Unit Number and Title: Unit 5-Southwest Asia/North Africa (Egypt, Libya, Iraq, Afghanistan, Israel, Saudi Arabia, Iran) Curriculum Concepts: Religious conflict Oil Water Enduring Understandings (Big Ideas): Time Frame: 4 weeks Essential Questions: The distribution and consumption of resources both affect and are affected by the location, customs, beliefs, and laws of the society. How has the physical geography of Southwest Asia affected its use of resources? The beliefs and ideals of a society influence the social, political, and economic decisions of that society. The student will know: How human processes shape cultural patterns and characteristics How can differing points of view affect relationships between and within societies? The student will be able to: Analyze places in terms of political, economic, social and cultural elements. How gross domestic product per capita, life expectancy, literacy, and infant mortality affect the standard of living in the region Describe and measure levels of development using various indicators such as gross domestic product per capita, life expectancy, literacy and infant mortality The relationships between past, present and current conditions in the region Evaluate the relationships between past events and current conditions in the region, including physical and human features How humans depend on, adapt to, and modify the physical environment Compare ways that humans depend on, adapt to, and modify the physical environment, including irrigation projects, Unit 5: Southwest Asia/North Africa 2014-15 Page 1 of 7
desalinization, building of dams, and drilling The different formations of boundaries and political divisions in Southwest Asia Explain the development of the boundaries and political divisions in Southwest Asia using political maps Explain the significance of migration, war, trade, innovation and diffusion of the region How various groups perceive their own culture as well as other cultures, both positive and negative Identify and explain different cultures positive and negative perceptions of their own culture as well as other cultures The major languages, religions, land uses and customs of the region Describe the major languages, religions, land uses and customs of Southwest Asia such as Islam, Judaism and Christianity The conflicts between various groups such as modern genocides and terrorism Identify and explain examples of conflict between and among Jews, Sunni, Shi ite, Kurds and the Taliban How different technological innovations have helped humans adapt to various environments Give examples of and describe technological advances in this region such as air conditioning and desalinization The opportunities that exist for women, ethnic and religious minorities in the region Student Understanding (student friendly TEKS) Unit 5: Southwest Asia/North Africa 2014-15 Page 2 of 7 Compare and contrast the opportunities that exist for women, ethnic and religious minorities in Southwest Asia and the United States 2A I can describe the human and physical characteristics of Southwest Asia/North Africa during different periods in history. 2B I can explain how changes in societies have led to physical features being used in different ways. 5A I can analyze places in terms of political, economic, social and cultural elements. 5B I can determine the level of development and standard of living of Afghanistan, Iran, Iraq, Turkey, and Israel by interpreting political economic, social and demographic indicators. 8A I can compare human interactions with the physical environment.
14A I can analyze current events that lead to the formation of political divisions. 16C I can explain the ways different groups of people look at themselves and others. 17A I can describe and compare patterns of culture that make regions unique. 17C I can compare opportunities for underrepresented populations. 18A I can analyze cultural changes caused by migration, war, trade, innovations, and diffusion. 18B I can evaluate conflicts between groups of people by identifying causes, effects, and perceptions. 19A I can evaluate the importance of innovations in transportation and energy technology and how they have changed the physical environment. 19B I can analyze different ways technology has allowed people to adapt. 21A I can analyze and evaluate primary and secondary sources, aerial photographs, and maps. 21B I can locate places of significance on a map. 21C I can create and interpret different types of maps. 22A I can design maps, diagrams, tables, and graphs to communicate geographic information. 22B I can create summaries, generalizations, and thesis statements supported by evidence. 22C I can use geographic terminology correctly. 22D I can use proper English form when writing. 23B I can identify modern issues and answer real-world problems by using case studies and GIS. 23C-- I can use problem-solving and decision-making skills. TEKS Student Expectations and Knowledge and Skills Statement (2) History. The student understands how people, places, and environments have changed over time and the effects of these changes. The student is expected to: (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. (5) Geography. The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. The student is expected to: (A) analyze how the character of a place is related to its political, economic, social, and cultural elements (B) interpret political, economic, social, and demographic indicators (gross domestic product per capita, life expectancy, literacy, and infant mortality) to determine the level of development and standard of living in nations using the terms Human Development Index, less developed, newly industrialized, and more developed. (8) Geography. The student understands how people, places, and environments are connected and interdependent. The student is expected to: Unit 5: Southwest Asia/North Africa 2014-15 Page 3 of 7
(A) compare ways that humans depend on, adapt to, and modify the physical environment, including influences of culture and technology. (14) Government. The student understands the processes that influence political divisions, relationships, and policies. The student is expected to: (A) analyze current events to infer the physical and human processes that lead to the formation of boundaries and other political divisions (16) Culture. The student understands how the components of culture affect the way people live and shape the characteristics of regions. The student is expected to: (C) explain ways various groups of people perceive the characteristics of their own and other cultures, places, and regions differently (17) Culture. The student understands the distribution, patterns, and characteristics of different cultures. The student is expected to: (A) describe and compare patterns of culture such as language, religion, land use, education, and customs that make specific regions of the world distinctive; (C) compare economic, political, or social opportunities in different cultures for women, ethnic and religious minorities, and other underrepresented populations (18) Culture. The student understands the ways in which cultures change and maintain continuity. The student is expected to: (A) analyze cultural changes in specific regions caused by migration, war, trade, innovations, and diffusion; (B) assess causes, effects, and perceptions of conflicts between groups of people, including modern genocides and terrorism; (19) Science, technology, and society. The student understands the impact of technology and human modifications on the physical environment. The student is expected to: (A) evaluate the significance of major technological innovations in the areas of transportation and energy that have been used to modify the physical environment; (B) analyze ways technological innovations such as air conditioning and desalinization have allowed humans to adapt to places; and (21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (A) analyze and evaluate the validity and utility of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and maps; (B) locate places of contemporary geopolitical significance on a map; and (C) create and interpret different types of maps to answer geographic questions, infer relationships, and analyze change. (22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) design and draw appropriate graphics such as maps, diagrams, tables, and graphs to communicate geographic features, distributions, and relationships; (B) generate summaries, generalizations, and thesis statements supported by evidence; (C) use geographic terminology correctly; (D) use standard grammar, spelling, sentence structure, and punctuation (23) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: Unit 5: Southwest Asia/North Africa 2014-15 Page 4 of 7
(B) use case studies and GIS to identify contemporary challenges and to answer real-world questions (C) use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. Targeted College Readiness Standards: I.A,6 II.B,6 III.A,2 IV.A,3 V.A,1 Targeted ELPs: 1F 2F 3J 4H 5F Academic Vocabulary: Scarcity Innovation Theocracy Language of Instruction: Physical Geography (Location and Influence) Mountain Ranges (Caucasus, Elburz, Hindu Kush) River Systems (Euphrates, Tigris, Nile ) Seas (Dead, Red) Peninsulas (Sinai) Choke Point (Strait of Hormuz) Israel Jerusalem West Bank Golan Heights Gaza Mecca Human Geography (Application) Unit 5: Southwest Asia/North Africa 2014-15 Page 5 of 7 Secular OPEC Mosque Shi ism Islam Imam Christianity Judaism Palestinian Fundamentalism Terrorism PLO Hamas
Instruction Instructional Resources: Oasis Suez Canal Aswan High Dam Wadis Silt Erg Mesopotamia Persian Gulf Geography Alive! Regions and People, Teachers Curriculum Institute - Chapter 20 p. 299-209 - Chapter 24 p.357-367 Mastering the TEKS in, Jarrett, Zimmer, Killoran - p. 72, 127-129, 135, 147-150, 177, 211, 211-220, 232, 244-245, 265-267, 292-296, McDougal Littell - Chapter 1 p. 75-77 - Chapter 8 p. 172-175 - Chapter 19 p. 438-441 - Unit 7 Preview p. 477 - Chapter 21 p. 486-501 - Chapter 22 p. 502-523 Quran Desalinization Sharia law Five Pillars of Islam Synagogue Nomads Sunni Bedouins Mandates Zionism Ayatollahs Holocaust Kurds Flood Renewable/nonrenewable resources Taliban Unit 5: Southwest Asia/North Africa 2014-15 Page 6 of 7
- Chapter 23 p. 524-537 - Appendix: US 2-15 Maps 101: http://www.maps101.com Username and password required Introducing the Middle East (See O drive) Understanding the Middle East through Geography and Demography Outreach World North Africa/SW Asia Lessons Prospects for Peace in Israeli-Palestinian Conflict PBS NewsHour Discovery Education/United Streaming: Religions of the World: Islam Religions of the World: Christianity Religions of the World: Judaism Respecting Beliefs: Muslims, Christians, Jews and Others Technology: Exemplar Lessons: Assessment Student self-assessment & reflection: Career Connections/Real Life Application: Suggested ways to make content relevant Research Based Instructional Strategies: Sketch Mapping OPTIC Cornell Note-taking SOAPS Vocabulary Strategies Mapshots Acceptable evidence or artifacts: Unit 5: Southwest Asia/North Africa 2014-15 Page 7 of 7