The document provides standards for a 7th grade World Area Studies course covering Africa, Southwest Asia (Middle East), and Southern and Eastern Asia. It outlines geographic, government/civics, economic, and historical understandings students should demonstrate for each region. The standards focus on physical features, environmental issues, population distribution, culture, forms of government, economic systems, factors influencing growth, and key events in the regions up to the 21st century.
1. William Henry Seward, an American politician in the 19th century, correctly predicted that the Pacific Ocean would become increasingly important globally due to rising trade and commerce between countries like the US and China.
2. Seward played a key role in expanding American influence and territory in the Pacific, including securing Alaska and Hawaii for the US. He also advocated for infrastructure like the transcontinental railroad to better connect the US to the Pacific coast.
3. In recent decades, Seward's vision of increased importance of the Pacific has come to pass, with the US and China emerging as the two dominant powers in the region due to their large and growing economies and trade relationships. Both countries are asserting their influence through diplomatic
The document discusses pollution issues affecting two major rivers in Asia: the Ganges River in India and the Yangtze River in China. Both rivers experience high levels of pollution from sewage, industrial waste, and agricultural runoff, which is contaminating the water and causing health problems for people. Governments have begun efforts to reduce pollution through water treatment plants and landfills, but population growth and development are making progress difficult.
This document provides guidance and learning objectives for reading chapters 7-8 of A Long Walk to Water. It includes vocabulary work and discussion questions about the chapters. Students are asked to summarize the key events in each chapter for Salva and Nya in a chart. The document also introduces an essay assignment analyzing factors that allowed Salva to survive and a project creating a poem about how both characters survived. Students are directed to gather textual evidence from chapters 6-8 to support their ideas.
This document outlines the Texas Essential Knowledge and Skills (TEKS) for teaching 6th grade social studies in Magnolia ISD. It details 23 standards covering history, geography, economics, government, citizenship, culture, science/technology, and social studies skills. The standards address topics like world regions, influences on societies, geographic tools, economic systems, types of government, citizenship roles, cultural institutions, and impacts of technology.
The document outlines how a student's semester-long project would examine the cultural influences between East Asia, South Asia, the Middle East, and civilizations along the Eurasian Steppe. It provides examples of how the student would structure their presentation to compare the regions' religions, economics, and politics. However, the document acknowledges that without conducting the full research, it cannot provide in-depth evidence and facts to fully support the theses. The organization is meant to demonstrate how students would clearly present a well-argued analysis of the cultural diffusion between these distant regions over time.
The document outlines how a student's semester-long project would examine the cultural influences between East Asia, South Asia, the Middle East, and civilizations along the Eurasian Steppe. It provides examples of how the student would structure their presentation to discuss religious, economic, and political differences in separate slides with evidence. While the document does not have time to fully include evidence, it demonstrates how students would be expected to provide a clear and well-organized argument with facts and data to support their position that these regions influenced each other's development.
The document outlines how a student's semester-long project would examine the cultural influences between East Asia, South Asia, the Middle East, and civilizations along the Eurasian Steppe. It provides examples of how the student would structure their presentation to discuss religious, economic, and political differences in separate slides with evidence. While the document does not have time to fully include evidence, it demonstrates how students would be expected to provide a clear and well-organized argument with facts and data to support their position that these regions influenced each other's development.
The document outlines how a student's semester-long project would examine the cultural influences between East Asia, South Asia, the Middle East, and civilizations along the Eurasian Steppe. It provides examples of how the student would structure their presentation to discuss religious, economic, and political differences in separate slides with evidence. While the document does not have time to fully include evidence, it demonstrates how students would be expected to provide a clear and well-organized argument with facts and data to support their position that these regions influenced each other's development.
1. William Henry Seward, an American politician in the 19th century, correctly predicted that the Pacific Ocean would become increasingly important globally due to rising trade and commerce between countries like the US and China.
2. Seward played a key role in expanding American influence and territory in the Pacific, including securing Alaska and Hawaii for the US. He also advocated for infrastructure like the transcontinental railroad to better connect the US to the Pacific coast.
3. In recent decades, Seward's vision of increased importance of the Pacific has come to pass, with the US and China emerging as the two dominant powers in the region due to their large and growing economies and trade relationships. Both countries are asserting their influence through diplomatic
The document discusses pollution issues affecting two major rivers in Asia: the Ganges River in India and the Yangtze River in China. Both rivers experience high levels of pollution from sewage, industrial waste, and agricultural runoff, which is contaminating the water and causing health problems for people. Governments have begun efforts to reduce pollution through water treatment plants and landfills, but population growth and development are making progress difficult.
This document provides guidance and learning objectives for reading chapters 7-8 of A Long Walk to Water. It includes vocabulary work and discussion questions about the chapters. Students are asked to summarize the key events in each chapter for Salva and Nya in a chart. The document also introduces an essay assignment analyzing factors that allowed Salva to survive and a project creating a poem about how both characters survived. Students are directed to gather textual evidence from chapters 6-8 to support their ideas.
This document outlines the Texas Essential Knowledge and Skills (TEKS) for teaching 6th grade social studies in Magnolia ISD. It details 23 standards covering history, geography, economics, government, citizenship, culture, science/technology, and social studies skills. The standards address topics like world regions, influences on societies, geographic tools, economic systems, types of government, citizenship roles, cultural institutions, and impacts of technology.
The document outlines how a student's semester-long project would examine the cultural influences between East Asia, South Asia, the Middle East, and civilizations along the Eurasian Steppe. It provides examples of how the student would structure their presentation to compare the regions' religions, economics, and politics. However, the document acknowledges that without conducting the full research, it cannot provide in-depth evidence and facts to fully support the theses. The organization is meant to demonstrate how students would clearly present a well-argued analysis of the cultural diffusion between these distant regions over time.
The document outlines how a student's semester-long project would examine the cultural influences between East Asia, South Asia, the Middle East, and civilizations along the Eurasian Steppe. It provides examples of how the student would structure their presentation to discuss religious, economic, and political differences in separate slides with evidence. While the document does not have time to fully include evidence, it demonstrates how students would be expected to provide a clear and well-organized argument with facts and data to support their position that these regions influenced each other's development.
The document outlines how a student's semester-long project would examine the cultural influences between East Asia, South Asia, the Middle East, and civilizations along the Eurasian Steppe. It provides examples of how the student would structure their presentation to discuss religious, economic, and political differences in separate slides with evidence. While the document does not have time to fully include evidence, it demonstrates how students would be expected to provide a clear and well-organized argument with facts and data to support their position that these regions influenced each other's development.
The document outlines how a student's semester-long project would examine the cultural influences between East Asia, South Asia, the Middle East, and civilizations along the Eurasian Steppe. It provides examples of how the student would structure their presentation to discuss religious, economic, and political differences in separate slides with evidence. While the document does not have time to fully include evidence, it demonstrates how students would be expected to provide a clear and well-organized argument with facts and data to support their position that these regions influenced each other's development.
This document outlines the Texas Essential Knowledge and Skills (TEKS) for a World History Studies course, beginning with the 2011-2012 school year. It provides 3 learning periods to structure the course: 8000 BC-500 BC, 500 BC-AD 600, and 600-1450. Key topics include the development of early civilizations, classical empires, medieval Europe, Islamic caliphates, the Mongol invasions, European exploration and expansion. Causes and effects of events are examined, along with geographic, economic, and social impacts on history.
This document outlines the goals and standards of California's history-social science framework for K-12 education. It emphasizes developing geographic literacy by teaching students to understand relationships between people and places over time. Key goals include developing students' sense of place and awareness of physical and human geography. The framework takes a multicultural approach and incorporates chronological and spatial thinking skills into grade-level standards covering topics in world history, US history, and geography.
This document outlines the Texas Essential Knowledge and Skills (TEKS) for the 3rd grade social studies curriculum. It details 19 strands that students are expected to learn, covering history, geography, economics, government, citizenship, culture, and social studies skills. Key areas of focus include how individuals have influenced communities, characteristics of different communities, basic map reading skills, and an understanding of civic participation and responsibilities.
This document outlines the fifth grade social studies curriculum standards for the unit on culture in Tennessee. It includes four content standards: culture, economics, geography, and governance and civics. For each standard, it lists learning expectations and accomplishments/objectives for students, along with performance indicators assessed by the state and teachers. The overall summary is that this document defines the key concepts fifth graders in Tennessee are expected to understand about culture, economics, geography, and civics through specific learning goals and assessment benchmarks.
Do you want your students to leave your classroom with a deeper, longer lasting understanding of Social Studies? This session will enable you to develop your student’s critical thinking skills by immersing them in the inquiry process using primary source documents. Resources will be shared.
Causes of the Great Depression Essay | Essay on Causes of the Great .... ≫ Political Causes of the Great Depression Free Essay Sample on .... Explain the Causes and Effects of the Great Depression. - GCSE History .... The great depression. Causes great depression essays. Great Depression: Causes and Definition - Free Essay Example .... Causes of the Great Depression and the Lasting Impacts
This document provides an overview of course standards and essential questions for 6th grade social studies subjects including government and economics, language arts, world history, math, and geography. It lists the instructors and their subject areas, along with relevant state standards and example essential questions for each subject.
This document outlines the course syllabus for GST 6503: Regional Studies: Sub-Saharan Africa taught in the winter 2017 quarter at Northeastern University. The course will explore issues in Sub-Saharan Africa related to governance, development, conflict, health, education, gender, and transnational crimes. It will be divided into four parts covering Africa's pre-colonial history, the colonial period, post-colonial development challenges, and current case studies. Students will complete weekly readings, discussions, and four critical reaction essays. They will also submit a research proposal and final research paper on a problem in Sub-Saharan Africa. The course aims to provide students with an understanding of Africa's history and current socioeconomic
This document outlines a lecture on political and cultural geography given by Instructor Henry Lesperance Alvarez. It includes 10 questions and reading assignments for students on topics like the cultural diversity in Mexico, endemic plants used by Native Americans, and how weather patterns influenced the development of early Native American cultures. Students are asked to identify locations on a map, explain a sequence from the Codex Florentine, and describe a significant geographic feature in their own life.
The document discusses concepts related to global divides and regionalism. It provides definitions and explanations of terms like global north/south, third world, and regionalism. Regarding regionalism, it notes that regionalism emphasizes geographical regions as units of analysis and involves intentional region-building. It also outlines some benefits of Asian regionalism, including boosting productivity by linking economies and pooling foreign exchange reserves. Characteristics of regionalism discussed include a strong local identity and desire for greater autonomy.
The document outlines the Texas Essential Knowledge and Skills (TEKS) for social studies curriculum in Grade 2. It covers key topics like history, geography, economics, and government. For history, students learn about landmarks, celebrations, and historical figures important to their community and nation. For geography, they learn map skills and the characteristics of places. For economics, they learn about producers, consumers, and the value of work. For government, they learn about the functions and services of local, state, and national governments.
Flood Essay. PDF FLOODS IN MALAYSIA Historical Reviews, Causes, Effects and ...Melissa Otero
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Flood essay ||essay writing on flood ||flood essay writing ||Let's .... Cause and Effect Essay on Flooding | Flood | Hanoi. Paragraph on my experience of a recent flood || Essay on flood in English || Flood report. Before The Flood - Free Essay Example | PapersOwl.com. Essay on Floods - YouTube. Easy and Outstanding Essay on 'A River in Flood' for 12th and 10th .... Essay story about flash flood. Essay on flood - Writing Center 24/7.. Essay on Flood by Rupam Dey. Flood Essay. Flood Essay In English - YouTube. Essay on Flood for Class 4-10 | [BEST & EASY] - Study-Phi. Essay Of Flood - Essay on Flood. Effect essay: causes of flood - thesisfinance.web.fc2.com. Flood 2014 – A Photographic Essay.
History of Ethiopian and the Horn October 2022 Final Omotic revised and final...holog48053
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This document provides an introduction to the module "History of Ethiopia and the Horn" which is intended for students of higher learning institutions. It discusses the nature and uses of history, sources and methods of historical study, and the historiography of Ethiopia and the Horn region.
The module aims to introduce students to the diverse histories of peoples in Ethiopia and the Horn region and how interactions between societies throughout this region have shaped human history. It discusses key concepts such as the distinction between history as the systematic study of the past versus past events themselves. The summary also notes that the module examines trends in the writing of history in Ethiopia and the role of geography in shaping the region's human history.
This document outlines the Texas Essential Knowledge and Skills (TEKS) for a World Geography Studies course, including:
1) The course provides an overview of world geography from spatial and ecological perspectives, examining physical processes, landforms, climates, ecosystems, cultural patterns, population trends, and economic and political relationships between humans and the environment.
2) Students analyze how location affects economic activities and compare global trade patterns, and learn to think geographically by interpreting maps and asking geographic questions.
3) The TEKS cover geographic concepts like regions, as well as knowledge in history, economics, government, citizenship, culture, science and technology. Students are expected to apply critical thinking and communication skills to
The document provides summaries of the 7 units that make up the AP Human Geography course according to the College Board: 1) Geography introduces concepts like location, space, place and scale. 2) Population examines distribution and growth patterns. 3) Cultural Patterns analyzes language, religion and cultural diffusion. 4) Political Organization studies boundaries and governance. 5) Agriculture explores domestication and production regions. 6) Industrialization examines economic development theories. 7) Cities analyzes urbanization patterns and internal city structures. The summaries outline the key topics and concepts covered in each unit to help students effectively study for the course.
A.Analyze the role of adaptation to climate changes in hominid d.docxrhetttrevannion
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A.
Analyze the role of adaptation to climate changes in hominid development. 

B.
Explain the importance of technological developments in the emergence of early Afro-Eurasian societies. How did different social needs spur technological developments? How did different technological developments shape certain societies?
C.
Compare the territorial states of Southwest Asia with the more modest state of Shang China. What factors encouraged or prohibited the development of strong territorial states? 

D.
Compare the rise of the Zhou state to the Neo-Assyrian state and Persian Empire. How did each state attempt to achieve integration of its realm?
E.
How did migrating peoples affect the Afro-Eurasian empires after 1200
BCE
? Discuss the origins of these migrating peoples, the states they disrupted, and ways in which they aided cultural integration. 

F.
Explain how Vedic rulers achieved cultural integration in South Asia and account for the differences between 
South Asia’s path to cultural integration and that of Mesopotamia and Egypt. 

HAVE TO BE AT LEAST 2 PARAGRAPHS EACH
.
This document provides instructions for using the writing assistance service on HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email; 2) Complete a 10-minute order form with instructions, sources, and deadline; 3) Review writer bids and choose one to start the assignment; 4) Review the completed paper and authorize payment or request revisions; 5) Request multiple revisions to ensure satisfaction, with a refund offered for plagiarized work. The service uses a bidding system and promises original, high-quality content.
economic and cultural characteristics of the Egypt and.docxwrite12
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This document outlines the requirements for a 10-12 page paper on the physical, economic, and cultural characteristics of Egypt. The paper must include:
1) A discussion of Egypt's physical characteristics, climate, landforms, and location with an accompanying map.
2) An analysis of Egypt's cultural characteristics including population, religion, ethnicity, urban/rural divide, and political and historical influences.
3) A section on Egypt's economy and how its resources have shaped its way of life.
4) A summary linking the physical, economic, and cultural aspects and examining Egypt's role in the globalized world. Original thoughts on Egypt's future changes are expected.
5) A bib
This document outlines a 7th grade world geography curriculum for the Neshaminy School District. It includes standards, essential questions, enduring understandings, and content covered. The curriculum aims to teach students how North America and Europe developed a "Western worldview" based on common characteristics like ethnocentrism, geography, government, economy, beliefs, and culture. It will analyze how these regions view other parts of the world as "winners and losers." Students will learn about the physical and human characteristics of different regions and how they influenced cultures and worldviews. They will also reflect on stereotypes and prejudices that are part of the Western perspective.
This document is a course syllabus for Mrs. O'Rhonda Ingram's 7th grade World Studies class at Redan Middle School. The course will cover Africa, Southwest Asia, and Southern and Eastern Asia. Grades are determined by classwork, homework, tests, quizzes, and a final assessment. Students must complete assignments by specified due dates and adhere to the school's code of conduct. The syllabus outlines expectations, policies, and grading scales for the class.
O'Rhonda Ingram is seeking a position as a Media Specialist. She has a Masters in Instructional Technology and Media Specialist Certification from Georgia Southern University. She has over 10 years of experience as a middle school Social Studies teacher, where she was named Teacher of the Year. She is a member of the Georgia Library Media Association and volunteers as a Girl Scout Leader.
More Related Content
Similar to 7th Grade Social Studies Georgia Performance Standards
This document outlines the Texas Essential Knowledge and Skills (TEKS) for a World History Studies course, beginning with the 2011-2012 school year. It provides 3 learning periods to structure the course: 8000 BC-500 BC, 500 BC-AD 600, and 600-1450. Key topics include the development of early civilizations, classical empires, medieval Europe, Islamic caliphates, the Mongol invasions, European exploration and expansion. Causes and effects of events are examined, along with geographic, economic, and social impacts on history.
This document outlines the goals and standards of California's history-social science framework for K-12 education. It emphasizes developing geographic literacy by teaching students to understand relationships between people and places over time. Key goals include developing students' sense of place and awareness of physical and human geography. The framework takes a multicultural approach and incorporates chronological and spatial thinking skills into grade-level standards covering topics in world history, US history, and geography.
This document outlines the Texas Essential Knowledge and Skills (TEKS) for the 3rd grade social studies curriculum. It details 19 strands that students are expected to learn, covering history, geography, economics, government, citizenship, culture, and social studies skills. Key areas of focus include how individuals have influenced communities, characteristics of different communities, basic map reading skills, and an understanding of civic participation and responsibilities.
This document outlines the fifth grade social studies curriculum standards for the unit on culture in Tennessee. It includes four content standards: culture, economics, geography, and governance and civics. For each standard, it lists learning expectations and accomplishments/objectives for students, along with performance indicators assessed by the state and teachers. The overall summary is that this document defines the key concepts fifth graders in Tennessee are expected to understand about culture, economics, geography, and civics through specific learning goals and assessment benchmarks.
Do you want your students to leave your classroom with a deeper, longer lasting understanding of Social Studies? This session will enable you to develop your student’s critical thinking skills by immersing them in the inquiry process using primary source documents. Resources will be shared.
Causes of the Great Depression Essay | Essay on Causes of the Great .... ≫ Political Causes of the Great Depression Free Essay Sample on .... Explain the Causes and Effects of the Great Depression. - GCSE History .... The great depression. Causes great depression essays. Great Depression: Causes and Definition - Free Essay Example .... Causes of the Great Depression and the Lasting Impacts
This document provides an overview of course standards and essential questions for 6th grade social studies subjects including government and economics, language arts, world history, math, and geography. It lists the instructors and their subject areas, along with relevant state standards and example essential questions for each subject.
This document outlines the course syllabus for GST 6503: Regional Studies: Sub-Saharan Africa taught in the winter 2017 quarter at Northeastern University. The course will explore issues in Sub-Saharan Africa related to governance, development, conflict, health, education, gender, and transnational crimes. It will be divided into four parts covering Africa's pre-colonial history, the colonial period, post-colonial development challenges, and current case studies. Students will complete weekly readings, discussions, and four critical reaction essays. They will also submit a research proposal and final research paper on a problem in Sub-Saharan Africa. The course aims to provide students with an understanding of Africa's history and current socioeconomic
This document outlines a lecture on political and cultural geography given by Instructor Henry Lesperance Alvarez. It includes 10 questions and reading assignments for students on topics like the cultural diversity in Mexico, endemic plants used by Native Americans, and how weather patterns influenced the development of early Native American cultures. Students are asked to identify locations on a map, explain a sequence from the Codex Florentine, and describe a significant geographic feature in their own life.
The document discusses concepts related to global divides and regionalism. It provides definitions and explanations of terms like global north/south, third world, and regionalism. Regarding regionalism, it notes that regionalism emphasizes geographical regions as units of analysis and involves intentional region-building. It also outlines some benefits of Asian regionalism, including boosting productivity by linking economies and pooling foreign exchange reserves. Characteristics of regionalism discussed include a strong local identity and desire for greater autonomy.
The document outlines the Texas Essential Knowledge and Skills (TEKS) for social studies curriculum in Grade 2. It covers key topics like history, geography, economics, and government. For history, students learn about landmarks, celebrations, and historical figures important to their community and nation. For geography, they learn map skills and the characteristics of places. For economics, they learn about producers, consumers, and the value of work. For government, they learn about the functions and services of local, state, and national governments.
Flood Essay. PDF FLOODS IN MALAYSIA Historical Reviews, Causes, Effects and ...Melissa Otero
Â
Flood essay ||essay writing on flood ||flood essay writing ||Let's .... Cause and Effect Essay on Flooding | Flood | Hanoi. Paragraph on my experience of a recent flood || Essay on flood in English || Flood report. Before The Flood - Free Essay Example | PapersOwl.com. Essay on Floods - YouTube. Easy and Outstanding Essay on 'A River in Flood' for 12th and 10th .... Essay story about flash flood. Essay on flood - Writing Center 24/7.. Essay on Flood by Rupam Dey. Flood Essay. Flood Essay In English - YouTube. Essay on Flood for Class 4-10 | [BEST & EASY] - Study-Phi. Essay Of Flood - Essay on Flood. Effect essay: causes of flood - thesisfinance.web.fc2.com. Flood 2014 – A Photographic Essay.
History of Ethiopian and the Horn October 2022 Final Omotic revised and final...holog48053
Â
This document provides an introduction to the module "History of Ethiopia and the Horn" which is intended for students of higher learning institutions. It discusses the nature and uses of history, sources and methods of historical study, and the historiography of Ethiopia and the Horn region.
The module aims to introduce students to the diverse histories of peoples in Ethiopia and the Horn region and how interactions between societies throughout this region have shaped human history. It discusses key concepts such as the distinction between history as the systematic study of the past versus past events themselves. The summary also notes that the module examines trends in the writing of history in Ethiopia and the role of geography in shaping the region's human history.
This document outlines the Texas Essential Knowledge and Skills (TEKS) for a World Geography Studies course, including:
1) The course provides an overview of world geography from spatial and ecological perspectives, examining physical processes, landforms, climates, ecosystems, cultural patterns, population trends, and economic and political relationships between humans and the environment.
2) Students analyze how location affects economic activities and compare global trade patterns, and learn to think geographically by interpreting maps and asking geographic questions.
3) The TEKS cover geographic concepts like regions, as well as knowledge in history, economics, government, citizenship, culture, science and technology. Students are expected to apply critical thinking and communication skills to
The document provides summaries of the 7 units that make up the AP Human Geography course according to the College Board: 1) Geography introduces concepts like location, space, place and scale. 2) Population examines distribution and growth patterns. 3) Cultural Patterns analyzes language, religion and cultural diffusion. 4) Political Organization studies boundaries and governance. 5) Agriculture explores domestication and production regions. 6) Industrialization examines economic development theories. 7) Cities analyzes urbanization patterns and internal city structures. The summaries outline the key topics and concepts covered in each unit to help students effectively study for the course.
A.Analyze the role of adaptation to climate changes in hominid d.docxrhetttrevannion
Â
A.
Analyze the role of adaptation to climate changes in hominid development. 

B.
Explain the importance of technological developments in the emergence of early Afro-Eurasian societies. How did different social needs spur technological developments? How did different technological developments shape certain societies?
C.
Compare the territorial states of Southwest Asia with the more modest state of Shang China. What factors encouraged or prohibited the development of strong territorial states? 

D.
Compare the rise of the Zhou state to the Neo-Assyrian state and Persian Empire. How did each state attempt to achieve integration of its realm?
E.
How did migrating peoples affect the Afro-Eurasian empires after 1200
BCE
? Discuss the origins of these migrating peoples, the states they disrupted, and ways in which they aided cultural integration. 

F.
Explain how Vedic rulers achieved cultural integration in South Asia and account for the differences between 
South Asia’s path to cultural integration and that of Mesopotamia and Egypt. 

HAVE TO BE AT LEAST 2 PARAGRAPHS EACH
.
This document provides instructions for using the writing assistance service on HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email; 2) Complete a 10-minute order form with instructions, sources, and deadline; 3) Review writer bids and choose one to start the assignment; 4) Review the completed paper and authorize payment or request revisions; 5) Request multiple revisions to ensure satisfaction, with a refund offered for plagiarized work. The service uses a bidding system and promises original, high-quality content.
economic and cultural characteristics of the Egypt and.docxwrite12
Â
This document outlines the requirements for a 10-12 page paper on the physical, economic, and cultural characteristics of Egypt. The paper must include:
1) A discussion of Egypt's physical characteristics, climate, landforms, and location with an accompanying map.
2) An analysis of Egypt's cultural characteristics including population, religion, ethnicity, urban/rural divide, and political and historical influences.
3) A section on Egypt's economy and how its resources have shaped its way of life.
4) A summary linking the physical, economic, and cultural aspects and examining Egypt's role in the globalized world. Original thoughts on Egypt's future changes are expected.
5) A bib
This document outlines a 7th grade world geography curriculum for the Neshaminy School District. It includes standards, essential questions, enduring understandings, and content covered. The curriculum aims to teach students how North America and Europe developed a "Western worldview" based on common characteristics like ethnocentrism, geography, government, economy, beliefs, and culture. It will analyze how these regions view other parts of the world as "winners and losers." Students will learn about the physical and human characteristics of different regions and how they influenced cultures and worldviews. They will also reflect on stereotypes and prejudices that are part of the Western perspective.
Similar to 7th Grade Social Studies Georgia Performance Standards (20)
This document is a course syllabus for Mrs. O'Rhonda Ingram's 7th grade World Studies class at Redan Middle School. The course will cover Africa, Southwest Asia, and Southern and Eastern Asia. Grades are determined by classwork, homework, tests, quizzes, and a final assessment. Students must complete assignments by specified due dates and adhere to the school's code of conduct. The syllabus outlines expectations, policies, and grading scales for the class.
O'Rhonda Ingram is seeking a position as a Media Specialist. She has a Masters in Instructional Technology and Media Specialist Certification from Georgia Southern University. She has over 10 years of experience as a middle school Social Studies teacher, where she was named Teacher of the Year. She is a member of the Georgia Library Media Association and volunteers as a Girl Scout Leader.
O'Rhonda Ingram is seeking a position as a Media Specialist. She has a Masters in Instructional Technology and Media Specialist Certification from Georgia Southern University. She has over 10 years of experience as a middle school Social Studies teacher, where she was named Teacher of the Year. She is a member of the Georgia Library Media Association and volunteers as a Girl Scout Leader.
This document provides information about a 6th grade reading enrichment activity centered around the book "The Greedy Triangle" by Marilyn Burns. It involves having students review geometric terms, make predictions about changes to triangles as the story is read, and show an understanding of the material. Over four days, students will be introduced to the activity, read the story, create book covers using shapes, and take a quiz on geometry shapes. The activity aligns with common core geometry and language arts standards.
The Media Specialist at Miller Grove High School had 10 books that needed cataloging either because they were gifts or had duplicate barcodes. The narrator assisted by cataloging the books using the Library of Congress system, assigning new barcodes, stamping the school name, and adding anti-theft stickers to prepare the books to be shelved. The narrator enjoyed the entire cataloging process.
The document summarizes an evaluation of a school's reference collection and efforts to update materials. It was found that most items were outdated from 1997. While some could be discarded, most needed to stay. Teachers requested more recent resources on wars and battles. New print and ebooks were ordered to supplement the collection, including titles on specific wars and battles, military encyclopedias, and primary sources.
This document outlines a staff development lesson plan for teaching 6th-8th grade teachers how to create a Prezi presentation and Screencast using Jing software. The lesson includes introducing the technologies, providing examples, reviewing directions, allowing time for teachers to create their own Prezi and Screencast, and opportunities to share and provide feedback. The goals are for teachers to understand how to incorporate these new technologies into their classroom instruction to enhance learning for visual and audio learners. A reflection notes that receiving immediate positive feedback from teachers suggested the lesson was a success in teaching useful technologies.
This grant application is from Redan Middle School to purchase 4 Kindle e-readers for struggling readers in grades 6-8. The Kindles would allow for text-to-speech capabilities and an in-line dictionary to help struggling readers. The $1,196 budget would cover the cost of the Kindles, 2-year warranty, and 18 e-books. An evaluation plan requires teachers and students to complete a survey on Kindle usage to determine effectiveness and need for additional devices. The principal and media specialist signatures confirm support for the project and responsibility to submit an impact evaluation the following year.
The document outlines an 8th grade unit plan on the American Civil War and Reconstruction in Georgia that lasts two weeks. Students will analyze key events and impacts of the Civil War on Georgia like Sherman's Atlanta Campaign and March to the Sea. They will also explore the effects of Reconstruction through amendments to the Constitution, the Freedmen's Bureau, and black legislators in the post-war period. The unit aims to help students understand the causes and consequences of the Civil War from Georgia's perspective.
This article summarizes an experiment that used digital photography to capture notes written on a blackboard during lectures. The photos of the blackboard notes were then made available online for students to access as an alternative to solely using PowerPoint slides. The experiment aimed to combine the advantages of using a blackboard for lecturing with making the notes accessible digitally. Students preferred having the blackboard notes available online in addition to the lectures, as it helped them review and study the material. The process involved photographing the blackboard after each lecture and preparing the photos as online lecture notes for students.
This document outlines a rubric for evaluating Georgia K-12 library media programs at basic, proficient, and exemplary levels. It includes indicators related to student achievement and instruction, staffing, collection development, budget and facilities. At the exemplary level, programs actively plan instruction collaboratively, use data to design activities that promote student achievement, and assess students using various tools. Exemplary programs also employ full-time certified library media specialists to provide services and adult supervision throughout the day.
O'Rhonda Ingram is seeking a position as a Media Specialist in a public school system. She has a Master's degree in Instructional Technology with Media Specialist Certification from Georgia Southern University and over 15 years of experience as a middle school Social Studies teacher, where she has received awards for her teaching. She maintains active professional memberships and has led extracurricular activities.
The document summarizes an evaluation of the RMS Media Center conducted by O. Ingram and J. Holloman using the Georgia DOE 2010 Library Media Program Evaluation Rubric. Most categories were rated proficient or exemplary. To improve further, the evaluators recommend that the media specialist collaborate more with teachers, have assistance from a paraprofessional or volunteers, ensure the media center remains open all day, and have more frequent meetings of the media advisory committee to discuss budget, technology, and improvements. The media staff development category was rated exemplary.
The document summarizes plans for improvements to the media center at Redan Middle School in Lithonia, Georgia. It includes the mission and goals of the school. A survey found that stakeholders want a more relaxed atmosphere, updated computers, and remodeling. Proposed changes include combining books on shelves to eliminate empty shelves, relocating instructional areas, replacing the circulation desk with a smaller mobile unit, and making the video storage room more accessible.
The document discusses a study on elementary school principals' perceptions of the instructional role of library media specialists. It presents research questions about how principals view library media specialists as teachers and instructional partners. The study found principals largely endorsed the instructional roles, though some areas had less agreement. Principals' views were primarily shaped by interactions with library media specialists during their teaching and administrative careers, rather than formal training.
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LA HUG - Video Testimonials with Chynna Morgan - June 2024Lital Barkan
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We know we want to create products which our customers find to be valuable. Whether we label it as customer-centric or product-led depends on how long we've been doing product management. There are three challenges we face when doing this. The obvious challenge is figuring out what our users need; the non-obvious challenges are in creating a shared understanding of those needs and in sensing if what we're doing is meeting those needs.
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7th Grade Social Studies Georgia Performance Standards
1. 7th Grade Georgia Performance Standards<br />Africa, Southwest Asia (Middle East), Southern and Eastern Asia<br /> Seventh grade is the second year of a two year World Area Studies course. Seventh grade students study Africa and Asia. The goal of this two year course is to acquaint middle school students with the world in which they live. The geography domain includes both physical and human geography. The intent of the geography domain is for students to begin to grasp the importance geography plays in their everyday lives. The government/civics domain focuses on selected types of government found in the various areas in order to help students begin to understand the variety of governments in the world. The economics domain builds on the K-5 economics; however, the focus shifts from the United States to how other countries answer the basic questions of economics. The history domain focuses primarily on significant events in each region from the twentieth and twenty-first centuries.<br />AFRICA<br />Geographic Understandings<br />SS7G1 The student will locate selected features of Africa.<br />a. Locate on a world and regional political-physical map: the Sahara, Sahel, savanna, tropical rain forest, Congo River, Niger River, Nile River, Lake Tanganyika, Lake Victoria, Atlas Mountains, and Kalahari Desert.<br />b. Locate on a world and regional political-physical map the countries of, Democratic Republic of the Congo (Zaire), Egypt, Kenya, Nigeria, South Africa, and Sudan.<br />SS7G2 The student will discuss environmental issues across the continent of Africa.<br />a. Explain how water pollution and the unequal distribution of water impacts irrigation, trade, industry, and drinking water.<br />b. Explain the relationship between poor soil and deforestation in Sub-Saharan Africa.<br />c. Explain the impact of desertification on the environment of Africa from the Sahel to the rainforest.<br />SS7G3 The student will explain the impact of location, climate, and physical characteristics on population distribution in Africa.<br />a. Explain how the characteristics in the Sahara, Sahel, savanna, and tropical rain forest affect where people live, the type of work they do, and how they travel.<br />SS7G4 The student will describe the diverse cultures of the people who live in Africa.<br />a. Explain the differences between an ethnic group and a religious group.<br />b. Explain the diversity of religions within the Arab, Ashanti, Bantu, and Swahili ethnic groups.<br />c. Evaluate how the literacy rate affects the standard of living.<br />Government/Civics Understandings <br />SS7CG1 The student will compare and contrast various forms of government.<br />a. Describe the ways government systems distribute power: unitary, confederation, and federal.<br />b. Explain how governments determine citizen participation: autocratic, oligarchic, and democratic.<br />c. Describe the two predominant forms of democratic governments: parliamentary and presidential.<br />SS7CG2 The student will explain the structures of the modern governments of Africa.<br />a. Compare the republican systems of government in the Republic of Kenya and the Republic of South Africa to the dictatorship of the Republic of Sudan, distinguishing the form of leadership and role of the citizen in terms of voting and personal freedoms.<br />SS7CG3 The student will analyze how politics in Africa impacts standard of living.<br />a. Compare how various factors, including gender, affect access to education in Kenya and Sudan.<br />b. Describe the impact of government stability on the distribution of resources to combat AIDS and famine across Africa.<br />Economic Understandings <br />SS7E1 The student will analyze different economic systems.<br />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.<br />b. Explain how most countries have a mixed economy located on a continuum between pure market and pure command.<br />c. Compare and contrast the economic systems in South Africa and Nigeria.<br />SS7E2 The student will explain how voluntary trade benefits buyers and sellers in Africa.<br />a. Explain how specialization encourages trade between countries. Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargos.<br />b. Explain why international trade requires a system for exchanging currencies between nations.<br />SS7E3 The student will describe factors that influence economic growth and examine their presence or absence in Nigeria and South Africa.<br />a. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP).<br />b. Explain the relationship between investment in capital (factories, machinery, and technology) and gross domestic product (GDP).<br />c. Explain how the distribution of diamonds, gold, uranium, and oil affects the economic development of Africa.<br />d. Describe the role of entrepreneurship.<br />SS7E4 The student will explain personal money management choices in terms of income, spending, credit, saving, and investing. Historical Understandings SS7H1 The student will analyze continuity and change in Africa leading to the 21st century.<br />a. Explain how the European partitioning across Africa contributed to conflict, civil war, and artificial political boundaries.<br />b. Explain how nationalism led to independence in South Africa, Kenya, and Nigeria.<br />c. Explain the creation and end of apartheid in South Africa and the roles of Nelson Mandela and F.W.de Klerk.<br />d. Explain the impact of the Pan-African movement.<br />SOUTHWEST ASIA (Middle East)<br />Geographic Understandings<br /> SS7G5 The student will locate selected features in Southwestern Asia (Middle East).<br />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.<br />b. Locate on a world and regional political-physical map the nations of Afghanistan, Iran, Iraq, Israel, Saudi Arabia, and Turkey.<br />SS7G6 The student will discuss environmental issues across Southwest Asia (Middle East).<br />a. Explain how water pollution and the unequal distribution of water impacts irrigation and drinking water.<br />SS7G7 The student will explain the impact of location, climate, physical characteristics, Distribution of natural resources and population distribution on Southwest Asia (Middle East).<br />a. Explain how the distribution of oil has affected the development of Southwest Asia (Middle East).<br />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.<br />SS7G8 The student will describe the diverse cultures of the people who live in Southwest Asia (Middle East).<br />a. Explain the differences between an ethnic group and a religious group.<br />b. Explain the diversity of religions within the Arabs, Persians, and Kurds.<br />c. Compare and contrast the prominent religions in Southwest Asia (Middle East): Judaism, Islam, and Christianity.<br />d. Explain the reason for the division between Sunni and Shia Muslims.<br />e. Evaluate how the literacy rate affects the standard of living.<br />Government/Civics Understandings <br />SS7CG4 The student will compare and contrast various forms of government. a. Describe the ways government systems distribute power: unitary, confederation, and federal. b. Explain how governments determine citizen participation: autocratic, oligarchic, and democratic. c. Describe the two predominant forms of democratic governments: parliamentary and presidential. SS7CG5 The student will explain the structures of the national governments of Southwest Asia (Middle East).<br />a. Compare the parliamentary democracy of the State of Israel, the monarchy of the Kingdom of Saudi Arabia, and the theocracy of the Islamic Republic of Iran, distinguishing the form of leadership and the role of the citizen in terms of voting rights and personal freedoms.<br />Economic Understandings SS7E5 The student will analyze different economic systems.<br />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.<br />b. Explain how most countries have a mixed economy located on a continuum between pure market and pure command.<br />c. Compare and contrast the economic systems in Israel, Saudi Arabia, and Turkey.<br />SS7E6 The student will explain how voluntary trade benefits buyers and sellers in Southwest Asia (Middle East).<br />a. Explain how specialization encourages trade between countries.<br />b. Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargos.<br />c. Explain the primary function of the Organization of Petroleum Exporting Countries (OPEC).<br />d. Explain why international trade requires a system for exchanging currencies between nations.<br />SS7E7 The student will describe factors that influence economic growth and examine their presence or absence in Israel, Saudi Arabia, and Iran.<br />a. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP).<br />b. Explain the relationship between investment in capital (factories, machinery, and technology) and gross domestic product (GDP).<br />c. Explain the role of oil in these countries’ economies.<br />d. Describe the role of entrepreneurship.<br />Historical Understandings<br /> SS7H2 The student will analyze continuity and change in Southwest Asia (Middle East) leading to the 21st century.<br />a. Explain how European partitioning in the Middle East after the breakup of the Ottoman Empire led to regional conflict.<br />b. Explain the historical reasons for the establishment of the modern State of Israel in 1948; include the Jewish religious connection to the land, the Holocaust, anti-Semitism, and Zionism in Europe.<br />c. Describe how land and religion are reasons for continuing conflicts in the Middle East.<br />d. Explain U.S. presence and interest in Southwest Asia; include the Persian Gulf conflict and invasions of Afghanistan and Iraq.<br />SOUTHERN AND EASTERN ASIA<br />Geographic Understandings <br />SS7G9 The student will locate selected features in Southern and Eastern Asia.<br />a. Locate on a world and regional political-physical map: Ganges River, Huang He (Yellow River), Indus River, Mekong River, Yangtze (Chang Jiang) River, Bay of Bengal, Indian Ocean, Sea of Japan, South China Sea, Yellow Sea, Gobi Desert , Taklimakan Desert, Himalayan Mountains, and Korean Peninsula.<br />b. Locate on a world and regional political-physical map the countries of China, India, Indonesia, Japan, North Korea, South Korea, and Vietnam.<br />SS7G10 The student will discuss environmental issues across Southern and Eastern Asia.<br />a. Describe the causes and effects of pollution on the Yangtze and Ganges Rivers.<br />b. Describe the causes and effects of air pollution and flooding in India and China.<br />SS7G11 The student will explain the impact of location, climate, physical characteristics, distribution of natural resources, and population distribution on Southern and Eastern Asia.<br />a. Describe the impact climate and location has on population distribution in Southern and Eastern Asia.<br />b. Describe how the mountain, desert, and water features of Southern and Eastern Asia have affected the population in terms of where people live, the types of work they do, and how they travel.<br />SS7G12 The student will analyze the diverse cultures of the people who live in Southern and Eastern Asia.<br />a. Explain the differences between an ethnic group and a religious group.<br />b. Compare and contrast the prominent religions in Southern and Eastern Asia: Buddhism, Hinduism, Islam, Shintoism and the philosophy of Confucianism.<br />c. 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Compare how traditional, command, market economies answer the economic questions of (1) what to produce, (2) how to produce, and (3) for whom to produce.<br />b. Explain how most countries have a mixed economy located on a continuum between pure market and pure command.<br />c. Compare and contrast the economic systems in China, India, Japan, and North Korea.<br />SS7E9 The student will explain how voluntary trade benefits buyers and sellers in Southern and Eastern Asia.<br />a. Explain how specialization encourages trade between countries.<br />b. Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargos.<br />c. Explain why international trade requires a system for exchanging currencies between nations.<br />SS7E10 The student will describe factors that influence economic growth and examine their presence or absence in India, China, and Japan.<br />a. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP).<br />b. Explain the relationship between investment in capital (factories, machinery, and technology) and gross domestic product (GDP).<br />c. Describe the role of natural resources in a country’s economy.<br />d. Describe the role of entrepreneurship.<br />Historical Understanding <br />SS7H3 The student will analyze continuity and change in Southern and Eastern Asia leading to the 21st century.<br />a. Describe how nationalism led to independence in India and Vietnam.<br />b. Describe the impact of Mohandas Gandhi’s belief in non-violent protest.<br />c. Explain the role of the United States in the rebuilding of Japan after WWII.<br />d. Describe the impact of Communism in China in terms of Mao Zedong, the Great Leap Forward, the Cultural Revolution, and Tiananmen Square.<br />e. Explain the reasons for foreign involvement in Korea and Vietnam in terms of containment of Communism.<br />