Social Studies Curriculum

Grade 7 - World Geography
Unit Guides

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Unit: Asia

Northern and Western Asia: Russia and Former Russian Republics; South Asia: India, Pakistan, and surrounding countries; East Asia: China, Japan, and the Koreas; Southeast Asia: Thailand, Cambodia, Vietnam, Indonesia, etc

Time frame for unit: 4th Quarter—7 weeks

Content Standards

National Standards for Geography:
Standards #1-#18 (See end of this document)

Alaska State Geographic Content Standards Addressed:
Standards A-F (See end of this document)

Enduring Understandings and Essential Questions

1. The five themes of geography allow us to explore patterns in location, place, human environment interaction, movement, and regions.
2. Geography has a range of helpful tools that can assist us in understanding our earth and its patterns.
3. Economic, political, and social stability within a region are powerfully influenced by the distribution and size of populations and how they access and distribute available human and material resources.
   • How are economic, political, and social stability within a region influenced by the influence and size of populations?
   • How does population density affect the economic, political, and social stability of a region?
4. Global economic interdependence both unites and divides countries of the world.
   • How does global economic interdependence unite and divide countries of the world?
   • To what extent does Asia influence the global economy?
   • Why do economic systems succeed or fail?
5. Physical systems such as monsoons, plate tectonics, and other phenomena profoundly affect humans.
   • How do physical systems profoundly affect Asians?
   • To what extent can Asian governments prepare for natural disasters?
6. We can use geography to interpret the present and plan for the future.
   • How can we use geography to interpret the present and to plan for the future?

Knowledge

The student will be able to define / apply the following terms:
South Asia, South East Asia, East Asia, Central and Northern Asia, monotheism, polytheism, Pacific Rim, Ring of Fire, communism, third world country, homogeneous culture, pluralistic culture, imperialism, caste system, loess, sphere of influence, tariff, proliferation, terracing, Siberia, Himalayan Mountains, Great Wall of China

The student will be able to identify the following:

• The characteristics of Asia’s regions.
• The developing economies of the Pacific Rim.

The student will be able to describe the following:

• Main landforms of Asia.
• Physical and climatic regions of Asia.
• The ways in which some countries, such as South Korea or Singapore, modernized their economies so quickly.
• The influence of Russia on the rest of Europe, the Middle East, Alaska, and Asia.

The student will be able to explain the significance of the following concepts:

• Population distribution directly correlates to the availability of resources.
• Asia’s history and culture are closely tied to Asia’s rivers.
• Plate tectonics on Asian geography.
• Communism has failed as an economic system.
• China’s vast resources are having a profound affect on world economies and environments.
• The cultures of China and India have had a profound influence on the rest of Asia’s regions.
• Alaska’s ties to Pacific Rim economies in terms of products and trade partners.

Skills

The student will be able to:

• Draw a diagram showing how the Himalayas became the world’s tallest mountain range.
• Visualize life along the rivers of Asia.
• Use graphic organizers to mentally organize the material from the textbook.
• Use the Internet and library resources to research a country’s economy in-depth.
• Interpret population graphs to show the impact of the rapidly expanding world population.
• Draw a time line to show major events in one of the following conflicts: India and Pakistan, North and South Korea, or China and Taiwan.
• Compare/contrast the resources of Japan and China.

Assessment Evidence

Example Performance Task:

• Plan a Pacific Rim trade fair. Research an Asian country learning the import and export goods as well as trade partners. Assume the role of economic leader of that country and set up a booth to show and tell Alaskan visitors about trade in your country. Brings books about the country and make posters, pamphlets, and charts for your booth.
• American in Japan: Be an exchange student to Japan. Using the online site for the textbook students put themselves in the shoes of a middle school student in Japan. Beware of culture shock. (School Days activity designed for chapter 28.)
• Community planner- students imagine themselves as the person in charge of decisions for their area. The plans must meet the needs of a rapidly expanding population as well as a natural disaster contingency and/or monsoon plan.

Example Evidence:

• Oral or written response to one of the Essential Questions.
• Test on using key terms in context.
• Quizzes and tests over unit knowledge.
• Self-reflection logs on participation and value of the performance tasks.

Example Learning Activities:

1. Read and discuss Ch. 15-16, 19, 25-29 in the Holt text.
2. Create, label, and analyze maps of Asia.
3. Design a PowerPoint or Web Page describing an Asian country. Use the 5 themes of geography to describe their country.
4. Create a timeline of events comparing Asian and U.S. history.
5. Read and summarize either a book or short stories such as The Clay Marble, The Year of Impossible Goodbyes.
6. Compare historical maps of Asia.
7. Have a food festival and students bring in traditional Asian foods. Optional: dress in traditional clothing.
8. View and discuss a video, for example, “Video Visit: India,” “Japan Today,” National Geographic- India, China GeoKit.
9. Conduct research on how Asian immigrants have influenced customs, religion, politics, language, and food of a particular U.S. region
10. Research the Marshall Plan and how it rebuilt Asian countries after WWII.
11. Provide students with opportunities for self-evaluation such as reflective writing, rubrics, and peer discussions.
12. Review unit data through games such as bingo, jeopardy, and group competitions.

* These are suggested activities. Other assessments, performance tasks, and learning activities may be implemented.

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