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Geography

Standard 15.Understands how physical systems affect human systems
  Level Pre-K (Grade Pre-K)
   1. Not appropriate for this level
  Level I (Grade K-2)
   1. Not appropriate for this level
  Level II (Grade 3-5)
   1. Knows how humans adapt to variations in the physical environment (e.g., choices of clothing, housing styles, agricultural practices, recreational activities, food, daily and seasonal patterns of life)
   2. Knows how communities benefit from the physical environment (e.g., people make their living by farming on fertile land, fishing in local water, working in mines; the community is a port located on a natural harbor, a tourist center located in a scenic or historic area, an industrial center with good access to natural resources)  A 
   3. Knows the ways in which human activities are constrained by the physical environment (e.g., effects of weather, climate and land forms on agriculture, recreational activities, availability of water, expansion of settlement)
   4. Knows natural hazards that occur in the physical environment (e.g., floods, wind storms, tornadoes, earthquakes)
  Level III (Grade 6-8)
   1. Knows the ways in which human systems develop in response to conditions in the physical environment (e.g., patterns of land use, economic livelihoods, architectural styles of buildings, building materials, flows of traffic, recreation activities)
   2. Knows how the physical environment affects life in different regions (e.g., how people in Siberia, Alaska, and other high-latitude places deal with the characteristics of tundra environments; limitations to coastline settlements as a result of tidal, storm, and erosional processes)
   3. Knows the ways people take aspects of the environment into account when deciding on locations for human activities (e.g., early American industrial development along streams and rivers at the fall line to take advantage of water-generated power)  A 
   4. Understands relationships between population density and environmental quality (e.g., resource distribution, rainfall, temperature, soil fertility, land form relief, carrying capacity)
   5. Knows the effects of natural hazards on human systems in different regions of the United States and the world (e.g., the effect of drought on populations in Ethiopia compared with populations in Australia or the southern part of the United States)  A 
   6. Knows the ways in which humans prepare for natural hazards (e.g., earthquake preparedness, constructing houses on stilts in flood-prone areas, designation of hurricane shelters and evacuation routes in hurricane-prone areas)
  Level IV (Grade 9-12)
   1. Knows changes in the physical environment that have reduced the capacity of the environment to support human activity (e.g., the drought-plagued Sahel, the depleted rain forests of central Africa, the Great Plains Dust Bowl, the impact of the economic exploitation of Siberia's resources on a fragile sub-Arctic environment)
   2. Knows how humans overcome "limits to growth" imposed by physical systems (e.g., technology, human adaptation)
   3. Knows conditions and locations that place limits on plant growth and therefore on the expansion of human settlement (e.g., soils with limited nutrients, high salt content, shallow depth; extremely cold, arid or humid tropical climates; mountainous and coastal environments)
   4. Understands how people who live in naturally hazardous regions 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)
   5. Knows factors that affect people's attitudes, perceptions, and responses toward natural hazards (e.g., religious beliefs, socioeconomic status, previous experiences)
    

 A  = Assessment items available