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7th GRADE
SOCIAL STUDIES
TEACHER NOTES: SOUTHERN AND EASTERN ASIA
Geographic Understandings
STANDARD/ELEMENT
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.
TEACHER NOTES
The intent of this standard is for students to be able to locate
selected countries and major physical features in Southern and
Eastern Asia using a world and regional political-physical map.
Students are expected to be able to use a world and regional
political-physical or physical map to locate listed physical
features in Southern and Eastern Asia.
For the CRCT, students will be provided a political-physical or a
physical map and asked to locate a specific physical feature
from the element. There are two ways this element may be
assessed. The question may name a physical feature and ask
students to locate the feature on a map, or a physical feature
will be identified on a map and the student will be asked to
give its name.
EU- Location
b. Locate on a world and regional
political-physical map the
countries of China, India,
Indonesia, Japan, North Korea,
South Korea, and Vietnam.
EU- Location
Students are expected to be able to use a world and regional
political-physical map to locate listed countries in Southern
and Eastern Asia.
For the CRCT, students will be provided a political-physical map
and asked to locate a specific country from the element. There
are two ways this element may be assessed. The question may
name a country and ask students to locate this place on a map,
or a country will be identified on a map and the student will be
asked to give its name.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SOCIAL STUDIES  GRADE 7  Southern and Eastern Asia Teacher Notes
July 10, 2009  Page 1 of 21
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STANDARD/ELEMENTS
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.
TEACHER NOTES
Students should be able to provide some background information on the
environmental issues listed in the elements and their consequences
(effect on the economies and populations) for Southern and Eastern Asia.
In this element, the student is asked to describe the causes and effects of
pollution for two major rivers in Southern and Eastern Asia. Students
should be able to describe the reasons for water pollution, the
seriousness of the pollution, and the economic consequences for the
regions and the populations that depend on these rivers.
EU-Human Environmental
Interaction
b. Describe the causes
and effects of air
pollution and flooding
in India and China.
EU-Human Environmental
Interaction
This element asks students to describe the impact of air pollution and
flooding on these two countries. The problems are national in scope and
not restricted to specific regions. Students should be able to describe the
causes of air pollution and its effects in both countries.
In South Asia, air pollution is both an outdoor and indoor problem. The
outdoor air pollution is similar to that experienced elsewhere in the
world; however, the use of biomass fuels for cooking has exacerbated
indoor air pollution in the region (World in Transition: South Asia p. 186).
Indoor air pollution is also caused by the types of fuel used for heating.
World in Transition: South Asia notes there are 500,000 deaths per year
from indoor air pollution in India alone (p. 187).
Flooding is a major problem in both countries. For this portion of the
element, students should be able to describe the causes and
consequences of flooding. Students may also check news sources to find
out about the extent of the devastation caused by recent floods in both
India and China. While knowledge of recent flooding events will not be
assessed on the CRCT, this information will help students answer general
questions about the effects of severe flooding in both countries. A short
discussion of actions taken by either government will help students
understand the severity of this problem, though this information will also
not be assessed on the CRCT.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SOCIAL STUDIES  GRADE 7  Southern and Eastern Asia Teacher Notes
July 10, 2009  Page 2 of 21
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Sample Questions for Standard SS7G10
Each year, millions of people bathe in the most
In South Asia, air pollution is a very serious
sacred river in India. Because the river is known as a problem. What is the primary cause of the serious
source of sacred healing, people with sicknesses and indoor air pollution problem in South Asia?
diseases bathe themselves hoping to be cured. For
A. Improper sanitary procedures.
others, such as Hindu priests, bathing in the river is a
B. Too many people in the cities.
sacred tradition. As a result of some religious
C. Lack of green cleaning products.
practices, lack of sanitation infrastructure in certain
D. Cooking and heating with biomass fuels.*
areas, and the difficulty of regulating factories,
cremated bodies, raw sewage, and industrial waste
from factories float down the river.
http://web.bryant.edu/~langlois/ecology/gangesso
lutions.htm
Based on the passage above, what environmental
issue are the people of India facing?
A. Pollution of the Ganges*
B. Deforestation of the rain forests
C. Erosion in Himalayan mountains
D. Pesticides polluting the region’s ground water
STANDARD/ELEMENTS
SS7G11 The student will
explain the impact of
location, climate, physical
characteristics, distribution
of natural resources, and
population distribution on
Southern and Eastern Asia.
a. Describe the impact
climate and location
has on population
distribution in
Southern and Eastern
Asia.
TEACHER NOTES
This standard requires students to explain how location, climate, and
distribution of natural resources have impacted population distribution
and trade in Southern and Eastern Asia.
This element asks students to describe how the location and climate of a
country in Southern or Eastern Asia affects the distribution of population.
Students should be able to use climate maps, population density maps,
and political-physical maps to explain why people live where they do
within the region.
Description of question format:
EU-Location
For the CRCT, students may be provided a thematic political-physical map,
political map, or a chart. Students will be asked to make connections
between the location of deserts and rivers and where people live within
Southern and Eastern Asia.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SOCIAL STUDIES  GRADE 7  Southern and Eastern Asia Teacher Notes
July 10, 2009  Page 3 of 21
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b. Describe how the
mountain, desert, and
water features of
Southern and Eastern
Asia have affected the
population in terms of
where people live, the
types of work they do,
and how they travel.
EU-Location
This element focuses on how location, in relationship with the physical
features of Southern and Eastern Asia, impacts the human population.
Students should use a variety of maps (population distribution, natural
resource distribution, climate, and physical-political) to explain population
distribution in relationship to the various physical features of the region.
The second aspect of this element is the impact the region’s physical
features have on the type of work and modes of transportation available.
Students should be able to explain the connection between elements “a”
and “b.”
Description of Question Format:
For the CRCT, students may be provided a thematic political-physical map,
political map, or a chart. Students will be asked to make connections
between the location of deserts and rivers and where people live, what
types of work they do, and how they travel within Southern and Eastern
Asia.
Sample Question for SS7G11.
How have the Himalaya Mountains affected India
and Pakistan?
A. Made much of India a desert.
B. Helped India to trade with China.
C. Isolated India and Pakistan from China.*
D. Provided good soil for the development of
agriculture.
STANDARD/ELEMENTS
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.
TEACHER NOTES
The intent of this standard is for students to get a general idea of the
diversity of cultures in Southern and Eastern Asia. It is not necessary for
students to understand all of the nuances of the various cultures of
Southern and Eastern Asia. Students should understand what factors
make cultures unique, and what factors differentiate them from other
groups. This is a shared standard. Elements (a) and (c) should be taught in
depth when they are introduced the first time, and afterwards they
should be reviewed as each new region is taught.
Before studying the diversity of cultures in any region, students need to
understand the differences between ethnic groups and religious groups.
Ethnic groups share many common characteristics, such as language,
physical appearance, customs, and traditions. Religious groups share a
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SOCIAL STUDIES  GRADE 7  Southern and Eastern Asia Teacher Notes
July 10, 2009  Page 4 of 21
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EU - Culture
b. Compare and contrast
the prominent religions
in Southern and
Eastern Asia:
Buddhism, Hinduism,
Islam, Shintoism, and
the philosophy of
Confucianism.
common belief system, but are not necessarily composed of a single
ethnic group. Students can share examples of different religions and how
these include different ethnic groups. Students should understand that
ethnic groups and religious groups are not defined by political borders.
The intent of this element is not for students to understand the specifics
of each religion of each ethnic group, but rather to grasp the wide
diversity of religious beliefs in Southern and Eastern Asia. Students should
be able to explain the major similarities and differences between these
religions. Some history of the religion may be helpful in understanding
these religions; however, the standard only requires students to
understand the similarities and differences between these religions. For a
chart comparing all of these religions, go to the Big Religion Chart at
http://www.religionfacts.com/big_religion_chart.htm.
EU - Culture
c. Evaluate how the
literacy rate affects the
standard of living.
EU - Governance
*Note to teachers: Do not teach Hinduism as a polytheistic religion. The
many goddesses and gods in Hinduism are most often viewed as different
manifestations of one supreme being, Brahman.
This element should be taught using graphs and charts. It should also be
linked with the impact of economics on the ability of a country to improve
literacy and standard of living. It does not matter what country you
choose to discuss this element, as CRCT questions will ask students to
draw conclusions based on the use of graphs and charts. The intent is for
students to understand the relationship of literacy to the standard of
living of a country. China and India are two countries in Southern and
Eastern Asia that would make a good contrast for this element. Literacy
Rate (C- 90.9%; I- 64.84%), GDP per Capita (C- $2,458; I- $909), Life
Expectancy (C- 72.88; I- 68.59), Unemployment Rate (C- 4-9%; I-9%).
These are just a few factors to help gauge standard of living. For updated
data, or to find additional factors that represent standard of living, use
the CIA World Factbook (https://www.cia.gov/library/publications/theworld-factbook/index.html) and/or the State Department’s Background
Notes (http://www.state.gov/countries/).
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SOCIAL STUDIES  GRADE 7  Southern and Eastern Asia Teacher Notes
July 10, 2009  Page 5 of 21
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Sample Questions for Standard SS7G12
Which of these identifies a person as a member of a Sample question:
religious group?
Which is a major difference between Hinduism and
A. Same language
Islam?
B.Shared beliefs*
A. Having sacred texts
C.Same nationality
B. View of the “afterlife”*
D. Shared physical traits
C. Important influence in Southern and Eastern
Asia
D. Having different sects or groups within the
religion
What effect does an increase in a country’s literacy
rate have on the people who live there?
A.
a lower urban population
B.
a higher infant mortality rate
C.
an increase in standard of living*
D.
an increase in the agricultural labor
force
Civics/Government Understandings
STANDARD/ELEMENTS
SS7CG6 The student will
compare and contrast various
forms of government.
a. Describe the ways
government systems
distribute power:
unitary, confederation,
and federal.
EU - Governance
TEACHER NOTES
This is a shared standard that appears at the beginning of each
Civics/Government section. It is to be taught in depth the first time it is
encountered. In subsequent units, the information should be reviewed
to help students make connections to their new learning. The intent of
this standard is to lay a foundation to help students understand the
basic organization of governments before they attempt to compare
actual governments.
Students should be able to describe the ways governments distribute
power and be able to identify the type of distribution from a
description.
Unitary: characterized by or constituting a form of government in which
power is held by one central authority;
EXAMPLES: China and Japan
Confederation: voluntary associations of independent states that, to
secure some common purpose, agree to certain limitations on their
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SOCIAL STUDIES  GRADE 7  Southern and Eastern Asia Teacher Notes
July 10, 2009  Page 6 of 21
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freedom of action, and establish some joint machinery of consultation
or deliberation.
EXAMPLE: None in this region.
Federal: characterized by or constituting a form of government in which
power is divided between one central and several regional authorities.
EXAMPLES: India and Malaysia
Note: Countries do not design their government systems to fit into
categories. Therefore, a government may have aspects of more than one
system. Sources that attempt to categorize may sometimes conflict. For
example, China may be listed as a Unitary system on one source and a
Federal system on another (Scholastic/Grolier Online). Rather than
focus on classifying a specific country’s government, teachers should
focus more on the characteristics of government systems in general.
A government newsletter, PowerPoint, and webinar were developed and
made available to teachers to clarify government questions regarding the
sixth and seventh grade standards. (Contact [email protected] if
you have not received these materials or would like additional electronic
copies.)
Sample Questions: The country provided in the stem does not matter, as
questions will provide enough information for students to determine the
type of government regardless of the country.
b. Explain how
governments
determine citizen
participation:
autocratic, oligarchic,
and democratic.
EU - Governance
Students should be able to explain the different ways citizen
participation in their government is defined.
Autocratic: government in which one person possesses unlimited power
and the citizen has little if any role in the government.
EXAMPLE: North Korea
Oligarchic: government by the few, sometimes a government in which a
small group exercises control especially for corrupt and selfish purposes.
The citizen has a very limited role.
EXAMPLE: Myanmar
Democratic: a government in which the supreme power is vested in the
people and exercised by them directly or indirectly through a system of
representation usually involving periodically held free elections.
EXAMPLE: Japan
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SOCIAL STUDIES  GRADE 7  Southern and Eastern Asia Teacher Notes
July 10, 2009  Page 7 of 21
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c. Describe the two
predominant forms of
democratic
governments:
parliamentary and
presidential.
EU - Governance
The students should be able to explain each form of government and
identify the major differences in these two forms of democratic
governments.
Parliamentary: a system of government having the real executive power
vested in a cabinet composed of members of the legislature who are
individually and collectively responsible to the legislature. May have a
Prime Minister elected by the legislature.
EXAMPLE: Japan (Emperor of Japan is purely ceremonial) and India
(President of India is a figure head like the Emperor is in Japan)
Presidential: a system of government in which the president is
constitutionally independent of the legislature.
EXAMPLE: Indonesia
Sample Questions for Standard SS7CG6
In Japan, the prefectures (Japan’s word for states or How does a democratic government differ from an
provinces) do not have any independent authority.
oligarchic government?
Instead, they carry out the laws and policies of the
A. Role of the citizen*
national government. This is an example of what
B. Law making process
system of government?
C. Judicial system
A. Unitary*
D. Role of individual states
B. Confederation
C. Federal
D. parliamentary
In a parliamentary government, unlike the
presidential system, the head of government
belongs to which branch?
A. Judicial
B. National
C. Executive
D. Legislative*
STANDARD/ELEMENTS
SS7CG7 The student will
demonstrate an
understanding of national
governments in Southern and
Eastern Asia.
TEACHER NOTES
Students should use the information from SS7CG6 to describe the form
of government and research the government of the countries listed in
the element. {The type of government for each country listed in the
elements is found in the State Department’s Background Notes
{http://www.state.gov/countries/} and the CIA World Fact Book
{https://www.cia.gov/library/publications/the-worldfactbook/index.html}, as are definitions of each type of government.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SOCIAL STUDIES  GRADE 7  Southern and Eastern Asia Teacher Notes
July 10, 2009  Page 8 of 21
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a. Compare and contrast
the federal republic of
The Republic of India,
the communist state of
The People’s Republic
China, and the
constitutional
monarchy of Japan,
distinguishing the form
of leadership and the
role of the citizen in
terms of voting rights
and personal
freedoms.
EU - Governance
In comparing the listed governments, only the type of leadership and the
roles of the citizen are assessable. In identifying the type of leadership,
students should know the type of leader (monarch, president, prime
minister, etc.) and how this person becomes the country’s leader. To
identify the role of the citizen, students should look at SSCG7b and
determine what role the citizen actually plays in the government. For
personal freedoms, students should understand those freedoms in terms
of such things as freedom of speech and freedom of the press.
Assessment questions should not focus on discrete fact-related
questions, such as which country has a monarch; rather, they should
focus on how a leader of specific country becomes the leader, and what
impact that has on the role of the citizen. The following descriptions
come from the State Department Background Notes and/or the CIA
World Factbook. The web addresses are available in the previous
standard’s teacher notes.
Federal Republic of India
Although India is a republic, individual states are more tightly controlled
by the central government than states in the United States. India has a
President and a Prime Minister. The President is the head of state while
the Prime Minister is the head of government. The President is elected
by an electoral college to 5-year term. The Vice-President is elected by
both houses of Parliament. The Prime Minister is generally the head of
the party that enjoys a majority in the legislative branch. All citizens 18
and over may vote for their legislators.
The People’s Republic of China
Although China is called a republic, true power lies with the ruling
Communist Party. China has a President and a Premier. The President is
the head of state while the Premier is the head of government. The
President and Vice-President are elected by the National People’s
Congress. The Prime Minister is the head of the ruling party, the Chinese
Communist Part. While there are elections for the National People’s
Congress, there is truly only one political party, the Chinese Communist
Party. The State Council, which functions as a cabinet, is appointed by
the National People’s Congress.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SOCIAL STUDIES  GRADE 7  Southern and Eastern Asia Teacher Notes
July 10, 2009  Page 9 of 21
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The Constitutional Monarchy of Japan
The Emperor of Japan (head of state) is merely a “symbol of the
state.”True executive power resides with the Prime Minister (head of
government), and the Cabinet of Ministers, who are part of the
legislative branch of government. There are universal voting rights for all
adult citizens.
Note:
Chief of state includes the name and title of the titular leader of the
country who represents the state at official and ceremonial functions,
but who may not be involved with the day-to-day activities of the
government.
Head of government includes the name and title of the top
administrative leader who is designated to manage the day-to-day
activities of the government.
For example, in Japan, the emperor is the chief of state, and the prime
minister is the head of government. {In the US, the president is both the
chief of state and the head of government.}
Sample Questions for Standard SS7CG7
a national government as well as 28 state
governments
The emperor holds a ceremonial role as
head of state
the leader of each state legislature's
majority is appointed governor by the
president
The prime minister is the head of
government
citizens of each state elect state
legislatures
Based on the information above, which term
identifies India's government?
A. federal republic*
B. communist state
C. constitutional monarchy
D. autocratic confederation
The government’s true power lies with the
Prime Minister and the Cabinet
Based on the information above, which term
identifies Japan’s government?
A. federal republic
B. communist state
C. constitutional monarchy*
D. autocratic confederation
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SOCIAL STUDIES  GRADE 7  Southern and Eastern Asia Teacher Notes
July 10, 2009  Page 10 of 21
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Economic Understandings
STANDARD/ELEMENTS
SS7E8 The student will
analyze different economic
systems.
a. Compare how
traditional, command,
and market economies
answer the economic
questions of (1) what to
produce, (2) how to
produce, and (3) for
whom to produce.
EU- Production, Distribution &
Consumption
b. Explain how most
countries have a mixed
economy located on a
continuum between
pure market and pure
command.
TEACHER NOTES
This is a generic standard placed at the beginning of the economic
understandings of each region. It is intended to be taught in depth with
the first region. Once it has been taught in depth, only a brief review is
needed in other regions. The goal of this standard is to acquaint
students with the three major types of economic systems. The second
element helps students understand how every country’s economy is a
blend of command and market economies. Students are then asked to
compare specific economies within the region being studied.
Students should understand the basic characteristics of each of the three
types of economic systems in relation to how they answer the three
basic economic questions. Students should focus on the characteristics of
command and market economies. Students should understand how each
economic system answers: what to produce, how to produce, and for
whom to produce (the three basic economic questions).
Since no country has a pure command or pure market economic system,
most economies combine aspects of both of these pure economic
systems - albeit to different degrees. Students should understand how
real economies fall somewhere between the two extremes. This is not a
high level economics lesson. This should be combined with element “a”
in instruction.
EU- Production, Distribution &
Consumption
c. Compare and contrast
the economic systems in
China, India, Japan, and
North Korea.
EU- Production, Distribution &
Consumption
Using the information learned in elements “a” and “b” students should
compare how the economies in each listed country answer the basic
questions of economics from element “a.” They should also be able to
explain from their answers the basic questions of economics and
approximately where on the continuum between pure market and pure
command each economy falls. They should also be able to explain why
the country is in that position on the continuum. The following
information is based on material found in the U.S. State Department’s
Background Notes.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SOCIAL STUDIES  GRADE 7  Southern and Eastern Asia Teacher Notes
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China
(1) What to produce?
40 % of the Chinese economy is still based in state-run
industries
60% of the economy is based on the private sector in
where producers and consumers make production
decisions
(2) How to produce?
The many inefficiencies found in the state-run industries,
particularly in the area of agriculture, limit China’s growth.
In the private market, the speed of economic growth has
caused Chinese officials to have increasing difficulty
monitoring consumer safety and environmental pollution.
(3) For whom to produce?
China requires food production to meet self-sufficiency
level for the nation and only the surplus may be exported.
In reality, there is not enough proper storage of food to
meet the self-sufficiency requirement.
China exports a large amount of manufactured goods.
However, the expanding middle class in China is seen as a
growth market for both Chinese and foreign companies.
Place on the continuum: China is slightly on the market side of center on
the continuum.
India
(1) What to produce?
Since 1991, India has slowly allowed the markets to open
up to private sector domestic and foreign businesses.
The majority of the population relies on subsistence
agriculture as a means of survival.
There is a lot of bureaucracy and corruption involved in
setting up and operating business.
(2) How to produce?
India is increasing its oversight of intellectual and private
property rights, but legal challenges are fraught with
bureaucracy.
India has an increasingly educated workforce particularly
in areas of engineering and computer science.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SOCIAL STUDIES  GRADE 7  Southern and Eastern Asia Teacher Notes
July 10, 2009  Page 12 of 21
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A complex, corrupt, and hefty tax system can sometimes
make operating a business in India difficult.
(3) For whom to produce?
Food production is largely for domestic consumers with
many citizens producing food mainly for their own family
consumption.
The software and business process outsourcing industries
are rapidly expanding export markets for private Indian
companies.
Place on the continuum: India would be more to the market side of the
continuum than China.
Japan
(1) What to produce?
Japan’s economy is primarily market driven with supply
and demand determining what will be produced.
The few industries that are highly government-controlled,
such as agriculture, have much lower productivity rates
than those industries controlled by market forces.
(2) How to produce?
Private businesses determine their own production
processes in most of the economy.
(3) For whom to produce?
Japan’s population enjoys a high standard of living and
creates a strong domestic market for goods and services.
The efficiency of Japan’s production and its reputation for
quality products/services has made it a major exporter.
Place on the continuum: Out of all four countries in this element, Japan
would be the closest to the market side of the continuum.
North Korea
(1) What to produce?
Although there have been some small market reforms
recently, the majority of legal economic activities are
centrally controlled by the government.
Due to natural disaster and inefficient government-run
industries, North Korea is a major recipient of food and
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SOCIAL STUDIES  GRADE 7  Southern and Eastern Asia Teacher Notes
July 10, 2009  Page 13 of 21
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basic service aid from Non-Governmental Organizations
(NGO) and foreign nations. The U.S. provides the people
of North Korea with a large amount of aid.
Like in many highly centralized economies, there is a large
underground economy that runs on a more market based
system.
(2) How to produce?
Production decisions and methods are primarily
determined by the government.
(3) For whom to produce?
Approximately one fourth of all domestic output is
devoted to maintaining the military. This severely limits
the amount of goods and services that make it to the rest
of the people of North Korea.
North Korea produces natural resources and
manufactured goods for export.
Place on the continuum: North Korea would be much more to the
command side of the continuum than any of the other nations discussed.
One of the most command economies in the world today.
Sample Questions for Standard SS7E8
Why do countries have mixed economies?
A. Each part of a country has different types of
money.
B. A country’s economy has both national and
state elements.
C. Each part of a country has a different
economy.
D. A country’s economy has both command and
market elements.*
The North Korean government determines:
What to produce
How to produce
For whom to produce
According to the information box, North Korea’s
economy is MOST LIKE which economic system?
A. Traditional
B. Market
C. Command*
D. Bartering
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SOCIAL STUDIES  GRADE 7  Southern and Eastern Asia Teacher Notes
July 10, 2009  Page 14 of 21
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STANDARD/ELEMENTS
SS7E9 The student will explain
how voluntary trade benefits
buyers and sellers in Southern
and Eastern Asia.
TEACHER NOTES
The intent of this standard is to have students explain the importance of
voluntary trade and how it benefits Southern and Eastern Asia. The
elements for this standard, which are general in nature, are to be
applied to this region.
a. Explain how
specialization
encourages trade
between countries.
Specialization encourages trade and can be a positive factor in a
country’s economy. Specialization occurs when one nation can produce
a good or service at a lower opportunity cost than another nation.
Students should be able to discuss how this has helped countries in
Southern and Eastern Asia. It is not necessary that students know
specific nations for the CRCT, as questions will be of a broad nature.
Students should also note where specialization has not functioned as
expected. What are the potential problems of over-specialization, such
as one-crop economies and lack of diversification? How can this impact
a region’s economy?
EU- Production, Distribution &
Consumption
Description of question format:
Students may be provided with examples of resources and/or products
that different countries produce. The question would then ask students
to explain why two countries would engage in trade. The answer would
show that each country specializes in something the other country
needs, and produces it at a lower opportunity cost than the second
country.
b. Compare and contrast
different types of trade
barriers, such as tariffs,
quotas, and embargos.
Students should be able to describe each of the listed trade barriers and
apply them to Southern and Eastern Asia. Questions will not require
students to associate trade barriers with specific countries, but to explain
an example provided in an assessment question.
EU- Production, Distribution &
Consumption
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Kathy Cox, State Superintendent of Schools
SOCIAL STUDIES  GRADE 7  Southern and Eastern Asia Teacher Notes
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c. Explain why
international trade
requires a system for
exchanging currencies
between nations.
EU- Production, Distribution &
Consumption
Students should be able to explain the reasons why currency exchange
systems facilitate international trade. Students should be able to identify
examples, from Southern and Eastern Asia, of how international trade
between these countries and other countries of the world has benefited
from a system for the exchange of currency. Students do not need to
know types of currency, or how to calculate exchange rates. It is
sufficient for them to know that exchange rates provide a procedure for
determining the value of one country’s currency in terms of another
country’s currency. They should also understand that without a system
for exchanging currencies, it would be very difficult to conduct
international trade.
Sample Questions for Standard SS7E9
In order to protect a nation’s car manufacturing
Jiang wants to sell his products manufactured in
industry from foreign car producers, the government his country to consumers in several other Asian
charges the importer a fee for each imported car.
countries. This will involve him in international
This is an example of what kind of trade barrier?
trade. What needs to be in place so Jiang can
A. Subsidy
accurately determine the price of his products in
B. Tariff*
these other nations?
C. Quota
A. A common Asian currency.
D. Embargo
B. An embargo on the countries he trades with.
C. A system for exchanging currencies between
countries.*
D. A treaty with each country setting the price
for his products.
STANDARD/ELEMENTS
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).
TEACHER NOTES
The generic elements in this standard are intended to be applied to
Southern and Eastern Asia. The four elements in this standard focus on
the factors that most influence economic growth in a nation. Students
should be able to describe these factors and explain how the presence
or absence of them has influenced economic growth in Southern and
Eastern Asia.
Students should be able to explain both human capital and Gross
Domestic Product (GDP), and how human capital influences GDP.
Students need to determine the education and training level of the
workforce in Southern and Eastern Asia, and how these factors impact
the country’s/region’s GDP. This is not to be done at a complex level,
but in general. If the education level is low, is the GDP low? Using this
information, students should be able to infer that there is a relationship
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
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EU- Production, Distribution &
Consumption
between education levels and human capital in terms of people’s ability
to produce income. Using this information, students should evaluate the
level of education and training to see what impact it has on the GDP in
this region. Apply this element to selected countries in Southern and
Eastern Asia. Explain the relationship between investment in human
capital (education and training) and gross domestic product (GDP). The
information below is from the U.S. State Department’s Background
Notes.
India
Years compulsory—No compulsory education
Literacy Rate— 64.84%
Real growth rate (2006-2007): 9.4%
China
Years compulsory—Up to Grade 9
Literacy Rate— 90.9%
Real growth rate (2007): 11.4%
Japan*
Years compulsory— Up to Grade 9 (only 4% leave school after this grade)
Literacy Rate— 99%
Real growth rate (2007): 2.5%
*Note to teacher: It is important to let students know that highly
developed economies like the USA and Japan have smaller growth rates
because the size of these economies are already so large. Japan has the
second largest economy in the world.
b. Explain the relationship Students should be able to explain capital and its relationship to GDP.
between investment in They should be able to explain how investment in capital influences GDP
capital (factories,
and apply this information to Southern and Eastern Asia, the Caribbean
machinery, and
and Canada. As with element “a” students should use the information
technology) and gross
about capital and GDP to make inferences regarding the investment in
domestic product
capital in Southern and Eastern Asia and these countries’ GDP. The
(GDP).
information below is from the CIA World Factbook.
EU- Production, Distribution &
Consumption
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SOCIAL STUDIES  GRADE 7  Southern and Eastern Asia Teacher Notes
July 10, 2009  Page 17 of 21
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India
Capital Investment—39% of GDP
Real growth rate (2006-2007): 9.4%
China
Capital Investment—40.2% of GDP
Real growth rate (2007): 11.4%
Japan*
Capital Investment—22.5% of GDP
Real growth rate (2007): 2.5%
c. Describe the role of
natural resources in a
country’s economy.
EU- Production, Distribution &
Consumption
d. Describe the role of
entrepreneurship.
EU- Production, Distribution &
Consumption
Students do not need to identify the natural resources of specific
countries, but should be able to explain how the presence or absence of
natural resources impacts a country’s economy.
Students may be provided charts and/or graphs to evaluate the impact of
natural resources on the development of that country’s economy.
Note to teacher: Japan is a great example of a country with few natural
resources that has developed systems of production and trade that are
so efficient that they have been able to develop one of the best
economies in the world. It is worth noting that Japan does not have to
maintain a large military like other nations.
Students should explain entrepreneurship and its importance in
economic development. How has entrepreneurship aided development
in India, China, and Japan? If there is a lack of entrepreneurship, how
has this affected development in these regions? Students are not
expected to know specific examples from the regions. They may be
required to use charts and graphs to evaluate the impact of
entrepreneurship on economic development.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SOCIAL STUDIES  GRADE 7  Southern and Eastern Asia Teacher Notes
July 10, 2009  Page 18 of 21
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Sample Questions for Standard SS7E10
Microsoft Corp, the world's largest software company,
China’s economy has begun to change from a
said that the company will invest $1.7 billion in India
command economy to a more market economy.
over the next four years to expand its operations. The
This has resulted in increased investment both
money will be spent to make India a major hub for
by the Chinese and by foreign entrepreneurs.
Microsoft's research, product and application
How will this investment in capital affect
development, and services and technical support.
China’s GDP?
India's highly skilled software professionals, low-cost
operations, a booming economy, good
A. Increase GDP*
telecommunications links, and a rapidly growing market
B. Decrease GDP
have made many foreign companies announce plans to
C. No effect on GDP
D. Not related to GDP
expand their operations in India.
http://www.rediff.com/money/2005/dec/07gates1.htm
Which is an example of human capital in the above
passage?
A.
B.
C.
D.
skilled software professionals*
computer factories in New Delhi
research products for Microsoft
loans to local software companies
China’s economy is growing at a very rapid pace. Why
are entrepreneurs important in the growth and
transition of China’s economy?
A. They build new factories.*
B. They run the government.
C. They planned the Olympics in 2008.
D. They provided guidance on education.
Historical Understandings
STANDARD/ELEMENTS
SS7H3 The student will
analyze continuity and change
in Southern and Eastern Asia
leading to the 21st century.
TEACHER NOTES
The intent of this standard is to provide students with the 20th century
historical background that led to many issues facing Southern and
Eastern Asia today. It is not a complete history of the region. This
standard links back to 6th grade standards SS6H6 and SS6H7. These two
standards provide background on the European presence in Southern
and Eastern Asia. A very short (one day) review of the information in
those standards will help place the content in this standard in
perspective. That background material is not assessable in 7th grade.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SOCIAL STUDIES  GRADE 7  Southern and Eastern Asia Teacher Notes
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a. Describe how
nationalism led to
independence in India
and Vietnam.
b. Describe the impact of
Mohandas Gandhi’s
belief in non-violent
protest.
a. Explain the role of the
United States in the
rebuilding of Japan
after WWII.
This element asks students to describe the role nationalism played in the
development of India and Vietnam as independent countries. For India,
element “b” should be included as part of instruction. Students should
understand the role and impact of Gandhi on the development of India as
a country. Students should also understand India as a British colony
(SS6H6 & 7). They should be able to explain the development of
nationalism in India, and Gandhi’s role in its development.
The second part of this element asks students to explain the independence
movement in Vietnam. In terms of instruction, this portion of element “b”
would flow more logically after element “d” is taught. Students should be
able to explain the origins of nationalism during the time Vietnam was
part of French Indochina. Students should also be able to show how U.S.
involvement in Vietnam developed as a result of U.S./Soviet Cold War
politics, including the reasons for the division of the country into North
and South Vietnam. Students should understand the role of the Vietnam
War and the reunification of North and South Vietnam in the development
of Vietnam as an independent nation.
This element should be included when teaching India in element a.
Students should be able to explain the importance of Gandhi in India’s
movement toward independence. Students should also be able to explain
Gandhi’s idea of “non-violent” protest, and how that form of protest
contributed to India’s independence movement.
Students should explain the reasons for the U.S. decision to rebuild Japan
following World War II. Students should understand that in addition to
economic reasons, the U.S. was also concerned about the emergence of a
Communist-controlled China. Students should explain the role of the U.S.
as an occupying power in Japan, and the transition of power back to the
Japanese government.
b. Describe the impact of
Communism in China
in terms of Mao
Zedong, the Great Leap
Forward, the Cultural
Revolution, and
Tiananmen Square.
Students should be able to describe the role of Mao Zedong in China, and
his continuing importance to China today. In China’s development, three
events have been selected for students to describe. Students do not need to
memorize the dates of these events, but should understand the sequence in
which the events occurred and their impact on the development of modern
China. Students should be able to explain each event and its significance
particularly in the area of individual rights.
c. Explain the reasons for Students should be able to explain the U.S. policy of containment of
foreign involvement in Communism, including the concerns U.S. leaders had about the spread of
Korea and Vietnam in
Communism in Southern and Eastern Asia. Students should be able to
terms of containment of explain how U.S. actions in Korea and Vietnam were related to the policy
Communism.
of containment. Students should be familiar with the Korean War and the
Vietnam War as part of this containment policy.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SOCIAL STUDIES  GRADE 7  Southern and Eastern Asia Teacher Notes
July 10, 2009  Page 20 of 21
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Sample Questions for Standard SS7H3
What is the theme that ties The Great Leap Forward, Why did the United States believe it was necessary
to become involved in both Korea and Vietnam?
the Cultural Revolution, and Tiananmen Square
Massacre together?
A. To protect them from attack.
B. Prevent a serious health crisis.
A. Mao Zedong led each of them.
C. Stop the spread of communism.
D. Improve each country’s economy.
B. Improvements to China’s economy were a
result.
C. They all led to fewer freedoms for people of
China.*
D. They all led to more opportunities for people
of China.
What role did the U.S. play in rebuilding Japan after
World War II?
A. Provided free loans.
B. Helped rebuild Japan’s army.
C. Required Japan to pay war damages.
D. Developed a plan to help Japan’s economy
recover. *
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
SOCIAL STUDIES  GRADE 7  Southern and Eastern Asia Teacher Notes
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