SS6G9 The student will discuss environmental issues in Europe.a. Explain the major concerns of Europeans regarding the issues such as acid rain in Germany, air pollution in the United Kingdom, and the nuclear disaster in Chernobyl, Ukraine.

1. Acid rain - rain polluted by gases released into the air by the burning of fossil fuels, like coal or oil; rain polluted with sulphur dioxide2. Acid Rain in Germany – caused by burning brown coal and factory emissions; brown coal gives off a gas called sulphur dioxide; brown coal is used to produce electricity; Germany is the world’s leader in brown coal production. 3. Acid Rain Effects – Germany’s forests being destroyed including the Black Forest; acid rain pollutes rivers and lakes; acid rain eats away at brick and stonework buildings. 4. Air Pollution - caused emissions from factories, automobiles or from homes burning coal for heat; a concern in the United Kingdom (UK). 5. Smog - pollution mixed with the fog that occurs frequently in the UK. Smog caused 4,000 deaths in the Great London Smog of 1952.6. Types of Emissions – sulfur dioxide – from coal; carbon monoxide – from cars, trucks, factories; nitrous oxide from cars, trucks, factories7. Chernobyl Disaster – occurred April 1986; the nuclear reactor exploded at the Chernobyl in Ukraine; caused the worst nuclear disaster in history; hundreds of thousands of people were affected; most polluted place on Earth; people still affected with cancers and mutations--------------------------------------------------------------------SS6G10 The student will explain the impact of location, climate, natural resources, and population distribution on Europe.a. Compare how the location, climate, and natural resources of the United Kingdom and Russia affect where people live and how they trade.b. Compare how the location, climate, and natural resources of Germany and Italy affect where people live and how they trade.

1. United Kingdom - England, Scotland, Wales and Northern Ireland; capital is London, England; climate - mild and rainy; trade - good harbors for trading and many airports; natural resources - coal, North Sea oil, and North Sea natural gas; where people live - southern England in urban (city) areas ; leading industries- banking, insurance, tourism, manufacturing, iron and steel production, electronics2. Russia - largest country in the world; where people live- most citizens live in western Russia on the European Plain; climate - has a very cold and harsh climate, thanks to its location near the Arctic Ocean; natural resources - huge deposits of coal, oil, natural gas, and massive forests; trade - goods are transported by railroad because rivers and major ports are blocked by ice in the winter; it is difficult and expensive to harvest and transport resources because of the harsh climate and remote locations; leading industries - mining, manufacturing, fishing industries

3. Germany - the richest and the strongest economy in Europe; climate - warm, mild summers and cool winters, extreme weather conditions do not occur very often; leading industries - agriculture (farming), steel production, automobiles, building materials; where people live - most live in western Germany including the Ruhr Valley; natural resources - enormous deposits of coal and iron ore found in the Ruhr region; trade- made easy by transported the Rhine River and the North Sea4. Italy - attracts millions of tourists every year because of its spectacular scenery, beautiful weather, and fascinating history and culture; climate - enjoys a moderate climate with generally cool winters (colder in mountain regions) and pleasant summers in the north and a warm and dry climate in the south; where people life - about two-thirds of Italians live in the northern part of the country; leading industries - tourism, automobile manufacturing, wine making, fashion; natural resources - grapes, few mineral resources, has to import most of its raw materials for industry--------------------------------------------------------------------SS6G11 The student will describe the cultural characteristics of Europe.a. Explain the diversity of European languages as seen in a comparison of German, English, Russian, French, and Italian.b. Describe the major religions in Europe; include Judaism, Christianity, and Islam.

1. Romance Languages - language family from the Latin language that was used in the Roman Empire; languages include Spanish, French, Italian, Portuguese2. Germanic Languages – the most used language family in the world; languages include English and German3. Slavic Languages – language family used in most of Eastern Europe; uses the Cyrillic Alphabet; languages include Russian, Polish and Ukrainian4. Cyrillic Alphabet – the alphabet of the Slavic Language family5. Judaism – religion and culture of the Jewish people; first recorded faith to worship only one God; foundation of many other religions, including Christianity and Islam; the oldest religion in Europe; sacred text is the Torah6. Monotheism – to worship only one God; Christianity, Judaism, and Islam are all monotheistic religions7. Christianity - based on the teachings of Jesus Christ; sacred scripture is the Bible; largest and most practiced religion in Europe; dominant religion in both Western Europe and Eastern Europe; two branches of Christianity are Roman Catholic and Protestant; majority of Christians in Europe are Catholic; Catholics in Europe are mostly located in France, Spain, and Italy; Protestants in Europe are found in northern countries like Germany and the United Kingdom; most Eastern Europeans (including Russians) practice Eastern Orthodox Christianity8. I slam – the religious faith of Muslims; founded by Muhammad in the 7th century; Allah is the sole deity (God) and Muhammad was his prophet; sacred book is the Koran (Quran or Qu’ran); fastest growing religion in Europe

SS6CG4 The student will compare and contrast various forms of government.a. Describe the ways government systems distribute power: unitary, confederation, and federal.b. Explain how governments determine citizen participation: autocratic, oligarchic, and democratic.c. Describe the two predominant forms of democratic governments: parliamentary and presidential.

1. Unitary – type of government system; central government has ALL the power; central government makes all of the laws for all of the people; United Kingdom and Cuba are examples.2. Confederation – type of government system; is a loose alliance of states or countries; states or countries political units control their own laws; states or countries have more power than the central government; central government makes decisions only on issues that affect the entire group; European Union is an example. 3. Federal - type of government system; power of government is divided and shared between the central government and smaller political units; Russia, Germany, and the United States are examples4. Autocracy - the way people participate in government; one leader controls power and citizens do not participate; leader can either be a monarch or a dictator 5. Oligarchy - the way people participate in government; a small group, or a few people who control power and participate6. Democracy – the way people participate in government; the people have full and equal rights to participate in government; everyone can participate7. Parliamentary Democracy - the people elect a representative to parliament (legislature) and then the parliament (legislature) picks the chief executive; the chief executive can either be a Prime Minister (United Kingdom) or a Chancellor (Germany); people elect the parliament (legislature), the parliament (legislature) elects the chief executive8. Presidential Democracy - the people directly elect their chief executive. The United States and Russia are examples9. Constitutional Monarchy - the King/Queen is the head of state and has little to no power; the United Kingdom is an example 10. Prime Minister - the leader of the government in the United Kingdom 11. Chancellor - the leader of the government in Germany--------------------------------------------------------------------SS6CG5 The student will explain the structure of modern European governments.a. Compare the parliamentary system of the United Kingdom of Great Britain and Northern Ireland (United Kingdom), the federal system of the Federal Republic of Germany (Germany), and the federation of the Russian Federation (Russia), distinguishing the form of leadership and the role of the citizen in terms of voting and personal freedoms.b. Describe the purpose of the European Union and the relationship between member nations.

1. German Government - Federal Government (Federation); Parliamentary Democracy; Democracy; Chancellor is elected by parliament and is head of government; parliament is the Bundestag and Bundesrat; rights include the right to vote, equal rights, and freedom of speech, religion, and press2. Russia Government - Federal Government (Federation), Presidential Democracy, Democracy; President is elected by the people and the head of government; Parliament is the Federation Council and the State Duma; rights include the right to vote, equal rights, freedom of religion, speech, the press, right to private telephone calls, mail correspondence, and freedom of movement 3. United Kingdom Government - Unitary Government. Parliamentary Democracy. Democracy, Constitutional Monarchy; Prime Minister is elected by the parliament and is the head of government; the Queen/King has little power; the parliament is the House of Lords and the House of Commons; rights include the right to vote, equal rights, freedom of speech, religion, and press4. European Union - Confederation; world’s largest trade block/union/alliance; eliminates all trade barriers among its members; creates a peaceful environment among its members; ensures the safety and security of its members; protects the environment and human rights; its currency is the Euro (except in the UK which uses the pound)--------------------------------------------------------------------SS6E5 The student will analyze different economic systems.a. Compare how traditional, command, market answer the economic questions of 1 -what to produce, 2-how to produce, and 3-for whom to produce.b. Explain how most countries have a mixed economy located on a continuum between pure and market and pure command.c. Compare the basic types of economic systems found in the United Kingdom, Germany, and Russia.

1. Three questions that an economic system must answer - what to produce, how to produce, for whom to produce2. Continuum - an economic “number line”; one end is pure market, the other end is pure command, the middle of the line is mixed market; all countries in Europe are in between pure market and pure command on the line3. Traditional Economy - systems are found in agricultural societies; where people make and trade what they need to survive; bartering; based on rituals, traditions, habits, and customs4. C ommand Economy - the government controls all production and distribution; citizens have little to no choice on what they can buy or sell5. Pure M arket Economy - supply and demand determines what is produced and sold; people can buy and sell whatever they choose; there are no pure market economies in the world today6. Mixed Economy (Mixed Market) - the economy that is a mixture of pure market and command; combination of public and private control; most of the countries in the world are mixed; United Kingdom, Russia, and Germany are mixed7. United Kingdom’s Economy -mixed market economy; second-largest economy in the European Union; industries like banking, insurance, and business services account for most of the UK’s gross domestic product (GDP)

8. Russia’s Economy - mixed market economy; more command economy than market economy9. Germany’s Economy - mixed market economy; market system (free enterprise and competition), some state control, and social welfare where help is given to the poor; strongest economy in Europe--------------------------------------------------------------------SS6E6 The student will analyze the benefits of and barriers to voluntary trade in Europe.a. Compare and contrast different types of trade barriers such as tariffs, quotas, and embargos.b. Explain why international trade requires a system for exchanging currencies between nations.

1. Trade Barrier - anything that restricts or stops trade, this can either be natural or manmade2. Tariffs - taxes placed on imported goods; tariffs cause the consumer to pay a higher price for an imported item, increasing the demand for a lower-priced item produced in their country3. Quotas - restrictions on the amount of a good that can be imported into a country; can cause shortages that cause prices to rise4. E mbargoes - forbid trade with another country5. Foreign Exchange - money from one country must be converted into the currency of another country to pay for goods in that country--------------------------------------------------------------------SS6E7 The student will describe factors that influence economic growth and examine their presence or absence in Europe.a. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP).b. Explain the relationship between investment in capital (factories, machinery, and technology) and gross domestic product (GDP).c. Describe the role of natural resources in a country’s economy.d. Describe the role of entrepreneurship

1. Gross Domestic Product (GDP ) - is the report card of all goods and services produced by a country’s economy during a specific year; used to determine the health of a country’s economy and compare it to other economies; goes up with investment in capital and human capital, entrepreneurs, natural resources, and high literacy rate2. Human Capital - people who perform labor, workers, laborers; people who earn a paycheck or salary3. Investment In Human Capital - delivers long-lasting rewards; leads to a higher GDP, a higher standard of living, and a higher literacy rate; examples of investment in human capital include providing training, providing educational opportunities, providing health care, providing incentives4. Capital - factories, machinery, or anything used to make money for a person or business5. Investment in Capital - helps economic growth by improving (or upgrading) the things that make people or businesses money; leads to a higher GDP, a higher standard of living, and a higher literacy rate

6. N atural Resources - things that come from the land like minerals, trees, water; access to natural resources can increase a country’s GDP7. Entrepreneur - a person who starts a business by taking risks by using ideas and innovation; reward is making profits; risk is losing everything; a country with many successful entrepreneurs will see a higher GDP8. Literacy Rate - the measure of a country’s population over age fifteen that can read and write; countries with a high literacy rate will see a high GDP9. Standard of Living - the level of wealth, comfort, material goods and necessities available to people; countries with a high standard of living will have a high literacy rate and high GDP; countries with a low standard of living will have a low standard of living and a low GDP

ALL HISTORY STANDARDS

SS6H6 The student will analyze the impact of European exploration and colonization on various world regions.a. Identify the causes of European exploration and colonization; include religion, natural resources, a market for goods, and the contributions of Prince Henry the Navigator.b. Trace the empires of Portugal, Spain, England, and France in Asia, Africa, and the Americas.c. Trace the colonization of Australia by the United Kingdom.d. Explain the impact of European empire building in Africa and Asia on the outbreak of WWI.

1. Causes of exploration and colonization: spices; need for raw materials (natural resources); new markets to sell goods; possibility of great wealth; spread the Christian religion, new land2. Prince Henry the Navigator - from Portugal (Portuguese); set up a School of Navigation to train explorers and plan expeditions; sponsored (paid for) expeditions to explore the west coast of Africa, mapmaker, designed faster ships3. Outcome/effects of exploration and colonization - spread of disease, great wealth for country’s that explored; acquired new lands; expanded market for goods, African slavery; conversion of natives to the Christian religion4. Portuguese Empire - first to begin widespread exploration; loved the west coast of Africa; Prince Henry the Navigator; began the African slave trade; Vasco de Gama was first to sail to India; setup the colony of Brazil for its natural resources (sugar cane)5. Spanish Empire - believed in spreading God, finding gold, and searching for glory (becoming famous), Christopher Columbus started the colonization of North and South America in 1492; Ferdinand Magellan was credited with sailing around the world (although he really didn’t; settled the Philippines; was the largest and strongest European empire6. French Empire - 1534 Jacques Cartier explored the St. Lawrence River in modern day Canada; 1608 Samuel de Champlain established the settlement of Québec on the same river in modern day Canada; created New France to include the area around the Great Lakes in modern day Canada and U.S; settled Louisiana; settled parts of the Mississippi River; settled Haiti in the Caribbean7. United Kingdom/British/English Empire - settled the American colonies; colonized India; colonized Australia; colonized some of modern day Canada; wanted natural

resources; turned natural resources into goods; sold goods back to their colonies8. Mercantilism - turning natural resources into goods and selling back to colonists; economic plan for the United Kingdom/British/English Empire9. Australia - in the 1700’s the United Kingdom sent convicts to Australia; by 1859, six British colonies made up Australia; prison colony; penal colony;  England explored and claimed Australia in 1770; remained under control of the United Kingdom (England) until it gained independence in the 20th century10. Causes of World War I - militarism, alliances, imperialism, nationalism, Assassination of Archduke Ferdinand; sinking of the Lusitania by the Germans; the Zimmerman telegraph11. Militarism - when a country gets its military ready for war; a glorification of the military and war itself12. Alliances - signed treaties in which each nation involved pledges to defend the other if attacked; countries agree to help each other13. Imperialism - domination by one country over the political, economic or cultural life of another country; taking over another country’s land or territories; think colonies14. Nationalism - pride and patriotism in one’s nation15. Central Powers - Germany, Austria-Hungary, Ottoman Empire (Turkey), Bulgaria; lost World War I in 191816. Allied Powers - Great Britain, France, Russia, Serbia, Italy, United States; won World War I in 191817. The Treaty of Versailles - signed in 1919; ended World War I; placed the responsibility of World War I on Germany; placed the blame for the war on Germany; economy, military, and territory of Germany were all affected18. The Russian Revolution - began in 1917; caused Russia to end participation in WWI; czar of Russia was overthrown by Vladimir Lenin and the Bolsheviks; Russia was transferred into the communist country Soviet Union19. Reasons for the Russian Revolution - Serfs were tired of war, had no land, had little food; poor in Russia were known as Serfs20. Tsar (Czar) Nicholas II - last Russian tsar; believed he was the absolute ruler anointed by God; killed b the Bolsheviks21. Vladimir Lenin - the leader of the Bolsheviks; the first leader of the Soviet Union22. Treaty of Versailles - ended World War I; placed all the blame for the war on Germany and removed its military strength; also forced Germany to pay for the war. 23. Adolf Hitler - was the German leader who came to power with promises of a better life for Germans; was the leader of the NAZI party and ruled from 1933-1945. 24. Cold War - was the period after World War II where the United States and the Soviet Union struggled for political control throughout the world; this period of competition lasted from 1945-1989. 25. Superpowers - the term for the United States and the Soviet Union during the Cold War. 26. Joseph Stalin - the head of the Soviet government during the early years of the Cold War. 27. Mikhail Gorbachev - the last leader of the Soviet Union before it dissolved in 1991.

28. Soviet Union - the country that disappeared and broke up in 1991; reason was that it tried to outspend the United States in military spending. 29. German Reunification - in 1989, occurred when the Berlin Wall fell; a major reason for the beginning of the end of the Cold War.

SS6G1 The student will locate selected features of Latin America and the Caribbean.a. Locate on a world and regional political-physical map: Amazon River, Caribbean Sea, Gulf of Mexico, Pacific Ocean, Panama Canal, Andes Mountains, Sierra MadreMountains, and Atacama Desert.b. Locate on a world and regional political-physical map the countries of Bolivia, Brazil, Colombia, Cuba, Haiti, Mexico, Panama, and Venezuela.

1. Amazon River - located in Brazil, 2nd longest river in the world, second longest river in the world, located in South America, located in Latin America, drying up due to deforestation2. Caribbean Sea - an arm of the Atlantic Ocean between North and South America, located south of Cuba, west of Mexico, north of South America, and west of the Antilles3. Gulf of Mexico - an arm of the Atlantic Ocean, located south of the United States, east of Mexico, north of Cuba4. Pacific Ocean - largest body of water in the world, located west of North and South America5. Panama Canal - a shortcut between the Atlantic and Pacific Oceans, a short cut between the Caribbean Sea and Pacific Ocean, makes shipping easier and less expensive6. Andes Mountains - the longest continuous landform in the world, stretches from Venezuela to the bottom of South America, the highest elevations in South America, located on the west side of South America

7. Sierra Madre Mountains - located in Mexico, circles Mexico City and is a reason for the air pollution there 8. Atacama Desert - located in South America, located in Peru, located on the western coast of South America, the driest place in the world9. Bolivia - located in South America, located in western South America, located west of Brazil, a landlocked country, a country in South America that does not border the Pacific Ocean10. Brazil - largest country in South America, borders the Atlantic Ocean, contains the Amazon Rainforest and the Amazon River, originally a Portuguese colony11. Colombia - located in northwestern South America, bordered by Panama to the north, bordered by Venezuela to the east, bordered by the Pacific Ocean to the west, bordered by Brazil to the southeast12. Cuba - bordered by the Caribbean Sea to the south, bordered by the Gulf of Mexico to the north, the largest island in Latin America13. Haiti - an country in the Caribbean Sea, located on the western side of the island of Hispaniola, once a French colony14. Mexico - located south of the United States, borders the United States, contains the Sierra Madre Mountains15. Panama - connects North America to South America, the isthmus that connects North America to South America, contains the route that is a shortcut from the Atlantic to Pacific Oceans16. Venezuela - located in northeast South America, bordered by the Atlantic Ocean in the east, bordered, bordered by the Caribbean Sea to the north, bordered by Colombia to the west, bordered by Brazil to the south----------------------------------------------------------------------------------

SS6G2 The student will discuss environmental issues in Latin America.a. Explain the major environmental concerns of Latin America regarding the issues of air pollution in Mexico City, Mexico, the destruction of the rain forest in Brazil, and oil related pollution in Venezuela.

1. Air Pollution in Mexico City - air pollution is caused by the huge population, car and factory emissions, and the Sierra Madre Mountains.2. Deforestation in the Amazon Rain Forest - the rainforest is important to the environment of Brazil as well as the entire world; rainforests are home to the largest variety of plant and animal species on the planet, and are known as the “lungs of the earth” because they convert carbon dioxide into valuable oxygen; caused by road building, farms, and other activities that destroy the rainforest. 3. Venezuela Oil Pollution - oil is Venezuela’s #1 natural resources; oil spills have polluted Lake Maracaibo and the beaches of Venezuela; fish and other wildlife have been killed; drinking water sources have also been polluted. ---------------------------------------------------------------------------SS6G3 The student will explain the impact of location, climate, distribution of naturalresources, and population distribution on Latin America and the Caribbean.

a. Compare how the location, climate, and natural resources of Mexico and Venezuela affect where people live and how they trade.b. Compare how the location, climate, and natural resources of Brazil and Cuba affect where people live and how they trade.

20. Mexico’s geography - northern area has a high desert plateau with steep mountains on either side, contains Sierra Madre Mountains, contains largest city in Latin America, southern area has dense forests 21. Mexico climate - northern and central regions have dry climates with little rainfall, southern regions has a humid, tropical climate. 22. Mexico natural resources - silver, copper, lead, iron, and oil; oil (or petroleum) is the most valuable natural resource23. Where people in Mexico live - only 12 percent of the land is suitable for farming, most live in the urban, central area; most work in the factories in the central region, 75 percent live in urban areas, 19 million people live in central urban area24. Venezuela geography - contains the Andes mountain peaks in the north, contains grassy plains in the central area, contains southern tropical jungles25. Venezuela climate - hot and humid, but is a bit cooler in the mountains. Venezuela has a distinct rainy season from May to November.26. Venezuela natural resources - oil, oil, oil, oil, and oil. 27. Where people in Venezuela live - most people live along the coast of the Caribbean Sea and in the nearby mountain valleys, most citizens live in cities and towns, most live in the capital city of Caracas28. Brazil geography - has a low elevation, home to the vast Amazon Rainforest which covers two-thirds of the country29. Brazil climate - warm, humid30. Brazil natural resources - rich farmland, coffee, oranges, corn, iron ore, sugarcane

31. Where people in Brazil live - most live near the Atlantic coast, four out of five citizens live in cities like Sao Paulo and Rio de Janeiro32. Cuba geography - flat to rolling plains, mountains cover one-fourth of Cuba, largest island in the West Indies33. Cuba climate - semi-tropical, warm and moderate temperatures and good rainfall. 34. Cuba natural resources - sugarcane, coffee beans, tobacco, best soil in the West Indies35. Where people in Cuba live - 75 percent live in cities and towns like the capital city of Havana, 25 percent work on government owned farms---------------------------------------------------------------------------SS6G4 The student will describe the cultural characteristics of people who live in LatinAmerica and the Caribbean.a. Describe the results of blending of ethnic groups in Latin America and the Caribbean.b. Explain why Latin America is a region based on the languages of Portuguese and Spanish.

1. Mestizo - mixed racial origin, mixed European and Native American ancestry, mixed European and Indian ancestry, mixed Spanish and Native American, found in Mexico and Venezuela

2. Mulatto - mixed racial origin, mixed European and African ancestry, mixed Portuguese and African ancestry, mixed Spanish and African ancestry, found in Brazil and the Caribbean3. Cajun - French immigrants, French immigrants who settled in Louisiana4. Spanish - Romance language, primary language of the Spanish Empire, most of Latin America speaks Spanish because most of Latin America was conquered by the Spanish5. Portuguese - Romance language, primary language of the Portuguese, Brazil’s main language is Portuguese because it was once a Portuguese colony---------------------------------------------------------------------------SS6CG2 The student will explain the structures of national governments in Latin America and the Caribbean.a. Compare the federal-republican systems of the Federative Republic of Brazil (Brazil) and the United Mexican States (Mexico) to the dictatorship of the Republic of Cuba (Cuba), distinguishing the form of leadership and the role of the citizen in terms of voting and personal freedoms.

1. Federative Republic of Brazil (Brazil) - democracy, federal, presidential democracy, president elected by the citizens, president’s term in is four years, citizens can vote at both the local and national level, voting is mandatory for citizens between 18 and 70 years of age who can read, citizens enjoy freedom of speech, freedom of assembly.2. United Mexican States (Mexico) - democracy, federal, presidential democracy, president elected by the people, president’s term is six years, citizens can vote at both the national and local level, citizens enjoy, freedom of speech and freedom of assembly.3. Republic of Cuba - unitary, has a president, country is an autocracy; citizens can “vote,” but they can only vote for candidates selected by the only political party, the Communist Party; citizens do not have personal freedoms. ---------------------------------------------------------------------------

SS6E1 The student will analyze different economic systems.c. Compare and contrast the basic types of economic systems found in Canada, Cuba, and Brazil.

1. Cuban Economy - mixed economy on the command side of the continuum, government owns all resources and property, government decides what and how much are to be produced, has struggled since the breakup of the Soviet Union in the early 1990s because the Soviet Union was Cuba’s main trading partner2. Brazilian Economy - mixed market economy; strong agricultural, mining, manufacturing, and service segments; has the strongest economy of all the South American countries; government controls some areas like health care and the postal service---------------------------------------------------------------------------SS6E2 The student will give examples of how voluntary trade benefits buyers and sellers inLatin America and the Caribbean and Canada.a. Explain how specialization encourages trade between countries.

b. Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargos.c. Explain the functions of the North American Free Trade Agreement (NAFTA).d. Explain why international trade requires a system for exchanging currencies between nations.

1. Specialization - making money off of what you do best, being good at something and making money off of it, 2. Tariffs - taxes placed on imported goods, taxes placed on good coming into one country from another, causes the consumer to pay a higher price for an imported item, increases the demand for a lower-priced item produced domestically (at home)3. Quotas - restrictions on the amount of a good that can be imported into a country, can cause shortages that cause prices to rise4. Embargoes - forbid trade with another country, bans trade with another country5. Trade Barriers - quotas, embargoes, tariffs, rivers, borders, deserts, mountains, anything that restricts the free exchange of goods or ideas6. NAFTA - lowered trade barriers in order to create afree trade zone; no trade barriers between United States, Mexico, Canada; Eliminates tariffs on goods shipped between the three countries, removes restrictions on investment among the three countries; removes customs barriers at border crossings, making it easier for U.S. trucks to pass through to Mexico; establishes tough standards for environmental, health, and safety regulations in industries; Improves working conditions7. Foreign Exchange - money from one country must be converted into the currency of another country to pay for goods in that country---------------------------------------------------------------------------

SS6E3 The student will describe factors that influence economic growth and examine theirpresence or absence in Latin America.a. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP).b. Explain the relationship between investment in capital (factories, machinery, and technology) and gross domestic product (GDP).c. Describe the role of natural resources in a country’s economy.d. Describe the role of entrepreneurship.

1. Capital - factories, machinery, computers, trucks, stores, restaurants, anything used to make money2. Human Capital - people who perform labor, people who do work, doctors, lawyers, teachers, construction workers, anyone who works3. Natural Resources - anything that comes from the land like trees and minerals, oil, lumber, air, water, gold, iron ore, fuel for industry, a source of income when exported to other countries, requires much capital resources in order to harvest natural resources

4. Entrepreneurs - people who take risks to open businesses; people who use ideas, innovations, and risks to begin a business5. Gross Domestic Product - total market value of the goods and services produced by a country’s economy during a specific year; the unit that is used to measure a country’s economic health, rich countries have a high GDP, poor countries have a low GDP6. How a country raises its GDP - investment in capital, investment in human capital, have natural resources, entrepreneurs, high literacy rate7. Investment in Human Capital - delivers long-lasting rewards, provides workers training, provides workers education, provides workers benefits, provides workers health care, helps strengthen GDP8. Investment in Capital - delivers long lasting rewards, helps strengthen GDP, includes a company building a new factory, buying new computers, government building new roads, helps economic growth by providing workers with the best and newest tools---------------------------------------------------------------------------SS6H1 The student will describe the impact of European contact on Latin America.a. Describe the encounter and consequences of the conflict between the Spanish and the Aztecs and Incas and the roles of Cortes, Montezuma, Pizarro, and Atahualpa.b. Explain the impact of the Columbian Exchange on Latin America and Europe in terms of the decline of the indigenous population, agricultural change, and the introduction of the horse.

1. Aztecs - lived in central Mexico, were around from about the year 1200 until the 16th century (somewhere in the 1500s), a society of fierce warriors, conquered many of the peoples surrounding them, offered human sacrifices to please their gods, built their capital called Tenochtitlan in 1325, conquered by the Spanish, conquered by Cortes, led by Montezuma

2. Tenochtitlan - Aztec capital, built in the middle of In 1325, the Aztec built their capital city on a swampy island in the middle of Lake Texcoco, city’s location helped protect the Aztec from enemy attacks, had a royal palace, thousands of homes, had a zoo3. Incas - powerful empire in South America, in 1400 they numbered almost 12 million people, empire stretched along the western coast of South America, empire stretched along the Andes Mountains, capital was Cuzco or City of the Sun, built Machu Pichu, was conquered by the Spanish, conquered by Pizzaro, led by Atahualpa4. Cortes - arrived in Central America and South America in search of gold, silver, and new lands to conquer for Spain; in 1519 entered Mexico with an army of about 600 soldiers, frightened Aztecs with his horses, guns, and booming cannons, also brought smallpox, conquered the Aztec by 1521, destroyed Tenochtitlan, established capital of Mexico City5. Montezuma - Aztec ruler, thought the Spanish were gods, welcomed the Spanish in Tenochtitlan and even let them stay in one of his palaces, in 1520, thousands of Aztecs died in a massive smallpox epidemic that spread throughout southern Mexico, he soon realized that the Spanish were after gold, he was killed by Cortes

6. Pizarro - Spanish explorer who arrived in South America in 1532 with about 180 men, in search of gold, silver, and new lands to conquer for Spain, captured the Inca emperor Atahualpa, he had Atahualpa killed, captured the capital city of Cuzco, crushed the Incan empire7. Atahualpa - Incan leader, was captured by the Spanish, captured by Francisco Pizarro, attempted to make a deal with the Spanish to buy his freedom, offered Pizarro rooms full of gold and silver, Pizarro accepted the treasure, but promptly broke the deal and had him killed8. Columbian Exchange - named after Christopher Columbus, describes the exchange of crops, goods, animals, and diseases between Europe and its colonies in the Americas after Columbus’ voyage in 14929. Columbian Exchange and decline of indigenous population – natives - new diseases were introduced into Latin America by European explorers by way of the Colombian Exchange; diseases included smallpox, measles, whooping cough, and influenza, more than 80 percent of Native Americans died of disease brought by Europeans, war was a cause as well10. Columbian Exchange and agricultural change - Columbian Exchange brought new foods to both Europe and Latin America. Europe welcomed new vegetables like corn, tomatoes, peppers, pumpkins, squash, and cacao beans for chocolate; the Americas were introduced to wheat, barley, sugarcane, and livestock like cattle, pigs, and sheep11. Columbian Exchange and Introduction of the horse - brought from Europe, used for transportation, for labor, and for farming

SS6H2 The student will explain the development of Latin America and the Caribbean from European colonies to independent nations.a. Describe the influence of African slavery on the development of the Americas.b. Describe the influence of the Spanish and the Portuguese on the language and religions of Latin America.c. Explain the Latin American independence movement; include the importance of Toussaint L’Ouverture, Simon Bolivar, and Miguel Hidalgo.

1. Slavery in South America - important to the growth of South America, used as a workforce, captured and brought from Africa, were preferred as laborers because they were more immune to European diseases, could be foundeasily if they ran away because they did not blend into local society, helped plantation economies prosper, helped sugarcane become the biggest export in Brazil, made Portugal a rich country2. Slavery in the Caribbean - important in the development of the Caribbean islands, important in the development of the West Indies, Spain, France, the Netherlands, and England

began to grow sugarcane captured Africans to use as a workforce3. Catholic Religion - a branch of Christianity, the dominant religion in Latin America, the dominant religion of Spain, Portugal, France, the religion that was brought to Latin America by Spain, Portugal, and France4. Spanish and Portuguese Languages - dominant languages of Latin America, Portuguese is spoken in Brazil, Spanish is spoken everywhere else, Romance languages5. Toussaint L’Ouverture - a former slave, fought off the English, the Spanish, and the French for control and independence of Haiti, in 1799 declared himself leader for life, was captured and died in a French prison, remembered as the man who ended slavery in Haiti6. Simón Bolívar - Born in Venezuela, traveled to Europe as a young man and came home convinced that Venezuela should free itself from Spanish rule, in 1810, he fought for 15 years to liberate a number of South American countries, he liberated the countries of Colombia, Panama, Venezuela, Ecuador, Peru and Bolivia, is often called “The Liberator” or the “George Washington of South America”, Bolivia is named for him, his birthday is a national holiday inVenezuela and Bolivia7. Miguel Hidalgo - a Catholic priest, from Mexico, felt that slaves should be freed, land held by Spain should be returned to Mexican farmers, felt Spain should stop taxing Mexican citizens so heavily, started a revolt in 1810, his army of 2,000 people attacked Mexico City, his army was defeated and he was captured and killed, he inspired others to continue fighting, Mexico finally gained independence from Spain in 1821, known as the “Father of Mexican Independence.”---------------------------------------------------------------------------

SS6H3 The student will analyze important 20th century issues in Latin America and theCaribbean.a. Explain the impact of the Cuban Revolution.b. Explain the impact and political outcomes of the Zapatista guerrilla movement in Mexico.

1. Cuban Revolution - the event where poor people rose up and took over the country, took place during the 1950s and ended in 1959, led by a young lawyer named Fidel Castro who led a group of rebels against the corrupt government of dictator Fulgencio Batista, turned the country into a communist dictatorship2 . Zapatista Guerrilla Movement - consisted of Native Americans rising up against the Mexican government in 1994, rebels called themselves the Zapatista National Liberation Army, protested the poverty faced by Native Americans and other farmers in the southern region of Mexico, protested NAFTA, were also upset because of changes the government had made in land ownership laws, fighting killed over 100 people, the government regained control and called for a cease-fire, negotiations began between the rebels and the

government, political reforms were put into place to improve the lives of Native Americans in Mexico, improvements in basic things like housing and education, fair division of land, and laws ensuring that Native Americans were represented in the national legislature.

SS6G5 The student will locate selected features of Canada.

a. Locate on a world and regional political-physical map: the St. Lawrence River, Hudson Bay, Atlantic Ocean, Pacific Ocean, the Great Lakes, Canadian Shield, and Rocky Mountains.

1. St. Lawrence River – connects the Great Lakes with the Atlantic Ocean. In 1959, the U.S. and Canada completed the St. Lawrence Seaway, a series of locks, canals, and dams that allow huge, oceangoing ships to travel from the Atlantic Ocean to the Great Lakes.2. Hudson Bay – a gulf (an arm of a sea or ocean partly enclosed by land) in east-central Canada. It is connected to both the Arctic Ocean and the Atlantic Ocean.3. Atlantic Ocean - borders Canada to the east. It is the second-largest ocean.4. Pacific Ocean - the largest and deepest of the world’s five oceans. It borders Canada to the west.5. The Great Lakes - are five freshwater lakes along the border between the United States and Canada. These lakes form a valuable transportation network for many products shipped to and from the United States. From east to west, they are Lake Ontario, Lake Erie, Lake Huron, Lake Michigan, and Lake Superior.6. Canadian Shield - a massive physical region of central and eastern Canada, including nearly half of Canada’s land area. While its rocky soil is not good for farming, the Canadian Shield is rich in natural resources such as trees, minerals, and water. The shield curves around Hudson Bay down into the Great Lakes area of the United States.7. Rocky Mountains - are a mountain chain in western Canada and the United States, extending from New Mexico to northern British Columbia. Numerous glaciers lie within the Canadian Rockies.---------------------------------------------------------------------------SS6G6 The student will explain the impact of location, climate, distribution of naturalresources, and population distribution on Canada.a. Describe how Canada’s location, climate, and natural resources have affected where people live.b. Describe how Canada’s location, climate, and natural resources impact trade.

1. Canada’s climate - Canada has a very cold climate; In the western Pacific Mountain region, the climate varies from snow and ice in the mountains to mild, rainy weather along the coast; it’s warm enough to grow crops on the western plains; 2. Canada’s natural resources - Canadian Shield provides nickel, copper, gold, silver, zinc, and uranium; oil and natural gas are mainly found in the western plains area; fish; massive forests provide lumber and pulp (softened wood fibers) to make paper; wheat3. Where do Canadians live? - Canadians have settled in areas where the temperatures are comfortable; most Canadians live in the cities and towns of southernCanada; on the western plains you’ll find rolling plains and rich farmland; the Canadian Shield is very rocky; the Great Lakes/St. Lawrence River Lowlands is the most densely (most heavily ) populated part of Canada; people live there(Great Lakes/St. Lawrence River Lowlands) because of its fertile land, temperate climate, and large cities like Montreal, Quebec, and Toronto; Inuits are the few inhabitants of the frigid Arctic Islands

4. How does Canada’s location, climate, and natural resources impact trade? - Canada exports many of its natural resources to other countries; fishing is a very important industry on both coasts; massive forests stretch across Canada, providing lumber and pulp (softened wood fibers) to make paper; wheat grown in the plains has made Canada one of the world’s major producers of this important product; 70 percent of Canada’s manufactured goods are produced in the Great Lakes region, where the lakes, rivers, and St. Lawrence Seaway are used to transport goods to other countries; because of its location bordering the United States, the U.S. is Canada’s major trading partner; most of Canada’s imports come from the U.S., and most of its exports go to the U.S.---------------------------------------------------------------------------SS6G7 The student will discuss environmental issues in Canadaa. Explain the major environmental concerns of Canada regarding acid rain and pollution of the Great Lakes, the extraction and use of natural resources on the Canadian Shield, and timber resources.

1. Canadian acid rain - comes mainly from emissions from power plants that burn coal, factories that process minerals mined in Canada, and vehicles—both in the United States and Canada; a serious problem in Ontario and Quebec, where the bedrock, water and soil don’t have the ability to neutralize (breakdown) acid; the acid seeps into the ground, poisoning forests, soil, and lakes.2. Pollution of the Great Lakes - the Great Lakes are faced with serious pollution problems; acid rain, pollution by waste from industries; sewage treatment plants; runoff containing things like pesticides, fertilizers; oil, grease, and salt from highways.3. Overuse of the Canadian Shield – extraction (mining and chopping down forests)and use of these natural resources can cause environmental problems; Minerals from the Canadian Shield are valuable exports and help fuel many of the country’s industries; mining can cause great damage to the environment in many ways, including toxic waste materials seeping into nearby ground and water sources, habitat loss, and emissions from processing plants leading to acid rain; rivers on the Canadian Shield are used to produce hydroelectricity; Canada is the largest producer of hydroelectricity in the world; hydroelectricity has caused problems due to the creation of dams, reservoirs, and change in river flow. hydroelectric problems include habitat loss, shoreline erosion, changes in the aquatic food chain, and flooding of land farmed by local Native Americans; trees on the Canadian Shield are harvested to make wood and paper products; concerns about the process of clearcutting, which cuts down entire groups of trees at one time and seriously disrupts that forest habitat clearcutting can lead to flooding and eutrophication, a process where nutrient rich soil from clearcut forests moves into rivers, leading to excessive plant growth and less oxygen for fish.

SS6E1 The student will analyze different economic systems.a. Compare how traditional, command, and market answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce.b. Explain how most countries have a mixed economy located on a continuum between pure market and pure command.c. Compare and contrast the basic types of economic systems found in Canada.

1. Canada’s Economy - has a mixed market economy; since World War II, Canada has progressed (changed) from a rural economy to a thriving industrial one based on manufacturing, mining, and service industries; the government controls some areas like health care and the postal service.---------------------------------------------------------------------------SS6CG3 The student will explain the structure of the national government of Canada.a. Describe the structure of the Canadian government as a constitutional monarchy, a parliamentary democracy, and a federation, distinguishing the role of the citizen in terms of voting and personal freedoms.

1. Parliamentary democracy – Canada is a parliamentary demeocracy; this is when the legislature, or Parliament, picks the leader (the Prime Minister). Remember the people elect the parliament. 2. Federal System – Canada has three parts: the monarch, the Senate, and the House of Commons; parliament makes the laws; the executive branch, which enforces the laws, includes the monarch (Queen of England today), the prime minister and the cabinet; the judicial branch interprets (rules on)the law; the prime minister is the head of government but he answers to the legislature; the legislature holds the power; if the prime minister loses support of the majority in the legislature on an important vote, he and his cabinet members must resign, and elections are held immediately.3. Federation - Canada is a federation of ten provinces and three territories; the central government handles affairs like national defense and trade, while the provincial governments (local governments) have authority over their local affairs; Canada’s central government is located in the capital city of Ottawa, Ontario.4. Constitutional Monarchy - Canada is a constitutional monarchy. This means that the powers of the monarchy in Canada are limited by the Constitution; the Queen is basically just a figurehead. ---------------------------------------------------------------------------SS6H4 The student will describe the impact of European contact on Canada.a. Describe the influence of the French and the English on the language and religion of Canada.b. Explain how Canada became an independent nation.

1. John Cabot – English explorer; 1497 ; sailed from England to the eastern coast of Canada; he was looking for a sea route to Asia; didn’t find it; returned home with reports of bountiful supplies of fish and massive forests of tall trees.

2. Samuel de Champlain (SS6H4) - 100 years later, French explorer; established the settlement of Quebec; Quebec was the first permanent French settlement in the New World! 3. New France – this is what the French called their new territory; fur trading with the Indians became a profitable business; established trading posts along the St. Lawrence River; included much of eastern Canada and the central United States; an important part of the French empire; provided valuable furs, fish, timber, and other products4. French vs. United Kingdom in Canada – battled over Canada’s rich natural resources; English explorers moved west into Canada’s prairies and on to the foothills of the Rocky Mountains; the French built a string of forts from Canada down to the city of New Orleans near the Gulf of Mexico; the English were outraged that the French built some of these forts on land they claimed for Britain; the French ultimately lost the war, and New France came under English control in 1763; France gave up its control of Canada, French influence in Canada continues to this day.5. Influence of the French and the English on the language and religion of Canada - two-thirds of Canadians speak English; Canadians who live in the province of Quebec speak French; two major religions in Canada are Catholicism (from the French) and Protestantism (from the English); once theEnglish took control of Canada, the English language spread throughout the country and the French language remained mainly in Quebec.6. Independent Canada - the British had colonies in Newfoundland, Prince Edward Island, and western Canada; colonists became unhappy with being governed by the British, and began to rebel in 1837; Britain did not want a repeat of the American Revolution, so they set up a government where the Canadian colonists governed themselves except in matters of defense, treaties, and foreign trade; in 1867, the British parliament created the Dominion of Canada. This meant that Canada was an independent, self-governing nation, but still part of the British Empire; the new country had four provinces: Ontario (formerly Upper Canada), Quebec (formerly Lower Canada), Nova Scotia and Brunswick; British influence on Canada’s foreign affairs was gradually reduced until 1931, when Canada became a free and equal member of the British Commonwealth of Nations; today, Canada is a federation with a central government headed by a prime minister; Canada country consists of 10 provinces and 3 territories. ---------------------------------------------------------------------------SS6H5 The student will analyze important contemporary issues in Canada.a. Describe Quebec’s independence movement.

1. Quebec’s Independence Movement - French is the official language of Quebec; French is spoken by 90 percent of the people who live there; French-speaking Quebecers are known as Francophones; English speakers are called Anglophones; Quebec is an island of French culture and language within the country of Canada; many Francophones are separatists who want Quebec to become an independent country; they launched an independence movement beginning in the 1960s, which eventually led to referendums (votes) in 1980 and 1995 on Quebec’s sovereignty (becoming independent); in both cases, Quebecers voted to remain part of Canada.

SS6G12 The student will be able to locate selected features of Australia.a. Locate on a world and regional political-physical map: the Great Barrier Reef, Coral Sea, Ayers Rock, and Great Victoria Desert.

1. Australia - the only country that is also a continent; the world’s smallest continent, about the size of the continental United States; lies between the Indian and Pacific Oceans; part of the Pacific Region, along with New Zealand and thousands of small islands known as Oceania.2. Great Barrier Reef - an amazing underwater world; the largest reef of its kind in the world; this coral reef system extends more than 1,200 miles in the Coral Sea along Australia’s northeast coast; temperate water of the Great Barrier Reef never falls below 68˚F (18˚C); more than 1,500 types of fish live along the reef, along with sea turtles, starfish, and giant clams; the crystal-clear water with abundant sea life is a diver’s paradise.3. Coral Sea - an arm of the southwest Pacific Ocean that serves as the boundary of northeast Australia. 4. Ayers Rock – known Uluru; is Australia’s most famous natural landmark; massive red sandstone rock formation is located in the barren lands of central Australia; rising 1,142 feet (348 m) in the air; a sacred site of the local Aboriginal people; visitors enjoy its many rock wall paintings, caves, and springs.5. Great Victoria Desert - the largest desert in Australia; was named for England’s Queen Victoria by Ernest Giles, the first European to cross it; a barren area of hills, salt lakes, and grasslands in southern and western Australia.---------------------------------------------------------------------------SS6G13 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Australiaa. Describe how Australia’s location, climate, and natural resources have affected where people live.b. Describe how Australia’s location, climate, and natural resources impact trade.

1. Australia’s Location - the flattest continent in the world; deserts cover two-thirds of the island; interior of the island is mostly dry, flat land called the outback; most fertile land on the island is near the coast which has access to plenty of rain and fresh water.2. Australia’s Natural Resources - includes uranium, natural gas, and zinc; one of Australia’s largest natural resources is coal which is burned for energy; the island produces enough coal to provide electricity for its citizens and sells the rest to other countries; in the outback, farmers have huge ranches that can cover more than 50,000 acres; ranches raise sheep to produce wool for Australia to sell to other countries.3. Australia’s Climate – the average climate is temperate, which means there are plenty of sunny days with mild temperatures; Australia is located below the equator, its summer lasts from December to March while its winter is from June to August; the coastal areas get plenty of rain in summer and winter while the interior of the island stays dry year-round; on the coast, temperatures are usually mild while the outback stays warm during the day and chilly at night.

4. Where Australian’s Live - Most Australians live along the coast because of its fresh water, fertile land, and natural resources; many Australians live in large coastal towns like Sydney, where they have access to large industries and international businesses; only small groups of indigenous Australians still inhabit the dry, flat outback.

5. How does Australia’s location, climate, and natural resources impact trade? – its location determines its main trading partners while its climate and natural resources determine what products Australia can trade; Coal, iron ore, and gold are Australia’s important natural resource exports.; coal is used for energy, and iron ore is used to make steel for buildings, cars and trucks, and industrial machines; gold is primarily used to make coins and fine jewelry; its location in the southeast Pacific Ocean, its main trading partners are China, Japan, South Korea, and India. China, Japan, and India provide huge trading markets for Australia because they are the three largest Asian countries with growing populations and economies; Australia imports most of its products from China and the United States. Australia’s biggest imports include computers, machinery, petroleum, and crude oil.---------------------------------------------------------------------------SS6G14 The student will describe the cultural characteristics of people who live inAustralia.a. Explain the impact of English colonization on the language and religion of Australia.b. Evaluate how the literacy rate affects the standard of living.

1. Language in Australia - majority of Australians are descendents of English settlers; Australians speak the English language; Australia’s language has its own unique accent and vocabulary.2. Religion in Australia - over 70 percent ofAustralians claim to be Christians and almost half of Australians belong either to the Catholic or Anglican faiths.---------------------------------------------------------------------------

SS6E8 The student will analyze different economic systems.c. Describe the economic system used in Australia.SS6E9 The student will give examples of how voluntary trade benefits buyers and sellers in Australia.a. Explain how specialization makes trade possible between countries.

b. Compare and contrast different types of trade barriers, such as tariffs, quotas and embargos.c. Explain why international trade requires a system for exchanging currency between nations.SS6E10 The student will describe factors that influence economic growth and examinetheir presence or absence in Australia.a. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP).b. Explain the relationship between investment in capital goods (factories, machinery, and technology) and gross domestic product (GDP).c. Describe the role of natural resources in a country’s economy.d. Describe the role of entrepreneurship.

1. Australia’s Economy – Australia has a mixed market economy where supply and demand for a good or service determines what to produce and how to produce it; people can own their own businesses and produce what they want; Australia’s economy was based on agriculture until the 1960s when mining natural resources like coal and iron ore became an important industry; Australia’s economy grew substantially when the country began to trade with China and Japan in the late 20th century. ---------------------------------------------------------------------------SS6CG7 The student will explain the structure of the national government of Australia.a. Describe the federal parliamentary democracy of Australia, distinguishing form of leadership, type of legislature, and the role of the citizen in terms of voting and personal freedoms.

1. Australia’s Government - Australia has a government called a federal parliamentary democracy; federal means that Australia is broken down into six states, parliamentary means that there is a parliament or legislature to make laws for the country; democracy means that each citizen has the right to vote and the right to individual freedoms. 2. Australia’s Leadership - Queen Elizabeth II is considered the highest leader of Australia, but she is mostly a figurehead; Queen Elizabeth’s most important duty to the Australian government is to appoint the governor-general, who acts as the Queen’s representative in Australia; the prime minister is the most powerful person in government because he or she is the leader of the Parliament, or the legislature; the prime minister is head of the political party that is the majority in Parliament; Parliament is made up of elected Australians who represent citizens from each state and region in Australia; Parliament is broken down into two sections called the House of Representatives and the Senate.

3. Australian’s Rights - everyone over the age of 18 is required to vote; if an Australian does not come to vote without having a good excuse, like being sick, handicapped, or in jail, he or she receives a small fine as punishment; Australians have personal rights and freedoms like we have in the United States; each citizen has an understood right to vote, freedom of speech, freedom of religion, and equal rights.

---------------------------------------------------------------------------SS6H8 The student will describe the culture and development of Australia prior to contact with Europeans.a. Describe the origins and culture of the Aborigines.

1. Aborigines - one of the oldest civilizations in the world; believed to have traveled from Asia to Australia almost 40,000 years ago in search of new land; the only race of people in Australia for thousands of years, their society remained unchanged by outside influences until the Europeans landed in Australia in the 1600s; made up of many distinct groups with unique traits, but they all share a common culture; before the Europeans arrived, Aborigines relied on the land around them for shelter and food. They lived in small family clans that worked together to find food. Each day, Aboriginal men hunted animals while the women gathered nuts and berries; the Aborigines’ reliance on the land shaped their religion, called “Dreamtime.”; they believed gods lived in the land and every human action had an effect on the physical features of the earth. Their unique art reflected the Dreamtime beliefs with carvings of the gods, the Aboriginal history, and everyday culture. Aborigine paintings are some of the only prehistoric art that has survived through so many centuries.---------------------------------------------------------------------------SS6H9 The student will explain the impact European exploration and colonization had on Australia.a. Explain the reasons for British colonization of Australia; include the use of prisoners as colonists.b. Explain the impact of European colonization of Australia in terms of diseases and weapons on the indigenous peoples of Australia.

1. Reasons for European colonization of Australia - Britain decided to colonize Australia because it offered many benefits to the growing empire, like a strategic location for the Royal Navy in the Far East and easy access to Eastern trade for English merchants; Britain’s most important use for Australia, however, was as a penal colony to relieve England of the many convicts in their overcrowded jails.2. Impact of European colonization on Australia – British colonization forced Aborigines off their land; Aborigines tried to fight back, their spears were no match; in 1880s, the Australian government made it legal for settlers to use force against the Aborigines when necessary, and many natives were brutally killed for defending their land; disease, however, proved more dangerous for the Aborigines than guns; Europeans brought over many deadly diseases such as smallpox, influenza, and tuberculosis; diseases spread rapidly, killing close to half of the native population; surviving Aborigines could choose to assimilate (or fit in) into the Australian culture; during the 1980s and 90s, many Australians began to recognize their harsh mistreatments of the Aborigines; in 2008, the Australian prime minister apologized to the Aborigines on behalf of all Australians.