World Geography - EOC Performance Level Descriptor Study Guide
About This Study Guide:
In May 2012, the Texas Education Agency released Performance Level Descriptors that outlined what students at
each EOC Performance Level could do. This study guide provides background information to help you prepare to
meet these levels. It is your goal to achieve a Level II (Satisfactory) or Level III (Advanced) Performance.
Access the Performance Level Descriptors at http://www.tea.state.tx.us/student.assessment/staar/socstudies/
About the EOC Test:
There are 4 categories on the World Geography test. The chart below shows how many questions you can expect for
each category.
Category
Number of Questions
Geography
26
History, Government & Citizenship
14
Culture
14
Economics, Science, Technology & Society
14
The EOC will also assess Social Studies Skills. You’ll need to be able to
 Interpret maps.
 Analyze and evaluate multiple sources of geographic information, including maps, graphs/charts,
photographs, primary sources, etc.
 Locate places on a map.
 Create and interpret different types of maps.
 Correctly use geographic terminology and academic vocabulary.
 Use case studies and GIS (Geographic Information Systems) to answer real world problems.
How to Answer a Multiple Choice Question:
 Examine the question. Read the entire question. Study any pictures, charts, passages, or maps.
 Recall what you know about the topic. Feel free to jot notes on your test.
 Answer the question. Check all of the answer choices and eliminate any choices that are obviously
wrong.
General Study Tips:
 Plan ahead. You don’t want to try to cram everything in the day or the week before the exam.
 Pick the right time of day to study. Try not to wait until late at night when you are too tired to focus.
 Find a study partner or group.
 Read, reread, and write, and rewrite your notes!
Links for Study Tools:
 http://www.bbc.co.uk/schools/gcsebitesize/geography/
 http://www.teacheroz.com/eocwg.htm
 Additional links are provided throughout this document
Created by Amy Mount, Tyler ISD
Amy.mount@tylerisd.org
1
Level I – Unsatisfactory
Identify and use geographic tools, terminology, and data.
Geographic Tools
 Globes are 3-D representations of earth.
 Maps are 2-D representations of parts of the earth’s surface. Maps are made by cartographers. There are many
different types of maps to suit different purposes. Cartographers use surveying, satellites, and GIS (Geographic
Information Systems) to gather data to develop maps.
 GIS is a database that collects information and allows geographers to generate sophisticated maps to answer
specific problems.
 GPS (Global Positioning System) use satellites to determine longitude, latitude, altitude, and time to locate
objects on earth.
Learn about different types of maps. http://goo.gl/Sg8cR
Geographic Data
Geographers use political, economic, and social data to compare countries.
 GDP – Gross Domestic Product – The sum total of all goods and service produced by a country within the political
borders of the country in a year. (Ex: All of the McDonald’s in the 50 United States)
 GNP – Gross National Product – The sum total of all goods and services produced by a country within a year,
including all over-seas businesses. (Ex: All of the McDonald’s in the 50 United States PLUS all of the McDonald’s
overseas)
 Life Expectancy – The average length of a person’s life
 Literacy – The percentage of people in a country who can read and write
 Infant Mortality – The number of babies who die within the first year of life per 1,000 live births
 Per-Capita – Means per person
Compare data from different countries. http://www.ifitweremyhome.com/
What other data would a geographer study to learn about and compare countries?
Identify landforms, climate patterns, and ecosystems.
Created by Amy Mount, Tyler ISD
Amy.mount@tylerisd.org
2
Landforms
Landforms are part of the lithosphere. The lithosphere is the Earth’s crust, which includes the land under water.
Say it out loud: “L: Land, Landform, Lithosphere”
Username:
Learn about one landform, the Sahara Desert. http://goo.gl/DP3Aq
air35wheels
Climate Patterns
Climate is the seasonal pattern of weather conditions in an area over many years. Climate does not change rapidly.
Learn more about climate. http://goo.gl/dGG9Q
Ecosystems
An ecosystem is the mix of all living and non-living things, conditions, and interaction in an area.
Learn about one ecosystem, the rainforest, and why preserving it is so important. http://goo.gl/sPSz7
Recognize the characteristics of culture.
Culture is the set of behaviors and beliefs shared by a group of people. It includes
Language
Religion
Family structures
Belief Systems and customs
Government Economic Systems
Username:
air35wheels
Education
Identify the factors that influence human settlement patterns.
Humans like to settle where it is comfortable to live and easy to trade. Humans tend to settle near
 Bodies of water (irrigation, transportation)
 Temperate climates (not too hot, not too cold)
 Transportation routes
 Economic activities (jobs)
Learn about different types of settlements. http://goo.gl/tWnKj
Cities are large population centers that have commercial, industrial, and residential areas.
Urbanization is the growth of cities. Two hundred years ago, fewer than 5% of people lived in cities. Today, more
than ½ of all people live in cities.
Learn more about urbanization. http://goo.gl/ZCzJO
Created by Amy Mount, Tyler ISD
Amy.mount@tylerisd.org
3
This map shows the
amount of light that
can be seen from
outer space. More
light indicates a
larger population
with access to
electricity.
Level II – Satisfactory
Interpret various forms of geographic data.
You will see a variety of charts and graphs on the EOC exam.
Be sure to always
 Read the title of the chart or graph.
 Look at the key or legend.
 Look at the axes, if there are any.
Label the keys and axes. Create a title for each chart.
Climate graphs are a
combination of a bar
graph and a line
graph. Temperature
is shown on a line
graph, with the
figures being shown
on the right side of
the graph. Rainfall is
shown by a bar
graph, with the
figures being shown
down the left side of
the graph.
Learn more about graph and
chart reading skills.
http://goo.gl/kPm5N
Pie charts are used for showing how something breaks
down into its constituent parts.
Created by Amy Mount, Tyler ISD
Amy.mount@tylerisd.org
4
Explain the characteristics of, and processes that create, major landforms, climates, and ecosystems.
Landforms are shaped by physical processes.
 Canyons are formed by weathering and erosion.
 Deltas are formed by sediment deposited by the flow of water at the river’s mouth. Sediment deposited by
waves can create a beach.
 Mountains, volcanoes, lakes, and trenches are created by tectonic forces.
 Islands are created by underwater volcanoes.
Learn more about landforms and their creation. http://goo.gl/XFO7P
Climate is influenced by various factors. An acronym is to remember the factors is LACEMOPS.
 Latitude – degrees north or south of the equator. Tropics (near the equator) are warm all year. Polar regions are
cold all year.
 Air Masses – prevailing winds may blow from over a body of water or over land to a position on continent. Wind
from over water is humid; frontal precipitation occurs when a mass of warm, wet air meets a mass of cold air.
 Continentiality – further distance from oceans creates wide seasonal ranges in temperature. Land warms and
cools more rapidly than water.
 Elevation – height above sea level. Higher elevations are colder.
 Mountain Barriers – mountains force air up to pass over’ air cools and holds less water. Orographic precipitation
(rain shadow) occurs on windward side of mountain. Leeward side is much drier.
 Ocean Currents – “rivers” within oceans that move warm water from tropics or cold water from polar regions.
Warm ocean currents heat the air, increasing temperatures and humidity; cold ocean currents can have reverse
effect.
 Pressure Cells – is low pressure controls the weather, it will be cool and wet. If high pressure controls the
weather, it will be hot and dry.
 Storm Tracks – Large storm systems like cyclonic storms and hurricanes are more frequent in certain places and
tend to follow paths.
Learn more about the factors that influence climate. http://goo.gl/I25fo
Ecosystems
A biome describes the ecosystem of a region. Weather patterns, climate, landforms, soil, and land use impact the
plants and animals that can live in an area. Biomes have different characteristics.
 Rainforests in tropical climates have a high variety of plant and animal life.
 Tundras in arctic climates have few plants and animals.
Learn more about biomes. http://goo.gl/mn2L0
Created by Amy Mount, Tyler ISD
Amy.mount@tylerisd.org
5
Analyze the ways geography influences historical events.
Events in history are influenced by physical and human geography.
Event
Geographic Influence
First farming civilizations develop near river valleys.
Rivers provided water for irrigation and transportation.
The Bubonic Plague of the 1300s kills 1/3 of Europe’s
population.
Can you think of another example?
Trade between China and Europe allowed the spread of
the disease.
Analyze factors that promote continuity and change among cultures.
 Continuity is when things stay the same. Cultures stay the same when they do not interact with other cultures,
either because of a lack of physical contact or because of a rejection of outsiders.
 Change in cultures can occur very rapidly. Factors that promote change are
o Migration – the movement of people from one place to another. When new people arrive, they bring
new beliefs, technologies, and ways of doing things with them.
o Cultural Diffusion – is the spread of ideas, goods, technologies and cultural traits from one society to
another. An example of cultural diffusion is the Columbian Exchange between the Old World and New
World after Columbus discovered the Americas.
o Trade – is any exchange of goods and services. It can occur within a country or between different
countries and encourages the spread of people, ideas, and goods. An example of trade that promoted
change is the Silk Roads that connected ancient China and the Roman Empire.
o Conflict/War – Armed conflict occurs either within a society or between different societies.
 A civil war is a conflict between citizens of the same country. The American Civil War of 18611865 is an example.
 A genocide is when the dominant group tries to completely eliminate a religious or ethnic group.
The Holocaust of WWII is an example. Nazi Germans tried to murder all of the Jews in Europe. 6
million Jews were killed. In the 1990s, more than 1 million Tutsis were killed in the Rwandan
genocide by the Hutus.
o Technological Innovations – is the development of new technologies. Technology is the use of materials,
tools, and skills to meet human needs.
 The invention of the moveable type printing press in 1450 by Johannes Gutenberg allowed the
spread of ideas, like the Protestant Reformation.
 Transportation has improved many times due to technological innovations. First, the steam
engine in the 1700s allowed for railroads and steamboats. In the 19th century, internal
combustion engines allowed for the development of automobiles and then airplanes.
 Other technological innovations that impact daily life include the Internet, air conditioning,
agricultural tools, desalinization, and medicines.
Created by Amy Mount, Tyler ISD
Amy.mount@tylerisd.org
6
Describe the characteristics of various political and economic systems.
Political Systems
Democracy Power is derived from the consent of the people. Ex: The United States
Dictatorship All power is vested in one individual. Totalitarianism is a form of a dictatorship that seeks to control all
aspects of social life within a country. Ex: North Korea
Monarchy
All power is vested in one individual and is usually acquired through heredity. Ex: Saudi Arabia
Republic
The head of the government is not a monarch. Republics can be democratic (ruled by the people),
theocratic (ruled by religious law Ex: Iran), or parliamentary (having a head of state separate from the
monarch Ex: Great Britain).
Learn more about types of governments. http://goo.gl/cVun4
See a map of types of governments. http://goo.gl/KdtzI
Economic Systems
Free Enterprise
Producers and consumers participate voluntarily. Consumer demand drives production. Free
Enterprise systems include capitalist and market economies. Ex: The United States
Socialism
Collective social control of production planned by group. Ex: Switzerland
Communism
Strong government planning and control of the production and distribution of goods and
services. Ex: China
Traditional
Production of just enough to live on, subsistence level agriculture. Use of bartering instead of
Economy
money. Ex: some cultures in Third World countries.
Learn more about economic systems. http://goo.gl/LJjcU
Username:
air35wheels
Agriculture
Industry
Subsistence / Cottage
Food is grown and consumed by the
family
Individuals make good in his or her own
home
Commercial
Food is grown on a large scale and sold to consumers
Employees come to a central location and use
company equipment and resources
Explain the reasons for and impact of migration on various regions, countries, and nations.
Humans migrate (move). Migration of people from one place to another can be influenced by physical geography
(routes, flows, destinations) and other factors.
 Immigration is the movement IN to another country to make a new home.
Say it out loud: “I: IN, Immigration”
 Emigration is the movement out of a country to make a new home.
Say it out loud: “E: EXIT, Emigration”
Push and pull factors influence migration.
 Push factors encourage emigration. These include war, famine, genocide, limited rights, unemployment, poor
living conditions, discrimination, natural disasters etc.
 Pull factors encourage immigration. These include peace, protected freedoms, job opportunities, better
education, good living conditions, and attractive climates.
A historical example of push factors is
A historical example of pull factors is
Learn more about migration patterns. http://goo.gl/EchWc
Created by Amy Mount, Tyler ISD
Amy.mount@tylerisd.org
7
Analyze how humans interact with the environment.
Human depend on, adapt to, and modify the physical environment.
Adaptation
The way people change to
 Air conditioning in hot climates
suit the environment
 Camels as transportation in the desert
Modification The way people change the
 Irrigation of dry climates to grow food
environment
 Mining and drilling for natural resources
Dependent
People need the
 Coal, oil, gas, and other forms of energy for
environment to survive
transportation, manufacturing, heating and cooling,
lighting, etc.
What are some of the negative impacts of modifying the environment?
Learn more about how people change their environment. http://goo.gl/XkxCS
Analyze the impact of scientific and technological innovations on humans and the environment.
Innovation
Impact on Humans
Impact on Environment
Transportation Ability to travel, trade, and migrate to distant Destruction of environment for roads, air
locations
pollution from emissions
Air
Ability to live in hot climates, growth of urban Increased use of natural resources for fuel
Conditioning
areas
Desalinization Access to clean drinking water in areas with
Water pollution can impact the marine life
scarce fresh water resources
Agriculture
Large scale farming made possible by heavy
Loss of natural habitats for wild life as land is
machinery (like tractors) and irrigation can
used for farming
feed more people
Level III - Advanced
Draw inferences and make predictions using various forms of geographic data.
You will probably see population pyramids on the EOC and be asked to make inferences or predictions based on the
data.
 A population pyramid is a diagram that gives information about the proportion of males and females in each age
group.
o First, read the title of the population pyramid.
o Next, look at the shape.
o Consider the proportions of young to old
o Consider the balance of male and female
 Consider where a country would need to spend their money and resources if
o There is a high birth rate? High death rate?
If it’s shaped like a triangle
o A broad base = high birth rates
o A narrow top = small elderly population and a high death rate
o Proportion = large proportion of young people
o Gender = balanced between male and female
If it’s shaped like a bee-hive
Created by Amy Mount, Tyler ISD
Amy.mount@tylerisd.org
8
o Narrow base = low birth rates, slow population growth
o Proportion = large proportion of working aged people
o Gender = Balanced between males and females
If it’s shaped like a rectangle
o Base and top roughly balanced = zero population growth (low birth rates,
low death rates, long life expectancy)
For more practice with population pyramids - http://goo.gl/240Hp
Apply an understanding of the interaction between physical patterns, cultural patterns, natural
resources, and underlying processes that affect people, places, and environments to predict future
conditions or problems.
 You will be asked to consider case studies, contemporary challenges, and real-world questions. Be sure to
carefully read the question. You might find the problem solving process helpful in answering these types of
questions.
 Problem Solving Process
o Identify the problem.
o Gather information.
o List and consider options.
o Consider advantages and disadvantages.
o Choose and implement a solution.
Analyze how globalization leads to conflict and cooperation among various populations and regions of
the world.
 Globalization is the increasingly fast movement of goods, services, money, people, and ideas across
international borders. There are both positive and negative impacts of globalization.
o Connectivity – People, countries, and economies are more connects and dependent on one another.
Challenges, failures, and successes in one country will affect another country’s economies, politics,
etc.
o Standard of Living – jobs are created where efficiencies exist and they are lost elsewhere. More
people can buy cheaper goods and services.
o Pandemics – diseases can spread quickly throughout the world.
o Loss of Culture – traditional ways are replaced by new cultural norms.
Learn more about globalization. http://goo.gl/IlN0g
Evaluate examples of cultural diffusion, convergence, divergence, and draw conclusions about the
spread of cultural traits and the resulting patterns.
 Cultural Diffusion – The spread of culture from one area to another
o Example: The Columbian Exchange, the spread of American pop culture (music, TV, fast food,
fashion)
 Cultural Convergence – The process by which cultures grow more alike (similar)
o Example: The spread of democratic ideas has made countries that adopt these ideas more alike.
Canada, Costa Rice, New Zealand, Micronesia, Estonia, Norway and Cyprus are examples of countries
that have adopted democratic ideas.
 Cultural Divergence – The process by which cultures grow apart (less alike)
Created by Amy Mount, Tyler ISD
Amy.mount@tylerisd.org
9
o
Example: China and Taiwan share the same language and the majority of Chinese and Taiwanese
people are the same ethnicity. After the 1949 Communist Revolution, however, the two countries
diverged politically, socially, and economically in many ways. Taiwan became democratic, capitalism
fueled economic growth, and dramatic social change resulted.
Notes
Created by Amy Mount, Tyler ISD
Amy.mount@tylerisd.org
10