north africa and southwest asia - mcdougal · pdf file... north africa and southwest asia: ......

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North Africa and Southwest Asia

Section 1 (pages 273–277)5 Daily Lesson PlansDaily Lesson Plans5

North Africa and Southwest Asia

Unit Atlas; Data File (pages 406–415)

101

ATLAS OBJECTIVES

1. Locate physical features of North Africa and Southwest Asia

2. Analyze the precipitation of North Africa andSouthwest Asia and compare the landmass andpopulation of this region with the United States

3. Identify the political features of North Africa and Southwest Asia

4. Identify the religions and ethnic groups of North Africa and Southwest Asia

5. Compare data on the countries of North Africa and Southwest Asia

DATA FILE OBJECTIVE

Examine and compare data on North Africa and Southwest Asia

Introduce the Unit

__ Before You Read ■■ TE, p. 406

__ Interpreting the Photograph: Mosque ■■ PE, pp. 406–407■■ TE, p. 407

__ Unit Activities: Make a Presentation; Conduct ■■ TE, p. 406an Interview

Focus & Motivate

__ Introduce the geography of North Africa ■■ TE, p. 408and Southwest Asia

Instruct

__ Discuss key questions ■■ TE, pp. 408–412

__ Maps: North Africa and Southwest Asia: Physical ■■ PE, pp. 408, 410and Political

__ Map: North Africa and Southwest Asia: Precipitation ■■ PE, p. 409

__ Infographic: North Africa and Southwest Asia- ■■ PE, p. 409United States Landmass and Population

__ Country Profiles: Sudan, Saudi Arabia ■■ TE, pp. 409, 411

__ Map: Religions of North Africa and Southwest Asia ■■ PE, p. 411

RESOURCES

Arkansas PlannerArkansas Social Studies Standards

TCC: 1.3

PPE: 1.6, 2.6, 2.7

SSPS: 2.2, 2.3

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UNIT 5102

Lesson Plan for North Africa and Southwest Asia continued

Instruct continued

__ Map: Ethnic Groups of North Africa ■■ PE, p. 411and Southwest Asia

__ More About: The Nile River, The Sahara, The Kurds, ■■ TE, pp. 409–411, 413–415Berbers, The Arabian Nights, Bahrain

__ Cooperative Learning: Graphing Data ■■ TE, p. 412

Interdisciplinary Links

__ Popular Culture ■■ TE, p. 410

__ Literature ■■ TE, p. 414

Differentiating Instruction

__ Gifted and Talented Students ■■ TE, p. 413

__ Multiple Learning Styles: Logical/Mathematical ■■ TE, p. 415

Block Scheduling Options

__ Interdisciplinary Link: Math ■■ TE, p. 408

Homework Assignments Other Teaching Materials

RESOURCES

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North Africa and Southwest Asia: Place and Times


Physical Geography

Section 1 (pages 416–422)

103

FOCUS ON GEOGRAPHY OBJECTIVES• To help students understand the relationship

between climate and natural resources• To show students how human actions can

affect the environment

SECTION 1 OBJECTIVES

1. To describe how the Nile, the Tigris, and theEuphrates rivers have influenced life in the region

2. To explain how rivers and seas have shaped the region’s economy and resources

Introduce the Chapter

__ Interpreting the Photograph: Sahara Desert ■■ PE, pp. 416–417

__ Critical Thinking Activity: Hypothesizing ■■ TE, p. 416

__ Focus on Geography ■■ PE, p. 417

__ Making Geographic Connections ■■ TE, p. 417

__ Reading Social Studies: Reading Strategy— ■■ PE, p. 418Making Generalizations

Focus & Motivate

__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 419and Terms & Names

__ Warm-Up: Drawing Conclusions ■■ TE, p. 419

Instruct

__ Read the section ■■ PE, pp. 419–422■■ Unit 5 In-Depth Resources: Guided Reading, p. 3

__ Discuss key questions ■■ TE, pp. 419, 421

__ The World’s Heritage: The Plow ■■ PE, p. 420

__ Strange but True: The Dead Sea ■■ PE, p. 421

__ Maps: Turkey—Vegetation and Climate ■■ PE, p. 422

__ Critical Thinking Activity: Clarifying ■■ TE, p. 420

__ Critical Thinking Activity: Drawing Conclusions ■■ TE, p. 421


__ Science ■■ TE, p. 420

RESOURCES


TCC: 1.1, 1.3, 2.1, 2.4

PPE: 1.1, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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UNIT 5 CHAPTER 15104

Lesson Plan for Physical Geography continued


__ Less Proficient Readers ■■ Reading Study Guide, pp. 126–127

__ Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 123, 130■■ Spanish Reading Study Guide, pp. 126–127

__ Multiple Learning Styles: Visual ■■ TE, p. 421

Integrate Technology

__ Electronic Teacher Tools

__ Test Generator ■■ Section 1 Quiz

__ The World’s Music CD ■■ Track 12: “Bledi”;Track 15: “Qadduka ‘I Mayyaas”

__ Using the Internet ■■ classzone.com

Assess & Reteach

__ Section 1 Assessment ■■ PE, p. 422

__ Section 1 Quiz ■■ Formal Assessment, p. 220

__ Reteaching Activity ■■ TE, p. 422■■ Unit 5 In-Depth Resources, p. 12


__ Multiple Learning Styles: Visual ■■ TE, p. 421


RESOURCES

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Ancient Mesopotamia and the Fertile Crescent


105


1. To describe the physical surroundings, government,and struggles of Mesopotamian city-states

2. To explain the class system in Mesopotamia3. To describe the role of scribes

Focus & Motivate

__ Disfcuss Main Idea, Why It Matters Now, ■■ PE, p. 423and Terms & Names

__ Warm-Up: Evaluating Decisions ■■ TE, p. 423

Instruct


__ Discuss key questions ■■ TE, pp. 423, 425, 426

__ Map: The Fertile Crescent ■■ PE, p. 424

__ Illustration: People in Mesopotamia ■■ PE, p. 425

__ Spotlight on Culture: The Development of Cuneiform ■■ PE, p. 426

__ Critical Thinking Activity: Making Inferences ■■ TE, p. 424

__ More About: The Sumerians, The Epic of Gilgamesh ■■ TE, pp. 424, 427

__ Critical Thinking Activity: Finding Causes ■■ TE, p. 425

__ Skillbuilder: Comparing Climate and ■■ Unit 5 In-Depth Resources: Skillbuilder Practice, p. 10Vegetation Maps


__ Language Arts ■■ TE, p. 425


__ Less Proficient Readers: Identifying Details ■■ TE, p. 424■■ Reading Study Guide, pp. 128–129

__ Students Acquiring English/ESL ■■ TE, p. 426■■ Access for Students Acquiring English, pp. 124, 131■■ Spanish Reading Study Guide, pp. 128–129

RESOURCES


TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.4

PPE: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.8, 2.3,2.4, 2.5, 2.6, 2.7

PAG: 1.4, 1.9, 2.6

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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Lesson Plan for Ancient Mesopotamia and the Fertile Crescent continued






Assess & Reteach





__ Career Connections: Botanist ■■ TE, p. 428


RESOURCES

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Ancient Egypt


107


1. To explain the importance of the Nile River to ancient Egypt

2. To identify how and why pyramids were built3. To describe the importance of religion in

ancient Egypt

Focus & Motivate


__ Warm-Up: Making Inferences ■■ TE, p. 429

Instruct



__ Infographic: Tutankhamen’s Tomb ■■ PE, p. 431

__ Citizenship in Action: Recording the Past ■■ PE, p. 431

__ Biography: Hatshepsut ■■ PE, p. 432

__ Critical Thinking Activity: Identifying Problems ■■ TE, p. 430

__ More About: Papyrus, The Rosetta Stone, Mummies ■■ TE, pp. 430, 432, 433

__ Technology: 6500 B.C. The Potter’s Wheel ■■ PE, pp. 434–435


__ Art ■■ TE, p. 430



__ Gifted and Talented Students: Discovering ■■ TE, p. 431King Tut’s Tomb


__ Multiple Learning Styles: Spatial ■■ TE, p. 432

RESOURCES


TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4

PPE: 1.1, 1.6, 1.7, 2.3, 2.4, 2.5, 2.6, 2.7

PAG: 1.1, 1.2, 1.3, 1.6, 1.7, 1.8, 2.1, 2.3, 2.6

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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Lesson Plan for Ancient Egypt continued






Assess & Reteach





__ Interdisciplinary Link: Art ■■ TE, p. 430


RESOURCES

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Birthplace of Three Religions


109


1. To describe the origins of Judaism and how the religion changed over time

2. To describe Jesus’ early life and teachings and the beginnings of Christianity

3. To describe how the divine revelations ofMuhammad were collected in the Qur’an

Focus & Motivate


__ Warm-Up: Recognizing Important Details ■■ TE, p. 435

Instruct



__ Dateline: Jerusalem ■■ PE, p. 435

__ Focus on Visuals: Interpreting the Painting: ■■ TE, p. 437The Last Supper

__ Critical Thinking Activity: Clarifying ■■ TE, p. 436

__ More About: The Wailing Wall ■■ TE, p. 436



__ Gifted and Talented Students ■■ TE, p. 436







RESOURCES


TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4

PPE: 1.1, 1.6, 2.3, 2.4, 2.5, 2.6, 2.7

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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Lesson Plan for Birthplace of Three Religions continued

Assess & Reteach





__ Skillbuilder Mini-Lesson: Making an Outline ■■ TE, p. 437


RESOURCES

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Muslim Empires


111


1. To identify the Five Pillars of Islam and describe the spread of the religion

2. To describe the rise and strength of the Ottoman Empire

3. To explain the decline of the Ottoman Empire

Focus & Motivate



Instruct


__ Discuss key questions ■■ TE, pp. 17, 18, 20, 21

__ Dateline: Mecca ■■ PE, p. 440

__ Infographic: The Five Pillars of Islam ■■ PE, p. 441

__ Critical Thinking Activity: Recognizing ■■ TE, p. 441Important Details

__ More About: Islam’s Contribution to Learning, ■■ TE, pp. 441–443Suleiman the Magnificent, Istanbul


__ Math ■■ TE, p. 442


__ Less Proficient Readers: Summarizing ■■ TE, p. 441■■ Reading Study Guide, pp. 134–135


RESOURCES


TCC: 1.1, 1.2, 1.4, 2.1, 2.4

PPE: 1.1, 1.6, 2.3, 2.4, 2.5,

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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Lesson Plan for Muslim Empires continued



__ Test Generator ■■ Section 5 Quiz■■ Chapter Tests



Assess & Reteach




__ Chapter 15 Assessment ■■ PE, pp. 444–445

__ Chapter Test, Forms A, B, and C ■■ Formal Assessment, pp. 225–236


__ Interdisciplinary Link: Math ■■ TE, p. 442


RESOURCES

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North Africa and Southwest Asia Today


A Troubled Century


113

FOCUS ON GEOGRAPHY OBJECTIVES• To identify the relationships among geography,

politics, and economics• To explain the bargaining strength afforded

by the presence of natural resources


1. To identify European control and subsequentindependence in the region

2. To describe the political conflict over Palestine3. To describe the conflicts caused by religious and

ethnic differences between peoples in the region4. To explain the causes and effects of the

Iran-Iraq War and the Persian Gulf War

Introduce the Chapter

__ Interpreting the Photograph: The Bazaar ■■ PE, pp. 446–447

__ Critical Thinking Activity: Hypothesizing ■■ TE, p. 446

__ Focus on Geography ■■ PE, p. 447

__ Making Geographic Connections ■■ TE, p. 447

__ Reading Social Studies: Reading Strategy— ■■ PE, p. 448Identifying Problems and Solutions

Focus & Motivate



Instruct



__ Chart: Independence Days in Southwest Asia ■■ PE, p. 450and North Africa

__ Maps: Changing Boundaries in Palestine; ■■ PE, p. 451The Arab-Israeli Wars

__ Focus on Visuals: Interpreting the Sign ■■ TE, p. 452

RESOURCES


TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4

PPE: 1.1, 1.6, 2.3, 2.4, 2.5, 2.6, 2.7

PDC: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8

PAG: 2.4

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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Lesson Plan for A Troubled Century continued

Instruct continued

__ Focus on Visuals: Interpreting the Photograph ■■ TE, p. 453

__ More About: Kurdish Culture ■■ TE, p. 452

__ Skillbuilder: Reading a Historical Map ■■ PE, p. 454■■ Unit 5 In-Depth Resources: Skillbuilder Practice, p. 24


__ Geography ■■ TE, p. 452


__ Less Proficient Readers: Sequencing ■■ TE, p. 451■■ Reading Study Guide, pp. 138–139


__ Multiple Learning Styles: Visual/Interpersonal ■■ TE, p. 450






Assess & Reteach





__ Interdisciplinary Link: Geography ■■ TE, p. 452

__ Career Connection: War Historian ■■ TE, p. 454


RESOURCES

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Resources and Religion


115


1. To describe the relationship between oil and politics2. To explain the role of religion in the region3. To identify fundamentalist and western influences

and the varying roles of women in Islamic countries4. To describe the status of nomadic cultures

Focus & Motivate


__ Warm-Up: Hypothesizing ■■ TE, p. 455

Instruct


__ Discuss key questions ■■ TE, pp. 455, 457–459

__ Focus on Visuals: Interpreting the Photographs ■■ TE, p. 456

__ Map: Products of Southwest Asia and ■■ PE, p. 456North Africa, 2000

__ Focus on Visuals: Interpreting the Photograph ■■ PE, p. 457

__ Spotlight on Culture: Persian Carpets ■■ PE, p. 458

__ Critical Thinking Activity: Drawing Conclusions ■■ TE, p. 456

__ More About: Ramadan, Chadors ■■ TE, pp. 457, 459

__ Interdisciplinary Challenge: Explain the Pyramids of ■■ TE, p. 460–461Ancient Egypt


__ Economics/Math ■■ TE, p. 456



__ Gifted and Talented Students: Research ■■ TE, p. 458


RESOURCES


TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.4

PPE: 1.2, 1.3, 1.5, 1.6, 1.8, 2.5, 2.6, 2.7

PAG: 1.4, 1.9, 2.4

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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Lesson Plan for Resources and Religion continued






Assess & Reteach





__ Interdisciplinary Link: Economics/Math ■■ TE, p. 456


RESOURCES

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Egypt Today


117


1. To trace foreign control, government changes, and major events in modern Egypt’s history

2. To describe the land and people in Egypt3. To describe Cairo, Egypt’s capital city

Focus & Motivate



Instruct



__ Map: The Nile River and the Aswan High Dam, 2001 ■■ PE, p. 463

__ Biography: Anwar Sadat ■■ PE, p. 464

__ Maps: Population Distribution in Egypt; Vegetation ■■ PE, p. 465in Egypt

__ The World’s Heritage: The Pyramids and the ■■ PE, p. 466Great Sphinx

__ Critical Thinking Activity: Synthesizing ■■ TE, p. 467

__ More About: Gamal Abdel Nasser, The Muslim ■■ TE, pp. 463–465Brotherhood, Village Life

__ Literature Connections: “Thread by Thread” ■■ PE, pp. 468–469by Bracha Serri


__ Government/History ■■ TE, p. 464

__ Language Arts ■■ TE, p. 466

RESOURCES


TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4

PPE: 1.6, 2.5, 2.6, 2.7

PAG: 2.4, 2.6

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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Lesson Plan for Egypt Today continued



__ Students Acquiring English/ESL: Vocabulary ■■ TE, p. 465■■ Access for Students Acquiring English, pp. 137, 144■■ Spanish Reading Study Guide, pp. 142–143






Assess & Reteach





__ Interdisciplinary Link: Government/History ■■ TE, p. 464

__ Skillbuilder Mini-Lesson: Comparing Climate ■■ TE, p. 463and Vegetation Maps


RESOURCES

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Israel Today


119


1. To identify Zionism as the movement for a Jewish homeland in Palestine

2. To describe the status of Palestinian Arabs and women in Israel

3. To explain the Law of Return4. To describe the practice of Judaism in

modern Israel

Focus & Motivate



Instruct



__ Dateline: Tel Aviv ■■ PE, p. 470

__ Citizenship in Action ■■ PE, p. 472

__ Focus on Visuals: Interpreting the Photograph ■■ TE, p. 472

__ A Voice from the Past ■■ TE, p. 471

__ More About: Arabs ■■ TE, p. 471

__ Linking Past and Present: The Legacy of North Africa ■■ TE, pp. 474–475and Southwest Asia



__ Gifted and Talented Students: Examining ■■ TE, p. 472Cultural Influences


__ Multiple Learning Styles: Interpersonal ■■ TE, p. 471

RESOURCES


TCC: 1.1, 1.2, 1.4, 2.1, 2.2, 2.4

PPE: 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 2.5

PAG: 1.1, 1.2, 1.3, 1.4, 1.6, 1.7, 1.8, 1.9,2.1, 2.3, 2.4, 2.6

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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Lesson Plan for Israel Today continued






Assess & Reteach





__ Gifted and Talented Students: Examining ■■ TE, p. 472Cultural Influences


RESOURCES

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Turkey Today


121


1. To explain the influence of Mustafa Kemal on modern Turkey

2. To explain how modernization changed life in Turkey, especially for women

3. To identify civil rights issues in present-day Turkey4. To describe Turkey’s relationship with NATO

and the European Union

Focus & Motivate



Instruct



__ Dateline: Ancara ■■ PE, p. 476

__ Connections to Literature: Looking for Troy ■■ PE, p. 478

__ More About: Tansu Ciller ■■ TE, p. 477


__ Speech ■■ TE, p. 477




__ Multiple Learning Styles: Visual/Spatial ■■ TE, p. 478

RESOURCES


TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4

PPE: 1.6, 2.5, 2.6, 2.7

PAG: 2.4

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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Lesson Plan for Turkey Today continued



__ Test Generator ■■ Section 5 Quiz■■ Chapter Tests



Assess & Reteach




__ Chapter 16 Assessment ■■ PE, pp. 480–481

__ Chapter Test, Forms, A, B, and C ■■ Formal Assessment, pp. 242–253


__ Interdisciplinary Link: Speech ■■ TE, p. 477


RESOURCES

north africa and southwest asia - mcdougal · pdf file... north africa and southwest asia: ......

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