7th grade social studies gallopade pdf · 7th grade social studies gallopade pdf
TRANSCRIPT
S T U D E N T W O R K B O O K
G E O R G I A P E R F O R M A N C E S T A N D A R D SCRCT Resource
E V A L U A T I O N K I T
P. O . B O X 2 7 7 9 , P E A C H T R E E C I T Y, G A 3 0 2 6 9 • T E L ( 8 0 0 ) 5 3 6 - 2 4 3 8 • F A X ( 8 0 0 ) 8 7 1 - 2 9 7 9 • W W W. G A L L O P A D E . C O M P A G E 2
Table of Contents
Dear Educators Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Company Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Gallopade’s Proven Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Classroom Sets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Sample Pages: Student Workbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Sample Pages: Teacher Resource Book . . . . . . . . . . . . . . . . . . . . . . . . . 32
Sample Pages: Enrichment Pack . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Sample Pages: Test Prep CD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
Sample Pages: Teacher’s Edition Workbook . . . . . . . . . . . . . . . . . . . . . 38
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Dear Georgia Educators,
Gallopade International is pleased to offer you the GeorgiaExperience, the finest curriculum program available for grades K-8 thatmeets the NEW Georgia Performance Standards for Social Studies. Thecurriculum-based products in the program align with the Social Studies PrecisionReview that was accepted on August 14, 2008.
Every Georgia Experience product is 100% comprehensive and 100% correlated with the Georgia PerformanceStandards and proven to improve test scores by as much as 400%. Every word, every activity, every map skill, andevery assessment was written based on GEORGIA’S standards, to meet the needs of GEORGIA’S teachers andGEORGIA’S children in each grade, K-8.
Each grade’s comprehensive student workbook provides interactive lessons, including grade-level skill developmentand mastery. Each standard is covered, using “small bites” of instruction and reinforcing hands-on activities, skillpractice, and other involvement of the student to make complicated topics interesting and understandable. Thestudent workbook is supplemented with Teacher Resources, Test Prep CDs, cross-curricular “Rich Curriculum”enrichment packs and other resources to provide a comprehensive, effective, enriching solution.
This Evaluation Kit provides an overview of each product, giving you an opportunity to preview a sample of the entireGeorgia Experience curriculum program. The program covers exactly what Georgia students are required to know inorder to pass the CRCT and its design is unique and effective, helping your students to both truly understand thematerial and enjoy learning.
Gallopade International, a Georgia business and proud Partner in Education, has been in business for 30 years and isdedicated to creating products and tools that help educators like you achieve academic success! Founder and CEOCarole Marsh is passionate about supporting Georgia educators and students, and we are confident the GeorgiaExperience program will exceed your expectations!
Sincerely,
The Gallopade Team
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Gallopade International, Inc. Company Profile
• Founded in 1979 by Georgia native, Carole Marsh.
• Woman-owned and family-operated business located in Peachtree City, GA.
• Publisher of over 15,000 educational products, including over 200 items about Georgia.
• Products include books, maps, software, decoratives, games, and more.
• Creator and publisher of the highly successful Virginia ExperienceTM, Illinois ExperienceTM, LouisianaExperienceTM, and Ohio ExperienceTM curriculum programs, which have achieved test score increases over 400%.
• Named Publisher’s Weekly fastest growing small publisher in 2000.
• Recipient of the NSSEA Advance America Award in 2002.
• Winner of the Teacher’s ChoiceTM Award in 2002 for state series, available for all 50 states.
• Winner of the 2003 National School Supply and Equipment Association’s Excellence in Education Award.
• Winner of the Teacher’s ChoiceTM Award for the Family in 2004, Carole Marsh MysteriesTM series.
• Carole Marsh named Georgia Author of the Year for mid-level readers in 2007.
P. O . B O X 2 7 7 9 , P E A C H T R E E C I T Y, G A 3 0 2 6 9 • T E L ( 8 0 0 ) 5 3 6 - 2 4 3 8 • F A X ( 8 0 0 ) 8 7 1 - 2 9 7 9 • W W W. G A L L O P A D E . C O M P A G E 5
Documented Results from Gallopade’s similar Experience programs for other states:
Increased Test Scores Over 400%!15% to 61% Wise County school27% to 75% Culpeper County school18% to 51% Page County school35% to 71% Gloucester County school64% to 82% Clymore Elementary 3rd grade84% to 90% Clymore Elementary 5th grade
“The ‘Virginia Experience’ materials published by Gallopade International are very well aligned with the VirginiaStandards of Learning. Having access to workbooks and resource books as well as colorful ancillary materials that givecomplete focus to the Standards of Learning provides Virginia teachers with a wonderful instructional resource.Valuable teacher time does not have to be wasted doing a correlation of the Standards of Learning to the materials.The direct format and instructional style of the materials make the correlation obvious. In addition to beingappropriate for regular classroom instructional use, the materials easily lend themselves to remediation instruction,tutorial support, catch-up instruction for transfer students, and instruction/review by parents.”—Joan Spence, K-12Education Consultant, Retired Virginia Department of Education. (This is a personal endorsement; the VirginiaDepartment of Education does not provide endorsements.)
“4th grade book = success! Very, very beneficial—word of mouth is getting hot on it. You guys have done a great jobof providing us with the resources that we need to be successful.”—David Wymer, former Social Studies CurriculumCoordinator Standards of Learning Committee Member for the Virginia Department of Education.
“16 out of 20 cases said that the VA EXP was the lifesaver for the test. Informally surveyed teachers and students—as aresult of the VA EXP they felt the test was fair and they were well prepared. No material anywhere in their school hadanything about the 7 regions for the US except our material—THANK YOU. Put the right materials in the rightpeoples hands and you’ll see results. We’ll be using VA EXP across the boards. The 4th/5th workbook is dead on.”—Charlie Wymer, Principal Clymore Elementary
“During the last two years I have used the CD-ROM test prep from Gallopade. Last year ALL my students passed thetest, and nearly 70% passed with advanced proficiency! I credit a great deal of their success with this program!”—Mr. Kelly Wilmore, Social Studies Coordinator Roanoke City Schools
CRCT Resources
7th GradeFully Aligned with the
Georgia Performance Standards
AFRICA
Geographic Understandings• Features: the Sahara, Sahel, savanna, tropical rain forest, Congo River,
Niger River, Nile River, Lake Tanganyika, Lake Victoria, Atlas Mountains,Kalahari Desert, Democratic Republic of the Congo (Zaire), Egypt, Kenya,Nigeria, South Africa, & Sudan
• Environmental issues: water pollution, distribution, & drinking; irrigation,trade, industry, deforestation, desertification
• Africa’s location, climate, natural resources (trade) & populationdistribution; where people live, what work they do, & how they travel
• Cultural characteristics: ethnic groups, religions within the Arab, Ashanti,Bantu, & Swahili ethnic groups, literacy & standard of living
Government/Civics Understandings• Various forms of government: Unitary, confederation & federal,
autocratic, oligarchic, & democratic, parliamentary & presidential
• Structures of modern governments: republican systems of government,
(Kenya & South Africa); dictatorships, (Sudan); leadership & citizenship,voting & personal freedoms
• Politics & Standard of living: Education, government stability & itsimpact on the distribution of resources & ability to fight disease &famine
Economic Understandings • Economic systems: traditional, command, market economies, a mixed
economy (produce what, how & for whom), specific systems in SouthAfrica & Nigeria
• Voluntary Trade: buyers & sellers, specialization, trade barriers, tariffs,quotas, embargos, currencies
• Factors of Economic Growth: Nigeria & South Africa, human capital(education & training), GDP, capital (factories, machinery, & technology),natural resources, entrepreneurship
• Personal money management: income, spending, credit, savings, &investing
Historical Understandings• Continuity & change leading to the 21st century: European partitioning;
conflict, civil war, political boundaries, Nationalism; independence inSouth Africa, Kenya & Nigeria, Apartheid in South Africa; NelsonMandela, F.W. de Klerk & the Pan African Movement
SOUTHWEST ASIA (MIDDLE EAST)
Geographic Understandings• Features: The Euphrates River, Jordan River, Tigris River, Suez Canal,
Persian Gulf, Straight of Hormuz, Arabian Sea, Red Sea, Gaza Strip,Afghanistan, Iran, Iraq, Israel, Saudi Arabia, & Turkey
• Environmental issues: water pollution, distribution, & drinking, &irrigation
• Southwest Asia’s location, climate, physical characteristics & naturalresources: trade & population distribution, oil distribution & howdeserts & rivers affect the ways people live
• Cultural characteristics: Ethnic groups & religious groups, diversity ofreligions within the Arabs, Persians, & Kurds. Prominent religions:Judaism, Islam, & Christianity. Sunni & Shia Muslims, literacy rate &standard of living
Government/Civics Understandings• Various forms of government: Unitary, confederation & federal,
autocratic, oligarchic, democratic, parliamentary & presidential
Using the Georgia Experience™ for Seventh Grade,students study Africa, Southwest Asia (Middle East), andSouthern and Eastern Asia. “Small bites” of instruction andreinforcing hands-on activities, skill practice, and otherinvolvement of the student make these topics interestingand understandable.
$17.99 ea. ($16.99 when you order classroom sets)
Brand New – Based
on August 2008 Georgia
Performance Standards revisions.
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New edition updated
for August 2008 Georgia
Performance Standards revisions.
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Classroom Set . . . . . . . . . . . $678.67SP-GA7CS
Save $30 on Student Workbooks with this set!Includes: 30 Student Workbooks, 1 Teacher's Edition, 1 Teacher Resource Book, 1 “RichCurriculum” Enrichment Pack and 1 Test Prep CD
Classroom Carton . . . . . . . . . . . . .$509.70SP-GA7CC
Save $30 on Student Workbooks with this set!Includes: 30 Student Workbooks
Teacher Set . . . . . . . . . . . . . . . . . . . .$186.96SP-GA7TS
Includes: 1 Student Workbook, 1 Teacher’s Edition, 1 Teacher Resource Book, 1 “RichCurriculum” Enrichment Pack and 1 Test Prep CD
GPS Test Prep SoftwareGACTP7 Single CD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$99.00SP-GACTPLAB7 Lab Pack CD (5 CDs) . . . . . . . . . . . . . . . . . . . . . .$299.00SP-GACTPSIT7 Site License . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$399.00Includes: More than 400 test prep questions to help students score high on the GPStest for social studies. Runs on Windows & Macintosh.
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• Southwest Asian Governments: parliamentary democracy (Israel),monarchy (Kingdom of Saudi Arabia), Theocracy (Iran), forms ofleadership, the role of the citizen in voting rights & personal freedoms
Economic Understanding• Economic systems: traditional command, market, economies, a mixed
economy (produce what, how & for whom)
• Voluntary trade benefits: specialization, trade barriers, tariffs, quotas,embargos, OPEC, & currency exchange
• Factors of Economic Growth: Israel, Saudi Arabia, & Iran; human capital(education & training), GDP, capital (factories, machinery, & technology),oil, entrepreneurship
Historical Understandings• Continuity & change leading to 21st century: European partitioning
after breakup of Ottoman Empire, Establishment of State of Israel in1948; Jewish religious connection to the land, holocaust, anti-Semitism,& Zionism in Europe, conflicts due to land & religion, U.S. presence inSouthwest Asia, Persian Gulf conflict & Invasions of Afghanistan & Iraq
SOUTHERN & EASTERN ASIA
Geographic Understandings• Features: Ganges River, Huang He (Yellow River), Indus River, Mekong
River, Yangtze (Chang Jiang) River, Bay of Bengal, Indian Ocean, Sea ofJapan, South China Sea, Yellow Sea, Gobi Desert, Taklimakan Desert,Himalayan Mountains, Korean Peninsula, China, India, Indonesia, Japan,N. Korea, S. Korea, & Vietnam
• Environmental issues: water pollution on the Ganges & Yangtze Rivers,air pollution & flooding in India & China
• Southern & Eastern Asia location, climate & natural resources: mountain,desert, & water features affect trade, & population distribution
• Cultural characteristics: Ethnic group & a religious group, prominentreligions such as Buddhism, Hinduism, Islam, Shintoism, the Philosophyof Confucianism, literacy rate & the standard of living
Government/Civics Understandings• Various forms of government: Unitary, confederation & federal,
autocratic, oligarchic, democratic. Parliamentary & presidential
• National Government in Southern & Eastern Asia: The Federal Republic(The Rep. of India), a Communist State (China), a ConstitutionalMonarchy (Japan), & form of leadership, role of the citizen, voting rights& personal freedoms
Economic Understanding• Economic systems: traditional command, market, economies, a mixed
economy (produce what, how & for whom), specific systems in China,India, Japan, & North Korea
• Voluntary trade benefits: specialization, trade barriers, tariffs, quotas,embargos, & currency exchange
• Factors of Economic Growth: India, China, & Japan, human capital(education & training), GDP, capital (factories, machinery, & technology),natural resources, entrepreneurship
Historical Understanding• Continuity & change leading to the 21st century: Nationalism &
independence in India & Vietnam, Mohandas Gandi & non-violentprotest, role of the U.S. in rebuilding Japan after WWII, Communism inChina & Mao Zedong, the Great Leap Forward, the Cultural Revolution,& Tiananmen Square, foreign involvement in Korea, Vietnam &containment of Communism
Map & Globe Skills• Cardinal directions, intermediate directions, letter/number grid system,
natural, cultural, & political features, scale, key/legend, latitude &longitude, graphic scales, & more…
These pages are provided for evaluation purposes only. No reproduction or classroom use of any materials is allowed. Page 8
S T U D E N T W O R K B O O K
G E O R G I A P E R F O R M A N C E S T A N D A R D SCRCT Resource Map Skills
Label the following countries on the Middle East map below.
Afghanistan Iran IraqIsrael Saudi Arabia Turkey
Map SkillsUse the map mileage scale to answer the following questions.
1. At its widest point, about how many miles does Iran measure from east to west?
2. Find the Suez Canal. About how many miles does it cover from north to south ?
3. About how many miles does Israel measure from north to south?
4. About how many miles does Turkey measure from east to west?
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500 KM
500 Miles
Parallel scale at 25˚S 0˚E0
0
Chapter 14
Fresh Water—a Shrinking Supply
Fresh water is a precious resource in the Middle East. About five percent of the
world’s population lives there, but less than one percent of the world’s fresh water is
available to its residents. Throughout the Middle East, water shortages, unequal
water distribution, and pollution further decrease the amount of water available for
drinking and irrigation.
Unhappy Iraqis, Thirsty IsraelitesWater needs in the Middle East continually cause conflicts
between countries. Who owns the water? Who should be
allowed to divert water for irrigation? There are no enforceable
laws to govern the use of international water. The following
examples give you an idea of the various water problems facing
the Middle East.
Turkey: In the highlands of Turkey, snow melts and forms the Tigris and Euphrates Rivers. Turkey is
better off than its neighbors because of these rivers, but pollution from industries and agriculture is a
growing problem. Pollution also comes from oil spills in the Black Sea.
Turkey, Syria, Iraq: Turkey built dams along the Euphrates to use the water
for hydroelectric power and irrigation. This reduced the amount of water
reaching Syria. In turn, Syria built a dam and reduced the river’s flow into
Iraq. In 1975, Syria and Iraq came close to war over water issues! Iraq also
faces polluted waters from industry and war damage to water treatment facilities
and petroleum drilling equipment.
Israel: Consumption is up, and rainfall is down, leading Israel to draw water from its aquifers. Now,
more water is being taken out of the aquifers than is replenished by rain, and salt water is entering the
aquifers. Israel has also been involved in military battles over water rights to the Jordan River.
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SS7G6 The student will discuss environmental issues across Southwest Asia (Middle East).
a. Explain how water pollution and the unequal distribution of water impacts irrigation anddrinking water.
Word Definitionaquifer: an undergroundlayer of rock and sand
that contains waterground water: water below the surface that supplies wells and springs
Special Economics Info
Look at the above graph and answer the following questions.
1. In what decade did the U.S. begin importing oil?
2. What was the increase of imported oil consumption from the 1950s until 2000?
3. Look at the trend of imported oil consumption. What percentage of imported oil do you think the U.S. will be using
in 2025? Complete the graph by filling in your prediction. Why do you think this is how much oil the U.S. will import
then?
4. Do you think the United States involvement in the Middle East is connected to oil? Why/Why not?
5. Do you think the U.S. involvement in the Middle East is connected to fighting terrorism? If yes, why?
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100%90%80%70%60%50%40%30%20%10%
0%1945 1965 1985 2005 2025
U.S. Imported Oil
SAMPLESAMPLE
SAMPLE
7 STUDENT WORKBOOK EvaluationSample
PLEASE NOTE THE FOLLOWING:• These are selected pages• The actual size is 8.5” x 11”• The complete package is 192 pages
These pages are provided for evaluation purposes only. No reproduction or classroom use of any materials is allowed. Page 9
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Map SkillsNow that you know about some of Asia’s landforms, it’s time to locate them on a map. Follow thedirections below.
1. Trace the Ganges River in blue.2. Trace the Huang He (Yellow River) in blue and yellow.3. Trace the Indus River in blue and orange.4. Trace the Mekong River in blue and green.5. Trace the Yangtze (Chang Jiang) River in blue and red.6. Draw a purple circle around the Bay of Bengal.7. Draw a red circle around the Indian Ocean.8. Draw an orange circle around the Sea of Japan.9. Draw a black circle around the South China Sea.
PLATEAU OFPLATEAU OFTIBETTIBET
GOBI DESERTGOBI DESERT
HIIMALAAYYAN MTTS.
TAKLIMAKANTAKLIMAKANDESERTDESERT
Indus R
iver
Ganges River
Mekong Ri ver
Yangtze River
Huang
He River
Arabian Sea
Bayof
Bengal
SouthChina
Sea
Sea ofJapan
YellowSea
KoreanPeninsula
I N D I A NO C E A N
P A C I F I CO C E A N
10. Draw a yellow circle around the Yellow Sea.11. Draw a purple box around the Gobi Desert
and put brown dots on it.12. Draw a brown box around the Taklimakan
Desert and put brown dots on it.13. Draw purple ridges on the Himalayan
Mountains.14. Draw a green circle around the Korean
Peninsula.
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In India, information technology and telecommunications are growing industries, providing many
employment opportunities in cities like Mumbai and Kolkata. Unfortunately, many people living in
Asian cities are very poor and live in extremely crowded, unsanitary conditions.
Half of the island nation of Indonesia’s population lives on Java. City dwellers find employment in
industry and technology. There are seaports and oil centers, plus farms and coffee plantations. In
North Korea, about one-third of the people work in agriculture, while the rest of the people work in
industry and services.
Essential SkillsBelow is a table listing the top 20 urban agglomerations in the world. An urbanagglomeration is a city plus all the smaller towns and growth around it. Use the table to answer the questions below.
1. How many of the world’s top 20 urban agglomerations are in Asia?
2. How many of the top ten are in India?
3. What is the most crowded urban area in the world?
4. How many more people live in Tokyo than Jakarta?
5. Because there are more employment opportunities in cities, the
population of Delhi will probably .
6. The government of China wants families to have only one child.
How might that affect the future population of Shanghai?
7. What is the most crowded urban area in the United States?
8. What is the most crowded urban area in South America?
Tokyo, Japan 35 millionMexico City, Mexico 18.7 millionNew York, USA 18.3 millionSao Paulo, Brazil 17.9 millionMumbai, India 17.4 millionDelhi, India 14.1 millionKolkata (Calcutta), India 13.1 millionBuenos Aires, Argentina 13 millionShanghai, China 12.8 millionJakarta, Indonesia 12.3 millionLos Angeles, USA 12 millionDhaka, Bangladesh 11.6 millionOsaka, Japan 11.2 millionRio de Janeiro, Brazil 11.2 millionKarachi, Pakistan 11.1 millionBeijing, China 10.8 millionCairo, Egypt 10.8 millionManila, Philippines 10.4 millionParis, France 9.8 millionSeoul, South Korea 9.7 million
Urban AgglomerationsCities 2003 Pop.
UN Population Division, MSN Encarta
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 148
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Hinduism
Like Buddhism, Hinduism is largely practiced in India where over 80 percent of Indians claim to be
Hindu. Unlike Buddhism, however, Hinduism does not come from the teachings of one man. Hindus
believe in many gods and goddesses who are images of a single god. The most worshipped goddesses
are Vishnu and Shiva. The basic ideas of Hinduism include:
• Each person’s karma, or good or bad behavior, determines his or her position in life.
• The ultimate goal of Hindus is to achieve moksha, which is freedom from the cycle of reincarnation.
• There is not one text Hindus consider sacred, rather there are many texts like the Vedas that teach
Hindus proper behavior.
• Hindus live by a caste system that divides people into classes: Brahmans (priests), Kashatriyas
(soldiers), Vaishyas (merchants), and Shudras (laborers).
Think About ItBuddhism and Hinduism have some similarities and many differences. Place check marks next to the
items that fit each religion.
Islam
Islam is usually known as the religion of the Middle East, but one of the largest Islamic nations in the
world is Indonesia located in Southern and Eastern Asia. Like Buddhism, Islam is based on the
teachings of one man named Muhammad. Muslims consider him to be the greatest prophet of their
God, Allah. The basic ideas of Islam include:
�������
Buddhism Hinduism
believes in many gods believes in many gods
follows teachings of one man follows teachings of one man
follows a holy book follows a holy book
believes in reincarnation believes in reincarnation
ultimate goal is moksha ultimate goal is moksha
ultimate goal is enlightenment ultimate goal is enlightenment
has many holy texts has many holy texts
�������
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Economic Variety
There are a variety of economic systems in Asia. Examples
include:
China calls its economy a “socialist market economy.”
Basically, China is transitioning from a command economy
completely controlled by the Chinese Communist government to a
mixed market economy overseen by the Communist government.
To improve its economic growth, China’s government mixed in
components of a market economy during the last 25 years. Those
reforms have led to excellent growth in China’s economy. China is
gradually reducing government control and allowing more
foreign investment. Economists predict that China may lead the
world in economic strength in 20 years!
North Korea has a command economy controlled by its
Communist government. The government controls all the
resources and decides what is to be produced. Farmers work on
cooperatives where up to 300 families share the work.
Unfortunately, the North Korean economy has serious problems,
and the government is making some reforms and relaxing some
of its controls. Massive food aid from other countries has been needed to avoid widespread starvation.
Japan has a mixed market economy—one of the strongest
in the world! With few natural resources and little farmland,
Japan has built its economy around manufacturing. It imports
raw materials, uses them to manufacture goods like ships, cars,
and electronics, and exports those goods around the world.
The Japanese government owns few businesses other than the
country’s major TV network,
but does oversee many aspects
of the economy like banking
and trade.
India has a mixed economy that is moving away from a command
system. After independence in 1947, India’s government set up a
command economy where it controlled industries and production. In
1991, India began to lift some government control and allow citizens a
role in running some of India’s industries. Although these reforms have
been good for India’s economy, millions of India’s people still live in
extreme poverty.
North Korean iron plantPhoto by Time, Inc
Chinese factoryPhoto by Connect China
Tokyo business districtPhoto by Tokyocircle.ning
A mall in IndiaPhoto by Flickr.com
SAMPLESAMPLE
SAMPLESAMPLE
7 STUDENT WORKBOOK EvaluationSample
PLEASE NOTE THE FOLLOWING:• These are selected pages• The actual size is 8.5” x 11”• The complete package is 192 pages
Evaluation sample ofstudent workbook.
Shown page-by-page.
S T U D E N T W O R K B O O K
G E O R G I A P E R F O R M A N C E S T A N D A R D SCRCT Resource
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 4
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A the Author...
Dear Student,
This is no ordinary book! You will not be able to sit in yourchair and listen to someone else read it to you. In order tolearn about the world you live in, you must get involved! Youneed to read, absorb, make judgments…in other words, think!
You are going to learn all about the geography, history, people, economics, government and citizenship (and a few other fun things!) of importantworld regions. As you progress through the seventh grade, you will discover that learning aboutother countries helps you understand (and appreciate!) your own country.
Africa, the Middle East, and Asia have remarkable histories. As you study these regions ofthe world, you’ll see that it is impossible to truly understand what is happening in the worldtoday until you understand what has happened in the past. You’ll see how our global economymakes all countries dependent on each other. You’ll see how governments determine howcountries develop, or don’t develop. Your eyes will be opened to a new way of looking at the world!
I have learned a lot by writing and researching The Georgia Experience books and otherproducts. Now it’s your turn! Come along with me and enjoy your tour of the world around you!
Carole Marsh
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 5
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Table of Contents
Icon Identification 6
Glossary 186
Section 4 ~ Appendix 185
Section 3 ~ Southern and Eastern Asia 125
Chapters 24-33
Section 2 ~ Southwest Asia (Middle East) 69
Chapters 13-23
Section 1 ~ Africa 7
Chapters 1-12
Map of the World 191
Index 188
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Carole Marsh Georgia TitlesThe Georgia Experience™ Curriculum Series:
Kindergarten First Grade Second Grade
Third Grade Fourth Grade Fifth Grade
Sixth Grade Seventh Grade Eighth Grade
Georgia Experience Reference Guide
Seventh Grade Curriculum:
7th Grade Student Workbook
7th Grade Student Workbook, Teacher’s Edition
7th Grade Teacher’s Resource Guide
7th Grade Test Prep CD
Georgia State Stuff:
Other Series:
African American Heritage Series
Native American Heritage Series
Hispanic Heritage Series
Georgia Experience Poster/Map
Georgia Experience Biographies Book
Georgia Facts & Factivities! CD-ROM
Let’s Discover Georgia! CD-ROM
The BIG Georgia Reproducible
Activity Book
My First Book About Georgia!
Georgia Jeopardy!: Answers and
Questions About Our State
Georgia “Jography!”: A Fun Run
Through Our State
My First Pocket Guide: Georgia
The Georgia Coloring Book
Georgia Stickers
Georgia Biography Bingo Game
Georgia Geography Bingo Game
Georgia History Bingo Game
Georgia State Stuff Bookmarks
Georgia Millionaire GameBook
Georgia Wheel of Fortune GameBook
Georgia Survivor GameBook
Georgia BIG State Wall Timeline
Georgia State Student Reference Timeline
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 6
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Icon Identification
Hard-To-Believe-But-True!Fascinating trivia!
Math ExperienceA neat math problem or info!
Quick QuizThink fast!
High TechComputer Technology Connections!
Map SkillsLearn map skills and never be lost!
Background CheckDeep digging unearthed this stuff!
One More - Just for Fun!All work and no play...
Special Civics Information
Question for DiscussionWho wants to be a millionaire?!
Special Economics InfoMoney Makes the World Go ‘Round!
Look It Up!We can’t give you EVERYTHING!
Quick ReviewYou didn’t forget, did you?
Essential SkillsYou can’t live without these!
Reading ActivityThe best kind of activity!
Think About ItPut your thinking cap on!
The Great DebateA chance to share your opinion!
Scavenger Hunt!Stuff for you to look for!
Origin/DefinitionWord origins or definitions
EnrichmentStuff that will stick with you!
Write About It!A writing activity
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Section 1
AFRICA
Chapter 1
Physical Features of AfricaThe vast continent of Africa has a variety of landforms. Keep reading to learn about some of the
physical features that make Africa such an interesting place!
• The Sahara is the world’s largest hot desert, covering most of Northern Africa. It
stretches from the Red Sea to the outskirts of the Atlantic Ocean. In the south, it
stretches to the Sahel.
• The Sahel is the transition zone south of the Sahara and north of the equator that separates the Sahara
from tropical rain forests. It has become more of a desert in recent years. Djenne and Timbuktu are
part of the Sahel.
• The savanna is the picture of Africa you see in the movies, with rolling grassland and
scattered trees and shrubs. The most famous savanna is the Serengeti, straddling the
borders of Kenya and Tanzania. There are 4.5 million square miles of savannas in Africa.
• The central African tropical rainforest in the Democratic Republic of the Congo is the
second largest rainforest in the world. About 90 percent of the African
rainforests have been deforested because of logging, road building, and poor farming.
• Flowing through west central Africa, the Congo River is the second longest river in Africa,
and the fifth longest river in the world. It crosses the equator twice and is surrounded by
rain forest.
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GeographicalUnderstandings
SS7G1 The student will locate selected features of Africa.
a. Locate on a world and regional political-physical map: the Sahara, Sahel, savanna, tropical
rainforest, Congo River, Niger River, Nile River, , Lake Tanganyika, Lake Victoria, Atlas Mountains,
and Kalahari Desert.
b. Locate on a world and regional political-physical map the countries of Democratic Republic of
the Congo (Zaire), Egypt, Kenya, Nigeria, South Africa, and Sudan.
• The Nile River is the world's longest river (4150 miles). It flows northward out
of the mountains of central Africa through eastern Africa into the
Mediterranean Sea.
• The Niger River is the principal river of western Africa. It flows into the
Atlantic Ocean. Five west African nations depend on it for their water.
•The Atlas Mountains are a range in northern Africa between the Mediterranean Sea and the Sahara
Desert. They are located in Morocco, Northern Algeria and Tunisia.
•The Kalahari Desert is a large, arid to semi-arid sandy area in southern
Africa covering much of Botswana and parts of Namibia and South
Africa. Its dunes range from 20 to 200 feet high and can be 50 miles long.
• Lake Tanganyika is the longest lake as well as the second-deepest lake in the world. It lies in central
Africa between Tanzania and Congo in the Great Rift Valley.
• Lake Victoria is a headwaters reservoir for the Nile River and the largest lake in Africa. It’s the second
largest freshwater lake in the world and is quite shallow. Kenya, Tanzania and Uganda border it.
Map SkillsStudy the map ofAfrican
landforms andanswer the questions.
1. What is the major landformof northern Africa?
2. What landform covers mostof central Africa?
3. What landform lies along theAtlantic coast near the equator?
4. Use the map scale todetermine about how manymiles the Kalahari Desert coversfrom north to south.
5. Use the map scale to measurethe length of Lake Tanganyika.
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 9
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African Landforms
These pages are provided for evaluation purposes only. No reproduction or classroom use of any materials is allowed. Page 10
7 STUDENT WORKBOOK EvaluationSample
PLEASE NOTE THE FOLLOWING:• The actual size is 8.5” x 11”• The complete book is 192 pages
Map SkillsLook at the map of Africa with the major physical features identified. Follow the directions below.
1. Draw a brown box around the Sahara Desert and make brown dots for sand.2. Draw an orange box around the Sahel. 3. Draw a green box around the savanna.4. Draw both green and red boxes around the tropical rain forest.5. Trace the Congo River in blue.6. Trace the Nile River in blue.7. Trace the Niger River in blue. 8. Draw purple peaks for the Atlas Mountains.9. Draw a brown box around the Kalahari Desert and make brown dots for sand.10. Color Lake Tanganyika blue.11. Color Lake Victoria blue.
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 10
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SaharaDesert
Sahel
Niger Rive
r Niger River
NileRiver
Congo River
Lake Victoria
Lake Tanganyika
KalahariDesert
Atlas Mountains
savanna
savanna
savanna savanna
tropicalrainforest
tropicalrainforest
tropicalrainforest
rainforest
savanna
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 11
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Map SkillsDraw and label the following physical features on the map of Africa below.
Sahara Desert Sahel savanna tropical rainforestCongo River Nile River Niger River Atlas MountainsKalahari Desert Lake Tanganyika Lake Victoria
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 13
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Map SkillsLook at the political map of Africa with the countries identified. Follow the directions below.
1. Draw a red circle around South Africa.2. Draw a purple box around Sudan.3. Draw a black box around Egypt.4. Draw a green circle around Kenya.5. Draw a brown box around Nigeria.6. Draw a blue circle around the Democratic Republic of the Congo (Zaire).
KENYAKENYA
ETHIOPIAETHIOPIA
ERITREAERITREASUDANSUDAN
EGYPT
NIGERNIGERMAURITANIAMAURITANIA MALIMALI
NIGERIANIGERIA
SOMALIASOMALIA
NAMIBIANAMIBIA
LIBYALIBYA
CHADCHAD
SOUTH AFRICASOUTH AFRICA
TANZANIATANZANIA
ANGOLAANGOLA
ALGERIAALGERIA
MADAGASCARMADAGASCAR
MOZAMBIQUEMOZAMBIQUE
BOTSWANABOTSWANA
ZAMBIAZAMBIA
GABONGABON
CENTRAL CENTRAL AFRICAN REPUBLICAFRICAN REPUBLIC
TUNISIATUNISIAMOROCCOMOROCCO
UGANDA
SWAZILANDSWAZILAND
LESOTHOLESOTHO
MALAWIMALAWI
BURUNDIBURUNDI
RWANDARWANDA
TOGOTOGO
BENINBENIN
GHANAGHANA
IVORYIVORYCOASTCOAST
LIBERIALIBERIA
SIERRA LEONESIERRA LEONE
GUINEAGUINEABURKINA
GAMBIAGAMBIA
CAMEROONCAMEROON
ZIMBABWEZIMBABWE
CONGOCONGO
DEM.REP.DEM.REP.OF CONGOOF CONGO
EQUATORIAL GUINEAEQUATORIAL GUINEA
WESTERNWESTERNSAHARASAHARA
DJIBOUTIDJIBOUTI
SENEGALSENEGAL
GUINEA GUINEA BISSAUBISSAU
A T L A N T I C
O C E A N
I N D I A N
O C E A N500 KM
500 Miles0
0
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Map SkillsLabel the following countries on the map of Africa below:
South Africa Sudan EgyptKenya Nigeria Democratic Republic of the Congo (Zaire)
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Map
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Map
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Quick Review Now see how much you’ve learned about African geography. Write the letter for the correct answer onthe line beside the question.
1. What is the southernmost country in Africa?A. Botswana B. South Africa C. Rwanda
2. What is the world’s largest hot desert?A. Kalahari B. Sahara C. Mohave
3. What African lake is the longest and second-deepest in the world? A. Lake Victoria B. Lake Chad C. Lake Tanganyika
4. The world’s longest river is:A. Niger River B. Nile River C. Congo River
Chapter 2
Polluted Water—Unfit to DrinkPesticides, fertilizers, human waste, storm water runoff,
mining, and manufacturing byproducts all contribute to
water pollution in Africa. Fully half of the patients in
hospital beds are there because of unclean drinking water,
impacting the economy by reducing the workforce. In rural
areas, an estimated one million children die each year from
contaminated water. Many humanitarian organizations
provide clean water and help rebuild the infrastructure to
maintain a clean water supply. However, as the population grows in some countries, the amount of
clean water is actually decreasing.
Polluted water directly harms the fishing industry by either killing the fish or making them unfit to
eat. On average, there are two oil spills a day in Nigeria. This affects trade by ruining the land for
SS7G2 The student will discuss environmental issues across the continent of
Africa.
a. Explain how water pollution and the unequal distribution of water impact irrigation, trade,
industry, and drinking water.
b. Explain the relationship between poor soil and deforestation in Sub-Saharan Africa.
c. Explain the impact of desertification on the environment of Africa from the Sahel to the
rainforest.
Word Definitioninfrastructure: the basic
physical systems of a
country's population, including
healthcare, roads, utilities, water, and
sewage
landlocked: enclosed, or nearly
enclosed by land
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 17
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farming and the water for fishing. In 2006, a World Wildlife Fund report
named the Niger Delta as one of the most polluted places on Earth.
While a country benefits from the income that industry generates, the
profits are often offset by the water pollution created by manufacturing
byproducts. In South Africa, steel-manufacturing byproducts in the water
system ruin the farm products and sicken the people and animals. The
Mirongo River delivers tons of untreated sewage yearly into Lake Victoria, filling the
lake with high levels of poisonous materials. Untreated sewage from the business
district of Dar es Salaam in Tanzania is discharged directly into the Indian Ocean.
Many coastal beaches, polluted by waste from industry and ship traffic, are no
longer safe for swimming. Burning coal for electricity is also a major source of
pollution.
Torn in multiple directions by other problems, many governments have
neglected the problem of clean water. Meanwhile, the number of pollutants grows, increasing current
problems and creating future ones.
Quick Quiz
Answer the questions below.
1. Name four things polluting African waters.
2. Name four problems that result from polluted water.
Water—A Shrinking SupplyFew places in rural Africa have plumbing for water or sanitation to purify the drinking water.
Women and children walk daily to the nearest stream to collect the water, one bucket at a time. The
amount of water collected this way is not enough for bathing or crop irrigation.
• Climate change, deforestation, and population growth contribute to a water imbalance. Although
some parts of Africa have an adequate fresh water supply, the demand for fresh water is increasingly
greater than the available supply. Water is scarce in the Sahara and most of the water available there for
irrigation is already tapped.
• Agriculture used to get 88 percent of Africa’s water supply. Now, as more people are
moving to cities, the need for water there is increasing. Some countries like Zimbabwe and the
Democratic Republic of the Congo once had irrigation systems, but they are now badly in need of repair.
Sudan, Madagascar and Nigeria, however, own the best irrigation systems on the continent and make
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good use of them. Across the continent, there is a need to capture rainwater so it can be used for
irrigation. A drought can wipe out the food supply for a large population. With a system to store water,
however, the economy grows as the crops grow.
• Lake Chad in Chad has shrunk 95 percent in the last 40 years. Fringing the
Sahara, four countries depend upon it for water: Nigeria, Niger, Cameroon and
Chad. Lake Chad had barely begun to recover from the drought from 1968 to
1973 when neighboring countries began to take the water upstream for
irrigation before it ever reached Lake Chad. As a result, many fisheries have
gone out of business, increasing poverty in the area.
• The growing urban populations play water tug of war with farmers. Beside water for drinking and
hygiene, the industries in cities need water for their businesses. Those who live near a clean fresh or salt-
water source are usually healthier due to a good source of protein in fish. Industry in the area also
benefits from being able to catch and trade fish.
• Since the bulk of African international trade is with countries outside of Africa, African countries with
immediate access to water for shipping enjoy a distinct advantage. These countries can trade with world
countries and use the profits to build their country’s infrastructure.
• Many of the landlocked African countries are among the poorest in the world. The people there pay
more and wait longer for what they need. Consequently, these countries grow more slowly than their
neighbors and trade less.
• Some of the rivers have large dams for water distribution and power production. Everyone involved
benefits from increased trade and industry, including those employed at the dam and those who have
industries because of this water source. In southeastern Africa, water is Lesotho’s major resource, and its
people call it white gold. A huge hydropower facility was completed there in the late 1990s, allowing
Lesotho to meet the needs of its own people and sell surplus water to South Africa. At this point, only a
small percentage of hydroelectric potential has been tapped.
Quick QuizComplete the table below.
Issue Cause EffectNot enough water forirrigation
Problems with trade
Problems with industry
Not enough cleandrinking water
Cause and Effect of Unequal Water Distribution in Africa
These pages are provided for evaluation purposes only. No reproduction or classroom use of any materials is allowed. Page 11
7 STUDENT WORKBOOK EvaluationSample
PLEASE NOTE THE FOLLOWING:• The actual size is 8.5” x 11”• The complete book is 192 pages
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 19
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Map Skills Look at the two maps of Lake Chad. As you can see, it is much smaller now. Scientists estimate 50percent of the shrinkage is from irrigation water drawn upstream. The other 50 percent is from
evaporation, as Lake Chad is on the fringes of the Sahara. The Lake Chad Basin Commission managesthe basin and resolves any disputes about water use.
Answer the questions below:
1. What do you think the commission should do to save the lake? Should it restrict water drawn for irrigation, orshould it ration the water used by the people around Lake Chad? Explain your answer.
2. How should the commission plan for the future?
Poor Soil = Poor CropsNearly 90 percent of the coastal rainforests in West Africa have
been cut down since the 1900s. In the 1990s alone, 13 million
acres of African forest were logged, resulting in widespread
deforestation. When the trees are gone, nothing remains to hold
the soil in place. The wind blows, the rains pour down and erode
what remains of the soil, washing vital nutrients away. The sun
then bakes the exposed soil, leaving a soil that is poor in nutrients and unable to sustain agriculture.
Erosion has harmed more than 75 percent of African soil.
World’s Largest Hot Desert Grows Larger The transition from fertile land to a desert evolves from poor farming practices, land clearing,
overgrazing of livestock, and draining of surface and underground water for industrial and home use.
Africa has had these problems for years, plus drought, leading to the steady spread of desert areas.
The Sahel is sandwiched between the Sahara Desert to the north and the lush tropical rain forests to
the south. The drought from the late 1960s to the early 1980s invited the Sahara desert to invade the
Sahel and caused widespread desertification. Making a bad situation worse is the population growth in
Word Definitiondeforestation: loss of
forest from cutting down
too many trees
NigerChad
Nigeria
Cameroon
1963
NigerChad
Nigeria
Cameroon
2001
Water
Former Shoreline
Vegetation
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this area as well as the number of grazing animals. People,
animals and plants compete for an already strained water supply.
Desertification is attacking the Sahel from the south, also.
Two major reasons are poor agricultural practices and the slashand burn policy in the rainforest. Large sections of forests are
cleared to make room for annual crops. Farmers plant seeds,
harvest the produce and burn the remains. The topsoil blows
away, creating huge dunes and suffocating vegetation. Farmers
continue to plant more crops, but reap an increasingly smaller
harvest since the soil is depleted. Many Africans have less food
to eat today than 10 years ago, and the number who suffer from
chronic hunger grows daily.
Quick Quiz
Fill in the blank with the person most likely to make the statement.
1. A farmer in the Sahel A. “I used to live with many plants and and animals. Now I look out my window and only see blowing soil.”
2. A logger in the Sahel B. “I work harder than I did 10 years ago and plant more seeds, but every year I harvest less and less crops.”
3. A resident of the rainforest C. “I earn my living cutting wood. I sell the wood so people have fuel to cook their meals. I feed my family with the money I earn.”
Think About ItList four things that have led to desertification in Africa.
1. 3.
2. 4.
Chapter 3
Word Definitiondesertification: the
process by which a
desert spreads, and the soil loses its
ability to hold water
slash and burn: a form of
agriculture in which an area of
forest is cleared by cutting and
burning and is then planted, usually
for several seasons, before being left
behind
SS7G3 The student will explain the impact of location, climate, and physicalcharacteristics on population distribution in Africa.
a. Explain how the characteristics in the Sahara, Sahel, savanna, and tropical rainforest affectwhere people live, the type of work they do, and how they travel.
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 22
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In the Sahel
The Sahel is the transition zone from the Sahara to tropical rain forests. This region has only 4-8
inches of rain per year, which falls from May to September. It is becoming more of a desert every year.
Most residents live as subsistence farmers or herd livestock. Some people work in the iron ore and
uranium mines. The persistence of drought forces herders to keep moving south, closer to the
rainforests.
Unique to the Sahel, the baobab tree is important to its people, supplying food,
shelter, clothing, and medicine as well as materials for hunting and fishing. People
in the Sahel live in trade areas along the eastern Atlantic coast and along the Nile.
The primary transportation mode is walking, followed by bicycling. People also
use animal-drawn carts, plus some cars, trucks, and rail service.
In the Savanna
The savanna features rolling grasslands with scattered trees and shrubs. This is the part of Africa you
usually see in movies, with grazing herds of zebras and giraffes alongside coffee plantations. The
savannas average 30 to 50 inches of annual rainfall divided between a wet season and a dry season.
Basically, it’s either soaking wet or parched there. Taking advantage of available water, most of the
people live along the coast, as well as along the Nile River. Most of the agriculture is subsistence farming
and nomadic herding. People walk and ride bicycles alongside animal-drawn carts and cars. Trains and
buses operate in urban areas.
In the Rainforest
The rainforest has a lush plant life and a wide variety of animals. It has more than 90 inches of
rainfall annually, with constant warm temperatures. Many residents of the rainforest live around Lake
Tanganyika to enjoy access to water. Native peoples in the rainforest earn their living by hunting and
selling the meat. Many who live in Nigeria work for the government or in the thriving
telecommunications business. The oil industry in Nigeria and Equatorial Guinea also employs people.
Agriculture mainly consists of subsistence farming and nomadic herding. People here usually walk or
bike. There are cars in cities as well as buses and trains for public transportation.
Quick ReviewFill in the table below.
baobab trees
Where People Live Type of Work People Do How People Travel
Desert
Sahel
Savanna
TropicalRainforest
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 23
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Chapter 4
Religion in AfricaMost Africans are either Muslim or Christian, the two main religious groups in Africa. About 15
percent of Africans practice a traditional religion and worship sky gods or other spirits as well as
ancestors. Christianity crossed the Mediterranean in the first and second centuries CE. The Arabs came
in the 700s and spread Islam across the Sahara and the Sahel.
Elements of traditional African beliefs are often woven into
Muslim and Christian practices. For instance, a missionary tells of
performing a Christian burial at a gravesite with everyone
participating in the Christian rite. However, once he got up to leave,
the Africans began their own traditional burial rite. Religion is part
of everyday life in Africa, not separate from it, so most African
languages have no word for religion.
There are several thousand ethnic groups in Africa. While each
group has its own distinct history, art, and religious customs, the groups have influenced and enriched
each other over time. Some of the main groups are the Arabs, Ashanti, Bantu, and Swahili.
Arab Culture and ReligionThe roots of the Arab culture are deep in Africa, especially in the north.
The Red Sea is all that separates Saudi Arabia in Asia from Egypt and
Sudan in Africa. In the 1100s, Muslims established Timbuktu in Mali as a
worldwide center of learning. Their mosque in Djenne is the oldest mud
brick building in the world.
SS7G4 The student will describe the diverse cultures of the people who live in Africa.
a. Explain the differences between an ethnic group and a religious group.
b. Explain the diversity of religions within the Arab, Ashanti, Bantu, and Swahili ethnic groups.
c. Evaluate how the literacy rate affects the standard of living.
Word Definitionethnic group: a group
identified on the basis of
religion, race, or national origin
religious group: individuals whose
identity is distinctive in terms of
common religious beliefs and
practices
First Pillar:Stating that thereis only one God,
and thatMuhammad isGodʼs prophet
Second Pillar:Praying five
times a day inthe direction of
Mecca
Third Pillar:Giving to the
poor and needy
Fourth Pillar:Fasting during
the monthof Ramadan
Fifth Pillar:Making a
pilgrimage, orhaj, to Mecca
The Five Pillars of Islam
Djenne mosque
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Where People Live and What They DoAfrica has four main climates. Within each climate is a way
of life specific to those people. The densest populations are
located in cities near a significant water source, either fresh or
salt. As water resources shrink in an area, so does the
population. The climates of the Sahel, savannas and
rainforests are hospitable and so more people live there than
in the Sahara.
As the physical characteristics of an area change, so do
the people. When an area can support logging and farming,
people stay. When the trees and soil are gone, the people
leave. Africa has many people in many places in a variety of
environments. But some common elements link the peoples
of the continent.
While agriculture produces some commodities to
export, subsistence farming is the standard in most areas.
About 33 percent of the population now lives in cities. Many
city residents drive cars, but the number of cars in Africa is
still relatively small compared to western standards.
Map SkillsStudy the population map of Africa.
What city has the highest population? In what country is that city located?
In the Sahara
Sahara means desert in Arabic. Because of the scarcity of water, the Sahara
Desert is thinly populated except in northern Morocco, Algeria and Egypt along
the Mediterranean coast. It has roughly one person per square mile, making it
one of the lowest population densities on Earth.
Egypt has a thriving tourist industry with sea resorts, international conferences,
and art and cultural destinations. Likewise, Morocco is a tourist hotspot with exotic
markets, kasbahs, and the famous city of Casablanca. The service industry employs
tour guides, hotel staff, and restaurant workers,
while the local people benefit from selling their
famous rugs and other merchandise.
The majority of the people in the Sahara are
nomads, who walk through the desert looking
for an oasis for their herds. In the important
salt trade, trucks are replacing camels. Airplanes
and trucks specially equipped to handle sand are primary modes of transportation.
Word Definitionsubsistence farming:farming that provides for the
basic needs of the farmer’s family, with
little or nothing left over to sell
kasbah
Word Definitionkasbah: a traditional
fortress in pre-colonial
northern Africa with high walls and
usually no windows
Population Map of Africa
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 24
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• Islam is Arabic and means submission and derives from a word meaning ‘peace’.
• The Islamic influence is tightly interwoven in the Arab culture and shows in many elements of its art.
Geometric shapes, repetitive art, symmetry, bright colors, and decorative calligraphy are some
examples.
• Muslims believe strongly in education. One reason literacy is important is so everyone can read and
understand the Quran. The Muslims established their learning centers centuries before missionaries
appeared and started Christian schools.
• Muslims use two calendars: the traditional Gregorian one with 365 days and their lunar one with a
354-day year. They use the traditional calendar because it is used internationally for business. Since
their own calendar is based on the moon, the study of astronomy is important. Islamic holidays are
based on the lunar calendar, so as a result their dates are different every year.
Ashanti Culture and ReligionThe Ashanti are a major ethnic group living in central Ghana in western Africa. Their religion is a
mixture of supernatural and spiritual powers. They believe that plants, animals and trees have souls.
The family and the mother’s clan are most important. They live as an extended family in homes or huts
set up around a courtyard. The roles of family members are set in centuries old traditions.
• Women may pick cotton or spin materials into threads. Only men may weave. Kente is their well-
known, hand-woven ceremonial cloth that represents history, philosophy, ethics, oral literature, and
religious principles.
• Mothers teach their daughters pottery and housekeeping skills. Women farm and carry water.
• At eight or nine, fathers train their sons in a skill the father chooses.
Bantu Culture and ReligionAll over modern day Angola, there are signs of a prehistoric people. Archaeologists have uncovered
scratches on rocks, massive stone pillars, and tools, and have placed the Bantu people there about
50,000 BCE or even earlier. Their original language appears to have
evolved in present day Cameroon, and then spread eastward and
southward. Today the Bantu are in countries from the equator to
southern Africa.
• About 60 million modern day Africans can trace theirlanguage back to those Bantu of long ago. Approximately 400
African languages have Bantu roots. Some believe that Bantu is
more of a language group than a culture group because of this incredible diversity.
• Whether Islam or Christian, many Bantu retain their beliefs that precede both those religions. They
believe in the power of both magic and curses.
• Local Muslim leaders forbid some Bantu drum playing and dancing as inappropriate. Bantu
Muslims are more liberal in their beliefs than many other Muslims. Women can work in the fields.
Women dress modestly by American standards, but don’t have to wear the hijab, which most Muslim
women must wear in public.
Word Definitionhijab: the headscarf
worn by Muslim women,
sometimes including a veil that
covers all of the face but the eyes
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Swahili Culture and ReligionThe Swahili are all Muslims living in a narrow strip of land from the north coast
of Kenya to the capital of Tanzania. They also live on several nearby islands in the
Indian Ocean, including Zanzibar. The Portuguese, Middle Eastern Arabs and the
British have all conquered them.
• Since Islam is a way of life and religious holidays are of utmost importance, the
Arab culture is a vital part of the Swahili culture.
• The youth usually finish primary school, and some continue in secondary
school. Parents recognize the value of an education for later employment.
• Access to water is critical to Muslims who must wash before they eat. Most
homes have electricity, indoor plumbing, several bedrooms and a living room.
• The Swahili have a relatively high standard of living. Their education allows them to work for the
government, and in offices and schools.
• The Swahili language reflects Bantu and Arab roots. Many also speak English. Today, if someone
says jambo to you, you’re hearing hello in Swahili, one of the many modern-day languages with
Bantu roots.
Quick QuizCCircle the ethnic group most closely associated with each of the following.
1. Muslim women don’t have to wear the hijab in this culture.A. Arab B. Ashanti C. Bantu D. Swahili
2. They believe that plants, animals, and trees have souls.A. Arab B. Ashanti C. Bantu D. Swahili
3. They have a relatively high standard of living. A. Arab B. Ashanti C. Bantu D. Swahili
4. They follow two calendars.A. Arab B. Ashanti C. Bantu D. Swahili
5. About 60 million modern-day Africans trace their language back to this ancient culture.A. Arab B. Ashanti C. Bantu D. Swahili
6. If you describe someone as a Christian, you are describing his:A. Ethnic group B. Religious group C. Language D. Education
Can You Read?Have you ever heard a country referred to as “developed” or “developing”? The development of a
country refers to its economic health. A developed country has good public services like clean water,
electricity, and transportation. Its citizens have good educations, are healthy, and earn good salaries.
A developing country usually has poor public services, few good jobs, poor healthcare, and a largely
uneducated workforce.
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The United Nations says the 27 least developed countries in the world are all African. The situation is
unlikely to change in the near future. In Africa, the overall literacy rate is 40 percent.
Illiteracy goes hand in hand with a low standard of living. Many children in Africa don’t
start school until they’re nine and start dropping out around age 14. For each additional
year in school, the chance of a life of poverty drops six percent. In most African
countries, the literacy rate among women is significantly lower than that of men.
If you can read, you can learn. If you can learn, you can improve your work skills,
and get a better job that pays a better salary. If you have a better
salary, you can improve your standard of living. A country that
improves the literacy rate among its citizens will improve the
standard of living within that country and improve its economy.
Educated and skilled workers are an important factor in a country’s
economic growth.
EnrichmentAbout 40 percent of the adults in Africa can read and write. The bar graph below shows the literacyrates for selected nations in Africa. Study the graph and then answer the questions below it.
1. Which nation has the highest literacy rate?
2. Which nation has the lowest literacy rate?
3. Which nation probably has the lowest standard of living?
4. A low literacy rate means that many people in that country cannot
5. Why do you think children often drop out of school in Africa?
Word Definitionliteracy: the ability toread and write
100%
75%
50%
25%
0%
Egypt
Kenya Co
ngo
Ethiopia
Nigeria
Somalia
Literacy Rates in Africa
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Chapter 5
Who Has the Power?What is a government? A government is a body with the
authority to make laws, enforce those laws, and interpret the
laws when disagreements arise. A government also oversees
the general welfare of its people. Governments distribute their
power through three basic systems:
• Unitary systems give all the power to the central government. This central government may delegate
(or transfer) some duties to smaller political units like cities but it retains final authority over all
decisions. Unitary central governments are stronger than federal central governments. Some
countries with unitary governments include France, Italy, Japan, South Korea, and Kenya.
• A confederation is a loose alliance of countries or other political units like states. Each unit has final
control of its own laws and citizens. The central government makes decisions only on issues that
affect the entire confederation. Confederations can be unstable because members often want to do
things their own way! Examples include the Confederate States of America and the British
Commonwealth of Nations.
• Federal systems divide power between the central government and the government of smaller political
units like states. Most federal systems give a lot of power to the lower governments to handle local
affairs. The central government handles issues that concern the entire country, like maintaining
armed forces and negotiating treaties with foreign countries. Some countries with federal systems
include the United States, Canada, Mexico, and Brazil.
SS7CG1, SS7CG4, 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.
Word Definitionalliance: a union of two
or more groups, usually to
achieve a common goal
Government/CivicsUnderstandings
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7 STUDENT WORKBOOK EvaluationSample
PLEASE NOTE THE FOLLOWING:• The actual size is 8.5” x 11”• The complete book is 192 pages
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Look-It-Up! Use the Internet to find a list of the members of the British Commonwealth of Nations. How manynations belong to it?
Quick ReviewNext to each item below, write the matching terms from the word bank. Each form of governmentmatches with two terms.
Who Gets To Participate?Citizens participate at varied levels in different government systems:
• In an autocratic system, one leader holds complete power. An autocracy is the opposite of
a democracy. Citizens have no participation in government when living under an
autocratic system. The German Nazi regime under Adolf Hitler from 1933 to 1945 is an
example.
• In an oligarchic system, control rests with a small group of people with wealth or power. In
most cases, citizen participation is restricted to the ruling group. An example of an
oligarchy is the apartheid system in South Africa, where a small group of whites held
power over the black majority from 1948 to 1994.
• In a democratic system, the people hold supreme power. Usually, they exercise their
power by electing officials to represent them. All citizens have equal rights to participate
in government regardless of their position or wealth. The United States has a democratic
system of government.
Unitary system
Confederation
Federal system
France is example central government divides power
loose alliance central government has all power
political units control their own law United States is example
Word Bank
??
??
??
??
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Essential SkillsRead the statements by political leaders below. Write A if they head an autocratic government, O ifthey head an oligarchy, and D if they head a democracy.
1. “I am proud to serve as president of a country where everyone has equal rights.”
2. “My wealth and position will keep me in power in this society.”
3. “I will imprison anyone who criticizes my government. I am in total control.”
4. “There is no reason to explain our position to the people. We are in control here.”
5. “Where can I register to vote for the presidential election?”
Quick QuizMatch the type of government on the left with its description on the right.
1. autocracy a. control rests with a small group
2. oligarchy b. the people hold supreme power
3. democracy c. one leader exercises total control
Parliament vs. PresidentThere are two predominant forms of democratic governments: parliamentary and presidential.
The main difference between the two is the relationship between the legislative and executive branches
of government.
In the parliamentary system, the legislature (Parliament) controls the
power. The majority party in the legislature forms a government headed by
a prime minister, who is chosen by the legislature. The prime minister and
his cabinet are members of the legislature, and the prime minister answers
to the legislature (fusion of powers). The government will stay in office for a
specified period unless the prime minister loses support of the majority in
the legislature on an important vote. If that happens, the prime minister
must resign, and elections are held immediately.
In the presidential system, the executive and legislative branches are separate bodies elected
independently by the citizens (separation of powers). There are checks and balances where each
branch can overrule the other. The president answers to the voters, not to the legislature. The people
elect the president, and elections are held at set intervals.
Question for DiscussionWould you rather live in a democracy, autocracy, or oligarchy? Why?
Checks and Balances
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Chapter 6
The Government of Kenya In 1963, the possibilities of freedom seemed endless for the
Republic of Kenya. The new constitution guaranteed many freedoms,
such as freedom of expression, freedom of movement, and freedom
from discrimination. Free from British rule, Kenya had become a
constitutional republic. Any Kenyan 18 or older could vote. Today,
Kenyans take this right seriously, turning out in high numbers to elect
their president and National Assembly representatives. Up to 70
percent of Kenyans vote in elections that are held every five years.
Kenya has three branches of government: executive, legislative, and judicial. Kenyatta, the first
elected president, wanted a nation where people of every race had equal opportunities. The presidents
after him have supported free press, public schools, and public health services. Kenya has an
independent legislature and judicial system.
The Government of the Republic of South AfricaFrom April 26 to April 29, 1994, more than 17 million black South
Africans over the age of 18 voted for the first time. The line was a mile
long in some areas, and voters had to wait up to 12 hours to cast their
ballot in others. They were voting for a new national assembly, electing
black South Africans and women in significant numbers.
The Republic of South Africa gained a new constitution with a bill of
rights that guarantees many personal freedoms. The constitution ensures equality before the law and
prohibits discrimination. It guarantees the right to life, privacy, property, freedom, and security of the
person, and freedom of speech, religion, assembly, and association. It also prohibits slavery and forced
labor.
The Republic of South Africa is a parliamentary democracy. There are three branches of
government in South Africa: executive, legislative, and judicial. The National Assembly (legislature)
elects the president, who is the executive head of state and leader of the Cabinet. The president answers
to the legislature and may only serve two five-year terms in office.
SS7CG2 The student will explain the structures of the modern governments of Africa.
a. Compare the republican systems of government in the Republic of Kenya and the Republic of South
Africa to the dictatorship of the Republic of the Sudan, distinguishing the form of leadership and role
of the citizen in terms of voting and personal freedoms.
Quick QuizWrite T for True and F for False.
1. Kenya is a constitutional republic.
2. Kenyans do not have the right to vote.
3. Kenya has three branches of government.
4. South Africa is a parliamentary democracy.
5. South Africans have many personal freedoms guaranteed by their constitution.
6. The South African president is elected directly by the people.
The Republic of the SudanIn 2006, global human-rights organizations, including Amnesty
International and Human Rights Watch, compiled a list of the 10
worst dictators in the world. Number one was Omar al-Bashir
of Sudan.
Taking power in 1989, al-Bashir and his regime abolished the
existing government, suspended the Constitution, restricted freedom of the press, and arrested many
prominent politicians. They imposed tight controls on the behavior and dress codes for women. The
citizens were stripped of personal freedoms. The citizens did not vote for al-Bashir; he used military
force to become dictator.
In 2000, al-Bashir won 86 percent of the vote in a national election. Disagreement about the fairness
of the election followed. In 2005, the National Assembly (part of the two-house legislature) ratified a
transition constitution. It defined the executive branch as the president, who is also the prime minister,
head of government, and commander of the armed forces. While the National Assembly named
al-Bashir president this time, the constitution states that the people will vote for the president in
future elections.
The Sudanese constitution calls for many personal freedoms. However, the constitution is not
enforced. Children under 18 can be executed. The government’s human rights record is poor and
serious abuses of human rights are all too common.
A Sad Story in Sudan
When al-Bashir took power, a civil war was already brewing in Sudan. The Muslim north had set out
to crush the Christian south, to protect and defend Islam from the infidels. Al-Bashir continued the war
and wanted to expand the Arab culture and religion throughout Sudan. In 2003, when international
efforts to bring peace between the north and south were finally calming the situation, rebellion began in
Darfur in western Sudan. Al-Bashir responded by killing at least 180,000 civilians in Darfur and driving
two million people from their homes. After burning villages, the army attacked refugee camps where the
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Word Definitiondictator: a ruler withabsolute power and authority
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Think About ItPlace check marks next to the items that fit each government system.
Parliamentary Presidential
legislature controls power legislature controls power
separation of powers separation of powers
prime minister prime minister
president president
leader answers to the people leader answers to the people
leader answers to the legislature leader answers to the legislature
checks and balances checks and balances
elections held if leader forced to resign elections held if leader forced to resign
leader elected by the people leader elected by the people
Look-It-Up!Do some research on parliamentary and presidential systems of government. What are the advantagesof each system? What are the disadvantages?
Parliamentary:
Presidential:
�������� �
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people had fled. A cease-fire agreement was signed in December 2004, but the violence continues. The
international community has condemned this killing of non-Arabs.
Quick ReviewFill in the chart below describing the governments of Kenya, South Africa, and Sudan.
Question for Discussion
Kenya, South Africa, and Sudan all have constitutions guaranteeing personal freedoms, but the lives ofcitizens in these countries are quite different. What do think would happen if the people of Sudan
started practicing freedom of speech? Why?
Chapter 7
Education in AfricaOne of the major growing pains for most African countries is education. Civil wars and a lack of
resources are major factors negatively influencing quality education. Girls in particular, have limited
education opportunities because African societies give the needs of men higher priority than those
of women.
Kenya South Africa SudanForm of leadership
Is leader electedfairly?
Can citizens votefreely?
Personal freedomsguaranteed
SS7CG3 The student will analyze how politics in Africa impacts the standard of
living.
a. Compare how various factors, including gender, affect access to education in Kenya and Sudan.
b. Describe the impact of government stability on the distribution of resources to combat AIDS and
famine across Africa.
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Going to School in Kenya
Kenya introduced the right to primary education in 2003, making it
free for children to attend primary school. Kenyans value education, with about
80 percent of city children attending school.
Things are different in rural Kenya, where only half of the
children attend school, and there is a shortage of clean drinking
water, teachers, buildings, and textbooks. Gender also affects
education in Kenya. If parents have to choose between sending
boys or girls to school because of finances, the boys win. Girls are also
more likely to quit school because of poor sanitation facilities and concerns for their safety and security.
Girls have greater responsibilities at home and few role models to encourage them to stay in school.
Another problem in Kenya is educating orphans due to the AIDS epidemic. Volunteers have built
and staffed schools called Harambee (Swahili for “pull together”) for children who otherwise might not
get any education. Kenya is working to increase teacher training and resources.
Going to School in Sudan
Education has suffered in Sudan because of years of civil war.
Families forced into refugee camps get food and shelter, but no
schooling. The United Nations estimates that half of the children in
Darfur and 75 percent of the children in southern Sudan have no
access to education. The government closed Christian schools
established by missionaries in the south and replaced some of them
with Muslim schools. Girls usually leave school at age 10 because their
families think women only need to be trained in domestic skills.
The education budget has shrunk in recent years, leaving few textbooks or schools in most areas.
The United Nations Children’s Fund (UNICEF) started a “Go to
School” initiative in 2006, and in the first year alone, school
enrollment doubled. UNICEF has also donated tents for education
and is building classrooms. However, many of the teachers are not
trained and insufficient supplies remain a problem.
The Islamic government of Sudan refuses to discuss AIDS, but it is
estimated that there are 80,000
street children in the capital city of
Khartoum, most of them AIDS
orphans. There are international
humanitarian efforts to house and
educate these children, but only a
small percentage of them are
actually helped.
Word DefinitionAIDS: Acquired
Immune Deficiency
Syndrome, a serious, often fatal
disease
HIV: the virus that causes AIDS
School in a Sudanese refugee campPhoto by www. lostboyshr.com
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Quick Quiz
Complete the table below by putting an x in the appropriate boxes.
Compare and Contrast Factors Impacting Education in Kenya and Sudan
AIDS in Africa As the former African colonies became independent, the governments had many serious issues to
handle including civil wars and corrupt politicians . Because of these overwhelming issues, the rise of
AIDS in Africa did not receive the necessary attention to prevent it from becoming an epidemic.
Worldwide today, there are over 42 million people living with HIV/AIDS, and nearly three quarters of
those infected people live in sub-Saharan Africa.
The lack of stability in African governments has a negative
effect on those countries’ healthcare systems. AIDS adds a
staggering burden to healthcare systems that barely have
enough money to handle basic care. AIDS patients fill almost
half of the hospital beds in Africa. Few countries have the
resources to identify people with the AIDS virus and administer
the necessary drugs to them.
In contrast, the citizens of Botswana
have lived in peace since their independence in 1966. As a result, Botswana has the
resources to help its citizens and was the first country to offer the necessary drug
therapy to all its citizens infected with AIDS.
Kenya Both Kenya andSudan Sudan
Shrinking educationbudget
Men have higherpriority
Civil war disruptedschooling
AIDS orphans
Girls work at homeLack of supplies and
textbooksChristian schools
closed
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Write About It
Create two countries and name them. In the first country, there is continual civil war. In the secondcountry, the citizens have lived in peace. Write a paragraph about each one, describing how the AIDS epidemic isaffecting it. (Use a separate piece of paper if you need more room.)
The Scourge of FamineAlong with civil war and AIDS, famine is the third leg of a triangle of misery
in Africa. More than 25 million Africans needed emergency food aid at thebeginning of 2008 and approximately 200 million Africans suffer from chronichunger. Once again, the stability of the government directly impacts a country’sability to produce enough food to prevent famine.
Across Africa, civil wars have interrupted life for many citizens, includingfarmers. Government corruption has also increased food shortages. Certain governments have usedfood as a weapon, denying humanitarian food shipments to their political enemies or seizing land fromfarmers who haven’t supported it during a revolution.
Farmers in Africa encounter many challenges, whether their government is stableor not. Repeated drought has plagued Africa since the 1970s. AIDS has reduced theworkforce available to farm the land. Soil infertility and erosion decrease the amountof crops grown. Swarms of locusts have devoured entire crops. Most African familiesfarm only small plots of land, insufficient to supply enough food for their family in thebest of times. In this environment of poverty, insufficient food, and governmentinstability, a drought easily triggers a famine because the government has no money topurchase necessary food for its citizens.
These pages are provided for evaluation purposes only. No reproduction or classroom use of any materials is allowed. Page 13
7 STUDENT WORKBOOK EvaluationSample
PLEASE NOTE THE FOLLOWING:• The actual size is 8.5” x 11”• The complete book is 192 pages
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Quick ReviewAnswer the questions below.
1. List four problems African farmers confront. _____________________________
______________________________________________________________________________________________
______________________________________
2. List two ways unstable government policies have worsened the food crisis in Africa.
__________________________________________________________
_______________________________________________________________
Chapter 8
Economic SystemsEvery country has to decide how to distribute its resources to meet the needs of its people. They do
this through an economic system, which is the way a society
organizes the production, distribution, and consumption of goods
and services. There are three basic types of economic systems that
have to answer three basic questions: What to produce? How toproduce? For whom to produce?
SS7E1 The student will analyze different economic systems.
SS7E1a, SS7E5a, SS7E8a. 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.
SS7E1b, SS7E5b, SS7E8b. 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 found in South Africa and Nigeria.
EconomicUnderstandings
Word Definitionconsumption: using up
of goods and services
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• Traditional: This system is found in agricultural societies where people live the same way their parents
and grandparents did. Traditional systems are found in some areas of Africa, Asia, and South America.
People in these systems produce what they need to survive by farming or hunting and gathering. They
make their own clothing and tools, and trade any extra food or items with others in their society.
• Command: The government controls what is produced and how it is produced in a command system.
The government owns the resources and decides who gets the products. This decision might be based
on class, a reward system, or simply by waiting in line. North Korea has a command economy.
• Market: In a market system, a country’s economic decisions are based on what its people want to buy
and sell. People can own their own businesses and produce what they want. The United States has a
market economy. In a market system, supply and demand for a good or service determines what to
produce and how to produce it. Producers will make their product in the way that costs them the least
amount of money so they can make a profit. Who gets a product is determined by how much a person
can afford to pay for it.
Most Everyone Mixes It Up!In reality, very few countries have an economic system that fits entirely into one category or another.
Most countries today have mixed economies that fall somewhere in between pure market and pure
command economies. For example, there are some government-owned resources in the United States.
Examples include schools, public colleges, the postal service, some housing projects, and some power
plants. In the command economy of the former Soviet Union, there was such an emphasis on the
defense industry that farmers had a lot of freedom to produce and sell whatever they wanted.
Quick ReviewComplete the chart below to compare traditional, command, and market economies.
Special Economics InfoWhen a country’s businesses are owned and operated by private citizens, this market system is alsoknown as a free enterprise, or capitalist system. When all resources are owned by the state, it is known
as a communist system.
Economy What to Produce How to Produce For Whom to Produce
Traditional
Command
Market
The Economic System of NigeriaNigeria sits at the other end of the economic spectrum from South Africa. During the oil boom days
of the early1970s, Nigeria became very wealthy and the government and its citizens spent money
lavishly. Unfortunately, when the price of oil fell in the late 1970s, the Nigerian economy collapsed along
with it.
Nigeria transformed from one of the 50 richest countries in the world in the 1970s to
one of the poorest by the end of the century. The oil boom had diverted the
government’s attention from another important source of income for Nigerians:
agriculture. Although more than half of Nigerians are farmers, Nigeria went from
exporting surplus crops to importing food. Most Nigerians struggle to survive on less
than one dollar a day.
Nigeria has a mixed economy, and has been moving toward a market economy since 2006, when the
government moved its major petroleum interests to the private sector (companies owned by private
citizens). Nigeria owns two of the country’s three television stations. The government is still in charge of
the post office and public schools. The public schools are crumbling, and those who can afford private
schools send their children there. Nigeria has a plan in place for national healthcare, but it is so poorly
run, that most healthcare is in the private sector.
Quick ReviewComplete the chart below to compare the economies of South Africa and Nigeria.
Think About ItWrite T for True and F for False.
1. South Africa has the strongest economy in Sub-Saharan Africa.
2. Nigeria neglected agriculture while developing its oil industry.
3. Blacks typically have higher incomes than whites in South Africa.
4. Nigerian citizens are some of the wealthiest people in Africa.
5. The international community did not agree with South Africa’s treatment of blacks during the
apartheid period.
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Country Type of Economy Growing or Struggling
What theGovernment
Controls
South Africa
Nigeria
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Chapter 9
Trade is Essential!Countries trade goods because no country has all the resources
necessary to efficiently produce everything its people need. Every
country has different natural, human, and capital resources. Our world
today has a global economy because countries buy what they need and
sell what they produce all over the world!
It is always easier to do something if you want to do it. The same
holds true for trade. Many African officials are encouraging voluntarytrade and specialization among African countries. Voluntary trade happens when both parties expect
to gain from the trade. The buyer is happy purchasing an item at a good price, while the seller is happy
making a profit.
Countries specialize in what they do best. Specialization is an efficient way to work, and the cost of
items produced is lower. Simply put, specialization increases trade because a country can get what it
needs at the lowest cost when produced by someone who specializes in producing that item.
Currently, it is not easy for African countries to trade with one another. The roads usually lead to a
port rather than another city. A 15-member Economic Community of West African States (ECOWAS)
formed to make trade easier. Unfortunately, terrible roads, roadblocks, border patrol searches, and other
problems still make trade difficult.
The International Monetary Fund (IMF) says 75 percent of Sub-Saharan countries have policies that
hinder trade within Africa. In the last two decades there have been regional
efforts to change this and boost trade among African countries because of
the cost savings of trading with neighbors.
Most of Africa’s trade is with countries outside the continent. People in
many countries value African art and textiles, so African sellers benefit
from their unique products. The United States has lifted tariffs
from South African diamonds and gold, also benefiting sellers in
Africa. Money earned from exports allows Africans to import what their countries need.
SS7E2 The student will explain how voluntary trade benefits buyers and sellers in
Africa.
a. Explain how specialization encourages trade between countries. Compare and contrast different
types of trade barriers, such as tariffs, quotas, and embargos.
b. Explain why international trade requires a system for exchanging currencies between nations.
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EnrichmentAnswer the questions below based on what you have learned about economic systems.
1. Which economic system do you think consumers (like you) would like the most?a. traditional b. command c. market
2. Which economic system would be the worst for competition between producers?a. traditional b. command c. market
3. A market economy has ownership of property and resources.a. private b. government c. tribal
4. Which economic system is found in simple agricultural societies?a. traditional b. command c. market
5. What is the most common economic system today?a. command b. mixed c. traditional
6. An example of a government-owned resource is:a. postal system b. grocery store chain c. restaurant
Economic System of South AfricaThe shining star of the Sub-Saharan economy is South
Africa. This country has developed into the strongest
economy in the Sub-Saharan region after recovering from
international sanctions placed on it during a period of
racial discrimination called apartheid.
South Africa has a mixed economy. It has been making
the transition from an almost completely command
economy to a market economy over the past several decades. The government has let citizens take
over many of the industries it used to run, but still owns some oil and gas companies. It operates the
postal service and some of the telecommunications network.
Healthcare is both public and private. South Africa’s economy has
grown from primarily mining, fishing, and agriculture to include
manufacturing and service industries.
As the government recognized the need for skilled labor in the
1980s, it began allowing blacks to hold skilled jobs and provided
skills training for them. Today, wealth is still largely divided along
racial lines. Whites have good incomes while the majority of blacks
live in poverty. The government is trying to help with a new
program called BEE (Black Economic Empowerment) to include
blacks in all levels of business and industry. Companies that meet
BEE requirements can do business with the government.
Word Definitionsanction: a penalty or
pressure to get a country to
change its policies
apartheid: discrimination based on
race and color of skin
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Special Economics InfoCoffee drinkers prize Ethiopian coffee. Tea drinkers enjoy African red tea for its taste and possiblehealth benefits. Neither of these can be grown in the United States. The United States can
manufacture technical and medical equipment and export it to African countries that are unable to manufacturethese items. How does specialization in trade benefit these countries?
Background CheckSpecialization also helps make businesses more profitable, and improves the standard of living incountries. Why? People make more money if their businesses are successful!
Roadblocks to TradeCountries sometimes set up trade barriers to restrict trade because they want to sell and produce
their own goods. Trade barriers include:
• Tariffs are taxes placed on imported goods. Tariffs cause the consumer to pay a higher price for an
imported item, increasing the demand for a lower-priced item produced domestically.
• Quotas are restrictions on the amount of a good that can be imported into a country. Quotas can
cause shortages that cause prices to rise.
• Trade embargoes forbid trade with another country. The United States had a trade embargo with
South Africa during apartheid.
Examples in Africa include:
High tariffs are one reason why African countries don’t trade among themselves. Some
countries place tariffs as high as 17 percent on imports from other African countries because
they may have the same product to export and want to give their own citizens a trade advantage. They
set up high tariffs to keep out the competition.
In 2007, South Africa placed strict quotas on the amount of Chinese textiles that could be imported.
Many South African textile workers had lost their jobs because of cheaper imports, and the government
wanted to give South African clothing and textile businesses a good chance to compete in foreign and
domestic markets.
In May 2007, a six-year UN embargo against diamonds from Liberia was lifted. Money from “conflict
diamonds” had been used to fund wars across the continent. Now, each diamond exported must have a
certificate showing its authenticity.
Quick QuizCircle the correct answers below.
1. The UN has forbidden arms to be imported into Africa. This is an example of:A. tariff B. quota C. embargo
2. If the European Union voted to lift the restriction on the amount of cocoa that can be imported from West African countries, that would be an example of:
A. tariff B. quota C. embargo
3. In September 2008, the United States and Canada banned trade with Zimbabwe, protesting the illegal regime of its president. This is an example of:
A. tariff B. quota C. embargo
4. To give its farmers an advantage, Nigeria has placed a high tax on imported rice. This is an example of: A. tariff B. quota C. embargo
Exchanging MoneyBecause every country does not use the same type of money, international trade requires a system
for exchanging currencies between nations. Money from one country must be converted into the
currency of another country to pay for goods in that country.
This system is called foreign exchange. The exchange rate is
how much one currency is worth in terms of the other. For
example, an exchange rate of 7.9 rands in South Africa to the
dollar means that 7.9 rands are worth the same as one dollar.
Most countries use coins and bills, just like the United States, but they come in all shapes, sizes, and
names. The South African currency is the rand, and the Nigerian currency is the naira.
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South African rand Nigerian naira
Word Definitioncurrency: the type of money
a country uses
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Math ExperienceYou can calculate exchange rates yourself. Below are some fictional examples of exchange rates. Studythe exchange rates and then calculate the correct answers to the word problems below.
1. Taylor has $10.00. She wants to buy a CD in South Africa that costs 80 rands. Once she exchanges her American
money for rands, will she have enough money to buy the CD?
2. Michael wants to buy a soccer ball that costs 1300 in Nigerian naira. He has $15.00. After he makes the currency
exchange, will he have enough money to buy the ball?
3. Oba has $25.00. She wants to buy a shirt in Nigeria that costs 2500 naira. Does she have enough money to buy it
once she makes the currency exchange?
Chapter 10
How Does an Economy Grow?Factors That Influence Economic Growth
There are basic factors that influence economic growth in any
part of the world. They are the productive resources used to
produce goods and services. They include human capital (people
who perform labor), capital (factories or machinery), and natural resources (things that come from the
land like minerals or trees). Another factor is entrepreneurship, which includes the ideas, innovation,
and risk involved in starting a business.
SS7E3 The student will describe factors that influence economic growth and
examine their presence or absence in Nigeria and South Africa.
a. Explain the investment in human capital (education and training) and gross domestic
product.
b. Explain the relationship between investment in capital (factories, machinery, and technology)
and gross domestic product (GDP.)
c. Explain how the distribution of diamonds, gold, uranium, and oil affects the economic
development of Africa.
d. Describe the role of entrepreneurship.
Word DefinitionGross Domestic Product(GDP): the total market
value of the goods and services
produced by a country’s economy
during a specific period of time
Exchange RatesOne dollar = 8 South African rands
One dollar = 120 Nigerian naira
Economists measure a nation’s economic performance by a standard called Gross Domestic Product(GDP). Economists use it to determine the health of a company’s economy and compare it to other
economies.
Get Smart!
How a country manages its productive resources makes a big difference in the strength of its
economy. For example, investment in human capital delivers long-lasting rewards. Studies have shown
that investment in education and skills training clearly correlates to a higher GDP. Education and the
abilities it develops create a smarter and more productive workforce,
which leads to greater economic growth.
A healthy economy is a growing economy. This takes work and
insight from government and businesses. Creating a quality workforce
requires education and training. South Africa is strongly committed toeducation, an investment in human capital. When South Africa examined
the need to improve the skill of its workforce, it started education and training programs. This
investment in human capital is paying off. South Africa’s GDP has been growing annually at a rate of
about five percent. The government continues to offer services to low-income areas to increase
education and job growth.
In 2008, nearly 50 percent of South Africa’s capital investment in its industry went to improve
electrical output. To assist in transportation of goods, it also invested heavily in the rail system and
expansion of ports, paving the way for
continued increase of its GDP.
Unfortunately, about 50 percent of the
population still lives below the poverty line.
In Nigeria, the government does not budget much money for
education, making growth in human capitaldifficult. Nigeria’s past reliance on oil alone
caused it to neglect education and training in other areas of the economy. While
Nigeria has a healthy GDP, about 70 percent of Nigerians live below the poverty
line. The income from oil belongs to a small group of wealthy people. From
1968 until 1998, the average income per household in Nigeria dropped from an
equivalent of $1,000 U.S. dollars to $300.
The Nigerian government has spent excessively and has not managed its
money well. Therefore, it has little money to invest in capital resources like
factories, machinery, or technology. Nigeria is attempting to reform its
economic system and build a public-private partnership to improve roads and
the distribution of electricity.
Question for DiscussionNigeria has a high GDP, but many people live in poverty. What are some reasons for this situation?
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These pages are provided for evaluation purposes only. No reproduction or classroom use of any materials is allowed. Page 14
7 STUDENT WORKBOOK EvaluationSample
PLEASE NOTE THE FOLLOWING:• The actual size is 8.5” x 11”• The complete book is 192 pages
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Special Economics InfoAA variety of things reflect a nation’s economy. Economists understand there is a relationship betweena country’s GDP and its technology. A telecommunications network (television, telephones, cable
systems) is an example of technology. Study the chart below and answer the questions.
1. Which country has the higher GDP?
2. Which country has the larger investment in telecommunications?
3. Nigeria has a population roughly four times that of South Africa, yet it has far fewer television stations. What
factors do you think influence the vast difference in the numbers of television stations?
4. What are some things Nigeria can do to improve its capital and improve its economic growth?
A Cornucopia of RichesThere is an uneven distribution of natural resources in Africa. More important
than the actual riches, however, is what the country does with this wealth.
You might think that if a country is rich in natural resources, then
that country should be wealthy. In a country with a stable
government, revenue from those resources would usually be used
for development that benefits the economy. But in countries with
unstable governments, resources like diamonds, gold, uranium,
and oil don’t always guarantee a prosperous economy and often
have a negative impact on a nation’s development.
Country PopulationGDP (official
exchange rate)
Number of
Television
Stations
Number of
Telephones
(land lines)
South Africa 44 million $282.6 billion 556 4.7 million
Nigeria 138 million $166.8 billion 3 1.6 million
Source: CIA World Factbook, 2007
Diamonds and Gold
About half of the world’s diamonds are found in Africa. Botswana has benefited from a prosperous
economy and a stable government since independence. Money from its diamonds goes back into the
economy to build up the country’s infrastructure with roads, schools, and clinics. In other countries like
Sierra Leone and the Democratic Republic of the Congo, armed rebel soldiers have stolen diamonds
from miners, sold them, and used the money to support brutal wars.
South Africa boasts nearly one-half of the world’s gold reserve. Gold is the basis of its strong
economy with a modern infrastructure, a good transportation system, and reliable communications
networks. Other countries rich in gold are not faring as well. Although Ghana’s economy is boosted by
gold, and its standard of living is twice as high as neighboring countries, Ghana still relies heavily on
foreign assistance. Even though Mali mines gold, it remains one of the poorest countries in the world.
In Senegal, gold does not play an important role in its economy. These examples show that natural
resources alone cannot sustain an economy.
Map SkillsOn the map below, label each country where natural resources are found. Use the map on page 13 tohelp you.
Hard-To-Believe-But-True!When making an average size 18-carat gold ring, approximately 20 tons of polluted mining waste iscreated!
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A T L A N T I C
O C E A N
Tropic of Cancer
Equator
Tropic of Capricorn
Diamonds
Gold
Uranium
Petroleum
1000 Miles0
0 1000 Km
Petroleum is found in:
Gold is found in:
Uranium is found in:
Diamonds are found in:
Resources in Africa
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Essential SkillsComplete the graphic organizer below.
Using UraniumUranium is a radioactive element that occurs in small parts in rock, soil, and both surface and
ground water. It is used to produce fuel for nuclear power
plants and make weapons. Africa produces about 20 percent
of the world's uranium. Four African countries (Niger,
Namibia, South Africa, and Gabon) have exported uranium in
the past. When the world’s use of uranium declined in the
1980s, Niger’s economy suffered as uranium revenue fell
50 percent.
Today, interest in uranium is developing again as oil
prices rise and countries search for cleaner fuels like
nuclear energy. While gold mines can be quite deep,
Africa’s uranium lies in sandstone deposits near the
surface, so mining it is easy. The search for uranium in
Zambia raises hopes of new jobs and tax revenue.
Namibia’s uranium industry is enjoying a revival, and
neighboring Botswana is developing a uranium mining industry.
South Africa both mines uranium and uses it in its nuclear reactors.
Unfortunately, careless mining practices have polluted water and land in the
past. But today, mining officials say that new technology makes mining uranium
safe, and government officials plan to put this technology in place.
If governments have learned from past mistakes with natural
resources, countries with uranium deposits can look for growth in their GDP
from this valuable mineral.
Word Definitionradioactive: emitting high
energy waves or particles;
anything radioactive is dangerous for
living beings to handle
First CauseNigeria is rich in oil
Second CauseDifferent countries
want that oil
Effects
A disk of highly enriched uranium
Uranium mine
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Quick Quiz Write T for True and F for False.
1. Namibia’s economy is benefiting from renewed interest in uranium.
2. The search for clean fuel has revived the uranium industry.
3. Uranium by-products can pollute both land and water.
4. Uranium is found in deep mines.
5. South Africa mines uranium and uses it for its nuclear reactors.
6. New technology makes mining uranium safer.
Whose Idea Was That?Entrepreneurs have a vital role in any country’s
economy. They come up with new ideas and use human,
capital, and natural resources to bring their ideas to life—and
to the marketplace. They must be willing to take risks, and
often share those risks with others by borrowing funds from a
bank or a wealthy investor. Entrepreneurs are valuable because they are creative and help economies
adapt to changing conditions.
Building Nigeria One Business at a Time
In a developing economy such as Nigeria’s, entrepreneurs with fresh new ideas
could play a vital role in jump-starting the economy. However, few banks are willing to
fund them and their ideas. International investors are stepping in to help, offering
long-term investment into a business rather than a loan. The investors then work side
by side with the entrepreneur to help the business grow. The government and
independent consulting firms are also working to teach and help future Nigerian
entrepreneurs.
Ubuntu Means Togetherness
South Africa has approximately two million small businesses,
representing 98 percent of the total number of firms in the country. However,
financing and gender equality issues are common problems. The
government is working to overcome these difficulties with training programs.
Colleges offer classes in how to run a business. People who already have a
successful small business are willing to help those trying to start one. The
BEE program rewards companies that employ blacks in all levels. The effort
is one of ubuntu, or togetherness. South Africa has also started an Angel
Network to connect entrepreneurs with potential investors.
Word Definitionentrepreneur: someone
who has an idea for a good or
service and takes the risks to produce it
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Quick QuizWrite T for True and F for False.
1. The stable government of Botswana has used the income from diamonds to build its
infrastructure.
2. Money from diamonds has supported wars in Sierra Leone and the Democratic Republic
of the Congo.
3. A country will always have a strong economy if it has one valuable natural resource.
4. Gold is the basis of South Africa’s strong economy.
5. The gold mined in Mali has made it one of the richest countries in the world.
Oil—the Precious ResourceSince oil is so important to the entire world, you might think that African countries with oil would
be wealthy. Nigeria is the sixth-largest oil producer in the world as well as a majorsupplier to American customers. However, much of the Nigerian population isdesperately poor, as the money bypasses the people and goes straight to corruptpoliticians. Nigeria takes in $2.2 million per day in oil revenue, yet the averageNigerian lives on less than one dollar a day! Oil is also causing serious pollutionproblems in Nigeria with an average of two oil spills a day.
Other countries have become involved in Nigeria’s economy because they wantaccess to oil, such as international energy companies spending millions for Nigerian hospitals andschools. Unfortunately, this international assistance does not always benefit Nigeria. For example,China contributes aid to the African infrastructure, but along with it come Chinese workers who takejobs from Africans in desperate need of them. Chinese companies also flood local economies withinexpensive goods that wipe out local competition and cause even more unemployment.
Hard-To-Believe-But-True! In 2006, a World Wildlife Fund report named the Niger Delta as one of the most polluted places on
Earth.
Background CheckGold mining can cause health problems and strain the healthcare systems of struggling African
nations. In Senegal and Mali, young children aged 12 and 13 work in mines and use mercury to attractand identify the gold. Mercury is particularly hazardous to children and teens because it is toxic to developingnervous systems. This adds further strain to health care systems. The United Nations estimates that 10 to 20percent of the thousand of miners in West Africa are children.
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Write About ItPretend you have an idea for a business in Nigeria. Describe your idea below. Make sure you explain
what an entrepreneur does, what good or service you want to provide, where you got your training, and what obstacles you may have ahead of you.
Chapter 11
It’s Your Money, Honey!The personal money management choices that you make throughout your life
are really important! The sooner you start with good money habits, the better off
you’ll be in the long run.
Money is not so important for what it is, but for what it can do. Money is the
medium of exchange used to buy goods and services. Your income provides you with money to spendon whatever you choose. People earn income by giving their time and services to an employer, and re-
ceiving money in return.
People use credit to buy something now and pay for it later. When you buy something on credit, you
usually have to pay the amount you borrowed plus an additional amount in interest. Banks make
money from interest payments—interest is a fee paid for the use of someone else’s money.
Think About ItIf you use a credit card, how can you avoid interest charges?
SS7E4 The student will explain personal money management choices in terms of
income, spending, credit, saving, and investing.
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Special Economics Info
There are several We can get credit as:forms of money:
Essential SkillsCheck which way someone would most likely pay for these goods or services.
CoinsChecks
Currency (Cash)
Debit Cards (Plastic like acredit card, but money is
taken immediately from abank account)
Loans (usually from banks)
Credit Cards
School lunch
New house
Refrigerator
Haircut
Newspaper
School uniforms
College textbooks
Vacation trip
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Make Your Money GrowYou can save money under your mattress, or you can put it in a
bank or credit union to earn interest. Saving money does morethan give you extra cash when you need it. Saving allows you toincrease your holdings by investing. Some ways to invest moneyinclude:
• • stocks and bonds • • real estate • • natural resources
• • collectibles • business (your own or someone else’s)
When making investment choices, you need to think about what you want your investment to do foryou. Do you want to buy something in a few months, or do you want to save to buy a car in five years?Some investments are more risky than others. Are you willing to take risks, or are you a cautious person?Whatever your investment goals, experts advise to invest money on a regular basis and think long-term,not get-rich-quick!
One More – Just for Fun!If you were to start saving and investing today, what would you like to buy in five years?
Special Economics InfoUse a � to indicate whether you have more, less, or the same amount of money after each of theseevents. The first has been done for you.
MORE LESS SAME
You deposit your paycheck into your
checking account. �
You put $1,000 in a savings account.
You use your credit card to buy new
school clothes.
You borrow money from the bankto open a toy store.
You write a check at the grocery store.
You transfer money from checkingto savings.
Word Definition
invest: to commit
money or capital to
gain a financial return
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Math ExperienceYou worked hard over the summer cutting lawns and baby-sitting. Youearned $1,500! See how you might spend it below.
Total Earned: $800.00
I will pay back my mom for money I borrowed from her: - $50.00
I will give my little sister this much for cleaning up my room for me when I had to work: - $35.00
I will spend this much buying a few CDs for myself and going to the movies with my friends: - $50.00
I will save this much for college. - $300.00
I will put this much in my new savings account for school clothes and a stereo: - $275.00
Total Still Available:
Total spent:
Total saved — In the bank earning interest and growing:
EnrichmentSafeguarding Your Money
The Great Depression of the late 1920s and early 1930s causedmany financial problems. Many people who had money in banks lost some or allof it when their banks failed. President Franklin D. Roosevelt and Congress madeseveral changes. They created the Federal Deposit Insurance Corporation (FDIC)
in 1933 to provide insurance protection for depositors if their banksfail. The guarantee says that up to $100,000 of a person’s money is safe. Since the start of the
FDIC, no one has lost a penny of insured money because of a bank failure.
new total
new total
new total
new total
new total
These pages are provided for evaluation purposes only. No reproduction or classroom use of any materials is allowed. Page 15
7 STUDENT WORKBOOK EvaluationSample
PLEASE NOTE THE FOLLOWING:• The actual size is 8.5” x 11”• The complete book is 192 pages
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Quick QuizMatch each economic term to its definition.
1. interest a. a sum of money borrowed from a person or group
2. income b. a means to buy something now and pay later
3. credit c. fee paid to use someone else’s money
4. money d. money that you earn or gain from investments
5. loan e. medium of exchange to buy goods/services
Think About ItFinancial experts say that people spend more when they use credit cards instead of cash.Why do you think that happens?
Chapter 12SS7H1 The student will analyze continuity and change in Africa leading to the
21st century.
a. Explain how European partitioning across Africa contributed to conflict, civil war, and
artificial political boundaries.
b. Explain how nationalism led to independence in South Africa, Kenya, and Nigeria.
c. Explain the creation and end of apartheid in South Africa and the roles of Nelson
Mandela and F. W. de Klerk.
d. Explain the impact of the Pan-African movement.
HistoricalUnderstandings
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Independence Brings New ProblemsEurope had been involved in Africa during the slave trade. European countries
recognized the vast wealth of natural resources in Africa and scrambled to colonize
valuable areas of the continent. In November 1884, 14 European countries met in
Berlin, Germany to establish ground rules for trade and territorial claims in Africa.
Even though the future of Africa was being set, there were no Africans present at
the conference!
As African countries gained their independence, new problems arose as their young governments
struggled to survive. Since the boundaries created during the Berlin conference were merely lines on
paper, tribal conflict and civil war surfaced at once. Artificial political boundaries brought together
peoples that had previously belonged to separate tribes or countries. In addition, ethnic groups that had
historically been united were split. What a mess!
Division is the Wrong Answer
The European division of Africa caused conflict and destroyed many
African traditions. The Europeans divided Africa with the desire to profit from
Africa’s riches, not for the benefit of any Africans.
Artificial political boundaries were drawn with no respect for Africa’s
internal boundaries or societies. As a result, modern African nations had difficulty establishing stable
governments. By the early 1900s, every piece of African soil was under European colonization except
Ethiopia and Liberia. Many Europeans treated the Africans cruelly and tried to impose their way of life
on them, paying no attention to African customs and beliefs. The desire for independence swelled
across Africa. However, once African countries gained independence, few of them were prepared to
govern. It was hard work to maintain the boundaries Europe had set!
Quick Review
Answer the questions below.
1. What was the main goal of European countries when they divided Africa?
2. Did the European countries care about maintaining African societies?
3. Why did Africans want independence?
4. Why has it been difficult for African nations to establish stable governments?
The Road to NationalismUnrest arose throughout Africa during the period of European
control. There was a strong desire in most countries for
independence from foreign rule. Nationalism fed this desire and
nurtured the beginning of independence.
Kenya On Its OwnPeople have lived in Kenya since the Stone Age, but until the 19th century, foreigners did not enter
Kenya because of its fierce warrior tribes.
In the 1800s, the coast of Kenya came under control of Arab
traders. The Germans and British took over next , but by the early
1900s, only the British remained in Kenya. Upset by their loss of
rights as landowners and farmers, opposition groups began to
form in the 1920s. Groups of guerrillas swore to eliminate white
settlers in Kenya, as well as any Africans who sided with them.
They staged a rebellion in 1956, but were crushed by military forces.
As they did with other colonies, the British began rethinking their policy of colonization. Finally in
1963, Kenya achieved its independence from the British Empire. After an unsteady beginning, Kenya
has become more stable.
Quick QuizThis timeline is mixed up. Number these events in the correct order.
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Word Definitionnationalism: a strong
belief in one’s country
Word Definitionguerilla: usually a
small, independent
military force
PAST
FUTURE
The British and Germans both colonize Kenya.
Arab traders control Kenya.
Military forces crush a rebellion.
Opposition groups form.
Kenya achieves independence.
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Nigeria: A Time for IndependenceNigeria maintained its independence until the late 19th century when
Britain stepped in and began colonizing the area. Nigeria was a diverse
nation with people and cultures from more than 250 ethnic groups.
In 1923, a movement began in Nigeria to set up the country as a self-governing member of the British
Commonwealth. However, another nationalist group wanted complete freedom from British rule. Both
military and peaceful factions struggled for Nigerian independence.
The federal elections in 1959 gave the nationalistic groups enough votes to form a government. In
1960, an independent government was established in Nigeria. At first, it was one of the more stable
governments of the new African countries. But at the end of the decade, a civil war broke out. Because
of clashes between ethnic groups, Nigeria suffered from violence and military rule until 1999, when a
democratic government was established.
Quick QuizWrite T for True and F for False.
1. It has been peaceful in Nigeria since it became independent.
2. There are very few ethnic groups in Nigeria.
3. Nigeria finally became independent from French rule.
4. A democratic government was formed in Nigeria in 1999.
South Africa—Independence in Two PartsSouth Africa was colonized by the British and Dutch in the seventeenth
century. A policy of white superiority first became visible in 1685 when a law was
passed forbidding whites and Africans to marry in the territory then called Cape
Colony. When Britain established the dominion of the Union of South Africa in
1910, power was given only to whites.
The 1948 election brought a new political party to power in South Africa and
the policy of apartheid took a strong hold in the country. Basically, apartheid
separated the country into whites and non-whites. In 1948, whites held 80
percent of the land, even though they represented only 10 percent of the
population.
In 1951, the Bantu Authorities Act created “homelands” for black South Africans, who were assigned
by origin to artificially created parts of South Africa. The classifications were frequently inaccurate, and,
as a result of this law, nine million South Africans were excluded from any role in governing South Africa.
Finally, in May 1961, the South Africans voted for and gained their independence from Britain. It
took years of protests, several more decades, and a change in government leaders before blacks began to
have a role in government.
1989 sign during apartheid
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Think About ItIf you had been an African at the 1884 Berlin conference, what would you say to the Europeans deciding
your future?
Conflict and Civil WarBecause the new African governments did not have experience governing or solving conflicts, many
of them viewed force as the way to solve problems. Conflict plagued many of the young governments.
Examples include:
• The Tutsi and Hutu had lived as neighbors before the Belgian colonization, but it was the artificialboundaries merging them as Rwanda that caused far-reaching trouble. The civil war in 1994 was
devastating. The Hutu-controlled army killed between 500,000 to 1,000,000 Tutsi. By the end of the war,
nearly one-fourth of the Rwandan population had been killed or had fled the country.
• Thirty years of civil war marred Nigeria following independence in 1960. Conflict reigned between
Nigeria’s hundreds of ethnic groups as the country was subdivided into regions and then states.
• Belgium treated the people in the Belgian Congo with unusually violent methods. It’s no wonder the
people wanted their independence, which they gained in 1960. The new country was called the
Republic of the Congo. Unfortunately, neither the president nor prime minister had any experience in
government. Conflict erupted within five days of independence, and continues today among ethnic
groups.
• Conflicts over diamonds have caused brutal wars in Angola, the Democratic Republic of the Congo
(DRC), Liberia, and Sierra Leone.
Quick ReviewWrite the letter for the correct answer on the blank beside the question.
1. Wars in Angola, the Democratic Republic of the Congo, Liberia, and Sierra Leone were caused
by the interest in:
A. petroleum B. gold C. diamonds
2. The Hutu and Tutsi were forced together in Rwanda because of
A. artificial boundaries B. religious beliefs C. interest in gold
3. The major reason for civil wars in Nigeria:
A. many ethnic groups B. high taxes C. little housing
Battle Against ApartheidMany people, known as political prisoners, were arrested for their resistance to
apartheid. The most famous prisoner was Nelson Mandela, a leader in the nationalistic
African National Congress (ANC) who was arrested in 1962. Mandela was sentenced to
life in prison in 1964 for treason and sabotage. He emerged as the international symbol
of resistance to apartheid, and the world community demanded his release.
In 1976, students in Soweto staged a peaceful protest against learning Afrikaans, the
language of white South Africans. The protest grew throughout schools in the city, and in June of that
year, police shot into a crowd of students who had thrown stones at them. The rebellion that grew from
those shootings continued until 1990 when President F. W. de Klerk ended the ban on the ANC and
released some political prisoners, including Nelson Mandela.
President de Klerk had a major role in having the apartheid laws repealed. In 1993,
he and Nelson Mandela were awarded the Nobel Peace Prize for moving the country
peacefully to nonracial democracy. Mandela was elected president of South Africa in
1994 and held that office through 1999.
Hard-To-Believe-But-True! During apartheid, there was one doctor for every 400 whites, and one doctor for every 44,000 blacks.
Quick QuizNumber the events below in the order in which they occurred.
Math ExperienceCalculate answers to the questions below.
1. Using the information above, calculate how many years Nelson Mandela spent in prison.
2. How many years ago was Mandela elected president of South Africa?
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 60
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Nelson Mandela
F. W. de Klerk
Mandela sent
to prison
Bantu
homelands
created
Mandela
elected
president of
South Africa
de Klerk
releases
political
prisoners
Law forbids
marriage
between whites
and Africans
The Pan-African MovementHope For the Future
The seeds of the Pan-African movement were sown during
19th century efforts to end slavery. Behind the movement is the
idea that all Africans and people of African descent share a
common heritage and should work together for their freedom.
The first Pan-African Congress was held in 1900. After World
War II, the fifth Pan-African Congress had 90 delegates, including
future political leaders of Ghana and Kenya. The Pan-African
Congress has not met since, but the ANC grew out of this movement and has impacted nationalist efforts
across Africa.
Since many of the African countries have similar problems, shared ideas
and programs relieve the burden of each country trying to solve its problems
alone. You can see elements of the movement in Africa today where there are
regional efforts among countries trying to solve economic and political
problems. While the Pan-African movement has influence, it has never
succeeded in uniting Africa.
Essential SkillsAnswer the questions below.
1. The Pan-African movement helped lead to for African nations.a. better schools b. independence c. health care
2. In the 21st century, many African nations still face many of the same problems as they did when first becomingindependent. If the Pan-African movement were stronger and actually united Africans in their attempts to workthrough these problems, what are some things that might change?
Get Your Sources Straight!Historians need proof to find out what happened in the past. There are two kinds of sources—
primary and secondary. Primary sources are records made by people who actually saw or participated
in an event. Examples are letters, journals, maps, photos, and artifacts.
Secondary sources are records of an event written by someone who was not actually there.
Examples are encyclopedia and newspaper articles, books, and Internet articles. When you use
secondary sources, make sure you compare points of agreement and disagreement!
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 61
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Word DefinitionPan-Africanism: themulti-national
movement to unite all Africans
Reading Activity
Nelson Mandela is one of the most respected men in modern history for his dedication to equal rightsfor blacks in South Africa. He wrote the story of his life in a book titled Long Walk to Freedom.
Read the excerpt from Nelson Mandela’s autobiography below. Then, answer the questions.
On the evening of May 2, Mr. de Klerk made a gracious concession speech. Aftermore than three centuries of rule, the white minority was conceding defeat and turningover power to the black majority. That evening, the ANC was planning a victory celebrationat the ballroom of the Carlton Hotel in downtown Johannesburg. I was suffering from abad case of the flu and my doctors ordered me to remain at home. But there was nothingthat could keep me away from that party. I went onstage at about nine o'clock and faced acrowd of happy, smiling, cheering faces.
I explained to the crowd that my voice was hoarse from a cold and that myphysician had advised me not to attend. "I hope that you will not disclose to him that Ihave violated his instructions," I told them. I congratulated Mr. de Klerk for his strongshowing. I thanked all those in the ANC and the democratic movement who had workedso hard for so long. Mrs. Coretta Scott King, the wife of the great freedom fighter MartinLuther King Jr., was on the podium that night, and I looked over to her as I made referenceto her husband's immortal words.
"This is one of the most important moments in the life of our country. I stand here before you filled withdeep pride and joy--pride in the ordinary, humble people of this country. You have shown such a calm, patientdetermination to reclaim this country as your own, and now the joy that we can loudly proclaim from the rooftops--Free at last! Free at last! I stand before you humbled by your courage, with a heart full of love for all of you. I regard itas the highest honor to lead the ANC at this moment in our history. I am your servant....It is not the individuals thatmatter, but the collective...This is a time to heal the old wounds and build a new South Africa."
1. Is Nelson Mandela’s autobiography a primary source or secondary source?
2. Why did Mandela go to the celebration even though he was sick?
3. From what you have learned, why did Mandela thank Mr. de Klerk?
4. What attitude did Mandela have about rebuilding South Africa after he was released from prison? Was he bitter
or was he ready to move on? Write the quote below that answers these questions.
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 62
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©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 63
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Africa Review Word SearchD G X Z C I U C Q D M G N C M
U E I X K Y Z W E V X B O Q A
T N S C J O D M K S A N I L N
N J X E J L O N A R S A T E D
A N B P R C K H A T U N A O E
B M N A R T A X I N R N G L L
D K W A X R I T D J A A I I A
E H C A A P U F I N E V R G E
F Y A C U T T I I R C A R A T
O N G K I T L U E C H S I R F
R C U O I I O V R J A L S C P
E G N Y H Y I C X A C T Q H I
S H P A K R N S R L N P I Y C
T K W H E Y D A D A E I H O C
A S Q L A I D S G N C H U W N
T T I E N I M A F N O Y A M V
I N D I E H T R A P A M H S X
O P O L L U T I O N F T A E E
N M T S E R O F N I A R W I L
A S H A N T I E N A J L S T D
SaharaSahelrainforestNile RiverTanganyika
savannapollutionirrigationdesertificationdeforestation
SwahiliAshantiBantuArabautocracy
oligarchydemocracyconstitutionfamineAIDS
diamondsgolduraniumapartheidMandela
Word Bank
These pages are provided for evaluation purposes only. No reproduction or classroom use of any materials is allowed. Page 16
7 STUDENT WORKBOOK EvaluationSample
PLEASE NOTE THE FOLLOWING:• The actual size is 8.5” x 11”• The complete book is 192 pages
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 64
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Africa Review Crossword Puzzle
5
4
1
2
11
7
13
6
9
3
12
8
10
14
Across3 Supplies food, medicines, and shelter
in Sahel (2 words)6 Pesticides, mining, and manufacturing can
cause this (2 words)8 Logging is taking its trees away 9 Important right10 Western Africa river that crosses the
equator twice12 Efficient way to work14 Washing away of good soil
Down1 River with the same name as an
African country2 Rolling grasslands with scattered trees
and shrubs4 Group linked by beliefs (2 words)5 Lack of rain for a long time7 Longest river in the world
11 Conflicts over this have caused wars13 Economic system of most countries
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 65
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Africa Section I Review1. What desert covers most of northern Africa?
� A. Sahel
� B. Sahara
� C. Savanna
� D. Kalahari
2. What is Africa’s transition zone between desert
and rainforest?
� A. Sahel
� B. Sahara
� C. Savanna
� D. Kalahari
3. What African landform has rolling grassland
and scattered trees?
� A. Sahel
� B. Kalahari
� C. Isthmus
� D. Savanna
4. Located in Africa, what is the longest lake in
the world?
� A. Lake Tanganyika
� B. Lake Okeechobee
� C. Lake Mead
� D. Lake Victoria
5. What desert is located in southern Africa?
� A. Kalahari
� B. Sahel
� C. Sahara
� D. Gobi
6. Located in Africa, what is the world’s
longest river?
� A. Niger
� B. Rhine
� C. Congo
� D. Nile
7. What mountain range is located in
northern Africa?
� A. Atlas
� B. Himalayan
� C. Andes
� D. Pyrenees
8. What is the largest lake in Africa?
� A. Lake Victoria
� B. Lake Tanganyika
� C. Lake Orange
� D. Lake Mead
9. Which African river near the equator is located
in the tropical rainforest?
� A. Nile
� B. Niger
� C. Congo
� D. Mekong
10. Which river is the principal river in
western Africa?
� A. Nile
� B. Niger
� C. Congo
� D. Mekong
I’m so tired ofansweringquestions!
Then you’dbetter not
turn this page!
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 67
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Africa Section I Review21. One leader holds complete power in this
government.
� A. democracy
� B. republic
� C. oligarchy
� D. autocracy
22. Control rests with a small group in this
government.
� A. oligarchy
� B. autocracy
� C. democracy
� D. republic
23. The legislature holds the power in this system.
� A. parliamentary
� B. federal
� C. presidential
� D. both A and C
24. Kenya’s government is a:
� A. monarchy
� B. republic
� C. dictatorship
� D. autocracy
25. Which country has a dictator?
� A. Sudan
� B. South Africa
� C. Kenya
� D. Egypt
26. An example of entrepreneurship is:
� A. Working at a factory
� B. Teaching at a school
� C. Starting a computer repair business
� D. Both A and B
27. Who gets better access to school in Africa?
� A. girls
� B. boys
� C. children under the age of 10
� D. there are no schools in Africa
28. What has led to famine in Africa?
� A. repeated drought
� B. AIDS deaths have reduced workforce
� C. infertile soil and erosion
� D. all of the above
29. This economic system is based on supply
and demand.
� A. market
� B. command
� C. traditional
� D. communist
30. What country has the strongest economy
in Africa?
� A. Nigeria
� B. Botswana
� C. South Africa
� D. Namibia
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 68
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Africa Section I Review31. This trade barrier is a tax placed on
imported goods.
� A. tariff
� B. quota
� C. embargo
� D. boycott
32. An example of a capital investment is:
� A. buying a hamburger
� B. building a factory
� C. cutting down trees
� D. hiring a store manager
33. The European division of Africa caused:
� A. tribal conflicts
� B. civil war
� C. desire for independence
� D. all of the above
34. A strong belief in one’s country is:
� A. democracy
� B. nationalism
� C. protectionism
� D. isolationism
35. In 1963, Kenya achieved independence from:
� A. Great Britain
� B. France
� C. Spain
� D. Denmark
36. More than 250 ethnic groups make up
this country.
� A. Kenya
� B. Nigeria
� C. South Africa
� D. Rwanda
37. Apartheid separated blacks and whites in:
� A. Kenya
� B. Nigeria
� C. South Africa
� D. Sudan
38. Who was arrested and imprisoned for
resisting apartheid?
� A. Nelson Mandela
� B. F.W. de Klerk
� C. Martin Luther King, Jr.
� D. Winnie Mandela
39. The goal of the Pan-African movement was to:
� A. abolish the slave trade in Africa
� B. elect democratic leaders in Africa
� C. unite Africans to solve Africa’s problems
� D. create more jobs in Africa
40. This country has lots of oil, but its people are
very poor.
� A. Kenya
� B. South Africa
� C. Mali
� D. Nigeria
This is the end ofAfrica•Section I• Review
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 66
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Africa Section I Review11. What is a result of deforestation?
� A. rain washes soil away
� B. nutrients in soil wash away
� C. sun continually bakes exposed soil
� D. all of the above
12. What is desertification?
� A. spread of desert area
� B. decrease in desert area
� C. African farming practice
� D. way of getting used to desert heat
13. What is a cause of desertification?
� A. slash and burn agriculture
� B. too much sunlight
� C. toxins in irrigation water
� D. growing wrong type of crops
14. Most of Africa’s population:
� A. lives in mud huts
� B. lives near a river, lake, or coastline
� C. spends their summers elsewhere
� D. lives in crowded cities
15. The two main religious groups in Africa are:
� A. Catholic and Methodist
� B. Hindu and Buddhist
� C. Muslim and Hindu
� D. Muslim and Christian
16. An example of an ethnic group is:
� A. Arab
� B. Ashanti
� C. Muslim
� D. both A and B
17. Most African languages can be traced to:
� A. Bantu ethnic group
� B. Muslim ethnic group
� C. Swahili ethnic group
� D. Kente ethnic group
18. A high literacy rate generally leads to:
� A. high crime rate
� B. high standard of living
� C. high agricultural production
� D. both A and B
19. The literacy rate in Africa is:
� A. high
� B. low
� C. higher for men than women
� D. both B and C
20. This type of government is a loose alliance.
� A. confederation
� B. federal
� C. unitary
� D. parliamentary
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 69
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SSeeccttiioonn 22
Southwest Asia(Middle East)
Chapter 13
Lots of Sand!
The Middle East is often called the “crossroads of the
world” because it lies at the intersection of three continents—
Europe, Africa, and Asia. Deserts, the most common
landform, comprise nearly 66 percent of the area. Here are
some important physical features of the Middle East:
Jordan River: Originating in the mountains of Israel, Lebanon,
and Syria, the Jordan flows into the Dead Sea. This river is the
key water source for Israel, Lebanon, and Syria. It is only 20 feet wide in some parts and only 17 feet
deep at its deepest point.
Tigris River: The Tigris and Euphrates Rivers are like twins,
starting in the mountains of Turkey and running parallel to
each other in some places. Along with the Euphrates, the Tigris
was part of the cradle of the ancient Middle Eastern
civilizations. The Tigris River flows through Turkey to Iraq.
Euphrates River: Flowing into the Persian Gulf, the Euphrates
is the birthplace of the ancient civilizations of Assyria, Babylon,
and Sumer. Today, Turkey, Syria, and Iraq compete for its water.
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 70
~ This book is not reproducible. ~
GeographicalUnderstandings
SS7G5 The student will locate selected features in Southwestern Asia (Middle East).
a. Locate on a world and regional political-physical map: Euphrates River, Jordan River, Tigris River,
Suez Canal, Persian Gulf, Strait of Hormuz, Arabian Sea, Red Sea, and Gaza Strip.
b. Locate on a world and regional political-physical map the nations of Afghanistan,
Iran, Iraq, Israel, Saudi Arabia, and Turkey.
Jordan River
Tigris River
Suez Canal: The Suez Canal connects the Mediterranean Sea to the Red Sea. It is called the “crossroads
of Europe, Africa, and Asia” because it allows trade between all three continents. During military
disputes in the 20th century, Egypt closed the canal twice by sinking ships in it.
Persian Gulf: This shallow arm of the Arabian Sea between Iran and the Arabian Peninsula holds some
of the most important oil fields in the world. Western countries call it the Persian Gulf, but most Arab
countries call it the Arabian Gulf.
Strait of Hormuz: This narrow waterway between the
Gulf of Oman and the Persian Gulf is a critically important
shipping channel. Much of the world’s oil supply passes
through this strait.
Arabian Sea: This region of the Indian Ocean is bordered
by India to the east, Pakistan and Iran to the north, and
the Arabian Peninsula to the west. For centuries, the
Arabian Sea has been part of the trade route between
India and Europe.
Red Sea: The Red Sea is an arm of the Indian Ocean
between northeast Africa and Asia. It is linked to the
Mediterranean Sea by the Suez Canal.
Gaza Strip: This area of 146 square miles is bordered on the south by Egypt, on the west by the
Mediterranean Sea, and on the north and east by Israel. Disputes over this territory continue between
Israel and the surrounding nations.
Quick QuizAnswer the questions below.
Use the word bank to help you.
1. Much of the world’s oil supply is shipped through this narrow waterway.
2. This river is the key water source for Israel, Lebanon, and Syria.
3. This small territory has been a source of dispute between Israel and its neighbors for many years.
4. A body of water between northeast Africa and Asia.
5. Man-made structure that connects the Mediterranean Sea to the Red Sea.
6. Two rivers that were the birthplace of ancient Middle Eastern civilizations and provide valuable water to
the Middle East today.
7. Massive reserves of oil are found here.
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 71
~ This book is not reproducible. ~
Gaza Strip
Red Sea Persian GulfSuez Canal Strait of HormuzGaza Strip Jordan RiverTigris Euphrates
Map SkillsStudy the political-physical map of the Middle East. Follow the directions below.
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 72
~ This book is not reproducible. ~
GAZAGAZASTRIPSTRIP
ArabianArabianPeninsulaPeninsula
SinaiSinaiPen.Pen.
Zagros Mountains
Zagros Mountains
Caucasus Mountains
Elburz Mountains
Rub Al Khali
BULGARIABULGARIA
TURKEYTURKEY
CYPRUSCYPRUS
ETHIOPIAETHIOPIA
ERITREAERITREASUDANSUDAN
EGYPTEGYPT
SOMALIASOMALIA
DJIBOUTIDJIBOUTI
JORDANJORDANISRAELISRAEL
LEBANONLEBANON
ARMENIAARMENIAAZERBAIJANAZERBAIJAN
GEORGIAGEORGIA
KUWAITKUWAIT
QATARQATAR
U. A. E.U. A. E.
YEMENYEMEN
SYRIASYRIA
IRAQIRAQ
IRANIRAN
OMANOMAN
SAUDI ARABIASAUDI ARABIA
AFGHANISTANAFGHANISTAN
TURKMENISTANTURKMENISTAN
UZBEKISTANUZBEKISTAN
SUEZSUEZCANALCANAL
BAHRAINBAHRAIN
Dead Sea
L. Tuz
L. Van
Lake Nasser
Blue Nile
Danube
River Nile
River N
ile
Tigris R.
Tigris R.
Whi
te N
ile
Euphrates R.
Jord
an R
.
A r a b i a n S e a
Aral SeaB l a c k S e a
Caspian Sea
G u l f o f A d e n
Gulf of Oman
Persian Gulf
M e d i t e r r a n e a n S e a
Red Sea
Str. of Hormuz
500 KM
500 Miles
Parallel scale at 25˚S 0˚E0
0
1. Trace the Tigris River in blue.2. Trace the Euphrates River in blue.3. Trace the Jordan River in blue.4. Draw a black box around the Suez Canal.5. Draw a purple oval around the Persian Gulf.
6. Draw a green circle around the Strait of Hormuz.7. Draw an orange circle around the Arabian Sea.8. Draw a red box around the Red Sea.9. Draw a brown circle around the Gaza Strip.
These pages are provided for evaluation purposes only. No reproduction or classroom use of any materials is allowed. Page 17
7 STUDENT WORKBOOK EvaluationSample
PLEASE NOTE THE FOLLOWING:• The actual size is 8.5” x 11”• The complete book is 192 pages
Map Skills1. Label the following physical features on the map of the Middle East below:
Euphrates River Jordan River Tigris RiverSuez Canal Persian Gulf Strait of HormuzArabian Sea Red Sea Gaza Strip
2. Find a political-physical map of the world in an atlas. Find the Middle East, and then locate each of the physicalfeatures listed above. Make a check mark next to each feature after you locate it.
Look-It-Up!A famous city in Iraq sits on the banks of the Tigris River. What is that capital city?
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 73
~ This book is not reproducible. ~
500 KM
500 Miles
Parallel scale at 25˚S 0˚E0
0
Map SkillsLook at the political map of the Middle East and follow the directions below.
1. Draw a yellow circle around Afghanistan. 4. Draw a brown circle around Israel.2. Draw a purple circle around Iran. 5. Draw a red circle around Saudi Arabia.3. Draw a green circle around Iraq. 6. Draw a black circle around Turkey.
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 74
~ This book is not reproducible. ~
BULGARIABULGARIA
TURKEYTURKEY
CYPRUSCYPRUS
ETHIOPIAETHIOPIA
ERITREAERITREASUDANSUDAN
EGYPTEGYPT
SOMALIASOMALIA
DJIBOUTIDJIBOUTI
JORDANJORDANISRAELISRAEL
LEBANONLEBANON
ARMENIAARMENIAAZERBAIJANAZERBAIJAN
RUSSIARUSSIAKAZAKHSTANKAZAKHSTAN
GEORGIAGEORGIA
KUWAITKUWAIT
QATARQATAR
U. A. E.U. A. E.
YEMENYEMEN
SYRIASYRIA
IRAQIRAQ
IRANIRAN
OMANOMAN
SAUDI ARABIASAUDI ARABIA
AFGHANISTANAFGHANISTAN
PAKISTANPAKISTAN
TURKMENISTANTURKMENISTAN
UZBEKISTANUZBEKISTAN
GAZAGAZASTRIPSTRIP
SUEZSUEZCANALCANAL
BAHRAINBAHRAIN
Arabian Sea
Aral Sea
Black Sea
Caspian Sea
Gulf of Aden
Gulf of Oman
Persian Gulf
Mediterranean Sea
Red Sea
500 KM
500 Miles
Parallel scale at 25˚S 0˚E0
0
Map
Ski
llsW
rite
th
e co
rrec
t n
um
ber
for
each
cou
ntr
y la
bel
ed o
n t
he
map
nex
t to
its
nam
e b
elow
.
Afg
han
ista
nIr
anIr
aq
Isra
elSa
ud
i Ara
bia
Tu
rkey
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 76
~ This book is not reproducible. ~
��
�
��
�
12
34
56
Latitude and Longitude
Latitude and longitude help you locate places on a map. One special line is the Tropic of Cancer
located at 23.5° north of the equator. It marks the northern end of the tropical regions around the
equator. Latitude lines north of the equator are labeled N. Longitude is measured from the Prime
Meridian in Greenwich, England and labeled E heading East. Imaginary lines of latitude and longitude
intersect each other, forming a grid covering the earth. To be more precise, degrees of latitude and
longitude are divided into 60 minutes ('), and minutes are divided into seconds ("). The latitude and
longitude of a point are called its coordinates.
Map SkillsLocate the following Middle Eastern capital cities by putting the correct number from the map below
in the box by the city name and location. Use the coordinates to help you locate each city.
The city of Riyadh is located near the Tropic of Cancer line at 24° 39‘ N and 46° 42‘ E.
Ankara is at 39° 57 ‘ N and 32° 53‘ E.
Jerusalem is at 31° 47 ‘ N and 35° 13‘ E.
Baghdad is at 33° 20‘ N and 44° 24‘ E.
Tehran is at 35° 41‘ N and 51° 25‘ E.
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 77
~ This book is not reproducible. ~
�
�
�
�
�
BULGARIA
T U R K E Y
CYPRUS
ETHIOPIA
ERITREAS U D A N
E G Y P T
SOMALIA
DJIBOUTI
JORDANISRAEL
LEBANON
ARMENIAAZERBAIJAN
RUSSIAKAZAKHSTAN
GEORGIA
KUWAIT
QATAR
U. A. E.
Y E M E N
SYRIA
IRAQ
I R A N
O M A N
S A U D I A R A B I A
AFGHANISTAN
PAKISTAN
TURKMENISTAN
UZBEKISTAN
BAHRAIN
A r a b i a n S e a
B l a c k S e aCaspian
Sea
Gulf of Aden
Gulf of Oman
Persian Gulf
M e d i t e r r a n e a n S e a
Red Sea
Str. ofHormuz
60˚E30˚E 35˚E 40˚E 45˚E 50˚E 55˚E
60˚E30˚E 35˚E 40˚E 45˚E 50˚E 55˚E
15˚N
20˚N
25˚N
30˚N
35˚N
40˚N
15˚N
20˚N
25˚N
30˚N
35˚N
40˚N1
2
3
4
5
Map SkillsLabel the following countries on the Middle East map below.
Afghanistan Iran IraqIsrael Saudi Arabia Turkey
Map SkillsUse the map mileage scale to answer the following questions.
1. At its widest point, about how many miles does Iran measure from east to west?
2. Find the Suez Canal. About how many miles does it cover from north to south ?
3. About how many miles does Israel measure from north to south?
4. About how many miles does Turkey measure from east to west?
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 75
~ This book is not reproducible. ~
500 KM
500 Miles
Parallel scale at 25˚S 0˚E0
0
Chapter 14
Fresh Water—a Shrinking Supply
Fresh water is a precious resource in the Middle East. About five percent of the
world’s population lives there, but less than one percent of the world’s fresh water is
available to its residents. Throughout the Middle East, water shortages, unequal
water distribution, and pollution further decrease the amount of water available for
drinking and irrigation.
Unhappy Iraqis, Thirsty IsraelitesWater needs in the Middle East continually cause conflicts
between countries. Who owns the water? Who should be
allowed to divert water for irrigation? There are no enforceable
laws to govern the use of international water. The following
examples give you an idea of the various water problems facing
the Middle East.
Turkey: In the highlands of Turkey, snow melts and forms the Tigris and Euphrates Rivers. Turkey is
better off than its neighbors because of these rivers, but pollution from industries and agriculture is a
growing problem. Pollution also comes from oil spills in the Black Sea.
Turkey, Syria, Iraq: Turkey built dams along the Euphrates to use the water
for hydroelectric power and irrigation. This reduced the amount of water
reaching Syria. In turn, Syria built a dam and reduced the river’s flow into
Iraq. In 1975, Syria and Iraq came close to war over water issues! Iraq also
faces polluted waters from industry and war damage to water treatment facilities
and petroleum drilling equipment.
Israel: Consumption is up, and rainfall is down, leading Israel to draw water from its aquifers. Now,
more water is being taken out of the aquifers than is replenished by rain, and salt water is entering the
aquifers. Israel has also been involved in military battles over water rights to the Jordan River.
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SS7G6 The student will discuss environmental issues across Southwest Asia
(Middle East).
a. Explain how water pollution and the unequal distribution of water impacts irrigation and
drinking water.
Word Definitionaquifer: an underground
layer of rock and sand
that contains water
ground water: water below the
surface that supplies wells and springs
Iran: Iran is depleting the water in its aquifers for irrigation and drinking water. The important pistachio
crop is being hurt by water shortages in the south.
Afghanistan: Open sewers, failed septic systems, fertilizers, and pesticides are contaminating
Afghanistan’s shrinking water supply.
Saudi Arabia: Saudi Arabia faces severe problems in its desert climate,
including water scarcity and poor quality of ground water from saltwater
intrusion. One solution is desalination, which is the process of taking salt
out of seawater and using it for drinking water. About 30 desalination
plants in Saudi Arabia provide most of the country’s drinking water.
Quick QuizMatch the country with the correct water issue.
1. Afghanistan A. Less water to irrigate pistachio trees
2. Iraq B. Battles over water rights to the Jordan River
3. Turkey C. Harsh climate has led to desalination of seawater
4. Israel D. Oil spills from ships pollute the Black Sea
5. Saudi Arabia E. War has damaged water treatment facilities
6. Iran F. Open sewers, failed septic systems
Chapter 15
Life in the Middle East
What is it like to live in the Middle East? The climate varies, but is mostly arid with hot, dry summers
and cool winters. If you live along the Caspian Sea coast of northern Iran, you might have 80 inches of
rain a year. However, in the deserts of Iran, rain might not fall for several years. Throughout Saudi
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Desalination plant on the Caspian Sea
SS7G7 The student will explain the impact of location, climate, physicalcharacteristics, distribution of natural resources and population distribution onSouthwest Asia (Middle East).
a. Explain how the distribution of oil has affected the development of Southwest Asia (Middle East).
b. Describe how the deserts and rivers of Southwest Asia (Middle East) have affected the populationin terms of where people live, the type of work they do, and how they travel.
Arabia, the most rainfall you could expect in a year would be nine inches. In Riyadh, Saudi Arabia, the
average yearly temperature is 79°F, and winters are also moderate. However, if you live in Ankara, the
capital of Turkey, you need a winter coat in January, because the temperature averages 32°F.
Oil Brings Employment
In the Middle East, you will find dense populations around areas where oil is found. Some of the
people are natives of that country while others have come from other countries because of good jobs in
the oil industry.
The face of the Middle East began to change in the 1930s when huge oil reserves were
discovered in Saudi Arabia, and to a lesser extent in Iraq and Iran. The world’s attention
turned to the Middle East as its need for oil grew. The industrialized nations saw the
Middle East as a source of oil to fuel factories and cars. Before the discovery of the oil
reserves, the Middle East was not viewed as vitally important to the world’s economy.
That picture has changed!
There is an uneven distribution of oil in the Middle East. The sale of oil has earned
phenomenal amounts of money for oil-rich countries. Oil-rich Iran and Iraq are the most
populated countries of the Middle East, but their countries have
suffered from war and the mismanagement of oil money. Money
from oil transformed Saudi Arabia from a poor society to a very
wealthy one. Turkey has benefited from the oil industry as a
transportation hub for oil-rich countries moving their product
to Europe. Afghanistan looks to profit as a transportation link of oil from
Central Asia to the Arabian Sea. Geologists and oil companies have recently
uncovered a small reserve of oil in Israel.
Traditional ways of life are disappearing as the oil industry grows and
modernizes the Middle East. In Saudi Arabia, most of the population was
nomadic or semi-nomadic until the 1960s. Because of the oil industry, more
than 95 percent of the population now lives in cities or oases.
Hard-to-Believe-But-True!About half of the world’s oil reserves are in the Middle East. Saudi Arabia is the world’s largest oilproducer!
Question for Discussion
Why is the United States trying to develop other energy sources in addition to oil?
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Quick ReviewMark the following statements T for True and
F for False. Use the graph to the right as needed.
1. Saudi Arabia has the largest oil reserves in the Middle East.
2. Turkey profits from oil by transporting it.
3. Iran has 10 billion fewer barrels of oil reserves
than Iraq.
4. The discovery of oil has had little effect on the
Middle East.
5. Oil has changed where people live in the Middle East.
Where People Live and Work
In the Middle East, people have adapted to the climate and physical characteristics of the land to
earn a living.
Life in the Desert
There are 2.8 million square miles of land in the Middle East,
much of it desert. Over the last 50 years, residents have been leaving
the nomadic life of the desert and settling in or around cities for work.
In Saudi Arabia, only about one percent of the population remains as
nomadic herders. There are huge stretches of desert in Saudi Arabia
where few people live or work and the population is one person per
square mile.
Follow the Water
Throughout the Middle East, you’ll find cities built near rivers to take advantage of a water source in
an arid land. Away from the cities, you’ll find farmers growing crops by rivers and in river valleys, just as
they have done since ancient times. Except in the mountainous regions, areas around a river or stream
are well populated.
In modern Iraq and eastern Syria, fertile soil is found in the “Fertile Crescent” between the Tigris and
Euphrates rivers. This was the home of Mesopotamia (Greek for “between the rivers”), one of the earliest
centers of civilization. With canals built to use the river waters for irrigation, this fertile area is home to
many people.
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300 billion
250 billion
200 billion
150 billion
100 billion
50 billion
Saud
i Ara
bia
Iraq
Iran
Selected Oil Reserves in theMiddle East
Barre
ls of
oil
Country
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PLEASE NOTE THE FOLLOWING:• The actual size is 8.5” x 11”• The complete book is 192 pages
Afghanistan has little land to farm, and most farming is done in valleys with irrigation from their few
rivers or springs. About 70 percent of the population works on small farms or raises livestock.
In every country with a deep-sea harbor, the population swells around port cities because of
employment opportunities in transportation, shipbuilding, and repair. Turkey has major port cities
along the Mediterranean, Aegean, and Black Seas. Port cities dot the coast of Saudi Arabia along the Red
Sea and Persian Gulf.
Quick ReviewFind the correct answer below and circle it.
1. The most common landform in the Middle East is:A. river B. desert C. mountains
2. Cities grow up around rivers to take advantage of:A. sand B. fertile soil C. water
3. The land between the Tigris and Euphrates rivers has been valued since ancient times because of:A. fertile soil B. oil C. transportation
4. The trend in Saudi Arabia to move from the desert to urban areas has happened over the last:A. 50 years B. 100 years C. 150 years
Transportation
Getting from here to there is often challenging in the Middle East! Residents have developed many
means of transportation to adapt to different conditions. Examples include:
• In Iraq, the number of people driving cars is growing and new roads are
being built, but public transportation is not being updated. One in every
four urban Iranian families owns a car. Urban areas experience traffic
gridlock and air pollution. People in slums on the outskirts of the cities have
little access to public transportation and employment opportunities. From 2003 to 2008, the number of
cars in Baghdad tripled, and now the government is enforcing an odd/even license plate system where
people can only drive every other day.
• Less than 16 miles of railroad track runs through Afghanistan. People pile into buses or trucks along
with animals and produce to get from place to place. They even ride on the roofs of
vehicles! Women ride in the front, separated from men. City dwellers bicycle or
take the bus, but most cities lack public transportation. In the countryside, Afghans
travel by foot or on donkeys, horses, or even camels!
• In Turkey, people drive or take the bus using the country’s modern and
inexpensive bus system. Most goods and people travel on Turkey’s extensive road
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Riding on the RoofPhoto by Tahenry.com
network because the aging railway system is badly in need of repair and upgrading. Slightly larger than
Texas, Turkey boasts 127 airports and 18 heliports for international and local travel.
• Iran has 55 cars for every 1,000 people. Paved roads connect all the cities and most of the towns.
The cities have mass transit systems, and nearly 7,000 miles of railroad track encourage transportation
by train.
Essential SkillsIsrael has very crowded roads and the government is urging citizens to ride buses by raising parkingfees and setting up bus-only roads in cities. Study the chart and answer the questions about Israeli
transportation. (Use the rear of each car for measurement.)
1. How many more cars were on Israel’s roads in 2000 than in 1980?
2. In which decade did the number of carsgrow the most?
3. In which decade did the number of carsgrow the least?
4. How many cars were on the road
in 1985?
Quick QuizMatch the country with a fact about its transportation.
1. Afghanistan A. Paved roads connect all the cities.
2. Iran B. Women ride in the front, separate from men.
3. Iraq C. The government started an odd/even systemfor driving.
4. Israel D. Parking fees are being raised.
5. Turkey E. Most goods travel on the roads.
Number of Vehicles on Israel’s Roads (Thousands)
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1970
1975
1980
1985
1990
1995
2000
0 200 400 600 800 1000 1200 1400 1600 1800 2000
Chapter 16
Contrasting Cultures
The Middle East is home to different ethnic and religious groups. An ethnic group is a group
identified on the basis of religion, race, or national origin. A religious group has a distinct identity based
on common religious beliefs and practices. While this mix of ethnic and religious groups can provide
layers of richness to a nation’s culture, it can also lead to tensions among the various groups.
Three major ethnic groups in the Middle East are the Arabs, Persians, and Kurds.
The majority of people in the Middle East are Arabs, an ethnic group who speak Arabic
as a native language and identify themselves as Arabs.
Persians live in Iran. Until 1935, Iran was known as Persia, and most Iranians today
are not Arabs, but Persians who speak Farsi.
Kurds are an ethnic group that originated as a semi-nomadic, tribal people. Kurds
now live mostly in the mountains of several countries in an area informally named Kurdistan. At various
times, Iraq and Turkey have both suppressed the Kurds and their traditions. Although there is a strong
nationalist movement among the Kurds for their own nation, the Kurds have never united in this effort
outside their individual countries.
Many ethnic groups make up Afghanistan’s population. Migration from its neighbors like Iran and
China, plus invasions and wars, have led to great ethnic diversity within the country.
The Jewish people are considered to be both an ethnic group and a religious group.
Religious Jews believe in Judaism, but half of the Jewish people living in Israel are secular,
with no belief in Judaism. In Biblical times, the Jewish people were considered to be a nation.
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SS7G8 The student will describe the diverse cultures of the people who live in
Southwest Asia (Middle East).
a. Explain the differences between an ethnic group and a religious group.
b. Explain the diversity of religions within the Arabs, Persians, and Kurds.
c. Compare and contrast the prominent religions in Southwest Asia (Middle East): Judaism, Islam,
and Christianity.
d. Explain the reason for the division between the Sunni and Shia Muslims.
e. Evaluate how the literacy rate affects the standard of living.
Quick QuizFind the correct answer to the statements below and fill in that letter on the blank.
1. The majority of people in the Middle East belong to this ethnic group:A. Arabs B. Kurds C. Jews
2. Today, most Iranians speak Farsi and are:A. Arab B. Persian C. Jewish
3. Kurds live in mountainous parts of the Middle East, an area informally called:A. Kurdistan B. Afghanistan C. Israel
4. Some people consider this group to be both an ethnic and religious group:A. Arabs B. Ethnic Turks C. Jews
Religion in the Middle East
The three prominent religions in Southwest Asia (Middle
East) are:
• Judaism: a monotheistic religion of the Jews based on the Torah
and the Talmud
• Islam: the Muslim religion teaching that there is only one God and that
Muhammad is his prophet
• Christianity: a monotheistic system of beliefs and practices based on
the Old Testament and the teachings of Jesus Christ
One common tie that binds Judaism, Islam, and Christianity together is
that they are monotheistic religions. All three religions were born in the
Middle East. Islam is the religion of almost 90 percent of the population.
Four percent are Christian and two percent
follow Judaism. Almost all Middle Eastern
Jews live in Israel. The chart on the next page
explains similarities and differences among
these religions.
Question for DiscussionWhy do religious differences often lead to conflict?
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Word Definitionmonotheistic: believing
in one God
EnrichmentRead the information below and answer the questions.
Earthquakes have caused many problems in the Middle East. Much of Turkey is located over the earth’s most activefault lines, and most of Turkey’s cities are located over a fault line. The August 17, 1999 earthquake in Turkey killed15,000 people, while the December 26, 2003 one in Iran killed nearly 30,000 people. The area around the Caspian Sea innorthern Iran is also susceptible to earthquakes.
1. Why is it a problem for Turkey’s cities to be located over a fault line?
2. Why do you think the death toll for an earthquake would probably be higher in a developing country like
Turkey than in an industrialized country like the United States?
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27-Jun-98
17-Aug-997- Dec-88
31-Mar-06
22-Feb-05
26-Dec-03
BULGARIA
T U R K E Y
CYPRUS
ETHIOPIA
ERITREAS U D A N
E G Y P T
SOMALIA
DJIBOUTI
JORDANISRAEL
LEBANON
ARMENIAAZERBAIJAN
RUSSIAKAZAKHSTAN
GEORGIA
KUWAIT
QATAR
U. A. E.
Y E M E N
SYRIA
IRAQ
I R A N
O M A N
S A U D I A R A B I A
AFGHANISTAN
PAKISTAN
TURKMENISTAN
UZBEKISTAN
A r a b i a n S e a
B l a c k S e aCaspian
Sea
Gulf of Aden
Gulf of Oman
Persian Gulf
M e d i t e r r a n e a n S e a
Red Sea
Str. ofHormuzBAHRAIN
Quick QuizUsing the information from the above chart, label the questions True or False.
1. The oldest religion in the Middle East is Judaism.
2. Christians believe Muhammad was a prophet.
3. Christianity, Judaism, and Islam believe in all or part of the Bible.
4. Christianity, Judaism, and Islam believe Abraham was a prophet.
5. In Judaism, Mecca is a sacred place.
Arabs, Persians, and Kurds
There are various religious groups within the ethnic groups of Arabs, Persians
(Iranians), and Kurds.
The majority of Arabs in the Middle East are Muslims, a religious group who practice the religion of
Islam. However, not all Arabs are Muslims, and not all Muslims are Arabs. More than a billion people in
the world are Muslims, but fewer than 15 percent of Muslims worldwide are Arabs.
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Judaism Islam Christianity
OriginsBegan about 1800B.C.E. when Godspoke to Abraham
Begun in 7th centuryby Muhammad
Christianity beganwith Jesus in firstcentury C.E.
Beliefs
Believe in Abrahamand Moses asprophets
Believe in Abrahamand Moses asprophets;Muhammad is lastprophet
Believe in Abrahamand Moses asprophets
The MessiahJews are stillawaiting the Messiah
Believe Jesus was aprophet
Believe Jesus is theSon of God, theMessiah
Sacred Book(s)
Old Testament ofBible, the Talmud
Parts of the BibleʼsOld and NewTestaments and theQuran
Old and NewTestaments of theBible
Sacred Places
Remains of theJerusalem temple,Hebron, Palestine,burial place ofAbraham
Holy cities of Meccaand Medina; Jerusalem
Many places in theHoly Land (parts ofIsrael) where Jesuslived
Beliefs and Customs of Judaism, Islam, and Christianity
In Iran, most Persians are Muslim, with a small minority each of Zoroastrian, Jewish, Christian, and
Bahá'í religions. Zoroastrians believe in one God and “good thoughts, good words, good deeds.” Despite
their small numbers, their celebrations spill over into Iranian culture. A popular tradition is the Persian
New Year celebration in March with bonfires, firecrackers, and dancing. While some Muslims frown on
religious Persian celebrations, many Iranians still participate in them. The Armenians and Assyrians
who live in Iran are Christians. A growing number of Muslims are converting to Christianity, even
though this is an offense punishable by death.
About 60 percent of Kurds are Muslim. There are substantial numbers of Christians and Jews among
Kurds also. One other Kurdish religious group is the Bábís who believe that when a person dies, his or
her soul enters that of another, usually a newborn baby.
In general, the Christian population is small in the Middle East. In the Gaza Strip, Muslims and
Christians live and work together peacefully. In Iraq, however, attacks on Christians following the U.S.
invasion have grown, causing many Christians to leave the country.
Quick QuizWrite T for True and F for False.
1. About 10 percent of Kurds are Muslim.
2. Islam is the most common religion in Iran.
3. Many Iranians celebrate Zoroastrian traditions.
4. Christians converting to Islam is a punishable offense in Iran.
5. The majority of Arabs in the Middle East are Muslims.
6. There is a huge number of Christians in the Middle East.
Sunnis and Shias—Both Muslims
As there are divisions in many religions, so it is within the Islamic faith.
Two major groups are the Sunnis and Shias. About 90 percent of Muslims
are Sunnis. The Sunnis follow the sunnah, or custom of Muhammad. Shias
are Muslims who follow Ali, Muhammad’s closest relative.
Ali was Muhammad’s cousin and was married to his daughter.
After Muhammad died, Muslims split over who would succeed
Muhammad as leader of Islam. The Sunnis wanted the community
to choose the best leader to succeed Muhammad, while the Shia favored Ali, feeling that leadership
should stay within the prophet’s family.
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Think About ItAnswer the questions below.
1. What are the two divisions of the Islamic faith?
2. Which division includes about 90 percent of Muslims?
3. Which group wanted Ali as their leader after Muhammad’s death?
4. Which group wanted the community to pick the best leader after Muhammad’s death?
Question for DiscussionShia Muslims are concentrated in Iran, southern Iraq, and southern Lebanon, and make up about 80percent of the population in the oil-rich areas of the region. How do you think this fact might add to
the current problems between the two groups?
Reading the Way to a Better Life
Usually there is a high correlation between the standard of
living and the literacy rate (the percentage of adults who can
read and write). Literacy rates in the Middle East have improved
significantly in recent years, but are still low by United States’
standards.
Iran, Saudi Arabia, and Turkey have a reasonably high standard of living and a literacy rate that
ranges from a low of 63 percent in Saudi Arabia to a high of 87 percent in Turkey. With a per capita
income of $25,800, Israel has the highest literacy rate in the Middle East at 97 percent.
With 80 percent of its people living below the poverty line, the Gaza Strip manages to have a literacy
rate of 92 percent. The United Nations Committee for Children (UNICEF) has supported education in
the Gaza Strip in an effort to offset the unstable, sometimes violent political environment.
Afghanistan has been in political turmoil since the mid-1970s. The
Taliban, a violent political group, was in power until the United States
invaded in 2003. The United States expanded education to include
women, whose literacy rate had been less than three percent. Still, the
overall literacy rate in Afghanistan is only 28 percent and the standard of
living is roughly $800 per person per year.
Wars in Iraq over the past two decades have hurt both education and the economy. The literacy rate
is 74 percent. Although the government is rich from oil revenue, the income per person in Iraq is
estimated to have been only $3,600 in 2007.
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Word Definitionstandard of living: the
financial health of a
nation measured by how much that
nation consumes
Girls in Afghani schoolUSAID photo
Quick QuizFill in the blanks below.
1. Usually there is a strong correlation between the standard of living and the
.
2. has the highest literacy rate in the Middle East.
3. Since the middle of the 1970s has been in political turmoil, and the
literacy rate is only 28 percent.
4. Wars in the past two decades in have caused problems in both the economy
and education.
5. With help from UNICEF, the Gaza Strip has a literacy rate of .
Chapter 17
Different Countries, Different GovernmentsThe countries of the Middle East have different forms of government. Keep reading to discover how
the governments of Israel, Saudi Arabia, and Iran work.
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SS7CG5 The student will explain the structures of the national governments of
Southwest Asia (Middle East).
a. Compare the parliamentary democracy of the State of Israel, the monarchy of the Kingdom of Saudi
Arabia, and the theocracy of the Islamic Republic of Iran, distinguishing the form of leadership and the
role of the citizen in terms of voting rights and personal freedoms.
Government/CivicsUnderstandings
SS7CG4 The student will compare and contrast variousforms of government.
For detailed information and activities for this standard, see pages
27-30.
R E A D : I M P O R T A N T I N F O R M AT I O N
Learning to read
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Parliamentary Democracy of Israel
Following World War II, the United Nations partitioned the area of Palestine
into Arab and Jewish states. The Jewish state was Israel. Although it has been a
country for a brief time, Israel has managed to assemble an effective
government.
Israel has a unitary system of government where the central government in Jerusalem handles most
government functions. The Israeli chief of state is the president, who has little real power. The head of
government is the prime minister. There are 120 seats in the Knesset, the legislative branch. The
Supreme Court is the head of the judicial branch.
Upon reaching 18, both men and women can vote. Israel has no written constitution. Though there
have been ongoing efforts to draft a constitution, Israel relies on a system of basic laws and rights. The
planned constitution will guarantee basic rights and liberties. Israel has a better than average record on
matters of personal freedom. Some areas to improve are discrimination on all levels against Arab-
Israelis, discrimination and domestic violence against women, and unequal education opportunities for
Arabs and Israelis.
Quick QuizFill in the blanks with the correct answer.
1. The head of government in Israel is the .
2. Israel has a system of government because the central government handles most
functions.
3. Israel has no constitution, but relies on basic laws and .
4. Israeli citizens can vote when they reach the age of .
5. The Israeli government is a parliamentary .
Theocracy: The Government of Iran
The government of Iran is a theocracy, viewing all
government matters through the eyes of its primary
religion, Islam.
Once they reach 18, both men and women can vote in the
Islamic Republic of Iran (Iran). The Assembly of Experts appoints the Supreme Leader, a religious
position that lasts a lifetime unless the Assembly decides he is no longer fit for office. The Supreme
Leader has more power than the president, who is elected by popular vote for a four-year term of office.
The legislative branch is an elected National Assembly of 290 members who also serve four years.
The Supreme Court and the four-member High Council of the Judiciary supervise enforcement of all
laws and establish legal policies.
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Word Definitiontheocracy: a government
controlled by religious
leaders
The constitution guarantees certain personal freedoms and equal rights,
regardless of ethnic group or tribe. While some freedoms are similar to
democratic ones, others illustrate the theocracy of the government, such as the
right to choose employment as long as it isn’t contrary with Islam, and freedom
of the press except when it is damaging to the principles of Islam.
The threads of Islam are woven throughout the government. If a person disagrees with the
government, he or she could be arrested for treason. Women have far fewer rights than men, and their
peaceful demonstrations for equality have been met with violence.
Quick Quiz Decide if the statements below are facts (F) or opinions (O).
1. The Supreme Leader is the religious leader of Iran and has more power than the president.
2. It must be hard to live in a theocracy.
3. Both men and women can vote in Iran.
4. Iran has a constitution.
5. It’s fine that men have more rights than women in Iran.
The Monarchy of Saudi Arabia
The Arabic writing on the Saudi Arabian flag translates,
“There is no god but God, and Muhammad is the messenger of
God.” The government of Saudi Arabia is a monarchy, and the
king is both chief government and religious official. There is no
constitution as Islamic law governs Saudi Arabia. Saudi Arabia
has no legislature or political parties. Men aged 21 and older
can vote.
A group called Human Rights Watch views the Saudi justice system as
highly secretive and wants it open to the public. Observers hope planned
reforms in Saudi Arabia will improve civil liberties. Human rights and
personal freedoms are often denied in Saudi Arabia. Examples include
unfair trials and extreme physical punishments. Because Saudi Arabia
values its position in the world economy, its government is working to
correct some of these injustices.
Hard-To-Believe-But-True!In Saudi Arabia, a group of religious police called the mutaween roam the streets to make sure thatSaudi citizens follow strict codes of behavior and dress outlined by Islamic law.
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? ??
Word Definitionmonarchy: government
headed by a king or queen
The Economy of Israel
Israel has faced a double challenge in building a mixed
market economy: national security and immigration. Since its
creation, Israel has been in conflict with its neighbors and has
faced high expenses to build and maintain its armed forces.
Foreign economic aid, especially from the United States,
supplements Israel’s budget. Enormous waves of immigrants from around the world have been a
financial burden, but they have also brought valuable skills to the country. The Israeli government plays
an important role in economic planning. For example, the government has been heavily involved in
agriculture to make sure Israel can feed its citizens.
Israel has the most diversified economy in the Middle East including
mining, manufacturing high-tech equipment to export, cutting and polishing
diamonds, and agriculture. Since Israel is a popular tourist destination, a
high percentage of workers are in service industries. Even though Israel has a
small amount of farmland, it grows most of its own food. Since water is in
short supply, and irrigation uses so much of it, there is an ongoing discussion
as to whether or not it would be better to conserve some of this water by
importing more food.
Quick QuizUsing the words from the word bank, complete the following sentences.
1. Two challenges in Israel’s economy are and
.
2. Because of many tourists, Israel has a large .
3. Israel has a because it has
many important industries.
4. Israel has a because the
government and private enterprise both have roles in it.
5. Israel is trying to decide if it should import more food to conserve .
Saudi Arabia
When Saudi Arabia became a nation in 1932, its economy was almost entirely
traditional and consisted of selling dates or trading goats, camels, and textiles. But
everything changed when oil was discovered in the 1930s!
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Word Definitiondiversified: having a
variety of parts
Lemon orchard in IsraelPhoto by David Shankbone
national securityservice industry
diversified economywater
mixed economyimmigration
Oil brought enormous wealth to the Saudi royal family and
transformed the entire economy to a mostly command
economy. The Saudi Arabian economy has been oil-based ever
since with the government controlling most of the industry.
Income from oil accounts for 75 percent of the country’s budget.
In the 1980s, realizing that oil wouldn’t last forever, Saudi Arabia saw the need to
diversify its economy. The government is encouraging private enterprise in areas
such as power generation and natural gas exploration. As private enterprise grows,
Saudi Arabia is moving to a mixed market economy, with 40 percent of its revenue
coming from private businesses. Like most countries, Saudi Arabia has a mixed
economy. Since about one-third of the Saudi work force comes from other countries,
Saudi Arabia is working to educate and train its own large youth population in necessary skills.
Quick Quiz The timeline is all mixed up. Number these events in the correct order.
Turkey
Reforms made in Turkey since the 1980s have moved it toward a
mixed market economy. Historically, Turkey had a command
economy. When Turkey was established as a republic in 1923, its ruler
Mustafa Kemal believed the government should control and build the
economy. The government invested in the country’s infrastructure:
dams, electricity grids, port facilities, railways, and roads. Turkey also
developed important steel and weapons production industries. The
state still has a major role in industry, banking, transportation, and
communication, but private enterprise is growing in agriculture,
textiles, and manufacturing. Kemal brought about the modernization of Turkey.
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Word Definitionprivate enterprise:people running their own
businesses
PPAASSTT
FFUUTTUURREE
Saudi Arabia realizes oil won’t last forever.
Oil is discovered in Saudi Arabia.
Saudi Arabia has a traditional economy.
Saudi Arabia is working to educate its youth in necessary skills.
Quick ReviewRead the statements below and decide if they describe the government of Israel, Iran, or Saudi Arabia.Write the name of the country, and then D for democracy, T for theocracy, or M for monarchy beside
each statement.
Chapter 18
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Unitary system of government.
Men 21 and older can vote.
No legislature or political parties.
The Supreme Leader is a religious position lasting a lifetime.
Unfair trials and extreme punishments.
The right to choose employment if it doesn’t conflict with Islam.
There is no constitution; instead there are basic laws and rights.
Both men and women can vote once they reach 18 years of age.
and
SS7E5 The student will analyze different economic systems.
c. Compare and contrast the economic systems in Israel, Saudi Arabia, and Turkey.
SS7E5a and b are covered on pages 37-39.
SS7E5a. 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.
SS7E5b. Explain how most countries have a mixed economy located on a
continuum between pure market and pure command.
R E A D : I M P O R T A N T I N F O R M AT I O N
EconomicUnderstandings
Geographically, Turkey lies partly in Europe and partly in Asia. Turkey is considered a developing
nation and remains poor when compared to most European countries. Because most of its trade is with
Western Europe, Turkey is trying to join the European Union (EU). The EU is a powerful group of
European countries united for economic cooperation and strength. Joining the EU would provide
necessary funding and loans for development and other benefits.
Quick QuizMatch the following items by placing the correct letter by the number.
1. The government controls the total A. Mixed economy
economy
2. In Turkey, agriculture, textiles, and manufacturing B. Mustafa Kemal
are examples of this
3. First ruler of Turkey as a republic C. European Union
4. Private enterprise combined with D. Private enterprise
government-controlled resources
5. Could help Turkey with funding and loans E. Command economy
Essential SkillsComplete the chart below comparing the economies of Israel, Saudi Arabia, and Turkey.
Background CheckThe city of Istanbul, Turkey sits on two continents—Europe and Asia! Istanbul used to be known as theancient city of Constantinople.
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Country Type of Economy What the
GovernmentControls
Examples of PrivateEnterprise
Israel
Saudi Arabia
Turkey
Chapter 19
What’s Your Specialty?If one country has something another country wants, the opportunities
for trade begin to unfold! Specialization encourages trade among countries,
because no country produces everything it needs. The country selling the
product makes a profit, and the country buying the product gets what
it needs.
In the Middle East, if a country has oil to export, there are plenty of
customers to buy it. Saudi Arabia, Iran, Iraq, and Kuwait export millions of
barrels of oil every day. The United States imports oil from the Middle East
because it does not have enough oil for the country’s needs. In turn, the U.S.
exports food, medicine, and raw materials to Middle Eastern countries.
Having a more diversified economy, Turkey exports coal, textiles, and some
food to European countries. Those countries then export needed transportation materials to Turkey.
Israel imports rough diamonds and exports the finished product: cut and polished diamonds.
Write About ItCanada’s climate is too cold to grow pistachios, so it imports them from Iran. Canada also importsPersian rugs from Iran. In turn, Canada exports telecommunication instruments and medical items to
Iran because Iran has insufficient technology in place to manufacture these. How does specialization help these twocountries?
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SS7E6 The student will explain how voluntary trade benefits buyers and sellers in
Southwest Asia (Middle East).
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 the primary function of the Organization of Petroleum Exporting Countries (OPEC).
d. Explain why international trade requires a system for exchanging currencies between nations.
Trade BarriersCountries sometimes set up trade barriers to restrict trade because they want to produce and sell
their own goods. Trade barriers include:
• Tariffs are taxes on imported goods which cause the consumer to pay a higher price for an imported
item. Demand is then increased for the lower-priced item produced at home.
• Quotas are restrictions on the amount of a good that can be imported into a country. Quotas can
create shortages that cause prices to rise.
• Trade embargoes forbid trade with another country.
Examples in the Middle East include:
In the past two decades, the United States has had several embargoes against
Iran because of Iran’s involvement with terrorism. Following Iraq’s invasion of
Kuwait in 1990, the United Nations placed an embargo on Iraq, only allowing the
country to export enough oil to buy food for its people. The United Nations hoped to force Iraq to make
payments for war destruction and destroy its nuclear, chemical, and biological weapons.
After the September 11, 2001 attacks on the United States, the United Nations placed an arms
embargo on Afghanistan. Members of the United Nations could not sell weapons to Afghanistan,
because of the violent group in charge of the government.
When Saudi Arabia wanted to join the World Trade Organization (WTO), it lifted its long-standing
embargo against all trade with Israel. Trade barriers are not permitted among countries in the WTO, and
Israel belongs to the WTO.
In 2008, Saudi Arabia and Egypt lowered tariffs on food imports to help their citizens cope with
rapidly rising food prices.
Quick QuizAfter reading the following statements, put a check beside the ones that are true.
1. The United States had an embargo against Iran because of Iran’s activities in terrorism.
2. The United Nations placed an embargo against Saudi Arabia because of its invasion of Kuwait.
3. Saudi Arabia lifted an embargo against Israel in order to join an important world trade
organization.
4. Quotas restrict the amount of a good that can come into a country.
5. Tariffs forbid trade with another country.
6. Trade barriers promote trade between countries.
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Organized Over Oil!
In 1960, five oil-rich countries formed an
organization called the Organization of
Petroleum Exporting Countries, or OPEC. These founding members
of OPEC were Iran, Iraq, Saudi Arabia, Kuwait, and Venezuela.
OPEC states that its purpose is to coordinate and unify petroleum
prices in order to promote stability in the world oil market and ensure
a regular supply of petroleum to other countries. OPEC sets the price
and amount of oil produced by its member nations, and has a great
deal of control over the price your parents pay for gasoline every day.
My, How Things Change!
Before 1960, when OPEC was formed, the amount of oil produced around the world was greater than
the demand for it. Because of that, oil prices dropped and the oil-producing
nations made less money. Once OPEC was formed, oil supplies were
controlled and the demand increased around the world. Because of that, oil
prices rose and the oil-producing countries made more money.
OPEC has a lot of power and has used oil as a political tactic. For
example, OPEC stopped exporting oil to countries that supported Israel in
the Arab-Israeli War of 1973. This caused gasoline shortages in the United
States and many other countries.
Think About ItAnswer the questions below.
1. What does OPEC stand for?
2. What is the purpose of OPEC?
3. Why could it be a problem for one organization like OPEC to control most of the world’s oil supply?
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Word Definitionpetroleum: crude oil; occurs naturally in deposits under the earth’s surface
OPEC Headquarters in Vienna, Austria
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Different Countries and Different CurrenciesCurrency is the type of money a country uses. Because different countries have different types of
money, international trade requires a system for exchanging currencies between nations. Money from
one country must be converted into the currency of that country to pay for goods in that country. That
process is called foreign exchange. For example, the unit of currency in Turkey is the lira. In
Afghanistan, the currency unit is the afghani.
Special Economics Info
You can calculate exchange rates yourself. Below are some examples of exchange rates. Study theexchange rates and then calculate the correct answers to the word problems below.
1. Bahri has 10 lira and wants to buy a lunch that costs $6.00. Once he exchanges his currency, does he have
enough money?
2. Samantha has $5.00. She wants to buy a book that costs 7 lira. Once she exchanges her money, can she
afford the book?
3. Mara is shopping in Afghanistan and wants to buy a scarf for 700 afghani. She has $10.00. When she
exchanges her currency, can she buy the scarf?
4. What is worth more: one dollar or one Turkish lira?
5. What is worth more: one dollar or one afghani?
6. You are ready to come home from your vacation in Turkey. You have 175 lira left over that you want to exchange for
American dollars. How much American money will you get back?
Hard-To-Believe-But-True!Do you know where to find out the current exchange rates for foreign currency? You can look in the
financial section of many daily newspapers, or on specific Internet sites. You can also buy a special
calculator for currency exchange or use the currency exchange feature found on many new cell phones!
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Turkish lira Afghanistan afghanis
One Turkish lira = $0.80 One Afghan afghani = $0.02
Chapter 20
Building a Workforce
In every country, there are several factors that influence
economic growth. They are the productive resources used to
produce goods and services. These factors include human
capital (people who perform labor), capital (factories or
machinery), and natural resources (things that come from the
land like minerals or trees). Another factor is entrepreneurship,
which includes the ideas, innovation, and risk involved in starting a business.
Economists measure a nation’s economic performance by a standard called Gross
Domestic Product (GDP). Economists use a country’s GDP to determine the health of that
country’s economy and compare it to other economies.
How a country manages its
productive resources makes a big
difference in the strength of its
economy. For example,
investment in human capital
delivers long-lasting rewards. Studies
have shown that investment in education and skills training clearly
correlates to a higher GDP. Education and the abilities it develops
create a smarter and more productive workforce, which leads to
greater economic growth. Each country needs a long-term vision
to see what steps need to be taken to increase its GDP. Israel, Saudi
Arabia, and Iran are at different points along this economic path.
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SS7E7 The student will describe factors that influence economic growth and examine
their presence or absence in Israel, Saudi Arabia, and Iran.
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. Explain the role of oil in these countries’ economies.
d. Describe the role of entrepreneurship.
Word DefinitionGross DomesticProduct (GDP): the total
market value of the
goods and services produced by a
country’s economy during a specific
period of time
Learning a tradePhoto courtesy of The Bancroft Library, University of California, Berkeley
Saudi Arabia—Where Oil is King
With an economy anchored by oil, Saudi Arabia has a healthy, growing
GDP. However, Saudi Arabia’s leaders have recognized that oil supplies don’t
last forever, and have begun exploring and developing other ways to keep
the economy growing. Saudi Arabia’s unemployment rate is high, and there
are many jobs filled by people from other countries because the country has
a shortage of skilled native labor.
Aware that its education structure needs improvement, Saudi Arabia has invested in human capital
by sending university students abroad to the United States, England, and Canada for the past several
decades. However, due to strained relations with these countries, Saudi Arabia is now sending college
students to China, South Korea, India, and other Asian countries. Recognizing that a modern school
system is essential for growth, Saudi Arabia is in the early stages of revising its entire education system.
About one-third of Saudi Arabia’s roads are paved. This causes problems in shipping oil from oil
fields to industrial centers. However, it is not easy to build roads over Saudi Arabia’s difficult terrain. To
help solve this problem, Saudi Arabia is planning a massive, multi-
billion-dollar capital investment in a railway project that will move
shipments to and from its ports faster. Saudi Arabia has also built
factories, and boosted spending on job training and infrastructure
development.
To further expand its economy, Saudi Arabia is planning to build new cities. One is the $26 billion
King Abdullah Economic City that will be wired for broadband speeds 10 times faster than Internet
speeds anywhere else on the planet!
Quick QuizRead the following statements related to Saudi Arabia’s economy. Write “human” for investment inhuman capital and “capital” for investments in factories, machinery, and technology.
1. Sending university students abroad to study
2. $2.8 billion railway project
3. $26 billion Economic City
4. Revising its education system
Hard-To-Believe-But-True!There are no movie theaters in Saudi Arabia, but citizens can rent videos (with scenes objectionable tothe Islamic religion cut out) to watch at home!
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Iran—Another Oil Economy
Iran’s economy has two parts: oil and everything else. Oil is what keeps
the economy and GDP growing, providing 85 percent of government
revenues. In the past, Iran has made some efforts to export goods other than
oil, but its prices were too high to be competitive, so the efforts failed.
Iran’s lack of investment in human capital has caused many problems.
Unemployment is high among young men. There are jobs available, but
young Iranians have not been trained to do them. The educational system in Iran is weak, and Iran has
fallen short in training the vast majority of young Iranians for work.
Educated Iranians are seeking work in other countries.
University professors are leaving Iran to teach in other nations.
Why? The government has exclusive control over what will be
taught. Most economic activity is also controlled by the
government. Iran recognizes the need to stop this drain of
Iranian talent and grow an economy not totally dependent on
oil. Iran is increasing its investment in human capital by
raising the priority of education and adult literacy, building
new schools, and expanding public colleges.
Iran’s lack of capital investment has also impacted its economic growth. While Iran has generous oil
reserves, it does not produce as much oil as it could because the country invests only a small percentage
of its oil profits into improving its oil facilities and the country’s infrastructure. Foreign investors and
banks are also investing less in Iran because of disagreements with its government policies. Iran is
beginning to recognize some of these shortcomings and is making capital investments in its
telecommunications network, roads, and machinery.
Quick QuizRead the following statements and put a check beside the ones that are true.
1. The basis of Iran’s economy is oil.
2. Educated citizens are leaving Iran to work in other countries.
3. Iran has done a good job of training its citizens for work.
4. Iran’s economy has suffered due to lack of capital investment in its oil-producing facilities.
5. Unemployment in Iran is low among young men.
6. Most of Iran’s economic activity is controlled by the government.
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Benham House, Sahand University of Technology, IranPhoto from Flickr.com
������
Israel—A Growing Economy
Since 2003, Israel’s GDP has grown steadily at a rate of five
percent a year. Israel recognizes that quality education builds a
quality workforce and has invested in human capital. The
country has highly educated workers and a large number of
scientists and engineers. Israel invests in its schools and has a
literacy rate of 97 percent, the highest in the Middle East.
Israel is also making capital investments. Foreign investments
boost Israel’s technology level, and Israel provides financial benefits for
companies making capital investments. In addition, Israel provides
economic support for its highly successful high-technology industries.
Israel also has a modern, well-developed infrastructure and continues to
upgrade it with investments in services like mass transit systems and
new highways.
Israel does not have a large supply of oil like many of its neighbors in the Middle East. Nevertheless,
Israel has built and maintained a healthy economy through an educated workforce and commitment to
capital investment and building high-tech industries.
Quick QuizMatch the item on the left with its description on the right.
1. financial assistance for college expenses a. GDP
2. investment in new high-tech factory b. infrastructure improvements
3. growth rate of five percent c. human capital investment
4. new highways and mass transit d. capital investment
Think About ItIsrael has a growing, diversified economy. If Israel had large deposits of oil, how do you think its
economy might be different?
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Word Definitioninfrastructure: water
and sewer lines, roads,
highways, power plants,
schools, and other facilities needed to
support development
high-technology (or high-tech):highly advanced technological
equipment, particularly in electronics
The future of mass transist in HaifaPhoto by jcwinnie.biz/wordpress
Can You Market Your Idea?
Entrepreneurs keep an economy growing. They’re the
people with new ideas who use human, capital, and natural
resources to bring those ideas to life—and to the marketplace.
They must be willing to take risks, and often share those risks with
others by borrowing funds from a bank or a wealthy investor.
Entrepreneurs are valuable because they are creative and help economies adapt to changing conditions.
Having an environment that promotes entrepreneurs is a great advantage to a country.
Israel has created a positive environment for entrepreneurs. Government policies, including the
country’s tax structure, encourage entrepreneurship and small businesses. Israel has a Technological
Incubator Program to foster entrepreneurships in innovative technology. The program assists in
research and development for projects with marketing potential. Israel also has programs to train
immigrants, Arab-Israelis, and people over 55 to start their own businesses.
Saudi Arabia knows it needs to diversify its
economy and is taking steps to help
entrepreneurship. For example, it has cut the time it
takes for an entrepreneur to make it through
government requirements to start a business.
International investors recognize that Saudi Arabia is
potentially fertile ground for entrepreneurs so they
are starting an entrepreneur institute in Saudi Arabia
that supports new business owners and gives them a
place to start a business. Reforms within Saudi Arabia are making it somewhat easier for small
businesses to get off the ground, but there are still some rigid employment laws that can discourage
potential entrepreneurs.
The number of entrepreneurs in Iran is small, but
it’s growing. An Iranian entrepreneur has to
overcome many obstacles like getting credit from a
bank. Many private investors who are willing to lend
money charge an enormous rate of interest. It is also
difficult for an entrepreneur to hire good managers
for a business because little training is available.
Because Islamic law bans women from many careers,
some Iranian women are beginning small businesses
and running them from their homes.
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Word Definitionentrepreneur: someone
who has an idea for a
good or service and takes
the risks to produce it
Bank Mellat in TehranPhoto from Getty Images
An entrepreneur working on the street
Quick ReviewNow that you have read about the economy of three different countries, it’s time to compare them.Complete the following table by writing a short description in each box.
Essential SkillsRead the information about research skills and answer the questions below.
Sometimes you need more information than what a book or report gives. For instance, you might want totrace the GDP of Iran over several decades. Where could you find that information? Or, you could be doing a reporton entrepreneurs in Turkey, and you find an interesting article on religion in Turkey. Can you use this article for yourreport? You probably can’t. Sometimes one source has data that is inconsistent with another source. In that case,you need to check additional resources.
Read the statements below and decide if the information is consistent, adequate, or relevant for your needs. Markyes or no on the line beside the statement.
1. One Internet source says Israel is among the top nations in the world for its number of entrepreneurs. Another Internet source says Israel is in 30th place. Is this information consistent?
2. Iran’s president says, “Iran is the safest haven on earth for investment.” Is this adequate information for a potential investor?
3. You need to create a list of landforms in the Middle East. You have an atlas with a physical map of the world. Is this relevant for your list?
4. You want to know which areas of the Middle East have cities with 10 millionpeople or more. Your atlas has a population map of Europe and Africa. Is this relevant?
5. You want to know the percentage of government-owned and privately owned businesses in Saudi Arabia. You have a pie chart showing this information. Is this adequate for your research?
6. One source says Saudi Arabia has a 20 percent unemployment rate. Another source says the rate is 13 percent. Is this information consistent?
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 106
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Country Investment inHuman Capital
Investment inCapital
GDP isGrowing
SupportsEntrepreneurs
Oil is a LargePart of
Economy
Israel
Saudi Arabia
Iran
Chapter 21
What Were They Thinking?
At one time in history, the Muslim Ottoman
Empire was six times the size of Texas! It stretched
across what is now Turkey and parts of southeastern
Europe, northern Africa, and southwestern Asia.
Before World War I, it had already lost big chunks of
its empire. After the Ottoman Empire ended up on
the losing side of World War I, Britain and France
divided up the land that remained.
Lines in the Sand
After WWI, France took control of Lebanon and Syria, while the British took control of Palestine,
Saudi Arabia, Iraq, and what is now Jordan. The problems created by this land division have persisted
into the Middle East today.
Desiring immediate control of the area and looking to future oil profits, Britain and France drew
borders that paid no attention to local cultures and tribes. Shia and Sunni Muslim territories were
merged into the new country of Iraq, where they still vie for power. The Kurds, a vibrant ethnic group,
found themselves divided among Turkey, Iraq, and Iran. These countries are uneasy with the Kurds and
try to rule them with an iron fist.
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HistoricalUnderstandings
SS7H2 The student will analyze continuity and change in Southwest Asia (Middle
East) leading to the 21st century.
a. Explain how European partitioning in the Middle East after the breakup of the Ottoman Empire
led to regional conflict.
c. Describe how land and religion are reasons for continuing conflicts in the Middle East.
The area known as Mesopotamia in ancient times had borders that remained fluid over centuries.
Now, each country had tightly defined borders, ignoring local cultures and disrupting tribal unity.
Britain and France thought they had done a good job with their division and protected their oil interests,
but none of the Middle Eastern countries wanted Europe in charge of them. The stage was set for big
problems in the years ahead.
Quick ReviewPut a check beside the items that are true about land division after WWI.
1. The Ottoman Empire grew larger and became stronger.
2. France got Syria and Lebanon, and Britain took Palestine, Saudi Arabia, and Iraq.
3. All the Arab countries were consulted about the division of territory after the war.
4. The Kurds were given their own country.
5. The Sunnis and Shiites cooperate in Iraq.
6. Europe wanted to control the desert’s oil.
A Time Bomb: Conflicts in the Middle East
Conflicts over land and religion are continuing problems in the Middle East. The animosity between
Arabs and Jews, and among different Islamic sects forms the foundation of modern history in the region.
Sometimes conflicts over land are mixed with religious differences. When Israel was created in 1948,
the Palestinians denied its right to exist. The Arabs who lived in Palestine wanted no part of a Jewish
state. Immediately upon being established, Israel was attacked by its Arab neighbors, including
Lebanon, Syria, Jordan, Egypt, and Iraq. Amazingly, this tiny country won the 1948 War of Independence
and expanded its territory. Land has been traded several times through successive wars between Israel
and the Middle Eastern states.
The Arab nations do not recognize Israel as a nation, and Jewish Israel
lives in virtual isolation from its neighbors. There is almost constant conflict
between the Palestinians and Israelis in the Gaza Strip. There is, at best, an
uneasy truce when Israel and Lebanon are not fighting. Israel has signed
peace treaties with Egypt and Jordan. Members of Hezbollah (party of God),
an Islamic Shiite organization, frequently attack Israel from neighboring
countries.
Many conflicts also occur within the Muslim sects in the Middle East. Shia and Sunni Muslims battle
for power in Iraq. The more aggressive Iraqi Sunnis have also clashed with the Iranian Shiites.
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 108
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Photo by Flickr.com
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In 1979, fundamentalist Muslims overtook the Iranian government and tried to remove all influence of
Western society. They also imposed their strict interpretation of Islamic law on the entire Iranian
population.
Other Middle East conflicts in the 1980s and 1990s were based on land disputes. Iraq and Iran fought
an eight-year war beginning in 1980 over disputed oil-rich territory. There was no clear winner, but the
financial drain of the war led Iraq to attack its oil-rich neighbor Kuwait in 1990, saying that Kuwait was
really part of Iraq from the Ottoman Empire days. This conflict led to the Persian Gulf War in 1990-1991,
where an international force led by the United States intervened and forced Iraq from Kuwait.
Quick ReviewMatch the following items with the correct answer by putting the correct letter on the line.
1. Palestinians deny its right to exist. A. Kuwait
2. Iraqi Sunnis are in conflict with this B. Irangroup in Iran.
3. Iraq said this country is part of Iraq C. Israelfrom the Ottoman Empire days.
4. Fundamentalist Muslims overtook thegovernment of this country in 1979. D. Shiites
5. Site of continual conflict betweenIsraelis and Palestinians. E. Gaza Strip
Think About ItA political cartoon is an illustration with a message.Look at the cartoon and answer the questions below.
1. Britain and France watched out for their own interests in theMiddle East and divided Mesopotamia with the stroke of a pen.What is the artist saying about this decision?
2. Britain and France weren’t thinking about ethnic differenceswhen they created Iraq. What do you think would be different inIraq if the Sunnis and Shiites each had their own country?
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Chapter 22
Israel—Brand New Old Country
If you looked at a map from 70 years ago, you would not see
Israel. Why? Israel did not exist at that time, but the Jewish
people have a religious connection to the land that spans several
thousand years. All of their sacred places are there, including the
Western Wall, remains of their ancient temple destroyed in 70 C.E.
How exactly did the State of Israel come to exist in the 20th century? In
the late 19th century, Palestine (formerly the Jewish homeland of Israel) was
still part of the Ottoman Empire. With help from the Arabs, Britain captured
Palestine from the Ottoman Empire in 1918. In July 1922, the League of
Nations entrusted Palestine to Britain. Between 1919 and 1939, waves of
Jewish immigrants poured into Palestine to escape rising persecution in
Europe. Many of these were highly
educated people who raised the quality
of life in the area.
During World War II, German chancellor Adolf Hitler ordered the
killing of six million Jews in the Holocaust. Following World War II,
about 250,000 Jewish survivors went to camps for displaced persons
set up by the Allies. The Jews desired to enter Palestine, but Britain
had halted Jewish immigration into Palestine. As people around the
world learned the details of the Holocaust, they were horrified that
the Jews couldn’t go to Palestine. Britain, weary from war and from
dealing with the Jewish and
Arab claims to Palestine,
asked the United Nations
(UN) to resolve the situation. The UN voted to divide Palestine
into Jewish and Arab states.
Modern-day Israel emerged at midnight on May 14, 1948.
The dream of the Jewish people for centuries finally came true. The nation of Israel was a reality!
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 110
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SS7H2b. Explain the historical reasons for the establishment of the modern State of Israel in 1948;include the Jewish religious connection to the land, the Holocaust, anti-Semitism, and Zionism inEurope.
Word DefinitionHolocaust: killing of
millions of Jews by the
Nazis during World War II
The Western Wall at nightPhoto by chmouel.com
Moving Jews to concentration campsPhoto from corkfpc.com
Quick QuizLabel the following statements T for True and F for False.
1. Zionism began emerging in Europe in the 1500s.
2. The Jewish prophets discouraged the people in their longing to return to Israel.
3. During World War 1, Britain worked with the Zionist movement.
4. As Jews migrated further throughout the world, their desire for a homeland lessened.
5. The Arabs and Jews lived together peacefully in Palestine.
Anti-Semitism Grows
Different political
developments spurred Zionism
into an obsession by Jews for a Jewish
nation. Europeans had been discriminating against Jews for centuries in
a practice known as anti-Semitism. Many people believed the Jews were
an inferior race. Others held Jews responsible for the death of Jesus
Christ. Some European countries didn’t allow Jews to own property and
restricted the number who could attend college.
Anti-Semitism grew enormously in the 1930s when Hitler’s Nazi Party
came to power in Germany. One of the Nazis’ first actions was to remove the protection of German law
for Jews. Anti-Semitism spread throughout Europe as Germany forced France, Italy, Poland, and the
Ukraine to persecute the Jews.
Quick QuizAnswers the questions below.
1. Write two reasons why many Europeans practiced anti-Semitism.
2. Write two things European governments did to restrict Jews.
3. Anti-Semitism spread rapidly when this political party came to power in Germany.
4. What happened to Jews once the new party took over in Germany?
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 112
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Word DefinitionAnti-Semitism: prejudice
or discrimination against
the Jews
Defaced Jewish gravestonePhoto by jewishjournal.com
Dark, Dark Days
One of the darkest chapters in world history is the Holocaust,
one of the worst episodes of mass murder ever recorded. Hitler’s
intent was to rid the world of its “Jewish problem.”
When Hitler became head of the Nazi party and then leader of
Germany, he took anti-Semitism to a horrible level that grew into
the Holocaust. Hitler blamed the Jews for Germany’s losing World War I. Convinced that Jews were an
inferior race, he spread this conviction throughout Germany and other European countries as he
defeated them in war.
One of Hitler’s first moves was to end Jewish employment in government jobs. From there, he closed
other employment opportunities, removed Jews from public schools, and forbid
them to own cars. Then he seized Jewish property and stripped the Jews of their
citizenship.
In 1938, most German Jews had left the country, and 60 percent of those who
stayed were unable to work because of government restrictions. On November 9,
1938, the “Night of Broken Glass,” Hitler’s mobs killed dozens of Jews, shattered
thousands of windows of homes and businesses in Jewish neighborhoods, and set
fire to every Jewish house of worship in Germany. The situation worsened as the
Nazis forced Jews into ghettos and then shipped them to concentration camps.
The Nazis killed Jews in some of the camps by forcing them to breathe poisoned gas and burning the
bodies in large ovens. This continued until the end of World War II. When the war ended, close to six
million Jews had been killed. About 25 percent of the victims were children.
Quick QuizDecide if the following statements are fact or opinion. Write F for Fact and O for Opinion.
1. Hitler intended to rid the world of its “Jewish problem.”
2. It was the Jews’ fault that Germany lost World War I.
3. Hitler sent mobs to Jewish neighborhoods that broke windows in homes and businesses and
burned every Jewish house of worship.
4. People who disagreed with Hitler were foolish.
5. Jews were forced to live in ghettos.
6. We should remember what happened to the Jews in the Holocaust and work to
make sure it never happens again.
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Word Definitionconcentration camps:large prison camps used
to confine Jews and other
undesirable civilians
ghetto: a section of a city where the
Nazis forced all Jews to live
Prisoners from theDachau concentration camp
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Quick Quiz Put the following events in order in which they took place. Write “A” before the first to take place and “B”
before the second. Continue like this until you have lettered all the events.
1. 250,000 Jewish survivors went to camps started by the Allies.
2. Palestine is part of the Ottoman Empire.
3. Britain captured Palestine from the Ottoman Empire.
4. Modern-day Israel emerged.
5. Waves of Jewish immigrants arrived from Europe.
6. Six million Jews are killed in the Holocaust.
Zionism in Europe—A Longing for Home
In the late 1880s, Zionism was emerging in Europe. Zionism
in modern times began with the first Zionist Congress in
Switzerland where the goal of Zionism was defined: a home for
the Jewish people in Palestine secured by public law.
The story of Zionism has roots in ancient history from the 11th
century B.C.E. when King Saul established the kingdom of Israel in the region of Palestine. The Jews
enjoyed the independence of their own kingdom until 586 B.C.E. when the Babylonians captured them.
While in captivity, the Jewish prophets encouraged the people in their belief that they would return to
their homeland. After the Roman destruction of Jerusalem in 70 C.E. , the Jews scattered. Throughout
the following centuries, a variety of political events spread Jews throughout Asia and
parts of Europe, and then to North America. But the desire for their homeland
never died. Into the 19th century, individual Jews still migrated to Palestine,
but they were a minority among a largely Arab population.
During World War I, Britain worked with the Zionist movement, with the
underlying motive that Jews throughout the world would support the Allies’
side in the war. Another of Britain’s purposes was to gain control of Palestine.
As more and more Jews immigrated to Palestine, the neighboring
Arabs felt increasingly threatened and periodically attacked
Jewish settlements. To appease the Arabs, Britain backed off from
its support of Zionism.
Word DefinitionZionism: the movementto unite displaced Jews
and settle them in Palestine
Chapter 23
The U.S. in the Middle East
The United States has great interest in maintaining stability in the Middle East to safeguard the
supply of oil and combat terrorism. In the late 20th and early 21st centuries, the United States has had a
major presence in this vital part of the world.
Persian Gulf War
The country of Iraq has been a focal point for the U.S. government
since 1990 when Iraqi forces invaded the neighboring country of
Kuwait in the Persian Gulf War. Iraq’s dictator, Saddam Hussein,
wanted to control Kuwait’s many oil fields and have more access to the
Persian Gulf.
The small nation of Kuwait needed allies to survive Iraq’s attack. In January 1991, the United States
military led a group of other nations (called a coalition) to recapture Kuwait in “Operation Desert Storm.”
American aircraft pounded Iraq with missile attacks while ground
forces quickly forced Iraqi troops out of Kuwait. The war lasted
just six weeks. Iraq left, but not before setting fire to hundreds of
oil wells, causing immense damage to the local environment. Iraq
also hinted that it owned weapons of mass destruction, worrying
the United States and many other countries.
The United Nations (UN) had imposed a trade embargo when Iraq invaded Kuwait, preventing Iraq
from exporting oil or importing goods. The embargo remained
in place after the Persian Gulf War. To remove this embargo,
Iraq had to destroy its chemical and biological weapons and
stop making nuclear weapons. In 1991, a UN inspection team
entered Iraq and began destroying these weapons. When the
UN team left Iraq in 1998, some believed about 85 percent of
these weapons had been destroyed. Others, however, believed
Hussein had hidden reserves of weapons and production
facilities around the country.
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 114
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SS7H2d. Explain U. S. presence and interest in Southwest Asia; include the Persian Gulf conflict andinvasions of Afghanistan and Iraq.
Saddam HusseinPhoto by ctv.ca
Inspection visit to an Iraqi nuclear power plantPhoto from defenselink.mil
Planes over Kuwait’s burning oil fields
Quick ReviewChoose the correct answers below.
1. In 1990 Iraq invaded:A. Iran B. Saudi Arabia C. Kuwait
2. Which country led the international coalition invading Iraq in 1991?A. United States B. Israel C. Iran
3. Who imposed a trade embargo against Iraq for its invasion of Kuwait?A. United Nations B. United States C. Israel
4. A UN inspection team was in Iraq for seven years finding and destroying these:A. oil fields B. helicopters C. weapons
Afghanistan: First Stop in the War on Terror
Meanwhile, in Afghanistan, an extreme religious sect known as the Taliban was
rising in power. The anti-American Taliban was thought to be sheltering the terrorist
group Al Qaeda and its leader, Osama bin Laden.
After the September 11, 2001 terrorist attacks on the World Trade Center and the
Pentagon, the United States identified bin Laden as
the most likely suspect responsible for the attacks. The United States
government considered the attack to be an act of war. In November
2001, U.S. ground forces entered Afghanistan to disarm the Taliban and
find bin Laden. Initially, the Taliban was defeated, and the U.S. helped
form a new government in Afghanistan.
Unfortunately, all the efforts to locate bin Laden were unsuccessful. The Taliban rebuilt its forces in
neighboring Pakistan and launched guerrilla attacks on Afghanistan, using suicide bombers, roadside
bombs, and attacks on U.S. and international military posts.
Quick reviewNumber the following events in the correct order.
U.S. ground forces land in Afghanistan
Taliban rebuilds forces in Pakistan
Terrorist attack of September 11, 2001
Taliban rises in power in Afghanistan
The United States helps form a new government in Afghanistan
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 115
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Osama bin LadenPhoto by adelaideinstitute.org
World Trade Center disaster
Back in Iraq
Following the Persian Gulf conflict and the exit of the UN
weapons inspection team from Iraq in 1998, some American leaders
worried that Iraq possessed weapons of mass destruction that would
end up in the hands of terrorists. Saddam Hussein had continually
refused to comply with requests made by the weapons inspectors. In
2003, military forces from the United States, Britain, and several
other countries invaded Iraq. The Iraqi government fell quickly, and
the military campaign was over in less than two months.
Putting Iraq back together after the invasion has been difficult.
Hussein was captured, tried, and sentenced to death. An interim
governing council was formed while a constitution was written. A
guerrilla resistance movement rose up and attacked the occupying
U.S. forces. Continual problems include roadside bombings,
unemployment, civilian deaths and injuries, and battles between
Sunni and Shia Muslims.
In 2005, Iraqis took part in free elections to establish their new
democratic government. The U.S. government plans to maintain
troops in Iraq until Iraqi police and soldiers can keep the country secure and stable.
Quick ReviewUse the words from the word bank to complete the following sentences.
1. The UN inspection team left Iraq in .
2. After the UN inspection team left Iraq, some American leaders were
concerned that Iraq still had
.
3. Military forces from the United States and Britain invaded Iraq in
.4. He was captured, tried, and sentenced to death.
5. Battles still rage between Muslims.
6. Iraqis voted in free elections in .
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 116
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WORD BANKSunni and Shia
weapons of mass destruction1998 20032005 Hussein
Saddam Hussein in shacklesPhoto by ballyblog.worldpress.com
Elections in Iraq
Special Economics Info
Look at the above graph and answer the following questions.
1. In what decade did the U.S. begin importing oil?
2. What was the increase of imported oil consumption from the 1950s until 2000?
3. Look at the trend of imported oil consumption. What percentage of imported oil do you think the U.S. will be using
in 2025? Complete the graph by filling in your prediction. Why do you think this is how much oil the U.S. will import
then?
4. Do you think the United States involvement in the Middle East is connected to oil? Why/Why not?
5. Do you think the U.S. involvement in the Middle East is connected to fighting terrorism? If yes, why?
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 117
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100%90%80%70%60%50%40%30%20%10%
0%1945 1965 1985 2005 2025
U.S. Imported Oil
These pages are provided for evaluation purposes only. No reproduction or classroom use of any materials is allowed. Page 22
7 STUDENT WORKBOOK EvaluationSample
PLEASE NOTE THE FOLLOWING:• The actual size is 8.5” x 11”• The complete book is 192 pages
One More – Just for Fun!Below you will find a list of many countries in the Middle East. Use the Internet or an encyclopedia tofind the name of each country’s capital. Write the capital name next to each country.
Bahrain
Cyprus
Iran
Iraq
Israel
Jordan
Kuwait
Lebanon
Oman
Qatar
Saudi Arabia
Syria
Turkey
United Arab Emirates
Yemen
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 118
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500 KM
500 Miles
Parallel scale at 25˚S 0˚E0
0
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SSoouutthhwweesstt AAssiiaa RReevviieeww WWoorrdd SSeeaarrcchh
C Y Y N G R S O M A K C G L I
H R T G S D E O P U H K H P R
M O G I R M N T W E I R E R A
S T L U N A I A A E C R T U N
I Z K O R A I L X W S X T E O
N U X C C T I R S I E M O N O
O A H K Z A Q T A U T C A E L
I Y H G G G U N S R M T Z R I
Z S U N N I G S E I S Y O P T
M S I A D U J S T I R I F E E
R I N U L Y E T N S L H W R R
C O X F A D T A B Z H S C T A
K P W Q K L H H I E B W F N C
J A V L V G P H Z S B V A E Y
R V Q S F T H E O C R A C Y M
R J S A E T I I H S T A E E A
E T H N I C M Z D U N N E N L
M Z W N D V R M I I F X Y L S
E R I P M E N A M O T T O Z I
B G T G K Y O O N T Y Z V P L
oilwaterAfghanistandesertethnicIslam
JudaismChristianityKurdsMuslimsliteracytheocracy
monarchyentrepreneurOPECIranOttoman EmpireHolocaust
ZionismIsraelPersian Gulf WarghettoKuwaitSunniShiite
Work Bank
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 121
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SSoouutthhwweesstt AAssiiaa SSeeccttiioonn IIII RReevviieeww1. What rivers are like twin rivers flowing through
Turkey and Iraq?
� A. Jordan and Tigris
� B. Jordan and Euphrates
� C. Tigris and Euphrates
� D. Red and Jordan
2. What narrow waterway is an important
shipping channel for oil?
� A. Strait of Hormuz
� B. Persian Gulf
� C. Gaza Strip
� D. Red Sea
3. What are the latitude and longitude of a
point called?
� A. degrees
� B. coordinates
� C. minutes
� D. seconds
4. What are three major water problems in the
Middle East?
� A. too much ground water, aquifers,
pollution
� B. flooding, pollution, dams
� C. water shortages, flooding, pollution
� D. water shortages, unequal distribution,
pollution
5. What are three main oil-producing Middle
Eastern countries?
� A. Israel, Kuwait, Saudi Arabia
� B. Turkey, Israel, Saudi Arabia
� C. Iran, Iraq, Saudi Arabia
� D. Iran, Iraq, Turkey
6. Over the last 50 years, residents have been
leaving the nomadic life to live here:
� A. cities
� B. oases
� C. farms
� D. villages
7. Efficient rapid transit systems would help solve
these transportation problems:
� A. crowded roads and water pollution
� B. too many bikers and walkers
� C. crowded roads and air pollution
� D. donkeys and camels on the roads
8. What are groups identified on the basis of
religion, race, or national origin?
� A. religious groups
� B. ethnic groups
� C. Kurds
� D. Jews
9. What ethnic group lives in the mountains of
Turkey and Iraq?
� A. Jews
� B. Kurds
� C. Shiites
� D. Sunnis
10. What group is both an ethnic and
religious group?
� A. Jews
� B. Arabs
� C. Muslims
� D. Persians
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 122
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SSoouutthhwweesstt AAssiiaa SSeeccttiioonn IIII RReevviieeww11. What are three prominent religions in the
Middle East?
� A. Hinduism, Judaism, Christianity
� B. Hinduism, Buddhism, Shintoism
� C. Persian, Islam, Judaism
� D. Judaism, Islam, Christianity
12. Where do almost all Middle Eastern Jews live?
� A. Saudi Arabia
� B. Turkey
� C. Iran
� D. Israel
13. What are two major groups of Muslims?
� A. Sunnis and Persians
� B. Sunnis and Shiites
� C. Arabs and Christians
� D. Kurds and Jews
14. There is usually a high correlation between the
standard of living and:
� A. the price of oil
� B. the literacy rate
� C. religion
� D. population
15. The State of Israel was established in:
� A. 1802
� B. 1980
� C. 1948
� D. 1600
16. A government that is controlled by a religious
leader is a:
� A. democracy
� B. monarchy
� C. theocracy
� D. parliamentary system
17. Examples of human rights and personal
freedoms would be:
� A. right to vote and choose employment
� B. right to read and vote
� C. unfair trials and punishments
� D. right to eat and sleep
18. What two challenges does Israel face in
building its economy?
� A. a shortage of tourists and food
� B. national security and immigration
� C. national security and nuclear waste
� D. immigration and food shortages
19. The government controls everything in this
type of economy:
� A. market
� B. traditional
� C. command
� D. mixed
20. What type of economy does Israel have?
� A. parliamentary
� B. traditional
� C. command
� D. market
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 120
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SSoouutthhwweesstt AAssiiaa RReevviieeww CCrroosssswwoorrdd
4
8
12
5 6
1
11
14
13
97
3
15
10
2
Across2 Monotheistic religion of the Jews3 Investment in factories, roads8 Murder of six million Jews
10 Empire that once stretched over three continents
12 Canal connecting Red Sea to theMediterranean Sea
14 Camps where Jews were sent in WWII15 Most common landform in Middle East
Down1 Iraq invaded this tiny country4 U.S. looked for Osama bin Laden in
this country5 Tax on imported goods6 Most common religion in Middle East7 Person starting own business9 Major natural resource of Middle East
11 Government headed by king or queen13 Government controlled by religious leaders
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SSoouutthhwweesstt AAssiiaa SSeeccttiioonn IIII RReevviieeww21. This is a tax on imported goods:
� A. tariff
� B. quota
� C. trade embargo
� D. export
22. This is a restriction on the amount of a good
that can be imported:
� A. tariff
� B. quota
� C. embargo
� D. export
23. This forbids trade with another country:
� A. tariff
� B. quotas
� C. embargo
� D. export
24. What organization was formed in 1960 by five
oil-rich countries?
� A. Organization of Petroleum Exporting
Countries (OPEC)
� B. Organization of Petroleum Importing
Countries (OPIC)
� C. Countries Selling Oil (CSO)
� D. Countries With Oil for Sale (CWOFS)
25. The type of money used by a country is called:
� A. bank deposits
� B. dollars
� C. currency
� D. conversion
26. When a company educates and trains its
people, it is:
� A. investing in natural resources
� B. investing in transportation
� C. investing in infrastructure
� D. investing in human capital
27. When a country invests in transportation
systems and power plants, it is:
� A. investing in natural resources
� B. investing in capital
� C. investing in entrepreneurship
� D. investing in human capital
28. A country with crumbling bridges and
damaged roads is demonstrating:
� A. lack of human capital investment
� B. lack of entrepreneurs
� C. lack of capital investment
� D. lack of food
29. This person has an idea for a good or service
and takes the risks to produce it:
� A. money manager
� B. investor
� C. banker
� D. entrepreneur
30. What large empire broke up after World War I?
� A. Roman Empire
� B. Arabic Empire
� C. Ottoman Empire
� D. Aztec Empire
Gee, my headis spinning!
Yep, I feel like I’vebeen around the world!
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 124
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SSoouutthhwweesstt AAssiiaa SSeeccttiioonn IIII RReevviieeww31. Which two countries divided the Middle East
into countries after World War II?
� A. Britain and France
� B. Britain and Canada
� C. France and Germany
� D. Italy and Portugal
32. A major conflict in the Middle East is between
Arab states and:
� A. Israel
� B. Iraq
� C. Iran
� D. Turkey
33. During World War II, six million Jews were
killed in what is called the:
� A. Generation of Genocide
� B. Apartheid
� C. Night of Broken Glass
� D. Holocaust
34. The movement to unite displaced Jews and
settle them in Palestine was called:
� A. Zionism
� B. Anti-Semitism
� C. Homecoming
� D. Immigration
35. Who wanted to rid the world of “its
Jewish problem”?
� A. Osama bin Laden
� B. Saddam Hussein
� C. Adolf Hitler
� D. Zionists
36. Prejudice against Jews is known as:
� A. Anti-Semitism
� B. Zionism
� C. Imperialism
� D. Apartheid
37. Which country did Saddam Hussein rule?
� A. Kuwait
� B. Afghanistan
� C. Iraq
� D. Israel
38. Iraq invaded Kuwait and international forces
joined to help Kuwait in this war:
� A. Vietnam War
� B. Korean War
� C. Persian Gulf War
� D. Sunni/Shiite War
39. When did terrorists attack the World Trade
Center in New York City?
� A. 1999
� B. 2005
� C. 1980
� D. 2001
40. What country did U.S. forces enter to look for
terrorist leader Osama bin Laden?
� A. Iran
� B. Israel
� C. Kuwait
� D. Afghanistan
This is the end ofSouthwest Asia•Section II• Review
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Section 3
Southern and Eastern Asia
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 126
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Chapter 24
Landforms of Southern and Eastern Asia
From massive deserts to winding rivers, the vast continent of Asia has an array of landforms. The
location of many of these landforms influences where people live and how they
live. Learn about many Asian landforms below.
Ganges River: Starting in the Himalayan Mountains and winding more than
1,500 miles to the Indian Ocean, the Ganges River is the most important river
in the Indian subcontinent. The Ganges and its tributaries run through India’s
most fertile and densely populated areas. The river is named for a Hindu
goddess and considered sacred by the Hindu religion.
Huang He (Yellow River): China’s second longest river is sometimes called “China’s Sorrow” because of
its devastating floods. Chinese civilization began in the central area of this river basin. The Huang He is
named for the muddy yellow silt it carries along its path though China. It empties into the Gulf of Bohai
in the northern Yellow Sea.
Indus River: Providing water for one of the largest irrigation systems of the
world, the Indus River begins high in the Himalayas in Tibet. Slowing down
as it runs through India and Pakistan, it flows through desert before
emptying into the Arabian Sea.
GeographicalUnderstandings
SS7G9 The student will locate selected features in Southern and Eastern Asia.
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.
b. Locate on a world and regional political-physical map: the countries of China, India, Indonesia,
Japan, North Korea, South Korea, and Vietnam.
Bathing in the Ganges RiverPhoto by tropicalisland.de
The Indus River flowing from the Himalayas
Photo by i.pbase.com
These pages are provided for evaluation purposes only. No reproduction or classroom use of any materials is allowed. Page 23
7 STUDENT WORKBOOK EvaluationSample
PLEASE NOTE THE FOLLOWING:• The actual size is 8.5” x 11”• The complete book is 192 pages
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 127
~ This book is not reproducible. ~
Mekong River: Flowing through China, Myanmar (Burma), Thailand, Laos, Cambodia,
and Vietnam, the Mekong River affects the lives of 60 million people, many of whom
are the poorest in the world. One of the region’s most important crops, rice, is grown
in the Mekong Basin.
Yangtze (Chang Jiang) River: The largest and longest river in China, the Yangtze River
is the third longest in the world. The Yangtze is extremely important to China,
providing hydroelectric power, water for irrigation, and transportation for cargo ships.
Bay of Bengal: The Bay of Bengal is an arm of the Indian Ocean with India to its west and Myanmar to its
east. Many large rivers, including the Ganges River, flow into the bay.
Indian Ocean: The third largest of the world’s five oceans, the Indian Ocean lies between Africa to the
west, Asia to the north, Australia to the east, and the Southern Ocean to the south.
Sea of Japan: The Sea of Japan is an arm of the Pacific Ocean that lies
between the Asian continent and Japan.
South China Sea: The South China Sea lies between Vietnam and the
Philippines. Weather in the region is marked by violent monsoons
and typhoons.
Yellow Sea: This arm of the Pacific Ocean lies between China and Korea. It becomes the East China Sea
south of the Korean Peninsula.
Gobi Desert: Known as Shamo, the Chinese word for “sand desert,” the
Gobi Desert is Asia’s largest desert. It stretches across southern Mongolia
and northern China. The famous traveler Marco Polo and two of his
relatives were the first Europeans to cross the desert around 1275.
Taklimakan Desert: Located in northwestern China, the Taklimakan
Desert is nestled between two rugged mountain ranges. Shifting,
crescent-shaped sand dunes cover 85 percent of its surface.
Himalayan Mountains: Lying along the northern edge of the Indian
subcontinent, the Himalayan mountain range is the world’s highest
mountain region. Nine of the world’s ten tallest peaks are located in the
Himalayas, including Mt. Everest, the highest mountain in the world.
Korean Peninsula: The Korean Peninsula juts out of northeastern China in between the Yellow Sea and
the Sea of Japan. Since 1948, this peninsula has been divided into two countries: the Democratic
People’s Republic of Korea (North Korea) and the Republic of Korea (South Korea).
The Yangtze River through theThree Rivers Gorge
Photo by ianandwendy.com
South China SeaPhoto by southchinasea.com
Taklimakan DesertPhoto by Pravit
Mount Everest in the Himalayan MountainsPhoto by Kerem Barut
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Quick QuizUsing the above information, fill in the blanks with the correct answer.
1. Two rivers that start high in the Himalayas are and
.
2. This desert stretches across southern Mongolia and northern China.
3. Chinese civilization began in this river valley.
4. This peninsula is between the Yellow Sea and the Sea of Japan.
5. This river is sacred in the Hindu religion.
6. This sea lies between Vietnam and the Philippines and has violent monsoons and typhoons.
7. This river flows through China, Myanmar (Burma), Thailand, Laos, Cambodia, and Vietnam.
8. Nine of the world’s ten highest peaks are in this mountain range, including Mt. Everest, the highest
mountain in the world.
9. This longest river in China provides hydroelectric power, irrigation water, and transportation for cargo ships.
10. This desert is located in northwestern China between two mountain ranges.
11. This body of water lies between Japan and the continent of Asia.
12. This arm of the Indian Ocean is tucked between India and Myanmar.
13. Africa lies to the west of this ocean, and Australia lies to the east.
Hard-To-Believe-But-True!The wild Bactrian camel is one of the few animals that can survive
in the Taklimakan Desert. Its two humps store fat, not water, for
nourishment when food is scarce. When it does find water, it can drink up to 30
gallons in 10 minutes!
Bactrian camelPhoto by Michael Pereckas
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Map Skills
1. Draw and label the physical features listed below on the map of Asia.
Ganges River Huang He (Yellow River) Indus RiverMekong River Yangtze River Gobi DesertHimalayan Mountains Taklimakan Desert
2. Label the following physical features on the map of Asia.
Bay of Bengal Indian Ocean Korean PeninsulaYellow Sea Sea of Japan South China Sea
3. Find a political-physical map of the world in an atlas. Find Asia, and then locate each of the physical features listedabove. Make a check mark next to each feature after you locate it.
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 131
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Map SkillsLook at the political map of Southern and Eastern Asia and follow the directions below.
1. Draw a green circle around China.2. Draw an orange circle around India.3. Draw a red circle around Indonesia.4. Draw a purple circle around Japan.5. Draw a blue circle around North Korea.6. Draw a brown circle around South Korea.7. Draw a yellow circle around Vietnam.
Background CheckAre you wondering why the Tibetan Plateau looks like a huge mountain range? That’s because its
elevation is really high! In fact, the Tibetan Plateau is the world’s highest plateau at about 14,800 feet
above sea level.
KYRGYZSTANKYRGYZSTAN
TAJIKISTANTAJIKISTAN
AFGHANISTANAFGHANISTAN
PAKISTANPAKISTAN
INDIAINDIA
CHINACHINA
MYANMARMYANMAR
THAILANDTHAILAND
CAMBODIACAMBODIA
NEPALNEPAL BHUTANBHUTAN
VIETNAMVIETNAM
SRI LANKASRI LANKA
LAOSLAOSBANGLADESHBANGLADESH
MALAYSIAMALAYSIA
PAPUAPAPUANEW GUINEANEW GUINEA
BRUNEIBRUNEI
PHILIPPINESPHILIPPINES
TAIWANTAIWAN
INDONESIAINDONESIA
JAPANJAPAN
MONGOLIAMONGOLIA
SOUTH SOUTH KOREAKOREA
NORTH NORTH KOREAKOREA
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Map SkillsNow that you know about some of Asia’s landforms, it’s time to locate them on a map. Follow thedirections below.
1. Trace the Ganges River in blue.2. Trace the Huang He (Yellow River) in blue and yellow.3. Trace the Indus River in blue and orange.4. Trace the Mekong River in blue and green.5. Trace the Yangtze (Chang Jiang) River in blue and red.6. Draw a purple circle around the Bay of Bengal.7. Draw a red circle around the Indian Ocean.8. Draw an orange circle around the Sea of Japan.9. Draw a black circle around the South China Sea.
PLATEAU OFPLATEAU OFTIBETTIBET
GOBI DESERTGOBI DESERT
HIIMAALAAYYAN MTTS.
TAKLIMAKANTAKLIMAKANDESERTDESERT
Indus R
iver
Ganges River
Mekong Ri ver
Yangtze River
Huang
He River
Arabian Sea
Bayof
Bengal
SouthChina
Sea
Sea ofJapan
YellowSea
KoreanPeninsula
I N D I A NO C E A N
P A C I F I CO C E A N
10. Draw a yellow circle around the Yellow Sea.11. Draw a purple box around the Gobi Desert
and put brown dots on it.12. Draw a brown box around the Taklimakan
Desert and put brown dots on it.13. Draw purple ridges on the Himalayan
Mountains.14. Draw a green circle around the Korean
Peninsula.
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Map SkilsLabel the following countries on the map of Southern and Eastern Asia below:
China India Indonesia JapanNorth Korea South Korea Vietnam
Look-It-Up!The Republic of Indonesia is an island nation consisting of more than 13,000 islands! Only about half of
those islands have people living on them. There are about 400 volcanoes in Indonesia, and the country
has experienced a number of volcanic eruptions and earthquakes in its history.
1. Use an atlas or the encyclopedia to find the name of the capital of Indonesia.
2. On what island is the capital located?
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 133
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Map
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Chapter 25
Dreadful Air and Terrible Water
India and China are dealing with serious air pollution and water pollution problems. The large cities
especially face growing pollution issues because of their large populations, industrialization, and
increased use of cars. When China was preparing for the Beijing Olympics in 2008, it banned half the
cars from driving each day in an effort to clean up the polluted air. The disastrous effects of flooding are
another challenge for many countries in Southern and Eastern Asia.
India: A Polluted Sacred River
The Ganges River has been a sacred part of the Hindu
religion for several thousand years. Varanasi is the holiest of the
cities along the river’s 1,560-mile course. In 2001, about 20
million people bathed in the Ganges at Varanasi during an
important festival of the Hindu religion. Unfortunately, this
was a very bad idea . The Ganges River is highly polluted with
dangerous bacteria. About 300 million gallons of untreated
sewage, trash, and food are poured into the Ganges daily.
Experts estimate that about 80 percent of all illnesses and one
third of deaths in India come from diseases carried by
dirty water.
Hindus believe that they will have a peaceful journey to the next life if their ashes are strewn in the
Ganges River. Tragically, families who cannot afford that process often place the body of their loved one
in the river instead. Animal carcasses are deposited there as well, adding to an already dangerous
situation. Many of India’s sewage systems are simply overwhelmed since they were designed in the early
1900s and haven’t been updated, even though the population in India has soared over the last century.
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 134
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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.
Bathing in the Ganges RiverPhoto by a.abcnews.com
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The Yangtze: Pollution and Problems
In China, more than seven percent of the world’s population, or 400 million people, live along the
banks of the Yangtze River. Billions of tons of chemicals and waste from agriculture, industry, and
people pour into the river every year.
Because of the river’s vast size, the pollution is somewhat diluted.
Nevertheless, the nitrates from farm runoff enable algae to multiply,
decreasing oxygen that fish need to survive. Pollution has killed the
smaller fish in the river and harmed the larger ones, so that many people
are afraid to eat any fish caught there.
Hundreds of millions of Chinese villagers do not have safe drinking
water because water sources like lakes, rivers, and aquifers have been polluted by industry. Water
pollution affects Chinese cities as well. When water quality is tested and the water is too polluted to
drink, city residents drink bottled water. Schools sometimes close because there is no clean water
for students.
Quick QuizRead the following statements about the Ganges and Yangtze Rivers. Put a check mark beside the ones
that are true.
1. The Ganges River is sacred in the Hindu religion.
2. Massive amounts of waste material pour into the Ganges River daily.
3. Dumping human and animal remains in rivers causes serious health problems.
4. Very little illness in India is caused by polluted water.
5. Fortunately, very few people live along the Yangtze River.
6. Farm chemicals add to the pollution in the Yangtze River.
7. Pollution in the Yangtze River is making the fish unfit to eat.
8. China’s cities do not experience water pollution problems.
Hold Your Breath in China
Industry is growing in China, and air pollution is growing along with it. In a recent study by the
World Bank, China is home to 16 of the world’s 20 most polluted cities. The World Health Organization
states that China pumps one third of the world total of pollutants like sulfur dioxide, ozone, and nitrogen
dioxide into the world’s air. Burning fossil fuels such as coal and petroleum to power Chinese industry
Fishing in the polluted water of the Yangtze RiverPhoto by worldpress.com
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PLEASE NOTE THE FOLLOWING:• The actual size is 8.5” x 11”• The complete book is 192 pages
and cars is a major source of
pollution. The Chinese people also
burn coal to heat their homes,
adding to the pollution problem.
This air pollution results in lost
work due to illness, early deaths,
and chronic bronchitis, a lung
condition. The Chinese Ministry of
Health states that pollution has made cancer the leading cause of death in China. The European Union
says that only one percent of China’s 560 million city dwellers breathes safe air.
Unfortunately, the air pollution problem is not contained to China. Winds carry the foul air to Korea
and Japan as well. Researchers have even discovered particulate matter from Asia in the air pollution
over the west coast of the United States!
Keep Holding Your Breath in India
China’s air quality problem is mirrored in India, where industry is growing, more cars are appearing
on the roads, and air quality is steadily decreasing. Indoor air pollution is also a growing hazard. Most
people cook every day, using unprocessed fuel that emits toxic fumes. Because of India’s rapidly growing
population, more and more Indians are exposed to larger amounts of pollution every year. Air pollution
causes more than half a million deaths a year in India.
India is investing money in cleanup efforts but the growing population outpaces its efforts. The
Taj Mahal, a sacred site and popular tourist destination, is growing yellow from pollution. Some experts
believe that smog from India and China could possibly change weather patterns in North America.
Quick QuizFill in the blanks below. Use the word bank to help you.
1. A study of the World Bank states that China has 16 of the 20 most polluted in
the world.
2. As industry grows in China, so does the .
3. Many Chinese use as fuel to heat their homes.
4. In India, the two main reasons for increased air pollution are
and .
5. Using unprocessed fuels in cooking emits .
6. This sacred site and tourist destination is turning yellow from air pollution.
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Air pollution in Beijing as seen after and before a rainstormPhoto by Bobak Ha’Eri
Word BankTaj Mahal air pollutioncities industrytoxic fumes coalautomobiles
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Rain, Rain, Go Away
Monsoons are a mixed blessing for India. While farmers
depend on the rain for their crops, and the huge amounts of
water are used to generate electricity, the monsoons are often
responsible for heavy floods. The monsoon season arrives in India each year in June and spreads heavy
rain until September. If flooding occurs, rivers overflow their banks, leading to terrible destruction and
water-borne disease.
In 2005, monsoon rains poured 37 inches of rain in a 24-hour period on western India, causing the
airport to close, animals to drown, and power lines to fall. In August 2008, a dam in Nepal burst and
flooded one of India’s most heavily populated states. Houses and cattle were buried. People died and
water-borne illnesses posed a serious threat while workers tried to rescue stranded citizens.
Background CheckIf monsoon flooding is not severe, farmers benefit as rivers overflow their banks. Nourishing silt andalgae are left behind, providing fertile soil for next year’s crops.
2,000 Years, 1,000 Floods
Annual monsoon rains in China are beneficial to farmers, but also cause floods, usually every two to
three years. In China, the monsoon season runs from March through August. Flooding from China’s
Huang He (Yellow) River has killed more people than flooding from any
other river in the world. In 1887, nearly two million people died
because of flooding from the Huang He, and in 1931, almost four
million people died.
The Huang He River flows through China’s major farming area and
picks up the fertile yellow topsoil along its path. This silt continually
builds up so that the river is higher than the surrounding plains. The
Chinese have constructed dikes to manage the river. However, when
the dikes fail and the river floods, homes and crops are buried and lives
are lost.
The monsoon rains also swell the Yangtze River and its tributaries.
Over the years, loggers working upstream on the Yangtze have cut down trees that used to help contain
flooding, and farmers downstream have drained wetlands that used to act as sponges during floods.
These two actions multiply the effects of the storm water runoff. Because of this deforestation and
wetlands loss, it now takes much less water to cause a flood.
Word Definitionmonsoon: a seasonal
wind bringing heavy
rainfall that can lead to flooding
Monsoon floodingPhoto by asiafinanceblog.com
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Look-It-Up!In 2004, a terrible natural disaster involving flooding occurred in Southern Asia. Use the Internet or
reference books to find out what happened. Describe it below.
Chapter 26
Asia Has It All
Asia has a great variety of landforms and climates. A large part of Asia is desert, yet much of
southern and southeastern Asia receives tremendous amounts of rain each year. Massive mountain
ranges rise in the north, while steamy rain forests lie low in the south. What’s it like to live in Asia?
Lots and Lots of People!
More than one-third of all the people in the world live in
China and India! Most Asians live in rural areas, farming the land
to provide food for their families.
About 90 percent of China’s people are concentrated in the plateaus, plains, and river valleys of the
eastern third of the country where fertile soil and plentiful rain are found. Close to 75 percent of India’s
population lives in more than 500,000 villages. Since about half of India’s land is arable, most Indians
work in agriculture.
SS7G11 The student will explain the impact of location, climate, physicalcharacteristics, distribution of natural resources, and population distribution onSouthern and Eastern Asia.
a. Describe the impact climate and location has on population distribution in Southern andEastern Asia.
b. Describe how the mountain, desert, and water features of Southern and Eastern Asia haveaffected the population in terms of where people live, the type of work they do, and how they travel.
Word Definitionarable land: land that is
suitable for growing crops
About half of Vietnam’s people are farmers, living in the fertile deltas
of the Mekong and Red Rivers and growing rice, coffee, fruits, and
vegetables. Likewise, in Thailand, people cluster around fertile river
areas to grow rice and other crops. Even in highly industrialized Japan,
most of the people are concentrated in small lowlands where the largest
cities are located.
The population is much lower in the rugged mountains of China
and Japan. Here the winters are long and very cold, and the summers are short. The region of Tibet, in
southwestern China, has a population density of only 2 persons per square mile! The desert areas of
China also have very few inhabitants because of the harsh climate.
Quick QuizAnswer the following questions by choosing the correct answer from the word bank.
1. About one third of the world’s population lives in these two countries: ______________________________ and
_____________________________.
2. About 75 percent of India’s people live in ____________________________.
3. In Vietnam many people farm along these rivers: ______________________ and ________________________.
4. About 90 percent of Chinese live in the _________________________ part of the country.
5. Since about half of India’s land is arable, most Indians work in ______________________________.
6. Mountain regions of Asia have a ______________________________ population than other areas.
7. ______________________________ is a highly industrialized country
Crowded Cities
Many Asian cities have huge populations. In fact, twelve of the 20 most populated urban areas in the
world are located in Southern and Eastern Asia.
In Chinese cities like Beijing and Shanghai, the population can exceed almost 6,000 people per
square mile. Business is booming in China’s cities, and employment opportunities abound. Much of
Japan’s population is also crowded into cities. Tokyo is the most crowded urban area in the world with a
population density of 33,000 people per square mile. Land in Tokyo is precious and very expensive.
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 140
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Farming in VietnamPhoto by ambhanoi.um.dk
villages Japan Indiaeastern Red loweragriculture Mekong China
WORD BANK
Quick Quiz Fill in the graphic organizers below showing the causes and effects of flooding in India and China.
Think About It Suppose the governments of India and China formed a commission to reduce flooding and pollution.
Put a check mark next to the suggestions you think would help.
Water Pollution:
1. Encourage increased use of fertilizers in farming.
2. Set up clean-up campaigns along the length of the rivers.
3. Build and maintain sewage treatment plants.
4. Ask the government to help pay for cremation of human and animal remains.
5. Monitor what industries do with their waste materials.
Air pollution:
1. Limit driving to odd/even days.
2. Burn cleaner fuels.
3. Discourage walking and bicycling.
4. Build and maintain quality public transportation systems.
5. Regulate pollution from industry.
Control flooding:
1. Replant trees along the Yangtze River.
2. Clear additional wetlands for farming.
3. Clear silt from rivers and lakes.
4. Build dams to contain the water.
5. Create an early alert system to warn of flooding.
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Cause(s) Effect(s)
Ganges River (India)
Yangtze River (China)
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In India, information technology and telecommunications are growing industries, providing many
employment opportunities in cities like Mumbai and Kolkata. Unfortunately, many people living in
Asian cities are very poor and live in extremely crowded, unsanitary conditions.
Half of the island nation of Indonesia’s population lives on Java. City dwellers find employment in
industry and technology. There are seaports and oil centers, plus farms and coffee plantations. In
North Korea, about one-third of the people work in agriculture, while the rest of the people work in
industry and services.
Essential SkillsBelow is a table listing the top 20 urban agglomerations in the world. An urbanagglomeration is a city plus all the smaller towns and growth around it. Use the table to answer the questions below.
1. How many of the world’s top 20 urban agglomerations are in Asia?
2. How many of the top ten are in India?
3. What is the most crowded urban area in the world?
4. How many more people live in Tokyo than Jakarta?
5. Because there are more employment opportunities in cities, the
population of Delhi will probably .
6. The government of China wants families to have only one child.
How might that affect the future population of Shanghai?
7. What is the most crowded urban area in the United States?
8. What is the most crowded urban area in South America?
Tokyo, Japan 35 millionMexico City, Mexico 18.7 millionNew York, USA 18.3 millionSao Paulo, Brazil 17.9 millionMumbai, India 17.4 millionDelhi, India 14.1 millionKolkata (Calcutta), India 13.1 millionBuenos Aires, Argentina 13 millionShanghai, China 12.8 millionJakarta, Indonesia 12.3 millionLos Angeles, USA 12 millionDhaka, Bangladesh 11.6 millionOsaka, Japan 11.2 millionRio de Janeiro, Brazil 11.2 millionKarachi, Pakistan 11.1 millionBeijing, China 10.8 millionCairo, Egypt 10.8 millionManila, Philippines 10.4 millionParis, France 9.8 millionSeoul, South Korea 9.7 million
Urban AgglomerationsCities 2003 Pop.
UN Population Division, MSN Encarta
Living Off the Land
Many Asian countries have long coastlines. Taking advantage of the natural resources of ocean
water and deep harbors, ship repair and shipbuilding are important industries. The world’s leading
fishing country is Japan, with China in second place. In less developed countries, most fishing is for
local citizens to eat, but exports of dried, frozen, and canned fish are growing.
Some of the oldest rainforests in the world are found in Asia, principally on
scattered Indonesian islands, Malaysia, Thailand, Cambodia, and Laos. Few
people live in the rainforests, and the rainforests themselves are disappearing
because of logging and clearing of land for agriculture.
In stark contrast to busy city life and farming in fertile deltas is life in the Gobi Desert of northern
China. The small nomadic population of the Gobi travels with its herds of goats looking for oases.
Temperature extremes range from winter lows of -40°F to summer highs around 110°F. The southern
portion of the desert is completely waterless. Inhabitants still use camels to travel through the desert.
Quick Quiz Read the statements below and choose the correct answer.
1. Few Asians live in these areas:A. cities and farms B. coasts and deltas C. mountains and deserts
2. The world’s leading fishing country is:A. China B. Indonesia C. Japan
3. Asian rainforests are found in:A. Cambodia and Laos B. Taklimakan Desert C. both a and b
4. The majority of people in the Gobi Desert are:A. city dwellers B. nomads C. farmers
5. This industry takes advantage of a country’s coastline:A. shipbuilding B. information technology C. logging
Getting Around
Across Asia, transportation systems are largely undeveloped.
Most railroads don’t cross international boundaries. Road
systems are not well developed and links between countries are
often closed because of disagreements between the countries.
Most of Asian international travel happens by sea or by air.
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 142
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Gobi Desert camel caravanPhoto by discovermongolia.mn
Word Definitionrickshaw: two-wheeled
cart carrying one
passenger that is pulled by a person
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 143
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How you travel in Asia depends upon where you live. Walking is a
common mode of transportation in rural areas, while people in cities use
cars and public transportation.
The Japanese have a high-speed rail system where trains travel 186
miles per hour. The rail system has been running for almost 40 years,
has carried over six billion passengers, and has never had a single
major accident!
Because of the thriving economy,
many people in Beijing, China can afford cars but the roads are
extremely congested. Public bus and subway systems are available to
ease the traffic problem, and people still use bicycles and walk. People
in India use cars, buses, and bicycles to get around, but many roads are
highly congested in Mumbai and other cities. Rickshaws are still in use
in Indian cities. In cities in Thailand, people use motorcycles,
minibuses, three-wheel motored vehicles, and motorcycle taxis. Bangkok has a sky rail servicing many
parts of the city.
Quick QuizMatch the transportation description on the left with the correct answer on the right. Somedescriptions may have two answers.
1. very safe high-speed rail system A. Bangkok
2. congested roads B. Beijing
3. transportation largely undeveloped C. Japan
4. sky rail D. India
5. rickshaws E. most of Asia
Think About ItRead the information below about the growing Asian population and fill in the blanks below.
The already huge populations of India, Pakistan, and Bangladesh keep growing. Families in rural areas havemany children to help them work the land and older people are living longer as healthcare and sanitation improve.Huge population growth can lead to many problems. See if you can figure out several of those problems from theclues below.
1. Crop failures can lead to this: shortage
2. Not enough space for people to live in cities: shortage
3. Where will everyone work? shortage
A rickshaw in Calcutta, India
High-speed rail train, JapanPhoto by businessweek.com
EnrichmentScientists use artifacts to learn about people who lived before us. Read the information below aboutartifacts and complete the exercise below.
During a series of expeditions in the 1920s, scientists digging in the Gobi Desert uncovered interestingartifacts including crude stone tools, pottery, necklace beads, and layers of ash containing charcoal, flints, andburned bones. After these discoveries, archeologists began to analyze what they had found . Read possible theories oftheir discoveries and circle the ones that make sense. See if you can back up your choices with the evidence given. Ifyou can back up your theory with evidence, put a check in that box.
Hard-To-Believe-But-True!Garbage collectors pick up your family’s trash regularly, but that didn’t happen yearsago! People used to bury their garbage, so when archeologists uncover buried
trash, it’s actually “buried treasure” to them! The artifacts found in trash provide aunique peek into the past.
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 144
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Theory Evidence
1. The people knew how to make fire.
2. The area where the people livedwas near a former oasis.
3. The people knew how to make pottery.
4. They hunted for food.
5. They lived many years ago.
6. They ate meat.
7. Beads were used as ornaments.
What Did the Archaeologists Learn?
These pages are provided for evaluation purposes only. No reproduction or classroom use of any materials is allowed. Page 25
7 STUDENT WORKBOOK EvaluationSample
PLEASE NOTE THE FOLLOWING:• The actual size is 8.5” x 11”• The complete book is 192 pages
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 145
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EnrichmentHistorians often refer to the past in terms of centuries, eras, and ages. Read the information below
and then answer the questions.
Century: 100 yearsAn example is the time period between 1800 and 1900.
Era: A distinctive period of timeExamples include:• The Ming Dynasty was an era lasting from 1368 to 1644.• The Cenozoic Era is the Age of Mammals, when mammals first appeared on Earth, starting 65 million years ago.
Age: A period in the history of the earthAn example includes:• The Han dynasty from 202 B.C.E. until 220 C.E. is considered the Golden Age of Chinese History.
1. Discovered in 1974, an army of terracotta figures might be theeighth wonder of the world. A group of Chinese farmers diggingfor a well found these treasures from 221 B.C.E. Are they from theGolden Age of Chinese History? ______________
2. The Ba people in China are now considered an important part ofChinese history. Their artifacts were discovered in the watershedof the Yangtze River. Unknown before their artifacts werediscovered, the time of the Ba people ended around 316 B.C.E. Howmany centuries ago did they live? ___________________
3. A jaw bone and tools found in Dragon Bone Cave in the ThreeGorges area of the Yangtze River place the earliest humans in Asia at the same time they appeared in Africa. Whatwas the era when they most likely lived? _______________________
4. The Chinese invented paper in 105 C.E. Was this during the Golden Age of Chinese history? ______________
5. Two temples will be flooded with the completion of new dams on the Yangtze River. One is the Shibaozhai Templefrom 1545, and the other is the Zhang Fe temple from the 960-1127 period. Which one is from the Ming Dynasty era?_____________________
Terracotta SoldiersPhoto by P. Morgan
Photo by eclipsetours.comPhoto by worldreviewer.com
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 146
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Chapter 27
Culture and Religion in Southern and Eastern Asia
The countries of Southern and Eastern Asia are home to people from
diverse backgrounds and cultures who identify themselves with different
religious and ethnic groups. Today, Asia’s population is a unique blend of
such ethnic groups as the Chams (Vietnam), the Tagalog (Philippines), and
the Javanese (Indonesia), and religious groups such as Hindus, Muslims, and
Buddhists. To better understand the unique culture of Southern and Eastern
Asia, it is important to understand the differences between a religious group
and an ethnic group.
Religious group: made up of people who are
similar because of their common belief in a
religious claim. A group can have members
with different cultures, languages, and races and is usually widespread
over an entire region or many countries.
Ethnic group: made up of people who have a similar
language and culture and who often share common
values and religion. In many cases, a group is made
up of members of the same race or people with
common ancestors.
Hard-To-Believe-But-True!The Han ethnic group makes up about 93 percent of China’s population. Its Han Chinese language isspoken by more people than any other language in the world!
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.
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Hinduism
Like Buddhism, Hinduism is largely practiced in India where over 80 percent of Indians claim to be
Hindu. Unlike Buddhism, however, Hinduism does not come from the teachings of one man. Hindus
believe in many gods and goddesses who are images of a single god. The most worshipped goddesses
are Vishnu and Shiva. The basic ideas of Hinduism include:
• Each person’s karma, or good or bad behavior, determines his or her position in life.
• The ultimate goal of Hindus is to achieve moksha, which is freedom from the cycle of reincarnation.
• There is not one text Hindus consider sacred, rather there are many texts like the Vedas that teach
Hindus proper behavior.
• Hindus live by a caste system that divides people into classes: Brahmans (priests), Kashatriyas
(soldiers), Vaishyas (merchants), and Shudras (laborers).
Think About ItBuddhism and Hinduism have some similarities and many differences. Place check marks next to the
items that fit each religion.
Islam
Islam is usually known as the religion of the Middle East, but one of the largest Islamic nations in the
world is Indonesia located in Southern and Eastern Asia. Like Buddhism, Islam is based on the
teachings of one man named Muhammad. Muslims consider him to be the greatest prophet of their
God, Allah. The basic ideas of Islam include:
�������
Buddhism Hinduism
believes in many gods believes in many gods
follows teachings of one man follows teachings of one man
follows a holy book follows a holy book
believes in reincarnation believes in reincarnation
ultimate goal is moksha ultimate goal is moksha
ultimate goal is enlightenment ultimate goal is enlightenment
has many holy texts has many holy texts
�������
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• The five pillars of Islam which are obligations that each Muslim must follow. They include
proclamation of faith, prayer (five times a day), fasting (during Ramadan),
almsgiving (charity), and pilgrimage (a visit to Mecca).
• The Muslims’ main holy book is called the Quran.
• The two types of Muslims, Sunni and Shi’ite , disagree on many of the
basic teachings of Islam and are often in conflict with each other.
• Muslims have many holy sites including Mecca, the birthplace of Muhammad, Medina, where
Muhammad died, and Jerusalem, where the Dome of the Rock mosque is located.
Shintoism
Shinto is a religion that is unique to Japan. Unlike Islam, Buddhism, or Hinduism, it has not spread
to other parts of the world. Shintoism is based on the traditional Japanese teaching that everything in
nature contains kami, or the spirit of a god. Unlike most of the religions of Southern and Eastern Asia,
Shintoism has no rules for moral living and no concepts of a single ruling God. The basic ideas of
Shinto include:
• Shintoists are expected to be reverent to nature, life, birth, and fertility.
• Shinto teaches that physical purity is more important than moral purity.
• Many Shinto build shrines and worship their ancestors who they believe became
kami when they died.
• Since Shinto offers no ideas of a moral code or one God, many people who practice Shinto also practice
another religion such as Buddhism.
Philosophy of Confucianism
Confucianism is not a religion but a philosophy that is often said to be the
foundation of modern Chinese culture. Like Buddhism and Islam, the ideas of
Confucianism come from one man, Confucius, who believed he knew how to bring
peace to ancient China. Confucius created a moral structure for social life and politics
that every person should follow. Like Shintoism, Confucianism is based on tradition and
does not teach about one ruling God. The basic ideas of Confucianism include:
• Each person has a place in society and they must accept their positions so that society can
function well.
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Quick QuizBelow, decide whether the speaker is describing their ethnic group or religious group. Write E for
ethnic group and R for religious group.
1. “I am an Hispanic woman who speaks Spanish, is a Catholic, and has a siesta every afternoon.”
2. “I am a Muslim man from New York who reads the Quran and prays five times a day.”
3. “I am a Christian woman from Africa who reads the Bible and believes in Jesus Christ.”
4. “I am a Jewish boy who speaks Hebrew, has Jewish parents, and celebrates the Passover.”
5. “I am a Cham boy from Vietnam who likes to play soccer.”
Religious Groups of Southern and Eastern Asia
BuddhismBuddhism originated in India but has spread rapidly and is the fourth largest religion in the world
today. Siddhartha Gautama became the Buddha or
“enlightened one” after spending time pondering the ways of
life. The Buddha traveled all over India to share his newfound
enlightenment with other people and developed a following
that was devoted to his teachings. Buddhists do not believe in
a god, but rather follow the teachings of one man, Buddha. The
basic ideas of Buddhism include:
• The Four Noble Truths are basic instructions of Buddhism that teach that suffering exists in the world
and humans must reach the enlightenment of Buddha to rise above them.
• Their holy book, the Tripitaka, tells all of Buddha’s teachings.
• Buddhists do not worship a god but rather Buddha by thanking him for his
teachings and reading the Tripitaka to become more enlightened.
• Nirvana is the ultimate goal of the Buddhists. It is a state of enlightenment
where one can have happiness and peace. It is often found through
meditation.
• Buddhists believe in reincarnation, a cycle of birth and rebirth,
where one’s behavior in the present life determines what one becomes in
the next life.
Word Definitionenlightenment: learning
that results in ultimate
understanding of the nature of the
world
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• There are five basic types of relationships where one must understand their role of being superior or
inferior. They are: ruler and subject, father and son, husband and wife, older brother and younger
brother, and friend and friend.
• China’s rulers are to be respected by the people as long as they were fair and cared for the people.
• Family relationships are essential to having a good society and family respect was the foundation of all
ethics.
Quick ReviewThe statements below describe the characteristics of the religions and philosophy above. Next to each
answer write B for Buddhism, H for Hinduism, I for Islam, S for Shintoism, or C for Confucianism. Some
statements will match more than one religion or philosophy.
1. This religion/philosophy believes in one God.
2. This religion/philosophy follows a holy text.
3. This religion/philosophy is based on the teachings of one man.
4. This religion/philosophy does not believe in the existence of a God.
5. This religion/philosophy believes in reincarnation.
6. This religion/philosophy is based on tradition.
7. This religion/philosophy focuses on the power roles within society.
8. This religion/philosophy has many holy sites.
9. This religion/philosophy honors ancestors.
Think About ItCircle the letter that best answers each question.
1. The God of Islam is called:a. Shiva b. Allah c. Muhammad
2. The philosophy of Confucianism is most practiced in:a. Japan b. Indonesia c. China
3. Shintos builds shrines to worship gods called:a. kami b. spirits c. ancestors
4. Buddhists’ holy book is called the:a. Tripitaka b. Vedas c. Quran
5. Hindus believe karma affects their:a. status in the caste system b. reincarnation c. proper behavior
6. This belief teaches that one is reborn after death.a. kami b. Confucianism c. reincarnation
A Mind is a Valuable Thing!
Education is important not just because students should
learn to read and write but because a country’s literacy rate
affects its standard of living. Countries with high literacy rates
typically have high standards of living because they have
educated citizens who help the economy grow. This can bring more wealth to a country’s economy and
to individual workers. When an economy is healthy, it can provide more goods for a worker to buy, and
when that worker makes a good wage, he can buy more things and increase his standard of living.
The countries of Southern and Eastern Asia have varying literacy rates from as high as
99 percent in Japan to only 61 percent in India. Poverty is one factor that affects these
countries’ literacy rate. For example, 25 percent of Indians are living in poverty with no
education. That means that these poor families have a low standard of living
because they have few skills and are unable to get good-paying jobs.
Another factor affecting Southern and Eastern Asia’s literacy rate is the low percentage of literate
females. In every country in Southern and Eastern Asia except Japan, females are less literate than
males. There is a common belief in many Asian countries that boys need education more than girls
because a girl’s role is simply to work in the home.
Japan has the highest standard of living in Southern and Eastern Asia. Japan also has a low poverty
rate, and males and females are equally literate.
Essential SkillsStudy the graph and answer the questions below.
1. Which nation has the highest literacy rate?
2. Which nation has the lowest literacy rate?
3. Which nation has the highest poverty rate?
4. Which nation probably has the lowest standard
of living?
5. How does the literacy rate of a country affect its poverty rate?
6. Can you think of one way these countries could improve their literacy rates?
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Word Definitionliteracy rate: the
percentage of men and
women in a country who are able to
read and write
100%90%80%70%60%50%40%30%20%10%0%
China India Indonesia South Korea
Literacy and Poverty Rates
Literacy Rate
Poverty Rate
Chapter 28
Government Profiles
The governments of Southern and Eastern Asia range from democracies to communist states to
constitutional monarchies. Each government is uniquely different, yet they share similar qualities.
The governments of India, China, and Japan are described below.
The Republic of India
In 1950, India established its own constitution
independent of Great Britain and became a federal republic
known as the Republic of India. India has a parliamentary
system much like that of Great Britain.
India has three branches of government: the executive, legislative, and judicial. The president of
India is recognized as the chief of state, or ceremonial leader, but the leader with the most political
power is the prime minister who is the head of government. The prime minister is the head of the
Council of Ministers, or the Cabinet. The president appoints the prime minister, who is the leader of
the majority party in Parliament, the legislative branch. Parliament is divided into two houses, the
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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 of 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.
Government/CivicsUnderstandings
Word Definitionceremonial leader: a
person who holds the title
as the highest leader of a country
but has no real political power
SS7CG6 The student will compare and contrast variousforms of government.
For detailed information and activities for this standard, see pages
27-30.
R E A D : I M P O R T A N T I N F O R M AT I O N
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Lok Sabha (House of the People), which is elected by Indian citizens and the
Rajya Sabha (Council of States), which is elected by the Lok Sabha.
The constitution of 1950 granted many rights and personal freedoms to
Indian citizens including the right to vote for everyone over the age of 18,
freedom of speech, freedom of assembly, and freedom of religion. Indians are
also given the right to conserve their language and culture and to establish schools to teach about
their cultures.
The People’s Republic of China
The communist state of the People’s Republic of China was established in 1949
by Mao Zedong. Zedong’s Chinese Communist Party (CCP) used force to overthrow
the former Chinese government and although they were not elected to power, the
CCP claimed to represent the people of China.
The highest government-appointed leader in China is the president whose
position is mostly ceremonial. The head of government is the premier who leads the State Council, or
Cabinet, which holds the executive power in China. Even though these leaders are officially chosen by
the National Peoples Congress (China’s legislature), the CCP determines which politicians will be
candidates and those elected by Congress are usually the ones recommended by the CCP.
Today, the communist constitution gives rights to Chinese citizens,
including the right to vote for every person over the age of 18. These
rights, however, are mostly meaningless because in communist China
the actions of citizens are dictated by the government. For example,
although Chinese have the right to vote, they are only allowed to vote
for candidates of the CCP. When elected, these candidates have little
actual power because high-ranking officials appointed by the
government make the decisions.
China’s communist government has a history of
violating the personal freedoms of Chinese citizens by
denying them freedom of speech, freedom of worship,
and even safety from physical harm and political
persecution. These freedoms are considered the basic
rights of every person. Recently, however, China has
begun to realize this injustice and has made efforts to
better protect its citizens’ personal freedoms.
Mao Zedong
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Great Wall of China
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Quick QuizCircle the letter that best answers the questions below.
1. The government of India is a:a. democratic republic b. federal republic c. republic
2. India’s head of government is the:a. prime minister b. president c. Cabinet
3. Indians have the right to vote:a. never b. over the age of 20 c. over the age of 18
4. China’s government is considered a:a. socialist state b. republic state c. communist state
5. Most leaders in China are appointed by the:a. Chinese Communist Party b. Chinese people c. president
6. The candidates Chinese citizens get to vote for:a. are chosen by the CCP b. have little power when elected c. both a and b
Constitutional Monarchy of Japan
After WWII, war-torn Japan collaborated with Western powers to establish a constitutional
monarchy with a new constitution. The government was careful to preserve the traditional empire of
Japan while creating a modern system of democracy. Japan follows a parliamentary system
of government.
Under the 1947 constitution, the emperor of Japan was given the highest title
of leadership in the country but is actually a ceremonial leader. The executive
branch of government consists of a Cabinet headed by the prime minister who
is the head of government. The prime minister is elected by the Diet, Japan’s
legislature, and is the leader of the majority party of the House of
Representatives, one of the two houses of the Diet. Japanese citizens elect
members of the House of Representatives. The other house in the Diet is the
House of Councillors.
Japanese citizens have the right to vote after age 20. The constitution
of 1947 established rights and personal freedoms for Japanese citizens
including freedom of speech, freedom of religion, equal rights for women,
and equal education. One of the most unusual provisions of the
constitution is Article 9, which renounces war as a method of solving
problems in Japan and prohibits Japan from having a military.
Emperor Akiito
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Think About ItFill in the chart below to describe the governments of India, China, and Japan.
Chapter 29
India China JapanYear government
established
Form of government
Ceremonial leader
Head of government
Age citizens can vote
Rights and freedomsof citizens
SS7E8 The student will analyze different economic systems.
c. Compare and contrast the economic systems in China, India, Japan, and North Korea.
EconomicUnderstandings
SS7E8a and b are covered on pages 37-39.
SS7E8a. 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.
SS7E8b. Explain how most countries have a mixed economy located
on a continuum between pure market and pure command.
R E A D : I M P O R T A N T I N F O R M AT I O N
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Essential SkillsComplete the chart below comparing the economic systems of China, North Korea, Japan, and India.
Question for DiscussionWhy do you think governments with command economies eventually begin to give up some of their
control and let citizens run businesses?
Chapter 30
Specialization Helps Everyone
Countries trade goods because no country has all the resources necessary to efficiently produce
everything its people need. Every country has different natural, human, and
capital resources. Countries specialize in what they do best. Specialization is
an efficient way to work, and the cost of items produced is much lower.
Specialization encourages trade between countries
because a country can get what it needs at the lowest cost
when it is produced by another country that specializes
in that item.
Country Economic System Growing or Struggling One Interesting Fact
China
North Korea
Japan
India
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 embargoes.
c. Explain why international trade requires a system for exchanging currencies between nations.
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When specializing, countries must consider opportunity cost, which is the
value of what is given up when a choice is made. For example, if Japan
makes cars and pencils, and it makes more money from cars, it
should specialize in making cars. Its opportunity cost is the money it
could have made from pencils.
One example of specialization is trade between Australia and Japan. Japan has few natural resources
so it has developed industries like auto manufacturing. Japan buys many of the raw materials it needs
for its industries from Australia, a country rich in natural resources. Japan specializes in auto
manufacturing, Australia specializes in exporting raw materials, and Australia imports lots of cars
from Japan!
Quick QuizWrite T for True and F for False.
1. Every country has exactly the resources it needs to make everything its citizens need and want.
2. Specialization leads to products that cost less.
3. Countries that specialize can make products more efficiently.
4. Opportunity cost is how much a country can make from the products it specializes in making.
5. Countries have different natural, human, and capital resources.
Barriers to TradeCountries sometimes set up trade barriers to restrict trade. Why? The reason is that they want to
produce their own goods and sell them in their own country. These trade barriers include tariffs, quotas,
and trade embargoes.
A tariff is a tax placed on imported goods. Tariffs cause the consumer to pay a higher price for an
imported item, increasing the demand for a lower-priced item produced domestically. A quota is a
restriction on the amount of a good that can be imported into a country. Quotas can cause shortages
that cause prices to rise. Trade embargoes forbid trade with another country.
Examples of trade barriers include:
• In the 1980s, quotas were set restricting how many Japanese
automobiles could be imported into the United States to protect the
U.S. automobile industry.
• India imposes tariffs on agricultural products to protect its own
agriculture industry.
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Economic Variety
There are a variety of economic systems in Asia. Examples
include:
China calls its economy a “socialist market economy.”
Basically, China is transitioning from a command economy
completely controlled by the Chinese Communist government to a
mixed market economy overseen by the Communist government.
To improve its economic growth, China’s government mixed in
components of a market economy during the last 25 years. Those
reforms have led to excellent growth in China’s economy. China is
gradually reducing government control and allowing more
foreign investment. Economists predict that China may lead the
world in economic strength in 20 years!
North Korea has a command economy controlled by its
Communist government. The government controls all the
resources and decides what is to be produced. Farmers work on
cooperatives where up to 300 families share the work.
Unfortunately, the North Korean economy has serious problems,
and the government is making some reforms and relaxing some
of its controls. Massive food aid from other countries has been needed to avoid widespread starvation.
Japan has a mixed market economy—one of the strongest
in the world! With few natural resources and little farmland,
Japan has built its economy around manufacturing. It imports
raw materials, uses them to manufacture goods like ships, cars,
and electronics, and exports those goods around the world.
The Japanese government owns few businesses other than the
country’s major TV network,
but does oversee many aspects
of the economy like banking
and trade.
India has a mixed economy that is moving away from a command
system. After independence in 1947, India’s government set up a
command economy where it controlled industries and production. In
1991, India began to lift some government control and allow citizens a
role in running some of India’s industries. Although these reforms have
been good for India’s economy, millions of India’s people still live in
extreme poverty.
North Korean iron plantPhoto by Time, Inc
Chinese factoryPhoto by Connect China
Tokyo business districtPhoto by Tokyocircle.ning
A mall in IndiaPhoto by Flickr.com
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• Beginning in 2001, the U.S. imposed tariffs on steel imports from China, India, and
several other nations to protect U.S. steel makers.
• In 2005, the U.S. imposed temporary quotas on certain types of cotton clothing
from China in order to protect U.S. clothing manufacturers.
• After the Vietnam War, the United States imposed a trade embargo against Vietnam to pressure the
Vietnamese government to provide information on Americans missing in action (MIA’s) during the war.
Essential SkillsRead the statements below. Write T for tariff, Q for quota, or TE for trade embargo.
1. India may export only 4,000 cotton shirts per year to China.
2. The United States refuses to trade with any countries that support terrorism.
3. Importers selling bags of rice from China will be charged 20 percent when their product enters the
United States.
4. India does not allow any more software from the United States to enter the country in order to support its
growing software industry.
5. Japan may import only 1,500 cameras from Britain.
Special Economics InfoAnswer the questions below.
1. Many Americans desire to buy Indian jewelry. If the U.S. restricts imports of Indian jewelry into the United States,
will the price of Indian jewelry go up or down? Why?
2. If China imposes high tariffs on steel coming into its country from Russia, will Russian steel cost more or
less than Chinese steel? Why?
3. Embargoes are often imposed to pressure a country to do something. Why are embargoes effective?
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 160
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Other People’s MoneyBecause every country does not use the same type of money, international trade requires a system
for exchanging currencies between nations. Money from one country must be converted into the
currency of another country to pay for goods in that country. This system is called foreign exchange.
The exchange rate is how much one currency is worth in terms of the other. For example, an exchange
rate of 10 Mexican pesos to the dollar means that ten pesos are worth the same as one dollar.
Most countries use coins and bills, just like the United States, but they come in all shapes, sizes, and
names. Examples of currency in Asia include the Japanese yen, the Indonesian rupiah, the Indian rupee,
and the Chinese yuan.
Math ExperienceHere’s a chance to calculate exchange rates. Below are several fictional examples of exchange rates.Study the exchange rates and then calculate the correct answers to the problems below.
1. 2 dollars = Chinese yuan
2. 10 dollars = Chinese yuan
3. 5 dollars = Indian rupees
4. 50 dollars = Indian rupees
5. You want to buy a T-shirt in Beijing, China while you are attending the 2008 Summer Olympics. It costs 98 Chinese
yuan. How much is that in American dollars?
6. If you planned a vacation to India, and wanted to exchange your money before you left, how many rupees could you
get for $500?
7. Your Chinese friend Liang is visiting you in the United States. He wants to buy a video game that costs $50. He has
320 yuan. After he exchanges his currency, does he have enough money to buy the video game?
8. Which is worth more: One American dollar or one yuan? Explain your answer.
Japanese yen Indonesian rupiah Indian rupee Chinese yuan
Exchange RateOne dollar = 7.00 Chinese yuan
One dollar = 45.5 rupees
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 161
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Chapter 31
What Influences Economic Growth?There are four factors that influence economic growth in every country. They are the productive
resources used to produce goods and services. The four factors are human capital (people who perform
labor), capital (factories, machinery, and technology), natural resources (raw materials that come from
the land like minerals), and entrepreneurship (the ideas and risk involved in starting a business).
Economists measure a country’s economic performance by a standard called Gross Domestic
Product (GDP). The GDP is the total market value of the goods and services produced by a country’s
economy during a specific year. A country’s GDP is used to determine the health of a company’s
economy and compare it to other economies. Since Japan and China have the
strongest economies in Southern and Eastern Asia, those two countries have
the highest GDPs.
Investments Pay Off
How a country manages its productive resources makes a big difference in the strength of its
economy. Clearly, investment in human capital delivers immense rewards. Studies prove that
investment in education and skills training for workers leads to a higher GDP. Education helps develop a
smarter, more innovative, and more productive workforce, which leads to greater economic growth.
Economists also see a clear relationship between investment in capital like factories, machinery,
roads, and technology (computers and software) and GDP. Examples include a company building a new
factory or the government building a new highway. Investment in capital equipment helps economic
growth by providing workers with the best and newest tools. This makes them more productive, and
increases a country’s exports and GDP.
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.
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 162
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Quick ReviewMatch each productive resource with the correct example.
1. human capital a. coal mine
2. capital b. scientist, factory worker, accountant
3. natural resources c. idea for a new car powered by solar energy
4. entrepreneurship d. new robotic technology in a factory
What’s Up With India?
In India, education and investment in human capital is a
major priority of the government. The number of schools,
especially at the high school level and university level, has
grown dramatically in the last 20 years. Although India’s overall
literacy rate is about 60 percent, the rate among children 10 to 14
years of age is close to 95 percent. This means that India’s
investment in human capital will benefit the economy greatly in the
future as educated children enter the workforce.
One important aspect of Indian education is that English is
taught in all schools. Careers in business, government, or science
require fluency in English. In addition, many Indians are skilled in
the important field of information technology. Due to the English
and computer skills of many citizens, India has become a major
source of workers for a practice known as outsourcing. This
practice involves American companies hiring Indian workers to
perform functions that used to be done in America (like telephone
customer service and technology help desks) because Indian
workers can be paid lower wages than Americans.
While India has invested greatly in human capital, the
government has neglected capital investment in the country’s
infrastructure. Frequent power outages and terrible roads are just a
few problems restricting India’s growth. In many small towns,
power is only available a few hours a day so that large cities can
have power 24 hours a day. Today, the Indian government is
undertaking a massive effort to improve India’s roads, airports,
railways, and power plants.
Word Definitioninformation technology:the use of computers and
computer software to handleinformation
Computer call center in IndiaPhoto by Tribune India
Crowded street in DelhiPhoto by farm4.static.flickr.com
These pages are provided for evaluation purposes only. No reproduction or classroom use of any materials is allowed. Page 27
7 STUDENT WORKBOOK EvaluationSample
PLEASE NOTE THE FOLLOWING:• The actual size is 8.5” x 11”• The complete book is 192 pages
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Essential SkillsWrite Yes or No next to the statements below.
1. Education and human capital investment is important to India’s government.
2. The literacy rate among India’s children is very low.
3. The English language is not taught in Indian schools.
4. India needs to invest more money in its infrastructure.
5. American companies save money by outsourcing and hiring Indian workers.
Background CheckIndia is a country of great contrast. While most of its people are poor and live in rural areas, a moderninformation technology industry is thriving in many cities. Look at the graph about India’s software
industry growth and answer the questions below.
1. In what time period did India’s software industry grow the most?
2. In what time period did it grow the least?
3. If the trend of growth continued at about 2.5 percent each year, what would the software export
percentage of total growth be this year?
16
14
12
10
8
6
4
2
01995-96 1996-97 1997-98 1998-99 1999-00 2000-01
Years
• • • ••
•
Source: NASSCOM
Software Export as a Percentage of Indiaʼs Total Export
Perc
enta
ge o
f Tot
al E
xpor
t
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Let’s Check on China
Determined to modernize its economy, China has made significant
investments in human capital by improving its educational system. The
number of students enrolled in college has grown tremendously over the
last decade and many of them are pursuing engineering degrees. This trend
is good news for China because studies show that scientists and engineers
play an important role in a growing, innovative economy. China is also
investing in technical schools to train workers in necessary job skills.
China has also made important capital investments that serve as the foundation for its growing GDP.
China has poured money into manufacturing, which accounts for almost half of its GDP. The country
has also built a strong infrastructure of dependable water services, electricity, and transportation.
Japan’s Economic Journey
At the end of WWII, Japan’s land and its economy were in ruins. Since then,
Japan’s economy has grown to become one of the strongest in the world! One of
the major reasons is Japan’s investment in human capital. Japan places a high emphasis on education.
Students take entrance exams to get into high schools and universities, and the competition is fierce.
Japan’s highly educated and productive labor force is a major reason for the country’s economic success.
Japan has also made massive capital investments. Japan has a history of investing in new
technology and providing its workers with the latest equipment. Japan’s government has also
encouraged high rates of savings by individuals and corporations by offering tax breaks. These savings
have been used for capital investments like new factories and machinery to fuel economic growth.
Japan also has a modern, reliable infrastructure to support its economy.
Quick ReviewRead the statements below. Place a check mark in the correct box under each country. If the
statement fits both countries, check both boxes. Japan China1. College enrollment has soared over past decade.
2. Students take high school and college entrance exams.
3. Many college students major in engineering.
4. Manufacturing accounts for almost half of GDP.
5. Strong, reliable infrastructure.
6. Strong investment in human capital.
7. Government encourages savings by people and companies.
8. Strong capital investment.
9. History of investing in latest technology.
Physics class at the
National University of Singapore
���������
���������
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Quick QuizAnswer the questions below.
1. List six of China’s natural resources.
2. List four of India’s natural resources.
3. How does Japan keep its manufacturing industries going when it has few natural resources?
Keep Those Ideas Coming!
Entrepreneurs have a vital role to play in economic growth. They are the people with ideas for new
products and services, and they use human, capital, and natural resources to bring their ideas to the
marketplace. Entrepreneurs must be willing to take risks, and often share those risks with others by
borrowing money from a bank or a wealthy investor to get their ideas started. Entrepreneurs are
valuable because they introduce innovation and help economies adapt to the changing conditions in
our world today!
The rapid pace of growth and the huge population in Asian countries
offer excellent opportunities for entrepreneurs. Entrepreneurship is
rising dramatically in India and China. India has a particularly high rate
of entrepreneurship, partly because India’s government supports new
business owners with training and facilities, especially in rural areas. In
China, private business is the fastest growing segment of the economy.
China’s government helps fund small business development and
welcomes investment from foreign countries.
In contrast, Japan has one of the lowest rates of entrepreneurship among the
world’s leading economic powers. Japanese entrepreneurs face difficulties in
getting loans from banks and there is little training available on how to run a
business. In addition, Japanese companies typically guarantee lifetime
employment to their employees. The Japanese like this job security. They also
take great pride in their position in a company and often view entrepreneurship
as a risky job choice.
A young Chinese entrepreneurPhoto by Rob Holmes
Japanese auto factoryPhoto by Canada.com
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Quick ReviewCircle the best answer to the questions below.
1. Entrepreneurship in India is:a. increasing b. decreasing c. staying the same
2. Entrepreneurs in China have:a. little success b. government funding c. many problems
3. Entrepreneurship in Japan is:a. low b. readily funded by banks c. both a and b
4. Entrepreneurs are important because they:a. have new ideas b. help companies adapt to change c. both a and b
Write About ItPretend you are a 25-year-old Japanese man who wants to start a business repairing computers. Yourfather wants you to work for a company that will guarantee you a job for the rest of your life. Write a
conversation between the two of you, where you explain why you want to start the business and why you feel youcan succeed.
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 165
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Special Economics InfoSStudy this chart listing GDP per capita (per person), and growth rates for China, India, and Japan.Answer the questions below.
1. Which country has the highest GDP per capita?
2. Which country has the lowest GDP per capita?
3. From what you have learned about these countries, which country’s GDP probably suffers because of a
lack of capital investment?
4. Which country has the highest growth rate?
5. Can you make any predictions about the economic growth of China and India based on the information
on this chart and what you have learned about them?
Natural Resources Rule!
Natural resources have a very important role in any country’s economy. They are the fuel for
industry and a source of income when exported to other countries.
The massive country of China has many natural resources including coal, iron ore,
petroleum, and natural gas. Although most of China’s land cannot be farmed, the
country’s abundant land and rivers provide a solid foundation for China’s industry and
economic growth.
India’s fertile land and ample water supply are its most valuable resources. About
half of India’s land can be farmed, and its most important crops are rice and wheat.
India also has large coal reserves and abundant forests. These natural resources provide
India’s economy with a solid foundation for growth.
In contrast, Japan has little farmland and few natural resources. Japan imports
the raw materials it needs for industry and produces quality products for export
through its strong manufacturing industries. Japan has used its educated workforce
and capital investment to overcome its lack of natural resources.
Economic Indicator China India JapanGDP (per capita) $5,400 $2,600 $33,500Real Growth Rate 11.9% 9% 2%
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Chapter 32
Independence for IndiaIn the 1660s, Britain became trading partners with India through the East India Trading Company,
but by 1760 Britain had gained political and economic power over all of India. Indians under British
rule began to resent being ruled by a foreign country. They distrusted the government and cultural
practices of the British and desired to become an independent nation.
A nationalist movement began in India to fight for the country’s independence.
Indians worked together to protect their culture from the imposing rule of the British.
Supporters of the nationalist movement like Mohandas Gandhi resisted the rule of the
British government and led Indian citizens to fight for India’s full independence.
Britain gradually offered India small forms of independence such as a National
Congress ruled by Indian leaders and the 1935 Government of India Act that gave
Indian towns more control over their own affairs.
After fighting in WWII, however, Britain no longer had enough money or people to keep India under
its rule. On August 15, 1947, Britain offered India full independence as its own nation and the Republic
of India was established.
Background CheckMuslims and Hindus did not get along in India under the British rule. When Britain decided to grantindependence, they wanted to leave India as a peaceful country. Hindus and Muslims could not reach
a solution as to how to rule an independent India, so the country was split into India for the Hindus and Pakistan forthe Muslims.
HistoricalUnderstandings
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 nonviolent protest.
Mohandas Gandhi
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 169
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Quick ReviewWrite T for True and F for False.
1. India and Britain began their relationship as trading partners.
2. India trusted British government and welcomed its cultural practices.
3. Mohandas Gandhi followed the rule of the British.
4. The costs of British participation in WWII helped India gain its independence.
5. The Republic of India was formed in 1947.
A Peaceful Fight
Mohandas Gandhi was born in India in 1869 and studied
law in England. When he left school to become a lawyer in South
Africa, Gandhi was shocked by the way Indians were segregated
and oppressed by British authorities. He decided to stop
practicing law and returned to India to devote his life to fighting
for the equality of all Indians.
During that time, many Indians were anxious to gain their independence
from Britain. Gandhi encouraged his followers to practice nonviolent
protests against the British in order to bring about social change. Gandhi
believed that acts of goodness produced positive reactions while violence
only produced negative responses. He led his followers in boycotts, hunger
strikes, and one of his most famous nonviolent protests, a 240-mile walk to
the ocean to oppose the British salt tax.
Many Indians followed Gandhi’s nonviolent acts of protest and forced the British to recognize their
desire for independence. Today, many Indians credit India’s 1947 independence to the efforts of Gandhi,
who they lovingly call Mahatma, which means “great soul.”
Think About ItNonviolent acts have consequences too. Even though Gandhi was never violent, he was sent to jail four
times for opposing British laws! What do you think are the advantages of a nonviolent protest as
compared to a violent protest?
Word Definitionboycott: refusing to buy
products from a company
or country in order to protest their
ideals or practices
segregated: when people are forced
to be separated from others in society
because of their race
Gandhi leading a protestPhoto by World Press.com
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Essential SkillsWrite NV if the statements below were made by a supporter of nonviolent protests for independence
or V if they were made by supporters of violent protests for independence.
1. “The only way to gain our independence is by using our army to fight against the British.”
2. “Let’s boycott all products that are sold by the British in order to protest against their unjust rule.”
3. “We will refuse to pay a British tax on salt, even if that means being thrown into jail.”
4. “Britain will respect India only when we use force to show them our true power as a country.”
5. “Acts of kindness and humility will always produce positive reactions.”
The Fight for Independence in VietnamVietnam has fought for its independence for centuries. Vietnam was ruled by the Chinese for a
thousand years until it won independence in 939 CE after years of fighting. The country spent many
years thriving as one of the most advanced cultures in Southern and Eastern Asia
until the late 1800s when France laid claim to Vietnam.
The end of WWII was the beginning of Vietnam’s second fight for
independence. On September 2, 1945, Ho Chi Minh, a Vietnamese Communist
Party leader, declared Vietnam’s independence from France. Although it would
take many years for Ho Chi Minh’s dream of independence to become a reality,
Minh was a nationalist who loved his country and committed his life to fighting for
its independence.
Minh created the Viet Minh, a guerrilla army, to fight against the French. For eight years, the Viet
Minh attacked French troops without success until 1954 when they defeated a French military camp at
Dien Bien Phu. This Viet Minh victory finally persuaded the French to negotiate Vietnam’s
independence, and by 1955, France removed their troops from Vietnam and left the country split into
northern and southern regions.
Uniting Vietnam as an Independent NationNorth Vietnam was led by Ho Chi Minh who desired to create a
united communist country, while South Vietnam was controlled by
Boa Dai, an anti-communist emperor. Although he had control
over the North, Ho Chi Minh was not satisfied and continued
fighting for Vietnam’s unification by creating the Viet Cong to fight
against anti-communist forces in South Vietnam.
Ho Chi Minh
Vietnam WarPhoto by U.S. Archive ARCWEB
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In 1964, the United States went to war with North Vietnam to protect the anti-communist South
Vietnam and prevent the spread of communism. For almost a decade, Ho Chi Minh’s Viet Cong fought
against American forces until U.S. troops began to pull out in 1969, the same year Ho Chi Minh died.
North Vietnam continued his legacy and invaded South Vietnam to create one united country under
communist rule.
In 1975, Ho Chi Minh’s dream of an independent Vietnam finally became a reality. Although Vietnam
has suffered political and financial turmoil since 1975, the country has improved its situation and has
experienced strong economic growth in the last few years.
Question for DiscussionNationalism is best described as loyalty and devotion to one’s country. Do you think members of the
Viet Minh and Viet Cong could be considered nationalists like Ho Chi Minh?
Quick QuizFill in the blanks below with the best answer.
1. In the late 1800s, laid claim to Vietnam.
2. declared Vietnam’s independence on September 2, 1945.
3. The army was created to fight against the French.
4. Southern Vietnam was controlled by , an anti-communist emperor.
5. Vietnam achieved its independence as a united country in .
Essential SkillsThis timeline is mixed up. Number these events in the correct order.
Vietnam gets
its
independence
as a united
country.
Ho Chi Minh
creates the Viet
Minh, a
guerrilla army,
to fight the
French.
Vietnam is
controlled by
China for 1000
years.
Vietnam is
split into
North Vietnam
and South
Vietnam.
The Viet Cong
is created to
fight anti-
communist
forces in South
Vietnam.
These pages are provided for evaluation purposes only. No reproduction or classroom use of any materials is allowed. Page 28
7 STUDENT WORKBOOK EvaluationSample
PLEASE NOTE THE FOLLOWING:• The actual size is 8.5” x 11”• The complete book is 192 pages
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 172
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Chapter 33
Rebuilding Japan
After Japanese fighter planes bombed the American military
base in Pearl Harbor, Hawaii in 1941, the United States declared
war on Japan and entered World War II. After years of fighting
and tremendous loss of life, the United States dropped two
atomic bombs on the Japanese cities of Hiroshima and Nagasaki
in 1945. Japan is the only nation in the world that has been
attacked by nuclear weapons. After the bombing, Japan’s economy
and government were devastated.
In an effort to restore Japan to a thriving country, the United
States occupied the territory from 1945-1952. General Douglas
MacArthur was sent as the Supreme Commander of the Allied
Forces (SCAP) to oversee the rebuilding of Japan. Japan’s military
was disbanded and weapons factories were closed. Government
and military leaders involved with bombings were brought to trial
and punished. General MacArthur helped Japan establish a
constitutional monarchy and write a constitution that is considered
one of the most democratic documents in the world. The
constitution granted the Japanese citizens many of the same rights granted to Americans.
America’s efforts to rebuild Japan after WWII have had a
lasting effect. Japan now has one of the strongest economies
in the world and a stable democratic government. Today, the
United States and Japan have the United States-Japanese
Mutual Security Pact that prohibits the use of nuclear
weapons and military attacks against the Japanese without
the knowledge of the Japanese government.
Look-It-Up!What was the date in 1941 when Japan attacked themilitary base at Pearl Harbor?
SS7H3c. Explain the role of the United States in the rebuilding of Japan after WWII.
Word DefinitionAllied forces: a group of
three nations (Great
Britain, the United States, and the
Soviet Union) who opposed
Germany, Italy, and Japan in WWII
American soldiers rebuilding a Japanese runway after
World War II
Tokyo skyline with Mount FujiPhoto by Bloomberg.com
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Think About It
1. How did the United States react to the Japanese bombing of Pearl Harbor?
2. Why did the United States occupy Japan from 1945-1952?
3. What were three steps General MacArthur took to help rebuild Japan?
4. What type of government was established in Japan after WWII?
5. What is the United States-Japanese Mutual Security Pact?
Chapter 34
The Rise of Communism in China
In 1911, a new government called the Chinese Nationalist Party had taken over China and was failing
to provide for the Chinese workers and peasants who were living in poverty. Peasants became
increasingly interested in the newly created Communist Party headed by Mao Zedong which promised
SS7H3d. 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.
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The Cultural Revolution
For the first time since the creation of the Communist Party, Chinese
began calling for government reforms to prevent another disaster like the
Great Leap Forward. Mao did not like opposition to his government and
feared they might make China a capitalist country. So, in 1966, Mao began
the Cultural Revolution to stop all opposition to the Communist Party.
Mao shut down schools and recruited students into his Red Guards which attacked and punished
any person who opposed communism. These attacks created mass chaos in China. Factories closed and
China’s economy became weak. The government denied healthcare and transportation to the Chinese
people. The Cultural Revolution only created more distrust of China’s communist government in the
minds of many Chinese.
Tiananmen Square
Mao Zedong’s death in 1976 brought an end to the oppressive rule of the Cultural Revolution and
Deng Xiaoping became leader. Deng made many reforms to Mao’s rules, but the government still stuck
to its communist values and would not give up its full control over the people. The Chinese people were
not given basic human rights like freedom of speech or the right to a fair trial.
The events at Tiananmen Square in 1989 will be remembered as
one of China’s most cruel actions against human rights. Protestors had
filled Tiananmen Square for seven weeks, practicing their right of free
speech by peacefully speaking against communism and calling for
democracy. These protestors inspired others and protests began to
occur all across China. After the Chinese government warned the
protestors to stop, they sent tanks into the square and opened fire,
killing hundreds of innocent people. Countries around the world condemned this violence against
human rights. The worldwide disapproval of the Tiananmen Square incident persuaded the Chinese
government to begin supporting and improving the human rights of its citizens.
Think About ItWrite T if the statement is True and F if it is False.
1. The Cultural Revolution was successful.
2. The Cultural Revolution made more Chinese distrust the communist government.
3. Deng Xiaoping gave freedom to Chinese citizens.
4. Tiananmen Square was helpful for encouraging better human rights in China.
Women with Chairman Mao’s Red BookPhoto from mexicanpicture.com
Tiananmen Square protestor facing down tanksPhoto from carsonspost.files.wordpress.com
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Essential SkillsNumber the events below in the order in which they occurred.
Democracy vs. Communism
At the end of WWII, the Soviet Union and the United States both found
themselves in a competition to prove which country would become the dominating
world power. It was a fight between the communism of the Soviet Union and the
democracy of the United States. As each country set out to help rebuild war-torn
Europe and Asia, they began to spread their form of government to
other countries.
The United States spread democracy and fought against communism not only to
prove itself as a world power, but also to protect the equal rights of citizens around the
world. When the Soviet Union began to take over Eastern European and Asian countries
by force, the United States offered aid to the countries so they could resist
communism and protect their individual rights.
Two countries threatened by the spread of communism were Vietnam and Korea. Both countries
were divided into a northern section controlled by communism and a southern section controlled by
democracy. The communists in the north of both Vietnam and Korea invaded the democratic southern
regions. In order to protect democracy and the rights of the citizens, the United States intervened in
both countries to fight against communism, which led to the Korean War (1950-1953) and the Vietnam
War (1965-1973). Although Vietnam became a communist nation, South Korea now has a republican
government similar to that of the United States.
PAST
FUTURE
China begins supporting more human rights
Mao establishes the People’s Republic of China
Shooting at Tiananmen Square
The Great Leap Forward is a disaster
China has chaos during the Cultural Revolution
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to improve their living conditions. Mao’s Communist Party won the
support of many of China’s people and revolted against the nationalist
government in China. On October 1, 1949, Mao declared China the
People’s Republic of China, a communist state.
Mao was appointed leader of the Chinese Communist Party and head
of China’s government. Since communism dictates that all decisions for
the country are made through a centralized government, Mao had almost
complete control over China. Mao became popular among Chinese people
as he took land from wealthy citizens and gave it to peasants and created
equality among people. While the new reign of communism began
successfully, the Chinese people soon became victims of the communist
government’s bad planning.
The Great Leap Forward
The Great Leap Forward was a program implemented in 1958 to speed China’s economic
development. The program sought to make farming more productive by creating a collective farm where
large communes of about 25,000 Chinese would grow crops, run industries, educate the children, and
have healthcare. The people in the communes did not own the land they worked on and the Communist
Party controlled their economy, their work schedule, and even their social lives.
The Great Leap Forward was a huge disaster and failed within one year. Droughts and floods
damaged China’s food supply that year and the communes failed to provide enough quality industry and
food to feed the country. As a result, about 20 million people died from 1958 to 1960 during one of the
largest famines in history. The failures of the Great Leap Forward made many Chinese lose confidence in
Mao’s ability to provide for the Chinese people.
Quick ReviewWWrite the letter for the correct answer on the blank beside the question.
1. Peasants supported Mao Zedong’s Communist Party because he promised them:a. freedom b. a better quality of life c. more rights
2. Being the leader of the Chinese gave Mao almost complete control over China.
a. Nationalist Party b. Communist Party c. Republicans
3. The Great Leap Forward was created to grow the:a. economy b. government c. population
4. One of the biggest consequences of the Great Leap Forward was a large:a. flood b. killing c. famine
Mao ZedongPhoto from NSCMP
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Democracy eventually proved to be a more successful form of government than communism, and
the United States became the world’s superpower when the Soviet Union disbanded in 1991. Although
there are still a few communist countries in the world, the United States successfully contained the
spread of communism by helping other countries protect their democracy and individual freedoms.
The Great DebateDo you think it is right for one country to impose its form of government, whether communism ordemocracy, on another country without that county’s permission? Defend your answer.
Quick QuizAnswer the questions below.
1. What are two reasons the United States wanted to stop the spread of communism?
2. What was the main reason the United States got involved in the Korean and Vietnam Wars?
3. Why did America defend South Vietnam and South Korea against the northern parts of each country?
4. Name the types of government each country has today.
South Korea
North Korea
Vietnam
5. Which government, the United States’ democracy or the Soviet Union’s communism, was ultimately more
successful?
6. What is a democracy? Describe it in your own words. _
Reading ActivityRead the descriptions of the Korean War and the Vietnam War and follow the directions below.
War in Korea
After World War II, Korea was divided along the 38th parallel of latitude.Communists controlled North Korea, and the United States backed South Korea.In 1950, North Korea invaded South Korea. The U.S. was willing to go to war to keepCommunism from spreading to this area. President Truman sent troops to the region and asked the United Nations for assistance. The UN force, commanded byAmerican General Douglas MacArthur, forced Korean soldiers out of South Koreaand farther north to the Chinese border. The Communist Chinese attacked, forcing the UN soldiers to retreat. In 1953, the Korean War ended in a stalemate (a tie with no winner). The Korean peninsula remained divided into two separate countries.
War in Vietnam
Vietnam was divided into two parts in 1954. Communists controlled NorthVietnam and the United States supported South Vietnam. The United States providedmilitary support to keep South Vietnam from falling to the Communists. In 1965, theUnited States became actively involved in the Vietnam War when it began bombingNorth Vietnam. About 500,000 U.S. troops fought in Vietnam. Many Americansprotested U.S. involvement in Vietnam, and in 1973, U.S. military troops were withdrawn.The conflict ended in a cease-fire agreement. Two years later, North Vietnam took overSouth Vietnam for good and the country was reunited as the Socialist Republic of Vietnam.
1. Find North Korea and Vietnam on a map of the world. Both countries have the same northern neighbor.
Name that country
2. What type of government is shared by North Korea, Vietnam, and their northern neighbor?
3. How did the war in Korea end? a. U.S. victory b. stalemate c. Communist victory
4. How did U.S. involvement in Vietnam end?a. U.S. victory b. Communist surrender c. cease-fire
5. The United States got involved in Southeast Asia because of something called the “Domino Theory.”
Use the Internet or an encyclopedia to look up that term. Write the definition here.
Air power during the Korean WarPhoto by diggerhistory.info
Vietnam soldiersPhoto by vva528.org
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 178
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©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 179
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Southern and Eastern Asia ReviewWord Search
GangesTaklimakanHimalayasIndiaChina
JapanIndian OceanVietnamHinduIslam
ConfucianismBuddhaShintomonsoonfloods
citiesTokyoDelhiBeijingkarma
IndonesiacommunismGandhiNorth Korea
Word Bank
N M P G L L N O Y C J L M N R
T X S E A O S Q N M L S H O Q
F A E I O N A E O A I V I R A
Z E K S N S G P I N R H N T I
A J N L H U I E A T D L D H H
I O A I I S M I S E I F U K D
M H N P L M C M P I R C B O N
G T L A A U A W O V W N U R A
O Z M E F N A K Y C Y H D E G
A T T N D I L J A C G H D A Q
M X O L D R G T Z N I B H J X
R C N N O Y K O T M K J A A A
A S I P G T L V A J I K F Y R
K K J D F S W L B E I J I N G
J K L U N Q A I S E N O D N I
F Q C A A Y L Y V S B Y E S P
I N D I A N O C E A N R B Y H
R Z R S D O O L F C H I N A Z
I K J C H K G O U U U C B O Z
K R K R X W W K O K A A V K R
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Across3 Personal freedoms are often denied in
this system of government5 This peninsula is divided into two countries
(2 words)9 The name of Japan’s legislature
10 This river is sacred to the Hindu religion12 Most of India’s people live in these13 The United States fought in this war from
1965 to 1973 (2 words)14 Body of water between Asia and Japan
(3 words)
Down1 The highest mountain in the world is here2 One of the largest Islamic nations in
the world4 This person is the head of government in
a parliamentary system (2 words) 6 River that runs through India
and Pakistan7 This environmental problem is choking
many Asian cities (2 words)8 Few people live in this barren region of
China (2 words)11 Longest river in China that provides
hydroelectric power
Southern and Eastern Asia ReviewCrossword Puzzle
6
9
4
2
7
1
8
11
5
13
3
12
14
10
These pages are provided for evaluation purposes only. No reproduction or classroom use of any materials is allowed. Page 29
7 STUDENT WORKBOOK EvaluationSample
PLEASE NOTE THE FOLLOWING:• The actual size is 8.5” x 11”• The complete book is 192 pages
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 181
~ This book is not reproducible. ~
Southern and Eastern AsiaSection III Review
1. What is the most important river in India?
� A. Yellow River
� B. Mekong River
� C. Ganges River
� D. Amazon River
2. The Huang He River is named for:
� A. the yellow silt it carries
� B. the town it runs through
� C. an ancient civilization
� D. a fish that lives in it
3. What river runs through China, Thailand, Laos,
and Vietnam?
� A. Yellow River
� B. Mekong River
� C. Ganges River
� D. Amazon River
4. What is Asia’s largest desert?
� A. Taklimakan Desert
� B. Gobi Desert
� C. Sahara Desert
� D. Kalihari Desert
5. What is the world’s highest mountain region?
� A. Rocky Mountains
� B. Himalayan Mountains
� C. Andes Mountains
� D. Ural Mountains
6. Why is the Ganges River polluted?
� A. Untreated sewage pours into it
� B. Animal carcasses are thrown in it
� C. Trash is thrown in it
� D. All of the above
7. A major environmental problem in China and
India is:
� A. destruction of rainforest
� B. drought
� C. air pollution
� D. nuclear waste
8. This seasonal wind can bring heavy rainfall that
leads to flooding:
� A. mestizo
� B. monsoon
� C. hurricane
� D. typhoon
9. About 90 percent of China’s population lives in
this part of the country:
� A. northern
� B. desert
� C. mountains
� D. eastern
10. The most crowded urban area in the world is:
� A. Tokyo, Japan
� B. Beijing, China
� C. Los Angeles, California, USA
� D. Delhi, India
What do youknow about
Asia? I know I likesushi!
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Southern and Eastern AsiaSection III Review
11. Many people in Southeast Asia are farmers
living near:
� A. rivers
� B. forests
� C. deserts
� D. volcanoes
12. These are very congested in cities in India
and China:
� A. malls
� B. restaurants
� C. roads
� D. schools
13. This religion originated in India and follows
the teachings of one man:
� A. Buddhism
� B. Hinduism
� C. Islam
� D. Shintoism
14. This religion is unique to Japan:
� A. Buddhism
� B. Hinduism
� C. Islam
� D. Shintoism
15. About 80 percent of India’s people follow
this religion:
� A. Buddhism
� B. Hinduism
� C. Islam
� D. Shintoism
16. This religion is based on the teachings of
Muhammad:
� A. Buddhism
� B. Hinduism
� C. Islam
� D. Confucianism
17. This philosophy is the foundation of modern
Chinese culture:
� A. Shintoism
� B. Hinduism
� C. Islam
� D. Confucianism
18. What type of government does India have?
� A. republic
� B. dictatorship
� C. communist
� D. constitutional monarchy
19. What type of government does China have?
� A. republic
� B. parliamentary democracy
� C. communist
� D. constitutional monarchy
20. What type of government does Japan have?
� A. oligarchy
� B. constitutional monarchy
� C. communist
� D. autocracy
Have you put on somepounds lately?
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Southern and Eastern AsiaSection III Review
31. India broke free from this country’s rule
in 1947:
� A. Great Britain
� B. France
� C. Spain
� D. Portugal
32. Who urged nonviolent protests to gain India’s
independence?
� A. Ho Chi Minh
� B. Mao Zedong
� C. Mohandas Gandhi
� D. Nelson Mandela
33. Who created a guerrilla army to fight the
French for Vietnam’s independence?
� A. Ho Chi Minh
� B. Mao Zedong
� C. Mohandas Gandhi
� D. Nelson Mandela
34. Who established the communist People’s
Republic of China in 1949?
� A. Ho Chi Minh
� B. Mao Zedong
� C. Mohandas Gandhi
� D. Nelson Mandela
35. The U.S. helped rebuild this country and its
economy after WWII:
� A. China
� B. Vietnam
� C. India
� D. Japan
36. This program was designed to make farming
more productive in China by creating
collective farms:
� A. Great Leap Forward
� B. Chinese Revolution
� C. Cultural Revolution
� D. Green Revolution
37. This program was designed to stop opposition
to the Chinese Communist Party:
� A. Great Leap Forward
� B. Chinese Revolution
� C. Cultural Revolution
� D. Green Revolution
38. The U.S. intervened in Korea and Vietnam to
stop the spread of:
� A. communism
� B. dictatorships
� C. genocide
� D. human rights violations
39. Today, this country has a communist North
and republican South:
� A. Vietnam
� B. Korea
� C. Japan
� D. both a and b
40. Chinese protestors were killed here in 1989:
� A. Beijing
� B. Gobi Desert
� C. Shanghai Square
� D. Tiananmen Square
This is the end of Southern and Eastern Asia
Section III Review
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 185
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SSection 4
Appendix
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Southern and Eastern AsiaSection III Review
21. Which country has a command economy?
� A. North Korea
� B. Japan
� C. Indonesia
� D. United States
22. Which country’s economic reforms have led to
excellent growth?
� A. North Korea
� B. Indonesia
� C. Pakistan
� D. China
23. Which country has few natural resources but a
strong economy?
� A. North Korea
� B. Japan
� C. Indonesia
� D. China
24. This practice encourages trade between
countries:
� A. opportunity cost
� B. specialization
� C. quotas
� D. tariffs
25. The U.S. added a tax onto steel imports. This
is an example of a:
� A. tariff
� B. quota
� C. trade barrier
� D. both a and c
26. Converting currency from one country into
that of another country is called:
� A. cost averaging
� B. foreign exchange
� C. trade embargo
� D. interest rating
27. GDP stands for:
� A. General Deliverable Product
� B. Gross Domestic Product
� C. Gross Deliverable Product
� D. Goods Domestically Produced
28. Schools in India teach this language
to students:
� A. English
� B. French
� C. Chinese
� D. Arabic
29. This factor influences economic growth by
creating new businesses:
� A. investment in infrastructure
� B. entrepreneurship
� C. investment in harvesting
natural resources
� D. foreign exchange
30. Half of this country’s land is arable, which is a
tremendous natural resource:
� A. China
� B. Indonesia
� C. Japan
� D. India
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 186
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agriculture: the growing of crops and rearing of animals
authenticity: a term generally used to show that something is original and honest, that it is what it appears to be
biological weapon: use of any bacteria, virus, or other disease-causing organism as a weapon of war
chronic hunger: hunger that occurs over a long period of time
civil war: a war between opposing groups of citizens in the same country
civilian: a person who is not on active duty with a military service or the police force
corrupt: lacking integrity; dishonest; immoral
discrimination: unfair treatment of a person or group
diversified economy: an economy based on a variety of things, like manufacturing, agriculture, and trade, instead of just one of those things
erosion: wearing away of land or soil by the action of wind, water, or ice
human rights organization: group dedicated to protecting basic rights of people
humanitarian: involved in improving people’s lives and reducing suffering
hydroelectricity: electricity generated by falling water
industrialized: a society or country that has developed growing industries
infertile soil: poor soil or land in which crops won’t grow well
infrastructure: services and facilities people need including roads, highways, water, sewerage, power plants, etc.
irrigation: providing water to crops through pipes, ditches, or streams
manufacturing byproducts: things produced (often toxic or dangerous) as a result of a manufacturingprocess
negotiate: to discuss an issue in order to come to an agreement
GGlossary
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nomad: someone who does not lead a settled life but moves from place to place, usually seeking pasture for herds of grazing animals
nuclear weapon: a weapon of mass destruction whose explosive power comes from a nuclear reaction
oasis: a green spot or fertile area in a desert fed by underground water
petroleum: a dark oil consisting mainly of hydrocarbons that is processed into lubricants (grease andoil) and liquid fuels such as kerosene, heating oil and gasoline
political: having to do with politics, that is, with the government, control, and/or leadership of human societies
political prisoner: someone who is imprisoned simply because of their political views
pollution: contamination of the water, soil, or air by chemicals or waste materials
private enterprise: people running their own businesses with no participation by government
prosperous: characterized by success; comfortable financially
refugee: a person who flees his or her country to escape violence, war or persecution
rural: characteristic of farming or country life
slum: a district of a city marked by poverty and bad living conditions
sabotage: a deliberate act of destruction or disruption in which equipment is damaged
surplus: excess; more than is needed
telecommunications: the exchange of information over a distance via any cable, wire, radio, optical, orother electromagnetic system
treason: the crime of betraying one’s government
urban: related to a city or city life
GGlossary
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IIndexAal-Bashir, Omar 32anti-Semitism 110, 112-113, 124apartheid 28, 39-40, 42, 55, 59-60, 63, 68, 124Arabian Sea 70-73, 80, 126Arabs 23, 25, 33, 85-88, 91, 108, 110, 112, 121-122artifacts 61, 144-145Atlas Mountains 8-12autocratic system 28BBantu 23-25, 59-60, 63, 66Bantu Authorities Act 59Bay of Bengal 126-127, 129-130Bible 87, 147bin Laden, Osama 115, 120, 124Afghanistan 70, 74-76, 79-80, 82-83, 85-86,89, 98, 100, 114-116, 119, 124Botswana 9, 16, 35, 47-49, 67Buddhism 122, 146-150, 182CChina 48, 85, 103, 126-146, 149-167, 171, 173-176, 179-184Christian 23-25, 32, 34-35, 66, 86, 88, 147Christianity 23, 85-88, 119, 122civil war 32, 34-36, 55-57, 59, 68climate 17, 20-21, 79, 81, 97, 139-140command system 38, 156communism 171, 173-179, 184Communist Party 153-154, 170, 173-175, 184confederation 27-28, 66Confucianism 146, 149-150, 179, 182Congo River 8, 10-12, 16credit 51-53, 55, 105, 169Cultural Revolution 173, 175-176, 184currency 43-44, 52, 100-101, 123, 160, 183DDarfur 32, 34de Klerk, F.W. 60, 62, 68deforestation 16-17, 19, 63, 66, 137democracy 28-29, 31-32, 60, 63, 67-68, 90-91,93, 122, 154, 175-177, 182Democratic Republic of the Congo 8, 13-15,17, 47, 57
democratic system 28desert 8-12, 16, 19-22, 65-66, 79, 81-82, 108,114, 119, 126-127-130, 139-140, 142, 144, 181, 184desertification 16, 19-20, 63, 66diamonds 41, 42, 44, 46-48, 57, 63, 94, 97EEgypt 8, 13-15, 21, 23, 26, 67, 71, 98, 108, 141embargo 42-43, 68, 98, 115, 123entrepreneurs 50, 105-106, 123, 166, 167ethnic group 23-25, 66, 85-86, 92, 107, 121,146-147Euphrates River 70, 72-73Ffamine 33, 36, 63, 67, 174federal system 28Fertile Crescent 81floods 126, 137, 174, 179France 27-28, 68, 107-109, 112, 124, 141, 170, 184GMohandas Gandhi 168-169, 184Ganges River 126-127, 129-130, 134-135, 138, 181Gaza Strip 70-73, 88-90, 108-109, 121GDP 101-104, 106-161, 164-165, 183gender 33-34, 50Gobi Desert 126-127, 129-130, 142, 144, 181, 184Great Britain 68, 152, 172, 184Great Leap Forward 173-176, 184HHimalayan Mountains 126-127, 130, 181Hinduism 122, 146, 148-150, 182Hitler, Adolf 28, 110, 124Holocaust 110, 111, 113-114, 119, 124Huang He 126, 129-130, 137, 181human capital 44-45, 101-104, 106, 123, 161-164Hutu 57hydroelectric 18, 78, 127-128, 180Iincome 17, 40, 45, 48, 51, 55, 89, 95, 165
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independence 35, 47, 55-59, 61, 68, 108, 111,
156, 168-171, 184
India 71, 103, 126-128, 131-143, 147-148,
151-152, 154-163, 165-170, 179-184
Indian Ocean 17, 25, 71, 126-130, 179
Indonesia 126, 131-133, 141-142, 146, 148,
150-151, 179, 183
Indus River 126, 129-130
infrastructure 16, 18, 47-48, 95, 102-104, 123,
162, 163-164, 183
interest 49-51, 53-55, 57, 105, 114, 183
invest 45, 53, 163
Iran 70-71, 74-76, 79-81, 83-85, 88-93, 97-99,
101-102, 104-106, 108-109, 115, 118-119,
121-122, 124
Iraq 70, 73-76, 78-83, 85, 88-89, 97-99,
107-109, 114-118, 120-121, 124
irrigation 16-19, 63, 66, 78-79, 81-82, 94, 126,
127, 128
Islam 23-25, 32, 85-88, 91-92, 119, 122, 146,
148-150, 179, 182
Israel 70-71, 74-76, 78-80, 83, 85-87, 89-91,
93-94, 96-99, 101-102, 105-106, 108-112, 115,
118-119, 121-122, 124
JJapan 27, 126-133, 136, 140-143, 149-152,
154-159, 161, 164-167, 172-173, 179-184
Jews 85-88, 108, 110-114, 120-122, 124
Jordan 70-73, 78-79, 107-108, 118, 121
Jordan River 70-73, 78-79
Judaism 85-87, 119, 122
KKalahari Desert 8-12
Kenya 8-9, 13-15, 25-27, 31-35, 55, 58, 61,
67-68
Kolkata 141
Korean Peninsula 126-127, 130, 178
Kurds 85-88, 107-108, 119, 121-122
LLake Chad 16, 18-19
Lake Tanganyika 8-12, 16, 22, 65
Lake Victoria 8-12, 16-17, 65
latitude 77, 121, 178
Lebanon 70-71, 89, 107-108, 118
literacy 23-24, 26, 66, 85, 89-90, 102, 104, 119,
122, 146, 151, 162-163
longitude 77, 121
MMandela, Nelson 60, 62, 68
Mekong River 126-127, 129-130, 181
Minh, Ho Chi 170-171, 184
mixed economy 37, 39-40, 93-96, 155-156
monarchy 67, 90, 92-93, 119, 122, 152, 154,
172, 182
monsoon 137, 179, 181
Mumbai 141, 143
Muslim 23-25, 32, 34, 66, 86, 88, 107-108,
147, 149
Nnationalism 168, 171
Nazi 28
Nazis 110, 112-113
Niger River 8-12, 16
Nigeria 8, 13-18, 22, 26, 37, 40, 43, 44-46,
48-51, 55, 57, 59, 67-68
Nile River 8-12, 16, 22, 63
Nobel Peace Prize 60
nomads 21, 142
North Korea 38, 126-127, 131-133, 141,
155-157, 177-179, 183
Ooil 16, 22, 39-40, 44-46, 48-49, 68, 71, 78-82,
89, 94-95, 97-99, 101-109, 114-115, 119,
121-123, 141
oligarchic system 28
OPEC 97, 99, 119, 123
Ottoman Empire 107-111, 119, 123
PPalestine 87, 91, 107-108, 110-112, 124
Pan-African Movement 55, 61, 68
parliamentary system 29, 122, 152, 154, 180
Pearl Harbor 172-173
Persian Gulf 70-73, 82, 109, 114-116, 119,
121, 124
Persian Gulf War 109, 114-115, 119, 124
Persians 85, 87-88, 121-122
IIndex
These pages are provided for evaluation purposes only. No reproduction or classroom use of any materials is allowed. Page 30
7 STUDENT WORKBOOK EvaluationSample
PLEASE NOTE THE FOLLOWING:• The actual size is 8.5” x 11”• The complete book is 192 pages
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 190
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IIndexpetroleum 40, 47, 57, 78, 97, 99, 123, 135, 165
pollution 16-17, 48, 63, 78, 82, 121, 134-136,
138, 181
presidential system 29
primary source 62
Qquotas 41-42, 97-98, 123, 157-159, 183
Quran 24, 87, 147, 149-150
Rrainforest 8, 10-12, 16, 20, 22, 63, 65
Red Sea 8, 23, 71-73, 82, 120-121
reincarnation 147-148, 150
religious group 23, 25, 85-88, 121, 146-147
SSahara 8-12, 16-23, 63, 65, 181
Sahel 8, 10-12, 16, 19-23, 63-65
Saudi Arabia 23, 70, 74-76, 79-82, 89-90,
92-99, 101-108, 115, 118, 121-122
savanna 8, 10-12, 20, 22, 63, 65
saving 51, 53
Sea of Japan 126-130
secondary source 62
separation of powers 29-30
Shias 88
Shiite 108, 119, 124
Shintoism 33-36, 63, 67, 122, 146, 149-150,
182
slash and burn 20, 66
South Africa 8-9, 13-18, 28, 31-33, 37, 39-40,
42-50, 55, 59-60, 62, 67-68
South China Sea 126-127, 129-130
South Korea 27
specialization 41-42, 97, 157-158, 183
standard of living 23, 25-26, 33, 42, 47, 66, 85,
89-90, 122, 146, 151
Strait of Hormuz 70-73, 121
subsistence farming 21-22
Sudan 8, 13-15, 17, 23, 31-35, 67-68
Suez Canal 70-73, 75
Sunnis 88, 108-109, 121-122
Swahili 23, 25, 34, 63, 66
Syria 70-71, 78, 81, 107-108, 118
TTaklimakan Desert 126-130, 142, 181
Taliban 89, 115-116
tariffs 41-42, 97-98, 157-159, 183
theocracy 90-93, 119, 122
Tiananmen Square 173, 175-176, 184
Tigris River 70, 72-73
Tokyo 140-141, 156, 172, 179, 181
trade barriers 41-42, 97-98, 157-158
transportation 21-22, 25, 45, 47, 80, 82-83, 95,
97, 121, 123, 127-128, 138, 142-143, 164, 175
Turkey 70, 74-76, 78-85, 89, 93, 95-97, 100,
106-108, 118, 121-122, 124
Tutsi 57
Uunitary system 28, 91-92
United Nations 26, 34, 48, 89, 91, 98, 110, 115,
178
uranium 22, 44, 46-47, 49-50, 63
VVietnam 124, 126-128, 131-133, 140, 146-147,
159, 168, 170-171, 173, 176-179, 181, 184
vote 29, 31-33, 91-92, 122, 153-155
WWorld War I 107, 111, 113, 123
World War II 91, 110, 113, 124, 172, 178
YYangtze River 127, 130, 135, 137-138, 145
Yellow River 126, 129-130, 181
Yellow Sea 126-130
ZZedong, Mao 153, 173-175, 184
Zionism 110-112, 119, 124
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 191
~ This book is not reproducible. ~So
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©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 192
~ This book is not reproducible. ~
Notes
These pages are provided for evaluation purposes only. No reproduction or classroom use of any materials is allowed. Page 31
7 STUDENT WORKBOOK EvaluationSample
PLEASE NOTE THE FOLLOWING:• The actual size is 8.5” x 11”• The complete book is 192 pages
Evaluation samples of
teacher resources begin
on the following page.
P. O . B O X 2 7 7 9 , P E A C H T R E E C I T Y, G A 3 0 2 6 9 • T E L ( 8 0 0 ) 5 3 6 - 2 4 3 8 • F A X ( 8 0 0 ) 8 7 1 - 2 9 7 9 • W W W. G A L L O P A D E . C O M P A G E 3 2
T E A C H E R R E S O U R C E B O O K
G E O R G I A P E R F O R M A N C E S T A N D A R D SCRCT Resource
Deserts receive less than ten
inches of rain a year.
The desert is hot in the day
but cool at night!
People who live near or visit a
desert wear light-colored
clothes to reflect the sun and
stay cool.
The highest sand dune was
found in the Sahara Desert. It
was 1410 feet high!
Desert cactus can live to be up
to 200 years old!
The desert tortoise can live
where temperatures are over
140 degrees Fahrenheit.
Camels are called “ships of the
desert.” They can go without
water for two months!
The driest desert in the world
is the Atacama Desert of South
America.
DesertDetails!
Desertification in Africa
Much of the land in Africa is dry and arid, including the SaharaDesert, the largest desert in the world. Africa’s climate produceslittle rain. This land and climate creates the perfect environment fordesertification.
Desertification can be defined as the spreading of deserts. This isa large and devastating problem for Africa, whose deserts spreadsignificantly every year. It is also very hard to solve.
� Explain the causes and effects of desertification inAfrica in order to inform your students about theongoing problem. Help them understand that thefirst step to solving a problem is to make peopleaware of it.
Correlates with SS7G2c
Africa—Geography
©2008 Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 5
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CausesDesertification is caused by three main things:
climate, animals, and people. Africa often
experiences long droughts, when plants receive
no rain for days or even months, making it
difficult for them to survive. Animals contribute
to desertification as well. As plants die from the
lack of rain, animals have less food to graze on, so
the remaining plants are eaten up more quickly.
During a long drought, much of the plant life of
an area can be completely destroyed.
People cause deforestation by developing the
land in arid areas. Many Africans clear the native
plants from an area in order to plant crops. With
the destruction of plants, the area dries up. Just
like when the animals graze and all the plants
die, the once-lush area becomes lifeless. As the
plants die, the ground dries up and turns into
more desert land.
EffectsDesertification is very harmful to the
future of Africa. As the desert spreads,
there is less land to grow crops and raise
animals. Fertile cropland and forests are
being taken over by desert land. The
reduction of plants and animals means
that there is less food for Africans to eat.
It also means there are fewer ways for
Africans to make a living. Many farmers
lose their crops and animals to the
spreading desert and there is less land to
create new industry.
Slave Trade
Most of your students should be familiar with the use of Africanslaves in America and the civil rights movement. Slavery is nowlooked down upon in our culture but its effects are still evident inAmerica as well as Africa. Help studentsbetter understand slavery by teachingthem how and why the African slavetrade started.
When European explorersstarted settling new land, theone thing they didn’t havewere people to work for them.They needed builders for theirbuildings, farmers for theirland, and lots of other people tohelp them with everyday life.Many explorers found that thenative people in their newly settledlands were not willing to work for them.They would be violent and make plans to escape. The Europeansneeded help and they wanted to get it cheap, even free, so theyturned to Africa.
The settlers offered the leaders of African communities beads,shells, horses, and even guns in return for slave workers. The Africanleaders often gladly accepted the settlers’ gifts in hopes of creating agood relationship with the powerful Europeans. They also acceptedthe gifts so they could trade more goods with other communities.When settlers needed more slaves than African leaders were willingto give them, they began to take people by force. Many innocentAfricans were torn from their homes to work in foreign countriesunder harsh conditions, against their will, without pay. The removalof so many Africans still has a negative impact on Africa And itspopulation. Today, there are fewer people to work as scientists,politicians, and artists to further the continent’s future because somany were taken from their land hundreds of years ago.
Correlates with SS7H1a
Sometimes the names of
African countries look like
word puzzles to students. Here
are some helpful tips to
navigate those tricky
pronunciations.
Zimbabwe – Zim-BOB-way
Djibouti – Ji-BOO-tee
Ghana - GONE-ah
Tunisia – Tu-NEE-zhah
Mozambique – Moe-zam-
BEAK
Guinea – GIH-nee
Burundi - Ba-ROON-dee
Seychelles - Say-SHELLS
Africa—HistorySay
What?
©2008 Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 8
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The Pan-African Movement
The Pan-African movement aimed to unite African people all overthe world as well as bring the continent of Africa to a state ofindependence. The movement started in the twentieth century, as theabolishment of slavery and the fight for civil rights was waged inAmerica. Experts break the Pan-African movement into two maincategories: Continental Pan-Africanism and Diaspora Pan-Africanism.
Continental Pan-Africanism sought to promote the unity ofcountries and people within the continent of Africa. Throughout theexploration age, European countries colonized Africa and imposedtheir customs and beliefs on native Africans. Over many years, thisprocess of colonization created deep divisions between African peoples.Each country had different customs, loyalties, and beliefs. The Pan-African movement tried to end these divisions and create unity.Establishing independence from European powers in Africa, themovement also tried to create a deep bond of nationalism amongnative Africans. Advocates of Continental Pan-Africanism, such asMarcus Garvey and Kwame Nkrumah, believed that Africa couldbecome a continent of united countries under one commongovernment and common goals. The Continental Pan-Africanmovement claimed that if African countries could unify and organize,Africa could become a large world power.
Diaspora Pan-Africanism sought to create unity among blackAfricans and people of black African descent outside of the continent ofAfrica. Many British and American blacks, such as W. E. B. Du Bois andLangston Hughes, were very involved with spreading this idea.Advocates of the Diaspora view believed that even though many blackswere taken from their homeland and forced into a life of slavery, therewere still common bonds that united them as Africans. They believedthat Africans should come together as a unique ethnicity to expresstheir ideas and creativity. They also believed it was very important tosupport their ancestors’ homeland of Africa by providing money,education, and independence to its people.
� Although these two views of the Pan-African movement aredifferent, they share the same goal of uniting African people.Talk to your students about why unity is important. Explainthis concept by describing a family reunion. Just like theAfrican people, family members are different from oneanother and may live in many different places. Althoughthey are different, families like to come together to celebratewhat makes them unique.
Correlates with SS7H1d
The ideas of the Pan-African
Movement are seen through
the country of Liberia. Liberia
was settled in the fifteenth
century by the Portuguese.
But when black American
slaves began to receive their
freedom in the late nineteenth
century, many wanted to
return to their homeland. A
group of 86 newly freed
African American slaves sailed
to Liberia in 1820. Over the
years, former slaves and free
African Americans chose to
return to their homeland by
settling in Liberia. Although
Liberia has been through some
terrible wars and struggles
throughout the twentieth
century, it remains a stable
country today.
The movement of freed slaves
back to Liberia illustrates the
important values of the Pan-
African movement. Although
these freed slaves were raised
in America and had never seen
the shores of Africa, they still
felt a strong connection with
the continent and its people.
The settlers of Liberia showed
that unity with your people
and country can be essential to
personal identity.
Africa—History Liberia
©2008 Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 9
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South African Apartheid
Just as America dealt with racial segregation, South Africa, thesouthernmost country in Africa, dealt with apartheid for much of thetwentieth century. Apartheid separated blacks and whites through aseries of nationally enforced laws. Although there were over fourtimes more blacks than whites in South Africa, the minority of whitepeople ruled the majority of black people by enforcing racist laws.The laws of the apartheid told blacks where they could live, work,and even die in South Africa. Black people were always separatedfrom white people and were often given less provisions and rights inthe society. Apartheid ended only through the dedication of thosewho believed in fighting for equality.
� Explain to your students the injustice of apartheid and tell themabout the dedication and teamwork of Nelson Mandela and F.W. de Klerk:
Nelson Mandela: A black South African, Mandela became veryinterested in the country’s politics while at college.Mandela felt passionately against apartheid andused violent actions to fight against the white-enforced law. He was eventually thrown in jail forhis attempts at justice. While in jail, he becamerecognized as the most significant black leader inSouth Africa. Although he was offered many “deals”to get out of prison, Mandela always refused tocompromise his political beliefs. He was released from jail in 1990and became president of the black-run African National Congress inSouth Africa.
F. W. de Klerk: De Klerk was a white politician who supported SouthAfrica’s segregated laws at first. He advanced inpolitical positions through the 1970s and 1980s tobecome state president in 1989. In his acceptancespeech for presidency, Klerk spoke about his plan for anon-racist South Africa. On February 11, 1990, hereleased Nelson Mandela from his life sentence in jailand let the African National Congress meet again. De
Klerk was responsible for bringing apartheid to an end.
Both men received a Nobel Peace Prize for their brave efforts toend apartheid.
Correlates with SS7H1c
Africa has been through many
wars and political changes
over the years. In fact, many of
the countries in Africa on a
map from 50 years ago would
have very different names.
Here’s what the names
currently are in 2008.
FORMER CURRENT
Zanzibar Tanzania
Togoland Ghana
Spanish W. Africa Morocco
Rhodesia Zimbabwe
Portuguese E. Africa Mozambique
Malagasy Republic Madagascar
French Sudan Mali
Abyssinia Ethiopia
Africa—HistoryName
Change
©2008 Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 10
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Flooding in India
While major flooding in the United States is rare and considered anatural disaster, flooding in India is expected. Every year, India receivesmonsoon rains which downpour on the country for days. These rainsquickly fill up the rivers in India, causing them to overflow onto thebanks.
Every year, Indian villages are harmed by flooding. Often during themonsoon season, whole villages can be submerged under water. Thishas many negative effects. The floodwaters often damage a village’sfarmland by making the soil unsuitable for growing crops. Floods alsoleave many homeless and cause deaths through starvation,contamination, and injury.
India’s government has recognized the country’s severe problemwith floods, but it is often incapable of stopping the flooding. Althoughwalls and barriers can be built to protect the river from running ontothe banks, the government cannot control how much rain the monsoonseason will produce. In 2008, India experienced one of the worst floodsin 50 years because of heavy monsoon rains. The flood occurred on theKosi River, which flows over much of India. The heavy rainfall causedan embankment built to protect villages from flooding to burst. Thelarge flood killed many people who were not prepared and forced anestimated 750,000 people out of their homes.
While it is difficult to prevent or predict natural disasters, such asflooding, there are many groups who work to help the victims of thesedisasters. Many groups in India are working to help local villagers byproviding river barriers, clean water, better roads, and financialsupport.
� The flooding in India shows the importance of beingprepared for your local climate. Talk to students about theimportance of understanding the geography of their land aswell as their local climate in order to prepare for naturaldisasters. For example, students in California should learnwhat to do during an earthquake, while students in Oklahomamay want to practice a tornado drill. Students in states suchas Florida, Alabama, and Louisiana should be aware ofhurricane evacuation routes and procedures.
Correlates with SS7G10b
Here’s a rundown of what type of
weather you’d find on a journey
to Asia:
INDIA: It’s usually mild in the
north, but watch out for the
south. The summer brings
tropical monsoon weather. That
means lots of wind, rain, and
flooding.
PAKISTAN: There’s not much
rain here. The summers are hot
and the winters are cold.
VIETNAM: North and south are
opposite here. It’s wet in the
north from May to October and
rainy in the south from
September to January. The rest of
the time it stays pretty dry.
PHILIPPINES: It’s located near
the water, so it has a nice tropical
climate. There are three distinct
seasons: the rainy season, the
cool and dry season, and the hot
and dry season. Take your pick!
JAPAN: The Japanese are very
proud of their four distinct
seasons: summer, winter, spring,
and fall. They’re pretty similar to
seasons in Middle America.
CHINA: China is so big, it has
different types of climates from
hot to cold and rainy to dry. A
tour around the country will feel
like traveling through all four
seasons in fast-forward!
Southern and EasternAsia—Geography
WeatherReport
©2008 Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 17
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Gandhi and Civil Disobedience
Mohandas Gandhi was born in India in 1869. In1893, he took a job as a lawyer in South Africa and wasshocked by the way Indians there were treated. Theywere segregated and oppressed by the South Africanauthorities. This made Gandhi upset because hebelieved that was all people are created equal. Hestayed in South Africa for more than 20 years trying tohelp Indians gain equal treatment.
While he was in South Africa, Gandhi developed his belief in thepower of satyagraha, or civil disobedience. He believed that the bestway to combat injustice was not through violent fights but throughpeaceful demonstrations against unjust laws. Gandhi taught thatnonviolence was the key to change.
In 1915, Gandhi returned to India with these ideals. At that time,India was controlled by the British Empire and wanted to gain itsindependence. Once again, Gandhi became very passionate abouthelping Indians—in this case, for India to gain its freedom. He used hisideas of civil disobedience to politely oppose British rules. Instead ofguns and bombs, Gandhi fought by going on hunger strikes, refusing topay certain unjust taxes, and rejecting all modern clothing andconveniences. Gandhi is most often pictured in a white tunic, which isthe traditional clothing of the farmers in India. Although he was aneducated man, Gandhi wore this clothing to show his equality witheven the poorest people in India.
Gandhi was a great inspiration for the people of India. After manyyears, his nonviolent fight against the British rule was a success. Withthe influence of Gandhi, India gained its independence. His acts of civildisobedience and his quest for equality are still celebrated today andhis life will be remembered in history forever.
� Gandhi believed that acts of violence would producenegative reactions and acts of nonviolence would producepositive reactions. Discuss this belief with your students. Dothey agree? In what ways could Gandhi’s idea of civildisobedience be put into practice today? Make sure yourstudents realize that nonviolent resistance can be punishedjust like violent resistance. Gandhi was sent to jail fourdifferent times!
Correlates with SS7H3b
Hinduism and Buddhism are the
third and fourth largest religions
in the world. They are practiced
mostly in Asia, with the majority
of followers in China and India.
Although Hindus and Buddhists
consider their religions very
different, they share the similar
beliefs of karma and
reincarnation. These beliefs are
popular even among non-
religious people. But what do
they mean?
KARMA: Karma literally means
“action” and is the belief that the
actions you commit always have
future consequences. If your
actions are good, you will receive
benefits, but if your actions are
bad, you will receive punishment.
Hindus and Buddhist believe that
your karma determines your
place in the next life. Which leads
us to…
REINCARNATION: This is the
belief that although your body
dies, your “self” lives on and is
reborn into another form. Hindus
and Buddhists believe that they
had many lives before their
present life and will have many
lives after it. In reincarnation,
one’s “self” doesn’t have to be
human, it can transform into an
animal or a plant. Many Hindus
and Buddhists believe that the
better karma, or actions, you
practice in your life, the better
your form will be in the next life.
Southern and Eastern Asia—History
Karma andReincarnation
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Human Rights in Communist China
Since 1949, China has been ruled by a communist government.That means that one central government holds the power for thewhole country. This government is stationed in Beijing and makesrules about religion, business, and social practices. These rules areexpected to be followed by everyone in China, even farmers in themost rural towns. People who disagree with or disobey the centralgovernment’s rules are usually punished.
China’s government has been popular recently for its willingnessto give its people more freedom. Fifty years ago, Chinese citizenswere cut off from the rest of the world. The government censoredtelevision and banned the Internet. Today, many Chinese have theInternet in their homes and are exposed to the cultures of outsidecountries. But although the government is less restrictive, censorshipis still practiced. Censorship is when the government decides whatthe citizens of a country can write, believe, watch, or read. Citizensin China can be arrested for what they write in the newspaper orwhere they go to church. They are often arrested without notice andare sometimes treated with violence. To harm someone withoutwarning or a fair trial is considered a violation of human rights. Theviolation of human rights is a large problem in China today. Peoplewho fight for human rights believe that all people should have theright to live their lives without being harmed. Many Chineserecognize this injustice and have formed groups to fight for therights of every citizen there.
� Ask students to imagine what it would be like to livein country that did not respect human rights, wherethey would be punished for anything they did thatwent against the government’s rules and opinions.How would they feel about being arrested without achance to go to court and defend themselves? What ifthey were beaten just because they disagreed withsomething the government thought? Recognizing thehuman injustice that occurs in other countries can helpmake students thankful for the freedom and respectthey are given because they live in America.
Correlates with SS7CG7
In 1948, the United Nationscreated a declaration thatdetailed what rights everyhuman should be entitled to.Here are some rights that yourstudents might not even knowthey have!
1. Everyone has the right tolife, liberty, and security ofperson.
2. No one shall be held inslavery.
3. No one should be subject totorture.
4. Everyone has the right to berecognized as a person beforethe law.
5. No one can be arrestedwithout reason.
6. Everyone has the right to afair trial.
7. Everyone has the right tofreedom of expression andopinion.
8. Everyone has the right torest and leisure (studentsshould like this one!).
Southern and Eastern Asia—Government and Civics
UniversalHuman Rights
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Japanese SamuraiThey have been the protectors of the Japanese for thousands of years. Their honor anddiscipline is their life. They are the Samurai…
Japanese Samurai began as a group of men who were trainedto be the protectors of the Japanese people. They gave peace andorder to the Japanese and were the only citizens allowed to carrya sword.
The Samurai sword became an important symbol of thewarriors. Most Samurai carried two swords. The sword wassaid to be the soul of the Samurai. Each sword was decoratedand intricately carved to represent individual Samurai. Theswords represented the strength and discipline of the Samurai.
Also unique to the Samurai was their uniform, anintricate design of armor made to both protect them andscare their enemies. Each piece of armor was adorned
with dragons, tigers, and insects. The armor was supposedto make Samurai look like demons to intimidate their enemies.
The Samurai’s life was difficult as well as prestigious. From a young age, theSamurai had to follow the “bushido,” a strict list of rules and ethics. The Samuraiwere taught to respect their elders, show self discipline, and have integrity andhonor. Samurai also learned intellectualskills like calligraphy, flower arranging, andpoetry. All of these practices were meantto create a well-rounded, respected warrior.
Trivia:A Japanese samurai sword was made by adetailed process of heating steel, poundingit flat, folding it, pounding it, and folding itagain and again until it was perfect.
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It’s Chinese New Year!The streets are lined with thousands of people dressed in red. They are cheering for good luck andfortune. They wait in anticipation for a new year…
The Chinese New Year isn’tcelebrated on January 1 like in theUnited States. The Chinese calendar ismeasured by the cycle of the moon,which means that the Chinese NewYear occurs on a different day eachyear. It usually takes place in Januaryor February.
The Chinese practice manyrituals at each New Year. BeforeNew Year’s Eve, the Chinese househas to be swept clean and dusted. It is bad to sweepor dust on New Year’s Day because it might “sweep” the good fortuneaway. Chinese also must end any fights and repay any debts before the celebrations begin.
On New Year’s Eve, families have a big dinner wherethey pay respects to their ancestors and gods. That night, allthe windows in the house are left open to let the old yearout and the new year in.
On New Year’s Day, each person must dress in newclothes. Most people wear red because it representshappiness. The Chinese should not wash their hair onNew Year’s Day because it might wash away their goodfortune. Houses are often decorated with brightbanners with poems of good fortune on them.
The Chinese New Year’s Parade is an extravagant display of marching,music, and floats. Its most exciting feature is the dragon dance. Young, dancingmen hold up a 100-foot-long dragon made of silk paper and bamboo. Firecrackersscare away evil spirits and welcome the fortune of a new year!
Trivia: Each Chinese New Year is named after an animal. Each animal represents apersonality trait. Legend says that a Chinese person has the personality of theanimal of the year in which they were born!
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Life in TimbuktuHave you heard the term “from here to Timbuktu”? It refers to a place far, far
away—and very real! Timbuktu was a bustling city in the fifteenth century, the centerof the desert. Imagine what life in Timbuktu would be like…
Picture this: the air isthick and hot. The desertstretches on for miles inevery direction. There’ssand in your hair, betweenyour toes, and in yourclothes. You wear a long,white linen shirt overthin pants.
All around you,people are hurrying
down city streets. Thelarge buildings of Timbuktu almostmake you forget you’re in the middle of the desert. Thetown is busy and vibrant.
Some of the people around you are students at the localuniversity. You hope you will go there some day. You imaginewhat it will be like to learn from the greatest scholars in the world!
As you move further down the streets of Timbuktu, youpass one of the large, ornate mosques. You go to a mosque atleast once a week. Islam is very important to your life inTimbuktu.
Just past the mosque is an outdoor market. Peopleare yelling and waving clothes, vegetables, and trinkets.
You don’t stop to buy anything because you have seen theelaborate goods before. After all, Timbuktu gets caravans of goods every
week. Everyone comes to Timbuktu to trade and buy!
To think about: Are you surprised to learn that an intellectual and wealthy cityexisted in Africa so long ago?
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Fight for RightsShe is not allowed to vote, work, or shop without her husband’s permission. She mustbring honor to her family. If she shames her husband, she will be beaten or worse…
For women, life in the Middle East is difficult. Human rights activistsaround the world continually urge Middle Eastern countries to improve the rightsof women.
In many Middle Easterncountries, the idea of a womanhaving the same rights as a man isconsidered preposterous. Womenare seen as the property of theirfathers and husbands. The fathers ofyoung girls often choose a husbandfor their daughters. The daughter isnot allowed to make many family
decisions. She has no personal money and is unable to providefor herself.
Once a woman is married, she is bound to her husband.Even if her husband mistreats her, it is very hard for MiddleEastern women to get a divorce. If they are able to divorcetheir husbands, they are often not allowed custody of theirchildren. Men on the other hand, can divorce their wivesvery easily, sometimes only by announcing it in public!
Women in the Middle East are recognized by theirunique dress. Most Middle Eastern women cover theirheads with a “hijab” or a light scarf. Others must wear“burqas,” which are long robes and veils that cover theentire body. When a woman wears a burqa, the onlyvisible part of her body is her eyes.
The rights of women in the Middle East vary from country to country andmany reports say that equality is spreading for Arab women.
To think about: How would you feel if you had limited rights like women in theMiddle East? How would your daily life be different?
Georgia Experience • 7th Grade • ©Carole Marsh/Gallopade International • 800-536-2438 • www.gallopade.com
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Timeless TraditionsSome traditions are just for fun and memories. Others are sacred. Each time they are practiced, theyhonor history….
The Jewish people have been through many trials such as exile, separation,and the Holocaust. This ancient nation celebrates two important holidays that are
more than just traditions—Hanukkah and the Passover. Thesetwo celebrations retell the stories of the past.
Hanukkah is celebrated around Christmas time. It is usuallyrepresented by a large candlestick holder commonly known as a“menorah.” A Hanukkah candlestick holder holds nine candles.
Hanukkah celebrates the victory of Jewish warriors overenemies who had invaded their land. When the Jewish warriorswon, they rushed to the temple to worship their God. Theywanted to keep a candle burning all day and night in honor oftheir God but only found enough oil in the temple to burn forone day. Miraculously, the oil burned for eight days and the
flame never went out!
Because of this miracle, Hanukkah is celebrated for eight days. Each day, anew candle is lit until all eight burn. During the eight days of Hanukkah, Jewishpeople eat special foods and give each other presents.
Another important holiday for the Jews is Passover. This holiday celebratesthe Jews’ exodus from Egypt after being held as slaves for many years.
Every part of the Passover is important.The holiday lasts seven to eight nights. On thefirst night, the leader of the household willperform a Passover Seder, a long meal with 15steps to celebrate the Jews’ freedom from Egypt.
These two unique holidays are not justabout food, presents, and fun. They celebratethe history of an ancient nation!
Traditions of Hanukkah and Passover:• Fried potato cakes called “latkes” are eaten throughout Hanukkah.• During Hanukkah, games are played with a “dreidel,” which is a spinning top.• A hard-boiled egg is eaten at Passover to represent springtime.
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The Great WallIt snakes across China…a monument to China’s past. But who built the Great Wall?What is the true story of the Great Wall of China?
The Great Wall is China’s most recognizable monument. But were there two“great walls,” built by several powerful Chinese dynasties to protect northernborders from enemy invaders? Here are the facts:
First, the Qin (or Chin) Dynasty built a wallalong China’s northern border more than 3,000 yearsago. This wall was made from dry dirt, woodenframes, and stone. It was called “chang cheng” or“long wall” during that time. However, the wall wasnot durable and few traces of it are left today.
Second, the Ming Dynasty built another wallalong a different northern border in the 1400s. Itspurpose was to keep enemy tribes from the northout of China. The wall was first built with dirt,
wood, and stone but later replaced with a sturdier stone structure.
Third, the Qing Dynasty took over construction of the Ming Dynasty wall in 1644. They built watchtowers at regular intervals along the wall.
It is clear that the MingDynasty’s wall is what tourists seewhen they visit the Great Wall ofChina. But while many peoplethink the wall is thousands ofyears old, it is actually onlyseveral hundred years old. Andwhile legend says it stretchesacross all of China, the wall isreally only about 1,500 mileslong. Last but not least,astronauts proved that thelong-believed myth that the GreatWall could be seen from space is, sadly, not true. Theonly outer space evidence of the Great Wall was taken by a satellite image.
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Words of Hope in a Dark PlaceIn a tiny hidden room, twelve-year-old Anne scribbles her most important thoughtsinto a diary. They are thoughts about boys, future, and friends. But Anne’s diary isdifferent than any other diary ever written…
During WWII, Hitler’s Nazis were responsiblefor the Holocaust—the death of millions of Jewishpeople. Innocent men and women were sent toconcentration camps where they were worked todeath and put in poisonous gas chambers.
Anne Frank was a young Jewish teenagerduring this time. She was a smart, social girl whoexcelled in school and had many friends.Although she felt the oppression of the Nazisoldiers, Anne did not let fear control her life.Even when her family was forced to live inhidden rooms in her father’s office, she kept upher hopeful writing.
For two long years, Anne and seven other people hidin the small hidden apartment. They were not allowedoutside for fear that Nazi soldiers would find them. Onone dark day, however, Nazi soldiers found out aboutAnne’s hiding place. They broke into the rooms andarrested Anne and her family.
Anne was separated from her parents and notallowed to have her diary. She and her sister ended upat a concentration camp in Germany named Bergen-Belsen. Anne and her sister both died from adisease called typhus.
Anne died only a few weeks before AlliedForces shut down the concentration camps in Germany. But
she has never been forgotten! Her diary was published as a book called TheDiary of Anne Frank. Today, it stands as a cherished tribute to the children of theHolocaust.
Quotes from The Diary of Anne Frank:• “I don’t think of all the misery, but of the beauty that still remains”• “In spite of everything, I still believe that people are really good at heart”
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Yin-YangA circle is divided into black on the bottom and white on top. In the black half of thecircle, a small white dot sits, while in the white half of the circle a small black dotresides. This simple representation is yin and yang…
Do you recognize the yin-yang symbol? It is commonly used to representharmony, peace, and balance. It is often seen today as a decorative charm on anecklace or keychain.
Ancient Chinese philosophersdeveloped the yin-yang theory. The wordsliterally mean “shaded” (yin) and “sunny”(yang). Chinese philosophers wroteabout yin and yang when describing thesides of a hill—one side was sunnywhile the other was shaded. Theybegan to use the concept for opposingtraits in all aspects of life.
Yin began to stand not just forshaded, but for something dark and feminine innature. Yang began to stand not just for sunny, but forsomething light and masculine.
The Chinese philosophers believed that everything in life contained parts ofyin and parts of yang. Sometimes objects would have more yin than yang. If thetwo parts of an object where off balance, terrible things would happen.
Chinese philosophers often attributed disasters like floods, rebellion, anddisease to an imbalance of yin and yang. They even advised political leaders andfamilies to make sure the balance of yin and yang was even in their homes.
Today, people use the yin-yang theory to restore balance to their lives.Recipes, exercises, and emotional therapy use yin and yang theories. In order torestore balance, a person must first recognize which part—the yin or the yang—isoff balance. When the balance is restored, they will be healed (or so they say!).
Think about it: Can you think of some examples of yin and yang in a recipe?
Georgia Experience • 7th Grade • ©Carole Marsh/Gallopade International • 800-536-2438 • www.gallopade.com
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Savanna SafariAs the big, orange sun rises behind the tall, skinny trees of the savanna, the animalsbegin another new day. They will be grazing, hunting, and resting in the African landlike they do every day—but this morning, they will have an audience.
Some animals of thesavanna are aggressive and can beharmful to humans, like the lion.Others, like the elephant, aregentle but intimidating in size. To choose to ride through thesavanna with these dangerousanimals might sound crazy, butpeople do it every day!
African safaris drawcurious tourists from around the world. These tours let visitors experience thewildlife of the African savanna without disturbing nature. People can go on safarisby walking or riding in a car. Some safaris are for hunting, but most are for takingpictures and experiencing the amazing animals of the African savanna. Mostsafaris are led by tour guides who explain the animals’ habits and know the bestspots to see beautiful scenery.
On a safari to Africa, visitors are able to see allthe exotic animals that you might see only in moviesor at the zoo. Safaris let people get close to elephants,lions, zebras, gazelles, rhinos, giraffes, cheetahs,leopards, and many other animals. Although you can’tget close enough to touch, you can experience what theseanimals do in their everyday lives.
Interesting Animal Facts: • Cheetahs are the fastest mammals in the world. They can
run up to 70 miles per hour!• Elephants are the largest mammals on land. They can weigh up to
20,000 pounds!• Giraffes can grow up to 20 feet tall!• Lions cannot purr like small cats…but they can roar!
Georgia Experience • 7th Grade • ©Carole Marsh/Gallopade International • 800-536-2438 • www.gallopade.com
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Protect the Pandas!He lounges in his small but comfortable world at the zoo. His black-rimmed eyes stareat you as he munches a fistful of crunchy bamboo. What is he thinking…that rare,wonderful giant panda…
Although native to China, the giant panda fascinatespeople around the world. But even though it is well loved,this white bear with black eye patches is in trouble.
The giant panda is an endangered species. Onlyabout 1,600 bears live in the wild, most of them inprotected forests in China. About 160 bears (includingabout one dozen in the United States) live in zoos andbreeding centers.
Giant pandas are in danger of extinction for two reasons—habitat destruction and illegal hunting. The growing population in China has led tomass clearing of bamboo forests in the mountainous areas of southwest China,pushing the pandas out of their normal habitats. Some pandas have died ofstarvation because they had no bamboo to eat. Bamboo is the panda’s main sourceof food, and the average panda eats about 40 pounds of it per day!
Although China has instituted severe penalties for this practice, the illegalhunting of giant pandas still poses a threat to the species. In addition, the pandasoften get caught in traps set for other animals like deer and other types of bears.
Fortunately, the giantpanda is considered to be anatural treasure in China, and thegovernment has set aside anetwork of nature preserves toprotect the peaceful pandas.
Trivia:Giant pandas do not hibernatein the winter! They simplymove to lower altitudes where the temperature isnot quite as cold.
Georgia Experience • 7th Grade • ©Carole Marsh/Gallopade International • 800-536-2438 • www.gallopade.com
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The Excellent, Enigmatic Equator!It splits the North from the South. It is surrounded by myth and mystery. And, it’s invisible…
The equator—that imaginary line separating the Northern and SouthernHemispheres—attracts plenty of questions. One of the most popular questions is:
“Does water flow the opposite way down a sink inthe Northern Hemisphere than it does in theSouthern Hemisphere?” Hmmm!
The equator line is 25,000 miles long and goesdirectly across the middle of the world. It runsthrough many countries including Ecuador,Brazil, Colombia, the Republic of the Congo,Kenya, Uganda, and Indonesia.
Countries along the equator areamong the hottest places in the world. At certain
times of the year, the sun runs right along the line of the equator, shiningits most intense heat toward the equatorial countries. These countries experience ayear-round summer with little season changes.
Countries along the equator have some of the richest natural resources inthe world. For example, more than half of the world’s rainforests are found alongthe equator. These rainforests are home to more than 50 percent of all the plant andanimal species in the world! Many important medicines come from these rainforest plants.
Days are a little different along the equator. Countries along the equatorexperience faster sunrises and sunsets than anywhere else in the world. It onlytakes minutes for the days to begin and end. Around the North and South Poles,where the sun is not as intense,sunrises and sunsets can take days!
And the answer is…No, water does not flow differentlydown a sink or toilet in the NorthernHemisphere than it does in theSouthern Hemisphere!
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Map
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Geographically, Turkey lies partly in Europe and partly in Asia. Turkey is considered a developing
nation and remains poor when compared to most European countries. Because most of its trade is with
Western Europe, Turkey is trying to join the European Union (EU). The EU is a powerful group of
European countries united for economic cooperation and strength. Joining the EU would provide
necessary funding and loans for development and other benefits.
Quick QuizMatch the following items by placing the correct letter by the number.
1. The government controls the total A. Mixed economy
economy
2. In Turkey, agriculture, textiles, and manufacturing B. Mustafa Kemal
are examples of this
3. First ruler of Turkey as a republic C. European Union
4. Private enterprise combined with D. Private enterprise
government-controlled resources
5. Could help Turkey with funding and loans E. Command economy
Essential SkillsComplete the chart below comparing the economies of Israel, Saudi Arabia, and Turkey.
Background CheckThe city of Istanbul, Turkey sits on two continents—Europe and Asia! Istanbul used to be known as theancient city of Constantinople.
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 96
~ This book is not reproducible. ~
Country Type of Economy What the
GovernmentControls
Examples of PrivateEnterprise
Israel
Saudi Arabia
Turkey
E
D
B
A
C
mixed market economic planning mining,manufacturing,(includes agriculture diamonds, service
as example) industries
moving from oil industry power generationcommand to natural gasmixed market exploration
moving from major role in industry, agriculture, textiles,command to banking, transportation, manufacturingmixed market communication
©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 129
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Map SkillsNow that you know about some of Asia’s landforms, it’s time to locate them on a map. Follow thedirections below.
1. Trace the Ganges River in blue.2. Trace the Huang He (Yellow River) in blue and yellow.3. Trace the Indus River in blue and orange.4. Trace the Mekong River in blue and green.5. Trace the Yangtze (Chang Jiang) River in blue and red.6. Draw a purple circle around the Bay of Bengal.7. Draw a red circle around the Indian Ocean.8. Draw an orange circle around the Sea of Japan.9. Draw a black circle around the South China Sea.
PLATEAU OFPLATEAU OFTIBETTIBET
GOBI DESERTGOBI DESERT
HIIMALAAYYAN MTTS.
TAKLIMAKANTAKLIMAKANDESERTDESERT
Indus R
iver
Ganges River
Mekong Ri ver
Yangtze River
Huang
He River
Arabian Sea
Bayof
Bengal
SouthChina
Sea
Sea ofJapan
YellowSea
KoreanPeninsula
I N D I A NO C E A N
P A C I F I CO C E A N
10. Draw a yellow circle around the Yellow Sea.11. Draw a purple box around the Gobi Desert
and put brown dots on it.12. Draw a brown box around the Taklimakan
Desert and put brown dots on it.13. Draw purple ridges on the Himalayan
Mountains.14. Draw a green circle around the Korean
Peninsula.
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