The Middle East and North Africa

Geography of the Middle East and North Africa

To launch the question in this cluster, students ask questions about a variety of images that represent the physical and human geography of the region. They explore maps showing the topography, climate, rainfall, population, and political boundaries of countries in the region and learn how to use relative and absolute location to find places on a map. The information on these maps leads students to understand the issue of water scarcity in the region. They learn about actions that UNICEF is taking to support people living with water scarcity. Then they use a case-study approach to investigate the regional conflicts that arise when rivers cross the borders between countries. The United Nations Sustainable Development Goal 6 (Clean Water and Sanitation) features prominently in this cluster.

Ancient Mesopotamia

To launch the first cluster that addresses ancient history of the Middle East and North Africa, students examine a timeline and look for events that qualify as examples of the characteristics of a complex society. They experience a simulation of life in an ancient Sumerian city-state by visiting different key areas and reporting back to their community about whether they should move to the city. Students begin to examine the role of leaders in early systems of government by reading an adapted version of the Epic of Gilgamesh using a reader's theater approach. They investigate another leader, Hammurabi, and determine whether his code of laws was fair for different groups of people. Finally, students learn how the Sumerian, Akkadian, and Babylonian cultures grew, eventually forming the world’s first empire. To demonstrate their learning, they plan their own epic in the model of the Epic of Gilgamesh. The king in their story will go on a quest while being helped or impeded by a god or goddess to improve some aspect of a complex society.

Ancient Egypt and Nubia

To launch this cluster, students consider the similarities between ancient Mesopotamia and ancient Egypt, two agricultural societies that developed around the same time (ancient Egypt peaked a bit later). They recall the impact cuneiform had in uniting Mesopotamian society, and investigate how the writing system of hieroglyphics helped unite Upper and Lower Egypt. Soon after setting up a stable complex society, ancient Egyptians created a social hierarchy based upon occupation and status. Students look for clues in texts to determine the position of seven ancient Egyptians in the social hierarchy. They connect the importance of the social hierarchy to the pharaoh’s chief responsibility: bringing Ma’at (harmony) to society. Students learn that a similar hierarchy existed among the gods and goddesses as they take a closer look at polytheism. They learn how Egyptians prepared for the afterlife and examine artifacts from King Tutankhamun’s tomb to consider the purpose of each object and what it can and cannot tell us about life and religion in ancient Egypt. Another important complex society in North Africa, Nubia, was influenced by ancient Egypt. Despite some cultural similarities, their societies diverged after the Egyptians destroyed the Nubian capital city. As part of an effort to create a distinct Nubian society, a Nubian pharaoh decided to give royal women the power to become pharaohs (queens) in their own right. Students explore the accomplishments of some famous women pharaohs in ancient Egypt and Nubia and how they became pharaohs in male-dominated societies. Finally, students put together what they learned and answer the Supporting Question: How did ancient Egyptians and Nubians use religious beliefs to create hierarchies of power?

In-Depth Inquiry: Influencing an Empire

The Supporting Question for this cluster is How did Phoenician and Persian innovations influence an empire? Cluster 4 is an In-Depth Inquiry that students conduct with more independence than in previous clusters. Students follow a complete inquiry cycle in four lessons. The first lesson begins with the Launching the Question routine. Students ask questions about what it might take to maintain influence over a large territory. They continue with the Investigating Sources routine to research Phoenician city-states and their network of trade routes in the Mediterranean. They explore the impact the Phoenician alphabet had in helping maintain influence across a trading empire. Students review and discuss quotes and stories about what people in other complex societies in the area had to say about the Phoenicians. Then students learn about the Persian Empire. Like the Phoenicians, the Persians met the needs of their people by creating innovative ways to manage their empire. Students work collaboratively to arrange these innovations into a hierarchy of importance according to their impact on the empire’s success. In the Putting it Together routine, students use the Hexagonal Thinking strategy to create a concept map in preparation for answering the Supporting Question.