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Enduring Understandings/Essential Questions

The student will understand that when there is conflict between or within societies, change is the result.

• When you have conflicts with your friends does it change your friendship? If so, how?
• Why do you make changes in your life?
• Why does change always follow conflict?

The student will understand that the culture of a society is the product of the religion, beliefs, customs, traditions, and government of that society.

• How do you describe your family’s culture?
• How do government actions affect your culture?
• Should schools try to influence or reflect the students’ cultures?
• What cultural conflicts have you seen in your school or the U.S.?
• Why do you choose the friends you choose?

The student will understand that as a society increases in complexity and interacts with other societies, the complexity of the government also increases.

• How have your responsibilities changed as your family as changed or as you have gotten older?
• In what ways do the rules in sports get more complicated at different levels? (i.e. Tee ball through Major Leagues)
• How have society and government adapted to each other’s growing complexities?

The student will understand that humans, their society, and the environment affect each other.

• How is the landscape changed when neighborhoods are built?
• What jobs are available or unavailable because of the physical geography near you?
• What are the positive and negative consequences of human environment interaction?
• How does the environment affect food choice?

The student will understand that the movement or migration of people and ideas affects all societies involved.

• How have your ideas, opinions, likes and dislikes changed since going from sixth grade to seventh?
• What are some of the cultural differences (language/slang, foods, accents, sports, clothes, etc.) within different regions of the United States?
• What are some of the reasons that people move?
• How do people change when they move from one place to another?

 The student will understand that location affects a society’s economy, culture, and development.

• How does your family decide to make and spend money?
• What changes have occurred in your life since moving from elementary school to middle school?
• What are some examples that demonstrate how location affects your society’s economy, culture, and development?
• How do opportunities change (jobs, food, homes, standard of living, clothes, etc.) depending on where you live?
• Why do people eat different foods in different parts of the world?

The student will understand that the production, distribution, and consumption of goods/services produced by the society are affected by the location, customs, beliefs, and laws of the society.

• What are the elements that make up an economy?
• How are the things you want to buy produced?
• How do stores get the things you want to buy?
• How do you decide what to buy?
• What factors determine the price of the things you want to buy?

The student will understand that while change occurs over time, there is continuity to the basic structure of that society.

• How has school changed and stayed the same since kindergarten?
• How can a society change but have its basic components remain the same over time?
• Why do some things remain the same when society is always changing?

SS7G10 The student will discuss environmental issues across Southern and Eastern Asia.

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.

SS7G11 The student will explain the impact of location, climate, physical characteristics, distribution of natural resources, and population distribution on Southern and Eastern Asia.

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.

 SS7G12 The student will analyze the diverse cultures of the people who live in Southern and Eastern Asia.

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.

SS7CG6 The student will compare and contrast various forms of government.

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.

SS7CG7 The student will demonstrate an understanding of national governments in Southern and Eastern Asia.

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-world-factbook/index.html}, as are definitions of each type of government.

SS7E8 The student will analyze different economic systems.

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.

SS7E9 The student will explain how voluntary trade benefits buyers and sellers in Southern and Eastern Asia.

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.

SS7E10 The student will describe factors that influence economic growth and examine their presence or absence in India, China, and Japan.

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.

SS7H3 The student will analyze continuity and change in Southern and Eastern Asia leading to the 21st century.

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.