settlement and suggest alternative uses for areas of those soil types; Identify; physical environments in which limits to growth are significant) Context(soils with limited nutrients , high salt contect , shallow depth ) that place limits on plant growth and therefore on the expansion of human settlement and suggest alternative uses for areas of those soil types Identify,List([2010, 2226))):(soils with limited nutrients, high salt contect, shallow depth) that place limits on plant growth and therefore on the expansion of human settlement; suggest; alternative uses for areas of those soil types) (humans; perceive; ) (patterns; may emerge; ) (individuals and societies; have; different ways of reacting to them) (constraints; placed; on human systems; by the physical environment) (limits to growth; are; significant) (people; to expand; the capacity of such environments) (the student; understands; T:e.g.) (the student; knows; ) Context(the student knows,List([306, 323))):(the student; is; able to: A. Analyze examples of changes in the physical environment that have reduced the capacity of the environment to support human activity, as exemplified by being able to Describe and evaluate the carrying capacity of selected regions to predict the likely consequence of exceeding their environmental limits (e.g., the impact of the economic exploitation of Siberias resources on a fragile sub-Arctic environment) Develop contemporary and historical case studies to serve as examples of the limited ability of physical systems to withstand human pressure or of situations in which the environments quality and ability to support human populations has diminished because of excessive use (e.g., the drought-plagued Sahel, the depleted rain forests of central Africa, the Great Plains Dust Bowl) Develop a model using concepts of synergy, feedback loops, carrying capacity, and thresholds to describe the limits of physical systems in different environments to absorb the impacts of human activities B. Apply the concept of limits to growth to suggest ways to adapt to or overcome the limits imposed on human systems by physical systems, as exemplified by being able to Describe the limits to growth found in physical environments and describe ways in which techonology and human adaptation enable people to expand the capacity of such environments Describe the conditions and locations of soil types (e.g., soils with limited nutrients, high salt contect, shallow depth) that place limits on plant growth and therefore on the expansion of human settlement and suggest alternative uses for areas of those soil types Identify physical environments in which limits to growth are significant (e.g., extremely cold, arid, or humid tropical climates and mountainous and coastal environments), describe the conditions that may threaten humans in these environments (e.g., rises in population that place pressure on marginal areas), and then develop plans to alleviate such stresses C. Explain the ways in which individuals and societies hold varying perceptions of natural hazards in different environments and have different ways of reacting to them, as exemplified by being able to Collect personal and group responses to different natural hazards before, during, and after the event, and summarize the varying perceptions of natural hazards in different regions of the world Conduct interviews to assess peoples attitudes, perceptions, and responses toward natural hazards in the local community and explain patterns that may emerge (e.g., the effects of religious beliefs, socioeconomic status, previous experience, and other factors on perception and responses toward hazards) Evaluate the effectiveness of human attempts to limit damage from natural hazards and explain how people who live in naturally hazardous religions adapt to their environments (e.g., the use of sea walls to protect coastal areas subject to severe storms, the use of earthquake-resistant construction techniques in different regions within the Ring of Fire Geography Standard 16: The changes that occur in the meaning, use, distribution, and importance of resources By the end of the twelfth grade, the student knows and understands: How the spatial distribution of resources affects patterns of human settlement How resource development and use change over time The geographic results of policies and programs for resource use and management Therefore, the student is able to: A. Analyze the relationshiips between the spatial distribution of settlement and resources, as exemplified by being able to Describe how patterns of settlement are associated with the location of resources (e.g.) Context(the student knows the student is,List([306, 596))):(associated dust storms caused by the diversion of water; could be lessened; T:by ending the diversion and finding alternative water sources) (the student; knows; ) (techonology and human adaptation; enable; people; to expand the capacity of such environments) (changes in the physical environment; have reduced; the capacity of the environment to support human activity) (human activity Strategies; to respond; to constraints) (the student; understands; the use of earthquake-resistant construction techniques in different regions within the Ring of Fire Geography Standard 16) (the spatial distribution of resources; affects; patterns of human settlement) (that place; limits; on plant growth) (individuals and societies; hold; varying perceptions of natural hazards in different environments)
C. summarize,List([2578, 2896)) soils with limited nutrients , high salt contect , shallow depth ) that place limits on plant growth and therefore on the expansion of human settlement and suggest alternative uses for areas of those soil types Identify,List([2010, 2226)) the student knows,List([306, 323)) the student knows the student is,List([306, 596))
C. Conduct interviews the limits humans the limits to growth the conditions the environments quality and ability C. associated dust storms physical systems feedback loops changes in the physical environment soils with limited nutrients, high salt contect, shallow depth) that place limits on plant growth and therefore on the expansion of human settlement and suggest alternative uses for areas of those soil types soils with limited nutrients, high salt contect, shallow depth) that place limits on plant growth and therefore on the expansion of human settlement humans patterns individuals and societies constraints limits to growth people the student the student the student associated dust storms caused by the diversion of water the student techonology and human adaptation changes in the physical environment human activity Strategies the student the spatial distribution of resources that place individuals and societies
summarize to assess imposed react Therefore found may threaten has diminished Explain caused affect carrying can diminish Identify suggest perceive may emerge have placed are to expand understands knows is could be lessened knows enable have reduced to respond understands affects limits hold
the varying perceptions of natural hazards in different regions of the world T:after the event
peoples attitudes, perceptions, and responses toward natural hazards in the local community
on human systems by physical systems
to natural hazards
L:in physical environments
humans in these environments
because of excessive use L:situations
the ways in which individuals and societies hold varying perceptions of natural hazards in different environments and have different ways of reacting to them
by the diversion of water
human systems T:By the end of the twelfth grade
capacity
its capacity to support human activity Strategies
physical environments in which limits to growth are significant
alternative uses for areas of those soil types
different ways of reacting to them
on human systems by the physical environment
significant
the capacity of such environments
T:e.g.
able to: A. Analyze examples of changes in the physical environment that have reduced the capacity of the environment to support human activity, as exemplified by being able to Describe and evaluate the carrying capacity of selected regions to predict the likely consequence of exceeding their environmental limits (e.g., the impact of the economic exploitation of Siberias resources on a fragile sub-Arctic environment) Develop contemporary and historical case studies to serve as examples of the limited ability of physical systems to withstand human pressure or of situations in which the environments quality and ability to support human populations has diminished because of excessive use (e.g., the drought-plagued Sahel, the depleted rain forests of central Africa, the Great Plains Dust Bowl) Develop a model using concepts of synergy, feedback loops, carrying capacity, and thresholds to describe the limits of physical systems in different environments to absorb the impacts of human activities B. Apply the concept of limits to growth to suggest ways to adapt to or overcome the limits imposed on human systems by physical systems, as exemplified by being able to Describe the limits to growth found in physical environments and describe ways in which techonology and human adaptation enable people to expand the capacity of such environments Describe the conditions and locations of soil types (e.g., soils with limited nutrients, high salt contect, shallow depth) that place limits on plant growth and therefore on the expansion of human settlement and suggest alternative uses for areas of those soil types Identify physical environments in which limits to growth are significant (e.g., extremely cold, arid, or humid tropical climates and mountainous and coastal environments), describe the conditions that may threaten humans in these environments (e.g., rises in population that place pressure on marginal areas), and then develop plans to alleviate such stresses C. Explain the ways in which individuals and societies hold varying perceptions of natural hazards in different environments and have different ways of reacting to them, as exemplified by being able to Collect personal and group responses to different natural hazards before, during, and after the event, and summarize the varying perceptions of natural hazards in different regions of the world Conduct interviews to assess peoples attitudes, perceptions, and responses toward natural hazards in the local community and explain patterns that may emerge (e.g., the effects of religious beliefs, socioeconomic status, previous experience, and other factors on perception and responses toward hazards) Evaluate the effectiveness of human attempts to limit damage from natural hazards and explain how people who live in naturally hazardous religions adapt to their environments (e.g., the use of sea walls to protect coastal areas subject to severe storms, the use of earthquake-resistant construction techniques in different regions within the Ring of Fire Geography Standard 16: The changes that occur in the meaning, use, distribution, and importance of resources By the end of the twelfth grade, the student knows and understands: How the spatial distribution of resources affects patterns of human settlement How resource development and use change over time The geographic results of policies and programs for resource use and management Therefore, the student is able to: A. Analyze the relationshiips between the spatial distribution of settlement and resources, as exemplified by being able to Describe how patterns of settlement are associated with the location of resources (e.g.
T:by ending the diversion and finding alternative water sources
people to expand the capacity of such environments
the capacity of the environment to support human activity
to constraints
the use of earthquake-resistant construction techniques in different regions within the Ring of Fire Geography Standard 16
patterns of human settlement
on plant growth
varying perceptions of natural hazards in different environments