We are learning to describe how geography affected the growth of Mesopotamia.

Transcription

1 Name Team/Rotation Middle East, Past and Present Learning Targets and Success Criteria We are learning to describe how geography affected the growth of Mesopotamia. We are looking for the reasons why rivers allowed early river civilizations to grow. People settled by the Tigris River and Euphrates River for the following reasons: Drinking water Water for crops to grow Transportation Fishing Hunting animals H2: Early civilizations (India, Egypt, China and Mesopotamia) with unique governments, economic systems, social structures, religions, technologies and agricultural practices and products flourished as a result of favorable geographic characteristics. The cultural practices and products of these early civilizations can be used to help understand the Eastern hemisphere today. 1

2 We are learning to describe the characteristics of Mesopotamia. We are looking for the similarities and differences of the cultures of early river civilizations including: Government Hammurabi s code, city-states, each city had a ruler Economic systems trading, paying taxes Technologies wheel, writing system, astronomy, plow, mud-bricks Social structures priest, merchants, farmers, slaves Religion priest, many gods, ziggurat (temple) Agricultural practices and products irrigation, wheat, barley, cows H2: Early civilizations (India, Egypt, China and Mesopotamia) with unique governments, economic systems, social structures, religions, technologies and agricultural practices and products flourished as a result of favorable geographic characteristics. The cultural practices and products of these early civilizations can be used to help understand the Eastern hemisphere today. 2

3 We are learning to describe how the characteristics of Mesopotamia influenced culture in the Middle East today. We are looking for similarities between modern culture in the Middle East and characteristics of Mesopotamia. (Old to now) Enduring Influences Lasting from the past to modern times We use the wheel, plow, astronomy today. We have a writing system, even though it is different from back then. We have cities, each with a ruler (Mayor). Many religions from this area are still practiced today. H2: Early civilizations (India, Egypt, China and Mesopotamia) with unique governments, economic systems, social structures, religions, technologies and agricultural practices and products flourished as a result of favorable geographic characteristics. The cultural practices and products of these early civilizations can be used to help understand the Eastern hemisphere today. 3

4 We are learning to identify common characteristics of places that geographers use to create regions. EXAMPLES: We are looking for common landforms, climate, population, culture, and/or economic characteristics that geographers use to create regions. A region is a place that has something in Common The Middle East is a region made up of around 15 countries. Some common characteristics of the Middle East are: Lots of Oil Hot and dry Lots of Conflict Home to many Religions Common Language GEO5: Regions can be determined, classified and compared using various criteria (e.g. landform, climate, population, cultural or economic). 4

5 We are learning to explain how variations among physical environments in the Eastern Hemisphere influence human activities. EXAMPLES: We are looking for ways humans depend on the natural environment to survive. We are looking for ways that humans adapt to the natural environment. In the Middle East, humans depend on oil to help them survive. Since the Middle East specializes in oil, they can trade it for other items they need to survive. GEO6: Variations among physical environments within the Eastern Hemisphere influence human activities. Human activities also alter the physical environment. 5

6 We are learning to explain how human activities have altered the physical environments of the Eastern Hemisphere. We are looking for ways that humans modify the environment to meet their needs (e.g. dams, mines, farms, roads). The Attaturk Dam in Turkey has positive and negative consequences. Positive: hydroelectricity, control flooding, create jobs, tourist spot Negative: Create conflict, people must move, expensive, animal homes destroyed, no silt down the river Types of Irrigation: drip irrigation, sprinkler irrigation, furrow irrigation and flood irrigation Bringing water to crops GEO6: Variations among physical environments within the Eastern Hemisphere influence human activities. Human activities also alter the physical environment. 6

7 We are learning to explain political, environmental, social and economic factors that cause the movement of people, products and ideas in Eastern Hemisphere. We are looking for the factors that cause people, products and ideas to move within the Eastern Hemisphere. SKIP GEO7: Political, environmental, social and economic factors cause people, products and ideas to move from place to place in the Eastern Hemisphere in the past and today. 7

8 We are learning to describe the lasting impact of the movement of people, products and ideas in the Middle East. We are looking for examples of the lasting effects of the movement of people, products and ideas in the Middle East. Cultural Diffusion spreading (moving) of ideas or products from one place to another. Cultural foods have spread all over the world (Hummus here from the Middle East and KFC there from us) Traditional clothing has spread all over the world. GEO7: Political, environmental, social and economic factors cause people, products and ideas to move from place to place in the Eastern Hemisphere in the past and today. 8

9 We are learning to explain how tradition and diffusion have influenced modern cultural practices and products in the Eastern Hemisphere. EXAMPLES: We are looking for examples of how ideas, goods, and cultural practices have spread as people have moved and migrated. Religion has diffused (moved) all over the world, which 3 important religions started in the Middle East (Jerusalem) GEO8: Modern cultural practices and products show the influence of tradition and diffusion, including the impact of major world religions (Buddhism, Christianity, Hinduism, Islam and Judaism). 9

10 We are learning to explain geographic origins, founding leaders, and teachings of Judaism, Islam, and Christianity. EXAMPLES: We are looking for the defining characteristics of Judaism, Islam and Christianity. Judaism one god, Torah, Rabbi, temple, 10 commandments, Chanukah, Golden Rule Islam one god (Allah), Koran, Imam, mosque, 5 Pillars, Ramadan, Golden Rule Christianity one god, Bible, priest, church, Christmas, Golden Rule GEO8: Modern cultural practices and products show the influence of tradition and diffusion, including the impact of major world religions (Buddhism, Christianity, Hinduism, Islam and Judaism). 10

11 We are learning to explain how specialization leads to global trade. We are looking for reasons why countries, regions and individuals specialize and trade. Specialization Becoming an expert with one good/product that you have a large amount. Therefore, you can have a high quality product that other countries will want. The Middle East has a lot of oil, and not a lot of agriculture since it is difficult to grow crops. Saudi Arabia trades (exports) oil to the United States for food and machinery (global trade) ECON14: When regions and/or countries specialize, global trade occurs. 11

12 We are learning to categorize governments as monarchies, theocracies, dictatorships or democracies. We are looking for the way that power is established in each type of government. We are looking for who holds the power in each type of government. We are looking for ways that governments maintain their power. Monarchy King/Queen holds the power which they get through blood and keep until death Democracy- People hold the power which they get through voting until the next election Dictatorship The Dictator holds the power which they get through force until death/overthrown ***Theocracy Religious leaders hold the power which they get through God until death GOV10: Governments can be categorized as monarchies, theocracies, dictatorships or democracies, but categories may overlap and labels may not accurately represent how governments function. The extent of citizens liberties and responsibilities varies according to limits on governmental authority. 12

13 We are learning to compare citizens liberties and responsibilities in monarchies, theocracies, dictatorships and democracies. We are looking for similarities and differences in citizens liberties and responsibilities in various types of governments. SKIP GOV10: Governments can be categorized as monarchies, theocracies, dictatorships or democracies, but categories may overlap and labels may not accurately represent how governments function. The extent of citizens liberties and responsibilities varies according to limits on governmental authority. 13

14 SPIRAL LEARNING TARGETS These learning targets have been taught and/or assessed in previous units, but will included in the current unit as well. We are learning to arrange events in chronological order on single and multiple-tier timelines using B.C., A.D., B.C.E., and C.E. (H1) o We are looking for a timeline in which dates are arranged in chronological order. We are learning to analyze events on a timeline. (H1) o We are looking for relationships among events on a timeline so we can draw conclusions. We are learning to use maps, globes and geographic tools to gather, process and report information about people, places and environments. (GEO3) o We are looking for an understanding of the basic properties of maps, globes and diagrams to gather, process and report information about people, places and environments. We are learning to use latitude and longitude coordinates to identify absolute location. (GEO4) o We are looking for a line of latitude and a line of longitude that intersect at a specific place. We are learning to compare sets of economic data (e.g. imports, exports, natural resources) to identify relationships and draw conclusions. (ECON11) o We are looking for relationships between sets of data (e.g. available natural resources and trade patterns). We are learning to use a variety of historic and contemporary sources to obtain multiple perspectives on a topic.(gov9) o We are looking for multiple perspectives on a topic. 14