CRCT Review Book

1. CRCT Review Book CLEAR YOUR DESK EXCEPT FOR A PENCIL OR PEN

2. Latin America and the Caribbean

3. The student will discuss Environmental Issues in Latin America • Mexico City – air pollution is bad b/c of factories and cars, they live in a bowl-shaped crater, Ideas to fix are to not drive some days • Brazil – destruction of the rainforest (deforestation)– caused by road building, logging, mining • Venezuela – oil drilling causes pollution – but its 50% of their economy

4. The student will explain the impact of location, climate, distribution of natural resources on Latin America and the Caribbean • Mexico sends 80% of its exports to U.S. – most people live in cities, rich in natural resources • Venezuela gets most food from U.S. – most people live along the coast – oil is most important natural resource • Brazil – most people live along the coast in cities, rich farmland • Cuba – most people live in cities and towns – don’t trade with U.S.

5. The student will describe the cultural characteristics of people who live in Latin America and the Caribbean • Spain and Portuguese conquered so most people speak Spanish and Portuguese. -meztizos = Spanish and Indian -mullattos = Spanish and blacks -most people are catholic because that’s what Spanish and Portuguese are. • Higher literacy rate = higher GDP = higher standard of living

6. The student will explain the impact of location, climate, distribution of natural resources, and population distribution in Canada • About 75% of people live in cities in southern Canada. Within 100 miles of the U.S/Canada border. • Most imports and exports are with U.S.

7. The student will discuss environmental issues in Canada • Environmental issues in Canada = Acid rain from factories into Great Lakes, also waste from industries

8. The student will compare and contrast various forms of government • Unitary= central has power over regional • Confederation = regional has power over central • Federal = share power btw central and regional • Autocratic = one ruler • oligarchy = small group • Democratic = people vote • Parliamentary = people vote for parliament • Presidential = people vote for president and parliament

9. The student will explain the structures of national governments in Latin America and the Caribbean • Brazil = federal presidential democracy • – required to vote, average level of freedom • Mexico = federal presidential democracy • 18+ choose to vote • president has 1, 6 year term • Cuba – unitary, autocratic dictatorship • One political party, little freedom

10. The student will explain the structure of the national government of Canada • Canada • Constitutional monarchy • Federal Parliamentary Democracy

11. The student will analyze different economic systems • Traditional- customs and habits of the past • Command – government makes decisions • Market – citizens make decisions • All countries are mixed on a continuum • Canada – market -> mixed • Brazil – Market -> mixed • Cuba – Command

12. The student will give examples of how voluntary trade benefits buyers and sellers in Latin America, the Caribbean, and Canada • Specialization – each country picks a few products to get good at and make money off of • Tariffs – tax • Quota = restriction on number • Embargo = no trade • NAFTA – free trade agreement btw US, Canada, Mexico • We have to exchange currencies b/c we all have different money

13. The student will describe the factors that influence economic growth and examine their presence or absence in Latin America • More education, training, healthcare = higher GDP • Better factories and machinery = higher GDP • More useful natural resources = better economy • Entrepreneurs = businesses = jobs = money made – money spent = higher GDP

14. The student will explain personal money management choices in terms of income, spending, credit, saving, and investing • Don’t spend money you don’t have. • If you want something, save for it. • Investing means you make money off of what you put in

15. The student will describe the impact of European contact on Latin America • Aztecs –Cortes conquered, Tenochtitlan was capital, Montezuma was leader • Inca’s – Pizarro Conquered – took Atahualpa capture, guns played large role • Columbian Exchange – movement of things from America to Europe, Europe to America • Indigenous people died, both got more food, horse helped indigenous people

16. The student will explain the development of Latin America and the Caribbean from European colonies to independent nations • African Slavery meant countries got rich - now make up large part of population • Portuguese and Spanish are most widely spoken language and religion is catholic • Toussaint freed Haiti • Bolivar helped free all of South America • Hidalgo inspired Mexico’s independence movement

17. The student will analyze important 20th century issues in Latin America and the Caribbean • Cuban revolution changed Cuba to communist and made U.S. cut ties with Cuba • Zapatista movement meant they had representation in the government

18. The student will describe the impact of European contact on Canada • French and English settled = languages in Canada are French and English • Parliament in Britain created the Dominion of Canada and other provinces joined • Canada was independent by 1931

19. The student will analyze contemporary issues in Canada • Quebec wants to be independent because they identify with French • Speak French, are Catholic

20. Label your maps

21. QUIZ

22. Europe

23. The student will discuss environmental issues in Europe • Germany – acid rain, destroys forests and eats away at buildings. Strict laws to stop pollution • UK – air pollution from factories and cars, causes smog • Ukraine- nuclear disaster at Chernobyl contaminated farmland, caused cancer

24. The student will explain the impact of location, climate, natural resources, and population distribution in Europe • Britain – most people live in urban areas, mild climate • Russia – most people live in west, very cold, lots of resources • Germany – moderate climate, strongest economy, most people live in cities • Italy – moderate climate, few natural resources, most people live in the north

25. The student will describe the cultural characteristics of Europe • Germanic – German and English • Romance – based on Latin, Italian, French, Spanish • Slavic- Russian • Judaism – first monotheistic religion, Torah • Christianity – based on teachings of Jesus • Islam – fastest growing religion, Allah is God, Muhammad is Prophet • High literacy rates throughout Europe

26. The student will compare and contrast various forms of government • Unitary= central has power over regional • Confederation = regional has power over central • Federal = share power btw central and regional • Autocratic = one ruler • oligarchy = small group • Democratic = people vote • Parliamentary = people vote for parliament • Presidential = people vote for president and parliament

27. The student will explain the structure of modern European governments • Germany – Federal Parliamentary democracy, Chancellor is most powerful, Bundestag and Bundesrat • Russia – federal presidential democracy • Federation Council, State Duma • United Kingdom – unitary parliamentary democracy, House of Commons and House of Lords • European Union – create peaceful environment in Europe, free trade among countries, one currency called the Euro.

28. The student will analyze different economic systems • Traditional- customs and habits of the past • Command – government makes decisions • Market – citizens make decisions • All countries are mixed on a continuum • United Kingdom – market -> mixed • Germany –mixed • Russia – mixed -> market

29. The student will analyze the benefits of trade barriers to voluntary trade in Europe • Specialization – each country picks a few products to get good at and make money off of • Tariffs – tax • Quota = restriction on number • Embargo = no trade • We have to exchange currencies b/c we all have different money

30. The student will describe the factors that influence economic growth and examine their presence or absence in Europe • More education, training, healthcare = higher GDP • Better factories and machinery = higher GDP • More useful natural resources = better economy • Entrepreneurs = businesses = jobs = money made – money spent = higher GDP

31. The student will analyze the impact of European exploration and colonization on various world regions • Reasons to explore = spice trade, renaissance, new land, God, gold, glory • Prince Henry was one of first explorer • Spanish -Caribbean, middle and south America • British – Caribbean, North America, India • France – Canada, Louisiana, islands in Caribbean, Africa • Competition over building empires, nationalism, alliances, militarism caused WWI

32. The student will explain conflict and change in Europe in the 21st century • After WW1: • Treaty of Versailles very harsh on Germany • Russian Revolution made them communist • Rise of Nazism – grew bc Germany was struggling so much • WWII erupts – Holocaust = mass genocide of Jews • Cold War after WWII – Berlin wall built by Soviet Union • 1989 – Berlin wall torn down, Germany reunified • 1991- Soviet Union collapses

33. Label your maps

34. QUIZ

35. Australia

36. The student will explain the impact of location, climate, distribution of natural resources and population distribution on Australia • Desert covers 2/3 of island • Climate is temperate • Many natural resources • Most live along the coast in cities

37. The student will describe the cultural characteristics of people who live in Australia • British settled – speak English and are Christian • High literacy rate = high GDP = high standard of living

38. The student will compare and contrast various forms of government • Unitary= central has power over regional • Confederation = regional has power over central • Federal = share power btw central and regional • Autocratic = one ruler • oligarchy = small group • Democratic = people vote • Parliamentary = people vote for parliament • Presidential = people vote for president and parliament

39. The student will explain the structure of the national government of Australia • Australia = Federal parliamentary democracy • Required to vote at 18+

40. The student will analyze different economic systems • Traditional- customs and habits of the past • Command – government makes decisions • Market – citizens make decisions • All countries are mixed on a continuum • Australia has the freest economy in the world = market

41. The student will give examples of how voluntary trade benefits buyers and sellers in Australia • Specialization – each country picks a few products to get good at and make money off of • Tariffs – tax • Quota = restriction on number • Embargo = no trade • We have to exchange currencies b/c we all have different money

42. The student will describe the factors that influence economic growth and examine their presence or absence in Australia • More education, training, healthcare = higher GDP • Better factories and machinery = higher GDP • More useful natural resources = better economy • Entrepreneurs = businesses = jobs = money made – money spent = higher GDP

43. The student will describe the culture and development of Australia prior to contact with Europeans • Aborigines are one of oldest civilizations in world • Relied on the land • Dreamtime = religion

44. The student will explain the impact of European Exploration and colonization had on Australia • Britain settled and created Penal colony • Relieve overcrowded jails • Used prisoners to build colony • Diseases and war killed many Aborigines because of mistreatment

45. Label your maps

46. QUIZ