Recomendados
Más contenido relacionado
La actualidad más candente
La actualidad más candente (20)
Destacado
Destacado (13)
Similar a Middle east ppt2[1]
Similar a Middle east ppt2[1] (14)
Más de msgilmore
Más de msgilmore (20)
Último
Último (20)
Middle east ppt2[1]
- 1. The Middle East 7 th Grade Social Studies The Middle East
- 2. What do we have in common?
- 4. K/W/L What do you already know? What do you want to learn? What did you learn?
- 8. Ancient Civilizations and Their Accomplishments
- 21. Table Rally Time
- 23. Conflict Case Study: Israel
- 46. Sporadic violence hits Gaza pullout Israeli soldiers serve eviction notices on Jewish settlers Monday, August 15, 2005; Posted: 5:17 a.m. EDT (09:17 GMT)
- 50. Solutions?
- 51. Case Study—Conflict in Afghanistan
- 60. Case Study: Conflict in Iran
- 76. Case Study: Conflict in Iraq
Notas del editor
- These are the flags of the US, Iraq (left), and Afghanistan (right). What do we have in common: right now the US maintains a military presence in both nations after invading Afghanistan in 2001 and Iraq in 2003. However, at various points in the last 50 years, the US has supported these nations financially and militarily…in essence, we were allies. Ask: What went wrong?
- Introduce the unit essential questions (see PowerPoint). Explain that the content about to be studied is incredibly sensitive and deals with what is likely the world’s most complex conflict.
- Have students complete a KWL chart about the Middle East.
- Introduce geographic features from Fact #1 and have students label and color a blank map. It is recommended that they label these specific nations as well: Egypt, Israel, Turkey, Syria, Lebanon, Jordan, Saudi Arabia, Kuwait, Iraq, Iran, Afghanistan although this need not be assessed. END DAY ONE
- Have students to refer to their maps from the previous day. Let them know that this region is considered the “Cradle of Civilization.” Ask them what they think that means. Ask them what physical features of the region would lead help civilizations develop. Prompt students to address the rivers, especially the Tigris and Euphrates, as a region conducive to farming and population growth. Introduce the concept of the “fertile crescent.”
- View the segment “Ancient Middle East” from video “Culture and Math: The Arabs” from www.discoveryeducation.com (formerly United Streaming; school log-in required). This clip is 4:14 minutes long and describes how farming in the fertile crescent contributed to the birth of civilization, especially Ancient Sumer.
- Using the PowerPoint, take students through the accomplishments of other ancient civilizations: Sumer, Israel, Babylon, Phoenicia, Persia, Byzantines, and Muslims (Ottoman, Safavid, and Mughal Empires). In lieu of taking notes during the presentation, have students complete a “Table Rally” at the conclusion.
- Table Rally This reading game encourages good listening skills and is an effective way to tackle a very long or complicated reading selection. Students read a text selection and recall important information in a group setting. The game enables students to: summarize important information from a text record needed information reflect on recorded information recall and refine knowledge make personal connections with the text Teacher Preparation : Select the text to be read. Prepare to explain the game procedure. Lesson Plan : Hand out the text material. All students read the text. Divide the class into tables/groups of 4. Each team numbers off from 1 to 4. Person #1 shares with person #2 as much as he/she can remember from the reading. At the same time, person #3 shares as much as he/she can remember with person #4. Now person #2 shares all that he/she can remember with person #1, and person #4 shares with person #3. Each person, 1-4, shares with the table what he/she learned from his/her partner. The group now passes a sheet of paper clockwise around the table. Each person writes in a complete sentence something he/she learned about the topic. The group continues to pass the paper around until no more information can be recalled or until time is called. The group with the most complete, original sentences wins.
- Debrief results from the 3-2-1 responses. Discuss with students the “surprises.” Have students discuss their perceptions about the region then vs. the region now. Students, for example, may have been surprised to learn that the region was once rich and powerful and had accomplished so much. Today, the region is often viewed as poor and war-torn. Explain to students that this is one of the reasons for the conflict today: Many Muslims feel that the West dismisses the accomplishments of the civilizations that grew out of the Middle East and that, currently, Western culture is overshadowing or destroying Islamic culture. END DAY TWO
- Debrief results from the 3-2-1 responses. Discuss with students the “surprises.” Have students discuss their perceptions about the region then vs. the region now. Students, for example, may have been surprised to learn that the region was once rich and powerful and had accomplished so much. Today, the region is often viewed as poor and war-torn. Some even think of it as “backwards.” Explain to students that this is one of the reasons for the conflict today: Many Muslims feel that the West dismisses the accomplishments of the civilizations that grew out of the Middle East and that, currently, Western culture is overshadowing or destroying Islamic culture. Using www.discoveryeducation.com (formerly United Streaming; school log-in required), view the film entitled “Israel and Palestine: The Roots of Conflict.” Its length is 22:40. As students watch, have them complete “Window Notes” or the companion quiz to the video (click here for student copy and answer key). Note that this video ends by mentioning the role that Ariel Sharon and Yasser Arafat will need to play to achieve peace. Make sure students realize this video was created in 2004. Arafat died in 2004 and Sharon has been in a coma since 2006.
- Present the segment of the PowerPoint called “Conflict Case Study: Israel.” Have students complete “Walk Around Survey” to gather and evaluate essential information about the topic for today. This is in preparation for content-specific prompt for the 7th Grade Writing Assessment System that will begin in a couple of days. END DAY THREE
- Present the “One-Minute Overview.” Using resources on http://israelipalestinian.procon.org/ , consider showing students the maps, photos, “Did you know” and timeline.
- . Using www.discoveryeducation.com (formerly United Streaming; school log-in required), view the film entitled “When the Taliban Ruled Afghanistan.” Its length is 5:41. Note that the video was made in 2004 and ends by stating that the Taliban has been removed from power. Since 2004, however, the Taliban has regained control of parts of Afghanistan and the US has increased the number of troops in the country. Have student complete the “Sum It Up” summarization strategy upon conclusion of the film. 22. Present PowerPoint segment called “Case Study: Conflict in Afghanistan.” Have students complete a “Quick Write” about each of the essential questions listed for this segment. 23. Have students add to their KWL Chart. END DAY EIGHT
- Introduce slides in PowerPoint that address the essential questions and enduring understandings for the case study on Iran. Show clip from Discovery Education (United Streaming) titled “The Iran Hostage Crisis” (note that it is a segment of the larger film entitled “History in the Making: 1980). This clip is 5:30 minutes long. Additional clips are below: The Hostages Crisis Revisited (from 1989): http://www.msnbc.msn.com/id/21134540/vp/31391919#31391919 Hostage Crisis Begins: http://video.google.com/videoplay?docid=6514970403415504262# Hostage Crisis Ends: http://video.google.com/videoplay?docid=6514970403415504262#docid=-4007512551562643351
- Note: The coup was the first time the US had openly overthrown an elected, civil government. Present information in PowerPoint for the case study on Iran. Optional video clips regarding protests over recent elections: CNN clip: http://www.cnn.com/2009/WORLD/meast/06/13/iran.election/#cnnSTCVideo ABC News clip: http://a.abcnews.com/International/story?id=7878713 CNN clip regarding the death of Neda Agha-Soltan (NOTE: This video is slightly graphic): http://www.cnn.com/2010/WORLD/meast/06/20/iran.neda.anniversary/index.html?eref=rss_world&utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+rss%2Fcnn_world+%28RSS%3A+World%29&utm_content=Google+Feedfetcher
- CNN clip from: http://www.cnn.com/2009/WORLD/meast/06/13/iran.election/#cnnSTCVideo
- Introduce PowerPoint slides regarding essential questions and enduring understandings in “Case Study: Conflict in Iraq.” View film clip about the rise and fall of Saddam Hussein: http://www.cbsnews.com/video/watch/?id=2314881n
- Donald Rumsfeld shakes hands with Saddam Hussein.
- Photo: In Iraq, ink on the index finger is similar to the “I Voted” stickers in the US.