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Topic: Perceptions of places and regions 

Geography

 Standard 2.  Knows the location of places, geographic features, and patterns of the environment
  Level III (Grade 6-8)
   Benchmark 2.Knows how mental maps can reflect attitudes and perceptions of places (e.g., how personal interests emphasize some details at the expense of others)
    Knowledge/skill statements
     1.Knows how mental maps can reflect one’s attitudes of places
     2.Knows how mental maps can reflect one’s perceptions of places
     3.Knows that in mental maps, personal interests may emphasize some details at the expense of others
   Benchmark 4.Knows the factors that influence spatial perception (e.g., culture, education, age, gender, occupation, experience)
    Knowledge/skill statements
     1.Knows that one’s culture may influence their spatial perception
     2.Knows that one’s education may influence their spatial perception
     3.Knows that one’s age may influence their spatial perception
     4.Knows that one’s gender may influence their spatial perception
     5.Knows that one’s occupation may influence their spatial perception
     6.Knows that one’s experience may influence their spatial perception
 Standard 3.  Understands the characteristics and uses of spatial organization of Earth's surface
  Level IV (Grade 9-12)
   Benchmark 3.Understands how characteristics such as age, sex, employment, and income level affect the way people perceive and use space (e.g., school-age children traveling to and from school, employed people commuting by public transit, high-income people traveling long distances for vacations)
    Knowledge/skill statements
     1.Understands how age affects the way people perceive space
     2.Understands how age affects the way people use space
     3.Understands how gender affects the way people perceive space
     4.Understands how gender affects the way people use space
     5.Understands how employment affects the way people perceive space
     6.Understands how employment affects the way people use space
     7.Understands how income level affects the way people perceive space
     8.Understands how income level affects the way people use space
     9.Understands how school-age children traveling to and from school may perceive space
     10.Understands how school-age children traveling to and from school may use space
     11.Understands how employed people commuting by public transit may perceive space
     12.Understands how employed people commuting by public transit may use space
     13.Understands how high-income people traveling long distances for vacations may perceive space
     14.Understands how high-income people traveling long distances for vacations may use space
 Standard 5.  Understands the concept of regions
  Level III (Grade 6-8)
   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 II (Grade 3-5)
   Benchmark 1.Understands ways in which people view and relate to places and regions differently (e.g., how children, mothers, joggers, and city park workers view a park)
    Knowledge/skill statements
     1.Understands ways in which people view places differently
     2.Understands ways in which people relate to places differently
     3.Understands ways in which people view regions differently
     4.Understands ways in which people relate to regions differently
     5.Understands how children may view a park differently than other people
     6.Understands how mothers may view a park differently than other people
     7.Understands how joggers may view a park differently than other people
     8.Understands how city park workers may view a park differently than other people
  Level III (Grade 6-8)
   Benchmark 2.Knows how technology affects the ways in which culture groups perceive and use places and regions (e.g., impact of technology such as air conditioning and irrigation on the human use of arid lands; changes in perception of environment by culture groups, such as the snowmobile's impact on the lives of Inuit people or the swamp buggy's impact on tourist travel in the Everglades)
    Knowledge/skill statements
     1.Knows how technology affects the ways in which culture groups perceive places
     2.Knows how technology affects the ways in which culture groups use places
     3.Knows how technology affects the ways in which culture groups perceive regions
     4.Knows how technology affects the ways in which culture groups use regions
     5.Understands the impact of air conditioning on the human use of arid lands
     6.Understands the impact of irrigation on the human use of arid lands
     7.Understands the impact of the snowmobile on the lives of Inuit people
     8.Understands the impact of the swamp buggy on tourist travel in the Everglades
   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 2.Understands how individuals view places and regions on the basis of their stage of life, sex, social class, ethnicity, values, and belief systems (e.g., perceptions of distance, impressions about what makes a place secure, views of public housing or wealthy urban neighborhoods)
    Knowledge/skill statements
     1.Understands how individuals view places on the basis of their stage of life
     2.Understands how individuals view places on the basis of their gender
     3.Understands how individuals view places on the basis of their social class
     4.Understands how individuals view places on the basis of their ethnicity
     5.Understands how individuals view places on the basis of their belief systems
     6.Understands how individuals view regions on the basis of their stage of life
     7.Understands how individuals view regions on the basis of their gender
     8.Understands how individuals view regions on the basis of their social class
     9.Understands how individuals view regions on the basis of their ethnicity
     10.Understands how individuals view regions on the basis of their belief systems
     11.Understands how individuals perceive distance differently
     12.Understands individual impressions about what makes a place secure based on personal experience
     13.Understands that individuals view public housing differently
     14.Understands that individuals view wealthy urban neighborhoods differently
   Benchmark 3.Knows ways in which people's changing views of places and regions reflect cultural change (e.g., rural settings becoming attractive as recreation areas to people living in densely populated cities, old mining ghost towns becoming tourist and gambling centers)
    Knowledge/skill statements
     1.Knows ways in which people’s changing views of places reflect cultural change
     2.Knows ways in which people’s changing views of regions reflect cultural change
     3.Knows that rural settings have become attractive as recreation areas to people living in densely populated cities
     4.Knows that some old mining ghost towns have become tourist and gambling centers
 Standard 17.  Understands how geography is used to interpret the past
  Level II (Grade 3-5)
   Benchmark 2.Knows the ways in which changes in people's perceptions of environments have influenced human migration and settlement over time (e.g., the history of oil discovery and its effect on migration in different United States regions such as Pennsylvania, Louisiana, or Texas)
    Knowledge/skill statements
     1.Knows the ways in which changes in people’s perceptions of environments have influenced human migration over time
     2.Knows the ways in which changes in people’s perceptions of environments have influenced human settlement over time
     3.Knows the history of oil discovery and its effect on migration in different regions in the United States
     4.Knows how the discovery of oil affected migration in Pennsylvania
     5.Knows how the discovery of oil affected migration in Louisiana
     6.Knows how the discovery of oil affected migration in Texas
  Level IV (Grade 9-12)
   Benchmark 2.Understands how people's changing perceptions of geographic features have led to changes in human societies (e.g., the effects of religion on world economic development patterns, cultural conflict, social integration, resource use; the effects of technology on human control over nature, such as large-scale agriculture in Ukraine and northern China, strip-mining in Russia, and center-pivot irrigation in the southwestern United States)
    Knowledge/skill statements
     1.Understands the effects of religion on world economic development patterns
     2.Understands the effects of religion on cultural conflict
     3.Understands the effects of religion on social integration
     4.Understands the effects of religion on resource use
     5.Understands the effects of technology on human control over nature, such as large-scale agriculture in Ukraine and northern China
     6.Understands the effects of technology on human control over nature, such as strip-mining in Russia
     7.Understands the effects of technology on human control over nature, such as center-pivot irrigation in the southwestern United States
 Standard 18.  Understands global development and environmental issues
  Level II (Grade 3-5)
   Benchmark 3.Knows how differences in perception affect people's interpretations of the world (e.g., how different groups of people perceive the same place, environment, or event; how children raised in different societies have different views regarding personal life, education, and aspirations)
    Knowledge/skill statements
     1.Knows how different groups of people perceive the same place
     2.Knows how different groups of people perceive the same environment
     3.Knows how different groups of people perceive the same event
     4.Knows how children raised in different societies have different views regarding personal life
     5.Knows how children raised in different societies have different views regarding personal education
     6.Knows how children raised in different societies have different views regarding personal aspirations