CITIZENSHIP STRAND III:
WORLD INTERACTIONS
Items in the World Interactions strand ask questions that refer to maps and to the meaning of location on the Earth. Maps of the world use the Robinson or other equal-area projection. All maps are clear, have necessary information, and avoid extraneous details.
(a) identifying various major reference points on the Earth;
(b) locating major landforms and bodies of water; or
(c) using a number/letter grid system to locate places on a map, a map key to understand map symbols, a linear scale to measure distances on a map, and a direction indicator.Students need to utilize a variety of basic map skills. Identification and interpretation of information on maps are important capabilities for citizens.
Items for 7a require students to identify major reference points or lines on the Earth. They use maps of hemispheres or the world to show the continents and oceans. The items could ask students to locate any of several major reference points or lines, including the North and South Poles, the Equator, the Prime Meridian, and the Arctic and Antarctic Circles.
Items for 7b use maps to show Ohio, the United States, or the world. They include major land masses and water bodies. On maps of Ohio, students should be able to locate or identify Lake Erie and the Ohio River. On maps of the United States, students should be able to locate or identify the Great Lakes, Mississippi River, Appalachian Mountains, and Rocky Mountains. On maps of the world, students should be able to locate or identify the continents and oceans.
Items for 7c require students to do one of several things. Some maps could include a number/letter grid system. Students could be asked to locate a particular grid block and identify what is located within that grid block or to identify the grid block containing a specific location. Some items could refer to a map key and ask students to interpret or use a particular symbol on a map. Other items could ask students to use a map scale to estimate distance. Items could use a direction indicator to ask students the direction one point is from another or what is located in a particular direction from a given point.
8. Use maps and diagrams as a source of information to:
(a) recognize continents by their outlines and major physical features;
(b) recognize characteristics of major landforms and bodies of water;
(c) describe physical differences between places; or
(d) explain the influence of the natural environment on the settlement of Ohio and on changes In population patterns, transportation, and land use.This learning outcome focuses on the association of maps as sources of information with actual physical and human features or activities on the Earth’s surfaces. It also calls for identification and interpretation of information found on maps and diagrams.
Items for 8a require students to examine maps that show outlines of the continents. The maps could contain representations of major physical features such as mountain ranges, rivers, seas, and lakes. Students could be asked to identify which continent they are being shown or to select a map showing a given continent.
Items for 8b use maps or diagrams to show the unique characteristics of various landforms and bodies of water. Students could be asked to identify a specific landform or body of water. Students could be asked to identify a particular characteristic of the given landform or body of water (e.g., elevation, shape, direction). Major landforms include mountains, hills, plateaus, valleys, and plains. Major bodies of water include rivers, lakes, and oceans.
Students need to examine maps or diagrams and use map keys to address items for 8c. They could be asked to indicate a physical feature that is unique to a particular area. They could also be asked to indicate how physical features differ from place to place.
Items for 8d use maps or documents to illustrate how climate and terrain have affected population patterns, transportation routes, or land use in Ohio and other states. Students could be given an example of climate or terrain and asked to indicate the effect of those conditions on some activity. Students could be given an example of an activity affected by climate or terrain and asked what aspects of climate or terrain have affected change.
9. Identify or describe the location of Ohio in relation to other states, to regions of the United States, and to major physical features of North America.
This learning outcome focuses on students’ understanding of relative location. The use of appropriate maps should enable students to draw conclusions about the location of Ohio.
Students could be asked what direction Ohio is from a given state, region, or physical feature identified on a map. Students could be asked to indicate what direction a given state, region, or physical feature is from Ohio. Students could be asked to determine which state, region, or physical feature is closest to or farthest from Ohio. Students could also be asked to indicate states, regions, or physical features along a line between two locations.
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