Week of October 9-13, 2017 Trade Barriers & OPEC

Standards

SS7E5 Explain how voluntary trade benefits buyers and sellers in Southwest Asia (Middle East).

  1. Explain how specialization encourages trade between countries.
  2. Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargoes.
  3. Explain why international trade requires a system for exchanging currencies between nations.
  4. Explain the primary function of the Organization of Petroleum Exporting Countries (OPEC).

 SS7E6 Describe factors that influence economic growth and examine their presence or absence in Israel, Saudi Arabia, and Turkey.

  1. Evaluate how literacy rates affect the standard of living.
  2. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP per capita).
  3. Explain the relationship between investment in capital goods (factories, machinery, and technology) and gross domestic product (GDP per capita).
  4. Explain how the distribution of oil has affected the development of Southwest Asia (Middle East).

Warm-up October 9-13, 2017 Warm-ups-12gth79

This week the students will complete the following activities:

Monday: GDP Simulation Activity

Tuesday: OPEC & Specialization

Wednesday: Trade Barriers & Vocabulary Quiz #2 (words listed below)

standard of living– a person’s level of comfort; determined by the amount of goods, services, and luxuries available to a person
scarcity-the condition that exists because human wants go beyond the available resources required to satisfy those wants; when there isn’t enough of something because humans want more than they can have
producer– someone who uses resources to make a good or service
consumer-someone who buys or trades a good or service
economic system-the way a nation uses its resources to satisfy people’s needs and wants
traditional economy-an economic system in which social roles and culture decide what goods and services will be produced, how they will be produced, and for whom; when you make what tradition/customs tell you to make
command economy-an economic system in which the government decides what goods and services will be produced, how they will be produced, and for whom
market economy-an economic system in which individual choices decide what goods and services will be produced, how they will be produced, and for whom
mixed economy-an economic system that has mixed features of command and market economies

Thursday: Trade Barriers Cont’d

October 12, 2017: Early Release Day

Friday: Water Issues in Middle East

Video Resources

Week of October 2-6, 2017 Week 1 of Economics of Middle East

Standards

SS7E4 Analyze different economic systems.

  1. Compare how traditional, command, and market economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce.
  2. Explain that countries have a mixed economic system located on a continuum between pure market and pure command.

SS7E5 Explain how voluntary trade benefits buyers and sellers in Southwest Asia (Middle East).

  1. Explain how specialization encourages trade between countries.

SS7E6 Describe factors that influence economic growth and examine their presence or absence in Israel, Saudi Arabia, and Turkey.

  1. Evaluate how literacy rates affect the standard of living.
  2. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP per capita).
  3. Explain the relationship between investment in capital goods (factories, machinery, and technology) and gross domestic product (GDP per capita).

Warm-up: October 2-6 2017 Warm-ups-1hjh0u0

Monday– Students will take a Unit III Pretest and will receive a copy of economic vocabulary terms (32 terms). Quiz Thursday over the 1-10. 

Economic Terms

1. economics– The study of how people choose to use limited resources to satisfy their unlimited wants.
2. human resources– The knowledge and skills (education) that allow workers to produce goods and services and earn a salary. Example: the knowledge and skills needed to become a doctor, lawyer, teacher, or car mechanic
3. capital resources-goods such as factories, machines, and tools that workers use to make other goods (ex. tractor, hammer, paper)
4. natural resources-raw materials used to support life and make goods; Example: trees, land, oil
5. entrepreneurship-the rare mix of qualities needed to create and run businesses; People who have these qualities risk their time, money, and energy to make a profit. They might create new products, come up with new ways to make things, or find new ways to reach buyers (ex. I-Tunes, Facebook).
6. Goods-tangible (touchable) objects that satisfy economic wants (ex. car, I-Pad, cell phone)
7. services-activities performed by people to satisfy economic wants (ex. babysitting, car washing, dental cleaning)
8. invest-to buy something in order to benefit financially from it in the future
9. gross domestic product (GDP)-the total value of all goods and services produced in a country every year; the value of every item made and every service provided in a country added up
10. GDP per capita-The average value of goods and services available to each person in a country each year. Usually expressed as the average income($) per person. Calculated by dividing GDP by the population.

Tuesday- Students will review the economic terms and begin “Wanna Be a Genius” Activity Part I.

Wednesday- Students will review economic systems and complete “Wanna Be a Genius Activity Part II.

Thursday- Students will complete the following: Wanna Be a Genius Part III & Comparing Economic Systems

Economic Term Quiz

Friday- GDP Simulation

Vocabulary Review Resources

Quizlet Link I

Quizlet Link II

Quizlet Link III

Quizlet Link IV

Video Links

Unit 3: Economics in the Middle East

Economics is our next unit of study. Students will have to demonstrate understanding of the terms listed below. Homework for the week will include the quizzes posted below. Due Friday, October 6, 2017.

Go to http://join.quizizz.com or click https://quizizz.com/join/ 

 

Standards:

SS7E4 Analyze different economic systems.
a. Compare how traditional, command, and market economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce.
b. Explain that countries have a mixed economic system located on a continuum between pure market and pure command.
c. Compare and contrast the economic systems in Israel, Saudi Arabia, and Turkey.

Economic Vocabulary List

Economic Terms1. economics  The study of how people choose to use limited resources to satisfy their unlimited wants.
2. human resources  The knowledge and skills (education) that allow workers to produce goods and services and earn a salary. Example: the knowledge and skills needed to become a doctor, lawyer, teacher, or car mechanic 
3. capital resources  goods such as factories, machines, and tools that workers use to make other goods (ex. tractor, hammer, paper)
4. natural resources   raw materials used to support life and make goods; Example: trees, land, oil
5. entrepreneurship  the rare mix of qualities needed to create and run businesses; People who have these qualities risk their time, money, and energy to make a profit. They might create new products, come up with new ways to make things, or find new ways to reach buyers (ex. I-Tunes, Facebook).
6. Goods  tangible (touchable) objects that satisfy economic wants (ex. car, I-Pad, cell phone)
7. services   activities performed by people to satisfy economic wants (ex. babysitting, car washing, dental cleaning)
8. invest  buy something in order to benefit financially from it in the future
9. gross domestic product (GDP)

 

The total value of all goods and services produced in a country every year; the value of every item made and every service provided in a country added up
10. GDP per capita  The average value of goods and services available to each person in a country each year. Usually expressed as the average income($) per person. Calculated by dividing GDP by the population.
11. literacy rate  the percentage of people who can read and write in a country
12. standard of living  a person’s level of comfort; determined by the amount of goods, services, and luxuries available to a person
13. scarcity

 

the condition that exists because human wants go beyond the available resources required to satisfy those wants; when there isn’t enough of something because humans want more than they can have
 

14. producer

 

someone who uses resources to make a good or service
15. consumer  someone who buys or trades a good or service
16. economic system  the way a nation uses its resources to satisfy people’s needs and wants
17. traditional economy  an economic system in which social roles and culture decide what goods and services will be produced, how they will be produced, and for whom; when you make what tradition/customs tell you to make
18. command economy  an economic system in which the government decides what goods and services will be produced, how they will be produced, and for whom
19. market economy  an economic system in which individual choices decide what goods and services will be produced, how they will be produced, and for whom
20. mixed economy  an economic system that has mixed features of command and market economies
21. specialization  when people, businesses, or countries produce specific goods or services in order to produce more; leads to trade and increases interdependence
22. import  goods brought into one country from another through trade or sale
23. export  goods and services traded with or sold to other countries
24. voluntary trade  an economic exchange in which all sides agree to participate because they expect to benefit
25. international trade  the exchange of goods and services between countries
26. currency  Money that is used as a way to trade goods and services; ex. paper bills, coins
27. exchange rate  How much one country’s money is worth compared to another country’s.Example: 12 Mexican Pesos = 1 U.S. dollar
28. trade barrier  Any law or practice that a government uses to limit trade between countries
29. tariff  A price charged for goods or services brought into one area from another area; EXAMPLE: adding $2 to the price of shirts bought from China
30. quota  A limit on the amount of a product that may be imported during a given period of time. EXAMPLE: The U.S. only imports 5,000 computers from China per month.
31. embargo  when a country refuses to import or export certain goods; often backed by military force. EXAMPLE: OPEC refused to sell oil to the U.S. in 1979 because the U.S. supported Israel in a war against OPEC’s Arab neighbors.
32. OPEC Organization of Petroleum Exporting Countries; decides the price and amount of oil produced each year in major oil countries like Iran, Iraq, Saudi Arabia, and Kuwait

Week of September 18-22, 2017 Unit 2 History of Middle East

Unit 2 Focus Standards

SS7G8 Analyze the diverse cultural characteristics of the people who live in Southwest Asia (Middle East).

  1. Explain the differences between an ethnic group and a religious group.
  2. Describe the diversity of religions within Southwest Asian (Middle Eastern) ethnic groups (e.g., Arabs, Persians, and Kurds).

SS7H2 Analyze continuity and change in Southwest Asia (Middle East).

  1. Explain how European partitioning in the Middle East following WWI led to regional conflict.
  2. Explain the historical factors contributing to the establishment of the modern State of Israel in 1948; include the Jewish religious connection to the land, antisemitism, the development of Zionism in Europe, and the aftermath of the Holocaust.
  3. Describe how land and religion plays a role in continuing conflicts in the Middle East (i.e. the Palestinian-Israeli conflict, the division between Sunni and Shia Muslims, and Kurdish nationalism).

Weekly Warm-up (we will be using warm-up from last week) September 11-15, 2017 Warm-ups-2ga9364

1st & 7th Period

Monday: IOWA Testing

(7th period only) Students will complete the analysis of the Creation of Israel scenarios and take a short quiz.

Tuesday: Students will complete the Israeli/ Arab Viewpoints activity that compare viewpoints among Israelis and Arabs. Students will receive study guide for the Unit 2 Assessment.

Wednesday: Students will complete the Viewpoint activity. Students will continue to work on Unit II Study Guide.

Thursday: Students will review for Unit II Assessment.

Friday: Students will take Unit II Posttest.

3rd Period

Monday: IOWA Testing (Students will complete the Breakup Story of the Ottoman Empire.

Tuesday: Students will read a article about the Creation of Israel. Students will participate in a movement activity to identify the reasons for the creation of Israel. Students will also receive a Unit II Study Guide.

Wednesday: Students will complete a viewpoint activity that compares the viewpoints of the Israeli and Arabs. Students will continue to work on Unit II Study Guide.

Thursday: Students will review for Unit II Assessment.

Friday: Students will take Unit II Posttest.

2nd & 6th Period Creation of Israel DBQ

Monday: IOWA Testing– Students will complete document analysis of primary documents fir the Creation of Israel DBQ.

Tuesday: Students will write a detailed essay using text evidence to answer the questions, “Why was Israel created as a Jewish state in 1948?” Students will also receive a Unit II Study Guide.

Wednesday: Students will write a detailed essay using text evidence to answer the questions, “Why was Israel created as a Jewish state in 1948?. Students will continue to work on Unit II Study Guide.

Thursday: Students will review for Unit II Assessment. DBQ Essay is due at the beginning of class.

Friday: Students will take Unit II Posttest.

Week of September 5-8, 2017

Focus Standards:

SS7G8 Analyze the diverse cultural characteristics of the people who live in Southwest Asia (Middle East).
a. Explain the differences between an ethnic group and a religious group.
b. Describe the diversity of religions within Southwest Asian (Middle Eastern) ethnic groups (e.g., Arabs, Persians, and Kurds).

SS7H2 Analyze continuity and change in Southwest Asia (Middle East).
a. Explain how European partitioning in the Middle East following WWI led to regional conflict.
b. Explain the historical factors contributing to the establishment of the modern State of Israel in 1948; include the Jewish religious connection to the land, antisemitism, the development of Zionism in Europe, and the aftermath of the Holocaust.

Warm-ups:

August 28- Sept 1 Warm-ups-1kz57ko

September 4-8 Warm-ups-p5dhai

Tuesday:

1st/7th Period— Students will complete the graphic organizer for the ethnic groups of the Middle East. Short Quiz Tomorrow

Homework Assignment: Who Am I? Poem

Write a description of what a Christian, Muslim, Jew, Arab, Persian or Kurd would say about themselves in the speech bubble (sheet given out in class). DO NOT tell us who you are writing about because we are going guess the answer based on the description you write. Use descriptions such as holy book, place of worship, holidays, etc when describing a religious group. If you are describing an ethnic group, us descriptions such as place of origin, language, history and ancestry.  Challenge yourself by using different forms of poetry such as limerick, couplet, free verse, etc.  

2nd & 6th period— Students will take a quiz over the Ethnic Groups of the Middle East.

3rd Period– Students will learn the differences between ethnic groups and religious groups. They will also complete the graphic organizer about the ethnic groups in the Middle East. Short Quiz Tomorrow

Homework Assignment: Who Am I? Poem

Write a description of what a Christian, Muslim, Jew, Arab, Persian or Kurd would say about themselves in the speech bubble (sheet given out in class). DO NOT tell us who you are writing about because we are going guess the answer based on the description you write. Use descriptions such as holy book, place of worship, holidays, etc when describing a religious group. If you are describing an ethnic group, us descriptions such as place of origin, language, history and ancestry.  Challenge yourself by using different forms of poetry such as limerick, couplet, free verse, etc.  

Additional Resources:

 persians

arabs

kurds

Wednesday

1st, 3rd 7th Period– Students will share their “Who Am I?” poems and take a quick quiz.

2nd & 6th Period- Student will learn about the rise and fall of Ottoman Empire. Students will complete the Sad, Sad Story of the Ottoman Empire.

Thursday-

1st, 3rd & 7th– Student will learn about the rise and fall of Ottoman Empire.  Students will complete the Sad, Sad Story of the Ottoman Empire.

2nd & 6th Period– Student will learn vocabulary associated to the establishment of the Israel.

 

Friday

Students will take the CogAT test.

Week of August 21-25, 2017 Religions of Middle East, Unit 1 Review & Ethnic Groups of Middle

Focus Standards

SS7G8 Analyze the diverse cultural characteristics of the people who live in Southwest Asia (Middle East).

  1. Explain the differences between an ethnic group and a religious group.
  2. Describe the diversity of religions within Southwest Asian (Middle Eastern) ethnic groups (e.g., Arabs, Persians, and Kurds).
  3. Compare and contrast the prominent religions in Southwest Asia (Middle East): Judaism, Islam, and Christianity.

Review Standards

SS7G5.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

SS7G7.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.

Weekly Warm-up: August 21- 25 Warm-ups-wu1un6

This week in Social Studies:

Monday: Complete a graphic organizer about the prominent religions of the Middle East.

Tuesday: Learn the difference between Sunni and Shia Mulisms.

Wednesday: Students will complete and review Unit I Assessment Study Guide.

Thursday: Unit I Assessment

Friday: Ethnic Groups of the Middle East

August 17, 2017 Student Project Showcase

Student Showcase:

Over the past few days, students have been working to master the following standard:

SS7G7b– Describe how the desert 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.

Here are a few examples:

Kael Cotton Presentation

Week of August 14-18, 2017 Geography of Middle & Prominent Religions

Standards

SS7G5.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.

Locate on a world and regional political-physical map the nations of Afghanistan, Iran, Iraq, Israel, Saudi Arabia, and Turkey

SS7G7.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.c  Compare and contrast the prominent religions in Southwest Asia (Middle East): Judaism, Islam, and Christianity

This week’s warm-up: August 14-18 Warm-ups-w2pmas

Monday-Wednesday- Students will continue to work on their Geography of Middle East Presentations.

Thursday & Friday- Students will compare and contrast the prominent religions of the Southwest Asia.

Resources:

https://quizlet.com/9004003/3-major-religions-in-the-middle-east-flash-cards/

Prominent Religions of the Middle East

 

 

Week of August 7-11, 2017 Geography of the Middle East

Standards

SS7G5.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

SS7G7.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

Map of the Middle Quiz on Wednesday

Weekly Warm-up: August 7-11 Warm-ups-2nefisf

Monday- Students will complete a Recipe for Settlement Activity to build background information. Attachments:  recipe for settlement and Deeper THoughts?

Tuesday– Students will set up their H.I.T. (Historians In Training) Resource Book. We will also begin to Complete Map Analysis to collect data for “Where would I live” organizer    Maps for doc analysis 2017

Data Collection Sheet —-Mapping Analysis Activity     Glossary for Mapping Analysis

Data Collection Accelerated Students—-mapping analysis sheet

Wednesday-finish data collection for map analysis

Thursday and  Friday–   Students will begin mini-digital project about how geography impacts where people live. BRING JUMP DRIVES

presentation checklist                Rubric                 Presentation Template             Accelerated RUBRIC

Start PowerPoint project after the map analysis which is completed in class–if you have your own device, you may bring it. Also encourage your parents to download Office 365 software!!

 

Parent Homework Due Friday, August 11.