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Georgia Department of Education Kathy Cox, State Superintendent of Schools

SOCIAL STUDIES GRADE 7 Southern and Eastern Asia Teacher Notes July 10, 2009 of 21

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7th GRADE SOCIAL STUDIES

TEACHER NOTES: SOUTHERN AND EASTERN ASIA Geographic Understandings

STANDARD/ELEMENT

TEACHER NOTES

SS7G9 The student will locate selected features in Southern and Eastern Asia.

The intent of this standard is for students to be able to locate selected countries and major physical features in Southern and Eastern Asia using a world and regional political-physical map.

a. Locate on a world and regional political-physical map: Ganges River, Huang He (Yellow River), Indus River, Mekong River, Yangtze (Chang Jiang) River, Bay of Bengal, Indian Ocean, Sea of Japan, South China Sea, Yellow Sea, Gobi Desert , Taklimakan Desert, Himalayan Mountains, and Korean Peninsula.

EU- Location

Students are expected to be able to use a world and regional political-physical or physical map to locate listed physical features in Southern and Eastern Asia. For the CRCT, students will be provided a political-physical or a physical map and asked to locate a specific physical feature from the element. There are two ways this element may be assessed. The question may name a physical feature and ask students to locate the feature on a map, or a physical feature will be identified on a map and the student will be asked to give its name.

b. Locate on a world and regional political-physical map the countries of China, India, Indonesia, Japan, North Korea, South Korea, and Vietnam.

EU- Location

Students are expected to be able to use a world and regional political-physical map to locate listed countries in Southern and Eastern Asia. For the CRCT, students will be provided a political-physical map and asked to locate a specific country from the element. There are two ways this element may be assessed. The question may name a country and ask students to locate this place on a map, or a country will be identified on a map and the student will be asked to give its name.





STANDARD/ELEMENTS TEACHER NOTES

SS7G10 The student will discuss environmental issues across Southern and Eastern Asia.

Students should be able to provide some background information on the environmental issues listed in the elements and their consequences (effect on the economies and populations) for Southern and Eastern Asia.

a. Describe the causes and effects of pollution on the Yangtze and Ganges Rivers.

EU-Human Environmental Interaction

In this element, the student is asked to describe the causes and effects of pollution for two major rivers in Southern and Eastern Asia. Students should be able to describe the reasons for water pollution, the seriousness of the pollution, and the economic consequences for the regions and the populations that depend on these rivers.

b. Describe the causes and effects of air pollution and flooding in India and China.

EU-Human Environmental Interaction

This element asks students to describe the impact of air pollution and flooding on these two countries. The problems are national in scope and not restricted to specific regions. Students should be able to describe the causes of air pollution and its effects in both countries. In South Asia, air pollution is both an outdoor and indoor problem. The outdoor air pollution is similar to that experienced elsewhere in the world; however, the use of biomass fuels for cooking has exacerbated indoor air pollution in the region (World in Transition: South Asia p. 186). Indoor air pollution is also caused by the types of fuel used for heating. World in Transition: South Asia notes there are 500,000 deaths per year from indoor air pollution in India alone (p. 187). Flooding is a major problem in both countries. For this portion of the element, students should be able to describe the causes and consequences of flooding. Students may also check news sources to find out about the extent of the devastation caused by recent floods in both India and China. While knowledge of recent flooding events will not be assessed on the CRCT, this information will help students answer general questions about the effects of severe flooding in both countries. A short discussion of actions taken by either government will help students understand the severity of this problem, though this information will also not be assessed on the CRCT.





Sample Questions for Standard SS7G10

Each year, millions of people bathe in the most sacred river in India. Because the river is known as a source of sacred healing, people with sicknesses and diseases bathe themselves hoping to be cured. For others, such as Hindu priests, bathing in the river is a sacred tradition. As a result of some religious practices, lack of sanitation infrastructure in certain areas, and the difficulty of regulating factories, cremated bodies, raw sewage, and industrial waste from factories float down the river. http://web.bryant.edu/~langlois/ecology/gangessolutions.htm Based on the passage above, what environmental issue are the people of India facing? A. Pollution of the Ganges* B. Deforestation of the rain forests C. Erosion in Himalayan mountains D. Pesticides polluting the region’s ground water

In South Asia, air pollution is a very serious problem. What is the primary cause of the serious indoor air pollution problem in South Asia?

A. Improper sanitary procedures. B. Too many people in the cities. C. Lack of green cleaning products. D. Cooking and heating with biomass fuels.*


SS7G11 The student will explain the impact of location, climate, physical characteristics, distribution of natural resources, and population distribution on Southern and Eastern Asia.

This standard requires students to explain how location, climate, and distribution of natural resources have impacted population distribution and trade in Southern and Eastern Asia.

a. Describe the impact climate and location has on population distribution in Southern and Eastern Asia.

EU-Location

This element asks students to describe how the location and climate of a country in Southern or Eastern Asia affects the distribution of population. Students should be able to use climate maps, population density maps, and political-physical maps to explain why people live where they do within the region. Description of question format: For the CRCT, students may be provided a thematic political-physical map, political map, or a chart. Students will be asked to make connections between the location of deserts and rivers and where people live within Southern and Eastern Asia.

http://web.bryant.edu/~langlois/ecology/gangessolutions.htm

http://web.bryant.edu/~langlois/ecology/gangessolutions.htm





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.

EU-Location

This element focuses on how location, in relationship with the physical features of Southern and Eastern Asia, impacts the human population. Students should use a variety of maps (population distribution, natural resource distribution, climate, and physical-political) to explain population distribution in relationship to the various physical features of the region. The second aspect of this element is the impact the region’s physical features have on the type of work and modes of transportation available. Students should be able to explain the connection between elements “a” and “b.” Description of Question Format: For the CRCT, students may be provided a thematic political-physical map, political map, or a chart. Students will be asked to make connections between the location of deserts and rivers and where people live, what types of work they do, and how they travel within Southern and Eastern Asia.

Sample Question for SS7G11.

How have the Himalaya Mountains affected India and Pakistan?

A. Made much of India a desert. B. Helped India to trade with China. C. Isolated India and Pakistan from China.* D. Provided good soil for the development of

agriculture.


SS7G12 The student will analyze the diverse cultures of the people who live in Southern and Eastern Asia.

The intent of this standard is for students to get a general idea of the diversity of cultures in Southern and Eastern Asia. It is not necessary for students to understand all of the nuances of the various cultures of Southern and Eastern Asia. Students should understand what factors make cultures unique, and what factors differentiate them from other groups. This is a shared standard. Elements (a) and (c) should be taught in depth when they are introduced the first time, and afterwards they should be reviewed as each new region is taught.

a. Explain the differences between an ethnic group and a religious group.

Before studying the diversity of cultures in any region, students need to understand the differences between ethnic groups and religious groups. Ethnic groups share many common characteristics, such as language, physical appearance, customs, and traditions. Religious groups share a





EU - Culture

common belief system, but are not necessarily composed of a single ethnic group. Students can share examples of different religions and how these include different ethnic groups. Students should understand that ethnic groups and religious groups are not defined by political borders.

b. Compare and contrast the prominent religions in Southern and Eastern Asia: Buddhism, Hinduism, Islam, Shintoism, and the philosophy of Confucianism.

EU - Culture

The intent of this element is not for students to understand the specifics of each religion of each ethnic group, but rather to grasp the wide diversity of religious beliefs in Southern and Eastern Asia. Students should be able to explain the major similarities and differences between these religions. Some history of the religion may be helpful in understanding these religions; however, the standard only requires students to understand the similarities and differences between these religions. For a chart comparing all of these religions, go to the Big Religion Chart at http://www.religionfacts.com/big_religion_chart.htm. *Note to teachers: Do not teach Hinduism as a polytheistic religion. The many goddesses and gods in Hinduism are most often viewed as different manifestations of one supreme being, Brahman.

c. Evaluate how the literacy rate affects the standard of living.

EU - Governance

This element should be taught using graphs and charts. It should also be linked with the impact of economics on the ability of a country to improve literacy and standard of living. It does not matter what country you choose to discuss this element, as CRCT questions will ask students to draw conclusions based on the use of graphs and charts. The intent is for students to understand the relationship of literacy to the standard of living of a country. China and India are two countries in Southern and Eastern Asia that would make a good contrast for this element. Literacy Rate (C- 90.9%; I- 64.84%), GDP per Capita (C- $2,458; I- $909), Life Expectancy (C- 72.88; I- 68.59), Unemployment Rate (C- 4-9%; I-9%). These are just a few factors to help gauge standard of living. For updated data, or to find additional factors that represent standard of living, use the CIA World Factbook (https://www.cia.gov/library/publications/the-world-factbook/index.html) and/or the State Department’s Background Notes (http://www.state.gov/countries/).

http://www.religionfacts.com/big_religion_chart.htm

https://www.cia.gov/library/publications/the-world-factbook/index.html


http://www.state.gov/countries/





Sample Questions for Standard SS7G12

Which of these identifies a person as a member of a religious group?

A. Same language B. Shared beliefs* C. Same nationality D. Shared physical traits

Sample question: Which is a major difference between Hinduism and Islam?

A. Having sacred texts B. View of the “afterlife”* C. Important influence in Southern and Eastern

Asia D. Having different sects or groups within the

religion

What effect does an increase in a country’s literacy rate have on the people who live there?

A. a lower urban population B. a higher infant mortality rate C. an increase in standard of living* D. an increase in the agricultural labor

force

Civics/Government Understandings


SS7CG6 The student will compare and contrast various forms of government.

This is a shared standard that appears at the beginning of each Civics/Government section. It is to be taught in depth the first time it is encountered. In subsequent units, the information should be reviewed to help students make connections to their new learning. The intent of this standard is to lay a foundation to help students understand the basic organization of governments before they attempt to compare actual governments.

a. Describe the ways government systems distribute power: unitary, confederation, and federal.

EU - Governance

Students should be able to describe the ways governments distribute power and be able to identify the type of distribution from a description. Unitary: characterized by or constituting a form of government in which power is held by one central authority; EXAMPLES: China and Japan Confederation: voluntary associations of independent states that, to secure some common purpose, agree to certain limitations on their





freedom of action, and establish some joint machinery of consultation or deliberation. EXAMPLE: None in this region. Federal: characterized by or constituting a form of government in which power is divided between one central and several regional authorities. EXAMPLES: India and Malaysia

Note: Countries do not design their government systems to fit into categories. Therefore, a government may have aspects of more than one system. Sources that attempt to categorize may sometimes conflict. For example, China may be listed as a Unitary system on one source and a Federal system on another (Scholastic/Grolier Online). Rather than focus on classifying a specific country’s government, teachers should focus more on the characteristics of government systems in general. A government newsletter, PowerPoint, and webinar were developed and made available to teachers to clarify government questions regarding the sixth and seventh grade standards. (Contact [email protected] if you have not received these materials or would like additional electronic copies.)

Sample Questions: The country provided in the stem does not matter, as questions will provide enough information for students to determine the type of government regardless of the country.

b. Explain how governments determine citizen participation: autocratic, oligarchic, and democratic.

EU - Governance

Students should be able to explain the different ways citizen participation in their government is defined. Autocratic: government in which one person possesses unlimited power and the citizen has little if any role in the government. EXAMPLE: North Korea Oligarchic: government by the few, sometimes a government in which a small group exercises control especially for corrupt and selfish purposes. The citizen has a very limited role. EXAMPLE: Myanmar

Democratic: a government in which the supreme power is vested in the people and exercised by them directly or indirectly through a system of representation usually involving periodically held free elections. EXAMPLE: Japan





c. Describe the two predominant forms of democratic governments: parliamentary and presidential.

EU - Governance

The students should be able to explain each form of government and identify the major differences in these two forms of democratic governments. Parliamentary: 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 to the legislature. May have a Prime Minister elected by the legislature. EXAMPLE: Japan (Emperor of Japan is purely ceremonial) and India (President of India is a figure head like the Emperor is in Japan) Presidential: a system of government in which the president is constitutionally independent of the legislature. EXAMPLE: Indonesia

Sample Questions for Standard SS7CG6

In Japan, the prefectures (Japan’s word for states or provinces) do not have any independent authority. Instead, they carry out the laws and policies of the national government. This is an example of what system of government?

A. Unitary* B. Confederation C. Federal D. parliamentary

How does a democratic government differ from an oligarchic government?

A. Role of the citizen* B. Law making process C. Judicial system D. Role of individual states

In a parliamentary government, unlike the presidential system, the head of government belongs to which branch?

A. Judicial B. National C. Executive D. Legislative*


SS7CG7 The student will demonstrate an understanding of national governments in Southern and Eastern Asia.

Students should use the information from SS7CG6 to describe the form of government and research the government of the countries listed in the element. {The type of government for each country listed in the elements is found in the State Department’s Background Notes {http://www.state.gov/countries/} and the CIA World Fact Book {https://www.cia.gov/library/publications/the-world-factbook/index.html}, as are definitions of each type of government.

http://www.state.gov/countries/







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.

EU - Governance

In comparing the listed governments, only the type of leadership and the roles of the citizen are assessable. In identifying the type of leadership, students should know the type of leader (monarch, president, prime minister, etc.) and how this person becomes the country’s leader. To identify the role of the citizen, students should look at SSCG7b and determine what role the citizen actually plays in the government. For personal freedoms, students should understand those freedoms in terms of such things as freedom of speech and freedom of the press. Assessment questions should not focus on discrete fact-related questions, such as which country has a monarch; rather, they should focus on how a leader of specific country becomes the leader, and what impact that has on the role of the citizen. The following descriptions come from the State Department Background Notes and/or the CIA World Factbook. The web addresses are available in the previous standard’s teacher notes. Federal Republic of India Although India is a republic, individual states are more tightly controlled by the central government than states in the United States. India has a President and a Prime Minister. The President is the head of state while the Prime Minister is the head of government. The President is elected by an electoral college to 5-year term. The Vice-President is elected by both houses of Parliament. The Prime Minister is generally the head of the party that enjoys a majority in the legislative branch. All citizens 18 and over may vote for their legislators. The People’s Republic of China Although China is called a republic, true power lies with the ruling Communist Party. China has a President and a Premier. The President is the head of state while the Premier is the head of government. The President and Vice-President are elected by the National People’s Congress. The Prime Minister is the head of the ruling party, the Chinese Communist Part. While there are elections for the National People’s Congress, there is truly only one political party, the Chinese Communist Party. The State Council, which functions as a cabinet, is appointed by the National People’s Congress.





The Constitutional Monarchy of Japan The Emperor of Japan (head of state) is merely a “symbol of the state.”True executive power resides with the Prime Minister (head of government), and the Cabinet of Ministers, who are part of the legislative branch of government. There are universal voting rights for all adult citizens. Note: Chief of state includes the name and title of the titular leader of the country who represents the state at official and ceremonial functions, but who may not be involved with the day-to-day activities of the government. Head of government includes the name and title of the top administrative leader who is designated to manage the day-to-day activities of the government.

For example, in Japan, the emperor is the chief of state, and the prime minister is the head of government. {In the US, the president is both the chief of state and the head of government.}

Sample Questions for Standard SS7CG7

Based on the information above, which term identifies India's government?

A. federal republic* B. communist state C. constitutional monarchy D. autocratic confederation

Based on the information above, which term identifies Japan’s government?

A. federal republic B. communist state C. constitutional monarchy* D. autocratic confederation

a national government as well as 28 state governments

the leader of each state legislature's majority is appointed governor by the president

citizens of each state elect state legislatures

The emperor holds a ceremonial role as head of state

The prime minister is the head of government

The government’s true power lies with the Prime Minister and the Cabinet





Economic Understandings


SS7E8 The student will analyze different economic systems.

This is a generic standard placed at the beginning of the economic understandings of each region. It is intended to be taught in depth with the first region. Once it has been taught in depth, only a brief review is needed in other regions. The goal of this standard is to acquaint students with the three major types of economic systems. The second element helps students understand how every country’s economy is a blend of command and market economies. Students are then asked to compare specific economies within the region being studied.

a. Compare how traditional, command, and market economies answer the economic questions of (1) what to produce, (2) how to produce, and (3) for whom to produce.

EU- Production, Distribution & Consumption

Students should understand the basic characteristics of each of the three types of economic systems in relation to how they answer the three basic economic questions. Students should focus on the characteristics of command and market economies. Students should understand how each economic system answers: what to produce, how to produce, and for whom to produce (the three basic economic questions).

b. Explain how most countries have a mixed economy located on a continuum between pure market and pure command.


Since no country has a pure command or pure market economic system, most economies combine aspects of both of these pure economic systems - albeit to different degrees. Students should understand how real economies fall somewhere between the two extremes. This is not a high level economics lesson. This should be combined with element “a” in instruction.

c. Compare and contrast the economic systems in China, India, Japan, and North Korea.


Using the information learned in elements “a” and “b” students should compare how the economies in each listed country answer the basic questions of economics from element “a.” They should also be able to explain from their answers the basic questions of economics and approximately where on the continuum between pure market and pure command each economy falls. They should also be able to explain why the country is in that position on the continuum. The following information is based on material found in the U.S. State Department’s Background Notes.





China

(1) What to produce?

40 % of the Chinese economy is still based in state-run industries

60% of the economy is based on the private sector in where producers and consumers make production decisions

(2) How to produce?

The many inefficiencies found in the state-run industries, particularly in the area of agriculture, limit China’s growth.

In the private market, the speed of economic growth has caused Chinese officials to have increasing difficulty monitoring consumer safety and environmental pollution.

(3) For whom to produce?

China requires food production to meet self-sufficiency level for the nation and only the surplus may be exported. In reality, there is not enough proper storage of food to meet the self-sufficiency requirement.

China exports a large amount of manufactured goods. However, the expanding middle class in China is seen as a growth market for both Chinese and foreign companies.

Place on the continuum: China is slightly on the market side of center on the continuum. India


Since 1991, India has slowly allowed the markets to open up to private sector domestic and foreign businesses.

The majority of the population relies on subsistence agriculture as a means of survival.

There is a lot of bureaucracy and corruption involved in setting up and operating business.

(2) How to produce?

India is increasing its oversight of intellectual and private property rights, but legal challenges are fraught with bureaucracy.

India has an increasingly educated workforce particularly in areas of engineering and computer science.





A complex, corrupt, and hefty tax system can sometimes make operating a business in India difficult.


Food production is largely for domestic consumers with many citizens producing food mainly for their own family consumption.

The software and business process outsourcing industries are rapidly expanding export markets for private Indian companies.

Place on the continuum: India would be more to the market side of the continuum than China. Japan


Japan’s economy is primarily market driven with supply and demand determining what will be produced.

The few industries that are highly government-controlled, such as agriculture, have much lower productivity rates than those industries controlled by market forces.

(2) How to produce?

Private businesses determine their own production processes in most of the economy.


Japan’s population enjoys a high standard of living and creates a strong domestic market for goods and services.

The efficiency of Japan’s production and its reputation for quality products/services has made it a major exporter.

Place on the continuum: Out of all four countries in this element, Japan would be the closest to the market side of the continuum. North Korea


Although there have been some small market reforms recently, the majority of legal economic activities are centrally controlled by the government.

Due to natural disaster and inefficient government-run industries, North Korea is a major recipient of food and





basic service aid from Non-Governmental Organizations (NGO) and foreign nations. The U.S. provides the people of North Korea with a large amount of aid.

Like in many highly centralized economies, there is a large underground economy that runs on a more market based system.

(2) How to produce?

Production decisions and methods are primarily determined by the government.


Approximately one fourth of all domestic output is devoted to maintaining the military. This severely limits the amount of goods and services that make it to the rest of the people of North Korea.

North Korea produces natural resources and manufactured goods for export.

Place on the continuum: North Korea would be much more to the command side of the continuum than any of the other nations discussed. One of the most command economies in the world today.

Sample Questions for Standard SS7E8

Why do countries have mixed economies? A. Each part of a country has different types of

money. B. A country’s economy has both national and

state elements. C. Each part of a country has a different

economy. D. A country’s economy has both command and

market elements.*

According to the information box, North Korea’s economy is MOST LIKE which economic system?

A. Traditional B. Market C. Command* D. Bartering

The North Korean government determines:

What to produce

How to produce

For whom to produce






SS7E9 The student will explain how voluntary trade benefits buyers and sellers in Southern and Eastern Asia.

The intent of this standard is to have students explain the importance of voluntary trade and how it benefits Southern and Eastern Asia. The elements for this standard, which are general in nature, are to be applied to this region.

a. Explain how specialization encourages trade between countries.


Specialization encourages trade and can be a positive factor in a country’s economy. Specialization occurs when one nation can produce a good or service at a lower opportunity cost than another nation. Students should be able to discuss how this has helped countries in Southern and Eastern Asia. It is not necessary that students know specific nations for the CRCT, as questions will be of a broad nature. Students should also note where specialization has not functioned as expected. What are the potential problems of over-specialization, such as one-crop economies and lack of diversification? How can this impact a region’s economy?

Description of question format: Students may be provided with examples of resources and/or products that different countries produce. The question would then ask students to explain why two countries would engage in trade. The answer would show that each country specializes in something the other country needs, and produces it at a lower opportunity cost than the second country.

b. Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargos.


Students should be able to describe each of the listed trade barriers and apply them to Southern and Eastern Asia. Questions will not require students to associate trade barriers with specific countries, but to explain an example provided in an assessment question.





c. Explain why international trade requires a system for exchanging currencies between nations.


Students should be able to explain the reasons why currency exchange systems facilitate international trade. Students should be able to identify examples, from Southern and Eastern Asia, of how international trade between these countries and other countries of the world has benefited from a system for the exchange of currency. Students do not need to know types of currency, or how to calculate exchange rates. It is sufficient for them to know that exchange rates provide a procedure for determining the value of one country’s currency in terms of another country’s currency. They should also understand that without a system for exchanging currencies, it would be very difficult to conduct international trade.


In order to protect a nation’s car manufacturing industry from foreign car producers, the government charges the importer a fee for each imported car. This is an example of what kind of trade barrier?

A. Subsidy B. Tariff* C. Quota D. Embargo

Jiang wants to sell his products manufactured in his country to consumers in several other Asian countries. This will involve him in international trade. What needs to be in place so Jiang can accurately determine the price of his products in these other nations?

A. A common Asian currency. B. An embargo on the countries he trades with. C. A system for exchanging currencies between

countries.* D. A treaty with each country setting the price

for his products.


SS7E10 The student will describe factors that influence economic growth and examine their presence or absence in India, China, and Japan.

The generic elements in this standard are intended to be applied to Southern and Eastern Asia. The four elements in this standard focus on the factors that most influence economic growth in a nation. Students should be able to describe these factors and explain how the presence or absence of them has influenced economic growth in Southern and Eastern Asia.

a. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP).

Students should be able to explain both human capital and Gross Domestic Product (GDP), and how human capital influences GDP. Students need to determine the education and training level of the workforce in Southern and Eastern Asia, and how these factors impact the country’s/region’s GDP. This is not to be done at a complex level, but in general. If the education level is low, is the GDP low? Using this information, students should be able to infer that there is a relationship






between education levels and human capital in terms of people’s ability to produce income. Using this information, students should evaluate the level of education and training to see what impact it has on the GDP in this region. Apply this element to selected countries in Southern and Eastern Asia. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP). The information below is from the U.S. State Department’s Background Notes.

India Years compulsory—No compulsory education Literacy Rate— 64.84% Real growth rate (2006-2007): 9.4% China Years compulsory—Up to Grade 9 Literacy Rate— 90.9% Real growth rate (2007): 11.4% Japan* Years compulsory— Up to Grade 9 (only 4% leave school after this grade) Literacy Rate— 99% Real growth rate (2007): 2.5% *Note to teacher: It is important to let students know that highly developed economies like the USA and Japan have smaller growth rates because the size of these economies are already so large. Japan has the second largest economy in the world.

b. Explain the relationship between investment in capital (factories, machinery, and technology) and gross domestic product (GDP).


Students should be able to explain capital and its relationship to GDP. They should be able to explain how investment in capital influences GDP and apply this information to Southern and Eastern Asia, the Caribbean and Canada. As with element “a” students should use the information about capital and GDP to make inferences regarding the investment in capital in Southern and Eastern Asia and these countries’ GDP. The information below is from the CIA World Factbook.





India Capital Investment—39% of GDP Real growth rate (2006-2007): 9.4% China Capital Investment—40.2% of GDP Real growth rate (2007): 11.4% Japan* Capital Investment—22.5% of GDP Real growth rate (2007): 2.5%

c. Describe the role of natural resources in a country’s economy.


Students do not need to identify the natural resources of specific countries, but should be able to explain how the presence or absence of natural resources impacts a country’s economy.

Students may be provided charts and/or graphs to evaluate the impact of natural resources on the development of that country’s economy. Note to teacher: Japan is a great example of a country with few natural resources that has developed systems of production and trade that are so efficient that they have been able to develop one of the best economies in the world. It is worth noting that Japan does not have to maintain a large military like other nations.

d. Describe the role of entrepreneurship.


Students should explain entrepreneurship and its importance in economic development. How has entrepreneurship aided development in India, China, and Japan? If there is a lack of entrepreneurship, how has this affected development in these regions? Students are not expected to know specific examples from the regions. They may be required to use charts and graphs to evaluate the impact of entrepreneurship on economic development.






Microsoft Corp, the world's largest software company, said that the company will invest $1.7 billion in India over the next four years to expand its operations. The money will be spent to make India a major hub for Microsoft's research, product and application development, and services and technical support. India's highly skilled software professionals, low-cost operations, a booming economy, good telecommunications links, and a rapidly growing market have made many foreign companies announce plans to expand their operations in India. http://www.rediff.com/money/2005/dec/07gates1.htm Which is an example of human capital in the above passage?

A. skilled software professionals* B. computer factories in New Delhi C. research products for Microsoft D. loans to local software companies

China’s economy has begun to change from a command economy to a more market economy. This has resulted in increased investment both by the Chinese and by foreign entrepreneurs. How will this investment in capital affect China’s GDP?

A. Increase GDP*

B. Decrease GDP

C. No effect on GDP

D. Not related to GDP

China’s economy is growing at a very rapid pace. Why are entrepreneurs important in the growth and transition of China’s economy?

A. They build new factories.* B. They run the government. C. They planned the Olympics in 2008. D. They provided guidance on education.

Historical Understandings


SS7H3 The student will analyze continuity and change in Southern and Eastern Asia leading to the 21st century.

The intent of this standard is to provide students with the 20th century historical background that led to many issues facing Southern and Eastern Asia today. It is not a complete history of the region. This standard links back to 6th grade standards SS6H6 and SS6H7. These two standards provide background on the European presence in Southern and Eastern Asia. A very short (one day) review of the information in those standards will help place the content in this standard in perspective. That background material is not assessable in 7th grade.

http://www.rediff.com/money/2005/dec/07gates1.htm





a. Describe how

nationalism led to

independence in India

and Vietnam.

This element asks students to describe the role nationalism played in the

development of India and Vietnam as independent countries. For India,

element “b” should be included as part of instruction. Students should

understand the role and impact of Gandhi on the development of India as

a country. Students should also understand India as a British colony

(SS6H6 & 7). They should be able to explain the development of

nationalism in India, and Gandhi’s role in its development.

The second part of this element asks students to explain the independence

movement in Vietnam. In terms of instruction, this portion of element “b”

would flow more logically after element “d” is taught. Students should be

able to explain the origins of nationalism during the time Vietnam was

part of French Indochina. Students should also be able to show how U.S.

involvement in Vietnam developed as a result of U.S./Soviet Cold War

politics, including the reasons for the division of the country into North

and South Vietnam. Students should understand the role of the Vietnam

War and the reunification of North and South Vietnam in the development

of Vietnam as an independent nation. b. Describe the impact of

Mohandas Gandhi’s

belief in non-violent

protest.

This element should be included when teaching India in element a.

Students should be able to explain the importance of Gandhi in India’s

movement toward independence. Students should also be able to explain

Gandhi’s idea of “non-violent” protest, and how that form of protest

contributed to India’s independence movement.

a. Explain the role of the

United States in the

rebuilding of Japan

after WWII.

Students should explain the reasons for the U.S. decision to rebuild Japan

following World War II. Students should understand that in addition to

economic reasons, the U.S. was also concerned about the emergence of a

Communist-controlled China. Students should explain the role of the U.S.

as an occupying power in Japan, and the transition of power back to the

Japanese government.

b. Describe the impact of

Communism in China

in terms of Mao

Zedong, the Great Leap

Forward, the Cultural

Revolution, and

Tiananmen Square.

Students should be able to describe the role of Mao Zedong in China, and

his continuing importance to China today. In China’s development, three

events have been selected for students to describe. Students do not need to

memorize the dates of these events, but should understand the sequence in

which the events occurred and their impact on the development of modern

China. Students should be able to explain each event and its significance

particularly in the area of individual rights. c. Explain the reasons for

foreign involvement in

Korea and Vietnam in

terms of containment of

Communism.

Students should be able to explain the U.S. policy of containment of

Communism, including the concerns U.S. leaders had about the spread of

Communism in Southern and Eastern Asia. Students should be able to

explain how U.S. actions in Korea and Vietnam were related to the policy

of containment. Students should be familiar with the Korean War and the

Vietnam War as part of this containment policy.





Sample Questions for Standard SS7H3

What is the theme that ties The Great Leap Forward,

the Cultural Revolution, and Tiananmen Square

Massacre together?

A. Mao Zedong led each of them.

B. Improvements to China’s economy were a

result.

C. They all led to fewer freedoms for people of

China.*

D. They all led to more opportunities for people

of China.

Why did the United States believe it was necessary

to become involved in both Korea and Vietnam?

A. To protect them from attack.

B. Prevent a serious health crisis.

C. Stop the spread of communism.

D. Improve each country’s economy.

What role did the U.S. play in rebuilding Japan after

World War II?

A. Provided free loans.

B. Helped rebuild Japan’s army.

C. Required Japan to pay war damages.

D. Developed a plan to help Japan’s economy

recover. *

7 grade social studies teacher notes: southern and eastern ... · 7th grade social studies teacher...

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