The geographically informed person must understand how humans are able to live in various physical settings and the role the physical features of those settings play in shaping human activity. Regardless of spatial scale, Earth's surface is diverse in terms of climates, vegetation, fauna, soils, underlying geology, and topography. That diversity offers a range of environmental contexts where people can live and work. Physical systems and environmental characteristics do not, by themselves, determine the patterns of human activity; however, they do influence and constrain the choices people make.
Therefore, Standard 15 contains these themes: Environmental Opportunities and Constraints, Environmental Hazards, and Adaptation to the Environment.
To live in any physical environment, no matter how accommodating or how challenging, people must develop ways to take advantage of its opportunities and minimize its risks. If the incentives are great enough, people can adapt to the harshest of environments, often regardless of cost or risk.
A concept central to understanding environments is the idea of carrying capacity: the maximum number of animals and/or people a given area can support at a given time under specified levels of consumption without incurring significant environmental deterioration. Environments vary in their carrying capacities. Failure to recognize that reality can lead to environmental disaster. Increasingly, people are recognizing their responsibility to manage the environment in ways that are sustainable for future generations.
ating, river rafting).
Describe how people take advantage of the physical environment of their local community (e.g., water supply, farming, gardens, recreational activities).
B. Describe examples in which the physical environment imposes constraints on human activities, as exemplified by being able to
Describe how human activities are limited by landforms such as flood plains, deltas, mountains, and slopes in choices of land use (e.g., agriculture, human settlement, transportation networks).
Describe examples in which human activities are limited by different types of climates (e.g., cold or polar, rainy or dry, equatorial).
Describe how transportation routes are shaped by the physical environment (e.g., horseshoe curves, tunnels, bridges).
Environmental Hazards
2. Environmental hazards affect human activities
Therefore, the student is able to:
A. Identify and describe the locations of environmental hazards,as exemplified by being able to
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Answer:
Battle of Hampton Roads, or popularly known as the Battle of Merrimac v. Monitor.
Explanation:
The Battle of Hampton Roads pitted the ironclads of both the North and South against each other, while the North was naval besieging the ports of the South to keep them from receiving foreign aids and from trading. Neither side technically won, as the Union lost some wooden ships, while the blockade was kept up.
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It was mostly "increased consumerism" that led to the boom in the 1920s before the great crash, although high employment rates also played a role. Also stock market investing.
Answer:
This Act provided for unemployment insurance, old-age insurance, and means-tested welfare programs. The Great Depression was clearly a catalyst for the Social Security Act of 1935, and some of its provisions—notably the means-tested programs—were intended to offer immediate relief to families.
Answer:
Philadelphia had a more tolerant culture since it was founded by English Quakers, and Quakers were famous for preaching tolerance and promoting peaceful convivence among different groups of people.
Philadelphia was also at first the largest city of the U.S., and after, the second-largest, only lagging behind New York City. This meant more economic opportunities, including African Americans, who could find employment in the city's industrial sector.
