HISTORY GOVERNMENT CITIZENSHIP Reporting Category 1 HISTORY GOVERNMENT CITIZENSHIP

(1) HISTORY- The student understands how geography and processes of spatial exchange (diffusion) influenced events in the past and helped to shape the present. A- Analyze the effects of physical and human geographic patterns and processes on the past and describe their impact on the present, including significant physical features and environmental conditions that influenced migration patterns and shaped the distribution of culture groups today; B- Trace the spatial diffusion of phenomena such as the Columbian Exchange or the diffusion of American popular culture and describe the effects on regions of contact.

IMPORTANT TERMS Spatial Exchange (Diffusion)- The spreading of goods, ideas, technology, philosophies, plants, animals, and many other things, from one place to another Migration- Movement of people from one place to another PUSH FACTOR- what “pushes” you away from where you are now (usually bad things like lack of freedom, famine, disease, civil wars, natural disasters, etc. PULL FACTORS- What is “pulling” you in to the place you go (what is appealing about your destination). Could be jobs, freedom, cultural ties, etc.

Terms (continued) Region- an area that has common characteristics that distinguish it from neighboring areas. Cultural Region- Common characteristics of the people living there (language, political system, religion, customs, foods, etc.) Physical Region- Common characteristics as a result of the physical geography. Pandemic- Spread of disease around the world; This can happen much faster as a result of faster contact with other places (think airplanes).

AMERICAN POP CULTURE Barbie? McDonalds? John Wayne? Michael Jackson? Movies? Toys? Coca-Cola? English Language? Idea of freedom? American Slang?

THE COLUMBIAN EXCHANGE

(2) HISTORY- The student understands how people, places, and environments have changed over time and the effects of these changes. A- Describe the human and physical characteristics of the same regions at different periods of time to evaluate relationships between past events and current conditions; B- Explain how changes in societies have led to diverse uses of physical features.

SAHARA DESERT Remember, was once a lush, fertile area with lots of people, vegetation, running rivers, etc. Climate got warmer and drier. Desert began to form (and is still growing); people had to move- mostly southward.

SUEZ & PANAMA CANALS Helped the world get “smaller” when it comes to getting from one region to another. Made overseas trade MUCH easier for many people. Enabled resources to get from one place to another much quicker.

BERINGIA LAND BRIDGE http://instaar.colorado.edu/QGISL/bering_land_bridge/downloads/beringlandbridge1l.mov

ROLE OF WATER Hydroelectric Power Fishing Transportation Irrigation Drinking/Cooking Attracts animals In most parts of the world, population clusters are near water.

From NOMADS to CIVILIZATIONS Early people were hunters/gatherers Would go from place to place searching for resources in order to survive. Homes were small and easily broken down/transported Food was not always available Groups remained small due to the scarcity of food Access to water (like rivers), domestication of animals, and advanced in farming/food sciences enabled people to stay in one place since they could make their own food.

Now that settlements were more permanent, people could build bigger & stronger homes; used things like mud brick. People also became more specialized in areas like farming, tool making, textiles, etc. Needs arose for services People began to obtain wealth and property, so laws became necessary to protect people’s stuff; rules of conduct emerged. Different philosophies emerged in different places, and people began to move to areas more suitable to their beliefs…

(13) GOVERNMENT- The student understands the spatial characteristics of a variety of political units… A- Interpret Maps to explain the division of land, including man-made and natural borders, into separate political units such as cities, states, or countries; B- Compare maps of voting patterns or political boundaries to make inferences the distribution of political power.

Why do we have government? Political Power- The power to control or force behavior. Political Region/Political Unit- The area that a government controls. Sovereignty/Sovereign Government- Government that is not subject to any higher governmental authority

LEVELS OF GOVERNMENT National State (or provincial) County City Local

POLITICAL BOUNDARIES Physical Features (like rivers, mountains, lakes, seas, and oceans) Historical Circumstances or Political Agreement Treaties, wars, purchases, etc.

(14) GOVERNMENT- The student understands the processes that influence political divisions, relationships, and policies. B- Compare how democracy, dictatorship, monarchy, republic, theocracy, and totalitarian systems operate in specific countries; C- Analyze the human and physical factors that influence the power to control territory and resources, create conflict/war, and impact international political relations of sovereign nations such as China, the United States, Japan, and Russia and organized nation groups such as the United Nations (UN) and the European Union (EU)

TYPES OF GOVERNMENT Monarchy- A heredity ruler that controls the government and decides what it should do. Republic- People govern themselves without a monarch (King or Queen), usually after the monarch is overturned. Democracy- Ordinary citizens hold supreme power because all government decisions ultimately come from the people.

TYPES OF GOVERNMENT Dictatorship- Power rests in the hands of an individual or a small group that tells everyone what to do. Totalitarian System- A dictatorial government closely controls every aspect of a citizen’s life Theocracy- Religious leaders control the government

BALANCE OF POWER UNITED NATIONS- organization of all the sovereign nation-states in the world; founded after WWII; the aim is to promote peace, prevent war, and encourage development of all nations. All members belong to the General Assembly, but only certain countries, such as the US, China, Russia, Britain, and France, belong to the UN Security Council, which has power to send UN peace-keeping forces to areas of conflict

BALANCE OF POWER European Union (EU)- It is an economic and political union of member states; People and goods can pass from country to country freely; they have a common currency (the Euro)

(15) CITIZENSHIP- The student understands how different points of view influence the development of public policies and decision-making processes on local, state, national, and international levels. A- Identify and give examples of different points of view that influence the development of public policies and decision-making processes on local, state, national, and international levels; B- Explain how citizenship practices, public policies, and decision making may be influenced by cultural beliefs, including nationalism and patriotism.

DECISION MAKING PROCESS for making POLICIES 1- Identify/Define the problem 2- Gather Information 3- List Options 4- Consider Advantages and Disadvantages of EACH option 5- Choose/Implement your solution (TAKE ACTION) 6- Evaluate the Effectiveness of your choice (happens later.

Nationalism vs. Patriotism Nationalism- Belief that each people or ethnic group, known as a nation, should have its own government and nation-state Usually leads to violence against those that seem to prevent a group from getting their own sovereignty. Patriotism- Loyalty and support for one’s country. It is the belief that citizens should obey their country’s laws and rally to its defense. Look at what happened after 9/11…people were volunteering to go fight for our freedom. Look at what happens in the Olympics or World Cup.