CITIZENSHIP STRAND III:
WORLD INTERACTIONS
The World Interactions strand focuses on the student’s understanding and use of maps, charts, and graphs. Items present information in a variety of forms for students to analyze and interpret.
(a) apply latitude and longitude to locate points on maps and globes,
(b) distinguish between relevant and irrelevant information on a map for a specific task.Citizens interpret information on maps for a variety of purposes. This outcome focuses on the use of maps.
Items for 8a require students to make use of latitude and longitude. The items could ask students to locate bodies of water or land areas on a map. Items for 8b could ask students to identify what parts or features of a map (e.g., title, index, key) are needed to supply necessary information for some purpose. The students could also be asked to explain how to use different parts or features of a map to accomplish a given task.
9. Interpret and analyze maps, charts, or graphs to formulate geographic ideas:
(a) utilize time zones to compute differences in time and to describe their impact on human activities,
(b) determine and explain relationships among resources, economic activities, and population distribution.Maps, charts, and graphs are increasingly used by the media to convey information. Citizens need to be able to understand information that is presented in a variety of formats.
Items for 9a require the student to use the world’s 24 time zones to understand concerns involving worldwide travel and communication. Students could be asked to calculate the difference in time across time zones. Students could also be asked to determine how time zones impact planning for travel, sending a FAX, or another similar situation.
Items for 9b use maps, charts, or graphs to illustrate climatic regions, resource distribution, population data, cultural patterns, and other types of information. Students will be provided with information to interpret. They could be asked to identify a relationship that exists based on the information provided. Students could also be asked to interpret a relationship between any of the factors portrayed on maps, charts, or graphs.
10. Use maps of North America or the world to identify physical and cultural regions and to show relationships among regions.
This learner outcome examines physical and cultural regions of the world. A physical region is an area characterized by common natural features of the Earth’s surface which give a measure of unity and make it different from surrounding areas (e.g., a coastal plain or desert). A cultural region is an area characterized by common human features or traits which give a measure of unity and make it different from surrounding areas (e.g., a political unit or land use area).
Students could be asked to identify regions using a map key. They could be asked to use information to describe the characteristics that define a region. Students could also be asked to identify or explain the connections that exist between different types of regions (physical and/or cultural).
11. Examine instances of contact between people of different regions of the world and determine the reasons for these contacts.
Increasingly, people from various countries interact with one another because of such factors as trade, politics, religion, and tourism. Items for this outcome ask students to analyze examples of contacts among various groups, societies, and nations. Students could be asked to identify or explain the reasons for contacts between peoples of the world.
Phone: 330-945-5600, Fax: 330-945-6222