Download 7th Grade Social Studies Middle East Economics Unit Information

7th Grade Social Studies
Middle East Economics Unit Information
Milestones Domain/Weight: Economics 25%
Purpose/Goal(s):
The intent of this unit is for students to increase their knowledge and understanding of the
economies of Southwest Asia (Middle East).The economics domain builds on the K-5
economics; however, the focus shifts from the United States to how other countries answer the
basic questions of economics. The enduring understanding theme that applies throughout this
unit of study is production, distribution, and consumption. The students will understand how
every country’s economy is a blend of command and market economies and will be asked to
compare specific economies within the region being studied. Students will also learn the
importance of voluntary trade and how it benefits Southwest Asia (Middle East).
Content Map: Middle East Content Map (includes all domains)
Middle East’s Economics Teacher Notes
Prerequisites: General Economic Standards that apply to the Middle East
Unit Length: Approximately 6 days
Middle East Study Guide [all concepts] | Middle East Study Guide KEY
Click on the links below for resources by Essential Question:
EQ 6: How do the countries of Israel, Saudi Arabia, and Turkey answer basic economic
questions?
EQ 7: How do economic factors influence the Middle East?
EQ 8: How does OPEC play a role in the world oil market?
TCSS 7th SS Middle East Economics Unit
Essential Question
and Standard(s)
6. How do the countries of Israel,
Saudi Arabia, and Turkey answer
basic economic questions?
Vocabulary
Essential*
Israel
Turkey
Saudi Arabia
Standard(s):
Supplemental**
SS7E5c. [Standard Breakdown]
Compare and contrast the
economic systems in Israel,
Saudi Arabia, and Turkey.
Support Standards(s):
SS7E5a. Compare how
traditional, command, and market
economies answer the economic
questions of (1) what to produce
(2) how to produce (3) for whom
to produce
SS7E5b. Explain how most
countries have a mixed economy
located on a continuum between
pure market and pure command.
SS7E6d. Explain why
international trade requires a
system for exchanging currencies
between nations.
TCSS
*Essential Vocabulary
listed in the GPS
Standards
**Supplemental
Vocabulary listed in the
state frameworks and/or
other state document
Resources [Back to Top]
The Enduring Understanding for the lesson: Production,
Distribution & Consumption - The student will understand
that the production, distribution, and consumption of
goods/services produced by the society are affected by the
location, customs, beliefs, and laws of the society
 Middle East Economic Systems ppt
 Middle East Economic Systems Continuum Activity –
Students do this activity as an activator. They use their
previous knowledge of economic systems to read
characteristics of three countries and predict which type
of economic system is present in the country. Then, the
students predict whether the characteristics describe
Israel, Saudi Arabia, or Turkey. Discuss the activity and
the results with students.
 Middle East Economic Systems Graphic Organizer –
Either have students use their information from the
continuum activity to fill in the graphic organizer or use
the ppt slides to help students fill in the graphic organizer
 Middle East Economic Systems Summarizer

Formative assessment (on thumb drive for SS7E5c)

Chapter 19 and 20 from Carole Marsh economics review
in preparation for quiz

Oil Distribution power point

Webquest
10/14/2016
Assessment

SS7E5c. Sample
Assessment Items
2
TCSS 7th SS Middle East Economics Unit
Essential Question and Standard(s)
7. How do economic factors influence the
Middle East?
a. specialization
b. trade barriers
c. physical/human capital, natural
resources, and GDP
d. literacy rate
e. entrepreneurship
Standard(s):
SS7E6a. [Standard Breakdown]
Explain how specialization encourages trade
between countries.
SS7E6b. [Standard Breakdown]
Compare and contrast different types of trade
barriers, such as tariffs, quotas, and embargos.
SS7E7a. [Standard Breakdown]
Explain the relationship between investment in
human capital (education and training) and
gross domestic product (GDP).
SS7E7b. [Standard Breakdown]
Explain the relationship between investment in
capital (factories, machinery, and technology)
and gross domestic product (GDP).
SS7E7c. [Standard Breakdown]
Explain the role of oil in these countries’
economies.
SS7E7d. [Standard Breakdown]
Describe the role of entrepreneurship.
Vocabulary
Resources [Back to Top]
Essential*
Pure market
Quotas
Pure command
Embargos
Mixed economy
Exchange rates
Continuum
Currency
Specialization
Standard of Living
Trade barriers
Literacy Rate
Tariffs
Entrepreneurship
Investment
International trade
Natural Resource (oil)
Gross Domestic
Product (GDP)
Human capital
(education/training)
Capital (factories,
machinery, and technology)
Supplemental**
The Enduring Understanding(s) for the lesson:
Production, Distribution & Consumption - The
student will understand that the production,
distribution, and consumption of goods/services
produced by the society are affected by the
location, customs, beliefs, and laws of the society
 Economic Factors Matching Pair Cards
 Factors of Trade and Economic Growth
Activity – Let students work in groups of 2-3 to
complete the handouts
 Summarizing Strategy: Compare Iran’s
economy to that of Israel or Saudi Arabia in
terms of the presence or absence of economic
factors.
 Additional Resources
o Observatory of Economic Complexity:
Israel
o Observatory of Economic Complexity:
Saudi Arabia
o Observatory of Economic Complexity:
Turkey
o Observatory of Economic Complexity:
Iran


*Essential Vocabulary
listed in the GPS
Standards

Assessment







SS7E6a. Sample
Assessment Items
SS7E6b. Sample
Assessment Items
SS7E7a. Sample
Assessment Items
SS7E7b. Sample
Assessment Items
SS7E7c. Sample
Assessment Items
SS7E7d. Sample
Assessment Items
SS7G8e. Sample
Assessment Items
Formative Assessment for SS7E6 and
SS7E7
Enrichment Activity using choice menu for
differentiation (Chapter 19 and 20)
Power point for SS7E6 and SS7E7
**Supplemental
Vocabulary listed in the
state frameworks and/or
other state document
SS7G8e. [Standard Breakdown]
Evaluate how the literacy rate affects the
standard of living.
TCSS
10/14/2016
3
TCSS 7th SS Middle East Economics Unit
Essential Question and
Standard(s)
8. How does OPEC play a role
in the world oil market?
Vocabulary
Essential*
Organization of Petroleum
Exporting Countries (OPEC)
Standard:
Supplemental**
SS7E6c. [Standard Breakdown]
Explain the primary function of
the Organization of Petroleum
Exporting Countries (OPEC)
*Essential Vocabulary listed in
the GPS Standards
**Supplemental Vocabulary listed
in the state frameworks and/or
other state document
TCSS
Resources [Back to Top]
The Enduring Understanding(s) for the lesson:
Production, Distribution & Consumption - The
student will understand that the production, distribution,
and consumption of goods/services produced by the
society are affected by the location, customs, beliefs,
and laws of the society
 OPEC PowerPoint
 OPEC PowerPoint Notes
 OPEC Notes [students do not have to memorize the
member countries of OPEC; the teacher notes
states that students should recognize there are
countries that are not in the Middle East that are
members of OPEC]

OPEC supplementary resource video (explains how
oil was made/the importance of it/who has it/etc.)
https://www.youtube.com/watch?v=UMxTZQgespU

OPEC World View of who consumes the most oil:
https://www.youtube.com/watch?v=imp082AMNH8

Enrichment opportunity webquest
10/14/2016
Assessment

SS7E6c. Sample
Assessment Items
4
TCSS 7th SS Middle East Economics Breakdown of Standards
SS7E5: The student will analyze different economic systems.
c. Compare and contrast the economic systems in Israel, Saudi Arabia, and Turkey.
Know:
Understand:
Do:






How the countries of Israel, Saudi Arabia,
and Turkey answer the basic economic
questions (what to produce, how to
produce, and for whom to produce)
An economic continuum is used to
represent modern economic systems
The economic continuum depicts the
amount of government control of
economic activity
All of these countries have mixed
economies that are found somewhere on
the “economic continuum”
A “traditional economy” is the foundation
for every modern economy in the world
(command, mixed, market)





More government control shifts the country to the
“command” side of the continuum.
A pure (100% government) command economy
cannot exist because it is impossible for the
government to make every decision.
Less government control shifts the country to the
“market” side of the continuum.
A pure (0% government) market economy does not
exist because there is at least a minimal amount of
government regulation in every modern nation.
Changes in a nation’s economic rules, regulations, or
policies can result in a shift on the economic
continuum.
[Back to Resources]

Compare and contrast the economic
systems of Israel, Saudi Arabia, and
Turkey (DOK 2)
Identify where Israel, Saudi Arabia, and
Turkey would be located on an
economic continuum based on
characteristics from available texts
(DOK 2)
SS7E6: The student will explain how voluntary trade benefits buyers and sellers in Southwest Asia (Middle East).
a. Explain how specialization encourages trade between countries.
Know
 Specialization occurs when one nation
can produce a good or service at a lower
opportunity cost than another nation.
 Countries specialize in what they do best.
 Specialization is when a country does
something very well.
Understand:
 Specialization allows countries to produce goods or
services more efficiently.
 Specialization can increase trade between nations
 Specialization can have positive and negative effects
on an economy.
[Back to Resources]
Do:
 Identify how specialization has helped
or hindered countries in Southern and
Eastern Asia (DOK 1)
SS7E6: The student will explain how voluntary trade benefits buyers and sellers in Southwest Asia (Middle East).
b. Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargos.
Know

A tariff is a tax on imported goods
 A quota is a limit on imported goods
 An embargo cuts off trade with another
country
TCSS
Understand:

Tariffs and Quotas can increase the price of
imported goods
 Increased prices on imported goods allow domestic
producers to compete more effectively in the market.
 An embargo is used when a country has political
differences, in an effort to persuade a change in
behavior (terrorism, communism, etc.)
10/14/2016
[Back to Resources]
Do:
 Compare and contrast tariffs, quotas,
and embargos (DOK 2)
 Identify the appropriate trade barrier
based on characteristics provided in the
text (DOK 1)
5
TCSS 7th SS Middle East Economics Breakdown of Standards
SS7E7: The student will describe factors that influence economic growth and examine their presence or absence in Israel, Saudi Arabia, and Iran.
a. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP). [Back to Resources]
Know:
Understand:
Do:
 Gross Domestic Product is the total value of
 There should be a positive correlation
 Evaluate information presented in a chart or
all goods and services produced in a country
between investments in human capital and
graph to determine the relationship between
in a year.
gross domestic product.
investments in human capital and GDP
 The term “Human Capital” refers to the
 Changes in Gross Domestic Product can
(DOK 2)
education and training of the workers in a
indicate the growth or decline of a nation’s
 Explain the relationship between investment
country.
economy.
in human capital and GDP (DOK 2)
 Investing means to utilize resources with the  Israel has made great investments in human
 Infer that there is a relationship between
goal or expectation of increasing their value.
capital.
education levels and human capital in terms
 Saudi Arabia has invested in human capital.
of people’s ability to produce income (DOK 3)
 Iran has not invested in human capital.
 Evaluate the level of education and training to
see what impact it has on the GDP in the
Middle East (DOK 2)
SS7E7: The student will describe factors that influence economic growth and examine their presence or absence in Israel, Saudi Arabia, and Iran.
b. Explain the relationship between investment in capital (factories, machinery, and technology) and gross domestic product (GDP).
[Back to Resources]
Know
Understand:
Do:
 Gross Domestic Product is the total value of
 There should be a positive correlation
 Evaluate information presented in a chart or
all goods and services produced in a country
between investments in capital and gross
graph to determine the relationship between
in a year.
domestic product.
investments in capital and GDP (DOK 2)
 The term “capital” refers to the tools,
 Changes in Gross Domestic Product can
 Explain the relationship between investment
equipment, or machinery used by a country
indicate the growth or decline of a nation’s
in capital and GDP (DOK 2)
to produce goods and services.
economy.
 Evaluate the level of investment in capital to
 Investing means to utilize resources with the  Israel has made great investments.
see what impact it has on the GDP in Israel,
goal or expectation of increasing their value.  Saudi Arabia and Iran have made oil related
Saudi Arabia, and Iran (DOK 2)
capital investments.
TCSS
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TCSS 7th SS Middle East Economics Breakdown of Standards
SS7E7: The student will describe factors that influence economic growth and examine their presence or absence in Israel, Saudi Arabia, and Iran.
c. Explain the role of oil in these countries’ economies.
[Back to Resources]
Know:
Understand:
Do:
 The Middle East has a large amount of oil
 Saudi Arabia’s economy is based on the oil

Utilize charts and/or graphs to recognize the
reserves.
industry and has contributed heavily to its
impact oil has made on the economic growth
 Some countries in the Middle East have
economic growth.
of Israel, Saudi Arabia, and Iran (DOK 2)
more oil than others.
 Israel has a very small amount of oil and it
 Explain how the presence or absence of oil
 Oil is a valuable natural resource and has a
must utilize other resources for economic
impacts a country’s economy (DOK 2)
significant impact on the economy of a
growth.
nation.
 Iran has an oil based economy.
SS7E7: The student will describe factors that influence economic growth and examine their presence or absence in Israel, Saudi Arabia, and Iran.
d. Describe the role of entrepreneurship.
[Back to Resources]
Know
Understand:
Do:
 Entrepreneurs take risks to start a business.
 Governments can make it easier or harder for  Use charts and graphs to explain the impact
 Israel is moderately open to entrepreneurs
entrepreneurs to start businesses based on
of entrepreneurship on the economic
and it is relatively easy to start a business.
the number of rules, policies, and fees that
development of Israel, Saudi Arabia, and Iran
 Saudi Arabia is increasingly open to
are required.
(DOK 3)
entrepreneurship.
 Entrepreneurs start businesses that create
 Explain entrepreneurship and its importance
 Iran is not open to entrepreneurship and it is
jobs and influence economic growth.
in economic development (DOK 1)
very difficult to start a business.
 Explain if there is a lack of entrepreneurship,
how has it affected development in these
regions?
 (DOK 2)
TCSS
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TCSS 7th SS Middle East Economics Breakdown of Standards
SS7G8: The student will describe the diverse cultures of the people who live in Southwest Asia (Middle East).
e. Evaluate how the literacy rate affects the standard of living.
Know:
Understand:
Do:


Literacy rate is the ability to read and write
Standard of Living is used to indicate the
average living conditions in various nations.


There should be a positive correlation
between the literacy rate and standard of
living in a nation.
Literacy rate and the standard of living
indicate the health of a nation’s economy.


[Back to Resources]
Evaluate graphs and charts to determine
how the literacy rate affects the standard of
living and overall economic development in a
nation (DOK 2)
Evaluate the literacy rate in a country and
make predictions about the standard of living
(DOK 2)
SS7E6: The student will explain how voluntary trade benefits buyers and sellers in Southwest Asia (Middle East).
c. Explain the primary function of the Organization of Petroleum Exporting Countries (OPEC)
[Back to Resources]
Know
Understand:
Do:
 Most of the founding member countries of
 The stated purpose of OPEC is to provide
 Explain the role and function of OPEC in the
OPEC are located in the Middle East (Saudi
stability in the world oil market.
world oil market (DOK 1)
Arabia, Iran, Venezuela, Kuwait, Iraq)
 Member countries have large oil reserves.
 There are currently 12 member countries of
 Knowing the purpose or role OPEC serves in
OPEC (2015).
the world oil market is more significant than
 It was founded in 1960
memorizing the member countries.
TCSS
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8