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GEORGIA PERFORMANCE STANDARDS CRCT Resource EVALUATION KIT

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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

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

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

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 4

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.

Order Now!

New edition updated

for August 2008 Georgia

Performance Standards revisions.

Order Now!

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

192-pageWorkbook!

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 7

$29.99 ea.$14.99 ea.$24.99 ea.

Y o u g e t a l l o f t h i s w i t h t h e C l a s s r o o m S e t !

$99.00 Single CD

$299.00 Lab Pack

$399.00 Site LicenseIncludes

all answers!

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.

(Prices Subject to Change)

• 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?

©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.

©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 78

~ This book is not reproducible. ~

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?

©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 117

~ This book is not reproducible. ~

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

©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 129

~ This book is not reproducible. ~

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.

©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 141

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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

~ This book is not reproducible. ~

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

�������

©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 156

~ This book is not reproducible. ~

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

~ This book is not reproducible. ~

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

~ This book is not reproducible. ~

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

©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 3

~ This book is not reproducible. ~

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

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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.

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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.

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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

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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

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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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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

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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

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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.

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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

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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

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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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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

~ This book is not reproducible. ~

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

~ This book is not reproducible. ~

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

~ This book is not reproducible. ~

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

~ This book is not reproducible. ~

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

~ This book is not reproducible. ~

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

~ This book is not reproducible. ~

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

~ This book is not reproducible. ~

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

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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.

©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 85

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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?

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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.

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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.

©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 113

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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

©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 111

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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

~ This book is not reproducible. ~

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

©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 119

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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

©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 123

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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

~ This book is not reproducible. ~

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

©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 130

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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.

©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 132

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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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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

©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 135

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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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7 STUDENT WORKBOOK EvaluationSample

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.

©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 136

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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.

©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 138

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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

~ This book is not reproducible. ~

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

~ This book is not reproducible. ~

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

~ This book is not reproducible. ~

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

~ This book is not reproducible. ~

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?

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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

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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.

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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

©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 164

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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

���������

���������

©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 166

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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%

©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 168

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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

~ This book is not reproducible. ~

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

©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 173

~ This book is not reproducible. ~

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.

©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 175

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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

©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 176

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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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~ This book is not reproducible. ~

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

~ This book is not reproducible. ~

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

©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 180

~ This book is not reproducible. ~

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?

©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 184

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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

©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 183

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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

©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 187

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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

©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 188

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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

©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 189

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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

~ This book is not reproducible. ~

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?

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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?

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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

Bringing enrichment back

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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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• Tests include both positive and negative choice format questions

• Tests cover all grade-level content

• Questions are separated into corresponding standards so teacherscan assess student knowledge and focus follow-up teaching effortsto meet individual student needs.

• Bonus section of study/review materials provides facts andessential content that students can study to prepare for practicetests and/or review problem areas after practice tests.

These Georgia Test Prep CDs pinpoint each individual student’s areasof understanding and competency, and identify areas whereadditional study is needed. Patterned after our successful,straightforward, comprehensive Georgia Experience series ofworkbooks, these programs are designed to help raise studentcomprehension based on the Georgia Performance Standards, and asa result, this software will raise student test scores!

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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

~ This book is not reproducible. ~

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

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Yangtze River

Huang

He River

Arabian Sea

Bayof

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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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