CRCT Review Centers
SS7G5 The student will locate selected features in S.W. Asia
Students will label the map of Southwest Asia. Locate Euphrates River, Jordan River,
Tigris River, West Bank, Gaza Strip, Suez Canal, Persian Gulf, Red Sea, Arabian Sea,
Israel, Jordan, Saudi Arabia, Iran, Iraq, Syria, Lebanon, Kuwait, Turkey, Afghanistan.
Make neat and color.
SS7G12 The student will analyze the diverse cultures of the people who live in Southern
and Eastern Asia.
SS7CG6 The student will compare and contrast various forms of government.
Students will create a graphic organizer outlining major religions, form of government,
type of leadership, type of legislature for China, India, Indonesia, Japan, North Korea,
South Korea, and Vietnam. Students will compare and contrast the role of the citizen
each country. Students may use chart paper.
SS7G3 The student will explain the impact of location, climate, and physical
characteristics on population distribution in Africa.
Students will copy the S factor chart and compare the Sahel, Savanna, and Sahara and the
ways in which the people of Africa live, work, and travel. Students will predict based on
definitions where the people would live, types of jobs, and modes of transportation.
Students may use the internet to verify their answers.
Part A: The student will 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, DRC, The Congo,
Egypt, Kenya, Nigeria, South Africa, and Sudan.
Part B: Students will create a set of index cards that have the name of these key physical
features on 1 side: Sahara, Sahel, savanna, tropical rain forest, Congo River, Niger River,
Nile River, Lake Tanganyika, Lake Victoria, Atlas Mountains, and Kalahari Desert.
On a second set of index cards students will define or identify these features.
Part C: At the end students will take 2-5 minutes to review a physical map of Africa.
They will then be told to find the index card that matches the one that they are given.
SS7CG1 a, b, c
The student will compare and contrast various forms of government.
The student will explain the structures of the modern governments of Africa.
Students will work in pairs. Each student in the pair should either be designated as green
or yellow. Each pair will be instructed to pull one of the following question cards the a
How do the unitary, confederation, and federal government systems distribute
How do autocratic, oligarchic, and democratic governments determine citizen
What are the components of parliamentary and presidential governments?
What distinguishes the form of leadership, public voting procedures and personal
freedoms the republican systems of government in the Republic of Kenya, the
republic of South Africa and the dictatorship of the Republic of Sudan?
All of the Greens should be asked to identify role of the government and the yellows, will
identify role of the citizen. The students will record their results on a “role of
government vs. role of citizen” chart that they will post around the room. The class will
review all of the results and add any missed data.
SS7E6 The student will explain how voluntary trade benefits buyers and sellers in
Southwest Asia (Middle East). C. Explain the primary function of the Organization of
Petroleum Exporting Countries (OPEC).
Students will explain information about OPEC by completing a skeleton notes. In
addition, students will create a graphic organizer comparing the literacy rate, economic
status, population density, oil resources, and water resources with the following
countries: Afghanistan, Saudi Arabia, Israel, Iraq, Iran, Turkey. Answer the two
questions that are provided.