Upload
others
View
2
Download
0
Embed Size (px)
Citation preview
Document: Learning Targets and Success Criteria (Student) Unit: Middle East, Past and Present Grade: 6
Last revised: October 10, 2014
1
Name _________________________________________________________ Team/Rotation _________________________
Middle East, Past and Present Learning Targets and Success Criteria
ESSENTIAL VOCABULARY:
�
�
�
�
�
�
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.
Document: Learning Targets and Success Criteria (Student) Unit: Middle East, Past and Present Grade: 6
Last revised: October 10, 2014
2
We are learning to describe the characteristics of Mesopotamia.
ESSENTIAL VOCABULARY:
�
�
�
�
�
�
.
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.
RESOURCES TO HELP ME STUDY:
Document: Learning Targets and Success Criteria (Student) Unit: Middle East, Past and Present Grade: 6
Last revised: October 10, 2014
3
ESSENTIAL VOCABULARY:
�
�
�
�
�
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.
RESOURCES TO HELP ME STUDY:
We are learning to describe how the characteristics of Mesopotamia influenced culture in the Middle East today.
Document: Learning Targets and Success Criteria (Student) Unit: Middle East, Past and Present Grade: 6
Last revised: October 10, 2014
4
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).
RESOURCES TO HELP ME STUDY:
We are learning to identify common characteristics of places that geographers use to create regions.
ESSENTIAL VOCABULARY:
1.
2.
3.
4.
5.
EXAMPLES:
Document: Learning Targets and Success Criteria (Student) Unit: Middle East, Past and Present Grade: 6
Last revised: October 10, 2014
5
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.
RESOURCES TO HELP ME STUDY:
ESSENTIAL VOCABULARY: 1.
2.
3.
4.
5.
EXAMPLES:
We are learning to
explain how
variations among
physical
environments in the
Eastern Hemisphere
influence human
activities.
Document: Learning Targets and Success Criteria (Student) Unit: Middle East, Past and Present Grade: 6
Last revised: October 10, 2014
6
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.
RESOURCES TO HELP ME STUDY:
We are learning to explain how human
activities have altered the physical
environments of the Eastern
Hemisphere.
ESSENTIAL VOCABULARY:
1.
2.
3.
4.
Document: Learning Targets and Success Criteria (Student) Unit: Middle East, Past and Present Grade: 6
Last revised: October 10, 2014
7
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.
ESSENTIAL VOCABULARY:
1.
2.
3.
4.
5.
RESOURCES TO HELP ME STUDY:
We are learning to explain
political, environmental,
social and economic factors
that cause the movement of
people, products and ideas
in Eastern Hemisphere.
Document: Learning Targets and Success Criteria (Student) Unit: Middle East, Past and Present Grade: 6
Last revised: October 10, 2014
8
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.
ESSENTIAL VOCABULARY:
1.
2.
3.
4.
5.
RESOURCES TO HELP ME STUDY:
We are learning to describe
the lasting impact of the
movement of people,
products and ideas in the
Middle East.
Document: Learning Targets and Success Criteria (Student) Unit: Middle East, Past and Present Grade: 6
Last revised: October 10, 2014
9
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).
ESSENTIAL VOCABULARY:
1.
2.
3.
4.
5.
EXAMPLES:
RESOURCES TO HELP ME STUDY:
We are learning to
explain how tradition and
diffusion have influenced
modern cultural practices
and products in the
Eastern Hemisphere.
Document: Learning Targets and Success Criteria (Student) Unit: Middle East, Past and Present Grade: 6
Last revised: October 10, 2014
10
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).
ESSENTIAL VOCABULARY:
1.
2.
3.
4.
5.
EXAMPLES:
RESOURCES TO HELP ME STUDY:
We are learning
to explain
geographic
origins, founding
leaders, and
teachings of
Judaism, Islam,
and Christianity.
Document: Learning Targets and Success Criteria (Student) Unit: Middle East, Past and Present Grade: 6
Last revised: October 10, 2014
11
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.
ESSENTIAL VOCABULARY:
1.
2.
3.
4.
5.
RESOURCES TO HELP ME STUDY:
We are learning to explain
how specialization leads to
global trade.
Document: Learning Targets and Success Criteria (Student) Unit: Middle East, Past and Present Grade: 6
Last revised: October 10, 2014
12
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.
RESOURCES TO HELP ME STUDY:
We are learning to categorize
governments as monarchies,
theocracies, dictatorships or
democracies.
ESSENTIAL VOCABULARY:
1.
2.
3.
4.
5.
Document: Learning Targets and Success Criteria (Student) Unit: Middle East, Past and Present Grade: 6
Last revised: October 10, 2014
13
ESSENTIAL VOCABULARY:
1.
2.
3.
4.
5.
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.
RESOURCES TO HELP ME STUDY:
We are learning to compare
citizens’ liberties and
responsibilities in monarchies,
theocracies, dictatorships and
democracies.
Document: Learning Targets and Success Criteria (Student) Unit: Middle East, Past and Present Grade: 6
Last revised: October 10, 2014
14
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.