Standards Database Logo
Home | Browse | Search | Purpose | History | Process | Acknowledgment| Reference

 


 


Topic: Impact of society on the environment 

World History

 Standard 10.  Understands how early agrarian civilizations arose in Mesoamerica
  Level III (Grade 7-8)
   Benchmark 2.Understands characteristics of Olmec agriculture (e.g., the social and environmental impacts, and the methods of Olmec agriculture; how farming in Mesoamerica differed from that of other agrarian societies in the ancient world)
    Knowledge/skill statements
     1.Understands the social impacts of Olmec agriculture
     2.Understands the environmental impacts of Olmec agriculture
     3.Knows the methods of Olmec agriculture
     4.Understands how farming in Mesoamerica differed from that of other agrarian societies in the ancient world
 Standard 26.  Understands how the transoceanic interlinking of all major regions of the world between 1450 and 1600 led to global transformations
  Level II (Grade 5-6)
   Benchmark 5.Understands the cultural and biological exchange between the Americas and Afro-Eurasia in the late 15th and 16th centuries (e.g., the exchange of animals between the Americas and Afro-Eurasia; how the exchange of plants between the Americas and other countries affected societies and commerce; the roots of "cowboy" culture in the Americas)
    Knowledge/skill statements
     1.Understands the cultural exchange between the Americas and Afro Eurasia in the late 15th and 16th centuries
     2.Understands the biological exchange between the Americas and Afro Eurasia in the late 15th and 16th centuries
     3.Understands the exchange of animals between the Americas and Afro Eurasia
     4.Understands how the exchange of plants between the Americas and other countries affected societies and commerce
     5.Understands the roots of "cowboy" culture in the Americas
 Standard 36.  Understands patterns of global change in the era of Western military and economic dominance from 1800 to 1914
  Level IV (Grade 9-12)
   Benchmark 2.Understands influences on and consequences of European immigration and settlement (e.g., how European settlements affected the politics and economy of the local regions, as well as resources, labor, the flow of goods, and markets; the diverse motivations behind resettlement for specific groups of immigrants; the impact of new immigrants upon the environment and indigenous populations of Australia; how substantial European immigration in the 19th century had economic consequences for cities in the United States)
    Knowledge/skill statements
     1.Understands influences on European immigration and settlement
     2.Understands the consequences of European immigration and settlement
     3.Understands how European settlements affected the politics and economy of the local regions, as well as resources, labor, the flow of goods, and markets
     4.Knows the diverse motivations behind resettlement for specific groups of immigrants
     5.Understands the impact of new immigrants upon the environment and indigenous populations of Australia
     6.Understands how substantial European immigration in the 19th century had economic consequences for cities in the United States
 Standard 44.  Understands the search for community, stability, and peace in an interdependent world
  Level II (Grade 5-6)
   Benchmark 1.Understands global influences on the environment (e.g., how population growth, urbanization, industrialization, warfare, and the global market economy have contributed to environmental alterations; how effective governments and citizens' groups have been at protecting the global natural environment)
    Knowledge/skill statements
     1.Understands how population growth has contributed to environmental alterations
     2.Understands how urbanization has contributed to environmental alterations
     3.Understands how industrialization has contributed to environmental alterations
     4.Understands how warfare has contributed to environmental alterations
     5.Understands how the global market economy has contributed to environmental alterations
     6.Understands how effective governments and citizens’ groups have been at protecting the global natural environment
  Level IV (Grade 9-12)
   Benchmark 7.Understands the impact of population pressure, poverty, and environmental degradation on the breakdown of state authority in various countries in the 1980s and 1990s, and international reaction to the deterioration of these states
    Knowledge/skill statements
     1.Understands the impact of population pressure on the breakdown of state authority in various countries in the 1980s and 1990s
     2.Understands the impact of poverty on the breakdown of state authority in various countries in the 1980s and 1990s
     3.Understands the impact of environmental degradation on the breakdown of state authority in various countries in the 1980s and 1990s
     5.Understands international reaction to the deterioration of state authorities in the 1980s and 1990s
 Standard 46.  Understands long-term changes and recurring patterns in world history
  Level II (Grade 5-6)
   Benchmark 5.Understands ways in which human action has contributed to long-term changes in the natural environment in particular regions or worldwide
    Knowledge/skill statements
     1.Understands ways in which human action has contributed to long term changes in the natural environment in particular regions

Geography

 Standard 4.  Understands the physical and human characteristics of place
  Level II (Grade 3-5)
   Benchmark 1.Knows how the characteristics of places are shaped by physical and human processes (e.g., effects of agriculture on changing land use and vegetation; effects of settlement on the building of roads; relationship of population distribution to land forms, climate, vegetation, or resources)
    Knowledge/skill statements
     2.Knows how the characteristics of places are shaped by human processes
     3.Knows the effects of agriculture on changing land use
     4.Knows the effects of agriculture on vegetation
     5.Knows the effects of human settlement on the building of roads
  Level III (Grade 6-8)
   Benchmark 4.Knows the causes and effects of changes in a place over time (e.g., physical changes such as forest cover, water distribution, temperature fluctuations; human changes such as urban growth, the clearing of forests, development of transportation systems)
    Knowledge/skill statements
     2.Knows human changes that can occur in a place over time
     6.Knows that urban growth changes a place over time
     7.Knows that forest clearing changes a place over time
     8.Knows that the development of transportation systems changes a place over time
 Standard 8.  Understands the characteristics of ecosystems on Earth's surface
  Level II (Grade 3-5)
   Benchmark 2.Knows ways in which humans can change ecosystems (e.g., clearing forests, widening channels of waterways, draining wetlands, wetting or suppressing fires)
    Knowledge/skill statements
     1.Knows that humans can change ecosystems by clearing forests
     2.Knows that humans can change ecosystems by widening channels of waterways
     3.Knows that humans can change ecosystems by draining wetlands
     4.Knows that humans can change ecosystems by wetting or suppressing fires
  Level III (Grade 6-8)
   Benchmark 4.Knows changes that have occurred over time in ecosystems in the local region (e.g., natural wetlands on a flood plain being replaced by farms, farmlands on a flood plain being replaced by housing developments)
    Knowledge/skill statements
     1.Knows instances of natural wetlands on a floodplain being replaced by farms
     2.Knows instances of farmlands on a floodplain being replaced by housing developments
   Benchmark 5.Knows the potential impact of human activities within a given ecosystem on the carbon, nitrogen, and oxygen cycles (e.g., the role of air pollution in atmospheric warming or the growing of peas and other legumes, which supply their own nitrogen and do not deplete the soil)
    Knowledge/skill statements
     1.Knows the potential impact of human activities on the carbon cycle within a given ecosystem
     2.Knows the potential impact of human activities on the nitrogen cycle within a given ecosystem
     3.Knows the potential impact of human activities on the oxygen cycle within a given ecosystem
     4.Understands the role of air pollution in atmospheric warming
     5.Knows that peas and other legumes supply their own nitrogen and do not deplete the soil
  Level IV (Grade 9-12)
   Benchmark 4.Knows the effects of both physical and human changes in ecosystems (e.g., the disruption of energy flows and chemical cycles and the reduction of species diversity, how acid rain resulting from air pollution affects water bodies and forests and how depletion of the atmosphere's ozone layer through the use of chemicals may affect the health of humans)
    Knowledge/skill statements
     2.Knows the effects of human changes in ecosystems
     5.Knows how acid rain, resulting from air pollution, affects bodies of water
     6.Knows how acid rain, resulting from air pollution, affects the forests
     7.Knows how the depletion of the atmosphere’s ozone layer, through the use of chemicals, may affect the health of humans
 Standard 9.  Understands the nature, distribution and migration of human populations on Earth's surface
  Level IV (Grade 9-12)
   Benchmark 4.Understands the impact of human migration on physical and human systems (e.g., the impact of European settlers on the High Plains of North America in the nineteenth century, impact of rural-to-urban migration on suburban development and the resulting lack of adequate housing and stress on infrastructure, effects of population gains or losses on socioeconomic conditions)
    Knowledge/skill statements
     2.Understands the impact of human migration on physical systems
     3.Understands the impact of European settlers on the High Plains of North America in the nineteenth century
 Standard 14.  Understands how human actions modify the physical environment
  Level II (Grade 3-5)
   Benchmark 1.Knows the ways people alter the physical environment (e.g., by creating irrigation projects; clearing the land to make room for houses and shopping centers; planting crops; building roads)
    Knowledge/skill statements
     1.Knows that people alter the physical environment by creating irrigation projects
     2.Knows that people alter the physical environment by clearing the land to make room for houses and shopping centers
     3.Knows that people alter the physical environment by planting crops
     4.Knows that people alter the physical environment by creating building roads
   Benchmark 2.Knows the ways in which the physical environment is stressed by human activities (e.g., changes in climate, air pollution, water pollution, expanding human settlement)
    Knowledge/skill statements
     1.Knows that the physical environment is stressed by changes in climate
     2.Knows that the physical environment is stressed by air pollution
     3.Knows that the physical environment is stressed by water pollution
     4.Knows that the physical environment is stressed by human settlement
   Benchmark 3.Knows how human activities have increased the ability of the physical environment to support human life in the local community, state, United States, and other countries (e.g., use of irrigation and dry-land farming techniques to improve crop yields, reforestation to prevent erosion, flood-control projects to make land habitable)
    Knowledge/skill statements
     1.Knows how human activities have increased the ability of the physical environment to support human life in the local community
     2.Knows how human activities have increased the ability of the physical environment to support human life in the state
     3.Knows how human activities have increased the ability of the physical environment to support human life in the United States
     4.Knows how human activities have increased the ability of the physical environment to support human life in other countries
     5.Knows that use of irrigation and dry-land farming techniques to improve crop yields has increased the ability of the physical environment to support human life
     6.Knows that reforestation to prevent erosion has increased the ability of the physical environment to support human life
     7.Knows that flood-control projects to make land habitable has increased the ability of the physical environment to support human life
  Level III (Grade 6-8)
   Benchmark 1.Understands the environmental consequences of people changing the physical environment (e.g., the effects of ozone depletion, climate change, deforestation, land degradation, soil salinization and acidification, ocean pollution, groundwater-quality decline, using natural wetlands for recreational and housing development)
    Knowledge/skill statements
     1.Understands that ozone depletion is an environmental consequences of people changing the physical environment
     2.Understands that climate change is an environmental consequences of people changing the physical environment
     3.Understands that deforestation is an environmental consequences of people changing the physical environment
     4.Understands that land degradation is an environmental consequences of people changing the physical environment
     5.Understands that soil salinization is an environmental consequences of people changing the physical environment
     6.Understands that soil acidification is an environmental consequences of people changing the physical environment
     7.Understands that ocean pollution is an environmental consequences of people changing the physical environment
     8.Understands that the decline of groundwater quality is an environmental consequences of people changing the physical environment
     9.Understands the environmental consequences of using natural wetlands for recreational and housing development
   Benchmark 2.Understands the ways in which human-induced changes in the physical environment in one place can cause changes in other places (e.g., the effect of a factory's airborne emissions on air quality in communities located downwind and, because of acid rain, on ecosystems located downwind; the effects of pesticides washed into river systems on water quality in communities located downstream; the effects of the construction of dams and levees on river systems in one region on places downstream)
    Knowledge/skill statements
     1.Understands the effect of a factory’s airborne emissions on air quality in communities located downwind
     2.Understands the effect of a factory’s airborne emissions on air quality on ecosystems located downwind, because of acid rain
     3.Understands the effects of pesticides washed into river systems on water quality in communities located downstream
     4.Understands the effects of the construction of dams and levees on river systems in one region on places downstream
   Benchmark 3.Understands the ways in which technology influences the human capacity to modify the physical environment (e.g., effects of the introduction of fire, steam power, diesel machinery, electricity, work animals, explosives, chemical fertilizers and pesticides, hybridization of crops)
    Knowledge/skill statements
     1.Understands how the human capacity to modify the physical environment has been affected by the introduction of work animals
     2.Understands how the human capacity to modify the physical environment has been affected by the introduction of steam power
     3.Understands how the human capacity to modify the physical environment has been affected by the introduction of diesel machinery
     4.Understands how the human capacity to modify the physical environment has been affected by the introduction of electricity
     5.Understands how the human capacity to modify the physical environment has been affected by the introduction of fire
     6.Understands how the human capacity to modify the physical environment has been affected by the introduction of explosives
     7.Understands how the human capacity to modify the physical environment has been affected by the introduction of chemical fertilizers and pesticides
     8.Understands how the human capacity to modify the physical environment has been affected by the introduction of crop hybridization
   Benchmark 4.Understands the environmental consequences of both the unintended and intended outcomes of major technological changes in human history (e.g., the effects of automobiles using fossil fuels, nuclear power plants creating the problem of nuclear-waste storage, the use of steel-tipped plows or the expansion of the amount of land brought into agriculture)
    Knowledge/skill statements
     1.Understands the environmental consequences of the unintended outcomes of major technological changes in human history
     2.Understands the environmental consequences of the intended outcomes of major technological changes in human history
     3.Understands the environmental consequences of automobiles using fossil fuels
     4.Understands the environmental consequences of nuclear power plants creating the problem of nuclear-waste storage
     5.Understands the environmental consequences of the use of steel-tipped plows
     6.Understands the environmental consequences of the expansion of the amount of land brought into agriculture
  Level IV (Grade 9-12)
   Benchmark 1.Understands how the concepts of synergy, feedback loops, carrying capacity and thresholds relate to the limitations of the physical environment to absorb the impacts of human activity (e.g., levee construction on a flood plain, logging in an old-growth forest, construction of golf courses in arid areas)
    Knowledge/skill statements
     1.Understands how the concept of synergy relates to the limitations of the physical environment to absorb the impacts of human activity
     2.Understands how the concept of feedback loops relates to the limitations of the physical environment to absorb the impacts of human activity
     3.Understands how the concept of carrying capacity relates to the limitations of the physical environment to absorb the impacts of human activity
     4.Understands how the concept of thresholds relates to the limitations of the physical environment to absorb the impacts of human activity
     5.Understands how the concepts of synergy, feedback loops, carrying capacity, and thresholds relate to the limitations of the physical environment to absorb the impact of levee construction on a flood plain
     6.Understands how the concepts of synergy, feedback loops, carrying capacity, and thresholds relate to the limitations of the physical environment to absorb the impact of logging in an old-growth forest
     7.Understands how the concepts of synergy, feedback loops, carrying capacity and thresholds relate to the limitations of the physical environment to absorb the impact of construction of golf courses in arid areas
   Benchmark 2.Understands the role of humans in decreasing the diversity of flora and fauna in a region (e.g., the impact of acid rain on rivers and forests in southern Ontario, the effects of toxic dumping on ocean ecosystems, the effects of overfishing along the coast of northeastern North America or the Philippine archipelago)
    Knowledge/skill statements
     1.Understands the role of humans in decreasing the diversity of flora in a region
     2.Understands the role of humans in decreasing the diversity of fauna in a region
     3.Understands the impact of acid rain on rivers and forests in southern Ontario
     4.Understands how toxic dumping affects ocean ecosystems
     5.Understands the effects of overfishing along the coast of northeastern North America
     6.Understands the effects of overfishing on the Philippine archipelago
   Benchmark 3.Understands the global impacts of human changes in the physical environment (e.g., increases in runoff and sediment, tropical soil degradation, habitat destruction, air pollution; alterations in the hydrologic cycle; increases in world temperatures; groundwater reduction)
    Knowledge/skill statements
     1.Understands the increase in runoff and sediment as a global impact of human changes in the physical environment
     2.Understands tropical soil degradation as a global impact of human changes in the physical environment
     3.Understands habitat destruction as a global impact of human changes in the physical environment
     4.Understands air pollution as a global impact of human changes in the physical environment
     5.Understands alterations in the hydrologic cycle as a global impact of human changes in the physical environment
     6.Understands increases in world temperatures as a global impact of human changes in the physical environment
     7.Understands groundwater reduction as a global impact of human changes in the physical environment
   Benchmark 4.Knows how people's changing attitudes toward the environment have led to landscape changes (e.g., pressure to replace farmlands with wetlands in flood plain areas, interest in preserving wilderness areas, support for the concept of historic preservation)
    Knowledge/skill statements
     1.Knows that people’s changing attitudes toward the environment has resulted in pressure to replace farmlands with wetlands in flood plain areas
     2.Knows that people’s changing attitudes toward the environment has resulted in interest in preserving wilderness areas
     3.Knows that people’s changing attitudes toward the environment has resulted in support for the concept of historic preservation
 Standard 15.  Understands how physical systems affect human systems
  Level III (Grade 6-8)
   Benchmark 4.Understands relationships between population density and environmental quality (e.g., resource distribution, rainfall, temperature, soil fertility, land form relief, carrying capacity)
    Knowledge/skill statements
     1.Understands the relationship between population density and resource distribution
     2.Understands the relationship between population density and rainfall
     3.Understands the relationship between population density and temperature changes
     4.Understands the relationship between population density and soil fertility
     5.Understands the relationship between population density and land form relief
     6.Understands the relationship between population density and carrying capacity
  Level IV (Grade 9-12)
   Benchmark 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)
    Knowledge/skill statements
     1.Understands the drought-plagued Sahel as an example of how changes in the physical environment that have reduced the capacity of the environment to support human activity
     2.Understands the depleted rain forests of central Africa as an example of how changes in the physical environment that have reduced the capacity of the environment to support human activity
     3.Understands the Great Plains Dust Bowl as an example of how changes in the physical environment that have reduced the capacity of the environment to support human activity
     4.Understands the impact of the economic exploitation of Siberia’s resources on a fragile sub-Arctic environment
 Standard 18.  Understands global development and environmental issues
  Level II (Grade 3-5)
   Benchmark 4.Knows human-induced changes that are taking place in different regions and the possible future impacts of these changes (e.g., development and conservation issues in terms of the wetland of coastal New Jersey)
    Knowledge/skill statements
     1.Knows human-induced changes that are taking place in different regions
     2.Knows the possible future impacts of human-induced changes that are taking place in different regions
     3.Knows development and conservation issues in terms of the wetlands of coastal New Jersey
  Level III (Grade 6-8)
   Benchmark 1.Understands how the interaction between physical and human systems affects current conditions on Earth (e.g., relationships involved in economic, political, social, and environmental changes; geographic impact of using petroleum, coal, nuclear power, and solar power as major energy sources)
    Knowledge/skill statements
     1.Understands the relationship between physical and human systems involved in economic changes
     2.Understands the relationship between physical and human systems involved in political changes
     3.Understands the relationship between physical and human systems involved in social changes
     4.Understands the relationship between physical and human systems involved in environmental changes
     5.Understands the geographic impact of using petroleum as a major energy source
     6.Understands the geographic impact of using coal as a major energy source
     7.Understands the geographic impact of using nuclear power as a major energy source
     8.Understands the geographic impact of using solar power as a major energy source
   Benchmark 2.Understands the possible impact that present conditions and patterns of consumption, production and population growth might have on the future spatial organization of Earth
    Knowledge/skill statements
     1.Understands the possible impact that present conditions and patterns of consumption might have on the future spatial organization of Earth
     2.Understands the possible impact that present conditions and patterns of production might have on the future spatial organization of Earth
     3.Understands the possible impact that present conditions and patterns of population growth might have on the future spatial organization of Earth
  Level IV (Grade 9-12)
   Benchmark 1.Understands the concept of sustainable development and its effects in a variety of situations (e.g., toward cutting the rain forests in Indonesia in response to a demand for lumber in foreign markets, or mining the rutile sands along the coast of eastern Australia near the Great Barrier Reef)
    Knowledge/skill statements
     3.Understands the effects of sustainable development on cutting the rain forests in Indonesia in response to a demand for lumber in foreign markets
     4.Understands the effects of sustainable development on the mining of rutile sands along the coast of eastern Australia near the Great Barrier Reef

Grades K-4 History

 Standard 3.  Understands the people, events, problems, and ideas that were significant in creating the history of their state
  Level I (Grade K-2)
   Benchmark 2.Knows ways in which early explorers and settlers adapted to, used, and changed the environment of the state or region
    Knowledge/skill statements
     1.Knows characteristics of the environment of the state or region
     2.Knows how early explorers of the state or region adapted to the environment
     3.Knows how early explorers of the state or region used the environment
     4.Knows how early explorers of the state or region changed the environment
     5.Knows how early settlers of the state or region adapted to the environment
     6.Knows how early settlers of the state or region used the environment
     7.Knows how early settlers of the state or region changed the environment

United States History

 Standard 16.  Understands how the rise of corporations, heavy industry, and mechanized farming transformed American society
  Level II (Grade 5-6)
   Benchmark 4.Understands environmental issues of the late 19th century (e.g., environmental costs of pollution and depletion of natural resources; efforts of reformers to control pollution and promote concern for the natural environment)
    Knowledge/skill statements
     1.Understands environmental costs of pollution in the late 19th century
     2.Understands the costs of depletion of natural resources in the late 19th century
     3.Knows about the efforts of reformers to control pollution in the late 19th century
     4.Knows about the efforts of reformers to promote concern for the natural environment in the late 19th century
  Level III (Grade 7-8)
   Benchmark 5.Understands various influences on the scenic and urban environment (e.g., how rapid industrialization, extractive mining techniques, and the "gridiron pattern" of urban growth influenced the city and countryside; environmentalism and the conservation movement in the late 19th century)
    Knowledge/skill statements
     1.Understands various influences on the scenic environment
     2.Understands various influences on the urban environment
     3.Understands how rapid industrialization influenced the city
     4.Understands how rapid industrialization influenced the countryside
     5.Understands how extractive mining techniques influenced the city
     6.Understands how extractive mining techniques influenced the countryside
     7.Understands how the "gridiron pattern" of urban growth influenced the city
     8.Understands how the "gridiron pattern" of urban growth influenced the countryside
     9.Understands environmentalism in the late 19th century
     10.Understands the conservation movement in the late 19th century
  Level IV (Grade 9-12)
   Benchmark 4.Understands the factors leading to the conservation movement of the late 19th century (e.g., how emphasis on staple crop production, strip mining, lumbering, ranching, and destruction of western buffalo herds led to massive environmental damage)
    Knowledge/skill statements
     1.Understands how emphasis on staple crop production led to massive environmental damage in the late 19th century
     2.Understands how emphasis on strip mining led to massive environmental damage in the late 19th century
     3.Understands how lumbering led to massive environmental damage in the late 19th century
     4.Understands how ranching led to massive environmental damage in the late 19th century
     5.Understands how the destruction of western buffalo herds led to massive environmental damage in the late 19th century
   Benchmark 5.Understands how rapid increase in population and industrial growth in urban areas influenced the environment (e.g., inefficient urban garbage collection and sewage disposal, how city leaders and residents coped with environmental problems in the city)
    Knowledge/skill statements
     1.Understands how rapid increase in population in urban areas influenced the environment
     2.Understands how industrial growth in urban areas influenced the environment
     3.Understands how inefficient urban garbage collection influenced the environment
     4.Understands how inefficient sewage disposal in urban areas influenced the environment
     5.Understands how city leaders coped with environmental problems in the city
     6.Understands how city residents coped with environmental problems in the city
 Standard 24.  Understands how the New Deal addressed the Great Depression, transformed American federalism, and initiated the welfare state
  Level III (Grade 7-8)
   Benchmark 1.Understands renewed efforts to protect the environment during the Great Depression and their success in places such as the Dust Bowl and the Tennessee Valley
    Knowledge/skill statements
     1.Understands renewed efforts to protect the environment during the Great Depression
     2.Understands the success of renewed efforts to protect the environment in the Dust Bowl
     3.Understands the success of renewed efforts to protect the environment in the Tennessee Valley