Unit 6
Southwest and Central Asia
UNDER CONSTRUCTION: Some pages might be updating to new curriculum for 7th and 8th grade
Southwest and Central Asia
In this unit, students study and map the physical and human geography of Southwest and Central Asia. Topics include: The Physical and Human Geography of Southwest and Central Asia, Oil in Southwest Asia: How "Black Gold" Has Shaped a Region, Istanbul: A Bridge Throughout History, and The Aral Sea: Central Asia's Shrinking Water Source.
How can we describe the physical and human geography of Southwest and Central Asia?
How might having a valuable natural resource affect a region?
Where are primate cities located, and why are they important?
How are humans affected by changes they make to their physical environment?
Social Studies
Label physical and political maps of the region.
Use latitude and longitude to identify locations on a map.
Identify and describe characteristics of the region’s physical and human geography by using maps and charts.
Practice layering geographic information, similar to geographic information systems (GIS).
Compare and analyze information presented on different types of maps of the same region.
Understand how oil is formed.
Understand how oil is distributed in Southwest Asia.
Investigate the effects of large oil reserves on Southwest Asian countries.
Explore alternative energy resources.
Experience the importance of site and situation by playing a trading game that begins with students in scattered locations and ends with them congregated in a single location best suited for trading.
Investigate the role of geography in the development of primate cities.
Examine the traits of primate cities.
Analyze the location and importance of primate cities worldwide.
Discover why the Aral Sea has shrunk significantly over the last several decades.
Examine how the shrinking of the Aral Sea has affected people in Kazakhstan and Uzbekistan.
Investigate irrigation in other parts of the world and its effects on people in those areas.
Language Arts
Summarize information that is presented graphically in writing.
Support a claim with evidence and reasoning in writing.
Participate in group discussions.
Present information orally.
Make a claim and justify it with evidence.
Gather information from reliable resources to answer specific questions.
Write informational text for a specific audience and purpose.
Present information orally.
Consider multiple perspectives on an issue.
Gather information from reliable sources to answer a specific question.
NJ Student Learning Standards for (Content Area):
6.2.8.HistoryCC.4.g:.Evaluate the importance and enduring legacy of the major achievements of the people living Asia, Africa (Islam), Europe and the Americas over time.
6.2.8.HistoryCC.4.f:.Analyze the role of religion and economics in shaping each empire’s social hierarchy and evaluate the impact these hierarchical structures had on the lives of various groups of people.
6.2.8.HistoryCC.4.e:.Determine the extent to which the Byzantine Empire influenced the Islamic world and western Europe.
6.2.8.GeoHE.4.a:.Explain how geography influenced the development of the political, economic, and cultural centers of each empire as well as the empires’ relationships with other parts of the world.
7.PAaE.1.Using a variety of formats designed for a purpose and an authentic audience forms the basis for clear communication. Strong arguments contain claims with organized evidence and valid reasoning that respects the diversity of the world and the dignity of each person. Writing findings and engaging in civil discussion with an audience provides a key step in the process of thinking critically about conclusions and continued inquiry.
.2.8.HistorySE.1.a:.Explain how archaeological discoveries are used to develop and enhance understanding of life prior to written records.
6.2.8.HistoryUP.3.c:.Compare and contrast the tenets of various world religions that developed in or around this time period (i.e., Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and Taoism), their patterns of expansion, and their responses to the current challenges of globalization.
NJSLStandards - Technology and other content areas
Career Readiness, Life Literacies, and Key Skills Practices: Consider the environmental, social and
economic impacts of decisions. Activity: Students will identify the jobs that were used in Feudal Society and trace one’s history that is still a job in today’s society.
Career Ready Practice: 9.2.8.CAP.3: Explain how career choices, educational choices, skills, economic conditions, and personal behavior affect income.
8.1.8.DA.CI: People use digital devices and tools to automate the collection, use, and transformation of data.