Weeks
GPS/CCGPS
Unit Lesson Plans
Grade/Subject 7th/Social
Studies
5
Unit #
1
Note: During this unit, the teacher will introduce all of the themes (enduring
understandings) for the year paying specific attention to those that support
the standards below.
SS7G5 The student will locate selected features in Southwestern Asia (Middle
East).
a. Locate on a world and regional political physical
map: Euphrates River, Jordan River,
Tigris River, Suez Canal, Persian Gulf, Strait of Hormuz, Arabian Sea, Red Sea, and
Gaza Strip.
b. Locate on a world and regional political physical
map the nations of Afghanistan, Iran, Iraq, Israel,
Saudi Arabia and Turkey.
SS7G6 The student will discuss environmental issues across Southwest Asia
(Middle East).
a. Explain how water pollution and the unequal distribution of water impacts
irrigation and drinking water.
SS7G7 The student will explain the impact of location, climate, physical
characteristics, distribution of natural resources and population distribution
on Southwest Asia (Middle East).
a. Explain how the distribution of oil has affected the development of Southwest Asia
(Middle East).
b. Describe how the deserts and rivers of Southwest Asia (Middle East) have
affected the population in terms of where people live, the type of work they do, and
how they travel.
SS7G8 The student will describe the diverse cultures of the people who live in
Southwest Asia (Middle East).
a. Explain the differences between an ethnic group and a religious group.
b. Explain the diversity of religions within the Arabs, Persians, and Kurds.
c. Compare and contrast the prominent religions in Southwest Asia (Middle East):
Judaism, Islam, and
Christianity.
d. Explain the reason for the division between Sunni and Shia Muslims.
e. Evaluate how the literacy rate affects the standard of living.
Culture
The culture of a society is the product of the religion, beliefs, customs,
traditions, and government of that society.
Enduring
Understanding
& Essential
Question(s)
Culture:

What is the difference between an ethnic group and a religious group?
(CLI2,CLI7)
 How are the religions of the Arabs, Persians, and Kurds diverse? (CLI7)

What are the similarities and differences between Judaism, Islam, and
 Christianity? (CLI2, CLI7)

What is the reason for the division between Sunni and Shia Muslims?
 (CLI2, CLI7)

How does literacy rate affect the standard of living? (CLI2)
Location
 Location affects a society’s economy, culture, and development.
 Human Environmental Interaction: Humans, their society, and the
environment affect each other.
Location
 Where are the Euphrates River, Jordan River, Tigris River, Suez Canal,
Persian Gulf, Strait of Hormuz, Arabian Sea, Red Sea, and Gaza Strip?
(CLI2)
 Where are Afghanistan, Iran, Iraq, Israel, Saudi Arabia, and Turkey? (CLI2)
 How does the distribution of oil affect the development of Southwest Asia
(Middle East)? (CLI2,CLI3, CLI5)
 How do the deserts and rivers of Southwest Asia (Middle East) affect the
population in terms of where people live, the type of work they do, and how
they travel? (CLI2,CLI3, CLI5)
Human Environmental Interaction:
Humans, their society, and the environment affect each other.
Human Environmental Interaction:
 How do water pollution and the unequal distribution of water impact
irrigation and drinking water in Southwest Asia? (CLI2,CLI3, CLI5)
 How has the distribution of oil affected the development of Southwest Asia
(Middle East)? (CLI2,CLI3, CLI5)
 How do the deserts and rivers of Southwest Asia (Middle East) affect the
population in terms of where people live, the type of work they do, and how
they travel? (CLI2,CLI3, CLI5)
A. Geographical features of Southwest Asia (Middle East)
Content
What should
B. Environmental Issues in Southwest Asia (Middle East).
students know at
the end of the
C. Distribution of Natural Resources and Population Distribution
unit?
Skills
What should
students be able
to do at the end
of the unit?
D. The diverse cultures of Southwest Asia (Middle East).
A1. Analyzing physical, political, and distribution maps identifying major features
of the region. Euphrates River, Jordan River, Tigris River, Suez Canal, Persian Gulf,
Strait of Hormuz, Arabian Sea, Red Sea, and Gaza Strip Afghanistan, Iran, Iraq,
Israel, Saudi Arabia, and Turkey
B1. Explain how water pollution and the unequal distribution of water impact
irrigation and drinking water in Southwest Asia
B2. Analyze a solution to unequal water distribution and discuss the pros and cons
of the solution.
C1. Compare and contrast the water and oil resources, economic status, and
literacy rate within the countries of Afghanistan, Saudi Arabia, Israel, Iraq, Iran, and
Turkey.
C2.Describe how the deserts and rivers of Southwest Asia (Middle East) have
affected the population.
D1Explain the difference between an ethnic group and a religious group
D2Explain the similarities and differences between the religions of the Arabs,
Persians, and Kurds
D3 Explain the similarities and differences between Judaism, Islam, and Christianity
D4 Explain the reason for the division between Sunni and Shia Muslims.
D5. Analyze how literacy rate affects the standard of living.
Instructional
Activities
What activities
will I use to
teach the
standards?
Time Frame and Duration:
Opening: -Activate students’ prior knowledge through: Introduction of new
concepts and/or REVIEW of previously taught concepts.
Work Period:
o
FIG
o
Reflection
o
Article Analysis
o
Outlining
o
Centers/Stations
o
Discussion
o
CRCT Practice
o
o
Student Choice
Activity
Graphic Organizer
o
o
Small Group Work
Notes
o
o
PPT/ Cloze Activity
Directed/Guided
Reading (Question)
o
Think, Pair, Share
o
Student Collaboration
o
Review Game
o
o
Country/Landforms Identification
(MAPS)
Peer
Conference/Critique
o
Student Led
Activity/Lesson
o
Direct Instruction
o
Higher Level
Questioning
o
Video Clips/Documentary
o
Independent Research/Discovery
o
Pre-Test
Closing: -Summarize days’ lesson. Check for understanding through
questioning
Differentiated Instruction:
 Read Aloud
 Small Group
 Chunking the Text
 Marking the Text
 Assignment Choice
 Project Based Learning
 Peer Support
 One on One instruction
 Assistive Technology
 Provide wait time when asking questions
 Graphic organizers, outlines, study guides, labeling of pictures, adapted text,
and highlighted text.
 Technology Integration (Smartboard, computers, Ipads, etc…)
Modifications/Accommodations
 ESOL:

SWD:
IB Area of Interaction Focus
 Approaches to learning
 Community and Service
 Human Ingenuity
 Environments
 Health and Social Education
Assessments
How will I know
students are
learning?
Resources
What tools will I
use to help
students learn &
implement my
lessons?
Teacher Observation
Project
Guided Practice
Homework
Textbook
Web sites/Technology
Informational Text
Reference Materials
Assessment
Outcomes
Content Assessment via CRCT. Teachers should review and utilize state
provided resources.
Test/Quiz
Ind. Practice
Group Work
Ed. Games
Discussion (Q/A)
Student Choice Activity
Journals
Reflection