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Global Studies Block ___ Name ________________________ Unit 5 Oceania Review Packet Learning Targets (2024) 5.1a Identify major landforms and water systems of Oceania 5.2a Analyze population characteristics and patterns of settlement 5.2b Analyze the region based on the five themes; Location, Place, Region, Movement, and Human Environment Interaction 5.2c Analyze the effect European colonization has had on this region 5.2d Describe a positive example of international cooperation exhibited in Antarctica 5.2e Analyze and discuss examples of regional elements of culture: language, religion, folkways, the arts, history, government, and economy 5.3a Discuss the importance of ecotourism at the local, national, and global scale Minor Assessments Major Assessments Ch 32 Guide Unit 5 Maps Unit 5 Article Unit 5 Failure Annotations Ch 33 Guide Unit 5 Case Study Unit 5 Enrichment Ch 34 Guide Unit 5 Extension Unit 5 Themes & Elements Unit 5 Maps & Vocab Quiz Unit 5 Polar One Pager Unit 5 Critical Thinking Unit 5 Review Activity Unit 5 MCQ Test Unit 5 SAQ Test Physical Geography-Oceania (Chapter 32) Vocabulary from Chapter 32 artesian well coral 5.1a 5.2e atoll lagoon 5.1a wattle doldrums 5.1a 5.2e typhoon manuka 5.1a I can locate/describe the Great Dividing Range, the Western Plateau (Outback), and Uluru (Ayers Rock) of Australia. 5.1a 5.2b 5.2c 5.3a I can locate the Great Barrier Reef and describe how it is made, and what coral bleaching is (pages 840-841). 5.1a 5.2b 5.3a I can locate Australia, Tasmania, New Zealand’s North and South Islands, and the island groups of Micronesia, Melanesia, and Polynesia. 5.1a 5.2b I can locate the cities of Wellington, Canberra, Port Moresby, and Sydney. 5.1a I can locate four islands of Oceania: Guam, Hawaii, Fiji, Tahiti. 5.1a I can locate the Southern Alps and Mt. Cook (Aorangi) of New Zealand. 5.1a 5.2b 5.2c I can describe differences between low, high, and continental islands. 5.1a I can identify Nauru and Tuvalu as low islands that are endangered by environmental changes and may become climate refugees. 5.1a 5.2a 5.2b Antarctica (pages 806-809) and Polar Exploration Vocabulary from Antarctica and Polar Exploration Trusteeship Council trust territory 5.2d 5.2c Green Peace 5.2d I can locate South Georgia Island, Vinson Massif, McMurdo Station, Vostok Station, the Ross Sea, and the Weddell Sea. 5.2b I can describe/explain two treaties (1959 and 1991) dealing with Antarctica. 5.2d 5.2c I can describe/explain why the Ross Sea is important to scientists. 5.2d 5.2b I can identify Roald Amundsen and Robert Falcon Scott as persons involved in the race to be the first to the South Pole. 5.2b I can explain the famous quote “Optimism is true moral courage.” by Ernest Shackleton and can retell the story of Ernest Shackleton as he turned failure into success. 5.2b I can identify Felicity Aston and Eric Larsen as Polar Explorers. 5.2b The Story of Oceania- Early Oceania Vocabulary from Early Oceania Mana didgeridoo 5.2e I can explain the significance of stick charts, outriggers, and taro roots to early migrations and settlements of early peoples of Oceania. 5.2a 5.2b 5.2e I can describe the significance of The Hokule’a to Oceanic peoples and the objective/purpose of The Hokule’a today. 5.2b 5.2c 5.2e I can identify and discuss Pius “Mau” Piailug as a significant member of the Hokule’a. 5.2b 5.2c 5.2e I can describe who the Maori are, and characteristics and purpose of the Haka. 5.2a 5.2b 5.2e 5.3a I can describe who the Torres Strait Islanders are, and the characteristics and purpose of Dreamtime. 5.2a 5.2b 5.2e I can use demographic information (population pyramids, education and employment) to compare and contrast Torres Strait Islanders and the Maori. 5.2a 5.2b 5.2c 5.2e I can define/describe the Stolen Generation, and Australia’s Sorry Day. 5.2a 5.2b 5.2c 5.2e I can compare the history of the Torres Strait Islanders with that of the First Nations of America and Canada. 5.2a 5.2b 5.2c 5.2e I can identify Eddie Mabo and Kevin Rudd for their work towards equality in Australia. 5.2a 5.2c 5.2e Unit 5 Extended Reading A I can identify Robyn Davidson as an Australian explorer/traveler. 5.2b 5.2e I can use the extended reading on Robyn Davidson to discuss physical and cultural characteristics of Australia. 5.1a 5.2a 5.2b 5.2c 5.2e 5.3a I can use the extended reading on Robyn Davidson to discuss the course themes of character and individualism. 5.2b 5.2e I can recall people and concepts from previous units to discuss the significance of Robyn Davidson. 5.2b 5.2e The Story of Oceania- Colonialism Vocabulary from Colonialism missionary God, Gold, and Glory 5.2c Mana 5.2b 5.2e I can identify James Cook as an early British explorer of the region of Oceania, and for being credited as the first person to sail south of the Antarctic Circle. 5.1a 5.2a 5.2b 5.2c I can describe how the whaling industry led to greater colonial interest in the islands of Oceania in the 18th and 19th centuries. 5.1a 5.2a 5.2b 5.2c 5.2e I can identify King Kamehameha as the unifier of the Hawaiian islands and author of the “Law of the Splintered Paddle.” 5.2a 5.2b 5.2e I can define and describe the impact of Christian missionaries on the indigenous religions and beliefs of the people of Oceania. 5.2b 5.2c 5.2e I can describe the ancient tradition of Hawaiian Lua. 5.2b 5.2c 5.2e The Story of Oceania- World War II Vocabulary from World War II sustainable development (sustainability) Atoll 5.1a 5.2b Mana 5.2b 5.2e I can describe/explain the Japanese Empire’s desire for more territories in the 20th century through the lens of sustainable development (sustainability.) 5.2b 5.2c 5.2e I can describe the attack on Pearl Harbor as the reason for America’s entrance into World War II. 5.2b 5.2c 5.3a I can recall December 7, 1941 as the date of the attack on Pearl Harbor. 5.1a 5.2b 5.2e I can identify Iwo Jima as a famous World War II battle in the Pacific. 5.1a 5.2b 5.2e I can identify the famous photo from the battle of Iwo Jima and the Marine Corps Memorial that was modeled on the photo. 5.2b 5.2e 5.3a I can identify the cities of Hiroshima and Nagasaki as the two cities America dropped atomic bombs on to end World War II. 5.2a 5.2b 5.2e 5.3a I can describe what occurred in at Bikini Atoll in 1946 (Operation Crossroads) 5.2a 5.2b 5.2e 5.3a The Story of Oceania- Ecotourism and the Global Economy Vocabulary from Ecotourism and the Global Economy ecotourism global economy 5.2b 5.2e 5.3a offshore banking sustainability 5.2a 5.2b 5.2e 5.3a I can identify ASEAN and APEC as two important free trade agreements in this region. 5.2b 5.2e I can discuss how World War II (1945) marked the turning point in international trade and aided in creating a global economy. 5.2b 5.2c 5.2e I can use the concept of sustainability to explain the rise of ecotourism in Oceania and concerns over locations such as Uluru and the Great Barrier Reef. 5.1a 5.2b 5.2e 5.3a I can use the concept of sustainability to explain why some island nations of Oceania such as Nauru and Tuvalu have turned to offering offshore banking services. 5.2b 5.2e I can use surfing, Duke Kahanamoku, Bethany Hamilton, Eddie Aikau, and Tom Blake to discuss the course themes of character and the individual. 5.2b 5.2e I can use surfing to discuss the concept of ecotourism (physical), and to make connections with prior unit information such as transcendentalism (metaphysical.) 5.2b 5.2e 5.3a Unit 5 Extended Reading B I can identify Tom Blake as an iconic figure in the surfing world. 5.2b 5.2e I can use the extended reading by Tom Blake to discuss physical and metaphysical traits associated with surfing. 5.2b 5.2e I can recall people and concepts from previous units to discuss the significance of Tom Blake. 5.2b 5.2e Human Geography- Oceania (Chapters 33 & 34) Vocabulary from Chapter 33 clan boomerang 5.2a 5.2e dominion strine 5.2c 5.2e horticulture trust territory 5.2b 5.2d 5.2e subsistence farming pidgin English 5.2a 5.2b 5.2c 5.2e I can describe the concept of Dreamtime. 5.2b 5.2e I can identify/describe/compare and contrast the Maori of New Zealand and Torres Strait Islanders of Australia (additionally pages 850-853). 5.2b 5.2c 5.2e I can identify The Commonwealth. 5.2b 5.2c 5.2e I can identify New Zealand as the first modern country to permit women suffrage. 5.2a 5.2b 5.2e I can identify important crops such as taro and copra from this region. 5.2b 5.2e I can contrast the use of subsistence farming in Oceania to American or European commercial farming and plantations used today in the global economy. 5.2a 5.2b 5.2e Vocabulary from Chapter 34 station grazier 5.2a 5.2b 5.2e copra marsupial 5.2b 5.2e introduced species food web 5.2b 5.3a ozone layer El Nino 5.2b diatom 5.2e I can describe the importance of agriculture (wool, copra, bauxite, coffee, ginger, cacao) to Oceanic Islands, Australia and New Zealand and the role they play in a global economy. 5.2e I can explain why Australia and New Zealand may not export more products to the rest of the world. 5.2b 5.2e I can identify Australia and New Zealand as large bauxite and wool producers in the world. 5.2b 5.2e I can describe the concepts of ecotourism, free trade, and offshore banking in reference to the region of Oceania. 5.2b 5.2e 5.3a I can explain the issue of introduced species plaguing Australia and the possible effect upon an economy based on ecotourism. 5.2b 5.2e 5.3a I can explain the issue of pollution and other environmental damages plaguing Oceania and the possible effect upon an economy based on ecotourism. 5.2b 5.2e 5.3a Writing Expectation- Students will be expected to provide a written expression of their knowledge about two persons from this unit by including two specific pieces of evidence and by discussing the course themes of character and individualism. Character: Throughout the course, students will be introduced to several historical people whose actions can be discussed as exhibiting good, bad, or a mix of good and bad character depending upon changing points of view. Do these persons exhibit positive character traits such as honesty, loyalty, perseverance, or flexibility that may be desirable to emulate? Do these persons exhibit negative character traits such as laziness, greed, cowardice, or apathy that may be desirable to avoid? Individualism: Throughout the course, students will be introduced to several historical people whose actions can be discussed through the theme of individualism. What were the objectives of such actions? Were the objectives to better the individual for personal gain, or were the objectives to better a group or society as a whole? Were the actions disrespectful towards others or the environment, or although the actions may have been disruptive, were they peaceful or respectful towards others or the environment? Persons available to write about for the Unit 5 assessment are: Roald Amundsen Kevin Rudd Duke Kahanamoku Robert Falcon Scott Eddie Mabo Bethany Hamilton Ernest Shackleton Robyn Davidson Eddie Aikau Felicity Aston James Cook Tom Blake Eric Larsen King Kamehameha Pius “Mau” Piailug