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Topic: Cultural regions  

Geography

 Standard 5.  Understands the concept of regions
  Level III (Grade 6-8)
   Benchmark 2.Understands criteria that give a region identity (e.g., its central focus, such as Amsterdam as a transportation center; relationships between physical and cultural characteristics, such as the Sunbelt's warm climate and popularity with retired people)
    Knowledge/skill statements
     1.Understands that a region’s central focus gives it an identity
     2.Understands that Amsterdam as a transportation center gives the region an identity
     3.Understands that relationships between physical and cultural characteristics gives a region an identify
     4.Understands that the Sunbelt’s warm climate and its popularity with retired people gives the region an identity
   Benchmark 5.Understands the influences and effects of particular regional labels and images (e.g., Twin Peaks in San Francisco, Capitol Hill in Washington, D.C., the South, the rust belt, "developed" vs. "less-developed" regions)
    Knowledge/skill statements
     1.Understands the influences of particular regional labels
     2.Understands the influences of particular regional images
     3.Understands the effects of particular regional labels
     4.Understands the effects of particular regional images
     5.Understands the regional label and image of Twin Peaks in San Francisco
     6.Understands the regional label and image of Capital Hill in Washington, D.C.
     7.Understands the regional label and image of the South
     8.Understands the regional label and image of the rust belt
     9.Understands the regional labels and images of “developed” regions vs. “less-developed” regions
 Standard 6.  Understands that culture and experience influence people's perceptions of places and regions
  Level III (Grade 6-8)
   Benchmark 1.Knows how places and regions serve as cultural symbols (e.g. Golden Gate Bridge in San Francisco; Opera House in Sydney, Australia; the Gateway Arch in St. Louis; Tower Bridge in London)
    Knowledge/skill statements
     1.Knows how places serve as cultural symbols
     2.Knows how regions serve as cultural symbols
     3.Knows how the Golden Gate Bridge in San Francisco serves as a cultural symbol
     4.Knows how the Opera House in Sydney, Australia serves as a cultural symbol
     5.Knows how the Gateway Arch in St. Louis serves as a cultural symbol
     6.Knows how Tower Bridge in London serves as a cultural symbol
   Benchmark 3.Knows the ways in which culture influences the perception of places and regions (e.g., religion and other belief systems, language and tradition; perceptions of "beautiful" or "valuable")
    Knowledge/skill statements
     1.Knows the ways in which culture influences the perception of places
     2.Knows the ways in which culture influences the perception of regions
     3.Knows how religion and other belief systems influence the perception of places
     4.Knows how religion and other belief systems influence the perception of regions
     5.Knows how language influences the perception of places
     6.Knows how language influences the perception of regions
     7.Knows how traditions influence the perception of places
     8.Knows how traditions influence the perception of regions
     9.Knows ways that culture influences the perception of "beauty"
     10.Knows ways that culture influences the perception of "value"
  Level IV (Grade 9-12)
   Benchmark 1.Understands why places and regions are important to individual human identity and as symbols for unifying or fragmenting society (e.g., sense of belonging, attachment, or rootedness; symbolic meaning of places such as Jerusalem as a holy city for Muslims, Christians, and Jews)
    Knowledge/skill statements
     1.Understands why places are important to individual human identity
     2.Understands why places are important as symbols for unifying society
     3.Understands why places are important as symbols for fragmenting society
     4.Understands why regions are important to individual human identity
     5.Understands why regions are important as symbols for unifying society
     6.Understands why regions are important as symbols for fragmenting society
     7.Understands the symbolic meaning of Jerusalem as a holy city for Muslims
     8.Understands the symbolic meaning of Jerusalem as a holy city for Christians
     9.Understands the symbolic meaning of Jerusalem as a holy city for Jews
     10.Understands that humans may have a sense of belonging to specific places
     11.Understands that humans may have a sense of attachment to specific places
     12.Understands that humans may have a sense of rootedness to specific places
     13.Understands that humans may have a sense of belonging to specific regions
     14.Understands that humans may have a sense of attachment to specific regions
     15.Understands that humans may have a sense of rootedness to specific regions
 Standard 9.  Understands the nature, distribution and migration of human populations on Earth's surface
  Level III (Grade 6-8)
   Benchmark 3.Knows the ways in which human movement and migration influence the character of a place (e.g., New Delhi before and after the partition of the Indian subcontinent in the 1940s and the massive realignment of the Hindu and Muslim populations; Boston before and after the large-scale influx of Irish immigrants in the mid-nineteenth century; the impact of Indians settling in South Africa, Algerians settling in France, Vietnamese settling in the United States)
    Knowledge/skill statements
     1.Knows ways in which human movement influences the character of a place
     2.Knows ways in which human migration influences the character of a place
     3.Understands the character of New Delhi before and after the partition of the Indian subcontinent in the 1940s and the massive realignment of the Hindu and Muslim populations
     4.Understands the character of Boston before and after the large-scale influx of Irish immigrants in the mid-nineteenth century
     5.Understands the impact of Indians settling in South Africa
     6.Understands the impact of Algerians settling in France
     7.Understands the impact of Vietnamese settling in the United States
 Standard 10.  Understands the nature and complexity of Earth's cultural mosaics
  Level I (Grade K-2)
   Benchmark 1.Knows the basic components of culture (e.g., language, social organization, beliefs and customs, forms of shelter, economic activities, education systems)
    Knowledge/skill statements
     1.Knows that language is a basic component of culture
     2.Knows that social organization is a basic component of culture
     3.Knows that beliefs and customs are a basic component of culture
     4.Knows that forms of shelter are a basic component of culture
     5.Knows that economic activities are a basic component of culture
     6.Knows that education systems are a basic component of culture
  Level II (Grade 3-5)
   Benchmark 1.Knows the similarities and differences in characteristics of culture in different regions (e.g., in terms of environment and resources, technology, food, shelter, social organization, beliefs and customs, schooling, what girls and boys are allowed to do)
    Knowledge/skill statements
     1.Knows how cultures in different regions are the same
     2.Knows how cultures in different regions are different
     3.Knows similarities in the environment of different regions
     4.Knows similarities in the resources of different regions
     5.Knows similarities in the technology of different regions
     6.Knows similarities in the shelters of different regions
     7.Knows similarities in the social organization of different regions
     8.Knows similarities in the beliefs and customs of different regions
     9.Knows similarities in schooling in different regions
     10.Knows similarities in what boys and girls are allowed to do in different regions
     11.Knows differences in the environment of different regions
     12.Knows differences in the resources of different regions
     13.Knows differences in the technology of different regions
     14.Knows differences in the shelters of different regions
     15.Knows differences in the social organization of different regions
     16.Knows differences in the beliefs and customs of different regions
     17.Knows differences in schooling in different regions
     18.Knows differences in what boys and girls are allowed to do in different regions
   Benchmark 3.Understands how cultures differ in their use of similar environments and resources (e.g., comparing how people live in Phoenix, Arizona with how people live in Riyadh, Saudi Arabia)
    Knowledge/skill statements
     1.Understands how cultures differ in their use of similar environments
     2.Understands how cultures differ in their use of similar resources
     3.Knows how people live in Phoenix, Arizona compared to how people live in Riyadh, Saudi Arabia
  Level IV (Grade 9-12)
   Benchmark 1.Knows how cultures influence the characteristics of regions (e.g., level of technological achievement, cultural traditions, social institutions)
    Knowledge/skill statements
     1.Knows that culture influences the level of technological achievement of a region
     2.Knows that culture influences the traditions of a region
     3.Knows that culture influences the social institutions of a region
   Benchmark 2.Understands how human characteristics make specific regions of the world distinctive (e.g., the effects of early Spanish settlement in the southwestern United States, the impact of Buddhism in shaping social attitudes in Southeast Asia, the specific qualities of Canada's culture regions resulting from the patterns of migration and settlement over four centuries)
    Knowledge/skill statements
     1.Understands that the early Spanish settlement in the southwestern United States makes that region distinctive
     2.Understands that the impact of Buddhism in shaping social attitudes in Southeast Asia makes that region distinctive
     3.Understands that the specific qualities of Canada’s culture regions is the result of migration and settlement over four centuries
   Benchmark 3.Understands how evolving political and economic alliances may affect the traditional cohesiveness of world culture regions (e.g., post-reunification Germany and its economic effect on the European Union, NAFTA's effect on trade relations among the United States, Canada, and Mexico)
    Knowledge/skill statements
     1.Understands how evolving political alliances may affect the traditional cohesiveness of world culture regions
     2.Understands how evolving political alliances may affect the traditional cohesiveness of world culture regions
     3.Understands the economic effect of post-reunification Germany on the European Union
     4.Understands NAFTA’s effect on trade relations among the United States, Canada, and Mexico
 Standard 12.  Understands the patterns of human settlement and their causes
  Level II (Grade 3-5)
   Benchmark 6.Knows similarities and differences among the world's culture hearths (culture groups' places of origin), why humans settled in those places and why these settlements persist today (e.g., as centers of innovation and cultural, social, economic, and political development that attract people from other places)
    Knowledge/skill statements
     1.Knows similarities among the world’s culture hearths
     2.Knows differences among the world’s culture hearths
     3.Understands why humans settled in the world’s culture hearths
     4.Understands why culture hearths persist today
     5.Understands that a culture hearth may be a center of innovation that attracts people from other places
     6.Understands that a culture hearth may be a center of cultural development that attracts people from other places
     7.Understands that a culture hearth may be a center of social development that attracts people from other places
     8.Understands that a culture hearth may be a center of economic development that attracts people from other places
     9.Understands that a culture hearth may be a center of political development that attracts people from other places
 Standard 16.  Understands the changes that occur in the meaning, use, distribution and importance of resources
  Level II (Grade 3-5)
   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