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Active ReadingNote-Taking Guide

Student Workbook

Douglas FisherSan Diego State University

ABOUT THE AUTHOR

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such material be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with The World and Its People. Any other reproduction, for use or sale, is prohibited without prior written permission from the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, Ohio 43240-4027

ISBN 0-07-868058-1

Printed in the United States of America

1 2 3 4 5 6 7 8 9 10 079 08 07 06 05 04

Douglas Fisher is a faculty member at San Diego State University anddirects the professional development programs for the City Heights Edu-cational Collaborative. His academic areas of study include languagedevelopment, language arts, and literacy.

Table of Contents iii

Letter to the Student ..................................................................................................vii

Chapter 1 Looking at the EarthSection 1 Thinking Like a Geographer ....................................................................1Section 2 The Earth in Space ....................................................................................7Section 3 Forces Shaping the Earth ........................................................................12Section 4 Landforms and Waterways ......................................................................18

Chapter 2 Water, Climate, and VegetationSection 1 The Water Planet ....................................................................................23Section 2 Climate ....................................................................................................28Section 3 Climate Zones and Vegetation ................................................................35Section 4 An Environmental Balance ......................................................................41

Chapter 3 The World’s PeopleSection 1 Understanding Culture............................................................................46Section 2 Population Patterns ................................................................................50Section 3 Resources and World Trade ....................................................................55Section 4 Technology “Shrinks” the World ..............................................................61

Chapter 4 Europe—Early HistorySection 1 Classical Greece and Rome ....................................................................65Section 2 Medieval Europe......................................................................................70Section 3 From Renaissance to Revolution ............................................................76

Chapter 5 Europe—Modern HistorySection 1 The Modern Era Emerges........................................................................81Section 2 A Divided Continent ..............................................................................86Section 3 Moving Toward Unity ..............................................................................94

Chapter 6 Western Europe TodaySection 1 The British Isles ......................................................................................97Section 2 France and the Benelux Countries........................................................102Section 3 Germany and the Alpine Countries ......................................................107Section 4 The Nordic Nations ..............................................................................112Section 5 Southern Europe ..................................................................................118

iv Table of Contents

Chapter 7 The New Eastern EuropeSection 1 Poland and the Baltic Republics............................................................124Section 2 Hungarians, Czechs, and Slovaks ..........................................................129Section 3 Rebuilding the Balkan Countries ..........................................................135Section 4 Ukraine, Belarus, and Moldova ..............................................................141

Chapter 8 Russia’s Landscape and HistorySection 1 A Vast Land ............................................................................................145Section 2 A Troubled History ................................................................................150

Chapter 9 The New Russia and Independent RepublicsSection 1 From Communism to Free Enterprise ..................................................155Section 2 Russia’s People and Culture ..................................................................160Section 3 The Republics Emerge ..........................................................................166

Chapter 10 Birthplace of CivilizationSection 1 Mesopotamia and Ancient Egypt ..........................................................170Section 2 Three World Religions ..........................................................................175

Chapter 11 North Africa TodaySection 1 Egypt ....................................................................................................180Section 2 Libya and the Maghreb..........................................................................185

Chapter 12 Southwest AsiaSection 1 Turkey, Syria, Lebanon, Jordan ..............................................................191Section 2 Israel and the Palestinian Territories ....................................................197Section 3 The Arabian Peninsula ..........................................................................202Section 4 Iraq, Iran, and Afghanistan ....................................................................206

Chapter 13 West AfricaSection 1 Nigeria—African Giant ..........................................................................211Section 2 The Sahel and Coastal West Africa ........................................................216

Table of Contents v

Chapter 14 Central and East AfricaSection 1 Central Africa ........................................................................................221Section 2 People of Kenya and Tanzania ..............................................................227Section 3 Uganda, Rwanda, and Burundi ..............................................................231Section 4 The Horn of Africa ................................................................................235

Chapter 15 Southern Africa—A Varied Region Section 1 The New South Africa ..........................................................................241Section 2 Zambia, Malawi, Zimbabwe, Botswana ..................................................245Section 3 Coastal and Island Countries ................................................................250

Chapter 16 South AsiaSection 1 India—Past and Present .......................................................................256Section 2 Pakistan and Bangladesh ......................................................................261Section 3 Mountain Kingdoms, Island Republics..................................................265

Chapter 17 China and Its NeighborsSection 1 China’s Land and New Economy ..........................................................271Section 2 Dynasties to Communism ....................................................................275Section 3 China’s Neighbors ................................................................................280

Chapter 18 Japan and the KoreasSection 1 Japan—Past and Present........................................................................284Section 2 The Two Koreas ....................................................................................290

Chapter 19 Southeast AsiaSection 1 Life on the Mainland ............................................................................295Section 2 Diverse Island Cultures ........................................................................300

Chapter 20 Australia and New ZealandSection 1 Australia—Land Down Under ..............................................................305Section 2 New Zealand ........................................................................................310

Chapter 21 Oceania and AntarcticaSection 1 Pacific Island Cultures and Economies ................................................314Section 2 The Frozen Continent ..........................................................................319

A Note from the Author vii

A Note from the Author

Note-Taking and Student Success

Did you know that the ability to take noteshelps you become a better student? Researchsuggests that good notes help you becomemore successful on tests because the act oftaking notes helps you remember and under-stand content.This Active Reading Note-Taking Guide is a tool that you can use toachieve this goal. I’d like to share some of thefeatures of this Active Reading Note-TakingGuide with you before you begin your studies.

The Cornell Note-Taking System

First, you will notice that the pages in theActive Reading Note-Taking Guide arearranged in two columns, which will help youorganize your thinking.This two-columndesign is based on the Cornell Note-TakingSystem, developed at Cornell University.Thecolumn on the left side of the page highlightsthe main ideas and vocabulary of the lesson.This column will help you find informationand locate the references in your textbookquickly.You can also use this column tosketch drawings that further help you visuallyremember the lesson’s information. In the col-umn on the right side of the page, you willwrite detailed notes about the main ideas andvocabulary.The notes you take in this column

will help you focus on the important informa-tion in the lesson.As you become more com-fortable using the Cornell Note-TakingSystem, you will see that it is an importanttool that helps you organize information.

The Importance of Graphic Organizers

Second, there are many graphic organizersin this Active Reading Note-Taking Guide.Graphic organizers allow you to see the les-son’s important information in a visual format.In addition, graphic organizers help youunderstand and summarize information, aswell as remember the content.

Research-Based Vocabulary Development

Third, you will notice that vocabulary isintroduced and practiced throughout theActive Reading Note-Taking Guide.When youknow the meaning of the words used to dis-cuss information, you are able to understandthat information better.Also, you are morelikely to be successful in school when youhave vocabulary knowledge.Whenresearchers study successful students, theyfind that as students acquire vocabularyknowledge, their ability to learn improves.TheActive Reading Note-Taking Guide focuses

Can you believe it? The start of another school year is uponyou. How exciting to be learning about different cultures, historical events, and unique places in your social studies class!I believe that this Active Reading Note-Taking Guide will helpyou as you learn about your community, nation, and world.

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on learning words that are very specific tounderstanding the content of your textbook.It also highlights general academic words thatyou need to know so that you can understandany textbook. Learning new vocabulary wordswill help you succeed in school.

Writing Prompts and Note-Taking

Finally, there are a number of writing exer-cises included in this Active Reading Note-Taking Guide. Did you know that writinghelps you to think more clearly? It’s true.Writing is a useful tool that helps you know ifyou understand the information in your text-book. It helps you assess what you havelearned.

You will see that many of the writing exer-cises require you to practice the skills of goodreaders. Good readers make connections

between their lives and the text and predictwhat will happen next in the reading. Theyquestion the information and the author ofthe text, clarify information and ideas, andvisualize what the text is saying. Good read-ers also summarize the information that ispresented and make inferences or draw con-clusions about the facts and ideas.

I wish you well as you begin anotherschool year. This Active Reading Note-TakingGuide is designed to help you understand theinformation in your social studies class. Theguide will be a valuable tool that will alsoprovide you with skills you can use through-out your life.

I hope you have a successful school year.

Sincerely,

Douglas Fisher

viii A Note from the Author

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Chapter 1, Section 1 1

Chapter 1, Section 1

Thinking Like a Geographer(Pages 22–27)

Setting a Purpose for Reading Think about this question as you read:• What tools do geographers use to understand the world?

As you read pages 22–27 in your textbook, complete this chart by filling in three

examples for each heading.

How Geographers View the World

1.

2.

3.

Tools of Geography

1.

2.

3.

Uses of Geography

1.

2.

3.

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Look at the subheadings, illustrations, and captions thatfollow the first main heading. Then answer the followingquestions.

1. How are the ideas in the text organized?__________________________

2. What do you already know about the earth?________________________

3. What would you like to find out as you read?______________________

Complete each sentence with one of the terms below.

geography landform environment

1. An individual feature of the land is called a(n) ___________________ .

2. The study of the earth in all its variety is called ___________________ .

3. An example of a(n) ____________________ is a valley.

4. ____________________ explains where people live, how they live, and

how they change their ____________________ .

5. People can have a major impact on the ____________________ .

Match each of these places with the correct description.

____ 1. Italy

____ 2. United States

____ 3. Antarctica

a. country with huge regions,including the West

b. location of Mount Etna

c. land area that contains rivers of ice

d. region of South Asia

2 Chapter 1, Section 1

A Geographer’s View of Place (pages 23–24)

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Use each of these terms in a sentence that reflects theterm’s meaning.

Read the main heading and subheadings, the picture caption, and the first paragraph to get a general idea ofthe selection’s content. Then place a check mark next to the kinds of people described below who might find thereading helpful.

1. _____ geography majors who are looking for specific classes to take

2. _____ readers who are curious about how maps are made

3. _____ computer buffs who want to know what GIS stands for

4. _____ researchers who are looking for sources on life in Antarctica

5. _____ mechanical engineers who want to build a GPS satellite

6. _____ students who have to find out how geographers help people

Define or describe the following key terms.


similar

The Tools of Geography (pages 24–25)

GlobalPositioning

System (GPS)

geographicinformation

systems (GIS)

issue

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Answer the following question.

What do photos of Antarctica taken from radar cameras show?

Define these academic vocabulary words.

Glance quickly over the reading and then answer thesequestions.

1. How do government leaders use geographic information in their communities?

2. Why do businesses study population trends?

3. Why do people want to locate limited natural resources?


globe

overlap

Uses of Geography (page 26)

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4. How can you use geography in your life?


For this subsection, examine the heading, the subheadings,and the illustration and caption. Then write a predictionabout the selection’s content on the lines below. Reviseyour prediction as you read the selection.

Circle the choice that best completes each sentence.

1. To create their stories of the past, historians rely mostly on

a. written records. b. artifacts. c. fossils. d. plant seeds.

2. Pottery, paintings, and weapons are examples of

a. tools. b. artifacts. c. fossils. d. natural resources.


region

resource

Clues to Our Past (pages 26–27)

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3. Anthropologists learn how humans lived by studying the remains ofhumans, or human

a. societies. b. artifacts. c. fossils. d. archaeologists.


Compare archaeologists, anthropologists, and historians. How they arealike and different?

Use each of these academic vocabulary words in a sentence that reflects the term’s meaning as it is used inthe reading.

Now that you have read the section, write the answer tothe question that was included in Setting a Purpose forReading at the beginning of the lesson.

What tools do geographers use to understand the world?


document

analyze

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The Earth in Space(Pages 29–32)

Setting a Purpose for Reading Think about these questions as you read:• What factors allow life to exist on Earth?• What causes the different seasons on Earth?

As you read pages 29–32 in your textbook, complete this diagram by listing

three facts about the sun in the first column. In the second column, write how

these facts contribute to life on Earth.

Sun fact Contribution

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As you read, ask yourself what this selection is about.Look for answers to what, where, why, and how about thesolar system. Then state the main ideas of the reading inyour own words on the lines below.

Complete each sentence with one of the following terms.

solar system orbit atmosphere

axis revolution leap year

1. The ____________________________ that Earth travels around the sunis an ellipse.

2. Earth rotates on its ____________________________ .

3. The ____________________________ is the layer of air surroundingEarth.

4. A ____________________________ includes February 29.

5. Our ____________________________ consists of nine planets andthousands of smaller bodies revolving around the sun.

6. Earth completes one ____________________________ around the sunevery 365 1/4 days.

7. Nitrogen and oxygen form about 99 percent of the

____________________________ .

The Solar System (pages 29–31)

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Write S in the space before each planet that is small andsolid. Write G in the space before each planet that is largeand more like a ball of gas.

1. _____ Pluto 2. _____ Mars 3. _____ Jupiter

4. _____ Venus 5. _____ Mercury 6. _____ Neptune

7. _____ Earth 8. _____ Saturn 9. _____ Uranus

Circle the letter of the choice closest in meaning to eachacademic vocabulary word as it is used in the reading.

a. several b. succession c. grim d. continuation

a. weak b. present c. willful d. fierce

As you read, consider how the tilt of Earth’s axis affectsyou and your everyday behaviors in the United States.Describe the kinds of weather you might expect and thekinds of things you could do on each of the following dates.

March 21: ________________________________________________________

June 21: __________________________________________________________

September 23: ____________________________________________________

December 22:____________________________________________________

series

intense

The Sun and the Seasons (pages 31–32)

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Briefly describe the importance of each of the days listedbelow.

Label each line on the globe with a term listed below.


a. Equator

b. Tropic of Cancer

c. Tropic of Capricorn

summersolstice

wintersolstice

equinox

Use this academic vocabulary word in a sentence thatshows that you understand its meaning.

occur

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Now that you have read the section, write the answers tothe questions that were included in Setting a Purpose forReading at the beginning of the lesson.

What factors allow life to exist on Earth?

What causes the different seasons on Earth?

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Forces Shaping the Earth(Pages 34–38)

Setting a Purpose for Reading Think about these questions as you read:• How do forces inside the earth shape the land?• How do forces on the earth’s surface affect the shape of the land?

As you read pages 34–38 in your textbook, complete this chart by writing three

forces that change the shape of the land and three effects these forces have on

Earth.

Forces Effects

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As you read, complete the chart below by identifyingEarth’s three layers and writing three facts about eachlayer in the correct space.

Core Mantle Crust

Match each term with the correct description.

1. core

2. mantle

3. magma

4. crust

5. continent

Use each of these academic vocabulary words in a sentence that shows you understand the meaning of each.

a. 31 to 62 miles (50 to 100 km) deep

b. melted rock

c. hot iron mixed with other metals androck

d. massive land area

e. two continents joined together

f. about 1,800 miles (2,897 km) thick

affect

layer

Inside the Earth (pages 34–35)

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As you read, complete the following math exercises to helpyou better understand the forces at work beneath theearth’s surface.

1. How many years would the plate under the Pacific Ocean take to

move 36 inches (90 cm)?________________________________________

2. How far east will the plate at the edge of South America have moved

after 100 years?________________________________________________

3. If a one-story house is 10 feet (about 3 m) high, how many stories

high are the highest tsunamis?____________________________________

Define or describe the following key terms.

Briefly describe the following places and features.


platetectonics

earthquake

tsunami

fault

SouthAmerica

Africa

Forces Beneath the Earth’s Crust (pages 35–37)

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Determine which of the following inferences can be madefrom the reading. Place a check mark next to the state-ments that are correct inferences.

1. _____ The Appalachian Mountains probably looked very different millions of years ago.

2. _____ Weathering can take hours, days, months, or years.

3. _____ Human activity has nothing to do with the weathering process.

4. _____ When wind displaces soil, it creates a greater change in a shortertime than does river water brushing against its banks.

5. _____ A glacier takes more than a person’s lifetime to cut a deep valleybetween mountains.

Pangaea

Himalaya

San AndreasFault

theory

structure

Forces Shaping Landforms (pages 37–38)

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Define or describe the following key terms from this lesson.


Use this term that you studied earlier in a sentence thatshows you understand the term’s meaning.


weathering

erosion

glacier

expand

chemical

landform(Chapter 1, Section 1)

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How do forces inside the earth shape the land?

How do forces on the earth’s surface affect the shape of the land?

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Landforms and Waterways(Pages 39–42)

Setting a Purpose for Reading Think about this question as you read:• How do landforms affect the way people live?

As you read pages 39–42 in your textbook, complete this diagram by writing the

name of a landform and a fact about it in each of the surrounding circles.

Landforms

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As you read, compare the ways that mountains andcanyons are formed, and write details about thoseprocesses on the lines below. Then write a conclusion thatbriefly explains the difference between the ways they areformed.

Mountains are formed by _________________________________________

_______________________________________________________________

______________________________________________________________ .

Canyons are formed by ___________________________________________

_______________________________________________________________

______________________________________________________________ .

Conclusion: _____________________________________________________

_______________________________________________________________

______________________________________________________________ .


elevation plain plateau isthmus

peninsula island continental shelf trench

1. A(n) __________________________________ lies off the coast ofNorth America and other continents.

2. A(n) ______________________________ is a valley on the ocean floor.

3. The difference between plains and plateaus is their _______________ .

4. A(n) __________________________________ connects North Americato South America.

5. A(n) __________________________________ is low-lying and flat orgently rolling.

Types of Landforms (pages 39–41)

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6. Water surrounds a(n) __________________________________ onthree sides.

7. A(n) __________________________________ may have a steep cliff onone side where it rises above surrounding lowlands.

8. A(n) __________________________________ is smaller than a conti-nent and is surrounded by water on all sides.

9. Mountains have a very high ________________________ .

Identify the continent or ocean where each landform islocated.

1. Mount Everest ______________________________________________

2. North European Plain ________________________________________

3. Plateau of Tibet ______________________________________________

4. Grand Canyon ______________________________________________

5. Mariana Trench ______________________________________________

Use each of these academic vocabulary words in a sentence that reflects the term’s meaning as it is used inthe reading.

contrast

area

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As you read, write the main idea of each paragraph in thespace below. Then analyze the main ideas and write asummary statement that explains the main point of thereading.

Match each term with the correct definition.

1. strait

____ 2. channel

____ 3. delta

Name the land areas separated by each body of water.

a. area formed from soil deposits located atthe mouth of a river

b. water with land on three sides

c. narrow body of water between twopieces of land

d. a wider passage of water between twopieces of land

Paragraph 1

Paragraph 2

Paragraph 3

Summary Statement

Strait ofMalacca

MozambiqueChannel

Bodies of Water (page 42)

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a. beginning b. reference c. authority d. informant

a. possible b. always c. final d. conditional


How do landforms affect the way people live?


source

eventual

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The Water Planet(Pages 48–50)

Setting a Purpose for Reading Think about this question as you read:• Why is water one of the earth’s most precious resources?

As you read pages 48–50 in your textbook, complete this diagram by writing

each step of the water cycle in a separate square in the correct sequence.

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After you finish reading the subsection, write a poem aboutthe water cycle that expresses the main ideas in the readingas well as a sense of wonder about how nature works.

Circle the letter of the choice that best completes each sentence.

1. Streams and rivers carry water back to the oceans during

a. evaporation. b. condensation. c. precipitation. d. collection.

2. Water goes from the oceans to the air to the ground and back to theoceans in a process called

a. evaporation. b. the water cycle. c. precipitation. d. collection.

3. When the sun’s heat turns liquid water into water vapor, we call it

a. evaporation. b. the water cycle. c. precipitation. d. collection.

4. The atmosphere holds water in the form of a gas called

a. water vapor. b. evaporation. c. condensation. d. precipitation.

5. Tiny droplets of water come together to form clouds during

a. evaporation. b. condensation. c. precipitation. d. collection.

6. Rain, snow, sleet, and hail are all forms of

a. water vapor. b. evaporation. c. condensation. d. precipitation.


The Water Cycle (pages 48–49)

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Define these academic vocabulary words from this lesson.

Use this term that you studied earlier in a sentence thatreflects the term’s meaning.

As you read, answer the following questions.

1. Why is this information important?

2. Based on this information, what changes might you make in your life?

3. Based on this information, how do you think city dwellers, farmers,and lawmakers should address water issues?



percent

process

atmosphere(Chapter 1, Section 2)

glacier

Water Resources (pages 49–50)

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Write the name of the ocean that lies between the landmasses given.

Pacific Ocean Atlantic Ocean Indian Ocean Arctic Ocean

1. Greenland _______________________________________________ Asia

2. North America ________________________________________ Europe

3. Africa _______________________________________________ Australia

4. Asia ___________________________________________ North America

5. South America __________________________________________ Africa

Use each of these academic vocabulary words from thislesson in a sentence that reflects the word’s meaning.



groundwater

aquifer

survive

major

strait(Chapter 1, Section 4)

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Why is water one of the earth’s most precious resources?


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Climate(Pages 52–59)

Setting a Purpose for Reading Think about these questions as you read:• How does wind contribute to climate?• How is water an important factor in creating climate?

As you read pages 52–59 in your textbook, complete this chart by writing at

least two details that explain how each force contributes to climate.

Sun Wind Water

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As you read the subsection, answer the following questions.

What are the important ideas in this paragraph?________________________

What topic are these ideas related to?________________________________

What are the important ideas in this paragraph?________________________

What topic are these ideas related to?________________________________


weather climate

1. Studies of ______________________________ show highs and lows oftemperatures over 30 years.

2. The changes in the air that occur over a short period are

called _______________________ .

3. You find ______________________________ patterns in the layer ofatmosphere closest to the earth.

4. The long-term pattern of temperatures and precipitation in an area is

its _______________________ .


Paragraph 1

Paragraph 2

Weather and Climate (pages 52–53)

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Circle the letter of the choice closest in meaning to each academic vocabulary word as it is used in the reading.

a. skin b. level c. population d. material

a. a dot b. that is all c. span of time d. recurring

Define this term that you studied earlier.

As you read, restate the steps for the processes below.

How the sun’s warmth spreads around the globe:

1.

2.

3.

How latitude affects climate:

1.

2.


Between what lines of latitude are the Tropics located?


layer

period

precipitation(Chapter 2, Section 1)

The Sun and Climate (pages 53–54)

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Draw and label in their approximate locations the Equator, Tropic of Cancer, and Tropic of Capricorn on the circle to the right that represents Earth.


Use each of these academic vocabulary words in a sentence that shows you understand the term’s meaning.

As you read, fill in the chart below with details about thedifferent kinds of storms.

energy

reverse

Thunderstorms Tornadoes Hurricanes

Match each term with the best description.

____ 1. drought

____ 2. El Niño

____ 3. La Niña

a. weather pattern caused by weak windsfrom the east

b. long period of extreme dryness

c. funnel-shaped windstorm

d. weather pattern caused by strong windsfrom the east

The Wind’s Effect on Climate (pages 54–56)

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a. apartments b. complicatedc. mental condition d. a mixed number

a. not changing b. a fixed numberc. endless d. faithful


1. Where do warm currents tend to move?__________________________

2. What do cold currents carry? Where? ____________________________

3. How does the North Atlantic Current warm western Europe?

4. Why is western Europe warmer than areas of Canada west of the GulfStream?

Define or describe the following key term from this lesson.


complex

constant

current

Ocean Currents (page 56)

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After you read, place the following sentences in order toshow how a rain shadow is formed.

a. The warm winds rise, cool, and lose moisture.

b. The warm, dry air causes a desert climate.

c. Cool, dry air moves over the mountain peaks.

d. Warm, moist winds blow inland toward coastal mountains.

e. Rain or snow falls on the mountains.

f. The dry air warms as it moves down the mountains’ leewardside.


As you read, write the main idea of each subsection.


local wind

rain shadow

Landforms and Climate (pages 56–58)

TheGreenhouse

Effect

Clearing theRain Forests

The Impact of People on Climate (pages 58–59)

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Use each academic vocabulary word from this lesson in asentence that shows that you understand its meaning.


How does wind contribute to climate?

How is water an important factor in creating climate?


greenhouseeffect

rain forest

so-called

release

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Climate Zones andVegetation(Pages 61–68)

Setting a Purpose for Reading Think about this question as you read:• Into what climate zones do geographers divide the world?

As you read pages 61–68 in your textbook, complete this chart by listing the

categories or climate zones, of each climate type. Not all major climate types

have subcategories.

Climate Type Categories

Tropical

Mid-Latitude

High Latitude

Dry

Highland

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After you read, write what you might like or dislike aboutthese two types of tropical climates.


Use this academic vocabulary word from this lesson in asentence that shows you understand its meaning.

Define these terms that you studied earlier.


Tropical RainForest Climate

TropicalSavannaClimate

savanna

distinct

Tropics(Chapter 2, Section 2)

climate(Chapter 2, Section 2)

Tropical Climates (page 62)

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Complete this outline as you read.

I. Marine West Coast Climate

A. __________________________________________________________

B. __________________________________________________________

II. Mediterranean Climate

A. __________________________________________________________

B. __________________________________________________________

III. Humid Continental Climate

A. __________________________________________________________

B. __________________________________________________________

IV. Humid Subtropical Climate

A. __________________________________________________________

B. __________________________________________________________

Match each climate zone with the vegetation found there.

1. marine west coast climate

2. Mediterranean climate

3. humid continental climate

4. humid subtropical climate


a. chaparral, shrubs, and shorttrees

b. deciduous forests and vastgrasslands

c. deciduous and coniferousforests

d. oaks, magnolias, and palms

e. orchids and mahogany trees

Mid-Latitude Climates (pages 63–65)

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Before you read, list the subheadings and write a questionrelated to what you might learn from each subsection. Asyou read, write answers to your questions.

Heading:__________________________________________________________

Question:______________________________________________________

Answer:________________________________________________________

Heading: ________________________________________________________

Question:______________________________________________________

Answer:________________________________________________________

Heading: ________________________________________________________

Question:______________________________________________________

Answer:________________________________________________________




subarctic

tundra

region

area

High Latitude Climates (pages 65–66)

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Use this term that you studied earlier in a sentence thatshow that you understand the term’s meaning.

Skim this selection and then write a short, general description of its content.


Define this academic vocabulary word from this lesson.


plain(Chapter 1, Section 4)

steppe

Dry Climates (page 67)

survive

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Glance quickly over the selection to find the answers tothese questions.

1. What are the temperatures year-round in a highland climate?

2. What is the name for the elevation above which no trees grow?


Into what climate zones do geographers divide the world?


Highland Climate (page 68)

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An Environmental Balance(Pages 69–72)

Setting a Purpose for Reading Think about this question as you read:• How do people’s actions affect the environment?

As you read pages 69–72 in your textbook, complete this diagram by writing at

least two problems that arise with human use of water, land, and air.

Land Water

Human Use of

Air

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Read the first sentence in each paragraph. Then writeyour predictions of what the reading will cover. As youread, revise your predictions as necessary.


Use each of these academic vocabulary words in a sentence that shows that you understand its meaning.

Define each of these terms that you studied earlier.

acid rain

sphere

concentrate

environment(Chapter 1, Section 1)

geography(Chapter 1, Section 1)

glacier(Chapter 1, Section 3)

The Atmosphere (pages 69–70)

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After reading, write a four-sentence summary of the selection.

Use each key term from this lesson in a sentence thatshows that you understand each term’s meaning.

Use each of these academic vocabulary words in a sentence that shows that you understand its meaning.

precipitation(Chapter 2, Section 1)

greenhouseeffect

(Chapter 2, Section 2)

deforestation

crop rotation

remove

The Lithosphere (page 70)

restore


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As you read, list ways that you can help manage watersupplies.

Use each of the key terms from this lesson in a sentencethat shows that you understand its meaning.


Use this term that you studied earlier in a sentence thatshows that you understand the term’s meaning.

conservation

irrigation

pesticide

distribute

chemical

groundwater(Chapter 2, Section 1)

The Hydrosphere (page 71)

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As you read, complete the chart. Then use the chart toreview the reading.

Why Are Ecosystems

Invaded?

Why Should Ecosystems Be

Protected?

Examples of Ecosystems

Requiring Protection:

ecosystem


Use each of these academic vocabulary words from this lesson in a sentence that shows you understand its meaning.


How do people’s actions affect the environment?

The Biosphere (page 72)

emerge

expand

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Understanding Culture(Pages 80-85)

Setting a Purpose for Reading Think about this question as you read:• What do many people of the same culture often share?

As you read pages 80–85 in your textbook, complete this diagram by writing one

of the eight elements of culture and an example of that element from the United

States in each section.

Culture

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What aspects of different cultures are interesting to you?

Why do you think social scientists study cultural traits?

Match each key term with the correct definition.

____ 1. culture

____ 2. ethnic group

____ 3. dialect

____ 4. democracy

____ 5. dictatorship

____ 6. monarchy

Use each of these academic vocabulary words in a sentence that shows you understand each word’s meaning.

a. local form of a language

b. group of people who share a commonhistory, language, religion, and somephysical characteristics

c. government in which a ruler inheritspower to rule

d. government in which a ruler is notresponsible to the people

e. way of life of people who share similarbeliefs and customs

f. people whose race or ethnic origin isdifferent from that of the majority

g. government where power rests withthe people of a nation

element

vary

What Is Culture? (pages 80–83)

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Define this academic vocabulary word that you studiedearlier.

Place a check mark next to the statements that you caninfer from clues in the reading.

____ 1. Early nomads had highly developed societies.

____ 2. Farmers made the river valley civilizations possible.

____ 3. After the Industrial Revolution, people and animals were still the principle producers in some countries.

____ 4. Computers have brought about rapid, worldwide change.

Define these key terms from this lesson.

Identify the continent where each country is located.

1. Iraq ________________________ 2. Egypt ______________________

3. India ______________________ 4. China ______________________


similar(Chapter 1, Section 1)

culturaldiffusion

civilization

cultureregion

Cultural Change (pages 84–85)

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Use each of these academic vocabulary words in a sentencethat shows that you understand each word’s meaning.



What do many people of the same culture often share?

technology

revolution

region(Chapter 1, Section 1)

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Population Patterns(Pages 87-91)

Setting a Purpose for Reading Think about these questions as you read:• Why has the world’s population grown so rapidly in the past 200 years?• Where do the world’s people live?

As you read pages 87–91 in your textbook, complete this chart by writing a

result of each fact listed in the left column.

Fact Result

World population is increasing.

Population is unevenly distributed.

People move from place to place.

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Write a general statement based on the facts in each subsection.

Complete each sentence with one of the terms below.

death rate birthrate famine

1. Better health care and living conditions have decreased

the _____________________________ .

2. Millions may suffer from _______________ if bad weather or war ruinsfood crops.

3. A high ____________ has combined with a low _________________ toincrease populations in Asia, Africa, and Latin America.

4. One reason the ____________________ is high in Asia, Africa, andLatin America is that families traditionally are large because childrenhelp with farming.

Circle the letter of the choice closest in meaning to eachacademic vocabulary word from this lesson.

a. suggestive b. important c. expressive d. symbolic

a. dares b. threats c. tests d. problems


Reasons forPopulation

Growth

Challenges FromPopulation

Growth

significant

challenge

continent(Chapter 1, Section 3)

Population Growth (pages 87–88)

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Write the main idea of each subsection in a circle. Thenwrite a general statement based on these main ideas in the rectangle.


Population

Distribution

Population

Density

Use this key term in a sentence that shows you understandthe term’s meaning.

Write the population per square mile for each country.

populationdensity

Afghanistan

Nepal

Where People Live (pages 88–90)

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Use this academic vocabulary word in a sentence thatshows you understand its meaning.

Define these academic vocabulary words that you studiedearlier.

Use information from this lesson to write an appeal foraid to refugees.

Match each term with the correct definition.

1. urbanization

2. emigrate

3. refugee

Circle the letter of the choice closest in meaning to the academic vocabulary word from this lesson.

a. example b. particular c. occasion d. moment

assume

survive(Chapter 2, Section 1)

resource(Chapter 1, Section 1)

a. person who flees to another countryto escape persecution or disaster

b. leave the country of birth to move toanother country

c. movement to cities

d. rural population

instance

Population Movement (pages 90–91)

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Why has the world’s population grown so rapidly in the past 200 years?

Where do the world’s people live?


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Resources and World Trade(Pages 92-96)

Setting a Purpose for Reading Think about these questions as you read:• Which resources are limited?• How does trade benefit countries?

As you read pages 92–96 in your textbook, complete this chart by writing the

names of different resources and how they are used.

Resource Use

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1. Does the reading give enough detail about the efficient use of renew-

able resources? Explain.________________________________________

2. Does the reading make clear why some resources are nonrenewable?

Explain.______________________________________________________

3. Does the reading give a balanced view of the dangers and benefits of

nuclear energy? Explain.________________________________________

Define these key terms from this lesson.


naturalresource

renewableresource

nonrenewableresource

generate

Natural Resources (pages 92–93)

dispose

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Match each economic system with its identifying traits.You may have more than one correct match for each typeof economic system.

____ 1. traditional economy

____ 2. command economy

____ 3. market economy

____ 4. mixed economy

Use this key term in a sentence that shows that you understand the term’s meaning.


a. economic system of most nations

b. government makes all economic decisions

c. based on customs handed downfrom generation to generation

d. decisions are made by individualsand government

e. individuals and businesses makeall of their own decisions

f. also called communism

g. may include barter instead ofmoney

h. another name for capitalism

economicsystem

generation

regulate

Economic Systems (pages 93–94)

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As you read, write several questions, along with theiranswers, related to the selection.

Complete each statement by circling the letter of the correct key term.

1. Parts of Guinea-Bissau (a. export b. import) cashew nuts.

2. A (a. tariff b. quota) on cars taxes imported cars.

3. Governments often create (a. tariffs b. quotas) to persuade people tobuy products made in their own country.

4. A government sometimes puts a (a. tariff b. quota) on how manyitems can be (a. exported b. imported) from a particular country.

5. Removing trade barriers is called (a. free trade b. fair trade).

Circle the country that is NOT a part of the NorthAmerican Free Trade Agreement (NAFTA).

Brazil Mexico United States Canada


Question and Answer

Question and Answer

Question and Answer

World Trade (pages 94–96)

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Use the context of each sentence to determine the meaningof the academic vocabulary word from this lesson. Writethe meaning on the lines provided.

The competition for resources may also lead to conflict, or fighting.

Countries try to focus, or concentrate, on the economic activities bestsuited to their resources.

Complete the web below by writing the names of developedareas in the circles.

Developed Areas

Write D for developed country or U for developing countryon the line next to each country.

____ 1. Japan ____ 3. Taiwan ____ 5. Australia

____ 2. China ____ 4. South Korea ____ 6. Germany

Differences in Development (page 96)

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Circle the letter of the synonym closest in meaning to eachof the following academic vocabulary words from this lesson.

a. invent b. produce

a. thrifty use of resources b. a country’s finances


Which resources are limited?

How does trade benefit countries?

create

economy

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Technology “Shrinks” theWorld(Pages 97–100)

Setting a Purpose for Reading Think about this question as you read:• How has technology brought the world’s people closer together?

As you read pages 97–100 in your textbook, complete this diagram. On the

spokes, list reasons why the world may seem to be getting smaller.

Shrinking

World

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As you read, answer the questions below to check yourunderstanding.

1. What kind of technology arose in the first civilizations?

2. What kinds of transportation technology used today have resulted in a

shrinking world?______________________________________________

3. What two important inventions made the Internet possible?

Define the following term from this lesson.

Use these academic vocabulary words from this lessonand their noun forms to complete the sentences.

transport transportation

1. Jets ___________________________ people across oceans.

2. The bullet train is a new form of ___________________________.

communicate communication

3. Satellites contribute to improved ___________________________.

4. Many people ___________________________ with cell phones.

Internet

Effects of Technology (pages 97–98)

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civilization(Chapter 3, Section 1)

continent(Chapter 1, Section 3)

Define each of these key terms that you studied earlier.

As you read, look for clue words that signal a sequence of steps. Then write the steps you should take to activelyparticipate in our changing world.

Complete each sentence with a key term from the list.

rights responsibilities interdependence globalization

1. ________________________ exists when countries depend on oneanother for goods, raw materials, and markets.

2. There are certain duties, or _____________________________ , thatyou owe to other citizens and your government.

3. The development of a world culture with an interdependent economy

is called ________________________ .

4. The law guarantees citizens certain ________________________ .

5. Some people fear that ________________________ might weaken orerase the traditions of small culture groups.

Globalization (pages 99–100)

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Use each of these key terms that you studied earlier in asentence that shows you understand each term’s meaning.


How has technology brought the world’s people closer together?

benefit

unique

developingcountries


culture(Chapter 3, Section 1)


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.Chapter 4, Section 1

Classical Greece and Rome(Pages 128–131)

Setting a Purpose for Reading Think about these questions as you read:• What contributions did ancient Greece make to Western culture?• How did ancient Rome contribute to Western civilization?

As you read pages 128–131 in your textbook, complete this chart by writing

one fact you already know about each category in the “Knew” column and one

fact you have learned from the reading about each category in the “Learned”

column.

Knew

Greece

Rome

Roman Law

Christianity

Category Learned

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Quickly scan the reading to find answers to these questions.

1. Who could vote in ancient Athens? ______________________________

2. Why did Athens and Sparta unite? ______________________________

3. Who spread Greek culture everywhere he invaded? ________________

Define or describe the key terms from this lesson.

Briefly describe the following places.


democracy

polis

Classical

Athens

Sparta

philosophy

The Golden Age of Greece (pages 128–129)

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Circle the letter of the definition that best fits the use of theterm in this lesson.

a. suggestive b. symbolic c. important d. large

Read the first paragraph and then write your predictionof what happened to the city that Romulus and Remusfounded. Revise your prediction if needed.

Prediction:________________________________________________________

Revision:________________________________________________________



significant(Chapter 3, Section 2)

drama

trace

republic

consul

The Rise of Rome (page 130)


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Use these academic vocabulary words from this lesson insentences that reflect the words’ meanings.


As you read the first two paragraphs, look for answers to the questions who, what, where, when, why, and how?Then combine your answers in a summary on the linesbelow.

evolve

founded

dominate


guarantee

From Republic to Empire (pages 130–131)

The Rise of Rome (page 68)


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For each academic vocabulary word, circle the definitionthat best fits the use of the word in this lesson.

a. teach b. make a member c. start d. introduce to

a. look forward b. extend c. throw d. work

Use each of these terms that you studied earlier in a sentence that shows you understand each term’s meaning.


What contributions did ancient Greece make to Western culture?

How did ancient Rome contribute to Western civilization?

project

initiate

emperor

channel(Chapter 1, Section 4)

period(Chapter 2, Section 2)


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Medieval Europe(Pages 133–136)

Setting a Purpose for Reading Think about these questions as you read:• How did Christianity spread during the Middle Ages?• Why did the power of kings grow during the Middle Ages?

As you read pages 133–136 in your textbook, complete this chart by filling in

the chief duty or role of each of these members of society.

Lord

Vassal

Guild Member

Apprentice

Serf

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After you have read the selection, describe what you knowabout the relations between Christians, Muslims, and Jewstoday. How might these relations have been affected byevents in the Middle Ages?


Use each of these academic vocabulary words from thislesson in a sentence that shows you understand eachword’s meaning.



derive

missionary

pope

devote

The Rise of Christianity (pages 133–134)

emperor(Chapter 4, Section 1)

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foundation

common law

Complete this time line of important events that occurredbefore and during the Holy Roman Empire. Above eachdate write the event that took place. Later, use the time lineto review the lesson.

A. D. 700 A. D. 771 A. D. 800 A. D. 814

Define or describe the key term from this lesson.

Use this academic vocabulary word from this lesson in asentence that shows you understand the word’s meaning.

Define this key term that you studied earlier.

generation(Chapter 3, Section 3)

The Holy Roman Empire (page 134)

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As you read, answer the following questions about issuesthat relate to both medieval and present-day society.

1. Why do people give up freedoms to serve another?__________________

2. Why do communities become isolated from one another?____________

3. How do people who go from place to place differ from those who

stay close to home? ____________________________________________




feudalism

vassal

manor

estate

serf

Medieval Society (page 135)

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task

emerge(Chapter 2, Section 4)


As you read, infer answers to the following questions.

1. Where were the guilds sending their manufactured goods?

2. How did trade and manufacturing help towns become cities?

3. How might the support of the townspeople be useful to kings intimes of war?


The Growth of Cities (page 136)

charter

guild


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a. permit b. give c. yield d. acknowledge

a. weaken b. refuse c. slope d. pass on

Define these academic vocabulary words that you studiedearlier.


How did Christianity spread during the Middle Ages?

Why did the power of kings grow during the Middle Ages?

grant

decline

document(Chapter 1, Section 1)

economy(Chapter 3, Section 3)


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From Renaissance toRevolution(Pages 137–141)

Setting a Purpose for Reading Think about these questions as you read:• Why was the study of art and science renewed after the Middle Ages?• How did education change in the period following the Middle Ages?

As you read pages 137–141 in your textbook, complete this time line by adding

the following events in the correct order as you read.

• Protestant Reformation

• Age of Exploration

• American Revolution

• Renaissance

• French Revolution

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As you read, notice details about these features of theRenaissance: humanism, artists, and writers. Then make ageneral statement, or conclusion, about each one based onthe details.

Define or describe these academic vocabulary words.

Use each of these key terms that you studied earlier in asentence that reflects the term’s meaning.

writers

artists

humanism

appreciate

image

feudalism(Chapter 4, Section 2)


The Renaissance (pages 137–138)

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As you read, analyze how the writer organizes the information in the lesson. Then briefly identify the topicsof the first, second, and third paragraphs.

Paragraph 1: ________________________________________________________

Paragraph 2: ______________________________________________________

Paragraph 3: ______________________________________________________



a. do or perform b. refer to a committee

c. confine d. pledge

a. try b. look for

c. ask about d. hope for


indulgence

commit

seek

challenge(Chapter 3, Section 2)

The Protestant Reformation (pages 138–139)

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As you read, imagine writing a book about the 1400s. Thenon the lines below, suggest a title, subtitle, and illustrationfor the front of the book cover and quotes from reviewersfor the back.

Use this academic vocabulary word from this lesson in asentence that shows that you understand its meaning.

As you read, look for descriptions of the beliefs of John Locke and Jean Jacques Rousseau. Then answer the following questions.

1. Does the text present their beliefs as facts? How do you know?

2. Do you agree with their beliefs? Why or why not?__________________

Define the following key terms from this lesson.


route

The Age of Revolution (pages 140–141)

revolution

The Age of Exploration (page 139)


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Use this academic vocabulary word from this lesson in asentence that reflects the word’s meaning.



Why was the study of art and science renewed after the Middle Ages?

How did education change in the period following the Middle Ages?

divine right of kings

react



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The Modern Era Emerges(Pages 148–151)

Setting a Purpose for Reading Think about these questions as you read:• Why did industrialization create a higher standard of living?• How did industrialization contribute to increased tension in the world?

As you read pages 148–151 in your textbook, complete this chart by writing

three statements of fact in the Fact column and how you feel about each fact in

the Opinion column.

Fact Opinion

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As you read, make certain you understand the chain of causes and effects in the lesson by completing the following diagram.

textiles

humanresources

productivity

cottageindustry

Farmers reliedmore onmachines.

Industry hadplenty of people towork in factories.


Use the academic vocabulary word from this lesson in asentence that reflects the word’s meaning.

method

A Rapidly Changing World (pages 148–149)

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Use these terms that you studied earlier to complete thesentences below.

natural resource (Chapter 3, Section 3) import (Chapter 3, Section 3)

transportation (Chapter 3, Section 4)

1. British textile mills had to ________________________ cotton.

2. Coal is a ________________________ that was in ready supply duringthe Industrial Revolution.

As you read, ask yourself what ideas from this lesson areimportant and why. Write your questions and answers inthe spaces below.

Question:________________________________________________________

Answer:__________________________________________________________

Question:________________________________________________________

Answer:__________________________________________________________

Question:________________________________________________________

Answer:__________________________________________________________



union

strike

Changing Lifestyles (page 149)

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As you read, form an opinion about the way the IndustrialRevolution changed warfare. Then draw a picture andwrite a caption that expresses your opinion.

imperialism

dominate(Chapter 4, Section 1)

communism


Rivalry Between Nations (pages 150–151)


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Circle the definition that best fits the use of these vocabu-lary words in the lesson.

a. invented b. caused

c. fashioned d. crafted

a. rapid change b. move in a circle

c. rotate on an axis d. government overthrow


Why did industrialization create a higher standard of living?

How did industrialization contribute to increased tension in the world?

created(Chapter 3, Section 3)

genocide

Holocaust

revolution(Chapter 4, Section 3)


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A Divided Continent(Pages 153–157)

Setting a Purpose for Reading Think about these questions as you read:• How did the United States help bring democracy to European nations

after World War II?• How did the Soviet Union bring communism to European nations?

As you read pages 153–157 in your textbook, complete this time line by filling in

an event for each year.

1948

1955

1961

1985

1989

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As you read, answer the following questions to check yourcomprehension.

1. Why was the period after 1950 especially dangerous?

2. What did the Marshall Plan pay for?

3. How did the Marshall Plan affect Western European countries?




Cold War

nuclearweapon

enormous

goal

The Cold War (pages 153–154)

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As you read, number these events in the order that theyoccurred.

a. The North Atlantic Treaty Organization is formed.

____ b. Spain, Portugal, and Greece join what is now known as theEuropean Union.

____ c. The European Coal and Steel Community becomes theCommon Market.

____ d. The United States offers military aid to countries fighting communism.



deterrence

economy(Chapter 3, Section 3)

trigger

Western Europe Cooperates (pages 154–155)

cooperate

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union (Chapter 5, Section 1) free trade (Chapter 3, Section 3)

tariff (Chapter 3, Section 3) revolution (Chapter 4, Section 3)

1. ______________________ involves ending ______________________ ,which block trade.

2. The Benelux trade ___________________________ was designed to move money, people, and goods more freely among its membernations.

As you read, determine the main idea of the lesson andwrite it in the spaces below.




satellitenation

Soviets Control Eastern Europe (page 155)

mutual

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As you read, identify how you feel about each of the following events.

Fair Unfair but UnfairNecessary

1. Berlin was divided among four nations.

2. The United States, Great Britain, and France united their occupation zones.

3. The Soviets blockaded land and water traffic into western Berlin.

4. The United States and Great Britain carried supplies into West Berlin by airplane.

5. The East German government built the Berlin Wall to prevent its citizens from fleeing.

Define or describe the following key terms from the lesson.

benefit(Chapter 3, Section 4)

neutral

blockade

A Clash in Berlin (pages 155–156)

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Use these academic vocabulary words from this lesson tocomplete the following sentences.

occupied located symbol

1. The bald eagle is a ___________________________ of the UnitedStates.

2. Great Britain is ___________________________ west of France.


As you read, complete the outline below with supportingdetails.

I. During the Cold War

A. Soviets spend large sums of money

1. ________________________________________________________

2. ________________________________________________________

B. Soviets fall behind Americans and Western Europeans

II. Mikhail Gorbachev becomes Soviet leader

A. Gorbachev introduces reforms

1. ________________________________________________________

2. ________________________________________________________


conflict(Chapter 3, Section 3)

airlift

Freedom for Eastern Europe (pages 156–157)

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B. Satellite nations demand freedom

1. ________________________________________________________

2. ________________________________________________________

3. ________________________________________________________

Use this academic vocabulary word from this lesson in asentence that shows that you understand its meaning.


ethnic


republic(Chapter 4, Section 1)


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Now that you have read the section, write the answers tothe questions that are included in Setting a Purpose forReading at the beginning of the lesson.

How did the United States help bring democracy to European nationsafter World War II?

How did the Soviet Union bring communism to European nations?


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Moving Toward Unity(Pages 158–160)

Setting a Purpose for Reading Think about this question as you read:• What challenges face the new Europe?

As you read pages 158–160 in your textbook, complete this chart by writing one

key fact about each topic.

European Union

NATO

Chunnel

Pollution

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Look at the title, pictures, captions, and reading checkquestion in the subsection. Then describe one differencebetween old Europe and new Europe.


Use each of these academic vocabulary words from this lesson in a sentence that shows that you understand themeaning of each.



nuclear

euro

invest

communism(Chapter 5, Section 1)

technology(Chapter 3, Section 1)

The New Europe (pages 158–160)


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Read the title and heading and quickly look over the lesson. Then write a general description of the topic of the lesson.



environment (Chapter 1, Section 1) regions (Chapter 1, Section 1)

major (Chapter 2, Section 1)

1. The Seine and Loire are ___________________________ rivers inFrance.

2. Some ___________________________ of Europe are more pollutedthan others.

3. Saving the _______________________ is a _______________________challenge for Europeans.


What challenges face the new Europe?

Facing the Region’s Challenges (page 160)

income


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The British Isles(Pages 174–177)

Setting a Purpose for Reading Think about these questions as you read:• How large are the United Kingdom and Ireland? • How have the British and Irish influenced the rest of the world?

As you read pages 174–177 in your textbook, complete this diagram by filling in

the names of the four regions that make up the United Kingdom and one fact

about each. Complete the second diagram about Ireland.

United

Kingdom

Ireland

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Answer these questions as you read.

1. What are the four regions of the United Kingdom?__________________

2. How does the land in Northern Ireland differ from the land in north-

ern England, Scotland, and Wales?________________________________

3. Which industries employ most of the country’s people?_____________

4. Why must the United Kingdom import one-third of its food?

5. Who chooses the prime minister?________________________________

6. To which religion do most people in the United Kingdom belong?


moor

parliamentarydemocracy

constitutionalmonarchy

The United Kingdom (pages 174–176)

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Define this academic vocabulary word from the lesson.



England

Scotland

Wales

London

UnitedKingdom

physical


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As you read, fill in the chart with details that will help youreview later.

Landforms Products Important Datesand Events

Important People




peat

The Republicof Ireland

conflict

bog

Dublin

economy

The Republic of Ireland (pages 176–177)


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How large are the United Kingdom and Ireland?

How have the British and Irish influenced the rest of the world?


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France and the BeneluxCountries(Pages 179–182)

Setting a Purpose for Reading Think about these questions as you read:• Why is France an important cultural and agricultural center? • What makes the Benelux countries a manufacturing center of Europe?

As you read pages 179–182 in your textbook, complete this diagram by listing

two countries that have major products in these categories. List the two products

for each country.

Agriculture

Manufacturing

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After you read each of the selection’s subsections—“France,” “France’s Economy,” and “The French People”—write a sentence that states its main idea.

1.

2.

3.




Paris

navigable

France

Seine

Loire

France (pages 179–181)

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As you read the information about the Benelux countries,write a general statement about each country’s most valuable resource(s).

1.

2.

3.


network

trace

republic(Chapter 4, Section 1)

polder

multinationalcompany

The Benelux Countries (pages 181–182)

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Define this academic vocabulary word from the lesson.



vehicle

Belgium

multilingual

Brussels

Amsterdam

TheNetherlands

Luxembourg

export(Chapter 3, Section 3)


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Why is France an important cultural and agricultural center?

What makes the Benelux countries a manufacturing center of Europe?


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Germany and the AlpineCountries(Pages 184–187)

Setting a Purpose for Reading Think about these questions as you read:• What makes Germany, Switzerland, and Austria so scenic? • Why are the economies of Germany and the Alpine countries prosperous?

As you read pages 184–187 in your textbook, write facts that are true for each

country below its name in the diagram.Write facts that are true for all three

countries where the ovals overlap.

Germany

Switzerland Austria

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Answer these questions as you read.

1. Would you like to visit Germany? Why or why not?__________________

2. How do you feel about acid rain destroying the Black Forest? Explain.



reunification

autobahn

federalrepublic

Danube River

Rhine River

Berlin

Germany (pages 184–186)

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Use the term that you studied earlier in a sentence thatreflects the term’s meaning.

As you read, write a sentence that states the main idea ofeach paragraph and one that gives supporting details.Then combine the sentences and add transition words tocreate a summary.


Hamburg

transport

challenge

navigable(Chapter 6, Section 2)

The Alpine Countries (pages 186–187)

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Rhône

Bern

Zurich

Vienna

route

neutrality

continentaldivide

Alps

Geneva


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What makes Germany, Switzerland, and Austria so scenic?

Why are the economies of Germany and the Alpine countries prosperous?

stable

plateau (Chapter 1, Section 4)


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The Nordic Nations(Pages 188-191)

Setting a Purpose for Reading Think about these questions as you read:• How do Nordic people make their living? • Why do people in the Nordic countries have a high standard of living?

As you read pages 188–191 in your textbook, create a chart like this one for

each of the following countries: Norway, Sweden, Finland, Denmark, and Iceland.

Fill in at least two key facts about the (1) land, (2) the economy, and (3) the

people.

(1)Country

(2)

(3)

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On the chart below, write headings that indicate the kind ofinformation you expect to find in the reading. Use theReason to Read and Main Idea activities to help you withthe headings. The first one has been done for you. Then asyou read, write details from the text under the correctheadings.


Geography


Briefly describe the following place.


fjord

plus

debate

Oslo

Norway (pages 188–189)

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As you read, infer the answer to the following question.

Why are immigrants attracted to Sweden? ____________________________




glacier(Chapter 1, Section 3)

parliamentarydemocracy


welfare state

resource

percent

Stockholm

Sweden (pages 189–190)

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As you read, look for answers to the first two questions,and then use them to answer the third question.

1. Why are Finland’s forests important? ____________________________

2. How has Helsinki preserved its small-town atmosphere?

3. Does the reading suggest that wilderness is important to Finns? Explain.



constitutionalmonarchy


sauna

Finland (page 190)

heavy industry

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Define the following academic vocabulary word from thislesson.

Quickly look over the entire selection to get a general ideaabout the reading. Then briefly describe what the selectionis about on the lines below.



geyser

geothermalenergy

Copenhagen

relax

Helsinki

Denmark and Iceland (pages 190–191)


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How do Nordic people make their living?

Why do people in the Nordic countries have a high standard of living?

Reykjavík

link

environment

peninsula(Chapter 1, Section 4)

fault(Chapter 1, Section 3)


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Southern Europe(Pages 192–196)

Setting a Purpose for Reading Think about this question as you read:• How has the sea affected southern European countries?

As you read pages 192–196 in your textbook, create a chart like this one for

each of the following countries: Spain, Portugal, Italy, and Greece. Fill in at least

one key fact about the country for each category listed.

Country

Land

Economy

Government

People

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Look at the headings and write a question about each one.Find answers to your questions as you read. Revise yourquestion if the answer is not found in the reading.

Heading: The Iberian Peninsula

Question:________________________________________________________

Heading: Growing Economies

Question:________________________________________________________

Heading: Democratic Governments

Question:________________________________________________________

Heading: Spanish and Portuguese Cultures

Question:________________________________________________________




dry farming

IberianPeninsula

Pyrenees

The Iberian Peninsula (pages 192–194)

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Glance quickly over the reading to find answers to the following questions.

1. Describe Italy’s climate. ________________________________________

2. What is unique about Venice?____________________________________

Lisbon

Barcelona

Madrid

accompany

tradition

irrigation(Chapter 2, Section 4)

Italy (pages 194–195)

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3. What kind of government does Italy have? ________________________

4. What is Italy’s basic dish? ______________________________________

Define the following key terms from this lesson.




sirocco

San Marino

Vatican City

Venice

Rome

design

coalitiongovernment

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Use information in the reading to write a brief paragraphurging investors to buy real estate in Greece.


earthquakes(Chapter 1, Section 3)

Crete

Athens

BalkanPeninsula

Greece (pages 195–196)


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Define the following academic vocabulary word from thislesson.


How has the sea affected southern European countries?

isolate


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Poland and the BalticRepublics(Pages 202–205)

Setting a Purpose for Reading Think about these questions as you read:• What political changes has Poland undergone?• How have the Baltic Republics changed economically?

As you read pages 202–205 in your textbook, complete this chart by writing one

fact each about the people of Poland and the Baltic Republics.

Country People

Poland

Estonia

Latvia

Lithuania

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Quickly scan the lesson to find the answers to the followingquestions. Write your answers below.

1. How do winters in western and eastern Poland differ?

2. Where in Poland do most mining and manufacturing take place?

3. When did Poland join the European Union?


Briefly describe the following places and landform.

acid rain

communiststate

bog

pope

Poland

Poland (pages 202–205)

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Use each of these academic vocabulary words from this lesson in a sentence that reflects the word’s meaning.


distinct (Chapter 2, Section 3) chemicals (Chapter 1, Section 3)

ethnic (Chapter 5, Section 2)

parliamentary democracy (Chapter 6, Section 1)

1. ________________________ Poles have a ________________________culture.

2. Environmental engineers depend on ___________________________such as chlorine to remove bacteria from waste water.

Gdansk

CarpathianMountains

Warsaw

target

job

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Look at the title, picture, caption, and Reading Check question for the subsection. Then predict what the lessonwill be about in the spaces below.


Use each of these terms that you studied earlier in a sentence that shows that you understand the meaning of each.

Lithuania

Latvia

Estonia

Baltic Sea

located(Chapter 5, Section 2)

republics(Chapter 4, Section 1)

The Baltic Republics (page 205)


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What political changes has Poland undergone?

How have the Baltic Republics changed economically?


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Hungarians, Czechs, andSlovaks(Pages 206–209)

Setting a Purpose for Reading Think about these questions as you read:• Why is Hungary changing to a free market economy?• How are the Czech Republic and Slovakia changing their economies?

As you read pages 206–209 in your textbook, complete the chart below by

filling in facts about the past and present of Hungary, the Czech Republic, and

Slovakia.

Country Past Present

Hungary

Czech Republic

Slovakia

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As you read, ask yourself the questions who, what, where,when, why, and how. Combine the answers into a briefsummary of the lesson.


Briefly describe the following places and feature.

Hungary

nomad

landlocked

Danube River

Budapest

Hungary—Land of the Magyars (pages 206–207)

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Circle the letter of the definition that best fits the use ofthis academic vocabulary word in this lesson.

a. husband and wife b. teammates

c. co-rulers d. business associates


As you read, look for facts that you find interesting. Writetwo of them below, and explain why they interest you.

Define or describe the following key term from the lesson.

plains(Chapter 1, Section 4)

naturalresources


link(Chapter 6, Section 4)

partners

spa

The Czech Republic (page 208)


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textiles (Chapter 5, Section 1)

environment (Chapter 1, Section 1)

nuclear (Chapter 5, Section 3)

parliamentary democracy (Chapter 6, Section 1)

1. Czechs believe using ___________________________ energy is better

for the ___________________________ than burning fossil fuels.

2. Today, the Czech government is a ___________________________ .

Prague

CzechRepublic

energy

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As you read, look for a name or description of a product,industry, place, or feature of Slovakia or the Slovakianpeople that begins with each of the letters shown below.Draw a chart similar to this one and use it to list thenames and descriptions under the correct letter. Use thechart to review the lesson.

Slovakia

privatize

Bratislava

transfers

A B C D F G H

I L M N O P R

S T U V W Z



Circle the definition that best fits the use of this academicvocabulary word in this lesson.

a. bus tickets b. sends to

c. T-shirt decorations d. changes possession

Slovakia (page 209)


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Use the term that you studied earlier in a sentence thatreflects the term’s meaning.


Why is Hungary changing to a free market economy?

How are the Czech Republic and Slovakia changing their economies?

technology(Chapter 3, Section 1)


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Rebuilding the BalkanCountries(Pages 211–215)

Setting a Purpose for Reading Think about these questions as you read:• What ethnic conflicts have occurred in the Balkans?• Why have the Balkans suffered economic setbacks?

As you read pages 211–215 in your textbook, create and complete a cause-and-

effect diagram for each of the eight Balkan countries that you study. Select an

event that occurred in each country.Write the cause in the left box and then

write the effect in the right box.

Cause Effect

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As you read, decide which of the following generalizationscan be supported by details from the lesson. Then write thenumber of the generalization along with a supportingdetail on the lines below.

1. All a successful economy needs is abundant resources.

2. Businesses must spend money to make money.

3. Distinct heritages isolate ethnic groups from one another.



Use the term that you studied earlier in a sentence thatshows that you understand the term’s meaning.

consumergoods

Romania

Bucharest

plateau(Chapter 1, Section 4)

Romania (pages 211–212)

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Based on the reading, make an inference, or draw a conclusion, related to Bulgaria’s geography and the differences in languages and alphabets of Bulgaria andRomania. Write your inference in the spaces below.



Bulgaria

Sofia

created(Chapter 3, Section 3)

similar(Chapter 1, Section 1)

Bulgaria (page 212)

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After you have read, draw a conclusion about the problemsthat can occur when ethnic groups are split among a number of neighboring countries. Write your conclusionand details to support it in the spaces below.

Conclusion:______________________________________________________

Supporting Details: ________________________________________________



ethniccleansing

refugee

mosque

Zagreb

Sarajevo

Belgrade

Former Yugoslav Republics (pages 213–214)

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Use these terms that you studied earlier to complete thesentences below. You may use an answer more than once.

union (Chapter 5, Section 1) emerged (Chapter 2, Section 4)

1. Serbia and Montenegro may end their ___________________________

in 2006.

2. The United States ___________________________ out of the

___________________________ of thirteen separate colonies.

As you read, analyze the lesson to determine reasons bothfor and against living in Albania. Write the reasons in thespaces below.

reluctant

Kosovo

Skopje

Albania (page 215)


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What ethnic conflicts have occurred in the Balkans?

Why have the Balkans suffered economic setbacks?

Tirana

Albania

occurred(Chapter 1, Section 2)


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Ukraine, Belarus, andMoldova(Pages 217–220)

Setting a Purpose for Reading Think about these questions as you read:• How have ties to Russia affected the economy of Belarus?• How have ties to Russia affected people in Ukraine and Moldova

historically and recently?

As you read pages 217–220 in your textbook, complete the diagram by listing at

least one fact about the Soviet Union’s effect on each country.

Soviet Union’s

effect on

Ukraine Moldova

Belarus

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As you read, imagine a mystery novel set in Ukraine. In thespaces below, use information from the lesson to write themystery’s first paragraph, which describes the setting ofthe story.



steppe

Ukraine

Dnieper River

CrimeanPeninsula

Kiev

Ukraine (pages 217–219)

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Use each of these terms that you studied earlier in a sentence that shows that you understand the meaning ofeach.

As you read, determine what else you would like to knowabout Belarus and Moldova. Write three or four questionsabout the countries that are not answered in the lesson.

Define the following key term from the lesson.


decline(Chapter 4, Section 2)


navigable(Chapter 6, Section 2)

potash

Belarus

Belarus and Moldova (pages 219–220)


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How have ties to Russia affected the economy of Belarus?

How have ties to Russia affected people in Ukraine and Moldova historically and recently?

Chisinau

Moldova

Minsk


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A Vast Land(Pages 238–242)

Setting a Purpose for Reading Think about these questions as you read:• How large is Russia?• Why is Russia’s climate so cold?

As you read pages 238–242 in your textbook, complete this chart by writing a

specific name for each type of physical feature listed.

Russia

Plains

Mountains

Rivers

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As you read, identify the climates in each part of Russialisted in the chart below.

UralMountains

southwestern part of Russia western part of Russia

eastern part of Russia coastline along the Arctic Ocean

Briefly describe the following feature.


continent (Chapter 1, Section 3) peninsula (Chapter 1, Section 4)

humid continental climate (Chapter 2, Section 3)

contrast (Chapter 1, Section 4)

1. Places with a ________________________ have warm, rainy summers.

2. The Chukchi ______________________ is separated from the NorthAmerican continent by only 50 miles.

3. There is a marked ___________________________ between the tundraand western Russia.

As you read, ask yourself questions about the informationfrom the lesson. Write your questions and the answers tothem on the lines below.

Question:________________________________________________________

Answer:__________________________________________________________

European Russia (pages 239–240)

Russia’s Climate (pages 238–239)

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Question:________________________________________________________

Answer:__________________________________________________________

Define the following key term from this lesson.

Use each of these terms that you studied earlier in a sentence that reflects the term’s meaning.

As you read, visualize a tundra or a taiga and draw yourmental picture in the box below. Add a descriptive sentenceor two after you have completed the sketch.


steppe

physical(Chapter 6, Section 1)

erosion(Chapter 1, Section 3)

East of the Urals (pages 240–241)

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Briefly describe the following places or features.


taiga

permafrost

tundra

layer(Chapter 1, Section 3)

Siberia

KamchatkaPeninsula

plateau(Chapter 1, Section 4)


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As you read, check your understanding by asking yourself,“What is the main idea of this paragraph?” Write youranswers in the chart below.

Paragraph 1 Paragraph 2

Paragraph 3 Paragraph 4

Match each of these terms that you studied earlier with itscorrect definition.

____ 1. trace (Chapter 4, Section 1)

____ 2. job (Chapter 7, Section 1)

____ 3. issue (Chapter 1, Section 1)

____ 4. transport (Chapter 3, Section 4)


How large is Russia?

Why is Russia’s climate so cold?

a. follow the development

b. do piecework

c. carry from one place toanother

d. problem or challenge

e. position of employment

Inland Water Areas (pages 241–242)


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A Troubled History(Pages 244–249)

Setting a Purpose for Reading Think about these questions as you read:• Who were some harsh Russian rulers?• Why has Russia had violent uprisings?

As you read pages 244–249 in your textbook, complete this chart by listing three

main czars and important facts to remember about each one.

Czar Importance

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As you read, arrange the following events on the time linebelow.

a. Peter the Great builds St. Petersburg.

b. Alexander II frees the serfs.

c. Mongols conquer Kiev.

d. Ivan the Terrible uses secret police.

e. Napoleon invades Russia.

f. Early Slavs develop Kievan Rus.


czar

serf

industrialize

Kiev

expand(Chapter 1, Section 3)

Early Russia (pages 244–247)

800 1000 1200 1400 1600 1800 2000

1. _______ 2. _______ 3. _______ 5. _______



Use each of these terms that you studied earlier in a sentence that shows that you understand the meaning ofeach.

4. _______

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Cold War

ethnic(Chapter 5, Section 2)

communiststate

As you read, use each heading to identify the main idea ofthe paragraphs.

1. The Russian Revolution ________________________________________

2. Growth of Soviet Power ________________________________________

3. Superpowers Wage the Cold War__________________________________

4. Soviet Collapse________________________________________________


The Soviet Era (pages 247–249)

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Use each of the academic vocabulary words from this lesson in a sentence that reflects the word’s meaning.


communism (Chapter 5, Section 1) issues (Chapter 1, Section 1)

satellite nation (Chapter 5, Section 2) conflict (Chapter 3, Section 3)

consumer goods (Chapter 7, Section 3)

1. After World War II, each ___________________________ of the Soviet

Union had ________________________ as its form of government.

2. ___________________________ among ethnic groups hastened the

collapse of the Soviet Union.

3. The Soviet Union produced mainly military goods, which resulted in a

shortage of _________________________ .


item

free enterprise

system

perestroika

collapse

glasnost


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Who were some harsh Russian rulers?

Why has Russia had violent uprisings?


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From Communism to FreeEnterprise(Pages 258–262)

Setting a Purpose for Reading Think about these questions as you read:• What are Russia’s resources?• How are Russians adjusting to a new economic system?

As you read pages 258–262 in your textbook, complete this chart by listing two

facts about the economy of each region.

Region Facts

Moscow

Port Cities

Siberia

Volga and Urals

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consumergoods


As you read, check the changes mentioned in the lessonthat you personally would find most difficult.

____ 1. Choosing your own career after years of the governmentassigning careers

____ 2. Opening your own business after years of working for thegovernment

____ 3. Losing your job after years of being employed

____ 4. Paying higher prices for food and clothing

____ 5. Standing in long lines to receive government giveaways


Use the academic vocabulary word from this lesson, andits noun form, to complete the sentences.

compute computer

1. You need basic math skills to ______________________________ yourmonthly expenses.

2. A _______________________________ can store, process, and retrieve figures for your budget.


free marketeconomy

focus(Chapter 3, Section 3)

Difficult Changes in Russia (pages 258–260)

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As you read, complete the outline below.

I. The Moscow Region

A. Heavy industry

B._________________________________________________________

C._________________________________________________________

D._________________________________________________________

II. Port cities

A._________________________________________________________

B._________________________________________________________

C. Murmansk

D._________________________________________________________

III. Siberia

A._________________________________________________________

B. Oil and natural gas

C._________________________________________________________

IV. Volga River

A. River traffic

B._________________________________________________________

C._________________________________________________________



Russia’s Economic Regions (pages 260–261)

heavyindustry

lightindustry

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Use the academic vocabulary words from this lesson, andtheir noun forms, to complete the sentences.

equip equipment eliminate elimination

1. The closing of mines will ______________________ the need for

mining ______________________ .

2. After the ______________________ of communism, people in satellite

nations had to ______________________ themselves with neweconomic skills.

Match the terms that you studied earlier with the correctdefinition.

1. emerge (Chapter 2, Section 4) a. cloth

2. transport (Chapter 3, Section 4) b. carry

3. textiles (Chapter 5, Section 1) c. develop

4. generate (Chapter 3, Section 3) d. produce

e. mineral

Look at the title, headings, key terms, and Reading Checkquestion for the subsection. Then formulate a questionthat you think will be answered in the lesson and write itin the spaces below.

Environmental Issues (page 262)


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Use each of these terms that you studied earlier in a sentence that shows that you understand its meaning.


What are Russia’s resources?

How are Russians adjusting to a new economic system?

lifeexpectancy

nuclear energy

environment(Chapter 1, Section 1)

erosion(Chapter 1, Section 3)

chemical(Chapter 1, Section 3)

vehicle(Chapter 6, Section 2)


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Russia’s People and Culture(Pages 263–268)

Setting a Purpose for Reading Think about these questions as you read:• How are Russians adapting to democracy?• What factors make Russia’s culture rich?

As you read pages 263–268 in your textbook, complete the chart below by

listing two political challenges and two ethnic challenges of Russians today.

Political Ethnic

Challenges Challenges

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Read the title and look at the headings, pictures, captions,and first two sentences of the lesson. Then write a generalstatement about the content of the lesson in the spacesbelow.





federalrepublic

democracy

function

adjust

issue(Chapter 1, Section 1)

communism(Chapter 5, Section 1)

Political Challenges (pages 263–264)

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Quickly scan the lesson to find answers to the followingquestions.

1. Which group controls most of the wealth in Russia?

2. What tasks does the Russian government face today?

3. Why do Russians want to keep Chechnya part of Russia?




Chechnya

minoritygroup

majority group

Ethnic Challenges (page 264)

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Circle the best definition for this academic vocabularyword from this lesson.

a. determine b. solve c. vote d. separate


ethnic groups (Chapter 3, Section 1) issue (Chapter 1, Section 1)

task (Chapter 4, Section 2) major (Chapter 2, Section 1)

1. Promoting cooperation among Russia’s _______________________ is a

difficult _______________________.

2. Sometimes farmers from the countryside move to

_______________________ cities to find work.

Look at the title, headings, pictures, caption, and ReadingCheck question for the subsection. Then read the followingpredictions of what the lesson is about and check the onewhich you believe to be the most accurate.

____ 1. The lesson celebrates popular heroes in Russian society.

____ 2. The lesson describes Russians’ homes and activities.

____ 3. The lesson details Russians’ work and health habits.

____ 4. The lesson gives a history of Russian customs.

Use the academic vocabulary word from this lesson in asentence that reflects the word’s meaning.


resolve

relax

Daily Life (pages 265–267)

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As you read, note the names of persons, groups, and placesfrom the lesson. Then include them and an important factabout each one in a summary of the lesson on the linesbelow.

Use these academic vocabulary words to complete the following sentences.

context theme display

1. War and Peace has a historical political _________________________.

2. The Hermitage Museum holds a __________________________ ofFabergé eggs.

benefit(Chapter 3, Section 4)

generation(Chapter 3, Section 3)

Rich Cultural Traditions (pages 267–268)


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How are Russians adapting to democracy?

What factors make Russia’s culture rich?



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The Republics Emerge(Pages 270–274)

Setting a Purpose for Reading Think about these questions as you read:• Toward what kind of economy are the republics of the Caucasus moving?• What is the dominant religion of the Central Asian republics?

As you read pages 270–274 in your textbook, complete this chart by writing two

facts about each republic in the Caucasus and Central Asia.

Country Facts

Armenia

Azerbaijan

Georgia

Kazakhstan

Uzbekistan

Turkmenistan

Kyrgyzstan

Tajikistan

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After you have read the lesson, write a paragraph on thelines below describing the strengths and weaknesses ofeach of the countries in the region. State which countryyou think will be the most successful in the future andexplain why.




cash crop

fault

earthquake(Chapter 1, Section 3)

enormous(Chapter 5, Section 2)

Republics of the Caucasus (pages 271-272)

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As you read, fill the chart with details about the CentralAsian republics. Then use the chart to review the lesson.

elevation

oasis

nomad

steppe

bilingual

Republic Landforms Ethnic Groups Products

1. Kazakhstan

2. Uzbekistan

3. Turkmenistan

4. Kyrgyzstan

5. Tajikistan


The Central Asian Republics (pages 272–274)


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Match each place or physical feature with the republicwhere it is located.

1. Ismail Samani Peak a. Kazakhstan

2. Dushanbe b. Uzbekistan

3. Garagum c. Turkmenistan

4. Ashgabat d. Kyrgyzstan

5. Tashkent e. Tajikistan

6. Aral Sea

7. Tian Shan

8. Bishkek

Use these terms that you studied earlier to complete thesentences.

route (Chapter 4, Section 3) irrigation (Chapter 2, Section 4)

textiles (Chapter 5, Section 1)

1. The ________________________________ to the nearest oasis crosses miles of desert.

2. Regions with dry climates need ______________________________ to support farming.


Toward what kind of economy are the republics of the Caucasus moving?

What is the dominant religion of the Central Asian republics?

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