NATIONAL GEOGRAPHY STANDARDs
GEOGRAPHY
STANDARD 1
How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information.
The geographically informed person must use maps and other geographic representations, geospatial technologies, and spatial thinking to acquire, understand, and communicate information. Knowing how to identify, access, evaluate, and use appropriate geographic representations will ensure college and career readiness for students. Students will have an array of powerful problem-solving and decision-making skills for use in both their educational pursuits and their adult years.
Thinking about the world in spatial terms (spatial thinking) allows students to describe and analyze the spatial patterns and organization of people, places, and environments on Earth. Spatial thinking skills are essential in processing geospatial data. Geospatial data link physical and human attributes of points or places on Earth’s surface (such as roads, other built features, and rivers) and can be compiled, organized, stored, manipulated, and represented in many ways. Maps are graphic representations of selected aspects of Earth’s surface and are still a key geographic mode of representation. Globes, graphs, diagrams, and aerial and satellite images (remote sensing) also allow us to visualize spatial patterns on Earth. No single representation, however, can show everything, and the features depicted on each representation are selected to fit a particular purpose.
Geospatial technologies such as geographic information systems (GIS), remote sensing (RS), and global positioning systems (GPS), as well as Internet-based mapping sites such as digital globes and geospatial visualizations, allow us to analyze and represent geospatial data in powerful ways.
At all grade levels, students need practice and experiences in how to collect and display information (data) on maps, graphs, and diagrams. They must understand what a map is and what it can—and cannot—do. They need to be able to read and interpret maps and other geographic representations. And finally, students must know how to make maps, from hand-drawn sketch maps to more complex representations using a range of appropriate technologies.
By learning to think spatially, students can understand such basic concepts as scale, alternative map projections that show Earth from different perspectives, and the relationships between spatial processes and spatial patterns. By understanding these themes, students will be equipped with tools that provide important problem-solving and decision-making skills in geography and across the entire K-12 curriculum.
Student Knowledge and Comprehension at Each Grade Level
4th Grade
1. Properties and functions of geographic representations—such as maps, globes, graphs, diagrams, aerial and other photographs, remotely sensed images, and geographic visualization
Therefore, the student is able to:
A. Identify and describe the properties (position and orientation, symbols, scale, perspective, coordinate systems) and functions of geographic representations, as exemplified by being able to
- Identify and describe the properties of a variety of maps and globes (e.g., title, legend, cardinal and intermediate directions, scale, symbols, grid, principal parallels, meridians) and purposes (wayfinding, reference, thematic).
- Identify and describe the functions of a variety of geographic representations.
- Identify and describe the properties and functions of maps students collect from magazines, news articles, and tourist brochures.
B. Describe how properties of geographic representations determine the purposes they can be used for, as exemplified by being able to
- Identify the maps or types of maps most appropriate for specific purposes, (e.g., to locate physical and/or human features, to determine the shortest route from one town to another town, to compare the number of people living at two or more locations).
- Describe how a variety of geographic representations (maps, globes, graphs, diagrams, aerial and other photographs, GPS) are used to communicate different types of information.
- Describe how maps are created for a specific purpose (e.g., school fire-drill map, the route from home to school, classroom map of learning center materials).
2. Geospatial data are connected to locations on Earth’s surface
Therefore, the student is able to:
A. Identify examples of geospatial data, as exemplified by being able to
- Identify landmarks on the school grounds and describe their size, shape, and location.
- Identify the spatial location of each student’s assigned seat in the classroom.
- Identify the locations and types of trees in the neighborhood of the school.
B. Construct maps and graphs to display geospatial data, as exemplified by being able to
- Construct a map that displays geospatial data using symbols explained in a key (e.g., a sketch map to illustrate a narrative story, a map of cars in the school parking lot showing type and color, a classroom map showing different types of tables, desks, and chairs).
- Describe the results of a survey of classmates about a geographic question concerning their school (e.g., where to add another swing set, where to add a cover over existing playground equipment, where to place more drinking fountains) using graphs and maps.
- Construct a map of the United States using symbols to show quantities by state (e.g., population, professional sports teams, mountain peaks over a certain elevation).
3. Geospatial technologies—Internet-based mapping applications, GIS, GPS, geovisualization, and remote sensing—display geospatial data
Therefore, the student is able to:
A. Compare how different geospatial technologies are used to display geospatial data, as exemplified by being able to
- Identify and describe the types of information communicated by different Internet-based mapping technologies.
- Describe and analyze the similarities and differences among the results from different online navigation systems.
- Compare the similarities and differences of information presented in online road maps, satellite images, or street-view data.
4. The interpretation of geographic representations
Therefore, the student is able to:
A. Describe and analyze the ways in which geographic representations communicate geospatial information, as exemplified by being able to
- Describe the purpose and components of a typical map key or legend.
- Describe and analyze the similarities and differences in information displayed at different scales.
- Analyze the different ways of symbolizing geospatial data (e.g., graduated circles, cartograms, choropleth versus isopleth maps).
8th Grade
1. Properties and functions of geographic representations—such as maps, globes, graphs, diagrams, aerial and other photographs, remotely sensed images, and geographic visualization
Therefore, the student is able to:
A. Identify and describe the properties (position and orientation, symbols, scale, perspective, coordinate systems) and functions of geographic representations, as exemplified by being able to
- Identify and describe the properties of a variety of maps and globes (e.g., title, legend, cardinal and intermediate directions, scale, symbols, grid, principal parallels, meridians) and purposes (wayfinding, reference, thematic).
- Identify and describe the functions of a variety of geographic representations.
- Identify and describe the properties and functions of maps students collect from magazines, news articles, and tourist brochures.
B. Describe how properties of geographic representations determine the purposes they can be used for, as exemplified by being able to
- Identify the maps or types of maps most appropriate for specific purposes, (e.g., to locate physical and/or human features, to determine the shortest route from one town to another town, to compare the number of people living at two or more locations).
- Describe how a variety of geographic representations (maps, globes, graphs, diagrams, aerial and other photographs, GPS) are used to communicate different types of information.
- Describe how maps are created for a specific purpose (e.g., school fire-drill map, the route from home to school, classroom map of learning center materials).
2. Geospatial data are connected to locations on Earth’s surface
Therefore, the student is able to:
A. Identify examples of geospatial data, as exemplified by being able to
- Identify landmarks on the school grounds and describe their size, shape, and location.
- Identify the spatial location of each student’s assigned seat in the classroom.
- Identify the locations and types of trees in the neighborhood of the school.
B. Construct maps and graphs to display geospatial data, as exemplified by being able to
- Construct a map that displays geospatial data using symbols explained in a key (e.g., a sketch map to illustrate a narrative story, a map of cars in the school parking lot showing type and color, a classroom map showing different types of tables, desks, and chairs).
- Describe the results of a survey of classmates about a geographic question concerning their school (e.g., where to add another swing set, where to add a cover over existing playground equipment, where to place more drinking fountains) using graphs and maps.
- Construct a map of the United States using symbols to show quantities by state (e.g., population, professional sports teams, mountain peaks over a certain elevation).
3. Geospatial technologies—Internet-based mapping applications, GIS, GPS, geovisualization, and remote sensing—display geospatial data
Therefore, the student is able to:
A. Compare how different geospatial technologies are used to display geospatial data, as exemplified by being able to
- Identify and describe the types of information communicated by different Internet-based mapping technologies.
- Describe and analyze the similarities and differences among the results from different online navigation systems.
- Compare the similarities and differences of information presented in online road maps, satellite images, or street-view data.
4. The interpretation of geographic representations
Therefore, the student is able to:
A. Describe and analyze the ways in which geographic representations communicate geospatial information, as exemplified by being able to
- Describe the purpose and components of a typical map key or legend.
- Describe and analyze the similarities and differences in information displayed at different scales.
- Analyze the different ways of symbolizing geospatial data (e.g., graduated circles, cartograms, choropleth versus isopleth maps).
12th Grade
1. Properties and functions of geographic representations—such as maps, globes, graphs, diagrams, aerial and other photographs, remotely sensed images, and geographic visualization
Therefore, the student is able to:
A. Identify and describe the properties (position and orientation, symbols, scale, perspective, coordinate systems) and functions of geographic representations, as exemplified by being able to
- Identify and describe the properties of a variety of maps and globes (e.g., title, legend, cardinal and intermediate directions, scale, symbols, grid, principal parallels, meridians) and purposes (wayfinding, reference, thematic).
- Identify and describe the functions of a variety of geographic representations.
- Identify and describe the properties and functions of maps students collect from magazines, news articles, and tourist brochures.
B. Describe how properties of geographic representations determine the purposes they can be used for, as exemplified by being able to
- Identify the maps or types of maps most appropriate for specific purposes, (e.g., to locate physical and/or human features, to determine the shortest route from one town to another town, to compare the number of people living at two or more locations).
- Describe how a variety of geographic representations (maps, globes, graphs, diagrams, aerial and other photographs, GPS) are used to communicate different types of information.
- Describe how maps are created for a specific purpose (e.g., school fire-drill map, the route from home to school, classroom map of learning center materials).
2. Geospatial data are connected to locations on Earth’s surface
Therefore, the student is able to:
A. Identify examples of geospatial data, as exemplified by being able to
- Identify landmarks on the school grounds and describe their size, shape, and location.
- Identify the spatial location of each student’s assigned seat in the classroom.
- Identify the locations and types of trees in the neighborhood of the school.
B. Construct maps and graphs to display geospatial data, as exemplified by being able to
- Construct a map that displays geospatial data using symbols explained in a key (e.g., a sketch map to illustrate a narrative story, a map of cars in the school parking lot showing type and color, a classroom map showing different types of tables, desks, and chairs).
- Describe the results of a survey of classmates about a geographic question concerning their school (e.g., where to add another swing set, where to add a cover over existing playground equipment, where to place more drinking fountains) using graphs and maps.
- Construct a map of the United States using symbols to show quantities by state (e.g., population, professional sports teams, mountain peaks over a certain elevation).
3. Geospatial technologies—Internet-based mapping applications, GIS, GPS, geovisualization, and remote sensing—display geospatial data
Therefore, the student is able to:
A. Compare how different geospatial technologies are used to display geospatial data, as exemplified by being able to
- Identify and describe the types of information communicated by different Internet-based mapping technologies.
- Describe and analyze the similarities and differences among the results from different online navigation systems.
- Compare the similarities and differences of information presented in online road maps, satellite images, or street-view data.
4. The interpretation of geographic representations
Therefore, the student is able to:
A. Describe and analyze the ways in which geographic representations communicate geospatial information, as exemplified by being able to
- Describe the purpose and components of a typical map key or legend.
- Describe and analyze the similarities and differences in information displayed at different scales.
- Analyze the different ways of symbolizing geospatial data (e.g., graduated circles, cartograms, choropleth versus isopleth maps).
CREATED BY
GEOGRAPHY EDUCATION NATIONAL IMPLEMENTATION PROJECT
PHOTOS: TOP IMAGE: JOHN STANMEYER