Download Unit 10 Southwest Asia and North Africa

World Geography
Unit10
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.
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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?
TEKS
Readiness TEKS
1A
2A
8B
11C
12A
16B
17A
18A
19C
Supporting TEKS
7A
8C
11B
12B
15A
15B
17B,C,D
19B
Process Skills
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.
CISD 2016 Edited 11/29/16
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;
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Standard Clarifications or
District Specificity/Examples
Vocabulary
Bloom’s Level -Analyzing
Alluvial
Wadl
Phosphate
Environment
Change
Physical
Environment
Resources
Patterns
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
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).
(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;
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Boundary
Nationaluism
Nomad
Bedouin
Aquifer
Bloom’s Level : Understanding,
Technologica
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
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
DecisionMaking
Religion
SpatialDistribution
NaturalBoundary
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
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Bloom’s Level: Remembering
Marsh
Students should be given the
opportunity to compare
population density maps and
physical feature maps to
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.
(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
CISD 2016 Edited 11/29/16
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.
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
Simooms
Shamal
Technology
Modify
Adapt
Shelkdoms
Sunni
Shia
Ibadhism
Shari’ah
Hajj
Choke Point
Products
Analyze
Minority
Ethic
Geopolitics
Desalination
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.
(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
CISD 2016 Edited 11/29/16
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.
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-
(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:
Bloom’s Level: Understanding
(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
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Research treaties
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
(17) Culture. The student
understands the distribution,
patterns, and characteristics
of different cultures. The
student is expected to:
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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
(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
CISD 2016 Edited 11/29/16
●
●
●
●
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.
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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;
(C) examine the
enviromental, economic,
and social impacts of
advances in technology
on agriculture and
natural resources
(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
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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.
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
(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
CISD 2016 Edited 11/29/16