Oklahoma C 3 Grade 6 World Geography Standards

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1 A Correlation of Pearson myworld Geography To The The Why of Where: Places, Patterns of Settlement, and Global Interactions

2 A Correlation of, Table of Contents PROCESS AND LITERACY SKILLS (PALS) FOR LEARNING... 3 CONTENT SKILLS

3 A Correlation of,, WORLD GEOGRAPHY : The Why of Where Places, Patterns of Settlement, and Global Interactions PROCESS AND LITERACY SKILLS (PALS) FOR LEARNING Literacy Skills Standard 1: The student will develop and demonstrate Common Core Social Studies reading literacy skills. A. Key Ideas and Details A.1 Cite specific textual evidence to support analysis of primary and secondary sources. A.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. SE/TE: Document Based Assessment, 15, 29, 45, 55, 71, 83, 101, 115, 127, a, a, a, a, a, a, a; Primary Sources (Key Idea & Analyze the Documents), , , , , , , ; Analyze Primary and Secondary Sources, 126, 164, 256, 326; TE only: Primary Source Lesson Plan: The United States and Canada, T28, T50; Middle America, T48; South America, T20, T48, T76; In addition, the teacher s edition Guide on the Side lists learning strategies and questions on nearly every page of each of the unit books. SE/TE: Determine Central Ideas, OK33; Main Idea and Details, 28, 228, 257, 327, 356; Identify Central Issues, 289; also see: Document Based Assessment, 15, 29, 45, 55, 71, 83, 101, 115, 127, a, a, a, a, a, a, a; Analyze Primary and Secondary Sources, 126, 164, 256, 326; Primary Sources (Key Idea & Analyze the Documents), , , , , , , ; TE only: Primary Source Lesson Plan: The United States and Canada, T28, T50; Middle America, T48; South America, T20, T48, T76 3

4 A Correlation of, A.3 Identify key steps in a text s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). B. Craft and Structure B.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. B.5 Describe how a text presents information (e.g., sequentially, comparatively, causally). B.6 Identify aspects of a text that reveal an author s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts)., SE/TE: Land Use, 50 81; People s Impact on the Environment, 52 53; Economic Process, 60 61; Economic Systems, 62 63; Economic Development, 64 65; Trade, 66 67; How Banks Work, 68; Supply and Demand of Product X, 71; Population Growth, 74 75, Migration, 78 79, Urbanization, 80 81, Cultural Diffusion and Change, 96 97; Mercantilism, 323 SE/TE: Section Opener: Key Terms, 138, 146, 156, 170, 182, 190, 210, 222, 230, 244, 252, 258, 282, 290, 296, 312, 320, 328, 344, 352, 358; Section Assessment: Key Terms, 145, 151, 155, 161, 177, 181, 187, 195, 217, 227, 237, 251, 263, 267, 289, 293, 301, 319, 325, 333, 351, 355, 363; Chapter Assessment: Key Terms, 164, 196, 238, 268, 306, 338, 368; Case Study: Key Terms, 152, 178, 218, 264, 302, 334, 364; TE only: Visual Glossary: Core Concepts, T23, T15, T27, T41, T49, T63, T73, T89, T101; The United States and Canada, T4, T32; Middle America, T4, T32; South America, T4, T32, T60 SE/TE: Determine How a Text Presents Information, OK34; Compare and Contrast, 14, 28, 44, 82, 100, 114, 126, 164, 195, 196, 229, 238, 263, 268, 293, 356; Cause and Effect, 14, 28, 54, 70, 126, 162, 164, 177, 187, 188, 189, 229, 268, 294, 301, 338, 356; Sequence, 44, 54, 70, 164, 196, 238, 268 SE/TE: Identify Author s Point of View and Purpose, OK35; 21 st Century Learning: Evaluate Web sites, 15, 121; Analyze media content, 83, 115, 239, 307; Analyze Primary and Secondary Sources, 126, 164, 256, 326 4

5 A Correlation of, C. Integration of Knowledge and Ideas C.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. C.8 Distinguish among fact, opinion, and reasoned judgment in a text., SE/TE: Integrate Visual and Other Information, OK37; Maps, 5, 6 7, 9, 10, 11, 12, 13, 14, 25, 27, 28, 35, 36, 39, 40 41, 42 43, 44, 50, 54, 65, 67, 70, 76, 82, 86, 90 91, 92 93, 100, 114, 122, 124, 125, 126, 128, 130, 132, 134, 139, 140, 141, 143, 144, 149, 158, 166, 171, 172, 173, 175, 188, 190, 206, 211, 212, 214, 216, 235, 240, 245, 246, 247, 248, 272, 274, 276, 278, 283, 284, 286, 287, 308, 313, 314, 317, 318, 321, 332, 340, 345, 346, 347, 348, 354; Charts, Graphs, and Diagrams, 18, 20, 22, 33, 34, 37, 38, 45, 49, 55, 58, 59, 60, 61, 63, 64, 68, 71, 74, 81, 83, 97, 99, 101, 115, 133, 151, 157, 160, 176, 177, 181, 183, 192, 197, 205, 215, 234, 236, 237, 246, 248, 249, 250, 254, 260, 262, 269, 271, 277, 285, 289, 291, 293, 298, 301, 307, 315, 316, 323, 324, 329, 332, 339, 350, 351, 353, 362, 369; Timelines, 118, 303; TE only: myworldgeography.com: Core Concepts, T23, T15, T27, T41, T49, T63, T73, T89, T101; The United States and Canada, T4, T32; Middle America, T4, T32; South America, T4, T32, T60 SE/TE: Distinguish Fact, Opinion, and Reasoned Judgment, OK36; 21 st Century Learning: Evaluate Web sites, 15, 121; Analyze media content, 83, 115, 239, 307; Analyze Primary and Secondary Sources, 126, 164, 256, 326 5

6 A Correlation of, C.9 Analyze the relationship between a primary and secondary source on the same topic., SE/TE: Analyze Primary and Secondary Sources, 126, 164, 256, 326; also see: Document Based Assessment, 15, 29, 45, 55, 71, 83, 101, 115, 127, a, a, a, a, a, a, a; Primary Sources (Key Idea & Analyze the Documents), , , , , , , ; TE only: Primary Source Lesson Plan: The United States and Canada, T28, T50; Middle America, T48; South America, T20, T48, T76 6

7 A Correlation of,, D. Range of Reading and Level of Text Complexity D.10 By the end of grade 8, read and This objective is met throughout myworld comprehend history/ social studies texts in World Geography, including in these the grades 6 8 text complexity band features: independently and proficiently. SE/TE: Chapter Assessment, , , , , , , ; Document Based Assessment, 15, 29, 45, 55, 71, 83, 101, 115, 127, a, a, a, a, a, a, a; Primary Sources (Key Idea & Analyze the Documents), , , , , , , ; Analyze Primary and Secondary Sources, 126, 164, 256, 326; TE only: myworld Activity: The United States and Canada, T10, T16, T24, T38, T46, T54; Middle America, T10, T18, T26, T38, T44, T52; South America, T10, T16, T24, T38, T44, T52, T66, T72, T80; myworld Chapter Activity: The United States and Canada, T5, T33; Middle America, T5, T33; South America, T5, T33, T61; Primary Source Lesson Plan: The United States and Canada, T28, T50; Middle America, T48; South America, T20, T48, T76 7

8 A Correlation of,, Process and Literacy Skills Standard 2: The student will develop and demonstrate Common Core writing literacy skills. A. Text Types and Purposes A.1 Write arguments focused on disciplinespecific content. A.1.a Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. A.1.b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. A.1.c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. A.1.d Establish and maintain a formal style. A.1.e Provide a concluding statement or section that follows from and supports the argument presented. SE/TE: Write an Argument, OK38; Writing Task: Favorite Book and Opinion, 101; Essay: Opinion Piece, 115; Speech, 189; Persuasive Announcement, 269; Document Based Writing, 15b, 45b, 71b, 101b, 127b, 165b, 239b, 307a, 369b SE/TE: Write an Argument, OK38; Writing Task: Essay: Opinion Piece (explain position), 115; Document Based Writing, 15b, 45b, 71b, 101b, 127b, 165b, 239b, 307a, 369b SE/TE: Write an Argument, OK38; Writing Task: Essay: Opinion Piece (support with information from lessons), 115; Document Based Writing, 15b, 45b, 71b, 101b, 127b, 165b, 239b, 307a, 369b SE/TE: Document Based Writing, 15b, 45b, 71b, 101b, 127b, 165b, 239b, 307a, 369b SE/TE: Write an Argument, OK38; Document Based Writing, 15b, 45b, 71b, 101b, 127b, 165b, 239b, 307a, 369b SE/TE: Document Based Writing, 15b, 45b, 71b, 101b, 127b, 165b, 239b, 307a, 369b 8

9 A Correlation of, A.2 Write informative/explanatory texts, including the narration of historic events, scientific procedures/ experiments, or technical processes., SE/TE: Write Informative and Explanatory Text, OK39; Writing Task: Compare two documents, 163; Explanation, 15, 29, 55, 71, 83, 165, 197, 239, 257, 327, 339, 369; Newspaper Article, 229; 21 st Century Learning: Illustrated Informational Brochure, 101; Short Essay, 115; Document Based Writing, 29b, 55b, 83b, 115b, 197b, 269b, 338b A.2.a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. A.2.b Develop the topic with relevant, wellchosen facts, definitions, concrete details, quotations, or other information and examples. A.2.c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. A.2.d Use precise language and domainspecific vocabulary to inform about or explain the topic. A.2.e Establish and maintain a formal style and objective tone. A.2.f Provide a concluding statement or section that follows from and supports the information or explanation presented. A.3 (See note; not applicable as a separate requirement) SE/TE: Write Informative and Explanatory Text, OK39; Document Based Writing, 29b, 55b, 83b, 115b, 197b, 269b, 338b SE/TE: Short Essay (support), 115; Document Based Writing, 29b, 55b, 83b, 115b, 197b, 269b, 338b SE/TE: Document Based Writing, 29b, 55b, 83b, 115b, 197b, 269b, 338b SE/TE: Document Based Writing, 29b, 55b, 83b, 115b, 197b, 269b, 338b SE/TE: Document Based Writing, 29b, 55b, 83b, 115b, 197b, 269b, 338b SE/TE: Document Based Writing, 29b, 55b, 83b, 115b, 197b, 269b, 338b Not applicable according Common Core State Standards 9

10 A Correlation of, B. Production and Distribution of Writing B.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience., SE/TE: Writing Task, 15, 29, 45, 55, 71, 83, 101, 115, 163, 165b, 189, 197b, 229, 239b, 257, 269b, 295, 307b, 327, 339b, 357, 369b; also see: Student Journal, 145, 151, 155, 161, 177, 181, 187, 195, 217, 227, 237, 251, 263, 267, 289, 293, 301, 319, 325, 333, 351, 355, 363 B.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. B.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. SE/TE: Writing Task, 15, 29, 45, 55, 71, 83, 101, 115, 163, 165b, 189, 197b, 229, 239b, 257, 269b, 295, 307b, 327, 339b, 357, 369b; also see: Journal Activity, 15, 29, 45, 55; Student Journal, 145, 151, 155, 161, 177, 181, 187, 195, 217, 227, 237, 251, 263, 267, 289, 293, 301, 319, 325, 333, 351, 355, 363; TE only: Writing Activities exist throughout the Teacher s Edition on the myworld Chapter Activity pages and the myworld Activity pages. TE only: myworld Activity: The United States and Canada, T10, T16, T24, T38, T46, T54; Middle America, T10, T18, T26, T38, T44, T52; South America, T10, T16, T24, T38, T44, T52, T66, T72, T80; myworld Chapter Activity: The United States and Canada, T5, T33; Middle America, T5, T33; South America, T5, T33, T61 SE/TE: Twenty first Century Learning, 15, 29, 45, 55, 71, 83, 101, 115, 127, 165, 197, 239, 269, 307, 339, 369; TE only: myworldgeography.com: Core Concepts, T23, T15, T27, T41, T49, T63, T73, T89, T101; The United States and Canada, T4, T32; Middle America, T4, T32; South America, T4, T32, T60 10

11 A Correlation of, B.7 Conduct short research projects to answer a question (including a selfgenerated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. B.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. B.9 Draw evidence from informational texts to support analysis reflection, and research., SE/TE: Twenty first Century Learning, 15, 29, 45, 55, 71, 83, 101, 115, 127, 165, 197, 239, 269, 307, 339, 369; also see: Analyze Primary and Secondary Sources, 126, 164, 256, 326; TE only: myworldgeography.com: Core Concepts, T23, T15, T27, T41, T49, T63, T73, T89, T101; The United States and Canada, T4, T32; Middle America, T4, T32; South America, T4, T32, T60; myworld Chapter Activity: The United States and Canada, T5, T33; Middle America, T5, T33; South America, T5, T33, T61 SE/TE: Twenty first Century Learning, 15, 29, 45, 55, 71, 83, 101, 115, 127, 165, 197, 239, 269, 307, 339, 369; also see: Analyze Primary and Secondary Sources, 126, 164, 256, 326; TE only: myworldgeography.com: Core Concepts, T23, T15, T27, T41, T49, T63, T73, T89, T101; The United States and Canada, T4, T32; Middle America, T4, T32; South America, T4, T32, T60; myworld Chapter Activity: The United States and Canada, T5, T33; Middle America, T5, T33; South America, T5, T33, T61 SE/TE: Writing Task, 15, 29, 45, 55, 71, 83, 101, 115, 163, 165b, 189, 197b, 229, 239b, 257, 269b, 295, 307b, 327, 339b, 357, 369b; also see: Primary Sources (Key Idea & Analyze the Documents), , , , , , , ; Analyze Primary and Secondary Sources, 126, 164, 256, 326; Student Journal, 145, 151, 155, 161, 177, 181, 187, 195, 217, 227, 237, 251, 263, 267, 289, 293, 301, 319, 325, 333, 351, 355,

12 A Correlation of, C. Range of Writing C.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences., SE/TE: Writing Task, 15, 29, 45, 55, 71, 83, 101, 115, 163, 165b, 189, 197b, 229, 239b, 257, 269b, 295, 307b, 327, 339b, 357, 369b; also see: Journal Activity, 15, 29, 45, 55; Student Journal, 145, 151, 155, 161, 177, 181, 187, 195, 217, 227, 237, 251, 263, 267, 289, 293, 301, 319, 325, 333, 351, 355, 363; TE only: Writing Activities exist throughout the Teacher s Edition on the myworld Chapter Activity pages and the myworld Activity pages. myworld Activity: The United States and Canada, T10, T16, T24, T38, T46, T54; Middle America, T10, T18, T26, T38, T44, T52; South America, T10, T16, T24, T38, T44, T52, T66, T72, T80; myworld Chapter Activity: The United States and Canada, T5, T33; Middle America, T5, T33; South America, T5, T33, T61 12

13 A Correlation of,, CONTENT SKILLS Content Standard 1: The student will analyze data from a geographic perspective using the skills and tools of geography. 1. Cite specific geographic information to support analysis from primary and secondary sources located in texts, documents, newspapers, magazines, journals, political cartoons, and online news sources. SE/TE: Document Based Assessment, 15, 29, 45, 55, 71, 83, 101, 115, 127, a, a, a, a, a, a, a; Primary Sources (Key Idea & Analyze the Documents), , , , , , , ; Analyze Primary and Secondary Sources, 126, 164, 256, 326; TE only: Primary Source Lesson Plan: The United States and Canada, T28, T50; Middle America, T48; South America, T20, T48, T76; In addition, the Teacher s Edition Guide on the Side lists learning strategies and questions on nearly every page of each of the unit books. 13

14 A Correlation of, 2. Integrate visual information, draw conclusions, and make predictions from geographic data and analyze spatial distribution and patterns by interpreting that data as displayed on globes, graphs, charts, satellite and other forms of visual imagery including data from bar and line graphs, pie charts, thematic maps, population pyramids, climagraphs, cartagrams, contour/relief maps, GIS systems, and diagrams. 3. Describe basic types of map projections and compare how they display information including Mercator, Peters, and Robinson, and apply the concepts of scale, distance, direction, relative location, absolute location, and latitude and longitude., SE/TE: Maps, 5, 6 7, 9, 10, 11, 12, 13, 14, 25, 27, 28, 35, 36, 39, 40 41, 42 43, 44, 50, 54, 65, 67, 70, 76, 82, 86, 90 91, 92 93, 100, 114, 122, 124, 125, 126, 128, 130, 132, 134, 139, 140, 141, 143, 144, 149, 158, 166, 171, 172, 173, 175, 188, 190, 206, 211, 212, 214, 216, 235, 240, 245, 246, 247, 248, 272, 274, 276, 278, 283, 284, 286, 287, 308, 313, 314, 317, 318, 321, 332, 340, 345, 346, 347, 348, 354; Charts, Graphs, and Diagrams, 18, 20, 22, 33, 34, 37, 38, 45, 49, 55, 58, 59, 60, 61, 63, 64, 68, 71, 74, 81, 83, 97, 99, 101, 115, 133, 151, 157, 160, 176, 177, 181, 183, 192, 197, 205, 215, 234, 236, 237, 246, 248, 249, 250, 254, 260, 262, 269, 271, 277, 285, 289, 291, 293, 298, 301, 307, 315, 316, 323, 324, 329, 332, 339, 350, 351, 353, 362, 369; Timelines, 118, 303; Document-Based Assessment, a, a, a, a, a, a, a TE only: myworldgeography.com: Core Concepts, T23, T15, T27, T41, T49, T63, T73, T89, T101; The United States and Canada, T4, T32; Middle America, T4, T32; South America, T4, T32, T60 SE/TE: Latitude, longitude, 4 5; Relative, absolute location, 6; Ways to Show Earth s Surface, 8; Map Projections, 9 14

15 A Correlation of, 4. Integrate visual information and apply the skill of mental mapping of the political and physical features of Earth s surface and to organize information about people, places, and environments. 5. Conduct short research projects by investigating contemporary events and issues from political, economic, social, and geographic perspectives., SE/TE: Tools of Geography: The Study of Earth, 4 5, Geography s Five Themes, 6 7, Ways to Show Earth s Surface, 8 9, Understanding Maps, 10 11, Types of Maps, 12 13; Think Critically, 14; Climates and Ecosystems: Climate and Weather, 32 33, Temperature, 34 35, Water and Climate, 36 37, Air Circulation and Precipitation, 38 39, Types of Climate, 40 41, Ecosystems, 42 43; Human Environment Interaction: Environment and Resources, 48 49, Land Use, 50 51, People s Impact on the Environment, 52 53; Population and Movement: Population Growth, 74 75, Population Distribution, 76 77, Migration, 78 79, Urbanization, SE/TE: Twenty first Century Learning, 15, 29, 45, 55, 71, 83, 101, 115, 127, 165, 197, 239, 269, 307, 339, 369; also see: Analyze Primary and Secondary Sources, 126, 164, 256, 326; TE only: myworldgeography.com: Core Concepts, T23, T15, T27, T41, T49, T63, T73, T89, T101; The United States and Canada, T4, T32; Middle America, T4, T32; South America, T4, T32, T60; myworld Chapter Activity: The United States and Canada, T5, T33; Middle America, T5, T33; South America, T5, T33, T61 15

16 A Correlation of, 6. Commemorate Celebrate Freedom Week by recognizing the sacrifices and contributions to American freedom by veterans and by reciting the social contract selection from the Declaration of Independence: We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed., SE/TE: For related material see: World War II, 151; SE only: See Freedom Week, OK30 OK31 in the SE front matter. Content Standard 2: The student will examine the cultural and physical characteristics of the major regions of the. 1. Define the concept of region and identify major political, physical, and economic regions of the including 1.A The political regions of North America, Central America, South America, and the Caribbean, 1.B The physical regions including the Amazon rainforest and the North American Great Plains, and SE/TE: Maps (political), 13, 166, 188, 206, 240, 272, 308, 340; also see: The United States Today, ; Canada Today, ; Mexico Today, ; Central America and the Caribbean Today, ; Caribbean South America Today, ; The Andes and the Pampas Today, ; Brazil Today, SE/TE: Maps (physical), 12, 40 41, 42 43, 171, 211, 212, 245, 246, 283, 284, 313, 314, 345, 346; also see: Chapter Atlas, , , , , , ,

17 A Correlation of, 1.C The economic regions including commercial agriculture in North America and subsistence agriculture of Amazonian communities., SE/TE: Maps (economic), 67, 70, 214, 248, 317, 347; see also Economy of Different Countries: United States, ; Canada, 176, 177, 187, ; Middle America, ; Mexico, ; Central America and Caribbean, 255, ; Caribbean South America, 301; Andes and the Pampas, ; Brazil, 353, 354, 355, Describe specific political regions of the and identify on a political map the major urban centers and countries including 2.A All nations of North America, Central America, South America, and the Caribbean, and 2.B Major metropolitan areas including New York City, Los Angeles, Chicago, Houston, Washington, DC, Miami, Toronto, Montreal, Vancouver, Mexico City, Panama City, San Jose, Rio de Janeiro, Buenos Aires, Santiago, Caracas, Bogota, Sao Paulo, San Juan, and Havana. SE/TE: Maps (political), 13, 166, 188, 206, 240, 272, 308, 340; also see: The United States Today, ; Canada Today, ; Mexico Today, ; Central America and the Caribbean Today, ; Caribbean South America Today, ; The Andes and the Pampas Today, ; Brazil Today, SE/TE: Time Zone maps with major cities, 21, 28; Chicago, 33, 142; London, 77; Panama City, 80; Washington, DC, 143, 144; Miami, 143, 144; New York City, 143, 144; Toronto, 177; Montreal, Vancouver, 194; Mexico City, 206, 219; Panama City, 240; Havana, 240; San Jose, 240; San Juan, 240; Caracas, 278, 284; Bogota, 278, 284, 304; Santiago, 308, 314, 317; Buenos Aires, 308; Rio de Janeiro, 340, 347, 354, 366; Sao Paulo, 340, 347, 354,

18 A Correlation of,, 3. Describe the characteristics and relative location of major cultural regions of the including 3.A the Maya civilization of Mesoamerica, SE/TE: Maya Culture, 122, 223, 232, , , B the Inca civilization of Latin America, SE/TE: Incan culture, 122, 320, 321, 322, C the Inuit indigenous peoples of the Arctic, 3.D Hispanic communities of the United States and indigenous peoples of North and South America, and SE/TE: Inuit, , 178, 179, 181, 183, 195 SE/TE: Native American dancers, 84; Exploring Culture Through Dance, 85; Native American groups, 146, 147; Native Americans Before European Contact, ; Indian Removal Act, 154; Impact on Native Americans, 155; Inuit, , 178, 179, 181, 183, 195; First Nations, 182; also see: Incan culture, 122, 320, 321, 322, ; Maya Culture, 122, 223, 232, , , E French-speaking Quebec. SE/TE: French Quebec Culture Region, 86, 87; Quebec Act, 184; Quebec: A Special Case, ; The Cultural Mosaic, Explain and summarize how common characteristics can link as well as divide regions including 4.A The question of sovereignty for Frenchspeaking Canadians, 4.B The free trade relationships established by NAFTA, and 4.C The establishment of maquiladoras on the United States-Mexican border. SE/TE: Quebec: A Special Case, SE/TE: NAFTA, 156, 158, 234, 237 SE/TE: Mexico s Workers,

19 A Correlation of,, 5. Cite specific textual and visual evidence in order to analyze reasons for conflict and cooperation among groups, societies, countries, and regions of the including 5.A The bi-national construction of the St. Lawrence Seaway, 5.B Disputes between South American nations over fishing rights off the Pacific Coast, 5.C The strain on international relations caused by immigration, and 5.D Relief efforts of the United Nations following natural disasters. SE/TE: St. Lawrence River, , 171, 174, 175 SE/TE: Geography and History, 289 SE/TE: Immigration, 79, 142, 144, , , 186, ; Remittances and Mexican workers in the U.S., 217, 235 SE/TE: United Nations, 111, 193; Hurricane Havoc, Content Standard 3: The student will examine the interactions of physical systems that shape the patterns of Earth s surface. 1. Integrate visual information in order to identify on a physical map and describe the major landforms and bodies of water of the including 1.A Bodies of Water - Mississippi, Colorado, MacKenzie, Rio Grande, and Amazon Rivers, Gulf of Mexico, Hudson Bay, Straits of Magellan and the Bering Strait, Atlantic, Pacific, Arctic and Southern Oceans, the Great Lakes, and the concept of drainage systems and the Continental Divide. 1.B Landforms - the Appalachian, Rocky, Andes, and Cascade Mountain Ranges, the Atacama and Sonoran Deserts, the Hawaiian and Greater Antilles archipelagos, the Pampas and Great Plains, the Canadian Shield, the Yucatan Peninsula, the Isthmus of Panama, and the Great Basin. SE/TE: Maps (physical), 12, 40 41, 42 43, 171, 211, 212, 245, 246, 283, 284, 313, 314, 345, 346; Physical Features, 138; Regional Flyover, 251; see also, 99, 282, 283 SE/TE: Maps (physical), 12, 139, 211, 212, 245, 246, 283,

20 A Correlation of, 2. Describe how the processes and factors of latitude, elevation, Earth-Sun relationship, prevailing winds, and proximity to bodies of water influence climate and how humans respond to regional climate patterns and events including drought and El Niño. 3. Analyze the impact of natural disasters on human populations including forced migration, scarcity of consumer goods, and loss of employment., SE/TE: Tools of Geography: Latitude, Longitude, 4 5; Climates and Ecosystems: Climate and Weather, 32 33, Temperature, 34 35, Water and Climate, 36 37, Air Circulation and Precipitation, 38 39, Types of Climate, 40 41, Ecosystems, 42 43; Human Environment Interaction: Environment and Resources, 48 49, Land Use, SE/TE: Volcanoes, 16, 17, 26 27, 202, 211, 244, 245; Earthquakes, 17, 26 27; Hurricanes, 27, 30, 31, 39, 140, 212, 213, 246, ; Drought, 356 Content Standard 4: The student will analyze the human systems of the Western Hemisphere in the context of the world s peoples and cultures. 1. Identify and describe cultural traits of language, ethnic heritage, social systems, religion, and traditions including how cultural diffusion impacts societies. SE/TE: Cultural Diffusion, 96 97, 260; also see: History of the United States, ; The United States Today, ; History of Canada, ; Canada Today, ; History of Mexico, ; Mexico Today, ; History of Central America and the Caribbean, ; Central America and the Caribbean Today, ; History of Caribbean South America, ; Caribbean South America Today, ; History of the Andes and the Pampas, ; The Andes and the Pampas Today, ; History of Brazil, ; Brazil Today,

21 A Correlation of, 2. Describe and compare examples of the market and command economic systems including how governments affect economic activities in such systems. 3. Describe the major political systems of representative governments (democracy, republic, constitutional monarchy) and authoritarian systems (dictatorship) including the role of the citizen in the selection of government officials, lawmaking, and the liberties guaranteed under different forms of government., SE/TE: Economic Systems, 62 63; see also Economy of Different Countries: United States, ; Canada, 176, 177, 187, ; Middle America, ; Mexico, ; Central America and Caribbean, 255, ; Caribbean South America, 301; Andes and the Pampas, ; Brazil, 353, 354, 355, 362 SE/TE: Political Systems, ; Brazil, , 363; Canada, 186, 187, ; China, 105; Colombia, 299; Cuba, ; French Guiana, 299; Germany, 107; Guyana, 299; Mexico, ; North Korea, 107; Saudi Arabia, 107; Suriname, 299; United Kingdom, 107; United States, 105, 106, 108, ; Venezuela, 299, 300; Vietnam, 81; Document-Based Assessment, b, b 4. Cite specific textual and visual evidence to explain patterns of global economic interdependence and world trade including the concepts of balance of trade, supply and demand, and measures of economic growth including Gross Domestic Product (GDP). SE/TE: Supply and demand, 59; GDP, 64; Trade, 66 67; Tariffs, 67; NAFTA, 156, 158, 192, 234, 237; Central America Dominican Republic United States Free Trade Association (CAFTA DR), 262; Free Trade Area of the Americas (FTAA), 237; Free Trade, 67; Free Trade Agreements and, , ; Economic Development,

22 A Correlation of, 5. Analyze the impact of geography on population location, growth, and change, applying geographic concepts of population density, the availability of resources, settlement patterns, and migrational push and pull factors including the twentieth century Asian and Caribbean refugee migration to North America or the pattern of Hispanic workers migrating United States., SE/TE: Human Environment Interaction: Environment and Resources, 48 49, Land Use, 50 51, People s Impact on the Environment, 52 53; Population and Movement: Population Growth, 74 75, Population Distribution (population density), 76 77, Migration (push and pull factors), 78 79, Urbanization, 80 81; also see: Immigration, 79, 142, 144, , , 186, ; Remittances and Mexican workers in the U.S., 235; Chapter Atlas, , , , , , , ; Document-Based Assessment, b Content Standard 5: The student will analyze the interactions of humans and their environment in the western hemisphere. 1. Integrate and compare visual information of the common characteristics of developed and developing countries including access to human and economic capital, the impact of education and technology; and analyze data used by geographers including literacy rate, life expectancy, and per capita income. SE/TE: Economic Development (map of human development), 64 65; UN Human Development Index (HDI) Values, 71; Population Growth (birth rate and death rate), 74 75, 83; Literacy, 192, 233, 260, 265, 266, 332; Life expectancy, 260, 266, Summarize the impact of the distribution of major renewable and nonrenewable resources and evaluate how the three levels of economic activities (primary, secondary, and tertiary) contribute development of a country or region including 2.A The United States and Canada s access to fossil fuels, water, iron, and arable soil, 2.B Agricultural development dependent on the natural aquifers of the Great Plains, SE/TE: Chapter Atlas: The United States, ; Resources and Economic Expansion, 155; The United States Economy, 156; Chapter Atlas: Canada, ; Resources of the North, ; Document-Based Assessment, b SE/TE: Great Plains, 139,

23 A Correlation of, 2.C The nationalized oil production in Venezuela and Mexico, and 2.D North America s access to iron and coal enabling a productive steel industry., SE/TE: Mexico s oil industry, ; National oil company, 234; Venezuela s oil industry, 298; Venezuela s move towards socialism, 301; Document-Based Assessment, b SE/TE: Iron and coal, 145; Canada: Natural Resources (coal), Evaluate the effects of human modification of and adaptation natural environment including 3.A Terraced farmland of the Andes, SE/TE: Ecosystems, 315; Land Use and Resources, 286, 316; Document-Based Assessment, b 3.B Construction of the Panama Canal, SE/TE: Panama Canal, 244, 245, C Clear-cutting of the boreal forests of North America, and SE/TE: The Effects of Climate, D Diversion of the Colorado River for irrigation and municipal water. SE: Migration and Settlement, Analyze regional problems of the western hemisphere having spatial dimensions including 4.A Oil spills in the Gulf of Mexico, SE/TE: Cleaning up oil spills, 46 47; Environmental Impact, B Deforestation of Amazonia, SE/TE: Deforestation of Amazon rain forest, C Air pollution and urban sprawl of Mexico City, and 4.D Water pollution from industrial run-off in Great Lakes. SE/TE: Mexico City pollution and urbanization, 216, 217 SE/TE: Other Impacts, 53 23

24 A Correlation of,, 5. Summarize the role of citizens as responsible stewards of natural resources and the environment including 5.A Careful use of fertilizer and pesticides to avoid polluting the land and the water supply, 5.B Participation in recycling and antilittering activities, SE/TE: Finding the Best Solution, 53; Crops and Water Pollution, 250 SE/TE: Recycling, C Conservation of natural resources, and SE/TE: Smart energy choices, 47, 53, 145; The Environment: New Concerns, ; Environmental Problems, ; Curitiba: Green City of the Future, 361; Protecting the Land, D Support of alternative and sustainable energy sources. SE/TE: Sustainable energy sources, 53,

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