Title SW Asia and North Africa Big Idea/Enduring Understanding Physical features and environmental conditions influence migration patterns and shaped the distribution of culture groups. Humans continually depend on, adapt to, and modify their physical environment. Geography has a strong influence on economic activities. World Geography Unit10 Suggested Dates 6 weeks 4 th six weeks Guiding Questions What physical process is responisble for shaping the landscape in North Africa? How has the Nile river been the life blood of North Africa? how have indigenous ethnic groups, migrations, and climate shaped population patterns in North Africa? How have Islam and Arabic language helped define much of the culture and society of North Africa? How have physical features affected the human geography of the Eastern Mediterranean? How have Judaism, Christianity, and Islam shaped the politics and culture of the Eastern Mediterranean? What features dominate the physical geography of the Northeast? How have ancient civilizations and the discovery of oil impated the North East? On what natural resources do the economies of the North East depend? What are the major physical characteristics of the Arabian Pennisula? How have climate and history helped determine the population patterns of the Arabian Peninsula? How does Islam affect life on the Arabian Peninsula? What impact does oil have on life on the Arabian Peninsula? What are the major landforms of central Asia? What are some aspects of the cultures of the people of Central Asia? How do the people of Cnetral Asia use resources to create economies?
Readiness TEKS Supporting TEKS TEKS Process Skills 1A 2A 8B 11C 12A 16B 17A 18A 19C 7A 8C 11B 12B 15A 15B 17B,C,D 19B 21 B,C 22 D Vertical Alignment Expectations 6th Grade Social Studies TEKS 7th Grade Social Studies TEKS 8th Grade Social Studies TEKS Sample Assessment Question 1.Briefly explain how tectonic activity has shaped the North African landscape. Provide an example of a land formation that illustrates its effects.(2a) 2. Discuss how the location of North Africa makes the countries vulnerable to oil spills and what steps can be taken to prepare for such events. (12A) 3. How have political activities affected settlement and population patterns in the Eastern Mediterranean? (7B) 4. How did the environmental conditions of the marshlands in Iraq influence the migration patterns and shape the distribution of the Marsh Arabs? (1A) 5. Oil is a nonrenewable resource. How might the economies of Arabian Peninsula be different if oil were renewable? (12A) 6. Classify where Central Asian countries fall along the economic spectrum between free-enterprise and communism. (10B) The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material.
Knowledge and Skills with Student Expectations 1) History. The student understands how geography and processes of spatial exchange (diffusion) influenced events in the past and helped to shape the present. The student is expected to: **SAFETY NET STANDARD (A) analyze the effects of physical and human geographic patterns and processes on the past and describe their impact on the present, including significant physical features and environmental conditions that influenced migration patterns and shaped the distribution of culture groups today; Standard Clarifications or District Specificity/Examples Bloom s Level -Analyzing Students should be given multiple opportunities to identify patterns of migration on a world map. By posing and answering questions students can begin to analyze the cause and effect relationship between geography and migration. In this region settlements tend to develop around water; both coastal areas and great rivers. Mesopotamia- Tigris and Euphrates Rivers Egypt-Nile, And other areas such as around the Jordan river Other physical conditions that affect the shape and disruption of settlements includes the Sahara Desert (and other arid regions in this realm), the ebb and flow of the Sahel, and the Vocabulary Alluvial Wadl Phosphate Environment Change Physical Environment Resources Patterns Domesticate Hieroglyphic s Geometric Instructional Strategies Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS.
Mediterranean Sea (which fostered trade). Boundary Nationaluism Nomad Bedouin Aquifer (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: **SAFETY NET STANDARD (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; Bloom s Level : Understanding, Evaluating For this student expectation students should be examining photos, drawings or maps of a given place at two different time periods to describe human or physical changes that have occurred over time. Examples for this realm could include comparing the Tigris and Euphrates from ancient times when it was the cradle of civilization with fertile soil to the rivers they are today that are virtually dry down river from the dams. Aswan Dam which dams the Nile and produces hydro electric power The depletion of the Aral Sea Technologica l Advances Natural Resources Cultural Diffusion Rift Valley Kibbutz Moshav Agriculture Settelment Patterns Monotheism Cultural Characteristi c Mosque Stateless Nation Fertilizer Pesticide Desertification Overgrazing Earth then and Now: Fred Pearce Luxor Temple Egypt:pp 250-251, Bamiyan Valley Afghanistan pp252-253, Ataturk Dam (Euphrates River) Turkey pp 124-127, Wadi as Sirhan Saudi Arabia pp 130-131, Beirut Lebanon pp 240-241, QalQilya Palestine pp 242-243 Google Earth : Time Slider Historical Aerials
(7) Geography. The student understands the growth, distribution, movement, and characteristics of world population. The student is expected to: (A) construct and analyze population pyramids and use other data, graphics, and maps to describe the population chracteristics of different societies and to predict future population trends. Bloom s Level: Understanding Students should be presented with case studies that discuss how different societies have changed in terms of technological innovation, population density and levels of industrialization will help students understand the relationship between a group of people and how they view/use physical features. For example in this realm, technology now allows desert areas to be arable farm land. Desalinization plants take salt from water to make it useable. New living spaces were created by making Palm tree shaped islands in Dubai, UAE Pastoralism Growth Subsistence Agriculture Point of Veiw Decision- Making Religion Spatial- Distribution Natural- Boundary Culture Hearth Cuneiform Qanat Ziggurant Embargo Infrastructure Access Sovereign Nation Feeder Stream (8) Geography. The student understands how people, places, and environments are connected and Bloom s Level: Remembering Students should be given the opportunity to compare population density maps and physical feature maps to Marsh Penninsule Arid Dune Monsoon United Streaming (open in another window and log in before clicking on this link for quickest link to the video) Land of Peace and People of the Land
interdependent. The student is expected to: (B) describe the interaction between humans and the physical enviornment and analyze the consequences of extereme weather and other natural disasters such as El Nino, floods, tsunamis, and volcanoes. (C) evaluate the economic and political relationships between settlements and the environment, including sustainable development and renewable/non-renewabl e resources. describe the impact of physical features on these settlement patterns. Then students should be given the opportunity to add other maps-(political, trade routes, economic activity,) to pose and answer questions about the relationship between the physical and human geography of a region and the settlements in that region. In general students should be able to generalize that early settlements are near coastlines or rivers then as population density and technology increases settlement patterns shift to less desirable land. Simooms Shamal Technology Modify Adapt Shelkdoms Sunni Shia Ibadhism Shari ah Hajj Choke Point Products Analyze Minority Ethic Geopolitics Desalination (11) Economics. The student understands how geography influences economic activities. The student is expected to: (B)Identify the factors affecting the location of different types of economic activites, including subsitence and Bloom s Level: Evaluating Students need the opportunity to define and identify changes over time in climate, resources and infrastructure. Graphic organizers such as a T-chart could have students list the changes in each of the areas and then on the other side list the
commercial agriculture, manufacturing, and service industries. **SAFETY NET STANDARD (C) assess how changes in climate, resources, and infrastructure (technology, transportation, and communication) affect the location and patterns of economic activities. impact on economic development on the other. For example the availability of high tech drilling equipment makes drilling for oil more feasible in parts of SW Asia and North Africa. The building of cell phone towers makes communication available to more people than in the past. (12) Economics. The student understands the economic importance of, and issues related to, the location and management of resources. The student is expected to: (A) analye how the creation, distribution, and management of key natural recources affects the location and patterns of movement of products, money, and people. (B) evaluate the geographic and economic impact of Bloom s Level: Evaluating Students should have the opportunity to use examples of policies that may impact development, use, or scarcity of natural resources. This student expectation requires students to evaluate various policies- so students must have the opportunity to debate or discuss policies in order to agree or disagree with the effectiveness of the policy on the economic or geographic impact. Military- Water
policies related to the development, use, and scarcity of natural resources such as regulations of water. OPEC- Research treaties (15) Citizenship. The student understands how different points of view influence the development of public policies and decision-making processes on local, state, national, and international levels. The student is expected to: (A) identify and give examples of different points of view that influences the development of public policies and decision-making processes of local, state, national, and international levels. (B) explain how citizenship practices, public policies, and decision making may be influenced by cultural Bloom s Level: Understanding Students should be able to name specific ways cultural beliefs influence citizenship, public policy and decision making in various countries. Some examples for this should include polices against women driving in Saudi Arabia, policies requiring veiling in some Muslim countries. Students should be able to describe how cultural mores directly affect these policies. Global Issues includes Middle East and North Africa articles about Global Issues including oil, government, economy, sanctions, war, religion, and the Gaza Strip.
beliefs, including nationalism and patriotism. (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: **SAFETY NET STANDARD (B) describe elements of culture, including language, religion, beliefs, and customs, institutions, and technologies Bloom s Level: Understanding Current events may help students discuss the way that one group perceives its culture and how others have a different perception of that culture. The current debate over Palestine s bid for recognition at the U.N might be a place to start, as well as examining how the various religious groups in Jerusalem view themselves, or how the Taliban perceives itself and others. This student expectation opens the door to discuss prejudice, racism, and genocide. United Streaming (open in another window and log in before clicking on this link for quickest link to the video) Jerusalem :History of the Holy Land (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 (B) describe major world religions, including animism, Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism, and their spatial distribution; (C) compare economic, political, or social opportunities in different cultures for women, ethnic and religious minorities, and other underrepresented populations; Bloom s Level: Understanding Students should compare economic, social, and political opportunities for women, ethnic minorities and religious minorities in a variety of countries. Do women, ethnic, and religious minorities have the right to. Vote? Full citizenship rights? Own businesses? Attend university? Some examples of groups that you may want to have students research include Kurds, Palestinian
Sunni, Shiite, Christians, Baha i, (D) evaluate the experiences and contributions of diverse groups to multicultural societies 18) Culture. The student understands the ways in which cultures change and maintain continuity. The student is expected to: **SAFETY NET STANDARD (A) analyze cultural changes in specific regions cause by migration, war, trade, innovations, and diffusion (19) Science, technology, and society. The student understands the impact of technology and human modifications on the physical environment. Bloom s Level: Evaluating This student expectation could be taught through case studies of current conflict between groups such as Israel and Palestine, terrorist attacks in Israel, terrorist camps in other Middle East countries, and other current event examples. Bloom s Level: Evaluating Students need to create a list of technological innovations that impact transportation and energy and then they must evaluate the impact these
The student is expected to: (B) analyze ways technological innovations such as air conditioning and desalinization have allowed humans to adapt to places; innovations have on people s ability to modify their environment. Examples for this realm could include the Aswan High Dam, Desalinization plants, oil pipelines, air travel, and solar power. (C) examine the enviromental, economic, and social impacts of advances in technology on agriculture and natural resources Bloom s Level: Analyze Air conditioning, irrigation, and desalinization are examples of how technology allows humans to live in places that were not habitable before. United Streaming (open in another window and log in before clicking on this link for quickest link to the video) Extreme Engineering: Dubai Ski Resort (21) the student applies critical-thinking skills to organize an duse infromation acquired from a variety of valid sources, including electronic technology (B) locate places of contemporary geopolitical signifigance on a map
(C) use geographic terminology correctly (22) The student communicates in written, oral, and visual forms (D) use standard grammar, spelling, sentence structure, and punctuation RED- Readiness TEKS Blue- Supporting TEKS Green- Processing Skills **SAFETY NET STANDARD