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Topic: Natural resources 

Geography

 Standard 7.  Knows the physical processes that shape patterns on Earth's surface
  Level III (Grade 6-8)
   Benchmark 2.Knows the processes that produce renewable and nonrenewable resources (e.g., fossil fuels, hydroelectric power, soil fertility)
    Knowledge/skill statements
     1.Knows the processes that produce renewable resources
     2.Knows the processes that produce nonrenewable resources
     3.Knows the processes that produce fossil fuels
     4.Knows the processes that produce hydroelectric power
     5.Knows the processes that produce fertile soil
 Standard 11.  Understands the patterns and networks of economic interdependence on Earth's surface
  Level II (Grade 3-5)
   Benchmark 2.Knows economic activities that use natural resources in the local region, state, and nation (e.g., agriculture, mining, fishing, forestry) and the importance of the activities to these areas
    Knowledge/skill statements
     1.Knows economic activities in the local region that rely on natural resources
     2.Knows economic activities in the state that rely on natural resources
     3.Knows economic activities in the nation that rely on natural resources
     4.Understands the importance of resource-based economic activities to the local region
     5.Understands the importance of resource-based economic activities to the state
     6.Understands the importance of resource-based economic activities to the nation
     7.Knows that agriculture is an economic activity that uses natural resources
     8.Knows that mining is an economic activity that uses natural resources
     9.Knows that fishing is an economic activity that uses natural resources
     10.Knows that forestry is an economic activity that uses natural resources
  Level III (Grade 6-8)
   Benchmark 7.Knows primary, secondary, and tertiary activities in a geographic context (e.g., primary economic activities such as coal mining and salmon fishing; secondary economic activities such as the manufacture of shoes and the associated worldwide trade in raw materials; tertiary economic activity such as restaurants, theaters, and hotels)
    Knowledge/skill statements
     1.Knows primary economic activities in a geographic context
     2.Knows secondary economic activities in a geographic context
     3.Knows tertiary economic activities in a geographic context
     4.Knows that coal mining is a primary economic activity
     5.Knows that salmon fishing is a primary economic activity
     6.Knows that shoe manufacturing and the associated worldwide trade in raw materials are secondary activities
     7.Knows that restaurants are tertiary economic activities
     8.Knows that theaters are tertiary economic activities
     9.Knows that hotels are tertiary economic activities
 Standard 14.  Understands how human actions modify the physical environment
  Level I (Grade K-2)
   Benchmark 1.Knows ways in which people depend on the physical environment (e.g., food, clean air, water, mineral resources)
    Knowledge/skill statements
     1.Knows that people depend on the physical environment for food
     2.Knows that people depend on the physical environment for clean air
     3.Knows that people depend on the physical environment for water
     4.Knows that people depend on the physical environment for mineral resources
 Standard 16.  Understands the changes that occur in the meaning, use, distribution and importance of resources
  Level I (Grade K-2)
   Benchmark 1.Knows the role that resources play in our daily lives (resources used to generate electricity; resources used to produce automobiles, medicines, clothing, and food)
    Knowledge/skill statements
     1.Knows the role that resources play in our daily lives, such as in the generation of electricity
     2.Knows the role that resources play in our daily lives, such as in the production of automobiles
     3.Knows the role that resources play in our daily lives, such as in the production of medicine
     4.Knows the role that resources play in our daily lives, such as in the production of clothing
     5.Knows the role that resources play in our daily lives, such as in the production of food
  Level II (Grade 3-5)
   Benchmark 1.Knows the characteristics, location, and use of renewable resources (e.g., timber), flow resources (e.g., running water or wind), and nonrenewable resources (e.g., fossil fuels, minerals)
    Knowledge/skill statements
     1.Knows the characteristics of renewable resources
     2.Knows the locations of renewable resources
     3.Knows the uses of renewable resources
     4.Knows the characteristics of timber, a renewable resource
     5.Knows where timber is found
     6.Knows how timber is used
     7.Knows the characteristics of flow resources
     8.Knows the locations of flow resources
     9.Knows the uses of flow resources
     10.Knows the characteristics of running water, a flow resource
     11.Knows where running water is found
     12.Knows how running water is used
     13.Knows the characteristics of wind, a flow resource
     14.Knows where wind is found
     15.Knows how wind is used
     16.Knows the characteristics of nonrenewable resources
     17.Knows the locations of nonrenewable resources
     18.Knows the uses of nonrenewable resources
     19.Knows the characteristics of fossil fuel, a nonrenewable resource
     20.Knows where fossil fuels are found
     21.Knows how fossil fuels are used
     22.Knows the characteristics of minerals, a nonrenewable resource
     23.Knows where minerals are found
     24.Knows how minerals are used
   Benchmark 2.Knows how settlement patterns are influenced by the discovery and use of resources (e.g., Colorado mining towns as centers of settlement in the late 19th century, the growth of industry and cities along the fall line of the Appalachians starting in the 18th century)
    Knowledge/skill statements
     1.Knows how settlement patterns are influenced by the discovery of resources
     2.Knows how settlement patterns are influenced by the use of resources
     3.Knows that Colorado mining towns were centers of settlement in the late 19th century
     4.Understands the growth of industry along the fall line of the Appalachians starting in the 18th century
     5.Understands the growth of cities along the fall line of the Appalachians starting in the 18th century
   Benchmark 3.Knows the relationships between economic activities and resources (e.g., the relationship of major industrial districts to the location of iron ore, coal, and other resources)
    Knowledge/skill statements
     1.Understands the relationship of major industrial districts to the location of natural resources
     2.Understands the relationship of major industrial districts to the location of iron ore
     3.Understands the relationship of major industrial districts to the location of coal
   Benchmark 4.Knows the major transportation routes that link resources with consumers and the transportation modes used (e.g., ships, pipelines, barges, railroads)
    Knowledge/skill statements
     1.Knows the major transportation routes that link resources with consumers
     2.Knows the transportation modes used to link resources with consumers
     3.Knows that ships are used to link resources with consumers
     4.Knows that pipelines are used to link resources with consumers
     5.Knows that barges are used to link resources with consumers
     6.Knows that railroads are used to link resources with consumers
   Benchmark 5.Knows advantages and disadvantages of recycling and reusing different types of materials
    Knowledge/skill statements
     1.Knows the advantages of recycling different types of materials
     2.Knows the disadvantages of recycling different types of materials
     3.Knows the advantages of reusing different types of materials
     4.Knows the disadvantages of reusing different types of materials
   Benchmark 6.Knows the different ways in which resources are used and valued in different regions of the world (e.g., the use of wood in the United States for construction compared to the use of wood in the Dominican Republic for fuel)
    Knowledge/skill statements
     1.Knows the different ways in which resources are used in different regions of the world
     2.Knows the different ways in which resources are valued in different regions of the world
     3.Understands the use of wood in the United States for construction compared to the use of wood in the Dominican Republic for fuel
  Level III (Grade 6-8)
   Benchmark 1.Understands the reasons for conflicting viewpoints regarding how resources should be used (e.g., attitudes toward electric cars, water-rationing, urban public transportation, use of fossil fuels, excessive timber cutting in old growth forests, buffalo in the western United States, soil conservation in semiarid areas)
    Knowledge/skill statements
     1.Understands the conflicting attitudes towards electric cars
     2.Understands the conflicting attitudes towards water-rationing
     3.Understands the conflicting attitudes towards urban public transportation
     4.Understands the conflicting attitudes towards the use of fossil fuels
     5.Understands the conflicting attitudes towards excessive timber cutting in old growth forests
     6.Understands the conflicting attitudes towards buffalo in the western United States
     7.Understands the conflicting attitudes towards soil conservation in semiarid areas
   Benchmark 2.Knows strategies for wise management and use of renewable, flow, and nonrenewable resources (e.g., wise management of agricultural soils, fossil fuels, and alternative energy sources; community programs for recycling or reusing materials)
    Knowledge/skill statements
     1.Knows strategies for the wise management of renewable resources
     2.Knows strategies for the wise management of flow resources
     3.Knows strategies for the wise management of nonrenewable resources
     4.Knows strategies for the wise use of renewable resources
     5.Knows strategies for the wise use of flow resources
     6.Knows strategies for the wise use of nonrenewable resources
     7.Knows strategies for the wise management of agricultural soils
     8.Knows strategies for the wise management of fossil fuels
     9.Knows strategies for the wise management of alternative energy sources
     10.Knows community programs for recycling materials
     11.Knows community programs for reusing materials
   Benchmark 3.Knows world patterns of resource distribution and utilization (e.g., petroleum, coal, iron ore, diamonds, silver, gold, molybdenum)
    Knowledge/skill statements
     1.Knows world patterns of resource distribution
     2.Knows world patterns of resource utilization
     3.Knows the world pattern of petroleum distribution
     4.Knows the world pattern of petroleum utilization
     5.Knows the world pattern of coal distribution
     6.Knows the world pattern of coal utilization
     7.Knows the world pattern of iron ore distribution
     8.Knows the world pattern of iron ore utilization
     9.Knows the world pattern of diamond distribution
     10.Knows the world pattern of diamond utilization
     11.Knows the world pattern of silver distribution
     12.Knows the world pattern of silver utilization
     13.Knows the world pattern of gold distribution
     14.Knows the world pattern of gold utilization
     15.Knows the world pattern of molybdenum distribution
     16.Knows the world pattern of molybdenum utilization
   Benchmark 4.Understands the consequences of the use of resources in the contemporary world (e.g., the relationship between a country's standard of living and its accessibility to resources, the competition for resources demonstrated by events such as the Japanese occupation of Manchuria in the 1930s or the Iraqi invasion of Kuwait in 1991)
    Knowledge/skill statements
     1.Understands the relationship between a country’s standard of living and its accessibility to resources
     2.Understands the competition for resources, demonstrated by such events as the Japanese occupation of Manchuria in the 1930s
     3.Understands the competition for resources, demonstrated by such events as the Iraqi invasion of Kuwait in 1991
   Benchmark 5.Understands the role of technology in resource acquisition and use, and its impact on the environment (e.g., the use of giant earth-moving machinery in strip-mining, the use of satellite imagery technology in the search for petroleum, rates of resource consumption among countries of high or low levels of technological development)
    Knowledge/skill statements
     1.Understands the role of technology in resource acquisition
     2.Understands the role of technology in resource use
     3.Understands the impact of resource technology on the environment
     4.Understands the use of giant earth-moving machinery in strip-mining
     5.Understands the use of satellite imagery technology in the search for petroleum
     6.Understands the rate of resource consumption among countries of low levels of technological development
     7.Understands the rate of resource consumption among countries of high levels of technological development
   Benchmark 6.Understands how energy resources contribute to the development and functioning of human societies (e.g., by providing power for transportation, manufacturing, the heating and cooling of buildings)
    Knowledge/skill statements
     1.Understands how energy resources contribute to the development of human societies
     2.Understands how energy resources contribute to the functioning of human societies
     3.Understands that energy resources provide power for transportation
     4.Understands that energy resources provide power for manufacturing
     5.Understands that energy resources provide power for the heating and cooling of buildings
   Benchmark 7.Understands how the development and widespread use of alternative energy sources (e.g., solar, wind, thermal) might have an impact on societies (in terms of, e.g., air and water quality, existing energy industries, and current manufacturing practices)
    Knowledge/skill statements
     1.Understands how the development and widespread use of solar power might impact societies in terms of air quality
     2.Understands how the development and widespread use of solar power might impact societies in terms of water quality
     3.Understands how the development and widespread use of solar power might impact societies in terms of existing energy industries
     4.Understands how the development and widespread use of solar power might impact societies in terms of current manufacturing practices
     5.Understands how the development and widespread use of wind power might impact societies in terms of air quality
     6.Understands how the development and widespread use of wind power might impact societies in terms of water quality
     7.Understands how the development and widespread use of wind power might impact societies in terms of existing energy industries
     8.Understands how the development and widespread use of wind power might impact societies in terms of current manufacturing practices
     9.Understands how the development and widespread use of thermal energy might impact societies in terms of air quality
     10.Understands how the development and widespread use of thermal energy might impact societies in terms of water quality
     11.Understands how the development and widespread use of thermal energy might impact societies in terms of existing energy industries
     12.Understands how the development and widespread use of thermal energy might impact societies in terms of current manufacturing practices
  Level IV (Grade 9-12)
   Benchmark 1.Understands the relationships between resources and exploration, colonization, and settlement of different regions of the world (e.g., the development of mercantilism and imperialism and the consequent settlement of Latin America and other regions of the world by the Spanish and Portuguese; the abundance of fur, fish, timber, and gold in Siberia, Alaska, and California and the settlement of these areas by the Russians)
    Knowledge/skill statements
     1.Understands the relationship between resources and exploration in different regions of the world
     2.Understands the relationship between resources and colonization in different regions of the world
     3.Understands the relationship between resources and settlement in different regions of the world
     4.Understands the development of mercantilism and imperialism and the consequent settlement of Latin America and other regions of the world by the Spanish and Portuguese
     5.Understands the abundance of fur, fish, timber, and gold in Siberia, Alaska, and California and the settlement of these areas by the Russians
   Benchmark 2.Understands programs and positions related to the use of resources on a local to global scale (e.g., community regulations for water usage during drought periods; local recycling programs for glass, metal, plastic, and paper products; different points of view regarding uses of the Malaysian rain forests)
    Knowledge/skill statements
     1.Understands programs related to the use of resources on a local to global scale
     2.Understands positions related to the use of resources on a local to global scale
     3.Knows community regulations for water usage during drought periods
     4.Knows local recycling programs for glass, metal, plastic, and paper products
     5.Knows different points of view regarding uses of the Malaysian rain forests
   Benchmark 3.Understands the impact of policy decisions regarding the use of resources in different regions of the world (e.g., the long-term impact on the economy of Nauru when its phosphate reserves are exhausted, the economic and social problems related to the overcutting of pine forests in Nova Scotia, the impact of petroleum consumption in the United States and Japan)
    Knowledge/skill statements
     1.Understands the long-term impact on the economy of Nauru when its phosphate reserves are exhausted
     2.Understands the economic and social problems related to the overcutting of pine forests in Nova Scotia
     3.Understands the impact of petroleum consumption in the United States
     4.Understands the impact of petroleum consumption in Japan
   Benchmark 4.Knows issues related to the reuse and recycling of resources (e.g., changing relocation strategies of industries seeking access to recyclable material, such as paper factories, container and can companies, glass, plastic, and bottle manufacturers; issues involved with the movement, handling, processing, and storing of toxic and hazardous waste materials; fully enforced vs. consistently neglected approaches to resource management)
    Knowledge/skill statements
     1.Knows issues related to the reuse of resources
     2.Knows issues related to the recycling of resources
     3.Understands the strategy of industries seeking access to recyclable material to change locations, such as paper factories
     4.Understands the strategy of industries seeking access to recyclable material to change locations, such as container companies
     5.Understands the strategy of industries seeking access to recyclable material to change locations, such as can companies
     6.Understands the strategy of industries seeking access to recyclable material to change locations, such as glass manufacturers
     7.Understands the strategy of industries seeking access to recyclable material to change locations, such as plastic manufacturers
     8.Understands the strategy of industries seeking access to recyclable material to change locations, such as bottle manufacturers
     9.Knows the issues involved with the storing of toxic and hazardous waste materials
     10.Knows the issues involved with the movement of toxic and hazardous waste materials
     11.Knows the issues involved with the handling of toxic and hazardous waste materials
     12.Knows the issues involved with the processing of toxic and hazardous waste materials
 Standard 17.  Understands how geography is used to interpret the past
  Level III (Grade 6-8)
   Benchmark 2.Knows historic and current conflicts and competition regarding the use and allocation of resources (e.g., the conflicts between Native Americans and colonists; conflicts between the Inuit and migrants to Alaska since 1950)
    Knowledge/skill statements
     1.Knows historic conflicts regarding the use of resources
     2.Knows historic conflicts regarding the allocation of resources
     3.Knows contemporary conflicts regarding the allocation of resources
     4.Knows contemporary conflicts regarding the use of resources
     5.Knows the historic competition of resource use
     6.Knows the historic competition of resource allocation
     7.Knows the contemporary competition of resource use
     8.Knows the contemporary competition of resource allocation
     9.Understands the resource-related conflicts between Native Americans and colonists
     10.Understands the resource-related conflicts between the Inuit and migrants to Alaska since 1950
 Standard 18.  Understands global development and environmental issues
  Level II (Grade 3-5)
   Benchmark 1.Knows the relationship between population growth and resource use
    Knowledge/skill statements
     1.Knows that human population growth affects natural resources
   Benchmark 2.Knows the ways in which resources can be managed and why it is important to do so (e.g., soil conservation practices, recycling nonrenewable resources)
    Knowledge/skill statements
     1.Knows the ways in which resources can be managed
     2.Knows why resource management is important
     3.Understands soil conservation practices
     4.Understands the importance of soil conservation practices
     5.Understands how nonrenewable resources can be recycled
     6.Understands the importance of recycling nonrenewable resources
  Level IV (Grade 9-12)
   Benchmark 2.Understands why policies should be designed to guide the use and management of Earth's resources and to reflect multiple points of view (e.g., the inequities of access to resources, political and economic power in developing countries, the impact of a natural disaster on a developed country vs. a developing country)
    Knowledge/skill statements
     1.Understands why policies should be designed to guide the use of Earth’s resources
     2.Understands why policies should be designed to guide the management of Earth’s resources
     3.Understands why policies concerning the Earth’s resources should be designed to reflect multiple points of view
     4.Understands the inequity of access to resources in developing countries
     5.Understands the inequity of political power in developing countries, and how this relates to the need for resource policies
     6.Understands the inequity of economic power in developing countries, and how this relates to the need for resource policies

Agricultural Education

 Standard 1.  Understands the connections between agriculture and society
  Level IV (Grade 9-12)
   Benchmark 1.Understands social and economic issues surrounding natural resource conservation (e.g., benefits/costs of recycling, benefits/costs of protecting wildlife, benefits/costs of preventing soil erosion)
    Knowledge/skill statements
     1.Understands social issues surrounding natural resource conservation
     2.Understands economic issues surrounding natural resource conservation
     3.Understands the costs and benefits of recycling
     4.Understands the costs and benefits of protecting wildlife
     5.Understands the costs and benefits of preventing soil erosion
   Benchmark 3.Understands the interrelationship of agriculture with the environment and natural resources (e.g., how agriculture affects the quality/availability of soil, air, and energy resources; how climate, weather, and availability of resources affects agriculture)
    Knowledge/skill statements
     2.Knows that agriculture and natural resources are interrelated
     3.Understands how agriculture affects the quality/availability of soil, air, and energy resources
 Standard 5.  Understands strategies used in natural resource management and conservation
  Level IV (Grade 9-12)
   Benchmark 5.Knows traditional energy sources (e.g., petroleum, coal, wood) as well as alternative energy sources (e.g., wind, solar, geothermal, hydropower, biofuels)
    Knowledge/skill statements
     1.Knows traditional energy sources
     2.Knows alternative energy sources
     3.Understands the use of petroleum as an energy source
     4.Understands the use of coal as an energy source
     5.Understands the use of wood as an energy source
     6.Understands wind energy
     7.Understands solar energy
     8.Understands geothermal energy
     9.Understands hydropower energy
     10.Understands biofuel energy
   Benchmark 6.Understands the impact of forest fires on natural resources and methods of preventing and suppressing forest fires
    Knowledge/skill statements
     1.Understands the impact of forest fires on natural resources

World History

 Standard 44.  Understands the search for community, stability, and peace in an interdependent world
  Level IV (Grade 9-12)
   Benchmark 4.Understands the oil crisis and its aftermath in the 1970s (e.g., how the oil crisis revealed the extent and complexity of global economic interdependence; events that have affected world oil prices since 1950; relationships between U.S. domestic energy policy and foreign policy in oil producing regions since 1970)
    Knowledge/skill statements
     1.Understands how the oil crisis revealed the extent and complexity of global economic interdependence
     2.Knows events that have affected world oil prices since 1950
     3.Understands relationships between U.S. domestic energy policy and foreign policy in oil producing regions since 1970