East Asia: Land and Resources
INTRODUCTION TO THE AIMS TEACHING MODULE (ATM)
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
INTRODUCING East Asia: Land and Resources
Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
PREPARATION FOR VIEWING
Introduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
AFTER VIEWING THE PROGRAM
Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
East Asia: A Closer Look . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Facts About East Asia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
True or False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Map Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
© Copyright 2003 • AIMS Multimedia • East Asia: Land and Resources • #2874
Congratulations!
You have chosen a learning program that will actively motivate your students and provide you with easily accessible and easily manageable
instructional guidelines and tools designed to make your teaching role efficient and rewarding.
The AIMS Teaching Module (ATM) provides you with a video program correlated to your classroom curriculum, instructions and guidelines for
use, plus a comprehensive teaching program containing a wide range of activities and ideas for interaction between all content areas. Our
authors, educators, and consultants have written and reviewed the AIMS Teaching Modules to align with the Educate America Act: Goals 2000.
This ATM, with its clear definition of manageability, both in the classroom and beyond, allows you to tailor specific activities to meet all of your
classroom needs.
RATIONALE
ORGANIZATION AND MANAGEMENT
In today’s classrooms, educational pedagogy is often founded on
To facilitate ease in classroom manageability, the AIMS Teaching
Benjamin S. Bloom’s “Six Levels of Cognitive Complexity.” The
Module is organized in three sections:
practical application of Bloom’s Taxonomy is to evaluate students’
I. Introducing this ATM
thinking skills on these levels, from the simple to the complex:
will give you the specific information you need to integrate the
program into your classroom curriculum.
1. Knowledge (rote memory skills),
2. Comprehension (the ability to relate or retell),
3. Application (the ability to apply knowledge outside its origin),
II. Preparation for Viewing
4. Analysis (relating and differentiating parts of a whole),
provides suggestions and strategies for motivation, language
5. Synthesis (relating parts to a whole)
preparedness, readiness, and focus prior to viewing the program
6. Evaluation (making a judgment or formulating an opinion).
with your students.
The AIMS Teaching Module is designed to facilitate these intellectual
III. After Viewing the Program
capabilities, and to integrate classroom experiences and assimilation
provides suggestions for additional activities plus an assortment of
of learning with the students’ life experiences, realities, and
consumable assessment and extended activities, designed to broaden
expectations. AIMS’ learner verification studies prove that our AIMS
comprehension of the topic and to make connections to other
Teaching Modules help students to absorb, retain, and to demonstrate
curriculum content areas.
ability to use new knowledge in their world. Our educational
materials are written and designed for today’s classroom, which
incorporates a wide range of intellectual, cultural, physical, and
emotional diversities.
AIMS Teaching Module written by Mary Lee Nolan
© Copyright 2002 AIMS Multimedia
All Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS Multimedia with these exceptions: Persons or schools purchasing this
AIMS Teaching Module may reproduce consumable ATM pages, identified in Section 4, for student or classroom use.
AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries since 1957. AIMS draws upon the most up-to-date knowledge, existing
and emerging technologies, and all of the instructional and pedagogical resources available to develop and distribute educational programs in videocassette and CD-ROM.
Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:
AIMS Multimedia at:
Toll Free: 1-800-367-2467
Fax: 818-341-6700
Web: www.aimsmultimedia.com
Email: [email protected]
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FEATURES
INTRODUCING THE ATM
Introduction To The Program
After Viewing the Program
Introduction to the Program is designed to
After your students have viewed the
enable students to recall or relate prior
program, you may introduce any or all of
Your AIMS Teaching Module is designed to
knowledge about the topic and to prepare
these activities to interact with other
accompany a video program written and
them for what they are about to learn.
curriculum
content
areas,
provide
reinforcement, assess comprehension skills,
produced by some of the world’s most
credible and creative writers and producers
Introduction To Vocabulary
or provide hands-on and in-depth extended
of educational programming. To facilitate
Introduction to Vocabulary is a review of
study of the topic.
diversity and flexibility in your classroom
language used in the program: words,
and to provide assessment tools, your AIMS
phrases, and usage. This vocabulary
Teaching Module features these components:
introduction is designed to ensure that all
learners,
including
learners,
limited
will
English
Themes
proficiency
have
full
This section tells how the AIMS Teaching
understanding of the language usage in the
Module is correlated to the curriculum.
content of the program.
Themes offers suggestions for interaction
with
other
curriculum
content
areas,
Discussion Ideas
enabling teachers to use the teaching
Discussion Ideas are designed to help you
module to incorporate the topic into a
assess students’ prior knowledge about the
variety of learning areas.
topic and to give students a preview of what
they will learn. Active discussion stimulates
Overview
interest in a subject and can motivate even
The Overview provides a synopsis of content
the most reluctant learner. Listening, as well
covered in the video program. Its purpose is
as
to give you a summary of the subject matter
Encourage your students to participate at the
and
rate they feel comfortable. Model sharing
to
enhance
your
introductory
speaking,
is
active
participation.
personal experiences when applicable, and
preparation.
model listening to students’ ideas and
opinions.
Objectives
The ATM learning objectives provide
guidelines for teachers to assess what
Focus
learners can be expected to gain from each
Help learners set a purpose for watching the
program. After completion of the AIMS
program with Focus, designed to give
Teaching Module, your students will be able
students a focal point for comprehension
to demonstrate dynamic and applied
continuity.
comprehension of”” the topic.
Jump Right In
Preparation for Viewing
Jump
In preparation for viewing the video
instructions for quick management of the
Right
In
provides
abbreviated
program, the AIMS Teaching Module offers
program.
activity and/or discussion ideas that you
may use in any order or combination.
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Critical Thinking
SUGGESTED ACTIVITIES
In The Newsroom
Critical Thinking activities are
Each AIMS Teaching Module
designed
stimulate
contains a newsroom activity
activities you can direct in the classroom or
learners’ own opinions and
designed to help students make the
have your students complete independently,
ideas. These activities require students to use
relationship between what they learn in the
in pairs, or in small work groups after they
the thinking process to discern fact from
classroom and how it applies in their world.
have viewed the program. To accommodate
opinion, consider their own problems and
The purpose of In The Newsroom is to
your range of classroom needs, the activities
formulate
draw
actively involve each class member in a
are organized into skills categories. Their
conclusions, discuss cause and effect, or
whole learning experience. Each student will
labels will tell you how to identify each
combine what they already know with what
have an opportunity to perform all of the
activity and help you correlate it into your
they have learned to make inferences.
tasks involved in production: writing,
The Suggested Activities offer ideas for
possible
to
solutions,
researching, producing, directing, and
classroom curriculum. To help you schedule
your classroom lesson time, the AIMS
Cultural Diversity
interviewing as they create their own
hourglass gives you an estimate of the time
Each AIMS Teaching Module
classroom news program.
each activity should require. Some of the
has an activity called Cultural
Awareness, Cultural Diversity,
activities fall into these categories:
Extended Activities
or Cultural Exchange that encourages
These
activities
provide
students to share their backgrounds,
opportunities for students to
These activities are designed
cultures, heritage, or knowledge of other
work separately or together to
to aid in classroom continuity.
countries, customs, and language.
Meeting Individual Needs
Reluctant
learners
conduct
learners acquiring English
These are experimental or
activities geared to enhance comprehension
tactile activities that relate
of language in order to fully grasp content
directly to the material taught
benefit
from
Many
of
the
media or content areas.
Link to the World
in the program. Your students
These activities offer ideas
will have opportunities to make discoveries
for connecting learners’
meaning.
classroom activities to their
and formulate ideas on their own, based on
Curriculum Connections
suggested
research,
apply what they have learned to other
Hands On
these
will
further
explore answers to their own questions, or
and
what they learn in this unit.
community and the rest of the world.
Writing
Culminating Activity
activities are intended to
ART
integrate the content of the
ATM program into other
Every AIMS Teaching Module
To wrap up the unit, AIMS
content
will
Teaching
areas
of
the
contain
an
activity
Modules
cross-
designed for students to use
suggestions
connections turn the classroom teaching
the writing process to express
reinforce what students have
their ideas about what they have learned.
learned and how they can use their new
The writing activity may also help them to
knowledge to enhance their worldview.
classroom
experience
experience.
curriculum.
into
a
These
whole
learning
make the connection between what they are
learning in this unit and how it applies to
other content areas.
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for
offer
ways
to
ADDITIONAL ATM FEATURES
Test
After Viewing
The AIMS Teaching Module Test permits you
•
Select
Suggested
into
Activities
Vocabulary
to assess students’ understanding of what
integrate
Every ATM contains an activity that
they have learned. The test is formatted in
curriculum.
reinforces the meaning and usage of the
one of several standard test formats to give
materials or resources.
vocabulary
If
your
that
classroom
applicable,
gather
the
your students a range of experiences in test-
program content. Students will read or find
taking techniques. Be sure to read, or
the definition of each vocabulary word, then
remind students to read, the directions
work on each activity. Some activities
use the word in a written sentence.
carefully and to read each answer choice
work best for the whole group. Other
before making a selection. Use the Answer
activities are designed for students to
Key to check their answers.
work independently, in pairs, or in
words
introduced
in
Checking Comprehension
•
small groups. Whenever possible,
Checking Comprehension is designed to
help you evaluate how well your students
Additional
understand,
Programs
retain,
and
recall
the
Choose the best way for students to
AIMS
encourage students to share their work
Multimedia
with the rest of the group.
information presented in the AIMS Teaching
After you have completed this AIMS
Module. Depending on your students’ needs,
Teaching Module you may be interested in
you may direct this activity to the whole
more of the programs that AIMS offers. This
Vocabulary, Checking Comprehension,
group yourself, or you may want to have
list includes several related AIMS programs.
and consumable activity pages for your
students
work
on
the
activity
•
students.
page
independently, in pairs, or in small groups.
Answer Key
Students can verify their written answers
Reproduces tests and work pages with
through discussion or by viewing the video a
answers marked.
•
You may choose to have students take
consumable
activities
home,
or
complete them in the classroom,
second time. If you choose, you can
independently, or in groups.
reproduce the answers from your Answer
Key or write the answer choices in a Word
Duplicate the appropriate number of
JUMP RIGHT IN
•
Bank for students to use. Students can use
Administer the Test to assess students’
this completed activity as a study guide to
Preparation
comprehension of what they have
prepare for the test.
•
Read East Asia: Land and Resources
learned, and to provide them with
Themes, Overview, and Objectives to
practice in test-taking procedures.
Reproducible Activities
become familiar with program content
The AIMS Teaching Module provides a
and expectations.
•
Use the Culminating Activity as a forum
for students to display, summarize,
selection of reproducible activities, designed
•
Use
Viewing
extend, or share what they have
learning unit. Whenever applicable, they
suggestions to introduce the topic to
learned with each other, the rest of the
are arranged in order from low to high
students.
school,
to specifically reinforce the content of this
difficulty
level,
to
allow
a
Preparation
for
organization.
seamless
facilitation of the learning process. You may
Viewing
choose to have students take these activities
•
Set up viewing monitor so that all
students have a clear view.
home or to work on them in the classroom
independently, in pairs or in small groups.
•
Depending on your classroom size and
Checking Vocabulary
learning range, you may choose to
The checking Vocabulary activity provides
have students view East Asia: Land and
the opportunity for students to assess their
Resources together or in small groups.
knowledge of new vocabulary with this word
game or puzzle. The format of this
vocabulary activity allows students to use the
or
•
Some students may benefit from
viewing the video more than one time.
related words and phrases in a different
context.
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© Copyright 2003 • AIMS Multimedia • East Asia: Land and Resources • #2874
a
local
community
East Asia: Land and Resources
Themes
Objectives
Introduction to Vocabulary
This program explains the landforms, climates, natural vegetation, and agricultural
resources of East Asia.
•
To become familiar with the landscapes
of each of the East Asian countries
•
To learn about the great differences in
landforms and climate found in China
Write the following vocabulary terms on the
board. Ask students what they think the
terms mean. Discuss the meanings, or have
volunteers research the definitions and
report back to the class.
•
To become familiar with some of the
most important areas in China
including the North China Plain and the
valleys of the Huang He and Chang
Jiang rivers
•
To learn about the types of agriculture
developed and practiced in East Asia
Overview
China is the largest country in East Asia and
has a great diversity of climates and landforms. China’s agriculture and population
are concentrated in the well-watered eastern
part of the country, particularly in the basins
of the major rivers. In Japan, the two Koreas
and Taiwan the climate is good for raising
crops, but the mountainous interiors of these
countries are less suited for agriculture.
Populations are concentrated on flatter lands
near the coasts. The humid eastern part of
East Asia has a monsoon type climate with
most rain falling in the summer months.
Western China includes the world’s largest
high plateau and some of its largest deserts.
Grazing and irrigation agriculture are the
main forms of land use here and in neighboring Mongolia.
Introduction to the Program
East Asia lies in the temperate zone of the
Northern Hemisphere and has marked seasonal changes in temperature. The plains
and rolling lands in the rainy eastern part of
East Asia are well suited for agriculture, but
agriculture in the dry west is limited to areas
that can be irrigated.
The countries of East Asia include China,
Mongolia, Japan, North Korea, and South
Korea. The island of Taiwan is claimed by
China, but functions as a separate country.
The People’s Republic of China is a large
country with a great variety of climates,
landscapes and resources. Populations are
concentrated in eastern China, especially on
the plains and in the river valleys.
Other East Asian countries are smaller than
China, but are also diverse. Japan, North
and South Korea and Taiwan, have mountainous interiors, so farms and cities are concentrated along the coasts.
acquaculture - the farming of fish, crustaceans and other shellfish
bazaar - a large market were goods are
bought and sold
landlocked - surrounded by land, not on the
ocean. A landlocked country has no sea
coast.
loess - a fine-grained fertile topsoil that is
first deposited as wind blown dust
oasis - an area in a desert region where
water is available
Silk Road - an important ancient trade route,
consisting of a network of trails that caravans took when they carried silk and other
precious goods across China and Central
Asia to the shores of the Mediterranean Sea
Taklamakan - the name of a large desert in
western China; also a word in the Uyghar
language that means “enter and never
return”
terraces - flat, narrow ledges cut into hillsides for agricultural use
Discussion Ideas
What images do news articles, films and
television shows present about China? Do
they think that China will become a major
world power in this century? Ask students to
discuss possible future relationships between
the United States and China.
Focus
Before showing the program, have students
discuss their ideas about the landscape of
China. Point out the landform and climatic
differences between eastern and western
China. How do these differences affect the
way people live?
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SUGGESTED ACTIVITIES
Writing
Ask students to choose an East Asian country and write a one-page description of the country’s landscape.
Encourage students to use library books and encyclopedia articles to learn more about their subjects.
60 Minutes
Meeting Individual Needs
Ask students to write sentences using the following words or phrases. Encourage them to use a dictionary if they
are unclear on the meanings. Make sure that their sentences display an understanding of the words as they relate
to the program.
30 Minutes
humid climate - a climate with plenty of moisture
Pacific Ring of Fire - an area that circles the Pacific Ocean with numerous volcanoes, frequent volcanic eruptions
and earthquakes
peninsula- a body of land surrounded by water on three sides
plateau - an area of high elevation and low relief except where cut by deep canyons. May be bounded by a sharp
rise in ground level called an escarpment
steppe - a dry, cold grassland found in countries of East Asia, as well as in Siberia and parts of the United States
Connection to Science
The Tibetan Plateau in western China is the largest high plateau in the world. Divide students into groups and have
SC IE NC E
each group study and report on one of the following topics: the formation of the Himalayan Mountains and the
uplift of the Tibetan Plateau, the plants and animals of the Tibetan Plateau, farming and herding practices on the
Tibetan Plateau, comparisons between the Tibetan Plateau and the Andean Altiplano in South America. Students
Extended
may use the Internet and library resources to develop their reports.
Link to the World
The creation of North and South Korea in the aftermath of World War II has led to numerous problems over the
years, including the Korean War of the early 1950s. The emergence of North Korea as a country with nuclear
weapons threatens all of East Asia and the rest of the world. Have students take ten minutes in class to write down
their ideas about the degree of the threat posed by North Korea and what they think might be done about this by
60 Minutes
the United States and other concerned countries. Have students gather in groups of four or five to share their ideas
with each other and ask a volunteer from each group to make a report to the class.
Critical Thinking
Japan is a small country with little agricultural land and relatively few mineral or energy resources. Nevertheless,
this island country is a highly developed urban industrial nation and a world economic power. Have students discuss how they think Japan has achieved this position. Suggest that students consider historical and social factors
as well as physical geographical factors.
30 Minutes
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In the Newsroom
Divide students into groups of four or five each and ask each group to use Internet and library resources to develop
a television program script about a trip through China along the Silk Road. Reports should present a brief history
of the Silk Road, describe the physical geographic features along the route and describe the stopping points where
caravans rested and merchants exchanged goods. Each group should create a storyboard with sketches indicat-
Extended
ing what scenes should be used to illustrate each line of the script. Have groups exchange their scripts and storyboards with each other for comments on how to improve the proposed programs. Following this, lead a class
discussion on how such a program concept might be developed for a real television presentation.
Hands On
Divide students into groups of four of five. Supply each group with a long sheet of butcher paper and markers or
tempera paints. Ask each group to work together to produce a wall hanging showing scenes along the Silk Route
from Xian to China’s western border with Kyrgyzstan. Students should work together, with each student having a
specific task such as collecting information, sketching, or filling in color. When the artworks are completed, hang
2 Hours
them to decorate the classroom, a bulletin board in the hall, or some other room in the school.
Connection to History
HI ST OR Y
Ask students to use internet and library resources to construct a timeline contrasting events taking place in Europe,
North America, China, Korea and Japan at various stages of history. Use a class period to have students report
on their findings to the class on a century-by-century basis. In a discussion, ask the students to consider the
exchanges of ideas and goods between East Asia, Europe and the Americas.
2 Hours
Cultural Diversity
Many people in the United States have come from one or another of the East Asian countries or are descended
from immigrants from those countries. Divide students into groups and assign a different East Asian country to each
group. Ask students to interview a local citizen in their town who migrated from East Asia to the United States, or
whose ancestors made such a journey. Allow class time for sharing the interview stories with the class and have a
Extended
class discussion on the immigrant experience.
Culminating Activity
Travel is an exceptional learning experience. Ask students to use atlases, tourist guidebooks, and the Internet to
plan a two-week vacation that takes them to three East Asian countries. Students should plan to visit one or more
attractions during each day of the journey and should describe activities they plan to engage in each day. Each
report should also contain a paragraph indicating why they made the travel choices described in their reports. Plan
a class period during which students can share their vacation plans with the class.
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Extended
Name
VOCABULARY
The following terms are from East Asia: Land and Resources. Fill in the number of each term next to its closest definition.
1. acquaculture
2. bazaar
3. landlocked
4. loess
5. oasis
6. peninsula
7. plateau
8. Silk Road
9. steppe
10. terrace
________a body of land surrounded by water on three sides
________
an important ancient trade route, consisting of a network of trails that caravans took when they carried silk and other precious
goods across China and Central Asia to the shores of the Mediterranean Sea
________
surrounded by land, not bordering on any ocean
________
an area of high elevation and low relief except where cut by deep canyons. May be bounded by a sharp rise in ground level
called an escarpment
________
flat, narrow ledge cut into hillsides for agricultural use
________
a large market were goods are bought and sold
________
a fine-grained fertile topsoil that is first deposited as windblown dust
________
a dry, cold grassland found in countries of East Asia, as well as in Siberia and parts of the United States
________
an area in a desert region where water is available
________
the farming of fish, crustaceans and other shellfish
9
© Copyright 2003 • AIMS Multimedia • East Asia: Land and Resources • #2874
Name
EAST ASIA: A CLOSER LOOK
Each topic below relates to East Asia. Use the Internet and library resources to prepare a 3-to-5-page paper on a topic that interests you. Check
with your teacher if you have an idea for a different topic.
How silk is made
Xian: China’s former capital
History of the Silk Road
Resources of the Turpan Oasis
Honshu: Japan’s largest island
Building of the Three Gorges Dam
Tibet: The world’s largest high plateau
Resources and development in Mongolia
Earthquakes along the Pacific Rim
Agriculture and population in Japan
Differences between the economies of North and South Korea
Cooking traditions in East Asia
These hints will make your paper more successful:
1. Write a brief outline of your paper. Begin with an introduction to grab interest, followed by a purpose statement, facts to back up your purpose, and a conclusion.
2. Add interest. Personal stories, interesting facts, and quotes will make your paper more memorable.
3. Include your own thoughts. Make the paper personal by reflecting on your own feelings about the subject matter. What did you learn during your research? How has it changed your attitude?
10
© Copyright 2003 • AIMS Multimedia • East Asia: Land and Resources • #2874
Name
FACTS ABOUT EAST ASIA
Circle the best answer to compete each sentence below.
1. China becomes increasingly drier toward the
A. East
B. West
2. The lowest elevation in China is
A. the Turpan Depression
B. the Dead Sea
3. Traditional agriculture in East Asia is
A. labor intensive
B. fossil fuel intensive
4. In most of East Asia, rain falls primarily in the
A. summer
B. winter
5. The longest navigable river in China is the
A. Xi Jiang
B. Chang Jiang
6. The highest mountain in the Himalayas is
A. Tien Shen
B. Everest
7. A large landlocked country between China and Russia is
A. Mongolia
B. Taiwan
8. South Korea is
A. on an island
B. on a peninsula
9. The northernmost island of Japan is
A. Honshu
B. Haikado
10. The principal grain grown and eaten in northern China is
A. wheat
B. rice
11
© Copyright 2003 • AIMS Multimedia • East Asia: Land and Resources • #2874
Name
TRUE OR FALSE
Place a T next to statements that are true and an F next to statements that are false.
1.
________
Xian is a Chinese city that was once a capital of China and the starting point of the Silk Road.
2.
________
Hong Kong was a British colony for many years.
3.
________
Japan is made up of two large islands.
4.
________
The deserts of China are found in the northeast next to the Sea of Japan.
5.
________
The Pacific Ring of Fire is an area with many volcanoes and frequent earthquakes.
6.
________
Japan’s largest level area, the Kanto Plain, is entirely in agricultural production.
7.
________
Most of East Asia has four distinct seasons.
8.
________
Rice is the principal grain crop in all parts of East Asia.
9.
________
Aquaculture, the farming of fish and different types of crustaceans has been practiced in East Asia for many centuries.
10. ________
Forests are the natural vegetation throughout most of western China.
12
© Copyright 2003 • AIMS Multimedia • East Asia: Land and Resources • #2874
Name
MAP ACTIVITY
Look at the numbered map of East Asia below, then match each country or area with its correct name by writing the appropriate number beside
each of the listed names.
Sea of Okhotsk
6
Sea of Japan
3
4
1
2
East
China Sea
Pacific
Ocean
5
Philippine Sea
Arabian Sea
Bay of Bengal
South
China
Sea
Indian Ocean
Coral Sea
________
China
________
North Korea
________
Japan
________
South Korea
________
Mongolia
________
Taiwan
13
© Copyright 2003 • AIMS Multimedia • East Asia: Land and Resources • #2874
Name
TEST
Circle the letter of the correct answer for each question.
1.
2.
3.
4.
5.
Which of the following areas is noted for its mountains, plateaus and deserts?
(a)
northeastern China
(b)
the northern Japanese island of Hokkaido
(c)
western China
(d)
North Korea
Which of the following areas functions as an independent country but is claimed by China?
(a)
Hong Kong
(b)
Taiwan
(c)
Mongolia
(d)
North Korea
Which of the following forms of land use are most common in western China?
(a)
herding and irrigation agriculture
(b)
rice cultivation
(c)
cultivation of wheat and other cold adapted grains
(d)
aquaculture
Which of the following countries has a mountainous interior with most agriculture located on relatively level lands near the coasts?
(a)
Taiwan
(b)
Japan
(c)
South Korea
(d)
all of the above
Which of the following is an important river in China?
(a)
the Huang He
(b)
the Hong Kong
(c)
the Xian
(d)
the Turpan
14
© Copyright 2003 • AIMS Multimedia • East Asia: Land and Resources • #2874
Name
TEST (CONTINUED)
6.
7.
8.
9.
10.
Which of the following has the driest climate?
(a)
Japan
(b)
Taiwan
(c)
Mongolia
(d)
South Korea
Which of the following rivers reaches the sea near Shanghai?
(a)
the Huang He
(b)
the Amur
(c)
the Chang Jiang
(d)
the Xi Jiang
A fertile soil that develops from wind blown dust is called:
(a)
xian
(b)
guangzhou
(c)
amur
(d)
loess
The Silk Road is:
(a)
an ancient caravan route
(b)
another term for the Great Wall of China
(c)
a modern superhighway that connects Beijing and Xian
(d)
a region noted for its silk production
The following country is made up of four large islands and many small ones.
(a)
Japan
(b)
South Korea
(c)
Mongolia
(d)
Taiwan
15
© Copyright 2003 • AIMS Multimedia • East Asia: Land and Resources • #2874
ADDITIONAL AIMS MULTIMEDIA PROGRAMS
You and your students might also enjoy these other AIMS Multimedia programs:
Africa: Land and Resources
Africa: The People
Latin America: Land and Resources
Latin America: The People
Middle East and Central Asia, The : Land and Resources
Middle East and Central Asia, The: The People
North America: The People
North America: Land and Resources
South Asia: Land and Resources
South Asia: The People
Southeast Asia: Land and Resources
Southeast Asia: The People
16
© Copyright 2003 • AIMS Multimedia • East Asia: Land and Resources • #2874
ANSWER KEY for page 9
VOCABULARY
The following terms are from East Asia: Land and Resources. Fill in the number of each term next to its closest definition.
1. acquaculture
2. bazaar
3. landlocked
4. loess
5. oasis
6. peninsula
7. plateau
8. Silk Road
9. steppe
10. terrace
6
________a
body of land surrounded by water on three sides
8
________
an important ancient trade route, consisting of a network of trails that caravans took when they carried silk and other precious
goods across China and Central Asia to the shores of the Mediterranean Sea
3
________
surrounded by land, not bordering on any ocean
7
________
an area of high elevation and low relief except where cut by deep canyons. May be bounded by a sharp rise in ground level
called an escarpment
10
________
flat, narrow ledge cut into hillsides for agricultural use
2
________
a large market were goods are bought and sold
4
________
a fine-grained fertile topsoil that is first deposited as windblown dust
9
________
a dry, cold grassland found in countries of East Asia, as well as in Siberia and parts of the United States
5
________
an area in a desert region where water is available
1
________
the farming of fish, crustaceans and other shellfish
17
© Copyright 2003 • AIMS Multimedia • East Asia: Land and Resources • #2874
ANSWER KEY for page 10
EAST ASIA: A CLOSER LOOK
Each topic below relates to East Asia. Use the Internet and library resources to prepare a 3-to-5-page paper on a topic that interests you. Check
with your teacher if you have an idea for a different topic.
Evaluate papers by the criteria given. The best papers should have an introduction that grabs interest, followed by a purpose
statement, facts to back up the purpose, and a conclusion. Consider interest added by personal stories, interesting facts, and
quotes.
How silk is made
Xian: China’s former capital
History of the Silk Road
Resources of the Turpan Oasis
Honshu: Japan’s largest island
Building of the Three Gorges Dam
Tibet: The world’s largest high plateau
Resources and development in Mongolia
Earthquakes along the Pacific Rim
Agriculture and population in Japan
Differences between the economies of North and South Korea
Cooking traditions in East Asia
These hints will make your paper more successful:
1. Write a brief outline of your paper. Begin with an introduction to grab interest, followed by a purpose statement, facts to back up your purpose, and a conclusion.
2. Add interest. Personal stories, interesting facts, and quotes will make your paper more memorable.
3. Include your own thoughts. Make the paper personal by reflecting on your own feelings about the subject matter. What did you learn during your research? How has it changed your attitude?
18
© Copyright 2003 • AIMS Multimedia • East Asia: Land and Resources • #2874
ANSWER KEY for page 11
FACTS ABOUT EAST ASIA
Circle the best answer to compete each sentence below.
1. China becomes increasingly drier toward the
A. East
B. West
2. The lowest elevation in China is
A. the Turpan Depression
B. the Dead Sea
3. Traditional agriculture in East Asia is
A. labor intensive
B. fossil fuel intensive
4. In most of East Asia, rain falls primarily in the
A. summer
B. winter
5. The longest navigable river in China is the
A. Xi Jiang
B. Chang Jiang
6. The highest mountain in the Himalayas is
A. Tien Shen
B. Everest
7. A large landlocked country between China and Russia is
A. Mongolia
B. Taiwan
8. South Korea is
A. on an island
B. on a peninsula
9. The northernmost island of Japan is
A. Honshu
B. Haikado
10. The principal grain grown and eaten in northern China is
A. wheat
B. rice
19
© Copyright 2003 • AIMS Multimedia • East Asia: Land and Resources • #2874
ANSWER KEY for page 12
TRUE OR FALSE
Place a T next to statements that are true and an F next to statements that are false.
1.
T
________
Xian is a Chinese city that was once a capital of China and the starting point of the Silk Road.
2.
T
________
Hong Kong was a British colony for many years.
3.
F
________
Japan is made up of two large islands.
4.
F
________
The deserts of China are found in the northeast next to the Sea of Japan.
5.
T
________
The Pacific Ring of Fire is an area with many volcanoes and frequent earthquakes.
6.
F
________
Japan’s largest level area, the Kanto Plain, is entirely in agricultural production.
7.
T
________
Most of East Asia has four distinct seasons.
8.
F
________
Rice is the principal grain crop in all parts of East Asia.
9.
T
________
Aquaculture, the farming of fish and different types of crustaceans has been practiced in East Asia for many centuries.
F
10. ________
Forests are the natural vegetation throughout most of western China.
20
© Copyright 2003 • AIMS Multimedia • East Asia: Land and Resources • #2874
ANSWER KEY for page 13
MAP ACTIVITY
Look at the numbered map of East Asia below, then match each country or area with its correct name by writing the appropriate number beside
each of the listed names.
Sea of Okhotsk
6
Sea of Japan
3
4
1
2
East
China Sea
Pacific
Ocean
5
Philippine Sea
Arabian Sea
Bay of Bengal
South
China
Sea
Indian Ocean
Coral Sea
2
________
China
3
________
North Korea
4
________
Japan
1
________
South Korea
6
________
Mongolia
________
5
Taiwan
21
© Copyright 2003 • AIMS Multimedia • East Asia: Land and Resources • #2874
ANSWER KEY for page 14
TEST
Circle the letter of the correct answer for each question.
1.
2.
3.
4.
5.
Which of the following areas is noted for its mountains, plateaus and deserts?
(a)
northeastern China
(b)
the northern Japanese island of Hokkaido
(c)
western China
(d)
North Korea
Which of the following areas functions as an independent country but is claimed by China?
(a)
Hong Kong
(b)
Taiwan
(c)
Mongolia
(d)
North Korea
Which of the following forms of land use are most common in western China?
(a)
herding and irrigation agriculture
(b)
rice cultivation
(c)
cultivation of wheat and other cold adapted grains
(d)
aquaculture
Which of the following countries has a mountainous interior with most agriculture located on relatively level lands near the coasts?
(a)
Taiwan
(b)
Japan
(c)
South Korea
(d)
all of the above
Which of the following is an important river in China?
(a)
the Huang He
(b)
the Hong Kong
(c)
the Xian
(d)
the Turpan
22
© Copyright 2003 • AIMS Multimedia • East Asia: Land and Resources • #2874
ANSWER KEY for page 15
TEST (CONTINUED)
6.
7.
8.
9.
10.
Which of the following has the driest climate?
(a)
Japan
(b)
Taiwan
(c)
Mongolia
(d)
South Korea
Which of the following rivers reaches the sea near Shanghai?
(a)
the Huang He
(b)
the Amur
(c)
the Chang Jiang
(d)
the Xi Jiang
A fertile soil that develops from wind blown dust is called:
(a)
xian
(b)
guangzhou
(c)
amur
(d)
loess
The Silk Road is:
(a)
an ancient caravan route
(b)
another term for the Great Wall of China
(c)
a modern superhighway that connects Beijing and Xian
(d)
a region noted for its silk production
The following country is made up of four large islands and many small ones.
(a)
Japan
(b)
South Korea
(c)
Mongolia
(d)
Taiwan
23
© Copyright 2003 • AIMS Multimedia • East Asia: Land and Resources • #2874