interactive whiteboard & resource book content - classroom

• MATHEMATICS

• SCIENCE

• ENVIRONMENTALSTUDIES

• LANGUAGE ARTS

• SOCIAL STUDIES

Resources To Inspire Young People™

www.classroomcompletepress.com

Interactive Whiteboard & Resource Book Content

REGULAR & REMEDIAL EDUCATIONGRADES PK-8

....................................

IWB

CompatibleWith Any

100%Common Core

StandardAligned

STUDENT HANDOUTSChapter Activities. For each chapter there are BEFORE YOU READ activities and AFTER YOU READ activities.

Writing Tasks, Graphic Organizers and Hands-on Activities are included to further develop students’ critical thinking and writing skills, and analysis of the text.

OVERHEAD TRANSPARENCIES Colorful overhead transparencies are included in every book. Each can also be downloaded to use on a SMART Board™ for teacher-led activities and/or photocopied for use as student worksheets.

EZEASY MARKING™ ANSWER KEYMarking students’ worksheets is fast and easy with our Answer Key. Answers are listed in columns – just line up the column with its corresponding worksheet, as shown, and see how every question matches up with its answer!

Each Book Contains:

View sample pages @ www.classroomcompletepress.com

............................................................................2

ccp About Our BOOK CONTENT

TAKE A PEEK INSIDE!

TEACHER GUIDE Information and tools for the teacher presented with clear instructions and colorful graphics. Including:

• Assessment Rubric• Comprehension Quiz• Word Searches• Vocabulary Lists

©

..................Before You Teach

Simple Machines CC45106

BLOOM’S TAXONOMY:6 LEVELS OF THINKING

*Bloom’s Taxonomy is a widely used tool by educators for classifying learning objectives, and is based on the work of Benjamin Bloom.

Bloom’s Taxonomy* for Reading ComprehensionThe activities in our resource engage and build the full range of thinking skills that are essential for students’ reading comprehension and understanding of important science concepts. Based on the six levels of thinking in Bloom’s Taxonomy, and using language at a remedial level, information and questions are given that challenge students to not only recall what they have read, but move beyond this to understand the text and concepts through higher-order thinking. By using higher-order skills of application, analysis, synthesis and evaluation, students become active readers, drawing more meaning from the text, attaining a greater understanding of concepts, and applying and extending their learning in more sophisticated ways.

Our resource, therefore, is an effective tool for any Science program. Whether it is used in whole or in part, or adapted to meet individual student needs, our resource provides teachers with essential information and questions to ask, inspiring students’ interest, creativity, and promoting meaningful learning.

LEVEL 6Evaluation

LEVEL 5Synthesis

LEVEL 4Analysis

LEVEL 3Application

LEVEL 2Comprehension

LEVEL 1Knowledge

Bloom’s TaxonomyOur resource is an effective tool for any SCIENCE PROGRAM.

Vocabularycompound machine

effort distance

effort force

energy

exert

force

friction

fulcrum

gravity

inclined plane

joule

kinetic energy

lever

machine

meter

metric system

motion

newton

pivot

potential energy

power

pulley

resistance distance

resistance force

screw

simple machine

thread

watt

wedge

wheel and axle

work

..................

Global Warming: Reduction CC5771

Before You Teach

©

Introductionrovide your students an insight into the science of the atmosphere and the

effects of humanities actions on the Earth system. Global warming is an important topic for students to understand scientifi cally. It has become a frequent topic in the news and civic discussions. Students need to acquire a scientifi c understanding of the role of human activities with regards to changes in the atmosphere in order to make informed decisions about products and lifestyle choices that affect the Earth system. A scientifi c perspective on climate change will also help students separate fact from fi ction in popular accounts of global warming.

How Is Our ResourceOrganized?STUDENT HANDOUTSReading passages and activities (in the form of reproducible worksheets) make up the majority of our resource. The reading passages present important grade-appropriate information and concepts related to the topic. Included in each passage are one or more embedded questions that ensure students are actually reading and understanding the content.

For each reading passage there are BEFORE YOU READ activities and AFTER YOU READ activities. As with the reading passages, the related activities are written using a remedial level of language.

• The BEFORE YOU READ activities prepare students for reading by setting a purpose for reading. They stimulate background knowledge and experience, and guide students to make connections between what they know and what they will learn. Important concepts and vocabulary from the reading passage are also presented.

• The AFTER YOU READ activities check students’ comprehension of the concepts presented in the reading passage and extend their learning. Students are asked to give thoughtful consideration of the reading passage

5

through creative and evaluative short-answer questions, research, and extension activities.

Writing Tasks are included to further develop students’ thinking skills and understanding of the concepts. The Assessment Rubric (page 4) is a useful tool for evaluating students’ responses to many of the activities in our resource. The Comprehension Quiz (page 48) can be used for either a follow-up review or assessment at the completion of the unit.

PICTURE CUESOur resource contains three main types of pages, each with a different purpose and use. A Picture Cue at the top of each page shows, at a glance, what the page is for.

Teacher Guide • Information and tools for the teacher Student Handouts • Reproducible worksheets and activities

Easy Marking™ Answer Key • Answers for student activities

EASY MARKING™ ANSWER KEYMarking students’ worksheets is fast and easy with this Answer Key. Answers are listed in columns – just line up the column with its corresponding worksheet, as shown, and see how every question matches up with its answer!

Teacher GuideOur resource has been created for ease of use by both TEACHERS and STUDENTS alike.

EZ

P

Every question matches up with its answer!

EZ

9 10 12 1514

2.

1.

a) how greenhouse gas emissions change and how Earth’s system responds to changing temperatures

b) they will make it rise faster

3.

11

Answers will vary1.

2.

B1

2

3

4

5

D

A

G

C

8 E

7 F

6 H

fuels made from the remains of plants

that lived millions of years ago

a type of alternative fuel made from

plants

13

a) solar cells

b) hydroelectric

c) alternative fuels

d) biofuels

e) fuel cells

f) wind turbines

1.

2.

a) alternative fuels release less greenhouse gases and pollution; fossil fuels will run out

b) solar, wind, hydroelectric can provide electricity; biofuels, fuel cells can power vehicles.

3.

a) FALSE

b) FALSE

c) TRUE

d) TRUE

e) FALSE

a) A✔

b) D✔

c) B✔

a) coal oil

gasoline

b) biofuel hydrogen

wind hydroelectric

solar

© Global Warming: Reduction CC57719

NAME:

...................After You Read

How Warm Will Earth Get?

2. Put a check mark ( ) next to the answer that is most correct.a) Which change could lead to faster rise in Earth’s average temperature?

A melting polar ice caps

B lower greenhouse gas emissions

C faster evaporation of ocean water

D more clouds in Earth’s atmosphere

b) In which period of time has Earth’s average temperature been rising?

A several thousand years

B several million years

C several centuries

D several decades

c) Which characteristic of clouds leads to cooling of Earth’s atmosphere?

A they bring rain

B they reflect light

C they move quickly

D they are made of water

a) The concentration of greenhouse gases in the atmosphere has remained

the same for several decades. TRUE FALSE

b) If people lower greenhouse gas emissions, then Earth’s average

temperature will go down. TRUE FALSE

c) If people could stop all greenhouse gas emissions, Earth’s average

temperature would continue to rise slowly. TRUE FALSE

d) Negative feedback responses may act to balance changing temperatures. TRUE FALSE

e) Melting icecaps will create a negative feedback. TRUE FALSE

1. Circle the word TRUE if the statement is TRUE or Circle the word FALSEif it is FALSE.

© The Paper Bag Princess CC2101

Story Makeover..................

55

PRETEND YOU ARE THE AUTHOR OF THE STORY. THERE ARE SOME THINGS YOU LIKE AND DON’T LIKE ABOUT IT.

• You want to CHANGE TWO things in the story. What are they?

• There are TWO things you DON’T want to change. What are they?

• There are TWO things you will ADD to the story. What are they?

Write your answers below.

Things to Change

1 2

Things to Add

1 2

Things NOT to Change

1 2

NAME:

...................After You Read

© Global Warming CC577276

1. Match the term on the left to its defi nition on the right. You may use a dictionary tohelp you.

A1

B2

C3

D4

E5

F6

malaria a condition in which the body temperature rises dangerously high

intestine harmful disease passed to humans by mosquitoes

pollutant from the Sun

ozone a substance that harms people or wildlife

heat stroke part of the digestive system that allows nutrients from food to pass into the blood stream

solar a gas that can cause lung damage if breathed

2. In the table below, name and describe four major risks to human health due to global warming.

Health Risk Description

Climate and Human Health

NAME:

...................After You Read

© Persian Gulf War (1990 – 1991) CC550824

Invasion of Kuwait

1. Circle the word TRUE if the statement is TRUE or Circle the word FALSE

if it is FALSE.

a) Unlike its larger neighbor, Iraq, Kuwait is a desperately poor country.

TRUE FALSE

b) Kuwait has been an independent country since 1812.

TRUE FALSE

c) Iraq and Kuwait had once been a part of the Ottoman Empire.

TRUE FALSE

d) Iraq earned millions of dollars because of their war with Iran.

TRUE FALSE

e) By the end of its war with Iran, Iraq’s army had shrunk to almost nothing.

TRUE FALSE

3. We have already encountered the names of a number of countries and empires. Circle the ones below that have already played a part in our story.

Iran Ottoman Empire Russia United States Saudi Arabia

2. Number the events from 1 to 5 in the order they happened in leading to the invasion of Kuwait.

a) The war between Iran and Iraq fi nally ends after eight years.

b) Kuwait becomes an independent country.

c) Iraqi troops invade Kuwait.

d) Saddam Hussein accuses Kuwait of “slant drilling” and stealing Iraq’s oil.

e) Kuwait becomes the largest exporter of oil in the Persian Gulf.

Num

be

r the Sta

rs RH

2506© EZ

29 30 31 32 3433

a) She crawled to the house

b) She made up a picnic basket for

Annemarie to take

Answers will vary

For comfort

Answers will vary

Answers will vary

1.

2.

1.

Answers will vary

Peter’s attempt at encouraging

Annemarie by re-minding her of their

past relationship

Answers will vary

Answers will vary

The way they con-ducted themselves

Possible answer: Mama’s presence was unaccounted

for

2.

3.

4.

1.

1.

2.

Answers will vary

Answer will vary

1.

2.

Vocabulary

a) Johansen

b) ankle

c) 4:30

d) package

e) Henrik

f) Annemarie

g) apple

h) cheese

i) bread

j) story

k) dangerous

l) blueberry

m) business-like

n) Ingeborg

o) rustling

p) soldiers

q) dogs

3.

Answers will vary

Answers will vary

All sentences will

vary;

The meaning of

the word should

be clear in the

sentence

1.

2.

Vocabulary

2.

a) blankets

b) quiet

c) Henrik

d) Inge

e) Sweden

f) pride

a) sweater

b) food

c) Ellen

d) sea

e) Papa

f) Mama

5.

6.

1. a

2. c

3. d

4. b

5. d

a) b)

c) d)

C A

C A

4 4

4 4

4.

5.

30

f) Mama

NAME:

...................After You Read

Number the Stars CC2506© 30

Part A

1. Complete the paragraph by filling in each black with the correct word from the chapter.

a) The coffin contained folded ____________________ and articles of clothing.

b) Peter gave the baby some drops to make sure that she remained ____________________ .

c) Peter gave Mr. Rosen a package to give to ____________________ .

d) Annemarie noticed that Peter was now calling her mother, “____________________”.

e) Uncle Henrik was going to take them in his boat across the sea to ____________________ .

f) Annemarie realized that the Rosens had not left everything behind them in Copenhagen, for they still had their ____________________ .

Ellen Mama sweater food sea Papa

2. Use the words in the list to answer each question.

a) What did Mrs. Johansen give to the baby’s mother that belonged to Kirsti?

b) Each person was given a small packet containing what?

c) Who promised Annemarie that she would come back someday?

d) Annemarie knew that Mrs. Rosen was very frightened of this. e) This person would probably be back home worrying.

f) The shape lying on the earth was?

Chapters Eleven and Twelve

30

BONUS PAGES TO FREELY DOWNLOAD! •6AdditionalWorksheets •OverheadTransparencies

Regular & Remedial Education Grades PK-8

Curriculum Resource Books

A unique system of resources that is sure to ignite CLASSROOM TEACHING!

Answer Key

Every question matches up with its answer

Order:1.800.663.3609

........................................................................3

About Our INTERACTIVE WHITEBOARD CONTENT

IWB SoftwareDigital Lesson Plans

For use on all brands of Interactive Whiteboards

Before You Read(Ideal for differentiated learning)

Reading Passages(Curriculum content based on

Bloom's Taxonomy)

Reading Passages(Content - Common Core

State Standards)

Interactive AppsVocabulary Flash Cards Printables

Word SearchesCrosswords Memory Match Games

Each sofware box

includes: - Teacher’s

Guide

- Assessment Rubric

- Vocabulary Lists

- Student Hand-outs

- Graphic Organizers

- ReadingPassages

- Pre-Assessment Questions

- Interactive Apps

- Extension Activities

- Printables

Content in every ready-made LESSON PLAN

IWB

CompatibleWith Any

READY-MADE LESSON PLANS Teacher's love our systematic teaching pedagogy included in every IWB chapter.

• Pre-assessment Questions• Vocabulary Flash Cards• Curriculum Reading Passages• After You Read Assessment• Engaging Apps, Printables• Extension Activity Games

SMART Notebook & FLASH formats in every box


ccpResource BooksREGULAR EDUCATION

GRADES PK-2, 3-5 or 6-8

MATHEMATICS

CC3100-CC3117 CC3200-CC3217

CC3300-CC3316 All 5 Books in 1 Big Book

Principles & Standards of Math Task and Drill Series

Written to

NCTM &CCSSM Standards

Each book includes: Teacher’s Guide, Worksheets,

Easy Marking Answer Key and 3 Overhead/IWB Downloads.

Math Task SeriesWritten to the NCTM five strands, our Principles & Standards of Math Series Task Sheets are made up of challenging problem-solving tasks. The task sheets offer space for reflection, and opportunity for the appropriate use of technology. 32 pages.

Math Drill Series Written to the NCTM five strands, our Principles & Standards of Math Series Drill Sheets are made up of warm-up and timed drills to help students strengthen their procedural proficiency skills. The drill sheets offer necessary practice your students need to develop strong mathematical skills. 32 pages.

TITLE GRADES PK-2 3-5 6-8

• Number & Operations CC3200 CC3206 CC3212• Algebra CC3201 CC3207 CC3213• Geometry CC3202 CC3208 CC3214• Measurement CC3203 CC3209 CC3215• Data Analysis & Probability CC3204 CC3210 CC3216• All 5 Titles in 1 Big Book CC3205 CC3211 CC3217

Math Task & Drill Combined SeriesWritten to the NCTM five strands, our Principles & Standards of Math Series Task and Drill Sheets are made up of task sheets to teach the lesson and drill sheets for procedural practice. The Task & Drill Sheets are a combination of the Task and Drill sheets (shown above) to provide a well-rounded lesson for students. 60 pages.

©

NAME:

...................Task Sheet

Algebra CC31071�

21 +

Task Sheet 1313. = x and = 1

This can be represented as 2x + 4 = x + 6

a) Remove the same number of tiles from each side, making sure that you keep both sides in balance. What do you have left?

i) 2x = 1 ii) x = 2 iii) 4 + x = 2x iv) 2 + 2x = 0

b) How might the following be written as an equation?

i) 3x + 7 = 2x + 7 ii) 2x + 7 = 3 x + 4 iii) 3x + 4 = 2x – 7 iv) 3x + 5 = 2x + 7

=

=


Number and Operations CC31006

Principles & Standards

The NCTM’s Principles & Standards for School Mathematics

The principles are the fundamentals to an effective mathematics education. The Standards are descriptions of what mathematics instruction should enable students to learn. Together the Principles and Standards offer a comprehensive and coherent set of learning goals, serving as a resource to teachers and a framework for curriculum. Our resource offers exercises written to the NCTM Process and Content Standards and is inspired by the Principles outlined below.

Six Principles for School MathematicseQuity: All students can learn mathematics when they have access to high-quality instruction, including reasonable and appropriate accommodation and appropriately challenging content.

CurriCuLum: The curriculum must be coherent, focused, and well articulated across the grades, with ideas linked to and building on one another to deepen students’ knowledge and understanding.

teaChiNG: Effective teaching requires understanding what students know and need to learn and then challenging and supporting them to learn it well.

LearNiNG: By aligning factual knowledge and procedural proficiency with conceptual knowledge, students can become effective learners, reflecting on their thinking and learning from their mistakes.

assessmeNt: The tasks teachers select for assessment convey a message to students about what kinds of knowledge and performance are valued. Feedback promotes goal-setting, responsibility, and independence.

teChNOLOGy: Students can develop a deeper understanding of mathematics with the appropriate use of technology, which can allow them to focus on decision making, reflection, reasoning, and problem solving.

Our resource correlates to the six Principles and provides teachers with supplementary materials which can aid them in fulfilling the expectations of each principle. The exercises provided allow for variety and flexibility in teaching and assessment. The topical division of concepts and processes promotes linkage and the building of conceptual knowledge and understanding throughout the student’s grade and elementary school career. Task sheet problems offer space for reflection, and opportunity for the appropriate use of technology. The drill sheets are provided to help students with their procedural proficiency skills.

Principles & Standards for School Mathematics outlines the essential components of an effective school mathematics program.

Equity

Curriculum

Teaching

Learning

Assessment

TechnologyNAME:

...................

©© Algebra – Drill Sheets CC32018

2a) What are the missing numbers?

i) + 4 = 9 ii) 9 – = 5

iii) 6 + = 8

b) Choose > = or <: Ex: 3 > 1

i) 4 0 ii) 7 8 iii) 0 1

c) What are the missing numbers?

i)

7 8 9 12

ii)

12 16 21

4 8

6 10

d) Complete the pattern.

Use a calculator to practice your adding.

i) 16 + 22 = ii) 19 – 14 =

iii) 121 + 73 =

Explore With Technology

Timed Dril l Sheet # 1

Task Sheet

Drill SheetAlgebra – Drill Sheets CC3207© 32

Patterning and Graphing

a) Continue the pattern shown in the one hundred chart below.

1 2 3 4 5 6 7 8 9 1011 12 13 14 15 16 17 18 19 2021 22 23 24 25 26 27 28 29 3031 32 33 34 35 36 37 38 39 4041 42 43 44 45 46 47 48 49 5051 52 53 54 55 56 57 58 59 6061 62 63 64 65 66 67 68 69 7071 72 73 74 75 76 77 78 79 8081 82 83 84 85 86 87 88 89 9091 92 93 94 95 96 97 98 99 100

x y

b) Graph the following

c) What items would be next in the following pattern?

..............................


• Number & Operations CC3100 CC3106 CC3112• Algebra CC3101 CC3107 CC3113• Geometry CC3102 CC3108 CC3114• Measurement CC3103 CC3109 CC3115• Data Analysis & Probability CC3104 CC3110 CC3116• All Five Titles in 1 Big Book CC3105 CC3111 CC3117


• Number & Operations CC3300 CC3306 CC3312• Algebra CC3301 CC3307 CC3313• Geometry CC3302 CC3308 CC3314• Measurement CC3303 CC3309 CC3315• Data Analysis & Probability CC3304 CC3310 CC3316

........................................................................

TAKE A PEEK INSIDE!

4

Reproducible

100%Common Core

StandardAligned

IWB Software

MATHEMATICS

Order:1.800.663.3609

NEW!

TITLE SINGLE-USER 6-USER 30-USER• Five Strands of Math PK-2 CC7315 CC7315V CC7315X (1285 Task & Drill Problems)• Five Strands of Math 3-5 CC7316 CC7316V CC7316X (1655 Task & Drill Problems)• Five Strands of Math 6-8 CC7317 CC7317V CC7317X (2155 Task & Drill Problems)

Enhance your student’s learning experience with our highly compelling and engaging Digital Lesson Plans.Both English and Spanish content. Each ready-made core curriculum lesson plan for Math contains Printable Task and Drills, images, math tools, Memory Match Game, Board Game and Spinner Game.

400 screen pages. Compatible with PC,

Mac and Notebook.

Five Strands of Math Series Big Box • NUMBER & OPERATIONS Place value, patterning, evaluating, number lines, graphs and mathematical sentences.• ALGEBRASimplifying and graphing, solving equations, creating, simplifying scientific notation and patterning.• GEOMETRY Two and three dimensional shapes, volume, area, coordinating points.• MEASUREMENTLength, width, height, weight, capacity, perimeter, area, angle measurements, time and money.• DATA ANALYSIS & PROBABILITYCollect, organize, analyze, interpret and predict data probabilities.

........................................................................

REGULAR EDUCATIONGRADES PK-2, 3-5 or 6-8

Ready-made math tools in every lesson plan

5

IWB

CompatibleWith Any

SMART Notebook & FLASH formats in every box

Pre-Assessment

Printable Task & Drill Sheets

Games & Puzzles

5 CDs combined, 400 SCREEN PAGES

English& Spanish

•TEXT•AUDIO

100%Common Core

StandardAligned


........................................................................

TITLE CC# # PAGES IWB

• Force CC4508 60 6 • Motion CC4509 60 6 • Simple Machines CC4510 60 6 • Force, Motion & Simple Machines Big Book (All 3 books combined) CC4511 170 18

Resource Books

Give your students a kick start on learning with all the required fundamentals for learning Force, Motion & Simple Machines. We unravel the complexities of force, motion and work, with examples of simple machines in daily life. Discover what a force is, and different kinds of forces that work on contact and at a distance. Using simplified language and vocabulary, students will also learn about linear, accelerating, rotating and oscillating motion, and how these relate to everyday life – and even the solar system.

CC4508 CC4509 CC4510 CC4511 - Big Book

Each book includes: Teacher’s Guide, Assessment Rubric,

Vocabulary Lists, Student Hand-outs, Graphic Organizers, Reading

Passages, Comprehension Quiz, Crossword & Word Search, Easy

Marking Answer Key and Overhead/IWB Downloads.

TAKE A PEEK INSIDE!

ccp SCIENCEREGULAR & REMEDIAL EDUCATIONGRADES 5-8 READING LEVELS 3-4

3CDscombined,240SCREENPAGES

IWB Software

NAME:

...................After You Read

© Force CC450839

Other ForcesThat Act Without Touching

1. Tell which force goes with each sentence. In the spaces to the left, write G if it is about

GRAVITY. Write M if it is about MAGNETIC force. Write E if it is about ELECTROSTATIC

force.

a)

b)

c)

d)

e)

2. In the pictures below the balls on strings have electrical charges. The bars are

magnets that have been dropped into glass tubes.

Write the sign for the charges on the balls that are blank. Write + for a POSITIVE charge.

Write − for a NEGATIVE charge.

Show the names of the magnet poles that are not already shown. Write N on the

NORTH POLE ends of the magnets. Write S on the SOUTH POLE ends of the magnets.

A north pole is attracted to a south pole.

It pulls, but it can’t push.

This could be used to separate pins from toothpicks.

Plus repels plus, and minus repels minus.

It makes all falling objects speed up.

a) b)

c) d)

IWB

CompatibleWith Any

TITLE SINGLE-USER 6-USER 30-USER

• Force CC7553 CC7553V CC7553X• Motion CC7554 CC7554V CC7554X• Simple Machines CC7555 CC7555V CC7555X• Force, Motion & Simple Machines (All 3 CDs combined) CC7556 CC7556V CC7556X(All 3 CDs combined)

Force & Motion Series

©


Simple Machines CC45106

BLOOM’S TAXONOMY:6 LEVELS OF THINKING

*Bloom’s Taxonomy is a widely used tool by educators for classifying learning objectives, and is based on the work of Benjamin Bloom.

Bloom’s Taxonomy* for Reading ComprehensionThe activities in our resource engage and build the full range of thinking skills that are essential for students’ reading comprehension and understanding of important science concepts. Based on the six levels of thinking in Bloom’s Taxonomy, and using language at a remedial level, information and questions are given that challenge students to not only recall what they have read, but move beyond this to understand the text and concepts through higher-order thinking. By using higher-order skills of application, analysis, synthesis and evaluation, students become active readers, drawing more meaning from the text, attaining a greater understanding of concepts, and applying and extending their learning in more sophisticated ways.

Our resource, therefore, is an effective tool for any Science program. Whether it is used in whole or in part, or adapted to meet individual student needs, our resource provides teachers with essential information and questions to ask, inspiring students’ interest, creativity, and promoting meaningful learning.

LEVEL 6Evaluation

LEVEL 5Synthesis

LEVEL 4Analysis

LEVEL 3Application

LEVEL 2Comprehension

LEVEL 1Knowledge

Bloom’s TaxonomyOur resource is an effective tool for any SCIENCE PROGRAM.

Vocabularycompound machine

effort distance

effort force

energy

exert

force

friction

fulcrum

gravity

inclined plane

joule

kinetic energy

lever

machine

meter

metric system

motion

newton

pivot

potential energy

power

pulley

resistance distance

resistance force

screw

simple machine

thread

watt

wedge

wheel and axle

work

6

Reproducible

100%Common Core

StandardAligned

SCIENCE

Order:1.800.663.3609

........................................................................


• Cells, Skeletal & Muscular Systems CC4516 60 6 • Senses, Nervous & Respiratory Systems CC4517 60 6 • Circulatory, Digestive & Reproductive Systems CC4518 60 6 • Human Body Big Book (All 3 books combined) CC4519 170 18

Resource Books

CC4516 CC4517 CC4518 CC4519-BigBook

REGULAR & REMEDIAL EDUCATIONGRADES 5-8 READING LEVELS 3-4IWB Software

Human Body SeriesTITLE SINGLE-USER 6-USER 30-USER

• Cells, Skeletal & Muscular Systems CC7549 CC7549V CC7549X• Senses, Nervous & Respiratory Systems CC7550 CC7550V CC7550X• Circulatory, Digestive & Reproductive Systems CC7551 CC7551V CC7551X• Human Body Big Box (All 3 CDs combined) CC7552 CC7552V CC7552X

Enhance your middle school curriculum with our comprehensive resource that studies all Human BodySystems. Take your students through a fascinating study of the human body with clear, comprehensive and current information. We start off with an in-depth study of both the muscular and skeletal systems. Then, we investigate the organs of the five senses, along with the respiratory system! We also look inside the kidneys and intestines, and then how a tiny sperm and egg cell can grow into a baby.

TAKE A PEEK INSIDE!

©

NAME:

...................Before You Read

Cells, Skeletal System & Muscular System CC451611

Cell Structures and Functions1. Complete each sentence with a word from the list. Use a dictionary to help you.

DNA nucleus cytoplasm cell membrane lysosomes mitochondria

a) The liquid inside a cell is called ______________________.

b) One of the most important parts of a cell is called the ______________________. It controls everything the cell does.

c) The nucleus contains special information called ______________________. This hereditary information helps the cell to reproduce itself.

d) The outside covering of a cell is called the ______________________.

e) The ______________________ are the parts of the cell that help break down waste to keep the cell clean and healthy.

f) The ______________________ helps break down the food we eat so it can be used by the cell.

2. Label the diagram using the terms in the list.

cell nucleus cell membrane cytoplasm

a

b

c

d


IWB

CompatibleWith Any

...................Hands-On ActivitY #

© Circulatory, Digestive, Excretory & Reproductive Systems CC4518

2

43

2

We have learned that the kidneys fi lter blood. This is how they help clean wastes from the body. For this activity, you will build your own “kidney”. It is really some pop

bottles, but it will give you an idea of how a fi lter, like our kidneys, works.

Build a Kidney!

FOR THIS ACTIVITY, you will need:• 3 large plastic pop bottles, cut in half (you will use the top half of each)• a large bowl or bucket • pebbles • sand • paper towel • masking tape

• small jug of dirty water

Ask your teacher to help you fi nd these things.

STEPS:

1. Fill the fi rst bottle with pebbles. Fill the second bottle with wet sand. Fill the third bottle with paper towel.

2. Stack the containers like they are in the picture and tape them together.

They are now in a column.

3. Hold the column of containers over the bucket. Pour the dirty water over the pebbles in the top bottle. The water should fi lter all the way down into the bucket.

QUESTIONS:

Answer these questions in your notebook.

1. What does the water in the bucket look like? How is it different from the dirty water you started with?

2. What did the pebbles, sand and paper towel do?

3. What conclusions can you make about how kidneys work?

pure water out

paper towel

sand

rocks

dirty water in

© Circulatory, Digestive, Excretory & Reproductive Systems CC451857

Esophagus

StomachLiver

LargeIntestine

SmallIntestine

Rectum

Lungs

Heart

..................Internal Organs

7

Reproducible



Passages, Comprehension Quiz, Crossword & Word Search, Etc.

100%Common Core

StandardAligned


........................................................................

Climate Change Series


• Global Warming: Causes CC5769 60 6 • Global Warming: Effects CC5770 60 6 • Global Warming: Reduction CC5771 60 6 • Global Warming Big Book (All 3 books combined) CC5772 170 18

Resource Books






NAME:

...................After You Read

© Global Warming CC577276

1. Match the term on the left to its defi nition on the right. You may use a dictionary tohelp you.

A1

B2

C3

D4

E5

F6

malaria a condition in which the body temperature rises dangerously high

intestine harmful disease passed to humans by mosquitoes

pollutant from the Sun

ozone a substance that harms people or wildlife

heat stroke part of the digestive system that allows nutrients from food to pass into the blood stream

solar a gas that can cause lung damage if breathed

2. In the table below, name and describe four major risks to human health due to global warming.

Health Risk Description

Climate and Human Health

TAKE A PEEK INSIDE!

ccp ENVIRONMENTAL STUDIES

IWB Software

Help students separate fact from fiction to make informed decisions about products and lifestyle choices that affect the Earth system with our Climate Change Series digital lesson plans for Interactive Whiteboards. We take a critical look from a scientific perspective on the changing climate and what it means for the future. We look at the causes and effects of Global Warming as well as ways to help reduce this from happening. 80 readymade screen pages include reading passages, interactive activities, video, audio, crossword, word search and memory match game.


REGULAR & REMEDIAL EDUCATIONGRADES 5-8 READING LEVELS 3-4

IWB

CompatibleWith Any

NAME:

...................After You Read

© Global Warming: Causes CC576919

2. Study the diagram below. Circle the phrase that tells what the diagram represents.

positive feedback negative feedback water cycle

Greenhouse Gases: Water Vapor

a) Greater cloud cover would lead to a higher albedo effect. TRUE FALSEb) The kind of changes that bring back balance are called positive feedback. TRUE FALSEc) In nature, water is always changing state. TRUE FALSEd) Water vapor is the most common greenhouse gas in the atmosphere. TRUE FALSEe) Melting ice caps create a higher albedo effect. TRUE FALSEf) Global warming has already begun to melt the polar ice caps. TRUE FALSE

1. Circle the word TRUE if the statement is TRUE or Circle the word FALSE if it is FALSE.

© Global Warming: Reduction CC577158

.......................................Alternative Energy Automobiles

8


• Global Warming: Causes CC7747 CC7747V CC7747X• Global Warming: Effects CC7748 CC7748V CC7748X• Global Warming: Reduction CC7749 CC7749V CC7749X• Global Warming Big Box (All 3 CDs combined) CC7750 CC7750V CC7750X

Reproducible

100%Common Core

StandardAligned

ENVIRONMENTAL STUDIES

Order:1.800.663.3609

........................................................................

Resource Books REGULAR & REMEDIAL EDUCATIONGRADES 5-8 READING LEVELS 3-4

TAKE A PEEK INSIDE!Carbon Footprint Series

CC5781-BigBook

TITLE CC# # PAGES IWB • Reducing Your Own Carbon Footprint CC5778 60 6 • Reducing Your School's Carbon Footprint CC5779 60 6 • Reducing Your Community's Carbon Footprint CC5780 60 6 • Carbon Footprint Big Book (All 3 books combined) CC5781 170 18

Learn how you can improve the planet by identifying your carbon footprint. Our resource focuses on how students can make an impact to help slow the rate at which our planet is changing by becoming a part of the worldwide effort to reduce the planet’s carbon footprint.

Global Water Series

CC5776-BigBook

TITLE CC# # PAGES IWB • Conservation: Fresh Water Resources CC5773 60 6 • Conservation: Ocean Water Resources CC5774 60 6 • Conservation: Waterway Habitat Resources CC5775 60 6 • Water Conservation Big Book (All 3 books combined) CC5776 170 18

Water is essential for life on earth. We offer a global scientific approach for middle school students by covering critical factors impacting on the Earth’s water and how human activity and climate change is affecting it’s purity and quantity as well as the health issues facing plant and animal life in fresh and marine water ecosystems.

Managing Our Waste Series

CC5767-BigBook


• Waste: At The Source CC5764 60 6 • Prevention, Recycling & Conservation CC5765 60 6 • Waste: The Global View CC5766 60 6 • Waste Management Big Book (All 3 books combined) CC5767 170 18

What is waste? Where does it come from? What are we doing to clean it all up? These are essential questions for challenging times. Our Waste Management series takes a critical look at how we create and manage our waste, and what we can do to live in more environmentally friendly ways.

NAME:

...................After You Read

© Waste Management: Prevention, Recycling & Conservation CC576540

Sustainable Living1. Use the words in the list to answer the questions.

a) Which source of energy causes air pollution when

burned?

b) What is another term for a sustainable business?

c) What can sustainable businesses use to power trucks

instead of gasoline?

d) What can sustainable homes catch to use for watering

gardens?

e) Which type of building materials do not have substances

that harm people or other living things?

f) Which source of power is renewable?

g) What can be used to make alternative fuels to power

automobiles?

2. Circle the sources of electricity that a sustainable business might use to power their stores.

3. Underline the goals of sustainable living.

rainwater nontoxic wind fossil fuels alternative fuels Green business plant products

oil burning furnaces solar panels gasoline generators windmills

use more petroleum oil create less waste recycle more materials

create less pollution use more fresh water spend more money

©W

aste M

ana

gem

ent: Prevention, Recycling &

Conserva

tion CC

576555

Plastics Recycling Num

bers

Polyethylene Terephthalate (48% of products recycled)

Soft drink & water bottles, salad dressing bottles and oven-ready

meal trays.

Polyvinyl Chloride (1% of product recycled)

Detergent bottles, Binders, cling film, clear food packaging, vinyl siding, wire sheathing drainage

and irrigation pipes.

Low density Polyethylene (1% of product recycled)

Bread bags, frozen food bags, dry cleaning bags, carpet, and

bin liners.

Polypropylene (1% of products recycled)

Ketchup bottles, straws, medicine bottles, margarine tubs,

microwaveable meal trays.

Polystyrene (1% of product recycled) Yogurt

cups, foam meat or fish trays, hamburger boxes and egg

cartons, vending cups, plastic cutlery.

High-density Polyethylene (47% of product recycled)

Milk cartons, shampoo bottles, trash bags, motor oil bottles,

yogurt containers, cereal box liners.

.......................

NAME:

...................Before You Read

©© Conservation: Ocean Water Resources CC577416

Climate Change and Salt Water

2. Put a check mark (¸) next to the answer that is most correct.

a) All of these are fossil fuels, except

A oil

B coal

C natural gas

D hydrogen gas

b) Where is most of Earth’s salt water?

A in lakes

B underground

C in the oceans

D in polar ice caps


if it is FALSE.

a) The greenhouse effect traps heat in Earth’s atmosphere.

TRUE FALSE

b) Carbon dioxide is a greenhouse gas.

TRUE FALSE

c) Natural gas is a fossil fuel.

TRUE FALSE

d) When Earth gets warmer, the ocean level drops.

TRUE FALSE

e) Scientists can predict what the ocean level will be in the year 2100.

TRUE FALSE

f) Most of Earth’s fresh water is frozen in the polar ice caps.

TRUE FALSE

g) Rising temperature will cause most salt lakes to get deeper.

TRUE FALSE

h) Using gasoline as a fuel releases greenhouse gases.

TRUE FALSE

© Conservation: Water Way Habitats CC577555

Marine Dead Zones.......................How a Dead Zone Forms

Heat riverwater

Deadalgae

Some dead

Saltwater

Oxygen

Algaebloom

Freshwater Freshwater

saltwaterSaltwaterLiving

organismsDEAD ZONE

fish float tosurface

Oxygen-deprived

Fresh

During the spring, sun-heated freshwater runoff from the River creates a barrier layer in the Gulf, cutting off the saltier water below from contact with oxygen in the air.

Fertilizer and sewage in the freshwater layer ignite hugealgae blooms. When the algae die, they sink into the saltier water below and decompose, using up oxygen in the deeper water.

Starved of oxygen the deeper water becomes a dead zone. Fish avoid the area or die in massive numbers.

Algae blooms off the US coast of theGulf of Mexico

Image courtesy of NASA

NAME:

...................After You Read

Reducing Your School’s Carbon Footprint CC5779

Footprints in Your Lunch

24

1. Fill in each blank with a word from the list.

tractors carbon CO2 composting locally organically recycle reuse reduce

Most (a) emissions related to your school lunch are indirect. Farmers

add to the (b) footprint of your lunch when they drive their (c) back and forth across their fields. “Green” lunch programs are

based on the idea that (d) is good, but (e)

and (f) are better. Your lunch footprint can be reduced further

by buying food that is grown (g) and (h) .

Your lunch footprint can be reduced even further by (i) your food

scraps.

2. Circle the word TRUE if the statement is TRUE or Circle the word FALSE if it is FALSE.

a) Reusable plastic plates add less to the carbon footprint of your lunch than disposable paper plates.

TRUE FALSE b) Organic farming produces no CO2 emissions.

TRUE FALSE c) Supermarkets buy most of their vegetables from local farmers.

TRUE FALSE d) Material from compost piles is not safe to put on a garden.

TRUE FALSE e) The lunches of all students have a carbon footprint, whether they are

brought from home or bought in a school cafeteria.

TRUE FALSE

©

© Reducing Your School’s Carbon Footprint CC577960

How Carbon Offsets Work................................

Your daily activities such asdriving, flying and using electricityand natural gas emit carbondioxide,which contributeto climatechange.

Less CO2 in theair means a healthierenvironment and abrighter future.

This willbalance and offsetyour carbon footprintbecause you arehelping to reducecarbon elsewhere.

When youbuy carbonoffsets, your

money goes tosupport certified and

verified carbon reduction projectslike wind farms, methane gas

capture and reforestation.

Then neutralize yourcarbon footprint by investing in projects that reduce or avoid carbon emissions.

To reduce yourcarbon footprint,first practiceconservation andreduce reuse and recycle.

CO2

Includes a Carbon

FootprintCalculator

9

Reproducible

100%Common Core

StandardAligned


........................................................................

ccp SCIENCEREGULAR & REMEDIAL EDUCATIONGRADES 5-8 READING LEVELS 3-4

Space & Beyond Series

CC4514

TITLE CC# # PAGES IWB • Solar System CC4512 60 6 • Galaxies & The Universe CC4513 60 6 • Space Travel & Technology CC4514 60 6 • Space Big Book (All 3 books combined) CC4515 170 18

Get the big picture about Space. From our solar system, galaxies and the universe, to space travel and technology, we’ve got it covered. Learn about the Earth, the Moon, Comets, Stars and Constellations. Budding astronomers will be thrilled to learn about the Milky Way Galaxy, Black Holes, Nebulae, and even Quasars!

Ecology & The Environment Series

CC4501

TITLE CC# # PAGES IWB • Ecosystems CC4500 60 6 • Classification & Adaptation CC4501 60 6 • Cells CC4502 60 6 • Ecology & The Environment Big Book (All 3 books combined) CC4503 170 18

Matter & Energy Series

CC4504


• Properties of Matter CC4504 60 6 • Atoms, Molecules & Elements CC4505 60 6 • Energy CC4506 60 6 • The Nature of Matter Big Book (All 3 books combined) CC4507 170 18

Resource Books

Here is everything you need for an exciting study of the natural world. Animal life, plant life, and the environment as a whole are all explored. First, we learn about classifying animals. Next, we look at cells, the building blocks of life, then on to the study of biotic and abiotic ecosystems, including producers, consumers and decomposers.

This is science made easy! You don’t have to be a rocket scientist to understand matter and energy. Discover what matter is, and isn’t. Learn about solids, liquids and gases, properties and changes in matter, and the difference between a mixture and a solution. Then, explore the invisible world of atoms and molecules.

10

Reproducible

TAKE A PEEK INSIDE!

NAME:

...................Before You Read

©© The Solar System CC451218

The Outer Planets1. Pluto used to be considered an outside planet but has since lost its status. What do you

know about this? Do you have an opinion on it? Write a response in your notebook that

answers these questions. Make some predictions about the reason why Pluto is not a real

planet any more.

2. For each of the words listed below, fi nd a synonym from the word bank. Remember that

a synonym is a word that has the same meaning.

a) zone

b) belt

c) giant

d) gas

e) dwarf

f) orbit

g) rotate

h) geyser

i) spot

3. Label the diagrams below with terms from the following list:

rotate orbit ring spot

a) b) c) d)

Word Bank

little area

band spin

hoop encircle

vapor mark

huge spring

©Sp

ac

e Tra

vel &

Tec

hnolo

gy C

C4514

59

Ima

ge

co

urtesy o

f NA

SA

.......................

Co

nstruction o

f the Internatio

nal Space Station

NAME:

...................After You Read

© Classification & Adaptation CC450118

Warm-blooded vs. Cold-blooded Animals

Extension and Application

3. Classify the following animals into two groups: WARM-BLOODED ANIMALS and COLD-BLOODED ANIMALS. You might need to use research tools to find out more about each animal. Once you have divided them, explain what the difference is between the two groups.

frog human snail eagle dog spider

a) Cold-blooded Animals Warm-blooded Animals

b) The difference between cold-blooded and warm-blooded animals is

4. Design a Poster! We read about how the cold-blooded frog controls its body temperature. It might lie on a sunny rock to warm up its body. Or, it might bury under a rock to cool off its body. Use your imagination to think of what the following cold-blooded animals might do to control their body temperature. Pick one of the animals from the list below. Draw a picture showing these two things:

- how the animal warms up its body temperature - how the animal cools off its body temperature

snake lizard crocodile eel salamander

Don’t forget to label your picture. Use your imagination!

5. A conversation between a cold-blooded animal and a warm-blooded animal! Pretend you hear a conversation between a cold-blooded animal and a warm-

blooded animal. Using a dialogue structure (Animal #1 says…, Animal #2 says….) write down the conversation you hear. Your conversation should include the following information:

• the names of the animals (pick two)• what makes them either cold-blooded or warm-blooded• how they control their body temperature• the difference between the two animals

Classification & Adaptation CC4501©

Animal Adaptations

60

..................

Duck

Adaptation: webbed feetAdvantage: move quickly through water

Giraffe

Adaptation: long neckAdvantage: able to eat leaves on tall trees

Eagle

Adaptation: good eyesightAdvantage: able to see prey from far away

Cheetah

Adaptation: run fastAdvantage: able to catch fast-moving prey

NAME:

...................After You Read

© Atoms, Molecules & Elements CC450512

What Are Atoms?5. a) Complete the table with information from the reading passage.

Atom Part A. How much mass?A lot or a little?

B. Electrical Chargeplus, minus, or zero?

C. Positioninside or outside the nucleus?

D. Which two have about equal mass?

Electron

Proton

Neutron

b) Label the parts of the atom in the diagram below. Write E in the circle if it is an ELECTRON. Write P in the circle if it is a PROTON. Write N in the circle if it is a NEUTRON.

Atomic Model

Nucleus

Ato

ms, M

ole

cule

s & Ele

me

nts CC

4505©

55

Ato

mic M

odels

Hydrogen Helium Lithium Beryllium

Boron Carbon Nitrogen Oxygen

Fluorine Neon

..................

2 protons+2 neutrons



+1 neutrons







100%Common Core

StandardAligned

LANGUAGE ARTS

Order:1.800.663.3609

........................................................................

TITLE CC# # PAGES IWB • Word Families: Short Vowels CC1110 60 6 • Word Families: Long Vowels CC1111 60 6 • Word Families: Vowels Big Book (2 books combined) CC1112 110 12 • High Frequency Sight Words CC1113 60 6 • High Frequency Picture Words CC1114 60 6 • Sight & Picture Words Big Book (2 books combined) CC1115 110 12

Resource Books

CC1110 CC1111 CC1113 CC1114

REGULAR EDUCATIONGRADES PK-2 IWB Software

Sight & Picture Words SeriesWord Families Series


• High Frequency Sight Words CC7100 CC7100V CC7100X• High Frequency Picture Words CC7101 CC7101V CC7101X• Sight & Picture Words Big Box (2 CDs combined) CC7102 CC7102V CC7102X

TAKE A PEEK INSIDE!

Increase vocabulary, sight word recognition and comprehension as you help your students identify the correct pronunciation of short and long vowel phonograms (word families) using real life pictures as an aid. We also highlight the “Dolch” high frequency words, which encourage beginner reading skills and increase vocabulary, sight word recognition and comprehension as you help your students identify the correct pronunciation of short and long vowel phonograms (word families) using real life pictures as an aid.

© HIgh-Frequency Picture Words CC111412

NAME:

...................Working With Words

Boxed Picture Words Set#4Read the words in the table. Use each word in the table once. Write the letters in the box that match the shape of the word. The boxes show tall and small letters.

church

1.

circle clock cloud coat

comb cow cup curtain dog

2.

3.

4.

5.

6.

7.

8.

9.

10.

Write two sentences on the back using one picture word in each.

© Word Families - Short Vowels CC11101�

NAME:

...................Working With Words

Short “i” Picture RimesLook at the picture. Choose the best onset to finish each word. The first one has been done for you.

kick ______ ______ick ______ig ______id

______ ______ill ______ill ______in ______ink

______ ______ink ______ip ______ ______ip ______it

HIgh-Frequency Sight Words CC1113©

..................Take a Guess

57

Read each clue. Think of which sight word matches the clue. Write the word on the line in the guess column. Read the next clue and make another guess.

Clue Guess

1. This word has letters.

This word makes sense in this sentence:

.

5.

This word rhymes with

.4.

This word starts with a .3.

This word has sounds.

2.

IWB

CompatibleWith Any


11

Reproducible



Passages, Comprehension Quiz, Crossword & Word Search, Etc.

100%Common Core

StandardAligned


........................................................................


• How to Write a Paragraph CC1100 60 6 • How to Write a Book Report CC1101 60 6 • How to Write an Essay CC1102 60 6 • Master Writing Big Book (All 3 books combined) CC1103 170 18


• How to Write a Paragraph CC7104 CC7104V CC7104X• How to Write A Book Report CC7105 CC7105V CC7105X• How to Write an Essay CC7106 CC7106V CC7106X• Master Writing Big Box (All 3 CDs combined) CC7107 CC7107V CC7107X

Resource Books

Become a Master Writer by gaining the ability to communicate through written text with our Writing Skills Series. Students will learn the fundamentals to writing a paragraph, book report and essay. We offer clear and concise instruction in the drafting and revision phases. Graphic Organizers are paired with each topic, allowing students to interactively practice what they have learned. 80 ready-made screen pages include reading passages, interactive activities, graphic organizers, video, audio, crossword, word search and memory match game.





TAKE A PEEK INSIDE!

ccp LANGUAGE ARTS

IWB Software

1�

NAME:

...................After You Read

How to Write an Essay CC1102

What is a Descriptive Essay?1. Complete the following Spider Map Organizer for a descriptive essay about your

favorite dessert.

a) The purpose of a descriptive essay is to ___________________________________.

b) The two types of descriptive essays are __________________ and ____________________.

c) Descriptive essays should contain a great deal of colorful _________________________.

d) The first step of any prewriting process should be _________________________.

e) When you write a descriptive essay, your job is to paint a __________________

_________________________ of the topic.

f) A good graphic organizer to use for a descriptive essay is a _______________________ Map.

2. Complete each statement

Detail

Detail

Detail

Detail

Detail

Detail

My Favorite Dessert

Think of an event that you want to describe.• Why is this particular event important?• What were you doing?• What other things were happening around you? Is there

anything specific that stands out in your mind?• Where were objects located in relation to where you were?• How did the surroundings remind you of other places you

have been?• What sights, smells, sounds, and tastes were in the air?• Did the sights, smells, sounds, and tastes remind you of

anything?

• What were you feeling at that time?• Has there been a time in which you have felt this way

before?• What do you want the reader to feel after reading the

paper?• What types of words and images can convey this feeling?• Can you think of another situation that was similar to the

one you are writing about? How can it help explain what you are writing about?

• Is there enough detail in your essay to create a mental image for the reader?

Things to Remember When You Write a Descriptive Essay about an event:


Writing Skills Series

16

NAME:

...................Before You Read

How to Write a Paragraph CC1100

Using Graphic Organizers for PrewritingMatching: Draw a line from the graphic organizer to the written description of how it is used.

1. A diagram made up of two or more intersecting circles representing relationships among concepts. It is a good way to compare and contrast two things and to organize your thoughts for writing.

2. A type of graphic organizer that lets the writer think about and list the “Who, When, Where, What, and Why” of a story or event.

3. A graphic organizer that shows the relationship between two events when one of the events is the reason the other occurred.

4. A graphic organizer showing the key events within a particular period of time.

5. A chart that organizes the details of the sights, tastes, smells, touches, and sounds in a story or event.

5 W’s Chart

Venn Diagram

Sensory Chart

Cause and Effect Chart

Timeline

_____/ _____/ _____/ _____/ _____/ _____/

What happened?Who was there?Why did it happen?When did it happen?Where did it happen?

Subject: Sight:Sound: Smell: Touch: Taste:

Cause Effect

How to Write a Paragraph CC1100©

..................

55

Who, What, When, Where, Why, How

Graphic organizers are a pictorial way of constructing knowledge and organizing information. They help the student convert and compress a lot of seemingly disjointed

information into a structured, simple-to-read, graphic display. The resulting visual display conveys complex information in a simple-to-understand manner. This 5 W’s + H Chart helps

students organize all the pertinent information needed for an expository essay.

Where? (setting)

Where does this ta

ke place?(setting)

Where does this ta

ke place?

How?

How did it happen?

How?

How did it happen?

When? (time)

When did the problem happen?

Who?Who are the characters?

A. Major and B. Minor

Who?Who are the characters?

What?What is the problem?

What?What is the problem?

Why?

Why did this happen?

Main Idea:

REGULAR & REMEDIAL EDUCATIONGRADES 5-8 READING LEVELS 3-4

IWB

CompatibleWith Any


12

Reproducible

100%Common Core

StandardAligned

LANGUAGE ARTS

Order:1.800.663.3609

........................................................................

TITLE CC# # PAGES IWB • Reading Comprehension CC1116 60 6 • Literary Devices CC1117 60 6 • Critical Thinking CC1118 60 6 • Master Reading Big Book (3 books combined) CC1119 170 18

Resource Books






REGULAR & REMEDIAL EDUCATIONGRADES 5-8 READING LEVELS 3-4IWB Software

Reading Skills SeriesTITLE SINGLE-USER 6-USER 30-USER

• Reading Comprehension CC7108 CC7108V CC7108X• Literary Devices CC7109 CC7109V CC7109X• Critical Thinking CC7110 CC7110V CC7110X• Master Reading Big Box (3 CDs combined) CC7111 CC7111V CC7111X

TAKE A PEEK INSIDE!

Become a Master Reader by gaining the ability to communicate and understand the written word with our Reading Skills Series. Covering a wide range of topics such as Main Idea, Making Inferences, Characterization, Fact and Opinion, Point of View, and Independent Thinking, students will develop the necessary skills to be able to understand reading comprehension, literary devices, and finally become critical thinkers. 80 ready-made screen pages include reading passages, interactive activities, graphic organizers, video, audio, crossword, word search and memory match game.

16

NAME:

...................Before You Read

Reading Comprehension CC1116

Using Graphic Organizers to Identify Context Clues

Synonyms

A

B

C

D

graphic organizers

context clues

Synonyms

Antonyms

1. Put the letter of the correct term beside its definition:

1

2

3

4

words that mean the opposite of the new word

diagrams or drawings which help you list your ideas on paper

words or phrases that can help readers understand the meaning of a new word.

words that mean the same as the new word

2. Use the information in the following paragraph to complete the graphic organizer. You may use a dictionary after you’ve tried to complete the organizers on your own.

During a storm at sea the water is treacherous. Ships are often broken apart by the strong waves. Others have simply vanished, never to be found again. Sometimes a simple fishing trip can be fatal to passengers if a storm forms while they are at sea. Sea captains must always take precautions to keep everyone safe.

ANTonyms

treacherous

IWB

CompatibleWith Any


NEW!

Master Reading – Big Book CC1119©

..................Five Stages of Plot Development

161

2.

1.

5.

(Describes the characters and the setting of the story.)

(Conflicts are introduced, and readers find out more about the

characters.)

(A tying-up of all the loose ends left in the story.)

3.4.(The “high point” of a story.)(Deals with the results of

the climax.)

5.(A tying-up of all the loose ends

left in the story.)

1.

4.(Deals with the results of

the climax.)

Reading Comprehension CC1116©

..................

58

Making Inferences: Reading Between the Lines

Question: (from the book, our group, or my teacher)

What I know from the book: What I know from my brain:

My Inference:

13

Reproducible

100%Common Core

StandardAligned


........................................................................

ccp LANGUAGE ARTSREGULAR EDUCATION

GRADES 1-2, 3-4, 5-6 or 7-8

Reading Response Forms Series

CC1109-BigBook

Students will eagerly share their impressions about literature with our unique skill-based Reading Response Forms. Each book in the series contains 36 worksheets that are engaging, purposeful and graded appropriately. Each worksheet focuses on one of the following skills based on Bloom’s Taxonomy: remembering, understanding, applying, analysing, evaluating and creating.

Literature Kits™ Grades 1-2

CC2103

TITLE CC# # PAGES IWB • Curious George CC2100 55 3 • Paper Bag Princess CC2101 55 3 • Stone Soup CC2102 55 3 • The Very Hungry Caterpillar CC2103 55 3 • Where The Wild Things Are CC2104 55 3


CC2704


• Cheaper By The Dozen CC2700 55 3 • The Miracle Worker CC2701 55 3 • The Red Pony CC2702 55 3 • Treasure Island CC2703 55 3• Romeo & Juliet CC2704 55 3• Crispin: The Cross of Lead ❂ CC2705 55 3

Resource Books

The Classroom Complete Press system provides motivation and guidance for independent reading in a way that can be easily integrated into a structured whole-class reading program. Three specially suited graphic organizer transparencies are included in each Literature Kit™.

All activities engage the student and build the full range of thinking skills that are essential for students’ reading comprehension. The vocabulary and comprehension questions are always worded and graded appropriately.

TITLE CC# # PAGES IWB • Grades 1-2 CC1106 60 6 • Grades 3-4 CC1107 60 6 • Grades 5-6 CC1108 60 6 • Grades 1-6 Big Book (All 3 books combined) CC1109 170 18

14

Reproducible

TAKE A PEEK INSIDE!

Reading Response Forms CC1107©

...................My name:

Title of my book:

Author:

After You Read

Remembering14

Describing WordsWords that name people, animals, places or things are called nouns. Words that describe nouns are called adjectives.

Look in your story for nouns. Find the adjectives that describe the nouns.

Complete the chart. Look at the example.Write the nouns that you found.Then write the adjectives from the story that describe those nouns.

Adjectives Nouns – people, Adjectives Nouns – people, animals, places, animals, places, things things

shaggy dog ghostly sky

Reading Response Forms CC1107©

..................Character Report Card

60

Complete a REPORT CARD to tell how the character behaved in this story.

Use facts from the story.

Character Report Card

Character’s E Excellentpicture: G Good S Satisfactory NI Needs Improvement

Character name: _______________________________________________________

Grade: _________________________________________________________________

Teacher’s name: ________________________________________________________

Behavior Grade Comments

Positive attitudeActed safely & carefullyHelpful to othersPays attentionCompletes tasksShows responsibility

Comments: _____________________________________________________________

Signature: ______________________________________________________________

Phonics NAME:

...................

© The Very Hungry Caterpillar CC210316

Activity Eleven

Example: Monday YES NO

1. everyday YES NO

2. today YES NO

3. Thursday YES NO

4. Wednesday YES NO

5. yesterday YES NO

6. schoolday YES NO

7. happyday YES NO

8. Teaday YES NO

1. Many words end with the word day. Read each word below. Circle Yes if it is a real word. Circle No if it is not a real word..

2. Choose two real words from the list above. Use each word in a full sentence. Remember to begin your sentence with a capital letter and end it with a period.

Sentence One

___________________________________________________________________

Sentence Two

___________________________________________________________________

© The Paper Bag Princess CC2101

Story Makeover..................

55

PRETEND YOU ARE THE AUTHOR OF THE STORY. THERE ARE SOME THINGS YOU LIKE AND DON’T LIKE ABOUT IT.

• You want to CHANGE TWO things in the story. What are they?

• There are TWO things you DON’T want to change. What are they?

• There are TWO things you will ADD to the story. What are they?

Write your answers below.

Things to Change

1 2

Things to Add

1 2

Things NOT to Change

1 2

Each book includes: - Teacher’s Guide

- Assessment Rubric

- Vocabulary Lists

- Student Hand-outs


- Reading Passages

- Comprehension Quiz

- Crossword & Word Search

- Easy Marking Answer Key

- Overhead/IWB Downloads

❂ Newbery Winner

LANGUAGE ARTS

Order:1.800.663.3609

........................................................................

Resource Books REGULAR EDUCATIONGRADES 3-4 or 5-6


CC2301

TITLE CC# # PAGES IWB • Babe: The Gallant Pig CC2300 55 3• Because of Winn-Dixie ❂ CC2301 55 3• The Tale of Despereaux ❂ CC2302 55 3• James and The Giant Peach CC2303 55 3• Ramona Quimby, Age 8 ❂ CC2304 55 3• The Mouse and The Motorcycle CC2305 55 3• Charlotte's Web ❂ CC2306 55 3• Owls in The Family CC2307 55 3• Sarah, Plain and Tall ❂ CC2308 55 3• Matilda CC2309 55 3• Charlie & The Chocolate Factory CC2310 55 3• Frindle CC2311 55 3• M.C. Higgins, the Great ❂ CC2312 55 3• The Family Under the Bridge ❂ CC2313 55 3

CC2519

CC2313

CC2525

NAME:

...................After You Read

© Frindle CC231128

Chapter Nine

Imagine that you are Nick. Plan your strategy for the rest of the game. What will your next move be? What will be Mrs. Granger’s next move? Record at least three moves for each team.

Journaling Prompt

Answer each question with a complete sentence or short paragraph using examples from the text to support your answers.

1. What is Mrs. Chatham’s perspective on the diffi culties at school?

2. Why was Nick’s statement about the word – ain’t, a “fi rst-class thought-grenade?”

3. Do you think that Nick could stop others from using the word frindle now if he really wanted to? Why or why not?

4. What judgement would you make about Mrs. Granger’s use of Mrs. Chatham to end the game? Was this really what she was trying to do?

5. How is Nick’s mom related to the white queen in a chess game?

6. List three characteristics of Mr. or Mrs. Allen citing evidence from the text to support your ideas. (Eg. creative – Nick invented the word frindle.)

Frindle CC2311© 54

Choose specifi c events from the story that infl uence each other and put them in order in the cycle graphic organizer below. Be sure to describe

the event and how it infl uences the next one.

One Event Leads to Another..................................

Event #1

____________________________________________________

Event #4____________________________________________________

Event #5

____________________________________________________

Event #2____________________________________________________

Event #3

____________________________________________________

TITLE CC# # PAGES IWB • Black Beauty CC2500 55 3• Bridge to Terabithia ❂ CC2501 55 3• Bud, Not Buddy ❂ CC2502 55 3• The Egypt Game ❂ CC2503 55 3• The Great Gilly Hopkins ❂ CC2504 55 3• Holes ❂ CC2505 55 3• Number the Stars ❂ CC2506 55 3• The Sign of The Beaver ❂ CC2507 55 3• The Whipping Boy ❂ CC2508 55 3• Island of The Blue Dolphins ❂ CC2509 55 3• Underground to Canada CC2510 55 3• Loser CC2511 55 3• The Higher Power of Lucky ❂ CC2512 55 3• Kira-Kira ❂ CC2513 55 3• Dear Mr. Henshaw ❂ CC2514 55 3• The Summer of The Swans ❂ CC2515 55 3• Shiloh ❂ CC2516 55 3• A Single Shard ❂ CC2517 55 3• Hoot ❂ CC2518 55 3• Hatchet ❂ CC2519 55 3• The Giver ❂ CC2520 55 3• The Graveyard Book ❂ CC2521 55 3• NEW! The View From Saturday ❂ CC2522 55 3• NEW! Hattie Big Sky ❂ CC2523 55 3• NEW! When You Reach Me ❂ CC2524 55 3• NEW! Criss Cross ❂ CC2525 55 3• NEW! A Year Down Yonder ❂ CC2526 55 3

The Classroom Complete Press system includes meaningful, standards-based activities that blend content-rich skill work with critical thinking and writing skills. Our ‘Before You Read’ and ‘After You Read’ activities provide a basis for group discussion. As well, to facilitate independent study learning.


TAKE A PEEK INSIDE!

Each book includes: - Teacher’s Guide

- Assessment Rubric

- Vocabulary Lists

- Student Hand-outs


- Reading Passages

- Comprehension Quiz

- Crossword & Word Search

- Easy Marking Answer Key

- Overhead/IWB Downloads

❂ Newbery Winner❂

15

Reproducible

NEW!


........................................................................

ccp SOCIAL STUDIESREGULAR & REMEDIAL EDUCATIONGRADES 5-8 READING LEVELS 3-4

World Conflict Series

CC5505

TITLE CC# # PAGES IWB • Korean War CC5505 60 6 • Vietnam War CC5506 60 6 • Korean & Vietnam Wars Big Book (2 books combined) CC5507 114 12

CC5509

Resource Books

16

Help students gain a concrete understanding of the causes and outcomes of the Korean and Vietnam Wars as well as the events of the first and second Gulf Wars. We look at the background, causes, major battles, and key figures of the Korean and Vietnam Wars, and how they affected people back home. Following this, students will learn about the background of the region, the origins of the conflict, and the parties and key figures involved with the Persian Gulf War and the Iraq War. Using simplified language and vocabulary, and written in a way that is easier for students to understand, each resource is comprised of reading passages, student activities, crossword, word search, and overheads.

CC5506CC5508

NAME:

...................After You Read


Invasion of Kuwait


if it is FALSE.

a) Unlike its larger neighbor, Iraq, Kuwait is a desperately poor country.

TRUE FALSE

b) Kuwait has been an independent country since 1812.

TRUE FALSE

c) Iraq and Kuwait had once been a part of the Ottoman Empire.

TRUE FALSE

d) Iraq earned millions of dollars because of their war with Iran.

TRUE FALSE

e) By the end of its war with Iran, Iraq’s army had shrunk to almost nothing.

TRUE FALSE

3. We have already encountered the names of a number of countries and empires. Circle the ones below that have already played a part in our story.

Iran Ottoman Empire Russia United States Saudi Arabia

2. Number the events from 1 to 5 in the order they happened in leading to the invasion of Kuwait.

a) The war between Iran and Iraq fi nally ends after eight years.

b) Kuwait becomes an independent country.

c) Iraqi troops invade Kuwait.

d) Saddam Hussein accuses Kuwait of “slant drilling” and stealing Iraq’s oil.

e) Kuwait becomes the largest exporter of oil in the Persian Gulf.


Saddam Hussein5th President of Iraq

1979 – 2003

George H.W. Bush 41st U.S. President

1989 – 1993

Norman Schwarzkopf US Army General, Commander-in-Chief

U.S. Central Command

Fahd bin Abdul AzizKing of Saudi Arabia

1982 – 2005

Persian Gulf War Key Figures....................

55

TITLE CC# # PAGES IWB • Persian Gulf War (1990-1991) CC5508 60 6 • Iraq War (2003-2010) CC5509 60 6 • Gulf Wars Big Book (2 books combined) CC5510 116 12

Reproducible

TAKE A PEEK INSIDE!

NAME:

...................After You Read

© The Korean War CC550533

The Air War1. Circle the words that do not belong in the groupings found below.

Aircraft Carrier Helicopter Bombers Tank

Land Air Water Mountains

Food Medical Supplies Ammunition Parachute

2. Unscramble the words below:

CKINHVOLA

VELYAKVO

NSEALP

GTTSARE

IBBGNSMO

WNOLF

EEHSBNA

3. When it came to the “Air War” in Korea there were some very important fi rsts that changed the way future wars were fought. Can you name some of these very

important fi rsts?

4. Air superiority is very important in a war. Can you explain what it means to have air

superiority? Why is it important to have air superiority? Give some reasons.

©K

ore

an a

nd V

ietna

m W

ars C

C5507

103

The Ko

rean War M

emo

rialW

ashington

, D.C

...............................

ReadinG PassaGeNAME:

...................

© Iraq War (2003 – 2010) CC550919

The United States and other Western nations knew that Osama bin Laden was the leader of the terrorist group that carried out the 9/11 attacks. Bin Laden was a millionaire from Saudi Arabia whose headquarters was believed to be in Afghanistan.

However, President George W. Bush made it known that Saddam Hussein and his Iraqi government were suspected of supporting terrorist groups such as al-Qaeda. In a 2002 speech Bush called Iraq a member of the “axis of evil” – along with Iran and North Korea. He also began to publicly call for military action to be taken against Iraq. He told people in the United States and around the world that he believed Iraq was manufacturing weapons of mass destruction (poisonous gas, nuclear bombs) and that Saddam Hussein was supporting al-Qaeda. The American government said that they had evidence that Iraq had large stockpiles of chemical weapons and was actively seeking materials to make nuclear weapons.

Many countries in Europe and elsewhere in the world did not support America’s call for military action. Countries such as France, Germany, and Russia suggested that more time should be given for the weapons inspectors to go through the questionable sites in Iraq.

Iraq finally let the weapons inspectors back into the country in November 2002. After three months of inspections no weapons of mass destruction had been found. However President Bush and his government still did not consider Hussein to be completely cooperative, and the path to war seemed unstoppable.

World Terrorism

Do you think President Bush’s reasons for going to war were convincing?


...................

© The Vietnam War CC550625

hen American involvement in Vietnam began in 1954 it was in a

fairly limited role. The U.S. sent equipment and military advisors to

Vietnam to help train the South Vietnamese Army (ARVN). While

President Kennedy was in office there were around 16,000 military advisors

and personnel sent to Vietnam.

Weapons of the War

W

One of the major contributions of the U.S. was the introduction of the

helicopter in Vietnam. The UH-1 helicopter, known as the Huey by the

troops, became the workhorse of the U.S. Army. Early in 1962, Operation

Chopper involved American military pilots carrying over 1,000 South

Vietnamese soldiers in helicopters to perform a sweep of a Viet Cong

stronghold near Saigon. These were the first combat missions against the

Viet Cong that American forces were involved in.

© The Vietnam War CC550655

..................The Vietnam War

Major Battles

©Ira

q W

ar (2003 – 2010) C

C5509

58

U.S. Tro

ops o

n Patrol

Iraq, 200

7..........................

100%Common Core

StandardAligned

SOCIAL STUDIES

Order:1.800.663.3609

........................................................................

REGULAR & REMEDIAL EDUCATIONGRADES 5-8 READING LEVELS 3-4Resource Books

World Conflict Series

17

CC5500

CC5502

CC5501

The American Revolutionary War was one of the most important events in United States history, where Britain’s thirteen colonies established in North America gained independence and became their own country. The American Civil War was a watershed event, causing years of war and terrible destruction, but also signaling the last time an individual state ever seceded, and more importantly, the end of slavery. WWI and WWII were terrible, expensive and tragic wars that changed the course of history. Find out the background and causes that led to these wars, and why each raged on for years. Major battles, methods and weapons of war, and final outcomes are all explored.

CC5511

NAME:

...................Before You Read

©© American Revolutionary War CC551130

Effects and Outcomes1. Look up the word GUERILLA in the dictionary. Write down the meaning of the word

below that you think would apply to the American Revolutionary War.

______________________________________________________________________________________

______________________________________________________________________________________

2. After looking at the defi nition of GUERILLA in the dictionary, who do you think might have used guerilla tactics during the American Revolution?

______________________________________________________________________________________

______________________________________________________________________________________

3. The Thirteen Colonies were helped by other countries during the war. Do you think that they could have survived and defeated Britain on their own? Explain your answer.

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

4. Match the words on the left to their meaning on the right.

1

2

3

4

5

6

A

B

C

D

E

F

tactics

defeated

weakened

fi ghting

bankrupt

satisfaction

not victorious

a struggle

the branch of military science dealing with detailed maneuvers to achieve objectives set

by strategy

a person, fi rm or corporation that has been declared insolvent

the contentment one feels when one has fulfi lled a desire, need or expectation

diminished

TITLE CC# # PAGES IWB • American Civil War CC5500 48 6 • American Revolutionary War CC5511 48 6 • American Wars Big Book (2 books combined) CC5512 90 12

TITLE CC# # PAGES IWB • World War I CC5501 48 6 • World War II CC5502 48 6 • World Wars I & II Big Book (2 books combined) CC5503 90 12

©A

me

rica

n Revo

lutiona

ry Wa

r CC

551144

Bosto

n Tea Party.....................

A reenactment of the Boston Tea Party

TAKE A PEEK INSIDE!

Reproducible

NAME:

...................ReadinG PassaGe

© American Civil War CC550012

Major Figureshere were many important people in the Civil War. Below are some of the individuals who were considered to be the major figures in the Civil War.

Abraham Lincoln was born in Kentucky on February 12, 1809. Although he came from an undistinguished family, Lincoln worked hard to receive an education. He was extremely ambitious and received a law degree. He married Mary Todd and had four children, although only one survived to be an adult.

He ran for Senator in 1858 but lost to a man named Stephen A. Douglas. Even though he lost, he gained national recognition for his ability to speak in public. In 1860 he became President. He worked hard and built up the Republican Party. On January 1, 1863 he issued his famous Emancipation Proclamation.

In 1864 Lincoln won re-election. With the end of the war near, he encouraged those fighting in the south to surrender. He worked to promote peace. On Friday, April 14, 1865 Abraham Lincoln was assassinated. He is remembered as being a kind person.

uring the Civil War, Ulysses S. Grant was the General of the Union army. He was born in 1822 to a family from Ohio. As a young man, Grant attended West Point even though he did

not really want to attend school. When the Civil War started, Grant was working in Illinois at his family’s leather store. He became the leader of a volunteer regiment and got the regiment ready for service. Within a year, Grant became Brigadier General of the volunteers. In February 1862 President Lincoln promoted Grant to Major General of volunteers. Two years later, due to his strong ability to fight and lead, he was appointed General-in-Chief.

Grant fought against many Confederate forces including General Robert E. Lee who surrendered to Grant in 1865. Grant became President of the United States in 1868. He was considered an obvious choice for president after his many accomplishments during the Civil War. After his presidency, Grant was a partner in a financial business that lasted only a short time before declaring bankruptcy. Shortly thereafter Grant learned that he had cancer of the throat. Dying, and knowing that he had nothing to leave his family, Grant frantically started writing his memoirs which earned him a great deal of money. He died in 1885, not long after he completed his book.

T

D

©A

me

rica

n Civil W

ar C

C5500

45

Land Lost To

Co

nfederacy...............................

NAME:

...................After You Read

© World War II CC550228

New Weapons of War2. Explain why Great Britain and the allies believed that German U-Boats were

their biggest threat.

3. How did tanks become more sophisticated in World War Two?

4. What is the difference between a bomber and a fi ghter aircraft?

Research & Application5. The German word “unterseeboot” or U-Boat, translates into “undersea boat”.

There are a number of words that we use in English that actually come from German. Below is a list of words that are derived from, or come from, the German language. Using a dictionary to help you, write out the English definition for each of these words.

• Kindergarten • angst • delicatessen • Fahrenheit • glitz • hamburger • kaput • waltz

6. Fighter planes became a very important weapon in World War Two. Do some research to find out more about these planes. Try to answer the following questions as well as at least three more points of interest:

• What did fighter planes look like? • How long did it take to build one? • How accurate were they? • How big were they? • Who built them? • How many people could fit into one plane? Write a two to three-minute speech explaining what you have found out about

fighter planes during World War Two. Be ready to share your speech.

NAME:

...................Before You Read

©© World War I CC550122

Woodrow Wilson’s Fourteen Points1. Use a straight line to match each word with its correct meaning. You

may use a dictionary to help you.

elected1 The upper house of the United States Congress A

neutral2 The lower house of the United States Congress B

Senate3 Someone chosen by a vote C

House of Representatives4 Talks that are hoped to end in an

agreement D

Congress5 Not taking any side in an argument or dispute E

negotiations6The national legislative body in the United

States, made up of the Senate and the House of Representatives

F

1

2

3

4

5

Branch of the government

2. The government has a very big job to do. There are many different offices and branches of the government. Using the chart, try to list five different offices or branches of the government and the job that each office is supposed to do.

Job of that branch

© World War I CC550145

Woodrow Wilson Twenty-Eighth President 1913-1921.......................

©W

orld

Wa

r II CC

5502

American W

W II Cem

etary, N

ormandy

............

43

100%Common Core

StandardAligned


........................................................................

ccp SOCIAL STUDIESREGULAR & REMEDIAL EDUCATIONGRADES 5-8 READING LEVELS 3-4

North American Governments Series

CC5757TITLE CC# # PAGES IWB • American Government CC5757 60 6 • Canadian Government CC5758 60 6 • Mexican Government CC5759 60 6 • Governments of North America Big Book (All 3 books combined) CC5760 170 18

Here is everything you need to know about the three very different Governments in North America. Students will learn: What is government and why do we need it? What kinds of governments exist in North America today? How are governments elected? We present a clear understanding and compare the varied branches of the Federal Governments as well as how the different systems of checks and balances work. Using simplified language and vocabulary, our resources clearly explain the structures and functions of different levels of government.

World Governments SeriesCC5761

CC5763

Resource Books

Compare all types of Governments as well as historical and present world electoral systems and reform. Get the scoop on twelve of the most interesting World Political Leaders from the past century along with their global impact of today. Learn how a Democratic Government operates and compare historical and present world electoral systems and reform. Find out the differences between the Presidential and Parliamentary system of running a country and why Dictatorship governments still exist. Using simplified language and vocabulary, we discover the power of Governments, proponents and critics of Capitalism as well as the frameworks of State and Democracy.

18

TITLE CC# # PAGES IWB • World Political Leaders CC5761 60 6 • World Electoral Processes CC5762 60 6 • Capitalism vs. Communism CC5763 60 6 • World Politics Big Book (All 3 books combined) CC5777 170 18

Reproducible

TAKE A PEEK INSIDE!


...................

© World Political Leaders CC576129

Nelson Mandelaelson Mandela was the 11th President of South Africa. He is

most famous for being a political activist. He worked to end

apartheid.

The South African government did not allow equal rights for all of

their citizens. Mandela began fighting with the resistance against

the racism he saw. He was arrested twice. He was first put in jail for

treason. He was arrested for voicing his opinions. He was found not

guilty.

He was arrested a second time. This time, he was convicted of organizing an armed

attack against the government. He spent twenty-seven years in prison for standing up for

what he believed.

His story was famous, and eventually people from around the world put pressure on South

Africa. The people of the world wanted Mandela to be freed. The government had to give

him his freedom.

After getting out of prison, Mandela made bringing peace to his country his main focus. He

worked to give everyone the right to vote. His hard work paid off. He was the first President

of South Africa to win an election open to all citizens.

Mandela worked with many human rights groups after he left office. He also worked to

fight the AIDS epidemic in Africa. He has received the Nobel Peace Prize for his efforts to

help end apartheid in South Africa.

What was Mandela arrested for the first time?

STOP

N

© World Political Leaders CC576156

Before

After

...........Berlin Wall

NAME:

...................Before You Read

Capitalism vs. Communism CC576328

A Communist Political Economy

a) Countries

b) A period of ten years

c) Allowed

d) Broken into pieces

e) Came into being

1. Write each word from the list next to the correct meaning. Use a dictionary to help you.

permitted emerged decadefragmented nations

2. During the Cold War, Communism spread very quickly in Eastern Europe, Asia, and in Africa. Use the resources in your classroom to list three facts about the Cold War to share with your class.

a) __________________________________________________________________________

b) __________________________________________________________________________

c) __________________________________________________________________________

3. Use the resources in your classroom to identify three countries that have Communist political economies.

a) __________________________________________________________________________

b) __________________________________________________________________________

c) __________________________________________________________________________

NAME:

...................Before You Read

© Canadian Government CC575810

Kinds of Governments

a) exists when a nation has no government at all.

b) A(n) is a form of government with a ruler who inherits the position, rules for life, and holds all power.

c) In a , the supreme power is held by all the people and is used by them directly.

d) In a , all power is held by one person who may use force.

e) In a , voters choose their government representatives.

f) In a , the power of the ruler or monarch is limited by law.

2. Write down each kind of government in the correct box. Use the word list from Question 1 above.

1. Complete each sentence with a word from the list. You may use a dictionary to find the definitions.

dictatorship anarchy absolute monarchy direct democracy constitutional monarchy representative democracy

a) Total rule by one person, usually a king

or queen

d) Exists when a leader rules with absolute

power, usually by force

b) All citizens take part in suggesting and

making laws

e) Exists when a nation has no person or group in charge, and people can

do anything they wish

c) Voters choose representatives to act

in their interests

f) Government lead by a monarch whose

power is limited by law

Am

eric

an G

ove

rnme

nt CC

5757©

55

The Federal Go

vernment

..................

CONSTITUTION

Legislative Executive Judicial

Congress

House of Representatives

President Supreme Court

Vice-PresidentSenate

The U.S. Capitol The White House The Supreme Court

Capitalism vs. Communism CC5763

Globalization

59

..................

• Smallbusinessescangetaccesstoabiggermarket.

• Bigbusinessescan find cheaper materialsandworkers.

Global Partnerships

• Manyproductscanbemadecheaperifbusinessescanhuntforthebestprices.

• Consumersbenefit from lower prices.

Cheaper Prices

• Othercountrieshavetoworktogetherbecauseofpartnerships.

• Worldleaderswill have to find waystoworkwithothercountriesinordertoprotectbusinesses.

Interdependence

Benefits of Globalization

• Lossofjobs,especiallyintheUnitedStates

• TheUnitedStateshasasmallershareoftheworldmarket.

• UncertaintyaboutthefutureofGlobalization.

Drawbacks of Globalization

Globalization:Theincreasingglobalconnectivity,integration,andinterdependencewithintheeconomic,social,technological,

cultural,political,andecologicalenvironmentsthroughouttheworld.

100%Common Core

StandardAligned

SOCIAL STUDIES

Order:1.800.663.3609

........................................................................


World Continents Series

CC5752

TITLE CC# # PAGES IWB • North America CC5750 60 12 • South America CC5751 60 12 • The Americas Big Book (2 books combined) CC5768 114 24 • Europe CC5752 60 12• Africa CC5753 60 12• Asia CC5754 60 12• Australia CC5755 60 12• Antarctica CC5756 60 12

Take a trip to North America, South America, Europe, Africa, Australia, Asia, or even Antarctica! Using the Five Themes of Geography, students will discover far away places and exotic lands. Learn what makes each continent unique, from the wilds of Australia’s Outback to the ancient Egyptian pyramids in Africa. Learn about the mistral winds in France, and the busy subways of Hong Kong. Our resources present geography concepts in simple language and vocabulary that makes learning a breeze. Save time with our information passages and ready-to-use activities for independent, small-group or whole-class learning. Each book includes 12 color overhead transparency maps.No hassles at the airport guaranteed, since you won’t even leave your classroom!

CC5753

19

TAKE A PEEK INSIDE!

Reproducible


...................

© Africa CC575313

Africa – Placehich features make Africa unique? Perhaps it is the wildlife we find there. Maybe its physical characteristics make

it unique. Perhaps it is the people of Africa, and where they have chosen to live, and the languages that they speak. Each of these features helps us better understand Africa and describe it as a place.

Africa is a continent of huge contrasts. While large cities can be found throughout the continent, some people continue to maintain their tribal customs and live as they have for thousands of years, preserving a unique way of life. Many people in Africa live near coastal areas, while others prefer the savanna regions, areas of grasslands and certain kinds of agriculture.

There are many important cities on all of Africa’s ocean coasts. They developed there because they had easy access to transportation and trade with other continents. The ports of northern Africa make travel to Europe very easy. East African ports provide an easy route to Asia. The harbors of western Africa provide access to North America and western Europe. The Suez Canal in Egypt provides a short cut from the Mediterranean Sea to the Indian Ocean.

W

The physical characteristics of Africa are many. There are huge rainforests at the Equator. There are vast plains in eastern Africa. There are tall mountains, deep valleys, and huge deserts in different parts of the continent. The world’s largest desert, the Sahara, covers northern Africa like a hot, sandy blanket.

Why have so many cities in Africa developed along its coastal areas?

STOP

Africa CC5753©54

Africa Political Map..................

NAME:

...................After You Read

© Europe CC5752

Human/Environment Interactions

19

Answer each question with a complete sentence.

Research, Extensions and Applications

3. How did the accident at Chernobyl have a negative affect on the environment? Use examples from the reading in your answer.

4. What kinds of actions can people take to help protect the environment as we interact with it?

5. What kinds of programs does your school, town, or city have that were chosen because they help protect the environment? Circle which you will be researching.

my school my neighborhood my town my city

Complete a chart like the one below to help you collect your information.

When you have finished, create a brochure showing all the programs in your chosen area. Share the brochure with your class.

6. What things can you do at home to help better protect the environment? List them below.

7. Many agencies have been created to help protect the wildlife around us. Here are just a few:

World Wildlife Fund (WWF) Ducks UnlimitedThe American Society for the Prevention of Cruelty Against Animals (ASPCA)

Research one of these agencies. Find out what it does to help protect animals from harm. Share your findings with your class.

My ________________’s Programs How they help protect the environment

Europe CC5752© 51

Europe Outline Map..................

Asia CC5754©52

Asia Physical Map..................

Asia CC5754©53

Asia Major Population Map..................

Asia CC5754©54

Asia Political Map..................

Asia CC5754©55

Asia Transportation Map..................

Asia CC5754©58

Lake

Bal

khas

h

Lake

Bai

kal

Amur

Ussuri

Argun

Yalu

Salween

Mekong

Tumen

Mekon

g

Panj

Yangtze

Xi

Amur

Brah

map

utra

Xun

Amur

Onon

Brah

map

utra

Yamun

a

Vitim

Nar

mad

a

Salw

een

Nu

Brah

map

utra

Ingoda

Nary

n

Luan

Karnali

Lena

Nmai

Han

Uda

Hai

lar

Irtys

Ider

ijn

Za

Xar M

oron

Wud

ing

Isim

Xiliao

Yom

Seng

ge

Yu

Kong

i

Wu

Mekong

Zi

Sanc

ha

Mor

on U

s

Mal

yj J

enis

ej

Gilg

it

Gar

Tongtian

Xiang

Silka

Yang

tze

Indus

Black D

a

Yachi

Luo

Chindwinn

Dadu

Ayeyarwady

You

Ertix

Fen

Ob'

Zeja

Dong

Ayeyarwady

Qian

Yang

tze

Angara

Bija

Huang

Yello

w

Ili

Yamun

a

Oka

Wei

Tarim

Hua

i

Salw

een

Gange

s

Selen

ga

Nanpa

n

Yangtze

Irtys

Yi

Yarkan

t

Jeni

sej

Yalong

Hua

ng Y

ello

w

Huang Yellow

Nen

Gan

Hua

i

Sutle

j

So

uth

Ch

ina

Se

a

Bay

of B

enga

lPh

ilipp

ine

Sea

Paci

ficO

cean

East

Chi

na S

ea

Sea

ofJa

pan

(Eas

t Sea

)

Yello

w S

ea

Ha

ina

n

Ta

iwa

n

Lu

zo

n

Oki

naw

a

Am

ami O

Shi

ma

Sak

ishi

ma

Sho

to

Ry

uk

yu

I

sl

an

ds

Jeju

-Do

Sout

hK

orea

Nor

thK

orea

Ru

ss

ia

Japa

n

Tajik

ista

n

Paki

stan

Phili

ppin

es

Nep

al

Mo

ng

oli

a

La

os

Kyr

gyzs

tan

Ka

za

kh

sta

n Ind

ia

Ch

ina

Bu

rma

Bhu

tan

Ban

glad

esh

Ha

Gia

ng

Utta

radi

t

Phr

aeNan

Chi

ang

Rai

Vig

an

Bay

ombo

ng

Loua

ngph

raba

ng

Myi

tkyi

na

Gor

no-A

ltays

k

Muz

affa

raba

d

Ula

ango

m

Erd

enet

Dar

han

Hov

dB

ulga

n

Bay

anho

ngor

Xix

ia

Bao

feng

Laib

inJi

ekou

Hep

oY

ingd

e

Sui

xi

Lian

zhou

Yux

i

Wen

shan

Teng

chon

g

Shu

angb

aiM

angs

hiLi

ncan

g

Zito

ng

Qio

ngla

i Junl

ian

Bar

kam

Wen

jiang

Pan

zhih

ua

Luch

eng

She

nmu

San

yuan

Zhon

gwei

Wuz

hong

Tuqu

an

Togt

ohSha

ngdu

Kai

lu

Guy

ang

Ere

nhot

Bay

an G

ol

Xin

gyi

Wuy

ang

Zhan

gjia

chua

n

Wus

hanD

ingx

i

Xig

aze

Gya

ngze

Yec

heng

Yan

qi

Usu

Turp

an

Toli

Tach

eng

Pis

han

Man

as

Kuq

a

Em

in

Bol

e

You

xian

Wan

chen

gS

anya

Nad

aB

aoyo

u

Zhuj

iN

ingh

aiShe

njia

men

zhen

Nan

ling

Son

gche

ng

Leng

hu

Hun

chun

Qim

en

Kho

rog

Zala

ri

Zaka

men

sk

Yar

ovoy

e

Vya

zem

skiy

Vol

chik

ha

Svi

rsk

Sre

tens

k

Sly

udya

nka

Sko

voro

dino

Shi

lka

Ser

yshe

vo

Pos

pelik

ha

Per

eyas

lavk

aO

lovy

anna

ya

Niz

hneu

dins

k

Ner

chin

sk

Mog

ocha

Mik

hayl

ovsk

iy

Mag

daga

chi

Kya

khta

Kur

agin

o

Kar

ymsk

oye

Gus

inoo

zers

k

Bik

in

Zmei

nogo

rsk

Zim

a

Zeya

Che

rnys

hevs

kC

hegd

omyn

Bal

ey

Bal

agan

sk

Ary

g-U

zyu

Ak-

Dov

urak

Aba

za

Kam

en'

Che

rem

ushk

i

Bay

kal's

k

Ska

rdo

Sai

du

Olg

iy

Arv

aikh

er

Tsag

aand

ers

Bay

anho

ngor

Zyry

anov

sk

Task

eske

n

Nar

ynko

l

Mer

ke

Leps

y

Kay

nar

Geo

rgiy

evka D

ruzh

ba

Aya

guz

Ary

s

Rak

hman

ov B

ulaq

tary

Leps

iLe

psi

Leni

nogo

r

Kol

'zha

t

Aya

goz

Arq

alyq

Koc

hkor

ka

Dar

aut-k

urga

n

Ysy

k-K

ol

Tash

tago

l

Svo

bodn

yy

Sev

erob

ayka

l'sk

Yitu

lihe N

aji

Hud

er

Min

gsho

shan

Moh

e

Moh

e

Xin

qing

Da

Qai

dam

Alm

aty

Nin

h B

inh

Tug

uega

rao

Tab

ukIla

gan

Hye

san

Tau

nggy

i

Nam

anga

n

Kyz

yl

Biro

bidz

han

Pok

hara

Pav

loda

r

Tal

dyqo

rgha

n

Osk

emen

Osh

Kar

akol

Bot

ou

Rus

han

Xin

di

Laoh

ekou

Jian

liE

nshi

Anl

u

Hua

ngga

ng

Lech

eng

Jing

hong

Xua

nwei

Sim

ao

Quj

ing

Kai

yuan

Day

an

Chu

xion

g

Xic

hang

Ful

ing

Dax

ian

Yul

in

Yan

'an

Hou

ma

Nan

hui

Wuy

uan Don

gshe

ng

Zha

ngye

Yum

en

Pin

glia

ngLi

nxia

Jiay

ugua

nS

uzho

u

Kar

amay

Kuy

tun

Hot

an

Alta

y

Jish

ou

Wuc

hang

Wan

gkui

Nen

jiang

Neh

e

Mis

han

Link

ou

Hai

lun

Bai

quan

Tan

chen

gS

haow

u

Dat

ong

Hua

dian

Wen

ling

Lish

ui

Mup

ing

Fug

uo

Hec

hi

Qin

zhou

Bab

u

Tou

ngoo

Tha

yetm

yo

Pyi

nman

a

Tul

unM

inus

insk

Kra

snok

amen

sk

Bel

ogor

sk

Am

ursk

Shi

man

ovsk

Che

rem

khov

oS

hakh

tinsk

Sem

ipal

atin

sk

Eki

bast

uz

Tal

dyqo

rgha

n

Sem

ey

Srik

akul

am

Jagd

alpu

r

Haz

arib

ag

Bal

agha

t

Dim

apur

Tez

pur

Jorh

at

Tin

suki

a

Jayp

ur

Bur

har

Erg

un Z

uoqi

Arx

an

Gen

he

Cha

ngji

Vin

h

Tha

nh H

oa

Tha

i Ngu

yen

Nam

Din

h

Hon

g G

ai

Chi

ang

Mai

Bag

uio

Cho

nju

Che

ju

Won

san

Sar

iwon

Sitt

we

Sag

aing

Hen

zada

Pye

Ula

n-U

de

Aba

kan

Chi

taB

lago

vesh

chen

sk

Deh

ra D

un

Aga

rtal

aIm

phal

Bhu

bane

shw

ar

Shi

llong

Zhu

mad

ian

Luoh

e

Xin

gtai

Qin

huan

gdao

Liny

i

Yan

tai

Quf

u

Laiw

u

Bin

zhou

Yul

in

Wuz

hou

Gui

lin

Hua

ngsh

iS

hash

i

Hai

kou

Zhu

hai

She

nzhe

n

Mao

min

g

Dal

i

Gej

iu

Sui

ning

Mia

nyan

g

Luzh

ou

Lesh

an

Dey

ang

Gua

ngyu

an

Xia

nyan

g

Han

zhon

g

Ank

ang

Yin

chua

n

Zal

antu

n

Wuh

ai

Ton

glia

o

Man

zhou

liH

aila

r

Chi

feng

Kai

yuan

Zun

yi

Pan

xian

Kai

li

Biji

e

Wuw

ei

Lhas

a

Shi

hezi

Kor

laK

ashi

Ham

i

Aks

u

Yiy

ang

Che

nzho

u

Yic

hun

Sui

hua

Shu

angy

asha

n

Bei

'an

Yon

g'an Xia

men

Nan

ping

Gol

mud

Yan

ji

Sip

ing

Gon

gzhu

ling

Fuy

u

Dun

hua

Yan

gzho

u

Yan

chen

g

Xun

wu

Yic

hun

Jing

dezh

en

Wen

zhou

Sha

oxin

g

Quz

houJi

axin

g Jiao

jiang

Huz

hou

Suz

hou

Fuy

ang

Raj

shah

i

Sin

uiju

Kan

ggye

Qar

agha

ndy

Xia

ngfa

n

Cha

ngde

And

a

Gan

zhou

Mok

p'o

Hun

gnam

Sen

dai

San

dow

ay

Peg

u

Pak

okku

Myi

ngya

n

Min

buMei

ktila

Quq

on

Yua

nlin

T'a

i-tun

g

Chi

-lung

Chi

a-i

Kom

som

ol's

k-na

-am

ure

Bel

ovo

Ang

arsk

Uso

l'ye-

Sib

irsko

yeR

ubts

ovsk

Mez

hdur

eche

nsk

Jhel

um

Ton

k

Sirs

a

Shi

vpur

iBhi

nd

Sha

hjah

anpu

r

Am

bala

Cut

tack

Dur

gapu

rG

ondi

aR

aurk

ela

Kor

ba

Mur

war

a

Dib

ruga

rh

Ingr

aj B

azar

Bal

urgh

at

Pur

nia

Muz

affa

rpur

Jaun

pur

Gor

akhp

ur

Fai

zaba

d

Tem

irtau

Zhe

zqaz

ghan

Zhe

zqaz

ghan

Mau

Xin

yang

Xua

nhua

Che

ngde

Bao

ding

Yic

hang

Ton

gchu

an

Guo

zhen

Xis

he

Shi

zuis

han

Yak

eshi

Jagd

aqi

Ula

n H

ot

Jinx

i

Xig

uT

ians

huib

u

Lian

gzho

uJi

nchu

an

Yin

ing

Wul

ing

Sha

oyan

g

Leng

shui

jiang

Hen

gsha

n

Xia

men

Xin

pu

Xur

i

Syl

het

Sira

jgan

j

Guw

ahat

i

Nel

lore

Pur

i

Ong

ole

Mac

hilip

atna

m

Ten

ali

Kak

inad

a

Bra

hmap

ur

Niz

amab

adCha

ndra

pur

Yav

atm

al

Sag

ar

Hai

Pho

ng

Suw

onT

aejo

n

Ham

hungCh'

ongj

in

Nah

a

Nag

asak

i

Kum

amot

o

Kag

oshi

ma

Man

dala

y

Irku

tsk

Bar

naul

Kha

baro

vsk

Dzh

ambu

l

Shy

mke

nt Cha

ndig

arh

Srin

agar

Ran

chi

Luoy

ang

Zha

ngjia

kou

Han

dan

Qin

gdao

Zao

zhua

ng

Zha

ngdi

an

Nan

ning

Wuh

an

Zha

njia

ng

Zig

ong

Jinz

hou

Ben

xi

Uru

mqi

Xia

ngta

n Hen

gyan

g

Mud

anjia

ng

Heg

ang

Fuz

hou

Xin

ing

Hun

jiang

Xuz

hou

Suz

hou

Hef

ei

Vla

divo

stok

Daq

ing

Pin

gxia

ng

Laoa

g

Son

gjin

T'a

i-nan

T'a

i-chu

ng

Nov

okuz

nets

k

Guj

ranw

ala

Kiz

il-T

al

Vis

hakh

apat

nam

War

anga

l

Jaba

lpur

Gw

alio

r

Agr

a

Gha

ziab

ad

Mee

rut

Var

anas

iA

llaha

bad

Linz

hou

Xip

ing

Jinz

hou

Ans

han

Jixi

Khu

lna

Raj

ahm

undr

y

Liup

ansh

uiTa

ipei

Hon

g K

ongS

heny

ang

Sha

ngha

i

Laho

re

Kol

kata

(Cal

cutta

)

Hyd

erab

ad

Har

bin

Del

hi

Cho

ngqi

ng

Chi

ttago

ng

Inch

'on

Tae

gu Pus

an

Fuk

uoka

Bho

pal

Jaip

ur

Ludh

iana

Pat

na

Luck

now

Zhe

ngzh

ou

Tan

gsha

n

Tai

'an

Jina

n

Gua

ngzh

ou

Kun

min

g

Tia

njin

Che

ngdu

Xi'a

n

Tai

yuan

Dal

ian

Gui

yang

Lanz

hou

Qiq

ihar

Cha

ngch

un

Nan

jing

Nan

chan

g

Han

gzho

u

Shi

jiazh

uang

Bao

tou

Kita

kyus

hu

Kao

-hsi

ung

Hao

ra

Kan

pur

Nag

pur

Fus

hun

Nar

ayan

ganj

Jilin

Han

oi

Vie

nti

ane

Seo

ul

Pyo

ng

yan

g

Isla

mab

ad

Kat

hm

and

u

Ula

n B

ato

r

Ast

ana

Bis

hke

k

New

Del

hi

Th

imp

hu

Dh

aka

Bei

jing

25˚

30˚

35˚

40˚

45˚

50˚

20˚

15˚

25˚

30˚

35˚

40˚

45˚

50˚

20˚

15˚

110˚

115˚

120˚

125˚

105˚

100˚

95˚

90˚

85˚

80˚

110˚

115˚

120˚

125˚

130˚

135˚

105˚

100˚

95˚

90˚

85˚

80˚

75˚

70˚

65˚

Ch

in

a

Re

gi

on

Nat

ion

al C

apit

als

Citi

es 3

,000

,000

+C

ities

900

,000

-2,9

99,9

99C

ities

250

,000

-899

,999

Citi

es 7

5,00

0-24

9,99

9C

ities

0-7

4,99

9

Inte

rnat

iona

l Bou

ndar

ies

Hig

hway

sP

rimar

y R

oads

Maj

or R

iver

sIn

term

edia

te R

iver

sLa

kes

025

0 M

iles

125

025

0 K

M12

5

Asia China Region..................

Asia CC5754©56

Asia Waterway Map..................

Asia CC5754©59

DeadSea

C a s p i a n S e a

Helmand

Euphrates Tigris

Murat

Amu D

arya

Tigris

Blue Nile

Euphrates

Amu Darya

Socotra

DahlakArchipelago

Jaza'ir Farasan

Masira

Qeshm

Bubiyan

Indian Ocean

A r a b i a nS e a

Mediterranean Sea

R e d S e a

B l a c k S e a

Persian Gulf

G u l f o f A d e n

Gulf of Oman

S u d a n

S o m a l i a

E t h i o p i a

E g y p t

Y e m e n

U z b e k i s t a n

United Arab Emirates

T u r k m e n i s t a n

K a z a k h s t a nR u s s i a

T u r k e y

S y r i a

S a u d i A r a b i a

Qatar

O m a n

Oman

Lebanon

Kuwait

J o r d a n

Israel

I r a q

I r a n

Georgia

E r i t r e a

Dijbouti

Cyprus

Bahrain

Azerbaijan

Azerb.

Armenia

A f g h a n i s t a n

Zinjibar

Hajjah

Sadah

Ma'rib

Al Bayda'

Bartin

Sakaka

Maan

At Tafilah

Al Aqabah

As Samawah

Xacmaz

Quba

Neftcala

Chaghcharan

Saylac

Ceerigaabo

Bahir Dar

Abiy Adi

Tadjoura Obock

ZabidYarim

Tarim

Sabwa

Rida

LawdarHays

BajilAz Zaydiyah

Amran

Shaqra'

Raudah

Al Luhayyah

Takhiatash

Nurata

Kungrad

Khiva

Chimbay

Khujayli

Kushka

Dargan-Ata

Bayram-Ali

Yoloten

Tagtabazar

Saragt

Gyzylarbat

Tathlith

Tarib

Nabwan

Mukaylah

Marwan

Haddad Bani Malik

Gubba

Durma

Duba

Ash Shubaykiyah

As-Sebt As-Saraura

As Sarrar

Arjah

Al-Hisanah

Al Jubayl

Al-Bigadiya

Al Uwayqilah

Al Qunfidhah

Al Lith

Al Hayit

Al Haddar

Al Ghazalah

Al Bad

Abqaiq

Wasitah

Turubah

Simira'

Ra's al Khafji

Qutayn

Khuwaylidiyah

Jubbah

Dariyah

Baqa'

Al Khamasin

Pasni

Gwadar

SuharSaham

Kharfat

Habarut

Al Mudairib

Mazar

Boshruyeh

Bampur Sarawan

Kahnuj-e Modim

Kahnuj

Jalq

Farij

Teyvareh

Taiwara

Suakin

El Hawata

Ed Damazin

Berber

Berbera

Qiryat Shemona

Zarand

SaravanLar

Kahnuj

Wik'ro

Werota

K'obo

Inda Silase

Fiche

Bati

Azezo

Weldiya

Mot'a

Mendi

Mek'ele

Maych'ewKorem

Kembolcha

Himora

Gebre Guracha

Debre Werk'

Debre Tabor

Debra Sina

Debark'

Bure

Adwa

Adis Zemen

Adigrat

Adi Ar Kay

Tessenei

Massawa

Keren

Aseb

Ak'ordat

Adi Kwala Adi Caieh

Ibb

Navoi

Qarshi

Tashauz

Mary

Chardzhou

Turkmenbashy

Tunceli

Tokat

Sinop

Rize

Nigde

NevsehirMus

Kirsehir

Kilis

Karaman

Gumushane

Giresun

Erzincan

CankiriBolu

Bitlis

Bingol

Bayburt

Artvin

Aksaray

Agri

Dayr az Zawr

Ar Raqqah

Al Hasakah

Arar

Salalah

NIzwa

Al Kut

Al Amarah

Yasuj

Semnan

Ilam

Fuzuli

Astara

Zaqatala

LankaranCalilabad

Bilasuvar

Qaleh-ye Now

Farah

Meymaneh

Umm al Qaywayn

Gonder

Dese

Bayt al Faqih

Baniyas

Yanbu'annakhi

Umm Lajj

Umayr

Tuwwal

Turayf

Turabah

Tanumah

Samitah

Sabya

Ar Rawdah

Rafha

Qilwah

Layla

Harajah

Harad

Haibar

Ghamid az-Zenad

Dhahran al-Janoub

Daws

Bani Amer

Badr Hunayn

At Tawlah As Sulayyil

Al Mulaylih

Al Khurmah

Al BadayaAl Wajh

Al Jawf

Al Bukayriyah

Afif

Ad DawadimiYanbu al Bahr

Tharmada'

Tayma'

Qawz

Marat

Al UyunAl Ula

Al Qadhima

Turbat

Elat

Zabol

Torbat-e JamTorbat-e Heydariyeh

Tayyebat

Tabas

Sonqor

Soltanabad

Soltanabad

Sirjan

Shush

Rafsanjan

Quchan

Qayen

Neyriz

MirjavehMarv Dasht

Mahallat

Kashmar

Juymand

Izeh

Iranshahr

Ganaveh

Firuzabad

Ferdows

Fasa

Evaz

Eqlid

Darreh Gaz

Darab

Borazjan

Birjand

Bam

Ardakan

Shadegan Qal eh Abadeh

Nain

Maibud

Govak

Girash

Genavi

Estahban

Chabahar

Bojnurd

Bandar-e Lengeh

Andkhvoy

Sheberghan

Gorian

Bost

New Halfa

Boosaaso Bargaal

Debre Mark'os

Shindand

Karokh

Dhamar Al Mukalla

Nukus

Bukhara

Urganch

Zonguldak

Van

Trabzon

Sivas

Siirt

Sanliurfa

Samsun

Ordu

Malatya

Kirikkale

Kahramanmaras

Igdir

Mersin

Antakya

Erzurum

Elazig

Diyarbakir

Corum

Tabuk

NajranJizan

Ha'il

Buraydah

Abha

Al Bahah

Sur

IrbidKarbala'

Dahuk Rasht

Zugdidi

KhashuriChiatura

Mingechaur

Xankandi

Herat

Ras al Khaymah

Port Sudan

Kassala

Gedaref

Madinat ash Shab

Iskenderun

Salamiyah

Al Qaryatayn

Al Qamishli

Unayzah

Rabigh

Khamis Mushayt

Hafar al Batin

Al Kharj

Al Mubarraz

Al Hufuf

Prokhladnyy

Derbent

Buynaksk

Kizlyar

Umm Said

Tall Afar

Jalula

Al Habbaniyah

Netanya

Neyshabur

Masjed Soleyman

Jahrom

Gonbad-e Kavus

Babol

Amol

Sowma eh SaraMaragheh

Mandali

Khanaqin

Gudaut'a

Stepan Razin

Atbara

Ajman

Gorgan

Al Hudaydah

Aden

Taizz

Konya

Kayseri

Gaziantep

Idlib

Homs

Hamah

Mecca

Ad Dammam

Medina

VladikavkazNal'chik Makhachkala

Groznyy

TripoliKirkuk

Arbil

An NajafAl Hillah

Zanjan

Zahedan

Yazd

Sari

Sanandaj

Qazvin

Khorramabad

Kerman

Bushehr

Bandar Abbas

Ardabil

Arak

Orumiyeh

Hamedan

Sokhumi

Hrazdan

Naxcivan

Al Ladhiqiyah

An Nasiriyah

Tadmur

Al Mayadin

Abu Kamal

Az Zahran

KislovodskSochi

Al Fallujah

Sabzevar

Najafabad

Khvoy

Khorramshahr

Kashan

Karaj

Dezful

Abadan

Qal eh ye ZahedanNajaf Abad OlyaKezen

Yejmiadzin

Al Ayn

Al Qutayfah

At Ta'if

Ar Rutbah Al Musayyib

Borujerd

Tel Aviv

Adana

Mosul

Basra

Haifa

Tabriz

Shiraz

Qom

Mashhad

Kermanshah

Esfahan

Ahvaz

Rustavi

K'ut'aisi

VanadzorGanca

Sumqayit

Dubai

Aleppo

Be'erSheva

Gyumri

Jeddah

Bat'umi

Nicosia

San'a

Ashgabat

Ankara

Damascus

Riyadh

Doha

Muscat

Beirut

Kuwait City

Amman

Baghdad

Jerusalem

Tbilisi

Manama

Yerevan Baku

Abu Dhabi

Tehran

Asmara

Djibouti

35˚ 40˚ 45˚ 50˚ 55˚ 60˚

35˚ 40˚ 45˚ 50˚ 55˚ 60˚ 65˚

10˚

15˚

20˚

25˚

30˚

35˚

40˚

10˚

15˚

20˚

25˚

30˚

35˚

40˚

M i d d l e E a s tNational CapitalsCities 3,000,000+Cities 900,000-2,999,999Cities 250,000-899,999Cities 75,000-249,999Cities 0-74,999

International BoundariesHighwaysPrimary RoadsMajor RiversIntermediate RiversLakes

0 190 Miles95

0 190 KM95

Asia Middle East Region..................

Asia CC5754©57

Asia Climate Map..................

Asia CC5754©60

Cas

pian

Sea

Aral

Sea

Nor

th A

ral

Sea

Lake

Bal

khas

h

Lake

Bai

kal

Lena

Lena

Jenisej

Irtys

Alda

n

Ob'

Nizn

aja

Tung

uska

Ole

n'ok

Peco

ra

Vil'u

j

Kotuj

Chet

a

Kolyma

Amur

Indig

irka

Amur

Kotuj

Mar

cha

Onon

Nary

n

Ingoda

Aldan

Isim

Vitim

Kama

Luan

Ol'okma

Jenisej

Hel

man

d

Peco

ra

Taz

Vil'u

j

Ural

Lena

Aldan

Ural

Om

olon

Vyce

gda

Irtys

Volg

a

Volga

Cuna

Huang Yellow

Irtys

Tobo

l

Silka

Indus

Svir

Kolyma

Anad

yr

Don

Ertix

Ob'

Zeja

Sisc

hid

Volga

Culym

Anga

ra

Angara

Oka

Ili

Oka

Hua

ng Y

ello

w

Jana

Hua

ng Y

ello

w

Wei

Tari

m

Syrdaria

Selen

ga

Yi

Nen

Isim

Dnieper

Sea

ofJa

pan

(Eas

t Sea

)

Yello

wSe

a

Sea

of O

khot

sk

Lapt

ev S

ea

East

Sib

eria

nSe

a

Chu

kchi

Sea

Kar

a Se

a

Nor

weg

ian

Sea

Beri

ng S

ea

Bare

nts S

ea

Nor

th S

eaA

rc

tic

Oc

ea

nS

valb

ard

Far

oe Is

land

s

Wra

ngel

I.

Sev

erna

yaZ

emly

a

Fra

nz J

osef

Land

New

Sib

eria

nIs

land

s

Nov

aya

Zem

lya

Ku r i l I s l a n d s

Sout

hK

orea

Nor

thK

orea

Pa

kis

tan

Indi

a

Uzb

ekis

tan

Ukr

aine

Tur

kmen

ista

n

Tajik

ista

n

Swed

en

Ru

ss

ia

Gre

enla

nd

Pola

nd

Nor

way

Mo

ng

oli

a

Lith

uani

aLa

tvia

Kyr

gyzs

tan

Ka

za

kh

sta

n

Ja

pa

n

Ira

n

Geo

rgia

Finl

and

Esto

nia

Den

mar

k

U.K

.

U.S

.

Ch

ina

Bel

arus

Aze

rbai

jan

Arme

nia

Afg

ha

nis

tan

Hoo

per B

ay

Lerw

ick

Lyck

sele

Ham

mer

fest

Dud

inka

Sal

ekha

rd

Gor

no-A

ltays

k

Nar

'yan

-Mar

Ana

dyr'

Ula

ango

mE

rden

etD

arha

n

Hov

d

Bul

gan

Bay

anho

ngor

Xix

ia

Tuqu

an

Linh

e

Ere

nhot

Long

xi

Yech

eng

Yanq

iTu

rpan

Tach

eng

Pis

han

Kuq

a

Em

in

Leng

hu

Hun

chun

Wal

es

Wai

nwrig

ht

Tanu

nak

Poi

nt H

ope

Nur

ata

Chi

mba

y

Zala

ri

Zaka

men

sk

Yaro

voye

Yago

dnoy

e

Vukt

ylVe

tluga

Ust

'-Kut

Ura

y

Ugl

egor

sk

Tyuk

alin

sk

Tiks

i

Tays

het

Tark

o-S

ale

Tara

Sus

uman

Stre

zhev

oy

Sok

ol

Sko

voro

dino

Sib

ay

Shi

lka

Sha

khte

rsk

Sev

ero-

Yeni

seys

kiy

Pok

rovs

k

Pev

ek

Par

ma

Om

chak

Nov

aya

Igirm

a

Ner

chin

sk

Nad

ym

Mog

ocha

Mak

arov

Mag

daga

chi

Leso

sibi

rsk

Lens

k

Kya

khta

Kur

agin

o

Kho

lmsk

Kar

taly

Kar

asuk

Kad

uy Inza

Igrim

Bik

in

Eliz

ovo

San

gar

Igar

ka

Ole

kmin

sk

Lang

epas

Rad

uzny

j

Zim

a

Zeya

Dom

baro

vski

y

Der

gach

i

Che

rski

y

Cha

ny

Bor

zya

Bili

bino

Bal

ey

Bal

agan

skA

rkha

ra

Ald

an

Akb

ulak

Ak-

Dov

urak

Aba

za

Pav

lovs

k

Okh

aN

yurb

a

Nik

olay

evsk

-na-

Am

ure

Nik

el'

Mirn

yy

Kor

sako

v

Kol

pash

evo

Kly

uchi

Kar

gopo

l'

Chu

l'man

Che

rem

ushk

i

Bla

goye

vo

Ale

ksan

drov

sk-S

akha

linsk

iy

Sai

du

Nus

hki

Olg

iy

Arv

aikh

er

Bay

anho

ngor

Zyry

anov

sk

Turg

ay

Tem

ir

Task

eske

n

Okt

yabr

'sk

Mer

ke

Leps

y

Kay

nar

Kar

aton

Geo

rgiy

evka

Em

ba

Che

lkar

Bey

neu

Atb

asar

Zhos

aly

Okt

yabr

'

Leps

i

Kul

'sar

y

Kaz

alin

sk

Erti

s

Chi

iliAy

agoz

Arq

alyq

Ara

l

Esf

aray

en

Kah

nuj

Jalq

Zapo

lyar

nyy

Yeni

seys

k

Yare

ga

Val'k

umey

Ust

'-Ner

a

Ust

'-Kam

chat

sk

Ugo

l'nyy

Tym

ovsk

oye

Svo

bodn

yy

Sos

'va

Sol

nech

nyy

Sav

insk

iy

Der

bur

Min

gsho

shan

Moh

e

Da

Qai

dam

Kiv

alin

aK

ipnu

kE

lim

Nom

e

Kiru

na

Nar

vik

Nam

sos

Mol

de

Rov

anie

mi

Nam

anga

n

Tash

auz

Mar

y

Kyz

yl

Biro

bidz

han

Pav

loda

r

Tald

yqor

ghan

Osk

emen

Aty

rau

Osh

Kar

akol

Yim

a

Yum

enJi

ayug

uan

Kar

amay

Kuy

tun

Hot

an

Alta

y

Nen

jiang

Hai

lun

Fuj

in

Bol

i

Kap

an

Talo

qan

She

berg

han

Far

ah

Wak

kana

i

Tul

un

Tynd

a

Tobo

l'sk

Lys'

va

Kot

las

Inta

Bel

ogor

sk

Ukh

taTa

lnak

h

Ner

yung

ri

Kem

i

Shc

huch

insk

Sem

ey

Zab

ol

Torb

at-e

Jam

Tayy

ebat

Sirj

an

Raf

sanj

an

Quc

han

Iran

shah

r

Arx

an

Alih

e

Cha

ngji

Bos

t

Che

ju

Tsu

Lule

a

Tro

mso

Ski

enEge

rsun

d

Bod

o

Nuk

us

Buk

hara

Urg

anch

Ula

n-U

de

Tom

sk

Syk

tyvk

ar

Mag

adan

Kur

gan

Aba

kan

Yuz

hno-

Sak

halin

sk

Yak

utsk

Pet

ropa

vlov

sk-

Kam

chat

skiy

Chi

ta

Bla

gove

shch

ensk

Que

tta

Qyz

ylor

da

Qos

tana

yP

etro

pavl

Ora

l

Xia

nyan

g

Yin

chua

n

Zal

antu

n

Wuh

ai

Tong

liao

Man

zhou

li

Wuw

ei

Shi

hezi

Kor

laK

ashi

Ham

iA

ksu

Jiam

usi

Bei

'an

Gol

mud

Yan

jiS

ipin

g

Fuy

u

Yan

chen

gH

uaiy

inK

anda

har

Jala

laba

d

Her

atM

azar

-e S

harif

Ras

al K

haym

ah

Yos

uM

okp'

oNaj

in

Sen

dai

Obi

hiro

Kita

mi

Mus

a

Chu

o

Quq

on

Nor

il'sk

Vor

kuta

Ust

'-ilim

sk

Sur

gut

Ste

rlita

mak

Sol

ikam

sk

Sev

erom

orsk

Ser

ov

Per

vour

al's

k

Ors

k

Mia

ss

Koz

hva

Kom

som

ol's

k-na

-am

ure

Kis

elev

sk

Kan

sk

Bra

tsk

Bel

ovo

Bal

akov

o

Apa

tity

Tro

itsko

-Pec

hors

k

Tik

hvin

Rub

tsov

sk

Noy

abr's

k

Niz

hnev

arto

vsk

Nak

hodk

a

Biy

sk

Anz

hero

-Sud

zhen

sk

Sar

godh

a

Joen

suu

Tem

irtau

Kok

chet

av

Zhe

zqaz

ghan

Shi

zuis

han

Hor

qin

You

yi Q

ianq

i

Jinc

huan

Yin

ing

Gor

gan

Kw

angj

u

Ham

hung

Uts

unom

iya

Nag

ano

Miy

azak

i

Koc

hi

Kag

oshi

ma

Fuk

ushi

ma

Aom

ori

Aki

ta

Luha

ns'k

Vas

tera

sU

mea

Kris

tians

and

Oul

u

Jarv

e

Esb

jerg

Vol

gogr

ad

Vla

dika

vkaz

Tve

r' Tam

bov

Pet

roza

vods

k

Pen

za

Ore

nbur

g

Mur

man

sk

Kur

sk

Kem

erov

o

Irku

tsk

Bar

naul

Sta

vrop

ol'

Nov

oros

siys

k

Kha

baro

vsk

Izhe

vsk

Ast

rakh

an'

Pes

haw

ar

Dzh

ambu

lS

hym

kent

Zan

jan

Zah

edan

Yaz

d Ker

man

Ban

dar A

bbas

Srin

agar

Luoy

ang

Han

dan

Jinz

hou

Ben

xi

Uru

mqi

Heg

ang

Xin

ing

Xuz

hou

Suz

hou

Kun

duz

Cha

rikar

Bag

hlan

Sta

vang

er

Vol

ogda

Hak

odat

e

Asa

hika

wa

Vaa

sa

Tol'y

atti

Che

repo

vets

Guj

ranw

ala

Kiz

il-Ta

l

Sab

zeva

r

Kai

feng

Xip

ing

Jixi

St.

Pet

ersb

urg

She

nyan

g

Sha

ngha

i

Sap

poro

Osa

ka

Nag

oya

Hiro

shim

a

Har

bin

Gla

sgow

Inch

'on

Taeg

u

Kob

e

Fuk

uoka

Kha

rkiv

Mal

mo

Got

henb

urg

Ste

ttin

Poz

nan

Tro

ndhe

im

Ber

gen

Liep

aja

Dau

gavp

ils

Ode

nse

Vits

yebs

k

Hom

yel'

Ouf

a

Tul

a

Ros

tov-

na-D

onu

Per

m'

Om

sk Nov

osib

irsk

Kos

trom

a

Kaz

an'

Yek

ater

inbu

rg

Yar

osla

vl'

Vor

onez

h

Rya

zan'

Niz

hniy

Nov

goro

d

Che

lyab

insk

Tabr

iz

Qom

Mas

hhad

Esf

ahan

K'u

t'ais

i

Tang

shan

Shi

jiazh

uang

Tai'a

n

Jina

n

Tia

njin

Taiy

uan

Bao

tou

Lanz

hou

Qiq

ihar

Cha

ngch

un

Nan

jing

Sum

qayi

t

Pus

an

Don

ets'

k

Edi

nbur

gh

Tur

ku

Sm

olen

sk

Xi'a

n

Dal

ian

Leed

s

Fus

hun

Jilin

Tam

pere

Ors

ha

Maz

yr

Seo

ul

Pyo

ng

yan

g

Kie

v

Sto

ckh

olm

War

saw

Osl

o

Viln

ius

Rig

a

Hel

sin

kiTa

llin

n

Co

pen

hag

en

Min

sk

Tash

ken

t

Ash

gab

at

Du

shan

be

Mo

sco

w

Isla

mab

ad

Ula

n B

ato

r

Ast

ana

Bis

hke

k

Tb

ilisi

Yer

evan

Bak

u

Kab

ul

Bei

jing

Teh

ran

30˚

40˚

50˚

30˚

40˚

50˚

130˚

120˚

110˚

100˚

90˚

90˚

80˚

70˚

60˚

Ru

ss

ia

R

eg

io

nN

atio

nal

Cap

ital

sC

ities

3,0

00,0

00+

Citi

es 9

00,0

00-2

,999

,999

Citi

es 2

50,0

00-8

99,9

99C

ities

75,

000-

249,

999

Citi

es 0

-74,

999

Inte

rnat

iona

l Bou

ndar

ies

Hig

hway

sP

rimar

y R

oads

Maj

or R

iver

sIn

term

edia

te R

iver

sLa

kes

039

0 M

iles

195

039

0 K

M19

5

Asia Russia Region..................

TAKE A PEEK INSIDE!

Asia CC5754©49

Asia World Location Map

So

uth

P

aci

fic

Oce

an

No

rt

h

Pa

ci

fi

c

Oc

ea

n

No

rt

h

Pa

ci

fi

c

Oc

ea

n

Sout

h C

hina

Sea

Sea

of O

khot

sk

Sea

of J

apan

Red

Sea

Med

iterr

anea

n Se

a

Lapt

ev S

ea

Labr

ador

Sea

Kar

a Se

a

Ind

ian

Oce

an

Ar

ct

ic

O

ce

an

Gul

f of M

exic

o

Gul

f of

Alas

ka

Yello

wSe

a

Tasm

an S

ea

Nor

weg

ian

Sea

Gre

enla

nd S

ea Nor

th S

ea

East

Sib

eria

n Se

a

East

Chi

naSe

a

Chu

kchi

Sea

Car

ibbe

an S

ea

Blac

k Se

a

Beri

ng S

ea

Be

au

for

t S

ea

Bay

ofBe

ngal

Bare

nts S

eaBa

ffin

Bay

No

rt

h

At

la

nt

ic

Oc

ea

n

So

ut

h

At

la

nt

ic

Oc

ea

n

Arab

ian

Sea

Hud

son

Bay

Cor

al S

ea

EQU

ATO

R

EQU

ATO

R

TRO

PIC

OF

CA

PR

ICO

RN

EQU

ATO

R

TRO

PIC

OF

CA

NC

ERTR

OP

IC O

F C

AN

CER

TRO

PIC

OF

CA

NC

ER

TRO

PIC

OF

CA

PR

ICO

RN

TRO

PIC

OF

CA

PR

ICO

RN

PRIME MERIDIAN PRIME MERIDIAN

..................

Asia CC5754©50

Asia Globe View Map

Lake Nasser

CaspianSea

Aral Sea

North Aral Sea

Lake Baikal

Amur

Mekong

Mekong

Salween

Rhine

Lena

Lena

Irtys

Aldan

Niznaja Tunguska

Ob'

Ob'

Yang

tze

Vil'uj

Tigris

Amur

Jenisej

Ob'

Congo

Indus

Indus

Ganges

Ural

Vil'uj

Irtys

Volga

Volga

Yangtze

Tobol

HugliNarmada

Lena

Inn

Dnieper

Yang

tze

Nile

Don

Nile

Jenisej

Angara

Ili

Yangtze

Nile

Kama

Yellow

Yello

w

Godavari

Uele

Isim

Gan

Brahmaputra

Vitim

Culym

Jenisej

Ganges

Han

I n d i a n O c e a n

Bay ofBengal

NorthPacificOcean

Arctic Ocean

ArabianSea

South ChinaSea

PhilippineSea

East ChinaSea

Sea of Japan

Sea ofOkhotsk

YellowSea

MediterraneanSea

LaptevSea

East SiberianSea

BeringSea

KaraSea

NorwegianSea

Black Sea

Barents Sea

Zambia

Yemen Vietnam

Uzbekistan

U.K.

U.A.E.

Ukraine

Uganda

Turkmenistan

Turkey

Tunisia

Thailand

Tanzania

Tajikistan

Syria

Switz.

Sweden

Sudan

Sri Lanka

Spain

Somalia

SloveniaSlovakia

Singapore

Serbia &Mont.

Saudi Arabia

Rwanda

R u s s i a

Romania

Qatar

Poland

Philippines

Papua New Guinea

Pakistan

Oman

Norway

Niger

Neth.

Nepal

Mozambique

Mongolia

Moldova

Mauritius

Malta

Malaysia

Malawi

Madagascar

Mac.

Lithuania

Libya Lebanon

Latvia

Laos

Kyrgyzstan

Kuwait

SouthKorea

NorthKorea

Kenya

Kazakhstan

Jordan

Japan

Italy

Israel

Ireland

Iraq

Iran

I n d o n e s i a

I n d i a

Iceland

Hungary

Greenland

Greece

Germany

Georgia

France

Finland

Ethiopia

Eritrea

Egypt

EastTimor

Dijbouti

Denmark

CzechRep.

Cyprus

Croatia

Dem Republicof Congo

Comoros

C h i n a

Chad

CentralAfrica

Republic

Cambodia

Burundi

Burma

Bulgaria

Brunei

Bosnia &Herz.

Bhutan

Bel.

Belarus

Bangladesh

Bahrain

Azerbaijan

Austria

A u s t r a l i a

Armenia

Algeria

Albania

Afghanistan

..................

Asia CC5754©51

Asia Outline Map..................

Full set of print and downloadable MAPS included in EVERY BOOK

100%Common Core

StandardAligned

SOCIAL STUDIES

........................................................................


Mapping Skills Series

CC5786TITLE CC# # PAGES IWB • Grades PK-2 CC5786 60 6 • Grades 3-5 CC5787 60 6 • Grades 6-8 CC5788 60 6 • Grades PK-8 Big Book (All 3 books combined) CC5789 170 18

Learn the skills of map reading from the compass rose and intermediate directions, to symbols and lines of latitude and longitude. Students will learn how to read and understand maps of their neighborhood, community and the world, as well, learn about directions, scales, grids, and legends. They will also use maps to follow and give directions. Comprehension questions provide students with the opportunity to apply new concepts while incorporating activities with Google Earth™. Our resource includes reading passages, comprehensive map activities, full-color overhead maps and blackline student maps.

World Connections Series

CC5788

CC5784

Explore all that brings the world together with the impacts of Globalization. We use simplified language and vocabulary as we look at the debates and issues surrounding Culture, Society and Globalization, and how civil matters and lifestyle choices are affected. We explore the topics centered on immigration, outsourcing, nationalization and privatization, and the protection of intellectual property, by examining such themes as the history of currency and economic globalization, the Great Depression, international commercial law, multinational corporations, and foreign direct investment. Finally, become aware of the solutions and problems caused by technology and how it helps people function by discovering the process of Technology and Globalization.

TITLE CC# # PAGES IWB • Culture, Society & Globalization CC5782 60 6 • Economy & Globalization CC5783 60 6 • Technology & Globalization CC5784 60 6 • Globalization Big Book (All 3 books combined) CC5785 170 18

TAKE A PEEK INSIDE!

Reproducible

NAME:

...................

©© Mapping Skills with Google Earth™ CC5788

Weather MapsLook at the precipitation map of North America and answer the following questions:

1. Which states/provinces/territories have the most average amount of precipitation? _________________________________

2. Which states/provinces/territories have the least average amount of precipitation? _________________________________

3. How much annual precipitation does the east coast of the United States have? _____________________________________________________________________________________

4. How much annual precipitation does the west coast of Canada have? _____________________________________________________________________________________

5. Use the following information to draw your own weather map of the United States.

18

ytivitcA paM

Area Amount of precipitation

(mm)

Eastern States

2400

Southern States

600

Mid Western States

800

West Coast 1000

North Eastern States

2000

South East States

700

South Western States

800

©M

ap

ping

Skills with G

oo

gle

Earth™

CC

578856

= 100,000 people

2010 United States Census

= 10,000,000 people= 1,000,000 people

Do

t Density M

ap......................

NAME:

...................

©© Mapping Skills with Google Earth™ CC5786

Map Your Route to SchoolUsing the provided map, fi ll in the blanks with North, East, South or West.

Main Street

1st A

venu

e

Spring Road

11

16

N

SW E

Lake/River

Gas Station

Library

House

Post Office

Hospital

Park

1. 1st Avenue is ___________________ of Main Street.

2. Go _______________ to drive from the gas station to the library .

3. Go __________ to drive from the house on 1st Avenue to the post offi ce .

4. Go ___________ to drive from the house at 11 Spring Road to the house

at 16 Spring Road.

5. Go _____________ to travel from the park on Main Street to the hospital

.

22

ytivitcA paM

Ma

pp

ing Skills w

ith Go

og

le Ea

rth™ C

C5786

55©

Map Elem

ents on a Neighborhood M

ap.......................

Color Code

Legend

Buildings

Playing Field/Parks

Lakes/Pools

House

School

Park

Road

Identify each feature on the simple map of a neighborhood.

NAME:

...................After You Read

© Technology & Globalization CC578418

Communications Technology1. Fill in each blank with the correct word, phrase, or number from the reading.

a) One of the fi rst and most basic forms of communications technologies was the development of _____________________.

b) Until the invention of the __________________________, all printed communications, even books, had to be copied by hand.

c) Early forms of postal service were found in the ancient world in places like Egypt and China as early as the _____________________________.

d) Development in ______________________________ allowed signals to be transmitted over wire.

e) The development of ____________________________ of information allowed for the development of radio and television.

2. Use the words below to fi ll in the timeline of communications technologies. Then, write a sentence about how each technology changed people’s ability to communicate.

US Postal Service begins fi rst telephones hieroglyphics digitized information

a

b

c

d

4,100 B.C.E.

1775

1870s

1900s

© Globalization CC5785

............................Globalism and Health

Global Impactsof the

Western Diet

Asthma Heart Disease Obesity

Pandemics & Epidemics

West Nile Virus Foot & Mouth Disease Swine Flu

154

100%Common Core

StandardAligned

interactive whiteboard & resource book content - classroom

Documents