Prentice Hall World Explorer Series ©2003 Correlated to ...assets.pearsonschool.com/correlations/NC - World Explorer_5 books_6_2003.pdfLife in the Indus River Valley, 96-99, The Geographic

Prentice Hall World Explorer Series ©2003 Correlated to:

North Carolina Competency Goals for Social Studies, 2003-2004, (Grade 6)

NORTH CAROLINA COMPETENCY GOALS PAGE(S) WHERE TAUGHT

(If submission is not a book, cite appropriate location(s))*

SIXTH GRADE SOUTH AMERICA AND EUROPE Strands: Geographic Relationships, Historic Perspectives, Economics and Development, Government and Active Citizenship, Global Connections, Technological Influences and Society, Individual Identity and Development, Cultures and Diversity COMPETENCY GOAL 1: The learner will use the five themes of geography and geographic tools to answer geographic questions and analyze geographic concepts. Objectives: 1.01 Create maps, charts, graphs, databases, and models as tools to illustrate information about different people, places and regions in South America and Europe. 1.02 Generate, interpret, and manipulate information from tools such as maps, globes, charts, graphs, databases, and models to pose and answer questions about space and place, environment and society, and spatial dynamics and connections. 1.03 Use tools such as maps, globes, graphs, charts, databases, models, and artifacts to compare data on different countries of South America and Europe and to identify patterns as well as similarities and differences among them.

Geography SE/TE: Skills Activity, Using Special Geography

Graphs, 48, Using Distribution Maps, 70, Maps, 2, 4, 5, 6, 10, 11, 13, 16, 17, 18, 23, 29, 32, 33, 34, 35, 38, 41, 42, 44, 51, 56, 57, 65, 71, 73, 80, 84, 86, 106, 114, 130, 132, 134, 136, 137, 138, 139, 140, 141, 142, 143, 144, 145, Charts, Graphs, and Tables, 28, 30, 36, 40, 48, 49, 52, 62, 63, 68, 96, 99, 108, 109, 119, 120

TE: Cultural Maps, 16, Interpreting Graphs, 109, Using Regional Maps, 113

The Ancient World SE/TE: Skills Activity, Using a Time Line, 24,

Reading Route Maps, 90, Reading Tables, 116, Maps, 2, 3, 5, 6, 7, 16, 27, 28, 30, 36, 46, 48, 55, 59, 60, 70, 86, 91, 93, 94, 96, 110, 114, 119, 122, 138, 141, 149, 152, 173, 176, 183, 190, 192, 210, 215, 221, 242, 244, 246, 248, 249, 250, 251, 252, 253, 254, 255, 256, 257, Charts, Graphs, and Tables, 3, 20, 22, 25, 44, 47, 52, 69, 82, 108, 117, 137, 144, 163, 173, 177, 194, 214

TE: Using Distribution Maps, 157 Medieval Times to Today SE/TE: Skills Activity, Reading Tables, 26, Using

Route Maps, 122, Line Graphs, 180, Maps, 2, 3, 4, 7, 8, 16, 20, 35, 36, 38, 40, 44, 57, 58, 79, 82, 84, 90, 95, 97, 103, 104, 106, 113, 119, 123, 131, 141, 146, 159, 165, 191, 192, 195, 206, 213, 219, 232, 233, 234, 236, 237, 238, 242, 244, 246, 248, 249, 250, 251, 252, 253, 254, 255, 256, 257, Charts, Graphs, and Tables, 27, 88, 160, 176

SE = Student Edition TE = Teacher’s Edition TR = Teaching Resources TECH = Technology * The m, c, p, t or g preceding the number refers to maps (m), charts (c), pictures (p), tables (t), or graphs (g).


North Carolina Competency Goals for Social Studies, 2003-2004 (Grade 6)

NORTH CAROLINA COMPETENCY GOALS PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate

location(s))* (Continued)

1.01 Create maps, charts, graphs, databases, and models as tools to illustrate information about different people, places and regions in South America and Europe. 1.02 Generate, interpret, and manipulate information from tools such as maps, globes, charts, graphs, databases, and models to pose and answer questions about space and place, environment and society, and spatial dynamics and connections. 1.03 Use tools such as maps, globes, graphs, charts, databases, models, and artifacts to compare data on different countries of South America and Europe and to identify patterns as well as similarities and differences among them.

(Continued) Medieval Times to Today SE/TE: Charts, Graphs, and Tables, 180, 181, 198,

213, 228, 240, 241 TE: Using Distribution Maps, 113 Latin America SE/TE: Using Regional Maps to Show Climate, 20,

Using a Time Line, 48, Using Isolines to Show Elevation, 140, Maps, 2, 3, 4, 5, 6, 10, 15, 18, 20, 24, 29, 34, 44, 46, 52, 61, 81, 82, 84,86, 87, 90, 97, 98, 103, 106, 108, 114, 121, 127, 128, 130, 136, 141, 143, 149, 155, 166, 170, 171, 172, 174, 175, 176, 180, 184, 190, 182, 194, 196, 198, 200, 202, 204, 205, 206, 207, 208, 209, 210, 211, 212, 213, Charts, Graphs, and Tables, 7, 17, 47, 56, 65, 69, 83, 84, 90, 97, 108, 114, 121, 122, 130, 133, 136, 143, 149, 151, 178, 179

TE: Using Route Maps, 45, Using Distribution Maps, 85, Interpreting Graphs, 149, Reading Tables, 109

Europe and Russia SE/TE: Skills Activity, Using Regional Maps, 22,

Interpreting Diagrams and Illustrations, 46, Maps, 2, 3, 4, 5, 6, 7, 12, 18, 20, 21, 23, 25, 28, 31, 56, 67, 83, 86, 95, 96, 98, 101, 105, 115, 122, 128, 129, 135, 138, 140, 147, 149, 155, 162, 180, 184, 185, 186, 188, 189, 190, 194, 196, 198, 202, 204, 208, 210, 212, 214, 216, 217, 218, 222, 223, 224, 225, Charts, Graphs, and Tables, 7, 17, 26, 34, 39, 45, 50, 76, 98, 105, 115, 122, 128, 140, 143, 147, 155, 162, 192

TE: Topographical Map, 13, Using Distribution Maps, 25, Using Route Maps, 35, Interpreting Charts, 77

Resources for all the books in the program: TR: Activity Atlas, Outline Maps, Social

Studies and Geography Skills, Environmental and Global Issues, Glossary of Geographic Terms Poster, Nystrom Desk Atlas

TECH: Passport to the World CD-ROM, Color Transparencies, Social Studies Skills CD-ROM

SE = Student Edition TE = Teacher’s Edition TR = Teaching Resources TECH = Technology 2




location(s))* COMPETENCY GOAL 2: The learner will assess the relationship between physical environment and cultural characteristics of selected societies and regions of South America and Europe. Objectives: 2.01 Identify key physical characteristics such as landforms, water forms, and climate, and evaluate their influence on the development of cultures in selected South American and European regions.

Geography SE/TE: Culture, 77-86, Civilization, 81 TE: Human-Environment Interaction, 12,

Drawing Conclusions: Migration and Ocean Currents, 41, Mississippi River, 18

The Ancient World SE/TE: Rivers, Amazon, 17, Euphrates, 21, 30, 31,

64, Ganges, 96, 99, 112, Huang He, 21, 124-126, Indus, 21, 96, 100, 112, Nile, 13, 38, 61-63, 64, 65-66, 270, Tigris, 21, 30, 31, 38, 64, Yangtze, 124-125, Civilization, 21, 277, Chinese Civilization, Importance of Geography to Development, 123-124 The Geographic Setting of the Fertile Crescent, 29-31, The Course of the Nile, 61-64, India’s Geographic Setting, 95-96, Life in the Indus River Valley, 96-99, The Geographic Setting of Ancient China, 123-126, Greece’s Geographic Setting, 153-154, Rome’s Geographic Setting, 192

TE: The Development of Civilization, 22, Trade along the Euphrates, 37, Using Distribution Maps: Greek Settlements, 157, China’s Dragon River, 125, Trade along the Euphrates, 37

Medieval Times to Today SE/TE: Constantinople’s Geography, 10,

Geography of the Arabian Peninsula, 15-17, The Physical Geography of Africa, 38-39, The Geographic Setting (Middle America), 59-60, A Country of Islands, 90

TE: Italian City-States, 51 Latin America SE/TE: The Struggle for Land, 89-92, Peru’s Three

Geographic Regions, 135-136, Peru’s People, 137-139, Rivers, Amazon, 13, Orinoco, 13, Paraguay, 13, Parana, 13, Uruguay, 13

TE: Living with Few Resources in the Andes, 25

Europe and Russia SE/TE: Rivers, Danube, 15, Don, 48, Neva, 91, 92





location(s))* 2.01 Identify key physical characteristics such as landforms, water forms, and climate, and evaluate their influence on the development of cultures in selected South American and European regions.

Europe and Russia SE/TE: Rhine, 8, 14, Ruhr, 26, 231, Volga, 14-15,

29 TE: Writing for a Purpose: European Rivers, 15 Resources for all the books in the program: TR: Activity Atlas, Outline Maps, Social



2.02 Describe factors that influence changes in distribution patterns of population, resources, and climate in selected regions of South America and Europe and evaluate their impact on the environment. 2.03 Examine factors such as climate change, location of resources, and environmental challenges that influence human migration and assess their significance in the development of selected cultures in South America and Europe.

Geography SE/TE: Cultural Diffusion, 95, 161, Immigration,

64, 66, 67, 95, Migration, 64, 164, Climate and What Influences it, 37-42, Population Density, 6-7, 58-59, 165, Population Distribution, 55-58, 70, 165, Urbanization, 68, 167, deforestation, 63, 118, 161, environment, 12, 162

TE: Migration and Ocean Currents, 41, Global Rural-Urban Migration, 67, Sahara Winds, 39

The Ancient World SE/TE: Migration, 99, 280, Climate Regions, 240,

Environment, 214-215, problems of Industrial Revolution, 185-187

TE: Floods in China, 126, Medieval Times to Today SE/TE: Migration, 279, Bantu Migrations, 39-42,

Climate Regions, 240 TE: North American Migrations, 39 Latin America SE/TE: Population Growth, 59, Urbanization, 59,

66-67, 75, 77, 83-88, 131, 139, 150, environment, 59, 129-134, 146, pollution, 87, 88, 145-146, rain forest, 133-134, Immigrant, 67, 219, Climate, 14-19, 20-21, 178

TE: Using Distribution Maps: Mexico’s Population, 85, Economics and Migration, 85, Vegetation Affects Climate, 18






2.02 Describe factors that influence changes in distribution patterns of population, resources, and climate in selected regions of South America and Europe and evaluate their impact on the environment. 2.03 Examine factors such as climate change, location of resources, and environmental challenges that influence human migration and assess their significance in the development of selected cultures in South America and Europe.

(Continued) Latin America TE: Understanding Special Geography Skills:

Climates of Brazilian Cities, 133 Europe and Russia SE/TE: Climate, 3, 16, 17, 98, 115, 174, Climate

Zones, 18-19, 191, 192, Population Density, 5, 10, 12, 105, 128, 232, Urbanization, 49, 75, 233, industrialization, 45, 48, 75, 76, 231, pollution, 29

TE: Understanding Special Geography Skills: Precipitation, 17




COMPETENCY GOAL 3: The learner will analyze the impact of interactions between humans and their physical environments in South America and Europe. Objectives: 3.01 Identify ways in which people of selected areas in South America and Europe have used, altered, and adapted to their environments in order to meet their needs, and evaluate the impact of their actions on the development of cultures and regions.

Geography SE/TE: 79-81, 94-97, 111-116, 117-121, 160,

Citizen Heroes, 79, Links Across Time: The Domestication of Grain, 81, Links Across the World: A Nation of Herders, 115, Death of a Sea, 118, Technology: Technology and Weather Forecasting, 80, A Sun-Powered House, 120, Map: The World: Economic Activity, 114, Citizen Heroes: Lee Botts, 121, Read Actively: Predict, 94

TE: Indus Valley Civilizations, 79, Using Regional Maps: Subsistence Farming, 113, Human-Environment Interaction, 12, Art: Designing Recycling Symbols, 107, Hydroelectric Projects, 115, Deforestation in Malaysia, 115, Distinguishing Facts from Opinions: The Environment, 119






3.01 Identify ways in which people of selected areas in South America and Europe have used, altered, and adapted to their environments in order to meet their needs, and evaluate the impact of their actions on the development of cultures and regions.

(Continued) The Ancient World SE/TE: 16-18, 29-31, 36, 51-52, 61-65, 269, 278,

Maps: The Spread of Agriculture, 16, Mesopotamia, 30, Read Actively: Predict, 16, 30, Ask Questions, 62, Links Across Time: Not Just Thousands of Years Ago, 17, Time Line: Major Ancient Civilizations of the Fertile Crescent, 52, Exploring Technology: Tombs for the Pharaohs, 76, Roman Building Project, 201

TE: The Development of Civilization, 22, Archaeologists in the Fertile Crescent, 30, Hunters and Gatherers, 17, China’s Dragon River, 125, Raging Rivers, 125, Floods in China, 126

Medieval Times to Today SE/TE: 60, 62, 70, 74, 77, 214-215, Links Across

Time: Iron Age Farmers, 39, Acequias, 74, Exploring Technology: A Medieval Manor, 109, The First Computer, 211, Links to Science: The Recycling Effort, 215

TE: Science: The Columbian Agricultural Exchange, 6, Salt Mines in the Sahara, 44

Latin America SE/TE: 36, 59, 129-134, 145-146, Exploring

Technology: Tenochtitlán, 37, Brasilia, 76, Map: Brazil: People and the Environment, 130, Citizen Heroes: Hector Turrini, 133, Links to Science: Amazon Fruit, 134

TE: Aqueducts, 41, Science: Conserving the Amazon Rain Forest, 58, Canals, 98, Expressing Problems Clearly: The Panama Canal Zone, 101, Science: Improving Crop Yield, 115, Global Warming, 132, Identifying Central Issues: Brazilian Rain Forests, 133, Biological Adaptations to the Altiplano, 138

Europe and Russia SE/TE: 25, 29, Exploring Technology, Building

Chartres Cathedral, 107 TE: Writing for a Purpose: European Rivers,

15, Using Distribution Maps: Natural Resource Regions, 25






3.01 Identify ways in which people of selected areas in South America and Europe have used, altered, and adapted to their environments in order to meet their needs, and evaluate the impact of their actions on the development of cultures and regions.

(Continued) Resources for all the books in the program: TR: Activity Atlas, Outline Maps, Social



3.02 Describe the environmental impact of regional activities such as deforestation, urbanization, and industrialization and evaluate their significance to the global community.

Geography SE/TE: Population Density, 6-7, 58-59, 165,

Population Distribution, 55-58, 70, 165, Urbanization, 68, 167, deforestation, 63, 118, 161, environment, 12, 162

TE: Using the Writing Process: Population Density, 59, Drawing Conclusions: Rural-Urban Migration, 67

Medieval Times to Today SE/TE: Environment, 214-215, problems of

Industrial Revolution, 185-187 Latin America SE/TE: Population Growth, 59, Urbanization, 59,

66-67, 75, 77, 83-88, 131, 139, 150, environment, 59, 129-134, 146, pollution, 87, 88, 145-146, rain forest, 133-134

TE: Using Distribution Maps: Mexico’s Population, 85

Europe and Russia SE/TE: Population Density, 5, 10, 12, 105, 128,

232, Urbanization, 49, 75, 233, industrialization, 45, 48, 75, 76, 231, pollution, 29








location(s))* 3.03 Examine the development and use of tools and technologies and assess their influence on the human ability to use, modify, or adapt to their environment.

Geography SE/TE: 79-81, 111, 115-116, 160, Citizen Heroes,

79, Links Across Time: The Domestication of Grain, 81, A Nation of Herders, 115, Technology, 79, 166, and cultural change, 94-97, early, 81, weather forecasting and, 80

TE: Indus Valley Civilizations, 79, Subsistence Farming, 113, Skills Mini Lesson: Interpreting Graphs: Petroleum Consumption, 109, Hydroelectric Projects, 115

The Ancient World SE/TE: 16-18, 29-31, 36, 51-52, 61-65, 269, 278,

Maps: The Spread of Agriculture, 16, Mesopotamia, 30, Read Actively: Predict, 16, 30, Ask Questions, 62, Links Across Time, 17, Time Line: Major Ancient Civilizations of the Fertile Crescent, 52, Aqueducts, 202, 276, Architecture, 22, 77-78, 83, 161, 200-202, 276, Canal, 19, 277, Chinese Inventions, 144, Early Development of Cities, 20, 21, 22, Cuneiform, 44, 47, 277, Dam, 19, 277, Farming, 16-17, 80, Irrigation Systems, 19, 112, 145, 279, Medicine, 84, 144, Writing Systems, 42-44, 82-83, 89, 126, 145, 193

TE: The Development of Civilization, 22, Archaeologists in the Fertile Crescent, 30, Ancient Egyptian Medicine, 83, The Iron Age, 88, Gunpowder, 144, Arches, 200

Medieval Times to Today SE/TE: 60, 62, 70, 74, 77, Links Across Time: Iron

Age Farmers, 39, Acequias, 74, Aqueducts, 62, 276, Astrolabe, 144, 276, atomic bomb, 203, 276, Canal, 70, 277, Industrial Revolution, 182-187, 279, Scientific Revolution, 175-176, Telephone, invention of, 184

TE: The Columbian Agricultural Exchange, 6, Byzantine Dome Architecture, 13, Drawing Conclusions: Stone Age and Iron Age Tools, 41, Hieroglyphics, 61, Incan Stonework, 68, Movable Type, 87, Galileo’s Discoveries, 175, Cotton Production, 184






3.03 Examine the development and use of tools and technologies and assess their influence on the human ability to use, modify, or adapt to their environment.

(Continued) Latin America SE/TE: 36, Dams, 7, 23, 25, Farming, 16, 36,

modern methods, 147, Hydroelectricity, 13, 23, 25, 219, plants, 6, 7, 24, Panama Canal, 98-101

TE: Aqueducts, 41, Recognizing Cause and Effect: Pollution in Mexico City, 87, Canals, 98

Europe and Russia SE/TE: 25, Air Pollution, 15, 29, Canals, 36,

Chunnel, 53, Effect of Industry on Growth of Cities, 75-76, Industrial Revolution in Europe, 49-50, Factories, 48-50, 75, 124, Hydroelectric Power, 25, Nuclear Power, 158-159, Railroad Lines, 5, 73, 162, 170-171

TE: River Barges, 14, Pipelines, 25, Industrial Growth in Russia, 27

Resources for all the books in the program: TR: Activity Atlas, Environmental and Global

Issues, Long-Term Integrated Projects, Primary Sources and Literature Readings, Humanities Pack

TECH: Passport to the World CD-ROM, Resource Pro CD-ROM, Companion Web Site: www.phschool.com


http://www.phschool.com/




location(s))* 3.04 Describe how physical processes such as erosion, earthquakes, and volcanoes have resulted in physical patterns on the earth's surface and analyze their effects on human activities.

Geography SE/TE: Erosion, 35, 162, earthquake, 31, natural

disaster, 114, volcanoes, 31-32, 33, 34, 155 TE: Background, 34 The Ancient World SE/TE: Earth, movement of, 228, volcano, 14, 267 Latin America SE/TE: Earthquakes, 41, 86, volcanoes, 4, 86, 215 TE: earthquakes in urban centers, 86 Europe and Russia SE/TE: Volcanoes, 13, 19, 37, 227 Resources for all the books in the program: TR: Activity Atlas, Outline Maps, Social



COMPETENCY GOAL 4: The learner will identify significant patterns in the movement of people, goods and ideas over time and place in South America and Europe. Objectives: 4.01 Describe the patterns of and motives for the migrations of people, and evaluate their impact on the political, economic, and social development of selected societies and regions.

Geography SE/TE: Cultural Diffusion, 95, 161, Immigration,

64, 66, 67, 95, Migration, 64, 164 TE: Drawing Conclusions: Migration and

Ocean Currents, 41, Global Immigration, 67, Drawing Conclusions: Rural-Urban Migration, 67

The Ancient World SE/TE: Migration, 99, 280 Medieval Times to Today SE/TE: Migration, 279, Bantu Migrations, 39-42 TE: North American Migrations, 39 Latin America SE/TE: Immigrant, 67, 219, Population Growth,

59, Urbanization, 59, 66-67, 75, 77, 83-88, 131, 139, 150

TE: Economics and Migration, 85






4.01 Describe the patterns of and motives for the migrations of people, and evaluate their impact on the political, economic, and social development of selected societies and regions.

(Continued) Europe and Russia SE/TE: Immigration, 110-111, Migration, 82, 144-

145, 231 TE: Recognizing Cause and Effect:

Immigration to Western Europe, 76, Immigration to Northern Italy, 125

Resources for all the books in the program: TR: Primary Sources and Literature Readings,

Social Studies and Geography Skills, Long-Term Integrated Projects

TECH: Passport to the World CD-ROM, Social Studies Skills Tutor CD-ROM, Companion Web Site: www.phschool.com

4.02 Identify the main commodities of trade over time in selected areas of South America and Europe, and evaluate their significance for the economic, political and social development of cultures and regions.

The Ancient World SE/TE: Trade, 22, 37, 46-47, 65-66, 53-87, 141 TE: Trade along the Euphrates, 37, Trade with

Mohenjo-Daro, 98 Medieval Times to Today SE/TE: Trade, 16-17, 43-45, 49-53, 85-87, 113-

114, 118, 120-121 TE: Trade Between Africa and the U.S., 46,

Dhows and East African Trade, 50 Latin America SE/TE: Trade, 47, 57, 108-109 Europe and Russia SE/TE: Trade, 39, 42, 53 TE: Cause and Effect: Global Trade, 42 Resources for all the books in the program: TR: Social Studies and Geography Skills,

Chapter Summary, Enrichment, Activity Atlas, Long-Term Integrated Projects, Review Book and Test Prep Book for Middle Grades World Studies

TECH: Social Studies Skills Tutor CD-ROM, Resource Pro CD-ROM, Color Transparencies, Companion Web Site: www.phschool.com







location(s))* 4.03 Examine key ethical ideas and values deriving from religious, artistic, political, economic, and educational traditions, as well as their diffusion over time, and assess their influence on the development of selected societies and regions in South America and Europe.

Geography SE/TE: Cultural Diffusion, 95, 161, Culture, 78-79,

development of culture, 80-81, religion, 85-86, economic systems, 88-90, political systems, 90-92, Map: Major Religions, 86

TE: Expressing Ideas Clearly, 78, Cooperative Learning, Cultural Festival, 84, Religion and Daily Life, 85, Mixed Economic Systems, 90, Journal Writing, Living in a Dictatorship, 91

The Ancient World SE/TE: Culture, 22, 277, Sumerian Religion, 32-

34, Judaism, 51-55, The Spread of Greek Culture, 175-179, Christianity, 209-212, Read Actively: Ask Questions, 104, 107, 209, Predict, 74, 102, 108, Visualize, 77, Connect, 114, Links Across the World: The Diaspora, 54, A King With One God, 75, Links to Language Arts: Common Roots, 103, Sign of the Fish, 211, Maps: Jewish Settlements in the Roman Empire, AD 100-300, 55, The Spread of Buddhism, 110, The Spread of Christianity to AD 476, 210, Exploring Technology: Peering Into a Pyramid, 76, Student Art: Krishna, 102, Citizen Heroes: Fabiola, 212

TE: Daily Life, The Natural World, 34, Cooperative Learning, Traditions, 54, Interdisciplinary Connections, Language Arts, 178, 211, Identifying Central Issues, 209, The Fertile Crescent and Current Religious Strife, 6, Jerusalem, Holy to Many Religions, 49, The Israelite Prophet Deborah, 53, Jewish Traditions, 54, Latin American Gods and Kings, 69, Hindu Goddesses, 102, Language Arts: Hindu Myths, 103, Yoga, 104, Jainism, 107, Buddhist Shrines, 109, Buddhist Art, 109, Buddhism and Vegetarianism, 114, Buddhist Monasteries, 143, Skills Mini Lesson: Writing for a Purpose: Myths, 155, Language Arts: Paul’s Epistles, 211, Martyrdom in Judaism and Christianity, 211

Medieval Times to Today SE/TE: Feudalism, 107-108, Medieval Learning,

116, Renaissance, 137-140






4.03 Examine key ethical ideas and values deriving from religious, artistic, political, economic, and educational traditions, as well as their diffusion over time, and assess their influence on the development of selected societies and regions in South America and Europe.

(Continued) Medieval Times to Today SE/TE: The Age of Reason, 174-176, New Political

Ideas, 176-177, Chart, Achievements of the Scientific Revolution, 13, 15, 17-20, 21-25, 61, 75, 94-95, 111-112, 140-142, 169, 170-171, Read Actively: Ask Questions, 12, 18, Links to Language Arts: Muhammad and the Spider, 19, Maps: The Spread of Islam, 20, Major Religions in Europe in the 1500s, 141, Links Across the World: Common Practices, 22

TE: Feudalism in Japan and Europe, 108, Renaissance Sights, 139, Interdisciplinary Connections, Art, 140, Muhammad’s Early Life, 17, The Quran, the Bible, and the Torah, 22, Islamic Art and Calligraphy, 23, Iran and Shiite Islam, 24, Sufi Poets and Thinkers, 32, Hindu Worship, 95, Monasteries and Convents, 113, Jerusalem, 118, Michelangelo’s Dome, 140, Protestant Reformers, 141, Aztec Religion, 156, Divine Rulers, 172

Latin America SE/TE: Culture, 62, 63-65, 68-72, 73-77, Chart,

Caribbean Customs, 69, 36, 41, Links to Science: The Tlaloques, 11

TE: Cultural Comparisons, 70, Creating a Culture Mural, 71, The Archbishop of El Salvador, 65, Carnival in the Caribbean, 70

Europe and Russia SE/TE: 38, 44-45, 84, 88-89, 121-123, 147-148,

Culture, 72-79, 82-87, 88-93, Read Actively: Connect, 147

TE: The Crusades, 38, Byzantine Influence in Russia, 56, The Crusades, 70, Papal Influence on Italy’s Regions, 124, European City Tours, 77









location(s))* COMPETENCY GOAL 5: The learner will evaluate the ways people of South America and Europe make decisions about the allocation and use of economic resources. Objectives: 5.01 Describe the relationship between the location of natural resources and economic development, and assess the impact on selected cultures, countries, and regions in South America and Europe.

Geography SE/TE: Map, The World, Natural Resources, 106,

Chart, Top Petroleum Producers, 109 TE: Interpreting Graphs: Petroleum

Consumption, 109 The Ancient World SE/TE: Dam, 19, 277, Farming, 16-17, 80,

Irrigation Systems, 19, 112, 145, 279 TE: The Iron Age, 88 Medieval Times to Today SE/TE: Industrial Revolution, 182-187, 279,

Scientific Revolution, 175-176 TE: Cotton Production, 184 Latin America SE/TE: Natural Resources, 22-27, Activity Shop,

Rain Forest Resources, 156, Coal, 24, Gold Mining, 24, 134, Minerals, 24, 25, Oil, 13, 23, 25, 27, 56, 148-153, Petroleum, 22, 23

TE: Reading Actively: Natural Resources, 25 Europe and Russia SE/TE: Oil, 24, 26, 29, Effect of Industry on

Growth of Cities, 75-76, Industrial Revolution in Europe, 49-50, Factories, 48-50, 75, 124, Hydroelectric Power, 25, Nuclear Power, 158-159, Railroad Lines, 5, 73, 162, 170-171

TE: Using Distribution Maps: Natural Resource Regions, 25, Pipelines, 25, Industrial Growth in Russia, 27

Resources for all the books in the program: TR: Social Studies and Geography Skills,








location(s))* 5.02 Examine the different economic systems, (traditional, command, and market), developed in selected societies in South America and Europe, and analyze their effectiveness in meeting basic needs.

Geography SE/TE: 87-90, 111-116, 161, Read Actively:

Predict, 89, 114, Connect, 112, Map: The World: Economic Activity, 114

TE: Mixed Economic Systems, 90, Clothes Production, 108, Interpreting Graphs: Petroleum Consumption, 109, Using Regional Maps: Subsistence Farming, 113, Language Arts: Projects in Developing Nations, 114, Hydroelectric Projects, 115, Deforestation in Malaysia, 115

The Ancient World SE/TE: 22, 37, 46-47, 65-66, 86-87, 141-142, 215-

216, 279, Maps: The Kingdoms of Nubia and Their Resources, 86, The Silk Road, 141

TE: Math: Roman Money, 7, Trade along the Euphrates, 37, Phoenician Sailors, 46, Phoenician Products, 47, Trade with Mohenjo-Daro, 98

Medieval Times to Today SE/TE: 16-17, 43-45, 49-53, 85-87, 113-114, 118,

120-121, 182-185, Links Across the World: Hub Cities, 16, Maps: West African Trade Routes, Trade Centers in Europe, 113, Read Actively: Visualize, 45, Predict, 50, 85

TE: Developing the Money Transfer System on the Silk Road, 16, Current Trade Between Africa and the U.S., 46, Using Distribution Maps: Trade Centers in Europe, 113, Spices, 143, Language Arts: Inventors of the Industrial Revolution, 184, Cotton Production, 184, Drawing Conclusions, 185, Jacob Riis and Urban Poverty, 186, Economic Systems, 212

Latin America SE/TE: 22, 25-27, 55-59, 108-109, 131-132, 145-

147, 148-153, 219, Links Across Time: Sailors of the Seventh Century, 25, Links Across the World: African Economies, 57, Falling Copper Prices, 146, Maps: Cuba: Agriculture and the Economy, 108, Venezuela: Economy, 149, Read Actively: Predict, 150






5.02 Examine the different economic systems, (traditional, command, and market), developed in selected societies in South America and Europe, and analyze their effectiveness in meeting basic needs.

(Continued) Latin America TE: Reading Actively: Natural Resources, 25,

Expressing Problems Clearly: One-Crop Economies, 26, Economics and Migration, 85, Interpreting Graphs: The Economy of Venezuela, 149, OPEC (Organization of Petroleum Exporting Countries), 150, Venezuelan Farming, 152

Europe and Russia SE/TE: 42, 53, 61, 64-65, 75-76, 78-79, 151, 157,

230, Chart: The Labor Force in Selected Western European Countries, 76, Read Actively: Predict, 78, Map: Poland: Economic Activity, 140

TE: Pipelines, 25, Industrial Growth in Russia, 27, Recognizing Cause and Effect: Global Trade, 42, Factory Workers, 49, Drawing Conclusions: Improving Working Conditions, 50, Interpreting Charts: Labor Force Distributions, 77, Post-Communist Polish Economic Issues, 143, Expressing Problems Clearly: The Polish Economy, 145









location(s))* 5.03 Explain how the allocation of scarce resources requires economic systems to make basic decisions regarding the production and distribution of goods and services, and evaluate the impact on the standard of living in selected societies and regions of South America and Europe.

Geography SE/TE: Economic Systems, 88-90, 111-116, 161,

Read Actively: Predict, 89, 114, Connect, 112, Map: The World: Economic Activity, 114

TE: Mixed Economic Systems, 90, Clothes Production, 108, Skills Mini Lesson: Interpreting Graphs: Petroleum Consumption, 109, Skills Mini Lesson: Using Regional Maps: Subsistence Farming, 113, Language Arts: Projects in Developing Nations, 114, Hydroelectric Projects, 115, Deforestation in Malaysia, 115

The Ancient World SE/TE: 22, 37, 46-47, 65-66, 86-87, 141-142, 215-

216, 279, Maps: The Kingdoms of Nubia and Their Resources, 86, The Silk Road, 141

TE: Math: Roman Money, 7, Trade along the Euphrates, 37, Phoenician Sailors, 46, Phoenician Products, 47, Trade with Mohenjo-Daro, 98

Medieval Times to Today SE/TE: 16-17, 43-45, 49-53, 85-87, 113-114, 118,

120-121, 182-185, Links Across the World: Hub Cities, 16, Maps: West African Trade Routes, Trade Centers in Europe, 113, Read Actively: Visualize, 45, Predict, 50, 85

TE: Developing the Money Transfer System on the Silk Road, 16, Current Trade Between Africa and the U.S., 46, Skills Mini Lesson: Using Distribution Maps: Trade Centers in Europe, 113, Spices, 143, Cotton Production, 184, Drawing Conclusions, 185, Jacob Riis and Urban Poverty, 186, Economic Systems, 212

Latin America SE/TE: 22, 25-27, 55-59, 108-109, 131-132, 145-

147, 148-153, 219, Using the Rain Forest’s Resources, 132-134, Chile’s Agricultural Revolution, 147, A Land Made Wealthy by Oil, 148-150 Falling Copper Prices, 146, Links Across Time: Sailors of the Seventh Century, 25






5.03 Explain how the allocation of scarce resources requires economic systems to make basic decisions regarding the production and distribution of goods and services, and evaluate the impact on the standard of living in selected societies and regions of South America and Europe.

(Continued) Latin America SE/TE: Links Across the World: African

Economies, 57, Maps: Cuba: Agriculture and the Economy, 108, Venezuela: Economy, 149, Read Actively: Predict, 150

TE: Oil Cartel, 150, Expressing Problems Clearly: One-Crop Economies, 26, Economics and Migration, 85, Skills Mini Lesson: Interpreting Graphs: The Economy of Venezuela, 149, OPEC (Organization of Petroleum Exporting Countries), 150, Venezuelan Farming, 152

Europe and Russia SE/TE: Map, Poland: Land Use and the Economy,

140, Chart, Standard of Living in Eastern European Countries, 143, Agriculture and the Ukraine, 155-156, Chart: The Labor Force in Selected Western European Countries, 76, Read Actively: Predict, 78

TE: Cooperative Learning, Polish Business Digest, 143, Chernozem, 156, Pipelines, 25, Industrial Growth in Russia, 27, Recognizing Cause and Effect: Global Trade, 42, Factory Workers, 49, Drawing Conclusions: Improving Working Conditions, 50, Skills Mini Lesson: Interpreting Charts: Labor Force Distributions, 77, Post-Communist Polish Economic Issues, 143, Skills Mini Lesson: Expressing Problems Clearly: The Polish Economy, 145









location(s))* 5.04 Describe the relationship between specialization and interdependence, and analyze its influence on the development of regional and global trade patterns.

The Ancient World SE/TE: Trade, 22, 37, 46-47, 65-66, 53-87, 141 TE: Trade along the Euphrates, 37, Trade with

Mohenjo-Daro, 98 Medieval Times to Today SE/TE: Trade, 16-17, 43-45, 49-53, 85-87, 113-

114, 118, 120-121 TE: Trade Between Africa and the U.S., 46,

Dhows and East African Trade, 50 Latin America SE/TE: Trade, 47, 57, 108-109 Europe and Russia SE/TE: Trade, 39, 42, 53 TE: Cause and Effect: Global Trade, 42 Resources for all the books in the program: TR: Social Studies and Geography Skills,



COMPETENCY GOAL 6: The learner will recognize the relationship between economic activity and the quality of life in South America and Europe. Objectives: 6.01 Describe different levels of economic development and assess their connections to standard of living indicators such as purchasing power, literacy rate, and life expectancy. 6.02 Examine the influence of education and technology on productivity and economic development in selected nations and regions of South America and Europe. 6.03 Describe the effects of over-specialization and assess their impact on the standard of living.

Geography SE/TE: Chart, Life Expectancy in Selected

Countries, 2000, 62, Birth rate, death rate and life expectancy, 61, Technology, 79, 94-95, 96-97, Stages of Development, 111-112, Economic Patterns: Developed and Developing Countries, 113-116

TE: Controlling the Environment, 79, Global Village, 96, Drawing Conclusions, 112, Interdisciplinary Connections, Language Arts, 114

Latin America SE/TE: Education, 85, 112, The People of Brazil,

130-131, Life in Chile, 142-146, Venezuelan Culture, 150-153







6.01 Describe different levels of economic development and assess their connections to standard of living indicators such as purchasing power, literacy rate, and life expectancy. 6.02 Examine the influence of education and technology on productivity and economic development in selected nations and regions of South America and Europe. 6.03 Describe the effects of over-specialization and assess their impact on the standard of living.

(Continued) Europe and Russia SE/TE: Education, 92-93, Poland: Changes in

Towns and Cities, 143-145, Chart, Standard of Living in Eastern European Countries, 143, Life in Ukraine, 159-160

TE: Critical Thinking, Recognizing Cause and Effect, 144




COMPETENCY GOAL 7: The learner will assess connections between historical events and contemporary issues. Objectives: 7.01 Identify historical events such as invasions, conquests, and migrations and evaluate their relationship to current issues.

The Ancient World SE/TE: Roman Empire, 197-199, 200-202, Roman

Empire and Spread of Christianity, 210-212 TE: Touring the Provinces, 199, A

Multicultural Society, 199, Interdisciplinary Connections, Language Arts, 211

Medieval Times to Today SE/TE: The Crusades, 117-121, Conquests in the

Americas and Africa, 156-161, TE: Journal Writing, Crusader, 120,

Interdisciplinary Connections, Language Arts, 157, Recognizing Cause and Effect, 159

Latin America SE/TE: European Conquest, 43-47 TE: Other Conquests, 45, Recognizing Cause

and Effect, 45 Europe and Russia SE/TE: The Glory of Ancient Rome, 36-38,

Colonies & Imperialism, 50-51 TE: The Crusades, 38







7.01 Identify historical events such as invasions, conquests, and migrations and evaluate their relationship to current issues.

(Continued) Resources for all the books in the program: TR: Social Studies and Geography Skills,


TECH: Social Studies Skills Tutor CD-ROM, Resource Pro CD-ROM, Color Transparencies

7.02 Examine the causes of key historical events in selected areas of South America and Europe and analyze the short- and long-range effects on political, economic, and social institutions.

The Ancient World SE/TE: Rome Becomes a Republic, 194-195, The

End of the Republic, 195-196, The Empire Crumbles, 214-216

TE: Critical Thinking, Recognizing Cause and Effect, 157, 216

Medieval Times to Today SE/TE: Skills Activity, Recognizing Cause and

Effect, 76, Causes of the Crusades, 117-118, The World that Made Leonardo, 138, New Political Ideas, 176-177, Why the Russian Revolution, 197-198

TE: Critical Thinking, Recognizing Cause and Effect, 125, 159, 192, 199

Latin America SE/TE: The Effect of European Rule, 47 TE: Critical Thinking, Recognizing Cause and

Effect, 45, 87, 144 Europe and Russia SE/TE: Skills Activity, Recognizing Cause and

Effect, 152-153, Chart, Greece’s Accomplishments Live on, 34, The Effects of Trade, 42

TE: Critical Thinking, Recognizing Cause and Effect, 42, 52, 61, 76, 116, 144








location(s))* COMPETENCY GOAL 8: The learner will assess the influence and contributions of individuals and cultural groups in South America and Europe. Objectives: 8.01 Describe the role of key historical figures and evaluate their impact on past and present societies in South America and Europe.

Geography SE/TE: Citizen Heroes, 45, 79 TE: Biography, 17, 33, 62, 96, 119 The Ancient World SE/TE: Citizen Heroes, 68, 172, 212, Alexander

the Great, 175-177, Julius Caesar, 196, Jesus, 209-210

TE: Biography, 14, 53, 162, 195, 206 Medieval Times to Today SE/TE: Citizen Heroes, 46, 91, 160, Justinian, 13-

14, Muhammad, 17-19, Charlemagne, 107, King John, 127-128, Joan of Arc, 128-129, Leonardo da Vinci, 137-138, Michelangelo, 139-140, Martin Luther, 140-142, Christopher Columbus, 145-146, Magellan, 147-149, Louis XIV, 150-154, Elizabeth I, 169-171, William Shakespeare, 171, Napoleon, 190-193, Adolf Hitler, 200-201

TE: Biography, 11, 31, 32, 107, 158, 175, 186 Latin America SE/TE: Citizen Heroes, 65, 77, 92, 109, 133,

Cortes, 45, Pizarro, 45-46, Simon Bolivar, 52-54

TE: Background, Biography, 24, 46, 65, 92, 109, 137

Europe and Russia SE/TE: Citizen Heroes, 52, 64, 166, Christopher

Columbus, 40-41, Louis XIV, 43, Catherine the Great, 54-55, Grigory Rasputin, 61

TE: Biography, 27, 37, 41, 92, 99, 108, 141 Resources for all the books in the program: TR: Social Studies and Geography Skills,







location(s))* 8.02 Describe the role of key groups and evaluate their impact on historical and contemporary societies of South America and Europe.

Geography SE/TE: Culture, 77-86, 94-95, 161 TE: Desert Life, 12, Cultural Maps, 16, Living in Antarctica, 57, Global Village, 96, Critical Thinking: Cultural Values, 78, Cultural Festival, 84, Music: Cultural Influences, 95, Endangered Cultures, 96 The Ancient World SE/TE: The First Civilizations, 21-23, The

Babylonian Empire, 36-37, 39, The Phoenicians, 46-47, Greek Culture Spreads, 177-179

TE: Making Murals, 22, Journal Writing, Letter Home, 46, Royal Customers, 47, Language Arts, 178

Medieval Times to Today SE/TE: What the Byzantines Gave us, 13-14, The

Mayas, 60-61, The Aztecs, 62-64, The Incas, 65-70, Nazis, 200-203

TE: Daily Life, Monasteries and Convents, 113, Other Reformers, 141, Other Explorers, 147, Survivors Testimonies, 202

Latin America SE/TE: Mayans, 35-36, Aztecs, 36-38, Incas, 39-42 TE: Incas, 136, Quechas, 138, Culture, in the

Caribbean, 68-72, in Central America, 63-65, in Latin America, 62, in Mexico, 63-65, in South America, 73-77, Caribbean Peoples, 122, The Quechua People, 138

Europe and Russia, SE/TE: Chart, Feudal Society, 39, Ethnic Groups in

Eastern Europe, 83-84 TE: Factory Workers, 49, Daily Life, The Serfs,

58, Bosnian Children in War, 86, Neo-Nazis, 132, Women in Russia, 164








location(s))* 8.03 Identify major discoveries, innovations, and inventions, and assess their influence on societies past and present.

The Ancient World SE/TE: Exploring Technology, 76, 201, Chart, The

Development of Writing, 44, The Phoenician Alphabet, 47, Writing in Egypt, 82, Fire! 15, The Beginning of Farming, 16-18, The Art of Writing, 42-44, Greek Arts and Architecture, 160-161, Levers and Pulleys, 179, Roman Architecture and Technology, 200-202

TE: Non-Farmers, 17, Copper, 32, Interdisciplinary Connections, Math, 43, Influence of Greek Art, 161, Cooperative Learning, Arches Stand Stronger, 200

Medieval Times to Today SE/TE: Exploring Technology, 109, 211, Chart,

Arab Contributions to Mathematics and Science, 32, Achievements of the Scientific Revolution, 176, Intellectual Achievements in the Golden Age, 31-33, Mayan Achievements, 61, Incan Achievements, 68-70, The Renaissance Artist, 139-140, Technology Opens New Worlds, 144, The Age of Reason, 174-176, New Political Ideas, 176-177, A New Kind of Revolution, 182-185

TE: Global Perspectives, Stonework, 68, The Dome, 140, Navigational Tools, 144, Gravity’s Heroes, 177, Cotton Production, 184, Science Invention Fair, 185

Latin America SE/TE: Mayan Farming and Science, 36, Aztec

Accomplishments, 38, Incan Accomplishments, 40-42

TE: Hieroglyphics, 36, Modern Aqueducts, 41 Europe and Russia SE/TE: Chart, Greece’s Accomplishments live on,

34, Greek Ideas Spread, 35, Revolutions in Government and Science, 43-45, Chart, the Scientific Method, 45, Timeline: Inventions in Industry, 50

TE: Global Perspectives, American Democracy, 35, Interdisciplinary Connections, Math, 36, Language Arts, 44






8.03 Identify major discoveries, innovations, and inventions, and assess their influence on societies past and present.

(Continued) Resources for all the books in the program: TR: Activity Atlas, Environmental and Global



COMPETENCY GOAL 9: The learner will analyze the different forms of government developed in South America and Europe. Objectives: 9.01 Trace the historical development of governments including traditional, colonial, and national in selected societies and assess the effects on the respective contemporary political systems.

Geography SE/TE: 81, 90-92, Read Actively: Ask Questions,

90 TE: Denmark’s Parliament, 91 The Ancient World SE/TE: 21, 68-72, 132-133, 134-139, 156-158,

194-196, 197-199, Read Actively: Connect, 69, 137, Ask Questions, 198

TE: Denmark’s Parliament, 91, Latin American Gods and Kings, 69, Tutankhamen, King of Egypt, 71, Chinese Civil Service Exams, 132, Renaissance City-States, 156, Athenian Democracy, 157

Medieval Times to Today SE/TE: 127, 150-155, 171-173, 198-199, 210-213:

Links Across the World: The Declaration of Independence, 127

TE: The Code of Hammurabi, 12, Woman Leaders, 171, Divine Rulers, 172, Organizing Information: Elizabeth I, 173, Identifying Central Issues: Taxation without Representation, 178, Language Arts: Writings of the America Revolution, 178

Latin America SE/TE: 41, 109, 113, Citizen Heroes: Sor Juana

Inez de la Cruz, 65, Mothers and Grandmothers of Argentina, 77, Justina Tzoc, 92, José Martí, 109, Hector Turrini, 133, Communism in Cuba, 109, Haiti and Democracy, 113-116

TE: Political Refugees, 110







9.01 Trace the historical development of governments including traditional, colonial, and national in selected societies and assess the effects on the respective contemporary political systems.

(Continued) Latin America SE/TE: 41, 109, 113, Citizen Heroes: Sor Juana

Inez de la Cruz, 65, Mothers and Grandmothers of Argentina, 77, Justina Tzoc, 92, José Martí, 109, Hector Turrini, 133, Communism in Cuba, 109, Haiti and Democracy, 113-116

TE: Political Refugees, 110 Europe and Russia SE/TE: 34-35, 43-44, 50-51, 63-65, 99-100, 118-

119, 130-131, 161, Read Actively: Connect, 34, Predict, 50, Ask Questions, 99, Links Across the World: A Share in Two Revolutions, 43

TE: Boris Yeltsin, 27, Drawing Conclusions: Greek Values, 34, Voting Rights, 35, Absolute Power, 43, Drawing Conclusions: Peter the Great, 57, Leo Tolstoy, 92, Queen Elizabeth I, 99, Japanese Empire, 101, The American Colonies, 102, The French Revolution, 110, Social Equality in Sweden, 117, Conservatism and Liberalism, 118, Suppression of Freedom in East Germany, 130, Lech Walesa, 141, Polish Democracy, 142, Post-Communist Polish Economic Issues, 143









location(s))* 9.02 Describe how different types of governments such as democracies, dictatorships, monarchies, and oligarchies in selected areas of South America and Europe carry out legislative, executive, and judicial functions, and evaluate the effectiveness of each.

Geography SE/TE: Political Systems, 90-92 TE: Oldest Parliament, 91, Journal Writing,

Living in a Dictatorship Latin America SE/TE: Communism in Cuba, 109, Haiti and

Democracy, 113-116 TE: Critical Thinking, Drawing Conclusions,

116 Europe and Russia SE/TE: English Parliament, 99, Constitutional

Monarchy, 100, Sweden’s Problems and Solutions, 118-120

TE: Journal Writing, Pro and Con, 118 Resources for all the books in the program: TR: Social Studies and Geography Skills,



9.03 Identify the ways in which governments in selected areas of South America and Europe deal with issues of justice and injustice, and assess the influence of cultural values on their practices and expectations.

Geography SE/TE: 81, 90-92, Read Actively: Ask Questions,

90 TE: Denmark’s Parliament, 91 The Ancient World SE/TE: 21, 68-72, 132-133, 134-139, 156-158,

194-196, 197-199, Read Actively: Connect, 69, 137, Ask Questions, 198

TE: Denmark’s Parliament, 91, Latin American Gods and Kings, 69, Tutankhamen, King of Egypt, 71, Chinese Civil Service Exams, 132, Renaissance City-States, 156, Athenian Democracy, 157

Medieval Times to Today SE/TE: 51, 63, 112, 127, 150-155, 171-173, 178,

189, 198-199, 210-213: Links Across the World: The Declaration of Independence, 127

TE: The Code of Hammurabi, 12







9.03 Identify the ways in which governments in selected areas of South America and Europe deal with issues of justice and injustice, and assess the influence of cultural values on their practices and expectations.

(Continued) Medieval Times to Today TE: Woman Leaders, 171, Divine Rulers, 172,

Organizing Information: Elizabeth I, 173, Identifying Central Issues: Taxation without Representation, 178, Language Arts: Writings of the America Revolution, 178

Latin America SE/TE: 41, 109, 113, Communism in Cuba, 109,

Haiti and Democracy, 113-116 TE: Political Refugees, 110 Europe and Russia SE/TE: 34-37, 43-44, 50-51, 63-65, 99-100, 116-

119, 130-131, 161, Read Actively: Connect, 34, Predict, 50, Ask Questions, 99, Links Across the World: A Share in Two Revolutions, 43

TE: Boris Yeltsin, 27, Drawing Conclusions: Greek Values, 34, Voting Rights, 35, Absolute Power, 43, Drawing Conclusions: Peter the Great, 57, Leo Tolstoy, 92, Queen Elizabeth I, 99, Japanese Empire, 101, The American Colonies, 102, The French Revolution, 110, Social Equality in Sweden, 117, Conservatism and Liberalism, 118, Suppression of Freedom in East Germany, 130, Lech Walesa, 141, Polish Democracy, 142, Post-Communist Polish Economic Issues, 143









location(s))* 9.04 Describe how different governments in South America and Europe select leaders and establish laws in comparison to the United States and analyze the strengths and weaknesses of each.

Geography SE/TE: Political Systems, 90-92 TE: Journal Writing, Living in a Dictatorship,

91 Latin America SE/TE: Democracy, 113, Dictators, 109, 114-115,

218, Communism in Cuba, 109, Haiti and Democracy, 113-116

TE: Biography, Fidel Castro, 109, Critical Thinking, Drawing Conclusions, 116

Europe and Russia SE/TE: Government, and English Parliament, 43,

Representative Government in Great Britain, 99, Dictators, 62, 230, Monarchs, 39, 42, 43, 100, 231

TE: Journal Writing, Absolute Power, 43, Communist ideas, 62









location(s))* COMPETENCY GOAL 10: The learner will compare the rights and civic responsibilities of individuals in political structures in South America and Europe. Objectives: 10.01 Trace the development of relationships between individuals and their governments in selected cultures of South America and Europe, and evaluate the changes that have evolved over time. 10.02 Identify various sources of citizens' rights and responsibilities, such as constitutions, traditions, and religious law, and analyze how they are incorporated into different government structures. 10.03 Describe rights and responsibilities of citizens in selected contemporary societies in South America and Europe, comparing them to each other and to the United States. 10.04 Examine the rights, roles, and status of individuals in selected cultures of South America and Europe, and assess their importance in relation to the general welfare.

Geography SE/TE: Citizen Heroes, 45, 79, Constitutions, 91,

161, Keeping Traditions Alive, 97, Political Systems, 90-92

TE: Religion Affects Daily Life, 85, Journal Writing, Living in a Dictatorship, 91

The Ancient World SE/TE: Citizen Heroes, 68, 172, 212, Hammurabi’s

Code, 40-42, Jewish Justice and Morality, 54, Greek Democracy, 157-158, Slavery in Ancient Greece, 167-168, Women in Athens, 169, Roman Republic, 194-195, Roman Rich, Poor, and Slaves, 203-206

TE: The People vs. Hammurabi, 42, Daily Life, Laws for Women, 42, Background, A citizen’s Lot, 157, Slavery in Ancient Times, 168, Journal Writing, A Call for Freedom, 206

Medieval Times to Today SE/TE: Citizen Heroes, 46, 91, 160, The Code of

Justinian, 13-14, The Five Pillars of Islam, 22-23, Muslim Men’s and Women’s Roles, 24, The Rule of the Incas, 66-67, Feudalism, 107-108, Peasants and Manors, 108-110, Magna Carta, 127, The Divine Right of Kings, 151, New Political Ideas, 176-177, Serfdom in Russia, 197-198

TE: Cooperative Learning, The Role of Women, 24, Trial by Jury, 127, Divine Rulers, 172

Latin America SE/TE: Citizen Heroes, 65, 77, 92, 109, 133, Incan

Government, 41, Encomiendas, 47, The Role of Women in South America, 77, Citizens of Puerto Rico, 121, A Commonwealth in Question, 123-125, Communism in Cuba, 109, Haiti and Democracy, 113-116

TE: Incan Children, 41, Commonwealths, 123 Europe and Russia SE/TE: Citizen Heroes, 52, 64, 166






10.01 Trace the development of relationships between individuals and their governments in selected cultures of South America and Europe, and evaluate the changes that have evolved over time. 10.02 Identify various sources of citizens' rights and responsibilities, such as constitutions, traditions, and religious law, and analyze how they are incorporated into different government structures. 10.03 Describe rights and responsibilities of citizens in selected contemporary societies in South America and Europe, comparing them to each other and to the United States. 10.04 Examine the rights, roles, and status of individuals in selected cultures of South America and Europe, and assess their importance in relation to the general welfare.

(Continued) Europe and Russia SE/TE: Greek Democracy, 34-35, Chart, Feudal

Society, 39, Immigrants in Europe, 76-77, Representative Democracy, 99

TE: American Democracy, 35, Daily Life, Serfs, 58, Social Equality in Sweden, 117




COMPETENCY GOAL 11: The learner will recognize the common characteristics of different cultures in South America and Europe. Objectives: 11.01 Identify the concepts associated with culture such as language, religion, family, and ethnic identity, and analyze how they both link and separate societies.

Geography SE/TE: Culture: A Total Way of Life, 78-79, How

Society is Organized, 82-84, Language, 85, Ways of Believing, 85-86

TE: Critical Thinking, Expressing Ideas Clearly, 78, Culture Festival, 84, Religion Affects Daily Life, 85

The Ancient World SE/TE: 32-34, 51-55, 73-78, 101-105, 106-110,

113-115, 208-212, Read Actively: Ask Questions, 52,104, 107, 209, Predict, 74, 102, 108, Visualize, 77, Connect, 114, Links Across the World: The Diaspora, 54, A King With One God, 75, Links to Language Arts: Common Roots, 103, Sign of the Fish, 211, Maps: Jewish Settlements in the Roman Empire, AD 100-300, 55, The Spread of Buddhism, 110, The Spread of Christianity to AD 476, 210, Exploring Technology: Peering Into a Pyramid, 76, Student Art: Krishna, 102, Citizen Heroes: Fabiola, 212

TE: The Fertile Crescent and Current Religious Strife, 6, Jerusalem, Holy to Many Religions, 49







11.01 Identify the concepts associated with culture such as language, religion, family, and ethnic identity, and analyze how they both link and separate societies.

(Continued) The Ancient World TE: The Israelite Prophet Deborah, 53, Jewish

Traditions, 54, Latin American Gods and Kings, 69, Hindu Goddesses, 102, Language Arts: Hindu Myths, 103, Yoga, 104, Jainism, 107, Buddhist Shrines, 109, Buddhist Art, 109, Buddhism and Vegetarianism, 114, Buddhist Monasteries, 143, Skills Mini Lesson: Writing for a Purpose: Myths, 155, Language Arts: Paul’s Epistles, 211, Martyrdom in Judaism and Christianity, 211

Medieval Times to Today SE/TE: 13, 15, 17-20, 21-25, 61, 75, 94-95, 111-

112, 140-142, 169, 170-171, Read Actively: Ask Questions, 12, 18, Links to Language Arts: Muhammad and the Spider, 19, Maps: The Spread of Islam, 20, Major Religions in Europe in the 1500s, 141, Links Across the World: Common Practices, 22, Links to Art: Glass for the Glory of God, 112

TE: Muhammad’s Early Life, 17, The Quran, the Bible, and the Torah, 22, Islamic Art and Calligraphy, 23, Iran and Shiite Islam, 24, Sufi Poets and Thinkers, 32, Hindu Worship, 95, Stained-Glass Windows, 112, Monasteries and Convents, 113, Jerusalem, 118, Michelangelo’s Dome, 140, Protestant Reformers, 141, Aztec Religion, 156, Divine Rulers, 172

Latin America SE/TE: Cultural Heritage, 63-65, The People of the

Caribbean, 68-70, The People of South America, 73-75, Ethnic Groups, 92, Peru’s People, 137-139

TE: Cultural Comparison, 70, Create a Culture Mural, 71, Journal Writing, Travel Diary, 75, Ancient and Modern Mayas, 91, Quechas, 138, High-Altitude Living, 138

Europe and Russia SE/TE: Ethnic Groups in Eastern Europe, 83-84,

Ethnic Conflict, 84-87, Map, Eastern Europe: Language Groups, 83, Russia’s Ethnic Mix, 88-89






11.01 Identify the concepts associated with culture such as language, religion, family, and ethnic identity, and analyze how they both link and separate societies.

(Continued) Europe and Russia SE/TE: Map, Yugoslavia: Ethnic Groups, 147,

Pride in French Culture, 106-110, Italy: Church and Family, 123. Divisions Between North and South, 123-126, Land of Many Cultures, 146-148, Life in Siberia, 162-164, Life in Moscow, 164-167

TE: Global Perspectives, New France, 109, Journal Writing, Go North Young Man, 125




11.02 Examine the basic needs and wants of all human beings and assess the influence of factors such as environment, values and beliefs in creating different cultural responses.

Geography SE/TE: Elements of Culture, 78, The Development

of Culture, 80-81, Ways of Believing, 85-86

TE: Cultural Festival, 84 The Ancient World SE/TE: The Beginning of Farming, 16-18, Greece’s

Geographic Setting, 153-157, Greek Religion, 162, Greek Science and Philosophy, 162-163, Rome’s Geographic Setting, 192

TE: Critical Thinking, Drawing Conclusions, 163

Medieval Times to Today SE/TE: Constantinople’s Geography, 10, A

Religious Dispute, 12-13, Middle America: The Geographic Setting, 59-60, Mayan Religion, 61, The Church in the Middle Ages, 111-112, The World that Made Leonardo, 138, New Political Ideas, 177-178

TE: Monasteries and Convents, 113 Latin America SE/TE: Cultural Heritage, 63-64, Peru’s Three

Geographic Regions, 135-136







11.02 Examine the basic needs and wants of all human beings and assess the influence of factors such as environment, values and beliefs in creating different cultural responses.

(Continued) Latin America SE/TE: Peru’s People, 137-139 TE: High-Altitude Living, 138 Europe and Russia SE/TE: Italy: Divisions Between North and South,

123-126, Life in Siberia, 162-164, Life in Moscow, 164-167

TE: A Papal Division, 124, Journal Writing, Go North Young Man, 125, Critical Thinking, Drawing Conclusions, 162, Russians and the Arts, 166




11.03 Compare characteristics of political, economic, religious, and social institutions of selected cultures, and evaluate their similarities and differences.

Geography SE/TE: Kinds of Families, 83-84, Ways of

Believing, 85-86, Economic Systems, 88-90, Political Systems, 90-92

TE: Cultural Festival, 84, Religion Affects Daily Life, 85, Mixed Economic Systems, 90, Journal Writing, Living in a Dictatorship, 91

The Ancient World SE/TE: 32-34, 51-55, 73-78, 101-105, 106-110,

113-115, 208-212, Read Actively: Ask Questions, 52,104, 107, 209, Predict, 74, 102, 108, Visualize, 77, Connect, 114, Links Across the World: The Diaspora, 54, A King With One God, 75, Links to Language Arts: Common Roots, 103, Sign of the Fish, 211, Maps: Jewish Settlements in the Roman Empire, AD 100-300, 55, The Spread of Buddhism, 110, The Spread of Christianity to AD 476, 210, Exploring Technology: Peering Into a Pyramid, 76, Student Art: Krishna, 102, Citizen Heroes: Fabiola, 212

TE: The Fertile Crescent and Current Religious Strife, 6








(Continued) The Ancient World TE: Jerusalem, Holy to Many Religions, 49,

The Israelite Prophet Deborah, 53, Jewish Traditions, 54, Latin American Gods and Kings, 69, Hindu Goddesses, 102, Language Arts: Hindu Myths, 103, Yoga, 104, Jainism, 107, Buddhist Shrines, 109, Buddhist Art, 109, Buddhism and Vegetarianism, 114, Buddhist Monasteries, 143, Skills Mini Lesson: Writing for a Purpose: Myths, 155, Language Arts: Paul’s Epistles, 211, Martyrdom in Judaism and Christianity, 211



TE: Muhammad’s Early Life, 17, The Quran, the Bible, and the Torah, 22, Islamic Art and Calligraphy, 23, Iran and Shiite Islam, 24, Sufi Poets and Thinkers, 32, Hindu Worship, 95, Stained-Glass Windows, 112, Monasteries and Convents, 113, Jerusalem, 118, Michelangelo’s Dome, 140, Protestant Reformers, 141, Aztec Religion, 156

Latin America SE/TE: Cultural Heritage, 63-65, Chart, Caribbean

Customs, 69, Food, Music, Art and Fun, 71-72, Communism in Cuba, 109, Puerto Rico and America, 120-122, Peru’s People, 137-139, Venezuelan Culture, 150-153

TE: Creating a Cultural Mural, 71, Baseball, 122

Europe and Russia SE/TE: Growing Cities, Growing Wealth, 75-77,

Education in Russia, 92-93, England’s Democratic Heritage, 99, Democracy and Monarchy, 100, Highlights of French Culture, 108-109







(Continued) Europe and Russia SE/TE: Life in a Welfare State, 114-116, Country

within a Country, 121-122, Church and Family, 123, Tradition in Poland, 140-143

TE: Ancient Cities, 74, European City Tours, 77, Empires, 101, New France, 109, Necessity or Privilege, 115, Religious Government, 123




11.04 Identify examples of economic, political, and social changes, such as agrarian to industrial economies, monarchical to democratic governments, and the roles of women and minorities, and analyze their impact on culture.

Geography SE/TE: Women, 84, 87, 116, Always Something

New, 93-96, Technology and the Speed of Change, 96-97

TE: Global Village, 96, Endangered Culture, 96 The Ancient World SE/TE: Women, 53, 81, 158, 169, 172, 207, The

Stone Age: From Hunting and Gathering to Farming, 14-16, The Beginning of Farming, 16-18, The Growth of Cities, 20-21, Greece: Governing the City-States, 156-158

TE: Journal Writing, Taming Animals, 18, A Farmer’s Work, 20

Medieval Times to Today SE/TE: Womens’ Roles, 24, 64, 108, The Collapse

of the Roman Empire, 106-107, The Conquest of the Aztec Empire, 157-159, A New Kind of Revolution, 182-185, The French Revolution, 188-190, The Russian Revolution, 197-199, From Self-Government to Independence, 206

TE: Critical Thinking, Recognizing Cause and Effect, 159, Interdisciplinary Connections, Language Arts, 184, 206, Global Perspective, Cotton Production, 184







11.04 Identify examples of economic, political, and social changes, such as agrarian to industrial economies, monarchical to democratic governments, and the roles of women and minorities, and analyze their impact on culture.

(Continued) Latin America SE/TE: Women, 68, 77, 91, 92, 120, 125, 131,

Cortes Conquers the Aztecs, 45, Pizarro Conquers the Incas, 45-46, Colonization, 46-47, South American Independence, 52-54, The Move to Mexico City, 83-85, Cubans Leaving Cuba, 110-111

TE: Recognizing Cause and Effect, 45, Journal Writing, 110

Europe and Russia SE/TE: Women, 35, 163, The Decline of Rome, 37,

Revolutions in Government and Science, 43-45, The Industrial Revolution, 49-51, The Russian Revolution, 61, Changes in French Life, 110-111, The Communists Weaken, 131-132, Changes in Towns and Cities, 143-145, Tradition and Change, 166-167

TE: Interdisciplinary Connections, Language Arts, 44, Critical Thinking, Cause and Effect, 61, 144, Prior Changes, 110









location(s))* COMPETENCY GOAL 12: The learner will assess the influence of major religions, ethical beliefs, and values on cultures in South America and Europe. Objectives: 12.01 Examine the major belief systems in selected regions of South America and Europe, and analyze their impact on cultural values, practices, and institutions.

Geography SE/TE: 81, 82, 85-86, Map: Major Religions, 86 TE: Hasidic Jews, 85 The Ancient World SE/TE: 32-34, 51-55, 73-78, 208-212, Read

Actively: Ask Questions, 52,104, 107, 209, Predict, 74, 102, 108, Visualize, 77, Connect, 114, Links Across the World: The Diaspora, 54, A King With One God, 75, Links to Language Arts: Common Roots, 103, Sign of the Fish, 211, Maps: Jewish Settlements in the Roman Empire, AD 100-300, 55, The Spread of Christianity to AD 476, 210, Exploring Technology: Peering Into a Pyramid, 76, Student Art: Krishna, 102, Citizen Heroes: Fabiola, 212

TE: The Fertile Crescent and Current Religious Strife, 6, Jerusalem, Holy to Many Religions, 49, The Israelite Prophet Deborah, 53, Jewish Traditions, 54, Latin American Gods and Kings, 69, Writing for a Purpose: Myths, 155, Language Arts: Paul’s Epistles, 211, Martyrdom in Judaism and Christianity, 211



TE: Muhammad’s Early Life, 17, The Quran, the Bible, and the Torah, 22, Islamic Art and Calligraphy, 23, Iran and Shiite Islam, 24, Sufi Poets and Thinkers, 32, Hindu Worship, 95, Stained-Glass Windows, 112, Monasteries and Convents, 113, Jerusalem, 118, Michelangelo’s Dome, 140, Protestant Reformers, 141, Aztec Religion, 156






12.01 Examine the major belief systems in selected regions of South America and Europe, and analyze their impact on cultural values, practices, and institutions.

(Continued) Medieval Times to Today TE: Divine Rulers, 172 Latin America SE/TE: 36, 41, 64-65, 70, 72, 73, Links to Science:

The Tlaloques, 11 TE: The Archbishop of El Salvador, 65,

Carnival in the Caribbean, 70 Europe and Russia SE/TE: 38, 44-45, 84, 88-89, 121-123, 147-148,

Read Actively: Connect, 147 TE: The Crusades, 38, Byzantine Influence in

Russia, 56, The Crusades, 70, Papal Influence on Italy’s Regions, 124




12.02 Describe the relationship between cultural values of selected societies of South America and Europe and their art, architecture, music and literature, and assess their significance in contemporary culture.

Geography SE/TE: 81, 94-95 The Ancient World SE/TE: 22-23, 29, 32-33, 38-39, 42-44, 47, 75-78,

81-84, 87-89, 136-137, 143-145, 154-155, 160-164, 178-179, 200-202, Literature: The Envious Buffalo, 120-121, The Sirens, 186-189, Exploring Technology: Tombs for the Pharaohs, 76, Roman Building Project, 201, Links to Art: Early Jewelry, 22, Links to Math: Babylonian Mathematics, 36, Measurement, 83, The Golden Rectangle, 161, Links to Language Arts: The Epic of Gilgamesh, 38, Links Across the World: New Discoveries, 43, Links to Science: The Earth and the Sun, 179, The Roman Arch, 193, Read Actively: Predict, 47, 160, 187, 188, Visualize, 77, 178, 189, Ask Questions, 82, Connect, 121

TE: Language Arts: Legends and Folk Tales, 12, The Development of Civilization, 22








(Continued) The Ancient World TE: Assyrian Carvings, 38, Math: Babylonian

Numerals, 43, Mesopotamian Wisdom Literature, 44, Language Arts: The Iliad and the Odyssey, 155, Writing for a Purpose: Myths, 155, Greek Art, 161, Alexandrian Artifacts, 178, The Etruscan Mystery, 193, Arches, 200, Language Arts: Paul’s Epistles, 211

Medieval Times to Today SE/TE: 28-33, 48, 53, 61-62, 63, 64, 85-88, 98-99,

137-140, 171, 174-176, 183-184, 203, Literature: The Americas in 1492, 80-81, Of Swords and Sorcerers, 132-135, Exploring Technology: A Medieval Manor, 109, The First Computer, 211, Links to Math: Math Masters, 31, 66, Links to Science: An Accurate Calendar, 61, 159, 215, Links to Art: Art and Meditation, 86, Glass for the Glory of God, 112, Russian Ballet, 199, Links Across the World: Building on the Past, 138, Links Across Time: The Globe, 171, The Spindle, 183, Read Actively: Visualize, 87, 135, 140, 175, Predict, 133, Ask Questions, 134, Connect, 184

TE: Byzantine Dome Architecture, 13, The Quran, the Bible, and the Torah, 22, Islamic Art and Calligraphy, 23, Muslim Circulatory System Discoveries, 31, Language Arts: The Thousand and One Nights, 31, Sufi Poets and Thinkers, 32, Incan Stonework, 68, Stained-Glass Windows, 112, Leonardo da Vinci’s Studies of Anatomy, 138, Michelangelo’s Dome, 140, Art: King Louis XIV of France, 151, Galileo and the Church, 174, Galileo’s Discoveries, 175, Revolutionary Scientists, 177, Recognizing Bias: Galileo and the Roman Catholic Church, 177, Language Arts: Inventors of the Industrial Revolution, 184, Jacob Riis and Urban Poverty, 186

Latin America SE/TE: 36-38, 39-41, 75-77, 137, Links to Math:

The Concept of Zero, 36







(Continued) Latin America SE/TE: Links Across Time: Earthquake-Proof

Buildings, 41, Bridging Canyons, 137, Literature: The Surveyor, 30-33, Question Book, 158-159, Exploring Technology: Tenochtitlán, 37, Brasília, 76, Read Actively: Predict, 31, Visualize, 33, Links to Language Arts: Gabriela Mistral, 75

TE: Hieroglyphics, 36, Interpreting Diagrams: Tenochtitlán, 37, Aqueducts, 41, Carnival in the Caribbean, 70

Europe and Russia SE/TE: 34, 37, 38, 40-45, 90-91, 108, 124, 166-

167, Literature: Pearl in the Egg, 68-71, Zlata’s Diary, 172-173, Read Actively: Ask Questions, 41, Predict, 44, Connect, 70, Exploring Technology: A Faberge Egg, 91, Building Chartres Cathedral, 107

TE: Language Arts: Heidi, 13, Language Arts: Fairy Tales of the Black Forest, 20, Math: Hadrian’s Wall, 36, Leonardo da Vinci, 41, Versailles, 43, Language Arts: The Renaissance, 44, Science: Nuclear Fusion and Fission, 64, Art: European Union Flag, 78, St. Petersburg, 90, Leo Tolstoy, 92, Coco Chanel, 108, Russian Arts, 166









location(s))* 12.03 Identify examples of cultural borrowing, such as language, traditions, and technology, and evaluate their importance in the development of selected societies in South America and Europe.

Geography SE/TE: 84-85, Map: Major Language Groups, 84,

Technology, 79, 166, and cultural change, 94-97, early, 81, weather forecasting and, 80

TE: Interpreting Graphs: Petroleum Consumption, 109, Hydroelectric Projects, 115

The Ancient World SE/TE: Links to Language Arts: The Exodus, 48,

Common Roots, 103, The Latin Language, 199, Alphabet, 47, 193, 276, Aqueducts, 202, 276, Architecture, 22, 77-78, 83, 161, 200-202, 276, Canal, 19, 277, Chinese Inventions, 144, Early Development of Cities, 20, 21, 22, Cuneiform, 44, 47, 277, Dam, 19, 277, Farming, 16-17, 80, Irrigation Systems, 19, 112, 145, 279, Medicine, 84, 144, Writing Systems, 42-44, 82-83, 89, 126, 145, 193

TE: Language Arts: Greek Origins of English Words, 178, Ancient Egyptian Medicine, 83, The Iron Age, 88, Gunpowder, 144, Arches, 200

Medieval Times to Today SE/TE: 39, 42, 52, 66, Links to Language Arts:

Common Ground, 95, Aqueducts, 62, 276, Astrolabe, 144, 276, atomic bomb, 203, 276, Canal, 70, 277, Industrial Revolution, 182-187, 279, Scientific Revolution, 175-176, Telephone, invention of, 184

TE: Byzantine Dome Architecture, 13, Drawing Conclusions: Stone Age and Iron Age Tools, 41, Hieroglyphics, 61, Incan Stonework, 68, Movable Type, 87, Galileo’s Discoveries, 175, Cotton Production, 184

Latin America SE/TE: 3, 10, 42, 43-44, 64, 70, 73-74, 89, 115,

122, 125, Map: Spanish Conquest and Colonization of the Americas, 44, Dams, 7, 23, 25, Farming, 16, 36, modern methods, 147, Hydroelectricity, 13, 23, 25, 219, plants, 6, 7, 24, Panama Canal, 98-101, smog, 145






12.03 Identify examples of cultural borrowing, such as language, traditions, and technology, and evaluate their importance in the development of selected societies in South America and Europe.

(Continued) Latin America TE: Learning English as a Second Language,

66, Ancient and Modern Mayas, 91, The Quechua People, 138, Aqueducts, 41, Recognizing Cause and Effect: Pollution in Mexico City, 87, Canals, 98

Europe and Russia SE/TE: 83-84, 111, 147, 157-158, Map: Eastern

Europe Language Groups, 83, Air Pollution, 15, 29, Canals, 36, Chunnel, 53, Effect of Industry on Growth of Cities, 75-76, Industrial Revolution in Europe, 49-50, Factories, 48-50, 75, 124, Hydroelectric Power, 25, Nuclear Power, 158-159, Railroad Lines, 5, 73, 162, 170-171

TE: River Barges, 14, Pipelines, 25, Industrial Growth in Russia, 27




COMPETENCY GOAL 13: The learner will describe the historic, economic, and cultural connections among North Carolina, the United States, South America, and Europe. Objectives: 13.01 Identify historical movements such as colonization, revolution, emerging democracies, migration, and immigration that link North Carolina and the United States to selected societies of South America and Europe and evaluate their influence on local, state, regional, national, and international communities.

Geography SE/TE: Cultural Change, 93-97, Immigration, 64,

66, 67, 95, Migration, 64, 164 TE: Global Village, 96 Medieval Times to Today SE/TE: Colony, 178, 277, American Colonies, 178-

179, Democracy, 151, 210, 277, Migration, 279, Revolution, 172, 188-190, 197-199, 281, The Conquest of the Aztec Empire, 157-159

TE: Critical Thinking, Identifying Central Issues, 178, Interdisciplinary Connections, Language Arts, 157, 178, Recognizing Cause and Effect, 159, 199







13.01 Identify historical movements such as colonization, revolution, emerging democracies, migration, and immigration that link North Carolina and the United States to selected societies of South America and Europe and evaluate their influence on local, state, regional, national, and international communities.

(Continued) Latin America SE/TE: Europeans Arrive in the Americas, 43-44,

Map, Spanish Conquest and Colonization of the Americas, 44, A Clash of Cultures, 44-46, Colonization, 46-47, Independence in Mexico, 50-51, South American Independence, 52-54

TE: Recognizing Cause and Effect, 45, Journal Writing, 53

Europe and Russia SE/TE: The Glory of Ancient Rome, 36-38, A

Century of War and Nationalism, 51-53, The Russian Revolution, 61, The Cold War, 63-65

TE: The Crusades, 38, Recognizing Cause and Effect, 52




13.02 Describe the diverse cultural connections that have influenced the development of language, art, music, and belief systems in North Carolina and the United States and assess their role in creating a changing cultural mosaic.

Geography SE/TE: Culture, 77-81, Social Groups, Language,

and Religion, 82-86, Cultural Change, 93-97

TE: Critical Thinking, Expressing Ideas Clearly, 78, Cultural Festival, 84, Interdisciplinary Connections, Music, 95, Global Village, 96

The Ancient World SE/TE: The Phoenician Alphabet, 47, Judaism, 51-

55, Greek Religion, Science and Philosophy, 162-163, Roman Law, 202, The Beginnings of Christianity, 209-210

TE: Cooperative Learning, Traditions, 54, A Cynic’s View, 162, Critical Thinking, Drawing Conclusions, 163, Identifying Central Issues, 209







13.02 Describe the diverse cultural connections that have influenced the development of language, art, music, and belief systems in North Carolina and the United States and assess their role in creating a changing cultural mosaic.

(Continued) Medieval Times to Today SE/TE: The Renaissance Artist, 139-140, The

Protestant Reformation, 141-142, The Scientific Revolution, 175, New Political Ideas, 176-177

TE: Art, 140, The Dome, 140, Earth Mover, 175, Gravity’s Heroes, 177

Europe and Russia SE/TE: Chart: Greece’s Accomplishments Live On,

34, The Greek Heritage, 34-35, Glories of the Renaissance, 41, Revolutions in Government and Science, 43-45

TE: Global Perspectives, American Democracy, 35, Language Arts, 44



TECH: Passport to the World CD-ROM, Resource Pro CD-ROM

13.03 Examine the role and importance of foreign-owned businesses and trade between North Carolina and the nations of South America and Europe, and evaluate the effects on local, state, regional, and national economies and cultures.

Latin America SE/TE: Maps, Chile: Products and Resources, 143,

Venezuela: Products and Resources, 149, Chart, US Petroleum Imports from Venezuela, 1975-2000, 151, Trade, 57, 108-109

TE: Critical Thinking, Distinguishing Fact from Opinion, 57, Oil Cartel, 150

Europe and Russia SE/TE: Trade, 39, 42, 53, American Influence in

France, 111 TE: Journal Writing, Le Mickey, 110 Resources for all the books in the program: TR: Social Studies and Geography Skills,




Documents

Prentice Hall World Explorer Series ©2003 Correlated to ...assets.pearsonschool.com/correlations/NC - World Explorer_5 books_6_2003.pdfLife in the Indus River Valley, 96-99, The Geographic