GA Sixth Grade Evaluation Kit

E V A L U A T I O N K I T

P. O . B O X 2 7 7 9 , P E A C H T R E E C I T Y, G A 3 0 2 6 9 • T E L ( 8 0 0 ) 5 3 6 - 2 4 3 8 • F A X ( 8 0 0 ) 8 7 1 - 2 9 7 9 • W W W. G A L L O P A D E . C O M P A G E 2

Table of Contents

Dear Educators Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Company Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Gallopade’s Proven Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Classroom Sets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Sample Pages: Student Workbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Sample Pages: Teacher Resource Book . . . . . . . . . . . . . . . . . . . . . . . . . 32

Sample Pages: Enrichment Pack . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Sample Pages: Test Prep CD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37

Sample Pages: Teacher’s Edition Student Workbook . . . . . . . . . . . . . . 38


Dear Georgia Educators,

Gallopade International is pleased to offer you the GeorgiaExperience, the finest curriculum program available for grades K-8 thatmeets the NEW Georgia Performance Standards for Social Studies. Thecurriculum-based products in the program align with the Social Studies PrecisionReview that was accepted on August 14, 2008.

Every Georgia Experience product is 100% comprehensive and 100% correlated with the Georgia PerformanceStandards and proven to improve test scores by as much as 400%. Every word, every activity, every map skill, andevery assessment was written based on GEORGIA’S standards, to meet the needs of GEORGIA’S teachers andGEORGIA’S children in each grade, K-8.

Each grade’s comprehensive student workbook provides interactive lessons, including grade-level skill developmentand mastery. Each standard is covered, using “small bites” of instruction and reinforcing hands-on activities, skillpractice, and other involvement of the student to make complicated topics interesting and understandable. Thestudent workbook is supplemented with Teacher Resources, Test Prep CDs, cross-curricular “Rich Curriculum”enrichment packs and other resources to provide a comprehensive, effective, enriching solution.

This Evaluation Kit provides an overview of each product, giving you an opportunity to preview a sample of the entireGeorgia Experience curriculum program. The program covers exactly what Georgia students are required to know inorder to pass the CRCT and its design is unique and effective, helping your students to both truly understand thematerial and enjoy learning.

Gallopade International, a Georgia business and proud Partner in Education, has been in business for 30 years and isdedicated to creating products and tools that help educators like you achieve academic success! Founder and CEOCarole Marsh is passionate about supporting Georgia educators and students, and we are confident the GeorgiaExperience program will exceed your expectations!

Sincerely,

The Gallopade Team


Gallopade International, Inc. Company Profile

• Founded in 1979 by Georgia native, Carole Marsh.

• Woman-owned and family-operated business located in Peachtree City, GA.

• Publisher of over 15,000 educational products, including over 200 items about Georgia.

• Products include books, maps, software, decoratives, games, and more.

• Creator and publisher of the highly successful Virginia ExperienceTM, Illinois ExperienceTM, LouisianaExperienceTM, and Ohio ExperienceTM curriculum programs, which have achieved test score increases over 400%.

• Named Publisher’s Weekly fastest growing small publisher in 2000.

• Recipient of the NSSEA Advance America Award in 2002.

• Winner of the Teacher’s ChoiceTM Award in 2002 for state series, available for all 50 states.

• Winner of the 2003 National School Supply and Equipment Association’s Excellence in Education Award.

• Winner of the Teacher’s ChoiceTM Award for the Family in 2004, Carole Marsh MysteriesTM series.

• Carole Marsh named Georgia Author of the Year for mid-level readers in 2007.


Documented Results from Gallopade’s similar Experience programs for other states:

Increased Test Scores Over 400%!15% to 61% Wise County school27% to 75% Culpeper County school18% to 51% Page County school35% to 71% Gloucester County school64% to 82% Clymore Elementary 3rd grade84% to 90% Clymore Elementary 5th grade

“The ‘Virginia Experience’ materials published by Gallopade International are very well aligned with the VirginiaStandards of Learning. Having access to workbooks and resource books as well as colorful ancillary materials that givecomplete focus to the Standards of Learning provides Virginia teachers with a wonderful instructional resource.Valuable teacher time does not have to be wasted doing a correlation of the Standards of Learning to the materials.The direct format and instructional style of the materials make the correlation obvious. In addition to beingappropriate for regular classroom instructional use, the materials easily lend themselves to remediation instruction,tutorial support, catch-up instruction for transfer students, and instruction/review by parents.”—Joan Spence, K-12Education Consultant, Retired Virginia Department of Education. (This is a personal endorsement; the VirginiaDepartment of Education does not provide endorsements.)

“4th grade book = success! Very, very beneficial—word of mouth is getting hot on it. You guys have done a great jobof providing us with the resources that we need to be successful.”—David Wymer, former Social Studies CurriculumCoordinator Standards of Learning Committee Member for the Virginia Department of Education.

“16 out of 20 cases said that the VA EXP was the lifesaver for the test. Informally surveyed teachers and students—as aresult of the VA EXP they felt the test was fair and they were well prepared. No material anywhere in their school hadanything about the 7 regions for the US except our material—THANK YOU. Put the right materials in the rightpeoples hands and you’ll see results. We’ll be using VA EXP across the boards. The 4th/5th workbook is dead on.”—Charlie Wymer, Principal Clymore Elementary

“During the last two years I have used the CD-ROM test prep from Gallopade. Last year ALL my students passed thetest, and nearly 70% passed with advanced proficiency! I credit a great deal of their success with this program!”—Mr. Kelly Wilmore, Social Studies Coordinator Roanoke City Schools


CRCT Resources

6th GradeFully Aligned with the

Georgia Performance Standards

192-pageWorkbook!

LATIN AMERICA, THE CARIBBEAN & CANADA

Geographic Understandings• Features of Latin America & the Caribbean: Amazon River, Caribbean

Sea, Gulf of Mexico, Pacific Ocean, Panama Canal, Andes Mountains,Sierra Madre Mountains, Atacama Desert. Bolivia, Brazil, Colombia,Cuba, Haiti, Mexico, Panama, & Venezuela

• Environmental issues in Latin America: air pollution in Mexico City,Mexico, the rain forest in Brazil, & oil-related pollution in Venezuela

• Latin America & the Caribbean’s location, climate, distribution ofnatural resources (trade), & population distribution, specificallyMexico/Venezuela, Brazil/Cuba

• Cultural characteristics in Latin America & the Caribbean: blending ofethnic groups, Portuguese & Spanish language, literacy & standard ofliving

• Features of Canada: St. Lawrence River, Hudson Bay, Atlantic Ocean,Pacific Ocean, the Great Lakes, Canadian Shield, & Rocky Mountains

• Canada’s location, climate & natural resources: trade & populationdistribution

• Environmental issues in Canada: the Great Lakes, the Canadian Shield,& timber resources

Government/Civics Understandings• Various forms of government: Unitary, confederation & federal,

autocratic, oligarchic, & democratic, parliamentary & presidential

• National governments in Latin America & the Caribbean: leadership &citizenship, voting & personal freedoms

• National government of Canada: constitutional monarchy,parliamentary democracy, a federation, & voting & personal freedoms

Economic Understandings • Economic systems: traditional command, market, economies, a mixed

economy (produce what, how & for whom), specific systems in Brazil,Canada & Cuba

• Voluntary Trade in Latin America, The Caribbean & Canada: buyers &sellers, specialization, trade barriers, tariffs, quotas, embargos, NAFTA,currencies

• Factors of Economic Growth: Latin America, human capital (education& training), GDP, capital (factories, machinery, & technology), naturalresources, entrepreneurship

• Personal money management: income, spending, credit, savings, &investing

Historical Understandings• European contact in Latin America & Canada: the Spanish, the Aztecs,

the Incas, Corez, Montezuma, Pizarro, & Atahualpa, the French & theEnglish, Canadian Independence

• European Colonies to independent nations: African slavery, theSpanish & the Portuguese, independence movements, Toussaint,L’Ouverture, Simon Bolivar, & Miguel Hidalgo

• 20th century issues: Cuban Revolution, Zapatista guerrilla movement,Quebec’s Independence movement

EUROPEGeographic Understandings• Features of Europe: The Danube River, Rhine River, English Channel,

Mediterranean Sea, European Plain, the Alps, Pyrenees, Ural Mountains,Iberian Peninsula, & Scandinavian Peninsula. Belgium, France, Germany,Italy, Poland, Russia, Spain, Ukraine, & United Kingdom

Using the Georgia Experience™ for Sixth Grade,students study Latin America, The Caribbean, Canada,Europe and Australia. “Small bites” of instruction andreinforcing hands-on activities, skill practice, and otherinvolvement of the student make these topicsinteresting and understandable.

$17.99 ea. ($16.99 when you order classroom sets)


$29.99 ea.$14.99 ea.$24.99 ea.

Y o u g e t a l l o f t h i s w i t h t h e C l a s s r o o m S e t !

$99.00 Single CD

$299.00 Lab Pack

$399.00 Site LicenseIncludesall answers!

Classroom Set . . . . . . . . . . . $678.67SP-GA6CS

Save $30 on Student Workbooks with this set!Includes: 30 Student Workbooks, 1 Teacher's Edition, 1 Teacher Resource Book, 1 “RichCurriculum” Enrichment Pack and 1 Test Prep CD

Classroom Carton . . . . . . . . . . . . .$509.70SP-GA6CC

Save $30 on Student Workbooks with this set!Includes: 30 Student Workbooks

Teacher Set . . . . . . . . . . . . . . . . . . . .$186.96SP-GA6TS

Includes: 1 Student Workbook, 1 Teacher’s Edition, 1 Teacher Resource Book, 1 “RichCurriculum” Enrichment Pack and 1 Test Prep CD

GPS Test Prep SoftwareGACTP6 Single CD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$99.00SP-GACTPLAB6 Lab Pack CD (5 CDs) . . . . . . . . . . . . . . . . . . . . . .$299.00SP-GACTPSIT6 Site License . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$399.00Includes: More than 400 test prep questions to help students score high on the GPS testfor social studies. Runs on Windows & Macintosh.

(Prices Subject to Change)

• Environmental issues in Europe: acid rain, air pollution, Chernobyl

• Europe’s location, climate & natural resources: trade & populationdistribution

• Cultural characteristics in Europe: European languages, major religions,literacy & standard of living

Government/Civics Understandings• Various forms of government: Unitary, confederation & federal, autocratic,

oligarchic, democratic, parliamentary & presidential

• Modern European Governments: Parliamentary system, federal system,forms of leadership, role of citizen, European Union & its member nations

Economic Understanding• Economic systems: traditional command, market, economies, a mixed

economy (produce what, how & for whom), specific systems in UnitedKingdom, Germany & Russia

• Trade barriers: tariffs, quotas, embargos, currency exchange

• Factors of Economic Growth: Europe, human capital (education &training), GDP, capital (factories, machinery, & technology), naturalresources, entrepreneurship

Historical Understandings• European exploration & colonization: religion, natural resources, market

for goods, Prince Henry the Navigator, The empires of Portugal, Spain &England, France in Asia, Africa, & the Americas, colonization of Australia,Africa & Asia on the outbreak of WWII

• 21st century Europe: Russian Revolution, Treaty of Versailles, worldwidedepression, Nazism, Holocaust, the Cold War, Superpowers, collapse ofthe Soviet Union, German reunification

AUSTRALIA

Geographic Understandings• Features of Australia: Great Barrier Reef, Coral Sea, Ayers Rock, Great

Victoria Desert

• Australia’s location, climate & natural resources: trade & populationdistribution

• Cultural characteristics in Australia: English colonization, language,religion, literacy & standard of living

Government/Civics Understandings• Various forms of government: Unitary, confederation & federal, autocratic,

oligarchic, democratic. Parliamentary & presidential

• National Government of Australia: federal parliamentary democracy,leadership, legislature, role of citizen

Economic Understanding• Economic systems: traditional command, market, economies, a

mixed economy (produce what, how & for whom), specific systemsin Australia

• Trade barriers: tariffs, quotas, embargos, currency exchange

• Factors of Economic Growth: Australia, human capital (education &training), GDP, capital (factories, machinery, & technology), naturalresources, entrepreneurship

Historical Understanding• Origins & culture of the Aborigines & the European colonization of

Australia: prisoners as colonists, diseases & weapons & indigenouspeoples

Map & Globe Skills• Cardinal directions, intermediate directions, letter/number grid

system, natural, cultural, & political features, scale, key/legend,latitude & longitude, graphic scales, & more…

These pages are provided for evaluation purposes only. No reproduction or classroom use of any materials is allowed. Page 8

©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 22

~ This book is not reproducible. ~

I’ll Trade With You

Every country’s location, climate, and natural resources impact its trade with othercountries. Mexico is in a great location—right next to the United States! In fact, Mexico sendsabout 80 percent of its exports to the U.S., including fruits and vegetables grown in Mexico’swarm climate. Its oil reserves make Mexico an important source of petroleum for manycountries, including the United States.

Venezuela’s oil products are the government’s main source of revenue—by far! Its majortrading partners are its neighbors, including the United States, Brazil, and Colombia. TheUnited States provides much of Venezuela’s food imports since agriculture is not a strongindustry in the country.

Think About ItWWhy do countries trade most heavily with countries located close to them?

Scavenger HuntComplete the table with information you have learned about Mexico and Venezuela. Use theword bank to help you. Some blocks will have two answers, and some answers may be used

more than once.

What’s Happening in Brazil?Brazil is the giant on the South American continent! It is the largest country with the highest

population and healthiest economy. Brazil’s terrain does not vary much. Most of the countryhas a low elevation except for a mountain range along the eastern coast. The central area ofBrazil is home to the vast Amazon rain forest, which covers two-thirds of the country. Brazil hasa warm, humid climate.

Country Location Climate Resources WherePeople Live

Mexiconear U.S.

Venezuelalittle

farmland

oilNorth America

Warm, dry in north and central

Caribbean coasthot and humid

citiesSouth Americacentral plateauone major city

rainy seasonlittle farmland

What’s Your Economy?

You’ll find several types of basic economic systems during your study ofCanada and Latin America:

• Canada has a mixed market economy. Since World War II, Canada hasprogressed from a rural economy to a thriving industrial one based onmanufacturing, mining, and service industries. The government controlssome areas like health care and the postal service.

• Cuba has a command economy. The government owns all resources and property, anddecides what and how much are to be produced. Cuba’s economy has struggled since thebreakup of the Soviet Union in the early 1990s because the Soviet Union was Cuba’s maintrading partner.

• Brazil has a mixed market economy, with strong agricultural, mining, manufacturing, andservice segments. Brazil has the strongest economy of all the South American countries. Thegovernment controls some areas like health care and the postal service.

Essential SkillsComplete the chart below comparing the economies of Canada, Cuba, and Brazil.

Scavenger HuntCanada and Brazil have three important economic segments in common. List them here.

1.

2.

3.



Country Type of Economy

Growing or Struggling

What the Government

Controls

Canada

Cuba

Brazil

Chapter 11

Economic Systems

Every country has to decide how to distribute its resources to meet the needs of its people.They do this through an economic system, which is the way a society organizes the production,distribution, and consumption of goods and services. There are three basic types of economicsystems that have to answer three basic questions: What to produce? How to produce? Forwhom to produce?

• Traditional: This system is found in agricultural societies where people live the same waytheir parents and grandparents did. Traditional systems are found in some areas of Africa, Asia,and South America. People in these systems produce what they need to survive by farming orhunting and gathering. They make their own clothing and tools, and trade any extra food oritems with others in their society.

• Command: The government controls what is produced and how it is produced in a commandsystem. The government owns the resources and decides who gets the products. This decisionmight be based on class, a reward system, or simply by waiting in line. North Korea has acommand economy.

• Market: In a market system, a country’s economic decisionsare based on what its people want to buy and sell. People canown their own businesses and produce what they want. TheUnited States has a market economy. In a market system,supply and demand for a good or service determines what toproduce and how to produce it. Producers will make theirproduct in the way that costs them the least amount of moneyso they can make a profit. Who gets a product is determined byhow much a person can afford to pay for it.


~ This book is not reproducible. ~~ This book is not reproducible. ~

SS6E1, SS6E5, SS6E8 The student will analyze different economic systems.

SS6E1a., SS6E5a., SS6E8a. Compare how traditional, command, and market economies answer theeconomic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce.

SS6E1b., SS6E5b., SS6E8b. Explain how most countries have a mixed economy located on a continuumbetween pure market and pure command.

SS6E1c. Compare and contrast the basic types of economic systems found in Canada, Cuba, and Brazil.

SAMPLESAMPLE

SAMPLE

6 STUDENT WORKBOOK EvaluationSample

PLEASE NOTE THE FOLLOWING:• These are selected pages• The actual size is 8.5” x 11”• The complete package is 192 pages


Special Economics InfoUse a � to indicate whether you have more, less, or the same amount of money after each ofthese events. The first has been done for you.

MORE LESS SAMEYou deposit your paycheck into yourchecking account. �

You put $1,000 in a savings account.

You use your credit card to buy newschool clothes.

You borrow money from the bankto open a toy store.

You write a check at the grocery store.

You transfer money from checkingto savings.

Quick QuizMatch each economic term to its definition.

1. interest a. a sum of money borrowed from a person or group

2. income b. a means to buy something now and pay later

3. credit c. fee paid to use someone else’s money

4. money d. money that you earn or gain from investments

5. loan e. medium of exchange to buy goods/services

Think About ItFinancial experts say that people spend more when they use credit cards instead of cash.Why do you think that happens?



Quick QuizWrite T for True and F for False.

1. The legislature holds the power in a presidential system.

2. Citizens participate fully in a democracy.

3. Citizens participate fully in an autocracy.

4. The central government controls all power in a unitary system.

5. Federal systems divide power between a central government and smaller units.

Modern European Governments

There are several types of government in Europe. The governments of the United Kingdom,Germany, and Russia are described below.

• The Federal Republic of Germany (Germany) has a federal system of government, whichmeans that power is shared between a central government and 16 state governments.Germany’s leadership includes a president and a chancellor. The president is the head of statebut has little political power. The chancellor is the powerful head of government. He is electedby one of the houses of Germany’s Parliament. The two houses of the legislature (Parliament)are the Bundestag and the Bundesrat. Germany’s constitution guarantees basic rights andpersonal freedoms like the right to vote, equal rights, and freedom of speech, religion, and press.



SPECIALASSEMBLY

THE VOTERS(citizens over 18)

STATEGOVERNMENTS

PRESIDENT BUNDESTAG BUNDESRAT

CABINET PARLIAMENTCHANCELLOR

elects

appoints elects

elects deputies to appoint members to

makes up the

selects

Structure of Germanyʼs Government



Chapter 29

The World After WWI

World War I had a profound effect on world history.Europe suffered terrible destruction, and nearly 22 millionsoldiers and civilians died. The results of this conflictultimately led to economic crises, radical changes ingovernment, and a decline in the power of many Europeancountries. The world would never be the same!

The Treaty of Versailles

The treaty that ended World War I wasknown as the Treaty of Versailles. Signed inVersailles, France in 1919, it forced Germany toaccept blame for the war. Germany wasrequired to:

• Give up one million square miles of landafter the war. Some of the land had been seized by Germany prior to the war. Much of the land that was lost was rich in natural resources that could have been used to generate income.

• Accept full responsibility for causing the war and pay reparations to other countries for thelosses and damage they had suffered. This was difficult because Germany had to rebuild itsown economy and country too.

• Limit its armed forces and stop production of nearly all war materials. It was also prohibitedfrom uniting with Austria.

Germans greatly resented the restrictions put on it by the Treaty of Versailles, and began torise up in protest as economic conditions worsened. Germany also became isolated from anddistrusted by other countries.

SS6H7 The student will explain conflict and change in Europe to the 21st century.

a. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles,worldwide depression, and the rise of Nazism.

Word Definitionreparations: paymentby a government to a

group of people for loss ordamage

Signing of the Treaty of Versailles



The “Iron Curtain” Falls

People living in countries controlled by the Soviet Union could not leave. Armed guardswatched over the borders. In a 1946 speech, British Prime Minister Winston Churchill warnedthat an “Iron Curtain” had fallen across the continent of Europe, meaning that a dividing linenow existed between Eastern and Western Europe.

Map SkillsLook at the map showing the Iron Curtain. Answer the questions below.

1. List the countries behind the Iron Curtain.

2. What country was split in two?

Hard-To-Believe-But-True!No one is sure who used the term “iron curtain” first to describe a political boundary. But it comes from the actual iron curtain used in German theaters to separate the stage from the audience in case of a fire!

FINLAND

AUSTRIA

ITALY

SPAIN

NORWAY

WEST

GERMANY

FRANCE

PORTUGAL

HUNGARY

ROMANIA

BULGARIA

TURKEY

DENMARK

POLAND

CZECHOSLOVAKIA

GREECE

NETH.

BELGIUM

IRELAND

ALBANIA

YUGOSLAVIA

SWITZ.

England

English

Channel

EAST

GERMANY

U.S.S.R

(Soviet Union)

•Berlin

Iron

Curtain

SAMPLESAMPLE

SAMPLESAMPLE



Evaluation sample ofstudent workbook.

Shown page-by-page.



A r the Author...

Dear Student,

This is no ordinary book! You will not be able to sit in your

chair and listen to someone else read it to you. In order to

learn about the world you live in, you must get involved! You

need to read, absorb, make judgments…in other words, think!

You are going to learn all about the geography, history,

people, economics, government and citizenship (and a few

other fun things!) of important world regions. As you progress

through the sixth grade, you will discover that learning about

other countries helps you understand (and appreciate!) your own country.

Latin America, the Caribbean, Canada, Europe, and Australia have remarkable histories. As

you study these regions of the world, you’ll see that it is impossible to truly understand what is

happening in the world today until you understand what has happened in the past. You’ll see

how our global economy makes all countries dependent on each other. You’ll see how

governments determine how countries develop, or don’t develop. Your eyes will be opened to a

new way of looking at the world!

I have learned a lot by writing and researching The Georgia Experience books and other

products. Now it’s your turn! Come along with me and enjoy your tour of the world

around you!

Carole Marsh



Table of Contents

Icon Identification 6

Glossary 186

Section 4 ~ Appendix 185

Section 3 ~ Australia 151

Chapters 31-39

Section 2 ~ Europe 95

Chapters 20-30

Section 1 ~ Latin America, the Caribbean, and Canada 7

Chapters 1-19

Index 188

Map of the World 191

Carole Marsh Georgia TitlesThe Georgia Experience™ Curriculum Series:

Kindergarten First Grade Second Grade

Third Grade Fourth Grade Fifth Grade

Sixth Grade Seventh Grade Eighth Grade

Georgia Experience Reference Guide

Sixth Grade Curriculum:

6th Grade Student Workbook

6th Grade Student Workbook, Teacher’s Edition

6th Grade Teacher’s Resource Guide

6th Grade Test Prep CD

Georgia State Stuff:

Other Series:

African American Heritage Series

Native American Heritage Series

Hispanic Heritage Series

Georgia Experience Poster/Map

Georgia Experience Biographies Book

Georgia Facts & Factivities! CD-ROM

Let’s Discover Georgia! CD-ROM

The BIG Georgia Reproducible

Activity Book

My First Book About Georgia!

Georgia Jeopardy!: Answers and

Questions About Our State

Georgia “Jography!”: A Fun Run

Through Our State

My First Pocket Guide: Georgia

The Georgia Coloring Book

Georgia Stickers

Georgia Biography Bingo Game

Georgia Geography Bingo Game

Georgia History Bingo Game

Georgia State Stuff Bookmarks

Georgia Millionaire GameBook

Georgia Wheel of Fortune GameBook

Georgia Survivor GameBook

Georgia BIG State Wall Timeline

Georgia State Student Reference Timeline





Icon Identification

Hard To Believe But True!Fascinating trivia!

Math ExperienceA neat math problem or info!

Quick QuizThink fast!

High TechComputer Technology Connections!

Map SkillsLearn map skills and never be lost!

Background CheckDeep digging unearthed this stuff!

One More - Just for Fun!All work and no play...

Special Civics Information

Question for DiscussionWho wants to be a millionaire?!

Special Economics InfoMoney Makes the World Go ‘Round!

Look It Up!We can’t give you EVERYTHING!

Quick ReviewYou didn’t forget, did you?

Essential SkillsYou can’t live without these!

Reading ActivityThe best kind of activity!

Think About ItPut your thinking cap on!

The Great DebateA chance to share your opinion!

Scavenger Hunt!Stuff for you to look for!

Origin/DefinitionWord origins or definitions

EnrichmentStuff that will stick with you!

Write About It!A writing activity



Section 1

LATIN AMERICA, THE CARIBBEAN,

AND CANADA

Chapter 1

You Are Here!Every place on the earth has a location! To find your home address, you use

your house number and street name. To find your absolute location on the

earth, you use imaginary lines drawn on maps and globes.

These imaginary lines are:

latitude: lines which run horizontally east and west around the globe (lines of latitude are also

called parallels)

longitude: lines which run vertically north and south around the globe

Positions found using latitude and longitude are measured in degrees (º). The north-south

and east-west lines intersect each other on a map to form a pattern called a grid.

Quick QuizMatch the terms below with their meanings.

SS6G1 The student will locate selected features of Latin America and the Caribbean.

a. Locate on a world and regional political-physical map: the Pacific Ocean, Caribbean Sea, Gulf of

Mexico, Panama Canal, Amazon River, Andes Mountains, Sierra Madre Mountains, and Atacama

Desert.

b. Locate on a world and regional political-physical map the countries of Bolivia, Brazil, Colombia,

Cuba, Haiti, Mexico, Panama, and Venezuela.

latitude

longitude

degrees

grid

A. measurement for latitude / longitude positions

B. horizontal lines around the globe

C. pattern on a map formed by intersectinglatitude / longitude lines

D. vertical lines around the globe



GeographicalUnderstandings



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PLEASE NOTE THE FOLLOWING:• The actual size is 8.5” x 11”• The complete book is 192 pages



Physical Features of Latin America and the CaribbeanLatin America includes Mexico, Central America, and South America. The islands of the

Caribbean are also considered to be part of Latin America. The region is called Latin Americabecause the languages spoken there (most commonly Spanish and Portuguese) developed from

the Latin language.

Physical features of Latin America affect how residents live. They are also fascinating parts

of our planet!

• The Amazon River, the second-longest river in the world, flows primarily through Brazil in

South America. It carries the greatest volume of water of any river in the world!

• The Caribbean Sea is an arm of the Atlantic Ocean between Cuba and South America.

Islands in the Caribbean Sea are popular tourist destinations because of their beautiful

beaches and mild tropical climate.

• The Gulf of Mexico is another arm of the Atlantic Ocean cradled by Mexico and the southern

U.S. coastline from Texas to Florida. The Mississippi River and Rio Grande are two major

rivers that empty into the Gulf of Mexico.

• The Pacific Ocean is the largest and deepest of the

world’s five oceans. It is larger than the total land area of

the world!

• The Panama Canal is a canal built through the Isthmus

of Panama to allow ships to travel easily between the

Atlantic and Pacific oceans.

• The Andes Mountains are a chain of mountains along

the western edge of South America. It is the longest

continuous mountain range in the world!

• The Sierra Madre Mountains are the main mountain

range in Mexico. It has three major chains, including the

Sierra Madre Occidental in the west, the Sierra Madre

Oriental in the east, and the Sierra Madre del Sur along the southern coast.

• The Atacama Desert is known as the driest place on Earth! Located at a high elevation along

the coast of Chile, the average temperature in this desert is actually pretty chilly! Parts of the

desert have never had rain—as long as man has been keeping records, that is!

Panama CanalPhoto by schutzschool.org.eg

Andes Mountains in ChilePhoto by dailygalaxy.com



Map SkillsLook at the map of Latin America with major physical features identified. Follow thedirections below.

Amazon River

SSierra Madre Occidental

ANDESS MOUNTAINS

ATACAMA DESERT

UNITED STATESUNITED STATES

MEXICO

MEXICO THE BAHAMASTHE BAHAMAS

CUBACUBA

PANAMAPANAMA

EL SALVADOREL SALVADORGUATEMALAGUATEMALA

BELIZEBELIZEHONDURASHONDURAS

NICARAGUANICARAGUA

COSTA RICACOSTA RICA

JAMAICAJAMAICA

HAITIHAITI

DOM. REP.DOM. REP.

ARGENTINAARGENTINA

BOLIVIABOLIVIA

COLOMBIACOLOMBIA

VENEZUELAVENEZUELA

PERUPERU

BRAZILBRAZIL

FRENCH GUIANAFRENCH GUIANASURINAMESURINAME

GUYANAGUYANA

CHILECHILE

ECUADORECUADOR

PARAGUAYPARAGUAY

URUGUAYURUGUAY

Sierra Madre OrientalSierra Madre del Sur

Caribbean Sea

Gulf ofMexico

PanamaCanal

A T L A N T I C

P A C I F I C

O C E A N

O C E A N

1. Draw a blue circlearound the PacificOcean.

2. Draw a red circlearound the CaribbeanSea.

3. Draw a green circlearound the Gulf ofMexico.

4. Draw a purple boxaround the PanamaCanal.

5. Use an orange markeror crayon to followalong the AmazonRiver.

6. Draw a brown circlearound the AndesMountains.

7. Draw a yellow boxaround the SierraMadre Mountains.

8. Draw a pink circlearound the AtacamaDesert.



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Quick QuizSee how much you have learned about Latin American geography. Answer the questionsbelow.

1. What allows ships to pass easily between the Atlantic and Pacific oceans?

2. What mountain chain lies along western South America?

3. What is the major mountain range in Mexico?

4. What major river flows through Brazil?

5. What place in Chile is known as the driest place on Earth?

Map SkillsLatin America is made up of many countries in Mexico, Central America, the Caribbean, andSouth America. Look at the map of Latin America. Follow the directions below.

Amazon River

Sierra Madre Occidental

ANDESS MOUNTAINS

ATACAMA DESERT


MEXICO

MEXICO THE BAHAMASTHE BAHAMAS

CUBACUBA

PANAMAPANAMA

EL SALVADOREL SALVADORGUATEMALAGUATEMALA

BELIZEBELIZEHONDURASHONDURAS

NICARAGUANICARAGUA

COSTA RICACOSTA RICA

JAMAICAJAMAICA

HAITIHAITI

DOM. REP.DOM. REP.

ARGENTINAARGENTINA

BOLIVIA

COLOMBIACOLOMBIA

VENEZUELAVENEZUELA

PERUPERU

BRAZILBRAZIL

FRENCH GUIANAFRENCH GUIANASURINAMESURINAME

GUYANAGUYANA

CHILECHILE

ECUADORECUADOR

PARAGUAYPARAGUAY

URUGUAYURUGUAY

Sierra Madre OrientalSierra Madre del Sur

Caribbean Sea

Gulf ofMexico

PanamaCanal

A T L A N T I C

P A C I F I C

O C E A N

O C E A NAtacama Desert

1. Draw a red circle around Cuba.

2. Draw a green circle aroundMexico.

3. Draw a blue box aroundPanama.

4. Draw a green box aroundColombia.

5. Draw a brown circle aroundVenezuela.

6. Draw a yellow circle aroundBrazil.

7. Draw an orange circle aroundBolivia.

8. Draw a gray circle around Haiti.



Map SkillsLabel the following physical features on the map of Latin America below.

Pacific Ocean Caribbean Sea Gulf of MexicoPanama Canal Amazon River Sierra Madre MountainsAndes Mountains Atacama Desert

Make a map key and label yourmap. One example is given below.

Desert

SAND



Map SkillsLLabel the following countries on the map of Latin America.

Cuba Mexico PanamaColombia Venezuela BrazilBolivia Haiti

Venezuela

Colombia

1. What is the largest country in South America?

2. What is the northernmost country in Latin America?

3. What country is an island just south of Florida?



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Chapter 2

Save the Environment!As countries grow in population and add more factories and businesses, they often face

serious challenges to their environment. One of the most important issues facing Latin

American countries today is how to maintain a clean, healthy environment amidst rapid growth.

Air Pollution in Mexico CityMexico City, Mexico is a huge city with a serious air pollution problem. In fact, Mexico City is

one of the most polluted cities in the world! People living there are exposed to toxic

gases and chemicals in the air they breathe every day, which can lead to respiratory

illnesses.

Mexico City’s pollution is caused by emissions from factories and automobiles

that build up over the city. Mountains surrounding Mexico City are like walls that

trap the pollutants in a brown haze called smog. The wind is not strong enough to

blow the pollutants over the mountains, so they continue to accumulate each day.

The Mexican government has put measures in place to help reduce the air pollution. They

include a program limiting how often you can drive your car, strict inspections of emissions

systems on cars, and changing the kind of fuel cars and factories use.

Quick QuizCircle the correct answer (or answers) below.

1. What type of pollution does Mexico City face?a. water b. soil c. air

2. Emissions in Mexico City come from:a. cars b. factories c. schools

3. What traps pollutants above Mexico City?a. airplanes b. rivers c. mountains

4. In Mexico City, you might not be allowed to drive your car every day.a. True b. False

SS6G2 The student will discuss environmental issues in Latin America.

a. Explain the major environmental concerns of Latin America regarding the issues of air pollution in

Mexico City, Mexico, the destruction of the rainforest in Brazil, and oil-related pollution in Venezuela.



Destruction of the Rainforest in Brazil

A major environmental issue in Brazil is destruction of the Amazon rainforest. The rainforest is important to the environment of Brazil as well as

the entire world. Rainforests are home to the largest variety of plant and animal

species on the planet, and are known as the “lungs of the earth” because they

convert carbon dioxide into valuable oxygen.

The destruction of Brazil’s rainforest is caused by road building, farmers cutting down forests

to plant crops (called “slash and burn” farming), cattle ranching, logging,

mining, and new settlements.

This deforestation has many negative effects on the environment,

including the loss of habitat for millions of species and climate change.

Trees protect forest soil from drying out into barren land, and return

water vapor back into the atmosphere.

Although Brazil’s economy is growing from deforestation, the government is now setting

aside large protected areas and setting up programs where new trees are planted when older

trees are cut down.

Think About ItAnswer the questions below.

1. List two reasons why the rainforest is important.

2. List three reasons why the rainforest is being destroyed.

3. What negative effect does deforestation have on the environment?

Oil-Related Pollution in Venezuela

Oil is an important natural resource in Venezuela. In fact, oil provides about 50 percent of

government revenue! Unfortunately, oil pollution has caused serious environmental and

economic problems in Venezuela. Occasional oil spills have killed fish, which damages the






environment and hurts the fishing industry. Oil spills have shut down tourist resorts

on Lake Maracaibo, the largest lake in South America. Contaminated oil pits, which

collect waste from oil wells, also threaten to seep into Venezuela’s water sources.

Venezuela’s state oil company is working to clean up its oil pits, and has adopted

an environmental policy to focus more closely on environmental protection.

Write About ItWrite a paragraph explaining how oil pollution has affected Venezuela. Be sure to list threeways that oil is polluting Venezuela’s environment.

Chapter 3

Where Do You Live?

How people live is greatly affected by where they live! The

location of a country, its climate, and its natural resources make a

tremendous impact on the lifestyle and job choices of its citizens.

Those factors also help determine a country’s trading partners.

SS6G3 The student will explain the impact of location, climate, distribution ofnatural resources, and population distribution on Latin America and the Caribbean.

a. Compare how the location, climate, and natural resources of Mexico and Venezuela affect wherepeople live and how they trade.

b. Compare how the location, climate, and natural resources of Brazil and Cuba affect where peoplelive and how they trade.



How Mexico Stacks Up

Mexico is a land of great variety in geography and climate. There are many elevations of

land, from coastal plains to jungles and towering volcanoes.

Northern Mexico consists of a high desert plateau with steep mountains on either side. The

Sierra Madre Occidental Range lies to the west, while the Sierra Madre Oriental Range sits on

the eastern side. Mexico’s capital city of Mexico City sits in the central plateau, where most of

the population lives. In fact, Mexico City is one of the largest metropolitan areas in the world!

Northern and central Mexico have dry climates with little rainfall. In contrast, southern Mexico

is a land of dense forests and a humid, tropical climate. Most of the people there are poor

Indian farmers.


1. Mexico has many types of land and varying climates.

2. Northern and central Mexico have dry climates with little rainfall.

3. Mexico City is a very small city.

4. Southern Mexico has a very cold climate.

I Think I’ll Live…There!

The location, climate, and natural resources in Mexico affect

where people have settled. Mexico does not have much farmland;

in fact, only about 12 percent of Mexico’s land is suitable for

farming. Mexico’s dry climate with little rainfall also makes

farming difficult in most areas. Mexicans have flocked to the

cities in central Mexico to find jobs in factories. The population

in Mexico City and the surrounding area has exploded in recent

decades. Today, about 75 percent of Mexicans live in urban

areas. About 19 million people live in Mexico City and the

surrounding area!

Other Mexicans have settled in areas rich in natural resources so they can make a living from

those resources. Northern Mexico is rich in minerals like silver, copper, lead, iron, and oil. Oil

(or petroleum) is Mexico’s most valuable natural resource. Most of the oil is found along the

Gulf of Mexico coast.



I’ll Trade With You

Every country’s location, climate, and natural resources impact its trade with other

countries. Mexico is in a great location—right next to the United States! In fact, Mexico sends

about 80 percent of its exports to the U.S., including fruits and vegetables grown in Mexico’s

warm climate. Its oil reserves make Mexico an important source of petroleum for many

countries, including the United States.

Venezuela’s oil products are the government’s main source of revenue—by far! Its major

trading partners are its neighbors, including the United States, Brazil, and Colombia. The

United States provides much of Venezuela’s food imports since agriculture is not a strong

industry in the country.

Think About ItWWhy do countries trade most heavily with countries located close to them?

Scavenger HuntComplete the table with information you have learned about Mexico and Venezuela. Use theword bank to help you. Some blocks will have two answers, and some answers may be used

more than once.

What’s Happening in Brazil?Brazil is the giant on the South American continent! It is the largest country with the highest

population and healthiest economy. Brazil’s terrain does not vary much. Most of the country

has a low elevation except for a mountain range along the eastern coast. The central area of

Brazil is home to the vast Amazon rain forest, which covers two-thirds of the country. Brazil has

a warm, humid climate.

Country Location Climate Resources WherePeople Live

Mexiconear U.S.

Venezuelalittle

farmland

oilNorth America

Warm, dry in north and central

Caribbean coasthot and humid

citiesSouth Americacentral plateauone major city

rainy seasonlittle farmland

Most Brazilians live near the Atlantic coast. Four out of five Brazilians

live in cities like São Paulo and Rio de Janeiro in southeastern Brazil where

jobs are plentiful. Southeastern Brazil also has rich farmland where coffee,

oranges, and other crops are grown, and rich stores of natural resources

like iron ore.

In the past, the Brazilian rainforest was sparsely populated. But things

are changing! The Brazilian government built the Trans-Amazon Highway

to connect the coast of Brazil to Peru. A new capital city, Brasilia, was

established just south of the Amazon Basin. This development of the

rainforest area is controversial because it is destroying much of the fragile

rainforest habitat, which is important to the environment of the entire earth.

Quick QuizFill in the blanks below.

1. is the largest country in South America.

2. The rainforest is located in central Brazil.

3. Many Brazilians live in like Rio de Janeiro on the southeastern coast.

4. The Highway connects the coast of Brazil to Peru.

5. Brazil’s rich farmland is located in the part of the country.

Life is Different in Cuba!Cuba is the largest island in the West Indies. Its climate is semi-tropical, with warm,

moderate temperatures and good rainfall. Most of the land is flat to rolling plains,

with mountains covering one-fourth of the island. Cuba has some of the best soil in

the West Indies, good for growing sugarcane, coffee beans, and tobacco.

Sugar is Cuba’s most important product.

About 75 percent of Cubans live in cities and towns like the capital

city of Havana, where they might work in factories that make clothing,

process sugar, or make cigars. Those in rural areas may work on

farms. Cuba’s Communist government owns and controls the

country’s farms and businesses.

Hard-To-Believe-But-True!There is little air pollution in Cuba because sea breezes continually blow away any pollution!



Brazilian rainforest parrotPhoto by globalecologygront.com



Mexicans have flocked to towns located close to the United States border to work in factories

owned by U.S., Japanese, and European companies. These factories are called maquiladoras.

Tourism is also very important to Mexico’s economy. Resort towns like Cancún and Acapulco

have grown to support the tourism industry in those areas.


1. Why is farming difficult in Mexico?

2. Why has Mexico City grown so much?

3. What is Mexico’s most valuable natural resource? Where is it found?

4. Why are Mexicans moving to towns near the U.S. border?

Valuable Venezuela!Like Mexico, Venezuela has many types of landforms, from the Andes mountain peaks in the

north to grassy plains in the central area to southern tropical jungles. The climate in Venezuela

is generally hot and humid, but is a bit cooler in the mountains. Venezuela has a distinct rainy

season from May to November.

Most Venezuelans live along the coast of the Caribbean Sea and

in the nearby mountain valleys. As in Mexico, most Venezuelan

citizens live in cities and towns. Much of the best farmland is held

by large landowners in Venezuela, so there is not a lot of good,

fertile land for small farmers. For that reason, many citizens have

moved to cities like the capital city of Caracas to find work.

Venezuela’s economy is supported by the sale of oil, its most important natural resource.

Rich oil deposits lie near Lake Maracaibo and in the plains in the eastern part of the country.

Many Venezuelans work in the oil industry.

Essential SkillsWrite T for True and F for False.

1. Venezuela is a very flat country.

2. The Venezuelan climate is hot and humid.

3. Most of Venezuela’s citizens are farmers.

4. Oil is Venezuela’s most important natural resource.

5. Venezuela’s climate is dry year-round.

6. Caracas is the capital of Venezuela.

7. Most Venezuelans live along the coast

and nearby mountain valleys.

Downtown Caracas, Venezuela



Essential SkillsDecide if the statements below are Fact or Opinion. Write F for Fact and O for Opinion.

1. Cuba’s Communist government is the most unfair government in the world.

2. Cuba is the largest island in the West Indies.

3. Most Cubans live in cities and towns.

4. Cigars made from Cuban tobacco are better than any others.

5. Sugar is Cuba’s most important agricultural product.

Trade Secrets

Brazil’s location on the Atlantic Ocean allows it to ship products to trade partners around the

world. However, its top two trading partners—the U.S. and Argentina— are close to home .

Brazil’s warm, humid climate helps farmers grow important crops like sugarcane, coffee beans,

and oranges. (Brazil is the #1 producer of coffee in the world!) Natural resources like iron ore

have allowed Brazil to produce steel, and then make cars, trucks, and many other goods in

Brazilian factories near the iron ore deposits.

Cuba does not trade with the United States although it is only located 90 miles away from

Florida. The United States government has banned trade with Cuba because of its Communist

government. Cuba has struggled economically since the early 1990s when the Communist

Soviet Union, its major trading partner, dissolved. Today, Cuba trades heavily with neighbor

Venezuela and Communist China. Some of its major exports are sugar, nickel, tobacco,

and fish.

Essential SkillsComplete the chart below.

Country Products Top Trading Partners

Brazil

Cuba

Chapter 9

A Magnificent Blend!

The people and cultures of Latin America are an interesting blend of

the native groups in the region and influences of the countries that

established colonies there. Language is the major factor that links

together all the countries of the area and makes it a culture region.

Because most of the countries in Latin America were conquered by

Spain, the Spanish language is the most-spoken language of the region.

Since Portugal claimed Brazil, Brazilians speak the Portuguese language.

After Spanish settlers moved into Mexico, Central America, South

America, and the Caribbean, ethnic groups began to blend. Spanish

people married American Indians. Their offspring were called mestizos,

or people of mixed European and Indian ancestry. Soon, black slaves

from Africa were brought to Latin America. When they married

Europeans, their offspring were known as mulattoes, or people of mixed

black and European descent.

The major religion in Latin America is Catholicism—again, brought by the European settlers.

Many of the customs in the region reflect a mixture of ancient Indian and European traditions.

Background CheckMestizos are the largest population group in Mexico and many countries in northern South America.

Look-It-Up!We use Spanish words every day, like patio or rodeo. List some other examples below.________________________________________________________________________



SS6G4 The student will describe the cultural characteristics of people who live in

Latin America and the Caribbean.

a. Describe the results of blending of ethnic groups in Latin America and the Caribbean.

b. Explain why Latin America is a region based on the languages of Portuguese and Spanish.

c. Evaluate how the literacy rate affects the standard of living.

La escuela esdivertida!



Essential SkillsMatch the cause on the left to the effect on the right.

1. Spain and Portugal observe Catholic religion a. culture region

2. Countries conquered by Spain b. mulattoes

3. Same language in many countries c. Spanish language

4. Europeans marry black Africans d. Latin America ispredominantly Catholic

5. Europeans marry American Indians e. mestizos

Go Read and Prosper!

Have you ever heard a country referred to as

“developed” or “developing”? The development of a

country refers to its economic health. A developed

country has good public services like clean water,

electricity, and transportation. Its citizens have good

educations, are healthy, and earn good salaries. A developing country usually has poor public

services, few good jobs, poor healthcare, and a largely uneducated workforce.

One factor that has a huge effect on a country’s economic

health is the literacy rate. Developing countries typically have

low literacy rates, which greatly affects its citizens’ standard of

living. A developed country has a good standard of living. A

developing country often has a poor standard of living.

If you can read, you can learn! If you can learn, you can

improve your work skills, and get a better job that pays a better

salary. If you have a better salary, you can improve your standard

of living. A country that improves the literacy rate among its

citizens will improve the standard of living within that country and improve its economy.

Educated and skilled workers are an important factor in a country’s economic growth!

Think About It Picture yourself during an ordinary day. List some of the things you could not do if you couldnot read.

Word Definitionliteracy: the ability to

read and write

EnrichmentAlmost 90 percent of the adults in Latin America and the Caribbean can read and write. Thebar graph below shows the literacy rates for selected nations in Latin America. Study the

graph and then answer the questions below it.

1. Which nation has the highest literacy rate on the chart?

2. Which nation has the lowest literacy rate on the chart?

3. Which nation probably has the lowest standard of living?

4. A low literacy rate means that many people in that country cannot .

Chapter 5

Physical Features of Canada

Canada is big—really big! In fact, Canada is the second largest country in the world.Canada’s borders touch oceans on the north, east, and west, and land—the United States, ofcourse—on the south. Physical features of Canada include:



Literacy Rates100%

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Uruguay

Haiti

Brazil

Honduras

Guatemala

Mexico

SS6G5 The student will locate selected features of Canada.

a. Locate on a world and regional political-physical map: the Pacific Ocean, Atlantic Ocean,

Canadian Shield, Hudson Bay, the Great Lakes, Rocky Mountains, and the St. Lawrence River.




• The Pacific Ocean is the largest and deepest of the world’s five oceans.

It borders Canada to the west.

• The Atlantic Ocean borders Canada to the east. It is the second-largest

ocean.

• The Canadian Shield is a massive physical region of central

and eastern Canada, including nearly half of Canada’s land

area. While its rocky soil is not good for farming, the

Canadian Shield is rich in natural resources such as trees,

minerals, and water. The shield curves around Hudson Bay

down into the Great Lakes area of the United States.

• Hudson Bay is a gulf (an arm of a sea or ocean partly

enclosed by land) in east-central Canada. It is connected to

both the Arctic Ocean and the Atlantic Ocean.

• The Great Lakes are five freshwater lakes along the border between

the United States and Canada. These lakes form a valuable

transportation network for many products shipped to and from the

United States. From east to west, they are Lake Ontario, Lake Erie,

Lake Huron, Lake Michigan, and Lake Superior.

• The Rocky Mountains are a mountain chain in western Canada and the

United States, extending from New Mexico to northern British Columbia.

Numerous glaciers lie within the Canadian Rockies.

• The St. Lawrence River connects the Great Lakes with the Atlantic Ocean.

In 1959, the U.S. and Canada completed the St. Lawrence Seaway, a series

of locks, canals, and dams that allow huge, oceangoing ships to travel from

the Atlantic Ocean to the Great Lakes.

Look-It-Up!Rivers and lakes in the Canadian Shield are an important source of hydroelectric power. What

is hydroelectric power and how is it created?



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Chapter 6

Where Do Canadians Live?Since much of Canada has a very cold climate, Canadians have settled in areas where the

temperatures are comfortable and natural resources are available to help make a

good living. About 75 percent of Canadians live in the cities and towns of southern

Canada.

In the western Pacific Mountain region, the climate varies from snow and ice

in the mountains to mild, rainy weather along the coast. It’s warm enough to

grow crops on the western plains, where you’ll find rolling plains and rich farmland. Rocky land

throughout the Canadian Shield is not fit for farming but contains many mineral deposits.

Mining is an important occupation there.

The Great Lakes/St. Lawrence River Lowlands is the most densely populated part of Canada.

People live there because of its fertile land, temperate climate, and large cities like Montreal and

Toronto. Fishermen make a living along both coastlines. Eskimos are the few inhabitants of the

frigid Arctic Islands.


1. Most Canadians live in Canada.

2. The western plains contain rolling plains and rich .

3. deposits are found in the Canadian Shield.

4. Name two cities located in the Great Lakes/St. Lawrence River Lowlands.

5. List three reasons why so many people live in the Great Lakes/St. Lawrence River area.



SS6G6 The student will explain the impact of location, climate, distribution ofnatural resources, and population distribution of Canada.

a. Describe how Canada’s location, climate, and natural resources have affected where people live.

b. Describe how Canada’s location, climate, and natural resources impact trade.

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Trade Talk

Canada’s trade is impacted by its location, climate, and natural resources. Its location

determines its major trading partner, and its climate and natural

resources determine what Canada trades. Canada exports many of its

natural resources to other countries. Fishing is a very important industry

on both coasts, supported by fertile fishing waters. Massive forests

stretch across Canada, providing lumber and pulp (softened wood fibers)

to make paper. Wheat grown in the plains has made Canada one of the

world’s major producers of this important product. Minerals are

extremely valuable natural resources in Canada. The Canadian Shield

provides nickel, copper, gold, silver, zinc, and uranium. Oil and natural

gas are mainly found in the western plains area.

About 70 percent of Canada’s manufactured goods are

produced in the Great Lakes region, where the lakes, rivers, and

St. Lawrence Seaway are used to transport goods to other

countries. And because of its location bordering the United

States, the U.S. is Canada’s major trading partner. Most of

Canada’s imports come from the U.S., and most of its exports go

to the U.S.

Quick QuizAnswer the questions below.

1. What industry is supported by oceans on either side of Canada?

2. What Canadian natural resource is needed to make paper?

3. What important product is grown on Canada’s plains?

4. List six minerals exported by Canada.

5. Manufactured goods are easily transported by the lakes, rivers, and

in the Great Lakes area.

6. What country is Canada’s major trading partner?

Hard-To-Believe-But-True!Although Canada is a massive country, most Canadians live within 200 miles of the UnitedStates border!



Map SkillsThe St. Lawrence Seaway shows the importance of a water route to transportation and trade.Study this map of the St. Lawrence Seaway, and answer the questions below.

How does the St. Lawrence Seaway help trade between:

a. Canada and the United States:

b. Canada and other countries:

Chapter 7

Keep It Clean!Every country faces environmental concerns. In Canada, one major issue involves pollution

from acid rain. Acid rain is rain polluted by gases released into the air by the burning of fossilfuels like coal or oil. Canada’s acid rain problem comes mainly from emissions from powerplants that burn coal, factories that process minerals mined in Canada, and vehicles—both inthe United States and Canada. Winds can carry poisonous emissions a very long way!



Quebec

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L. Superior

Gulf ofSt. Lawrence

SS6G7 The student will discuss environmental issues in Canada.

a. Explain the major environmental concerns of Canada regarding acid rain and pollution of the

Great Lakes, the extraction and use of natural resources on the Canadian Shield, and timber resources.

Acid rain is a serious problem in Ontario and Quebec,

where the bedrock, water and soil don’t have the ability to

neutralize acid. The acid seeps into the ground, poisoning

forests, soil, and lakes.

Effects of acid rain include:

• Polluted farmland and dying trees in eastern Canada

• Dead plants and fish in thousands of lakes, including the

Great Lakes

• Damage to buildings, especially those made of granite, marble, and limestone

• Lower profits in vital industries such as fishing, forestry, and agriculture

Great Lakes Crisis

Some of Canada’s major sources of water and transportation for commerce—

the Great Lakes—are faced with serious pollution problems. Besides acid rain, the Great Lakes

are being polluted by waste from industries, sewage treatment plants, and runoff containing

things like pesticides, fertilizers, and oil, grease, and salt from highways.

The Great Lakes are critically important to Canada and the United States. The governments

of both countries are working together to clean up the pollution and the acid rain. Several

methods include regulating industries, replacing coal-fired power stations with gas-powered

ones, and adding lime to lakes, rivers, and soil to try to neutralize the effects of acid.

Essential SkillsAnswer the questions below.

1. Put a check mark next to each problem caused by acid rain in Canada.

Trees dying Increased snowfall

Lakes polluted Polluted farmland

Increase in insects Dead plants and fish

Lower profits in vital industries Increases in price of gasoline

2. List three causes of acid rain in Canada.

3. List three causes of pollution in the Great Lakes.



Word Definitionacid rain: rain mixed with

pollutants in the air

runoff: water from rain,

snowmelt, or irrigation that flows over

the ground and into bodies of water

like lakes or rivers

Using Resources from the Canadian ShieldMinerals, water, and forests are three natural resources

found on the Canadian Shield. But since the extractionand use of these natural resources can cause

environmental problems, Canada is working to balance

the positive economic growth from these resources with

environmental concerns and conservation.

Minerals from the Canadian Shield are valuable exports and help fuel many of the country’s

industries. Unfortunately, mining can cause great damage to the environment in many ways,

including toxic waste materials seeping into nearby ground and water sources, habitat loss, and

emissions from processing plants leading to acid rain.

Rivers on the Canadian Shield are used to produce hydroelectricity. In fact,

Canada is the largest producer of hydroelectricity in the world! However,

hydroelectricity has caused problems due to the creation of dams, reservoirs, and

change in river flow. These problems include habitat loss, shoreline erosion,

changes in the aquatic food chain, and flooding of land farmed by local Native Americans.

Trees on the Canadian Shield are harvested to make wood and paper products.

Environmental groups are concerned about the process of clearcutting, which

cuts down entire groups of trees at one time and seriously disrupts that forest

habitat. New trees can be planted, but it takes decades for a forest to reappear.

Clearcutting can lead to flooding and eutrophication, a process where nutrient-

rich soil from clearcut forests moves into rivers, leading to excessive plant growth

and less oxygen for fish.

To help solve these problems, the Canadian government is implementing plans to monitor

the environment more closely, restore damaged areas, and set aside protected land in parks

and reserves.

Quick ReviewComplete the table below with what you have learned about environmental concerns on theCanadian Shield.



Word Definitionextraction: the action of

taking out something

hydroelectricity:electricity generated by falling water

Natural Resource Uses Environmental Concerns

Minerals

Water

Trees




Chapter 8

Who Has the Power?What is a government? A government is a body with the authority to make laws, enforce

those laws, and interpret the laws when disagreements arise. A government also oversees the

general welfare of its people. Governments distribute their power through three basic systems:

• Unitary systems give all the power to the central government. This central government may

delegate (or transfer) some duties to smaller political units like cities but it retains final

authority over all decisions. Unitary central governments are stronger than federal central

governments. Some countries with unitary governments include France, Italy, Japan, South

Korea, and Kenya.

• A confederation is a loose alliance of countries or other political units like states. Each unit

has final control of its own laws and citizens. The central government makes decisions only on

issues that affect the entire confederation. Confederations can be unstable because members

often want to do things their own way! Examples include the Confederate States of America and

the British Commonwealth of Nations.

• Federal systems divide power between the central government and the government of smaller

political units like states. Most federal systems give a lot of power to the lower governments to

handle local affairs. The central government handles issues that concern the entire country, like

maintaining armed forces and negotiating treaties with foreign countries. Some countries with

federal systems include the United States, Canada, Mexico, and Brazil.



Government/CivicsUnderstandings

SS6CG1, SS6CG4, SS6CG6 The student will compare and contrast various forms of

government.

a. Describe the ways government systems distribute power: unitary, confederation, and federal.

b. Explain how governments determine citizen participation: autocratic, oligarchic, and democratic.

c. Describe the two predominant forms of democratic governments: parliamentary and presidential.

Look-It-Up! Use the Internet to find a list of the members of the British Commonwealth of Nations. Howmany nations belong to it?

Quick ReviewNext to each item below, write the matching terms from the word bank. Each form ofgovernment matches with two terms.

Who Gets To Participate?Citizens participate at varied levels in different government systems:

• In an autocratic system, one leader holds complete power. An autocracy is the opposite of a

democracy. Citizens have no participation in government when living under an

autocratic system. The German Nazi regime under Adolf Hitler from 1933 to 1945

is an example.

• In an oligarchic system, control rests with a small group of people with wealth or

power. In most cases, citizen participation is restricted to the ruling group. An

example of an oligarchy is the apartheid system in South Africa, where a small group of whites

held power over the black majority from 1948 to 1994.

• In a democratic system, the people hold supreme power. Usually, they exercise their power by

electing officials to represent them. All citizens have equal rights to participate in government

regardless of their position or wealth. The United States has a democratic system of

government.



Unitary system

Confederation

Federal system

France is example central government divides power

loose alliance central government has all power

political units control their own laws United States is example

Word Bank

Think About ItPlace check marks next to the items that fit each government system.

Parliamentary Presidential

legislature controls power legislature controls power

separation of powers separation of powers

prime minister prime minister

president president

leader answers to the people leader answers to the people

leader answers to the legislature leader answers to the legislature

checks and balances checks and balances

elections held if leader forced to resign elections held if leader forced to resign

leader elected by the people leader elected by the people

.

Look-It-Up!Do some research on parliamentary and presidential systems of government. What are theadvantages of each system? What are the disadvantages?

Parliamentary:

Presidential:



��

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Chapter 9

Governments Are Different!There are many types of governments. In Latin America, the Federative Republic of Brazil

(Brazil) and the United Mexican States (Mexico) both have federal-republican systems, while

the government of the Republic of Cuba (Cuba) is a dictatorship.

A federal system of government divides powers between national (federal) and local (state)

governments. In a republic, decisions are made by elected officials who represent the people. A

federal-republican system combines both forms of government.

Brazil’s leader is a president elected by the citizens. The president’s term in

office is four years. Brazilian citizens can vote at both the local and national

level. In fact, voting is mandatory for citizens between 18 and 70 years of age

who can read. Brazil’s citizens enjoy personal freedoms like freedom of

speech and freedom of assembly. Brazil allows free trade and free enterprise, which means that

people can work where they want or start a business.

Mexico’s leader is also a president elected by the people. The president’s term in office is six

years. Unlike Brazil’s president, the Mexican president has a lot more power than the other

branches of government. Mexican citizens can vote at both the national and local level.

Mexico’s citizens enjoy personal freedoms like freedom of speech and freedom of assembly.

Mexico also has free trade and free enterprise.

Cuba has a president, but he is a dictator with absolute authority who was not

originally elected by the Cuban citizens. He seized power in 1959. Cuba’s

president controls all aspects of Cuban life through the Communist Party and the

people he chooses to put in government positions. Cuban citizens can “vote,” but

they can only vote for candidates selected by the only political party, the Communist Party.

Cuba’s citizens do not have personal freedoms like freedom of speech; they can be put in jail for

criticizing the Communist Party or the president. Cuba does not have free trade or

free enterprise.



SS6CG2 The student will explain the structures of national governments in Latin

America and the Caribbean.

a. Compare the federal-republican systems of the Federative Republic of Brazil (Brazil) and the United

Mexican States (Mexico) to the dictatorship of the Republic of Cuba (Cuba), distinguishing the form of

leadership and the role of the citizen in terms of voting and personal freedoms.

Essential SkillsRead the statements by political leaders below. Write A if they head an autocraticgovernment, O if they head an oligarchy, and D if they head a democracy.

1. “I am proud to serve as president of a country where everyone has equal rights.”

2. “My wealth and position will keep me in power in this society.”

3. “I will imprison anyone who criticizes my government. I am in total control.”

4. “There is no reason to explain our position to the people. We are in control here.”

5. “Where can I register to vote for the presidential election?”

Quick QuizMatch the type of government on the left with its description on the right.

1. autocracy a. control rests with a small group

2. oligarchy b. the people hold supreme power

3. democracy c. one leader exercises total control

Parliament vs. President

There are two predominant forms of democratic governments: parliamentary and

presidential. The main difference between the two is the relationship between the legislative

and executive branches of government.

In the parliamentary system, the legislature (Parliament) controls the power. The majority

party in the legislature forms a government headed by a prime minister, who is chosen by the

legislature. The prime minister and his cabinet are members of the legislature, and the prime

minister answers to the legislature (fusion of powers). The government will stay in office for a

specified period unless the prime minister loses support of the majority in the legislature on an

important vote. If that happens, the prime minister must resign, and elections are held

immediately.

In the presidential system, the executive and legislative branches

are separate bodies elected independently by the citizens

(separation of powers). There are checks and balances where each

branch can overrule the other. The president answers to the voters,

not to the legislature. The people elect the president, and elections

are held at set intervals.



Checks and Balances

Quick QuizCircle the correct answer to each question.

1. Brazil’s government leader is an elected president. Yes No

2. Mexico’s leader is a prime minister. Yes No

3. Cuba’s leader is a dictator who seized power. Yes No

4. In Brazil, you don’t have to vote if you don’t want to. Yes No

5. Citizens have freedom of speech in Mexico and Brazil. Yes No

6. There are many political parties in Cuba. Yes No

7. Cuba has “free elections” where anyone can run for office. Yes No

8. You can say anything you want about the government in Cuba. Yes No

Chapter 10

The Canadian GovernmentCanada was under the

authority of the British

constitution until establishing its

own constitution in 1982.

Canada still has ties to Great

Britain, which can be seen in its

form of government. Canada is a

democracy like the United States,

but its government has a different

structure. Canada can first be

described as a constitutionalmonarchy. This means that

Canada has its own constitution

but its head of state is the

monarch (king or queen) of Great Britain. The monarch selects a©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 42


SS6CG3 The student will explain the structure of the national government of Canada.

a. Describe the structure of the Canadian government as a constitutional monarchy, a parliamentary

democracy, and a federation, distinguishing the role of the citizen in terms of voting and personal

freedoms.

YukonTerritory

NorthwestTerritories Nunavut

British Columbia

Alberta

Saskatchewan

Manitoba

Ontario

Quebec

Newfoundland& Labrador

NewBrunswick

Nova Scotia

P.E.I.

Ottawa

monarch (king or queen) of Great Britain. The monarch selects a governor-general to represent

him or her in Canada. The monarch and the governor-general are ceremonial positions with

very little power.

Who is in Charge?

Canada is also a parliamentary democracy. The legislature, or

Parliament, has three parts: the monarch, the Senate, and the House of

Commons. Parliament makes the laws. The executive branch, which

enforces the laws, includes the monarch (Queen of England today), the

prime minister and the cabinet. The judicial branch interprets the laws.

Parliament controls the power. The majority party in Parliament forms a government

headed by the prime minister they have chosen. The prime minister is the head of government,

but he answers to the legislature. If the prime minister loses support of the majority in the

legislature on an important vote, he and his cabinet members must resign, and elections are

held immediately.



PARLIAMENT

EXECUTIVEBRANCH

LEGISLATIVEBRANCH

QueenRepresented in Canada by the Governor General

SenateAppointed on the Prime Ministerʼs

recommendation

Prime Ministerand Cabinet House of Commons

Elected by votersGovernment Opposition

Members Members

JUDICIARY

Supreme Court of CanadaNine judges appointed by the Governor General

Federal Courtof Canada

Provincialcourts

Canada is a federation of ten provinces and three territories. In a federation, powers are

divided between a central government and a number of political subdivisions. Canada’s central

government handles affairs like national defense and trade, while the provincial governments

have authority over their local affairs. Canada’s central government is located in the capital city

of Ottawa, Ontario.

Canadian citizens over 18 years of age have the right to vote. The Canadian constitution

guarantees citizens personal rights and freedoms like we have in the United States including

freedom of speech, freedom of religion, freedom of the press, right to a fair trial, and equal rights.

Special Civics InformationComplete the missing information in the boxes below.



Form of Leadership

Head of government:

Ceremonial leader:

Role of Citizen

Voting rights Yes No

Personal freedoms Yes No

Type of Government

• Constitutional

• with ten provinces

and three territories

• Parliamentary

Type of Legislature

Name of legislative body:

Canadaʼs Government

EconomicUnderstandings

Chapter 11

Economic Systems

Every country has to decide how to distribute its resources to meet the needs of its people.

They do this through an economic system, which is the way a society organizes the production,

distribution, and consumption of goods and services. There are three basic types of economic

systems that have to answer three basic questions: What to produce? How to produce? Forwhom to produce?

• Traditional: This system is found in agricultural societies where people live the same way

their parents and grandparents did. Traditional systems are found in some areas of Africa, Asia,

and South America. People in these systems produce what they need to survive by farming or

hunting and gathering. They make their own clothing and tools, and trade any extra food or

items with others in their society.

• Command: The government controls what is produced and how it is produced in a command

system. The government owns the resources and decides who gets the products. This decision

might be based on class, a reward system, or simply by waiting in line. North Korea has a

command economy.

• Market: In a market system, a country’s economic decisions

are based on what its people want to buy and sell. People can

own their own businesses and produce what they want. The

United States has a market economy. In a market system,

supply and demand for a good or service determines what to

produce and how to produce it. Producers will make their

product in the way that costs them the least amount of money

so they can make a profit. Who gets a product is determined by

how much a person can afford to pay for it.



SS6E1, SS6E5, SS6E8 The student will analyze different economic systems.

SS6E1a., SS6E5a., SS6E8a. Compare how traditional, command, and market economies answer theeconomic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce.

SS6E1b., SS6E5b., SS6E8b. Explain how most countries have a mixed economy located on a continuumbetween pure market and pure command.

SS6E1c. Compare and contrast the basic types of economic systems found in Canada, Cuba, and Brazil.




Most Everyone Mixes It Up!

In reality, very few countries have an economic system that fits entirely into one category oranother. Most countries today have mixed economies that fall somewhere in between puremarket and pure command economies. For example, there are some government-ownedresources in the United States. Examples include schools, public colleges, the postal service,some housing projects, and some power plants. In the command economy of the former SovietUnion, there was such an emphasis on the defense industry that farmers had a lot of freedom toproduce and sell whatever they wanted.

Quick ReviewComplete the chart below to compare traditional, command, and market economies. Two

examples have been done for you.

EnrichmentAnswer the questions below based on what you have learned about economic systems.

1. Which economic system do you think consumers (like you) would like the most?

a. traditional b. command c. market

2. Which economic system would be the worst for competition between producers?


3. A market economy has ownership of property and resources.

a. private b. government c. tribal

4. Which economic system is found in simple agricultural societies?


5. What is the most common economic system today?

a. command b. mixed c. traditional



Economy What is Produced How Goods areProduced

How People GetProducts

Traditional Make their ownproducts

Command

Market Supply and demand

What’s Your Economy?

You’ll find several types of basic economic systems during your study of

Canada and Latin America:

• Canada has a mixed market economy. Since World War II, Canada has

progressed from a rural economy to a thriving industrial one based on

manufacturing, mining, and service industries. The government controls

some areas like health care and the postal service.

• Cuba has a command economy. The government owns all resources and property, and

decides what and how much are to be produced. Cuba’s economy has struggled since the

breakup of the Soviet Union in the early 1990s because the Soviet Union was Cuba’s main

trading partner.

• Brazil has a mixed market economy, with strong agricultural, mining, manufacturing, and

service segments. Brazil has the strongest economy of all the South American countries. The

government controls some areas like health care and the postal service.

Essential SkillsComplete the chart below comparing the economies of Canada, Cuba, and Brazil.

Scavenger HuntCanada and Brazil have three important economic segments in common. List them here.

1.

2.

3.





What the Government

Controls

Canada

Cuba

Brazil

Special Economics InfoRead the specialization example below (complete fiction), and then answer the questions.

Brazil and Mexico both produce tires and blue jeans. Brazil produces 100 tires and 50 pairs of blue jeans.Mexico produces 50 tires and 100 pairs of blue jeans.

It takes Brazil 5 hours to produce the tires, and 3 hours to produce the blue jeans. It takes Mexico 8 hours to produce the tires, and 1 hour to produce the blue jeans.

1. Which country produces tires more efficiently?

2. Which country produces blue jeans more efficiently?

3. Explain why these countries should trade with each other.

Setting LimitsCountries sometimes set up trade barriers to restrict

trade because they want to sell and produce their own

goods. Trade barriers include:

• Tariffs are taxes placed on imported goods. Tariffs cause the consumer to pay a higher price

for an imported item, increasing the demand for a lower-priced item produced domestically.

• Quotas are restrictions on the amount of a good that can be imported into a country. Quotas

can cause shortages that cause prices to rise.

• Trade embargoes forbid trade with another country. The United States has a trade embargo

with Cuba.

Nifty NAFTA!In 1994, the United States, Canada, and Mexico entered into a trade agreement called the

North American Free Trade Agreement (NAFTA). It lowered trade barriers in order to create a

free trade zone between the three countries, and greatly increased trade and economic

integration between them. Key functions of NAFTA include:

• Eliminating tariffs on goods shipped between the three countries

• Removing restrictions on investment among the three countries

• Removing customs barriers at border crossings, making it easier for U.S. trucks to pass

through to Mexico

• Establishing tough standards for environmental, health, and safety regulations in industries

• Improving working conditions

©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 49~ This book is not reproducible. ~

Word Definitiondomestic: of or relating to

home; produced in the

home country

Quick QuizFill in the blanks in the paragraph below.

Countries often set up trade to restrict trade. One example is a

, which is a tax on imports. A second example is a , which

restricts the quantity of an item that is brought into a country. A third example is a ,

which prohibits all trade with another country. In an effort to increase trade in North America, the U.S.,

Canada, and Mexico signed an agreement called , which stands for

. This agreement

created a trade zone in North America.

Question for DiscussionWhy is it desirable to create a free trade zone among countries within the same continent?

Exchanging Money

Because every country does not use the same type of money, international trade requires a

system for exchanging currencies between nations. Money from one country must be

converted into the currency of another country to pay for

goods in that country. This system is called foreign exchange.

The exchange rate is how much one currency is worth in

terms of the other. For example, an exchange rate of 10 pesos

to the dollar means that ten pesos are worth the same as one

dollar.

Most countries use coins and bills, just like the United States, but they come in all shapes,

sizes, and names. Examples of currency in Canada and Latin America include the Canadian

dollar, Mexican peso, and Brazilian real.



Word Definitioncurrency: the type ofmoney a country uses

Canadian dollar Mexican peso Brazilian real

Chapter 12

Trade is Essential!Countries trade goods because no country has all the resources necessary to efficiently

produce everything its people need. Every country has different natural, human, and capitalresources. Our world today has a global economy because countries buy what they need andsell what they produce all over the world!

Countries specialize in what they do best. Specialization is anefficient way to work, and the cost of items produced is lower.Simply put, specialization increases trade because a country canget what it needs at the lowest cost when produced by someonewho specializes in producing that item.

When specializing, countries must consider opportunity cost, which is thevalue of what is given up when a choice is made. For example, Country A makes cars andchocolate. Country B only makes chocolate. Country A decides to make cars only because theyare more profitable. Now they have to buy chocolate from Country B. Country A’s opportunitycost is the money they could have made from making chocolate. Country A decided it wasbetter for them to specialize in cars than make both items.

Background CheckSpecialization also helps make businesses more profitable, and improves the standard ofliving in countries. Why? The answer is because people make more money if their businesses

are successful and thereby raise their own standard of living.

Question for DiscussionWhat are some businesses in your community that specialize in a particular good or service?



SS6E2 The student will give examples of how voluntary trade benefits buyers and

sellers in Latin America and the Caribbean and Canada.

a. Explain how specialization encourages trade between countries.

b. Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargoes.

c. Explain the functions of the North American Free Trade Agreement (NAFTA).

d. Explain why international trade requires a system for exchanging currency between nations.

Wespecialize in

childrenʼsshoesSuper LowCost

Math ExperienceYou can calculate exchange rates yourself! Below are some fictional examples of exchangerates. Study the exchange rates and then calculate the correct answers to the word problems below.

1. 2 dollars = pesos 4. 10 dollars = Canadian dollars

2. 10 dollars = pesos 5. 2 dollars = Brazilian reals

3. 2 dollars = Canadian dollars. 6. 10 dollars = Brazilian reals

7. Ryan has $9.00. He wants to buy a hat in Mexico that costs 87 pesos. Once he exchanges his Americanmoney for pesos, will he have enough money to buy the CD?

8. Kelsey wants to buy a purse that costs $19.93 in Canadian dollars. She has $18.50. After she makes hercurrency exchange, will she have enough money to buy the purse?

9. Enrique has $25.00. He wants to buy a shirt in Brazil that costs 16 reals. Does he have enough money tobuy it once he makes the currency exchange?

Chapter 13



SS6E3 The student will describe factors that influence economic growth and examine

their presence or absence in Latin America.

a. Explain the relationship between investment in human capital (education and training) and gross

domestic product (GDP).

b. Explain the relationship between investment in capital (factories, machinery, and technology) and

gross domestic product (GDP).

c. Describe the role of natural resources in a country’s economy.

d. Describe the role of entrepreneurship.

Exchange RateOne dollar = 10 Mexican pesos

One dollar = 1.05 Canadian dollarsOne dollar = 1.5 Brazilian reals

Factors That Influence Economic GrowthThere are basic factors that influence economic growth in any part of the world. They are

the productive resources used to produce goods and services. They include human capital(people who perform labor), capital (factories or machinery), and natural resources (things that

come from the land like minerals or trees). Another factor is entrepreneurship, which includes

the ideas, innovation, and risk involved in starting a business.

Economists measure a nation’s economic performance by a standard called GrossDomestic Product (GDP). The GDP is the total market value of the goods and

services produced by a country’s economy during a specific year.

Economists use it to determine the health of a country’s economy and

compare it to other economies. Since Brazil and Mexico have the

strongest economies in Latin America, those countries have the

highest GDPs. Bolivia and Haiti have struggling economies and low GDPs.

Get Smart!How a country manages its productive resources makes a big difference in the strength of its

economy. For example, investment in human capital delivers long-lasting rewards. Studies

have shown that investment in education and skills training clearly correlates to a higher GDP.

Education and the abilities it develops create a smarter and more productive workforce, which

leads to greater economic growth.

There is still widespread poverty and lack of education in Latin America. Many children

have to work instead of attending school. The governments and social systems of many Latin

American countries have started to take steps to improve the education of their workers.

Mexico is one example. The president has called for an overhaul of the country’s education

system, hoping to better educate Mexico’s children and therefore boost the Mexican economy.

Special Economics InfoEconomists understand there is relationship between a country’s GDP and its literacy rate.Study the chart below and answer the questions.

1. Which country has the highest GDP?

2. Does that country have a high literacy rate?

3. Which country has the lowest literacy rate?

4. Which country has the lowest GDP?

5. Why does the literacy rate have such a dramatic effect on a

country’s GDP?



Country GDP(U.S. Dollars) Literacy Rate

Brazil $1.314.0trillion 88.6

Mexico $893.4 billion 91.6

Haiti $5.4 billion 52.9

Source: CIA Factbook, 2007

Think About ItWhat are some things a country can do to improve its human capital and improve itseconomic growth?

Essential SkillsUsing the data below, create a bar chart to show the GDPs of Latin American countries. Oneexample has been created for you.

Country GDPBrazil $ 1.3 trillionBolivia $ 13.2 billionColombia $ 171.6 billion Cuba $ 45.1 billion

1. List the countries in order of GDP, from highest to lowest.

2. Look at the map of Latin America on page 14 and find the countries on the chart above. Do you think the

size of the countries leading in GDP has anything to do with their top rankings? If so, can you think of any

reasons why size would be an asset?



1 trillion

750 billion

500 billion

250 billion125 billion62.5 billion

1 billion

Country GDPHaiti $ 5.4 billionMexico $ 893.4 billionPanama $ 19.7 billionVenezuela $ 236.4 billion

Brazil

Bolivia

Colombia

Cuba Haiti

Mexico

Panama

Venezue

la

Build It!Economists also see a clear relationship between investment in capital

like factories, machinery, and technology (computers and software) and

GDP. Examples might include a company building a new factory or buying

new computers, or the government building new roads.

Investment in capital equipment helps economic growth by providing workers with the best

and newest tools. This makes them more productive, and increases a country’s exports and

GDP. As you have seen in the previous activity, Brazil has the highest GDP in Latin America.

Brazil also has the highest amount of investment in capital equipment. Mexico also has a high

level of capital investment. In contrast, the economy of Haiti is still mainly agricultural with

little investment in capital equipment.

It’s Natural!One of the main reasons Brazil and Mexico have successful economies is because of their

wealth of natural resources. Natural resources have an important role in any country’s

economy. They are the fuel for industry and a source of income when exported to other

countries. Brazil has rich mineral resources like iron ore (used to make steel), fertile

soil, plentiful forests, and rivers. Mexico and Venezuela have substantial oil

deposits. Since they have valuable natural resources, many Latin American

countries have specialized in industries that process these resources for use and

export. These processing industries require a great deal of capital equipment.


1. An example of capital investment is:a. buying computers b. building an oil rig c. both

2. An example of a natural resource is:a. school b. oil c. both

3. When workers have the best tools, they can:a. be more productive b. help the country’s economy c. both

4. Natural resources are valuable sold to other countries.a. imports b. exports c. gems

5. Explain how a country’s natural resources contribute to its economic growth.






Whose Idea Was That?

Entrepreneurs have a vital role in any country’s economy. They come up

with new ideas and use human, capital, and natural resources to bring their

ideas to life—and to the marketplace. They must be willing to take risks, and

often share those risks with others by borrowing funds from a bank or a

wealthy investor. Entrepreneurs are valuable because they are creative and

help economies adapt to changing conditions.

Entrepreneurs are needed everywhere, but particularly in Latin America where the rate of

unemployment is very high among young adults. Many countries are setting up institutes and

funding college courses to educate and develop entrepreneurs. Entrepreneurship is growing in

the region, but government regulations and taxes often pose obstacles. For example, it takes 13

steps over 116 days (about four months!) to get a business started in Venezuela. But despite the

obstacles, the rate of entrepreneurship in Latin America is exploding in countries like Peru,

Ecuador, Venezuela, and Colombia. Starting a business is a way to escape a life of poverty!

Write About ItPretend you have an idea for a business in Latin America. Describe your idea below. Make sure

you explain what an entrepreneur does, what good or service you want to provide, where yougot your training, and what obstacles you may have ahead of you.



Chapter 14

It’s Your Money, Honey!The personal money management choices that you make throughout your

life are really important! The sooner you start with good money habits, the

better off you’ll be in the long run.

Money is not so important for what it is, but for what it can do. Money is

the medium of exchange used to buy goods and services. Your income provides

you with money to spend on whatever you choose. People earn income by giving their time and

services to an employer, and receiving money in return.

People use credit to buy something now and pay for it later. When you buy something on

credit, you usually have to pay the amount you borrowed plus an additional amount in interest.

Banks make money from interest payments—interest is a fee paid for the use of someone

else’s money.

Think About It

If you use a credit card, how can you avoid interest charges?

Special Economics InfoThere are several We can get credit as:forms of money:



SS6E4 The student will explain personal money management choices in terms of

income, spending, credit, saving, and investing.

CoinsChecks

Currency (Cash)

Debit Cards (Plastic like acredit card, but money istaken immediately from

a bank account)

Loans (usually from banks)

Credit Cards

Special Economics InfoUse a � to indicate whether you have more, less, or the same amount of money after each ofthese events. The first has been done for you.

MORE LESS SAMEYou deposit your paycheck into yourchecking account. �

You put $1,000 in a savings account.

You use your credit card to buy newschool clothes.

You borrow money from the bankto open a toy store.

You write a check at the grocery store.

You transfer money from checkingto savings.

Quick QuizMatch each economic term to its definition.

1. interest a. a sum of money borrowed from a person or group

2. income b. a means to buy something now and pay later

3. credit c. fee paid to use someone else’s money

4. money d. money that you earn or gain from investments

5. loan e. medium of exchange to buy goods/services

Think About ItFinancial experts say that people spend more when they use credit cards instead of cash.Why do you think that happens?



Math ExperienceYou worked hard over the summer cutting lawns and baby-sitting. Youearned $800! See how you might spend it below.

Total Earned: $800.00

I will pay back my mom for money I borrowed from her: - $50.00

I will give my little sister this much for cleaning up my room for me when I had to work: - $35.00

I will spend this much buying a few CDs for myself and going to the movies with my friends: - $50.00

I will save this much for college. - $300.00

I will put this much in my new savings account for school clothes and a stereo: - $275.00

Total Still Available:

Total spent:

Total saved — In the bank earning interest and growing:

EnrichmentSafeguarding Your Money

The Great Depression of the late 1920s and early 1930s causedmany financial problems. Many people who had money in banks lost some or allof it when their banks failed. President Franklin D. Roosevelt and Congress madeseveral changes. They created the Federal Deposit Insurance Corporation (FDIC)

in 1933 to provide insurance protection for depositors if their banks fail.The guarantee says that up to $100,000 of a person’s money is safe. Since the start of the FDIC,no one has lost a penny of insured money because of a bank failure.



new total

new total

new total

new total

new total

Essential SkillsCheck which way someone would most likely pay for these goods or services.

Make Your Money GrowYou can save money under your mattress, or you can put

it in a bank or credit union to earn interest. Saving moneydoes more than give you extra cash when you need it. Savingallows you to increase your holdings by investing. Someways to invest money include:

�� stocks and bonds �� real estate �� natural resources

�� collectibles �� business (your own or someone else’s)

When making investment choices, you need to think about what you want your investmentto do for you. Do you want to buy something in a few months, or do you want to save to buy acar in five years? Some investments are more risky than others. Are you willing to take risks, orare you a cautious person? Whatever your investment goals, experts advise to invest money ona regular basis and think long-term, not get-rich-quick!

One More – Just for Fun!If you were to start saving and investing today, what would you like to buy in five years?


School lunch

New house

Refrigerator

Haircut

Newspaper

School uniforms

College textbooks

Vacation trip

Word Definitioninvest: to commit

money or capital to

gain a financial return


Chapter 15

The Aztec Rule!

The Aztec civilization lived in central Mexico

from about the year 1200 until it was taken over

in the 16th century by the Spanish. They were a

society of fierce warriors who conquered many

of the peoples surrounding them and offered

human sacrifices to please their gods.

In 1325, the Aztec built their capital city on a

swampy island in the middle of Lake Texcoco

and named it Tenochtitlán. The city’s location

helped protect the Aztec from enemy attacks.

This magnificent city, with a royal palace,

thousands of homes, and even a zoo, was the

most modern city of its time.

At its peak, the Aztec empire included more than 5 million

people. The Aztec were an ingenious people who built

floating gardens called chinampas to grow crops on Lake

Texcoco’s surface. They also built causeways to travel in and

out of Tenochtitlán. They learned valuable skills like



HistoricalUnderstandings

SS6H1 Describe the impact of European contact on Latin America.

a. Describe the encounter and consequences of the conflict between the Spanish and the Aztecs andIncas and the roles of Cortés, Montezuma, Pizarro, and Atahualpa.

b. Explain the impact of the Columbian Exchange on Latin America and Europe in terms of the declineof the indigenous population, agricultural change, and the introduction of the horse.

Word Definition

causeway: a raisedroadway across a swamp or bodyof water

The Aztec Empire

Tenochtitlán(Mexico City)

M

E

X

I

C

O

YUCATANPENINSULA

PA C I F I CO C E A N

G u l fo f

M e x i c o

Gu

l f of C

al i f o

r ni a

112˚ 104˚ 96˚ 88˚

16˚

24˚

32˚

8896112

32˚

24˚

16˚

metalworking and pottery-making from peoples they conquered, and used advanced concepts

like a calendar based on the movement of the earth around the sun. This calendar helped them

time planting, harvesting, and religious rituals.

Think About ItFill in the blanks below using words from the word bank.

1. The Aztec civilization lived in central .

2. The Aztec men were fierce .

3. The Aztec capital city was built in the middle of .

4. Tenochtitlán’s location protected it from by enemies.

5. Chinampas were floating .

6. were built for travel in and out of Tenochtitlán.

7. The Aztec used a to time planting and harvesting of crops.

Hard-To-Believe-But-True!Mexico got its name from one of the Aztec tribes called the Mexica.

The Incredible Incas!

While the Aztec influence grew in Mexico, another

powerful empire was taking shape in South America.

By 1400, the Inca numbered almost 12 million people

and stretched along the western coast of South

America. Its capital was Cuzco, a majestic city known

as the “City of the Sun.” The sun god was the most

important Inca god.

The Inca came up with innovative methods to

farm on the steep mountainsides of the Andes

Mountains. They built stone terraces so they had flat

land to farm, and irrigation canals to bring water to

their crops. They kept extra food in storehouses and

distributed it to villages when crops failed.

The Inca were also tremendous builders! They

created a system of stone roads that are still used



attacksLake Texcoco

warriorscalendargardens

causewaysMexico

Cuzco

Quito

The Inca Emp i re

AN

DE

S

M

OU

NT

AI

NS

A T L A N T I C

O C E A N

A T L A N T I C

O C E A N

P A C I F I C

O C E A N

Equator Equator

Tropic of CapricornTropic of Cap

today. Since they did not have a written language, Inca runners carried messages in a relay

system. When canyons or rivers got in the way, the Inca

built swinging bridges made of rope. Messages could

travel 150 miles in a day!

Inca stone buildings still amaze scientists today!

Massive stones fit perfectly together without the use of

mortar. One example is the city of Machu Picchu, a city

8,000 feet above sea level that many tourists visit today.

The Inca also made many beautiful ornaments out of the

gold found in the region.

Background CheckThe Inca kept records by tying knots on colored strings called quipu.Knots stood for numbers, while colors represented people or items.

Think About ItWrite T for True and F for False.

1. The Inca Empire stretched along the western coast of South America.

2. The capital of the Inca Empire was Machu Picchu.

3. The Inca people farmed on flat, fertile grasslands.

4. The Inca used irrigation canals to water their crops.

5. Inca runners carried messages over stone roads and rope bridges.

6. Inca buildings have crumbled because they were not built well.

7. The Inca kept records on colored strings called quipu.

Math Experience1. The Inca runners delivered messages throughout the empire. If five Inca messengerscovered 125 miles in one day, how many miles did each runner run?

miles2. If eight Inca messengers ran for four hours each at five miles per hour, how many total miles did thegroup cover in one day?

miles



Here Come the Spaniards!

In the early 1500s, Spanish explorers arrived in Central America

and South America in search of gold, silver, and new lands to conquer

for Spain.

In 1519, Hernán Cortés entered Mexico with an army of about 600 soldiers. When he first

encountered Cortés, Aztec ruler Montezuma II thought he was a god. He welcomed the

Spanish in Tenochtitlán and even let them stay in one of his palaces.

The Aztec were frightened by the Spanish horses, guns,

and booming cannons. Many of them thought the soldier

and his horse were actually one creature! The Spanish also

brought something else with them—the disease called

smallpox. The Aztec people had never been exposed to this

disease. In 1520, thousands died in a massive smallpox

epidemic that spread throughout southern Mexico.

Montezuma soon realized that the Spanish were after gold. Battles began, and Montezuma

was killed. Cortés eventually conquered the Aztec by 1521. The Spanish destroyed Tenochtitlán

and established their capital of Mexico City in its place. They used the city as a base for further

conquests in the Americas.


1. Who conquered the Aztec empire for Spain?

2. Who was the Aztec ruler when the Spanish arrived?

3. True or False? The Aztec were happy to see the Spanish horses and guns.

4. What disease killed thousands of people in Mexico in 1520?

5. What capital city did the Spanish build after destroying Tenochtitlán?

Think About ItThe smallpox epidemic had a significant effect on the Spanish success in conquering the Aztecand neighboring peoples. How do you think it affected the outcome of the battles?



Word Definition

epidemic: a widespreadoutbreak of infectious disease




Hard-To-Believe-But-True!The European explorers were usually out for the “three G’s”: Gold, God, and Glory!

On to South America!

In 1532, Spanish explorer Francisco Pizarro arrived on theshores of South America with about 180 men. Looking toconquer the land and sail home with a ship full of gold andsilver, Pizarro captured the Inca emperor Atahualpa.

Atahualpa attempted to make a deal with the Spanish to buyhis freedom. He offered Pizarro rooms full of gold and silver.Pizarro accepted the treasure, but promptly broke the deal andhad Atahualpa killed. After his death, Pizarro and his mencaptured the capital city of Cuzco and moved into other Inca lands. By 1535, the Inca empirehad been crushed.

As in Mexico, the Inca army vastly outnumbered the Spanish invaders. How did the Spanishovertake them once again? Again, smallpox and weapons brought by the Spanish played animportant role in Pizarro’s conquest. In addition, the Spanish had convinced other tribes underInca rule to join them in defeating the Inca Empire.

Essential SkillsName three reasons why the Spanish were able to overthrow the Inca army.

a.

b.

c.


1. Who was the Spanish explorer who invaded the Inca empire in 1532?

2. Who was the Inca emperor when the Spanish arrived in 1532?



The Consequences of Conquest

There were many consequences of the Spanish conflict

with the Aztec and Inca civilizations. The major

consequence was the creation of a new Spanish empire by

the end of the 16th century, stretching from today’s

California-Mexico border southward to near the tip of South

America. Thousands of colonists moved from Spain to settle

in the New World. Their influence is still felt today, from

Spanish place-names to religion to customs.

The Columbian Exchange

Another major consequence of the Spanish conquest of Central and South America was a

trading of culture called the Columbian Exchange. Named after Christopher Columbus, the

Columbian Exchange describes the exchange of crops, goods, animals, and diseases between

Europe and its colonies in the Americas after Columbus’ voyage in 1492.

The Columbian Exchange impacted Latin America and Europe in these major ways:

• Decline of indigenous population: New diseases were

introduced into Latin America by European explorers.

These diseases included smallpox, measles, whooping

cough, and influenza. Native Americans had no immunities

to these diseases, and died by the millions. Experts estimate

that between 1492 and 1650, more than 80 percent of Native

Americans died of disease brought by Europeans!

• Agricultural change: The Columbian Exchange also brought new foods to both Europe and

Latin America. Europe welcomed new vegetables like corn, tomatoes, peppers, pumpkins,

squash, and cacao beans—for chocolate! The Americas were introduced to wheat, barley,

sugarcane, and livestock like cattle, pigs, and sheep. Many of these products—like sugarcane—

later became mainstays of some Latin American economies!

• Introduction of the horse: Brought from Europe, the horse changed

life forever in the Americas. Horses were used for transportation and

for labor. Horses changed the lives of Native Americans on the plains,

allowing them to hunt buffalo, an important source of food and other

items. Horses remained the foremost means of transportation for man

until the early 20th century. Even today, we measure the power of engines

in terms of “horsepower.”



Word Definition

consequences: the

positive or negative outcomes of

decisions or events

Word Definition

indigenous: native to a

particular area or region

Chapter 16

Slavery Builds the Economy

While Francisco Pizarro was taking control of the Inca

Empire on South America’s west coast, Portugal claimed

the area that is now Brazil. Many Spanish and Portuguese

settlers moved to the newly conquered lands. They

planned to mine for gold and silver and grow sugarcane for

export back to Europe.

Growing sugarcane in the tropical climate required a

huge workforce. Again, the Europeans brought diseases

with them that killed millions of Native Americans living

in the region. The settlers needed more manpower, so

they brought in black slaves from Africa.

Africans were preferred as laborers because they were

more immune to European diseases than Native

Americans. Plus, planters could find them easily if they

ran away because they did not blend into local society.

African slavery was very important in thedevelopment of South America. The plantation

economies prospered because of slave labor. Brazil

imported more slaves than any other country in the

world. In the 1500s and 1600s, growing and selling

sugarcane was the main source of income for

Portuguese settlers in Brazil. Ships full of gold, silver,

and sugarcane made regular trips to Spain and Portugal!



SS6H2 The student will explain the development of Latin America and the Caribbean

from European colonies to independent nations.

a. Describe the influence of African slavery on the development of the Americas.

b. Describe the influence of the Spanish and the Portuguese on the language and religions of Latin

America.

c. Explain the Latin American independence movement; include the importance of Toussaint

L’Ouverture, Simón Bolívar, and Miguel Hidalgo.

Word Definitionimmune: resistant to

diseaseincome: money that someone earns

ARGENTINA

BOLIVIA

COLOMBIA

VENEZUELA

PERU

BRAZIL

FRENCH GUIANASURINAME

GUYANA

CHILE

ECUADOR

PARAGUAY

URUGUAY

FALKLANDISLANDS

SOUTH GEORGIA ISLAND

Portugal

Great Britain

France

Netherlands

Spain

South American Colonies (1500s)

Quick ReviewFill in the blanks below with words from the word bank.

1. Brazil was settled by people from .

2. Africans were imported to work on plantations because many Native Americans had died of

.

3. Africans were more to European diseasesthan Native Americans.

4. Brazil imported more than any other countryin the world.

5. Growing sugarcane was the main source of for Portuguese settlers in Brazil.

6. Plantation economies in South America prospered because of slave .

Essential SkillsStudy the map on page 67.

1. List the countries with colonies in South America in the 1500s.

2. Which two countries controlled the most land?

Slavery Enriches the Islands Too!

African slavery was also very important in

the development of the Caribbean islands

known as the West Indies. After Spain was first

to colonize the region, other countries like

France, the Netherlands, and England claimed

islands for themselves. They, too, began to

grow sugarcane and import slaves from Africa

to work on their massive sugar plantations.



diseasePortugal

laborincomeslavessugar

immune

THE BAHAMAS

CUBA

AS

NICARAGUA

JAMAICA

HAITIDOM. REP.

PUERTORICO

VIRGIN ISLANDS (U.S. & UK.)

ANGUILLAANTIGUAANDBARBUDASAINT KITTS AND NEVIS

GUADELOUPEDOMINICA

MARTINIQUE

SAINT LUCIABARBADOS

GRENADA

SAINT VINCETAND THE

GRENADINESARUBA

NETHERLANDSANTILLES

TRINIDADANDTOBAGO

MONTSERRAT

CAYMANISLANDS

TURKS AND CAICOSISLANDS

C a r i b b e a n S e a

A t l a n t i cO c e a n

West Indies

Quick Review1. List items that traveled in the Columbian Exchange. 2. Next to each item, put a plus sign (+) if it was a good thing, or a minus sign (-) if it was a bad thing.

Think About ItList three reasons why the Columbian Exchange was important.

1.

2.

3.

Look-It-Up! Potatoes and corn were probably the most important crops to travel from the Americas toEurope. In the 1840s, a potato famine in this country forced many people to move to the

United States. What is that country?



The Americas Europe and Africa

Things that traveledfrom Europe to Americas

Things that traveledfrom Americas to Europe

In the 1700s, sugarcane production on the islands of Jamaica and St. Domingue (now Haiti)

surpassed that of Brazil. These British and French colonies provided lots of money to their

home countries. In fact, the British considered Jamaica more valuable than the 13 colonies that

became the United States! There were many battles between European nations for control of

the Caribbean islands.

Think About ItMatch the cause on the left to the effect on the right.

Causes Effects

1. Sugar plantations needed workers A. Growing sugar is main source of income for Brazilians

2. Brazil imports the most slaves B. British prize Jamaican colony

3. Spain gains riches from colonies C. Other countries claim colonies of their own

4. Jamaica plantations are prosperous D. Africans brought in as slaves

Question for DiscussionWhy do you think there were so many battles for possession of the Caribbean islands?

A New Religion, A New Language

The Spanish and Portuguese settlers had a tremendous

influence on the language and religions of Latin America.

Over time, they replaced native tongues with their Spanishand Portuguese languages, and replaced religious

practices of idol worship and human sacrifice with the

Catholic religion.

Think how hard communication must have been in the early days between settlers and

natives who spoke many different languages! (Do you think they used hand gestures?)

The Catholic Church played a major role in expanding the Spanish language as well as

expanding its religion. In Mexico, and later in California, Catholic priests established missions.



Word Definitionoutpost: a station in aremote or sparsely

populated area

These were church outposts where Indians learned the Spanish language and the Spanish way

of life. Sometimes, the natives accepted Christianity easily. At other times, they rebelled against

it. But over time, the Spanish language and Catholic religion led to a new culture in Latin

America.

In Brazil, Portuguese became the new language. The Catholic religion became the new

religion there as well.

Today, Spanish is the primary language of Latin America, Portuguese remains the official

language of Brazil, and Catholicism is still the most widespread religion in the region. The

influence of those Spanish and Portuguese settlers still lives on today!


1. Spanish is the primary language of Latin America.

2. Spanish is the official language of Brazil.

3. Very few people follow the Catholic religion in Latin America.

4. Catholic priests helped expand the Spanish language by teaching Spanish to the Indians.

5. Spanish and Portuguese settlers had little influence on the culture of Latin America today.

Look-It-Up!Spanish is in second place as the most-spoken language in the world. What language is in firstplace?

The Independence Movement

In the early 1800s, European nations like Spain and Portugal were still tightly controlling

their colonies in Latin America, and gaining enormous riches from the plantations and mines

there. People living in the colonies had watched as the 13 American colonies declared their

independence from England, and as the French people overthrew their king in the late 1700s.

They began calling for freedom for their own colonies, launching the Latin Americanindependence movement.

In 1804, the French colony of St. Domingue (now Haiti)

became the first colony in the region to fight for and win its

independence. St. Domingue was a rich colony dotted with

huge sugarcane and coffee plantations. The French planters



Word Definitiondictator: a ruler withabsolute power and authority

forced their slaves to work long hours under terrible

working conditions. The slaves rebelled in 1791, killing

thousands of colonists and burning the land.

A former slave named Toussaint L’Ouverture led one

of the rebel groups. France finally freed the slaves in

1794. Toussaint then had to fight the Spanish and the

English, who were trying to take over the island. By 1799,

Toussaint controlled the country and named himself

dictator for life. He began to rebuild the war-torn country

and set up a constitution that guaranteed decent wages,

housing, and medical care for the people.

French emperor Napoleon Bonaparte was insulted by

Toussaint’s declaration that he was dictator for life. He

sent the French army to retake the colony. Toussaint was

captured and died in a French prison. The French ended

up giving up the island in 1803 after many French soldiers

died of yellow fever.

St. Domingue became independent in 1804, and was renamed the Republic of Haiti. After

the United States of America, it became the second free nation in the Western Hemisphere!

Today, Haitians remember Toussaint as the man who ended slavery in their country.


1. What are two events that gave Latin American colonies the idea to fight for independence?

2. What country controlled St. Domingue?

3. What is St. Domingue’s name today?

4. Who led the rebel groups to free St. Domingue?

6. In what year did St. Domingue become independent and change its name?

7. How do Haitians remember Toussaint?



Toussaint L’Ouverture

Background CheckToussaint L’Ouverture was born François Dominique Toussaint. Later, he was given the nameL’Ouverture, which means “the opening,” because of his amazing ability to break through enemy lines during battle.

Hail to The Liberator!

Many South American countries owe their independence to a famous

general named Simón Bolívar. Born in Venezuela, Bolívar traveled to Europe

as a young man and came home convinced that Venezuela should free itself

from Spanish rule.

Beginning in 1810, Bolívar fought for 15 years to liberate a number of

South American countries. He became the president of the republic of

Gran Colombia, which included today’s countries of Colombia, Panama,

Venezuela, and Ecuador. He moved further south, liberating Peru and Bolivia, and adding them

to his republic.

Bolívar is often called “The Liberator” or the “George Washington of South America” because

of his battle to free much of South America from Spanish control. The country of Bolivia (which

broke off from northern Peru) is named for him, and his birthday is a national holiday in

Venezuela and Bolivia!

Map SkillsStudy the two maps below. The first map shows the republic of Gran Colombia (1830) set up bySimón Bolívar. The second map shows South America today.

1. List the countries today that were part of Gran Colombia.

2. List the other two countries in South America that were liberated by Bolívar.



Simón Bolívar

NorthAtlanticOcean

Caribbean Sea

Gran Columbia

SouthPacific Ocean

SouthAtlantic Ocean

ARGENTINA

BOLIVIA

COLOMBIA

VENEZUELA

PERU BRAZIL

FRENCH GUIANA (FRANCE)SURINAME

GUYANA

CH

ILE

ECUADOR

PARAGUAY

URUGUAY

PANAMA

SouthPacific Ocean

SouthAtlantic Ocean

NorthAtlantic Ocean

SOUTH GEORGIA ISLAND (U.K.)

FALKLAND ISLANDS (U.K.)

Caribbean Sea




Think About ItWhy was Simón Bolívar called the “George Washington of South America”?

Freedom for Mexico!

In the early 1800s, many Mexican leaders began to call

for independence from Spain. One of those leaders was

Miguel Hidalgo, a Catholic priest in the village of Dolores.

Father Hidalgo was a compassionate man who spoke out for social reform in his country. He

felt that slaves should be freed, land held by Spain should be returned to Mexican farmers, and

Spain should stop taxing Mexican citizens so heavily.

When France invaded Spain in 1808, Spain’s government was in distress.

Hidalgo decided this was a good time to organize a revolt. On Sept. 6, 1810,

he gave a famous speech called Grito de Dolores (Cry of Dolores) to set off

the independence movement. He led a small group of protestors to Mexico

City. By the time they arrived, his army had grown to 2,000 people. When the

protestors reached Mexico City, their farm tools and clubs were no match for

the guns of government soldiers. After several battles, the protestors were

defeated. Hidalgo tried to escape to the United States, but he was captured and killed.

The independence movement started by Father Hidalgo carried on after his death. Mexico

finally gained independence from Spain in 1821. Today, Hidalgo is known as the “Father of

Mexican Independence.”


1. Father Miguel Hidalgo was a Catholic .

2. List three reforms Hidalgo called for.

3. Name Hidalgo’s famous speech calling for independence.

4. Was Hidalgo still leader of the independence movement when Mexico gained independence from Spain?

Yes No



Word Definitionsocial reform: a change

for the better in society

Miguel Hidalgo

Background CheckBrazil became independent without war! The Portuguese royal family fled Brazil after theFrench invaded in 1807, and returned when the French were driven out in 1821. They gave

Brazilians their freedom in 1822.

Essential SkillsRead the items below the timeline. Write the date in which each event occurred in the blankunder each event. Then, number the events in the order in which they occurred.

Chapter 17

Big Changes for Cuba!The Spanish-American War of 1898 led to

big changes for Spain’s last two colonies in the

Americas. The United States had declared war

on Spain to help the people gain freedom from

Spanish rule and to protect sugarcane

plantations owned by American businesses.

The U.S. won the war, and Spain gave up Cuba

and Puerto Rico.



Mexico declaresindependence

from Spain.

St. Domingue gainsindependence, and

is renamed theRepublic of Haiti.

Brazil becomesindependentwithout war.

SS6H3 The student will analyze important 20th century issues in Latin America and

the Caribbean.

a. Explain the impact of the Cuban Revolution.

b. Explain the impact and political outcomes of the Zapatista guerrilla movement in Mexico.

CUBA

o

E

LAURAS

PUERTO RICO

DOMINICAN REPUBLIC

HAITI

JAMAICA

CAYMAN ISLANDS

Caribbean Sea

THE BAHAMAS

Atlantic Ocean

FLORIDA

Impact of the Cuban Revolution

Fidel Castro came to power during the Cold War. This was a period of conflict between two

superpowers – the United States and the Soviet Union. Castro decided to side with the Soviet

Union, and started a system of trade with them that

included weapons as well as goods.

Fidel Castro wasted no time in setting up his own form

of government. He set up a Communist system like the

Soviet Union where the government controls all the

businesses, farms, and schools. People who opposed him

were killed or put in prison. He took over businesses on

the island, even those owned by the United States. He

controlled everything broadcast on radio and TV, and written in newspapers.

Let’s Get Out of Here!

Many poor people supported Castro’s policies because

he improved their health care and education. But

successful Cubans like business owners, teachers, doctors,

and many others did not like their property being taken

from them. Hundreds of thousands of Cubans left the

island because of Castro’s Communist policies. Many fled to

Florida, where a large Cuban-American population still

thrives today.

The United States cut off all ties with Cuba in 1961. And in 1991, Castro lost an important

ally and trading partner when the Soviet Union broke apart. Cuba’s economy suffered when the

Soviet Union stopped supporting it, and still struggles today. Food shortages occur from time to

time in Cuba.

EnrichmentSince 1959, many Cubans have secretly escaped from Cuba byboat. In 1980, Castro temporarily lifted his ban on people

leaving Cuba. More than 125,000 Cubans traveled to Florida in an operationknown as the Mariel Boatlift.

Why did Cubans escape to America?



Word DefinitionCommunism: a political

and economic system

where the government controls

everything

ally: a friendly nation who

provides cooperation and

assistance

Fidel Castro

Scavenger HuntBelow are clues to the many impactsof the Cuban Revolution. Using the

word bank, write the correct impact under eachclue.

1. The name of the new Cuban government begins with a “C.”

2. Castro sided with the United States’ Cold War enemy.

3. No one owns his or her own business any more. No freedom of speech or press.

4. Florida gains new Spanish-speaking residents.

5. Goodbye to our neighbor to the north!

6. I’m really hungry! Don’t we have anything to eat?

A Modern-Day Rebellion

In 1994, a new rebellion emerged in the southern Mexican state of

Chiapas. The Zapatista guerrilla movement consisted of Native Americans

rising up against the Mexican government. The rebels called themselves the

Zapatista National Liberation Army. The group was named for Emiliano

Zapata, an Indian farmer and hero of the 1910 Mexican Revolution.

The Zapatistas protested the poverty faced by Native Americans and other farmers in that

region of Mexico. They began their revolt just hours after a new trade agreement between

Mexico, Canada, and the United States took effect. The North American Free Trade Agreement

(NAFTA) eliminated trade barriers and tariffs among the three nations. Poor Mexican farmers

did not like NAFTA because cheap corn and other food products from the U.S. began to flood

into Mexico, forcing down the amount they could charge

for their crops.

Indian farmers in Chiapas were also upset because of

changes the government had made in land ownership

laws. After the Mexican revolution, the constitution

granted land to people, no matter how poor they were.

Now this right was being taken away!



• Cuba now ally of Soviet Union• Food shortages in Cuba• Successful Cubans flee the country• U.S. cuts all ties• Communism in Cuba• Government controls everything

Word Definitionguerrilla: a Spanish word

describing a small group of

fighters who use surprise attacks to

defeat a stronger force

reform: a change for the better as a

result of correcting past abuses

tariff: a tax on imported goods

Emiliano Zapata

Puerto Rico became a U.S. dependency, which is a territory under U.S. control. Cuba

became independent from Spain, but remained under U.S. control until 1902. The United

States helped establish a new government and set up a military base on Guantánamo Bay,

which is still operating today.

For the next 50 years, Cuba had a series of leaders. Some were elected, and some took over

as dictators. Even though the country of Cuba was very wealthy, most of the people were

extremely poor. Unhappy Cubans were continually angry with their government.

In the late 1950s, a young lawyer named Fidel Castro led a group of rebels against the

corrupt government of dictator Fulgencio Batista. This is known as the Cuban Revolution. The

rebels defeated Batista’s army, and took over the government early in 1959.

Essential SkillsRead the quotes below and decide who may have said them. Write one of the followingchoices under each quote.

Fidel Castro Fulgencio Batista U.S. Senator poor Cuban citizen

1. “The rebellion is getting stronger! I worry that the government troops will not be able to fight them offmuch longer and I will be overthrown as Cuba’s leader!”

2. “We hope that having a military base in Cuba will help keep peace in the region.”

3. “I am gathering rebel fighters from all over Cuba. We hide in the jungle. We hide in the mountains. Weattack against the government army when they least expect it!”

4. “I see so much wealth in this country but I have no job. I live in a hut with a dirt floor. I am sick and tiredof these dictators controlling the people of Cuba!”

Map SkillsLook at the map of Cuba and Puerto Rico on the previous page and answer the followingquestions.

1. What U.S. state is directly north of Cuba?

2. Which island is further east, Cuba or Puerto Rico?

3. What body of water is south of Cuba and Puerto Rico?

4. What body of water is north of Cuba and Puerto Rico?



The Zapatistas seized control of four major towns in Chiapas. More than 100 people were

killed in the fighting between the rebels and government troops. The government regained

control and called for a cease-fire. Negotiations began between the rebels and the government.

Now the government was forced to address the Indians’ issues!

The Zapatista guerrilla movement had a significant impact. Several political reforms were

put into place to improve the lives of Native Americans in Mexico. They included

improvements in basic things like housing and education, fair division of land, and laws

ensuring that Native Americans were represented in the national legislature.

Quick ReviewAnswer the questions below.

1. In the Zaptista guerrilla movement, who was rebelling against the government?

2. List two reasons why the Zapatistas were rebelling.

a.

b.

3. Why did the Mexican farmers dislike NAFTA?

4. Name three political reforms that came about as a result of the Zapatista movement.

a

b.

c.

Hard-To-Believe-But-True!The Zapatista movement has been called the first “Internet rebellion” because the movementreceived broad media coverage and has gained a lot of support from information it has put out on the Internet!

Question for DiscussionWhy do you think so many political revolutions begin with a violent revolt against thegovernment?



Chapter 18

Canada, Here We Come!In 1497, explorer John Cabot sailed from England

to the eastern coast of Canada. He was looking for

a sea route to Asia but returned home with reports

of bountiful supplies of fish and massive forests of

tall trees. His tales brought explorers from other

countries to Canada’s shores.

A little more than 100 years later, French

explorer Samuel de Champlain established the

settlement of Quebec, which became a trading center and the first

permanent French settlement in the New World! Fur trading with the

Indians became a profitable business for the new French settlers, and they quickly established

more trading posts along the St. Lawrence River.

The French called their new territory “New France.” It grew to include much of eastern

Canada and the central United States. New France became an important part of the French

empire, providing valuable furs, fish, timber, and other products. Wanting a share of Canada’s

rich natural resources, English explorers moved west into Canada’s prairies and on to the

foothills of the Rocky Mountains. The colonization of Canada by the French and English was

well under way! The question was—who would control this land of plenty?

Think About ItFill in the blanks below.



SSS6H4 The student will describe the impact of European contact on Canada.

a. Describe the influence of the French and the English on the language and religion of Canada.

b. Explain how Canada became an independent nation.

Atlantic Ocean

Pacific Ocean

I am John Cabot. I sailed from ____________________. When I reachedthe New World, I could not believe my eyes! Why, there were so many________________ in the sea, I could scoop them up with a basket!

I am Samuel de Champlain from ____________________. I knew mypeople would love the beautiful fur from beavers in the New World so I setup a ____________ _________ to trade with the Indians. What is thename of the settlement I founded? __________________________

It’s Mine! No, It’s Mine!

Both France and England wanted to control the rich lands in North

America. The French built a string of forts from Canada down to the city of

New Orleans near the Gulf of Mexico. The English

were outraged that the French built some of these

forts on land they claimed for Britain. In 1754, a

battle at one of the forts marked the

beginning of the French and Indian War.

The French ultimately lost the war, and New France came under English control in

1763. Although France gave up its control of Canada, French influence in Canada

continues to this day. Almost one-fourth of Canadians have French ancestors!

In late 1791, the British government drew new boundaries in

Canada, dividing Quebec into two colonies. Most of the British people

lived in “Upper Canada,” and most of the French lived in “Lower Canada.”

Each colony had a British governor.

Religion and Language

Because England and France settled large parts of Canada, both countries have had a lasting

influence on the languages and religions of Canada. About two-thirds of Canadians speak

English. Canadians who live in the province of Quebec speak French. The two major religions

in Canada are Catholicism (from the French) and Protestantism (from the English). Once the

English took control of Canada, the English language spread throughout the country and the

French language remained mainly in Quebec.


1. What two countries battled for control of Canada?

2. In what war did these two countries fight for control of Canada and other parts of North America?

3. Which country finally took control of Canada?

4. What religion and language came from England?

5. What religion and language came from France?



Word DefinitionBritish: related to Great Britain

The Road to Independence

For about 50 years, Upper Canada and Lower Canada grew

separately. The British also had colonies in Newfoundland, Prince

Edward Island, and western Canada. Colonists became unhappy with

being governed by the British, and began to rebel in 1837. Britain did

not want a repeat of the American Revolution, so they set up a government where the Canadian

colonists governed themselves except in matters of defense, treaties, and foreign trade.

In 1867, the British parliament created the Dominion

of Canada. This meant that Canada was an independent,

self-governing nation, but still part of the British Empire.

The new country had four provinces: Ontario (formerly

Upper Canada), Quebec (formerly Lower Canada), Nova

Scotia and Brunswick .

Other provinces and territories joined the union over the years as settlement moved west

over the Canadian railroad system. British influence on Canada’s foreign affairs was gradually

reduced until 1931, when Canada became a free and equal member of the British

Commonwealth of Nations.

Today, Canada is a federation with a central government headed by a prime minister. The

country consists of 10 provinces and 3 territories. Canada’s come a long way, eh?

Quick ReviewWrite T for True and F for False.

1. French influence in Canada is still strong today.

2. Canada won its independence by fighting a long war with Great Britain.

3. Canada became an independent country in 1867.

4. Quebec and Ontario were two of the original Canadian provinces.

5. Today, Britain still controls Canada’s relations with other countries.

6. Canada is a federation.

Hard-To-Believe-But-True!Basketball was inventd by a Canadian physical education teacher named John Naismith! Hecreated it as an indoor activity to keep students in shape in the winter.



Word Definitionfederation: a form of

government where power is

divided between a central government

and numerous political subdivisions




Think About ItPut on your thinking cap and answer the questions below.

1. Why did the British government give Canada some independence in 1837 when colonists began to rebelagainst British rule?

2. Why was Canada such a valuable property, causing Britain and France to fight over it?

Chapter 19

Parlez-vous Français?

Do you speak French? If you live in the Canadian

province of QQuebec, you probably do! French is the

official language of Quebec, and is spoken by 90 percent of

the people who live there. French-speaking Quebecers are

known as FFrancophones, while English speakers are called

Anglophones.

The province of Quebec is an island of French culture and language within the country of

Canada. As you have learned, the French established their first permanent settlement in the

New World in Quebec. Many French settlers moved there. For hundreds of years, the

Francophones have tried to preserve their cultural, religious, and ethnic identity and not be

absorbed into Canadian society.



SS6H5 The student will analyze important 20th century issues in Canada.

a. Describe Quebec’s independence movement.

Word Definition

referendum: a public vote

sovereignty: a government

free from another government’s

control

secede: break away from a country

to form another country

Many Francophones are sseparatists who want Quebec to become an independent country.

They launched an iindependence movement beginning in the 1960s, which eventually led to

referendums in 1980 and 1995 on Quebec’s sovereignty. In both cases, Quebecers voted to

remain part of Canada. (But in 1995, the vote was realllllly close!)


1. French is the official language of Quebec.

2. French-speaking Quebecers are called Francophones.

3. French Quebecers do not care about preserving their culture.

4. Referendums on Quebec’s sovereignty were held in 1980 and 1995.

5. Quebecers voted to become independent from Canada in the 1995 referendum.

Let’s Work Things Out

The government of Canada wants Quebec to remain part of its country.

Quebec contributes greatly to Canada’s economy. The province has thriving

high-tech industries, abundant natural resources, and a major shipping

channel along the St. Lawrence River. The government also fears

that a new country in the middle of Canada would disrupt the rail,

road, and water routes that connect the nation.

The Canadian federal government has tried to satisfy the separatists. In 1988, the

government passed the Canadian Multicultural Act, guaranteeing all Canadians the right to

preserve their cultural heritage. In 1998, Canada’s Supreme Court ruled that Quebec cannot

secede without the rest of the country’s consent. Stay tuned—this issue is a hot one in

cool Canada!

Great DebateDo you think it is a good idea or a bad idea for Quebec to become independent? Explain youranswer.





R L D D L T Y B V S H A A E T

E P Y F I L Z R Y Z T E C P N

P S W X Z O V A E S L N I O E

U Y A N A W Y G I V E P W O D

B Q Z Y R M Z T Z D A F X F I

L Y T R B W A O N T K L L H S

I T E C A P C E A C N I S Z E

C R C W A I P H S I N A P S R

Q E I Z X E N O I T U L L O P

V S D E D C N F P A N A M A R

P E M N A M A Z O N R I V E R

O D I U V N E T N R C A D O Q

R A P B E U A R H A E I B P S

T M O D J L Q F R O C S E U W

U A F T Y T O I T T L S T L C

G C F B C Q B R A A O I L M S

U A F S Y B X T T I L R C C V

E T Z I E S O O M E W F A J Q

S A R A C R R C J H P Y G L U

E E N C O L O M B I A Q L J A

BrazilCaribbeanMexicoAtacama DesertPanamarainforest

pollutionpetroleumColombiaPortuguese SpanishCatholic

presidentrepublicdictatorNAFTApesoAztec

IncaCubaAmazon RiverslaveryindependenceZapatista

Word Bank

Latin America Review Word Search



Canada Review Word Search

Pacific OceanHudson BayHuronMichiganOntarioRockies

miningsnowEskimoslowlandsArcticacid rain

mineralspollutionhydroelectricityforestsmonarchyBritish

parliamentfederationCabotChamplainQuebecFrench

Word Bank

Z C I V P Y J G Q H H O Q X EA F I B K T N S J U M J H K WN O E P P I Y R T D E U M O IZ A N D N C S K L S R B A W FO O G I E I L L A O E P E A RU N M I B R M B N N P R D C PG T E F H T A F R B S S O O EL A U R R C Y T I A U Z L F NJ R C E N E I F I Y K L H A SS I H N I L M M Z O U H E L RD O S C A E Z J S T N C A O MN D I H R O L E I F O R C A OA I T A D R F O J C E K O I JL K I B I D N Y I N I V W I MW A R X C Y R F I E T O B A CO W B P A H I M S O M I K S EL M O I J C N I A L P M A H CY W A N A R D M O N A R C H YB X S P S A R C T I C A W X KP A R L I A M E N T L I J L F

Think About It

Answer the questions below.

1. Why do many Quebecers want Quebec to become an independent nation?

2. List three reasons that the government of Canada wants Quebec to remain part of its country.

a.

b.

c.

EnrichmentHere is a political cartoon about Quebec’s independence movement. A political cartoon is anillustration with a message about a current event or person. What is the message of the

political cartoon?



Draw your own political cartoon below.

6 7

16

4

13

8

11

2

9

15

12

1

10

3

5

14

Latin America Review Crossword Puzzle



Across3 Communist leader of Cuba5 “The Liberator”9 African slaves helped grow this

10 Brazil’s currency11 Latin America’s main religion14 Citizens speak Portuguese here16 Second-longest river in the world

Down1 Cuba’s most important product2 Mexican state that was home to the Zapatista

rebellion4 Ancient civilization in central Mexico6 This country used to be St. Domingue7 This country makes most of its money from oil8 Driest desert on earth

12 This animal was a major contribution of the Columbian Exchange

13 Ban of trade with another country15 Major South American mountain range



Canada Review Crossword Puzzle

5

3

1

6

4

7

8

2

9

Across2 Controls power in Canadian government4 Five freshwater lakes (2 words)7 The country that lost the French and

Indian War8 Language of two-thirds of Canadians9 Canada’s ceremonial head of state

Down1 Second-largest country in the world3 French-speaking Quebecers5 Where most French lived in 1791 (2 words)6 The number of Canadian provinces



Latin America Section I Review1. Which is the largest of the world’s five oceans?

� A. Atlantic Ocean� B. Pacific Ocean� C. Indian Ocean� D. Arctic Ocean

2. What connects the Atlantic and Pacific Oceans?� A. Panama Canal� B. Isthmus of Panama� C. Latin America� D. Caribbean Sea

3. What is the mountain range in Mexico?� A. Alps� B. Andes� C. Ural� D. Sierra Madre

4. Which body of water has many islands thatdraw tourists?� A. Gulf of Mexico� B. Pacific Ocean� C. Caribbean Sea� D. Amazon River

5. What is the largest country in South America?� A. Chile� B. Brazil� C. Venezuela� D. Peru

6. What country shares a border with the UnitedStates?� A. Mexico� B. Cuba� C. Panama� D. Venezuela

7. What is Mexico City’s major environmentalproblem?� A. destruction of the rainforest� B. ocean pollution� C. air pollution� D. nuclear waste

8. What is causing the destruction of the rainforestin Brazil?� A. road building� B. mining� C. new settlements� D. all of the above

9. Where is oil pollution a serious problem?� A. Cuba� B. Venezuela� C. Haiti� D. Brazil

10. One of the largest urban areas in the world iscentered around:� A. Panama� B. Caracas� C. Mexico City� D. Brasilia

Keep going!There’s more

to answer.



Latin America Section I Review11. Mexico sends most of its exports to:

� A. Brazil

� B. United States

� C. Colombia

� D. Haiti

12. Which country has the healthiest economy in

South America?

� A. Brazil

� B. Colombia

� C. Peru

� D. Chile

13. Which country is the number one producer of

coffee in the world?

� A. Colombia

� B. Cuba

� C. Haiti

� D. Brazil

14. What type of government does Cuba have?

� A. democratic

� B. parliamentary

� C. communist

� D. theocratic

15. Which country does Cuba NOT trade with?

� A. Venezuela


� C. China

� D. Both a and c

16. What is the most spoken language in Latin

America?

� A. Spanish

� B. Portuguese

� C. English

� D. French

17. What were children of black slaves and

Europeans called?

� A. mulattoes

� B. indigenous people

� C. black Europeans

� D. mestizos

18. What is the main religion of Latin America?

� A. Buddhism

� B. Judaism

� C. Islam

� D. Catholicism

19. Which country has a federal-republican

government, a president, and personal

freedoms?

� A. Mexico

� B. Cuba

� C. Brazil

� D. Both a and c

20. Which Latin American country listed below

has a command economy?

� A. Mexico

� B. Cuba

� C. Brazil

� D. Both a and c






Latin America Section I Review21. Four out of five Brazilians live in:

� A. Amazon rainforest

� B. villages

� C. cities

� D. apartments

22. What is the name of Mexico’s currency?

� A. peso

� B. dollar

� C. euro

� D. real

23. What is an important natural resource for

Mexico and Venezuela?

� A. iron ore

� B. fertile soil

� C. coal

� D. oil

24. The rate of entrepreneurship is high in Latin

America because of:

� A. high unemployment

� B. it is a way out of poverty

� C. companies are not hiring

� D. both a and b

25. What do you use to buy something now and

pay for it later?

� A. savings

� B. income

� C. spending

� D. credit

26. What can you invest your money in to make it

grow?

� A. real estate

� B. business

� C. stocks and bonds

� D. all of the above

27. Which ancient civilization had a city with a

palace, lots of homes, and a zoo?

� A. Aztecs

� B. Mayans

� C. Incas

� D. Indians

28. Which ancient civilization built intricate stone

roads and buildings?

� A. Aztecs

� B. Mayans

� C. Incas

� D. Indians

29. Who conquered the Aztecs?

� A. Montezuma

� B. Hernán Cortés

� C. Christopher Columbus

� D. Francisco Pizarro

30. Who conquered the Incas?

� A. Montezuma

� B. Hernán Cortés

� C. Christopher Columbus

� D. Francisco Pizarro

I’m so tired ofansweringquestions!

Then you’dbetter not

turn this page!



Latin America Section I Review31. What helped Spanish explorers defeat the

Incas and Aztecs?

� A. they had more men

� B. diseases

� C. they had better food

� D. they were smarter

32. What was a major effect of the Columbian

Exchange?

� A. decline of indigenous population

� B. agriculture change

� C. introduction of the horse


33. Why did European settlers prefer Africans to

work on their land?

� A. they were stronger than Native

Americans

� B. they had more immunity to European

diseases

� C. they lived longer than Native Americans

� D. they were better farmers than Native

Americans

34. What was the first Latin American colony to

gain independence?

� A. Brasilia

� B. St. Domingue

� C. Mexico City

� D. Jamaica

35. Who brought independence to Columbia,

Panama, Venezuela, Ecuador, Peru, and

Bolivia?

� A. Fidel Castro

� B. Toussaint L’Ouverture

� C. Simón Bolívar

� D. Miguel Hidalgo

36. What country did Mexico want its

independence from?

� A. Portugal

� B. England

� C. Spain

� D. France

37. What Catholic priest started the independence

movement in Mexico?

� A. Fidel Castro




38. Who defeated Batista and established a

communist government in Cuba?

� A. Fidel Castro




39. In what year did the Zapatista guerrilla

movement begin?

� A. 1987

� B. 1954

� C. 1994

� D. 2002

40. Which country supported communist Cuba?

� A. United States

� B. India

� C. Soviet Union

� D. Brazil

This is the end of LatinAmerica•Section I• Review



Canada Section I Review11. What are rivers in the Canadian Shield

important for?� A. tourist boats� B. swimming� C. irrigation� D. hydroelectric power

12. In what year did Canada establish its own constitution?� A. 1776� B. 1920� C. 1982� D. 2005

13. Who is Canada’s head of government?� A. Queen� B. Prime Minister� C. Parliament� D. Governor-General

14. What type of government does Canada have?� A. constitutional monarchy� B. federation� C. parliamentary democracy� D. all of the above

15. What two areas does the Canadian government control in its mixed market economy?� A. grocery stores and the postal service� B. trucking and the postal service� C. health care and the postal service� D. grocery stores and malls

16. What was the first permanent French settlement in the New World?� A. Quebec� B. Ontario� C. British Columbia� D. Newfoundland

17. Which two European countries fought overCanada?� A. Spain and Portugal� B. France and Italy� C. Spain and England� D. England and France

18. Who was the first European explorer to discover Canada?� A. Amerigo Vespucci� B. John Cabot� C. Samuel de Champlain� D. Christopher Columbus

19. Who lived mostly in “Upper Canada”?� A. French Canadians� B. Eskimos� C. Rich Canadians� D. British Canadians

20. Which province started an independencemovement to secede from Canada?� A. Newfoundland� B. Ontario� C. British Colombia� D. Quebec

This is the end of Canada•Section I•Review



Welcome to Europe!

Section 2

EUROPE



Canada Section I Review1. What is the deepest ocean in the world?

� A. Atlantic Ocean

� B. Arctic Ocean

� C. Pacific Ocean

� D. Indian Ocean

2. What takes up nearly half of Canada’s land area?

� A. Great Lakes

� B. Hudson Bay

� C. Rocky Mountains

� D. Canadian Shield

3. The mountain chain in western Canada is:

� A. Appalachian Mountains

� B. Columbian Mountains

� C. Canadian Shield

� D. Rocky Mountains

4. This area is rich in natural resources:

� A. Great Lakes

� B. Hudson Bay

� C. Rocky Mountains

� D. Canadian Shield

5. What two bodies of water does the St. Lawrence

Seaway connect?

� A. Pacific Ocean and Atlantic Ocean

� B. Hudson Bay and Atlantic Ocean

� C. Great Lakes and Atlantic Ocean

� D. Arctic Ocean and Atlantic Ocean

6. Where do 75 percent of Canadians live?

� A. southern Canada

� B. northern Canada

� C. eastern Canada

� D. western Canada

7. Canada’s climate is:

� A. warm and dry

� B. cold

� C. hot and humid

� D. comfortable year-round

8. Who is Canada’s major trading partner?

� A. Mexico


� C. China

� D. England

9. What is a serious environmental concern in

Canada?

� A. pollution of the Great Lakes

� B. acid rain

� C. waste from mining


10. What is an environmental concern for the

Great Lakes?

� A. pollution

� B. oil spills

� C. too many swimmers

� D. water conservation

I wonder if amaple leaf

tastes like maplesyrup...



Chapter 20

Welcome to Europe!

Europe is a continent of varying landscapes, abundant natural resources and fascinating

history! It is bordered by two oceans and contains more than a dozen seas. Physical features of

Europe determine how its residents live. Learn about European geography

below:

• The Danube River is the second longest river in Europe and an important

shipping route across the continent. The Danube flows from west to east

from Germany to the Black Sea. It either flows through or forms the

border of ten countries.

• The Rhine River originates in the Swiss Alps mountain range and flows northwest to the

North Sea. Throughout history, Europeans have depended on the Rhine to ship goods

throughout the continent. The river has had a major influence on the history and economy of

Europe.

• The English Channel is a narrow sea between Great Britain and France.

In 1994, an underground rail tunnel called the “chunnel” was opened for

transportation under the channel.


SS6G8 The student will locate selected features of Europe.

a. Locate on a world and regional political-physical map: the Danube River, Rhine River, English

Channel, Mediterranean Sea, European Plain, the Alps, Pyrenees, Ural Mountains, Iberian Peninsula,

and Scandinavian Peninsula.

b. Locate on a world and regional political-physical map: the countries of Belgium, France, Germany,

Italy, Poland, Russia, Spain, Ukraine, and United Kingdom.

The Danube RiverPhoto by sogonow.com

Photo by ineedaholidaytoo.com



• The Mediterranean Sea is the world’s largest inland sea, located between

Europe, Africa, and Asia. The region around it has a dry, warm climate.

• The European Plain is a vast, flat area stretching from France’s Atlantic coast to

the Ural Mountains in Russia. This region has rich farmland and some of the

largest cities in Europe, like Paris, Berlin, and Moscow.

• The Alps are a magnificent mountain range in south-central Europe stretching from eastern

France and northern Italy through Switzerland and Austria. Snowmelt from the Alps pours

into many of Europe’s rivers.

• The Pyrenees mountain range extends along the border between

France and Spain. Most of the Pyrenees are in Spain.

• The Ural Mountains in western Russia form the boundary between

Europe and Asia.

• The Iberian Peninsula in southwest Europe contains Spain and Portugal. It is separated from

the rest of Europe by the Pyrenees Mountains.

• The Scandinavian Peninsula in northern Europe is occupied by Norway and Sweden. This

mountainous region is bordered on the north by the Barents Sea, a section of the Arctic

Ocean.

Quick QuizAnswer the questions below to see how much you have learned about European geography.

1. What mountain range separates Europe from Asia?

2. What peninsula is occupied by Spain and Portugal?

3. What body of water is between Europe, Africa, and Asia?

4. What river originating in the Alps has had a major influence on European history and economics?

5. What mountain range separates Spain and France?

6. What peninsula contains Norway and Sweden?

7. What body of water separates England from France?

8. What region of rich farmland stretches across the northern part of Europe?

Ural MountainsPhoto by ugraland



Map SkillsLook at the map of Europe with major physical features identified. Follow the directionsbelow.

1. Trace the Danube River and the Rhine River in blue.

2. Draw a red circle around the English Channel.

3. Draw a green circle around the Mediterranean Sea.

4. Draw a brown box around the European Plain.

5.. Draw a pink circle around the Alps.6. Draw a gray rectangle around the

Pyrenees.7. Draw a black oval around the Ural

Mountains.8. Outline the Iberian Peninsula in

yellow.9. Outline the Scandinavian

Peninsula in orange.



Map SkillsDraw and label the following physical features on the map of Europe below.

Danube River Rhine River English ChannelMediterranean Sea European Plain Alps MountainsPyrenees Mountains Ural Mountains Iberian PeninsulaScandinavian Peninsula

Make a map key and label your map. One example is given below.

Mountains






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Map SkillsLook at the map of Europe and follow the directions below.

1. Draw a red circle around Belgium.2. Draw a green box around France.3. Draw a blue circle around Germany.4. Draw a yellow oval around Italy.5. Draw a brown circle around Poland.6. Draw an orange rectangle around Russia.7. Draw a red triangle around Spain.8. Draw a red circle around Ukraine .9. Draw a blue square around the United Kingdom.

R U S S I AR U S S I A

FINLANDFINLAND

AUSTRIAAUSTRIA

ITALYITALY

SPAINSPAIN

SWEDENSWEDEN

NORWAYNORWAY

GERMANYGERMANY

FRANCEFRANCE

PORTUGALPORTUGAL

HUNGARYHUNGARYROMANIAROMANIA

BULGARIABULGARIA

TURKEYTURKEY

DENMARKDENMARK

POLANDPOLAND

BELARUSBELARUS

UKRAINEUKRAINECZECH REP.CZECH REP.

SLOVAKIASLOVAKIA

GREECEGREECE

CYPRUSCYPRUS

ANDORRAANDORRA

NETH.NETH.

BELGIUMBELGIUM

IRELANDIRELAND

YUGOSLAVIAYUGOSLAVIA

ALBANIAALBANIA

MOLDOVAMOLDOVA

LITHUANIALITHUANIA

LATVIALATVIA

ESTONIAESTONIA

LUX.LUX.

BOSNIABOSNIACROATIACROATIA

SLOVENIASLOVENIASWITZERLANDSWITZERLAND

MACEDONIAMACEDONIA

ICELANDICELAND

EGYPTEGYPT

ALGERIAALGERIA

TUNISIATUNISIA

LIBYALIBYA

MOROCCOMOROCCO

JORDANJORDAN

IRAQIRAQ

SAUDI ARABIASAUDI ARABIA

ISRAELISRAEL

LEBANONLEBANON

GEORGIAGEORGIA

SYRIASYRIA

UNITEDUNITEDKINGDOMKINGDOM

ATLANTICOCEAN

MEDITERRANEAN SEA



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Chapter 21

Rain, Rain, Go Away!

Every country on our planet faces eenvironmental issues. Many of

the environmental problems in Europe have come about because of poor

practices in the past by local industries. Industry has made many

countries wealthy, but has also had some terrible effects on the environment.

One example is the problem of aacid rain in Germany. What is it? Acid rain is rain polluted

by gases released into the air by the burning of fossil fuels,

like coal or oil. In the first half of the 1900s, the former

country of East Germany burned massive amounts of

brown coal (or lignite) to produce electricity. When

burned, brown coal gives off a gas called sulphur dioxide.

This gas mixes with moisture in the air, so when it rains, the

rain is polluted with sulphur dioxide.

What are some effects of acid rain?

• Acid rain has taken a terrible toll on Germany’s forests. Experts estimate that

more than one-half of Germany’s trees have been damaged or killed by acid rain.

• Acid rain pollutes rivers and lakes, killing fish as well as the plants and

microscopic organisms that fish need to survive.

• Acid rain eats away at brick and stonework buildings. Experts say that some

buildings are losing up to 4 percent of their weight each year from acid rain damage!

Hard-to-Believe-But-True!Acid rain is harming some of the world’s most precious buildings and sculptures. The famousParthenon in Greece and India’s Taj Mahal are both showing damage from acid rain!

SS6G9 The student will discuss environmental issues in Europe.

a. Explain the major concerns of Europeans regarding the issues such as acid rain in Germany, air

pollution in the United Kingdom, and the nuclear disaster in Chernobyl, Ukraine.

Word Definitionacid rain: rain mixedwith pollutants in the air



Map SkillsLabel the following countries on the map of Europe below.

Belgium France Germany Italy United KingdomRussia Spain Ukraine Poland

1. What is the largest country in Europe?

2. What country, shaped like a boot, juts out into the Mediterranean Sea?

3. What country is an island nation?

4. What countries are on the Scandinavian Peninsula?



Essential SkillsPut a check mark next to each problem caused by acid rain in Germany.

Trees damaged or killed Lakes and rivers polluted

Fish die Average temperature getting colder

Brick and stonework buildings damaged Fewer schools built

Now What Happens?

The acid rain in Germany is a concern for all Europeans, and for people around the world.

Brown coal is still Germany’s chief domestic source of energy, meeting one-quarter of the

country’s energy needs. Therefore, Germany has made strict changes to its coal production

practices and closed old, inefficient factories.

Germany has also put strict laws in place to reduce pollution.

Factory owners are fined if they do not reduce the amount of sulfur

dioxide they emit into the air. Cars must have a special converter

fitted to the exhaust system, and the government is working to

change over to less polluting fuels like oil and natural gas. Today, improving the environment is

a top issue in German society!

Essential SkillsNext to each item below, write what that entity is doing to help the acid rain and pollution problem in Germany

Air Pollution in the United KingdomAir pollution is a concern in the United Kingdom (UK). In the past, it was caused mainly by

emissions from factories or from homes burning coal for heat. The pollution mixed with the fog

that occurs frequently in the UK. The resulting smog hovered over cities, leading to 4,000 deaths

in the Great London Smog of 1952.

Factories

Cars

Government



Today, the UK’s air pollution is mainly caused by

emissions from cars and trucks and from ozone. Pollutants

from cars include carbon monoxide and nitrous oxides.

They hover close to the ground, contaminating the air

people breathe. Ozone adds to the problem, forming when

air pollutants mix and react with sunlight to form smog. Air pollution can lead to many health

problems.

The UK has been working hard to reduce air pollution since the Great London Smog

occurred. The government has tightened emissions standards for vehicles, endorsed the use of

cleaner fuels, and urged citizens to use public transportation like buses and subway systems.

Essential SkillsWrite F for Fact and O for Opinion.

1. Air pollution is the biggest problem faced by citizens of the UK.

2. The Great London Smog was the saddest event in UK history.

3. The UK’s air pollution problem today is caused by vehicle emissions and ozone.

4. Ozone forms when air pollutants interact with sunlight.

5. The UK government is not doing enough to reduce pollution.

6. The UK government has tightened emissions standards for vehicles to help reduce pollution.

Background Check The word “smog” originally meant a combination of smoke and fog. Today, smog refers to acombination of many pollutants visible in a brownish-yellow haze.

Nuclear Disaster in Ukraine

In April 1986, a nuclear reactor exploded at the

Chernobyl nuclear power plant in Ukraine, causing the

worst nuclear disaster in history. At the time, Ukraine was

part of the Soviet Union, which dissolved in 1991. Toxic radioactive material shot into the air

and drifted over western parts of the Soviet Union, Eastern Europe, and Scandinavia. Fallout

(radioactive particles falling to the ground) contaminated about 100,000 acres, including the

animals, crops, and forests on the land. About 135,000 people were evacuated and resettled in

other areas. About 30 people died in the blast, and thousands more who cleaned up the site

died later from radiation poisoning.

Word Definitionsmog: a visible haze of

air pollution over cities

Word Definitionnuclear power: generates

electricity using the heat

produced when atoms are split



The main environmental effects of the disaster have been contaminated

farmland, surface water, and groundwater. Today, the area around the

Chernobyl nuclear plant is considered one of the most polluted places on

Earth. Although the reactor was buried in a concrete casing designed to

absorb radiation, experts fear leakage into the nearby groundwater, and are

working to re-contain the site. No one knows exactly how many illnesses

and cancers have been caused by this disaster, but about 4,000 children in

the fallout zone have been diagnosed with thyroid cancer in recent years.

Ukraine and Belarus have spent huge amounts of money on cleanup efforts.

Hard-To-Believe-But-True!The Chernobyl blast released 100 times more radiation than the two atomic bombs releasedover Japan near the end of World War II!


1. The worst nuclear disaster in history occurred at the nuclear power plant

in .

2. True or False? Radioactive material from the blast stayed within 20 miles of the nuclear plant.

3. Some environmental effects of the disaster include contaminated ,

, and groundwater.

4. True or False? The concrete casing around the reactor is guaranteed never to leak.

5. True or False? Many cases of cancer have been linked to this disaster.

Chapter 22SS6G10 The student will explain the impact of location, climate, natural resources,

and population distribution on Europe.

a. Compare how the location, climate, and natural resources of the United Kingdom and Russia affect

where people live and how they trade.

b. Compare how the location, climate, and natural resources of Germany and Italy affect where people

live and how they trade.

Chernobyl nuclear plant


It All Makes Sense!

The location of a country, its climate, and its natural resources have a tremendous impact on

where its people live, how they make a living, and how they trade with other countries. You will

learn about a few examples in Europe below.

Welcome to the United Kingdom!

The United Kingdom (UK) may be a small island nation, but it has

had a tremendous impact on world history! The UK consists of Great

Britain (includes England, Scotland, and Wales) and Northern Ireland.

Its capital is London, England.

Although the UK is located very far north, a current of warm ocean water called the Gulf

Stream flows by the British Isles and keeps the temperatures mild. Its moist climate with plenty

of rain is good for crops. The island of Great Britain has a jagged coastline with good harbors for

trading vessels.

Great Britain is divided into a highland zone (north and west) and a lowland zone (south and

east). Important natural resources like coal, oil, and natural gas are found in the mountainous

highland zone. Large reserves of oil and natural gas found recently in the North Sea have made

Great Britain a major supplier of those resources. Most Britons live in the lowland zone, where

farming and England’s major cities are located. Only about one percent of British people work

in agriculture, and the country has to import about one-third of its food.

Most British citizens live in urban areas. The capital city of London, a

world center for trade and banking, is located in the southeastern part of

England. More than 7 million people live in London! Many Britons work in

service industries like banking, insurance, and tourism. Great Britain also has

thriving manufacturing industries, including iron and steel production and

electronics.


1. Great Britain has a very cold, Arctic climate.

2. The UK includes England, Scotland, Wales, and Northern Ireland.

3. Oil and natural gas are important British natural resources.

4. Farming is the largest industry in Great Britain.

5. Most Britons live in urban areas.






The Big Country—Russia!

In contrast to the UK, Russia is the largest country in the world! Most citizens live in westernRussia on the European Plain. This “heartland” is home to Russia’s major cities, farms, grazing

land for livestock, and the country’s warmest temperatures.

Russia has a very cold climate, thanks to its location near the Arctic Ocean. Russia does not

get a lot of rainfall, and only about 10 percent of Russia’s total land is suitable for agriculture.

Grains like wheat and barley are major crops. Russia imports a lot of its food, particularly meat.

Russia is rich in mineral resources, with huge deposits of coal, oil, and natural gas, and

massive forests. Unfortunately, it is difficult and expensive to harvest and transport these

resources because of the harsh climate and remote locations. Many Russian goods are

transported by railroad because rivers and major ports are blocked by ice in the winter. Russia’s

mining, manufacturing, and fishing industries are fueled by the country’s natural resources.

Quick QuizCircle the correct answers below.

1. Russia is the largest / smallest country in the world.

2. Most Russians live in western / eastern Russia.

3. Russia’s climate is warm / cold.

4. Russia has many / few natural resources, but they are easy / hard to get to.

Quick ReviewFill in the chart below comparing the United Kingdom and Russia. Circle the things that theUK and Russia have in common.

United Kingdom Russia

Location

ClimateFarmlandWhere People Live

Natural Resources



Genuine Germany

You might say that Germany has it all! Germany is a very

prosperous nation, with one of the largest populations in Europe

and the strongest economy. Germany truly owes much of its

success to its location, climate, and natural resources!

Germany enjoys a moderate climate with warm, mild summers and cool winters. Extreme

weather conditions do not occur very often. This mild climate is good for Germany’s agriculture

industry, which uses about half of Germany’s land.

Germany’s location and geography yield many other benefits. Although

Germany produces many crops, manufacturing drives the country’s economy. The

Ruhr Valley in western Germany is the most densely populated area in the country,

filled with factories, cities, and towns. Most Germans live in the cities and towns ofwestern Germany. Enormous deposits of coal and iron ore found in the Ruhr region

fuel a huge manufacturing industry known for steel production, automobiles, building

materials, and many other items. These manufacturing products are easily transported to the

nearby Rhine River, Germany’s major commercial waterway, and then on to the North Sea and

the Atlantic Ocean to trade with the world!


1. Germany has the strongest in Europe.

2. Germany has a climate, which is good for agriculture.

3. is the driving force behind Germany’s economic success.

4. The Valley is densely populated. It holds massive deposits of natural

needed for German industry.

Incredible Italy!

Italy attracts millions of tourists every year because of its spectacular scenery,

beautiful weather, and fascinating history and culture. Italy enjoys a moderate

climate with generally cool winters (colder in mountain regions) and warm

summers. Mountains cover about 70 percent of the country.

Chapter 23

What Language Do You Speak?Europe is a continent of diverse languages. Some are in

the same language family, so people from one country can

often understand the language of people from another country. Many Europeans are bilingual

(speak two languages) or multilingual (speak several languages). The

native languages in Europe belong to the Indo-European language

family. Branches of the Indo-European family include the Germanic

languages, Romance languages, and Slavic languages. The Germanic languages and Romance

languages use the same alphabet, while the Slavic languages use a Cyrillic alphabet based on

ancient Greek letters.

• Germanic: Examples include German and English. English is spoken in more parts of the

world than any other language.

• Romance: Examples include French and Italian. The Romance languages are based on Latin,

the language of the ancient Romans.

• Slavic: Russian is an example of a Slavic language.

Essential SkillsRead each clue below. First, fill in the answer at the end of the clue. (Look up things you don’t

know on a map of Europe.) Then, write G for Germanic, R for Romance, and S for Slavic in the box.

1. This language is spoken in the United States.

2. This language is spoken in the country that is shaped like a boot.

3. This language uses an alphabet based on Greek letters.

4. People who speak this language live directly south of the United Kingdom.

5. This language is in the same family as English.



SS6G11 The student will describe the cultural characteristics of Europe.

a. Explain the diversity of European languages as seen in a comparison of German, English, Russian,

French, and Italian.

b. Describe the major religions in Europe; include Judaism, Christianity, and Islam.

c. Explain how the literacy rate affects the standard of living in Europe.

Word Definitiondiverse: different andvaried

Hello (Russian)

��

What’s Your Religion?

Three major religions in Europe include Judaism, Christianity, and Islam.

• Judaism is the religion and culture of the Jewish people and the first recorded faith to worship

only one God. The beliefs and history of Judaism make up the historical foundation of many

other religions, including Christianity and Islam.

• Christianity is a religion based on the teachings of Jesus Christ. Its sacred scripture is the Bible.

• Islam is the religious faith of Muslims founded by Muhammad in the 7th century. Allah is the

sole deity and Muhammad was his prophet.

Christianity is the dominant religion in both Western Europe and Eastern Europe. There are

two major divisions: Catholic and Protestant. The majority of Christians in Europe are Catholic,

and are concentrated in the southern region in countries like France, Spain, and Italy. More

Protestants are found in northern countries like Germany and the United Kingdom. Most

Eastern Europeans (including Russians) practice Eastern Orthodox Christianity.

There have been small populations of Jews in Europe for centuries. Today, most European

Jews live in France, the United Kingdom, Russia, and other countries that were formerly part of

the Soviet Union.

Many Muslims are immigrating to Western Europe, making Islam the fastest growing religion

in Europe. Muslim populations are highest in France, Germany, and the United Kingdom. There

are large Muslim populations in Eastern European countries like Albania and Bosnia.

Essential SkillsRead each statement below. Write J for Judaism, C for Christianity, or I for Islam next to each

one.

1. This faith is the historical foundation for Christianity and Islam.

2. This faith is the dominant religion in Europe.

3. France, Spain, and Italy follow this religion.

4. This religion is the fastest-growing religion in Europe.

5. Most Russians follow this religion.

6. Many followers of this religion live in countries that used to be part of the Soviet Union.

7. Muhammad founded this religion in the 7th century.



About two-thirds of Italians live in the northern part of the country, home to most of Italy’s

industry and agriculture. Because of their location close to central Europe, the industrial cities

in northern Italy can trade easily with other European countries. Grapes, often grown along

mountainsides, are Italy’s most valuable crop. Italian grapes have made Italy the

largest wine producer in the world.

Italy has few mineral resources, and has to import most of its raw materials

for industry. Tourism is the country’s most important industry. Tourists flock to

Italy to enjoy its climate and view ancient ruins and magnificent art from some of

history’s most famous artists like Leonardo da Vinci and Michelangelo.

Quick ReviewFill in the lists below. Use the word bank to help you. Some words may be used more than

once.

Germany Italy

Climate

Most Important Industry

Natural Resources

Highly Populated Area

Trade



Mona Lisa byLeonardo da Vinci

tourism westmoderate access to rivers and seafew minerals manufacturingcoal and iron ore close to central Europenorth

Word Bank

Reading is Essential!One factor that has a huge effect on a country’s economic

health and its citizens’ standard of living is the literacy rate.Literacy is the ability to read and write. A standard of living is

often determined by one’s education and income. A country

that improves the literacy rate among its citizens will improve

the standard of living within that country and improve its economy. Educated and skilled

workers are an important factor in a country’s economic growth!

In general, European countries have high literacy rates close to 100 percent and

good standards of living. France and Germany are good examples. Both countries

have 99 percent literacy rates and high standards of living. Both countries place great

emphasis on education and have many universities. The concept of kindergarten to get

children learning at an early age was started in Germany.

However, literacy rates do not always tell the whole story. In Russia, for example, there is a

high emphasis on education and the literacy rate is 99 percent, but the economy has struggled

since the breakup of the Soviet Union in 1991. The Russian emphasis on science and math

education did not provide many students with skills needed in the new market economy.

Unemployment was a serious problem. The good news is that change is taking place in Russia,

and the standard of living and economy are improving.

EnrichmentCircle the correct answers below.

1. The standard of living is determined by:

a. income b. education c. both

2. Literacy is the ability to:

a. read b. write c. both

3. A country with a high literacy rate typically has a high .

a. standard of living b. death rate c. number of doctors

4. The literacy rate and standard of living in Europe are:

a. low b. high c. not measured

Look-It-Up!Use the Internet or an encyclopedia to look up the literacy rates for other European countriesyou are studying, including Belgium, Italy, Poland, Spain, Ukraine, and the United Kingdom.

Make a chart on a separate piece of paper. Do you see much difference in their literacy rates?



Word Definitionstandard of living:measure of a nation’s

quality of life based on income,education, life expectancy, andother factors

Chapter 24

Let’s Look at GovernmentsThere are many different forms of government. The two most

common democratic governments are parliamentary systems(legislature holds power) and presidential systems (power

divided between branches). Governments also distribute power

and determine how citizens participate differently:

Distribution of power: • Unitary: central government has all power

• Confederation: loose alliance; political units control their own laws; central

government makes decisions only on issues that affect the entire group

• Federal: power divided between central government and smaller political

units

Citizen participation:• Autocracy: one leader controls power; citizens do not participate

• Oligarchy: small group controls power; they are the only citizens

who participate

• Democracy: people have full and equal rights to participate




SS6CG5 The student will explain the structure of modern European governments.a. Compare the parliamentary system of the United Kingdom of Great Britain and Northern Ireland

(United Kingdom), the federal system of the Federal Republic of Germany (Germany), and the

federation of the Russian Federation (Russia), distinguishing the form of leadership and the role of the

citizen in terms of voting and personal freedoms.

b. Describe the purpose of the European Union and the relationship between member nations.

U.S. Capitol, Washington, D.C.

Big Ben and Parliament Buildings, London, England

SS6CG4 The student will compare and contrast various forms of government.

For detailed information and activities for this standard, see

pages 37-40.

R E A D : I M P O R T A N T I N F O R M A T I O N


1. The legislature holds the power in a presidential system.

2. Citizens participate fully in a democracy.

3. Citizens participate fully in an autocracy.

4. The central government controls all power in a unitary system.

5. Federal systems divide power between a central government and smaller units.

Modern European Governments

There are several types of government in Europe. The governments of the United Kingdom,

Germany, and Russia are described below.

• The Federal Republic of Germany (Germany) has a federal system of government, which

means that power is shared between a central government and 16 state governments.

Germany’s leadership includes a president and a chancellor. The president is the head of state

but has little political power. The chancellor is the powerful head of government. He is elected

by one of the houses of Germany’s Parliament. The two houses of the legislature (Parliament)

are the Bundestag and the Bundesrat. Germany’s constitution guarantees basic rights and

personal freedoms like the right to vote, equal rights, and freedom of speech, religion,

and press.



SPECIALASSEMBLY

THE VOTERS(citizens over 18)

STATEGOVERNMENTS

PRESIDENT BUNDESTAG BUNDESRAT

CABINET PARLIAMENTCHANCELLOR

elects

appoints elects

elects deputies to appoint members to

makes up the

selects

Structure of Germanyʼs Government

• The Russian Federation (Russia) is a federation established in 1991 where power is divided

between a central government and 89 smaller political units. The Russian government was

established in 1991 when the Soviet Union dissolved. Its leader is a president elected by the

people. The president then appoints a prime minister, who is second-place in leadership.

Russia’s legislature, the Federal Assembly, has two houses called the Federation Council and the

State Duma.

Russia ratified a new constitution in 1993. It

guarantees basic rights and personal freedoms like

the right to vote, equal rights, and freedom of

religion, speech, and the press. Other important

rights granted, which were often denied during

Communist rule, include the right to private

telephone calls and mail correspondence, and

freedom of movement, which allows citizens to leave Russia and come back freely.

• The United Kingdom of Great Britain and Northern Ireland (United Kingdom) has a

parliamentary system of government. The leadership of the United Kingdom includes a

monarch (king or queen) as the ceremonial head of state. The monarch, who today is Queen

Elizabeth II, has very little power. The prime minister is the head of government. The power in

the UK’s government lies with Parliament (the legislature), which makes the country’s laws and

elects the prime minister. Parliament has two houses—the House of Commons and the House

of Lords. Citizens are granted basic rights and personal freedoms like the right to vote and

freedom of speech, press, religion, and assembly.

Think About ItComplete the table below comparing the governments of the UK, Germany, and Russia.



Govt. System Leadership Legislature Freedoms

United Kingdom

Germany

Russia

The Kremlin, Moscow, Russia




Quick Review Circle the correct answer to each question.

1. The monarch has the most power in the government of the United Kingdom. Yes No

2. The United Kingdom has a parliamentary system of government. Yes No

3. The German chancellor is more powerful than the president. Yes No

4. Germany has a federal system of government. Yes No

5. In Russia, power is divided between a central government and many political units. Yes No

6. Russia’s leader is elected by the people. Yes No

Background CheckAlthough Russia’s constitution calls for freedom of the press, that freedom is not alwaysguaranteed in the former Communist country. Reporters Without Borders, an organization

that monitors freedom of the press, ranks Russia very low on its list of press freedom among countriesaround the world.

The European UnionThe European Union (EU) is an organization of more than 25 European countries originally

founded to encourage trade within Europe. Today, it has grown into a

very strong multinational union and the world’s leading trade power. The

EU even has its own flag! The EU’s purpose is:

• To create a peaceful, stable environment between European countries

• To promote free trade among members leading to one common market

• To help ensure the safety and security of member nations

• To cooperate and assist each other in social issues such as preserving the environment and

protecting human rights

The EU has built a strong relationship between its member nations. Dropping all tariffs has

led to greatly improved trade and higher standards of living among members. Wealthier

countries are sharing their wealth with poorer countries. Countries are helping improve their

environment by setting up strict environmental standards. Workers are allowed to cross borders

easily to work in other EU countries. A Court of Human Rights has been established to protect

citizens’ rights in member countries.

One of the most important accomplishments of the European Union is the establishment of

a single currency called the euro. Now, countries that use the euro do not have to worry about

exchanging currency or about constantly changing exchange rates. The euro makes trade

easier, more efficient, and less costly!



Essential SkillsPut a check mark next to the benefits of the European Union.

Free school funding Free trade

Increased number of television stations Higher standards of living

Protection of the environment Single currency

Workers can work in many other countries Lower income taxes

Look-It-Up!

Use an encyclopedia or the Internet to find out how many members the European Union has

today. Write the number here. What was the last country (or countries)

to join?

Chapter 25



��

��


SS6E5 The student will analyze different economic systems

c. Compare the basic types of economic systems found in the United Kingdom, Germany, and Russia.

SS6E5a and b are covered on pages 45-46.

SS6E5a. Compare how traditional, command, and market

economies answer the economic questions of 1-what to produce,

2-how to produce, and 3-for whom to produce.

SS6E5b. Explain how most countries have a mixed economy located

on a continuum between pure market and pure command.


Essential SkillsComplete the chart below comparing the economies of the United Kingdom, Germany, andRussia.


1. List the three basic questions economic systems have to answer. _________________

_______________________________________________________________________

2. Next to each question below, write T for traditional system, C for command system, and M for

market system.

a. The government controls what is produced and how it is produced.

b. Supply and demand determines what is sold and how much it costs.

c. People make what they need to survive.

3. The most common economic system today is:

a. command b. market c. mixed

Think About ItHistory shows that command economies typically have not been successful, growingeconomies. Why do you think that is the case?





What the Government

Controls

United Kingdom

Germany

Russia

Chapter 26

It’s Time to TradeCountries sometimes set up trade barriers to restrict trade because they want to sell their

own goods to their own people. They don’t want foreign competition to come in with lower

prices! Just about every country has some restrictions on foreign imports. Trade barriers

include:

• Tariffs are taxes placed on imported goods. Tariffs cause the consumer to pay a higher price

for an imported item, increasing the demand for a lower-priced item produced domestically.

• Quotas are restrictions on the amount of a good that can be imported into a

country. Quotas can cause shortages that cause prices to rise.

• Trade embargoes forbid trade with another country.

Trade in Europe

The European Union (EU) was primarily established to set up free trade among countries in

Europe. Today, the EU is a powerful trade bloc, making up one-fifth of the world’s trade.

Products produced in Europe can now move freely, without tariffs, to other EU member nations.

This free trade leads to tremendous cost savings for European consumers and businesses!

In order to protect its members, the EU sometimes establishes quotas on trade with other

nations. For example, the EU placed quotas on clothing imports from China when EU members

with strong textile industries (like France and Italy) complained about cheap import prices. The

EU also has internal quotas. For example, the EU strictly limits the amount of fish a boat can

bring to port in order to give countries equal fishing advantage.

The EU will also embargo imports from foreign countries if that country doesn’t follow

specific quota rules. Embargoes are also put in place for safety reasons, such as an embargo

against African fish products due to unsanitary water conditions. The EU may also embargo

imports from countries for political reasons, such as a country that violates its citizens’

human rights.



SS6E6 The student will analyze the benefits of and barriers to voluntary trade in

Europe.

a. Compare and contrast different types of trade barriers such as tariffs, quotas, and embargoes.

b. Explain why international trade requires a system for exchanging currencies between nations.

Economics Makes the World Go Round!There are three basic types of economic systems. Traditional systems are found in

agricultural societies where people make what they need to survive. In a command system, the

government controls all production and distribution. In a market system, supply and demand

determines what is produced and sold. Most countries have mixed economies that fall

somewhere in between pure market and pure command economies. Every economic system

has to answer three basic questions: What to produce? How to produce? For whom to produce?

Economies in Europe You’ll find several types of basic economic systems during your

study of Europe:

• The United Kingdom has a mixed market economy that ranks as the

second-largest economy in the European Union. Service industries

like banking, insurance, and business services account for most of the

UK’s gross domestic product (GDP). Since 1979, the British

government has turned over many state-owned companies like British

Steel, British Coal, and British Airways over to private ownership

(business), setting up free market competition instead of government

control.

• Germany has a mixed economy known as a social market economy. It

combines three things: a market system (free enterprise and

competition), some state control, and social welfare where help is given

to the poor. In 1990, when West Germany and East Germany were

united, West Germany absorbed huge costs bringing East Germany’s

command economy into its market system. Despite that setback, the

new Germany has emerged as the strongest economy in Europe!

• Russia has a mixed market economy. The Russian economy

has struggled as it transitions from a command economy under

the Soviet Union government to a market economy today. Many

government-owned companies are being sold to the private

sector (business), but Russia still faces financial problems and

huge costs to upgrade its old manufacturing plants and industries

to modern, more efficient standards.

Essential SkillsIn your own words, define a market economy.



Quick QuizDecide if the examples below represent a tariff, quota, or embargo. Write the correct wordnext to each example.

1. Only 3,000 pairs of American blue jeans can enter France.

2. The U.S. charges an extra 10 cents per pound on bananas from Costa Rica.

3. No Brazilian beef can be sold to Spain.

4. Only 10,000 barrels of oil can be delivered from Saudi Arabia to Italy this month.

5. The EU will not accept any products from an African nation because its government

will not allow free speech or freedom of religion.

Your Money = My Money!Because every country does not use the same type of money,

international trade requires a system for exchanging currencies between nations.

Money from one country must be converted into the currency of another country to

pay for goods in that country. This system is called foreign exchange. The exchange rate is how

much one currency is worth in terms of the other. For example, an exchange rate of 5 euros to

the dollar means that five euros are worth the same as one dollar.

The European Union took a big step in simplifying currency exchange when

it established the euro as the common currency for its member nations. This

one common currency has made trade—and travel—much easier within

Europe! The euro bills all look the same, but the coins have a standard euro

design on one side and symbols from individual countries on the other side.

Special Economics InfoThe value of the euro in relationship to the dollar changes frequently. Let’s say that one euro isequal to 1.5 American dollars. Using that exchange rate, answer the questions below.

1. Which is worth more: one euro or one American dollar? Explain your answer.

2. You want to buy a purse in Italy that costs 30 euros. How much do you need in American dollars to buy

the purse?

3. You have $75 dollars. Do you have enough money to buy a jacket in France that costs 55 euros?

Yes No4. Your friend from Spain has 4 euros. Does he have enough money to buy a hamburger and fries for $5.95?

Yes No5. Considering the exchange rate listed above, would an American traveling in France be pleased about the

exchange rate? Why or why not?



Chapter 27

Influences on Economic GrowthThere are basic factors that influence economic growth in any

part of the world. They are the productive resources used to produce goods and

services. They include human capital (people who perform labor), capital(factories or machinery), and natural resources (things that come from the land like

minerals or trees). Another factor is entrepreneurship, which includes the ideas,

innovation, and risk involved in starting a business.

Economists measure a nation’s economic performance by a standard called Gross DomesticProduct (GDP). The GDP is the total market value of the goods and services produced by a

country’s economy during a specific year. Economists use it to determine the health of a

country’s economy and compare it to other economies. Since Germany and the United

Kingdom have two of the strongest economies in Europe, they have high GDPs. Russia and

Ukraine are slowly working their way out of the former Soviet Union’s command economy, so

they have lower GDPs.


1. List four productive resources used to produce goods and services.

a. b.

c. d.

2. What is the Gross Domestic Product, or GDP?



SS6E7 The student will describe factors that influence economic growth and examine

their presence or absence in Europe.

a. Explain the relationship between investment in human capital (education and training) and gross

domestic product (GDP).

b. Explain the relationship between investment in capital (factories, machinery, and technology) and

the gross domestic product (GDP).

c. Describe the role of natural resources in a country’s economy.


How to Raise Your GDP!How a country manages its productive resources makes a big difference in

the strength of its economy. For example, investment in human capitaldelivers long-lasting rewards. Studies have shown that investment in

education and skills training clearly correlates to a higher GDP. Education

creates a smarter and more productive workforce, which leads to greater economic growth.

There is also a clear relationship between investment in capital like factories, machinery,

and technology and GDP. Examples include a company building a new factory or buying new

computers. Investment in capital equipment helps economic growth by providing workers with

the best and newest tools, making them more productive.

Most European countries have good education systems and strong capital investment. With

its booming economy and emphasis on education, Germany is an example of how investment

in people and capital equipment leads to economic strength. Germany’s government has

established vocational schools and universities to train its workforce. Investment in capital

equipment is a priority for German companies and the German government.

In contrast, Russia and Ukraine have much lower GDPs than many other European

countries. Both countries are rebuilding their economies after suffering serious financial

problems once they became independent in the early 1990s. In Ukraine, educational systems

suffered because there was little money for schools or teachers’ salaries. In Russia, years of low

capital investment have left manufacturing plants with old, outdated technology.

Essential SkillsThe chart below shows GDP per capita (per person) in Europe. Study the chart and answer thefollowing questions.

1. List the countries with the four highest GDPs.

Do these countries have high or low investment in education and capital equipment?

2. List the countries with the three lowest GDPs.

Do these countries have high or low investment in education and capital equipment?

3. What type of economy did the countries with the lowest GDPs have prior to 1991?

GDP Per Capita for Selected European Countries



50,00040,00030,00020,00010,000

Belgium

France

Germany

Italy

Poland

Russia

Spain

Ukraine

United

Source: CIA World Factbook (2007)

Kingdom

Natural Resources and EntrepreneursOne reason that the United Kingdom and Germany have

successful economies is because they have many naturalresources. Natural resources have an important role in any

nation’s economy. They are the fuel for industry and a source

of income when exported to other countries. The United

Kingdom has valuable reserves of coal, oil, and natural gas.

Germany has rivers, forests, and large deposits of coal and iron

ore. Russia also has many natural resources, but they are located

in remote areas and it is difficult and expensive to harvest them.

Entrepreneurs have a vital role in any country’s economy. They come up with new ideas and

use human, capital, and natural resources to bring their ideas to the marketplace. They must be

willing to take risks, and often share those risks with others by borrowing

funds from a bank or a wealthy investor. Entrepreneurs are valuable

because they introduce innovative products and help economies adapt

to changing conditions—a common occurrence in our fast-moving,

global society!

Although small businesses are the cornerstone of many European economies, European

countries do not have as much entrepreneurial activity as the United States or developing

countries in Latin America or Asia. The reasons include high taxes, lots of regulations, and job

security. Since entrepreneurs are such an important factor in economic growth, the EU is

urging its members to reduce taxes and regulations on small businesses and helping set up

training programs on how to run a business.

Quick QuizFill in the blanks below. Use the Word Bank to help you, but you may not need all the words in it.

1. Natural resources provide fuel for and are

to other countries to make money.

2. has lots of natural resources, but it’s difficult and expensive to get to them.

3. Entrepreneurs help economic growth because they introduce and help

countries adapt to in the marketplace.



Word Definitionentrepreneur:someone who has an

idea for a good or service and takes

the risks to produce it

Word Bankimported United Kingdomchanges innovationRussia industryexported




Special Economics InfoThe taxes collected by a country’s government are part of its GDP. If taxes are a high percentage of the GDP, that means

that businesses pay high taxes to the government and keep less for profit. Study the chart below and answer the following questions.

1. If you wanted to start a small business in one of the three countries

listed in the chart, which country would you choose?

2. Why did you choose that country?

3. Why would high taxes discourage someone from starting their own business?

Chapter 28



Taxes as Percent of GDP

France Germany UnitedStates

20%15%10%5%0%


SS6H6c (Trace the colonization of Australia by the United

Kingdom) is covered in the Australia section on pages 176-179.


SS6H6 The student will analyze the impact of European exploration and

colonization on various world regions.

a. Identify the causes of European exploration and colonization; include religion, natural resources, a

market for goods, and the contributions of Prince Henry the Navigator.

b. Trace the empires of Portugal, Spain, England, and France in Asia, Africa, and the Americas.

d. Explain the impact of European empire building in Africa and Asia on the outbreak of WWI.

Exploring the World

Life in Europe changed dramatically from about 1450 to 1700—the Age of Exploration. Why?The desire for increased trade and better routes to Asian markets led European explorers toventure out into the oceans and discover lands they never knew were there!

Major reasons for exploration included:

• Spice Trade – For centuries, European traders had traveled to ports inthe eastern Mediterranean Sea to buy spices and other goods (like silk)from Asian merchants who had traveled across Asia. Spices like pepper,cinnamon, and cloves were in high demand in Europe to preserve foodand improve its flavor. Since it was very costly to transport spices suchlong distances, Europeans decided to look for a new, shorter routeacross Asia.

• The Renaissance Movement – A spirit of curiosity about the world was born during this timeof renewed interest in learning and the arts from the late 14th to 16th centuries.

• Desire for New Land – In the 1400s, the nations of Europe competed with each other forpolitical and economic power. One way that these countries improved their economic strengthand influence was to explore new lands and find valuable natural resources. Establishingcolonies also provided new markets for their goods.

• God, Gold, & Glory – While many explorers desired fame or riches,others (especially Catholics) wanted to spread their religion ofChristianity and diminish Muslim influence.

• New Equipment – Advances in navigational equipment and sailing ships made long voyagespossible. Prince Henry the Navigator was a Portuguese prince and naval commander whofounded a school of navigation for sailors in 1450, paid for expeditions to the west coast ofAfrica, and employed mapmakers to create detailed maps of new explorations. Prince Henry’sshipbuilders also developed a small, light sailing ship called the caravel that could usetriangular sails known as lateen for use along the coast or square sails for the open ocean.



Caravel with lateen sails Caravel with square sailsPhotographs provided by the Brazilian Navy


1. Portugal’s rulers had no interest in exploration or in using the seas for trade.

2. Portuguese navigator Vasco da Gama and his crew were the first Europeans to reach India by sea.

3. Brazil was colonized by Spain.

4. Portugal was more interested in conquering a land and its people than in trade.

The Strong Spanish Empire

Spain’s exploration and colonization was led by the voyage of

Italian Christopher Columbus in 1492. Columbus reached the

Caribbean Islands in an effort to reach Asia by a new route. In 1519,

Spain financed the voyage of Portuguese explorer FerdinandMagellan, who headed south and west, rounding the tip of South

America and finally reaching the Philippine Islands after 18 months at

sea. Magellan died there, but his crew returned home after sailing

around the entire world and proving that the earth was round!

Spanish explorers soon conquered the powerful Inca and Aztec empires in what is now Peru

and Mexico. They established colonies and began building the Spanish empire, which

eventually became the largest and strongest of the colonial empires. The Spanish made a lot of

money from the gold and silver they found in the Americas and used much of it to finance

military wars and buy Asian spices, silk, and cloth. Spreading the Catholic religion was an

important part of Spanish colonization.

In the late 1400s and early 1500s, Spain also established a few small settlements along the

North African coast to protect their trade interests and claimed a group of islands in the western

Pacific where natives had killed Ferdinand Magellan in 1521. Spain named those islands the

Philippines for Spain’s King Philip II.


1. Christopher Columbus stumbled upon the Caribbean Islands when he was trying to find a new route to Asia.

2. The journey of Magellan and his crew proved that the earth was round.

3. The Philippine Islands were named for a Spanish queen.

4. Spain’s colonial empire included what is now Mexico, Peru, and the Philippine Islands.

5. Spain established a large settlement in southern Africa to protect its trade interests.



Columbus taking possession of America

The British Are Coming!

The British Empire was one of the most powerful empires in

world history, controlling about one-fifth of the world’s land at its

peak in the early 1900s! In the 1600s and 1700s, England established

tobacco plantations in the Caribbean Islands and colonies along the

Atlantic coast of North America. Many colonists came to America seeking religious freedom.

In 1600, England chartered the East India Company to trade in the East Indies (India and

Southeast Asia) and soon established a colonial presence in India. India eventually came under

British rule in 1858. England first explored Australia in the late 1600s and established a strong

colonial presence there in the late 1700s after the American colonies

became independent.

One of the major reasons England established colonies was for

mercantilism, an economic policy where the colonies helped the mother

country by providing valuable natural resources and a market for the

goods produced in the mother country. This system required strict

controls, leading to the rebellion of the American colonies in the 1700s.

Don’t Forget France!

The French settled in North America once French explorer Samuel de Champlain founded the colony of Quebec as a trading post in 1608.

They then moved down the Mississippi River and claimed the central part

of what is now the United States. By the 18th century, France controlled

Canada, Louisiana (central North America), several islands in the

Caribbean, and some outposts in India and on the West African coast.

Like the Spanish, they were very interested in spreading their religion to

any lands they colonized.

Background CheckEuropean exploration also expanded the slave trade as European countries took blacks fromWest Africa and brought them to the New World to work the land and replace many

indigenous people who had died of diseases brought by Europeans. An estimated 10 to 12 million Africanswere forced into slavery from about 1500 to 1800.

Most of the Africans taken were men between 18 and 30 years of age. What are some effects this wouldhave had on African families and villages?

Samuel de Champlain



Essential SkillsMatch the reason for exploration on the left with the correct description on the right.

1. New equipment a. spirit of curiosity about the world

2. New land b. spread religion

3. Spice trade c. made long voyages possible

4. Renaissance Movement d. motivation to find new route to Asia

5. God, Gold, & Glory e. improved economic strength and influence

Think About ItList four accomplishments of Prince Henry the Navigator.

1. 2.

3. 4.

Empire BuildingThe countries of Portugal, Spain, England, and France led the exploration and colonization

movement and built individual empires across the Americas, Africa, Asia, and Australia.

Portugal Leads the Way

Portugal led the way in exploration. This small country on the

western edge of Europe was a land of experienced sailors who had

traveled the seas in search of trade for centuries. Portuguese

monarchs like Prince Henry the Navigator understood their country’s

dependence on the sea and eagerly financed exploration ventures.

First, the Portuguese explored the west

coast of Africa and established trade in

gold and slaves. In 1497, Portuguese navigator Vasco da Gama sailed

around the Cape of Good Hope at the southern tip of Africa and

continued on to India. He and his crew were the first Europeans to

reach India by sea. Next, the Portuguese established settlements in

Brazil in South America. Brazil provided gold and sugar to Portugal.

By the 1600s, Portugal had established trading posts in important

coastal areas of Africa and Asia. Portugal was more interested in

trade than in taking over a land and its people.



Prince Henry the Navigator

Vasco da Gama

Quick ReviewFill in the blanks below. Use the word bank to help you.

1. England established colonies in the

Islands and coast of North America.

2. The Company

established trade between England and India and Southeast Asia.

3. became officially ruled by Britain in 1858.

4. is an economic policy where colonies exist

to increase the wealth of the mother country.

5. became more important to Britain after

losing the American colonies.

6. Samuel de Champlain founded a trading post at

in 1608.

7. France called their territory in central North America .

Write About ItPretend you are planning an expedition along the coast of Africa. Write a letter to PrinceHenry the Navigator asking for assistance. Be sure to tell him where you are going, why you are

going, and what specific things you would like him to provide.



WordBank

IndiaCaribbeanLouisianaAtlantic

AustraliaEast India

mercantilismQuebec

Map SkillsStudy the map of European colonization in the New World and answer the questions below.

1. What countries had colonies in North America and Central America?

2. What countries had colonies in South America?





P a c i f i cO c e a n

A r c t i c O c e a n

Chukchi Sea

B e a u f o r t S e a

Caribbean Sea

Hudson BayGulf of Alaska

B a f f i n B a y

Gulfof

Mexico

Bering Sea

GREENLANDGREENLAND


CANADACANADA

MEXICOMEXICO

THE BAHAMASTHE BAHAMASCUBACUBA

BELIZEBELIZE

ARGENTINAARGENTINA

BOLIVIABOLIVIA

COLOMBIACOLOMBIA

PERUBRAZILBRAZIL

GUIANAGUIANA

CHILECHILE

PARAGUAYPARAGUAY

URUGUAYURUGUAY

English colonies

French colonies

Spanish colonies

Portuguese colonies

Dutch colonies

1000 Miles0

1000 Km0

Colonies in the New World, 1700



The New Imperialism

Imperialism is the policy of obtaining and occupying colonies to form an empire. In the late

1800s, a period of New Imperialism emerged as almost every European country tried to secure

colonies in Africa, Asia, and the Western Pacific region.

In 1884, European nations divided Africa into colonies at the Berlin West Africa Conference.

This division became known as the “Scramble for Africa.” The European countries desired to

use these colonies for natural resources and new markets for their goods as well as for strategic

advantage in case of war or another type of conflict.

Map SkillsStudy the map of European Colonies in Africa and Asia in 1914. Follow these directions:

1. Circle the British colonies in red.2. Circle the French colonies in green.3. Circle the Portuguese colonies in blue.4. Circle the Spanish colonies in orange.5. Which country controlled the most territory? _________________________________

1000 Miles0

1000 Km0

Netherlands

Denmark

Italy

Belgium

Spain

Portugal

Germany

France

United Kingdom

Areas Under European Control, 1914



Empire Building Leads to WarIn 1914, World War I started in Europe. It began between

the countries of Austria-Hungary and Serbia, but soon grew

into a global war of 32 nations. On one side of the war were

the Allies—Great Britain, France, Russia, Serbia, and Belgium.

On the other side were the Central Powers—Germany, Austria-Hungary, Bulgaria, and the

Ottoman Empire. The United States came in on the side of the Allies in 1917.

There were several major causes of World War I:

• European alliances: European countries had joined alliances to better protect themselves. If

one member was attacked, the others were obligated to help that country.

• Nationalism: Citizens felt fierce pride in their countries. Many groups wanted to be free from

the control of other nations.

• Imperialism: Rivalries developed as countries tried to grab colonies. Conflicts had occurred

over control of colonies in Africa and Asia. European countries resented and distrusted each

other.

• Militarism: Countries had built strong armies and navies to defend their own countries and

their colonies. Tensions built as countries watched each other build up military power.

The actual event that sparked WWI was the assassination of the Austrian Archduke Francis

Ferdinand in 1914. He was the heir to the Austrian-Hungarian throne. Ferdinand was killed by

a Bosnian Serb who wanted to free Bosnia from the Austro-Hungarian Empire and unite it with

Serbia. European empire building in Africa and Asia helped lead to World War I because

countries had built up resentments toward each other, had developed strong militaries to

protect their colonies, and felt fierce pride in their countries and its possessions.


1. If Europe had not divided itself into alliances, do you think World War I would have spread to as many

countries as it did? Explain your answer.

2. Next to each cause of WWI below, write how empire building affected it.

a. Nationalism:

b. Imperialism:

c. Militarism:

Word Definitionalliance: a union of

countries to achieve a

particular goal






Chapter 29

The World After WWI

World War I had a profound effect on world history.

Europe suffered terrible destruction, and nearly 22 million

soldiers and civilians died. The results of this conflict

ultimately led to economic crises, radical changes in

government, and a decline in the power of many European

countries. The world would never be the same!

The Treaty of Versailles

The treaty that ended World War I was

known as the Treaty of Versailles. Signed in

Versailles, France in 1919, it forced Germany to

accept blame for the war. Germany was

required to:

• Give up one million square miles of landafter the war. Some of the land had been seized

by Germany prior to the war. Much of the land that

was lost was rich in natural resources that could have been used to generate income.

• Accept full responsibility for causing the war and pay reparations to other countries for the

losses and damage they had suffered. This was difficult because Germany had to rebuild its

own economy and country too.

• Limit its armed forces and stop production of nearly all war materials. It was also prohibited

from uniting with Austria.

Germans greatly resented the restrictions put on it by the Treaty of Versailles, and began to

rise up in protest as economic conditions worsened. Germany also became isolated from and

distrusted by other countries.


a. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles,

worldwide depression, and the rise of Nazism.

Word Definitionreparations: payment

by a government to a

group of people for loss or

damage

Signing of the Treaty of Versailles



The Treaty of Versailles also created the League of Nations, a group of nations that vowed to

work together to ensure that a world war would never occur again. The United States Senate did

not ratify the Treaty of Versailles and never became a member of the League of Nations. The

League turned out to be weak because it had no enforcement powers.


1. List fourrestrictions that theTreaty of Versaillesput on Germany.

2. How did Germansfeel about thistreaty?

The Russian RevolutionFor many years before World War I, Russian citizens had suffered under the

rule of Tsar Nicholas II. The ruling class held the country’s wealth, and the

peasants barely had enough food to eat.

Russia fought on the side of the Allies in World War I and

suffered terrible losses. By 1917, Russians were tired of food

shortages, shivering from coal shortages, and exhausted by war. Workers united

against the Russian ruler, overthrew the monarchy, and killed Nicholas and his

family. This is known as the Russian Revolution. A revolutionary group called

the Bolshevik (Communist) party seized power and established the Soviet Union

under a leader named Vladimir Lenin.

Treaty of Versailles (1919)

Tsar Nicholas II of Russia

Vladimir Lenin

1.

2.

3.

4.



Rise of NazismAfter World War I, a democratic government called the Weimar Republic took hold in

Germany. Unfortunately, this government faced huge problems. Germany’s people and its

economy suffered heavily after Germany was forced to pay reparations to countries devastated

by World War I. Millions of Germans could not find jobs, there were riots in the streets, and

Germans did not believe their leaders could improve the situation.

A political party named the Nazi Party began to attract the attention of

dissatisfied Germans, largely through powerful speeches by its leader, Adolf

Hitler. Hitler wrote a book called Mein Kampf (My Struggle), where he

described his ideas to strengthen Germany, his belief that Aryans (Germans)

were the “master race,” and his racist feelings against Jews, Slavs, gypsies, and

blacks. The Nazis believed in fascism, where a strong central government is

controlled by the military and run by a dictator.

The Nazis grew in power because they:

• Offered cures for Germany’s economic problems

• Appealed to German nationalism by calling for an increase in armed forces and expansion of

German territory in violation of the Treaty of Versailles

• United Germans against Jews by blaming Jews for Germany’s problems

• Convinced Germans that they could protect them from potential enemies

like Russia

• Organized private, armed groups to terrorize anyone who opposed them

• Few people spoke out against them inside or outside Germany.

Hitler came to power in 1933 when the president of the Weimar

Republic named him as chancellor. Hitler quickly destroyed the

democratic government and became a dictator. He and the Nazi Party had

achieved their first goal: to dominate Germany.

Look-It-Up!One of the Nazi Party’s private armies had a name you will recognize from amovie. See if you can find the name of that group. Hint: In the movie, their

uniforms are white!

Adolph Hitler



Quick ReviewFill in the blanks in the paragraph below. Use the Word Bank to help you. One term is usedtwice.

The was Germany’s government after WWI. They faced huge

problems including and . Germany’s

was suffering since Germany had to pay after the

war. Soon, the , led by , began to attract

people to its message. This group grew in power because they offered to

Germany’s economic problems, appealed to German , and offered

from enemies like Russia. They also had private that

frightened anyone who opposed them. became a dictator in total

control of Germany.

Chapter 30

World War II EruptsAfter World War I, strong dictatorships took hold in Germany under Adolf Hitler, Italy under

Benito Mussolini, and Japan under Emperor Hirohito. These aggressive governments began to

take over countries near them and formed an alliance known as the Axis Powers. The AlliedPowers opposing them included Great Britain, France, the Soviet Union, and the United States.

Adolf Hitler riots solutions protection

Nazi Party reparations nationalism unemployment

economy armies Weimar Republic

Word Bank


b. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of

Superpowers.

c. Explain how the collapse of the Soviet Union led to the end of the Cold War and German

reunification.



Quick QuizPut a check mark next to the items that are true about the Russian Revolution.

1. Russian citizens were happy and wealthy under Tsar Nicholas II.

2. Russia suffered terrible losses after WWI and the people were tired of being hungry, cold, and

ravaged by war.

3. Russia fought on the side of the Central Powers during WWI.

4. The Russian monarchy was overthrown in the Russian Revolution.

5. The Bolshevik, or Communist Party, took over after the Russian Revolution.

Worldwide Depression

The world economy slumped into a worldwidedepression after World War I. The European economies were

in desperate shape. They had suffered great loss of life and

property damage. They had borrowed money to pay for war

costs and now had no money to repay the debts. Industry,

shipping, and trade between countries were all affected.

European economies experienced inflation, a condition where prices rise and money loses

purchasing power—where you cannot buy as much with a dollar tomorrow as you could buy

with it today.

Background CheckThe worldwide depression affected the United States too. The United States suffered from theGreat Depression beginning in October 1929 and lasting into the 1930s. It was the longest

period of unemployment and low economic activity in modern times. By 1932, one in four Americans didnot have a job!

Scavenger HuntList four reasons for the worldwide depression after World War I.

Think About ItWhy is massive unemployment such a serious problem in any country?

Word Definitiondepression: a timewhere business is bad

and people lose their jobs

��

��



World War II started in 1939 when Germany attacked Poland, and continued until 1945 when

Germany and Japan surrendered. Many of the battles had been fought in Europe, and the

countries were devastated by terrible destruction and loss of life once again.

The Holocaust Beginning in the 1930s, Adolf Hitler tried to get rid of all the Jews in Europe.

Jews had been disliked and persecuted in Germany for hundreds of years. He

believed that his Aryan race was superior to any other race. First, he hurt the

Jews economically by ordering Germans not to shop in stores owned by Jews.

Then, his army made them leave their homes and move into crowded areas

called ghettos. The Jews were forced to work as slaves. Finally, Jews were forced into

concentration camps or death camps where they were murdered by breathing poison gas.

As Allied troops moved across Europe after Germany’s surrender, they came across some

horrible sights. The troops found the camps where Jews had been imprisoned and killed by

Adolf Hitler and his Nazi troops. Hitler was responsible for the murder of more than six million

Jews between 1933 and 1945. This terrible period of history is known as the Holocaust.

After the war, many Holocaust survivors were afraid to go back to their former homes and

many countries restricted where they could go. Finally, when the State of Israel was established

in 1948, thousands of Jewish people flooded into their new homeland.

Reading ActivityA young German-Jewish girl named Anne Frank wrote a diary during the two years she andher family spent hiding from the Nazis during World War II. Read the excerpt from her diary

below and answer the questions.

“Fine specimens of humanity, those Germans, and to think I'm actually one of them! No, that's not true,Hitler took away our nationality long ago. And besides, there are no greater enemies on earth than theGermans and Jews.” October 9, 1942

1. Why does Anne dislike the Germans even though she is German herself?

2. What does Anne mean when she says that Hitler “took away our nationality long ago”?

3. What do you think it would be like to hide and never leave your home for two years? What would

you miss?



Essential SkillsNumber the following events in the correct order.

Germans disliked and persecuted Jews.

Allied troops found German prison camps where Jews were imprisoned and killed.

Hitler ordered Germans not to shop in stores owned by Jews.

The State of Israel is established.

Jews were forced into concentration camps and killed.

Jews ordered to move into ghettos.

EnrichmentHistorians need proof to find out what happened in the past. There are two kinds of sources—primary and secondary. Primary sources are records made by people who actually

participated in an event, like letters, journals, and photographs. Secondary sources are records of an eventwritten by someone who was not there, like encyclopedia articles, newspaper articles, and books.

1. Is Anne Frank’s diary a primary or secondary source?

2. If you read a book that someone had written about Anne, would that be a primary or secondary source

about her?

It’s Cold Out There! At the end of World War II, the Allied armies freed all

the nations in Western Europe that had been conquered by

Germany, helped them form new governments, and gave

them money to rebuild their cities. Then the Allies left

Europe. Things were different, however, in Eastern Europe.

Soviet troops moved into countries like Poland, Romania, Hungary, and the eastern half of

Germany and set up their political system known as Communism where the government

controls everything.

After the war, the United States and the Soviet Union emerged as the world’s

two “superpowers” with the military and political strength to influence worldwide

events. Distrust developed between the United States and the Soviet Union. The

U.S. did not like the way the Soviets were expanding their territory. The two

countries had different beliefs and political systems, and both of them stockpiled weapons in

case of war. These feelings grew into a state of tension called the “Cold War” because it never

involved fighting. In addition to military might, the Cold War involved competition in science

(like the “space race”) and alliances with the growing nations in Asia and Africa.

Word Definitionspace race: competitionbetween the U.S. and the

Soviet Union to launch satellites andland on the moon



The “Iron Curtain” Falls

People living in countries controlled by the Soviet Union could not leave. Armed guardswatched over the borders. In a 1946 speech, British Prime Minister Winston Churchill warnedthat an “Iron Curtain” had fallen across the continent of Europe, meaning that a dividing linenow existed between Eastern and Western Europe.

Map SkillsLook at the map showing the Iron Curtain. Answer the questions below.

1. List the countries behind the Iron Curtain.

2. What country was split in two?

Hard-To-Believe-But-True!No one is sure who used the term “iron curtain” first to describe a political boundary. But it comes from the actual iron curtain used in German theaters to separate the stage from the audience in case of a fire!

FINLAND

AUSTRIA

ITALY

SPAIN

NORWAY

WESTGERMANY

FRANCE

PORTUGAL

HUNGARY

ROMANIA

BULGARIA

TURKEY

DENMARK

POLAND

CZECHOSLOVAKIA

GREECE

NETH.

BELGIUM

IRELAND

ALBANIA

YUGOSLAVIA

SWITZ.

England

English

Channel

EAST

GERMANY

U.S.S.R

(Soviet Union)

•Berlin

Iron

Curtain



Essential SkillsMatch the terms on the left to the correct definition on the right.

1. Communism a. dividing line between Eastern and Western Europe

2. superpowers b. government controls everything

3. Cold War c. country dominant in military and political strength

4. Iron Curtain d. tension between the U.S. and the Soviet Union

The Cold War Ends

The weapons buildup, space race, and continued support of its Communist countries cost

the Soviet Union a lot of money. Compounding that money drain was a faltering, stale,

command economy with little growth. All too often, government planning left many

Communist countries with barely enough food and goods to meet their citizens’ needs.

A new Soviet leader named Mikhail Gorbachev came to power in 1985. He

wanted to modernize the economy and agreed to decrease military spending to

ease international tensions. Unfortunately, the economies in Eastern Europe did

not improve and protests among the people grew louder. In 1989, Gorbachev

said that the Soviets would no longer help Eastern European governments put

down domestic protests, and countries like Poland and Czechoslovakia began to

break away from Soviet rule.

One of the most stirring examples of this new independence was the reunification ofGermany. When Germany was divided in two after World War II, the city of Berlin was divided

too. The Soviet Union controlled the eastern half of the city, and the Allies controlled the

western half. The U.S. helped West Germany set up a democratic government. In 1961, East

Germany built a wall separating East Berlin from West Berlin.

In 1989, after weeks of unrest, East Germany relaxed its

borders and allowed its citizens to travel to West Berlin and

West Germany. Overjoyed East Germans climbed atop the

Berlin Wall and began to take it apart. When Gorbachev

refused to help them, the East Germans let go of their power.

A new government was elected, and Germany was reunited

in 1990.

In 1991, a group of Soviet leaders tried to take over the government. They failed, and the

Soviet republics declared independence. The Soviet Union came to an end, and officially split

into 15 republics. The Cold War was over!

The fall of the Berlin WallPhoto by Lear21

Mikhail GorbachevPhoto by Colton Pictures






Essential SkillsWrite T for True and F for False.

1. The Soviet command economy was a strong, growing economy.

2. Mikhail Gorbachev increased Soviet military spending and continued Cold War policies.

3. Gorbachev refused to help Eastern European governments put down protests by their citizens.

4. The city of Berlin was divided after World War II.

5. Germany has never been reunited into one country.

6. The Soviet Union split into 15 republics in 1991.

Look-It-Up!Use the Internet or an encyclopedia to find the names of the 15 republics that used to be partof the Soviet Union.

List them here.

Write About It After WWII, many East Germans moved to West Germany for better jobs and living conditions.

To stop this outflow of people, East Germany built a wall. The Berlin Wall was first constructedin the dark, early morning hours of August 13, 1961. The people of Berlin woke up to find a barbed wire fence(later made of concrete) separating the city! Armed guards patrolled the wall. Families and friends wereseparated. Write about how you would feel if you lived in East Berlin and you could not leave.



Europe Review Crossword Puzzle

3

8

5

6

1

9

2

7

4

11

10

Across1 Most common economy4 Controlled one-fifth of

the world in the 1900s (2 words)8 Religion founded by Muhammad9 Currency of the European Union

10 Country that founded the colony of Quebec

11 Leader of the Nazi Party

Down1 World’s largest inland sea2 Name of the United Kingdom’s legislature3 The treaty to end WWI was signed here5 Languages such as Russian6 The persecution of many Jews7 Conflict between U.S. and Russia

(2 words)



Europe Section II Review11. What type of languages are French and Italian?

� A. Slavic

� B. Romance

� C. Germanic

� D. Latin

12. What is the dominant religion of Eastern and

Western Europe?

� A. Judaism

� B. Christianity

� C. Islam

� D. Hinduism

13. What is the fastest growing religion in Europe?

� A. Judaism

� B. Christianity

� C. Islam

� D. Hinduism

14. What government gives citizens full and equal

rights to participate?

� A. Democracy

� B. Autocracy

� C. Oligarchy

� D. Dictatorship

15. What are the Bundestag and Bundesrat?

� A. United Kingdom’s Parliament

� B. Germany’s Parliament

� C. France’s Parliament

� D. Australia’s Parliament

16. Who is Russia’s most powerful leader?

� A. Chancellor

� B. Prime Minister

� C. President

� D. King

17. Elizabeth II is queen of which country?

� A. United Kingdom

� B. Russia

� C. Italy

� D. Belgium

18. What organization encourages trade between

European countries?

� A. Allied Union

� B. Trade Union

� C. European Union

� D. Countries Union

19. What is the most common currency

in Europe?

� A. pound

� B. euro

� C. dollar

� D. peso

20. What type of economy does the United

Kingdom have?

� A. market

� B. traditional

� C. command

� D. parliamentary



Europe Section II Review21. What are taxes on imported goods?

� A. quotas

� B. tariffs

� C. embargoes

� D. interests

22. What helps raise a country’s Gross Domestic

Product?

� A. high literacy rate

� B. high prices

� C. high number of cars

� D. high population

23. Which country has the strongest economy

in Europe?

� A. Portugal

� B. Italy

� C. Ukraine

� D. Germany

24. Which is NOT a factor that encouraged world

exploration?

� A. new equipment

� B. Renaissance Movement

� C. search for new friends

� D. God, Gold, and Glory

25. Which Portuguese navigator sailed around the

Cape of Good Hope?

� A. Prince Henry the Navigator

� B. Christopher Columbus

� C. Vasco da Gama

� D. Amerigo Vespucci

26. Christopher Columbus was a famous

explorer for:


� B. Spain

� C. Portugal

� D. France

27. Whose voyage proved that the earth really

was round?

� A. Christopher Columbus

� B. Prince Henry the Navigator

� C. Ferdinand Magellan

� D. Vasco da Gama

28. Spanish explorers conquered what two

native empires?

� A. Aztecs and Incas

� B. Nez Perce and Sioux

� C. Mayans and Inuit

� D. Mohican and Choctaw

29. What did the East India Company do?

� A. Planned vacations to the East

� B. Fostered trading with the East

� C. Helped diplomatic relations with

the East

� D. Made new products in the East

30. Which empire once controlled America, India,

and Australia?

� A. Japanese Empire

� B. American Empire

� C. Russian Empire

� D. British Empire



Europe Section II Review1. Europe’s rich farmland is found in the:

� A. Continental Plain

� B. European Plain

� C. European Shelf

� D. Continental Drift

2. The English Channel lies between what two

countries?

� A. Great Britain and France

� B. Great Britain and Italy

� C. Great Britain and Germany

� D. Great Britain and Belgium

3. What mountain range forms the boundary

between Europe and Russia?

� A. Alps

� B. Pyrenees Mountains

� C. Ural Mountains

� D. Rocky Mountains

4. What peninsula is occupied by Spain

and Portugal?

� A. Italian Peninsula

� B. Iberian Peninsula

� C. Scandinavian Peninsula

� D. Yucatan Peninsula

5. What is the world’s largest inland sea?

� A. Aegean Sea

� B. Mediterranean Sea

� C. Adriatic Sea

� D. Red Sea

6. Which European country is shaped like

a boot?

� A. Italy

� B. France

� C. Belgium

� D. United Kingdom

7. What is one major environmental concern

in Germany?

� A. acid rain

� B. wildfires

� C. cold weather

� D. destruction of the rainforest

8. What island nation includes England,

Scotland, Wales, and Northern Ireland?

� A. Australia

� B. Hawaii

� C. United Kingdom

� D. Japan

9. What is the largest country in the world?

� A. Russia


� C. China

� D. Canada

10. The worst nuclear disaster in history

occurred here:


� B. France

� C. Ukraine

� D. ItalyGee, my headis spinning!

Yep, I feel like I’vebeen around the world!



Europe Section II Review31. What country once controlled Canada and

Louisiana?

� A. Italy

� B. Belgium

� C. France

� D. Germany

32. What is the policy of obtaining and occupying

colonies to form an empire?

� A. Colonization

� B. Conquering

� C. Imperialism

� D. Imposing

33. The WWI alliance of Great Britain, France,

Russia, Serbia, and Belgium was:

� A. the Allies

� B. the Axis

� C. the Central Powers

� D. the Bad Powers

34. Why is the assassination of Austrian Archduke

Ferdinand significant?

� A. it started WWII

� B. it started WWI

� C. it started a civil war

� D. it ended monarchies in Europe

35. What treaty forced Germany to accept blame

for WWI?

� A. Treaty of London

� B. Treaty of Munich

� C. Treaty of Versailles

� D. Treaty of Rome

36. Who was the first leader of the Soviet Union?

� A. Vladimir Lenin

� B. Tsar Nicholas II

� C. Joseph Stalin

� D. Mikhail Gorbachev

37. What was the name of Adolf Hitler’s political

party?

� A. Aryan Party

� B. Nazi Party

� C. Communist Party

� D. Dictator Party

38. During WWII, what were Japan, Italy, and

Germany called?

� A. Allied Powers

� B. Axis Powers

� C. Central Powers

� D. Continental Powers

39. What people were persecuted during the

Holocaust?

� A. Hindus

� B. Muslims

� C. Jews

� D. Christians

40. What city was divided by a wall after WWII?

� A. Rome

� B. London

� C. Paris

� D. Berlin

This is the end ofEurope•Section II•Review



Section 3

AUSTRALIA



Chapter 31

G’day, Australia!

Australia is the only country that is also a continent! It is also the world’s smallest continent,

about the size of the continental United States.

Australia lies between the Indian and Pacific Oceans, and is part of the Pacific Region, along

with New Zealand and thousands of small islands known as Oceania. Australia’s interior is a

rugged desert wilderness surrounded by dry scrub, grasslands, and rainforests. Most

Australians live in the southeastern part of the country, where the weather is mild. Except for

Perth, all the large cities of Australia are on the east coast.

Australia is a land of many contrasts

and fascinating landscapes:

The Great Barrier Reef is an

amazing underwater world! The largest of its kind in the world, this

coral reef system extends more than 1,200 miles in the Coral Sea along

Australia’s northeast coast.

The temperate water of the Great Barrier Reef never falls below 68˚F

(18˚C). More than 1,500 types of fish live along the reef, along with sea

turtles, starfish, and giant clams—to name just a few! The

crystal-clear water with abundant sea life is a diver’s paradise.



SS6G12 The student will locate selected features of Australia.

a. Locate on a world and regional political-physical map: the Great Barrier Reef, Coral Sea,

Ayers Rock, and Great Victoria Desert.

Word Definition

reef: ridge of rocks near the surface of a sea

©2008 Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 152 ©Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 153

Ayers Rock, or Mount Uluru, is Australia’s most famous natural

landmark. This massive red sandstone rock formation is located in the

barren lands of central Australia. Rising 1,142 feet (348 m) in the air,

Ayers Rock is a sacred site of the local Aboriginal people. Visitors enjoy

its many rock wall paintings, caves, and springs.

The Great Victoria Desert is the largest desert in Australia. It was named for England’s

Queen Victoria by Ernest Giles, the first European to cross it. The desert is a barren area of hills,

salt lakes, and grasslands in southern and western Australia.

Quick QuizMatch each physical feature with its description.

1. Great Barrier Reef a. sacred site of Aboriginal people

2. Coral Sea b. body of water along northeast coast

3. Ayers Rock c. largest desert in Australia

4. Great Victoria Desert d. more than 1,500 types of fish here

Hard-To-Believe-But-True!Frogs in the Great Victoria Desert can live underground for several

years, living off the water they have stored in their bladders!

Quick QuizFill in the blanks below. Use the Word Bank to help you.

1. Most Australians live in the part of the country.

2. The is the largest coral reef system in the world.

3. This body of water lies along Australia’s northeast coastline.

4. This famous landmark is a sacred site of the local Aborigine people.

5. This barren area covers much of southern and western Australia.

6. True or False? Australia’s interior is filled with lush forests and rivers.


Great Barrier Reef Coral Sea Ayers RockGreat Victoria Desert southeastern

Ayers RockPhoto by travelblog.viator.com






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Chapter 32

Living Down Under!

Australia is the flattest continent in the world. Deserts cover two-thirds of the island. The

interior of the island is mostly dry, flat land called the

outback. The most fertile land on the island is near the

coast which has access to plenty of rain and fresh water.

The average climate in Australia is temperate, which

means there are plenty of sunny days with mild

temperatures. Since Australia is located below the

equator, its summer lasts from December to March

while its winter is from June to August. The coastal

areas get plenty of rain in summer and winter while the

interior of the island stays dry year-round. On the coast, temperatures are usually mild while

the outback stays warm during the day and chilly at night.

Australia’s coastline is home to many of the island’s natural resources including uranium,

natural gas, and zinc. One of Australia’s largest natural resources is coal which is burned for

energy. The island produces enough coal to provide

electricity for its citizens and sells the rest to other

countries. In the outback, farmers have huge ranches

that can cover more than 50,000 acres. These ranchers

raise hundreds of sheep to produce wool for Australia to

sell to other countries.

Most Australians live along the coast because of its

fresh water, fertile land, and natural resources. Many

Australians live in large coastal towns like Sydney, where they have access to large industries

and international businesses. Only small groups of indigenous Australians still inhabit the dry,

flat outback.

SS6G13 The student will explain the impact of location, climate, distribution ofnatural resources, and population distribution on Australia.

a. Describe how Australia’s location, climate, and natural resources have affected where people live.

b. Describe how Australia’s location, climate, and natural resources impact trade.

Australia’s coast

Fitzgerald River National Park in the outback




1. Is Australia located above or below the equator?

2. On which continent is Australia located?

3. What covers two-thirds of Australia?

4. Which region of Australia has the most population?

5. What months are considered winter in Australia?

6. What Australian natural resource is used to produce energy?

I’ll Trade Ya’

Australia’s trade is determined by its location, climate, andnatural resources. Its location determines its main tradingpartners while its climate and natural resources determine whatproducts Australia can trade.

Coal, iron ore, and gold are Australia’s important natural resourceexports. Coal is used for energy, and iron ore is used to make steelfor buildings, cars and trucks, and industrial machines. Gold is primarily usedto make coins and fine jewelry.

Because of Australia’s location in the southeast Pacific Ocean, its maintrading partners are China, Japan, South Korea, and India. China, Japan, andIndia provide huge trading markets for Australia because they are thethree largest Asian countries with growing populations and economies.Australia imports most of its products from China and the UnitedStates. Australia’s biggest imports include computers, machinery,petroleum, and crude oil.

Question for DiscussionHow is trade different for Australia because it is an island? Is trade easier or harder forAustralia than for countries that are not surrounded by water ?



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1. is a natural resource used to provide energy for Australia.

2. Australia’s largest export partners are , and

.

3. Iron ore is used to make for automobiles, buildings, and industrial machines.

4. Australia imports most of its products from and

5. Australia is located in the southeast Ocean.

Chapter 33

A Common Heritage

Australians share many characteristics with British people because many Australians are

descendants of English explorers, missionaries, and even prisoners who came to Australia in the

1600s and 1700s. But Australians were not always similar to the English. When settlers arrived

in Australia, over 750,000 Aborigines, or native Australians, lived on the continent. As the

English established colonies, they forced the Aborigines toward the middle of the island where

there is little rain and fresh water. Today, only one percent of Australia’s population is Aborigine.

The majority of Australians are descendents of English settlers. Like the British, Australians

speak the English language. Although it is similar to the English spoken in Great Britain,

Australia’s language has its own unique accent and vocabulary.

The religions in Australia also reflect the country’s English heritage. Over 70 percent of

Australians claim to be Christians and almost half of Australians belong either to the Catholic or

Anglican faiths. The origin of these faiths stretch as far back as the 1600s when England sent

Roman Catholic prisoners from Ireland to Australia. As the Irish established their Catholicism

SS6G14 The student will describe the cultural characteristics of people who live

in Australia.

a. Explain the impact of English colonization on the language and religion of Australia.

b. Evaluate how the literacy rate affects the standard of living.



in Australia, English settlers and missionaries began to colonize the land. They brought their

Anglican faith and teachings from the Church of England to their new land of Australia.

Australia is a good example of how a country’s history can often be discovered by studying its

language, culture, and religion.

Hard-To-Believe-But-True!

Australians have a unique vocabulary. For example, Australians call themselves “Ozzies,” callswimsuits “cossies,” and a young woman a “sheila”!

Think About It

Think about other countries that were colonized by a powerful country long ago but are nowindependent. Some examples are Brazil (colonized by Portugal) and Mexico (colonized by Spain). Do thesecountries still have anything in common with the country that colonized them? If so, what type ofsimilarities do they have? Fill in the chart below with all the similarities you can think of.

School Really is Cool!

Sometimes school is hard, but learning every day can actually give you a better life! The

ability to read and write is called literacy. When many people in a country are literate, that

country has a higher standard of living because educated citizens are more productive and will

help a country’s economy grow!

Australia has a very successful economy that is enhanced by

a highly literate population. In Australia, 99 percent of men and

women can read and write. This literacy rate is high because

the country has very good schools. The government of Australia

provides primary (elementary school) and secondary (middle

and high school) education for all students. It also supports a

growing university system and technical training institutes.

Brazil/Portugal Mexico/SpainAustralia/England



Education helps increase the standard of living in Australia by teaching people how to

contribute their ideas and innovations to society. Educated people contribute to the economy

in many ways: an elementary school teacher can teach the basic skills of reading and math, or a

scientist can discover a new technology that will help Australia produce more coal and iron ore

to sell to a foreign country. These contributions help the economy, and a stronger economy

means citizens make more money and can live better lives. The more educated a society is, the

better life will be, and it all starts with school!

Essential Skills

The chart below shows literacy rates and numbers of universities in various countries. Studythe chart and answer the questions below. (Remember that some countries have much higher populationsthan others.)

1. Do the number of universities in a country seem to affect its literacy rate?

2. Why might a literacy rate be higher in a country that has more universities?

3. Why do you think China has so many universities?

4. What is one way countries like Uganda could increase their literacy rate?

5. How does the literacy rate affect a country’s standard of living?

Country Literacy Rate Number of Universities

Australia 99% 38 (public)2 (private)

Uganda 66.8% 8 (public)

China 90% 2000 (public)

United States ofAmerica 99% 622 (public)

1,812 (private)

Canada 99% 90 (public)Source: CIA World Factbook, 2007 & International Association of Universities Online Database, September 2008

Chapter 34

The Australian Government

Australia has a unique government called a federal parliamentarydemocracy. The name of the government helps to explain its structure:

federal means that Australia is broken down into six states, parliamentarymeans that there is a parliament or legislature to make laws for the country,

and democracy means that each citizen has the right to vote and the right to

individual freedoms. Australia’s government has similar characteristics to the

governments of the United States and Great Britain. Australia is a federation of

states with a written constitution, like the United States, but it is still under the

rule of Queen Elizabeth II, like Britain.

Follow the Leader

Although Queen Elizabeth II is considered the highest

leader of Australia, she is mostly a figurehead. Queen

Elizabeth’s most important duty to the Australian government

is to appoint the governor-general, who acts as the Queen’s

representative in Australia.



SS6CG7 The student will explain the structure of the national government of

Australia.

a. Describe the federal parliamentary democracy of Australia, distinguishing form of leadership,

type of legislature, and the role of the citizen in terms of voting and personal freedoms.


SS6CG6 The student will compare and contrast

various forms of government.

Information and activities for this standard can be found

on pages 37-40.

R E A D : I M P O R T A N T I N F O R M AT I O N

Word Definitionfigurehead: a leader

who represents a

country but does not have many

duties in the government

Queen Elizabeth IIof the United Kingdom






The prime minister is the most powerful person in government because he or she is the

leader of the Parliament, or the legislature. The prime minister is head of the political party

that is the majority in Parliament. Australian citizens vote for

which party they want to have the majority of power in the

legislature, and then the party who wins the majority appoints a

leader for their party, the prime minister. Once the ruling political

party has chosen their prime minister, the governor-general

officially commissions him or her into their new role.

The Parliament is made up of elected Australians who represent

citizens from each state and region in Australia. Each member of Parliament is elected as a

representative of a political party. The Parliament is broken down into two sections called the

House of Representatives and the Senate. Members of Parliament meet each year to discuss

and create new laws. A few members of Parliament are chosen for the governor-general to

become his Ministry. The Ministry gives the governor-general advice and helps to make sure

that the government makes decisions that will benefit the Australians they represent.

Quick ReviewMatch the leader on the left to the responsibility on the right. All of the answers will have more than one match. Some leaders may share a responsibility.

1. Queen

2. Governor-General

3. Prime Minister

4. Ministry

5. Parliament

Who Gets to Participate?In Australia, everyone over the age of 18 is required to vote! If an Australian does not come

to vote without having a good excuse, like being sick, handicapped, or in jail,

he or she receives a small fine as punishment! Australia established

mandatory voting in 1924 when over half of the citizens did not vote. Since

1924, over 90 percent of Australians have voted in each election. In fact,

Australia has the highest voter turnout rate in the world!

Australia has a democratic government, which means that citizens have

personal rights and freedoms like we have in the United States. Australia

a. acts as the figurehead of Australiab. represents the Queen in Australiac. represents people from each stated. is head of governmente. special group made up of members of Parliamentf. makes new laws for Australiag. commissions prime ministerh. gives the governor-general advicei. appoints the governor-general

New Parliament House in Canberra



does not have a formal Bill of Rights like the United States that describes each citizen’sindividual rights, but Australians have “understood freedoms.” Each citizen has an understoodright to vote, freedom of speech, freedom of religion, and equal rights.

EnrichmentUse the information below to graph the voter turnout in Australian and U.S. elections from1990 to 2000. Use red for Australia and blue for the United States. Then, answer the questions below the graph.

Australia U.S.Year Voting turnout % Year Voting turnout %

1990 95.3% 1990 56%1993 95.8% 1992 78%1996 95.8% 1994 57.6%1998 95.2% 1996 66%2001 94.9% 1998 51.5%2004 94.3% 2000 63.8%2007 95.2% 2004 68.7%Source: International IDEA www.idea.int/turnout 2008

1. Which country has a higher overall voter turnout?

2. Why do you think that country has a higher voter turnout?

3. Why do you think some Americans do not vote?

4. Why is it important for citizens to vote in elections?

Voter Turnout Rates100%95%90%85%80%75%70%65%60%55%50%

1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007



when the country began to trade with China and Japan in the late 20th century. The Chinese

and Japanese first wanted wool from Australia for its warmth and durability. When coal and

iron ore were discovered, both China and Japan eagerly bought Australia’s rich minerals for

energy, construction, and technology. Australia is currently trying to create trade agreements

between China and Japan that would protect free trade so Australia can buy and sell products

without restrictions.

Today, mining is still one of Australia’s most important industries. Australia’s successful

economy continues to grow thanks to a market economy, important products to sell, and

powerful trade partners.

Math ExperienceAustralia’s economy is so successful that the country makes more money than it can spend!The amount of money a country makes each year is called revenues and the amount of money

a country spends each year is called expenditures. When revenues are higher than expenditures, a countryhas made extra money, or a surplus.

If Australia makes $321.3 billion in revenues and only spends $309.1 billion in expenditures, how muchmoney is left over that year?

Quick Quiz Circle the correct answers below.

1. What type of economy does Australia have?a. command b. traditional c. market

2. In Australia’s economy, people can:a. own a business b. sell what they want c. both

3. Australia’s major trading partners are:a. U.S. and China b. China and Japan c. India and China

4. One of the largest industries in Australia today is:a. forestry b. banking c. mining

Math ExperienceShearing the wool from sheep is hard, tiring work. An experienced sheep-shearer in Australiacan shear 200 sheep in one day.

If a sheep-shearer works an 8-hour day, how many sheep can he shear in one hour?

How many minutes does it take him to shear one sheep?



Chapter 36

That’s Our Specialty!Although Australia has educated citizens, fertile land, and thriving businesses,

the island could not survive on its own. Every day, Australia relies on products that

it buys from other countries. To get what it needs, Australia must trade with

countries that specialize in the products Australia can’t make itself. Trade is

essential for Australia’s economy.

Countries specialize in what they do best. Australia specializes in exporting

products like coal, iron ore, and wool to countries that need it. For example, China buys Australian wool

because it is cheaper for them to buy Australia’s wool than to start their own sheep farms, sheer their

own wool, and weave it into sweaters. Australia, on the other hand, buys computer equipment from

China because it is easier for Australia to buy a computer that’s already been built than to try and create

new technology in their country. Specialization helps create a global economy where countries trade to

buy products they can’t produce themselves and sell products they specialize in making.

Quick ReviewList three ways specialization benefits Australia and/or encourages worldwide trading.

1.

2.

3.

Limiting TradeEven though trade is beneficial, sometimes nations choose to limit the amount of imports

coming into their country to protect their local citizens and businesses. They do this by

imposing trade barriers such as tariffs, quotas, and embargoes.

SS6E9 The student will give examples of how voluntary trade benefits buyers and

sellers in Australia.

a. Explain how specialization makes trade possible between countries.

b. Compare and contrast different types of trade barriers, such as tariffs, quotas and embargoes.

c. Explain why international trade requires a system for exchanging currency between nations.

Write About It!Do you like the idea of mandatory voting, or not? Below, write a persuasive paragraph callingfor mandatory voting or arguing against it.

Chapter 35

Aussie EconomicsAustralia’s economy is respected around the world for its success and stability. Australia

has a mixed market economy where supply and demand for a good or service determines whatto produce and how to produce it. People can own their own businesses and produce what they want.

Australia’s economy was based on agriculture until the 1960s when mining natural resourceslike coal and iron ore became an important industry. Australia’s economy grew substantially



SS6E8 The student will analyze different economic systems.

c. Describe the economic system used in Australia.


SS6E8a and b are covered on pages 44-46.

SS6E8a. Compare how traditional, command, and market

economies answer the economic questions of 1-what to produce,

2-how to produce, and 3-for whom to produce.

SS6E8b. Explain how most countries have a mixed economy

located on a continuum between pure market and pure

command.

R E A D : I M P O R T A N T I N F O R M AT I O N



A tariff is a tax on imported goods. Australia’s tariffs allow local Australian businesses to

make more money than foreign businesses that want to sell their

product in Australia. For example, if China wants to sell Chinese

boomerangs in Australia, they might have to pay a $100 tariff for

shipping their goods into the island. That means that China will increase

the price of the Chinese boomerangs to help pay for the $100 tariff. If

Australians make a boomerang, they do not have to pay a tariff. That

means that the boomerang will be cheaper than the Chinese boomerang

and more people will buy the product made in Australia.

Quotas are restrictions on the amount of a product that can be imported into a country. If

Australia set a quota that said only 10 Chinese boomerangs could be imported into the island

each year, Chinese boomerangs would become a rare product. When a product is rare, it

usually costs more because people are willing to pay more for something they cannot

easily buy. That means, just like with tariffs, the Chinese boomerang would

cost much more than the Australian boomerang so people would be more

willing to buy the product made in Australia.

Trade embargoes prohibit any trade with another country. Trade

embargoes are often enforced to punish a country by punishing its economy.

Australia does not have any trade embargoes against other countries.

Essential SkillsTrade restrictions benefit local businesses and citizens but hurt foreign importers. Write “F.I.” if the statement below was made by a foreign importer or “L.A.” if it was made by a local Australian.

1. “I love the $15.00 tariff. It makes my prices cheaper and gives me a lot more business than those other guys.”

2. “My product is rare and expensive because I have a quota of only 100 a year!”

3. “That $5.00 tariff won’t stop me from selling my products. I’ll just raise my prices to pay for the tax.”

4. “My product may be cheaper, but I can sell as much of it as I want. I can make lots of money that way.”

5. “I read in the newspaper that my government does not have any trade embargoes against any other countries.”



Math ExperienceSolve the problem below to see how tariffs can raise the price of an imported product.

Japan wants to sell tennis shoes to Australia for $25.00 a pair but Australia has a tariff of $250.00 forevery crate of Japanese tennis shoes that are shipped to Australia. One crate holds 450 pairs of tennisshoes. If Japan wants to raise the cost of the tennis shoe to pay for the tariff, how much more will eachtennis shoe cost?

Money Swap!

Not all countries use the same type of money. Money hasdifferent names in different countries like the Australiandollar, the European euro, or the Japanese yen. Each country’smoney has a different value. In order for countries to tradewith each other, they must have a system for exchangingcurrencies. If an Australian wants to buy a product fromJapan, they have to change their dollars into yen becauseAustralian dollars cannot be used in Japan.

Since every type of money has a different value, there is anexchange rate which measures how much your money isworth if you exchange it for a different currency. Sometimes

one country’s money is worth much more in a different country and sometimes it is worth less.It is important for global traders to understand the type of money and the exchange rate of theirtrading partners.

Quick QuizWrite Fact next to the statements below if they are true and Fiction if they are false.

1. All countries have the same type of money.

2. Australia’s money is called an Aussie.

3. The exchange rate measures how much one currency is worth compared to another currency.

4. It is impossible for one country to trade with another country if they have different currencies.

5. Australian dollars can be used at any store in Japan.

£ S

$



Chapter 37

Smart Investment

There are basic factors that influence economic growth in

any part of the world. They are human capital (people who

perform labor), capital (factories or machinery), naturalresources (things that come from the land like minerals or

trees), and entrepreneurship (starting new businesses).

In a successful economy, it is just as important to have educated, trained workers as it is to

have lots of money. Educated workers, or human capital, are an asset to a country’s economy

because they are more productive, which leads to greater economic growth. Studies show that a

country with trained workers has a higher Gross Domestic Product (GDP) than a country

without them. Economists use the GDP to measure a nation’s economic performance.

Australia has a very high GDP and ranks as one of the top 15 richest countries in the world.

Much of Australia’s economic success is due to the country’s large investment in humancapital. Australia invests in human capital by offering government schooling, government

universities, and skills training for workers. Australia’s investment in human capital results in a

consistently high national GDP.

Think About ItWater is a vital natural resource, and the Australian government reports that Australian

households reduced their water consumption by 8 percent between 2000 and 2005. Why is it

important to conserve water?

SS6E10 The student will describe factors that influence economic growth and

examine their presence or absence in Australia.

a. Explain the relationship between investment in human capital (education and training) and

gross domestic product (GDP).

b. Explain the relationship between investment in capital goods (factories, machinery, and

technology) and gross domestic product (GDP).

c. Describe the role of natural resources in country’s economy.


Word Definitionasset: something or

someone that is very

useful or valuable



Quick QuizFill in the blanks below. Use the Word Bank to help you. One term may be used more thanonce.

1. In economic terms, people who perform labor are called .

2. The measures the economic performance of a country.

3. A country can invest in human capital by providing ,

, and .

4. A country with a strong investment in human capital typically has a strong

.

5. Australia is ranked as one of the top fifteen

countries in the world.

Special Economics InfoMany economists believe that along with investing in education and training to increasehuman capital, a country should also invest in healthcare.

Why do you think a country’s investment in healthcare would help increase a country’s GDP?

Tools for Success!In order to have a strong economy, a country must invest in capital goods, like factories,

machines, and technology. Capital goods are the tools that help businesses and citizensbecome successful at their tasks, like new computers, a new factory, or a new highway. When an economy invests in capital goods, the country has a higher GDP because businesses aremore productive.

schools human capitalGross Domestic Product (GDP) skills trainingrichest universities

WORD BANK






Australia has a high GDP because it invests plenty of money and resources into capital goods

to make sure the economy has all the equipment it needs to be successful. Australian

businesses have up-to-date computers, safe machinery, and efficient factories. Thanks to

Australia’s investment in capital goods, Australian companies are productive, efficient, and

beneficial to their country’s economy.

EnrichmentJust like businesses need good factories or new computers, you need the right supplies every

day as a student. A series of tasks are listed below that you might face on a typical day of school.Next to each task, write down the all the supplies from the word bank you would need to be successful.

1. Why does having the right supplies help you to be a better student?

2. Why do you think schools provide school buses, books, and classrooms for their students?

3. Which of those three items in question #2 could be considered capital goods?

Natural Treasures

Natural resources are another important factor for a successful economy. Natural resources

are materials that are naturally found in the environment and can be sold as valuable

Get to school on time

Take a pop quiz

Solve a math problem

Read History homework

Write a short story for English

Finish your homework

WORD BANKalarm clock school bus pencil papercalculator books backpack notebookcomputer glasses highlighter

commodities. Australia has many natural resources found in

its land such as coal (used for energy), iron ore (used to make

steel), and uranium (used to make nuclear power). Bauxite,

gold, zinc, lead, and diamonds are also found in Australia.

Large industries have developed to manage these natural

resources so they can be sold as exports to help boost the

economy. Each year, Australia’s economy makes millions of dollars from the resources that

grow in its own back yard!

Hard-To-Believe-But-True!In 2006, simple wooden houses in the dry, hot outback sold out within minutes of being put up

for sale for around $256,000. Why would someone pay so much money to live in a desert? Theanswer is because a mine that produced valuable natural resources was just a few miles away! The mineoffered good pay and steady jobs for workers who were willing to move to the deserted outback . That’s away to boost the economy, naturally!

Quick ReviewCircle the correct answers below.

1. Natural resources are:a. man-made b. found in the environment c. factory-produced

2. Australia’s natural resources include:a. surfboards b. money c. coal

3. Australia has large to manage the use of natural resources.a. industries b. robots c. computers

4. Australia’s natural resource, , is used to make steel.a. uranium b. diamonds c. iron ore

Great Minds Don’t Always Think Alike!

Entrepreneurs have a very important role to play in the success of an

economy. They are men and women who have new ideas and decide to

start a business on their own! Entrepreneurs use the natural resources,

human capital, and capital goods of their economy in new ways to make

their idea a reality. Entrepreneurs have to be willing to take risks when

starting their own business because there is no guarantee that they will

succeed. But when an entrepreneur is successful, everyone benefits—the economy grows,

competition increases, and people can buy new and better products.



Word Definitioncommodity: a productthat can be traded or

sold for profit



Chapter 38

The First Australians!

Historians believe that the Aborigines are one of the oldest civilizations in the world. The Aborigines

are believed to have traveled from Asia to Australia almost 40,000 years ago in search of new land. Since

they were the only race of people on the island for thousands of years, their society remained unchanged

by outside influences until the Europeans landed in Australia in the 1600s. The Aborigines are made up of

many distinct groups with unique traits, but they all share

a common culture.

Before the Europeans arrived, Aborigines relied on the land

around them for shelter and food. They lived in small family clans

that worked together to find food. Each day, Aboriginal men

hunted animals while the women gathered nuts and berries. The

Aborigines’ reliance on the land shaped their religion, called

“Dreamtime.” They believed gods lived in the land and every human action had an affect on the physical

features of the earth. Their unique art reflected the Dreamtime beliefs with carvings of the gods, the

Aboriginal history, and everyday culture. Aborigine paintings are some of the only prehistoric art that has

survived through so many centuries.

Hard-To-Believe-But-True!Some Aborigines migrated to the interior of Australia where water was very scarce. One way

they found water was by digging up frogs and squeezing out the water that was stored inside!


SS6H8 The student will describe the culture and development of Australia prior

to contact with Europeans.

a. Describe the origins and culture of the Aborigines.




1. The Aborigines are one of the oldest civilizations in the world.

2. Experts believe that the Aborigines traveled from Asia to Australia.

3. The Aborigines had large farms where they grew their own food.

4. The Aboriginal religion was called “Sleeptime.”

5. Aborigines lived in small family clans.

6. Aborigines believe in one god that lives in heavens outside of the world.

EnrichmentArtifacts are used by historians to learn about theculture of a group that lived in the past. This photo

shows a hatchet used by Aborigines living on the Australian coast toremove tree bark to make canoes.

1. Look up artifact in the dictionary and write the definition here.

2. Is an artifact a primary source or secondary source of information?

3. Have you ever seen an artifact in a museum? If so, what did you see?

Chapter 39

Aboriginal hatchet

Australian Museum, Sydney

SS6H6 The student will analyze the impact of European exploration and

colonization on various world regions.

c. Trace the colonization of Australia by the United Kingdom.

SS6H9 The student will explain the impact European exploration and

colonization had on Australia.

a. Explain the reasons for British colonization of Australia; include the use of prisoners as

colonists.

b. Explain the impact of European colonization of Australia in terms of diseases and weapons on

the indigenous peoples of Australia.

Australian Aboriginal rock paintings in

the Kimberley region of Western AustraliaPhoto by australianbedandbreakfast.com



Australia has a high rate of entrepreneurship, even higher than that of the

United States. Australia strongly encourages entrepreneurship by providing

schools to train new entrepreneurs and making it easy to start a business. The

high amount of entrepreneurs in Australia is very beneficial to the growing

economy because entrepreneurs provide new jobs for workers and new

products for the marketplace.

Question for DiscussionWhy do you think it helps an entrepreneur to have a new and unique idea in order to start asuccessful business?

Essential SkillsWould you be a good entrepreneur? Imagine you are an Australian who has a great idea for aglow-in-the-dark Frisbee that you can throw at night. Answer the questions below to map out

your business plan.

1. What supplies would you need to make your Frisbee?

2. What risks will you take by starting your own business?

3. What age, gender, and hobbies will your customer probably have?

4. Where will you sell your Frisbee and for how much?

5. If your Frisbee is successful, how will it help your economy?

6. Draw a color picture of your Frisbee here!

Make sure you create a unique design and

interesting name.



New Land for Britain

After British Lieutenant James Cook explored Australia in 1770,

the island quickly became the new location of Britishcolonization. Britain decided to colonize Australia because it

offered many benefits to the growing empire, like a strategic

location for the Royal Navy in the Far East and easy access to

Eastern trade for English merchants. Britain’s most important use

for Australia, however, was as a penal colony to relieve England of

the many convicts in their overcrowded jails.

In 1788, Britain shipped hundreds of British prisoners to the new territory and forced them

to create a new colony for Britain. The British believed the best form of punishment was

manual labor, so the convicts had specialized jobs as carpenters, farmers, nurses, and masons.

Although they were forced to suffer with few sources of medicine, water, and food, the convicts’

hard work helped establish the first Australian colony of New South Wales. Britain established

penal colonies all over Australia, most of which are large, thriving cities today. Many of the

convicts who were shipped to Australia eventually earned their freedom and became

respected citizens.

Think About ItName three reasons why the British wanted to settle Australia.

1.

2.

3.

The Great DebateDo you think that sending prisoners to work in a remote country like Australia was aneffective punishment by the British? Explain your answer.



This Land Is My Land!Free settlers from Britain began to arrive in the newly established New South Wales colony in

1793 with hopes of finding wealth and land in a new world. Many settlers left New South Wales

to search the island for fertile land and fresh water and became the first Europeans to explore

Australia. They traveled through the harsh outback and sailed

around the island. Countless explorers perished on their journeys

at the hands of Aborigines or by a lack of water. Those who

survived realized the importance of befriending the Aborigine

people and following their knowledge of how to survive in the

harsh Australian land.

As new places were discovered, new colonies were formed for Britain. By 1864, Australia was

split into four main British colonies: Van Diemen’s Island (a penal colony that later became

Tasmania), Western Australia, South Australia, and New South Wales. A British governor ruled

each colony and the island became an established European country with growing towns,

wealthy citizens, and an organized government. But Britain’s colonization of Australia left little

room for the Aborigines who reluctantly surrendered their land to the powerful British.


1. What year did free settlers begin to arrive in Australia?

2. What was the name of the first colony in Australia?

3. Name two reasons why free settlers came from Britain to Australia.

4. How were the Aborigines important to the survival of early explorers?

5. Name the four British colonies in Australia in 1864.

Background CheckExplorers Burke and Wills planned the largest and most costly voyage to travel Australia fromnorth to south—and it was a terrible failure! Although the two explorers made it to the

southern point of the island, they didn’t have enough supplies to return and died of thirst and starvation.Many movies and books have been written about the unsuccessful journey of these two explorers.



Effects of British Colonization

Although early contact between British settlers and

Australia’s indigenous Aborigines was friendly, it soon

turned to conflict as British colonization forced Aborigines

off their land. Though the Aborigines tried to fight back,

their spears were no match for European weapons. During

the 1880s, the Australian government made it legal for settlers

to use force against the Aborigines when necessary, and many natives were brutally killed for

defending their land.

Disease, however, proved more dangerous for the

Aborigines than guns. The Europeans brought over many

deadly diseases such as smallpox, influenza, and tuberculosis.

The diseases spread rapidly, killing close to half of the

native population.

Surviving Aborigines could choose to

assimilate into the Australian culture, but

they usually faced poverty and mistreatment by

colonists. Many worked low-paying jobs as stock hands or laborers. By

the 1900s, only about two percent of the Australian population was

Aborigine. During the 1980s and 90s, many Australians began to

recognize their harsh mistreatments of the Aborigines. In 2008, the

Australian prime minister apologized to the Aborigines on behalf of

all Australians.

Essential SkillsNumber the events below in the order in which they occurred.

Word Definitionassimilate: to become

similar to the things

around you.

Aborigines

die of

European

diseases

Aborigines

and British

are friendly

British arrive

in Australia

British are

allowed to

use force

against

Aborigines

Official

apology is

given to the

Aborigines

Australians

recognize the

mistreatment

of Aborigines



Write About ItImagine you are the prime minister of Australia. What would you say to apologize to theAborigines for the behavior of the Australians in the past? Write out your apology below. Be

sure to include what you are apologizing for, why Aborigines are important, and how you will treat thembetter in the future.

EnrichmentAustralia is the world’s leading producer of wool. Sheep ranches, known as “stations,” sprawlacross the country’s hot, dry outback. In 2005/2006, about 107 million sheep were shorn in Australia!

Using the Internet or another resource, find 12 items made from wool and list them below. You willprobably be surprised at many of your findings!






Australia Review Word SearchA E S L A R O C G T E I V A E

D E M O C R A C Y U S I O N N

K T I W D P Y S D N C A M I I

C I X O P K R Q E T I P O H G

A D N U R T I I O I N K K C I

B Y I Q I M N R S F N T U P R

T N Y S M I I E V O G O A L O

U A I G E A Z X N O N C L F B

O S E O M A C S N I I E Q O A

T Y W Z I Q S J Y F T U R P C

O D K G N V T E I L O N V S D

B R I T I S H C F T M K O E R

R E E F S B O Y A P C G R C E

P E K S T C B S E O V O I P A

R U E N E R P E R T N E S T M

C E V A R V H S V O W H L B T

W O N J U S R Y R V A D A F I

O N A A H E R I T U Y A N B M

O Y L L Y Y A F M K E D D R E

L G T A R A L L O D L V U G B

islandreefcontinentoutbackcoastiron ore

Pacific OceanBritishAborigineAyers RockcoalVictoria

democracyprime ministerCoral SeawoolChinaquotas

dollarprisonersdiseasecoloniesDreamtimeentrepreneursheep

Word Bank



Australia Review Crossword

7

6

2

5

8

11

1

3

10

4

9

Across4 This killed more Aborigines than guns5 The flattest continent in the world9 Australians over 18 are required

to do this10 One of Australia’s largest natural

resources11 Native Australians

Down1 This is Australia’s dry, flat interior2 These were started by British convicts

(2 words)3 An export that comes from sheep6 British explorer of Australia (2 words)7 Home to the Great Barrier Reef (2 words)8 Australia’s currency



Australia Section III Review11. What type of government does

Australia have?� A. dictatorship� B. congressional republic� C. federal parliamentary democracy� D. communist

12. Who is the most powerful person in Australian government?� A. Senator� B. Queen� C. Chancellor� D. Prime Minister

13. When did Australia establish mandatory voting?� A. 1997� B. 1956� C. 1924� D. 1932

14. What product comes from Australia’s sheep?� A. steel� B. wool� C. paint� D. none of the above

15. What restricts the amount of a product that can be imported?� A. tariff� B. trade embargo� C. limitation� D. quota

16. What type of currency does Australia use?� A. dollar� B. yen� C. pound� D. euro

17. What was Britain’s most important use for Australia?� A. as a base for the Royal Navy� B. as access to trade with the East� C. as new land to colonize� D. as a penal colony

18. What was the first colony in Australia?� A. New England� B. New South Wales� C. New Australia� D. New United Kingdom

19. What was one of Australia’s four main colonies in 1864?� A. Van Diemen’s Island� B. Western Australia� C. New South Wales� D. All of the above

20. What group fought against British colonists in Australia?� A. Dutch� B. Chinese� C. Aborigines� D. Americans

© Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 185


Section 4

Appendix



Australia Section III Review1. Australia lies between which oceans?

� A. Atlantic and Pacific

� B. Indian and Pacific

� C. Arctic and Pacific

� D. Southern and Pacific

2. What is the name of the world’s largest reef?

� A. Great Barrier Reef

� B. Big Coral Reef

� C. Giant Tropical Reef

� D. Oceanic Ridge

3. What is Australia’s most famous natural

landmark?

� A. Great Victoria Desert

� B. Great Barrier Reef

� C. Rock City

� D. Ayers Rock

4. An Australian natural resource is:

� A. coal

� B. diamonds

� C. olive trees


5. On which continent is Australia located?

� A. Asia

� B. North America

� C. Australia

� D. Europe

6. One of Australia’s major trading partners is:

� A. Cuba

� B. China

� C. Colombia

� D. Canada

7. What is the name of Australia’s indigenous

inhabitants?

� A. Indians

� B. Natives

� C. Aborigines

� D. Originals

8. What is the main religion in Australia?

� A. Christianity

� B. Islam

� C. Hinduism

� D. Judaism

9. What language do Australians speak?

� A. Australian

� B. Aborigine

� C. French

� D. English

10. Why is Australia’s literacy rate so high?

� A. the country has good schools

� B. the country has lots of money

� C. the country has natural resources

� D. the country has a large population

G’day, mate!



Aryan race: people of Northern European descent who were believed by the Nazis to be the“pure race”

assassination: murder of a public figure for political reasons

barren: a lack of growth or development

bauxite: a rock that has aluminum in it

Bill of Rights: a written list of citizen’s rights and freedoms

Chunnel: an underwater railroad tunnel that connects England and France

colonization: when one country occupies and politically controls a distant region or country

consumption: the amount of any product that is bought and used by customers

contaminate: to make unclean or impure

convict: a person serving a sentence in prison

dissolved: when something stops functioning or comes to an end

emissions: any pollution or waste released into the air; often released by cars

fossil fuels: fuel that is formed from decayed plants and animals

Gross Domestic Product: the value of all the goods and services produced in a country overone year

habitat: the natural place where a plant or animal lives

horizontal: lines that parallel the horizon or the surface of water

industry: the organized production of goods and services

influenza: commonly known as the flu, a contagious virus

immigrating: moving to a foreign country to make a new home

Glossary



isthmus: a narrow strip of land that is bordered by water on two sides

legislature: a group of people who make laws for a state or country

Leonardo da Vinci: an Italian painter, engineer, musician, and scientist known for his painting,the “Mona Lisa”

lignite: soft, brown coal

metropolitan: a big city with a large population

Michelangelo: an Italian painter, sculptor, architect, poet, and engineer known for his paintings on the ceiling of the Sistine Chapel

monarch: a king or queen who is the head of state of a nation

navigation: finding the location and directing the course of a ship

occupation: when a country is controlled by a foreign country’s military

petroleum: a thick, oily, flammable liquid that is used to make gasoline

plantation: a large farm or estate where crops are grown

prehistoric: the period of time before written history

radiation sickness: a disease caused by exposure to radioactive chemicals that causes nausea,vomiting, and hair loss

slash and burn farming: when plants are cut down and burned in order to clear the land

smallpox: a very contagious disease that was cured in the twentieth century

society: a group of people with a common culture or way of life

stockpiled: a large supply of material collected to use in the future

sulfur dioxide: a gas made by burning coal that pollutes the air

uranium: a radioactive element that is used to make nuclear bombs

Glossary



IndexAAborigines 159, 175-176, 178-180, 182-184acid rain 34-36, 86, 93, 104-105, 147Allied Powers 140, 150Allies 135, 137, 142, 144, 150Alps 89, 96-100, 147Amazon River 8, 10-13, 85, 89Andes Mountains 8, 10-13, 61Anglophones 82Atacama Desert 8, 10-14, 85Atahualpa 60, 64Atlantic Ocean 10, 24, 27-29, 31, 89, 93, 110Australia 127, 129, 131-132, 147-149, 151-184autocratic system 38Axis Powers 140, 150Ayers Rock 152-155, 181, 183Aztec 60, 61, 63, 65, 85, 130BBelgium 101-103, 114, 125, 135, 147-148, 150Berlin 97, 134, 144-145, 150Bolívar, Simón 67, 72-73, 92Bonaparte, Napoleon 71Brasilia 23, 89, 92Brazil 8, 10, 14-19, 22-25, 27, 37, 41-42, 45, 47, 49, 51-54, 67-70, 74, 85, 87, 89-92, 129-130, 160British Empire 81, 131, 149CCanada 7, 27-30, 32-37, 42-45, 47-50, 77, 79-84, 86, 88,93-94, 131, 147, 150, 161, 183Canadian Shield 27-29, 31-34, 36, 93-94capital 9, 20-21, 23, 44, 48, 51-55, 57, 60-64, 108, 124-126, 170-173Caribbean Sea 8, 10-13, 21, 89Castro, Fidel 75-76, 92Catholic 26, 69-70, 73, 85, 92, 113, 130, 159Chernobyl 104, 107Chiapas 77-78Chile 8, 10, 14-15, 89-90Christianity 70, 90, 112-113, 128, 148, 183climate 10, 18-24, 32-33, 67, 93, 108, 110-111, 157-158coal 34, 35, 91, 104-105, 108, 110-111, 120, 126, 137,157-158, 161, 165-167, 173, 181, 183coffee 23-24, 70, 90Cold War 76-77, 140, 142, 144-145Colombia 8, 14-16, 22, 53, 55, 72, 85, 90, 94, 183Columbian Exchange 60, 65-66command system 45, 120-121Communist 23-24, 41, 76, 87, 90, 92, 117-118, 137-138,144, 150, 184confederation 37-38, 115constitutional monarchy 42, 94Cook, James 177

Coral Sea 152-156, 181Cortés, Hernán 63credit 56-58, 91Cuba 183Cuban Revolution 74-77Currency 48, 50-51, 56, 87, 91, 118-119, 123, 146-148,167, 169, 182, 184Dda Gama, Vasco 129-130, 149Danube River 96, 98, , 100de Champlain, Samuel 79, 94, 132deforestation 18democratic system 38depression 59, 136, 138dictator 41-42, 70-71, 75, 85, 139-140, 150Dreamtime 175, 181EEast India Company 131, 149Elizabeth II, Queen 117, 162embargoes 48-49, 122, 149, 167-168entrepreneurs 55, 126, 173-174ethnic groups 25euro 91, 118, 123, 148, 169, 184European Plain 96, 98, 109, 147European Union 115, 118-120, 122-123, 146, 148exchange rate 50-51, 123, 169Ffascism 139federal system 38, 41, 105Ferdinand, Francis 135France 37-38, 68, 71, 73, 79-80, 82, 92, 94, 101-103, 113-114, 122-123, 125, 127, 129, 131-132, 135-136, 140, 147-150Francophones 82-83GGDP 51-54, 120, 124-125, 127, 170-172Germany 101, 102, 104-105, 110-111, 113-114, 116-118, 120-121, 124-126, 135-137, 139-141Gorbachev, Mikhail 144-145, 150Great Barrier Reef 152-156, 182-183Great Lakes 27-29, 31-35, 93Great Victoria Desert 152-154, 155, 156, 183Gulf of Mexico 8, 10-13, 20, 80, 89HHaiti 8, 14-16, 27, 52-54, 69-71, 74, 89, 90Henry the Navigator, Prince 127-129, 132, 149Hidalgo, Miguel 73Holocaust 140-141, 150human capital 51-53, 124-125, 170-171, 173hydroelectricity 36, 86IIberian Peninsula 96, 100, 147



Indeximperialism 134-135, 150

Inca 61, 62, 64-65, 67, 85, 130

independence movement 67, 70, 73, 82-84, 92, 94

indigenous 60, 65, 90, 92, 131, 157, 176, 179, 183

investing 56-57, 171

Iron Curtain 143-144

Islam 90, 112-113, 148, 183

Italy 37, 94, 96, 101-103, 107, 110-111, 113-114,

122-123, 125, 140, 147-150

JJews 113, 139, 141-142, 146, 150

Judaism 90, 112-113, 148, 183

LL’Ouverture, Toussaint 67, 71-72, 92

language 10, 25-26, 62, 67, 69-70, 79-80, 82-83, 88, 90,

112, 159, 160, 183

latitude 8-9

League of Nations 137

Lenin, Vladimir 137, 150

literacy 25-27, 52, 112, 114, 149, 159-161, 183

longitude 8-9

Lower Canada 80-81

MMagellan, Ferdinand 130, 149

maquiladoras 21

market system 45, 120-121

Mediterranean Sea , 96, 98, 100, 102, 128, 147

mestizos 25-26, 90

Mexico 8-17, 19-22, 25, 27-28, 37, 41-42, 49-54, 60-65,

69, 73-74, 77-78, 80, 85, 87, 89-93, 130, 160

Mexico City 9, 17, 20-21, 63, 73, 89, 92

militarism 135

mixed economies 46, 120

Montezuma 60, 63, 91

Muslims 113, 150

NNAFTA 48-49, 77-78, 85

Nazi 38, 139-141, 146, 150

New South Wales 177-178, 184

Nicholas II, Tsar 137-138, 150

nuclear power 107, 173

Ooil 17-22, 33-35, 54, 87, 89, 91, 93, 104-105,

108-109, 123, 126, 158

outback 157, 173, 178, 180-181

PPacific Ocean 8, 10-13, 27-29, 31, 86, 89, 93, 158, 181

Panama 8, 10-16, 53, 72, 85, 89, 92

Panama Canal 8, 10-13, 89

parliamentary system 8

penal colony 177-178, 184

Peru 8, 15, 23, 55, 72, 89-90, 92, 130

Pizarro, Francisco 64, 67, 91

Poland 96, 101-103, 114, 125, 141-142, 144

pollution 17-19, 23, 34-35, 85-86, 89, 93,

104-106

Portugal 25-26, 67-68, 70, 92, 94, 97, 127,

129-130, 147, 149, 160

presidential system 39, 116

prisoners 159, 176-177, 181

Puerto Rico 74-75

Pyrenees 96, 100, 147

QQuebec 35, 79-84, 86, 94, 131-132, 146

quotas 48-49, 122, 149, 167-168, 181

Rrainforest 18, 23, 85, 89, 147

religion 25-26, 44, 65, 69-70, 79-80, 87, 90, 113,

116-117, 123, 127-131, 146, 148, 159-160, 164, 175-176,

183

Renaissance Movement 128-129, 149

Rhine River 96, 98, 110

Rocky Mountains 27-29, 79, 93, 147

Russia 96, 101-102, 109, 113-121, 124-126, 135,137-

140, 146-148, 150

Russian Revolution 136-138

Ssaving 56-57

Scandinavian Peninsula 96, 100, 102, 147

separation of powers 39-40

separatists 83

sheep 65, 157, 166, 167, 180-182, 184

Sierra Madre 8, 10-13, 20, 89

slavery 67-68, 71, 85, 131

smallpox 63-65, 179

smog 17, 105-106

Soviet Union 24, 46-47, 76-77, 92, 106,

113-114, 117, 120, 124, 137, 140, 142-145, 150

Spain 25-26, 63, 65-70, 73-75, 92, 94, 96,

101-103, 113-114, 123, 125, 127, 129-130, 147, 149, 160

specialization 48-49, 167

St. Domingue 69-71, 74, 87, 92

St. Lawrence River 27-29, 31-32, 79, 83

standard of living 25-27, 48, 112, 114, 159-161

sugarcane 23-24, 65, 67-70, 74

superpowers 76, 140, 142, 144

Ttariffs 48-49, 77, 118, 122, 149, 167-169

Tenochtitlán 60-61, 63

tourism 21, 108, 111

traditional system 121

Treaty of Versailles 136-137, 139, 150

UUkraine 96, 101-102, 104, 107, 114, 124-125, 147, 149






IndexUnited Kingdom 96, 101-102, 104-105, 108-109, 112-121, 124, 126, 146-149, 162, 176, 184Upper Canada 80, 81, 94Ural Mountains 96, 100, 147VVan Diemen’s Island 178, 184Venezuela 8, 14-19, 21-22, 24, 53-55, 72, 89-92vote 39, 41-44, 82-83, 116-117, 162-164Wwool 157, 166, 167, 180-181, 184World War I 135-140World War II 47, 107, 140-142, 144-145ZZapatista 74, 77-78, 85, 87, 92


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Notes




Evaluation samples of

teacher resources begin

on the following page.


T E A C H E R R E S O U R C E B O O K

G E O R G I A P E R F O R M A N C E S T A N D A R D SCRCT Resource

Exploring Governments in Mexico and Brazil

Both Mexico and Brazil’s governments are called Federal Republics.You may be surprised to know that these governments share manysimilarities with the U.S. government. Introduce your students to anew form of government by explaining how each part of a FederalRepublic works.

A Federal Republic has state and federal governments. Both haveseparate powers and make separate laws. This is similar to theAmerican system, in which individual states can make laws for theircitizens. In a Federal Republic, a few certain types of laws necessarilyfall to the federal government to make. These include laws regardingeducation, public security, and environmental issues. These issues arehandled by the federal government because they affect the country as awhole.

Both Brazil and Mexico are divided up into different states, just likethe United States. These states are responsible for electing governorsand setting municipal taxes. Also similar to American government,Brazil’s and Mexico’s state governments are broken down into threepowers: the executive, legislative, and judicial. The governor is head ofthe executive branch and serves a term of six years; the legislativebranch is made up a chamber of representatives; and the judicialbranch is run by tribunals, or courts, that make the laws for each state.

The states are broken down even further into municipalities, similarto city governments, where citizens are very familiar with their localleaders. Each municipality is run by a Municipal President whomanages local issues.

� Draw it out! Make a chart showing the division ofpower in the United States government from federaldown to state power. Make a similar chart showing thedivision of power in a Federal Republic like Mexico orBrazil. Discuss the differences and similarities withyour students. Ask them how their roles as citizenswould be similar or different if they lived in Mexico orBrazil.

Correlates with SS6CG2

Mexico and Brazil are not theonly countries that are FederalRepublics. Many countries allover the world have the sametype of government. Here’s alist of some other FederalRepublics.

• Argentina• Austria• Bosnia and Herzegovina• Ethiopia• Germany• Nepal • Nigeria• Pakistan• Venezuela

Government and Civics—Latin America

Federal Republics

Everywhere!

©2008 Carole Marsh/Gallopade International • 800-536-2GET • www.georgiaexperience.com • Page 5


The Cuban Revolution and Communism

In the last 60 years, the small Caribbean island of Cuba has takenon an important role in world politics. Although Cuba is only 100miles form Florida, the United States has cut off relations with thecountry because of its current communist government. Before 1952,however, Cuba was ruled by an elected president and was a smalldemocracy.

In 1952, the Cuban president was overthrown through militaryforce by a man named Fulgencio Batista. Fidel Castro, then a youngmilitary officer, attempted an attack against Batista’s coup and wasarrested. Castro was sentenced to 15 years in prison, where hetrained himself as a military fighter in order to return to Cuba anddefeat Batista.

In 1959, Fidel Castro led an army in Cuba, forced Batista toresign, and declared himself “President for Life.” Castro establisheda communist government and declared himself the dictator. Heclosely followed the example of the Soviet Union, which promotedpublic ownership of all land, services, and goods. Americasupported Castro’s mission to overthrow Batista but opposed hisdecision to create a communist government. Today, the UntiedStates has an embargo against Cuba, which means U.S. businessesare not allowed to sell or buy anything to or from Cuba. Fidel Castroresigned from his leadership in 2008. His younger brother, RaulCastro, is now the leader of the communist Cuba.

Correlates with SS6H3a

Read the facts below to helpstudents understand what anormal day would be like for aCuban citizen under acommunist regime. When youare finished, have them discussthe differences between life inAmerica and life in Cuba.

If you lived in Cuba…

• You would make only $8.00 amonth from a full-time job asa shopkeeper.

• It would take almost half ofyour monthly salary to buyone hamburger at McDonald’s.

• You would get a monthlysupply of food that includedchicken, coffee, rice, beans, andcigarettes. You would be givenno fresh fruits or vegetables.

• You wouldn’t be able to buy anew car. You would have todrive one from the 1950s, ifyou could afford one at all.

• Your favorite pastime wouldmost likely be playingbaseball.

Correlates with SS6CG2

History—Latin AmericaA Day in the

Life…



Understanding a Free-Market Economy

Canada, Mexico, and the United States work under free-marketeconomies. This means that the government generally does notinterfere with the production of goods. Any individual who has themeans of producing a product can decide what type and how much ofthat product they want to make. In order for a free market economy towork, it has to have supply, demand, and competition.

Supply and DemandEconomist Adam Smith thought that when someone pursues what

they are interested in, it helps the whole society. For example, if aseamstress likes to make polka-dot bowties and decides to sell them, shebenefits all the men who want to wear a bowtie to work. This is calledsupply and demand: one person makes a product (supply) for anotherperson who wants to buy it (demand). The number of bowties theseamstress makes, for instance, partly depends on how many men wantto buy them.

CompetitionNow, what if someone else wants to make a striped bowtie and a man

who bought a polka-dot bowtie wants to buy a striped one as well? If theman bought his polka-dot bowtie for $20.00, and the new, striped bowtieis only $13.00, the first seamstress may have to lower her prices to keepher business. This is called competition. Competition explains whythere are so many different bowties in one store with different patterns,colors, and sizes. Adam Smith described this as the “invisible hand.” Hemeant that there is always something at work in a free-market economythat helps the prices stay low and the income stay high.

� Let students practice how a free-market economy works.Select one student who pretends to sell polka-dot bowties andanother who pretends to sell striped bowties. Tell students theaverage price of a bowtie that would be sold at a local retailstore. Then ask them to set a price for their own bowties.Their price can be lower or higher than the average price. Askthe other students to decide who they will buy from based onprices, styles, and availability. Students will have to adjust tomeet the demands of their “customers” as well as the price oftheir competitors.

Correlates with SS6E1a

In order for an economy toprosper, businesses have to offerproducts or services thatsomeone else wants. Canada,Mexico, and the United States aresome countries who tradeproducts with each other. Here’swhat’s coming from across theborders:

Canada• sugar• copper• nickel• automobilesc• lumber• fishing materials• plastics• automotive engine parts • aluminum

Mexico• oil• video equipment• automobile parts and

accessories• computers• tin• gold• sugar• zinc• natural gas

United States• cars• soybeans• fruit• corn• aircraft• automobiles• medicine• computers• organic chemicals

Economics—Latin Americaand Canada

Let’s Trade!



SAMPLESAMPLE

SAMPLE

EvaluationSample


6 TEACHER RESOURCE

P. O . B O X 2 7 7 9 , P E A C H T R E E C I T Y, G A 3 0 2 6 9 • T E L ( 8 0 0 ) 5 3 6 - 2 4 3 8 • F A X ( 8 0 0 ) 8 7 1 - 2 9 7 9 • W W W. G A L L O P A D E . C O M P A G E 3 3

Money Management

As your students get older, it is very important to teach them howto manage their money. Here are some terms and practices they willneed to understand:

Income is money earned over a period of time. This might be $15.00a month or $1,500.00 a month, but any money earned is consideredincome.

Spending is what you choose to use, or spend, your income on.Spending should be based first on what is needed, such as food,water, and shelter, and then on wants, such as entertainment.

Credit: Although many of your students do not have credit cards, itis still important to understand how credit works. Credit is when aborrower receives something now and pays for it later. A borrowerestablishes good credit by paying back his debt in full and on time.

Saving: Everyone should be careful to save some income for futureor unexpected needs. A common recommendation is thatindividuals should save anywhere from five to ten percent of theirmonthly income.

Investing is putting money aside in a way that it can earn interest orotherwise grow. Whether you invest in the stock market, a savingsbond, or a savings account, money that sits untouched earns moremoney.

� Help your class understand how to make personalfinancial choices by setting up a bank in theclassroom. Using fake money, give students a salaryfor the week. They can lose money by misbehavingin class or not turning in homework and gain moneywith good performances. At the end of the week,have students count up their income and divide theirmoney into savings, investments, and spending(needs vs. wants). Offer a list or a table of smallprizes to let students spend their leftover money onentertainment.

Correlates with SS6E4

Taking a trip to another

country means you’ll have to

use a different type of money.

Each country has its own form

of money and with different

values. The less the country’s

dollar (or standard monetary

unit) is worth, the cheaper it is

to travel to that country. But if

its money is worth more than

the U.S. dollar, you’re in for an

expensive vacation! Here’s

how your dollar compares to

other currency in 2008:

1 Canadian Dollar = $1.06 U.S.

1 Mexican Peso= $0.10 U.S.

1 British Pound = $1.90 U.S.

1 Chinese Yuan = $0.14 U.S.

1 Japanese Yen = $0.01 U.S.

1 Australian Dollar = $0.89 U.S.

1 Russian Ruble = $0.04 U.S.

1 Euro = $1.50 U.S.

Correlates with SS6E2d

EconomicsForeign

Exchange



The European Union

Europe’s unique situation of so many countries in one areamakes trade and commerce challenging. In the past, France couldn’ttrade with Germany without switching types of money every time.The same was true for Italy and England or Austria and Sweden. Inorder to make trade simpler and promote a more global community,the European Union was formed.

Twenty-seven countries in Europe have joined the EU, includingFrance, Germany, Austria, Italy, Ireland, and the United Kingdom.All of these countries use the Euro, a form of money that is universalthroughout member states in Europe. The EU guarantees memberstates open trade and promotes democratic peace among countries.The union also allows goods, services, money, and people to movefreely from one country to another without going through theprocess of entering a new country.

� Help students understand the importance of unity byshowing them the benefits of working together. Asseparate countries, Europe is weaker and lessprofitable. Compare this union of countries to yourown classroom by showing how it’s easier to worktogether. Write a riddle or a difficult math problemon the board and have students solve it individually.Watch the clock to see how long it takes them. Next,write a different problem on the board but have theclass solve it together. Which problem took less timeto solve? Does creating a “union” to work togethermake a difference?

Correlates with SS6CG5b

Just like our American Congress,

the British Parliament meets to

discuss current issues in their

country and propose new laws

for the land. It is not unusual for

a heated debate to develop in our

American Congress between

Democrats and Republicans. The

same is true for the British

Parliament, where political parties

often disagree. However, the way

each country handles these

debates is quite different.

In America, congressmen follow

rules about how long they can

speak, what subjects they can

address, and what supporters

they can name. Though they

often disagree, American

congressmen debate politely in a

structured setting.

The British Parliament is much

different. Although they have

rules of behavior, a heated debate

can easily turn into a yelling,

name-calling fighting match

between Parliament members!

With this type of debating, it

usually takes much longer to

solve an issue or propose a new

idea for consideration. The

Members of Parliament are often

interrupted by other members

and called harsh names by

opposing parties. Many people

find watching a Parliamentary

debate on television very

amusing compared to American

Congress meetings. In Great

Britain, politics can certainly be

an interesting show!

Government andCivics—Europe

ParliamentaryFights?



The Great Barrier Reef

Australia has one of the world’s mostfascinating natural structures right off itseastern coast! The Great Barrier Reef is theworld’s largest reef. It is so big that you cansee its formation from outer space. It hasalso been named one of the Seven Wonders of the World. The GreatBarrier Reef is made up of 600 individual reefs and stretches over1,200 miles of water. Its world famous coral grows from smallanimals called coral polyps that are covered with a hard shell. Thesepolyps come together to form a colony that can be different colorsand in the shape of a fan, an antler, a brain, or a plate. Along withthe coral, the reef is home to many different kinds of wildlifeincluding starfish, turtles, and over 1,500 types of fish.

Scientists and environmental advocates have started manycampaigns to preserve the beauty and life of the coral reef. Theyrecognize the benefits of keeping this natural wonder healthy andalive. There are many things that can hurt the Great Barrier Reef.The first is the amount of fishing and boat activity that happensaround it. The more human activity takes place near the reef, themore it gets polluted. Tourists who want to experience the beauty ofthe reef can also cause damage; it’s easy for people to accidentallybreak the corals as they explore. Another hurtful source comes fromwithin the reef itself. Some animals, like the Crown of Thornsstarfish, destroy the corals for food and/or protection. If Crown ofThorns starfish attack the reef in great numbers, they can cause lotsof damage.

� Talk to students about other natural wonders of theearth like Mount Everest and Niagara Falls. Ask themto consider how they would feel if those wondersdidn’t exist. Discuss with your class the importanceof preserving the natural beauty that nature hasgiven us.

Correlates with SS6G12

Australia is the largest

inhabited island, but it is the

smallest and least populated

continent in the world. It’s also

the flattest and driest

continent.

Australia has more than 150

million sheep and only 20

million people!

The Tasmanian devil, a meat-

eating marsupial (from the

kangaroo family), lives in

Australia.

Forty types of kangaroos and

wallabies live in Australia.

January 26 is Australia Day,

celebrating the first arrival of

the ships filled with convict

“settlers.”

Australia’s first policemen were

a group of a dozen of the best-

behaved convicts.

Kangaroos are like camels; they

don’t need much water. In

fact, they can survive for

months without taking a

drink!

Geography—AustraliaAustralia

Trivia



Aborigines

Although most Australians speak with a somewhat British-sounding accent today, the British were not the first people to settleAustralia. The British arrived on Australia to find a group of nativesalready living there. They were called the Aborigines, which means“the first.” Scientists who study the lives of the Aborigines havespeculated that they might be the world’s first people. Artifacts fromthe Aboriginal people have been dated back farther than artifactsfound from any European inhabitants.

The early Aborigines lived in small groups of people. Theyweren’t called tribes, however. Each group lived on a piece of landthat they believe was given to them in the “Dreamtime,” or the past.No one bought or sold property. Different groups learned to huntand gather food differently, depending on what type of land theylived on. The Aborigines did not trade or grow any crops butgathered their own food daily from the land around them.

When the British arrived to settle the island in 1788, they foundthat the Aborigines were already settled into the land. Although theBritish were not hostile at first, they begin to think badly of theAborigines because they did not cultivate the land and were notChristians. The new settlers began to think of them as savagenatives. Since the Aborigines did not buy or sell property, the Britishbegan taking it away from them and claiming it as their own. TheAborigines were forced off of much of their land, but some still livein Australia today.

� Discuss with your students whether it was good orbad for Britain to take over the Aboriginal land. Talkwith them about why it is important to respect thetraditions of another culture even if it is differentfrom their own. If the British understood theAboriginal idea of land ownership, they might nothave taken it from the natives.

Correlates with SS6H8

The first Europeans to live on

Australian soil were actually

prisoners! They lived in camps

called penal colonies which

were like new prisons. People

who went against the British

government were transported

by boat to Australia to live. It

kept criminals off of British

land and prevented them from

escaping back to their

homeland. Many of the people

jailed in Australia, however, did

attempt to escape. Most didn’t

make it very far!

The prisoners who were left in

Australia were forced to create

new towns and provide for

themselves. Not surprisingly,

the new communities had lots

of crime at first. Prisoners

eventually learned to work

together in order to survive.

Today, Australia is a

contemporary and thriving

country. Sometimes bad

beginnings have much better

endings!

Correlates with SS6H9a

History—AustraliaWas AustraliaOne Big Jail?



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Georgia Experience • 6th Grade • ©Carole Marsh/Gallopade International • 800-536-2438 • www.gallopade.com

Bringing enrichment back

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Michelangelo, Italy’s Renaissance ManHow long do you think it would take you to do a painting? How does four yearssound? Not bad if it’s still famous over 400 years later!

It’s been nearly 450 years since Michelangelo died. Yet he is stillfamous! He was a man of great talent and skill. Michelangelo was anItalian sculptor, painter, architect, and poet. You could say he was acreative soul.

Most of his works were done for the Catholic Church.Michelangelo worked during a time known as the High Renaissance.One of his most famous sculptures is a towering marble statue of thebiblical King David. This statue is considered a masterpiece!

Pope Julius II commissioned Michelangelo to do a painting, butthis was not just any painting. The job was to paint the ceiling of

the Sistine Chapel in Rome, Italy! Michelangelo chose a difficult scene. Hewanted to create a painting thatrepresented the story of man, fromcreation to salvation.

Michelangelo’s SistineChapel creation includes morethan 300 figures and took overfour years to complete! The fullpainting is a collection ofdetailed scenes. One of the mostfamous parts of the painting is known as “TheCreation of Adam.” It illustrates the famous Bible story from theBook of Genesis.

In spite of his incredible talent, Michelangelo was quite hard on himself. Hewas a perfectionist. If he discovered even the tiniest problem with his artwork, heconsidered it ruined!

Michelangelo left an enduring legacy as one of the greatest artists of all time.Another 16th century artist said of him, "The world has many kings and only oneMichelangelo."

Trivia: Art history meets modern times! Michelangelo’s original, red chalk sketchof part of the dome at St. Peter’s Basilica was discovered on December 7, 2007 in thearchives at the Vatican. This sketch was the last one Michelangelo did before hisdeath. It is a very rare find because later in his life, Michelangelo destroyed his designs.

The Creation of Adam

Self portrait



to the classroom!

Help during the Holocaust: The Oskar Schindler StoryYour country is at war. You’ve been separated from your family, dragged off todifferent detention camps. In some cases, death is certain. Do you dare hope to survive?

Oskar Schindler was a successful German businessman.

During World War II, he owned an enamelware factory. About

1,000 Jewish slave laborers worked there. He was social and

friendly with high-ranking members of the SS, the German

Nazi police.

In 1942, Schindler witnessed a raid on Jewish ghetto.

Many of his workers were killed. After that, Schindler did

everything he could to protect the Schindlerjuden or

“Schindler’s Jews.”

He used his contacts and his charm to get his

workers out of dangerous or difficult situations. His factory

was considered important to the

German war effort. If some of his workers

faced being sent away, Schinder would claim

that he needed them to work in his factory.

Tactics like this saved many Schindler Jews.

Perhaps Schindler’s biggest

accomplishment was when he moved his

factory from Plaszow to another city.

Somehow, he got permission to take all

1,100 Jewish workers with him. Every

person on that list was allowed to go

with Schindler. It saved them from certain death.

Tragically, 25,000 men, women, and children from Plaszow were sent to die

in the gas chambers at the Auschwitz concentration camp.

At great risk to himself, his family, and his business, Schindler did

everything he could to help his workers. He spent lots of money bribing officials to

go along with his wishes. He ended up bankrupt because he spent his fortune on

the care and safety of his Jewish workers.

Because of Oskar Schindler, around 1,200 Jews survived the Holocaust.

Today, descendants of the Schindler Jews live in the U.S., Europe, and Israel.

To think about: What would you give up so that someone else could be safe?

Oskar Schindler

Schindler’s enamelware factory



to the classroom!

Meet Winston ChurchillWriter, artist, soldier, and Prime Minister...this leader was multi-talented!

You could say that Sir Winston Leonard Spencer-Churchill wore many hatsthroughout his life. He is best known as a former prime minister of England. He

led England to victory during World War II. His leadership helpedthe British survive the devastating Battle of Britian. His standagainst Nazi Germany is legendary.

He enjoyed a friendship with U.S. President Franklin D.Roosevelt. America and England were allies during World War II.Americans helped the British with supplies of food, oil, and arms.

Winston Churchill had a speech impediment. It washard for him to pronounce the letter “s.” Often, it came outsounding like an “sh.” With speech therapy and practice, heovercame it and became known as a great public speaker. “Myimpediment is no hindrance,” Churchill said. As primeminister, Churchill was well known for his inspiring speeches,especially during wartime. As the Germans bombed Englandnight after night during the Battle of Britain, the British

would gather around their radios to listen to his stirring words.

Winston Churchill was also a talented artist. He enjoyed painting as alifelong hobby. Writing was another of Churchill’s many talents. He wrote fornewspapers and authored many books. Churchill won the Nobel Prize in literaturefor his work.

Churchill also served as anofficer in the British Army. He foughtin India and Sudan. He also sawcombat during the Second Boer War.For a short time, Churchill alsocommanded a battalion duringWorld War I.

The British people lovedChurchill. He was a national hero.When Churchill died at age 90, hewas given a state funeral. He wasthe only non-royal to receive such an honor.

Trivia:• Winston Churchill’s mother was American.• Churchill was one of the best polo players in his Army regiment.• His trademark sign was to hold his index and middle fingers up together in

the shape of a “V.” The letter “V” stood for victory.

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“Brother, Can You Lend Me aDime?”: The Great DepressionIn old-time cartoons, the Great Depression was often represented by a man wearing abarrel for clothes! Yes, times were hard, indeed, as you will see…

A “depression” is an economic downturn so severe that money becomesvery scarce. Many companies go bankrupt. Many people are jobless, and, like arolling snowball, the situation just gets worse and worse.

The Great Depression started on Wall Street (atthe stock brokerages in New York City) in October1929. The stock market “crashed.” Thousands of peoplelost large sums of money. Fortunes built over yearsvanished in hours. The United States plunged into along economic depression that shattered millions ofAmerican lives.

What was the result of the widespread povertythat affected families across the country? It was severe.The Great Depression lasted so long that folks wentfrom poor to poorer. Many became homeless and beinghungry was common. There just wasn’t any money for clothes, medicine, and often,

even “necessities” such as food, heat, electricity, or even water.

Never before had Americans experienced suchhard times for so long. At the worst part of the GreatDepression, about 16 million people were without jobs.Many families helped each other when they could bysharing homes and garden harvests, and in other ways bigand small, until this desperate economic crisis finally andthankfully was over.

Part of the recovery from the Great Depression wasThe New Deal program, established by President Franklin D.

Roosevelt to improve the nation’s economy.

New jobs were created through numerous government programs. Overtime, the economy got better. However, it finally took World War II to truly pullAmerica out of the Great Depression as jobs were created for the war effort.



to the classroom!

Gold Down Under! TheAustralian Gold RushIt was a g’day when gold was discovered in the outback! People from around the globerushed to Australia to find their fortunes.

Australia brings many things to mind, but gold is not usually one of them.

Maybe it should be! Australia is the world’s fourth

largest producer of gold. It has been an important

commodity for more than 150 years.

It all started back in 1841, when

Reverend W.B. Clark discovered gold there. He

reported his find to George Gipps, Governor of

New South Wales. Instead of excitement,

Gipps expressed fear and concern.

“Put them away, Mr. Clarke, or we

shall all have our throats cut!” Gipps said. At

that time, Australia was filled with convicts

sent there from Britain.

Gipps feared that

finding gold would lead to

big trouble!

Ten years later, in 1851, Edward Hargraves found

gold near Bathurst, West of Sydney, Australia. He named the

area Ophir. After his discovery, Hargraves became

“Minister of the Land.”

Soon the Australian gold rush was on! More than 1,000

prospectors appeared at Ophir within four months of Hargraves’ discovery. Gold

was found in every Australian colony. People came from all over the world! Within

10 years of the start of the gold rush, Australia’s population grew to over one

million.

Trivia: • Interestingly, Hargraves did not find gold when he traveled to California during

its gold rush.

• Numbering about 40,000, the Chinese made up the largest number of goldfield

workers.

• People who worked in the goldfields were called “diggers.”

• South Australia was the only area that didn’t yield large amounts of gold.

A prospector with a 630 lb. nugget



to the classroom!

Connecting Waterways andWorlds: The Panama CanalDigging a hole is easy, right? Millions of pounds of explosives were used, andthousands of lives were lost during this” big dig.”

For years, ships traveling to and from the

Atlantic and Pacific oceans would

have to sail all the way around South

America. It was a long and dangerous

journey. Sailors and their governments

longed for a better route, a shortcut

from sea to shining sea!

The idea of the Panama Canal

goes all the way back to the sixteenth

century. A canal would be dug across the

country of Panama. This canal would

connect the Pacific Ocean with the Caribbean Sea and the Atlantic Ocean. It had

the power to cut shipping times in half!

For example, a ship sailing from New York to San Francisco before

the canal was built had to travel about 14,000 miles all

the way around South America. Traveling through

the Panama Canal cut the trip to only 6,000 miles—

less than half as long as before! How’s that for a handy

shortcut? That was why the Panama Canal was

so important.

The French made the first attempt to build the

Panama Canal in the 1880s. It did not succeed, and,

sadly, almost 22,000 workers died during construction.

In the early 1900s, the United States took over the project, and in

1914, the Panama Canal was completed. It is 48 miles across! Ships travel the

Panama Canal through a series of locks. Locks raise or lower boats and ships so

they can move from one elevation to another along a waterway.

Trivia:• It takes a cargo ship about nine hours to sail through the canal.

• Construction of the Panama Canal is considered one of the greatest

engineering accomplishments in history!

• Nearly 40 ships pass through the Panama Canal every day.



to the classroom!

Guantanamo Bay, America’sMilitary Base in Cuba“I keep my friends close, but my enemies even closer,” is an old expression. It describesthe United States and its place on this hostile island nation.

Located in the Caribbean Sea, Cuba is the largest island in the West Indies.

It is a communist nation led by President Fidel Castro. The United States and Cuba

are not friendly with each other. It is illegal for

Americans to travel to Cuba. Still, the U.S. has a

presence on this island.

Guantanamo Bay is on the southeastern part

of Cuba. It is home to the oldest overseas U.S. Navy

base. The Guantanamo Bay Naval Base is nicknamed

“Gitmo.” In 1903, the Cuban-American Treaty gave

the United States control over the bay. Still, the

Cuban government thinks it is illegal for the U.S. to

be there. It is a source of tension and hostility

between the two countries.

Most often, American military bases are located in countries that have

diplomatic relationships with the United States. Those countries are our allies or

friends. “Gitmo” is the only U.S. naval base in a country that has no diplomatic

relations with America. It is also the only American base that operates in a

Communist country. Working in a place where you are not welcome is

difficult…and dangerous!

The base is surrounded by more than

17 miles of fence. U.S. Marines patrol on one

side. Cuba’s troops patrol the other. This is

serious, non-stop, 24-hour duty!

Since 2002, part of the base has been used as a military prison for

suspected terrorists.

Trivia:• The U.S. has used the base at Guantanamo Bay for more than 100 years!

• Cuba is America’s closest hostile neighbor. It is only 90 miles from Key West,

Florida, the southernmost point in the continental United States.

• Nearly 10,000 sailors and Marines are stationed at “Gitmo.”

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Dangerous Ocean Voyage toFreedom: The Mariel BoatliftIt’s so very hot, and so very crowded. You’re thirsty, and the constant rocking of the

boat—back and forth, back and forth—is making you sick! To be free, you must

endure this…and more!

Between April and October of1980, nearly 125,000 Cubans fled theirhome country in search of refuge in theUnited States. Because they sailed fromMariel Harbor in Cuba, this exodusbecame known as the Mariel Boatlift.

The incident started whenabout 10,000 Cubans sought asylum, or safeharbor, at the Peruvian Embassy. In response, President FidelCastro, the Communist leader of Cuba, announced that people were free to leave.What seemed like a good idea was bad for the U.S. It was discovered that many ofthe Cubans that Castro freed were criminals or mentally ill.

The large numbers of Cubans arriving overwhelmed the U.S. Coast Guard.A total of 1,700 boats arrived on U.S. shores during the Mariel Boatlift. Manyarrived in Miami, Florida. Their journey was treacherous. Boats were overcrowdedand some were barely seaworthy. Little thought was given to weather or lifejackets.A total of 27 Cubans died.

In spite of early concerns, only two percent were denied U.S. citizenshipbecause they were criminals. Many of the Cubans settled in Miami.

Even though Castro had granted Cubans permission to leave, members ofthe Cuban Communist Party targeted people who were planning to go. Theirhomes were vandalized. They were threatened and intimidated. Anyone who stoodup for them was targeted, too. They lost their jobs and were kicked out of thecolleges and universities they attended.

Both the United States and Cuba agreed to end the mass migration ofCubans to America. The Cuban government closed Mariel Harbor to any otherswho wanted to leave. This ended the Mariel Boatlift.

To think about: Would you take a crowded, dangerous boat ride across the openocean just to be free?



to the classroom!

Fighting to be Free: The Journeyof L’AmistadEverybody wants you. No, they don’t want to be your friend. You are property—aslave—and they’re fighting over who owns you!

On July 2, 1839, African slaves aboard a ship named L’Amistad revolted!

Sailing from Havana, Cuba, to another

Cuban port and led by Sengbe Pieh

(also known as Joseph Cinqué), 53

Africans (49 adults and 4 children)

took control of the ship. They killed

all of their captors except the

navigator. They demanded that the

navigator sail them back home to

Africa. Tricking them, he set a

course for Long Island, New York

instead. Once there, the United States

Navy took the ship into custody.

A legal battle followed, and L’Amistad became a symbol of the movement

to abolish slavery. The U.S. had to decide the status of the African captives. Every

party involved laid a claim to them. As of 1808, importing African slaves to the

U.S. was prohibited, so the ship’s owner lied and said the Africans were really born

in Cuba.

The court had to consider several options. Were the Africans to be treated

as “salvage” which meant they were the property of the naval officers who had taken

custody of the ship? Were they the property of the Cubans? Did they belong to

Spain as the queen of Spain claimed? Had the Africans been kidnapped and taken

against their will?

The case went all the way to the Supreme Court. In 1841, it was ultimately

decided that the Africans had been illegally held. They were free to return to

Africa, and did so the following year.

Trivia:• Amistad is Spanish for “friendship.”

• New Haven, Connecticut is home port to Freedom Schooner Amistad, a

replica of L’Amistad.

• The L’Amistad case brought lots of attention to the antislavery movement in

the U.S.



to the classroom!

Brownshirts: The OriginalStormtroopersTerror. Violence. Crime. These were the evil ways of Hitler’s personal band of thugs.

The science fiction movie Star Wars featuredstormtroopers…armed space soldiers wearing whitearmor from head to toe. Did you know there werereal stormtroopers in Hitler’s Germany? The actualGerman stormtroopers were known as“Brownshirts” because of the color of theiruniforms. They were also known as the SA,which is short for the German words, Sturm

Abteilung.

The SA became Hitler’s private armyand was a big part of his rise to power.Brownshirts disrupted meetings held byHitler’s political adversaries. They also protected Hitler.

The first leader of the Brownshirts was Captain ErnstRoehm. Under Roehm’s leadership, the organization grew from70,000 to 170,000 members. By 1934, there were several millionmen in the organization.

As Hitler and his Nazi party rose to power in Germany, theneed for the SA had run its course. Many high-ranking Naziswanted Roehm removed. They were threatened by him becausehis political views were different. They knew that Roehm andthe SA were strong enough to overpower the German Armyand even to remove Hitler from power. Hitler knew it, too,and knew he had to do something about it.

Hitler personally arrested Roehm on June 29, 1934. For thenext 24 hours, 200 other senior SA officers were arrested and executed. It becameknown as the Night of the Long Knives. The Schutz Stafeinel, or SS, accompaniedHitler to Roehm’s arrest. The SS ultimately replaced the SA.

To think about: Violence was the beginning and the end of the SA. How would history be differentif the SA had removed Hitler from power?

Ernst Roehm



to the classroom!

Dangerous Ocean Voyage toFreedom: The Mariel BoatliftIt’s so very hot, and so very crowded. You’re thirsty, and the constant rocking of the

boat—back and forth, back and forth—is making you sick! To be free, you must

endure this…and more!

Between April and October of1980, nearly 125,000 Cubans fled theirhome country in search of refuge in theUnited States. Because they sailed fromMariel Harbor in Cuba, this exodusbecame known as the Mariel Boatlift.

The incident started whenabout 10,000 Cubans sought asylum, or safeharbor, at the Peruvian Embassy. In response, President FidelCastro, the Communist leader of Cuba, announced that people were free to leave.What seemed like a good idea was bad for the U.S. It was discovered that many ofthe Cubans that Castro freed were criminals or mentally ill.

The large numbers of Cubans arriving overwhelmed the U.S. Coast Guard.A total of 1,700 boats arrived on U.S. shores during the Mariel Boatlift. Manyarrived in Miami, Florida. Their journey was treacherous. Boats were overcrowdedand some were barely seaworthy. Little thought was given to weather or lifejackets.A total of 27 Cubans died.

In spite of early concerns, only two percent were denied U.S. citizenshipbecause they were criminals. Many of the Cubans settled in Miami.

Even though Castro had granted Cubans permission to leave, members ofthe Cuban Communist Party targeted people who were planning to go. Theirhomes were vandalized. They were threatened and intimidated. Anyone who stoodup for them was targeted, too. They lost their jobs and were kicked out of thecolleges and universities they attended.

Both the United States and Cuba agreed to end the mass migration ofCubans to America. The Cuban government closed Mariel Harbor to any otherswho wanted to leave. This ended the Mariel Boatlift.

To think about: Would you take a crowded, dangerous boat ride across the openocean just to be free?

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• Bonus section of study/review materials provides facts andessential content that students can study to prepare for practicetests and/or review problem areas after practice tests.

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Map SkillsLook at the map of Europe with major physical features identified. Follow the directionsbelow.

1. Trace the Danube River and the Rhine River in blue.

2. Draw a red circle around the English Channel.

3. Draw a green circle around the Mediterranean Sea.

4. Draw a brown box around the European Plain.

5.. Draw a pink circle around the Alps.6. Draw a gray rectangle around the

Pyrenees.7. Draw a black oval around the Ural

Mountains.8. Outline the Iberian Peninsula in

yellow.9. Outline the Scandinavian

Peninsula in orange.

Map SkillsStudy the map of European colonization in the New World and answer the questions below.

1. What countries had colonies in North America and Central America?

2. What countries had colonies in South America?





P a c i f i cO c e a n

A r c t i c O c e a n

Chukchi Sea

B e a u f o r t S e a

Caribbean Sea

Hudson BayGulf of Alaska

B a f f i n B a y

Gulfof

Mexico

Bering Sea

GREENLANDGREENLAND


CANADACANADA

MEXICOMEXICO

THE BAHAMASTHE BAHAMASCUBACUBA

BELIZEBELIZE

ARGENTINAARGENTINA

BOLIVIABOLIVIA

COLOMBIACOLOMBIA

PERUBRAZILBRAZIL

GUIANAGUIANA

CHILECHILE

PARAGUAYPARAGUAY

URUGUAYURUGUAY

English colonies

French colonies

Spanish colonies

Portuguese colonies

Dutch colonies

1000 Miles0

1000 Km0

Colonies in the New World, 1700

England, France, Spain

Spain, Netherlands, Portugal



Empire Building Leads to WarIn 1914, World War I started in Europe. It began between

the countries of Austria-Hungary and Serbia, but soon grewinto a global war of 32 nations. On one side of the war werethe Allies—Great Britain, France, Russia, Serbia, and Belgium.On the other side were the Central Powers—Germany, Austria-Hungary, Bulgaria, and theOttoman Empire. The United States came in on the side of the Allies in 1917.

There were several major causes of World War I:

• European alliances: European countries had joined alliances to better protect themselves. Ifone member was attacked, the others were obligated to help that country.

• Nationalism: Citizens felt fierce pride in their countries. Many groups wanted to be free fromthe control of other nations.

• Imperialism: Rivalries developed as countries tried to grab colonies. Conflicts had occurredover control of colonies in Africa and Asia. European countries resented and distrusted eachother.

• Militarism: Countries had built strong armies and navies to defend their own countries andtheir colonies. Tensions built as countries watched each other build up military power.

The actual event that sparked WWI was the assassination of the Austrian Archduke FrancisFerdinand in 1914. He was the heir to the Austrian-Hungarian throne. Ferdinand was killed bya Bosnian Serb who wanted to free Bosnia from the Austro-Hungarian Empire and unite it withSerbia. European empire building in Africa and Asia helped lead to World War I becausecountries had built up resentments toward each other, had developed strong militaries toprotect their colonies, and felt fierce pride in their countries and its possessions.


1. If Europe had not divided itself into alliances, do you think World War I would have spread to as many

countries as it did? Explain your answer.

2. Next to each cause of WWI below, write how empire building affected it.

a. Nationalism:

b. Imperialism:

c. Militarism:

Word Definitionalliance: a union ofcountries to achieve a

particular goal

no Countries were obligated to help

other countries in their alliances.

Citizens felt fierce pride in their countries.

Rivalries developed as countries grabbed new colonies. Countries

resented and distrusted each other.Military power built up as countries prepared to defend themselves and

their colonies.

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