GCU 113

Standard 7: Physical Processes Students will understand how physical processes can shape/mold the Earth's surface. The piture above is of Sliderock that is located in Sedona,Arizona. Sliderock has no weak layer, when it rains the water slowly eats away at the sandstone which gives it a smoother surface with gradual decline. Sources: http://breakingbreadwithme.files.wordpress.com/2013/09/dsc_0077.jpgAPA:. (n.d.). . Retrieved June 9, 2014, from http://breakingbreadwithme.files.wordpress.com/2013/09/dsc_0077.jpg

National Geography Standards By: Melissa Melendez

Standard 1:Geographic/Maps RepresentationsStudents must be able to use maps and other geographic reprenstations in order to be able to interpret whats on them, so they can state information they have found/gathered. The picture above is a map of migrant routes through Mexico , it shows which routes illegal immigrants will take when coming into the United States. Sources: http://www.heritage.org/research/reports/2011/06/the-human-tragedy-of-illegal-immigration-greater-efforts-needed-to-combat-smuggling-and-violenceAPA: The Human Tragedy of Illegal Immigration: Greater Efforts Needed to Combat Smuggling and Violence. (n.d.). The Heritage Foundation. Retrieved June 9 2014, from http://www.heritage.org/research/reports/2011/06/the-human-tragedy-of-illegal-immigration-greater-efforts-needed-to-combat-smuggling-and-violence

Standard 2: Mental Maps Students must practice making their own mental maps and also be able to interpret mental maps created by others. The picture above is a mental map of my best friends neighborhood when I was a kid. I drew this myself with the help of googlemaps to help me draw the layout of my mental map. Sources: Drawn by Melissa Melendez

Standard 3: Spatial Patterns Students will be able to analyze maps and patterns that are located on a map. As they practice exploring those patterns, they will be able make connections and see the relationships these spatial patterns share . The map above shows spots/patterns where migrants have died along the Arizona/Mexico border.If you look closely, there are clusters of areas that have a high volume of deaths, which are areas / routes that have a high concentration of foot traffic and areas that have a high concentration of people.Sources: http://www.mauricesherif.com/blog/wp-content/uploads/2009/09/Border-Death-Map.jpgAPA:. (n.d.) .2000-2007 USBP Recorded Migrant Death , USBP Rescue Beacons and HB Water Stations.Retrieved June 9, 2014, from http://www.mauricesherif.com/blog/wp-content/uploads/2009/09/Border-Death-Map.jpg

Standard 4: Human/Physical Characteristics Students will be able to locate and analyze human and physical characteristics of places around the world. The rattlesnake above is a physical characteristic. Rattlesnakes are known to be a threat for people crossing the border illegally. The donkey above is a human characteristic. This cluster of materials with the painted donkey is a center piece , which is a tourist symbol in Tijuana.Sources: http://phoenix.about.com/od/arizonapicturesandphotos/ig/Arizona-Snakes/Arizona-Snake-59.htmhttp://www.usborderpatrol.com/Border_Patrol740.htm

Standard 5: Regions Students will understand what regions are and how to analyze them. The picture above shows the borderlands of the U.S and Mexico. My personal belief would be that the borderlands of the U.S. and Mexico are a functional region.The functional region says that it is based on a focal point pretty much. The focal point in my mind would be the border and the surrounding areas are all about transportation between the countries and there are communication systems between the two countries. The focal point is the border because in my mind when I think of the border, I picture the border crossing or the miles of fence and water seperating the two. There is a clear divide between the two countries and I believe everyone feels the same. At the same time we are civil and make it work.Sources: http://international.usgs.gov/projects/prjusmexborder.htmAPA: USGS International Program - U.S. - Mexico Border Initiative. (n.d.). USGS International Program - U.S. - Mexico Border Initiative. Retrieved June 9, 2014, from http://international.usgs.gov/projects/prjusmexborder.htm

Standard 6: Personal Perceptions Students will understand that their own culture and values mold us into who we are and our perceptions on places around the world. The picture above is me. My cultural background is that I'm a Puerto Rican female who was raised to have strong core values as far as family coming first and being honest. My prior knowledge of the U.S. - Mexico borderlands is that there is miles of border and that it is illegal to cross without the proper documentation.I don't have stereotypes of people who cross the border.I believe they all have their reasons for crossing and whatever those reasons are don't involve me.Sources: Photo by Melissa Melendez.

Standard 8: EcosystemsStudents will understand that there are many different elements in the envrionment that make up ecosystems located all around the world. The picture above is a oblique photo of the Superstition Mountains that I took on Google Earth. In this picture you are able to see the physical envrionment that surrounds these mountains. Sources: http://www.google.com/earth/

Standard 9: Population'sStudents will understand how population shapes our world. The picture above was a screenshot I took while using the mapmaker link on National Geographic website. It is a photo of a U.S. / Mexico Borderlands map. While analyzing this map I noticed that their are gaps with practically no one and then at certain points there is clusters of people. There are areas that show a small population of people crossing the border not coming from any major city. The spots with a heavier population though are coming out of the major cities.Sources: Screen shot taken by Melissa Melendez http://education.nationalgeographic.com/education/mapping/interactive-map/?ar_a=1

Standard 10: Cultural MosaicsStudents will learn how culture shapes others way of life. Cultures are a beautiful thing! The picture above with the pink frame shows an image of the language used in Tijuana. New spanish signs that are upgrading the over all look of Tijuana. The photo with the brown frame is from an article about the vendors in Mexico were told to wear their traditional clothes. Sources: http://www.aaroads.com/blog/2009/09/11/some-baja-california-photos/http://usatoday30.usatoday.com/travel/destinations/2005-07-05-mexico-vendors_x.htmAPA: The AARoads Blog. (n.d.). » some Baja California photos. Retrieved June 9, 2014, from http://www.aaroads.com/blog/2009/09/11/some-baja-california-photos/USATODAY.com - Tijuana to vendors: Dress up or leave. (2005, July 5). USATODAY.com - Tijuana to vendors: Dress up or leave. Retrieved June 9, 2014, from http://usatoday30.usatoday.com/travel/destinations/2005-07-05-mexico-vendors_x.htm

Standard 11: Economic Independence Students will understand why people trade with one another in order to receive the resources they need to survive. The photo above shows the NAFTA trade routes used between United States and Mexico. Three main routes it seems coming from Mexico contributes to trading across the United states. These are pretty extensive routes and seem to get a pretty good coverage of the United States.Sources: http://www.keller-koch-realtors.com/web/cdjNAFTARoute.htmAPA: Keller-Koch Realtors LLC- NAFTA Trade Routes- USA- MEXICO. (n.d.). Keller-Koch Realtors LLC- NAFTA Trade Routes- USA- MEXICO. Retrieved June 9, 2014, from http://www.keller-koch-realtors.com/web/cdjNAFTARoute.htm

Standard 12: Human Settlement Students will understand the different forms of settlements. The picture above is of Bisbee Arizona, Courtesy Bisbee Mining & Historical Museum. Bisbee is an example of an Arizona border settlement that started because of a mining. This mining history is an important part of Bisbee's tourist economy.Sources: http://www.cityofbisbee.com/bisb_history.htmlAPA: City of Bisbee, Arizona Online. (n.d.). City of Bisbee, Arizona Online. Retrieved June 10, 2014, from http://www.cityofbisbee.com/bisb_history.html

Standard 13: Coorperation & Conflict Students will learn that eventhough they are two seperate countries with two seperate goverments, there are instances that both countries cooperate to benefit both sides. The picture above is of "Water For Life". A cooperation between U.S. and Mexico to help solve sanitation problems. These two countries are cooperating to help prevent water sanitation issues. Both are working in accordance with each other and putting money into the pot to try and better water sanitation issues that effect both sides of the border.Sources: http://www.bing.com/images/search?q=water+for+life+decade&FORM=HDRSC2#view=detail&id=C503B850F7D0F67DBC75742FAE237ED70253C5F5&selectedIndex=27APA: Mexico, USA, Rio Grande, Rio Bravo, Tijuana River, New River, cooperation, water cooperation, water, conference, un-water, united nations, Decade, Water for Life, 2015, MDG, dispute resolution, sanitation, International Year, IYWC, WWD, 2013. (n.d.). UN News Center. Retrieved June 10, 2014, from http://www.un.org/waterforlifedecade/water_cooperation_2013/mexico_usa_case.shtml

Standard 14: Human Modification of the Environment Students will learn how peoples actions affect the Earth whether it be in a positive or negative way. The pictures above show how over the years people has changed the environment of Las Vegas. Sources: http://www.cnn.com/SPECIALS/world/road-to-rio/satellite-photos-urban-sprawl/index.htmlAPA:Images from space track relentless spread of humanity. (n.d.). CNN. Retrieved June 10, 2014, from http://www.cnn.com/SPECIALS/world/road-to-rio/satellite-photos-urban-sprawl/index.html

Standard 15: How physical systems affect human systemsStudents will learn how people are able to live/survive in different physical settings. The picture above is of a Monsoon in the Sonoran Desert and relates because people need to adapt in Arizona, due to potentially dangerous situations monsoons can present.Sources: http://mgfotography.com/monsoons.htmlAPA: MGFotography. (n.d.). Photos from the Sonoran Desert Monsoon Season. Retrieved June 10, 2014, from http://mgfotography.com/monsoons.html

Standard 16: Resource GeographyStudents will learn about resources that people value and that help the Earth we live on. The picture above is of Solar Panels in Las Vegas ,which is how they chose to harness energy. Sources: https://www.google.com/maps/place/36%C2%B015'30.4%22N+115%C2%B003'10.9%22W/@36.25843,-115.05303,15z/data=!3m1!4b1!4m2!3m1!1s0x0:0x0APA: Google Maps. (n.d.). Google Maps. Retrieved June 10, 2014, from https://www.google.com/maps/@33.3919224,-111.9281011,12z

Standard 17: How to apply geography to interpret the pastStudents will learn how to apply their knowledge on geography to interpret the past history. This picture is an example of the Arizona copper mines. This is one of the original reasons settlements started in the earlier years of Arizona.Sources: http://azcapitoltimes.com/news/2011/10/26/house-votes-to-boost-huge-arizona-copper-mine/APA: House votes to boost huge Arizona copper mine. (n.d.). Arizona Capitol Times. Retrieved June 10, 2014, from http://azcapitoltimes.com/news/2011/10/26/house-votes-to-boost-huge-arizona-copper-mine/

Standard 18: How to apply geography to interpret the present and plan for the futureStudents will learn how to apply their knowledge on geography to help them interpret a plan for the future. The picture to the left is of Santan Elementry, located in Chandler Arizona. This is a good commmunity for a school because you can use the resources surrounding the school (park,forest perserve, etc...) to help better the school experience. Sources: https://www.google.com/maps/place/Santan+Elementary+School/@33.2360563,-111.8144078,240m/data=!3m1!1e3!4m2!3m1!1s0x872a552c9d17006d:0xa148014a09d7148bAPA: Santan Elementary School - Google Maps. (n.d.). Santan Elementary School - Google Maps. Retrieved June 10, 2014, from https://www.google.com/maps/place/Santan+Elementary+School/@33.2360563,-111.8144078,240m/data=!3m1!1e3!4m2!3m1!1s0x872a552c9d17006d:0xa148014a09d7148b