The Middle East Packet

UNIT 3:
MIDDLE EAST
SCHOLAR NAME: ______________________________
COHORT: ____________________________
HOMEROOM: ____________________________
GRADUATION YEAR: __________________________
Miranda, Joshua M.

Name: ____________________________ Date: _______________
HR/Cohort ___________ Argosy Class of 202X
Table of Contents
MIDDLE EAST LOCATION GRAPHIC ORGANIZER ........................................................ 3
MIDDLE EAST PLACE GRAPHIC ORGANIZER ................................................................ 4
MIDDLE EAST MOVEMENT GRAPHIC ORGANIZER...................................................... 5
MIDDLE EAST REGIONS GRAPHIC ORGANIZER............................................................ 6
MIDDLE EAST HUMAN ENVIRONMENT INTERACTION GRAPHIC ORGANIZER . 7
AFRICA ABSOLUTE LOCATION ACTIVITY ...................................................................... 8
MIDDLE EAST POLITICAL MAP ACTIVITY DIRECTIONS ............................................ 9
MIDDLE EAST POLITICAL MAP ACTIVITY MAP .......................................................... 10
MIDDLE EAST POLITICAL MAP REFERENCE SHEET ................................................. 11
MIDDLE EAST PHYSICAL MAP ACTIVITY ..................................................................... 12
MIDDLE EAST PHYSICAL REFERENCE MAP ................................................................. 13
GOVERNMENTS OF THE MIDDLE EAST .......................................................................... 14
MIDDLE EAST READING ATLAS ACTIVITY ................................................................... 15
RELIGIOUS AND ETHNIC GROUPS NOTES ..................................................................... 20
RELIGIOUS AND ETHNIC GROUPS COMPREHENSION QYESTIONS ...................... 24
DESALINATION READING .................................................................................................... 26
YOUNG SAUDIS READING .................................................................................................... 27
PROTEST VOICES FROM IRAN READING ....................................................................... 29
MAPPING A REFUGEES JOURNEY ................................................................................... 31
MAPPING A REFUGEES JOURNEY REFUGEE STORIES............................................. 32

Name: ____________________________ Date: _______________
GLOBAL LITERACY GRADE 6

MIDDLE EAST LOCATION GRAPHIC ORGANIZER
ABSOLUTE
RELATIVE
Name: ____________________________ Date: _______________

MIDDLE EAST PLACE GRAPHIC ORGANIZER
PHYSICAL
HUMAN
Name: ____________________________ Date: _______________

MIDDLE EAST MOVEMENT GRAPHIC ORGANIZER
PEOPLE GOODS
IDEAS
Name: ____________________________ Date: _______________

MIDDLE EAST REGIONS GRAPHIC ORGANIZER
GEOGRAPHICAL ECONOMIC
POLITICAL
Name: ____________________________ Date: _______________

MIDDLE EAST HUMAN ENVIRONMENT INTERACTION GRAPHIC ORGANIZER
DEPEND ON THE MODIFY/CHANGE THE

ENVIRONMENT ENVIRONMENT
ADAPT TO THE ENVIRONMENT

Scott Foresman
180 140W 100W 60W 20W 0 20E 60E 100E 140E 180
80N 80N
Name
60N 60N
40N 40N
HR/Cohort ___________
Tropic of Cancer Tropic of Cancer

20N 20N
Prime Meridian
The World Latitude and
Equator Equator
GLOBAL
20S 20S
Tropic of Capricorn Tropic of Capricorn
N
Longitude
0 1,000 2,000 Miles

LITERACY
40S W E 40S
0 1,000 2,000 Kilometers
Argosy Class of 202X
Grid
Scale accurate only at Equator

_________________________________
S
Name: ____________________________ Date: _______________
60S 60S
GRADE 6
80S 80S
AFRICA ABSOLUTE LOCATION ACTIVITY
160W 120W 80W 40W 0 40E 80E 120E 160E
The World Latitude and Longitude Grid

MIDDLE EAST
Date __________
BETWEEN LATITUDE LINES: _____________ and _____________
BETWEEN LONGITUDE LINES: _____________ and _____________

Name: ____________________________ Date: _______________

MIDDLE EAST POLITICAL MAP ACTIVITY DIRECTIONS
STEP 1: Label each country in the list below on the POLITICAL MAP of Africa.
Turkey Saudi Arabia Uzbekistan

Lebanon Yemen Oman
Georgia Israel Mediterranean Sea
Armenia Jordan Red Sea
Azerbaijan Syria Persian Gulf
Iran Afghanistan Gulf of Oman
Iraq Kazakhstan Caspian Sea
Kuwait Kyrgyzstan Arabian Sea
Bahrain Pakistan Gulf of Aden
Quatar Tajikistan
United Arab Emirates Turkmenistan
STEP 2: Finish Presentation
Color all locations on each map (COLOR AROUND YOUR LABEL)
**SPICY CHALLENGE**
Label the following cities and mark with a star
Ankara Baghdad Riyadh Akmola

Beirut Al-Kuwait Sanaa Bishkek
Tbilisi Manama Jerusalem Islamabad
Yerevan Doha Amman Dushanbe
Baku Abu Dhabi Damascus Ashkhabad
Tehran Muscat Kabul Tash
EXCEEDS MEETS APPROACHES NOT YET

THE STANDARD THE STANDARD THE STANDARD PROFICIENT
ALL locations on the map are Most of the locations are Assignment is a little Assignment is poorly
labeled correctly and neatly and labeled correctly. Labels more than half attempted or
are printed in black or blue ink or are not neatly readable complete. Labels are locations are not
pencil. Labels are in horizontal by the instructor or are messy or unreadable by labeled accurately.
direction. Place names are not all in horizontal instructor or are not in
capitalized and spelled correctly. direction. Place names horizontal direction.
Writing is legible like it would be are not capitalized. Place names are not
in an atlas spelled correctly.
Name: ____________________________ Date: _______________

MIDDLE EAST POLITICAL MAP ACTIVITY MAP
Name: ____________________________ Date: _______________

MIDDLE EAST POLITICAL MAP REFERENCE SHEET
Name: ____________________________ Date: _______________

MIDDLE EAST PHYSICAL MAP ACTIVITY
DIRECTIONS: Label the numbered bodies of water.
______________________________________
Imagine that you took a vacation to the Middle
East and followed the path shown on the map ______________________________________
below. Write a letter to a friend describing the ______________________________________
physical features that you visited or crossed during
______________________________________
your trip.
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
Name: ____________________________ Date: _______________

MIDDLE EAST PHYSICAL REFERENCE MAP
Name: ____________________________ Date: _______________

GOVERNMENTS OF THE MIDDLE EAST
MIDDLE EASTERN GOVERNMENTS

IRAN SAUDI ARABIA ISRAEL
GOVERNMENT
LEADERSHIP
LEGISLATURE
ROLE OF THE
CITIZEN
Name: ____________________________ Date: _______________

MIDDLE EAST READING ATLAS ACTIVITY
Location
DIRECTIONS: Use the Political Relief Map to answer the following questions.
1. What country is just south of the Caspian Sea? ___________________________________________

2. What country is across the Red Sea from Egypt? __________________________________________
3. What country is bordered by the Mediterranean and the Black Seas? _______________________
4. In what country do the Tigris and Euphrates Rivers meet? _________________________________
5. What country lies between Iraq and Saudi Arabia? ________________________________________
Place
DIRECTIONS: Use the Political Relief Map to match each country with its national capital.
1. ________________ Saudi Arabia A. Tehran

2. ________________ Iran B. Muscat
3. ________________ Iraq C. Riyadh
4. ________________Oman D. Baghdad
Name: ____________________________ Date: _______________
Relationships Within Places
DIRECTIONS: Use Focus on Oil and OPEC to determine whether each of the following statements is true or
false. Write T or F in the space provided.
1. __________ OPEC stands for the Oil and Petroleum Exporting Countries.
2. __________ Pipelines transport oil across Qatar to the Persian Gulf.
3. __________ Russia and the United States combined produce more oil than OPEC.
DIRECTIONS: Use the Major Oil Fields map to answer the following questions. Circle the best answer.
1. A massive known oil deposit lies under which body of water?

a. Mediterranean Sea c. Persian Gulf
b. Black Sea d. Red Sea
2. Which country has working oil fields on the Red Sea?

a. Yemen c. Saudi Arabia
b. Egypt d. Iraq
Name: ____________________________ Date: _______________
Using Geography
DIRECTIONS: Use the Precipitation map to rank the precipitation of the

following places,with 1 representing the place that receives the most
precipitation and 4 the least.
1. __________ Turkey along the Mediterranean Sea
2. __________ Egypt
3. __________ Georgia along the Black Sea
4. __________ western Iran
Movement
DIRECTIONS: Use the People per Car graph to answer the following questions.
1. Which country has the fewest people per car?
____________________________________________
2. Which country has the most people per car?
_____________________________________________
3. Which country has less than half as many people per car as
Iran? __________________________
4. Which country has twice as many people per car as the
United States? _______________________

Name: ____________________________ Date: _______________
DIRECTIONS: Use Focus on Israel Over Time to complete the following sentences.
1. Israel is about ____________________________ the size of Florida.
2. Israel seized the _____________________________ Peninsula in 1967.
3. From 1975 to 1982 Israel returned the peninsula to __________________________________.
4. Today the _______________________________ Strip is administered by Palestinian Authority.
5. The capital of Israel, ________________________, is a holy city for Muslims, Jews, and Christians.
Name: ____________________________ Date: _______________
Regions
DIRECTIONS: Use the Predominant Religion map to answer the following questions. Circle the correct
answer.
1. All of Oman practices what religion?

a. Islam Sunni c. Christianity
b. Islam Shiah d. Judaism
2. Most of Iran practices what religion?

3. Addis Ababa, Ethiopia, and its surrounding area practice what religion?
4. What is the predominant religion in Israel?

5. What two religions are practiced around Baghdad, Iraq?

Name: ____________________________ Date: _______________

RELIGIOUS AND ETHNIC GROUPS NOTES
Ethnic Group
This is a group of people who share a ____________________ .
They are identified on the basis of religion, ____________________ , or national origin.
Ethnic groups can have many ____________________ :
Shared history, common ____________________ , language, religion,
____________________ , beliefs, holidays, food, etc.
These characteristics have been part of their community for ____________________ .
All of these things make up a ____________________ that is shared by the members of the
ethnic group.
Three ____________________ in the Middle East are the Arabs, Persians, and Kurds.
Religious Group
This is a group of people who share a ____________________ .
A religious group is identified based on common religious beliefs and
____________________ .
They believe in the ____________________ (or gods) and have a common sacred text with
a specific set of rules about ____________________ .
Religious groups have many things in common:
God(s), prophets, ____________________ , history,
____________________ , religious laws, holy days, etc.
Three major religious groups in the Middle East are Jews, ____________________ , and
Christians.
Name: ____________________________ Date: _______________
ARABS
Location
The majority of people in the Middle East are ____________________ .
Arabs also live in the United States, Canada, parts of ____________________ , and
Europe.
Ancestry
Arabs of Southwest Asia believe themselves to be descendants of Abraham through his
____________________ .
Arabs make up the ____________________ who live throughout the Middle East.
Religion
Most Arabs practice ____________________ , while small numbers of Arabs practice
other religions.
Not all Arabs are Muslims, and ____________________ are Arabs.
Islam consists mostly of ____________________ .
The majority of Muslims practice ____________________ , and most others practice Shia
Islam.
Sunnis and Shia disagree about ____________________ of the Muslim world.
Sunni Islam dominates in most Arab areas, especially in ____________________ .
Shia Islam is dominant among the Arab population in ____________________ , Lebanon,
Saudi Arabia, Kuwait, Bahrain, northern Syria, & northern Yemen.
Language
Most Arabs, whether they are Muslim or Christian, speak ____________________ .
Name: ____________________________ Date: _______________
PERSIANS
Location
Most Persians ____________________ and make up about half of Irans current
population.
The country of Persia became known as Iran in ____________________ .
Some Persians can also be found living in ____________________ , Tajikistan,
Uzbekistan, Pakistan, and the Xinjiang province of China.
Ancestry
th
The Persians lived in Iran before the ____________________ in the 7 century.
The Persians ancestors were Indo-Europeans who migrated from central Europe and
Southern Russia and formed a ____________________ .
Religion
Most Persians in Iran practice ____________________ , but some are Sunni and other
religions.
Persian women have ____________________ as a result of strict cultural and religious
practices.
Language
Persians speak a language called ____________________ (or Persian).
It is one of the ____________________ that is still spoken today!

Name: ____________________________ Date: _______________
KURDS
Location
The Kurds are an ethnic group that originated as a ____________________ people.

Kurds now live in the ____________________ of Turkey, Syria, Iraq, and Iran.
Kurds form almost 20% of the population of ____________________ .
Many Kurds live in an area of northern Iraq called ____________________ (not a separate
country).
The Kurds are the largest ethnic group in the world ____________________ of their own.
There is a strong ____________________ among the Kurds for their own nation.
This has caused conflict with the countries in which Kurdish people live, and Iraq and Turkey
have both ____________________ and their traditions.
Ancestry
Kurds of Southwest Asia believe themselves to be descendants of the ____________________ ,
an ancient Iranian people.
In fact, Kurds share many aspects of their ____________________ .
Religion
Like the Arabs, the Kurds are overwhelmingly Muslim, and the great ____________________ ;
only 5% are Shia.
Kurdish Muslims tend to be ____________________ about certain Islamic practices.
For example, there are ____________________ for how Kurdish women should dress than there
are for Iranian and Arab women.
Language
____________________ is an Indo-European language related to Farsi (Persian) and other
Iranian languages.
There are ____________________ of Kurdish spoken throughout Southwest Asia.

Name: ____________________________ Date: _______________

RELIGIOUS AND ETHNIC GROUPS COMPREHENSION QYESTIONS
1. What is a community of people sharing a common culture, ancestry, customs, and language known as?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
2. What do members of a religious group have in common?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
3. The majority of people in the Middle East are members of which ethnic group?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
4. Most Arabs are followers of which religion?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
5. Kurds live in mountainous parts of the Middle East, an area informally called:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Name: ____________________________ Date: _______________
6. Which modern day country is home to Persians?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
7. What language do Persians speak?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
8. Most Kurds practice __________ Islam, while most Persians practice __________ Islam.
9. True or False (and explain): Arabs, Persians, and Kurds all live in roughly the same region of the world
and are virtually the same people except they live in different countries.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Name: ____________________________ Date: _______________

DESALINATION READING
DIRECTIONS: Read the text below and answer the questions.
1. What is the main goal of desalination?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
2. Even though it costs a lot of money, why is water desalination common in Arabia and Iraq?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Name: ____________________________ Date: _______________

YOUNG SAUDIS READING
1. What is the main idea affecting life for young people in Saudi Arabia? Where does it come from?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
~~ adapted from PEARSON ~~

Name: ____________________________ Date: _______________
2. How are young people in Saudi Arabia and America the same?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
3. Complete a VENN DIAGRAM comparing young people in Saudi Arabia with young people in your community.
Name: ____________________________ Date: _______________

PROTEST VOICES FROM IRAN READING
1. How do people who have left Iran try to change life in Iran for those who are still there?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Name: ____________________________ Date: _______________
2. What are some ways in which new technology helps people to protest the Iranian government?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
3. Create a tweet, message with 140 letters or less, that someone can use to protest Iran.
@ _____________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Name: ____________________________ Date: _______________

Refugee Stories: Mapping a Crisis
GLOBAL LITERACY
Name:______________________________________________ GRADE 6 with the News Online Resource
Teaching
1
Mapping a Refugees Journey
Mapping One Refugees Journey
Part I: The Story
Instructions: In this activity, you will gain a better understanding of the complexities of one per-
sons experience by mapping his or her journey. Your teacher will assign one refugees story to you.
As you read or watch the story, fill out the graphic organizer below. Because each story is different,
you may find that you do not have enough information to answer all of the questions in the second
table. If this is the case, write no information provided in the space below.
Refugees Name: ______________________________________

Refugees Journey
Route Traveled
Country of Origin Host Country
(list countries, cities, refugee camps, etc.)
Refugees Experiences
Leaving Home Travel Challenges Current Location
Why and when did he or With whom did he or she What other challenges Where and with whom is
she leave? travel? did he or she face? he or she living?
Who was left behind? What kinds of How did he or she What is life like in his or
transportation did he or respond? her new location?
she use?
Additional Information
Is there any other information or event from this story that you would like to include on your map?
THE CHOICES PROGRAM WATSON INSTITUTE FOR INTERNATIONAL AND PUBLIC AFFAIRS, BROWN UNIVERSITY WWW.CHOICES.EDU
Name: ____________________________ Date: _______________

Mapping a Refugees Journey Refugee Stories
The following are stories published online by the United Nations Refugee Agency (UNHCR). Read the story
that your teacher assigned to you. As you read, circle any terms with which you are unfamiliar. You can find
each story, as well as photographs and videos in some cases, by visiting the following link:
http://stories.unhcr.org/.
Ahmet: Syria to Cyprus
The fear of a grinding war that had already scattered his family across Europe left 55 year-old Ahmet
with no other choice but to also flee Syria. Italy was the promised destination. From there, it would have been
easy to move on to Germany to unify with their brothers and two eldest sonsat least this is what Ahmet, his
wife, daughter, and son were led to believe.
I was born in Homs and I wanted to live there until the end, but this vicious war left us no other choice
but to leave all behind For the sake of my childrens future we had to take the risk. I had to pay the smuggler
eight thousand US dollars for each member of my family. Ive never done anything illegal in my whole life, but
there was no other solution.
With 339 others, they sailed on a flimsy fishing boat, which the smugglers abandoned during the
journey. They were rescued from the rough seas, off the coast of Cyprus. Ahmet is now staying with his family
in a tent at a refugee camp near Nicosia, which was set up to temporarily host the 339 survivors; children,
women and men.
The relief they initially felt when they were saved was substituted by disappointment and anxiety for
their future. So far only six survivors have applied for asylum. Most of them are reluctant to do so out of fear
that their application for asylum in Cyprus will remove their prospects of being reunited with their families in
other EU member states. Ahmet says: I will think about my options, but Im certainly not going at sea again. I
left for the future of my kids; Im not going to die with them in the sea. Life is not over.
Name: ____________________________ Date: _______________
Awad: Sudan to South Sudan
When fighting erupted in Kormaganza, Blue Nile state [Sudan], in September last year, 80-yearold
Dawa Musas family decided to flee to the neighbouring village of Mafot. Dawa was too frail to make the two-
day journey by foot, so her son, Awad Kutuk Tungud, hid her in the bush for three days while he moved his
wife, Alahia, and nine children to safety. Awad returned for his mother and carried her to Mafot where the
family remained in relative safety for several monthsuntil artillery began shelling the village.
Awad again fled with his familythis time across the border to South Sudan. For 15 gruelling days, he
carried both his elderly mother and his daughter Zainab on his back, until they reached the border crossing [into
South Sudan] at Al Fudj in February. UNHCR transported the family to Jamam refugee camp in South Sudans
Upper Nile state. They lived in safety for seven months until heavy rains caused flooding, making it difficult for
UNHCR to bring clean water to the camp and bringing the threat of highly contagious waterborne diseases.
UNHCR set up a new camp in Gendrassa, located 55 kilometers from Jamam and on higher ground, and
began the relocation of 56,000 people to the new camp. Among them were Awad and his family. Awad carried
his mother once again, but this time it was to their new tent in Gendrassa camp. Awad has plans to begin
farming. Come back in three months, he said, and there will be maize growing.
Hosein: Iran to France
I am sure my mother and sister are alive.
Hosein is an Afghan Civil Engineer student. He was born in Iran and along with his mother and sister,
they sailed off from the Turkish coast heading for Samos Island in Greece. Their boat sunk at high seas on 11
July 2014, and his mother and sister are missing. Hosein and his three other sisters, two in France and one in
Germany, have left no stone unturned in trying desperately to find a clue that would lead them to their beloved
ones: The past ten days were the most agonizing days of my life. On 10 July, along with with my mother
Fatme and my sister Shokoufeh, we sailed off in a 12 meter boat after having paid 9,000 Euro for the three of
us. It was overcrowded as the smugglers had crammed around 40 men, women and children on that little boat.
Name: ____________________________ Date: _______________
After several hours at sea, the captain informed us that he was no longer in command of the boat which
suddenly started taking in water. Among terrified screams, I tried to elbow myself to reach the small cabin
where my mother and sister were, but I was hurled overboard by panicking passengers. I was very desperate. In
the sea, the currents were so strong that I could hardly swim. It was only until several hours later, namely on
Friday 11 July at noon, that I along with another, almost unconscious passenger, were spotted by an Italian
sailing boat and were transferred to Chios Island [Greece]. Other survivors were brought to Samos. Fifteen
Syrians and Afghans have been rescued. The shipwreck so far claims the lives of six persons who were found
by the Greek and Turkish Coast Guards while the rest are still missing.
Other family members of missing people with whom we were in the same boat, are in Germany and in
Denmark while I am currently in France with my two sisters and their families. I traveled legally on a travel
document issued by the French Embassy in Athens. All the families of missing people are appealing that the
search and rescue operations of the authorities continue unabated. We urge the Greek authorities to bring up the
boat as there were women and small children in the cabin who may have been trapped.
As for my missing mother and sister, another passenger who left the boat after me told me that they were
not trapped in the cabin. Since they had very good life jackets, they must have survived. I am sure they are
alive. I will not abandon the search. I expect and hope for good news. But even if the news were bad I still want
to know!
Shahad: Syria to Lebanon
Four-year-old Shahad, whose name means the sweetest part of the honey, was born in a village near
the city of Hama in western Syria. Her father, Yehia, is a farmer who raised wheat and barley. Before the war,
the family had, he recalls, the best life.
But last September, fighting levelled their three-story family home. Shahads 10-year-old brother, Jasim,
and baby sister, Aya, who was not yet two, were killed, along with five other family members. Rescuers pulled
Shahad from the rubble, her face lacerated and silky curls torn from her skull.
Name: ____________________________ Date: _______________
The family rushed her to a local clinic, where an overworked medic put in stitches and hastily sent the
family on their way. There was no time to properly clean the wound. The whole family fled for the border. On
the way, they were stopped at dozens of checkpoints, where they feared being detained and imprisoned.
Seventeen hours later, after midnight, they arrived in Lebanon with nothing but a suitcase.
The family registered with UNHCR and received basic supplies such as mattresses, blankets, cooking
utensils and hygiene items. Aid agencies have provided electricity to the building, installed outdoor latrines and
ensured drinking water. Refugees are receiving food vouchers as well. Yehia, like many fathers, is doing what
he can to keep the surviving members of his family alive.
Sahara: Somalia to Slovakia
I told it many times, do not worry, I am settled with my past and trying to look only into the
future. I am not afraid, maybe I do not realize how difficult it will be to start my new life in different
place but I know that it will definitely be the best that I could have ever done for my beloved daughters.
I was born in 1972 in Somalia. I lived in a city together with my parents and brother until my
parents died a violent death that I witnessed at the age of 16. I remained alone with my grandmother
who decided to leave Somalia in order to protect me. Our journey took two months, me and my
grandmother walked all the way to the shores of Djibouti where we took a boat through the Arabian
Sea to Yemen. I almost lost hope after the engine of the boat had broken down. Fortunately, our overcrowded
boat was found by a ship and its crew helped us to reach the coast of Yemen safely.
Our lives depended on the help of others, who provided us food and temporary shelter. We slept
and begged in the streets until we were sheltered in one of the refugee camps in Yemen. My life
went normal, I found a job as a servant and was happy to be able to take care of myself and the only
relative, who was close to me, my grandmother. But the journey exhausted my grandmother, whose
health condition deteriorated rapidly. After her death, I remained alone and met a man who wanted
to marry me. Being a single woman and a refugee in a foreign country is not that easy, trust me. I liked
Name: ____________________________ Date: _______________
him too. After our wedding, we found a decent house in the capital of Yemen, which offered much
more job opportunities. Our three daughters visited school and I was pregnant with our fourth child
when my husband filed a divorce and I remained alone again.
I knew that without any support, I would not be able to survive and decided to ask UNHCR for
help. I applied for resettlement and found myself to be chosen out of hundreds of refugees waiting
with me in harsh living conditions.
People say it must have been a really hard decision to leave everything behind and move to
another country [Slovakia] with different culture. I made the decision very easily, grabbed the hands
of my children, like my grandmother grabbed mine 27 years ago and now, we are on a way towards a
new, better life.

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UNIT 3:

GRADUATION YEAR: __________________________

HR/Cohort ___________ Argosy Class of 202X

MIDDLE EAST LOCATION GRAPHIC ORGANIZER ........................................................ 3

MIDDLE EAST PLACE GRAPHIC ORGANIZER ................................................................ 4

MIDDLE EAST MOVEMENT GRAPHIC ORGANIZER...................................................... 5

MIDDLE EAST REGIONS GRAPHIC ORGANIZER............................................................ 6

MIDDLE EAST HUMAN ENVIRONMENT INTERACTION GRAPHIC ORGANIZER . 7

AFRICA ABSOLUTE LOCATION ACTIVITY ...................................................................... 8

MIDDLE EAST POLITICAL MAP ACTIVITY DIRECTIONS ............................................ 9

MIDDLE EAST POLITICAL MAP ACTIVITY MAP .......................................................... 10

MIDDLE EAST POLITICAL MAP REFERENCE SHEET ................................................. 11

MIDDLE EAST PHYSICAL MAP ACTIVITY ..................................................................... 12

MIDDLE EAST PHYSICAL REFERENCE MAP ................................................................. 13

GOVERNMENTS OF THE MIDDLE EAST .......................................................................... 14

MIDDLE EAST READING ATLAS ACTIVITY ................................................................... 15

RELIGIOUS AND ETHNIC GROUPS NOTES ..................................................................... 20

RELIGIOUS AND ETHNIC GROUPS COMPREHENSION QYESTIONS ...................... 24

DESALINATION READING .................................................................................................... 26

YOUNG SAUDIS READING .................................................................................................... 27

PROTEST VOICES FROM IRAN READING ....................................................................... 29

MAPPING A REFUGEES JOURNEY ................................................................................... 31

MAPPING A REFUGEES JOURNEY REFUGEE STORIES............................................. 32

HR/Cohort ___________ Argosy Class of 202X

GLOBAL LITERACY GRADE 6

HR/Cohort ___________ Argosy Class of 202X

GLOBAL LITERACY GRADE 6

HR/Cohort ___________ Argosy Class of 202X

GLOBAL LITERACY GRADE 6

HR/Cohort ___________ Argosy Class of 202X

GLOBAL LITERACY GRADE 6

HR/Cohort ___________ Argosy Class of 202X

GLOBAL LITERACY GRADE 6

DEPEND ON THE MODIFY/CHANGE THE

ADAPT TO THE ENVIRONMENT

Tropic of Cancer Tropic of Cancer

0 1,000 2,000 Miles

Scale accurate only at Equator

160W 120W 80W 40W 0 40E 80E 120E 160E

The World Latitude and Longitude Grid

BETWEEN LATITUDE LINES: _____________ and _____________

BETWEEN LONGITUDE LINES: _____________ and _____________

HR/Cohort ___________ Argosy Class of 202X

GLOBAL LITERACY GRADE 6

Turkey Saudi Arabia Uzbekistan

STEP 2: Finish Presentation

Color all locations on each map (COLOR AROUND YOUR LABEL)

Label the following cities and mark with a star

Ankara Baghdad Riyadh Akmola

EXCEEDS MEETS APPROACHES NOT YET

HR/Cohort ___________ Argosy Class of 202X

GLOBAL LITERACY GRADE 6

HR/Cohort ___________ Argosy Class of 202X

GLOBAL LITERACY GRADE 6

HR/Cohort ___________ Argosy Class of 202X

GLOBAL LITERACY GRADE 6

DIRECTIONS: Label the numbered bodies of water.

HR/Cohort ___________ Argosy Class of 202X

GLOBAL LITERACY GRADE 6

HR/Cohort ___________ Argosy Class of 202X

GLOBAL LITERACY GRADE 6

MIDDLE EASTERN GOVERNMENTS

HR/Cohort ___________ Argosy Class of 202X

GLOBAL LITERACY GRADE 6

BETWEEN LATITUDE LINES: _ and _

BETWEEN LONGITUDE LINES: _ and _