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World Geography
The World Geography course provides students with an introduction to both physical and cultural
geography. After an introduction to geography, students study each major region of the world. For
each region, students learn about the importance of the physical geography and its impact on the
regions development. Students study cultural aspects of each region and examine the influence of
geography on the cultural development of each region.
SSWG1 The student will explain the physical aspects of geography.
a. Describe the concept of place by explaining how physical characteristics such as landforms,
bodies of water, climate, soils, natural vegetation, and animal life are used to describe a place.
b. Explain how human characteristics, such as population settlement patterns, and human
activities, such as agriculture and industry, can describe a place.
c. Analyze the interrelationship between physical and human characteristics of a place.
SSWG2 The student will explain the cultural aspects of geography.
a. Describe the concept of place by explaining how the culture of a region is a product of the
regions physical characteristics.
b. Explain how cultural characteristics of a place can be used to describe a place.
c. Analyze how physical factors such as mountains, climate, and bodies of water interact with the
people of a region to produce a distinctive culture.
d. Explain how the development of customs and traditions help to define a culture and a people.
SSWG3 The student will describe the interaction of physical and human systems that have
shaped contemporary North Africa/Southwest Asia.
a. Describe the location of major physical features and their impact on North Africa/Southwest
Asia.
b. Describe the major climates of North Africa/Southwest Asia and how they have affected the
development of North Africa/Southwest Asia.
c. Analyze the impact natural resources, especially oil, have on North Africa/Southwest Asia.
d. Analyze the impact of water supplies on the growth of population centers.
e. Explain the impact of Judaism, Christianity, and Islam on the development of the regions
culture.
f. Explain why this region contains areas on two different continents.
g. Describe the major ethnic and cultural groups in North Africa/Southwest Asia; include major
customs and traditions.
SSWG4 The student will describe the interaction of physical and human systems
that have shaped contemporary Sub-Saharan Africa.
a. Describe the location of major physical features and their impact on Sub-Saharan Africa.
b. Describe the major climates of Sub-Saharan Africa and how they have affected the
development of Sub-Saharan Africa.
c. Describe the pattern of population distribution in the countries of Sub-Saharan Africa in
relation to urbanization and modernization.
d. Explain how Sub-Saharan Africas physical features have had an impact on the distribution of
its population.
e. Analyze how the migration of people such as the Bantu and Zulu has had an impact on the
economic, cultural, and political aspects of Sub-Saharan Africa.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
SOCIAL STUDIES WORLD GEOGRAPHY STANDARDS
APPROVED 8/01/2012 Page 1 of 9
Copyright 2012 All Rights Reserved

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f. Analyze strengths and weaknesses in the development of Sub-Saharan Africa; include factors
such as linguistic, tribal, and religious diversity; literacy levels; and the colonial legacy.
g. Describe the ethnic and religious groups in Sub-Saharan Africa; include major customs and
traditions.
h. Analyze the impact of drought and desertification on Sub-Saharan Africa.
SSWG5 The student will describe the interaction of physical and human systems that have
shaped contemporary South Asia, Southeastern Asia, and Eastern Asia.
a. Describe the location of major physical features and their impact on the regions of Asia.
b. Describe the major climates of each region and how they have affected each regions
development.
c. Analyze the impact of the topography and climate on population distribution in the regions.
d. Describe the various ethnic and religious groups in the region and the effect of geography on
their development and their major customs and traditions.
e. Analyze the impact of population growth in the region on both the region and on other regions
of the world; include China, India, and Japan.
f. Explain the division of the Indian subcontinent into India and Pakistan and the eventual
creation of Bangladesh.
g. Describe the Pacific Rim and its cultural, political, and economic significance.
SSWG6 The student will describe the interaction of physical and human systems that have
shaped contemporary Europe.
a. Describe the location of major physical features and their impact on Europe.
b. Describe the major climates of Europe and how they have affected Europe.
c. Analyze the importance of Europes coastal location, climatic characteristics, and river systems
regarding population, economic development, and world influence.
d. Describe the various ethnic and religious groups in Europe and the influence of geography on
those groups and their major customs and traditions.
e. Explain why Europe has a highly integrated network of highways, waterways, railroads, and
airline linkages.
f. Analyze the impact of geography on Russia in terms of population distribution, trade, and
involvement in European affairs.
g. Analyze the environmental issues associated with industrial and natural resource development
in Europe, including Russia.
SSWG7 The student will describe the interaction of physical and human systems that have
shaped contemporary Latin America.
a. Explain why the region is known as Latin America; include cultural reasons.
b. Describe the location of major physical features and their impact on Latin America.
c. Describe the major climates of Latin America and how they have affected Latin America.
d. Explain how geographic features and climatic patterns affect population distribution.
e. Analyze the impact of natural disasters and political instability on economic activity in Latin
America.
f. Describe the various ethnic and religious groups in Latin America; include South America,
Central America and the Caribbean, as well as major customs and traditions.
g. Analyze the impact of deforestation on Latin America and explain actions being taken.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
SOCIAL STUDIES WORLD GEOGRAPHY STANDARDS
APPROVED 8/01/2012 Page 2 of 9
Copyright 2012 All Rights Reserved

One Stop Shop For Educators

h. Explain how Latin American countries such as Brazil are developing their resources to compete
in the global market and to improve industrial productivity.
i. Analyze the impact illegal drug production and trade have on Latin America.
SSWG8 The student will describe the interaction of physical and human systems that have
shaped contemporary Canada and the United States.
a. Describe the location of major physical features and their impact on Canada and the United
States.
b. Describe the major climates of Canada and the United States and how they affect Canada and
the United States.
c. Explain the reasons for the population distribution in Canada and the United States.
d. Explain how the physical geography of Canada and the United States contributed to regional
growth and development.
e. Describe the ethnic and religious groups in Canada and the United States; include major
customs and traditions.
f. Analyze how transportation and communications improvements led to the growth of industry in
the United States and the consequences of such growth, especially environmentally, for both
Canada and the United States.
SSWG9 The student will describe the interaction of physical and human systems that have
shaped contemporary Oceania, including Australia, New Zealand, and Antarctica.
a. Describe the location of major physical features and their impact on the region.
b. Describe the major climates and their impact on the region.
c. Analyze the impact isolation has had on the cultural and biological development of the region.
d. Describe the various ethnic and religious groups; include major customs and traditions.
e. Explain how the migration of diverse ethnic groups and available natural resources have
affected the economic and political development.
f. Explain why it was necessary for world governments involved in the exploration of Antarctica
to develop and sign the Antarctic Treaty of 1961.

Georgia Department of Education

Dr. John D. Barge, State School Superintendent
SOCIAL STUDIES WORLD GEOGRAPHY STANDARDS
APPROVED 8/01/2012 Page 3 of 9
Copyright 2012 All Rights Reserved

One Stop Shop For Educators

Social Studies Skills Matrices

MAP AND GLOBE SKILLS
GOAL: The student will use maps to retrieve social studies information.
I: indicates when a skill is introduced in the standards and elements as part of the content
D: indicates grade levels where the teacher must develop that skill using the appropriate content
M: indicates grade level by which student should achieve mastery, the ability to use the skill in all situations
A: indicates grade levels where students will continue to apply and improve mastered skills

Map and Globe Skills

K 1

1. Use cardinal directions

2. Use intermediate directions

3. Use a letter/number grid system to determine
location
4. Compare and contrast the categories of natural,
cultural, and political features found on maps
5. Use inch to inch map scale to determine distance
on map
6. Use map key/legend to acquire information from,
historical, physical, political, resource, product and
economic maps
7. Use a map to explain impact of geography on
historical and current events
8. Draw conclusions and make generalizations based
on information from maps
9. Use latitude and longitude to determine location
10. Use graphic scales to determine distances on a
map
11. Compare maps of the same place at different
points in time and from different perspectives to
determine changes, identify trends, and generalize
about human activities
12. Compare maps with data sets (charts, tables,
graphs) and /or readings to draw conclusions and
make generalizations

M A

A A

A A

M A

A A

A A

M A

A A

A A

M A

A A

A A

M A

A A

A A

M A

A A

A A

M A

A A

A A

M A

A A

A A

D M A A

M A A

A A

M A A

A A

M A A

A A

Georgia Department of Education

Dr. John D. Barge, State School Superintendent
SOCIAL STUDIES WORLD GEOGRAPHY STANDARDS
APPROVED 8/01/2012 Page 4 of 9
Copyright 2012 All Rights Reserved

912

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INFORMATION PROCESSING SKILLS

GOAL: The student will be able to locate, analyze, and synthesize information related to
social studies topics and apply this information to solve problems/make decisions.
I: indicates when a skill is introduced in the standards and elements as part of the content
D: indicates grade levels where the teacher must develop that skill using the appropriate content
M: indicates grade level by which student should achieve mastery, the ability to use
the skill in all situations
A: indicates grade levels where students will continue to apply and improve mastered skills

912

D M A

4. Distinguish between fact and opinion

5. Identify main idea, detail, sequence of events,

and cause and effect in a social studies context

6. Identify and use primary and secondary sources

7. Interpret timelines

8. Identify social studies reference resources to use

for a specific purpose

9. Construct charts and tables

10. Analyze artifacts

D M A

11. Draw conclusions and make generalizations

12. Analyze graphs and diagrams

D M A

13. Translate dates into centuries, eras, or ages

D M A

14. Formulate appropriate research questions

M A

15. Determine adequacy and/or relevancy of

information

M A

16. Check for consistency of information

M A

17. Interpret political cartoons

D M

Information Processing Skills

K 1

1. Compare similarities and differences

D M

2. Organize items chronologically

3. Identify issues and/or problems and alternative

solutions

Georgia Department of Education

Dr. John D. Barge, State School Superintendent
SOCIAL STUDIES WORLD GEOGRAPHY STANDARDS
APPROVED 8/01/2012 Page 5 of 9
Copyright 2012 All Rights Reserved

One Stop Shop For Educators

Clarification:
Grades 9-10 social studies courses incorporate the grades 9-10 Reading/Writing Standards for Literacy
in History/Social Studies.
Grades 11-12 social studies courses incorporate the grades 11-12 Reading/Writing Standards for
Literacy in History/Social Studies.
READING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES (RH) GRADE 9-10
Key Ideas and Details

ELACC9-10RH1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to
such features as the date and origin of the information.
ELACC9-10RH2: Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of how key events or ideas develop over the course of the text.
ELACC9-10RH3: Analyze in detail a series of events described in a text; determine whether earlier events caused later
ones or simply preceded them.

Craft and Structure

ELACC9-10RH4: Determine the meaning of words and phrases as they are used in a text, including vocabulary
describing political, social, or economic aspects of history/social science.
ELACC9-10RH5: Analyze how a text uses structure to emphasize
key points or advance an explanation or analysis
ELACC9-10RH6: Compare the point of view of two or more authors for how they treat the same or similar topics,
including which details they include and emphasize in their respective accounts.

Integration of Knowledge and Ideas

ELACC9-10RH7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in
print or digital text.
ELACC9-10RH8: Assess the extent to which the reasoning and evidence in a text support the authors claims.
ELACC9-10RH9: Compare and contrast treatments of the same topic in several primary and secondary sources.

Range of Reading and Level of Text Complexity

ELACC9-10RH10: By the end of grade 10, read and comprehend history/social studies texts in the grades 910 text
complexity band independently and proficiently.

Georgia Department of Education

Dr. John D. Barge, State School Superintendent
SOCIAL STUDIES WORLD GEOGRAPHY STANDARDS
APPROVED 8/01/2012 Page 6 of 9
Copyright 2012 All Rights Reserved

One Stop Shop For Educators

WRITING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL

SUBJECTS GRADES 9-10 (WHST)

Text Types and Purposes

ELACC9-10WHST1: Write arguments focused on discipline-specific content.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that
establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and
limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the
audiences knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships
between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in
which they are writing.
e. Provide a concluding statement or section that follows from or supports the argument presented.
ELACC9-10WHST2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.
a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include
formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or
other information and examples appropriate to the audiences knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the
relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style
appropriate to the discipline and context as well as to the expertise of likely readers.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in
which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g.,
articulating implications or the significance of the topic).
ELACC9-10WHST3: (See note; not applicable as a separate requirement)
Production and Distribution of Writing
ELACC9-10WHST4: Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
ELACC9-10WHST5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience.
ELACC9-10WHST6: Use technology, including the Internet, to produce, publish, and update individual or shared writing
products, taking advantage of technologys capacity to link to other information and to display information flexibly and
dynamically.
Research to Build and Present Knowledge
ELACC9-10WHST7: Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on
the subject, demonstrating understanding of the subject under investigation.
ELACC9-10WHST8: Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the usefulness of each source in answering the research question; integrate information into the
text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
ELACC9-10WHST9: Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing
ELACC9-10WHST10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Georgia Department of Education

Dr. John D. Barge, State School Superintendent
SOCIAL STUDIES WORLD GEOGRAPHY STANDARDS
APPROVED 8/01/2012 Page 7 of 9
Copyright 2012 All Rights Reserved

One Stop Shop For Educators

READING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES (RH) GRADE 11-12

Key Ideas and Details

ELACC11-12RH1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights
gained from specific details to an understanding of the text as a whole.
ELACC11-12RH2: Determine the central ideas or information of a primary or secondary source; provide an accurate
summary that makes clear the relationships among the key details and ideas.
ELACC11-12RH3: Evaluate various explanations for actions or events and determine which explanation best accords with
textual evidence, acknowledging where the text leaves matters uncertain.
Craft and Structure
ELACC11-12RH4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author
uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
ELACC11-12RH5: Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs,
and larger portions of the text contribute to the whole.
ELACC11-12RH6: Evaluate authors differing points of view on the same historical event or issue by assessing the authors
claims, reasoning, and evidence.
Integration of Knowledge and Ideas
ELACC11-12RH7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g.,
visually, quantitatively, as well as in words) in order to address a question or solve a problem.
ELACC11-12RH8: Evaluate an authors premises, claims, and evidence by corroborating or challenging them with other
information
ELACC11-12RH9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of
an idea or event, noting discrepancies among sources.
Range of Reading and Level of Text Complexity
ELACC11-12RH10: By the end of grade 12, read and comprehend
history/social studies texts in the grades 1112 text
complexity band independently and proficiently

Georgia Department of Education

Dr. John D. Barge, State School Superintendent
SOCIAL STUDIES WORLD GEOGRAPHY STANDARDS
APPROVED 8/01/2012 Page 8 of 9
Copyright 2012 All Rights Reserved

One Stop Shop For Educators

WRITING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL

SUBJECTS GRADES 11-12 (WHST)

Text Types and Purposes

ELACC11-12WHST1: Write arguments focused on discipline-specific content.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from
alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and
evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while
pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that
anticipates the audiences knowledge level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify
the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in
which they are writing.
e. Provide a concluding statement or section that follows from or supports the argument presented.
ELACC11-12WHST2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.
a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which
precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia
when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the audiences knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the
relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the
complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to
the expertise of likely readers.
e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g.,
articulating implications or the significance of the topic).
ELACC11-12WHST3: (See note; not applicable as a separate requirement)
Production and Distribution of Writing
ELACC11-12WHST4: Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.
ELACC11-12WHST5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience.
ELACC11-12WHST6: Use technology, including the Internet, to produce, publish, and update individual or shared writing
products in response to ongoing feedback, including new arguments or information.
Research to Build and Present Knowledge
ELACC11-12WHST7: Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on
the subject, demonstrating understanding of the subject under investigation.
ELACC11-12WHST8: Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience;
integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one
source and following a standard format for citation.
ELACC11-12WHST9: Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing
ELACC11-12WHST10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames
(a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Georgia Department of Education

Dr. John D. Barge, State School Superintendent
SOCIAL STUDIES WORLD GEOGRAPHY STANDARDS
APPROVED 8/01/2012 Page 9 of 9
Copyright 2012 All Rights Reserved