SS7G10 The student will discuss environmental issues across Southern and Eastern Asia.
a. Describe the causes and effects of pollution on the Yangtze and Ganges Rivers.
b. Describe the causes and effects of air pollution and flooding in India and China.
The pollution in the Yangtze and Ganges Rivers cause many people sickness, sometimes death. A lot of chemicals used in fertilizers and industry are washed into the Ganges River everyday. Human and animal waste also pollute the river. The bodies of many humans and animals float down the river, many Indians bathe in the river as well. People who drink, cook, bathe and with this water usually get very sick from the stuff found in these rivers. Pouring large amounts of wastes in the rivers cause many outbreaks in diseases. Millions of gallons of sewage are dumped into the Yangtze River as well, causing people many sicknesses and diseases.
The air pollution and flooding in India and China lead to many problems in these two countries. Flooding can cause sickness, deaths, losing homes and cities, and it can even lead up to losing family members. Air pollution can lead up to sicknesses and deaths as well.
a. Describe the causes and effects of pollution on the Yangtze and Ganges Rivers.
b. Describe the causes and effects of air pollution and flooding in India and China.
The pollution in the Yangtze and Ganges Rivers cause many people sickness, sometimes death. A lot of chemicals used in fertilizers and industry are washed into the Ganges River everyday. Human and animal waste also pollute the river. The bodies of many humans and animals float down the river, many Indians bathe in the river as well. People who drink, cook, bathe and with this water usually get very sick from the stuff found in these rivers. Pouring large amounts of wastes in the rivers cause many outbreaks in diseases. Millions of gallons of sewage are dumped into the Yangtze River as well, causing people many sicknesses and diseases.
The air pollution and flooding in India and China lead to many problems in these two countries. Flooding can cause sickness, deaths, losing homes and cities, and it can even lead up to losing family members. Air pollution can lead up to sicknesses and deaths as well.
SS7G11 The student will explain the impact of location, climate, physical characteristics,
distribution of natural resources, and population distribution on Southern and Eastern Asia.
a. Describe the impact climate and location has on population distribution in Southern and
Eastern Asia.
b. Describe how the mountain, desert, and water features of Southern and Eastern Asia have
affected the population in terms of where people live, the types of work they do, and how they
travel.
The climate in Asia is very hot, because it is right near the equator. Most people don't prefer to live where it is hot, especially in third world countries such as Asia. The climate has a huge affect on the population of a country. There is a pretty big population in Asia, and most of the people want to live near the major rivers for cooking, bathing, and drinking purposes.
The water features in Asia are good for people to live near for bathing, cooking, and drinking. Even if their water isn't that safe, it's better than having no water. The mountains are very hard to live and work on, therefore not many people live there. Deserts in Asia are very hard to live in as well, with the lack of water and hot sun. People who live by major rivers and lakes commonly travel by boat, and work as fishermen. The people who live in deserts usually walk for transportation, but some have cars, as we saw in 6th grade in the movie "The Rabbit Proof Fence." In the desert jobs are hard to come by, but some people drill oil. People who live on or near mountains may have a farm to grow crops. Also, they travel by car, walking, or animals.
SS7G12 The student will analyze the diverse cultures of the people who live in Southern and
Eastern Asia.
a. Explain the differences between an ethnic group and a religious group.
b. Compare and contrast the prominent religions in Southern and Eastern Asia: Buddhism,
Hinduism, Islam, Shintoism and the philosophy of Confucianism.
c. Evaluate how the literacy rate affects the standard of living.
Government/Civics Understandings
Ethnic Groups share many common characteristics, such as language, physical appearance, customs, and traditions.
*
Religious Groups share a common belief system, but are not necessarily composed of a single ethnic group.
Religion * Country of Origin * Important People * Sacred Text * Basic Beliefs * Where Found Today
Buddhism * Siddartha (Gautama Buddha) * Tripitaka * The Middle Way, * Four Noble Truths * India, SE Asia
Reincarnation,
Nirvana (perfect peace)
The Middle Way,
Reincarnation,
Islam Arabian Peninsula Muhammad (Koran) Quran 5 pillars of Islam World wide
(mostly E. Hemisphere)
Shintoism Japan no founder none life/nature are sacred Japan
honor the Kami -
spirits of nature
Hinduism India no founder many texts Vedas is one polytheistic, reincarnation, India
karma, caste system
Confucianism China Confucius The Four Books The golden rule, kindness, China
relationships SE Asia
Literacy rate is the amount of people in a country who can read and write. Therefore the more people who can read and write, the more people who can work. If you can't read or write, then it's very hard to get a job, which means less people in your country are able to work. So, a high literacy rate helps the standard of living a lot.
distribution of natural resources, and population distribution on Southern and Eastern Asia.
a. Describe the impact climate and location has on population distribution in Southern and
Eastern Asia.
b. Describe how the mountain, desert, and water features of Southern and Eastern Asia have
affected the population in terms of where people live, the types of work they do, and how they
travel.
The climate in Asia is very hot, because it is right near the equator. Most people don't prefer to live where it is hot, especially in third world countries such as Asia. The climate has a huge affect on the population of a country. There is a pretty big population in Asia, and most of the people want to live near the major rivers for cooking, bathing, and drinking purposes.
The water features in Asia are good for people to live near for bathing, cooking, and drinking. Even if their water isn't that safe, it's better than having no water. The mountains are very hard to live and work on, therefore not many people live there. Deserts in Asia are very hard to live in as well, with the lack of water and hot sun. People who live by major rivers and lakes commonly travel by boat, and work as fishermen. The people who live in deserts usually walk for transportation, but some have cars, as we saw in 6th grade in the movie "The Rabbit Proof Fence." In the desert jobs are hard to come by, but some people drill oil. People who live on or near mountains may have a farm to grow crops. Also, they travel by car, walking, or animals.
SS7G12 The student will analyze the diverse cultures of the people who live in Southern and
Eastern Asia.
a. Explain the differences between an ethnic group and a religious group.
b. Compare and contrast the prominent religions in Southern and Eastern Asia: Buddhism,
Hinduism, Islam, Shintoism and the philosophy of Confucianism.
c. Evaluate how the literacy rate affects the standard of living.
Government/Civics Understandings
Ethnic Groups share many common characteristics, such as language, physical appearance, customs, and traditions.
*
Religious Groups share a common belief system, but are not necessarily composed of a single ethnic group.
Religion * Country of Origin * Important People * Sacred Text * Basic Beliefs * Where Found Today
Buddhism * Siddartha (Gautama Buddha) * Tripitaka * The Middle Way, * Four Noble Truths * India, SE Asia
Reincarnation,
Nirvana (perfect peace)
The Middle Way,
Reincarnation,
Islam Arabian Peninsula Muhammad (Koran) Quran 5 pillars of Islam World wide
(mostly E. Hemisphere)
Shintoism Japan no founder none life/nature are sacred Japan
honor the Kami -
spirits of nature
Hinduism India no founder many texts Vedas is one polytheistic, reincarnation, India
karma, caste system
Confucianism China Confucius The Four Books The golden rule, kindness, China
relationships SE Asia
Literacy rate is the amount of people in a country who can read and write. Therefore the more people who can read and write, the more people who can work. If you can't read or write, then it's very hard to get a job, which means less people in your country are able to work. So, a high literacy rate helps the standard of living a lot.
SS7CG6 The student will compare and contrast various forms of government.
a. Describe the ways government systems distribute power: unitary, confederation, and federal.
b. Explain how governments determine citizen participation: autocratic, oligarchic, and democratic.
c. Describe the two predominant forms of democratic governments: parliamentary and
presidential.
Federal- A central authority controls several states, which also have state governments.
Confederation- An organization that consists of a number of parties or groups united in an alliance or league.
Unitary- A strong central authority controls the government.
a. Describe the ways government systems distribute power: unitary, confederation, and federal.
b. Explain how governments determine citizen participation: autocratic, oligarchic, and democratic.
c. Describe the two predominant forms of democratic governments: parliamentary and
presidential.
Federal- A central authority controls several states, which also have state governments.
Confederation- An organization that consists of a number of parties or groups united in an alliance or league.
Unitary- A strong central authority controls the government.
Autocratic- One person posses unlimited power. The citizen has limited, if any, role in the government. Maintains power through inheritance or ruthless use of military and police power. Absolute or Totalitarian Dictatorship.
Examples: Adolf Hitler, Benito Mussolini, Joseph Stalin
Absolute Monarchy (King or Queen) - Example: King of Saudi Arabia.
RULED BY 1
Oligarchic- Government by the few. Sometimes a small group exercises control, especially for corrupt and selfish purposes. The citizen has a very limited role.
Example: communist countries such as China.
RULED BY A GROUP
Democratic- People vote in free election to influence the government.
RULED BY THE PEOPLE
Parliamentary Government- a system of government having the real executive power vested in a cabinet composed of members of the legislature who are individually and collectively responsible for the legislature. May have a Prime Minister elected by the legislature.
Presidential- a system of government in which the president is constitutionally independent of the legislature.
SS7CG7 The student will demonstrate an understanding of national governments in Southern
and Eastern Asia.
a. Compare and contrast the federal republic of The Republic of India, the communist state of The
People’s Republic China, and the constitutional monarchy of Japan, distinguishing the form of
leadership and the role of the citizen in terms of voting rights and personal freedoms.
SS7E8 The student will analyze different economic systems.
a. Compare how traditional, command, market economies answer the economic questions of (1)
what to produce, (2) how to produce, and (3) for whom to produce.
b. Explain how most countries have a mixed economy located on a continuum between pure
market and pure command.
c. Compare and contrast the economic systems in China, India, Japan, and North Korea.
Every society must deal with providing goods and services for its people. Each society must also develop an economic system that can decide how to use the limited resources of that society as well. Three basic questions must be answered:
1 What goods and services will be produced?
2 How will these goods and services be produced?
3 Who uses the goods and services that are produced?
A Traditional Economy
In a traditional economy, most of the economic decisions that are made are based on custom and on the habit of how such decisions were made in the past. The word tradition means something that has been passed down in a culture from one generation to the next. Many traditional economies are found in rural areas where people depend on members of their extended families and where work is often subsistence farming, herding animals, or working in simple crafts, and trades. Often very little money ever exchanges hands in a traditional economy. Bartering or trading in goods and services replaces currency as a way of paying for things people need. In Southwest Asia, traditional economies can still be found in rural areas of many of the countries of this region. No country today can be described as having a primarily traditional economy.
A Command Economy
A command economy is a more centralized economy, one in which government planning groups make most of the basic economic decisions for the workers. A central planning group would decide which goods and services should be produced, as well as prices for the goods and wages paid to the workers. No individual could decide to start a new business on his or her own. The government would decide what to produce and who would own the places where the goods were produced. The government would also decide what jobs the workers would do and how and where the goods produced would be sold
A Market Economy
The third basic type of economic system is a market economy, one in which a society’s economic decisions are made by individuals who decide what to produce and what to buy. Other names for a market economy are capitalism, free enterprise, or laissez-faire (French phrase that means “to allow them to do as they please”). Many countries in Southwest Asia use a market or free enterprise economic system.
There is no country in the world that is 100% percent market or command. Every nation has a mixture of the two. Some are more market, some are more command. It just depends on the choices of the government.
•China
•What to produce?
–40% of Economy is based on government-run industries
–60% of economy is based in the “private sector” where producers and consumers decide.
•How to produce?
–Some government run industries are not efficient
–Chinese officials are having a hard time keeping up with safety and pollution
•For whom to produce?
–China requires that it produces enough food for its population and only excess can be exported
–China exports a lot of manufactured goods
•India
•What to produce?
–India has slowly started to move towards market economy
–Most people are subsistence farmers
•How to produce?
–Getting better at protecting property rights
–India has an large educated population, especially engineers and computer scientist
–The tax system makes it difficult to operate a business
•For whom to produce?
–Food made in India mostly stays in India
–Software and business process outsourcing is big business
•Japan
•What to produce?
–Japan’s economy is primarily market driven
–Agriculture is run by the government
•Doesn’t produce a lot
•How to produce?
–Private business decide how to produce their products
•For whom to produce?
–Japan has a high standard of living and they buy many Japanese goods
–Japan is known for its efficiency and quality and that has made it a major exporter of goods
•North Korea
•How to produce?
–Production is determined by the government
•For whom to produce?
–¼ of all that is made is for maintaining the military
–It does export some manufactured goods and natural resources
Command
-
North Korea
China
India
Japan
-
Market
SS7E9 The student will explain how voluntary trade benefits buyers and sellers in Southern and
Eastern Asia.
a. Explain how specialization encourages trade between countries.
b. Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargos.
c. Explain why international trade requires a system for exchanging currencies between nations.
Specialization encourages trade because if one country specializes in one item and another country specializes in another they can trade to have what they both need.
Tariff- bill; cost; charge.
Quota- a proportional part or share of a fixed total amount or quantity.
Embargo- a restraint hindrance; prohibition.
People have to now how much money it is in another currency, and they have to be able to switch money to buy goods form other country's.
SS7E10 The student will describe factors that influence economic growth and examine their
presence or absence in India, China, and Japan.
a. Explain the relationship between investment in human capital (education and training) and
gross domestic product (GDP).
b. Explain the relationship between investment in capital (factories, machinery, and technology)
and gross domestic product (GDP).
c. Describe the role of natural resources in a country’s economy.
d. Describe the role of entrepreneurship.
GDP and human capital both play a very big role in a country. Human capital are things like education and training. Without GDP those wouldn't be possible or without human capital GDP wouldn't be possible. GDP is the amount of goods produced in a country in one year. Therefore without GDP human capital wouldn't be as good.
Without investment capital there would be no GDP. GDP is the amount of goods produced in one year, so if there was no where for the goods to be made there would be no goods, therefore no GDP.
Natural resources play a huge role in a country's economy. For example if there was no wood, no coal, no oil, no anything, what would our houses, cars, food, etc. be made of? That is why we need natural resources!
Entrepreneurs are very important. They open businesses and work to make money. Their job is very hard because they have to work very hard just to keep their business open!
SS7H3 The student will analyze continuity and change in Southern and Eastern Asia leading to
the 21st century.
a. Describe how nationalism led to independence in India and Vietnam.
b. Describe the impact of Mohandas Gandhi’s belief in non-violent protest.
c. Explain the role of the United States in the rebuilding of Japan after WWII.
d. Describe the impact of Communism in China in terms of Mao Zedong, the Great Leap
Forward, the Cultural Revolution, and Tiananmen Square.
e. Explain the reasons for foreign involvement in Korea and Vietnam in terms of containment of
Communism.
How did nationalism lead to independence in India?
India slowly gained independence through nationalistic movements and non-violent rebellions as well as through Gandhi’s leadership and belief in non-violent protest through civil disobedience.
How did nationalism lead to independence in Vietnam?
Nationalism led to independence in Vietnam through the leadership of Ho Chi Minh and his Vietminh League. They fought the French and gained control of their own country.
What was the impact of Mohandas Gandhi’s belief in non-violent protest?
Britain finally granted “Indian independence” in 1947
To help rebuild Japan after the war.
Describe the impact of Communism in China in terms of Mao Zedong, the Great Leap Forward, the Cultural Revolution, and Tienanmen Square.
What is Communism?
Communism is a political and economic system in which the major productive resources in a society—such as mines, factories, and farms—are owned by the public or the state, and wealth is divided among citizens equally or according to individual need.
e. Explain the reasons for foreign involvement in Korea and Vietnam in terms of containment of Communism.
- What is foreign involvement?
Is when a country is involved in other countries around the world that are not their own country.
- What does containment mean in this standard?
Containment of Communism: trying to stop communism from spreading to other countries.
- What was the reason for foreign involvement in Korea?
Containment of Communism
- What was the reason for foreign involvement in Vietnam?
Containment of Communism