East Asia, Australia, and the Pacific Rim - McDougal Littell -€¦ · · 2003-01-09East Asia,...

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East Asia, Australia, and the Pacific Islands

Section 1 (pages 273–277)8 Daily Lesson PlansDaily Lesson Plans8

East Asia, Australia, and the Pacific Rim

Unit Atlas; Data File (pages 662–671)

171

ATLAS OBJECTIVES

1. Locate physical features of East Asia, Australia, and the Pacific Rim

2. Describe the vegetation of East Asia, Australia, and the Pacific Rim

3. Compare the landmass and population of this region with that of the U.S.

4. Identify political features of East Asia, Australia, and the Pacific Rim

5. Compare data on countries of East Asia, Australia,and the Pacific Rim

DATA FILE OBJECTIVE

Examine and compare data on countries of East Asia,Australia, and the Pacific Rim

Introduce the Unit

__ Before You Read ■■ TE, p. 662

__ Interpreting the Photograph: The Great Wall ■■ PE, pp. 662–663■■ TE, p. 663

__ Unit Activities: Design a Travel Poster; ■■ TE, p. 662Writing a Letter

Focus & Motivate

__ Introduce the geography of East Asia, Australia, ■■ TE, p. 664and the Pacific Rim

Instruct

__ Discuss key questions ■■ TE, pp. 664–668

__ Maps: East Asia, Australia, and the Pacific Rim: ■■ PE, pp. 664, 666Physical and Political

__ Map: Vegetation of East Asia, Australia, and ■■ PE, p. 665the Pacific Islands

__ Infographic: East Asia, Australia, and the Pacific ■■ PE, p. 665Islands—United States Landmass and Population

__ Country Profiles: Republic of Nauru, Fiji ■■ TE, pp. 665, 667

__ Map: The International Date Line ■■ PE, p. 667

RESOURCES

Arkansas PlannerArkansas Social Studies Standards

TCC: 1.3

PPE: 1.6, 2.6, 2.7

SSPS: 2.2, 2.3

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UNIT 8172

Lesson Plan for East Asia, Australia, and the Pacific Rim continued

Instruct continued

__ Map: Religions of East Asia, Australia, ■■ PE, p. 667and the Pacific Islands

__ More About: Pidgin English, Macao, Dreamtime, ■■ TE, pp. 665–667, 669–671Population Studies, Polynesians, Birthrates

Interdisciplinary Links

__ History ■■ TE, p. 666

__ Mathematics ■■ TE, pp. 668, 669, 670

Differentiating Instruction

__ Gifted and Talented Students ■■ TE, p. 671

Block Scheduling Options

__ Interdisciplinary Link: Mathematics ■■ TE, p. 664

Homework Assignments Other Teaching Materials

RESOURCES

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East Asia, Australia, and the Pacific Islands: Land and History


Physical Geography

Section 1 (pages 672–680)

173

FOCUS ON GEOGRAPHY OBJECTIVES• To discuss the relationship—or lack of relationship—

between land area and population• To identify factors that contribute to a large

population

SECTION 1 OBJECTIVES

1. To identify the lands of the region and describe the physical geography of China

2. To describe the physical geography of Japan and the Koreas

3. To identify the physical features of Australia, New Zealand, and the Pacific Islands

Introduce the Chapter

__ Interpreting the Photograph: Ayers Rock ■■ PE, pp. 672–673

__ Critical Thinking Activity: Comparing ■■ TE, p. 672

__ Focus on Geography ■■ PE, p. 673

__ Making Geographic Connections ■■ TE, p. 673

__ Reading Social Studies: Reading Strategy— ■■ PE, p. 674Comparing and Contrasting

Focus & Motivate

__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 675and Terms & Names

__ Warm-Up: Making Inferences ■■ TE, p. 675

Instruct

__ Read the section ■■ PE, pp. 675–680■■ Unit 8 In-Depth Resources: Guided Reading, p. 3

__ Discuss key questions ■■ TE, pp. 675, 677, 679

__ Map: Physical Features of East Asia ■■ PE, p. 676

__ Map: The Ring of Fire ■■ PE, p. 678

__ Map: Physical Features of Australia ■■ PE, p. 679

__ Focus on Visuals: Interpreting the Map ■■ TE, p. 679

__ More About: China’s Sorrow, The Taklimakan, ■■ TE, pp. 677, 678Mount Fuji

RESOURCES


TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4

PPE: 1.1, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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UNIT 8 CHAPTER 23174

Lesson Plan for Physical Geography continued

Instruct continued

__ Critical Thinking Activity: Distinguishing Fact ■■ TE, p. 680from Opinion


__ Language Arts/Geography ■■ TE, p. 677

__ Art/Science ■■ TE, p. 679


__ Less Proficient Readers: Identifying Main Ideas ■■ TE, p. 676and Details ■■ Reading Study Guide, pp. 206–207

__ Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 203, 208■■ Spanish Reading Study Guide, pp. 206–207

__ Multiple Learning Styles: Visual/Logical ■■ TE, p. 678

Integrate Technology

__ Electronic Teacher Tools

__ Test Generator ■■ Section 1 Quiz

__ The World’s Music CD ■■ Track 17: “Tashi Tsigchey”;Track 18: “A Single Bamboo Can Easily Bend”;Track 19: “Nimba”; Track 20: “Wakana”;Track 21: “Sunrise Call”;Track 23: “Garinga Naami”

__ Using the Internet ■■ classzone.com

Assess & Reteach

__ Section 1 Assessment ■■ PE, p. 680

__ Section 1 Quiz ■■ Formal Assessment, p. 348

__ Reteaching Activity ■■ TE, p. 680■■ Unit 8 In-Depth Resources, p. 10


__ Interdisciplinary Link: Language Arts/Geography ■■ TE, p. 677


RESOURCES

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Ancient China


175


1. To describe the origins of Chinese civilization and identify the dynasties that ruled China forthousands of years

2. To describe contributions of the ancient Chinese in the areas of religion, philosophy, arts, and technology

3. To identify the technological achievements made in ancient China

Focus & Motivate



Instruct


__ Discuss key questions ■■ TE, pp. 681, 683, 684, 688

__ Chart: The Dynasties of China ■■ PE, p. 682

__ Strange but True: The Tomb of Shih Huang-ti ■■ PE, p. 682

__ A Voice from China ■■ TE, p. 683

__ Connections to Technology: Gunpowder ■■ PE, p. 684

__ Skillbuilder Mini-Lesson: Distinguishing Fact ■■ TE, p. 683from Opinion

__ Map: The Route of the Ancient Silk Road ■■ TE, p. 685

__ More About: Confucian Ideas, The Silk Road, ■■ TE, pp. 683, 685, 688, 689“War Wounds,” Historical Accounts

__ The World’s Heritage: The Longest Wall ■■ PE, p. 686

__ Literature Connections: “War Wounds” from Echoes ■■ PE, pp. 688–689of the White Giraffe by Sook Nyul Choi

__ Skillbuilder: Creating a Database ■■ PE, p. 687■■ Unit 8 In-Depth Resources: Skillbuilder Practice, p. 8

RESOURCES


TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.4

PPE: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.8, 2.3,2.4, 2.5, 2.6, 2.7

PAG: 1.4, 1.9, 2.6

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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Lesson Plan for Ancient China continued


__ Literature/Language Arts ■■ TE, p. 684

__ Geography/Writing ■■ TE, p. 685


__ Less Proficient Readers: Creating a Time Line; ■■ TE, pp. 682, 688Building Language Skills ■■ Reading Study Guide, pp. 208–209





__ The World’s Music CD ■■ Track 17: “Tashi Tsigchey”;Track 18: “A Single Bamboo Can Easily Bend”


Assess & Reteach





__ Career Connection: Anthropologist ■■ TE, p. 687


RESOURCES

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Ancient Japan


177


1. To describe early Japan and the significant Chineseand Korean influences on its later development

2. To explain the development of the feudal system and Japan’s decision to isolate itself

Focus & Motivate



Instruct

__ Read the section ■■ PE, pp. 690–694■■ Unit 8 In-Depth Resources:Guided Reading, p. 5

__ Discuss key questions ■■ TE, pp. 690, 692

__ Dateline: The Coast of Japan ■■ PE, p. 690

__ Citizenship in Action: Tokyo National ■■ PE, p. 691Research Institute

__ Spotlight on Culture: Fire Protection ■■ PE, p. 693

__ Focus on Visuals: Interpreting the Photograph ■■ PE, p. 694

__ More About: State Shinto, Lady Murasaki, ■■ TE, pp. 691–693 Functions of Temples

__ Technology: 2009 Three Gorges Dam ■■ PE, pp. 695–696


__ Humanities ■■ TE, p. 691


__ Less Proficient Readers ■■ Reading Study Guide, pp. 210–211

__ Gifted and Talented Students: Imagining ■■ TE, p. 693Samurai Life


__ Multiple Learning Styles: Visual ■■ TE, p. 692

RESOURCES


TCC: 1.1, 1.2, 1.4, 2.1, 2.2, 2.4

PPE: 1.1, 1.2, 1.3, 1.5, 1.6, 1.7, 1.8, 2.3,2.4, 2.5

PAG: 1.1, 1.2, 1.3, 1.4, 1.6, 1.7, 1.9, 1.8,2.1, 2.3

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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Lesson Plan for Ancient Japan continued



__ Test Generator ■■ Section 3 Quiz■■ Chapter Tests

__ The World’s Music CD ■■ Track 17: “Tashi Tsigchey”;Track 18: “A Single Bamboo Can Easily Bend”;Track 19: “Nimba”; Track 20: “Wakana”


Assess & Reteach




__ Chapter 23 Assessment ■■ PE, pp. 696–697

__ Chapter Test, Forms A, B, and C ■■ Formal Assessment, pp. 351–362


__ Multiple Learning Styles: Visual ■■ TE, p. 692


RESOURCES

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China and its Neighbors


Establishing Modern China


179

FOCUS ON GEOGRAPHY OBJECTIVES• To help students identify the relationship between

cultural movement and the development of a region• To identify and discuss the benefits and conflicts that

might arise from cultural exchange


1. To define social studies and identify the five fields of learning that it draws from

2. To identify the impact of geography andgovernment on people

3. To explain economics and related terms4. To define culture and culture traits


__ Interpreting the Photograph: Shanghai ■■ PE, pp. 698–705

__ Critical Thinking Activity: Recognizing Effects ■■ TE, p. 698



__ Reading Social Studies: Reading Strategy— ■■ PE, p. 700Making Predictions

Focus & Motivate



Instruct



__ Dateline: Beijing, China ■■ PE, p. 701

__ Biography: Sun Yat-sen ■■ PE, p. 703

__ Map: The Long March ■■ PE, p. 704

__ Critical Thinking Activity: Hypothesizing ■■ TE, p. 705

__ More About: Opium, Boxers, The Long March, ■■ TE, pp. 703, 704Mao Zedong, The Cultural Revolution

RESOURCES


TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4

PPE: 1.1, 1.6, 2.3, 2.4, 2.5, 2.6, 2.7

PAG: 2.4, 2.6

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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Lesson Plan for Establishing Modern China continued

Instruct continued

__ Critical Thinking Activity: Clarifyin ■■ TE, p. 702

__ Interdisciplinary Challenge: Visit the Forbidden City ■■ PE, pp. 706–707


__ Less Proficient Readers: Finding Causes ■■ TE, p. 703■■ Reading Study Guide, pp. 214–215


__ Multiple Learning Styles: Interpersonal ■■ TE, p. 704




__ The World’s Music CD ■■ Track 18: “A Single Bamboo Can Easily Bend”


Assess & Reteach





__ Multiple Learning Styles: Interpersonal ■■ TE, p. 704


RESOURCES

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The Governments of East Asia


181


1. To describe China’s current government2. To explain the struggle to attain human rights3. To describe the governments of China’s

neighbors in East Asia

Focus & Motivate


__ Warm-Up: Drawing Conclusions ■■ TE, p. 708

Instruct


__ Discuss key questions ■■ TE, pp. 708–710

__ Dateline: South Korea ■■ PE, p. 708

__ Map: North and South Korea, 2001 ■■ PE, p. 710

__ Critical Thinking Activity: Analyzing Motives ■■ TE, p. 709

__ More About: Tiananmen Square ■■ TE, p. 709

__ Critical Thinking Activity: Clarifying ■■ TE, p. 710


__ Civics ■■ TE, p. 709

__ Language Arts ■■ TE, p. 710




RESOURCES


TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4

PPE: 1.6, 2.5, 2.6, 2.7

PAG: 2.4

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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Lesson Plan for The Governments of East Asia continued




__ The World’s Music CD ■■ Track 17: “Tashi Tsigchey”;Track 18: “A Single Bamboo Can Easily Bend”;Track 19: “Nimba”;Track 20: “Wakana”


Assess & Reteach





__ Interdisciplinary Link: Language Arts ■■ TE, p. 710


RESOURCES

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The Economies of East Asia


183


1. To describe the effects of communism on China’s economy

2. To identify the types of economies that exist in other East Asian nations

Focus & Motivate



Instruct



__ Dateline: Azerbaijan ■■ PE, p. 712

__ Focus on Visuals: Interpreting the Photograph ■■ TE, p. 713

__ Map: Industry in East Asia, 2000 ■■ PE, p. 715

__ Critical Thinking Activity: Clarifying ■■ TE, p. 713

__ More About: Hong Kong ■■ TE, p. 713

__ Critical Thinking Activity: Drawing Conclusions ■■ TE, p. 714


__ Less Proficient Readers: Finding Main Ideas ■■ TE, p. 714■■ Reading Study Guide, pp. 218–219







RESOURCES


TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4

PPE: 1.6, 2.5, 2.6, 2.7

PDC: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8

PAG: 2.4

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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Lesson Plan for The Economies of East Asia continued

Assess & Reteach





__ Skillbuilder Mini-Lesson: Creating a Database ■■ TE, p. 713


RESOURCES

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The Cultures of East Asia


185


1. To examine the effects of cultural exchange in East Asia

2. To describe current and traditional arts3. To identify the effects of communism on the

culture and the people

Focus & Motivate



Instruct



__ Dateline: China ■■ PE, p. 716

__ Map: Cultural Exchange with East Asia ■■ PE, p. 718Throughout History

__ Infographic: Bunraku Puppetry ■■ PE, p. 719

__ Spotlight on Culture: The Martial Arts ■■ PE, p. 720

__ Critical Thinking Activity: Summarizing ■■ TE, p. 717

__ More About: Buddhism, Haiku, Bunraku ■■ TE, pp. 717, 719



__ Language Arts ■■ TE, p. 720



__ Gifted and Talented Students: Interpreting the ■■ TE, p. 717Sayings of Confucius


__ Multiple Learning Styles: Logical; Visual ■■ TE, pp. 718, 719

RESOURCES


TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.4

PPE: 1.2, 1.3, 1.5, 1.6, 1.8, 2.5, 2.6, 2.7

PAG: 1.4, 1.9, 2.4

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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Lesson Plan for The Cultures of East Asia continued






Assess & Reteach





__ Interdisciplinary Link: Language Arts ■■ TE, p. 720


RESOURCES

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Establishing Modern Japan


187


1. To describe changes in Japan during the past century

2. To explain the rebuilding of Japan’s economy after World War II

3. To identify unique aspects of Japanese culture

Focus & Motivate



Instruct



__ Dateline: Japan ■■ PE, p. 722

__ Map: Population Density of Japan, 2001 ■■ TE, p. 725

__ Critical Thinking Activity: Hypothesizing ■■ TE, p. 724

__ More About: Samurai Warriors, Pearl Harbor, ■■ TE, pp. 723–726Hiroshima, Women in Japan, The Ainu People, Bonsai

__ Critical Thinking Activity: Forming and ■■ TE, p. 725Supporting Opinions

__ Skillbuilder: Reading a Population Density Map ■■ PE, p. 727■■ Unit 8 In-Depth Resources: Skillbuilder Practice, p. 20


__ History ■■ TE, p. 723


__ Less Proficient Readers: Finding Main Ideas ■■ TE, p. 724■■ Reading Study Guide, pp. 222–223

__ Students Acquiring English/ESL ■■ Access for Students Acquiring English, p. 215, 222■■ Spanish Reading Study Guide, pp. 222–223

__ Multiple Learning Styles: Visual/Tactile ■■ TE, p. 725

RESOURCES


TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4

PPE: 1.6, 2.5, 2.6, 2.7

PAG: 2.4

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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Lesson Plan for Establishing Modern Japan continued




__ The World’s Music CD ■■ Track 19: “Nimba”;Track 20: “Wakana”


Assess & Reteach







__ Career Connection: Census Researcher ■■ TE, p. 727


RESOURCES

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Australia, New Zealand, and the Pacific Islands


History and Governments


189

FOCUS ON GEOGRAPHY OBJECTIVES• To identify how geography affected the settlement

patterns of Australia and the Pacific Islands• To explain the effects that settlement had on the

environments of Australia and the Pacific Islands


1. To describe the history and first inhabitants of the region

2. To explain the European settlement of the region3. To describe the governments of the region


__ Interpreting the Photograph: Wellington, ■■ PE, pp. 730–731New Zealand

__ Critical Thinking Activity: Making Inferences ■■ TE, p. 730



__ Reading Social Studies: Reading Strategy— ■■ PE, p. 732Making Inferences

Focus & Motivate



Instruct



__ Dateline: New Zealand ■■ PE, p. 733

__ Spotlight on Culture: Maori Carvings ■■ PE, p. 734

__ Map: The Island Groups of the Pacific ■■ PE, p. 735

__ Strange but True: Mysterious Stone Statues ■■ PE, p. 735


RESOURCES


TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.4

PPE: 1.1, 1.2, 1.3, 1.5, 1.6, 1.8, 2.4, 2.5,2.6, 2.7

PAG: 1.4, 1.9, 2.4

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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Lesson Plan for History and Governments continued

Instruct continued

__ Critical Thinking Activity: Contrasting ■■ TE, p. 736


__ Less Proficient Readers: Categorizing ■■ TE, p. 734■■ Reading Study Guide, pp. 226–227





__ The World’s Music CD ■■ Track 21: “Sunrise Call”;Track 23: “Garinga Naami”


Assess & Reteach





__ Skillbuilder Mini-Lesson: Reading a Population ■■ TE, p. 735Distribution Map


RESOURCES

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Australia, New Zealand, and the Pacific Islands


Economies and Cultures


191


1. To describe the economies of Australia, New Zealand, and the Pacific Islands

2. To explain how modernization has affected the cultures of the region

Focus & Motivate



Instruct



__ Dateline: Australia ■■ PE, p. 737

__ Connections to Technology: TV in Tuvalu ■■ PE, p. 738

__ Map: Products of Australia, 2001 ■■ PE, p. 738

__ Biography: Charlie Perkins ■■ PE, p. 739

__ A Voice from Australia ■■ TE, p. 740

__ Critical Thinking Activity: Synthesizing ■■ TE, p. 739

__ More About: Immigrants to Australia ■■ TE, p. 740

__ Skillbuilder: Using Primary Sources ■■ PE, p. 741■■ Unit 8 In-Depth Resources: Skillbuilder Practice, p. 31

__ Linking Past and Present: The Legacy of East Asia, ■■ PE, pp. 742–743Australia, and the Pacific Islands


__ Language Arts/Art ■■ TE, p. 738




__ Multiple Learning Styles: Visual/Logical/ ■■ TE, p. 739Mathematical

RESOURCES


TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.4

PPE: 1.2, 1.3, 1.4, 1.5, 1.6, 1.8, 2.5, 2.6, 2.7

PDC: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8

PAG: 1.4, 1.9, 2.4, 2.6

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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Lesson Plan for Economies and Cultures continued




__ The World’s Music CD ■■ Track 21: “Sunrise Call”;Track 23: “Garinga Naami”


Assess & Reteach







__ Career Connection: Historian ■■ TE, p. 741


RESOURCES

East Asia, Australia, and the Pacific Rim - McDougal Littell -€¦ · · 2003-01-09East Asia,...

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Transcript of East Asia, Australia, and the Pacific Rim - McDougal Littell -€¦ · · 2003-01-09East Asia,...