School Improvement in Maryland

Using the State Curriculum: Government, High School

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Government

Standard 3 GEOGRAPHY

Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities and spatial connections throughout time.

Expectation

1. The student will demonstrate an understanding of the relationship of cultural and physical geographic factors in the development of government policy.

Topic

A. Using Geographic Tools (not assessed as a part of H.S.A. Government)

Indicator

  • 1. Analyze geographic issues and problems using geographic concepts.
Objectives
  1. Compare climate, land use, natural resources, population distribution, demographic and density maps of Maryland and the United States

Topic

B. Geographic Characteristics of Places and Regions

Indicator

  • 1. The student will analyze the roles and relationships of regions on the formation and implementation of government policy (3.1.3).
    Assessment limits:
    • International, national, state, local, and/or regional interests that may shape government policy.
    • Patterns, trends and projections of population growth in regions and how these may affect the environment, society and government policy.
    • Examples of the criteria used to define a region include economic development, natural resources, population, religion and climate. Regional means different areas within Maryland (e.g. Eastern Shore, mining region, Piedmont Plateau), the United States (e.g., Northeast, Sunbelt, mid-Atlantic regions) and the world.
Objectives
  1. Explain how geographic characteristics and shared interests stimulate regional cooperation between governments
  2. Analyze how the population shifts in and between regions affects the formation and implementation of government policy, such as the relocation or loss of industry and urban flight
  3. Analyze the importance of regional characteristics and interests including economic development, natural resources, climate and environmental issues in formulating local, state, and national government policy
  4. Explain the geographic factors that influence foreign policy and international political relations (Unit 6)

Topic

C. Movement of People, Goods and Ideas

Indicator

  • 1. The student will evaluate demographic factors related to political participation, public policy and government policies (3.1.1).
    Assessment limits:
    • Political causes and effects of reapportionment, redistricting and voting patterns. Influence of demographic factors on government funding decisions.
Objectives
  1. Evaluate the impact of changing population size on representation in legislative bodies as determined by the United States Census
  2. Explain the reasons for reapportionment and its impact on fiscal decisions and representation (Unit 3)
  3. Determine the influence demographic factors, such as race, age, education, ethnicity and gender have on voting patterns
  4. Analyze patterns, trends, and projections of population in regions and how these may affect the environment, society and government policy
  5. Analyze the influence of demographic factors on the formation and implementation of government policy and funding decisions, such as education, health care and social security (Unit 6)
  6. Determine the impact of reapportionment and redistricting on individuals, groups, local communities and regions
  7. Determine the impact of gerrymandering on groups, communities and the legislative bodies involved
  8. Analyze how demographic characteristics of constituents affect the election of representatives and the policy decisions they make (Unit 7)

Topic

D. Modifying and Adapting the Environment

Indicator

  • 1. The student will evaluate the role of government in addressing land use and other environmental issues (3.1.2).
    Assessment limits:
    • National, state, and/or local issues.
    • Issues will include urban sprawl and government policy regarding growth and land use/zoning.
Objectives
  1. Analyze the affect of legislative decisions on land use and environmental issues
  2. Describe how local governments control the use of land and manage growth through zoning laws and/or ordinances (Unit 3)
  3. Analyze the role of the state executive branch in addressing land use and environmental issues, such as Smart Growth, deforestation, urban sprawl, pollution, natural disasters, water resources, wetland preservation and critical areas
  4. Analyze the role of the state and local governments in addressing land use, such as zoning issues, building moratoriums and wetland preservation (Unit 4)
  5. Evaluate the way national, state, and local governments develop policy to address land use and environmental issues, such as urban sprawl, Smart Growth and commercial use of public land (Unit 6)

Note: The V.S.C. High School American Government course contains objectives that are compiled and tagged by corresponding unit. The titles of the units are:
Unit 1. PURPOSES, FORMS, AND TYPES OF POLITICAL AND ECONOMIC STRUCTURES
Unit 2. FOUNDATIONS AND PRINCIPLES OF GOVERNMENT AND THE CONSTITUTION
Unit 3. LEGISLATIVE BRANCHES (NATIONAL, STATE AND LOCAL)
Unit 4. EXECUTIVE BRANCHES (NATIONAL, STATE AND LOCAL)
Unit 5. JUDICIAL BRANCHES (NATIONAL AND STATE)
Unit 6. DOMESTIC AND FOREIGN POLICY
Unit 7. PARTICIPATION IN GOVERNMENT
 
In the language of the objectives, the use of including refers to content that is recommended for instruction. The use of such as in the language of the objective refers to content that may be used as examples, but is not required.