We are learning to describe how geography ... - Solon Schools

Document: Learning Targets and Success Criteria (Student) Unit: Middle East, Past and Present Grade: 6

Last revised: October 10, 2014

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Name _________________________________________________________ Team/Rotation _________________________

Middle East, Past and Present Learning Targets and Success Criteria

ESSENTIAL VOCABULARY:

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We are looking for the reasons why rivers allowed early river civilizations to grow. People settled by the TTTTigris River and Euphrates Riverigris River and Euphrates Riverigris River and Euphrates Riverigris 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.

RESOURCES TO HELP ME STUDY:

We are learning to describe

how geography affected the

growth of Mesopotamia.



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We are learning to describe the characteristics of Mesopotamia.


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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.




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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.


We are learning to describe how the characteristics of Mesopotamia influenced culture in the Middle East today.



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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).


We are learning to identify common characteristics of places that geographers use to create regions.


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4.

5.

EXAMPLES:



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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.


ESSENTIAL VOCABULARY: 1.

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EXAMPLES:

We are learning to

explain how

variations among

physical

environments in the

Eastern Hemisphere

influence human

activities.



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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.


We are learning to explain how human

activities have altered the physical

environments of the Eastern

Hemisphere.


1.

2.

3.

4.



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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.


1.

2.

3.

4.

5.


We are learning to explain

political, environmental,

social and economic factors

that cause the movement of

people, products and ideas

in Eastern Hemisphere.



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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.


1.

2.

3.

4.

5.


We are learning to describe

the lasting impact of the

movement of people,

products and ideas in the

Middle East.



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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).


1.

2.

3.

4.

5.

EXAMPLES:


We are learning to

explain how tradition and

diffusion have influenced

modern cultural practices

and products in the

Eastern Hemisphere.



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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).


1.

2.

3.

4.

5.

EXAMPLES:


We are learning

to explain

geographic

origins, founding

leaders, and

teachings of

Judaism, Islam,

and Christianity.



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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.


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We are learning to explain

how specialization leads to

global trade.



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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.


We are learning to categorize

governments as monarchies,

theocracies, dictatorships or

democracies.


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2.

3.

4.

5.



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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.


We are learning to compare

citizens’ liberties and

responsibilities in monarchies,

theocracies, dictatorships and

democracies.



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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.

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We are learning to describe how geography ... - Solon Schools