Studies - Seneca Valley School District / Overvie · Studies World Cultures and Geography Houghton Mifflin Unit Resources Organized for the Way You Teach Reading Skills and Strategies

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World Cultures and Geography

Houghton Mifflin

Unit Resources

Organized for the Way You Teach

■ Reading Skills and Strategies Support■ Vocabulary Practice

Unit 5

■ Social Studies Skills Support ■ Map and Graph Practice

Includes:• Lesson Planner and Teacher Resource

CD-ROM• eSocial Studies Book• eTeacher’s Edition• Audio Student’s Book with Primary

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Program Resources

Unit 5: North Africa andSouthwest Asia

Unit 5 Almanac Map Practice 119

Unit 5 Data File Practice 120

Chapter 15: North Africa andSouthwest Asia: Land and History

Lesson 1 Reading Skill and Strategy 121

Lesson 1 Vocabulary/Study Guide 122

Skillbuilder: Compare Climate andVegetation Maps 123









Chapter 16: North Africa and Southwest Asia Today





Skillbuilder: Read a Historical Map 136







For more support, see the Grade Level Resources folder.

001_57318_U05_FLD-WCG 6/23/04 5:55 PM Page 1

Almanac Map PracticeUNIT 5Name Date

Use the map to answer the questions and complete the activities.

Practice1. Color the Nile River blue.

2. Is Turkey or Syria more mountainous?

3. Which two rivers flow through Iraq?

4. Draw a box around the name of the mountain directly east of Turkey.

What is its name?

How tall is the mountain?

5. Circle the name of the sea that is west of Israel and Lebanon.

6. Would you say that most of Saudi Arabia is below sea level, at sea

level, or above sea level?

Apply7. Choose one country from this unit. Work with a partner to make a

relief model of that country from clay. Use the map’s elevation key asyour guide.

Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved. Use with World Cultures and Geography, p. 412119

KUWAIT

SYRIA

UNITEDARABEMIRATES

LIBY

AN

DE

SE

RT

Mt. DamavandMt. Damavand18,934 ft.18,934 ft.(5,771m)(5,771m)

Mt. HermonMt. Hermon9,232 ft.9,232 ft.(2,814m)(2,814m)

IRAQ

TURKEY

Mt. Ararat16,945 ft.(5,165 m)

Mt. Damavand18,934 ft.(5,771m)

Mt. Hermon9,232 ft.(2,814m)

Mediterranean SeaR

ed Sea

Gulf of Aden

Gulf of Oman

Persian

Gulf

ATLANTICOCEAN

INDIANOCEAN

Black Sea

Nile

R.

Euphrates

RiverTigris

River

Caspian

Sea

LIBY

AN

DE

SE

RT

S A H A R A

ARABIANPENINSULA

ALGERIA

MOROCCO

WESTERN SAHARA(Morocco)

TUNISIA

LIBYA

EGYPT

SUDAN

CYPRUS

SAUDIARABIA

YEMEN

OMAN

IRAN

KUWAIT

JORDANIRAQ

TURKEY

SYRIALEBANON

ISRAEL

UNITEDARABEMIRATES

QATAR

10,000 ft. (3,000 m)

7,000 ft. (2,000 m)

3,000 ft. (1,000 m)

600 ft. (200 m)

0 ft. (0 m)

Below sea level

LEGEND

500250

500

mi 0

km 0

NORTH AFRICA AND SOUTHWEST ASIA: PHYSICAL

119_57318_U05AMP 6/14/04 2:34 PM Page 119

Data File PracticeUNIT 5Name Date

Practice1. Complete the graph that compares information about the literacy rate

and doctors per 100,000 people in several countries in North Africaand Southwest Asia. Find the information in the Data File of your texton pages 414–417.

2. What conclusions can you draw based upon the literacy rate of a

country and the number of doctors per 100,000 people?

3. Which country is the exception to your conclusion about therelationship between literacy rate and doctors per 100,000 people?Why do you think this exception occurs?

Application4. Use the back of this page to create a similar bar graph that compares

different countries than the ones already studied. When you are finished, compare the new graph with the old one. Do you want to change any of the conclusions you drew based on the first graph? Join a small group, and compare results. How have the new graphs affected your views?

Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved. Use with World Cultures and Geography, pp. 414–417120

Cyprus Sudan Morocco Bahrain Egypt

20

0

40

60

80

100

100

0

150

200

250

300

Country

Lite

racy

rate

(per

cent

age)

50

Literacy rateDoctors per100,000 people

Literacy Rate Compared to Number of Doctors

Doctors per 100,000 people

120_57318_U05DAT 6/10/04 4:19 PM Page 120

Reading Skill and StrategyReading Skill: Main Idea and DetailsThis skill helps you understand ideas by seeing how they are related.Read “Rivers and Deserts.” Write the details that support the main idea.

Reading Strategy: Monitor and Clarify5. Read “Rivers and Deserts.” Which sentence best explains how rivers

create fertile soil? Put a checkmark (√) next to your answer.

Much of the soil in North Africa and Southwest Asia has lots ofsalt or sand.

Hunter-gatherers became farmers when they learned to raisetheir own food.

When rivers flood, they leave behind fertile soil from other places.

6. What can you learn from studying the photographs on page 422? Put a checkmark (√) next to your answer.

how farmers make the soil more fertile

how farmers bring water to desert land

how oil is exported to other countries

CHAPTER 15, LESSON 1Name Date


Water and the lack of it have shaped the

geography and culture of North Africa and

Southwest Asia.

1.

4.

2.

3.

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Vocabulary and Study GuideVocabularyIf the statement is true, write true on the line. If it is false, change theunderlined word or words to make it true.

1. Fertile soil provides nutrients that plants need to grow.

2. For 99 percent of the time human beings have been on Earth,they have been farmers.

3. The process of bringing water to dry land is called irrigation.

Study Guide

The names of important bodies of water in North Africa and SouthwestAsia are listed below. Write each one in the correct blank.

Dead Sea Mediterranean Sea Red Sea Euphrates River Nile River Tigris RiverPersian Gulf

4. This river flows from east central Africa to the Mediterranean in

northeast Egypt. This river is called the .

5. These two rivers flow from Turkey to the southeast into the Persian

Gulf. The names of these rivers are the and

the .

6. This sea is the largest body of water in the region of North Africa and

Southwest Asia. This sea is the .

7. This “colorful” sea has long been an important trade route in the

region. The name of this sea is the .

8. This salty lake in Israel is the lowest place on Earth. Its name is the

.

9. This body of water is in the middle of the oil-producing area of

Southwest Asia. Its name is the .



122_57318_15L1 6/5/04 2:09 PM Page 122

Skillbuilder: Compare Climate and Vegetation Maps

CHAPTER 15Name Date

Practice1. Which climate regions are in Sudan?

2. What are the main types of vegetation found in Sudan?

3. Based on the information shown on the maps, which climate supportsforest vegetation?

4. The semidesert vegetation of Sudan is found in which climate zone?

Apply5. Write a paragraph summarizing how the climate relates to location in

Sudan. Use words such as north, central, and south.

SUDANW

hite

Nil

e

BlueN

ile

Desert

Semiarid

Tropical wet and dry

N

CLIMATE MAP OF SUDAN

SUDAN

Whi

teN

ile

BlueN

ile

Mountains/Barren Land

Forest

Grassland

Semidesert

Desert

VEGETATION MAP OF SUDAN


123_57318_15SKB 6/5/04 2:05 PM Page 123

Reading Skill and StrategyReading Skill: Problem and SolutionThis skill helps you describe a problem a group of people faced andunderstand how they resolved it.

1. Read “The Fertile Crescent.” Write two problems the ancientSumerians faced in the boxes on the left. In the boxes on the right, tellhow building city-states solved these problems.

Reading Strategy: Monitor and Clarify2. Read “The Class System.” In which class were Mesopotamian

workers, such as farmers? Put a checkmark (√) next to your answer.

Top

Middle

Bottom

3. Many enslaved people could become free by

.



Solutions:Problems:

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Vocabulary and Study GuideVocabularyCircle the letter of the term that best completes each sentence.

1. The Sumerians developed one of the first systems of writing called

A. ziggurat. B. cuneiform. C. papyrus. D. scribes.

2. The temple was built on a pyramid-shaped tower called a

A. cuneiform. B. scribe. C. pharaoh. D. ziggurat.

3. People who were trained to be record keepers for the temple, theroyal government, and the business world were called

A. hunter-gatherers. B. pharaohs. C. scribes. D. papyrus.

4. A system that divides people into social groups from highest to lowestis known as

A. a class system. B. irrigation. C. a city-state. D. a pyramid.

Study Guide

Match each description in the left column to the term it describes in theright column. Write the correct letter on the line.

Name Date


CHAPTER 15, LESSON 2

5. early writing from whichcuneiform developed

6. name given to Mesopotamia thatdescribes its shape and rich soil

7. the first people to live inMesopotamia

8. a city and the areas it controls

9. most important gods of Mesopotamia

10. people who specialized in a craft, such as pottery

A. city-state

B. Enlil and Utu

C. Fertile Crescent

D. pictographs

E. Sumerians

F. skilled workers

125_57318_15L2 6/10/04 4:16 PM Page 125

Reading Skill and StrategyReading Skill: Draw ConclusionsThis skill helps you figure out things the writer does not state directly.

Read “Ancient Egypt and the Nile.” Read the facts in the small boxesbelow. Use the facts to complete the conclusion in the large box about the Nile River and Egypt’s development.

Reading Strategy: Monitor and Clarify2. To review information about pyramids, you should reread the lesson

section titled

.

3. On the lines below, write one question you had after you finishedreading.



Without the Nile River,

The Nile broughtfertile soil toEgypt.

The Nile madetravel easy.

The Nile gaveEgypt resourcesfor makingbuilding materialsand paper.

1.

126_57318_15L3 6/5/04 2:14 PM Page 126

Vocabulary and Study GuideVocabularyMatch the definition in the second column with the word in the firstcolumn. Write the correct letter on the line.

Study GuideBelow are some general statements about ancient Egypt. Read eachstatement. Then write three details from the section that support thestatement.

5. The Nile River was of great use to the people of ancient Egypt.

A.

B.

C.

6. Despite challenges, the people of ancient Egypt were great builders.

A.

B.

C.



1. pharaoh

2. hieroglyphics

3. papyrus

4. pyramid

A. paperlike material of ancient Egypt

B. writing system that uses pictographs

C. king of ancient Egypt

D. huge tomb for pharaohs

127_57318_15L3 6/5/04 2:09 PM Page 127

Reading Skill and StrategyReading Skill: CategorizeThis skill helps you understand and remember what you have read byorganizing facts into related groups, or categories.

1. Read Lesson 4. Categorize the words below by writing them on theline next to the religion that best matches them. Use the categoryOther for words that do not fit into the rest of the categories. Writethese words: Abraham, Ancient Egyptians, Gospels, Jesus, Muslim,polytheism, Qur’an, Yahweh.

Reading Strategy: Monitor and Clarify2. If you wanted to remember Muslim beliefs, which section would

you reread?

3. Explain how to locate the answer to this review question: What roledid Jesus’ disciples play in establishing Christianity?



Judaism

Christianity

Islam

Other

128_57318_15L4 6/5/04 2:14 PM Page 128

Vocabulary and Study GuideVocabularyWrite the term that best completes each sentence. You will use one wordtwo times.

1. Christianity is a form of .

2. is the belief in many gods.

3. is the belief in one god.

Study GuideEach statement below tells about one of the three major religions ofSouthwest Asia.

• Write Judaism on the blank if the statement refers only to Judaism.

• Write Christianity on the blank if the statement refers only toChristianity.

• Write Islam on the blank if the statement refers only to Islam.

• Write all three on the blank if the statement refers to all threereligions.

4. A believer is called a Muslim.

5. It began in Southwest Asia.

6. It was first led by a single person.

7. It was spread by the disciples of Jesus.

8. It was founded by Muhammad.

9. It has sacred writings.

10. It is a form of monotheism.

11. Its story is the story of exile.

12. Another name for its leader is the Greekword for “messiah.”



monotheism polytheism

129_57318_15L4 6/7/04 10:55 AM Page 129

Reading Skill and StrategyReading Skill: SequenceThis skill helps you understand the order in which events happened.

Read “The Ottoman Empire.” Write three important events in the order inwhich they happened on the chart below.

Reading Strategy: Monitor and Clarify4. Write one thing that you were confused about as you read the lesson

for the first time.

5. How did you clarify the confusing idea?



1.

2.

3.

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Vocabulary and Study GuideVocabularyCircle the letter of the term that best completes each sentence.

1. A government ruled by a religious leader is known as a

A. polytheism. B. Christianity. C. theocracy. D. caliph.

2. The title of a Muslim ruler that was used from 632 until 1924 is

A. caliph. B. king. C. pharaoh. D. emperor.

Study GuideUse sentences from the box to complete the chart.



Cause

Muhammad died without choosing someoneto finish his work.

4.

Muslims collected and translated importantbooks and papers.

The caliphs conquered Christian Spain.

7.

8.

Effect

3.

Islamic ideas spread.

5.

6.

Suleiman I is called “The Lawgiver” byMuslims.

Sinan transformed Christian Constantinopleinto an Islamic capital.

The caliphs created a vasttrading system.

Knowledge of the ancientworld was preserved.

Muhammad’s associateselected a caliph.

The Ottomans madeConstantinople their capital.

The caliphs introducedIslamic culture to Spain.

Suleiman I established asystem of laws throughoutthe Ottoman Empire.

131_57318_15L5 6/5/04 2:10 PM Page 131

Reading Skill and StrategyReading Skill: SequenceThis skill helps you understand the order in which events happened.

1. Read “Wars in the Region.” Write major events from the section in the order in which they occurred.

Reading Strategy: Predict and Infer2. You read on page 453 that Saddam Hussein was an “absolute ruler.”

You also read that even though Iraq lost the Persian Gulf War,Hussein remained in power. Look at the photo on page 454. Whatdoes the photo lead you to predict about Hussein’s relationship toIraq today? Put a checkmark (√) next to your answer.

Saddam Hussein is still absolute ruler of Iraq.

Saddam Hussein is no longer in power.

3. Read pages 453–454. Which statement from the book confirms ordisproves your prediction? Put a checkmark (√) next to your answer.

On April 9, 2003, U.S. forces gained control of Baghdad andtoppled Hussein’s regime.

By early May 2003, President Bush announced that combatoperations in Iraq had ended.



1980

1988

1990

1991

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Vocabulary and Study GuideVocabularyCircle the letter of the correct definition of mandate.

A. a pilgrimage to Mecca

B. exchange of one benefit for another

C. a country placed under the control of another power

Use the word mandate in your own sentence.

Study Guide

The events below are listed out of sequence. Write the date of each event.Then rewrite the events in the order in which they occurred. One is done for you.

1. Ayatollah Khomeini takes over the government of Iran.

2. PLO is formed.

3. First Arab-Israeli War

4. Jews begin migrating to Palestine.

5. Persian Gulf War

6. Palestinian uprising breaks out again.

7. PLO recognizes Israel’s right to exist.

1. Jews begin migrating to Palestine.

2.

3.

4.

5.

6.

7.

late 1800s



133_57318_16L1 6/5/04 2:11 PM Page 133

Reading Skill and StrategyReading Skill: ClassifyThis skill helps you understand and remember what you have read byorganizing facts into groups, or categories.

1. Read “The Importance of Oil.” Then use the chart to classify thefollowing countries according to whether they mostly sell oil or mostly buy oil: France, Great Britain, Iran, Iraq, Kuwait,Saudi Arabia, United States.

Reading Strategy: Predict and Infer2. Look at the illustration “The Five Pillars of Islam” on page 442. Then

read the heading and Main Idea on page 457. Put a checkmark (√)next to the statement that is most likely to tell about something youwill read in this section.

Muslims work hard every day to sell oil.

The teachings of Islam are part of the region’s culture.

The people in this region pray to many different gods every day.

3. Use “The Five Pillars of Islam” and the picture caption on page 457 tocomplete this sentence:

Mecca is a busy city because



Oil Sellers Oil Buyers

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Vocabulary and Study GuideVocabularyWrite the term that best describes each statement.

1. raw material used to manufacture other products

2. something made from crude oil or natural gas

3. a good manufactured from primary products

Study GuideRead each statement below. Write T if the statement is true. If thestatement is false, write F and rewrite it correctly on the line below.

4. All oil is found in Southwest Asia and North Africa.

5. Saudi Arabia is the world’s largest oil-producing country.

6. OPEC was formed by four countries in Southwest Asia.

7. OPEC is powerful because the world is dependent on oil.

8. The dominant religion in Southwest Asia and North Africa is Islam.



primary product petrochemical secondary product

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Skillbuilder: Read a Historical Map

CHAPTER 16Name Date

Practice1. According to the map, which European nations had control of land in

Syria and Egypt in1947?

2. Which city was part of the international zone?

3. The proposed Arab state was divided into how many distinct areas?

4. The city of Tel Aviv was part of which proposed state?

Apply5. Write a complete summary of the information shown on the map.

MediterraneanSea

TRANSJORDAN

EGYPT

Tel Aviv

Gaza

Haifa

Afula

LEBANON

Jerusalem

Beersheba

0

0

20 miles

30 kilometers

Proposed Jewish state

Proposed Arab state

International zone

British control

French control

Jewish settlementsin Arab regions

SYRIA

UNITED NATIONS PARTITION, 1947


136_57318_16SKB 6/5/04 2:07 PM Page 136

Reading Skill and StrategyReading Skill: Main Idea and DetailsThis skill helps you understand ideas by seeing how they are related.

1. Read “Rights for Women.” Read the main idea in the large rectanglebelow. Write details from the paragraph that support the main idea inthe smaller rectangles.

Reading Strategy: Predict and Infer2. Think about what you know about dams and their purpose. Then

study the map and photo on page 463. Fill in the blanks to predictwhat you might learn from reading about the Aswan High Dam.

The Aswan Dam the Nile’s yearly floods but

also made the surrounding soil fertile.

3. What inference about the city of Cairo can you make from viewing thephoto of the new city on page 466?



Between 1922 and 1956, Egyptian women won new rights.

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Vocabulary and Study GuideVocabularyCircle the letter next to the term that best completes each sentence.

1. Peasant farmers of Egypt are known as

A. Kurds. B. fellahin. C. Muslim Brotherhood. D. Ramadan.

2. The exchange of one benefit for another is a

A. mandate. B. haj. C. radeoff. D. kibbutz.

Study GuideRead each clue and answer the question. Write your answer on the line.

3. CLUE: I connect the Mediterranean Sea and the Red Sea.

What am I?

4. CLUE: We seized control of Egypt around 1250 and ruled it until1517.

Who are we?

5. CLUE: I became king of Egypt in 1936.

Who am I?

6. CLUE: I was built in 1956 to control Nile River floods and produceelectricity.

What am I?

7. CLUE: We gained the right to vote in 1956.

Who are we?

8. CLUE: I am a major primary product grown in Egypt since the 1860s.

What am I?

9. CLUE: I am the largest city in Africa.

What am I?



138_57318_16L3 6/5/04 2:12 PM Page 138

Reading Skill and StrategyReading Skill: Cause and EffectThis skill helps you see how one event can be related to another, eitherby causing it or by resulting from it.

1. Read “The People of Israel.” Then write the letter of each statementbelow on the organizer to show whether it is a cause (small boxes),or an effect (large box).

A. New immigrants wanted to own land.

B. New immigrants were able to share expenses.

C. Israeli immigrants invented a new kind of community, called a kibbutz.

D. Families needed group child care so women could work.

Reading Strategy: Predict and Infer2. Read the photo caption on page 472. Predict what you will learn

about the role of women in Israel’s daily life.

3. Read the statistics about Arab Israelis in government on page 471.What can you infer about Arab influence on laws and government?



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Vocabulary and Study GuideVocabularyWrite the term that best completes each sentence. One of the terms willnot be used.

1. Most of Israel’s Jews are , meaning that religiouspractices play a less important role in their lives.

2. A is a farming village whose members owneverything.

Study GuideUse the list of words, phrases, and dates below. Complete each sentence.

In the late 1800s, many (3) began to

return to the place they considered their homeland, which many

called Zion. The movement that encouraged them was called

(4) . Many of these new arrivals settled in

communities called (5) . About

(6) of these communities still exist in Israel.

The State of Israel was established in (7) .

The official state religion of Israel is (8) .

About 20 percent of Israelis, however, are (9) .

Women have many rights in Israel. One woman, (10) ,

served as Israel’s prime minister from 1969 to 1974.


1948 Judaism270 kibbutzimGolda Meir Palestinian ArabsJews Zionism

territory kibbutz secular


140_57318_16L4 6/7/04 10:59 AM Page 140

Reading Skill and StrategyReading Skill: Compare and ContrastThis skill helps you understand how historical events or people are different.

1. Read “A Powerful Ruler.” Then fill in the chart to compare andcontrast ancient Turkish traditions with modern western ways.

Reading Strategy: Predict and Infer2. Study the photograph near the heading “Changes Brought by

Modernization.” Read the caption. Make a prediction about somethingyou will probably learn in this section.

3. Read “Rights and Freedoms Today.” Think about what you know aboutthe African American struggle for civil rights in the United States inthe 1960s. Make an inference about the position of the Kurds inTurkish society today.



Turkish Traditions Western Ways

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Vocabulary and Study GuideVocabularyCircle the letter of the correct definition of Grand National Assembly.

A. the name given to Mustafa Kemal

B. the exchange of one benefit for another

C. Turkey’s first legislature organized by Mustafa Kemal

Use Grand National Assembly in a sentence of your own.

Study GuideRead the statements about Turkey below. Each states a fact that is also a problem. Write why the fact is a problem on the lines below.

1. Turkey is part of two continents, Europe and Asia. What problemsmight this cause?

2. Mustafa Kemal Atatürk quickly closed all institutions founded on Islamiclaw, even though Islamic law had shaped Turkish life for 1,000 years.

3. The Turkish Constitution promises freedom, but the governmentsometimes limits freedoms, such as freedom of the press.



142_57318_16L5 6/7/04 7:20 PM Page 142

Documents

Studies - Seneca Valley School District / Overvie · Studies World Cultures and Geography Houghton Mifflin Unit Resources Organized for the Way You Teach Reading Skills and Strategies