Geography Standard One - Grades 6-8

Sample Activities

On an outline map, students could draw the major features of the physical environment (principle highlands, plains, river systems) and principal settlements and political units for one of the world's regions. They would then give reasons why the features selected for the map were included (and others not), and speculate on the reasons for the location of natural and human features [Maps].

Students might be asked to produce rough sketch maps of one of the world's regions from memory (these maps need not be precise in boundaries or scale, but should display correct relative location between features shown) [Maps].

Students could be challenged to explain the possible reasons for differences among a set of world maps drawn from memory by students from different parts of the world [Maps].

Students might apply their knowledge of the world's regions to identify the probable location of landscapes displayed in a set of photographs or satellite images, and then provide reasons for the location chosen [Maps].

Students could be expected to plot an explorer's (or modern traveler's) route on a map, using a list of locations described only by latitude and longitude. Then they would use thematic atlas maps of topography, physical features, population density, culture and language, to write a description of the people and landscapes encountered along the route [Maps].

to Geography Standard One.