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6th World Regions and Cultures

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Asia and the South Pacific

Topic Core Content Activities Resources

South Asia Overview (3 days)

The physical environment both promotes and limits human activities (e.g., exploration, migration, trade). (4.4.2)

Places can be made distinctive by human activities (e.g., building houses, stores, roads, railroads, irrigation) that alter physical features. (4.2.1)

Culture is influenced by language, literature, arts, beliefs, and behaviors and may result in unique perspectives. (2.1.1)

Maps (e.g., map projections - Mercator and Robinson), globes, photographs, models, and satellite images are representations of Earth with different characteristics and uses. (4.1.1)

Different factors (e.g., rivers, dams, developments) affect where human activities are located and how land is used in urban, rural, and suburban areas. (4.1.2)

Human settlement develops in different ways based on the culture and needs of settlers. (4.3.1)

Introduce unit by having students find South Asia on a world map.
1) What nations are found in this region?
2) What physical feature divides this area from the rest of the continent?

Divide class into groups. Have each group examine all of the photos and maps in their texts (and other photos if available). Using a retrieval chart ask the students to list their observations about each of the following.
1. Physical features of the region.
2. Human (man-made) features of the region.
3. Cultural features.

Tell students that parts of this region are some of the world's most densely populated areas. Indicate that the students are to find out why some areas are densely populated while others are sparsely populated. Ask students to identify the type of maps they might need to discover this information. Have students compare population, physical features, climate, and resource maps in order to develop.

Start a retrieval chart and/or data base for the countries of Asia. Include these categories: nation, area, population, capital, per capita income, type of government, religion(s), other. Students should add to these throughout the unit.

After viewing maps of the region, have students sketch a map of the region from memory. Give students names of the six countries, three major cities, the Himalayan Mountains, Bay of Bengal, Indian Ocean, and Arabian Sea, and have them label their maps. Once students have completed their maps have them compare their map with the maps in the textbook. Discuss what they remembered and what errors they found. Ask students to speculate as to the reasons for their correctness and/or errors.

¹ Geography, The World and Its People, Glencoe. Chapter 22, (587-605).

² People, Places, and Change, Holt. Chapter 30 & 31 (640-687).

³ National Geographic Magazines with photos of South Asia.

⁴ Atlases.

⁵ National Geographic PicturePack or PictureShow (computer software).

India (3 days)

Maps (e.g., map projections - Mercator and Robinson), globes, photographs, models, and satellite images are representations of Earth with different characteristics and uses. (4.1.1)

The natural resources of a place or region impact its political, social, and economic development. (4.4.3)

History is a series of connected events shaped by multiple cause-and-effect relationships, tying the past to the present. (5.1.3)

Culture is influenced by language, literature, arts, beliefs, and behaviors and may result in unique perspectives. (2.1.1)

Governments may take different forms (e.g., constitutional, totalitarian, democratic, republic). (1.1.1)

Economic systems include traditional, command, or market. Modern economies use a “mixed system” that has features of all three. (3.2.1)

Divide class into four groups. Each group should spend two days researching and preparing presentations. On the third day each group presents their reports while the other students take notes using a retrieval chart given by the teacher.
Groups:
(1) Researches the land forms, waterways, and climate of India. Presentation should include student made maps and illustrations.
(2) Researches the history of India. Presentation includes a large illustrated timeline.
(3) Researches India's culture including major religions, language, social customs, and arts. Presentation includes a poster or large chart with pictures and/or illustrations.
(4) Researches India's government and economy. Presentation includes poster or large chart showing structure of government and economic data (e.g., occupations, products).

Review key vocabulary: dense population, monsoon, Sanskrit, Hinduism, Islam, Buddhism, Sikhism, reincarnation, karma, caste system. (S, V, Inter)

¹ Geography, The World and Its People, Glencoe. Chapter 22.

² People, Places, and Change, Holt. Chapter 30.

Pakistan (1 day)

Culture is influenced by language, literature, arts, beliefs, and behaviors and may result in unique perspectives. (2.1.1)

Governments may take different forms (e.g., constitutional, totalitarian, democratic, republic). (1.1.1)

The natural resources of a place or region impact its political, social, and economic development. (4.4.3)

Conduct a guided reading of the textbook section about Pakistan. Use a Venn diagram to compare and contrast Pakistan and India.

Review key vocabulary: Islam, Muslims

¹ Geography, The World and Its People, Glencoe. Chapter 22.

² People, Places, and Change, Holt. Chapter 31.

Bangladesh, Nepal, Bhutan, Sri Lanka (1 day)

Culture is influenced by language, literature, arts, beliefs, and behaviors and may result in unique perspectives. (2.1.1)

The physical environment both promotes and limits human activities (e.g., exploration, migration, trade). (4.4.2)

Divide class into reading groups of four. Jigsaw the reading so that each group member reads about a different country. Following 10-15 minutes for reading, group members should each share four important pieces of information about their country. A four box retrieval chart can be used by students to record information. Teacher uses large chart paper to get responses from the whole class.

¹ Geography, The World and Its People, Glencoe. Chapter 22.

² People, Places, and Change, Holt. Chapter 31.

South Asia Review (1 day)

Culture is influenced by language, literature, arts, beliefs, and behaviors and may result in unique perspectives. (2.1.1)

All cultures develop institutions, customs, beliefs, and holidays reflecting their unique histories, situations, and perspectives. (2.2.1)

The physical environment both promotes and limits human activities (e.g., exploration, migration, trade). (4.4.2)

Assessment:
Remind students that life in much of India is influenced by Hinduism while life in Pakistan is influenced by Islam. Ask students to imagine they live in India or Pakistan and to describe ways in which their life would be affected by the selected religion.
OR
Remind students that the physical geography (land forms, waterways, climate, resources) of South Asia had a tremendous influence on the lives of the people in this region. Ask students to imagine that they live in a location in South Asia. Have each student select and identify a place in South Asia and describe how their life would be affected by the physical features of the place.

¹ Geography, The World and Its People, Glencoe. Chapter 22.

² People, Places, and Change, Holt. Chapter 30 & 31.

East Asia Overview (2 days)

Maps (e.g., map projections - Mercator and Robinson), globes, photographs, models, and satellite images are representations of Earth with different characteristics and uses. (4.1.1)

Personal, national, and international economic activities are interdependent. (3.4.3)

Prices of goods and services are determined by supply and demand. The market price is reached when quantity supplied equals quantity demanded. (3.3.1)

On a map, identify the countries of East Asia. Using a K-W-L chart, ask students what they know about the nations of this region.

Continue work on the Asia retrieval chart and/or data base.

Ask students if their everyday life is affected by these countries. For homework have students go on a scavenger hunt through their home looking for products made in East Asian countries. Each student should try to locate at least five products from East Asia. (Explain to students where they might look for product tags, etc.) The next day hang chart paper around the room. Have students write the products they found under the name of the appropriate country. Graph the number and/or type of products from each East Asian country. Discuss reasons why America imports so many products from East Asia.

¹ Geography, The World and Its People, Glencoe. Chapters 23, 24.

² People, Places, and Change, Holt. Chapters 27, 28.

³ Crane House , 1244 S. 3rd St. (502) 635-2240.

China (4 days)

Maps (e.g., map projections - Mercator and Robinson), globes, photographs, models, and satellite images are representations of Earth with different characteristics and uses. (4.1.1)

Human settlement develops in different ways based on the culture and needs of settlers. (4.3.1)

Culture is influenced by language, literature, arts, beliefs, and behaviors and may result in unique perspectives. (2.1.1)

All cultures develop institutions, customs, beliefs, and holidays reflecting their unique histories, situations, and perspectives. (2.2.1)

Economic systems include traditional, command, or market. Modern economies use a “mixed system” that has features of all three. (3.2.1)

Governments may take different forms (e.g., constitutional, totalitarian, democratic, republic). (1.1.1)

Divide class into five groups. Each group should spend two days researching and preparing presentations. (Be sure to assign groups and/or topics so that students have a topic that differs from the one they had for India.)
(1) Research the land forms, waterways, and climate of China. Presentation should include student made maps that show physical features and population. Students will explain the relationship between physical features and human settlement in China.
(2) Research the history of China. Presentation includes a large illustrated timeline and information on dynasties.
(3) Research China's culture including religion, language, social customs, and arts. Presentation includes a poster or large chart with pictures and/or illustrations.
(4) Research China's economy and government. Presentation includes poster or large chart showing economic data (e.g., occupations, products) and information about the current government.
(5) Research China's neighbors: Taiwan and Mongolia. Present information comparing and contrasting them with China.

Use a Venn diagram to compare China and India.
OR
Use History Alive! programs:
(1) Creating Annotated Relief Maps of China
(2) Designing Character Collages of Buddha, Confucius, and Laozi
(3) Encountering Ancient Traditions in Modern Chinese Family Life
If History Alive! activities are used, China's economy, government, and neighbors must still be addressed.

¹ Geography, The World and Its People, Glencoe. Chapter 23.

² People, Places, and Change, Holt. Chapter 27.

³ National Geographic PicturePack or PictureShow (computer software).

⁴ The Crane House, 1244 S. 3rd St. (635-2240).

Japan (2 days)

Different factors (e.g., rivers, dams, developments) affect where human activities are located and how land is used in urban, rural, and suburban areas. (4.1.2)

Human settlement develops in different ways based on the culture and needs of settlers. (4.3.1)

The natural resources of a place or region impact its political, social, and economic development. (4.4.3)

The basic economic issues addressed by producers are production, distribution, and consumption of goods and services. (3.4.1)

Productivity can be improved by specialization, new knowledge, and technology/tools. (3.4.2)

All cultures develop institutions, customs, beliefs, and holidays reflecting their unique histories, situations, and perspectives. (2.2.1)

Conduct a guided reading lesson for the study of Japan.
(1) Brainstorm what students already know about Japan.
(2) As a class examine textbook maps, charts and photos (and other resources) about Japan. Ask student to add to their earlier "brainstorm" based on new discoveries.
(3) Have students read textbook sections on Japan. Give students a retrieval chart to use to make notes as they are reading. The retrieval chart should include spaces for the following: Geography - land, climate, population density, natural resources; Economy - type of economic system, products; Culture - religions, arts, life styles.
(4) Following the reading have students reflect on the following questions:
a. How has Japan's geography affected the lives of its people?
b. Why has Japan been able to build a strong, productive economy?

¹ Geography, The World and Its People, Glencoe. pp. 632-641.

² People, Places, and Change, Holt. pp. 594-606.

³ Welcome to Japan!. (http://artsedge.kennedy-center.org/nso/asian/culture/welcomejapan.html)

⁴ Japan - Resources. (http://www.csuohio.edu/history/japan/index.html)

⁵ The Crane House, 1244 S. 3rd St. (635-2240).

North and South Korea (1 day)

Maps (e.g., map projections - Mercator and Robinson), globes, photographs, models, and satellite images are representations of Earth with different characteristics and uses. (4.1.1)

Governments may take different forms (e.g., constitutional, totalitarian, democratic, republic). (1.1.1)

Find Korea on a world map. Ask students to speculate about how its location between China and Japan may have affected its history.

Ask students why Korea is divided into two sections. Review the terms democratic and totalitarian. Use a T-chart to compare the governments of South Korea and North Korea. Discuss the impact of these two types of government on the lives of the people.

¹ Geography, The World and Its People, Glencoe. pp. 642-653.

² People, Places, and Change, Holt. pp. 607-613.

³ The Crane House, 1244 S. 3rd St. (635-2240).

Southeast Asia (5 days)

All cultures develop institutions, customs, beliefs, and holidays reflecting their unique histories, situations, and perspectives. (2.2.1)

Places can be made distinctive by human activities (e.g., building houses, stores, roads, railroads, irrigation) that alter physical features. (4.2.1)

The physical environment both promotes and limits human activities (e.g., exploration, migration, trade). (4.4.2)

Review the physical characteristics of the region with particular emphasis on the terms peninsula, archipelagos and the number of islands in this region. Find the region on a globe and have students speculate as to characteristics of the climate.

Have students complete a political map of the region, color coding and labeling countries and adding capitals and other major cities.

Divide class into 9 groups or pairs. Assign each group one of the following countries: Myanmar, Thailand, Laos, Cambodia, Vietnam, Malaysia, Singapore, Indonesia, Philippines. Have each group research and develop a poster about their country showing the three most important things they have discovered about their country's (1) culture, (2) history, and (3) economy.

[Group students carefully in order to assist all learners.]

¹ Geography, The World and Its People, Glencoe. pp. 654-673.

² People, Places, and Change, Holt. pp. 616-639.

³ National Geographic magazines.

⁴ The World Factbook - Vietnam. (http://www.odci.gov/cia/publications/factbook/geos/vm.html)

Australia, New Zealand, and the Pacific Islands (5 days)

Maps (e.g., map projections - Mercator and Robinson), globes, photographs, models, and satellite images are representations of Earth with different characteristics and uses. (4.1.1)

The physical environment both promotes and limits human activities (e.g., exploration, migration, trade). (4.4.2)

All cultures develop institutions, customs, beliefs, and holidays reflecting their unique histories, situations, and perspectives. (2.2.1)

Skim textbook sections on the region. Ask students what they have observed by reviewing maps, photos, and other information about the area.

Tell students that now that they are at the end of the school year they are going to plan a two week vacation to the South Pacific. Each student will choose three locations to visit and develop a travel plan. Their plan should include:
(1) A map showing the location of the three sites they will visit.
(2) An itinerary showing the means of transportation they will use to get to each location, the amount of time they will need for travel, and the amount of time they will spend at each location.
(3) A list of the items they will take in their backpack and one suitcase.
(4) A description (student drawn pictures) of the places that they will visit and what they will see while they are on their vacation.

[Some students may need to see examples of a map, itinerary item list, and description or extra help in developing these.]

¹ Geography, The World and Its People, Glencoe. pp. 674-723.

² People, Places, and Change, Holt. pp. 690-735.

³ Australia Through Pictures. (http://www.nationalgeographic.com/explorer/australia/abell/)

⁴ New Zealand - Kaikoura Canyon. (http://www.nationalgeographic.com/kaikoura/index.html.)

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Asia and the South Pacific
Topic	Core Content	Activities	Resources
South Asia Overview (3 days)	The physical environment both promotes and limits human activities (e.g., exploration, migration, trade). (4.4.2) Places can be made distinctive by human activities (e.g., building houses, stores, roads, railroads, irrigation) that alter physical features. (4.2.1) Culture is influenced by language, literature, arts, beliefs, and behaviors and may result in unique perspectives. (2.1.1) Maps (e.g., map projections - Mercator and Robinson), globes, photographs, models, and satellite images are representations of Earth with different characteristics and uses. (4.1.1) Different factors (e.g., rivers, dams, developments) affect where human activities are located and how land is used in urban, rural, and suburban areas. (4.1.2) Human settlement develops in different ways based on the culture and needs of settlers. (4.3.1)	Introduce unit by having students find South Asia on a world map. 1) What nations are found in this region? 2) What physical feature divides this area from the rest of the continent? Divide class into groups. Have each group examine all of the photos and maps in their texts (and other photos if available). Using a retrieval chart ask the students to list their observations about each of the following. 1. Physical features of the region. 2. Human (man-made) features of the region. 3. Cultural features. Tell students that parts of this region are some of the world's most densely populated areas. Indicate that the students are to find out why some areas are densely populated while others are sparsely populated. Ask students to identify the type of maps they might need to discover this information. Have students compare population, physical features, climate, and resource maps in order to develop. Start a retrieval chart and/or data base for the countries of Asia. Include these categories: nation, area, population, capital, per capita income, type of government, religion(s), other. Students should add to these throughout the unit. After viewing maps of the region, have students sketch a map of the region from memory. Give students names of the six countries, three major cities, the Himalayan Mountains, Bay of Bengal, Indian Ocean, and Arabian Sea, and have them label their maps. Once students have completed their maps have them compare their map with the maps in the textbook. Discuss what they remembered and what errors they found. Ask students to speculate as to the reasons for their correctness and/or errors.	¹ Geography, The World and Its People, Glencoe. Chapter 22, (587-605). ² People, Places, and Change, Holt. Chapter 30 & 31 (640-687). ³ National Geographic Magazines with photos of South Asia. ⁴ Atlases. ⁵ National Geographic PicturePack or PictureShow (computer software).
India (3 days)	Maps (e.g., map projections - Mercator and Robinson), globes, photographs, models, and satellite images are representations of Earth with different characteristics and uses. (4.1.1) The natural resources of a place or region impact its political, social, and economic development. (4.4.3) History is a series of connected events shaped by multiple cause-and-effect relationships, tying the past to the present. (5.1.3) Culture is influenced by language, literature, arts, beliefs, and behaviors and may result in unique perspectives. (2.1.1) Governments may take different forms (e.g., constitutional, totalitarian, democratic, republic). (1.1.1) Economic systems include traditional, command, or market. Modern economies use a “mixed system” that has features of all three. (3.2.1)	Divide class into four groups. Each group should spend two days researching and preparing presentations. On the third day each group presents their reports while the other students take notes using a retrieval chart given by the teacher. Groups: (1) Researches the land forms, waterways, and climate of India. Presentation should include student made maps and illustrations. (2) Researches the history of India. Presentation includes a large illustrated timeline. (3) Researches India's culture including major religions, language, social customs, and arts. Presentation includes a poster or large chart with pictures and/or illustrations. (4) Researches India's government and economy. Presentation includes poster or large chart showing structure of government and economic data (e.g., occupations, products). Review key vocabulary: dense population, monsoon, Sanskrit, Hinduism, Islam, Buddhism, Sikhism, reincarnation, karma, caste system. (S, V, Inter)	¹ Geography, The World and Its People, Glencoe. Chapter 22. ² People, Places, and Change, Holt. Chapter 30.
Pakistan (1 day)	Culture is influenced by language, literature, arts, beliefs, and behaviors and may result in unique perspectives. (2.1.1) Governments may take different forms (e.g., constitutional, totalitarian, democratic, republic). (1.1.1) The natural resources of a place or region impact its political, social, and economic development. (4.4.3)	Conduct a guided reading of the textbook section about Pakistan. Use a Venn diagram to compare and contrast Pakistan and India. Review key vocabulary: Islam, Muslims	¹ Geography, The World and Its People, Glencoe. Chapter 22. ² People, Places, and Change, Holt. Chapter 31.
Bangladesh, Nepal, Bhutan, Sri Lanka (1 day)	Culture is influenced by language, literature, arts, beliefs, and behaviors and may result in unique perspectives. (2.1.1) The physical environment both promotes and limits human activities (e.g., exploration, migration, trade). (4.4.2)	Divide class into reading groups of four. Jigsaw the reading so that each group member reads about a different country. Following 10-15 minutes for reading, group members should each share four important pieces of information about their country. A four box retrieval chart can be used by students to record information. Teacher uses large chart paper to get responses from the whole class.	¹ Geography, The World and Its People, Glencoe. Chapter 22. ² People, Places, and Change, Holt. Chapter 31.
South Asia Review (1 day)	Culture is influenced by language, literature, arts, beliefs, and behaviors and may result in unique perspectives. (2.1.1) All cultures develop institutions, customs, beliefs, and holidays reflecting their unique histories, situations, and perspectives. (2.2.1) The physical environment both promotes and limits human activities (e.g., exploration, migration, trade). (4.4.2)	Assessment: Remind students that life in much of India is influenced by Hinduism while life in Pakistan is influenced by Islam. Ask students to imagine they live in India or Pakistan and to describe ways in which their life would be affected by the selected religion. OR Remind students that the physical geography (land forms, waterways, climate, resources) of South Asia had a tremendous influence on the lives of the people in this region. Ask students to imagine that they live in a location in South Asia. Have each student select and identify a place in South Asia and describe how their life would be affected by the physical features of the place.	¹ Geography, The World and Its People, Glencoe. Chapter 22. ² People, Places, and Change, Holt. Chapter 30 & 31.
East Asia Overview (2 days)	Maps (e.g., map projections - Mercator and Robinson), globes, photographs, models, and satellite images are representations of Earth with different characteristics and uses. (4.1.1) Personal, national, and international economic activities are interdependent. (3.4.3) Prices of goods and services are determined by supply and demand. The market price is reached when quantity supplied equals quantity demanded. (3.3.1)	On a map, identify the countries of East Asia. Using a K-W-L chart, ask students what they know about the nations of this region. Continue work on the Asia retrieval chart and/or data base. Ask students if their everyday life is affected by these countries. For homework have students go on a scavenger hunt through their home looking for products made in East Asian countries. Each student should try to locate at least five products from East Asia. (Explain to students where they might look for product tags, etc.) The next day hang chart paper around the room. Have students write the products they found under the name of the appropriate country. Graph the number and/or type of products from each East Asian country. Discuss reasons why America imports so many products from East Asia.	¹ Geography, The World and Its People, Glencoe. Chapters 23, 24. ² People, Places, and Change, Holt. Chapters 27, 28. ³ Crane House , 1244 S. 3rd St. (502) 635-2240.
China (4 days)	Maps (e.g., map projections - Mercator and Robinson), globes, photographs, models, and satellite images are representations of Earth with different characteristics and uses. (4.1.1) Human settlement develops in different ways based on the culture and needs of settlers. (4.3.1) Culture is influenced by language, literature, arts, beliefs, and behaviors and may result in unique perspectives. (2.1.1) All cultures develop institutions, customs, beliefs, and holidays reflecting their unique histories, situations, and perspectives. (2.2.1) Economic systems include traditional, command, or market. Modern economies use a “mixed system” that has features of all three. (3.2.1) Governments may take different forms (e.g., constitutional, totalitarian, democratic, republic). (1.1.1)	Divide class into five groups. Each group should spend two days researching and preparing presentations. (Be sure to assign groups and/or topics so that students have a topic that differs from the one they had for India.) (1) Research the land forms, waterways, and climate of China. Presentation should include student made maps that show physical features and population. Students will explain the relationship between physical features and human settlement in China. (2) Research the history of China. Presentation includes a large illustrated timeline and information on dynasties. (3) Research China's culture including religion, language, social customs, and arts. Presentation includes a poster or large chart with pictures and/or illustrations. (4) Research China's economy and government. Presentation includes poster or large chart showing economic data (e.g., occupations, products) and information about the current government. (5) Research China's neighbors: Taiwan and Mongolia. Present information comparing and contrasting them with China. Use a Venn diagram to compare China and India. OR Use History Alive! programs: (1) Creating Annotated Relief Maps of China (2) Designing Character Collages of Buddha, Confucius, and Laozi (3) Encountering Ancient Traditions in Modern Chinese Family Life If History Alive! activities are used, China's economy, government, and neighbors must still be addressed.	¹ Geography, The World and Its People, Glencoe. Chapter 23. ² People, Places, and Change, Holt. Chapter 27. ³ National Geographic PicturePack or PictureShow (computer software). ⁴ The Crane House, 1244 S. 3rd St. (635-2240).
Japan (2 days)	Different factors (e.g., rivers, dams, developments) affect where human activities are located and how land is used in urban, rural, and suburban areas. (4.1.2) Human settlement develops in different ways based on the culture and needs of settlers. (4.3.1) The natural resources of a place or region impact its political, social, and economic development. (4.4.3) The basic economic issues addressed by producers are production, distribution, and consumption of goods and services. (3.4.1) Productivity can be improved by specialization, new knowledge, and technology/tools. (3.4.2) All cultures develop institutions, customs, beliefs, and holidays reflecting their unique histories, situations, and perspectives. (2.2.1)	Conduct a guided reading lesson for the study of Japan. (1) Brainstorm what students already know about Japan. (2) As a class examine textbook maps, charts and photos (and other resources) about Japan. Ask student to add to their earlier "brainstorm" based on new discoveries. (3) Have students read textbook sections on Japan. Give students a retrieval chart to use to make notes as they are reading. The retrieval chart should include spaces for the following: Geography - land, climate, population density, natural resources; Economy - type of economic system, products; Culture - religions, arts, life styles. (4) Following the reading have students reflect on the following questions: a. How has Japan's geography affected the lives of its people? b. Why has Japan been able to build a strong, productive economy?	¹ Geography, The World and Its People, Glencoe. pp. 632-641. ² People, Places, and Change, Holt. pp. 594-606. ³ Welcome to Japan!. (http://artsedge.kennedy-center.org/nso/asian/culture/welcomejapan.html) ⁴ Japan - Resources. (http://www.csuohio.edu/history/japan/index.html) ⁵ The Crane House, 1244 S. 3rd St. (635-2240).
North and South Korea (1 day)	Maps (e.g., map projections - Mercator and Robinson), globes, photographs, models, and satellite images are representations of Earth with different characteristics and uses. (4.1.1) Governments may take different forms (e.g., constitutional, totalitarian, democratic, republic). (1.1.1)	Find Korea on a world map. Ask students to speculate about how its location between China and Japan may have affected its history. Ask students why Korea is divided into two sections. Review the terms democratic and totalitarian. Use a T-chart to compare the governments of South Korea and North Korea. Discuss the impact of these two types of government on the lives of the people.	¹ Geography, The World and Its People, Glencoe. pp. 642-653. ² People, Places, and Change, Holt. pp. 607-613. ³ The Crane House, 1244 S. 3rd St. (635-2240).
Southeast Asia (5 days)	All cultures develop institutions, customs, beliefs, and holidays reflecting their unique histories, situations, and perspectives. (2.2.1) Places can be made distinctive by human activities (e.g., building houses, stores, roads, railroads, irrigation) that alter physical features. (4.2.1) The physical environment both promotes and limits human activities (e.g., exploration, migration, trade). (4.4.2)	Review the physical characteristics of the region with particular emphasis on the terms peninsula, archipelagos and the number of islands in this region. Find the region on a globe and have students speculate as to characteristics of the climate. Have students complete a political map of the region, color coding and labeling countries and adding capitals and other major cities. Divide class into 9 groups or pairs. Assign each group one of the following countries: Myanmar, Thailand, Laos, Cambodia, Vietnam, Malaysia, Singapore, Indonesia, Philippines. Have each group research and develop a poster about their country showing the three most important things they have discovered about their country's (1) culture, (2) history, and (3) economy. [Group students carefully in order to assist all learners.]	¹ Geography, The World and Its People, Glencoe. pp. 654-673. ² People, Places, and Change, Holt. pp. 616-639. ³ National Geographic magazines. ⁴ The World Factbook - Vietnam. (http://www.odci.gov/cia/publications/factbook/geos/vm.html)
Australia, New Zealand, and the Pacific Islands (5 days)	Maps (e.g., map projections - Mercator and Robinson), globes, photographs, models, and satellite images are representations of Earth with different characteristics and uses. (4.1.1) The physical environment both promotes and limits human activities (e.g., exploration, migration, trade). (4.4.2) All cultures develop institutions, customs, beliefs, and holidays reflecting their unique histories, situations, and perspectives. (2.2.1)	Skim textbook sections on the region. Ask students what they have observed by reviewing maps, photos, and other information about the area. Tell students that now that they are at the end of the school year they are going to plan a two week vacation to the South Pacific. Each student will choose three locations to visit and develop a travel plan. Their plan should include: (1) A map showing the location of the three sites they will visit. (2) An itinerary showing the means of transportation they will use to get to each location, the amount of time they will need for travel, and the amount of time they will spend at each location. (3) A list of the items they will take in their backpack and one suitcase. (4) A description (student drawn pictures) of the places that they will visit and what they will see while they are on their vacation. [Some students may need to see examples of a map, itinerary item list, and description or extra help in developing these.]	¹ Geography, The World and Its People, Glencoe. pp. 674-723. ² People, Places, and Change, Holt. pp. 690-735. ³ Australia Through Pictures. (http://www.nationalgeographic.com/explorer/australia/abell/) ⁴ New Zealand - Kaikoura Canyon. (http://www.nationalgeographic.com/kaikoura/index.html.)