VIEWS: 7 PAGES: 3 POSTED ON: 1/5/2012
CRCT Review Centers Social Studies Center 1: Standard: 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. Center 2: Standard: 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. Center 3: Standard: 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. Center 4: Standard: SS7G1 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. Center 5: Standard: SS7CG1 a, b, c SS7CG2 a 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 cup. How do the unitary, confederation, and federal government systems distribute power? How do autocratic, oligarchic, and democratic governments determine citizen participation? 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. Center 6: Standard: 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.
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