Middle East Unit Plan

Teacher Sciasci Subject group Individuals & Society -

(s) and discipline Geography

Unit title Middle East MYP year 3 Unit 20

duration
(hrs)

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Global Interaction Causality Identities and Relationship

Statement of inquiry

Conceptual Understanding – Through a better understanding of Causality differences can be

understood.

Statement of Inquiry – Through a better understanding of Causality along with identities and
relationships differences can be understood.

Inquiry questions
Factual: What is war? Where is the Middle East? What countries are within the Middle East?

Conceptual: How is culture in the Middle East interconnected? How has climate change affected the
Middle East?

Debatable: How can religion influence people's lives and their relationship with their government ?

Objectives Summative assessment

A. Knowing and Understanding: i Goal: Relationship between summative

and ii assessment task(s) and
Role:
statement of inquiry:
B. Investigating: ii
Audience:
Situation:
Product:
Standard:

Approaches to learning (ATL)

 I. Communication skills – read critically and for comprehension; make inferences and draw conclusions; take
effective notes in class; paraphrase accurately and concisely
IX. Thinking – Identify trends and forecast possibilities; revise understanding based on new information and
evidence.
V . Reflection skills- Identity strength and weaknesses of personal learning strategies (self-assessment)

Action: Teaching and learning through inquiry

Learning Process: Learning Process:

Content
Learning experiences and Formative assessment
teaching strategies
All Regions: Day 1 - Middle East Word Search
G5.[6-8].1 Use map and Key Terms research
elements, including scale, to Day 2- Unrest in the Middle East
identify and locate physical research worksheet and discussion.
and human features in the
United States and the world. Day 3-Middle East Practice Map
Students label a map of the Middle
G5.[6-8].5 Create and
Eastern countries using online atlas
compare maps of human
resources.
and physical features
around the world for purpose, Day 4- Middle East Practice Map
accuracy, content, form, and Supplement- On back of practice
design map students will explore elements
G5.[6-8].7 Compare Earth’s of physical geography. Creating a
physical and human chart with 3 columns comprising
features using maps, Water Systems, Climate and
Landforms of Middle East. In
fieldwork, graphic
addition students will use online/
representations, aerial
textbook resources to complete a
photographs, satellite
short research write-up of a Middle
images, and technological
East country of their choosing.
resources.
G6.[6-8].1 - Describe
physical and human features, Day 5- Middle East Map Test Students will label all the Countries
i.e., cultural characteristics, of of Middle East on a map. A word
places and regions in bank will be provided.
Nevada, the United States,
and the world.
G6.[6-8].2 Locate major
civilizations, ancient through
current, and describe how
and why these regions
changed over time Day 6-Case Study Middle East
Students will read primary sources
G6.[6-8].3 Illustrate the and write a one page essay citing
relationship between the evidence from the reading
physical and cultural
characteristics of a region.
G6.[6-8].6 Describe
relationships between Students will complete a study
regions and belief systems Day 7- Middle East Unit Test Review
guide
and tell how these are
important to cultural identity.
G6.[6-8].7 Compare how Students will complete a Middle
cultural characteristics affect East culture and physical
different points of view with geography test Students will
Day 8- Middle East Unit Test
regard to places and regions. answer multiple choice, matching
G6.[6-8].9 Use absolute and and free response questions.
relative location (including
latitude and longitude) to
locate prominent countries,
cities, and physical features
in different regions of the
world.
G7.[6-8].2 Describe how
movements of people, goods,
ideas, and resources have
affected events and
conditions in the past and
present.
G7.[6-8].4 Identify patterns of
rural and urban settlements
in developing and developed
countries
G7.[6-8].5 Identify a regional
or international economic
issue and explain it from a
spatial perspective.
G7.[6-8].6 Explain how the
physical and human
geography of regions
influences their allocation of
resources.
G8.[6-8].4 Discuss the
impact of natural hazards on
the use and distribution of
resources.
H1.[6-8].18 Describe the
achievements of ancient and
classical civilizations.
H1.[6-8].19 Locate ancient,
classical, and regional
civilizations and describe
their contributions of social
structure, religion, and
political systems.
H1.[6-8].21 Describe the
cultural achievements of
societies in the Middle East,
Far East, the Americas,
Africa, South Asia, and
Europe.
H4.[6-8].12 Explain the
significance of major news
events Nevada and at the
national and world levels.
C13.[6-8].2 Identify major
conflicts in social, political,
and economic life and
analyze the role of
compromise in the resolution
of these issues.
C13.[6-8].9 Explain the
significance of mottoes and
symbols to the cultural and
political identity of various
societies.
C15.[6-8].6 Provide
examples of contemporary
public issues that may
require public solutions.
C16.[6-8].4 Define foreign
policy and describe ways
nations interact
diplomatically, i.e., treaties,
trade, humanitarian aid, and
military intervention.
E11.[9-12].6 Analyze the role
of government in a market
economy regarding: • Public
goods • externalities •
Monopoly power •
Redistribution of income •
Definition and protection of
property rights
E12.[6-8].1 Describe how the
exchange of goods and
services around the world
creates interdependence
among people in different
countries and effects
standards of living.

Middle East Specific:

H1.[6-8].22 Identify
contributions of individuals
around the world during the
Middle Ages.
H2.[6-8].25 Identify the
characteristics of various
political systems of ancient
civilizations.
C16.[6-8].5 List and describe
international organizations,
i.e., the United Nations,
World Bank, Amnesty
International, and the
International Red Cross.
 Learning Process: Differentiation

Multiple intelligence activities are presented so students can experience success with any or all of the
activities. Models and examples, as well as scaffolding of materials, are made available.
Both oral and written instructions are given, as well as information/directions are posted online.
Question and answer sessions, as well as class discussions, will help ensure that all students understand
the content.
Students with learning and language support needs are accommodated as required per their IEP.

Resources

World Geography and Cultures textbook and related materials by Glencoe

Jr. Scholastic Magazine
Edgenuity
Achieve 3000
Other instructional materials include maps, educational media (videos -Geospatial Revolution series from
Penn State University and tutorial videos on physical features from Discovery Education and youtube.com)
Internet website: Google
Educational games online @ sheppardsoftware.com, and kahoot.it

Reflection: Considering the planning, process and impact of the inquiry

 Prior to teaching the unit During teaching After teaching the unit

Constant reinforcement and What were the learning outcomes

repetition is necessary as some of this unit?
students struggle with thinking like
Was the summative assessment
a geographer. The more the
task complex enough to allow
information is related to their lives
students to reach the highest
the better they understand it.
level?

Africa Unit Plan

Teacher Sciasci Subject group Individuals & Society -

(s) and discipline Geography

Unit title MYP year 3 Unit 12

duration
Sub-Saharan Africa (hrs)

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Development Sustainability Fairness and Development

Statement of inquiry

Conceptual Understanding – Through a better understanding of sustainability society can be

improved.

Statement of Inquiry – Through a better understanding of sustainability along with fairness and
development society can be improved.
Inquiry questions

Factual: Where is Sub-Saharan Africa? What countries are within Sub-Saharan Africa ? What is the major
climate zones of Sub-Saharan Africa?

Conceptual: How is Sub-Saharan Africa interconnected? How has colonialism affected Sub-Saharan
Africa?

Debatable: Does economic development improve people's lives for the better?

Objectives Summative assessment

A. Knowing and Understanding: i Goal: Relationship between summative

and ii assessment task(s) and
Role:
statement of inquiry:
B. Investigating: ii
Audience:
Situation:
Product:
Standard:
 Approaches to learning (ATL)

I. Communication skills – read critically and for comprehension; make inferences and draw conclusions; take
effective notes in class; paraphrase accurately and concisely
IX. Thinking – Identify trends and forecast possibilities; revise understanding based on new information and
evidence.
V . Reflection skills- Identity strength and weaknesses of personal learning strategies (self-assessment)

Action: Teaching and learning through inquiry

Learning Process: Learning Process:

Content
Learning experiences and Formative assessment
teaching strategies
All Regions: Day 1 - Sub-Saharan Africa
G5.[6-8].1 Use map Physical Geography Research
elements, including scale, to Notes
identify and locate physical
Day 2- Africa’s Lands Map
and human features in the
Climate Zones in Sub-Saharan
United States and the world.
Africa research Map and
G5.[6-8].5 Create and
discussion.
compare maps of human
and physical features Day 3- Sub-Saharan Africa
around the world for purpose, Practice Map Students label a map
accuracy, content, form, and of the Middle Eastern countries
design using online atlas resources.
G5.[6-8].7 Compare Earth’s Day 4- Sub-Saharan Africa
physical and human Practice Map Supplement- On
features using maps, back of practice map students will
fieldwork, graphic explore elements of cultural
representations, aerial geography. Creating a chart with 3
photographs, satellite columns comprising Economics,
images, and technological Government, and History of Sub-
resources. Saharan Africa. In addition
G6.[6-8].1 - Describe students will use online/ textbook
physical and human features, resources to complete a short
i.e., cultural characteristics, of research write-up of a Sub-
places and regions in Saharan Africa country of their
Nevada, the United States, choosing.
and the world.
Students will label all the
G6.[6-8].2 Locate major
Countries of Sub-Saharan Africa
civilizations, ancient through Day 5- Sub-Saharan Africa Map on a map. A word bank will be
current, and describe how Test provided.
and why these regions
changed over time
G6.[6-8].3 Illustrate the
relationship between the
physical and cultural
characteristics of a region.
G6.[6-8].6 Describe
relationships between
regions and belief systems
and tell how these are
important to cultural identity.
G6.[6-8].7 Compare how
cultural characteristics affect
different points of view with
regard to places and regions.
G6.[6-8].9 Use absolute and
relative location (including
latitude and longitude) to
locate prominent countries,
cities, and physical features
in different regions of the
world.
G7.[6-8].2 Describe how
movements of people, goods,
ideas, and resources have
affected events and
conditions in the past and
present.
G7.[6-8].4 Identify patterns of
rural and urban settlements
in developing and developed
countries
G7.[6-8].5 Identify a regional
or international economic
issue and explain it from a
spatial perspective.
G7.[6-8].6 Explain how the
physical and human
geography of regions
influences their allocation of
resources.
G8.[6-8].4 Discuss the
impact of natural hazards on
the use and distribution of
resources.
H1.[6-8].18 Describe the
achievements of ancient and
classical civilizations.
H1.[6-8].19 Locate ancient,
classical, and regional
civilizations and describe
their contributions of social
structure, religion, and
political systems.
H1.[6-8].21 Describe the
cultural achievements of
societies in the Middle East,
Far East, the Americas,
Africa, South Asia, and
Europe.
H4.[6-8].12 Explain the
significance of major news
events Nevada and at the
national and world levels.
C13.[6-8].2 Identify major
conflicts in social, political,
and economic life and
analyze the role of
compromise in the resolution
of these issues.
C13.[6-8].9 Explain the
significance of mottoes and
symbols to the cultural and
political identity of various
societies.
C15.[6-8].6 Provide
examples of contemporary
public issues that may
require public solutions.
C16.[6-8].4 Define foreign
policy and describe ways
nations interact
diplomatically, i.e., treaties,
trade, humanitarian aid, and
military intervention.
E11.[9-12].6 Analyze the role
of government in a market
economy regarding: • Public
goods • externalities •
Monopoly power •
Redistribution of income •
Definition and protection of
property rights
E12.[6-8].1 Describe how the
exchange of goods and
services around the world
creates interdependence
among people in different
countries and effects
standards of living.

Sub-Saharan Africa
Specific:
H1.[6-8].22 Identify
contributions of individuals
around the world during the
Middle Ages.
H2.[6-8].25 Identify the
characteristics of various
political systems of ancient
civilizations.
C16.[6-8].5 List and describe
international organizations,
i.e., the United Nations,
World Bank, Amnesty
International, and the
International Red Cross.
 Learning Process: Differentiation

Multiple intelligence activities are presented so students can experience success with any or all of the
activities. Models and examples, as well as scaffolding of materials, are made available.
Both oral and written instructions are given, as well as information/directions are posted online.
Question and answer sessions, as well as class discussions, will help ensure that all students understand
the content.
Students with learning and language support needs are accommodated as required per their IEP.

Resources

World Geography and Cultures textbook and related materials by Glencoe

Jr. Scholastic Magazine
Edgenuity
Achieve 3000
Other instructional materials include maps, educational media (videos -Geospatial Revolution series from
Penn State University and tutorial videos on physical features from Discovery Education and youtube.com)
Internet website: Google
Educational games online @ sheppardsoftware.com, and kahoot.it

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit

Constant reinforcement and What were the learning outcomes

repetition is necessary as some of this unit?
students struggle with thinking like
Was the summative assessment
a geographer. The more the
task complex enough to allow
information is related to their lives
students to reach the highest
the better they understand it.
level?