Tonya Rawie 2014
Introduction to the Modern Middle East
Grade 6
Purpose: Many American children lack a basic understanding of the Middle East. The geography,
cultures and customs of the region are often based on inappropriate misconceptions perpetuated by
American society and media. The purpose of this unit is to clarify and outline a basic knowledge for
students to build on through their further education in a variety of subject areas. This is intended to be a
very basic unit to wrap up the sixth grade units on Mesopotamia and Ancient Egypt.
Essential Questions: Who lives in the Middle East and how do the different groups interact? What area is
defined as “Middle Eastern”? Why do conflicts arise based on perceptions of the different groups in the
Middle East?
Lesson 1 – Vocabulary (45-60 minutes)
Students must have a working vocabulary and accurate vocabulary.
Think/Pair/Share: Students should form pair groups. Each pair will be given the following list of words
with the instruction to choose 3-5 which they will discuss and define what the words mean to them.
After ten to fifteen minutes, have each pair group with a second pair to share their definitions. Bring
students back together as a class to discuss and create a working vocabulary list for the unit. Use
headlines from international news sources to facilitate the discussion. Finally, create a vocabulary or
web chart, drawing connections between related words.











Islam
Muslim
Arab
Middle East
Arabic
Jew
Christian
Monotheism
Quran
Torah
Bible
Common Core Standards:

6-8.RH.4 Determine the meaning of words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social studies.
Lesson 2 – Geography & Resources (90-120 minutes)
Tonya Rawie 2014
Mapping: Part 1 - Each student will be given a blank outline map of the Middle Eastern region.
http://er.jsc.nasa.gov/seh/mission_geography/map_index.pdf Utilizing student atlases, the students
will label the nations and surrounding bodies of water of the Middle East. Set the map for a follow up
assignment. (20-30 minutes)
Part 2 – The teacher will give a short introduction on the term “resources” distinguishing between
essential resources and economic resources for the purpose of this lesson. Have students form pair or
groups of three. Randomly assign one country to each group. Students are to spend 10-15 minutes
gathering information from their student atlas, fact sheets and almanacs, on the resources of their
country. Bring students back together as a class. Have each group present the resources of their
assigned country. The rest of the class will complete the Middle East Resources grid sheet. Once each
group has presented, students are to write similarity/differences notes in the summary notes section of
the grid page. If time allows, have students share their summary notes with one or two other students.
Common Core Standards:



6-8.RH.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with
other information in print and digital texts.
6-8.WHST.8 Gather relevant information from multiple print and digital sources, using search
terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase
the data and conclusions of others while avoiding plagiarism and following a standard format for
citation.
6-8.WHST.9 Draw evidence from informational texts to support analysis, reflection, and
research.
Oregon Social Science Standards:


6.14. Identify physical features of the Western (and Eastern) Hemisphere and explain their
effects on people and events.
6.22. Gather, interpret, document, and use information from multiple sources, distinguishing
facts from opinions and recognizing points of view.
Lesson 3 – Perspectives (90-120 minutes)
Today students will explore their perspectives of the Middle East and compare them to Middle Eastern
perspectives of the United States. Begin class with a discussion about fact and opinions. Clearlly define
the boundaries of a class discussion.
Give students 10-15 minutes to answer the following questions:
1. What do you think life is like in the Middle East?
2. How are people who live there like Americans?
3. How are they different from Americans?
Tonya Rawie 2014
As students finish, collect and review their answers. Once all students are finished, bring students
together for a discussion. Anonomously share a student answer to the first question and facilitate
discussion. Repeat for each of the other questions. Interject common perceptions from the PBS Global
Connections website.
http://www.pbs.org/wgbh/globalconnections/mideast/questions/types/index.html#arab_muslim
At the appropriate point, have students answer the initial three questions again.
Common Core Standards:

6-8.RH.8 Distinguish among fact, opinion, and reasoned judgment in a text.
Oregon Social Science Standards:


6.22. Gather, interpret, document, and use information from multiple sources, distinguishing
facts from opinions and recognizing points of view.
7.18. Investigate current issues in the Eastern Hemisphere and how they relate to other
countries, including the United States.
Unit Assessment: Students should prepare a mini-portfolio of their work consisting of the following
assignments. (30 minutes)






Vocabulary Web Chart
Map
Middle East Resources Grid
Perspective pre-lesson answers
Perspective post-lesson answers
Self assessment. Have students write no more than one page about something they learned
during this unit.