Grade 4 Social Studies NJSLS Standards

Social studies skills

Personal financial literacy

interpret a supply-and-demand graph using supply-and-demand schedules.

Economics

The student understands the concepts of scarcity and opportunity costs. The student is expected to:

explain why scarcity and choice are basic economic problems faced by every society;

describe how societies answer the basic economic questions: what to produce, how to produce, and for whom to produce;

describe the economic factors of production: land, labor, capital, and entrepreneurship; and

interpret a production-possibilities curve and apply the concepts of opportunity costs and scarcity.

The student understands key components of economic growth. The student is expected to:

analyze how productivity relates to growth;

analyze how technology relates to growth; and

analyze how trade relates to growth.

The student understands the role of money in an economy. The student is expected to:

describe the functions of money;

describe the characteristics of money, including commodity money, fiat money, and representative money; and

analyze the positive and negative aspects of barter, currency, and debit cards.

The student understands the role of the Federal Reserve System in establishing monetary policy. The student is expected to:

explain the structure of the Federal Reserve System;

analyze the three basic tools used to implement U.S. monetary policy, including reserve requirements, the discount rate and the federal funds rate target, and open-market operations;

explain how the actions of the Federal Reserve System affect the nation's money supply; and

describe the current role of the U.S. dollar in trade in the world market and analyze how that has changed over time, in particular since departing from the gold standard in 1971.

The student understands the role that the government plays in the U.S. free enterprise system. The student is expected to:

describe the role of government in the U.S. free enterprise system and the changes in that role over time; and

analyze the costs and benefits of U.S. economic policies, rules, and regulations related to the economic goals of economic growth, stability, full employment, freedom, security, equity (equal opportunity versus equal outcome), and efficiency.

The student understands the economic impact of fiscal policy decisions at the local, state, and national levels. The student is expected to:

identify types of taxes at the local, state, and national levels and the economic importance of each;

explain the categories of revenues and expenditures in the U.S. federal budget; and

analyze the impact of fiscal policy decisions on the economy.

The student understands types of business ownership. The student is expected to:

explain the characteristics of sole proprietorships, partnerships, and corporations; and

analyze the advantages and disadvantages of sole proprietorships, partnerships, and corporations.

The student understands the role of financial markets/institutions in saving, borrowing, and capital formation. The student is expected to:

explain the functions of financial institutions and how they affect households and businesses;

explain how the amount of savings in an economy is the basis of capital formation;

analyze the role of interest and risk in allocating savings to its most productive use; and

examine the types of accounts available to consumers from financial institutions and the risks, monetary costs, and benefits of maintaining these accounts.

The student understands the role of individuals in financial markets. The student is expected to:

develop strategies to become a low-risk borrower by improving and understanding one's personal credit score.

assess ways to be a wise investor in the stock market and in other personal investment options such as developing a personal retirement plan;

explain how to begin a savings program;

demonstrate how to maintain a checking account, including reconciling a bank statement;

identify the types of loans available to consumers;

explain the responsibilities and obligations of borrowing money; and

The student applies critical-thinking skills to analyze the costs and benefits of personal financial decisions. The student is expected to:

examine ways to avoid and eliminate credit card debt;

evaluate the costs and benefits of declaring personal bankruptcy;

evaluate the costs and benefits of buying insurance; and

evaluate the costs and benefits of charitable giving.

The student understands how to provide for basic needs while living within a budget. The student is expected to:

evaluate the costs and benefits of renting a home versus buying a home; and

assess the financial aspects of making the transition from renting to home ownership.

The student understands the interaction of supply, demand, and price. The student is expected to:

understand the effect of changes in price on the quantity demanded and quantity supplied;

identify the non-price determinants that create changes in supply and demand, which result in a new equilibrium price; and

The student understands the various methods available to pay for college and other postsecondary education and training. The student is expected to:

understand how to complete the Free Application for Federal Student Aid (FAFSA) provided by the United States Department of Education;

research and evaluate various scholarship opportunities such as those from state governments, schools, employers, individuals, private companies, nonprofits, and professional organizations;

analyze and compare student grant options;

analyze and compare student loan options, including private and federal loans; and

research and evaluate various work-study program opportunities.

The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:

analyze economic information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

create economic models, including production-possibilities curves, circular-flow charts, and supply-and-demand graphs, to analyze economic concepts or issues;

explain a point of view on an economic issue;

analyze and evaluate a variety of economic information from primary and secondary sources for validity, credibility, accuracy, bias, propaganda, point of view, and frame of reference;

evaluate economic data using charts, tables, graphs, and maps; and

formulate and communicate visually, orally, or in writing a claim supported by evidence and reasoning for an intended audience and purpose.

The student communicates in written, oral, and visual forms. The student is expected to:

use social studies terminology correctly;

create written, oral, and visual presentations of economic information using effective communication skills, including proper citations and avoiding plagiarism; and

apply foundational language skills to engage in civil discourse about economics topics, including those with multiple perspectives.

The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.

The student understands the reasons for international trade and its importance to the United States and the global economy. The student is expected to:

apply the concepts of absolute and comparative advantages;

compare the effects of free trade and trade barriers on economic activities, including the benefits and costs of participating in international trade; and

analyze the effects of changes in exchange rates on imports and exports.

The student understands free enterprise, socialist, and communist economic systems. The student is expected to:

explain the basic characteristics of economic systems, including property rights, incentives, economic freedom, competition, and the role of government;

contrast current and historic examples of the free enterprise system, socialism, and communism using the basic characteristics of economic systems; and

analyze the contributions of various economic philosophers, including Friedrich Hayek, Milton Friedman, John Maynard Keynes, and Adam Smith, and their impact on the U.S. free enterprise system.

The student understands the basic characteristics and benefits of the U.S. free enterprise system. The student is expected to:

explain the benefits of the U.S. free enterprise system, including individual freedom of consumers and producers, variety of goods, responsive prices, investment opportunities, and the creation of wealth; and

analyze recent changes in the basic characteristics, including private property, incentives, economic freedom, competition, and the limited role of government, of the U.S. economy.

The student understands the right to own, use, and dispose of private property. The student is expected to:

analyze the costs and benefits of the purchase, use, or disposal of personal and business property; and

identify and evaluate examples of restrictions that the government places on the use of business and individual property.

The student understands the circular-flow model of the economy. The student is expected to:

interpret the roles of resource owners and firms in a circular-flow model of the economy and provide real-world examples to illustrate elements of the model; and

explain how government actions affect the circular-flow model.

The student understands types of market structures. The student is expected to:

describe characteristics and give examples of pure competition, monopolistic competition, oligopoly, and monopoly; and

identify regulations that apply to the establishment and operation of various types of market structures.

The student understands key economic measurements. The student is expected to:

interpret economic data, including unemployment rate, gross domestic product, gross domestic product per capita as a measure of national wealth, and rate of inflation; and

analyze business cycles using key economic indicators.

The student understands the origins, similarities, and differences of American Indian groups in Texas before European exploration. The student is expected to:

explain the possible origins of American Indian groups in Texas;

identify and compare the ways of life of American Indian groups in Texas before European exploration such as the Lipan Apache, Karankawa, Caddo, and Jumano;

describe the cultural regions in which American Indians lived such as Gulf, Plains, Puebloan, and Southeastern; and

locate American Indian groups remaining in Texas such as the Ysleta Del Sur Pueblo, Alabama-Coushatta, and Kickapoo.

The student understands the characteristics and benefits of the free enterprise system in Texas. The student is expected to:

describe how the free enterprise system works, including supply and demand;

identify examples of the benefits of the free enterprise system such as choice and opportunity; and

describe the development of the free enterprise system in Texas such as the growth of cash crops by early colonists and the railroad boom.

The student understands patterns of work and economic activities in Texas. The student is expected to:

identify how people in different regions of Texas earn their living, past and present;

explain how physical geographic factors such as climate and natural resources have influenced the location of economic activities in Texas;

identify the effects of exploration, immigration, migration, and limited resources on the economic development and growth of Texas; and

explain how developments in transportation and communication have influenced economic activities in Texas.

The student understands how people organized governments in different ways during the early development of Texas. The student is expected to:

compare how various American Indian groups such as the Caddo and the Comanche governed themselves; and

compare characteristics of the Spanish colonial government and the early Mexican governments in Texas.

The student understands important ideas in historical documents of Texas and the United States. The student is expected to:

identify the purposes and explain the importance of the Texas Declaration of Independence and the Texas Constitution;

identify and explain the basic functions of the three branches of government according to the Texas Constitution; and

identify the intent, meaning, and importance of the Declaration of Independence, the U.S. Constitution, and the Bill of Rights (Celebrate Freedom Week).

The student understands important customs, symbols, and celebrations of Texas. The student is expected to:

explain the meaning of various patriotic symbols and landmarks of Texas, including the six flags that flew over Texas, the Alamo, and the San Jacinto Monument;

sing or recite "Texas, Our Texas";

recite and explain the meaning of the Pledge to the Texas Flag; and

describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth.

The student understands the importance of active individual participation in the democratic process. The student is expected to:

identify important individuals who have participated voluntarily in civic affairs at state and local levels such as Adina de Zavala and Clara Driscoll;

explain how individuals can participate voluntarily in civic affairs at state and local levels through activities such as respectfully holding public officials to their word, writing letters, and participating in historic preservation and service projects;

explain the duty of the individual in state and local elections such as being informed and voting;

identify the importance of historical figures and important individuals who modeled active participation in the democratic process such as Sam Houston, Barbara Jordan, Lorenzo de Zavala, Ann Richards, Henry B. González, Wallace Jefferson, and other local individuals;

explain how to contact elected and appointed leaders in state and local governments; and

use voting as a method for group decision making.

The student understands the importance of effective leadership in a constitutional republic. The student is expected to:

identify leaders in state, local, and national governments, including the governor, local members of the Texas Legislature, the local mayor, U.S. senators, local U.S. representatives, and Texans who have been president of the United States; and

identify leadership qualities of state and local leaders, past and present.

The student understands the contributions of people of various racial, ethnic, and religious groups to Texas culture. The student is expected to:

identify customs, celebrations, and traditions of various cultural, regional, and local groups in Texas such as Cinco de Mayo, Oktoberfest, and Fiesta San Antonio; and

summarize the contributions of artists of various racial, ethnic, and religious groups in the development of Texas culture such as Lydia Mendoza, Chelo Silva, and Julius Lorenzo Cobb Bledsoe.

The student understands the impact of science and technology on life in Texas. The student is expected to:

identify famous inventors and scientists such as Gail Borden, Joseph Glidden, Michael DeBakey, and Millie Hughes-Fulford and their contributions; and

describe how scientific discoveries and innovations such as in aerospace, agriculture, energy, and technology have benefited individuals, businesses, and society in Texas.

The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including technology. The student is expected to:

differentiate between, locate, and use valid primary and secondary sources such as technology; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about Texas;

differentiate and compare the information about a specific issue or event provided in primary and secondary sources;

analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;

identify different points of view about an issue, topic, historical event, or current event;

identify the central claim in a primary or secondary source; and

develop and communicate a claim and supporting evidence visually, orally, or in writing related to a social studies topic.

The student understands the causes and effects of European exploration and colonization of Texas. The student is expected to:

summarize motivations for European exploration and settlement of Texas, including economic opportunity, competition, and the desire for expansion;

identify the accomplishments and explain the impact of significant explorers, including Cabeza de Vaca; Francisco Coronado; and René Robert Cavelier, Sieur de la Salle, on the settlement of Texas;

explain when, where, and why the Spanish established settlements and Catholic missions in Texas as well as important individuals;

identify Texas' role in the Mexican War of Independence and the war's impact on the development of Texas; and

identify the accomplishments and explain the economic motivations and impact of significant empresarios, including Stephen F. Austin and Martín de León, on the settlement of Texas.

The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:

apply mapping elements, including grid systems, legends, symbols, scales, and compass roses, to create and interpret maps; and

interpret geographic data, population distribution, and natural resources into a variety of formats such as graphs and maps.

The student communicates in written, oral, and visual forms. The student is expected to:

use social studies terminology correctly;

incorporate main and supporting ideas in verbal and written communication;

express ideas orally based on research and experiences;

create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and

apply foundational language skills to engage in civil discourse about social studies topics, including those with multiple perspectives.

The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:

use democratic procedures to simulate making decisions on school, local, or state issues; and

use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.

The student understands the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. The student is expected to:

analyze the causes, major events, and effects of the Texas Revolution, including the Battle of the Alamo, the Texas Declaration of Independence, the Runaway Scrape, and the Battle of San Jacinto;

summarize the significant contributions of individuals such as William B. Travis, James Bowie, David Crockett, Juan N. Seguín, Plácido Benavides, José Francisco Ruiz, Antonio López de Santa Anna, Susanna Dickinson, and Enrique Esparza;

identify leaders important to the founding of Texas as a republic and state, including José Antonio Navarro, Sam Houston, Mirabeau Lamar, and Anson Jones;

describe the successes, problems, and organizations of the Republic of Texas such as the establishment of a constitution, economic struggles, relations with American Indians, and the Texas Rangers; and

explain the events that led to the annexation of Texas to the United States and the impact of the U.S.-Mexican War.

The student understands the political, economic, and social changes in Texas during the last half of the 19th century. The student is expected to:

describe the impact of the Civil War and Reconstruction on Texas;

explain the growth, development, and impact of the cattle industry such as contributions made by Charles Goodnight, Richard King, and Lizzie Johnson;

explain the effects of the railroad industry on life in Texas, including changes to cities and major industries; and

explain the effects on American Indian life brought about by the Red River War, building of U.S. forts and railroads, and loss of buffalo.

The student understands important issues, events, and individuals of the 20th century in Texas. The student is expected to:

explain the impact of various events on life in Texas such as the Great Depression, the Dust Bowl, and World War II and notable individuals such as Audie Murphy, Cleto Rodríguez, and Bessie Coleman and other local individuals; and

explain the development and impact of the oil and gas industry on industrialization and urbanization in Texas, including Spindletop and important people such as Pattillo Higgins.

The student understands the concept of regions. The student is expected to:

identify, locate, and describe the physical regions of Texas (Mountains and Basins, Great Plains, North Central Plains, Coastal Plains), including their characteristics such as landforms, climate, vegetation, and economic activities; and

compare the physical regions of Texas (Mountains and Basins, Great Plains, North Central Plains, Coastal Plains).

The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to:

explain the geographic factors such as landforms and climate that influence patterns of settlement and the distribution of population in Texas, past and present; and

identify and explain patterns of settlement such as the location of towns and cities in Texas at different time periods.

The student understands how people adapt to and modify their environment. The student is expected to:

describe ways people have adapted to and modified their environment in Texas, past and present, such as timber clearing, agricultural production, wetlands drainage, energy production, and construction of dams;

explain reasons why people have adapted to and modified their environment in Texas, past and present, such as the use of natural resources to meet basic needs, facilitate transportation, and enhance recreational activities; and

compare the positive and negative consequences of human modification of the environment in Texas, past and present.

The student understands the basic economic activities of early societies in Texas. The student is expected to:

explain the economic activities various early American Indian groups in Texas used to meet their needs and wants such as farming, trading, and hunting; and

explain the economic activities early settlers to Texas used to meet their needs and wants.

Social studies skills

Science, technology, and society

Culture

Citizenship

Government

Economics

Geography

History

The student understands how geography and processes of spatial exchange (diffusion) influenced events in the past and helped to shape the present. The student is expected to:

analyze significant physical features and environmental conditions that have influenced the past and migration patterns and have shaped the distribution of culture groups today; and

trace the spatial diffusion of phenomena such as the Columbian Exchange or the diffusion of American popular culture and describe the effects on regions of contact.

The student understands the distribution, characteristics, and interactions of the economic systems in the world. The student is expected to:

describe the forces that determine the distribution of goods and services in traditional, free enterprise, socialist, and communist economic systems;

classify countries along the economic spectrum between free enterprise and communism;

compare the ways people satisfy their basic needs through the production of goods and services such as subsistence agriculture versus commercial agriculture or cottage industries versus commercial industries; and

compare global trade patterns over time and analyze the implications of globalization, including outsourcing and free trade zones.

The student understands how geography influences economic activities. The student is expected to:

understand the connections between levels of development and economic activities (primary, secondary, tertiary, and quaternary);

identify the factors affecting the location of different types of economic activities, including subsistence and commercial agriculture, manufacturing, and service industries; and

assess how changes in climate, resources, and infrastructure (technology, transportation, and communication) affect the location and patterns of economic activities.

The student understands the economic importance of, and issues related to, the location and management of resources. The student is expected to:

analyze how the creation, distribution, and management of key natural resources affects the location and patterns of movement of products, money, and people; and

evaluate the geographic and economic impact of policies related to the development, use, and scarcity of natural resources such as regulations of water.

The student understands the spatial characteristics of a variety of global political units. The student is expected to:

interpret maps to explain the division of land, including man-made and natural borders, into separate political units such as cities, states, or countries; and

compare maps of voting patterns and political boundaries to make inferences about the distribution of political power.

The student understands the processes that influence political divisions, relationships, and policies. The student is expected to:

analyze current events to infer the physical and human processes that lead to the formation of boundaries and other political divisions;

compare how democracy, dictatorship, monarchy, republic, theocracy, and totalitarian systems operate in specific countries; and

analyze the human and physical factors that influence control of territories and resources, conflict/war, and international relations of sovereign nations such as China, the United States, Japan, and Russia and international organizations such as the United Nations (UN) and the European Union (EU).

The student understands how different points of view influence the development of public policies and decision-making processes at national and international levels. The student is expected to:

identify and give examples of different points of view that influence the development of public policies and decision-making processes at national and international levels; and

explain how citizenship practices, public policies, and decision making may be influenced by cultural beliefs, including nationalism and patriotism.

The student understands how the components of culture affect the way people live and shape the characteristics of regions. The student is expected to:

describe distinctive cultural patterns and landscapes associated with different places in Texas, the United States, and other regions of the world and how these patterns influenced the processes of innovation and diffusion;

describe elements of culture, including language, religion, beliefs, institutions, and technologies; and

describe life in a variety of urban and rural areas in the world to compare political, economic, social, and environmental changes.

The student understands the distribution, patterns, and characteristics of different cultures. The student is expected to:

describe and compare patterns of culture such as language, religion, land use, education, and customs that make specific regions of the world distinctive;

describe central ideas and spatial distribution of major religious traditions, including Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism;

compare economic, political, or social opportunities in different cultures for underrepresented populations such as women and ethnic and religious minorities; and

evaluate the experiences and contributions of diverse groups to multicultural societies.

The student understands the ways in which cultures change and maintain continuity. The student is expected to:

analyze cultural changes in specific regions caused by migration, war, trade, innovations, and diffusion;

assess causes and effects of conflicts between groups of people, including modern genocides and terrorism;

identify examples of cultures that maintain traditional ways, including traditional economies; and

evaluate the spread of cultural traits to find examples of cultural convergence and divergence such as the spread of democratic ideas, language, foods, technology, or global sports.

The student understands the impact of technology and human modifications on the physical environment. The student is expected to:

evaluate the significance of major technological innovations in the areas of transportation and energy that have been used to modify the physical environment;

analyze ways technological innovations such as air conditioning and desalinization have allowed humans to adapt to places; and

analyze the environmental, economic, and social impacts of advances in technology on agriculture and natural resources.

History. The student understands how people, places, and environments have changed over time and the effects of these changes. The student is expected to:

describe the human and physical characteristics of the same regions at different periods of time to analyze relationships between past events and current conditions; and

explain how changes in societies such as population shifts, technological advancements, and environmental policies have led to diverse uses of physical features over time such as terrace farming, dams, and polders.

The student understands how current technology affects human interaction. The student is expected to:

describe the impact of new information technologies such as the Internet, Global Positioning System (GPS), or Geographic Information Systems (GIS); and

examine the economic, environmental, and social effects of technology such as medical advancements or changing trade patterns on societies at different levels of development.

The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:V

analyze and evaluate a variety of the validity and utility of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and maps for validity, utility, credibility, bias, and accuracy;

identify places of contemporary geopolitical significance on a map;

create and interpret different types of maps to answer geographic questions, infer relationships, and analyze change;

analyze information by sequencing, categorizing, identifying cause-andeffect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections over time;

identify different points of view about an issue or current topic; and

formulate and communicate visually, orally, or in writing a claim supported by evidence and reasoning for an intended audience and purpose.

The student communicates in written, oral, and visual forms. The student is expected to:

create appropriate graphics such as maps, diagrams, tables, and graphs to communicate geographic features, distributions, and relationships;

generate summaries, generalizations, and thesis statements supported by evidence;

use social studies terminology correctly;

create original work using effective written communication skills, including proper citations and understanding and avoiding plagiarism; and

apply foundational language skills to engage in civil discourse about social studies topics, including those with multiple perspectives.

The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:

explain governmental and democratic processes such as voting, due process, and caucuses using simulations and models;

plan, organize, and complete a research project that involves asking geographic questions; acquiring, organizing, and analyzing information; answering questions; and communicating results;

use case studies and GIS to identify contemporary challenges and to answer real-world questions; and

use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.

The student understands how physical processes shape patterns in the physical environment. The student is expected to:

explain weather conditions and climate in relation to annual changes in Earth-Sun relationships;

describe the physical processes that affect the environments of regions, including weather, tectonic forces, erosion, and soil-building processes; and

describe how physical processes such as hurricanes, El Niño, earthquakes, and volcanoes affect the lithosphere, atmosphere, hydrosphere, and biosphere.

The student understands the patterns and characteristics of major landforms, climates, and ecosystems of Earth and the interrelated processes that produce them. The student is expected to:

explain how elevation, latitude, wind systems, ocean currents, position on a continent, and mountain barriers influence temperature, precipitation, and distribution of climate regions;

describe different landforms such as plains, mountains, and islands and the physical processes that cause their development; and

explain the influence of climate on the distribution of biomes in different regions.

The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. The student is expected to:

analyze how the character of a place is related to its political, economic, social, and cultural elements; and

interpret political, economic, social, and demographic indicators (gross domestic product per capita, life expectancy, literacy, and infant mortality) to determine the level of development and standard of living in nations using the levels as defined by the Human Development Index.

The student understands the types, patterns, and processes of settlement. The student is expected to:

locate and describe human and physical features that influence the size and distribution of settlements; and

explain the processes that have caused changes in settlement patterns, including urbanization, transportation, access to and availability of resources, and economic activities.

The student understands the growth, distribution, movement, and characteristics of world population. The student is expected to:

analyze population pyramids and use other data, graphics, and maps to describe the population characteristics of different societies and to predict future population trends;

explain how physical geography and push and pull forces, including political, economic, social, and environmental conditions, affect the routes and flows of human migration;

describe trends in world population growth and distribution; and

analyze how globalization affects connectivity, standard of living, pandemics, and loss of local culture.

The student understands how people, places, and environments are connected and interdependent. The student is expected to:

compare ways that humans depend on, adapt to, and modify the physical environment, including the influences of culture and technology;

analyze the consequences of extreme weather and other natural disasters such as El Niño, floods, tsunamis, and volcanoes on people and their environment; and

evaluate the economic and political relationships between settlements and the environment, including sustainable development and renewable/nonrenewable resources.

The student understands the concept of region as an area of Earth's surface with related geographic characteristics. The student is expected to:

identify physical and/or human factors such as climate, vegetation, language, trade networks, political units, river systems, and religion that constitute a region; and

describe different types of regions, including formal, functional, and perceptual regions.