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School City of Hobart Seventh Grade Peoples, Places, And Cultures in Africa, Asia, and the Southwest Pacific: |
| Historical Perspective |
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History
The learner will be able to examine the major movements, events, and figures that contributed to the development of nations in modern Africa, Asia, and the Southwest Pacific from ancient civilizations to early modern times.
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7.1.1
The learner will be able to explain the rise of early civilizations in the river valleys of the Tigris and Euphrates in Mesopotamia and along the Nile in Northeastern Africa, including Egypt and Kush.
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7.1.2
The learner will be able to describe the achievements of ancient Egypt in art, architecture, religion, and government and the development of the concept of theocracy*. *Theocracy: Government by priests or a monarch presumed to be divine .
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7.1.3
The learner will be able to compare the early civilizations of the Indus River Valley in India with the Huang-He of China.
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7.1.4
The learner will be able to describe the historical origins, central beliefs, and spread of major religions, including Judaism, Christianity, Islam, Hinduism, Buddhism, and Confucianism.
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7.1.5
The learner will be able to explain the importance of early trade routes in the eastern Mediterranean, India, and China, including the early "Silk Road.".
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7.1.6
The learner will be able to describe the extent and influence of Muslim civilization, including political organization, the growth of cities, the development of trans-Saharan and other trade routes, and scientific and cultural contributions to other cultures of the time.
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7.1.7
The learner will be able to describe the development of Sub-Saharan civilizations in Africa, including the kingdoms of Ghana, Mali, and Songhai and the importance of historic political and trading centers, such as Timbuktu.
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7.1.8
The learner will be able to describe developments in agriculture, technology, and commerce during the T'ang and Song Dynasties in China.
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7.1.9
The learner will be able to explain how Mongol rulers of China extended the Empire and both adapted to and changed Chinese culture.
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7.1.10
The learner will be able to describe advances in Chinese society under the Ming Dynasty including agriculture, art, architecture, navigation, and public administration through the scholar-official class.
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7.1.11
The learner will be able to explain how Japan became more independent of earlier Chinese influences, developing its own political, religious, social, and artistic traditions.
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7.1.12
The learner will be able to describe the development of Japanese court life, the shogunate and warrior class system, feudalism, and the rise of military society.
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7.1.13
The learner will be able to trace the voyages of exploration from Europe that resulted in colonization of parts of Asia and the Southwest Pacific. Example: Imperial rule of Indonesia by the Dutch, of the Philippines by the Spanish, colonization and settlement in Australia and New Zealand by the British, and of islands in Oceania by the British and French. .
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7.1.14
The learner will be able to identify European nations that colonized Asia and Africa. Examples: The Portuguese in Africa and Southern Asia, the British in India, the Russians in Central Asia, and the French in Northern and Western Africa. .
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7.1.15
The learner will be able to develop and compare time lines that identify major people, events, and developments in the history of the individual civilizations and/or countries that comprise Africa, Asia, and the Southwest Pacific.
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7.1.16
The learner will be able to recognize the interconnection of historical people, places, events, and developments that have taken place in civilizations of Africa, Asia, and The Southwest Pacific.
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7.1.17
The learner will be able to recognize historical perspective by identifying the historical context in which events occurred, and avoid evaluating the past solely in terms of present-day norms.
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7.1.18
The learner will be able to analyze cause-and-effect relationships, bearing in mind multiple causation, including the importance of individuals, ideas, human interests, beliefs, and chance in history. Keep in mind that there may be more than one cause for an event or movement.
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7.1.19
The learner will be able to analyze multiple perspectives on a current event relating to Africa, Asia, or the Southwest Pacific. Read and examine more than one account of the event and distinguish between statements of opinion, and those that are statements of fact. .
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7.1.20
The learner will be able to form and respond to historical questions, and use a variety of information resources* to find and evaluate historical data on the people, places, events, and developments that have played a part in the history of Africa, Asia, and the Southwest Pacific. *Information resources: Print media, including books, magazines, and newspapers; electronic media, such as radio, television, web sites, and databases; and community resources, such as individuals and organizations .
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7.1.21
The learner will be able to identify and evaluate solutions and alternative courses of action chosen by people to resolve problems confronting people in Africa, Asia, and the Southwest Pacific. Consider the information available, interests of those affected by the decision, and the consequences of each course of action.
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| Civics and Government |
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Civics and Government
The learner will be able to trace the historic development of different forms of government and compare various contemporary governments in Africa, Asia, and the Southwest Pacific.
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7.2.1
The learner will be able to give examples of the different routes to independence from colonial rule taken by countries in Asia, Africa, and the Southwest Pacific. Examples: Australia, India, South Africa. .
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7.2.2
The learner will be able to identify principles and practices of democracy in current governments of Africa, Asia, and the Southwest Pacific by such countries as India, Japan, the Republic of South Africa, and New Zealand.
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7.2.3
The learner will be able to compare the parliamentary democracies of Australia and New Zealand with government in the United States in terms of distribution of powers, limited government, the rule of law, and individual rights.
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7.2.4
The learner will be able to identify different forms of government in Africa and Asia, which include examples of limited/unlimited government. Examples: Representative democracy, parliamentary democracy, republic, dictatorship, monarchy. .
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7.2.5
The learner will be able to define and compare citizenship and the citizen's role in selected countries of Africa, Asia, and the Southwest Pacific. Examples: Compare methods of voting, participation in voluntary organizations of civil society, and participation in government. .
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7.2.6
The learner will be able to explain how African and Asian nations interact with each other. Examples: Trade, diplomacy, treaties and agreements, humanitarian aid, economic incentives and sanctions, and the threat and use of military force. .
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7.2.7
The learner will be able to describe different sources of authority and power of government in African and Asian countries. Examples: Tradition, religion, force, constitution, consent of the governed. .
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7.2.8
The learner will be able to assess the extent of democracy and observance of human rights in various African, Asian, and Southwest Pacific countries.
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7.2.9
The learner will be able to use data gathered from a variety of information resources* to research current political trends and events in African, Asian, and Southwest Pacific countries *information resources: print media, including books, magazines, and newspapers; electronic media, such as radio, television, web sites, and databases; and community resources, such as individuals and organizations .
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| Geography |
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Geography
The learner will be able to explain why climates differ and identify the physical and cultural features of regions and countries of Africa, Asia, and the Southwest Pacific (Australia, New Zealand, and Oceania).
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7.3.1
The learner will be able to explain the role of earth/sun relationships in influencing the climate and ecosystems of Asia, Africa, and the Southwest Pacific.
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7.3.2
The learner will be able to use different map projections and compare the way they represent the Eastern Hemisphere.
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7.3.3
The learner will be able to use four spatial map elements (point, line, area, and volume) to interpret information on maps, globes, and geographic information systems (GIS).
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7.3.4
The learner will be able to name and locate major regions, mountain ranges, river systems, countries, and cities in Africa, Asia, and the Southwest Pacific.
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7.3.5
The learner will be able to identify and compare physical and cultural sub-regions of Africa, Asia, and the Southwest Pacific .
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7.3.6
The learner will be able to locate and map the climate regions of the Eastern Hemisphere, and explain how and why they differ.
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7.3.7
The learner will be able to explain how physical processes have shaped the earth's surface. Classify these processes according to those that have built up the earth's surface (mountain-building and alluvial deposition*) and those that wear away at the earth's surface (erosion). *Alluvial deposition: The deposit of dirt and debris caused by the flow of water .
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7.3.8
The learner will be able to identify and explain the distribution of ecosystems in Africa and in Asia in terms of climate and land form patterns.
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7.3.9
The learner will be able to explain why specific areas of Africa and Asia have major petroleum and mineral deposits and describe the physical processes that resulted in deposits in these locations. Example: The central plateau of Africa has a large part of the world's industrial minerals, such as copper, cobalt, and diamonds. .
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7.3.10
The learner will be able to describe the restrictions that climate and land forms place on land use in regions of Africa and Asia, and be able to discern how patterns of population distribution reflect these restrictions.
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7.3.11
The learner will be able to give reasons why rates of population growth and life expectancy vary among countries in Africa and Asia.
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7.3.12
The learner will be able to investigate how physical geography, productive resources, specialization, and trade have influenced the way people earn income in Africa, Asia, and the Southwest Pacific.
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7.3.13
The learner will be able to use maps, charts, and graphs to compare rural and urban populations in selected countries.
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7.3.14
The learner will be able to analyze historical maps, and give examples of how land and water forms, climate, and natural vegetation have influenced historical trends and developments in Asia, Africa, and the Southwest Pacific.
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7.3.15
The learner will be able to use a variety of information resources* to identify current issues related to natural resources in selected countries in Africa, Asia, and the Southwest Pacific, and examine contrasting perspectives on these issues. *Information resources: Print media, including books, magazines, and newspapers; electronic media, such as radio, television, web sites, and databases; and community resources, such as individuals and organizations .
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7.3.16
The learner will be able to develop maps of Africa, Asia, and the Southwest Pacific in different historical periods showing political divisions and major physical and cultural features.
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| Economics |
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Economics
The learner will be able to examine the influence of physical and cultural factors upon the economic systems found in countries of Africa, Asia, and the Southwest Pacific.
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7.4.1
The learner will be able to give examples of trade between countries in Africa, Asia, and the Southwest Pacific. Explain how voluntary trade benefits countries and results in higher standards of living. Example: Voluntary trade results in increased production, increased consumption of goods and services, and lower prices for consumers. .
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7.4.2
The learner will be able to identify economic connections between the local community and the countries of Africa, Asia, or the Southwest Pacific.
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7.4.3
The learner will be able to illustrate how international trade requires a system for exchanging currency between and among nations. .
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7.4.4
The learner will be able to describe why and how different economic systems* (traditional*, command*, market*, mixed*) in countries of Africa, Asia, and the Southwest Pacific answer the basic economic questions of what to produce, how to produce, and for whom to produce. *Economic systems: Ways that people allocate economic resources, goods, and services *Traditional: Economic resources are allocated based on custom and tradition *Command: Economic resources are allocated by the government or other central authority *Market: Economic resources are allocated by individuals *Mixed: Economic resources are allocated by come combination of traditional, command, or market systems .
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7.4.5
The learner will be able to explain how banks and other financial institutions channel funds from savers to borrowers and investors in Africa, Asia, and the Southwest Pacific.
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7.4.6
The learner will be able to compare and contrast the standard of living of various countries in Africa, Asia, and the Southwest Pacific using Gross Domestic Product* (GDP) per capita as an indicator. *Gross Domestic Product: The value of all final goods and services produced in a country in a year .
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7.4.7
The learner will be able to describe ways that people can increase individual human capital. Example: Acquiring knowledge and skills through education or training. .
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7.4.8
The learner will be able to identify situations in which the actions of consumers and producers in Asia, Africa, and the Southwest Pacific are helpful "spillovers" or harmful "spillovers" to people inside and outside a country who are not directly involved in the consumption or production of a product. Example: A helpful "spillover" might be education. We all are better off if we have an educated workforce. A harmful "spillover" might be air or water pollution from production of a product. Even those who do not consume the product are hurt by pollution. .
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7.4.9
The learner will be able to research how individuals save and invest in different countries of Asia, Africa, and the Southwest Pacific compared to the United States.
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| Cultural Perspective |
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Individuals, Society, and Culture
The learner will be able to examine the role of individuals and groups in societies of Africa, Asia, and the Southwest Pacific, identify connections among cultures, and trace the influence of cultures of the past on present societies. They will also analyze patterns of change, including the impact of scientific and technological innovations and examine the role of artistic expression in selected cultures.
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7.5.1
The learner will be able to compare and contrast how social institutions, including the family, religion, education, government, and the economic system influence individual behavior in different societies in Africa, Asia, and the Southwest Pacific in the past and present. Example: Compare ideas regarding individual responsibility in Confucianism and Buddhism, or compare the role of the individual in family life in selected cultures. Example: Compare and contrast different perspectives about the social status role of the individual in Mongol China and feudal Japan. .
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7.5.2
The learner will be able to explain the term social status*, describe how this concept helped to determine individual roles in African and Asian societies in the past, and compare with ideas about social status today. *Social status: The position a person has in a society Example: Identify the various levels of society in ancient Egypt, and compare them with levels of Egyptian society today. .
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7.5.3
The learner will be able to give examples of specific changes in societies in Africa, Asia, and the Southwest Pacific as a result of cultural diffusion* in the past and present. *Cultural diffusion: The spread of ideas from one culture to another Example: Trace the spread of Islam to areas of Africa and Asia during the Middle Ages or the spread of European languages to the Southwest Pacific and parts of Asia and Africa during the period of European exploration and colonization. .
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7.5.4
The learner will be able to examine the impact of cultural change brought about by technological inventions and innovations in the past and present. Example: Trace the technology of paper making from its origins in China in about 100 C.E., to its spread to the Middle East, Africa, and Europe in the Middle Ages, and speculate about its possible impact. .
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7.5.5
The learner will be able to trace steps in the development of written language, including the evolution of Sumerian cuneiform, Egyptian hieroglyphics, and Chinese calligraphy.
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7.5.6
The learner will be able to identify major languages spoken in areas of Asia, Africa, and the Southwest Pacific, and give examples of how language, literature, and the arts have contributed to the development and transmission of culture.
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7.5.7
The learner will be able to define the term ethnocentrism*, and give examples of how this attitude can lead to cultural misunderstandings. *Ethnocentrism: The attitude that one's own culture is superior to any other culture Example: Traders and explorers in the past tended to consider the cultures they encountered as inferior. They may, in turn, have been considered inferior by the people they encountered. .
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7.5.8
The learner will be able to use a variety of information resources* to identify examples of present conflicts between cultural groups or nations, and analyze the historical and geographical background of such conflicts. *Information resources: Print media, including books, magazines, and newspapers; electronic media, such as radio, television, web sites, and databases; and community resources, such as individuals and organizations Example: Use newspapers, magazines, CD-ROMs, and web sites to gather information about the historical, religious, and territorial origins of the conflict between Israelis and Palestinians. .
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7.5.9
The learner will be able to give examples of the benefits of connections among cultures, such as developing opportunities for trade, cooperating in seeking solutions to mutual problems, learning from technological advances, acquiring new perspectives, and benefiting from developments in architecture, music, and the arts.
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