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Unit Resources
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■ Reading Skills and Strategies Support■ Vocabulary Practice
Unit 3
■ Social Studies Skills Support ■ Map and Graph Practice
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Program Resources
Unit 3: Latin America
Unit 3 Almanac Map Practice 39
Unit 3 Data File Practice 40
Chapter 6: Latin America: Its Land and History
Lesson 1 Reading Skill and Strategy 41
Lesson 1 Vocabulary/Study Guide 42
Lesson 2 Reading Skill and Strategy 43
Lesson 2 Vocabulary/Study Guide 44
Skillbuilder: Find and Summarize the Main Idea 45
Chapter 7: Mexico Today
Lesson 1 Reading Skill and Strategy 46
Lesson 1 Vocabulary/Study Guide 47
Lesson 2 Reading Skill and Strategy 48
Lesson 2 Vocabulary/Study Guide 49
Skillbuilder: Read a Graph 50
Lesson 3 Reading Skill and Strategy 51
Lesson 3 Vocabulary/Study Guide 52
Lesson 4 Reading Skill and Strategy 53
Lesson 4 Vocabulary/Study Guide 54
Chapter 8: Central America and the Caribbean Islands
Lesson 1 Reading Skill and Strategy 55
Lesson 1 Vocabulary/Study Guide 56
Lesson 2 Reading Skill and Strategy 57
Lesson 2 Vocabulary/Study Guide 58
Lesson 3 Reading Skill and Strategy 59
Lesson 3 Vocabulary/Study Guide 60
Lesson 4 Reading Skill and Strategy 61
Lesson 4 Vocabulary/Study Guide 62
Skillbuilder: Read a Political Map 63
Chapter 9: South America
Lesson 1 Reading Skill and Strategy 64
Lesson 1 Vocabulary/Study Guide 65
Lesson 2 Reading Skill and Strategy 66
Lesson 2 Vocabulary/Study Guide 67
Lesson 3 Reading Skill and Strategy 68
Lesson 3 Vocabulary/Study Guide 69
Lesson 4 Reading Skill and Strategy 70
Lesson 4 Vocabulary/Study Guide 71
Skillbuilder: Read a Timeline 72For more support, see the Grade Level Resources folder.
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Almanac Map Practice Name Date
Use the map to do these activities and answer these questions.
Practice1. Circle Latin America’s highest and largest mountain range.
2. What is the elevation for most of the Yucatan Peninsula in Central
America?
3. Color the seven Central American nations that form a land bridge between Mexico and South America.
Apply4. Write five “What country am I?” questions about Latin America. For
example, “I am a small country south of Brazil on the Atlantic Ocean.What country am I?” (Answer: Uruguay) Then play the game with a partner to answer each other’s questions.
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
UNIT 3
39 , pp. 142–143
WE S T
I N D I E S
SierraM
adre
Sierra
Madre
Occidental O
riental
AMAZON
BASIN
AN
DE
S
AN
DE
S
YucatánPeninsula
SOUTH AMERICA
CENTRAL AMERICA
Amazon R.
Rio Grande
PACIFICOCEAN
ATLANTICOCEAN
C a r i b b e a n S e a
Gulf ofMexico
ARGENTINA
PARAGUAY
ECUADOR
SURINAMEGUYANA
PANAMACOSTA RICA
EL SALVADORGUATEMALA
NICARAGUA
HONDURASBELIZE
JAMAICAHAITI
BAHAMASCUBA
VENEZUELA
MEXICO
COLOMBIA
CHILE
BOLIVIA
URUGUAY
PERU
B R A Z I L
DOMINICANREPUBLIC
FRENCHGUIANA (FR.)
WE S T
I N D I E S
SierraM
adre
Sierra
Madre
Occidental O
riental
AMAZON
BASIN
AN
DE
S
AN
DE
S
YucatánPeninsula
SOUTH AMERICA
CENTRAL AMERICA
Amazon R.
Rio Grande
PACIFICOCEAN
ATLANTICOCEAN
C a r i b b e a n S e a
Gulf ofMexico
ARGENTINA
PARAGUAY
ECUADOR
SURINAMEGUYANA
PANAMACOSTA RICA
EL SALVADORGUATEMALA
NICARAGUA
HONDURASBELIZE
JAMAICAHAITI
BAHAMASCUBA
VENEZUELA
MEXICO
UNITED STATES
COLOMBIA
CHILE
BOLIVIA
URUGUAY
PERU
B R A Z I L
DOMINICANREPUBLIC
FRENCHGUIANA (FR.)
2,0001,000
2,0001,000
mi 0
km 0
13,100 ft. (4,000 m)
6,600 ft. (2,000 m)
3,275 ft. (1,000 m)
650 ft. (200 m)
0 ft. (0 m)
LEGEND
LATIN AMERICA: PHYSICAL
039_57318_U03AMP 6/23/04 3:54 PM Page 39
Data File ActivitiesName Date
Practice1. Complete the chart above that compares related information about
countries of Latin America by looking up the information in the DataFile on pages 144–147 of your textbook. One has been done for you.
2. What can you conclude about how the number of doctors in a countryaffects life expectancy and the infant mortality of the population?
Apply3. Use the back of this page to create a similar chart for five additional
nations in Latin America. Compare the results of your two charts. Doyou reach the same conclusions about the relationship betweendoctors, life expectancy, and infant mortality?
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved. 40
Comparison-Contrast Chart
Doctors per Life Expectancy(years)
Infant Moralityper 1,000 live births
Country100,000 people
Cuba 530 76 7.7
Argentina
Peru
Haiti
Venezuela
UNIT 3
040_57318_U03DAT 6/23/04 1:58 PM Page 40
CHAPTER 6, LESSON 1Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved. 41
Reading Skill and StrategyReading Skill: Compare and ContrastThis skill helps you understand how conditions or events are similar anddifferent.
Read “Climate.” Compare and contrast conditions in Latin America during anormal year with those of an El Niño year. Complete the chart below.
Reading Strategy: Monitor and Clarify4. Read “Defining Latin America.” Which heading could help you locate
information about the problems that threaten the Amazon rain forest?Put a checkmark (√) next to the best answer.
Central America
South America
The Amazon at Risk
5. Which lesson graphic would you use to learn more about El Niño?
1. 2.
Normal Year El Niño YearBoth
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CHAPTER 6, LESSON 1Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved. 42
1. Many flow into the Amazon River.
2. Too much has resulted in dramatic temperature
changes and the erosion of land.
3. The ocean current called causes added
precipitation in the South Pacific, resulting in heavy rains and flooding.
4. The hot and humid climate of the creates lush
vegetation.
Study GuideListed below are physical features of Latin America that affect the regionand its people in various ways. On the lines below, explain these effects.
5. Mexico City is surrounded by mountains. What effect has this had on
the air quality in this city?
6. The Amazon forest in South America has been reduced in the past.
What harmful effects has this had on the environment?
Vocabulary and Study GuideVocabularyWrite the term that best completes each sentence.
Tropical Zone
deforestation
tributaries
El Niño
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CHAPTER 6, LESSON 2Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved. 43
Reading Skill and StrategyReading Skill: Cause and EffectThis skill helps you see how one condition or event can be related toanother, either by causing it or resulting from it.
Read “The Aztec.” Complete the chart to identify factors that led to Aztecdomination.
Reading Strategy: Monitor and Clarify3. Look at the picture of the stone monument on page 157. What can
you learn about the Maya by studying this picture?
4. Read “The Inca” to look for information about Inca communications.On the lines below, describe how the Inca kept records. Explain howyou located this information.
2.
The Aztec became a greatmilitary force.
The Aztec lived on an island.
1.
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CHAPTER 6, LESSON 2Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved. 44
Vocabulary and Study GuideVocabularyMatch the definition in the second column with the term in the firstcolumn. Write the correct letter on the line.
1. chinampa
2. ColumbianExchange
3. hieroglyphs
A. exchange of culture and goods between Europe and itscolonies in North and South America
B. symbols representing words or syllables in the Mayalanguage
C. a floating garden of the Aztec
Study GuideWrite T in the blank if the statement is true. If the statement is false, writeF in the blank and then write the corrected statement on the line below.
4. Mexico took its name from the Mexica, the name of a tribeof wandering warriors.
5. Tenochtitlán was an island city where Mexico City nowstands.
6. The Spanish conqueror Francisco Pizarro defeated the Aztec ruler Montezuma.
7. The Inca were the first civilization in the world to understand the advanced mathematical concept of zero.
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CHAPTER 6Name Date
45Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved. 45
Skillbuilder: Find and Summarizethe Main Idea
Portrait of an Aztec Emperor
The excerpt below is taken from an account of the conquest ofMexico written by one of the Spanish soldiers who fought under Cortés.
The great Montezuma . . . had over two hundred Chieftains in hisguard . . . and when they went to speak to him . . . they had to enterbarefoot with their eyes lowered to the ground, and not to look up inhis face. And they made him three [deep bows], . . . and on takingleave they did not turn their backs, but kept their faces towards himwith their eyes to the ground.
From The Discovery and Conquest of Mexico, Bernal Díaz delCastillo, (New York: Farrar, Straus and Cudahy, 1956), 208–209.
Practice1. What is the main idea of this passage?
2. Write a summary of the main idea and include important details.
ApplyRead “The Spanish in Latin America.” Write a paragraph summarizing themain idea. Include important details.
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CHAPTER 7, LESSON 1Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved. 46
Reading Skill and StrategyReading Skill: SequenceThis skill helps you understand the order in which events happened.
Read “The War of Independence.” Then complete the chart below to showthe sequence of events in the War of Independence.
Reading Strategy: Predict and Infer4. Look at the headings and pictures in “The Founding of New Spain.”
Put a checkmark (√) next to the best inference about the Spanish inMexico.
Native Americans in Mexico preferred Spanish ways to their own.
The Spanish changed Mexico forever.
The Spanish were better soldiers than the Aztec.
5. Read the text heading and the map title and caption on page 174.What do you think you will learn about the war between Mexico andthe United States? Put a checkmark (√) next to your answer.
Mexico won a war against the United States.
Spain attacked the United States and started a war.
The United States gained parts of Mexico in the war.
Father Miguel Hidalgo urges Mexicans to throw off Spanish rule.
1.
2.
3.
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CHAPTER 7, LESSON 1Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved. 47
Vocabulary and Study GuideVocabularyCircle the letter before the term that best matches the description.
1. member of the highest social class in Mexico after the Spanishconquest
A. criollo B. peninsular C. mestizo D. encomienda
2. a system of rule established in Mexico by Spain
A. criollo B. peninsular C. mestizo D. encomienda
3. a person who is of both Spanish and Native American ancestry
A. criollo B. peninsular C. mestizo D. encomienda
4. members of a second class who were born in Mexico but whoseparents were born in Spain
A. criollo B. peninsular C. mestizo D. encomienda
Study GuideFollowing are the names of events, people, and actions that are associatedwith specific problems. On the lines below, describe the problem eachcreated or helped to solve.
5. What problem led Cortés to enlist the aid of Native Americans?
6. What problem did Mexico’s War of Independence finally solve in 1821?
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CHAPTER 7, LESSON 2Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved. 48
Reading Skill and StrategyReading Skill: Draw ConclusionsSometimes when you read, you have to figure out things that the writerdoesn’t specifically tell you. This skill is called drawing conclusions.
Read “The Mexican Revolution.” Use the graphic organizer to help you drawconclusions about the role that the Mexican government played inlandownership. Write your answer in the bottom box.
Reading Strategy: Predict and Infer2. Look at the headings and captions in “The Mexican Revolution.” Put a
checkmark (√) next to the statement that tells what you predict youwill learn.
A constitution was written after Mexico gained independence.
There was a revolution in Mexico that involved land.
This was a peaceful time in Mexico’s history.
3. Read the heading and the main idea on page 182. Predict one thingyou think you will read. Complete the statement.
The people of Mexico can take part in the political process by
.
A law passed in 1883 allowed wealthy ranch owners to take land fromvillage farmers.
A new constitution in 1917 established a plan to distribute land moreequally among people.
1.
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CHAPTER 7, LESSON 2Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved. 49
Vocabulary and Study GuideVocabularyCircle the letter before the term that best matches the description.
1. community farm owned by all villagers
A. hacienda B. mestizo C. encomienda D. ejido
2. a big farm or ranch
A. peninsular B. ejido C. hacienda D. encomienda
Study GuideThere has been a struggle for land reform and political reform in Mexico forcenturies. Complete the chart below to show how each leader helped tobring change.
Change
3.
4.
5.
6.
Leader
Benito Juárez
Francisco Madero
Emiliano Zapata
Vicente Fox
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CHAPTER 7Name Date
50Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved. 50
Skillbuilder: Read a Graph
Practice1. What does the title tell you about the graph?
2. According to the vertical axis on the left side of the graph, what doesthis bar graph measure?
3. Read the horizontal axis that runs along the bottom of the graph.What does each bar represent?
4. Did exports from Mexico rise or fall between 1994 and 1999? By howmuch?
ApplyThe North American Free Trade Agreement (NAFTA), which reduced trade barriers between Mexico, the United States, and Canada, went into effect in 1994. How might NAFTA have contributed to the shift shown in the graph?
908070605040302010
100110120130140150
Year
Valu
e of
Exp
orts
(bill
ions
of
dolla
rs)
1994 1995 1996 1997 1998 1999
908070605040302010
100110120130140150
Year
Valu
e of
Exp
orts
(bill
ions
of
dolla
rs)
1994 1995 1996 1997 1998 1999
Exports from Mexico, 1994–1999
0
050_57318_07SKB 6/25/04 5:00 PM Page 50
Reading Skill and StrategyReading Skill: Main Idea and DetailsThis skill helps you understand events by seeing how they are related.
Read “Farming in a Time of Change.” Complete the chart below by listingdetails that explain the role of farming in Mexico’s economy.
Reading Strategy: Predict and Infer3. Read the lesson title and the headings and captions on pages
186–187. Then complete the sentence.
Because the Mexican government has moved to private
ownership of farms and businesses
4. Look at the map on page 189. Then complete the statement.
Much of Mexico’s farmland is found in .
5. Read the headings and scan the photographs in “Mexico’s RichResources.” Then write a prediction about what you will learn.
CHAPTER 7, LESSON 3Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved. 51
Farming is still important to Mexico’s economy.
1.
2.
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Study GuideExplain how the following changes have affected Mexico’s economy.
6. In the mid-1900s the government helped companies by lending themmoney.
7. The government established an agency called PEMEX to controlpetroleum, Mexico’s most important resource.
Vocabulary and Study GuideVocabularyMatch the definition in the second column with the word in the firstcolumn. Write the correct letter on the line.
1. tourism
2. nationalize
3. maquiladora
4. privatization
5. distribution
A. factory that imports duty-free parts from the UnitedStates, makes products, and exports them back
B. the process of moving products to their markets
C. the business of helping people travel on vacations
D. to establish government control of a service orindustry
E. the process of replacing community ownership withindividual, or private, ownership
Name Date CHAPTER 7, LESSON 3
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53
Reading Skill and StrategyReading Skill: Compare and ContrastThis skill helps you understand how people or groups are similar anddifferent.
As you read the lesson, complete the chart below to show the differencesbetween the rich and poor in Mexico.
Reading Strategy: Predict and Infer3. Look at Diego Rivera’s artwork and the picture of the Ballet Folklórico.
What can you infer about the influences of Mexico’s past on modernculture?
4. Look at the circle graphs on page 193. What prediction can you makeabout what the lesson will say about Mexico’s cities?
CHAPTER 7, LESSON 4Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
Rich
1.
Poor
2.
053_57318_07L4 6/25/04 5:51 PM Page 53
Study GuideRead each clue and answer the question “Who am I?” or “What am I?”Write your answer in the blank.
4. I am the artist whose murals depict scenes from the Aztec Empire,New Spain, and the Mexican Revolution.
Who am I?
5. I am a holiday in Mexico celebrated on September 16.
What am I?
6. I am the wife of Diego Rivera and painted many self-portraits.
Who am I?
7. I am the second largest city in the world.
What am I?
8. I am a holiday when Mexicans remember and honor loved ones whohave died.
What am I?
9. I am a novelist who wrote about Mexico’s past.
Who am I?
Vocabulary and Study GuideVocabularyMatch the definition in the second column with the word in the firstcolumn. Write the correct letter on the line.
CHAPTER 7, LESSON 4Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved. 54
1. rural
2. fiesta
3. urban
A. of the city
B. a holiday celebrated by a village or town, with eventssuch as parades, games, and feasts
C. of the countryside
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CHAPTER 8, LESSON 1Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved. 55
Reading Skill and StrategyReading Skill: Problem and SolutionThis skill helps you understand what problems people faced and how theyresolved them.
As you read the lesson, complete the chart below to show how each groupsolved a problem.
Reading Strategy: Question4. Read “Central America and the Caribbean.” Put a checkmark (√) next
to the question that you might ask yourself while reading this section.
How did the arrival of Europeans change the population ofCentral America and the Caribbean?
Why did Christopher Columbus come to the West Indies?
Why did many Native Americans die after Europeans arrived inCentral America and the Caribbean Islands?
5. Read “From Colonies to Independence.” Put a checkmark (√) next tothe question that you might ask yourself while reading this section.
How do dictators stay in power?
How did the Panama Canal affect shipping routes betweenNorth and South America?
What role did the United States play in the politics anddevelopment of Central America and the Caribbean Islands?
1. ProblemNative Americans ofCentral America facedconflicts with the arrivalof the Spanish.
1. Solution
2. ProblemSpain made Guatemala,Honduras, Costa Rica,and Nicaragua itscolonies.
2. Solution
3. ProblemA dictator governedNicaragua.
3. Solution
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CHAPTER 8, LESSON 1Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved. 56
Vocabulary and Study GuideVocabularyMatch the definition in the second column with the word in the firstcolumn. Write the correct letter on the line.
Study GuideBelow are some general statements about Spanish colonies in theCaribbean and Central America. Read each statement. Write some detailsfrom the section to support it.
5. Spain used forced labor on plantations and in mines in theCaribbean.
A.
B.
6. From the 1500s to the 1800s, European countries found wealth in theregion.
A.
B.
1. ladino
2. mulatto
3. dictator
4. dependency
A. a place governed by or closely connected with anothercountry
B. a person of mixed European and Native Americanancestry
C. a person with African and European ancestry
D. a person who has complete control over a country’sgovernment
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CHAPTER 8, LESSON 2Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved. 57
Reading Skill and StrategyReading Skill: Compare and ContrastThis skill helps you understand how conditions or events are similar anddifferent.
Read “The Economies.” Then complete the chart to compare and contrastthe two economies.
Reading Strategy: QuestionRead “Caribbean Sugar Cane.” Write your answer in the blank tocomplete the question about the single-product economy that existed fromthe 1600s to the 1800s in the Caribbean Islands.
4. How did the Caribbean Islands come to depend on the industry?
Look over “The Economies.” Turn the heading into a question. As youread, look for the answer to your question. Write your question andanswer below.
Heading: The Economies
5. Question:
6. Answer:
1. 2.3.
Single-producteconomy
DiversifiedeconomyBoth
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CHAPTER 8, LESSON 2Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved. 58
Vocabulary and Study GuideVocabularyWrite the term that best completes each sentence.
1. A is dependent on one crop for all its
income and jobs.
2. Countries need to their economies by
developing a variety of industries.
3. A plant grown throughout the Caribbean during the colonial period was
.
Study GuideRewrite each heading from the section on the economy of the Caribbeanand Central America as a question. Then answer the question in your ownwords. The first question has been done for you.
4. Heading: Caribbean Sugar Cane
Question:
Answer:
5. Heading: New Crops and Industries
Question:
Answer:
Why was sugar cane important to the Caribbean Islands?
sugar cane diversify single-product economy
058_57318_O8L2 6/25/04 11:00 AM Page 58
Reading Skill and StrategyReading Skill: Cause and EffectThis skill helps you understand how one event can be related to another,either by causing it or resulting from it.
Read “Independence and Revolution.” Identify effects of the United Statespresence in Cuba after the Spanish-American War. Complete the chart below.
Reading Strategy: QuestionLook over “Independence and Revolution.” Rephrase these headings andturn them into questions.
Heading: Revolution Takes Hold
4. Question:
Heading: Castro Takes Power
5. Question:
Heading: Castro as Dictator
6. Question:
CHAPTER 8, LESSON 3Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved. 59
The United States had a strong influence in Cuba after the Spanish-American War.
1. 2. 3.
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CHAPTER 8, LESSON 3Name Date
Vocabulary and Study GuideVocabularyWrite the term that best completes each sentence.
1. Lack of the right foods, or , is a problem
for Cuba.
2. In , a government plans and controls an economy.
Study GuideFollowing are the names of events, people, and actions that are associatedwith specific problems. On the lines below, describe the problem each wasintended to solve.
3. What problem was the U.S. Army presence in Cuba between 1899and 1902 intended to solve?
4. What problem did Castro believe would be solved by an alliance withthe Soviet Union?
5. What problem did Cuba have to solve after the collapse of the SovietUnion in 1991?
6. What education problem did Castro’s government solve in the 1960s?
communism malnutrition
60Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
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61
Reading Skill and StrategyReading Skill: SequenceThis skill helps you understand the order in which events happened.
Read “Guatemala’s Government.” In the graphic organizer below, write thesequence of events that led to the presidency of Rafael Carrera.
Reading Strategy: QuestionRead “Economy and Culture.” Write three questions you hope to findanswers for in the text. Then write the answers to your questions.
5. Question and answer:
6. Question and answer:
7. Question and answer:
CHAPTER 8, LESSON 4Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
1854
1821
1821–1839
1.
3.
4.
2.
1839
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CHAPTER 8, LESSON 4Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved. 62
Vocabulary and Study GuideVocabularyCircle the letter for the correct definition of departamentos.
1. A. Guatemalan states
B. single-product economies
C. public squares or market places
Use the word departamentos in your own sentence.
2.
Study GuideBelow are causes of some events in Guatemala’s history. Write an effectfor each cause.
3. Cause: Jacobo Arbenz Guzmán saw the need for social reforms inGuatemala.
Effect:
4. Cause: Arbenz developed a policy of giving unused land to farmers.
Effect:
5. Cause: The United States accused Guatemala of supportingCommunism.
Effect:
6. Cause: President Arbenz surrendered to the invasion forces.
Effect:
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CHAPTER 8Name Date
63Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved. 63
Skillbuilder: Read a Political Map
Practice1. What does the title tell you about the map?
2. Look at the key shown in the upper right-hand corner of the map.Which symbol marks a national capital? What are the capitals of Haitiand the Dominican Republic?
3. According to the scale, approximately how far is Santiago from CapHaitien?
4. Which of the two countries shown on the map occupies more territoryon the island of Hispaniola?
Apply5. Why do you think the capital cities of both countries are located along
the shores of the island?
Port-au-Prince
Cap-Haïtien
Santiago
Santo Domingo
HAITIDOMINICAN
REPUBLIC
N
0
0 80 160 kilometers
100 miles50
National boundary
National capital
Other city
Caribbean Sea
Atlantic Ocean
POLITICAL MAP OF HAITI AND THE DOMINICAN REPUBLIC IN 2001
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CHAPTER 9, LESSON 1Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved. 64
Reading Skill and StrategyReading Skill: Cause and EffectThis skill helps you see how one event can be related to another, eitherby causing it or resulting from it.
Read “The People of South America.” Complete the chart to show the effectsof immigration on South America.
Reading Strategy: Monitor and Clarify4. Read “Colonialism and Independence.” Put a checkmark (√) next to
the heading that could best help you find information about SouthAmerican people gaining freedom from European control.
Europeans Establish Control
Colonial South America
Independence
5. Which graphic could you use to learn which countries establishedcolonies in South America? Put a checkmark (√) next to your answer.
the timeline titled “Key Independence Days in South America”
the map titled “European Colonizers of South America, 1500s”
the picture of Francisco Pizarro
1. 2. 3.
Many European immigrants came to South America during the 1880s.
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CHAPTER 9, LESSON 1Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved. 65
Vocabulary and Study GuideVocabularyCircle the letter for the correct definition of Pan-American.
1. A. a term meaning “the Guatemalan states”
B. a term meaning “South America”
C. a term meaning “all of the Americas”
Use the word Pan-American in your own sentence.
2.
Study GuideThe statements below are headlines that could have been written about shifts in political power throughout South America’s history. Briefly explain the importance of each event in the space provided.
3. Pizarro Captures Inca Ruler Atahualpa
4. Millions of Native Americans Die from Disease and Overwork
5. Bolívar Victorious in Venezuela
6. King Returns to Portugal, Leaves Son Behind
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CHAPTER 9, LESSON 2Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved. 66
Reading Skill and StrategyReading Skill: Draw ConclusionsSometimes when you read, you have to figure out things that the writerdoesn’t tell you. This skill is called drawing conclusions.
As you read “Daily Life in South America,” complete the graphic organizerbelow to list places or things that are a part of life in South American cities.In the center circle, write a conclusion based on the facts.
Reading Strategy: Monitor and Clarify7. Put a checkmark (√) next to the word or words that could guide you to
information about why many South Americans have moved from ruralareas to cities.
free-trade zone
economic indicator
urbanization
8. Under which heading on pages 236–237 can you find information tohelp you understand the importance of agriculture in the economy ofSouth America?
2.
1. 3.
5.
6.4.
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Vocabulary and Study GuideVocabularyMatch the definition in the second column with the word in the firstcolumn. Write the correct letter on the line.
Study GuideBoth geographic and human factors can affect a region’s economy and way of life. Write an effect that each cause below had on SouthAmerica.
4. Cause: The Amazon rain forest presented Portuguese explorers witha barrier difficult to penetrate.
Effect:
5. Cause: Precious minerals lie under the surface of South America’sland.
Effect:
6. Cause: Individual South American countries may lack the moneyneeded for development.
Effect:
7. Cause: The growth of manufacturing created more jobs in SouthAmerican cities.
Effect:
1. urbanization
2. free-trade zone
3. economic indicator
A. an area in which goods can move across borderswithout being taxed
B. the movement of people from the countryside to thecities
C. a measure that shows how a country’s economy isdoing
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Reading Skill and StrategyReading Skill: Problem and SolutionThis skill helps you see what problems people or groups faced and howthey resolved them.
Read “Brazil: Regional Leader.” Complete the chart below to show howBrazilians solved the problems listed.
Reading Strategy: Monitor/Clarify3. Read “Government and Economy.” Write the term that best completes
each sentence.
Although Brazil has the strongest economy in Latin America,
many Brazilian workers are . Even people who have
jobs may face hard times due to , a general increase
in the price of goods and services.
4. Look at the “Population Density of Brazil, 2000” map on page 245.Explain how the map helps you.
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Problem Solution
Too many cars were beingimported into Brazil.
1.
Problem Solution
Dictators and military leadersruled Brazil.
2.
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Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
Vocabulary and Study GuideVocabularyCircle the letter for the correct definition of inflation.
1. A. measurements that show how an economy is doing
B. general increase in the price of goods or services
C. the movement of many people from the countryside to the cities
Use the word inflation in your own sentence.
2.
Study GuideThe following statements make generalizations about Brazil. Read each statement. Then, in the space provided, write details to support it.
3. Brazil has gone through a series of governmental changes since 1822.
Detail #1
Detail #2
4. Brazil has one of the largest economies in South America.
Detail #1
Detail #2
5. The people of Brazil have mixed ancestry.
Detail #1
Detail #2
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Reading Skill and StrategyReading Skill: Compare and ContrastThis skill helps you understand how people or places are similar anddifferent.
As you read the lesson, complete the graphic organizer below to compareand contrast the resources and location of Peru’s three landform regions.
Reading Strategy: Monitor/Clarify4. Read “Peru’s Government and People.” Write below how you
monitored your understanding of the reading.
5. What questions or misunderstandings arose as you read? On thelines below, write your questions or thoughts.
6. How did you find the answers to your questions?
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CHAPTER 9, LESSON 4Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
Mountains
1. Location and Resources
Rain forest
2. Location and Resources
Desert
3. Location and Resources
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Vocabulary and Study GuideVocabularyWrite the term that best completes each sentence.
1. Small groups who conduct surprise attacks upon an enemy take part
in .
2. A(n) is a fertile region in the desert that formed
around a river or spring.
Study GuideWrite T in the blank if the statement is true. If the statement is false, write F in the blank and then write the corrected statement on the linebelow.
3. Peru’s landforms make it easy to travel from one part of thecountry to another.
4. Most of Peru’s cities, large farms, and factories are locatedin the selva, or rain forest.
5. Peru must import certain foods, such as grains, vegetableoils, and some meats.
6. Peru’s civil war ended when Sendero Luminoso’s leaderwas put in prison.
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guerrilla warfare oasis
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Skillbuilder: Read a Timeline
Practice1. What is the main idea of the timeline?
2. What period of time does the timeline cover?
3. List two groups of people who have lived in Peru. List them in the
order in which they lived there.
ApplyWrite two or three sentences that summarize the timeline.
c. 10,000 B.C. First peoples settle in area that will become Peru
c. 900 Chavin Indian civilization reaches its peak
c. A.D. 1200 Inca found kingdom in Peru
c. 1500 Inca Empire reaches its peak
1532–1533 Spanish explorer Francisco Pizarro conquers Peru
1780 Tupac Amaru leads revolt against Spanish rule
1821 José de San Martín declares Peru’s independence
1824 Simón Bolívar drives out Spanish
1827 Peru’s first constitution goes into effect
1980–1990s Peru suffers from civil war
Some Important Events in the History of Peru
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