SS7G5 The student will locate selected features in Southwestern Asia (Middle East).
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.
(first row of images 1-3)
b. Locate on a world and regional political-physical map the nations of Afghanistan, Iran, Iraq, Israel, Saudi Arabia, and Turkey.
(second row of images 1-2)
S7G6 The student will discuss environmental issues across Southwest Asia (Middle East).
Environmental issues across Southwest Asia are very common, and farms and oil are big causes. When farmers try to farm here it is hard for them to have good enough soil, and when they try to farm the land just dries up more. Oil can pollute the water by drilling and oil leaks, too.
a. Explain how water pollution and the unequal distribution of water impacts irrigation and drinking water.
In Southwest Asia there are many concerns with pollution. There is some water pollution, since Turkey has built several dams along the Tigris and Euphrates rivers, there is none for the other countries downstream, and the seldom water that they do get, it is polluted and unusable.
SS7G7 The student will explain the impact of location, climate, physical characteristics, distribution of natural resources and population distribution on Southwest Asia (Middle East).
The climate and location of Southwest Asia is very hot and dry which is very hard to farm with.This area does not have any usable timber, and the agricultural goods are very scarce. But, 81% of the world's oil comes from OPEC which is multiple countries who are in Southwest Asia. They also have minerals, especially in the red and dead seas. Population distribution in Southwest Asia is very based around the water, and not close to the arid and desert parts. The cities are very populated, because people are always near water, and there is not very much water in Southwest Asia.
a. Explain how the distribution of oil has affected the development of Southwest Asia (Middle
East).
Where oil is there are people, and you could say the same with water. Development here is near oil and water, so there is not many people in the desert of many Southwest Asian countries due to the built and developed cities around oil.
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.
In Southwest Asia, most of the land is dry and isn't arable. So, not very many people live near or in the deserts, but they are more likely to live near the water, because humans need water to survive, and most of the wealth of the country is based near water and oil.
SS7G8 The student will describe the diverse cultures of the people who live in Southwest Asia (Middle East).
a. Explain the differences between an ethnic group and a religious group.
Ethnic groups share common ancestors, culture, beliefs, clothes, region that they live in, and food.
Religious groups share same belief books, and holy books, they believe in god(s), prophets, prayers, and history.
They both can be beliefs, history, and for example both have laws like expectations about what women should wear.
b. Explain the diversity of religions within the Arabs, Persians, and Kurds
Arabs-
Location- Saudi Arabia, Europe, SW Asia, Asia, USA, Canada, Africa
Ancestors- Believe themselves to be descendants through Ishmael, and they make up a major part of SW Asia's population
Religion- Practice Islam (not all do) either Sunni or Shi'a. Some are Christians and other religions
Language- Most speak Arabic, no matter what religion
Kurds-
Location- Ethnic group in Turkey, Syria, Iraq and Iran. They are the largest ethnic group without a country, and they want one
Ancestors- Believe themselves to be descendants of the Medes, ancient Iranian people, who share aspects of life with them
Religion- Almost all Kurds are Muslim, and they are overwhelmingly Sunni; only 5% are Shi'a.
Language- Kurdish language is an indo-European language related to Farasi (what the Persians speak) and others from Iran
Persians-
Location- Those who live in present day Iran. 1/2 of Iran's population are Persians. Can be found all over the Middle East & Asia
Ancestors- Persians lived in Iran before the arrival of Islam in the 7th century. Indo-Europeans who migrated to form an empire
Religion- Most Persians practice Shi'a Islam, but some are other religions and Sunni Islam
Language- Persians speak a language called Farsia, and for Persians it is one of the oldest languages still spoken today
c. Compare and contrast the prominent religions in Southwest Asia (Middle East): Judaism,
Islam, and Christianity.
Judaism- This is a monotheistic religion, meaning its followers believe in only one god, and all of these are monotheistic. Their holy book is the Torah; the first five books of the Hebrew scriptures, and it says that God made a covenant. The founders of this religion are Abraham, Isaac, and Jacob. They got their name from the largest tribe- called Judah-Judaism-Jews. The Diaspora was the scattering of the Jews. The difference between Jews and Christianity was that the Jews did not believe Jesus is the son of God.
Christianity- The founding figure in Christianity is Jesus, a man who was born in Bethlehem of Judea. Jesus was sentenced to death because Pontious Pilate saw Jesus as a threat to his authority and the Roman empire. Christians view Jesus as the long awaited Messiah; the savior of man. Christians' holy book is the bible.
Islam- The founder of Islam was Muhammad. He was born in 570 A.D., and he was trained to be a merchant, and he married an older woman. Muhammad heard Gabriel from their god; "Allah". Muslims were known as "ones who submit" to the will of God if they agreed to believe. After Muhammad's death his followers collected the teachings of Gabriel into the holy book of Islam. Islam split into two groups; Shi'a believe leaders should be descendants of Muhammad, while Sunni believe the best for the job should lead the group.
d. Explain the reason for the division between Sunni and Shi'a Muslims.
The Sunni and Shi'a split because after the death of Muhammad, Muslims couldn't agree on who should lead Islam - the Sunni branch accepted Abu Bakr because he was the best person to be caliph. Shia believe the caliphate should be descended through Muhammad's family.
e. Evaluate how the literacy rate affects the standard of living.
Government/Civics Understandings
The literacy rate affects the standard of living because if a companys' employees cannot read or write they will not be able to do highly trained jobs because they are not educated enough, and if they do not have good jobs that pay well, then they will not have a high standard of living.
SS7CG4 The student will compare and contrast various forms of government.
a. Describe the ways government systems distribute power: unitary, confederation, and federal.
unitary-
Power is held by one central authority
Federal-
Power is shared between central and regional authorities.
Confederation-
Regional authority holds all power
SLIDESHOW EXPLAINING MORE:
http://www.slideshare.net/templep79/systems-of-government-powerpoint-unitary-confederation-federalupdated-2010?qid=b89b03ed-252d-47a9-84cb-485eb74b33ef&v=default&b=&from_search=1
b. Explain how governments determine citizen participation: autocratic, oligarchic, and democratic.
Autocratic forms of government allow no citizen participation; the one leader decides every aspect of life for the citizens.
Oligarchic forms of government allow no citizen participation; the group of leaders determine everything for the citizens.
Democratic forms of government are mostly citizen participated lifestyles, you get to make career and life decisions for yourself.
c. Describe the two predominant forms of democratic governments: parliamentary and
presidential.
"The major difference between these two systems is that in a Presidential system, the executive leader, the President, is directly voted upon by the people (Or via a body elected specifically for the purpose of electing the president, and no other purpose), and the executive leader of the Parliamentary system, the Prime Minister, is elected from the legislative branch directly.In the Presidential System, it is more difficult to enact legislation, especially in the event that the President has different views than the legislative body. The President only responds to the people, the legislative branch can't really do anything to threaten the President. As a result, he can make it more difficult for the legislative body to do anything.In the Parliamentary system, if the Parliament doesn't like the Prime Minister, they can cast a vote of no confidence and replace him. This tends to make the executive leader subservient to the Parliament."
SS7CG5 The student will explain the structures of the national governments of Southwest Asia (Middle East).
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.
Israel-
Israel would have the most citizen participation because they are a parliamentary system, and they would be able to make most of their decisions themselves without higher powers telling them what to do and what choices to make.
Saudi Arabia-
Saudi Arabia would have a lot less citizen participation because most of the economy is ruled by the government because they are a monarchy. Their government controls every aspect about oil and petroleum, but they allow a little bit more freedom about citizens' choices.
Iran-
Iran would have seldom to none for citizen participation, just because they are a theocracy, and the highest leader gets their orders from their God. For example, if their God says to do something; then they without a doubt will do it.
SS7E5 The student will analyze different economic systems.
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.
traditional-
1. Custom and Habit
2. Custom and Habit
3. Custom and Habit
command-
1. What the government decides
2. How the government decides
3. For whom the government decides
market-
1. What entrepreneurs decide
2. How entrepreneurs decide
3. For whom entrepreneurs decide
b. Explain how most countries have a mixed economy located on a continuum between pure
market and pure command.
A country needs the advantages of a free market, capitalistic economy to stimulate the growth of jobs and business, but also a socialistic net to help out the less fortunate, sick and poor, and so the government can have some control within the free market. A completely market economy would not have any rules, and we have learned that people need to have rules to be successful.
c. Compare and contrast the economic systems in Israel, Saudi Arabia, and Turkey.
"Israel, Saudi Arabia, and Iran are very different countries in terms of location, residents, and economic systems."
Israel is located along the Mediterranean coast and has a relatively small geographic area and almost no natural resources. Israel was founded in 1948 as homeland for the world’s Jews, and most of the citizens are Jewish. Though they have many problems with their Arab neighbors, Israel has good relations with much of Western Europe and with the United States. The Israelis have built an economy based on advanced technology that has allowed them to make up for much of what they lack in farmland and natural resources.
(1) What to produce?
A large portion of Israel’s GDP comes from high tech manufacturing, financial services, and agriculture.
(2) How to produce?
Israel has substantial government ownership of business, but is gradually privatizing companies.
(3) For whom to produce?
The private sector produces goods and services for domestic and international markets based on the market price system.
Place on the continuum: Israel would fall slightly to the market side of center on the continuum.
Saudi Arabia is one of the largest countries in SW Asia, and it is located to the south of Israel on the Arabian Peninsula. Most Saudis are Sunni Muslims, and Saudi Arabia is the location of Mecca, the holiest city for the Muslims. Though much of Saudi Arabia is desert, the country has rich oil reserves that allow the Saudis to buy most of the goods they cannot produce themselves. The kind of Saudi Arabia and his advisors make most of the decisions about how and where to use oil profits, but they have invested a lot of the nation’s wealth in technologies that allow them to produce goods they would not be able to do otherwise in a desert climate.
(1) What to produce?
Saudi Arabia is the world’s leading producer of oil. The Saudi government continues to invest in industrial production. They are a leader in petrochemicals, mining, and refining.
(2) How to produce?
Over 95% of the oil industry in the country is operated by the government. Most other major industries have significant government involvement.
Saudi Arabia relies heavily on specialized labor from other countries. Estimates are that a third of the labor force falls in this category.
Since the 1980s, the Saudi government has been trying to increase private ownership of business and encourage more joint ventures with private foreign companies.
(3) For whom to produce?
One third of Saudi Arabia’s GDP is based on exports to other countries. (This is due to the economy’s reliance on the oil sector.)
Place on the continuum: Saudi Arabia would fall to the command side of center on the continuum
Turkey is located in the northwestern part of the Middle East. The city of Istanbul in Turkey is seen as the gateway to Asia from Europe to Asia. Turkey has the least economic freedom of the four countries. Industries such as airlines and railroads have been controlled by the government. The government has controlled the telephone and television industries as well. However, in recent times, the government has been loosening its hold on these key businesses. More private ownership has been allowed. More laws have been passed to protect business owners.
(1) What to produce?
Turkey has a diversified economy with large service, manufacturing, and agricultural sectors.
(2) How to produce?
Since the late 1980s, Turkey has gradually moved from a government directed economy to more private enterprise.
(3) For whom to produce?
One fifth of Turkey’s production is exported. The remainder is consumed by domestic consumers and the government.
Place on the continuum: Turkey would fall between Saudi Arabia and Israel on the market side of the continuum."
SS7E6 The student will explain how voluntary trade benefits buyers and sellers in Southwest
Asia (Middle East).
a. Explain how specialization encourages trade between countries.
When a country has a developed product, and they get good at making it they decide to specialize in it, and improve the product enough to make more money. If another country doesn't have that good, but specializes in something the country needs, then they will trade their specialized goods. This is why specialization encourages trade between countries.
b. Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargos.
"A barrier to trade is a government-imposed restraint on the flow of international goods or services. The most common barrier to trade is a tariff—a tax on imports. Tariffs raise the price of imported goods relative to domestic goods (goods produced at home)."
Tariff-
A tax imposed on imported goods and services. Tariffs are used to restrict trade, as they increase the price of imported goods and services, making them more expensive to consumers.
Quota-
A government-imposed trade restriction that limits the number, or in certain cases the value, of goods and services that can be imported or exported during a particular time period. Quotas are used in international trade to help regulate the volume of trade between countries. They are sometimes imposed on specific goods and services to reduce imports, thereby increasing domestic production. In theory, this helps protect domestic production by restricting foreign competition.
Embargo-
A government order that restricts commerce or exchange with a specified country. An embargo is usually created as a result of unfavorable political or economic circumstances between nations. The restriction looks to isolate the country and create difficulties for its governing body, forcing it to act on the underlying issue.
c. Explain the primary function of the Organization of Petroleum Exporting Countries (OPEC).
OPEC regulates the prices of oil, and then they sell it to industrial countries.
"The Organization of the Petroleum Exporting Countries (OPEC) was founded in Baghdad, Iraq, with the signing of an agreement in September 1960 by five countries namely Islamic Republic of Iran, Iraq, Kuwait, Saudi Arabia and Venezuela. They were to become the Founder Members of the Organization.These countries were later joined by Qatar (1961), Indonesia (1962), Libya (1962), the United Arab Emirates (1967), Algeria (1969), Nigeria (1971), Ecuador (1973), Gabon (1975) and Angola (2007)."
d. Explain why international trade requires a system for exchanging currencies between nations.
Currency is very important to everyone across the world, because that is how others buy and sell goods and services to other countries and if we can't convert currency we would all have to have the same currency or we wouldn't be able to trade for the goods and services that a country needs.
SS7E7 The student will describe factors that influence economic growth and examine their
presence or absence in Israel, Saudi Arabia, and Iran.
a. Explain the relationship between investment in human capital (education and training) and
gross domestic product (GDP).
"Companies that have invested in their human capital through training and education are more likely to have profitable businesses and more satisfied workers than companies that do not make these investments. Countries where training and education are more easily available often have higher production levels of goods and services, therefore higher gross domestic product, than countries that do not offer these opportunities. The countries in Southwest Asia have widely different gross domestic product levels. Those countries that make it possible for workers to receive training and education tend to be wealthier than those that do not."
This means that if a country invests in teachers and good education systems will most likely have better jobs, and gain more wealth, and higher the GDP as a result.
Israel- PRESENT
Saudi Arabia- MOSTLY PRESENT
Iran- ABSENT
b. Explain the relationship between investment in capital (factories, machinery, and technology)
and gross domestic product (GDP).
"Capital goods (the factories, machines, and technology that people use to make other goods) are important to economic growth. Advanced technology and the organization of this technology into factories, where many workers can work together, increases production and makes that production more efficient. Producing more goods for sale in a quicker and more efficient way leads to economic growth and greater profit. This greater profit leads to higher gross domestic product (GDP)."
This means that if a country invests heavily in machinery and capital goods their GDP will increase because they can do the task more efficiently and faster, which means that they can sell their goods faster making more money for their business.
Israel- PRESENT
Saudi Arabia- MOSTLY PRESENT
Iran- ABSENT
c. Explain the role of oil in these countries’ economies.
Saudi Arabia has two purposes for their oil; selling it, and using it for their industries that require oil.
Israel only uses the oil. Israel has made their money elsewhere, but they still need oil for their industries also.
Iran has oil that they sell, but they are not a very advanced country; so they don't have many industries that require oil.
Israel-
Producing- ABSENT
Consuming- PRESENT
Saudi Arabia-
Producing- PRESENT
Consuming- PRESENT
Iran-
Producing- PRESENT
Consuming- MOSTLY ABSENT
d. Describe the role of entrepreneurship. Historical Understandings
An entrepreneurship is a risk that an individual takes to start a business, and if that business is successful they will reap the benefits.
Israel- PRESENT
Saudi Arabia- MOSTLY PRESENT
Iran- ABSENT
SS7H2 The student will analyze continuity and change in Southwest Asia (Middle East) leading
to the 21st century.
a. Explain how European partitioning in the Middle East after the breakup of the Ottoman Empire
led to regional conflict.
When the Ottoman Empire broke up, lots of countries grabbed territories, and they made new borders, and those borders had people in them that have never been together before, and that caused conflicts.
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, Antisemitism, and Zionism in Europe.
Europeans, and Germans hated and persecuted the Jewish population. The European nations would have turned a blind eye to the Holocaust, if the Nazi's didn't invade the rest of Europe. Israel is the historic and traditional land of the Jews because the Jews birthplace is in Israel. When the holocaust was over, the Europeans saw what Hitler did to the Jews, and so they offered them this homeland which is now Israel. Some Southwest Asian countries, like Palestine and Iran have antisemitism towards Jews, which means extreme hatred towards the Jewish population. Many of the Jews and others felt that they needed a homeland after the destruction of the Jews, the Holocaust, and this is called Zionism.
c. Describe how land and religion are reasons for continuing conflicts in the Middle East.
When Israel was made, all three religions birthplace is where Israel was created, and to them it was not fair that the Jews got the holy land. Land is also a problem for Palestine, because Great Britain promised the Jews it, and there have been many fights and arguments between these two neighboring countries.
d. Explain U.S. presence and interest in Southwest Asia; include the Persian Gulf conflict and invasions of Afghanistan and Iraq.
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.
(first row of images 1-3)
b. Locate on a world and regional political-physical map the nations of Afghanistan, Iran, Iraq, Israel, Saudi Arabia, and Turkey.
(second row of images 1-2)
S7G6 The student will discuss environmental issues across Southwest Asia (Middle East).
Environmental issues across Southwest Asia are very common, and farms and oil are big causes. When farmers try to farm here it is hard for them to have good enough soil, and when they try to farm the land just dries up more. Oil can pollute the water by drilling and oil leaks, too.
a. Explain how water pollution and the unequal distribution of water impacts irrigation and drinking water.
In Southwest Asia there are many concerns with pollution. There is some water pollution, since Turkey has built several dams along the Tigris and Euphrates rivers, there is none for the other countries downstream, and the seldom water that they do get, it is polluted and unusable.
SS7G7 The student will explain the impact of location, climate, physical characteristics, distribution of natural resources and population distribution on Southwest Asia (Middle East).
The climate and location of Southwest Asia is very hot and dry which is very hard to farm with.This area does not have any usable timber, and the agricultural goods are very scarce. But, 81% of the world's oil comes from OPEC which is multiple countries who are in Southwest Asia. They also have minerals, especially in the red and dead seas. Population distribution in Southwest Asia is very based around the water, and not close to the arid and desert parts. The cities are very populated, because people are always near water, and there is not very much water in Southwest Asia.
a. Explain how the distribution of oil has affected the development of Southwest Asia (Middle
East).
Where oil is there are people, and you could say the same with water. Development here is near oil and water, so there is not many people in the desert of many Southwest Asian countries due to the built and developed cities around oil.
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.
In Southwest Asia, most of the land is dry and isn't arable. So, not very many people live near or in the deserts, but they are more likely to live near the water, because humans need water to survive, and most of the wealth of the country is based near water and oil.
SS7G8 The student will describe the diverse cultures of the people who live in Southwest Asia (Middle East).
a. Explain the differences between an ethnic group and a religious group.
Ethnic groups share common ancestors, culture, beliefs, clothes, region that they live in, and food.
Religious groups share same belief books, and holy books, they believe in god(s), prophets, prayers, and history.
They both can be beliefs, history, and for example both have laws like expectations about what women should wear.
b. Explain the diversity of religions within the Arabs, Persians, and Kurds
Arabs-
Location- Saudi Arabia, Europe, SW Asia, Asia, USA, Canada, Africa
Ancestors- Believe themselves to be descendants through Ishmael, and they make up a major part of SW Asia's population
Religion- Practice Islam (not all do) either Sunni or Shi'a. Some are Christians and other religions
Language- Most speak Arabic, no matter what religion
Kurds-
Location- Ethnic group in Turkey, Syria, Iraq and Iran. They are the largest ethnic group without a country, and they want one
Ancestors- Believe themselves to be descendants of the Medes, ancient Iranian people, who share aspects of life with them
Religion- Almost all Kurds are Muslim, and they are overwhelmingly Sunni; only 5% are Shi'a.
Language- Kurdish language is an indo-European language related to Farasi (what the Persians speak) and others from Iran
Persians-
Location- Those who live in present day Iran. 1/2 of Iran's population are Persians. Can be found all over the Middle East & Asia
Ancestors- Persians lived in Iran before the arrival of Islam in the 7th century. Indo-Europeans who migrated to form an empire
Religion- Most Persians practice Shi'a Islam, but some are other religions and Sunni Islam
Language- Persians speak a language called Farsia, and for Persians it is one of the oldest languages still spoken today
c. Compare and contrast the prominent religions in Southwest Asia (Middle East): Judaism,
Islam, and Christianity.
Judaism- This is a monotheistic religion, meaning its followers believe in only one god, and all of these are monotheistic. Their holy book is the Torah; the first five books of the Hebrew scriptures, and it says that God made a covenant. The founders of this religion are Abraham, Isaac, and Jacob. They got their name from the largest tribe- called Judah-Judaism-Jews. The Diaspora was the scattering of the Jews. The difference between Jews and Christianity was that the Jews did not believe Jesus is the son of God.
Christianity- The founding figure in Christianity is Jesus, a man who was born in Bethlehem of Judea. Jesus was sentenced to death because Pontious Pilate saw Jesus as a threat to his authority and the Roman empire. Christians view Jesus as the long awaited Messiah; the savior of man. Christians' holy book is the bible.
Islam- The founder of Islam was Muhammad. He was born in 570 A.D., and he was trained to be a merchant, and he married an older woman. Muhammad heard Gabriel from their god; "Allah". Muslims were known as "ones who submit" to the will of God if they agreed to believe. After Muhammad's death his followers collected the teachings of Gabriel into the holy book of Islam. Islam split into two groups; Shi'a believe leaders should be descendants of Muhammad, while Sunni believe the best for the job should lead the group.
d. Explain the reason for the division between Sunni and Shi'a Muslims.
The Sunni and Shi'a split because after the death of Muhammad, Muslims couldn't agree on who should lead Islam - the Sunni branch accepted Abu Bakr because he was the best person to be caliph. Shia believe the caliphate should be descended through Muhammad's family.
e. Evaluate how the literacy rate affects the standard of living.
Government/Civics Understandings
The literacy rate affects the standard of living because if a companys' employees cannot read or write they will not be able to do highly trained jobs because they are not educated enough, and if they do not have good jobs that pay well, then they will not have a high standard of living.
SS7CG4 The student will compare and contrast various forms of government.
a. Describe the ways government systems distribute power: unitary, confederation, and federal.
unitary-
Power is held by one central authority
Federal-
Power is shared between central and regional authorities.
Confederation-
Regional authority holds all power
SLIDESHOW EXPLAINING MORE:
http://www.slideshare.net/templep79/systems-of-government-powerpoint-unitary-confederation-federalupdated-2010?qid=b89b03ed-252d-47a9-84cb-485eb74b33ef&v=default&b=&from_search=1
b. Explain how governments determine citizen participation: autocratic, oligarchic, and democratic.
Autocratic forms of government allow no citizen participation; the one leader decides every aspect of life for the citizens.
Oligarchic forms of government allow no citizen participation; the group of leaders determine everything for the citizens.
Democratic forms of government are mostly citizen participated lifestyles, you get to make career and life decisions for yourself.
c. Describe the two predominant forms of democratic governments: parliamentary and
presidential.
"The major difference between these two systems is that in a Presidential system, the executive leader, the President, is directly voted upon by the people (Or via a body elected specifically for the purpose of electing the president, and no other purpose), and the executive leader of the Parliamentary system, the Prime Minister, is elected from the legislative branch directly.In the Presidential System, it is more difficult to enact legislation, especially in the event that the President has different views than the legislative body. The President only responds to the people, the legislative branch can't really do anything to threaten the President. As a result, he can make it more difficult for the legislative body to do anything.In the Parliamentary system, if the Parliament doesn't like the Prime Minister, they can cast a vote of no confidence and replace him. This tends to make the executive leader subservient to the Parliament."
SS7CG5 The student will explain the structures of the national governments of Southwest Asia (Middle East).
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.
Israel-
Israel would have the most citizen participation because they are a parliamentary system, and they would be able to make most of their decisions themselves without higher powers telling them what to do and what choices to make.
Saudi Arabia-
Saudi Arabia would have a lot less citizen participation because most of the economy is ruled by the government because they are a monarchy. Their government controls every aspect about oil and petroleum, but they allow a little bit more freedom about citizens' choices.
Iran-
Iran would have seldom to none for citizen participation, just because they are a theocracy, and the highest leader gets their orders from their God. For example, if their God says to do something; then they without a doubt will do it.
SS7E5 The student will analyze different economic systems.
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.
traditional-
1. Custom and Habit
2. Custom and Habit
3. Custom and Habit
command-
1. What the government decides
2. How the government decides
3. For whom the government decides
market-
1. What entrepreneurs decide
2. How entrepreneurs decide
3. For whom entrepreneurs decide
b. Explain how most countries have a mixed economy located on a continuum between pure
market and pure command.
A country needs the advantages of a free market, capitalistic economy to stimulate the growth of jobs and business, but also a socialistic net to help out the less fortunate, sick and poor, and so the government can have some control within the free market. A completely market economy would not have any rules, and we have learned that people need to have rules to be successful.
c. Compare and contrast the economic systems in Israel, Saudi Arabia, and Turkey.
"Israel, Saudi Arabia, and Iran are very different countries in terms of location, residents, and economic systems."
Israel is located along the Mediterranean coast and has a relatively small geographic area and almost no natural resources. Israel was founded in 1948 as homeland for the world’s Jews, and most of the citizens are Jewish. Though they have many problems with their Arab neighbors, Israel has good relations with much of Western Europe and with the United States. The Israelis have built an economy based on advanced technology that has allowed them to make up for much of what they lack in farmland and natural resources.
(1) What to produce?
A large portion of Israel’s GDP comes from high tech manufacturing, financial services, and agriculture.
(2) How to produce?
Israel has substantial government ownership of business, but is gradually privatizing companies.
(3) For whom to produce?
The private sector produces goods and services for domestic and international markets based on the market price system.
Place on the continuum: Israel would fall slightly to the market side of center on the continuum.
Saudi Arabia is one of the largest countries in SW Asia, and it is located to the south of Israel on the Arabian Peninsula. Most Saudis are Sunni Muslims, and Saudi Arabia is the location of Mecca, the holiest city for the Muslims. Though much of Saudi Arabia is desert, the country has rich oil reserves that allow the Saudis to buy most of the goods they cannot produce themselves. The kind of Saudi Arabia and his advisors make most of the decisions about how and where to use oil profits, but they have invested a lot of the nation’s wealth in technologies that allow them to produce goods they would not be able to do otherwise in a desert climate.
(1) What to produce?
Saudi Arabia is the world’s leading producer of oil. The Saudi government continues to invest in industrial production. They are a leader in petrochemicals, mining, and refining.
(2) How to produce?
Over 95% of the oil industry in the country is operated by the government. Most other major industries have significant government involvement.
Saudi Arabia relies heavily on specialized labor from other countries. Estimates are that a third of the labor force falls in this category.
Since the 1980s, the Saudi government has been trying to increase private ownership of business and encourage more joint ventures with private foreign companies.
(3) For whom to produce?
One third of Saudi Arabia’s GDP is based on exports to other countries. (This is due to the economy’s reliance on the oil sector.)
Place on the continuum: Saudi Arabia would fall to the command side of center on the continuum
Turkey is located in the northwestern part of the Middle East. The city of Istanbul in Turkey is seen as the gateway to Asia from Europe to Asia. Turkey has the least economic freedom of the four countries. Industries such as airlines and railroads have been controlled by the government. The government has controlled the telephone and television industries as well. However, in recent times, the government has been loosening its hold on these key businesses. More private ownership has been allowed. More laws have been passed to protect business owners.
(1) What to produce?
Turkey has a diversified economy with large service, manufacturing, and agricultural sectors.
(2) How to produce?
Since the late 1980s, Turkey has gradually moved from a government directed economy to more private enterprise.
(3) For whom to produce?
One fifth of Turkey’s production is exported. The remainder is consumed by domestic consumers and the government.
Place on the continuum: Turkey would fall between Saudi Arabia and Israel on the market side of the continuum."
SS7E6 The student will explain how voluntary trade benefits buyers and sellers in Southwest
Asia (Middle East).
a. Explain how specialization encourages trade between countries.
When a country has a developed product, and they get good at making it they decide to specialize in it, and improve the product enough to make more money. If another country doesn't have that good, but specializes in something the country needs, then they will trade their specialized goods. This is why specialization encourages trade between countries.
b. Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargos.
"A barrier to trade is a government-imposed restraint on the flow of international goods or services. The most common barrier to trade is a tariff—a tax on imports. Tariffs raise the price of imported goods relative to domestic goods (goods produced at home)."
Tariff-
A tax imposed on imported goods and services. Tariffs are used to restrict trade, as they increase the price of imported goods and services, making them more expensive to consumers.
Quota-
A government-imposed trade restriction that limits the number, or in certain cases the value, of goods and services that can be imported or exported during a particular time period. Quotas are used in international trade to help regulate the volume of trade between countries. They are sometimes imposed on specific goods and services to reduce imports, thereby increasing domestic production. In theory, this helps protect domestic production by restricting foreign competition.
Embargo-
A government order that restricts commerce or exchange with a specified country. An embargo is usually created as a result of unfavorable political or economic circumstances between nations. The restriction looks to isolate the country and create difficulties for its governing body, forcing it to act on the underlying issue.
c. Explain the primary function of the Organization of Petroleum Exporting Countries (OPEC).
OPEC regulates the prices of oil, and then they sell it to industrial countries.
"The Organization of the Petroleum Exporting Countries (OPEC) was founded in Baghdad, Iraq, with the signing of an agreement in September 1960 by five countries namely Islamic Republic of Iran, Iraq, Kuwait, Saudi Arabia and Venezuela. They were to become the Founder Members of the Organization.These countries were later joined by Qatar (1961), Indonesia (1962), Libya (1962), the United Arab Emirates (1967), Algeria (1969), Nigeria (1971), Ecuador (1973), Gabon (1975) and Angola (2007)."
d. Explain why international trade requires a system for exchanging currencies between nations.
Currency is very important to everyone across the world, because that is how others buy and sell goods and services to other countries and if we can't convert currency we would all have to have the same currency or we wouldn't be able to trade for the goods and services that a country needs.
SS7E7 The student will describe factors that influence economic growth and examine their
presence or absence in Israel, Saudi Arabia, and Iran.
a. Explain the relationship between investment in human capital (education and training) and
gross domestic product (GDP).
"Companies that have invested in their human capital through training and education are more likely to have profitable businesses and more satisfied workers than companies that do not make these investments. Countries where training and education are more easily available often have higher production levels of goods and services, therefore higher gross domestic product, than countries that do not offer these opportunities. The countries in Southwest Asia have widely different gross domestic product levels. Those countries that make it possible for workers to receive training and education tend to be wealthier than those that do not."
This means that if a country invests in teachers and good education systems will most likely have better jobs, and gain more wealth, and higher the GDP as a result.
Israel- PRESENT
Saudi Arabia- MOSTLY PRESENT
Iran- ABSENT
b. Explain the relationship between investment in capital (factories, machinery, and technology)
and gross domestic product (GDP).
"Capital goods (the factories, machines, and technology that people use to make other goods) are important to economic growth. Advanced technology and the organization of this technology into factories, where many workers can work together, increases production and makes that production more efficient. Producing more goods for sale in a quicker and more efficient way leads to economic growth and greater profit. This greater profit leads to higher gross domestic product (GDP)."
This means that if a country invests heavily in machinery and capital goods their GDP will increase because they can do the task more efficiently and faster, which means that they can sell their goods faster making more money for their business.
Israel- PRESENT
Saudi Arabia- MOSTLY PRESENT
Iran- ABSENT
c. Explain the role of oil in these countries’ economies.
Saudi Arabia has two purposes for their oil; selling it, and using it for their industries that require oil.
Israel only uses the oil. Israel has made their money elsewhere, but they still need oil for their industries also.
Iran has oil that they sell, but they are not a very advanced country; so they don't have many industries that require oil.
Israel-
Producing- ABSENT
Consuming- PRESENT
Saudi Arabia-
Producing- PRESENT
Consuming- PRESENT
Iran-
Producing- PRESENT
Consuming- MOSTLY ABSENT
d. Describe the role of entrepreneurship. Historical Understandings
An entrepreneurship is a risk that an individual takes to start a business, and if that business is successful they will reap the benefits.
Israel- PRESENT
Saudi Arabia- MOSTLY PRESENT
Iran- ABSENT
SS7H2 The student will analyze continuity and change in Southwest Asia (Middle East) leading
to the 21st century.
a. Explain how European partitioning in the Middle East after the breakup of the Ottoman Empire
led to regional conflict.
When the Ottoman Empire broke up, lots of countries grabbed territories, and they made new borders, and those borders had people in them that have never been together before, and that caused conflicts.
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, Antisemitism, and Zionism in Europe.
Europeans, and Germans hated and persecuted the Jewish population. The European nations would have turned a blind eye to the Holocaust, if the Nazi's didn't invade the rest of Europe. Israel is the historic and traditional land of the Jews because the Jews birthplace is in Israel. When the holocaust was over, the Europeans saw what Hitler did to the Jews, and so they offered them this homeland which is now Israel. Some Southwest Asian countries, like Palestine and Iran have antisemitism towards Jews, which means extreme hatred towards the Jewish population. Many of the Jews and others felt that they needed a homeland after the destruction of the Jews, the Holocaust, and this is called Zionism.
c. Describe how land and religion are reasons for continuing conflicts in the Middle East.
When Israel was made, all three religions birthplace is where Israel was created, and to them it was not fair that the Jews got the holy land. Land is also a problem for Palestine, because Great Britain promised the Jews it, and there have been many fights and arguments between these two neighboring countries.
d. Explain U.S. presence and interest in Southwest Asia; include the Persian Gulf conflict and invasions of Afghanistan and Iraq.
Cites:
http://www.slideshare.net/
http://politics.stackexchange.com/questions/71/differences-between-parliamentary-and-presidential-government
My SS and GPS Notebooks
http://www.investopedia.com/
http://teacherpages.hallco.org/webpages/dpeake/units.cfm?subpage=437376
http://www.opec.org/opec_web/en/about_us/25.htm
http://www.slideshare.net/
http://politics.stackexchange.com/questions/71/differences-between-parliamentary-and-presidential-government
My SS and GPS Notebooks
http://www.investopedia.com/
http://teacherpages.hallco.org/webpages/dpeake/units.cfm?subpage=437376
http://www.opec.org/opec_web/en/about_us/25.htm