Connecticut Technical High School System Global Studies 11/2/2010 Unit: The Middle East Goal: Students will demonstrate an understanding of the geographic, historical, economic, political and social characteristics of the Middle East through the study of culture, conflict and change in the region. Big Idea (s): The distribution of natural resources and the traditions and religions of a region can unify people as well as cause conflict and change. The three dominant religions of the Middle East region, Christianity, Judaism and Islam, influence the governments, the interactions between people and countries and cause conflicts throughout the region. Religion, lack of access to clean water and other current issues, including globalization, can impact the day-to-day lives of the citizens of a region. Demographic data is a useful tool in analyzing culture, conflict and change. Essential Question (s): What causes conflict and change in the Middle East? How does this influence the way people live in the region? How do Christianity, Judaism and Islam affect the lives of the people of the Middle East? How can you use demographic data? How can demographic data inform people’s decisions on global issues? What are some issues of global concern that challenge the Middle East region today? Learning Outcomes Students will: Literacy 1. Define and apply key vocabulary/concepts: religion, beliefs, religious, Christianity, Islam, Judaism, Koran, Bible, Allah, God, hajj, monotheistic, mosque, temple, Hebrew, Jew, Christian, Catholic, Muslim, Arab, Five Pillars, Muhammad, pope, rabbi, ethics, shrine. Paraphrase/summarize Compare/contrast Classify Categorize Discuss/explain Illustrate Demonstrate Reflect/relate Infer 9.6 Explain how the characteristics of a region (i.e. geographic, historical, economic, political and/or social) influence how people live and analyze how a region’s characteristics impact its relations with the rest of the world. Geographic Historical Economic As evidenced by written, oral and/or performance: Vocabulary journals Narrative descriptions 2-3 Column Notes (i.e. term/definition/illustrate/paraphrase/relate) Lincs/Frayer Model Visual representation (i.e concept diagram/map, graph, chart, drawing, poster, comic strip, cartoon) Discussion Oral presentation Short answer Essay Comparison chart of geographic, economic, political and social characteristics. Synthesis of different ways people live: (H) Interpretations and evaluations of oral, written, and visual texts Charts, maps and/or graphs of the region. (H) Honors. Honors students will complete a cross cycle/over trade assignment. Connecticut Technical High School System Global Studies 11/2/2010 Summary of the geographic, historical, economic, political and social characteristics. Political Social Learning Outcomes Students will: 9.7 Compare similarities and differences in the ways groups, societies and cultures meet human needs and concerns. Cultural features o Traditions o Beliefs o Values o Behaviors Living conditions of day to day life Family structure Socioeconomic levels As evidenced by written, oral and/or performance: A compare and contrast analysis of two or more Middle Eastern: Cultures Countries Economies Comparison of the lives of people in the region. All classes will complete a photo analysis using Material World and text vignette analysis using Global Eyewitness My World (Maayan, Israel; Muhammad, Israel). (H) 1 page comparison writing assignment on the Jews and Palestines (History Alive 6). 9.8 Use and analyze maps, diagrams and charts to interpret physical and human characteristics: Identify and locate the major political and physical features of the region. Identify and analyze the demographics of the region: o Population o Language o Literacy (Education) o GDP (Economy) o Ethnic Groups o Religion o Government o Life expectancy 9.9 Describe and analyze current issue in the region such as: The role and status of women in the Middle East, Israeli/Palestinian conflict, Iraq War Use and synthesize a variety of print and visual sources Make critical judgments Identify comparison and contrast. 9.10 Identify the major religions of the area, their evolution and impact on the world: Origins and basic tenets and current influences and challenges 1. Judaism Create and revise mental maps about people, places and environments. Evaluation of various pictures, maps, charts and/or graphs. Chart data to Classify and categorize Compare and contrast Evaluate Formulate descriptions (H) Regional Handbook on the Middle East (History Alive Activity 5). Persuasive essay of the issue. (H) Webquest and presentationhttp://zunal.com/webquest.php?user=25843 Compare and contrast chart Summary and evaluation (H) Honors. Honors students will complete a cross cycle/over trade assignment. Connecticut Technical High School System Global Studies 11/2/2010 2. Christianity 3. Islam Learning Outcomes Students will: 9.11 Describe and evaluate how the resources of the region affect how inhabitants live and how they have caused conflict in the region: Form questions Research multiple sources, Develop and defend an opinion Support with evidence As evidenced by written, oral and/or performance: Position paper/Debate i.e. oil, water, desertification. Webquest- http://zunal.com/webquest.php?user=25843 Resources: World Cultures: A Global Mosaic, Prentice Hall DK Global Eyewitness My World, Prentice Hall Contemporary World Cultures, Teachers’ Curriculum Institute,: Activity 1 Cultural Impressions of the Middle East Activity 2 Adapting the Geography of the Arabian p|Peninsula Activity 3 Mapping the Modern Muslim World Activity 4: Understanding Christianity, Islam and Judaism Activity 6 “Jeds & Pads” Iraq/Palestinian conflict- Short Synopsis http://www.washingtonpost.com/wp-srv/flash/world/israel/IsraelHistory.htm Activity 5: Creating a Regional Handbook on the Middle East. Building Bridges, National Geographic Education Foundation Material World, Peter Menzel Literature From Around the World, Scott Foresman Nystrom World Atlas, Nystrom Publishing Compact World Atlas, Dorling Kindersley Publishing Brief Review in Global History, Prentice Hall What’s Going On Video/DVD Series, Social Studies Services WebQuest and presentation - Turning in to Turning Points by Lisa Adeli: http://zunal.com/webquest.php?user=25843. Global Concerns Project- http://www.concernusa.org/globalproject/teachingresources http://www.concernusa.org/globalproject/student_resources.asp Choices – Iraq Unit Extension Activity: Teacher(s) Designed Formative Assessment(s) TBD District-wide Trimester Assessment(s) http://sde-cthsi/DWTA/academic.html Preteach-Activity 4: Understanding Christianity, Islam and Judaism (H) Honors. Honors students will complete a cross cycle/over trade assignment. Connecticut Technical High School System Global Studies 11/2/2010 Concepts Students need to know about: Skills Students need to be able to do: Key vocabulary and concepts: religion, beliefs, religious, Christianity, Islam, Judaism, Koran, Bible, Allah, God, hajj, monotheistic, mosque, temple, Hebrew, Jew, Christian, Catholic, Muslim, Arab, Five Pillars, Muhammad, pope, rabbi, ethics, shrine Define and apply, paraphrase/summarize, compare/contrast, classify, categorize, discuss/explain, illustrate, demonstrate, reflect/relate, infer (key vocabulary and concepts in journals, narratives, notes, visual representations, discussion, oral presentation, short answer, essay) 9.6 Interpret maps, primary sources, news articles, charts, graphs, and literature. Characteristics Geographic Historical Economic Political Social 9.7 Similarities and differences in the ways groups, societies and cultures meet human needs and concerns. Culture Quality of Life Standard of Living Cultural features o Traditions o Beliefs/Religions o Values o Behaviors Living conditions of day to day life Family structure Socioeconomic levels 9.8 Maps, diagrams and charts to interpret physical and human characteristics: The major political and physical features of the region. The demographics of the region: o Population o Language o Literacy (Education) o GDP (Economy) o Ethnic Groups o Religion o Government o Life expectancy 9.9 Issue: i.e. role and status of women in the Compare (similarities and differences in the ways groups, societies and cultures meet human needs and concerns). Describe (cultures) Analyze (photographs) Assess (standard of living) Use and analyze (maps, diagrams and charts to interpret physical and human characteristics: Identify and locate (major political and physical features of the region). Identify and analyze (demographics of the region). Analyze (role and status of women in the Middle East): (H) Honors. Honors students will complete a cross cycle/over trade assignment. Connecticut Technical High School System Global Studies 11/2/2010 Middle East: (H) Topic: Origins of the Arab/Israeli Conflict Use and synthesize a variety of print and visual sources Make critical judgments Identify comparison and contrast. 9.10 The three major religions of the area, their evolution and impact on the world: Judaism Christianity Islam 9.11 Resources affect inhabitants and conflict in the region: Oil Water use and synthesize a variety of print and visual sources Make critical judgments Identify comparison and contrast. (H) research the origins of the Arab/Israeli Conflict and develop a solution to the problem/conflict. Identify (three major religions of the area, their evolution and impact on the world) Discuss ( how the resources of the region affect how inhabitants live and how they have caused conflict in the region): Form questions Research multiple sources, Develop and defend an opinion Support with evidence (H) Honors. Honors students will complete a cross cycle/over trade assignment.