Geography, The Ancient World, Medieval Times to Today ...assets.pearsonschool.com/correlations/CT-WorldExlorer.pdf · Prentice Hall World Explorer ©2001 Geography, The Ancient World,

Prentice Hall World Explorer ©2001Geography, The Ancient World, Medieval Times to Today, Europe and Russia, Africa,

Latin America, The United States and Canada, & Asia and the Pacific

Correlated to:Connecticut Social Studies Curriculum Framework,

(Grades 5-8)

SE = Student Edition TE = Teacher’s Edition1

Connecticut Social Studies Framework & ContentStandards, Grades 5-8

PAGES WHERE TAUGHT(If submission is not a book, cite appropriate location(s))

CONTENT STANDARD 1: Historical ThinkingStudents will develop historical thinking skills, including chronological thinking and recognizing change overtime; contextualizing, comprehending and analyzing historical literature; researching historical sources;understanding the concept of historical causation; understanding competing narratives and interpretation;and constructing narratives and interpretation.

• Formulate historical questions based onprimary and secondary sources, includingdocuments, eyewitness accounts, letters anddiaries, artifacts, real or simulated historicalsites, charts, graphs, diagrams and writtentexts

GeographySE/TE: Section 1: The Five Themes of Geography, 9;

Section 2: The Geographer’s Tools, 14;Chapter 1: Skills Activity: ExpressingProblems Clearly, 20; Chapter 1: ActivityShop Lab: A Five-Theme Tour, 24; Chapter 2:Skills Activity: Using Special GeographyGraphs, 48; Chapter 2: Activity ShopInterdisciplinary: The Earth’s Seasons, 52;Chapter 3: My Side of the Mountain by JeanCraighead George, 74; Chapter 4: SkillsActivity: Locating Information, 98; Chapter 5:Skills Activity: Writing for a Purpose, 122

The Ancient WorldSE/TE: Chapter 1: Skills Activity: Using a Timeline,

24; Chapter 2: Skills Activity: IdentifyingCentral Issues, 56; Chapter 3: Skills Activity:Reading Route Maps, 90; Chapter 4: “TheEnvious Buffalo”, a Jataka story from theFables of India, retold by Joseph Gaer, 120;Chapter 4: Skills Activity: Reading Tables,116; Chapter 5: Skills Activity OrganizingInformation, 146; Chapter 5: Activity ShopLab: Rivers That Flood, 150; Chapter 6: “TheSirens” adapted from the Greek epic theOdyssey retold by Bernard Euslin, 186;Chapter 6: Skills Activity: DrawingConclusions, 180; Chapter 6: Activity ShopInterdisciplinary: Visit Ancient Greece, 184;Chapter 7: Skills Activity: Reading Actively,218

Medieval Times to TodaySE/TE: Chapter 1: Skills Activity: Reading Tables,

26; Chapter 3: Skills Activity: RecognizingCause and Effect, 76; Chapter 4: SkillsActivity: Assessing Your Understanding, 100;Chapter 5: “Of Swords and Sorcerers” byMargaret Hodges and Margery Evernden, 132;

Prentice Hall World Explorer 2001Geography, The Ancient World, Medieval Times to Today, Europe and Russia, Africa,

Latin America, The United States and Canada, & Asia and the PacificCorrelated to:

Connecticut Social Studies Curriculum Framework, (Grades 5-8)




(Continued)• Formulate historical questions based on

primary and secondary sources, includingdocuments, eyewitness accounts, letters anddiaries, artifacts, real or simulated historicalsites, charts, graphs, diagrams and writtentexts

(Continued)Medieval Times to TodaySE/TE: Chapter 6: Skills Activity: Distinguishing Fact

From Opinion, 162; Chapter 6: Activity ShopLab: Making a Compass, 166; Chapter 7:Skills Activity: Interpreting Line Graphs, 180;Chapter 8: Skills Activity: ExpressingProblems Clearly, 216; Chapter 8: ActivityShop Interdisciplinary: History Quiz Wizards,220

The United States and CanadaSE/TE: Chapter 2: Skills Activity: Interpreting

Diagrams, 62; Chapter 2: Activity ShopInterdisciplinary: Transportation, 66; Chapter3: Skills Activity: Organizing Information, 80;Chapter 5: Skills Activity: Writing for aPurpose, 136

Latin AmericaSE/TE: Chapter 2: Skills Activity: Using a Time Line,

48; Chapter 3: Skills Activity: DistinguishingFacts From Opinions, 78; Chapter 5: SkillsActivity: Locating Information, 118; Chapter6: Activity Shop Interdisciplinary: Rain ForestResources, 156

Europe and RussiaSE/TE: Chapter 2: Skills Activity: Interpreting

Diagrams and Illustrations, 46; Chapter 3:Skills Activity: Summarizing Information, 80;Chapter 4: Skills Activity: Using the WritingProcess, 112; Chapter 4: Activity Shop Lab:Tracking the Midnight Sun, 136; Chapter 5:Skills Activity: Recognizing Cause and Effect,152; Chapter 5: Activity ShopInterdisciplinary: Plan a New Railroad Line,170.

Asia and the PacificSE/TE: Chapter 1: Skills Activity: Reading Actively,

22; Chapter 1: Activity Shop Interdisciplinary:Crossing the Great Gobi, 26; Chapter 2: SkillsActivity: Reading Route Maps, 54; Chapter 2:Literature Poems from South Korea andJapan, 58; Chapter 3: Skills Activity: UsingIsolines to Show Precipitation, 76; Chapter 4:Skills Activity: Identifying the Central Issue,106; Chapter 4: Literature From The ClayMarble by Minfong Ho, 110; Chapter 5: SkillsActivity: Interpreting Graphs, 128;







(Continued)• Formulate historical questions based on

primary and secondary sources, includingdocuments, eyewitness accounts, letters anddiaries, artifacts, real or simulated historicalsites, charts, graphs, diagrams and writtentexts

(Continued)Asia and the PacificSE/TE: Chapter 6: Skills Activity: Locating

Information, 158; Chapter 7: Skills Activity:Drawing Conclusions, 182; Chapter 7:Activity Shop Lab: Building a Seismograph,186; Project Possibilities, 188; ExploringTechnology: Paper As We Know It, 33;Drilling for Oil, 124

AfricaSE/TE: Chapter 1: Skills Activity: Interpreting

Diagrams, 26; Chapter 2: Skills Activity:Recognizing Bias, 58; Chapter 3: SkillsActivity: Assessing Your Understanding, 86;Chapter 3: Activity Shop Interdisciplinary:The Language of Music, 90; Chapter 4: SkillsActivity: Using Regional Maps, 104; Chapter4: Review and Activities, 106; Chapter 4:Skills Activity: Using Distribution Maps, 126;Chapter 5: Activity Shop Lab: Desertification,130; Chapter 5: Literature The Distant TalkingDrum by Isaac Olaleye, 132; Chapter 6:Exploring East Africa, 134; Section 1:(Culture) Ethiopia: Churches and Mosques,135; Section 2: Government Tanzania: WhenPeople Cooperate, 140; Chapter 3: SkillsActivity: Using Isolines to Show Elevation,146; Section 3: (Economics) Kenya:Skyscrapers in the Savanna, 148; Chapter 6:Literature A Promise to the Sun by TololwaM. Mollel, 156; Chapter 7: Exploring Centraland Southern Africa, 160; Chapter 7: SkillsActivity: Organizing Your Time, 166;Exploring Technology: A South African GoldMine, 54; The Churches of Lalibela, 138;Project Possibilities, 176







• Gather information from multiple sources,including archives or electronic databases, tohave experience with historical sources and toappreciate the need for multiple perspectives

• Distinguish between primary and secondarysources

• Interpret data in historical maps, photographs,art works and other artifacts

GeographySE/TE: Section 2: The Geographer’s Tools, 14;

Chapter 1: Skills Activity: ExpressingProblems Clearly, 20; Chapter 2: SkillsActivity: Using Special Geography Graphs,48; Chapter 3: My Side of the Mountain byJean Craighead George, 74; Chapter 3: SkillsActivity: Using Distribution Maps, 70;Chapter 4: Rough Country by Dana Gioia,102; Chapter 4: Skills Activity: LocatingInformation, 98; Chapter 5: Skills Activity:Writing for a Purpose, 122

The Ancient WorldSE/TE: Chapter 2: Skills Activity: Identifying Central

Issues, 56; Chapter 4: “The Envious Buffalo”,a Jataka story from the Fables of India, retoldby Joseph Gaer, 120; Chapter 4: SkillsActivity: Reading Tables, 116; Chapter 5:Skills Activity Organizing Information, 146;Chapter 5: Review and Activities, 148;Chapter 6: “The Sirens” adapted from theGreek epic the Odyssey retold by BernardEuslin, 186; Chapter 6: Skills Activity:Drawing Conclusions, 180; Chapter 6:Activity Shop Interdisciplinary: Visit AncientGreece, 184; Chapter 7: Skills Activity:Reading Actively, 218

Medieval Times to TodaySE/TE: Chapter 2: Skills Activity: Organizing Your

Time, 54; Chapter 3: From “The Americas in1492” by Jamake Highwater, 80; Chapter 3:Skills Activity: Recognizing Cause and Effect,76; Chapter 4: Skills Activity Assessing YourUnderstanding, 100; Chapter 5: “Of Swordsand Sorcerers” by Margaret Hodges andMargery Evernden, 132; Chapter 6: SkillsActivity: Distinguishing Fact From

Medieval Times to TodaySE/TE: Opinion, 162; Chapter 8: Skills Activity

Expressing Problems Clearly, 216; Chapter 8:Activity Shop Interdisciplinary: History QuizWizards, 220







(Continued)• Gather information from multiple sources,

including archives or electronic databases, tohave experience with historical sources and toappreciate the need for multiple perspectives

• Distinguish between primary and secondarysources

• Interpret data in historical maps, photographs,art works and other artifacts

(Continued)The United States and CanadaSE/TE: Chapter 2: Skills Activity: Interpreting

Diagrams, 62; Chapter 2: Activity ShopInterdisciplinary: Transportation, 66; Chapter3: Western Wagons by Steven Vincent Benét,84; Chapter 3: Skills Activity: OrganizingInformation, 80; Chapter 4: From Childtimesby Eloise Greenfield et al., 114; Chapter 5:Skills Activity: Writing for a Purpose, 136

Latin AmericaSE/TE: Chapter 1: The Surveyor by Alma Flor Ada,

30; Chapter 3: Skills Activity: DistinguishingFacts From Opinions, 78; Chapter 5: SkillsActivity: Locating Information, 118

Europe and RussiaSE/TE: Chapter 2: from Pearl in the Egg by Dorothy

Van Woerkom, 196; Chapter 3: SkillsActivity: Summarizing Information, 80;Chapter 4: Skills Activity: Using the WritingProcess, 112; Chapter 5: Skills Activity:Recognizing Cause and Effect, 152


22; Chapter 1: Activity Shop Interdisciplinary:Crossing the Great Gobi, 26; Chapter 2:Literature Poems from South Korea andJapan, 58; Chapter 4: Skills Activity:Identifying the Central Issue, 106; Chapter 4:Literature From The Clay Marble by MinfongHo, 110; Chapter 6: Skills Activity: LocatingInformation, 158; Chapter 7: Skills Activity:Drawing Conclusions, 182; ProjectPossibilities, 188; Shop Interdisciplinary: TheLanguage of —

AfricaSE/TE: Chapter 2: Skills Activity: Recognizing Bias,

58; Chapter 3: Skills Activity Assessing YourUnderstanding, 86; Chapter 3: Activity Music,90; Chapter 5: Literature The Distant TalkingDrum by Isaac Olaleye, 132; Chapter 6:Literature A Promise to the Sun by TololwaM. Mollel, 156; Chapter 7: Skills Activity:Organizing Your Time, 166; ProjectPossibilities, 176







• Analyze data in order to see persons andevents in their historical context, understandcausal factors and appreciate change over time

GeographySE/TE: Chapter 4: Cultures of the World, 76; Section

1: What Is Culture?, 77; Section 2: SocialGroups, Language, and Religion, 82; Section3: Economic and Political Systems, 87;

The Ancient WorldSE/TE: Section 1: Geography and History, 9; Section

4: The Culture of the Ancient Egyptians, 79;Section 5: The Resource-Rich Cultures ofNubia, 85; Chapter 4: “The Envious Buffalo”,a Jataka story from the Fables of India, retoldby Joseph Gaer, 120; Section 3: Daily Life ofthe Ancient Greeks, 165; Section 5: TheSpread of Greek Culture, 175; Chapter 6:“The Sirens” adapted from the Greek epic theOdyssey retold by Bernard Euslin, 186;Chapter 6: Skills Activity: DrawingConclusions, 180; Chapter 6: Activity ShopInterdisciplinary: Visit Ancient Greece, 184;Section 4: Cultural Change, 93

Medieval Times to TodaySE/TE: Section 2: The Rise and Spread of Islam, 15;

Section 1: Cultures of Middle America, 59;Section 3: Cultures of North America, 71;Chapter 3: From “The Americas in 1492” byJamake Highwater, 80; Section 1: Feudalism:A System for Living, 105; Chapter 5: “OfSwords and Sorcerers” by Margaret Hodgesand Margery Evernden, 132; Chapter 6: SkillsActivity: Distinguishing Fact From Opinion,162; Chapter 8: A Century of Turmoil, 196;Section 1: World Wars and Revolution, 197;

Medieval Times to TodaySE/TE: Section 2: Breaking Colonial Ties, 204;

Section 3: Our Shrinking Globe, 210; Chapter8: Review and Activities, 218

The United States and CanadaSE/TE: Chapter 2: The United States and Canada:

Shaped by History, 32; Chapter 2: ActivityShop Interdisciplinary: Transportation, 66;Chapter 3: Cultures of the United States andCanada, 68; Chapter 3: Western Wagons bySteven Vincent Benét, 84; Section 1: (Culture)The Northeast: Land of Big Cities, 87; Section2: (Economics) The South: A ChangingLandscape, 93; Section 3: (Economics) TheMidwest: Moving From the Farm, 99; Section4: (Economics) The West: Using ResourcesWisely, 105;







(Continued)• Analyze data in order to see persons and

events in their historical context, understandcausal factors and appreciate change over time

(Continued)The United States and CanadaSE/TE: Chapter 5: Exploring Canada, 118; Section 1:

(Culture) Quebec: Preserving a Culture, 119;Section 2: (Culture) The Canadian Plains:Canada’s Breadbasket, 125; Section 3:(Culture) British Columbia: Ties to the PacificRim, 130

Latin AmericaSE/TE: Chapter 1: Latin America: Physical

Geography, 8; Chapter 2: Latin America:Shaped by Its History, 34; Chapter 3: Culturesof Latin America, 62; Section 1: The Culturesof Mexico and Central America, 63; Section2: The Cultures of the Caribbean, 68; Section3: The Cultures of South America, 73;Chapter 4: Exploring Mexico and CentralAmerica, 82; Section 1: Government Mexico:One Family’s Move to the City, 8; Section 2:(Culture) Guatemala: Descendants of anAncient People, 89; Section 3: GovernmentPanama: Where Two Oceans Meet, 96;Chapter 5: Exploring the Caribbean, 106;Section 3: (Culture) Puerto Rico: CulturalIdentity of a People, 120; Chapter 6:Exploring South America, 128; Section 1:(Economics) Brazil: Resources of the RainForest, 129; Section 2: (Culture) Peru: Life in

Latin AmericaSE/TE: the Altiplano, 135; Chapter 6: From the

Question Book by Pablo Neruda, 158Europe and RussiaSE/TE: Chapter 2: Europe and Russia: Shaped by

History, 32; Chapter 2: from Pearl in the Eggby Dorothy Van Woerkom, 196; Chapter 3:Cultures of Europe and Russia, 2; Section 1:The Cultures of Western Europe, 73; Section2: The Cultures of Eastern Europe, 82; Section3: The Cultures of Russia, 88; Chapter 4:Exploring Western Europe, 96; Section 2:(Culture) France: Preserving a Culture, 104;Section 3: Government Sweden: A WelfareState, 114; Section 4: (Culture) Italy: TwoWays of Life, 121; Section 5: GovernmentGermany: A Nation Reunited, 127; Chapter 5:Exploring Eastern Europe and Russia, 138;Section 1: (Economics) Poland: Tradition andChange, 139;







(Continued)• Analyze data in order to see persons and

events in their historical context, understandcausal factors and appreciate change over time

(Continued)Europe and RussiaSE/TE: Section 2: (Culture) Bosnia-Herzegovina: A

Tragic Conflict, 146; Section 3: (Economics)Ukraine: People Working Together, 154;Section 4: (Culture) Russia: A Large andDiverse Country, 161

Asia and the PacificSE/TE: Chapter 2: East Asia: Cultures and History,

28; Section 1: Historic Traditions, 29; Section2: People and Cultures, 35; Chapter 2:Literature Poems from South Korea andJapan, 58; Chapter 4: South and SoutheastAsia: Cultures and History, 80; Section 1: TheCultures of South Asia, 81; Section 2: TheCultures of Southeast Asia, 87; Section 3:(Culture) India: In the Midst of Change, 92;Chapter 4: Literature From The Clay Marbleby Minfong Ho, 110; Chapter 6: Southwestand Central Asia: Cultures and History, 132;Section 1: The Cultures of Southwest Asia,133; Section 2: The Cultures of Central Asia,138; Section 4: (Culture) Saudi Arabia: Oiland Islam, 148; Chapter 7: Section 3: Culturesof Australia, New Zealand, and the PacificIslands, 172; Citizen Heroes: Carlos Filipe

Asia and the PacificSE/TE: Ximenes Belo, 90; Jose Ramos-Horta, 90; Red

Adair, 125AfricaSE/TE: Chapter 2: Africa: Shaped by Its History, 30;

Section 1: Africa’s First People, 31; Section 2:Kingdoms and Empires, 35; Section 3: TheConquest of Africa, 41; Section 4:Independence and Its Challenges, 47; Section5: Issues for Africa Today, 53; Chapter 3:Cultures of Africa, 62; Section 1: TheCultures of North Africa, 63; Section 2: TheCultures of West Africa, 69; Section 3: TheCultures of East Africa, 75; Section 4: TheCultures of Central and Southern Africa, 81;Chapter 5: Section 1: (Culture) Nigeria: OneCountry, Many Identities, 109; Chapter 5:Literature The Distant Talking Drum by IsaacOlaleye, 132; Chapter 6: Section 1: (Culture)Ethiopia: Churches and Mosques, 135;Chapter 6: Literature A Promise to the Sun byTololwa M. Mollel, 156; Citizen Heroes:Agatha Mbogo, 78; Queen Yaa Asantewa,117; Amri Abedi , 141; Ivy Nonqayi, 171







• Examine current concepts, issues, events andthemes from historical perspectives andidentify principle conflicting ideas betweencompeting narratives or interpretations ofhistorical events and

GeographySE/TE: Chapter 1: Section 1: The Five Themes of

Geography, 9; Chapter 1: Skills Activity:Expressing Problems Clearly, 20; Chapter 1:Activity Shop Lab: A Five-Theme Tour, 24;Chapter 3: Earth’s Human Geography, 54;Section 3: Why People Migrate, 64; Chapter4: Section 1: What Is Culture?, 77; Chapter 5:Section 3: People’s Effect on theEnvironment, 117


Issues, 56; Chapter 4: Section 1: The Indusand Ganges River Valleys, 95; Section 2: TheBeginnings of Hinduism, 101; Section 3: TheBeginnings of Buddhism, 106; Chapter 5:Section 2: Confucius and His Teachings, 129;Chapter 5: Activity Shop Lab: Rivers

The Ancient WorldSE/TE: That Flood, 150; Chapter 6: Skills Activity:

Drawing Conclusions, 180; Chapter 6:Activity Shop Interdisciplinary: Visit Ancient

The Ancient WorldSE/TE: Chapter 7: Skills Activity —Reading

Actively, 218; Exploring Technology: Tombsfor the Pharaohs, 76; Roman Building Project,201; Greece, 184

Medieval Times to TodaySE/TE: Chapter 3: Skills Activity: Recognizing Cause

and Effect, 76; Chapter 6: Skills Activity:Distinguishing Fact From Opinion, 162;Chapter 8: A Century of Turmoil, 196;Section 1: World Wars and Revolution, 197;Section 2: Breaking Colonial Ties, 204;Section 3: Our Shrinking Globe, 210; Chapter8: Skills Activity: Expressing ProblemsClearly, 216; Chapter 8: Activity ShopInterdisciplinary: History Quiz Wizards, 220;Exploring Technology: A Medieval Manor,109; The First Computer, 211


Shaped by History, 32; Section 1: The FirstAmericans and the Arrival of the Europeans,33; Section 2: Growth, Settlement, and CivilWar in the United States, 38; Section 3: TheUnited States Becomes a World Power, 44;Section 4: Growth, Settlement, andIndependence in Canada, 50;







(Continued)• Examine current concepts, issues, events and

themes from historical perspectives andidentify principle conflicting ideas betweencompeting narratives or interpretations ofhistorical events and

(Continued)The United States and CanadaSE/TE: Section 5: Partners and Friends: The United

States and Canada Today, 56; ExploringTechnology: A Southwestern Pueblo, 34; TheBrooklyn Bridge, 90

Latin AmericaSE/TE: Chapter 2: Latin America: Shaped by Its

History, 34; Section 1: Early Civilizations ofMiddle America, 35; Section 2: The Incas:People of the Sun, 39; Section 3: EuropeanConquest, 43; Section 4: Independence, 50;Section 5: Issues in Latin America Today, 55;

Latin AmericaSE/TE: Chapter 3: Skills Activity: Distinguishing

Facts From Opinions, 78; Chapter 4: ActivityShop Lab: Making a Model Canal Lock, 104;Chapter 6: Activity Shop Interdisciplinary:Rain Forest Resources, 156; ExploringTechnology: Tenochtitlan, 37; Brasilia, 76

Europe and RussiaSE/TE: Chapter 5: Skills Activity: Recognizing Cause

and Effect, 152; Chapter 2: Europe andRussia: Shaped by History, 32; Section 1:From Ancient Greece to Feudal Europe, 33;Section 2: Renaissance and Revolution, 40;Section 3: Industrial Revolution andNationalism, 48; Section 4: Imperial Russia,54; Section 5: The Rise and Fall of the SovietUnion, 60; Chapter 2: Skills Activity:Interpreting Diagrams and Illustrations, 46;Chapter 3: Skills Activity: SummarizingInformation, 80; Chapter 4: Activity ShopLab: Tracking the Midnight Sun, 136;Exploring Technology: A Fabergé Egg, 91;Building Chartres Cathedral, 107


28; Section 1: Historic Traditions, 29; Section2: People and Cultures, 35; Section 3:Government China: Transforming Itself, 40;Section 4: (Economics) Japan: Tradition andChange, 45; Section 5: Government TheKoreas: A Divided Land, 50; Chapter 4: SkillsActivity: Identifying the Central Issue, 106;Chapter 7: Skills Activity: DrawingConclusions, 182; Exploring Technology:Paper As We Know It, 33; Drilling for Oil,124







(Continued)• Examine current concepts, issues, events and

themes from historical perspectives andidentify principle conflicting ideas betweencompeting narratives or interpretations ofhistorical events and

(Continued)AfricaSE/TE: Chapter 2: Africa: Shaped by Its History, 30;

Section 1: Africa’s First People, 31; Section 2:Kingdoms and Empires, 35; Section 3: TheConquest of Africa, 41; Section 4:Independence and Its Challenges, 47; Chapter2: Skills Activity: Recognizing Bias, 58;Chapter 3: Skills Activity: Assessing YourUnderstanding, 86; Chapter 5: Activity ShopLab: Desertification, 130; ExploringTechnology: A South African Gold Mine, 54;The Churches of Lalibela, 138

• Develop written narratives and shortinterpretative essays, as well as otherappropriate presentations from investigationsof source materials.

GeographySE/TE: Chapter 3: My Side of the Mountain by Jean

Craighead George, 74; Chapter 4: RoughCountry by Dana Gioia, 102; Chapter 4: SkillsActivity: Locating Information, 98


Issues, 56; Chapter 4: “The Envious Buffalo”,a Jataka story from the Fables of India, retoldby Joseph Gaer, 120; Chapter 5: SkillsActivity Organizing Information, 146;Chapter 5: Review and Activities, 148;Chapter 6: “The Sirens” adapted from theGreek epic the Odyssey retold by BernardEuslin, 186; Chapter 6: Skills Activity:Drawing Conclusions, 180

Medieval Times to TodaySE/TE: Chapter 3: From “The Americas in 1492” by

Jamake Highwater, 80; Chapter 3: SkillsActivity: Recognizing Cause and Effect, 76;Chapter 4: Skills Activity: Assessing YourUnderstanding, 100; Chapter 5: “Of Swordsand Sorcerers” by Margaret Hodges andMargery Evernden, 132

The United States and CanadaSE/TE: Chapter 3: Western Wagons by Steven

Vincent Benét, 84; Chapter 3: Skills Activity:Organizing Information, 80; Chapter 4: FromChildtimes by Eloise Greenfield et al., 114;Chapter 5: Skills Activity: Writing for aPurpose, 136







(Continued)• Develop written narratives and short

interpretative essays, as well as otherappropriate presentations from investigationsof source materials.

(Continued)Latin AmericaSE/TE: Chapter 1: The Surveyor by Alma Flor Ada,

30; Chapter 3: Skills Activity: DistinguishingFacts From Opinions, 78; Chapter 5: SkillsActivity: Locating Information, 118; Chapter6: From the Question Book by Pablo Neruda,158


Van Woerkom, 196; Chapter 2: SkillsActivity: Interpreting Diagrams andIllustrations, 46; Chapter 3: Skills Activity:Summarizing Information, 80; Chapter 5:from Zlata’s Diary by Zlata Filipovic, 300


22; Chapter 2: Literature Poems from SouthKorea and Japan, 58; Chapter 4: LiteratureFrom The Clay Marble by Minfong Ho, 110;Chapter 6: Skills Activity: LocatingInformation, 158


58; Chapter 3: Skills Activity: Assessing YourUnderstanding, 86; Chapter 5: Literature TheDistant Talking Drum by Isaac Olaleye, 132;Chapter 6: Literature A Promise to the Sun byTololwa M. Mollel, 156







CONTENT STANDARD 2: Local, United States and World HistoryStudents will develop historical thinking skills to develop an understanding of the major historical periods,issues and trends in United States history, world history, and Connecticut and local history.

• Demonstrate an in-depth understanding ofmajor events and trends of United Stateshistory (e.g., the American Revolution, theCivil War, industrialization, the GreatDepression, the cold war)

• Demonstrate an in-depth understanding ofmajor events and trends in local history (e.g.,the Pequot war, establishment of self-government, disestablishment of the Puritanchurch, industrialization, waves of in-and-outmigration, suburbanization, racial tensions)


Shaped by History, 32; Section 1: The FirstAmericans and the Arrival of the Europeans,33; Section 2: Growth, Settlement, and CivilWar in the United States, 38; Section 3: TheUnited States Becomes a World Power, 44;Chapter 3: Cultures of the United States andCanada, 68; Section 1: The United States: ANation of Immigrants, 69; Chapter 4:Exploring the United States, 86; Section 1:(Culture) The Northeast: Land of Big Cities,87; Section 2: (Economics) The South: AChanging Landscape, 93; Section 3:(Economics) The Midwest: Moving From theFarm, 99; Section 4: (Economics) The West:Using Resources Wisely, 105; Chapter 4:From Childtimes by Eloise Greenfield et al.,114

GeographySE/TE: Chapter 1: The World of Geography, 8;

Section 1: The Five Themes of Geography, 9;Section 2: The Geographer’s Tools, 14;Chapter 3: Earth’s Human Geography, 54;Section 1: Where Do People Live?, 55;Section 2: A Growing Population, 60; Section3: Why People Migrate, 64

GeographySE/TE: Chapter 4 Cultures of the World, 76; Section

1: What Is Culture?, 77; Section 2: SocialGroups, Language, and Religion, 82; Section3: Economic and Political Systems, 87

The Ancient WorldSE/TE: Chapter 1: The Beginnings of Human Society,

8; Section 1: Geography and History, 9;Section 2: Prehistory, 14; Section 3: TheBeginnings of Civilization, 19; Chapter 1:Skills Activity: Using a Timeline, 24

Medieval Times to TodaySE/TE: Chapter 1: The Byzantine and Muslim

Empires, 8; Chapter 2: Civilizations of Africa,36; Chapter 3: The Ancient Americas, 58;Chapter 4: Civilizations of Asia, 82; Chapter5: Europe in the Middle Ages, 104;







(Continued)• Demonstrate an in-depth understanding of

major events and trends of United Stateshistory (e.g., the American Revolution, theCivil War, industrialization, the GreatDepression, the cold war)


(Continued)Medieval Times to TodaySE/TE: Chapter 6: A New Age in Europe, 136;

Chapter 7: Changes in the Western World,168; Chapter 8: A Century of Turmoil, 196;Chapter 8: Activity Shop Interdisciplinary:History Quiz Wizards, 220


History, 34; Section 1: Early Civilizations ofMiddle America, 35; Section 2: The Incas:People of the Sun, 39; Section 3: EuropeanConquest, 43; Section 4: Independence, 50;Section 5: Issues in Latin America Today, 55;Chapter 2: Skills Activity: Using a Time Line,48

Europe and RussiaSE/TE: Chapter 2: Europe and Russia: Shaped by

History, 32; Section 1: From Ancient Greeceto Feudal Europe, 33; Section 2: Renaissanceand Revolution, 40; Section 3: IndustrialRevolution and Nationalism, 48; Section 4:Imperial Russia, 54; Section 5: The Rise andFall of the Soviet Union, 60


28; Section 1: Historic Traditions, 29; Section2: People and Cultures, 35; Section 3:Government China: Transforming Itself, 40;Section 4:

Asia and the PacificSE/TE: (Economics) Japan: Tradition and Change, 45;

Section 5: Government The Koreas: ADivided Land, 50; Chapter 4: South andSoutheast Asia: Cultures and History, 80;Citizen Heroes: Carlos Filipe Ximenes Belo,90; Jose Ramos-Horta, 90; Red Adair, 125

AfricaSE/TE: Chapter 2: Africa: Shaped by Its History, 30;

Section 1: Africa’s First People, 31; Section 2:Kingdoms and Empires, 35; Section 3: TheConquest of Africa, 41; Section 4:Independence and Its Challenges, 47; Section5: Issues for Africa Today, 53; Chapter 7:Exploring Central and Southern Africa, 160;Section 1: Government Democratic Republicof Congo: Rich But Poor, 161; Section 2:Government South Africa: The End ofApartheid, 168;








major events and trends of United Stateshistory (e.g., the American Revolution, theCivil War, industrialization, the GreatDepression, the cold war)


(Continued)AfricaSE/TE: Citizen Heroes: Agatha Mbogo, 78; Queen

Yaa Asantewa, 117; Amri Abedi, 141; IvyNonqayi, 171

• Demonstrate an in-depth understanding ofselected events representing major trends ofworld history (e.g., emergence of new centersof agrarian society in the 3rd and 2ndmillennia BCE, the Black Death, theColumbian voyages, the French Revolution,World War II)

GeographySE/TE: Chapter 3: Earth’s Human Geography, 54;

Section 1: Where Do People Live?, 55;Section 2: A Growing Population, 60; Section3: Why People Migrate, 64; Chapter 4:Section 2: Social Groups, Language, andReligion, 82; Section 3: Economic andPolitical Systems, 87; Section 4: CulturalChange, 93; Chapter 5: Earth’s NaturalResources, 104; Section 1: What Are NaturalResources?, 105; Section 2: How People Usethe Land, 111; Section 3: People's Effect onthe Environment, 117; Citizen Heroes:Michael Stewartt, 45; Bonifacia Quispe andOswaldo Rivera, 79; Exploring Technology:Technology and Weather Forecasting, 80; ASun-Powered


8; Section 1: Geography and History, 9;Section 2: Prehistory, 14; Section 3: TheBeginnings of Civilization, 19; Chapter 2:Section 3: The House, 120 Legacy ofMesopotamia, 40; Chapter 3: Section 2:Egypt's Powerful Kings and Queens, 67;Chapter 4 —Section 1: The Indus and GangesRiver Valleys, 95; Section 2: The Beginningsof Hinduism, 101; Section 3: The Beginningsof Buddhism, 106;

The Ancient WorldSE/TE: Chapter 5: Section 3: Strong Rulers Unite

Warring Kingdoms, 134; Section 4:Achievements of Ancient China, 140;








selected events representing major trends ofworld history (e.g., emergence of new centersof agrarian society in the 3rd and 2ndmillennia BCE, the Black Death, theColumbian voyages, the French Revolution,World War II)

(Continued)The Ancient WorldSE/TE: Chapter 6: Ancient Greece, 152; Section 1:

The Rise of Greek Civilization, 153; Section2: Greek Religion, Philosophy, and Literature,159; Section 4: Athens and Sparta: Two Citiesin Conflict, 170; Section 5: The Spread ofGreek Culture, 175; Chapter 7: Section 1: TheRoman Republic, 191; Section 2: The RomanEmpire, 197; Section 3: Daily Life Among theRomans, 203; Section 4: A New Religion:Christianity, 208; Citizen Heroes: Nekhebu,68; Greek citizens, 172; Fabiola, 212

Medieval Times to TodaySE/TE: Chapter 1: Section 2: The Rise and Spread of

Islam, 15; Section 3: The Religion of Islam,21; Chapter 2: Section 1: The BantuMigrations, 37; Section 2: Kingdoms of WestAfrica, 43; Section 3: Trading States of EastAfrica, 49; Chapter 3: The Ancient Americas,58; Section 1: Cultures of Middle America,59; Section 2: The Incas, 65; Section 3:Cultures of North America, 71; Chapter 3:Review and Activities, 78; Chapter 4:Civilizations of Asia, 82; Section 2:Feudalism in Japan; Section 3: The GreatMughal Empire in India, 94; Chapter 5:Europe in the Middle Ages, 104; Section 1:Feudalism: A System for Living, 105; Section2: The Rise of Cities, 111; Section 3: TheCrusades, 117; Section 4: Kings and Popes,124; Chapter 6 A New Age in Europe, 136;Section 1: The Renaissance and Reformation,137; Section 2: The Age of Exploration, 143;Section 3: The Age of Powerful Kings, 150;Section 4: Conquests in the Americas andAfrica, 156; Chapter 7 Changes in theWestern World, 168; Section 1: Limits onMonarchs, 169; Section 2: TheEnlightenment, 174; Section 3: The IndustrialRevolution, 182; Section 4: Revolution andImperialism, 188; Chapter 8: A Century ofTurmoil, 196; Section 1: World Wars andRevolution, 197; Section 2: Breaking ColonialTies, 204; Section 3: Our Shrinking Globe,210; Chapter 8: Review and Activities, 218;Citizen Heroes: Sundiata, 46; ToyotomiHideyoshi, 91; Queen Nzingha, 160;Exploring Technology: A Medieval Manor,109; The First









(Continued)The United States and CanadaSE/TE: Chapter 2: The United States and Canada:

Shaped by History, 32; Section 1: The FirstAmericans and the Arrival of the Europeans,33; Section 2: Growth, Settlement, and CivilWar in the United States, 38; Section 3: TheUnited States Becomes a World Power, 44;Section 4: Growth, Settlement, andIndependence in Canada, 50; Section 5:Partners and Friends: The United States andCanada Today, 56; Citizen Heroes: ClaraBarton, 42; Louis Kiel, 53; Terry Fox, 79;Cesar Chavez, 109


History, 34; Section 1: Early Civilizations ofMiddle America, 35; Section 2: The Incas:People of the Sun, 39; Section 3: EuropeanConquest, 43; Section 4: Independence, 50;Section 5: Issues in Latin America Today, 55;Chapter 2: Review and Activities, 60; Chapter2: Skills Activity: Using a Time Line, 48;Citizen Heroes: Sor Juana Inez de la Cruz, 65;Mothers and Grandmothers of Argentina, 77;Justina Tzoc, 92; Jose Marti, 109; HectorTurrini, 133


History, 32; Section 1: From Ancient Greeceto Feudal Europe, 33; Section 2: Renaissanceand Revolution, 40; Section 3: IndustrialRevolution and Nationalism, 48; Section 4:Imperial Russia, 54; Section 5: The Rise andFall of the Soviet Union, 60; Chapter 2:Review and Activities, 66; Chapter 2: fromPearl in the Egg by Dorothy Van Woerkom,196; Chapter 2: Skills Activity: InterpretingDiagrams and Illustrations, 46; CitizenHeroes: Jeannine Picabia, 52; AndreiSakharov, 64; Boris Yeltsin, 166


28; Section 1: Historic Traditions, 29; Section2: People and Cultures, 35; Section 3:Government China: Transforming Itself, 40;Section 4: (Economics) Japan: Tradition andChange, 45;









(Continued)Asia and the PacificSE/TE: Section 5: Government The Koreas: A

Divided Land, 50; Citizen Heroes: CarlosFilipe Ximenes Belo, 90; Jose Ramos-Horta,90; Red Adair, 125


Section 1: Africa’s First People, 31; Section 2:Kingdoms and Empires, 35; Section 3: TheConquest of Africa, 41; Section 4:Independence and Its Challenges, 47; Section5: Issues for Africa Today, 53; CitizenHeroes: Agatha Mbogo, 78; Queen YaaAsantewa, 117; Amri Abedi, 141; IvyNonqayi, 171

• Locate the events, peoples and places theyhave studied in time and place (e.g., on a timeline and map) relative to their own locationand

• Explain the relationships among the eventsand trends studied in local, state, national andworld history

GeographySE/TE: Citizen Heroes: Michael Stewartt, 45;

Bonifacia Quispe and Oswaldo Rivera, 79;Chapter 1: The World of Geography, 8;Section 1: The Five Themes of Geography, 9;Section 2: The Geographer’s Tools, 14;Chapter 1: Activity Shop Lab: A Five-ThemeTour, 24; Chapter 2: Earth’s PhysicalGeography, 26; Section 1: Our Planet, theEarth, 27; Section 2: Land, Air, and Water,31; Section 3: Climate and What Influences It,37; Section 4: How Climate AffectsVegetation, 43; Chapter 2: Activity ShopInterdisciplinary: The Earth’s Seasons, 52;Chapter 3: Earth's Human Geography, 54;Section 1: Where Do People Live?, 55;Section 2: A Growing Population, 60; Section3: Why People Migrate, 64; Chapter 3: SkillsActivity: Using Distribution Maps, 70;Chapter 4: Cultures of the World, 76; Section1: What Is Culture?, 77; Section 2: SocialGroups, Language, and Religion, 82; Section3: Economic and Political Systems, 87;Section 4: Cultural Change, 93; Chapter 4:Skills Activity: Locating Information, 98;Chapter 5: Earth’s Natural Resources, 104;Section 1: What Are Natural Resources?, 105;Section 2: How People Use the Land, 111;Section 3: People's Effect on the Environment,117; Exploring Technology: Technology andWeather Forecasting, 80; A Sun-PoweredHouse, 120







(Continued)• Locate the events, peoples and places they

have studied in time and place (e.g., on a timeline and map) relative to their own locationand

• Explain the relationships among the eventsand trends studied in local, state, national andworld history.

(Continued)The Ancient WorldSE/TE: Citizen Heroes: Nekhebu, 68; Greek citizens,

172; Fabiola, 212; Chapter 1: Section 1:Geography and History, 9; Chapter 2: TheFertile Crescent, 28; Section 1: Land BetweenTwo Rivers, 29; Chapter 3: Skills Activity:Reading Route Maps, 90; Chapter 4: AncientIndia, 94; Section 1: The Indus and GangesRiver Valleys, 95; Chapter 4: Skills Activity:Reading Tables, 116; Chapter 5 —

The Ancient WorldSE/TE: Section 1: The Geography of China's River

Valleys, 123; Chapter 5: Activity Shop Lab:Rivers That Flood, 150; Chapter 6: AncientGreece, 152; Section 4: Athens and Sparta:Two Cities in Conflict, 170; Chapter 6:Activity Shop Interdisciplinary: Visit AncientGreece, 184; Chapter 7: Section 3: Daily LifeAmong the Romans, 203; Section 4: A NewReligion: Christianity, 208; Section 5: TheFall of Rome, 213

Medieval Times to TodaySE/TE: Citizen Heroes: Sundiata, 46; Toyotomi

Hideyoshi, 91; Queen Nzingha, 160; Chapter1: The Byzantine and Muslim Empires, 8;Section 1: Byzantium: Rome's EasternEmpire, 9; Chapter 1: Skills Activity: ReadingTables, 26; Chapter 2: Civilizations of Africa,36; Section 1: The Bantu Migrations, 37;Section 2: Kingdoms of West Africa, 43;Section 3: Trading States of East Africa, 49;Chapter 3: The Ancient Americas, 58; Section1: Cultures of Middle America, 59; Section 3:Cultures of North America, 71; Chapter 5:Skills Activity: Using Route Maps, 122;Chapter 6: Activity Shop Lab: Making aCompass, 166; Chapter 7: Skills Activity:Interpreting Line Graphs, 180; Chapter 8:Section 3: Our Shrinking Globe, 210; Chapter8: Activity Shop Interdisciplinary: HistoryQuiz Wizards, 220

The United States and CanadaSE/TE: Citizen Heroes: Clara Barton, 42; Louis Kiel,

53; Terry Fox, 79; Cesar Chavez, 109;Chapter 1: The United States and Canada:Physical Geography, 8; Section 1: Land andWater, 9;










(Continued)The United States and CanadaSE/TE: Section 2: Climate and Vegetation, 15;

Section 3: Natural Resources, 21; Chapter 1:Skills Activity: Using Distribution Maps, 26;Chapter 1: Activity Shop Lab: Making aModel River, 30; Chapter 2: Activity ShopInterdisciplinary: Transportation, 66; Chapter3: Section 1: The United States: A Nation ofImmigrants, 69; Section 2: Canada: A Mosaic,75; Chapter 4: Exploring the United States,86; Section 1: (Culture) The Northeast: Landof Big Cities, 87; Section 2: (Economics) TheSouth: A Changing Landscape, 93; Section 3:(Economics) The Midwest: Moving From theFarm, 99; Section 4: (Economics) The West:Using Resources Wisely, 105; Chapter 4:Skills Activity: Understanding Circle Graphs,110; Chapter 5: Exploring Canada, 118;Section 1: (Culture) Quebec: Preserving aCulture, 119 Section 2: (Culture)TheCanadian Plains: Canada’s Breadbasket, 125;Section 3: (Culture) British Columbia: Ties tothe Pacific Rim, 130

Latin AmericaSE/TE: Citizen Heroes: Sor Juana Inez de la Cruz, 65;

Mothers and Grandmothers of Argentina, 77;Justina Tzoc, 92; Jose Marti, 109; HectorTurrini, 133; Chapter 1: Latin America:Physical Geography, 8; Section 1: Land andWater, 9; Section 2: Climate and Vegetation,14; Section 3: Natural Resources, 22; Chapter1: Skills Activity: Using Regional Maps toShow Climate, 20; Chapter 3: Cultures ofLatin America, 62; Chapter 4: Section 1:Government Mexico: One Family’s Move tothe City, 83; Section 2: (Culture) Guatemala:Descendants of an Ancient People, 89;Section 3: Government Panama: Where TwoOceans Meet, 96; Chapter 5: Exploring theCaribbean, 106; Chapter 6: Exploring SouthAmerica, 128; Section 1: (Economics) Brazil:Resources of the Rain Forest, 129; Chapter 6:Skills Activity: Using Isolines to ShowElevation, 140; Chapter 6: Activity ShopInterdisciplinary: Rain Forest Resources, 156;Map and Globe Handbook, 163; RegionalData Bank, 180; Atlas, 190; World View, 206










(Continued)Europe and RussiaSE/TE: Citizen Heroes: Jeannine Picabia, 52; Andrei

Sakharov, 64; Boris Yeltsin, 166; Chapter 1:Europe and Russia: Physical Geography, 8;Section 1: Land and Water, 9; Section 2:Climate and Vegetation, 16; Section 3:Natural Resources, 24; Chapter 1: SkillsActivity: Using Regional Maps, 22; Chapter4: Exploring Western Europe, 96; Section 5:Government Germany: A Nation Reunited,127; Chapter 4: Activity Shop Lab: Trackingthe Midnight Sun, 136; Chapter 5: Section 4:(Culture) Russia: A Large and DiverseCountry, 161; Chapter 5: Activity ShopInterdisciplinary: Plan a New Railroad Line,170

Asia and the PacificSE/TE: Citizen Heroes: Carlos Filipe Ximenes Belo,

90; Jose Ramos-Horta, 90; Red Adair, 125;Chapter 1: East Asia: Physical Geography, 8;Section 1: Land and Water, 9; Section 2:Climate and Vegetation, 13; Section 3:Natural Resources, 17; Chapter 2: SkillsActivity: Reading Route Maps, 54; Chapter 3:South and Southeast Asia: PhysicalGeography, 60; Section 1: Land and Water,61; Section 2: Climate and Vegetation, 65;Section 3: Natural Resources, 70; Chapter 3:Skills Activity: Using Isolines to ShowPrecipitation, 76; Chapter 5: Southwest andCentral Asia: Physical Geography, 114;Section 1: Land and Water, 115; Section 2:Climate and Vegetation, 119; Section 3:Natural Resources, 123; Chapter 7: ThePacific Region, 162; Section 1: PhysicalGeography of Australia and New Zealand,163; Section 2: Physical Geography of thePacific Islands, 168; Chapter 7: Activity ShopLab: Building a Seismograph, 186; Map andGlobe Handbook, 191; Regional Data Bank,208; Atlas, 220; World View, 236

AfricaSE/TE: Citizen Heroes: Agatha Mbogo, 78; Queen

Yaa Asantewa, 117; Amri Abedi, 141; IvyNonqayi, 171; Chapter 1: Africa: PhysicalGeography 8; Section 1: Land and Water, 9;Section 2: Climate and Vegetation, 15;










(Continued)AfricaSE/TE: Section 3: Natural Resources, 21; Chapter 1:

Skills Activity: Interpreting Diagrams, 26;Chapter 5: Activity Shop Lab: Desertification,130; Chapter 5: Literature The Distant TalkingDrum by Isaac Olaleye, 132; Chapter 6:Exploring East Africa, 134; Chapter 6: SkillsActivity: Using Isolines to Show Elevation,146; Section 3: (Economics) Kenya:Skyscrapers in the Savanna, 148; Chapter 7:Exploring Central and Southern Africa, 160;Section 1: Government Democratic Republicof Congo: Rich But Poor, 161 Section 2Government South Africa: The End ofApartheid, 168; Map and Globe Handbook,179; Regional Data Bank, 196; Atlas, 206;World View, 222

CONTENT STANDARD 3: Historical ThemesStudents will apply their understanding of historical periods, issues, and trends to examine such historicalthemes as ideals, beliefs, and institutions; conflict and conflict resolution; human movement and interaction;and science and technology in order to understand how the world came to be the way it is.

• Explain the origins of American religiousdiversity, showing knowledge of some of thebeliefs of native Americans and migrants tothe new world and give examples of waysthose beliefs have changed over time

The Ancient WorldSE/TE: Chapter 2: The Fertile Crescent, 28; Section 5:

Judaism, 51; Chapter 3: Ancient Egypt andNubia, 60; Section 3: Egyptian Religion, 73;Chapter 4: Ancient India, 94; Section 1: TheIndus and Ganges River Valleys, 95; Section2: The Beginnings of Hinduism, 101; Section3: The Beginnings of Buddhism, 106; Section4: The Golden Age of Maurya India, 111;Chapter 5: Ancient China, 122; Section 2:Confucius and His Teachings, 129; Chapter 6:Ancient Greece, 152; Section 2: GreekReligion, Philosophy, and Literature, 159;Chapter 7: Ancient Rome, 190; Section 4: ANew Religion: Christianity, 208


Empires, 8; Section 2: The Rise and Spread ofIslam, 15; Section 3: The Religion of Islam,21; Section 4: Islam’s Golden Age, 28;Chapter 3: The Ancient Americas, 58; Section1: Cultures of Middle America, 59; Section 2:The Incas, 65; Section 3: Cultures of NorthAmerica, 71;







(Continued)• Explain the origins of American religious

diversity, showing knowledge of some of thebeliefs of native Americans and migrants tothe new world and give examples of waysthose beliefs have changed over time

(Continued)Medieval Times to TodaySE/TE: Chapter 4: Civilizations of Asia, 82; Chapter

5: Europe in the Middle Ages, 104; Section 4:Kings and Popes, 124; Chapter 6: A New Agein Europe, 136; Section 1: The Renaissanceand Reformation, 137; Chapter 7: Changes inthe Western World, 168; Section 2: TheEnlightenment, 174


History, 34; Section 1: Early Civilizations ofMiddle America, 35; Section 2: The Incas:People of the Sun, 39


History, 32; Section 2: Renaissance andRevolution, 40


28; Section 1: Historic Traditions, 29; Section2: People and Cultures, 35; Chapter 2:Literature Poems from South Korea andJapan, 58; Chapter 4: South and SoutheastAsia: Cultures and History, 80; Section 1: TheCultures of South Asia, 81; Section 2: TheCultures of Southeast Asia, 87; Section 3:(Culture) India: In the Midst of Change, 92;Chapter 6: Southwest and Central Asia:Cultures and History, 132; Section 1: TheCultures of Southwest Asia, 133; Section 2:The Cultures of Central Asia, 138; Section 4:(Culture) Saudi Arabia: Oil and Islam, 148;Chapter 7: Section 3: Cultures of Australia,New Zealand, and the Pacific Islands, 172


Section 2: Kingdoms and Empires, 35;Chapter 3: Cultures of Africa, 62; Section 1:The Cultures of North Africa, 63; Section 2:The Cultures of West Africa, 69; Section 3:The Cultures of East Africa, 75; Section 4:The Cultures of Central and Southern Africa,81; Chapter 4: Exploring North Africa, 92;Section 1: (Culture) Egypt: Hearing the Callof Islam, 93; Section 2: (Culture) Algeria: TheCasbah and the Countryside, 99;







(Continued)• Explain the origins of American religious

diversity, showing knowledge of some of thebeliefs of native Americans and migrants tothe new world and give examples of waysthose beliefs have changed over time

(Continued)AfricaSE/TE: Chapter 5: Exploring West Africa, 100;

Section 1: (Culture) Nigeria: One Country,Many Identities, 109; Chapter 6: ExploringEast Africa, 134; Section 1: (Culture)Ethiopia: Churches and Mosques, 135

• Describe examples of how societiesthroughout history have used various forms ofvisual arts, dance, theater, myths, literatureand music to express their beliefs, sense ofidentity and philosophical ideas

GeographySE/TE: Section 1: Where Do People Live?, 55;

Section 2: A Growing Population, 60; Chapter3: My Side of the Mountain by Jean CraigheadGeorge, 74; Chapter 4: Cultures of the World,76; Section 1: What Is Culture?, 77; Section 2:How People Use the Land, 111; Section 3:People’s Effect on the Environment, 117;Exploring Technology: Technology andWeather Forecasting, 80; A Sun-Powered


8; Chapter 3: Ancient Egypt and Nubia, 60;Section 2: Egypt’s Powerful Kings andQueens, 67; Section 3: Egyptian Religion, 73;Section 4: The Culture of the AncientEgyptians, 79; Section 5: The Resource-RichCultures of Nubia, 85; Chapter 4: AncientIndia, 94; Section 2: The Beginnings ofHinduism, 101; Section 3: The Beginnings ofBuddhism, 106; Section 4: The Golden Age ofMaurya India, 111; Chapter 4: “The EnviousBuffalo”, a Jataka story from the Fables ofIndia, retold by Joseph Gaer, 120; Chapter 5:Ancient China, 122; Section 4: Achievementsof Ancient China, 140; Chapter 6: AncientGreece, 152; Section 1: The Rise of GreekCivilization, 153; Section 2: Greek Religion,Philosophy, and Literature, 159; Section 5:The Spread of Greek Culture, 175; Chapter 6:“The Sirens” adapted from the Greek epic theOdyssey retold by Bernard House, 120 Euslin,186; Chapter 7 Ancient Rome, 190; Section 2:The Roman Empire, 197; Section 3: DailyLife Among the Romans, 203; ExploringTechnology: Tombs for the Pharaohs, 76;Roman Building Project, 201







(Continued)• Describe examples of how societies

throughout history have used various forms ofvisual arts, dance, theater, myths, literatureand music to express their beliefs, sense ofidentity and philosophical ideas

(Continued)Medieval Times to TodaySE/TE: Chapter 3: The Ancient Americas, 58; Section

1: Cultures of Middle America, 59; Section 2:The Incas, 65; Chapter 3: From “TheAmericas in 1492” by Jamake Highwater, 80;Chapter 5: “Of Swords and Sorcerers” byMargaret Hodges and Margery Evernden, 132;Chapter 6 A New Age in Europe, 136; Section2: The Age of Exploration, 143; ExploringTechnology: A Medieval Manor, 109; TheFirst Computer, 211


Shaped by History, 32; Section 1: The FirstAmericans and the Arrival of the Europeans,33; Section 2: Growth, Settlement, and CivilWar in the United States, 38; Chapter 3:Western Wagons by Steven Vincent Benét,84; Chapter 4: Exploring the United States,86; Section 1: (Culture) The Northeast: Landof Big Cities, 87; Section 4: (Economics) TheWest: Using Resources Wisely, 105; Chapter4: From Childtimes by Eloise Greenfield etal., 114; Exploring Technology: ASouthwestern Pueblo, 34; The BrooklynBridge, 90


History, 34; Section 1: Early Civilizations ofMiddle America, 35; Section 2: The Incas:People of the Sun, 39; Chapter 4: ExploringMexico and Central America, 82; Section 3:Government Panama: Where Two OceansMeet, 96; Chapter 4: Activity Shop Lab:Making a Model Canal Lock, 104; Section 4:(Economics) Venezuela: Oil Powers theEconomy, 148; Chapter 6: From the QuestionBook by Pablo Neruda, 158; ExploringTechnology: Tenochtitlan, 37; Brasilia, 76

Europe and RussiaSE/TE: Chapter 4: Exploring Western Europe, 96;

Section 2: (Culture) France: Preserving aCulture, 104; Chapter 5: from Zlata’s Diaryby Zlata Filipovic, 300; Chapter 5: ActivityShop Interdisciplinary: Plan a New RailroadLine, 170; Exploring Technology: A FabergéEgg, 91; Building Chartres Cathedral, 107







(Continued)• Describe examples of how societies

throughout history have used various forms ofvisual arts, dance, theater, myths, literatureand music to express their beliefs, sense ofidentity and philosophical ideas

(Continued)Asia and the PacificSE/TE: Chapter 2: Literature Poems from South

Korea and Japan, 58; Chapter 4: LiteratureFrom The Clay Marble by Minfong Ho, 110


Section 2: Kingdoms and Empires, 35;Chapter 3: Activity Shop Interdisciplinary:The Language of Music, 90; Section 2:(Culture) Algeria: The Casbah and theCountryside, 99; Chapter 5: Literature TheDistant Talking Drum by Isaac Olaleye, 132;Section 1: (Culture) Ethiopia: Churches andMosques, 135; Chapter 6: Literature APromise to the Sun by Tololwa M. Mollel,156; Exploring Technology: A South AfricanGold Mine, 54; The Churches of Lalibela, 138

• Explain how roles and status of people havediffered and changed throughout history basedon gender, age, class, racial and ethnicidentity, wealth, and/or social position


Section 1: Where Do People Live?, 55;Section 2: A Growing Population, 60; Section3: Why People Migrate, 64; Chapter 4:Cultures of the World, 76; Section 1: What IsCulture?, 77; Section 2: Social Groups,Language, and Religion, 82; Section 3:Economic and Political Systems, 87; Section4: Cultural Change, 93; Chapter 5: Earth’sNatural Resources, 104; Section 2: HowPeople Use the Land, 111; Section 3: People’sEffect on the Environment, 117; CitizenHeroes: Michael Stewartt, 45; BonifaciaQuispe and Oswaldo Rivera, 79


8; Section 1: Geography and History, 9;Chapter 2: The Fertile Crescent, 28; Section 4:Mediterranean Civilizations, 45; Chapter 3:Ancient Egypt and Nubia, 60; Section 4: TheCulture of the Ancient Egyptians, 79; Section5: The Resource-Rich Cultures of Nubia, 85;Chapter 4: Ancient India, 94; Section 1: TheIndus and Ganges River Valleys, 95; Section4: The Golden Age of Maurya India, 111;Chapter 5: Ancient China, 122; Section 3:Strong Rulers Unite Warring Kingdoms, 134;







• Explain how roles and status of people havediffered and changed throughout history basedon gender, age, class, racial and ethnicidentity, wealth, and/or social position

The Ancient WorldSE/TE: Chapter 6: Ancient Greece, 152; Section 4:

Athens and Sparta: Two Cities in Conflict,170 Section 5: The Spread of Greek Culture,175; Chapter 7 Ancient Rome, 190; Section 4:A New Religion: Christianity, 208; Section 5:The Fall of Rome, 213; Citizen Heroes:Nekhebu, 68; Greek citizens, 172; Fabiola,212


Empires, 8; Section 2: The Rise and Spread ofIslam, 15; Section 3: The Religion of Islam,21; Chapter 2: Civilizations of Africa, 36;Section 1: The Bantu Migrations, 37; Section2: Kingdoms of West Africa, 43; Section 3:Trading States of East Africa, 49; Chapter 3:The Ancient Americas, 58; Section 1:Cultures of Middle America, 59; Section 3:Cultures of North America, 71; Chapter 3:From “The Americas in 1492” by JamakeHighwater, 80; Chapter 4: Civilizations ofAsia, 82; Chapter 5: Europe in the MiddleAges, 104; Section 1: Feudalism: A Systemfor Living, 105; Section 2: The Rise of Cities,111; Section 3: The Crusades, 117; Chapter 6:A New Age in Europe, 136; Section 1: TheRenaissance and Reformation, 137; Section 2:The Age of Exploration, 143; Section 3: TheAge of Powerful Kings, 150; Section 4:Conquests in the Americas and Africa, 156;Chapter 7: Changes in the Western World,168; Section 4: Revolution and Imperialism,188; Chapter 8: A Century of Turmoil, 196;Citizen Heroes: Sundiata, 46; ToyotomiHideyoshi, 91; Queen Nzingha, 160

The United States and CanadaSE/TE: Chapter 2 The United States and Canada:

Shaped by History, 32; Section 1: The FirstAmericans and the Arrival of the Europeans,33; Section 2: Growth, Settlement, and CivilWar in the United States, 38; Section 3: TheUnited States Becomes a World Power, 44;Section 4: Growth, Settlement, andIndependence in Canada, 50; Section 5:Partners and Friends: The United States andCanada Today, 56; Chapter 3 Cultures of theUnited States and Canada, 68;







(Continued)• Explain how roles and status of people have

differed and changed throughout history basedon gender, age, class, racial and ethnicidentity, wealth, and/or social position

(Continued)The United States and CanadaSE/TE: Chapter 4 Exploring the United States, 86;

Section 1: (Culture) The Northeast: Land ofBig Cities, 87; Chapter 5: Exploring Canada,118; Section 1: (Culture) Quebec: Preservinga Culture, 119; Section 2: (Culture) TheCanadian Plains: Canada’s Breadbasket, 125;Section 3: (Culture) British Columbia: Ties tothe Pacific Rim, 130; Citizen Heroes: ClaraBarton, 42; Louis Kiel, 53; Terry Fox, 79;Cesar Chavez, 109


History, 34; Section 1: Early Civilizations ofMiddle America, 35; Section 2: The Incas:People of the Sun, 39; Section 3: EuropeanConquest, 43; Section 4: Independence, 50;Chapter 3: Cultures of Latin America, 62;Section 1: The Cultures of Mexico andCentral America, 63; Section 2: The Culturesof the Caribbean, 68; Section 3: The Culturesof South America, 73; Chapter 4: ExploringMexico and Central America, 82; Section 2:(Culture) Guatemala: Descendants of anAncient People, 89; Chapter 5: Exploring theCaribbean, 106; Section 3: (Culture) PuertoRico: Cultural Identity of a People, 120;Chapter 5: Review and Activities, 126;Chapter 5: Skills Activity: LocatingInformation, 118; ; Chapter 6: ExploringSouth America, 128; Section 1: (Economics)Brazil: Resources of the Rain Forest, 129;Section 2: (Culture) Peru: Life in theAltiplano, 135; Citizen Heroes: Sor Juana Inezde la Cruz, 65; Mothers and Grandmothers ofArgentina, 77; Justina Tzoc, 92; Jose Marti ,109; Hector Turrini, 133


History, 32; Section 1: From Ancient Greeceto Feudal Europe, 33; Section 2: Renaissanceand Revolution, 40; Section 3: IndustrialRevolution and Nationalism, 48; Section 4:Imperial Russia, 54; Section 5: The Rise andFall of the Soviet Union, 60; Chapter 3:Cultures of Europe and Russia, 2; Section 1:The Cultures of Western Europe, 73; Section2: The Cultures of Eastern Europe, 82;







(Continued)• Explain how roles and status of people have

differed and changed throughout history basedon gender, age, class, racial and ethnicidentity, wealth, and/or social position

(Continued)Europe and RussiaSE/TE: Section 3: The Cultures of Russia, 88; Chapter

4: Exploring Western Europe, 96; Section 2:(Culture) France: Preserving a Culture, 104;Section 4: (Culture) Italy: Two Ways of Life,121; Section 5: Government Germany: ANation Reunited, 127; Chapter 5: ExploringEastern Europe and Russia, 138; Section 2:(Culture) Bosnia-Herzegovina: A TragicConflict, 146; Section 4: (Culture) Russia: ALarge and Diverse Country, 161; Chapter 5:from Zlata’s Diary by Zlata Filipovic, 300;Citizen Heroes: Jeannine Picabia, 52; AndreiSakharov, 64; Boris Yeltsin, 166


28; Section 1: Historic Traditions, 29; Section2: People and Cultures, 35; Chapter 2:Literature Poems from South Korea andJapan, 58; Chapter 4: South and SoutheastAsia: Cultures and History, 80; Section 1: TheCultures of South Asia, 81; Section 2: TheCultures of Southeast Asia, 87; Section 3:(Culture) India: In the Midst of Change, 92;Chapter 6: Southwest and Central Asia:Cultures and History, 132; Section 1: TheCultures of Southwest Asia, 133; Section 2:The Cultures of Central Asia, 138; Section 4:(Culture) Saudi Arabia: Oil and Islam, 148;Chapter 7: Section 3: Cultures of Australia,


Section 2: Kingdoms and Empires, 35;Chapter 3: Cultures of Africa, 62; Section 1:The Cultures of North Africa, 63; Section 2:The Cultures of West Africa, 69; Section 3:The Cultures of East Africa, 75; New Zealand,and the Pacific Islands, 172 Section 4: TheCultures of Central and Southern Africa, 81;Casbah and the Countryside, 99; Chapter 4:Exploring North Africa, 92; Section 1:(Culture) Egypt: Hearing the Call of Islam,93; Chapter 5: Exploring West Africa, 100;Section 1: (Culture) Nigeria: One Country,Many Section 2: (Culture) Algeria: TheIdentities, 109; Chapter 6: Exploring EastAfrica, 134; Section 1: (Culture) Ethiopia:Churches and Mosques, 135







• Describe the emergence of selectgovernmental systems, principles andinstitutions

• Describe some of the more common forms ofgovernment found in the past, givingexamples of societies that have practiced them(e.g., monarchy, oligarchy, clan/tribal,autocracy, dynasty, theocracy, republic,democracy)


8; Section 1: Geography and History, 9;Chapter 3: Ancient Egypt and Nubia, 60;Section 2: Egypt’s Powerful Kings andQueens, 67; Chapter 4: Ancient India, 94;Section 4: The Golden Age of Maurya India,111; Chapter 5: Ancient China, 122; Section3: Strong Rulers Unite Warring Kingdoms,134; Chapter 6: Ancient Greece, 152; Section4: Athens and Sparta: Two Cities in Conflict,170; Section 5: The Spread of Greek Culture,175; Chapter 7: Ancient Rome, 190; Section1: The Roman Republic, 191; Section 2: TheRoman Empire, 197; Citizen Heroes:Nekhebu, 68; Greek citizens, 172; Fabiola,212; Exploring Technology: Tombs for thePharaohs, 76; Roman Building


Empires, 8; Section 1: Byzantium: Rome’sEastern Empire, 9; Chapter 2: Civilizations ofAfrica, 36; Section 2: Kingdoms of WestAfrica, 43; Section 3: Trading States of EastAfrica, 49; Chapter 3: The Ancient Americas,58; Section 1: Cultures of Middle America,59; Chapter 3: From “The Americas in 1492”by Jamake Highwater, 80; Chapter 4:Civilizations of Asia, 82; Section 2:Feudalism in Japan; Section 3: The GreatMughal Empire in India, 94; Chapter 5:Europe in the Middle Ages, 104; Section 1:Feudalism: A System for Living, 105; Section2: The Rise of Cities, 111; Section 3: TheCrusades, 117; Section 4: Kings and Popes,124; Chapter 6: A New Age in Europe, 136;Section 3: The Age of Powerful Kings, 150;Chapter 7: Changes in the Western World,168; Section 1: Limits on Monarchs, 169;Section 4: Revolution and Imperialism, 188;Chapter 8: A Century of Turmoil, 196;Section 1: World Wars and Revolution, 197;Section 2: Breaking Colonial Ties, 204;Section 3: Our Shrinking Globe, 210; CitizenHeroes: Sundiata, 46; Toyotomi Hideyoshi,91; Queen Nzingha, 160







(Continued)• Describe the emergence of select

governmental systems, principles andinstitutions



Shaped by History, 32; Section 2: Growth,Settlement, and Civil War in the UnitedStates, 38; Section 3: The United StatesBecomes a World Power, 44; Citizen Heroes:Clara Barton, 42; Louis Kiel, 53; Terry Fox,79; Cesar Chavez, 109; ExploringTechnology: A Southwestern Pueblo, 34; TheBrooklyn


History, 34; Section 4: Independence, 50;Chapter 4: Exploring Mexico and CentralAmerica, 82; Section 1: Government Mexico:One Family’s Move to the City, 8; Section 3:Government Panama: Where Two OceansMeet, 96; Chapter 5: Exploring the Caribbean,106; Section 1: Government Cuba: Clingingto Communism, 107; Section 2: GovernmentHaiti: The Road to Democracy, 113; CitizenHeroes: Sor Juana Inez de la Cruz, 65;Mothers and Grandmothers of Argentina, 77;Justina Tzoc, 92; Jose Marti , 109; HectorTurrini, 133 Bridge, 90.


History, 32; Section 1: From Ancient Greeceto Feudal Europe, 33; Section 2: Renaissanceand Revolution, 40; Section 3: IndustrialRevolution and Nationalism, 48; Section 4:Imperial Russia, 54; Section 5: The Rise andFall of the Soviet Union, 60 Chapter 4:Exploring Western Europe, 96; Section 1:Government Great Britain: A DemocraticTradition, 97; Section 3: Government Sweden:A Welfare State, 114; Section 5: GovernmentGermany: A Nation Reunited, 127; CitizenHeroes: Jeannine Picabia, 52; AndreiSakharov, 64; Boris Yeltsin, 166


28; Section 3: Government China:Transforming Itself, 40; Section 5:Government The Koreas: A Divided Land, 50;Chapter 4: South and Southeast Asia: Culturesand History, 80;







(Continued)• Describe the emergence of select

governmental systems, principles andinstitutions


(Continued)Asia and the PacificSE/TE: Section 5: Government Vietnam: A Reunited

Nation, 101; Chapter 6: Southwest andCentral Asia: Cultures and History, 132;Section 5: Government Kazakhstan: BeyondIndependence, 153; Chapter 7: The PacificRegion, 162


Section 1: Africa’s First People, 31; Section 2:Kingdoms and Empires, 35; Section 3: TheConquest of Africa, 41; Section 4:Independence and Its Challenges, 47; Chapter3: Cultures of Africa, 62; Section 1: TheCultures of North Africa, 63; Section 2: TheCultures of West Africa, 69; Section 3: TheCultures of East Africa, 75; Section 4: TheCultures of Central and Southern Africa, 81;Chapter 4: Exploring North Africa, 92;Section 1: (Culture) Egypt: Hearing the Callof Islam, 93 Section 2: (Culture) Algeria: TheCasbah and the Countryside, 99; Chapter 5:Exploring West Africa, 100; Section 1:(Culture) Nigeria: One Country, ManyIdentities, 109; Section 3: (Economics) Mali:The Desert Is Coming, 121; Chapter 6:Exploring East Africa, 134; Section 1:(Culture) Ethiopia: Churches and Mosques,135; Section 3: (Economics) Kenya:Skyscrapers in the Savanna, 148


3: Economic and Political Systems, 87;Citizen Heroes: Michael Stewart, 45;Bonifacia Quispe and Oswaldo Rivera, 79.







• Explain the significance of the achievementsof selected individual scientists and inventorsfrom around the world and from variousperiods

(Continued)GeographySE/TE: Chapter 4: Cultures of the World, 76; Section

2: Social Groups, Language, and Religion, 82;Section 3: Economic and Political Systems,87; Citizen Heroes: Michael Stewartt, 45;Bonifacia Quispe and Oswaldo Rivera, 79


8; Chapter 3: Ancient Egypt and Nubia, 60;Section 2: Egypt’s Powerful Kings andQueens, 67; Chapter 5: Ancient China, 122;Section 3: Strong Rulers Unite WarringKingdoms, 134; Chapter 6: Ancient Greece,152; Section 3: Daily Life of the AncientGreeks, 165; Section 4: Athens and Sparta:Two Cities in Conflict, 170; Chapter 7:Ancient Rome, 190; Section 1: The RomanRepublic, 191; Section 2: The Roman Empire,197; Section 3: Daily Life Among theRomans, 203; Citizen Heroes: Nekhebu, 68;Greek citizens, 172; Fabiola, 212


Empires, 8; Section 1: Byzantium: Rome’sEastern Empire, 9; Section 2: The Rise andSpread of Islam, 15; Section 3: The Religionof Islam, 21; Chapter 2: Civilizations ofAfrica, 36; Section 2: Kingdoms of WestAfrica, 43; Section 3: Trading States of EastAfrica, 49; Chapter 3: The Ancient Americas,58; Section 1: Cultures of Middle America,59; Section 3: Cultures of North America, 71;Chapter 3: From “The Americas in 1492” byJamake Highwater, 80; Chapter 4:Civilizations of Asia, 82; Section 2:Feudalism in Japan; Chapter 5: Europe in theMiddle Ages, 104; Section 1: Feudalism: ASystem for Living, 105; Section 2: The Riseof Cities, 111; Section 3: The Crusades, 117;Section 4: Kings and Popes, 124; Chapter 6: ANew Age in Europe, 136; Section 1: TheRenaissance and Reformation, 137; Section 2:The Age of Exploration, 143; Section 3: TheAge of Powerful Kings, 150; Section 4:Conquests in the Americas and Africa, 156;Chapter 7: Changes in the Western World,168; Section 1: Limits on Monarchs, 169;Section 2: The Enlightenment, 174;







(Continued)• Explain the significance of the achievements

of selected individual scientists and inventorsfrom around the world and from variousperiods

(Continued)Medieval Times to TodaySE/TE: Section 3: The Industrial Revolution, 182;

Section 4: Revolution and Imperialism, 188;Chapter 8: A Century of Turmoil, 196;Section 1: World Wars and Revolution, 197;Section 2: Breaking Colonial Ties, 204;Section 3: Our Shrinking Globe, 210; CitizenHeroes: Sundiata, 46;


Shaped by History, 32; Section 1: The FirstAmericans and the Arrival of the Europeans,33; Section 2: Growth, Settlement, and CivilWar in the United States, 38; Chapter 3:Cultures of the United States and Canada, 68;Section 1: The United States: A Nation ofImmigrants, 69; Section 2: Canada: A Mosaic,75; Chapter 4: Exploring the United States,86; Section 2: (Economics) The South: AChanging Landscape, 93; Section 3:(Economics) The Midwest: Moving From theFarm, 99; Section 4: (Economics) The West:Using Resources Wisely, 105; Citizen Heroes:Clara Barton, 42; Louis Kiel, 53; Terry Fox,79; Cesar Chavez, 109; ExploringTechnology: A Southwestern Pueblo, 34; TheBrooklyn Bridge, Toyotomi Hideyoshi, 91;Queen Nzingha, 160


History, 34; Section 1: Early Civilizations ofMiddle America, 35; Section 2: The Incas:People of the Sun, 39; Section 3: EuropeanConquest, 43; Section 4: Independence, 50;Section 5: Issues in Latin America Today, 55;Chapter 4: Exploring Mexico and CentralAmerica, 82; Section 1: Government MexicoOne Family’s Move to the City, 8; Chapter 5:Exploring the Caribbean, 106; Section 1:Government Cuba: Clinging to Communism,107; Section 2: Government Haiti: The Roadto Democracy, 113; Section 3: (Culture)Puerto Rico: Cultural Identity of a People,120; Chapter 6 —Exploring South America,128; Section 1: (Economics) Brazil:Resources of the Rain Forest, 129; Section 3:(Economics) Chile: A Growing EconomyBased on Agriculture, 142;









(Continued)Latin AmericaSE/TE: Section 4: (Economics) Venezuela: Oil

Powers the Economy, 148; Citizen Heroes:Sor Juana Inez de la Cruz, 65; Mothers andGrandmothers of Argentina, 77; Justina Tzoc,92; Jose Marti, 109; Hector Turrini, 133


History, 32; Section 1: From Ancient Greeceto Feudal Europe, 33; Section 2: Renaissanceand Revolution, 40; Section 3: IndustrialRevolution and Nationalism, 48; Section 4:Imperial Russia, 54; Section 5: The Rise andFall of the Soviet Union, 60; Chapter 4:Exploring Western Europe, 96; Section 1:Government Great Britain: A DemocraticTradition, 97; Section 3: Government Sweden:A Welfare State, 114; Section 4: (Culture)Italy: Two Ways of Life, 121; Chapter 5:Exploring Eastern Europe and Russia, 138;Section 1: (Economics) Poland: Tradition andChange, 139; Section 3: (Economics) Ukraine:People Working Together, 154; Chapter 5:from Zlata’s Diary by Zlata Filipovic, 300;Citizen Heroes: Jeannine Picabia, 52; AndreiSakharov, 64; Boris Yeltsin, 166


28; Section 2: People and Cultures, 35;Section 4: (Economics) Japan: Tradition andChange, 45; Chapter 4: South and SoutheastAsia: Cultures and History, 80; Section 1: TheCultures of South Asia, 81; Section 2: TheCultures of Southeast Asia, 87; Section 3:(Culture) India: In the Midst of Change, 92;Section 4: (Economics) Pakistan: EconomicProgress, 96; Chapter 6: Southwest andCentral Asia: Cultures and History, 132;Section 1: The Cultures of Southwest Asia,133 Section 2: The Cultures of Central Asia,138; Section 3: (Economics) Israel: BuildingIts Economy, 143; Chapter 7: The PacificRegion, 162; Section 3: Cultures of Australia,New Zealand, and the Pacific Islands, 172;Section 4: (Economics) Australia: Three Waysof Life, 178









(Continued)AfricaSE/TE: Chapter 2: Africa: Shaped by Its History, 30;

Section 1: Africa’s First People, 31; Section 2:Kingdoms and Empires, 35; Section 3: TheConquest of Africa, 41; Section 4:Independence and Its Challenges, 47; Chapter3: Cultures of Africa, 62; Section 1: TheCultures of North Africa, 63; Section 2: TheCultures of West Africa, 69; Section 3: TheCultures of East Africa, 75; Section 4: TheCultures of Central and Southern Africa, 81;Chapter 4: Exploring North Africa, 92;Section 1: (Culture) Egypt: Hearing the Callof Islam, 93; Section 2: (Culture) Algeria: TheCasbah and the Countryside, 99; Chapter 5:Exploring West Africa, 100; Section 1:(Culture) Nigeria: One Country, ManyIdentities, 109; Section 3: (Economics) Mali:The Desert Is Coming, 121; Chapter 6:Exploring East Africa, 134; Section 1:(Culture) Ethiopia: Churches and Mosques,135; Section 3: (Economics) Kenya:Skyscrapers in the Savanna, 148

• Describe, explain and analyze the impact ofthe exchange of ideas on societies, politics,religion, etc.

GeographySE/TE: Exploring Technology: Technology and

Weather Forecasting, 80; A Sun-PoweredHouse, 120; Chapter 1: The World ofGeography, 8; Section 2: The Geographer’sTools, 14; Chapter 1: Activity Shop Lab: AFive-Theme Tour, 24; Chapter 3: Earth’sHuman Geography, 54; Section 2: A GrowingPopulation, 60; Chapter 5: Earth’s NaturalResources, 104; Section 1: What Are NaturalResources?, 105; Section 2: How People Usethe Land, 111; Section 3: People’s Effect onthe Environment, 117

The Ancient WorldSE/TE: Exploring Technology: Tombs for the

Pharaohs, 76; Roman Building Project, 201;Chapter 5: Ancient China, 122; Section 4:Achievements of Ancient China, 140; Chapter6: Activity Shop Interdisciplinary: VisitAncient Greece, 184







• Describe, explain and analyze the impact ofthe exchange of ideas on societies, politics,religion, etc.

Medieval Times to TodaySE/TE: Exploring Technology: A Medieval Manor,

109; The First Computer, 211; Chapter 4:Civilizations of Asia, 82; Section 3: The GreatMughal Empire in India, 94; Chapter 6: ANew Age in Europe, 136; Section 1: TheRenaissance and Reformation, 137; Section 2:The Age of Exploration, 143; Chapter 6:Activity Shop Lab: Making a Compass, 166;Chapter 7: Changes in the Western World,168; Section 3: The Industrial Revolution,182; Chapter 8: A Century of Turmoil, 196;Section 3: Our Shrinking Globe, 210

The United States and CanadaSE/TE: Exploring Technology: A Southwestern

Pueblo, 34; The Brooklyn Bridge, 90; Chapter2: The United States and Canada: Shaped byHistory, 32; Chapter 2: Activity ShopInterdisciplinary: Transportation, 66

Latin AmericaSE/TE: Exploring Technology: Tenochtitlan, 37;

Brasilia, 76; Chapter 1: Latin America:Physical Geography, 8; Chapter 1: TheSurveyor by Alma Flor Ada, 30; Chapter 4:Exploring Mexico and Central America, 82;Chapter 4: Activity Shop Lab: Making aModel Canal Lock, 104

Europe and RussiaSE/TE: Exploring Technology: A Fabergé Egg, 91;

Building Chartres Cathedral, 107; Chapter 2:Europe and Russia: Shaped by History, 32;Section 3: Industrial Revolution andNationalism, 48; Chapter 4: Activity ShopLab: Tracking the Midnight Sun, 136; Chapter5: Activity Shop Interdisciplinary: Plan a NewRailroad Line, 170

Asia and the PacificSE/TE: Chapter 6: Southwest and Central Asia:

Cultures and History, 132; Section 4:(Culture) Saudi Arabia: Oil and Islam, 148;Chapter 7: The Pacific Region, 162; Chapter7: Activity Shop Lab: Building aSeismograph, 186; Exploring Technology:Paper As We Know It, 33; Drilling for Oil,124







(Continued)• Describe, explain and analyze the impact of

the exchange of ideas on societies, politics,religion, etc.

(Continued)AfricaSE/TE: Africa; Chapter 6: Skills Activity: Using

Isolines to Show Elevation, 146; Section 3:(Economics) Kenya: Skyscrapers in theSavanna, 148; Exploring Technology: ASouth African Gold Mine, 54; The Churchesof Lalibela, 138

• GeographySE/TE: Chapter 3: Earth’s Human Geography, 54;

Section 1: Where Do People Live?, 55;Section 3: Why People Migrate, 64; Chapter5: Earth’s Natural Resources, 104; Section 2:How People Use the Land, 111; Section 3:People’s Effect on the Environment, 117


8; Section 1: Geography and History, 9;Chapter 3: Ancient Egypt and Nubia, 60;Section 1: The Geography of the Nile, 61;Section 5: The Resource-Rich Cultures ofNubia, 85; Chapter 5: Ancient China, 122;Section 3: Strong Rulers Unite WarringKingdoms, 134; Section 4: Achievements ofAncient China, 140; Chapter 6: AncientGreece, 152; Section 5: The Spread of GreekCulture, 175; Chapter 7: Ancient Rome, 190;Section 2: The Roman Empire, 197


Empires, 8; Section 1: Byzantium: Rome’sEastern Empire, 9; Section 2: The Rise andSpread of Islam, 15; Chapter 2: Civilizationsof Africa, 36; Section 1: The BantuMigrations, 37; Section 3: Trading States ofEast Africa, 49; Chapter 5: Europe in theMiddle Ages, 104 System for Living, 105;Section 2: The Rise of Cities, 111; Chapter 6:A New Age in Europe, 136; Section 2: TheAge of Exploration, 143; Section 4: Conquestsin the Americas and Africa, 156; Chapter 8: ACentury of Turmoil, 196; Section 3: OurShrinking Globe, 210







(Continued)• Explain how economic factors influenced

historical events in the United States and otherregions of the world and


Shaped by History, 32; Section 1: The FirstAmericans and the Arrival of the Europeans,33; Section 2: Growth, Settlement, and CivilWar in the United States, 38; Section 3: TheUnited States Becomes a World Power, 44;Section 4: Growth, Settlement, andIndependence in Canada, 50; Chapter 3:Cultures of the United States and Canada, 68;Section 1: The United States: A Nation ofImmigrants, 69; Chapter 5: Exploring Canada,118; Section 3: (Culture) British Columbia:Ties to the Pacific Rim, 130


History, 34; Section 3: European Conquest,43; Chapter 4: Exploring Mexico and CentralAmerica, 82; Section 1: Government Mexico:One Family’s Move to the City, 83; Section 3:Government Panama: Where Two OceansMeet, 96; Chapter 4: Activity Shop Lab:Making a Model Canal Lock, 104; Chapter 5:Exploring the Caribbean, 106; Chapter 6:Exploring South America, 128; Section 3:(Economics) Chile: A Growing EconomyBased on Agriculture, 142

• Identify and analyze the various causes andeffects of movements of groups of people


Section 1: Where Do People Live?, 55;Section 2: A Growing Population, 60; Section3: Why People Migrate, 64; Chapter 4:Cultures of the World, 76; Section 1: What IsCulture?, 77; Section 2: Social Groups,Language, and Religion, 82; Section 3:Economic and Political Systems, 87; Section4: Cultural Change, 93; Chapter 5: Earth’sNatural Resources, 104; Section 1: What AreNatural Resources?, 105; Section 2: HowPeople Use the Land, 111; Section 3: People’sEffect on the Environment, 117;

GeographySE/TE: Exploring Technology: Technology and

Weather Forecasting, 80; A Sun-Powered







(Continued)• Identify and analyze the various causes and

effects of movements of groups of people

(Continued)The Ancient WorldSE/TE: Chapter 3: Ancient Egypt and Nubia, 60;

Section 1: The Geography of the Nile, 61;Section 4: The Culture of the AncientEgyptians, 79; Section 5: The Resource-RichCultures of Nubia, 85; Chapter 5: AncientChina, 122; Section 1: The Geography ofChina’s River Valleys, 123; Section 3: StrongRulers Unite Warring Kingdoms, 134; Section4: Achievements of Ancient China, 140;Chapter 6: Ancient Greece, 152; Section 1:The Rise of Greek Civilization, 153; Section2: Greek Religion, Philosophy, and Literature,159; Section 3: Daily Life of the AncientGreeks, 165; Section 4: Athens and Sparta:Two Cities in Conflict, 170; Section 5: TheSpread of Greek Culture, 175; Chapter 7:Ancient Rome, 190; Section 1: The RomanRepublic, 191; Section 2: The Roman EmpireHouse, 120, 197; Section 3: Daily LifeAmong the Romans, 203; Section 4: A NewReligion: Christianity, 208; ExploringTechnology: Tombs for the Pharaohs, 76;Roman Building Project, 201


Empires, 8; Section 2: The Rise and Spread ofIslam, 15; Chapter 2: Civilizations of Africa,36; Section 1: The Bantu Migrations, 37;Section 2: Kingdoms of West Africa, 43;Section 3: Trading States of East Africa, 49;Chapter 2: Review and Activities, 56; Chapter3: The Ancient Americas, 58; Section 1:Cultures of Middle America, 59; Section 3:Cultures of North America, 71; Chapter 3:From “The Americas in 1492” by JamakeHighwater, 80; Chapter 4: Civilizations ofAsia, 82; Section 1: Golden Ages in China,83; Section 2: Feudalism in Japan; Section 3:The Great Mughal Empire in India, 94;Chapter 5: Europe in the Middle Ages, 104;Section 1: Feudalism: A System for Living,105; Section 2: The Rise of Cities, 111;Section 3: The Crusades, 117; Chapter 6: ANew Age in Europe, 136; Section 2: The Ageof Exploration, 143; Section 3: The Age ofPowerful Kings, 150;









(Continued)Medieval Times to TodaySE/TE: Section 4: Conquests in the Americas and

Africa, 156; Chapter 7: Changes in theWestern World, 168; Section 3: The IndustrialRevolution, 182; Section 4: Revolution andImperialism, 188; Chapter 8: A Century ofTurmoil, 196; Section 2: Breaking ColonialTies, 204; Section 3: Our Shrinking Globe,210; Exploring Technology: A MedievalManor, 109; The First Computer, 211


Shaped by History, 32; Chapter 2: ActivityShop Interdisciplinary: Transportation, 66;Chapter 3: Cultures of the United States andCanada, 68; Section 1: The United States: ANation of Immigrants, 69; Chapter 4:Exploring the United States, 86; Section 1:(Culture) The Northeast: Land of Big Cities,87; Section 2: (Economics) The South: AChanging Landscape, 93; Section 3:(Economics) The Midwest: Moving From theFarm, 99; Section 4: (Economics) The West:Using Resources Wisely, 105; Chapter 5:Exploring Canada, 118; Section 1: (Culture)Quebec: Preserving a Culture, 119; Section 2:(Culture) The Canadian Plains: Canada’sBreadbasket, 125; Section 3: (Culture) BritishColumbia: Ties to the Pacific Rim, 130;Exploring Technology: A SouthwesternPueblo, 34; The Brooklyn Bridge, 90


History, 34; Section 1: Early Civilizations ofMiddle America, 35; Section 2: The Incas:People of the Sun, 39; Section 3: EuropeanConquest, 43; Chapter 3: Cultures of LatinAmerica, 62; Section 1: The Cultures ofMexico and Central America, 63; Section 2:The Cultures of the Caribbean, 68; Section 3:The Cultures of South America, 73; Chapter4: Exploring Mexico and Central America, 82;Section 1: Government Mexico: One Family’sMove to the City, 83; Section 2: (Culture)Guatemala: Descendants of an AncientPeople, 89; Section 3: Government Panama:Where Two Oceans Meet, 96;









(Continued)Latin AmericaSE/TE: Chapter 4: Activity Shop Lab: Making a

Model Canal Lock, 104; Chapter 5: Exploringthe Caribbean, 106; Section 1: GovernmentCuba: Clinging to Communism, 107; Section2: Government Haiti: The Road toDemocracy, 113; Section 3: (Culture) PuertoRico: Cultural Identity of a People, 120;Chapter 6: Exploring South America, 128;Section 1: (Economics) Brazil: Resources ofthe Rain Forest, 129; Section 2: (Culture)Peru: Life in the Altiplano, 135; Section 3:(Economics) Chile: A Growing EconomyBased on Agriculture, 142; Section 4:(Economics) Venezuela: Oil Powers theEconomy, 148; Exploring Technology:Tenochtitlan , 37; Brasilia, 76


History, 32; Section 3: Industrial Revolutionand Nationalism, 48; Chapter 3: Cultures ofEurope and Russia, 2; Section 1: The Culturesof Western Europe, 73; Section 2: TheCultures of Eastern Europe, 82; Section 3: TheCultures of Russia, 88; Chapter 4: ExploringWestern Europe, 96; Section 1: GovernmentGreat Britain: A Democratic Tradition, 97;Section 2: (Culture) France: Preserving aCulture, 104; Section 3: Government Sweden:A Welfare State, 114 Section 4: (Culture)Italy: Two Ways of Life, 121; Section 5:Government Germany: A Nation Reunited,127; Chapter 5: Exploring Eastern Europe andRussia, 138; Section 1: (Economics) Poland:Tradition and Change, 139; Section 2:(Culture) Bosnia-Herzegovina: A TragicConflict, 146; Section 3: (Economics)Ukraine: People Working Together, 154;Section 4: (Culture) Russia: A Large andDiverse Country, 161; Exploring Technology:A Fabergé Egg, 91; Building ChartresCathedral, 107









(Continued)Asia and the PacificSE/TE: Chapter 2: East Asia: Cultures and History,

28; Section 1: Historic Traditions, 29; Section2: People and Cultures, 35; Section 3:Government China: Transforming Itself, 40;Section 4: (Economics) Japan: Tradition andChange, 45; Section 5: Government TheKoreas: A Divided Land, 50; Chapter 2:Literature Poems from South Korea andJapan, 58; Chapter 4: South and SoutheastAsia: Cultures and History, 80; Section 1: TheCultures of South Asia, 81; Section 2: TheCultures of Southeast Asia, 87; Section 3:(Culture) India: In the Midst of Change, 92;Section 4: (Economics) Pakistan: EconomicProgress, 96; Section 5: Government Vietnam:A Reunited Nation, 101; Chapter 4: LiteratureFrom The Clay Marble by Minfong Ho, 110;Chapter 6: Southwest and Central Asia:Cultures and History, 132; Section 1: TheCultures of Southwest Asia, 133; Section 2:The Cultures of Central Asia, 138; Section 3:(Economics) Israel: Building Its Economy,143; Section 4: (Culture) Saudi Arabia: Oiland Islam, 148; Section 5: GovernmentKazakhstan: Beyond Independence, 153;Chapter 7: The Pacific Region, 162; Section 3:Cultures of Australia, New Zealand, and thePacific Islands, 172; Citizen Heroes: CarlosFilipe Ximenes Belo, 90; Jose Ramos-Horta,90; Red Adair, 125; Exploring Technology:Paper As We Know It, 33; Drilling for Oil,124


Section 1: Africa’s First People, 31; Section 2:Kingdoms and Empires, 35; Section 3: TheConquest of Africa, 41; Section 4:Independence and Its Challenges, 47; Section5: Issues for Africa Today, 53; Chapter 3:Cultures of Africa, 62; Section 1: TheCultures of North Africa, 63; Section 2: TheCultures of West Africa, 69; Section 3: TheCultures of East Africa, 75; Section 4: TheCultures of Central and Southern Africa, 81;Chapter 3: Activity Shop Interdisciplinary:The Language of Music, 90;









(Continued)AfricaSE/TE: Chapter 4: Exploring North Africa, 92;

Section 1: (Culture) Egypt: Hearing the Callof Islam, 93; Section 2: (Culture) Algeria: TheCasbah and the Countryside, 99; Chapter 5:Exploring West Africa, 100; Section 1:(Culture) Nigeria: One Country, ManyIdentities, 109; Section 2: Government Ghana:First in Independence, 115; Section 3:(Economics) Mali: The Desert Is Coming,121; Chapter 4: Skills Activity: UsingDistribution Maps, 126; Chapter 5: LiteratureThe Distant Talking Drum by Isaac Olaleye,132; Chapter 6: Exploring East Africa, 134;Section 1: (Culture) Ethiopia: Churches andMosques, 135; Section 2: GovernmentTanzania: When People Cooperate, 140;Chapter 6: Skills Activity: Using Isolines toShow Elevation, 146; Section 3: (Economics)Kenya: Skyscrapers in the Savanna, 148;Chapter 6: Literature A Promise to the Sun byTololwa M. Mollel, 156; Chapter 7: ExploringCentral and Southern Africa, 160; Section 1:Government Democratic Republic of Congo:Rich But Poor, 161; Section 2: GovernmentSouth Africa: The End of Apartheid, 168;Citizen Heroes: Agatha Mbogo, 78; QueenYaa Asantewa, 117; Amri Abedi , 141; IvyNonqayi, 171

• Explain reasons for conflict and the waysconflicts have been resolved

GeographySE/TE: Chapter 3: Section 2: A Growing Population,

60; Section 3: Why People Migrate, 64;Chapter 3: Review and Activities, 72; Chapter3: Skills Activity: Using Distribution Maps,70; Chapter 4: Cultures of the World, 76;Section 1: What Is Culture?, 77; Section 2:Social Groups, Language, and Religion, 82;Section 3: Economic and Political Systems,87; Section 4: Cultural Change, 93

The Ancient WorldSE/TE: Chapter 1: Section 1: Geography and History,

9; Chapter 3: Section 2: Egypt’s PowerfulKings and Queens, 67; Chapter 5: Section 3:Strong Rulers Unite Warring Kingdoms, 134;Chapter 6: Section 4: Athens and Sparta: TwoCities in Conflict, 170;







• Explain reasons for conflict and the waysconflicts have been resolved

The Ancient WorldSE/TE: Chapter 7: Section 2: The Roman Empire,

197; Section 5: The Fall of Rome, 213Medieval Times to TodaySE/TE: Chapter 1: Section 2: The Rise and Spread of

Islam, 15; Chapter 2: Section 2: Kingdoms ofWest Africa, 43; Chapter 3: From “TheAmericas in 1492” by Jamake Highwater, 80;Chapter 3: Skills Activity: Recognizing Causeand Effect, 76; Chapter 4: Section 2:Feudalism in Japan; Section 3: The GreatMughal Empire in India, 94; Chapter 5:Europe in the Middle Ages, 104; Section 1:Feudalism: A System for Living, 105; Section2: The Rise of Cities, 111; Section 3: TheCrusades, 117; Section 4: Kings and Popes,124; Chapter 5: “Of Swords and Sorcerers” byMargaret Hodges and Margery Evernden, 132;Chapter 6: Section 1: The Renaissance andReformation, 137; Section 2: The Age ofExploration, 143; Section 3: The Age ofPowerful Kings, 150; Section 4: Conquests inthe Americas and Africa, 156; Chapter 7:Changes in the Western World, 168; Section1: Limits on Monarchs, 169; Section 2: TheEnlightenment, 174; Section 3: The IndustrialRevolution, 182; Section 4: Revolution andImperialism, 188; Chapter 8: A Century ofTurmoil, 196; Section 1: World Wars andRevolution, 197; Section 2: Breaking ColonialTies, 204; Section 3: Our Shrinking Globe,210


Shaped by History, 32; Section 1: The FirstAmericans and the Arrival of the Europeans,33; Section 2: Growth, Settlement, and CivilWar in the United States, 38; Section 3: TheUnited States Becomes a World Power, 44


History, 34; Section 1: Early Civilizations ofMiddle America, 35; Section 2: The Incas:People of the Sun, 39; Section 3: EuropeanConquest, 43; Section 4: Independence, 50;Section 5: Issues in Latin America Today, 55;Chapter 5: Section 1: Government Cuba:Clinging to Communism, 107; Section 2:Government Haiti: The Road to Democracy,113







(Continued)• Explain reasons for conflict and the ways

conflicts have been resolved

(Continued)Europe and RussiaSE/TE: Chapter 2: Europe and Russia: Shaped by

History, 32; Section 1: From Ancient Greeceto Feudal Europe, 33; Section 2: Renaissanceand Revolution, 40; Section 3: IndustrialRevolution and Nationalism, 48; Section 4:Imperial Russia, 54; Section 5: The Rise andFall of the Soviet Union, 60; Chapter 5 —Exploring Eastern Europe and Russia, 138;Section 2: (Culture) Bosnia-Herzegovina: ATragic Conflict, 146; Chapter 5: from Zlata’sDiary by Zlata Filipovic, 300

Asia and the PacificSE/TE: Chapter 2: Section 5: Government The

Koreas: A Divided Land, 50; Chapter 4:Section 3: (Culture) India: In the Midst ofChange, 92; Section 4: (Economics) Pakistan:Economic Progress, 96; Section 5:Government Vietnam: A Reunited Nation,101; Chapter 4: Skills Activity: Identifyingthe Central Issue, 106; Chapter 6: Section 5:Government Kazakhstan: BeyondIndependence, 153


Section 1: Africa's First People, 31; Section 2:Kingdoms and Empires, 35; Section 3: TheConquest of Africa, 41; Section 4:Independence and Its Challenges, 47; Section5: Issues for Africa Today, 53; Chapter 5:Exploring West Africa, 100; Section 1:(Culture) Nigeria: One Country, ManyIdentities, 109; Section 2: Government Ghana:First in Independence, 115; Chapter 7:Exploring Central and Southern Africa, 160;Section 1: Government Democratic Republicof Congo: Rich But Poor, 161; Section 2:Government South Africa: The End ofApartheid, 168







CONTENT STANDARD 4: Applying HistoryStudents will recognize the continuing importance of historical thinking and historical knowledge in their ownlives and in the world in which they live.

• Initiate questions and hypotheses abouthistoric events being studied

GeographySE/TE: Chapter 1: Activity Shop Lab: A Five-Theme

Tour, 24; Chapter 1: The World ofGeography, 8; Section 1: The Five Themes ofGeography, 9; Chapter 2: Section 3: Climateand What Influences It, 37; Chapter 2:Activity Shop Interdisciplinary: The Earth’sSeasons, 52; Chapter 3: Section 1: Where DoPeople Live?, 55; Section 3: Why PeopleMigrate, 64; Chapter 3: Review andActivities, 72; Chapter 3: Skills Activity:Using Distribution Maps, 70; Chapter 4:Section 1: What Is Culture?, 77; Section 2:Social Groups, Language, and Religion, 82;Chapter 4: Review and Activities, 100;Chapter 4: Skills Activity: LocatingInformation, 98; Chapter 5: Section 1: WhatAre Natural Resources?, 105;

GeographySE/TE: Chapter 5: Review and Activities, 124;

Chapter 5: Skills Activity: Writing for aPurpose, 122


Issues, 56; Chapter 6: Skills Activity:Drawing Conclusions, 180; Chapter 7: SkillsActivity: Reading Actively, 218; ProjectPossibilities, 222

Medieval Times to TodaySE/TE: Chapter 3: Skills Activity: Recognizing Cause

and Effect, 76; Chapter 4: Skills Activity:Assessing Your Understanding, 100; Chapter6: Skills Activity: Distinguishing Fact FromOpinion, 162; Chapter 6: Activity Shop Lab:Making a Compass, 166; Chapter 7: SkillsActivity: Interpreting Line Graphs, 180;Chapter 8: Skills Activity: ExpressingProblems Clearly, 216; Chapter 8: ActivityShop Interdisciplinary: History Quiz Wizards,220; Project Possibilities, 222

The United States and CanadaSE/TE: Chapter 2: Skills Activity: Interpreting

Diagrams, 62; Chapter 3: Skills Activity:Organizing Information, 80;







(Continued)• Initiate questions and hypotheses about

historic events being studied

(Continued)The United States and CanadaSE/TE: Chapter 5: Skills Activity: Writing for a

Purpose, 136; Exploring Technology: ASouthwestern Pueblo, 34; The BrooklynBridge, 90; Project Possibilities, 140

Latin AmericaSE/TE: Chapter 2: Skills Activity: Using a Time Line,

48; Chapter 3: Skills Activity: DistinguishingFacts From Opinions, 78; Chapter 4: SkillsActivity: Previewing a Reading Selection, 94;Chapter 4: Activity Shop Lab: Making aModel Canal Lock, 104; Chapter 5: SkillsActivity: Locating Information, 118;Exploring Technology: Tenochtitlan, 37;Brasilia, 76; Project Possibilities, 160

Europe and RussiaSE/TE: Chapter 3: Skills Activity: Summarizing

Information, 80; Chapter 4: Activity ShopLab: Tracking the Midnight Sun, 136; Chapter5: Skills Activity: Recognizing Cause andEffect, 152; Exploring Technology: A FabergéEgg, 91; Building Chartres Cathedral, 107;Project Possibilities, 174


22; Chapter 4: Skills Activity: Identifying theCentral Issue, 106; Chapter 5: Skills Activity:Interpreting Graphs, 128; Chapter 6: SkillsActivity: Locating Information, 158; Chapter7: Skills Activity: Drawing Conclusions, 182;Project Possibilities, 188; ExploringTechnology: Paper As We Know It, 33;Drilling for Oil, 124

AfricaSE/TE: Chapter 1: Skills Activity: Interpreting

Diagrams, 26; Chapter 2: Skills Activity:Recognizing Bias, 58; Chapter 2: Review andActivities, 60; Chapter 3: Skills Activity:Assessing Your Understanding, 86; Chapter 5:Activity Shop Lab: Desertification, 130;Exploring Technology: A South African GoldMine, 54; The Churches of Lalibela, 138;Project Possibilities, 176







• Describe and analyze, using historical dataand understandings, the options which areavailable to parties involved in contemporaryconflicts or decision making

GeographySE/TE: Chapter 3: Section 2: A Growing Population,

60; Section 3: Why People Migrate, 64;Chapter 3: Review and Activities, 72; Chapter3: Skills Activity: Using Distribution Maps,70; Chapter 4: Cultures of the World, 76;Section 1: What Is Culture?, 77; Section 2:Social Groups, Language, and Religion, 82;Section 3: Economic and Political Systems,87; Section 4: Cultural Change, 93


9; Chapter 3: Section 2: Egypt’s PowerfulKings and Queens, 67; Chapter 5: Section 3:Strong Rulers Unite Warring Kingdoms, 134;Chapter 6: Section 4: Athens and Sparta: TwoCities in Conflict, 170; Chapter 7: Section 2:The Roman Empire, 197; Section 5: The Fallof Rome, 213


Islam, 15; Chapter 2: Section 2: Kingdoms ofWest Africa, 43; Chapter 3: From “TheAmericas in 1492” by Jamake Highwater, 80;Chapter 3: Skills Activity: Recognizing Causeand Effect, 76; Chapter 4: Section 2:Feudalism in Japan; Section 3: The GreatMughal Empire in India, 94; Chapter 5:Europe in the Middle Ages, 104; Section 1:Feudalism: A System for Living, 105; Section2: The Rise of Cities, 111; Section 3: TheCrusades, 117; Section 4: Kings and Popes,124; Chapter 5: “Of Swords and Sorcerers” byMargaret Hodges and Margery Evernden, 132;Chapter 6: Section 1: The Renaissance andReformation, 137; Section 2: The Age ofExploration, 143; Section 3: The Age ofPowerful Kings, 150; Section 4: Conquests inthe Americas and Africa, 156; Chapter 7:Changes in the Western World, 168; Section1: Limits on Monarchs, 169; Section 2: TheEnlightenment, 174; Section 3: The IndustrialRevolution, 182; Section 4: Revolution andImperialism, 188; Chapter 8: A Century ofTurmoil, 196; Section 1: World Wars andRevolution, 197; Section 2: Breaking ColonialTies, 204; Section 3: Our Shrinking Globe,210







(Continued)• Describe and analyze, using historical data

and understandings, the options which areavailable to parties involved in contemporaryconflicts or decision making


Shaped by History, 32; Section 1: The FirstAmericans and the Arrival of the Europeans,33; Section 2: Growth, Settlement, and CivilWar in the United States, 38; Section 3: TheUnited States Becomes a World Power, 44


History, 34; Section 1: Early Civilizations ofMiddle America, 35; Section 2: The Incas:People of the Sun, 39; Section 3: EuropeanConquest, 43; Section 4: Independence, 50;Section 5: Issues in Latin America Today, 55;Chapter 5: Section 1: Government Cuba:Clinging to Communism, 107; Section 2:Government Haiti: The Road to Democracy,113


History, 32; Section 1: From Ancient Greeceto Feudal Europe, 33; Section 2: Renaissanceand Revolution, 40; Section 3: IndustrialRevolution and Nationalism, 48; Section 4:Imperial Russia, 54; Section 5: The Rise andFall of the Soviet Union, 60; Chapter 5:Exploring Eastern Europe and Russia, 138;Section 2: (Culture) Bosnia-Herzegovina: ATragic Conflict, 146; Chapter 5: from Zlata’sDiary by Zlata Filipovic, 300

Asia and the PacificSE/TE: Chapter 2: Section 5: Government The

Koreas: A Divided Land, 50; Chapter 4:Section 3: (Culture) India: In the Midst ofChange, 92; Section 4: (Economics) Pakistan:Economic Progress, 96; Section 5:Government Vietnam: A Reunited Nation,101; Chapter 4: Skills Activity: Identifyingthe Central Issue, 106; Chapter 6: Section 5:Government Kazakhstan: BeyondIndependence, 153


Section 1: Africa’s First People, 31; Section 2:Kingdoms and Empires, 35; Section 3: TheConquest of Africa, 41; Section 4:Independence and Its Challenges, 47;







(Continued)• Describe and analyze, using historical data

and understandings, the options which areavailable to parties involved in contemporaryconflicts or decision making

(Continued)AfricaSE/TE: Section 5: Issues for Africa Today, 53;

Chapter 5: Exploring West Africa, 100;Section 1: (Culture) Nigeria: One Country,Many Identities, 109; Section 2: GovernmentGhana: First in Independence, 115; Chapter 7:Exploring Central and Southern Africa, 160;Section 1: Government Democratic Republicof Congo: Rich But Poor, 161; Section 2:Government South Africa: The End ofApartheid, 168

• Be active learners at cultural institutions suchas museums and historical exhibitions

AfricaSE/TE: Chapter 3: Activity Shop Interdisciplinary:

The Language of Music, 90; Section 2:(Culture) Algeria: The Casbah and theCountryside, 99; Chapter 5: Literature TheDistant Talking Drum by Isaac Olaleye, 132;Section 1: (Culture) Ethiopia: Churches andMosques, 135; Chapter 6: Literature APromise to the Sun by Tololwa M. Mollel,156; Exploring Technology: A South AfricanGold Mine, 54; The Churches of Lalibela, 138


1: What Is Culture?, 77; Section 2: HowPeople Use the Land, 111; Section 3: People’sEffect on the Environment, 117; ExploringTechnology: Technology and WeatherForecasting, 80; A Sun-Powered House, 120

The Ancient WorldSE/TE: Chapter 1: Section 4: The Culture of the

Ancient Egyptians, 79; Section 5: TheResource-Rich Cultures of Nubia, 85; Chapter4: Ancient India, 94; Section 2: TheBeginnings of Hinduism, 101; Section 3: TheBeginnings of Buddhism, 106; Section 4: TheGolden Age of Maurya India, 111; Chapter 4:“The Envious Buffalo”, a Jataka story fromthe Fables of India, retold by Joseph Gaer,120; Chapter 5: Ancient China, 122; Section4: Achievements of Ancient China, 140;Chapter 6: Ancient Greece, 152; Section 1:The Rise of Greek Civilization, 153; Section2: Greek Religion, Philosophy, and Literature,159; Section 5: The Spread of Greek Culture,175;







(Continued)• Be active learners at cultural institutions such

as museums and historical exhibitions

(Continued)The Ancient WorldSE/TE: Chapter 6: “The Sirens” adapted from the

Greek epic the Odyssey retold by BernardEuslin, 186; Chapter 7: Ancient Rome, 190;Section 2: The Roman Empire, 197; Section 3:Daily Life Among the Romans, 203;Exploring Technology: Tombs for thePharaohs, 76; Roman Building Project, 201

Medieval Times to TodaySE/TE: Chapter 3: The Ancient Americas, 58; Section

1: Cultures of Middle America, 59; Section 2:The Incas, 65; Chapter 3: From “TheAmericas in 1492” by Jamake Highwater, 80;Chapter 5: “Of Swords and Sorcerers” byMargaret Hodges and Margery Evernden, 132;Chapter 6: A New Age in Europe, 136;Section 2: The Age of Exploration, 143;Exploring Technology: A Medieval Manor,109; The First Computer, 211

The United States and CanadaSE/TE: Chapter 3: Western Wagons by Steven

Vincent Benét, 84; Chapter 4: Exploring theUnited States, 86; Section 1: (Culture) TheNortheast: Land of Big Cities, 87; Section 4:(Economics) The West: Using ResourcesWisely, 105; Chapter 4: From Childtimes byEloise Greenfield et al., 114; ExploringTechnology: A Southwestern Pueblo, 34; TheBrooklyn Bridge, 90


History, 34; Section 1: Early Civilizations ofMiddle America, 35; Section 2: The Incas:People of the Sun, 39; Chapter 4: ExploringMexico and Central America, 82; Section 3:Government Panama: Where Two OceansMeet, 96; Chapter 4: Activity Shop Lab:Making a Model Canal Lock, 104; Section 4:(Economics) Venezuela: Oil Powers theEconomy, 148; Chapter 6: From the QuestionBook by Pablo Neruda, 158; ExploringTechnology: Tenochtitlan, 37; Brasilia, 76

Europe and RussiaSE/TE: Chapter 4: Exploring Western Europe, 96;

Section 2: (Culture) France: Preserving aCulture, 104; Chapter 5: from Zlata’s Diaryby Zlata Filipovic, 300;







(Continued)• Be active learners at cultural institutions such

as museums and historical exhibitions

(Continued)Europe and RussiaSE/TE: Chapter 5: Activity Shop Interdisciplinary:

Plan a New Railroad Line, 170; ExploringTechnology: A Fabergé Egg, 91; BuildingChartres Cathedral, 107

Asia and the PacificSE/TE: Chapter 2: Literature Poems from South

Korea and Japan, 58; Chapter 4: LiteratureFrom The Clay Marble by Minfong Ho, 110

• Display empathy for people who have lived inthe past and

• Describe relationships between historicalsubject matter and other subjects they study,current issues and personal concerns.


1: What Is Culture?, 77; Section 2: SocialGroups, Language, and Religion, 82; Section3: Economic and Political Systems, 87;Section 4: Cultural Change, 93

The Ancient WorldSE/TE: Section 1: Geography and History, 9; Section

4: The Culture of the Ancient Egyptians, 79;Section 5: The Resource-Rich Cultures ofNubia, 85; Chapter 4: “The Envious Buffalo”,a Jataka story from the Fables of India, retoldby Joseph Gaer, 120; Section 3: Daily Life ofthe Ancient Greeks, 165; Section 5: TheSpread of Greek Culture, 175; Chapter 6:“The Sirens” adapted from the Greek epic theOdyssey retold by Bernard Euslin, 186;Chapter 6: Skills Activity: DrawingConclusions, 180; Chapter 6: Activity ShopInterdisciplinary: Visit Ancient Greece, 184

Medieval Times to TodaySE/TE: Section 2: The Rise and Spread of Islam, 15;

Section 1: Cultures of Middle America, 59;Section 3: Cultures of North America, 71;Chapter 3: From “The Americas in 1492” byJamake Highwater, 80; Section 1: Feudalism:A System for Living, 105; Chapter 5: “OfSwords and Sorcerers” by Margaret Hodgesand Margery Evernden, 132; Chapter 6: SkillsActivity: Distinguishing Fact From Opinion162; Chapter 8: A Century of Turmoil, 196Section 1: World Wars and Revolution, 197;Section 2: Breaking Colonial Ties, 204;Section 3: Our Shrinking Globe, 210; Chapter8: Review and Activities, 218;







(Continued)• Display empathy for people who have lived in

the past and• Describe relationships between historical

subject matter and other subjects they study,current issues and personal concerns.


Shaped by History, 32; Chapter 2: ActivityShop Interdisciplinary: Transportation, 66;Chapter 3: Cultures of the United States andCanada, 68; Chapter 3: Western Wagons bySteven Vincent Benét, 84; Section 1: (Culture)The Northeast: Land of Big Cities, 87; Section2: (Economics) The South: A ChangingLandscape, 93; Section 3: (Economics) TheMidwest: Moving From the Farm, 99; Section4: (Economics) The West: Using ResourcesWisely, 105; Chapter 5: Exploring Canada,118; Section 1: (Culture) Quebec: Preservinga Culture, 119; Section 2: (Culture) TheCanadian Plains: Canada’s Breadbasket, 125;Section 3: (Culture) British Columbia: Ties tothe Pacific Rim, 130


Geography, 8; Chapter 2: Latin America:Shaped by Its History, 34; Chapter 3: Culturesof Latin America, 62; Section 1: The Culturesof Mexico and Central America, 63; Section2: The Cultures of the Caribbean, 68; Section3: The Cultures of South America, 73;Chapter 4: Exploring Mexico and CentralAmerica, 82; Section 1: Government Mexico:One Family’s Move to the City, 8; Section 2:(Culture) Guatemala: Descendants of anAncient People, 89; Section 3: GovernmentPanama: Where Two Oceans Meet, 96;Chapter 5: Exploring the Caribbean, 106;Section 3: (Culture) Puerto Rico: CulturalIdentity of a People, 120; Chapter 6:Exploring South America, 128; Section 1:(Economics) Brazil: Resources of the RainForest, 129; Section 2: (Culture) Peru: Life inthe Altiplano, 135 Chapter 6: From theQuestion Book by Pablo Neruda, 158


History, 32; Chapter 2: from Pearl in the Eggby Dorothy Van Woerkom, 196; Chapter 3:Cultures of Europe and Russia, 2; Section 1:The Cultures of Western Europe, 73; Section2: The Cultures of Eastern Europe, 82;










(Continued)Europe and RussiaSE/TE: Section 3: The Cultures of Russia, 88; Chapter

4: Exploring Western Europe, 96; Section 2:(Culture) France: Preserving a Culture, 104;Section 3: Government Sweden: A WelfareState, 114; Section 4: (Culture) Italy: TwoWays of Life, 121; Section 5: GovernmentGermany: A Nation Reunited, 127; Chapter 5:Exploring Eastern Europe and Russia, 138;Section 1: (Economics) Poland: Tradition andChange, 139; Section 2: (Culture) Bosnia-Herzegovina: A Tragic Conflict, 146; Section3: (Economics) Ukraine: People WorkingTogether, 154; Section 4: (Culture) Russia: ALarge and Diverse Country, 161


28; Section 1: Historic Traditions, 29; Section2: People and Cultures, 35; Chapter 2:Literature Poems from South Korea andJapan, 58; Chapter 4: South and SoutheastAsia: Cultures and History, 80; Section 1: TheCultures of South Asia, 81; Section 2: TheCultures of Southeast Asia, 87; Section 3:(Culture) India: In the Midst of Change, 92;Chapter 4: Literature From The Clay Marbleby Minfong Ho, 110; Chapter 6: Southwest ad Central Asia: Cultures and History, 132;Section 1: The Cultures of Southwest Asia,133; Section 2: The Cultures of Central Asia,138; Section 4: (Culture) Saudi Arabia: Oiland Islam, 148; Chapter 7: Section 3: Culturesof Australia, New Zealand, and the PacificIslands, 172; Citizen Heroes: Carlos FilipeXimenes Belo, 90; Jose Ramos-Horta, 90; RedAdair, 125


Section 1: Africa’s First People, 31; Section 2:Kingdoms and Empires, 35; Section 3: TheConquest of Africa, 41; Section 4:Independence and Its Challenges, 47; Section5: Issues for Africa Today, 53; Chapter 3:Cultures of Africa, 62; Section 1: TheCultures of North Africa, 63; Section 2: TheCultures of West Africa, 69; Section 3: TheCultures of East Africa, 75;










(Continued)AfricaSE/TE: Section 4: The Cultures of Central and

Southern Africa, 81; Chapter 5: Section 1:(Culture) Nigeria: One Country, ManyIdentities, 109; Chapter 5: Literature TheDistant Talking Drum by Isaac Olaleye, 132;Chapter 6: Section 1: (Culture) Ethiopia:Churches and Mosques, 135; Chapter 6:Literature A Promise to the Sun by TololwaM. Mollel, 156; Citizen Heroes: AgathaMbogo, 78; Queen Yaa Asantewa, 117; AmriAbedi, 141; Ivy Nonqayi, 171

CONTENT STANDARD 5: United States Constitution and GovernmentStudents will apply knowledge of the US Constitution, how the US system of government works and how therule of law and the values of liberty and equality have an impact on individual, local, state and nationaldecisions.

• Demonstrate an understanding of thehistorical background of the Declaration ofIndependence

• Explain how the Constitution divides thepower of government among the executive,legislative and judicial branches, and howeach branch can check the power of another

• Explain how and why powers are distributedamong the national, state and localgovernments

• Identify their representatives in national andstate legislatures, and the heads of theexecutive branch at the national, state andlocal levels

• Understand the process of how a bill becomesa law

• Explain how an individual’s rights to life,liberty and property are protected by theConstitution and criminal and civil laws

•


Shaped by History, 32; Section 1: The FirstAmericans and the Arrival of the Europeans,33; Section 2: Growth, Settlement, and CivilWar in the United States, 38; Section 3: TheUnited States Becomes a World Power, 44;Section 4: Growth, Settlement, andIndependence in Canada, 50; Section 5:Partners and Friends: The United States andCanada Today, 56; Chapter 3: Cultures of theUnited States and Canada, 68; Section 1: TheUnited States: A Nation of Immigrants, 69;Section 2: Canada: A Mosaic, 75; Chapter 3:Review and Activities, 82; Chapter 3: WesternWagons by Steven Vincent Benét, 84; Chapter3: Skills Activity: Organizing Information, 80;Chapter 4 —Exploring the United States 86;Section 1: (Culture) The Northeast: Land ofBig Cities, 87; Section 2: (Economics) TheSouth: A Changing Landscape, 93; Section 3:(Economics) The Midwest: Moving From theFarm, 99; Section 4: (Economics) The West:Using Resources Wisely, 105; Citizen Heroes:Clara Barton, 42; Cesar Chavez, 109







(Continued)• Demonstrate an understanding of the

historical background of the Declaration ofIndependence

• Explain how the Constitution divides thepower of government among the executive,legislative and judicial branches, and howeach branch can check the power of another

• Explain how and why powers are distributedamong the national, state and localgovernments

• Identify their representatives in national andstate legislatures, and the heads of theexecutive branch at the national, state andlocal levels

• Understand the process of how a bill becomesa law

• Explain how an individual’s rights to life,liberty and property are protected by theConstitution and criminal and civil laws

(Continued)

Note: Information relating to this standard can befound in Prentice Hall programs focusing on Civicsand the history of American Government, such asCivics: Participating in Government ©2001, TheAmerican Nation ©2001, America: Pathways to thePresent ©2001, and Magruder’s AmericanGovernment, which can be previewed atwww.phschool.com.

CONTENT STANDARD 6: Rights and Responsibilities of CitizensStudents will demonstrate knowledge of the rights and responsibilities of citizens to participate in and shapepublic policy, and contribute to the maintenance of our democratic way of life.

• Describe how one becomes a citizen of theUnited States

• Explain the meaning of political rights (e.g.,right to vote, right to assemble) asdistinguished from personal rights (e.g.,freedom of speech, freedom of movement)

• Evaluate situations involving conflictsbetween rights and propose solutions to theseconflicts

• Identify significant characteristics of aneffective citizen and know how to influencepublic policy by participating in thegovernment of their school

• Research an issue of interest and be able totake and defend a position on that issue and

• Identify and apply criteria useful in selectingpolitical leaders at the local, state


Shaped by History, 32; Section 1: The FirstAmericans and the Arrival of the Europeans,33; Section 2: Growth, Settlement, and CivilWar in the United States, 38; Section 3: TheUnited States Becomes a World Power, 44;Section 4: Growth, Settlement, andIndependence in Canada, 50; Section 5:Partners and Friends: The United States andCanada Today, 56; Chapter 3: Cultures of theUnited States and Canada, 68; Section 1: TheUnited States: A Nation of Immigrants, 69;Section 2: Canada: A Mosaic, 75; Chapter 3:Review and Activities, 82; Chapter 3: WesternWagons by Steven Vincent Benét, 84; Chapter3: Skills Activity: Organizing Information, 80;Chapter 4: Exploring the United States, 86;Section 1: (Culture) The Northeast: Land ofBig Cities, 87; Section 2: (Economics) TheSouth: A Changing Landscape, 93; Section 3:(Economics) The Midwest: Moving From theFarm, 99;







(Continued)• Describe how one becomes a citizen of the

United States• Explain the meaning of political rights (e.g.,

right to vote, right to assemble) asdistinguished from personal rights (e.g.,freedom of speech, freedom of movement)

• Evaluate situations involving conflictsbetween rights and propose solutions to theseconflicts

• Identify significant characteristics of aneffective citizen and know how to influencepublic policy by participating in thegovernment of their school

• Research an issue of interest and be able totake and defend a position on that issue and

• Identify and apply criteria useful in selectingpolitical leaders at the local, state

(Continued)The United States and CanadaSE/TE: Section 4: (Economics) The West: Using

Resources Wisely, 105; Citizen Heroes: ClaraBarton, 42; Cesar Chavez, 109

Note: Information relating to this standard can befound in Prentice Hall programs focusing on Civicsand the history of American Government, such asCivics: Participating in Government ©2001, TheAmerican Nation ©2001, America: Pathways to thePresent ©2001, and Magruder’s AmericanGovernment, which can be previewed atwww.phschool.com.

CONTENT STANDARD 7: Political SystemsStudents will explain that political systems emanate from the need of humans for order, leading to compromiseand the establishment of authority.

• Describe and compare unlimited and limitedgovernment

• Explain the meaning of civic life, politics andgovernment

• Compare and evaluate forms of governmentfound outside the United States and

• Describe the role of the U. S. Constitution inthe limitation of government powers.

The Ancient WorldSE/TE: Chapter 6: Ancient Greece, 152; Section 1:

The Rise of Greek Civilization, 153; Section2: Greek Religion, Philosophy, and Literature,159; Section 3: Daily Life of the AncientGreeks, 165; Section 4: Athens and Sparta:Two Cities in Conflict, 170; Section 5: TheSpread of Greek Culture, 175; Chapter 6:Activity Shop Interdisciplinary: Visit AncientGreece, 184; Chapter 7: Ancient Rome, 190;Section 1: The Roman Republic, 191; Section2: The Roman Empire, 197; Section 3: DailyLife Among the Romans, 203; Section 4: ANew Religion: Christianity, 208; Section 5:The Fall of Rome, 213; Citizen Heroes:Nekhebu, 68; Greek citizens, 172; Fabiola,212


Empires, 8; Section 1: Byzantium: Rome’sEastern Empire, 9; Chapter 6: A New Age inEurope, 136; Section 1: The Renaissance andReformation, 137; Chapter 7: Changes in theWestern World, 168; Section 1: Limits onMonarchs, 169; Section 2: TheEnlightenment, 174;







(Continued)• Describe and compare unlimited and limited

government• Explain the meaning of civic life, politics and

government• Compare and evaluate forms of government

found outside the United States and• Describe the role of the U. S. Constitution in

the limitation of government powers.

(Continued)Medieval Times to TodaySE/TE: Section 4: Revolution and Imperialism, 188;

Chapter 8: A Century of Turmoil, 196;Section 1: World Wars and Revolution, 197;Section 2: Breaking Colonial Ties, 204;Section 3: Our Shrinking Globe, 210; Chapter8: Review and Activities, 218; Citizen Heroes:Sundiata, 46; Toyotomi Hideyoshi, 91; QueenNzingha, 160; The First Computer, 211


Shaped by History, 32; Section 1: The FirstAmericans and the Arrival of the Europeans,33; Section 2: Growth, Settlement, and CivilWar in the United States, 38; Section 3: TheUnited States Becomes a World Power, 44;Section 4: Growth, Settlement, andIndependence in Canada, 50; Chapter 3:Cultures of the United States and Canada, 68;Section 1: The United States: A Nation ofImmigrants, 69; Section 2: Canada: A Mosaic,75; Citizen Heroes: Clara Barton, 42; LouisKiel, 53; Terry Fox, 79; Cesar Chavez, 109

Latin AmericaSE/TE: Chapter 4: Exploring Mexico and Central

America, 82; Section 1: Government Mexico:One Family’s Move to the City, 83; Section 3:Government Panama: Where Two OceansMeet, 96; Chapter 5: Exploring the Caribbean,106; Section 1: Government Cuba: Clingingto Communism, 107; Section 2: GovernmentHaiti: The Road to Democracy, 113; Section3: (Culture) Puerto Rico: Cultural Identity of aPeople, 120; Chapter 6: Exploring SouthAmerica, 128; Citizen Heroes: Sor Juana Inezde la Cruz, 65; Mothers and Grandmothers ofArgentina, 77; Justina Tzoc, 92; Jose Marti ,109; Hector Turrini, 133


History, 32; Section 1: From Ancient Greeceto Feudal Europe, 33; Section 2: Renaissanceand Revolution, 40; Section 3: IndustrialRevolution and Nationalism, 48; Chapter— 4Exploring Western Europe, 96; Section 1:Government Great Britain: A DemocraticTradition, 97;







(Continued)• Describe and compare unlimited and limited

government• Explain the meaning of civic life, politics and

government• Compare and evaluate forms of government

found outside the United States and• Describe the role of the U. S. Constitution in

the limitation of government powers.

(Continued)Europe and RussiaSE/TE: Section 2: (Culture) France: Preserving a

Culture, 104; Section 3: Government Sweden:A Welfare State, 114; Section 4: (Culture)Italy: Two Ways of Life, 121; Chapter 5 —Exploring Eastern Europe and Russia, 138;Citizen Heroes: Jeannine Picabia, 52; AndreiSakharov, 64; Boris Yeltsin, 166

CONTENT STANDARD 8: International RelationsStudents will demonstrate an understanding of how the major elements of international relations and worldaffairs affect their lives and the security and well being of their community, state and nation.

• Describe the organization of the world intonation-states and describe some ways thatnation-states interact with one another

• Explain what foreign policy is and giveexamples of United States foreign policy

• Describe the influence of U. S. political,economic and cultural ideas on other nationsand the influence of other nations’ ideas onthe United States

• Evaluate the impact of significantinternational events on the United States andon other nations

• Describe the roles of the three branches of U.S. government in developing and conductingforeign policy

• Describe how foreign policy decisions mayaffect domestic groups and organizations

• Describe how domestic groups andorganizations seek to influence foreign policydecisions.


Shaped by History, 32; Section 1: The FirstAmericans and the Arrival of the Europeans,33; Section 2: Growth, Settlement, and CivilWar in the United States, 38; Section 3: TheUnited States Becomes a World Power, 44;Section 4: Growth, Settlement, andIndependence in Canada, 50; Section 5:Partners and Friends: The United States andCanada Today, 56; Chapter 3: Cultures of theUnited States and Canada, 68; Section 1: TheUnited States: A Nation of Immigrants, 69;Section 2: Canada: A Mosaic, 75; Chapter 3:Review and Activities, 82; Chapter 3: WesternWagons by Steven Vincent Benét, 84; Chapter3: Skills Activity: Organizing Information, 80;Chapter 4: Exploring the United States, 86;Section 1: (Culture) The Northeast: Land ofBig Cities, 87; Section 2: (Economics) TheSouth: A Changing Landscape, 93; Section 3:(Economics) The Midwest: Moving From theFarm, 99; Section 4: (Economics) The West:Using Resources Wisely, 105; Citizen Heroes:Clara Barton, 42; Cesar Chavez, 109

Note: Information relating to this standard can befound in Prentice Hall programs focusing onCivics and the history of AmericanGovernment, such as Civics: Participating inGovernment ©2001, The American Nation©2001, America: Pathways to the Present©2001, and Magruder’s AmericanGovernment, which can be previewed atwww.phschool.com.







CONTENT STANDARD 9: Places and RegionsStudents will use spatial perspective to identify and analyze the significance of physical and culturalcharacteristics of places and world regions.

• Describe human and natural characteristics ofplaces and how they shape or place identity

GeographySE/TE: Chapter 2: Earth’s Physical Geography, 26;

Section 1: Our Planet, the Earth, 27; Section2: Land, Air, and Water, 31; Section 3:Climate and What Influences It, 37; Section 4:How Climate Affects Vegetation, 43; Chapter2: Skills Activity: Using Special GeographyGraphs, 48; Chapter 2: Activity ShopInterdisciplinary: The Earth’s Seasons, 52;Chapter 3: Earth’s Human Geography, 54;Section 1: Where Do People Live?, 55;Chapter 5: Earth’s Natural Resources, 104;Section 1: What Are Natural Resources?, 105;Section 2: How People Use the Land, 111;Section 3: People’s Effect on theEnvironment, 117; Exploring Technology:Technology and Weather Forecasting, 80; ASun-Powered House, 120


9; Chapter 2: The Fertile Crescent, 28; Section1: Land Between Two Rivers, 29; Chapter 3:Section 1: The Geography of the Nile, 61;Section 5: The Resource-Rich Cultures ofNubia, 85; Chapter 4: Section 1: The Indusand Ganges River Valleys, 95; Chapter 5:Section 1: The Geography of China’s RiverValleys, 123

Medieval Times to TodaySE/TE: Chapter 5: Section 2: The Rise of Cities, 111;

Chapter 5: Skills Activity: Using Route Maps,122; Chapter 6: Activity Shop Lab: Making aCompass, 166; Chapter 7: Changes in theWestern World, 168; Section 3: The IndustrialRevolution, 182; Chapter 7: Skills Activity:Interpreting Line Graphs, 180; Chapter 8:Section 3: Our Shrinking Globe, 210


Physical Geography, 8; Section 1: Land andWater, 9; Section 2: Climate and Vegetation,15; Section 3: Natural Resources, 21; Chapter1: Skills Activity: Using Distribution Maps,26; Chapter 1: Activity Shop Lab: Making aModel River, 30;







(Continued)• Describe human and natural characteristics of

places and how they shape or place identity

(Continued)The United States and CanadaSE/TE: Chapter 2: Section 2: Growth, Settlement, and

Civil War in the United States, 38; Chapter 2:Activity Shop Interdisciplinary:Transportation, 66; Chapter 4: Exploring theUnited States, 86; Section 1: (Culture) TheNortheast: Land of Big Cities, 87; Section 2:(Economics) The South: A ChangingLandscape, 93; Section 3: (Economics) TheMidwest: Moving From the Farm, 99; Section4: (Economics) The West: Using ResourcesWisely; Chapter 5: Section 2: (Culture) TheCanadian Plains: Canada’s Breadbasket, 125;Section 3: (Culture) British Columbia: Ties tothe Pacific Rim, 130; Exploring Technology:A Southwestern Pueblo, 34

Latin AmericaSE/TE: The Brooklyn Bridge, 90 Chapter 1: Latin

America: Physical Geography, 8; Section 1:Land and Water, 9; Section 2: Climate andVegetation, 14; Section 3: Natural Resources,22; Chapter 1: The Surveyor by Alma FlorAda, 30; Chapter 1: Skills Activity: UsingRegional Maps to Show Climate, 20; Chapter3: Cultures of Latin America, 62; Chapter 4:Section 3: Government Panama: Where TwoOceans Meet, 96; Chapter 4: Activity ShopLab: Making a Model Canal Lock, 104;Chapter 6: Exploring South America, 128;Section 1: (Economics) Brazil: Resources ofthe Rain Forest, 129; Section 2: (Culture)Peru: Life in the Altiplano, 135; Chapter 6:Activity Shop Interdisciplinary: Rain ForestResources , 156; Exploring Technology:Tenochtitlan , 37; Brasilia, 76

Europe and RussiaSE/TE: Chapter 1: Europe and Russia: Physical

Geography, 8; Section 1: Land and Water, 9;Section 2: Climate and Vegetation, 16;Section 3: Natural Resources, 24; Chapter 1:Skills Activity: Using Regional Maps, 22;Chapter 5: Section 4: (Culture) Russia: ALarge and Diverse Country, 161; Chapter 5:Activity Shop Interdisciplinary: Plan a NewRailroad Line, 170








places and how they shape or place identity

(Continued)Asia and the PacificSE/TE: Chapter 1: East Asia: Physical Geography, 8;

Section 1: Land and Water, 9; Section 2:Climate and Vegetation, 13; Section 3:Natural Resources, 17; Chapter 1: ActivityShop Interdisciplinary: Crossing the GreatGobi, 26; Chapter 2: Skills Activity: ReadingRoute Maps, 54; Chapter 3: South andSoutheast Asia: Physical Geography, 60;Section 1: Land and Water, 61; Section 2:Climate and Vegetation, 65; Section 3:Natural Resources, 70; Chapter 5: Southwestand Central Asia: Physical Geography, 114;Section 1: Land and Water, 115; Section 2:Climate and Vegetation, 119; Section 3:Natural Resources, 123 Pacific Region, 162;Section 1: Physical Geography of Australiaand New Zealand, 163; Section 2: PhysicalGeography of the Pacific Islands, 168;Exploring Technology: Paper As We Know It,33; Drilling for Oil, 124

AfricaSE/TE: Chapter 1: Africa: Physical Geography 8;

Section 1: Land and Water, 9; Section 2:Climate and Vegetation, 15; Section 3:Natural Resources, 21; Chapter 1: SkillsActivity: Interpreting Diagrams, 26; Chapter3: Cultures of Africa, 62; Section 1: TheCultures of North Africa, 63; Section 2: TheCultures of West Africa, 69; Section 3: TheCultures of East Africa, 75; Section 4: TheCultures of Central and Southern Africa, 81;Chapter 4: Exploring North Africa, 92;Chapter 4: Skills Activity: Using RegionalMaps, 104; Chapter 4: Review and Activities,106; Chapter 5: Section 3: (Economics) Mali:The Desert Is Coming, 121; Chapter 4: SkillsActivity: Using Distribution Maps, 126;Chapter 5: Activity Shop Lab: Desertification,130; Chapter 6: Skills Activity: Using Isolinesto Show Elevation, 146; Section 3:(Economics) Kenya: Skyscrapers in theSavanna, 148; Exploring Technology: ASouth African Gold Mine, 54; The Churchesof Lalibela, 138







• Describe the process and impact of regionalchange

• Examine ways in which regions areinterconnected

• Identify and evaluate various perspectivesassociated with places and regions

• Explain and assess how culture affectsperception of places and regions

• Demonstrate how personal knowledge andexperiences influence an individual’sperception of places.

GeographySE/TE: Chapter 1: Section 1: The Five Themes of

Geography, 9; Chapter 2: Section 3: Climateand What Influences It, 37; Section 4: HowClimate Affects Vegetation, 43; Chapter 2:Activity Shop Interdisciplinary: The Earth’sSeasons, 52; Chapter 3: Section 3: WhyPeople Migrate, 64; Chapter 3: My Side of theMountain by Jean Craighead George, 74;Chapter 4: Rough Country by Dana Gioia,102; Chapter 5: Section 1: What Are NaturalResources?, 105; Section 2: How People Usethe Land, 111 Section 3: People's Effect onthe Environment, 117; Exploring Technology:Technology and Weather Forecasting, 80; ASun-Powered House, 120


9; Chapter 2: Section 2: Babylonia andAssyria, 35; Section 4: MediterraneanCivilizations, 45; Chapter 3: Section 1: TheGeography of the Nile, 61; Section 5: TheResource-Rich Cultures of Nubia, 85; Chapter4: Section 1: The Indus and Ganges RiverValleys, 95; Chapter 4: “The EnviousBuffalo”, a Jataka story from the Fables ofIndia, retold by Joseph Gaer, 120; Chapter 5:Section 1: The Geography of China's RiverValleys, 123; Chapter 6: Section 4: Athensand Sparta: Two Cities in Conflict, 170;Chapter 6: Activity Shop Interdisciplinary:Visit Ancient Greece, 184

Medieval Times to TodaySE/TE: Chapter 2: Section 1: The Bantu Migrations,

37; Section 3: Trading States of East Africa,49; Chapter 3: From “The Americas in 1492”by Jamake Highwater, 80; Chapter 5: Section2: The Rise of Cities, 111; Chapter 5: “OfSwords and Sorcerers” by Margaret Hodgesand Margery Evernden, 132; Chapter 6:Section 4: Conquests in the Americas andAfrica, 156; Chapter 8: Section 3: OurShrinking Globe, 210







(Continued)• Describe the process and impact of regional

change• Examine ways in which regions are

interconnected• Identify and evaluate various perspectives

associated with places and regions• Explain and assess how culture affects

perception of places and regions• Demonstrate how personal knowledge and

experiences influence an individual’sperception of places.


Physical Geography, 8; Section 1: Land andWater, 9; Section 2: Climate and Vegetation,15; Section 3: Natural Resources, 21; Chapter1: Activity Shop Lab: Making a Model River,30; Chapter 2: Section 1: The First Americansand the Arrival of the Europeans, 33; Chapter2: Activity Shop Interdisciplinary:Transportation, 66; Chapter 3: WesternWagons by Steven Vincent Benét, 84; Chapter4: From Childtimes by Eloise Greenfield etal., 114; Chapter 5: Section 3: (Culture)British Columbia: Ties to the Pacific Rim,130; Exploring Technology: A SouthwesternPueblo, 34; The Brooklyn Bridge, 90

Latin AmericaSE/TE: Chapter 1: The Surveyor by Alma Flor Ada,

30; Chapter 4: Section 2: (Culture)Guatemala: Descendants of an AncientPeople, 89; Section 3: Government Panama:Where Two Oceans Meet, 96; Chapter 4:Activity Shop Lab: Making a Model CanalLock, 104; Chapter 6: From the QuestionBook by Pablo Neruda, 158; Chapter 6:Activity Shop Interdisciplinary: Rain ForestResources, 156


Van Woerkom, 196; Chapter 3: Cultures ofEurope and Russia, 2; Section 1: The Culturesof Western Europe, 73; Section 2: TheCultures of Eastern Europe, 82; Section 3: TheCultures of Russia, 88; Section 2: (Culture)France: Preserving a Culture, 104; Section 3:Government Sweden: A Welfare State, 114;Section 4: (Culture) Italy: Two Ways of Life,121; Chapter 4: Activity Shop Lab: Trackingthe Midnight Sun, 136; Chapter 5: ExploringEastern Europe and Russia, 138; Section 1:(Economics) Poland: Tradition and Change,139; Section 2: (Culture) Bosnia-Herzegovina:A Tragic Conflict, 146; Section 3:(Economics) Ukraine: People WorkingTogether, 154; Section 4: (Culture) Russia: ALarge and Diverse Country, 161; Chapter 5:from Zlata’s Diary by Zlata Filipovic, 300













(Continued)Asia and the PacificSE/TE: Chapter 1: East Asia: Physical Geography, 8;

Section 1: Land and Water, 9; Section 2:Climate and Vegetation, 13; Section 3:Natural Resources, 17; Chapter 2: East Asia:Cultures and History, 28; Section 2: Peopleand Cultures, 35; Section 4: (Economics)Japan: Tradition and Change, 45; Section 5:Government The Koreas: A Divided Land, 50;Chapter 3: South and Southeast Asia: PhysicalGeography, 60; Section 1: Land and Water,61; Section 2: Climate and Vegetation, 65;Section 3: Natural Resources, 70; Chapter 4:South and Southeast Asia: Cultures andHistory, 80; Chapter 4: Literature From TheClay Marble by Minfong Ho, 110; Chapter 5:Southwest and Central Asia: PhysicalGeography, 114; Section 1: Land and Water,115; Section 2: Climate and Vegetation, 119;Section 3: Natural Resources, 123; Chapter 6:Southwest and Central Asia: Cultures andHistory, 132; Section 1: The Cultures ofSouthwest Asia, 133; Section 2: The Culturesof Central Asia, 138; Chapter 7: The PacificRegion, 162; Section 1: Physical Geographyof Australia and New Zealand, 163; Section 2:Physical Geography of the Pacific Islands,168; Section 3: Cultures of Australia, NewZealand, and the Pacific Islands, 172

AfricaSE/TE: Chapter 4: Skills Activity: Using Regional

Maps, 104; Chapter 1: Africa: PhysicalGeography 8; Section 1: Land and Water, 9;Section 2: Climate and Vegetation, 15;Section 3: Natural Resources, 21; Chapter 3:Cultures of Africa, 62; Section 1: TheCultures of North Africa, 63; Section 2: TheCultures of West Africa, 69; Section 3: TheCultures of East Africa, 75; Section 4: TheCultures of Central and Southern Africa, 81;Chapter 3: Activity Shop Interdisciplinary:The Language of Music, 90; Chapter 5:Exploring West Africa, 100; Section 1:(Culture) Nigeria: One Country, ManyIdentities, 109; Section 2: Government Ghana:First in Independence, 115; Section 3:(Economics) Mali: The Desert Is Coming,121;













(Continued)AfricaSE/TE: Chapter 5: Literature The Distant Talking

Drum by Isaac Olaleye, 132; Chapter 6:Exploring East Africa, 134; Section 2:Government Tanzania: When PeopleCooperate, 140; Chapter 6: Literature APromise to the Sun by Tololwa M. Mollel,156

• Use latitude and longitude to locate places andcalculate differences between places

GeographySE/TE: Chapter 1: Section 2: The Geographer's Tools,

14; Chapter 1: Activity Shop Lab: A Five-Theme Tour, 24; Chapter 2: Skills Activity:Using Special Geography Graphs, 48; Chapter3: Skills Activity: Using Distribution Maps,70; Atlas, 130; World View, 146

The Ancient WorldSE/TE: Chapter 3: Skills Activity: Reading Route

Maps, 90; Map and Globe Handbook, 225;Atlas, 242; World View, 258; Glossary ofGeographic Terms, 266

Medieval Times to TodaySE/TE: Chapter 5: Skills Activity: Using Route Maps,

122; Chapter 6: Activity Shop Lab: Making aCompass, 166; Chapter 8: Activity ShopInterdisciplinary: History Quiz Wizards, 220;Map and Globe Handbook, 225; Atlas, 242;World View, 258

The United States and CanadaSE/TE: Chapter 1: Skills Activity: Using Distribution

Maps, 26; Map and Globe Handbook, 143;Regional Data Bank, 160; Atlas, 172; WorldView, 188

Latin AmericaSE/TE: Chapter 1: Skills Activity: Using Regional

Maps to Show Climate, 20; Map and GlobeHandbook, 163; Regional Data Bank, 180;Atlas, 190; World View, 206

Europe and RussiaSE/TE: Chapter 1: Skills Activity: Using Regional

Maps, 22; Map and Globe Handbook, 177;Regional Data Bank, 194; Atlas, 204; WorldView, 220







(Continued)• Use latitude and longitude to locate places and

calculate differences between places

(Continued)Asia and the PacificSE/TE: Chapter 2: Skills Activity: Reading Route

Maps, 54; Chapter 3: Skills Activity: UsingIsolines to Show Precipitation, 76; Map andGlobe Handbook, 191; Regional Data Bank,208; Atlas, 220; World View, 236


Maps, 104; Chapter 4: Skills Activity: UsingDistribution Maps, 126; Chapter 6: SkillsActivity: Using Isolines to Show Elevation,146; Map and Globe Handbook, 179;Regional Data Bank, 196; Atlas, 206; WorldView, 222

• Locate natural and cultural features in theirown and nearby communities, in the UnitedStates and in other regions of the world, asneeded, to answer geographic questions and

The United States and CanadaSE/TE: Chapter 1: Activity Shop Lab: Making a

Model River, 30; Chapter 2: Activity ShopInterdisciplinary: Transportation, 66; Chapter1: The United States and Canada: PhysicalGeography, 8; Section 1: Land and Water, 9;Section 2: Climate and Vegetation, 15;Section 3: Natural Resources, 21; Chapter 1:Review and Activities, 28; Chapter 1: SkillsActivity: Using Distribution Maps, 26;Chapter 3: Cultures of the United States andCanada, 68; Section 1: The United States: ANation of Immigrants, 69; Section 2: Canada:A Mosaic, 75; Chapter 4: Exploring theUnited States, 86; Section 1: (Culture) TheNortheast: Land of Big Cities, 87; Section 2:(Economics) The South: A ChangingLandscape, 93; Section 3: (Economics) TheMidwest: Moving From the Farm, 99; Section4: (Economics) The West: Using ResourcesWisely, 105; Chapter 4: Skills Activity:Understanding Circle Graphs, 110; Chapter 5:Exploring Canada, 118; Section 1: (Culture)Quebec: Preserving a Culture, 119; Section 2:(Culture) The Canadian Plains: Canada’sBreadbasket, 125; Section 3: (Culture) BritishColumbia: Ties to the Pacific Rim, 130;Exploring Technology: A SouthwesternPueblo, 34; The Brooklyn Bridge, 90; ProjectPossibilities, 140;







(Continued)• Locate natural and cultural features in their

own and nearby communities, in the UnitedStates and in other regions of the world, asneeded, to answer geographic questions and

(Continued)GeographySE/TE: Chapter 1: Section 2: The Geographer’s Tools,

14; Chapter 1: Review and Activities, 22;Chapter 1: Skills Activity: ExpressingProblems Clearly, 20; Chapter 1: ActivityShop Lab: A Five-Theme Tour, 24; Chapter 2:Activity Shop Interdisciplinary: The Earth’sSeasons, 52; Chapter 5: Section 3: People'sEffect on the Environment, 117; Chapter 5:Review and Activities, 124; ProjectPossibilities, 126

Latin AmericaSE/TE: Chapter 3: Cultures of Latin America, 62;

Section 1: The Cultures of Mexico andCentral America, 63; Section 2: The Culturesof the Caribbean, 68; Section 3: The Culturesof South America, 73; Chapter 4: ExploringMexico and Central America, 82; Section 1:Government Mexico: One Family's Move tothe City, 83; Section 2: (Culture) Guatemala:Descendants of an Ancient People, 89;Chapter 5: Exploring the Caribbean, 106;Section 1: Government Cuba: Clinging toCommunism, 107; Section 2: GovernmentHaiti: The Road to Democracy, 113; Section3: (Culture) Puerto Rico: Cultural Identity of aPeople, 120; Chapter 6: Exploring SouthAmerica, 128; Section 1: (Economics) Brazil:Resources of the Rain Forest, 129; Section 2:(Culture) Peru: Life in the Altiplano, 135;Section 3: (Economics) Chile: A GrowingEconomy Based on Agriculture, 142; Section4: (Economics) Venezuela: Oil Powers theEconomy, 148; Project Possibilities, 160


58; Chapter 4: Skills Activity: Using RegionalMaps, 104; Project Possibilities, 176







CONTENT STANDARD 10: PhysicalStudents will use spatial perspective to explain the physical processes that shape the Earth’s surface and itsecosystems.

• Understand how concepts of physicalgeography can be applied to explain naturalprocesses


Section 1: Our Planet, the Earth, 27; Section2: Land, Air, and Water, 31; Section 3:Climate and What Influences It, 37; Section 4:How Climate Affects Vegetation, 43; Chapter5: Earth’s Natural Resources, 104; Section 1:What Are Natural Resources?, 105; Section 2:How People Use the Land, 111; Section 3:


Physical Geography, 8; Section 1: Land andWater, 9; Section 2: Climate and Vegetation,15; Section 3: Natural Resources, 21 People'sEffect on the Environment, 117


Geography, 8; Section 1: Land and Water, 9;Section 2: Climate and Vegetation, 14;Section 3: Natural Resources, 22; Chapter 1:Review and Activities, 28; Chapter 1: TheSurveyor by Alma Flor Ada, 30; Chapter 1:Skills Activity: Using Regional Maps to ShowClimate, 20


Geography, 8; Section 1: Land and Water, 9;Section 2: Climate and Vegetation, 16;Section 3: Natural Resources, 24; Chapter 1:Review and Activities, 30; Chapter 1: SkillsActivity: Using Regional Maps, 22

Asia and the PacificSE/TE: Chapter 1: East Asia: Physical Geography, 8;

Section 1: Land and Water, 9; Section 2:Climate and Vegetation, 13; Section 3:Natural Resources, 17; Chapter 1: SkillsActivity: Reading Actively, 22; Chapter 3:South and Southeast Asia: PhysicalGeography, 60; Section 1: Land and Water,61; Section 2: Climate and Vegetation, 65;Section 3: Natural Resources, 70; Chapter 3:Skills Activity: Using Isolines to ShowPrecipitation, 76; Chapter 5: Southwest andCentral Asia: Physical Geography, 114;Section 1: Land and Water, 115







(Continued)• Understand how concepts of physical

geography can be applied to explain naturalprocesses

(Continued)Asia and the PacificSE/TE: Section 2: Climate and Vegetation, 119;

Section 3: Natural Resources, 123; Chapter 7:Section 1: Physical Geography of Australiaand New Zealand, 163; Section 2: PhysicalGeography of the Pacific Islands, 168


Section 1: Land and Water, 9; Section 2:Climate and Vegetation, 15; Section 3:Natural Resources, 21

• Understand and apply how natural processesinfluence the formation and location ofresources

GeographySE/TE: Chapter 5: Earth’s Natural Resources, 104;

Section 1: What Are Natural Resources?, 105;Section 2: How People Use the Land, 111;Section 3: People's Effect on the Environment,117; Exploring Technology: Technology andWeather Forecasting, 80; A Sun-PoweredHouse, 120

The Ancient WorldSE/TE: Chapter 3: Section 5: The Resource-Rich

Cultures of Nubia, 85The United States and CanadaSE/TE: Chapter 1: Section 3: Natural Resources, 21;

Chapter 4: Section 4: (Economics) The West:Using Resources Wisely, 105

Latin AmericaSE/TE: Chapter 1: Section 3: Natural Resources, 22;

Chapter 6: Exploring South America, 128;Section 1: (Economics) Brazil: Resources ofthe Rain Forest, 129; Section 3: (Economics)Chile: A Growing Economy Based onAgriculture, 142; Section 4: (Economics)Venezuela: Oil Powers the Economy, 148

Europe and RussiaSE/TE: Chapter 1: Section 3: Natural Resources, 24Asia and the PacificSE/TE: Chapter 1: Section 3: Natural Resources, 17;

Chapter 3: Section 3: Natural Resources, 70;Chapter 5: Section 3: Natural Resources, 123;Chapter 6: Section 4: (Culture) Saudi Arabia:Oil and Islam, 148; Exploring Technology:Paper As We Know It, 33; Drilling for Oil,124

AfricaSE/TE: Chapter 1: Section 3: Natural Resources, 21







• Use basic climatic and other physical data tounderstand how natural processes shapeenvironmental patterns and

• Explain local and world patterns of ecosystemdistribution.

GeographySE/TE: Chapter 1: Section 3: Climate and What

Influences It, 37; Section 4: How ClimateAffects Vegetation, 43; Chapter 2: ActivityShop Interdisciplinary: The Earth’s Seasons,52; Chapter 5: Section 3: People's Effect onthe Environment, 117

The United States and CanadaSE/TE: Chapter 1: Section 2: Climate and Vegetation,

15; Chapter 1: Activity Shop Lab: Making aModel River, 30; Chapter 4: Section 2:(Economics) The South: A ChangingLandscape, 93

Latin AmericaSE/TE: Chapter 1: Section 2: Climate and Vegetation,

14; Section 3: Natural Resources, 22; Chapter1: The Surveyor by Alma Flor Ada, 30;Chapter 1: Skills Activity: Using RegionalMaps to Show Climate, 20

Europe and RussiaSE/TE: Chapter 1: Section 2: Climate and Vegetation,

16; Chapter 4: Activity Shop Lab: Trackingthe Midnight Sun, 136

Asia and the PacificSE/TE: Chapter 1: Section 2: Climate and Vegetation,

13; Chapter 3: Skills Activity: Using Isolinesto Show Precipitation, 76; Chapter 5: Section2: Climate and Vegetation, 119; Chapter 7:Activity Shop Lab: Building a Seismograph,186

AfricaSE/TE: Chapter 1: Section 2: Climate and Vegetation,

15; Chapter 4: Skills Activity: Using RegionalMaps, 104; Chapter 5: Activity Shop Lab:Desertification, 130; Chapter 6: SkillsActivity: Using Isolines to Show Elevation,146







CONTENT STANDARD 11: Human SystemsStudents will interpret spatial patterns of human migration, economic activities and political units inConnecticut, the nation and the world.

• Explain the patterns and characteristics ofhuman migrations at various levels

• Explain how patterns of international tradechange technology, transportation andcommunication, and affect economic activitiesand human migration


Section 1: Where Do People Live?, 55;Section 2: A Growing Population, 60; Section3: Why People Migrate, 64


8; Section 1: Geography and History, 9;Section 2: Prehistory, 14; Chapter 6: Section5: The Spread of Greek Culture, 175


Islam, 15; Chapter 2: Section 1: The BantuMigrations, 37; Section 3: Trading States ofEast Africa, 49; Chapter 6: Section 2: TheAge of Exploration, 143; Section 4: Conquestsin the Americas and Africa, 156; Chapter 6:Activity Shop Lab: Making a Compass, 166;Chapter 8: Section 3: Our Shrinking Globe,210


Shaped by History, 32; Section 1: The FirstAmericans and the Arrival of the Europeans,33; Section 2: Growth, Settlement, and CivilWar in the United States, 38; Chapter 3 —Section 1: The United States: A Nation ofImmigrants, 69; Section 2: Canada: A Mosaic,75; Chapter 3: Western Wagons by StevenVincent Benét, 84; Chapter 4: Section 2:(Economics) The South: A ChangingLandscape, 93; Section 3: (Economics) TheMidwest: Moving From the Farm, 99


History, 34; Section 1: Early Civilizations ofMiddle America, 35; Section 3: EuropeanConquest, 43; Chapter 4: Section 1:Government Mexico: One Family's Move tothe City, 83







• Analyze the formation, characteristics andfunctions of urban, suburban and ruralsettlements and


Section 1: Where Do People Live?, 55;Section 2: A Growing Population, 60; Section3: Why People Migrate, 64; Chapter 4:Cultures of the World, 76; Section 1: What IsCulture?, 77; Section 2: Social Groups,Language, and Religion, 82; Section 3:Economic and Political Systems, 87; Section4: Cultural Change, 93


8; Section 1: Geography and History, 9;Section 2: Prehistory, 14; Section 3: TheBeginnings of Civilization, 19; Chapter 2: TheFertile Crescent, 28; Chapter 3: Ancient Egyptand Nubia, 60; Section 1: The Geography ofthe Nile, 61; Section 5: The Resource-RichCultures of Nubia, 85; Chapter 4 —Section 1:The Indus and Ganges River Valleys, 95;Chapter 5: Section 1: The Geography ofChina's River Valleys, 123; Chapter 6: Section1: The Rise of Greek Civilization, 153;Chapter 7: Ancient Rome, 190; Section 1: TheRoman Republic, 191; Section 2: The RomanEmpire, 197


Empires, 8; Section 1: Byzantium: Rome'sEastern Empire, 9; Chapter 2: Civilizations ofAfrica, 36; Section 2: Kingdoms of WestAfrica, 43; Section 3: Trading States of EastAfrica, 49; Chapter 4: Civilizations of Asia,82; Section 3: The Great Mughal Empire inIndia, 94; Chapter 5: Section 2: The Rise ofCities, 111


Shaped by History, 32; Section 1: The FirstAmericans and the Arrival of the Europeans,33; Section 2: Growth, Settlement, and CivilWar in the United States, 38; Section 4:Growth, Settlement, and Independence inCanada, 50; Chapter 3: Section 1: The UnitedStates: A Nation of Immigrants, 69; Chapter4: Exploring the United States, 86; Section 1:(Culture) The Northeast: Land of Big Cities,87;







(Continued)• Analyze the formation, characteristics and

functions of urban, suburban and ruralsettlements and

(Continued)The United States and CanadaSE/TE: Section 2: (Economics) The South: A

Changing Landscape, 93; Section 3:(Economics) The Midwest: Moving From theFarm, 99

Latin AmericaSE/TE: Chapter 2: Section 1: Early Civilizations of

Middle America, 35; Section 2: The Incas:People of the Sun, 39; Section 3: EuropeanConquest, 43; Chapter 4: Section 1:Government Mexico: One Family’s Move tothe City, 83; Chapter 6: Section 2: (Culture)Peru: Life in the Altiplano, 135; Section 3:(Economics) Chile: A Growing EconomyBased on Agriculture, 142; Section 4:(Economics) Venezuela: Oil Powers theEconomy, 148

Europe and RussiaSE/TE: Chapter 2 —Section 1: From Ancient Greece

to Feudal Europe, 33; Chapter 4: Section 1:Government Great Britain: A DemocraticTradition, 97; Section 2: (Culture) France:Preserving a Culture, 104; Section 3:Government Sweden: A Welfare State, 114;Section 4: (Culture) Italy: Two Ways of Life,121; Section 5: Government Germany: ANation Reunited, 127; Chapter 5 —Section 1:(Economics) Poland: Tradition and Change,139; Section 2: (Culture) Bosnia-Herzegovina:A Tragic Conflict, 146; Section 3:(Economics) Ukraine: People WorkingTogether, 154; Section 4: (Culture) Russia: ALarge and Diverse Country, 161

Asia and the PacificSE/TE: Chapter 2: Section 2: People and Cultures, 35;

Section 3: Government China: TransformingItself, 40; Section 5: Government The Koreas:A Divided Land, 50; Chapter 4: Section 3:(Culture) India: In the Midst of Change, 92;Section 4: (Economics) Pakistan: EconomicProgress, 96; Chapter 6: Section 1: TheCultures of Southwest Asia, 133; Section 2:The Cultures of Central Asia, 138; Chapter 7:The Pacific Region, 162







(Continued)• Analyze the formation, characteristics and

functions of urban, suburban and ruralsettlements and

(Continued)AfricaSE/TE: Chapter 2: Section 1: Africa’s First People, 31;

Section 2: Kingdoms and Empires, 35;Chapter 4: Section 1: (Culture) Egypt:Hearing the Call of Islam, 93; Section 2:(Culture) Algeria: The Casbah and theCountryside, 99; Chapter 5: Section 1:(Culture) Nigeria: One Country, ManyIdentities, 109; Section 2: Government Ghana:First in Independence, 115; Chapter 6: Section1: (Culture) Ethiopia: Churches and Mosques,135; Section 2: Government Tanzania: WhenPeople Cooperate, 140

• Identify processes that divide Earth’s surfaceinto different political and economic unitsfrom local to international levels.


3: Economic and Political Systems, 87;Citizen Heroes: Michael Stewartt, 45;Bonifacia Quispe and Oswaldo Rivera, 79


8; Section 1: Geography and History, 9;Chapter 3: Ancient Egypt and Nubia, 60;Section 2: Egypt’s Powerful Kings andQueens, 67; Chapter 4: Ancient India, 94;Section 4: The Golden Age of Maurya India,111; Chapter 5: Ancient China, 122; Section3: Strong Rulers Unite Warring Kingdoms,134; Chapter 6: Ancient Greece, 152; Section4: Athens and Sparta: Two Cities in Conflict,170; Section 5: The Spread of Greek Culture,175; Chapter 7: Ancient Rome, 190; Section1: The Roman Republic, 191; Section 2: TheRoman Empire, 197; Citizen Heroes:Nekhebu, 68; Greek citizens, 172; Fabiola,212; Exploring Technology: Tombs for thePharaohs, 76; Roman Building


Empires, 8; Section 1: Byzantium: Rome’sEastern Empire, 9; Chapter 2: Civilizations ofAfrica, 36; Section 2: Kingdoms of WestAfrica, 43; Section 3: Trading States of EastAfrica, 49; Chapter 3: The Ancient Americas,58; Section 1: Cultures of Middle America,59; Chapter 3: From “The Americas in 1492”by Jamake Highwater, 80;







(Continued)• Identify processes that divide Earth’s surface

into different political and economic unitsfrom local to international levels.

(Continued)Medieval Times to TodaySE/TE: Chapter 4: Civilizations of Asia, 82; Section

2: Feudalism in Japan; Section 3: The GreatMughal Empire in India, 94; Chapter 5:Europe in the Middle Ages, 104; Section 1:Feudalism: A System for Living, 105; Section2: The Rise of Cities, 111; Section 3: TheCrusades, 117; Section 4: Kings and Popes,124; Chapter 6: A New Age in Europe, 136;Section 3: The Age of Powerful Kings, 150;Chapter 7: Changes in the Western World,168; Section 1: Limits on Monarchs, 169;Section 4: Revolution and Imperialism, 188;Chapter 8: A Century of Turmoil, 196;Section 1: World Wars and Revolution, 197;Section 2: Breaking Colonial Ties, 204;Section 3: Our Shrinking Globe, 210; CitizenHeroes: Sundiata, 46; Toyotomi Hideyoshi,91; Queen Nzingha, 160


Shaped by History, 32; Section 2: Growth,Settlement, and Civil War in the UnitedStates, 38; Section 3: The United StatesBecomes a World Power, 44; Citizen Heroes:Clara Barton, 42; Louis Kiel, 53; Terry Fox,79; Cesar Chavez, 109; ExploringTechnology: A Southwestern Pueblo, 34; TheBrooklyn Bridge, 90


History, 34; Section 4: Independence, 50;Chapter 4: Exploring Mexico and CentralAmerica, 82; Section 1: Government Mexico:One Family’s Move to the City, 8; Section 3:Government Panama: Where Two OceansMeet, 96; Chapter 5: Exploring the Caribbean,106; Section 1: Government Cuba: Clingingto Communism, 107; Section 2: GovernmentHaiti: The Road to Democracy, 113; CitizenHeroes: Sor Juana Inez de la Cruz, 65;Mothers and Grandmothers of Argentina, 77;Justina Tzoc, 92; Jose Marti , 109; HectorTurrini, 133







(Continued)• Identify processes that divide Earth’s surface

into different political and economic unitsfrom local to international levels.

(Continued)Europe and RussiaSE/TE: Chapter 2: Europe and Russia: Shaped by

History, 32; Section 1: From Ancient Greeceto Feudal Europe, 33; Section 2: Renaissanceand Revolution, 40; Section 3: IndustrialRevolution and Nationalism, 48; Section 4:Imperial Russia, 54; Section 5: The Rise andFall of the Soviet Union, 60; Chapter 4:Exploring Western Europe, 96; Section 1:Government Great Britain: A DemocraticTradition, 97; Section 3: Government Sweden:A Welfare State, 114; Section 5: GovernmentGermany: A Nation Reunited, 127; CitizenHeroes: Jeannine Picabia, 52; AndreiSakharov, 64; Boris Yeltsin, 166


28; Section 3: Government China:Transforming Itself, 40; Section 5:Government The Koreas: A Divided Land, 50;Chapter 4: South and Southeast Asia: Culturesand History, 80; Section 5: GovernmentVietnam: A Reunited Nation, 101; Chapter 6:Southwest and Central Asia: Cultures andHistory, 132; Section 5: GovernmentKazakhstan: Beyond Independence, 153;Chapter 7: The Pacific Region, 162

Asia and the PacificSE/TE: Chapter 2: Africa: Shaped by Its History, 30;

Section 2: Kingdoms and Empires, 35;Section 3: The Conquest of Africa, 41;Section 4: Independence and Its Challenges,47; Chapter 5: Exploring West Africa, 100;Section 2: Government Ghana: First inIndependence, 115; Chapter 6: Exploring EastAfrica, 134; Section 2: Government Tanzania:When People Cooperate, 140; Chapter 7:Exploring Central and Southern Africa, 160;Section 1: Government Democratic Republicof Congo: Rich But Poor, 161; Section 2:Government South Africa: The End ofApartheid, 168; Citizen Heroes: AgathaMbogo, 78; Queen Yaa Asantewa, 117; AmriAbedi , 141; Ivy Nonqayi, 171







CONTENT STANDARD 12: Human and Environment InteractionStudents will use geographic tools and technology to explain the interaction of humans and the largerenvironment, and the evolving consequences of those interactions.

• Explain the essential features and functions ofmaps, globes, photographs, geographicmodels and satellite images

• Make maps, globes, models, charts andgeographic databases

• Compare and contrast differences amongmaps, globes, photographs, models andsatellite images for solving geographicproblems

• Use maps, globes, models, graphs, charts anddatabases to analyze distributions and patterns


Section 1: The Five Themes of Geography, 9;Section 2: The Geographer’s Tools, 14;Chapter 1: Activity Shop Lab: A Five-ThemeTour, 24; Chapter 2: Skills Activity: UsingSpecial Geography Graphs, 48; Chapter 3:Skills Activity: Using Distribution Maps, 70;Atlas, 130; World View, 146; Glossary ofGeographic Terms, 154; Gazetteer, 156;Glossary, 160


Maps, 90; Project Possibilities, 222; Map andGlobe Handbook, 225; Atlas, 242; WorldView, 258; Glossary of Geographic Terms,266


122; Chapter 6: Activity Shop Lab: Making aCompass, 166; Project Possibilities, 222; Mapand Globe Handbook, 225; Atlas, 242; WorldView, 258; Glossary of Geographic Terms,266


Maps, 26; Chapter 1: Activity Shop Lab:Making a Model River, 30; ProjectPossibilities, 140; Map and Globe Handbook,143; Regional Data Bank, 160; Atlas, 172;World View, 188; Glossary of GeographicTerms, 196; Gazetteer, 198; Glossary, 200


Maps to Show Climate, 20; Chapter 6: SkillsActivity: Using Isolines to Show Elevation,140; Project Possibilities, 160; Map and GlobeHandbook, 163; Regional Data Bank, 180;Atlas, 190; World View, 206







(Continued)• Explain the essential features and functions of

maps, globes, photographs, geographicmodels and satellite images

• Make maps, globes, models, charts andgeographic databases

• Compare and contrast differences amongmaps, globes, photographs, models andsatellite images for solving geographicproblems

• Use maps, globes, models, graphs, charts anddatabases to analyze distributions and patterns

(Continued)Europe and RussiaSE/TE: Chapter 1: Skills Activity: Using Regional

Maps, 22; Project Possibilities, 174;Reference, 176; Map and Globe Handbook,177; Regional Data Bank, 194; Atlas, 204;World View, 220

Asia and the PacificSE/TE: Chapter 2: Skills Activity: Reading Route

Maps, 54; Chapter 3: Skills Activity: UsingIsolines to Show Precipitation, 76; ProjectPossibilities, 188; Map and Globe Handbook,191; Regional Data Bank, 208; Atlas, 220;World View, 236


Maps, 104; Chapter 4: Skills Activity: UsingDistribution Maps, 126; Chapter 6: SkillsActivity: Using Isolines to Show Elevation,146; Project Possibilities, 176; Reference,178; Map and Globe Handbook, 179;Regional Data Bank, 196; Atlas, 206

• Describe human and natural characteristics ofplaces and how they shape or place identity.


Section 1: Our Planet, the Earth, 27; Section2: Land, Air, and Water, 31; Section 3:Climate and What Influences It, 37; Section 4:How Climate Affects Vegetation, 43; Chapter2: Skills Activity: Using Special GeographyGraphs, 48; Chapter 2: Activity ShopInterdisciplinary: The Earth’s Seasons, 52;Chapter 3: Earth’s Human Geography, 54;Section 1: Where Do People Live?, 55;Chapter 5: Earth’s Natural Resources, 104;Section 1: What Are Natural Resources?, 105;Section 2: How People Use the Land, 111;Section 3: People’s Effect on theEnvironment, 117; Exploring Technology:Technology and Weather Forecasting, 80; ASun-Powered House, 120


9; Chapter 2: The Fertile Crescent, 28; Section1: Land Between Two Rivers, 29; Chapter 3:Section 1: The Geography of the Nile, 61;Section 5: The Resource-Rich Cultures ofNubia, 85;








places and how they shape or place identity.

(Continued)The Ancient WorldSE/TE: Chapter 4: Section 1: The Indus and Ganges

River Valleys, 95; Chapter 5: Section 1: TheGeography of China’s River Valleys, 123




Physical Geography, 8; Section 1: Land andWater, 9; Section 2: Climate and Vegetation,15; Section 3: Natural Resources, 21; Chapter1: Skills Activity: Using Distribution Maps,26; Chapter 1: Activity Shop Lab: Making aModel River, 30; Chapter 2: Section 2:Growth, Settlement, and Civil War in theUnited States, 38; Chapter 2: Activity ShopInterdisciplinary: Transportation, 66; Chapter4: Exploring the United States, 86; Section 1:(Culture) The Northeast: Land of Big Cities,87; Section 2: (Economics) The South: AChanging Landscape, 93; Section 3:(Economics) The Midwest: Moving From theFarm, 99; Section 4: (Economics) The West:Using Resources Wisely, ; Chapter 5: Section2: (Culture) The Canadian Plains: Canada’sBreadbasket, 125; Section 3: (Culture) BritishColumbia: Ties to the Pacific Rim, 130;Exploring Technology: A SouthwesternPueblo, 34; The Brooklyn


Geography, 8; Section 1: Land and Water, 9;Section 2: Climate and Vegetation, 14;Section 3: Natural Resources, 22; Chapter 1:The Surveyor by Alma Flor Ada, 30; Chapter1: Skills Activity: Using Regional Maps toShow Climate, 20; Chapter 3: Cultures ofLatin America, 62; Chapter 4: Section 3:Government Panama: Where Two OceansMeet, 96; Chapter 4: Activity Shop Lab:Bridge, 90 Making a Model Canal Lock, 104;









(Continued)Latin AmericaSE/TE: Chapter 6: Exploring South America, 128;

Section 1: (Economics) Brazil: Resources ofthe Rain Forest, 129; Section 2: (Culture)Peru: Life in the Altiplano, 135; Chapter 6:Activity Shop Interdisciplinary: Rain ForestResources, 156; Exploring Technology:Tenochtitlan, 37; Brasilia, 76


Geography, 8; Section 1: Land and Water, 9;Section 2: Climate and Vegetation, 16;Section 3: Natural Resources, 24; Chapter 1:Skills Activity: Using Regional Maps, 22;Chapter 5: Section 4: (Culture) Russia: ALarge and Diverse Country, 161; Chapter 5:Activity Shop Interdisciplinary: Plan a NewRailroad Line, 170


Section 1: Land and Water, 9; Section 2:Climate and Vegetation, 13; Section 3:Natural Resources, 17; Chapter 1: ActivityShop Interdisciplinary: Crossing the GreatGobi, 26; Chapter 2: Skills Activity: ReadingRoute Maps, 54; Chapter 3: South andSoutheast Asia: Physical Geography, 60;Section 1: Land and Water, 61; Section 2:Climate and Vegetation, 65; Section 3:Natural Resources, 70; Chapter 5: Southwestand Central Asia: Physical Geography, 114;Section 1: Land and Water, 115; Section 2:Climate and Vegetation, 119; Section 3:Natural Resources, 123; Chapter 7: ThePacific Region, 162; Section 1: PhysicalGeography of Australia and New Zealand,163; Section 2: Physical Geography of thePacific Islands, 168; Exploring Technology:Paper As We Know It, 33; Drilling for Oil,124


Section 1: Land and Water, 9; Section 2:Climate and Vegetation, 15; Section 3:Natural Resources, 21; Chapter 1: SkillsActivity: Interpreting Diagrams, 26; Chapter3: Cultures of Africa, 62; Section 1: TheCultures of North Africa, 63;









(Continued)AfricaSE/TE: Section 2: The Cultures of West Africa, 69;

Section 3: The Cultures of East Africa, 75;Section 4: The Cultures of Central andSouthern Africa, 81; Chapter 4: ExploringNorth Africa, 92; Chapter 4: Skills Activity:Using Regional Maps, 104; Chapter 4:Review and Activities, 106; Chapter 5:Section 3: (Economics) Mali: The Desert IsComing, 121; Chapter 4: Skills Activity:Using Distribution Maps, 126; Chapter 5:Activity Shop Lab: Desertification, 130;Chapter 6: Skills Activity: Using Isolines toShow Elevation, 146; Section 3: (Economics)Kenya: Skyscrapers in the Savanna, 148;Exploring Technology: A South African GoldMine, 54; The Churches of Lalibela, 138

• Draw a freehand map from memory ofincreasing and appropriate complexity todisplay geographic information and answergeographic questions


Section 1: The Five Themes of Geography, 9;Section 2: The Geographer’s Tools, 14;Chapter 1: Activity Shop Lab: A Five-ThemeTour, 24; Chapter 2: Skills Activity: UsingSpecial Geography Graphs, 48; Chapter 3:Skills Activity: Using Distribution Maps, 70;Atlas, 130; World View, 146; Glossary ofGeographic Terms, 154; Gazetteer, 156;Glossary, 160


Maps, 90; Project Possibilities, 222; Map andGlobe Handbook, 225; Atlas, 242; WorldView, 258; Glossary of Geographic Terms,266


122; Chapter 6: Activity Shop Lab: Making aCompass, 166; Project Possibilities, 222; Mapand Globe Handbook, 225; Atlas, 242; WorldView, 258; Glossary of Geographic Terms,266


Maps, 26; Chapter 1: Activity Shop Lab:Making a Model River, 30; ProjectPossibilities, 140; Map and Globe Handbook,143;







(Continued)• Draw a freehand map from memory of

increasing and appropriate complexity todisplay geographic information and answergeographic questions

(Continued)The United States and CanadaSE/TE: Regional Data Bank, 160; Atlas, 172; World

View, 188; Glossary of Geographic Terms,196; Gazetteer, 198; Glossary, 200


Maps to Show Climate, 20; Chapter 6: SkillsActivity: Using Isolines to Show Elevation,140; Project Possibilities, 160; Map and GlobeHandbook, 163; Regional Data Bank, 180;Atlas, 190; World View, 206

Europe and RussiaSE/TE: Chapter 1: Skills Activity: Using Regional

Maps, 22; Project Possibilities, 174;Reference, 176; Map and Globe Handbook,177; Regional Data Bank, 194; Atlas, 204;World View, 220

Asia and the PacificSE/TE: Chapter 2: Skills Activity: Reading Route

Maps, 54; Chapter 3: Skills Activity: UsingIsolines to Show Precipitation, 76; ProjectPossibilities, 188; Map and Globe Handbook,191; Regional Data Bank, 208; Atlas, 220;World View, 236


Maps, 104; Chapter 4: Skills Activity: UsingDistribution Maps, 126; Chapter 6: SkillsActivity: Using Isolines to Show Elevation,146; Project Possibilities, 176; Reference,178; Map and Globe Handbook, 179;Regional Data Bank, 196; Atlas, 206

• Demonstrate and explain ways that humansdepend on, adapt to and alter the physicalenvironment and

• Identify the ways ecosystems are transformedthrough physical and human activities, andcan predict the consequences of theseactivities.


Section 1: Our Planet, the Earth, 27; Section2: Land, Air, and Water, 31; Section 3:Climate and What Influences It, 37; Section 4:How Climate Affects Vegetation, 43; Chapter2: Skills Activity: Using Special GeographyGraphs, 48; Chapter 2: Activity ShopInterdisciplinary: The Earth’s Seasons, 52;Chapter 3: Earth’s Human Geography, 54;Section 1: Where Do People Live?, 55;Chapter 5: Earth’s Natural Resources, 104;Section 1: What Are Natural Resources?, 105;Section 2: How People Use the Land, 111;Section 3: People’s Effect on theEnvironment, 117;







(Continued)• Demonstrate and explain ways that humans

depend on, adapt to and alter the physicalenvironment and


(Continued)GeographySE/TE: Exploring Technology: Technology and

Weather Forecasting, 80; A Sun-PoweredHouse, 120


9; Chapter 2: The Fertile Crescent, 28; Section1: Land Between Two Rivers, 29; Chapter 3:Section 1: The Geography of the Nile, 61;Section 5: The Resource-Rich Cultures ofNubia, 85; Chapter 4: Section 1: The Indusand Ganges River Valleys, 95; Chapter 5:Section 1: The Geography of China’s RiverValleys, 123




Physical Geography, 8; Section 1: Land andWater, 9; Section 2: Climate and Vegetation,15; Section 3: Natural Resources, 21; Chapter1: Skills Activity: Using Distribution Maps,26; Chapter 1: Activity Shop Lab: Making aModel River, 30 Chapter 2: Section 2:Growth, Settlement, and Civil War in theUnited States, 38; Chapter 2: Activity ShopInterdisciplinary: Transportation, 66; Chapter4: Exploring the United States, 86; Section 1:(Culture) The Northeast: Land of Big Cities,87; Section 2: (Economics) The South: AChanging Landscape, 93; Section 3:(Economics) The Midwest: Moving From theFarm, 99; Section 4: (Economics) The West:Using Resources Wisely, ; Chapter 5: Section2: (Culture) The Canadian Plains: Canada’sBreadbasket, 125; Section 3: (Culture) BritishColumbia: Ties to the Pacific Rim, 130;Exploring Technology: A SouthwesternPueblo, 34; The Brooklyn Bridge, 90










(Continued)Latin AmericaSE/TE: Chapter 1: Latin America: Physical

Geography, 8; Section 1: Land and Water, 9;Section 2: Climate and Vegetation, 14;Section 3: Natural Resources, 22; Chapter 1:The Surveyor by Alma Flor Ada, 30; Chapter1: Skills Activity: Using Regional Maps toShow Climate, 20; Chapter 3: Cultures ofLatin America, 62; Chapter 4: Section 3:Government Panama: Where Two OceansMeet, 96; Chapter 4: Activity Shop Lab:Making a Model Canal Lock, 104; Chapter 6:Exploring South America, 128; Section 1:(Economics) Brazil: Resources of the RainForest, 129; Section 2: (Culture) Peru: Life inthe Altiplano, 135; Chapter 6: Activity ShopInterdisciplinary: Rain Forest Resources , 156;Exploring Technology: Tenochtitlan , 37;Brasilia, 76


Geography, 8; Section 1: Land and Water, 9;Section 2: Climate and Vegetation, 16;Section 3: Natural Resources, 24; Chapter 1:Skills Activity: Using Regional Maps, 22;Chapter 5: Section 4: (Culture) Russia: ALarge and Diverse Country, 161 Chapter 5:Activity Shop Interdisciplinary: Plan a NewRailroad Line, 170


Section 1: Land and Water, 9; Section 2:Climate and Vegetation, 13; Section 3:Natural Resources, 17; Chapter 1: ActivityShop Interdisciplinary: Crossing the GreatGobi, 26; Chapter 2: Skills Activity: ReadingRoute Maps, 54; Chapter 3: South andSoutheast Asia: Physical Geography, 60;Section 1: Land and Water, 61; Section 2:Climate and Vegetation, 65; Section 3:Natural Resources, 70; Chapter 5: Southwestand Central Asia: Physical Geography, 114;Section 1: Land and Water, 115; Section 2:Climate and Vegetation, 119; Section 3:Natural Resources, 123; Chapter 7: ThePacific Region, 162; Section 1: PhysicalGeography of Australia and New Zealand,163;










(Continued)Asia and the PacificSE/TE: Section 2: Physical Geography of the Pacific

Islands, 168; Exploring Technology: Paper AsWe Know It, 33; Drilling for Oil, 124


Section 1: Land and Water, 9; Section 2:Climate and Vegetation, 15; Section 3:Natural Resources, 21; Chapter 1: SkillsActivity: Interpreting Diagrams, 26; Chapter3: Cultures of Africa, 62; Section 1: TheCultures of North Africa, 63; Section 2: TheCultures of West Africa, 69; Section 3: TheCultures of East Africa, 75; Section 4: TheCultures of Central and Southern Africa, 81;Chapter 4 —Exploring North Africa, 92;Chapter 4: Skills Activity: Using RegionalMaps, 104; Chapter 4: Review and Activities,106; Chapter 5: Section 3: (Economics) Mali:The Desert Is Coming, 121; Chapter 4: SkillsActivity: Using Distribution Maps, 126;Chapter 5: Activity Shop Lab: Desertification,130; Chapter 6: Skills Activity: Using Isolinesto Show Elevation, 146; Section 3:(Economics) Kenya: Skyscrapers in theSavanna, 148; Exploring Technology: ASouth African Gold Mine, 54; The Churchesof Lalibela, 138







CONTENT STANDARD 13: Limited ResourcesStudents will demonstrate that because human, natural and capital resources are limited, individuals,households, businesses and governments must make choices.

• Compare the resources used by variouscultures, countries and/or regions throughoutthe world

• Explain that households, businesses,governments and societies face scarcity just asindividuals do

• Define opportunity and cost, giving examples• Present historical and current controversies

about the use of resources• Illustrate how resources can be used in a

variety of ways• Explain economic growth as a sustained

increase in the production of goods andservices, and that Gross Domestic Product isthe basic measure of economic output and

• Explain how technological change andinnovation improves a society’s productivityand economic growth.

The United States and CanadaSE/TE: Chapter 1: Section 3: Natural Resources, 21;

Chapter 2: Section 3: The United StatesBecomes a World Power, 44; Chapter 4:Section 2: (Economics) The South: AChanging Landscape, 93; Section 3:(Economics) The Midwest: Moving From theFarm, 99; Section 4: (Economics) The West:Using Resources Wisely, 105

Latin AmericaSE/TE: Chapter 1: Section 3: Natural Resources, 22;

Chapter 6: Section 1: (Economics) Brazil:Resources of the Rain Forest, 129; Section 3:(Economics) Chile: A Growing EconomyBased on Agriculture, 142; Section 4:(Economics) Venezuela: Oil Powers theEconomy, 148; Chapter 6: Activity ShopInterdisciplinary: Rain Forest Resources, 156

Europe and RussiaSE/TE: Chapter 1: Section 3: Natural Resources, 24;

Chapter 5: Section 1: (Economics) Poland:Tradition and Change, 139; Section 3:(Economics) Ukraine: People WorkingTogether, 154

Asia and the PacificSE/TE: Chapter 1: Section 3: Natural Resources, 17;

Chapter 2: Section 4: (Economics) Japan:Tradition and Change, 45; Chapter 4 —Section 4: (Economics) Pakistan: EconomicProgress, 96; Section 5: Government Vietnam:A Reunited Nation, 101; Chapter 6: Section 3:(Economics) Israel: Building Its Economy,143; Chapter 7: Section 4: (Economics)Australia: Three Ways of Life, 178

AfricaSE/TE: Chapter 1: Section 3: Natural Resources, 21;

Chapter 5: Section 3: (Economics) Mali: TheDesert Is Coming, 121; Chapter 6: Section 3:(Economics) Kenya: Skyscrapers in theSavanna, 148

GeographySE/TE: Chapter 5: Earth’s Natural Resources, 104;

Section 1: What Are Natural Resources?, 105;Section 2: How People Use the Land, 111;







(Continued)• Compare the resources used by various

cultures, countries and/or regions throughoutthe world

• Explain that households, businesses,governments and societies face scarcity just asindividuals do

• Define opportunity and cost, giving examples• Present historical and current controversies

about the use of resources• Illustrate how resources can be used in a

variety of ways• Explain economic growth as a sustained

increase in the production of goods andservices, and that Gross Domestic Product isthe basic measure of economic output and

• Explain how technological change andinnovation improves a society’s productivityand economic growth.

(Continued)GeographySE/TE: Section 3: People's Effect on the Environment,

117; Chapter 5: Review and Activities, 124;Chapter 5: Skills Activity: Writing for aPurpose, 122; Exploring Technology:Technology and Weather Forecasting, 80; ASun-Powered House, 120

The Ancient WorldSE/TE: Chapter 3: Section 5: The Resource-Rich

Cultures of Nubia, 85Medieval Times to TodaySE/TE: Chapter 2: Section 3: Trading States of East

Africa, 49; Chapter 4: Section 3: The GreatMughal Empire in India, 94; Chapter 5:Section 1: Feudalism: A System for Living,105; Chapter 7: Section 3: The IndustrialRevolution, 182

Note: Information relating to this standard can befound in the Prentice Hall Program: Economics:Principles in Action © 2001, which can be previewedat www.phschool.com.

CONTENT STANDARD 14: Economic SystemsStudents will demonstrate that various economic systems coexist, and that economic decisions are made byindividuals and/or governments, influenced by markets, cultural traditions, individuals and governments in theallocation of goods and services.

• Explain how different economic systems(traditional, market and command) usedifferent means to produce, distribute andexchange goods and services

• Explain that all countries’ economies reflect amix of market, command and traditionalelements

• Describe the relationships among demand,supply and price and their roles in a marketsystem

• Identify how fundamental characteristics of amarket system (e.g., private property, profitsand competition, businesses, labor, banks andgovernment) influence decision making

• Identify governmental activities that affect thelocal, state, national and internationaleconomy

The United States and CanadaSE/TE: Chapter 4: Section 2: (Economics) The South:

A Changing Landscape, 93; Section 3:(Economics) The Midwest: Moving From theFarm, 99; Section 4: (Economics) The West:Using Resources Wisely, 105

Latin AmericaSE/TE: Chapter 6: Section 1: (Economics) Brazil:

Resources of the Rain Forest, 129; Section 3:(Economics) Chile: A Growing EconomyBased on Agriculture, 142; Section 4:(Economics) Venezuela: Oil Powers theEconomy, 148

Europe and RussiaSE/TE: Chapter 5: Section 1: (Economics) Poland:

Tradition and Change, 139; Section 3:(Economics) Ukraine: People WorkingTogether, 154







(Continued)• Explain how different economic systems

(traditional, market and command) usedifferent means to produce, distribute andexchange goods and services

• Explain that all countries’ economies reflect amix of market, command and traditionalelements

• Describe the relationships among demand,supply and price and their roles in a marketsystem

• Identify how fundamental characteristics of amarket system (e.g., private property, profitsand competition, businesses, labor, banks andgovernment) influence decision making

• Identify governmental activities that affect thelocal, state, national and internationaleconomy

• Describe how, in a market system,government enforces property rights andprovides for standardized systems (e.g.,weights and measures, and money) and

• Analyze the impact of government taxing andspending decisions on specific individuals,businesses, organizations and groups.

(Continued)Asia and the PacificSE/TE: Chapter 2: Section 4: (Economics) Japan:

Tradition and Change, 45; Chapter 4 —Section 4: (Economics) Pakistan: EconomicProgress, 96; Chapter 6: Section 3:(Economics) Israel: Building Its Economy,143; Chapter 7: Section 4: (Economics)Australia: Three Ways of Life, 178

AfricaSE/TE: Chapter 5: Section 3: (Economics) Mali: The

Desert Is Coming, 121; Chapter 6: Section 3:(Economics) Kenya: Skyscrapers in theSavanna, 148


CONTENT STANDARD 15: Economic InterdependenceStudents will demonstrate how the exchange of goods and services by individuals, groups and nations createseconomic interdependence and how trade results in change.

• Explain how specialization leads to moreefficient use of economic resources andeconomic growth

• Explain why trade encourages specializationand

• Explain how specialization increasesinterdependence among producers, consumersand nations and consequently leads to a higherstandard of living.


Shaped by History, 32; Section 1: The FirstAmericans and the Arrival of the Europeans,33; Section 2: Growth, Settlement, and CivilWar in the United States, 38; Chapter 3:Section 1: The United States: A Nation ofImmigrants, 69; Section 2: Canada: A Mosaic,75; Chapter 3: Western Wagons by StevenVincent Benét, 84; Chapter 4: Section 2:(Economics) The South: A ChangingLandscape, 93; Section 3: (Economics) TheMidwest: Moving From the Farm, 99; Section4: (Economics) The West: Using ResourcesWisely, 105; Chapter 4: Section 2:(Economics) The South: A ChangingLandscape, 93; Section 3: (Economics) TheMidwest: Moving From the Farm, 99







(Continued)• Explain how specialization leads to more

efficient use of economic resources andeconomic growth

• Explain why trade encourages specializationand

• Explain how specialization increasesinterdependence among producers, consumersand nations and consequently leads to a higherstandard of living.

(Continued)Latin AmericaSE/TE: Chapter 2: Latin America: Shaped by Its

History, 34; Section 1: Early Civilizations ofMiddle America, 35; Section 3: EuropeanConquest, 43; Chapter 4: Section 1:Government Mexico: One Family’s Move tothe City, 83; Chapter 6: Section 1:(Economics) Brazil: Resources of the RainForest, 129; Section 3: (Economics) Chile: AGrowing Economy Based on Agriculture, 142;Section 4: (Economics) Venezuela: OilPowers the Economy, 148

Europe and RussiaSE/TE: Chapter 5: Section 1: (Economics) Poland:

Tradition and Change, 139; Section 3:(Economics) Ukraine: People WorkingTogether, 154

Asia and the PacificSE/TE: Chapter 2: Section 4: (Economics) Japan:

Tradition and Change, 45; Chapter 4 —Section 4: (Economics) Pakistan: EconomicProgress, 96; Chapter 6: Section 3:(Economics) Israel: Building Its Economy,143 Chapter 7: Section 4: (Economics)Australia: Three Ways of Life, 178

AfricaSE/TE: Chapter 5: Section 3: (Economics) Mali: The

Desert Is Coming, 121; Chapter 6: Section 3:(Economics) Kenya: Skyscrapers in theSavanna, 148

GeographySE/TE: Chapter 3: Earth's Human Geography, 54;

Section 1: Where Do People Live?, 55;Section 2: A Growing Population, 60; Section3: Why People Migrate, 64

Medieval Times to TodaySE/TE: Chapter 2 —Section 3: Trading States of East

Africa, 49; Chapter 6: Section 2: The Age ofExploration, 143; Section 4: Conquests in theAmericas and Africa, 156; Chapter 6: ActivityShop Lab: Making a Compass, 166; Chapter8: Section 3: Our Shrinking Globe, 210


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