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SocialStudies
World Cultures and Geography
Houghton Mifflin
Unit Resources
Organized for the Way You Teach
■ Reading Skills and Strategies Support■ Vocabulary Practice
Unit 4
Unit 4: Europe, Russia, and theIndependent RepublicsUnit 4 Almanac Map Practice 73Unit 4 Data File Practice 74
Chapter 10: Western Europe: Its Land and Early HistoryLesson 1 Reading Skill and Strategy 75Lesson 1 Vocabulary/Study Guide 76Lesson 2 Reading Skill and Strategy 77Lesson 2 Vocabulary/Study Guide 78Skillbuilder: Make a Generalization 79Lesson 3 Reading Skill and Strategy 80Lesson 3 Vocabulary/Study Guide 81Lesson 4 Reading Skill and Strategy 82Lesson 4 Vocabulary/Study Guide 83
Chapter 11: The Growth of New IdeasLesson 1 Reading Skill and Strategy 84Lesson 1 Vocabulary/Study Guide 85Lesson 2 Reading Skill and Strategy 86Lesson 2 Vocabulary/Study Guide 87Skillbuilder: Research Topics on the Internet 88Lesson 3 Reading Skill and Strategy 89Lesson 3 Vocabulary/Study Guide 90Lesson 4 Reading Skill and Strategy 91Lesson 4 Vocabulary/Study Guide 92
Chapter 12: Europe: War and ChangeLesson 1 Reading Skill and Strategy 93
Lesson 1 Vocabulary/Study Guide 94Lesson 2 Reading Skill and Strategy 95Lesson 2 Vocabulary/Study Guide 96Skillbuilder: Read a Political Cartoon 97Lesson 3 Reading Skill and Strategy 98Lesson 3 Vocabulary/Study Guide 99
Chapter 13: Modern EuropeLesson 1 Reading Skill and Strategy 100Lesson 1 Vocabulary/Study Guide 101Skillbuilder: Use an Electronic Card Catalog 102Lesson 2 Reading Skill and Strategy 103Lesson 2 Vocabulary/Study Guide 104Lesson 3 Reading Skill and Strategy 105Lesson 3 Vocabulary/Study Guide 106
Chapter 14: Europe TodayLesson 1 Reading Skill and Strategy 107Lesson 1 Vocabulary/Study Guide 108Lesson 2 Reading Skill and Strategy 109Lesson 2 Vocabulary/Study Guide 110Lesson 3 Reading Skill and Strategy 111Lesson 3 Vocabulary/Study Guide 112Lesson 4 Reading Skill and Strategy 113Lesson 4 Vocabulary/Study Guide 114Lesson 5 Reading Skill and Strategy 115Lesson 5 Vocabulary/Study Guide 116Skillbuilder: Make an Outline 117
■ Social Studies Skills Support ■ Map and Graph Practice
Includes:
• Lesson Planner and Teacher ResourceCD-ROM
• eSocial Studies Book• eTeacher’s Edition• Audio Student’s Book with Primary
Sources and Songs MP3 CD• Education Place®
http://www.eduplace.com/ss/
Program Resources
For more support, see the Grade Level Resources folder.
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Almanac Map Practice Name Date
Use this map of Europe, Russia, and the Independent Republics tocomplete this page.
Practice1. Shade the land areas that lie on or above the Arctic Circle line.
2. About how many miles is it from the tip of the Kamchatka Peninsula
to the East Siberian Sea?
3. Circle the mountain range located on 60°E latitude.
4. Circle the ocean that is farthest west on the map.
5. Which sea is directly south of the Central Russian Upland?
6. Which rivers flow through the West Siberian Plain?
Apply7. Look at the map of the Roman Empire, A.D. 14 on page 289 of your
text. Circle the area of the Roman Empire on the map above.
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
UNIT 4
73
Ura
l Mou
ntai
ns
KamchatkaPeninsulaPeninsula
ChukchiPeninsulaPeninsula
PyreneesIberianPeninsulaPeninsula
NorwegianNorwegianSea
Barents SeaBarents Sea
KaraKaraSea
Laptev SeaLaptev Sea
East SiberianEast SiberianSea
Sea ofSea ofOkhotsk
Bering SeaBering SeaNorthNorthSea
Black SeaBlack Sea
Mediterranean SeaMediterranean Sea
Caspian SeaCaspian Sea
ATLANTICATLANTICOCEAN
ARCTIC OCEANARCTIC OCEAN
PACIFIC OCEANPACIFIC OCEAN
ARCTIC OCEANARCTIC OCEAN
1,0001,000500500
1,0001,000500500
mi 0mi 0
km 0km 0
40°N
8080°N
20°N
60°N
180°160°E140°E120°E100°E80°E60°E40°E20°E0°20°W
Tropic of CancerTropic of Cancer
Arctic CircleArctic Circle
Mt. EtnaMt. Etna10,902 ft.10,902 ft.(3,323 m)(3,323 m)
Mt. ElbrusMt. Elbrus18,510 ft.18,510 ft.(5,642 m)(5,642 m)
W e s tW e s t
S i b e r i a nS i b e r i a n
P l a i n
CentralCentral
Siber ianSiber ian
Plateau
C e n t r a lC e n t r a l
R u s s i a nR u s s i a n
U p l a n dU p l a n d
ALPS AralAralSea
Baltic SeaBaltic Sea
O
b R.
Volga R.
YeniseyR
.
Le
na
R.
Mt. BlancMt. Blanc15,771 ft.15,771 ft.(4,807 m)(4,807 m) Caucasus
Irtysh
R.
O
b R.
Volga R.
YeniseyR
.
Irtysh
R.
Le
na
R.
Mt. Blanc15,771 ft.(4,807 m)
Mt. Etna10,902 ft.(3,323 m)
Mt. Elbrus18,510 ft.(5,642 m)
W e s t
S i b e r i a n
P l a i n
Central
Siber ian
Plateau
C e n t r a l
R u s s i a n
U p l a n d
KamchatkaPeninsula
ChukchiPeninsula
PyreneesIberianPeninsula
ALPSCaucasus
NorwegianSea
Barents Sea
KaraSea
Laptev Sea
East SiberianSea
Sea ofOkhotsk
Bering SeaNorthSea
Black Sea
AralSea
Mediterranean Sea
Caspian Sea
Baltic Sea
ATLANTICOCEAN
ARCTIC OCEAN
PACIFIC OCEAN
ARCTIC OCEAN
40°N
80°N
20°N
60°N
180°160°E140°E120°E100°E80°E60°E40°E20°E0°20°W
Tropic of Cancer
Arctic Circle
2,0001,000
2,0001,000
mi 0
km 0
EUROPE, RUSSIA, AND THE INDEPENDENT REPUBLICS: PHYSICAL
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Data File ActivitiesFor this activity you will complete two charts that compare relatedinformation about countries of Europe and the Independent Republics thatwere once part of the Soviet Union. You will then draw conclusions basedon your charts. Begin by completing the charts by looking up theinformation in the Data File.
UNIT 4Name Date
Practice1. Complete the charts above by looking up the information in the Data
File of your text on pages 262–267. One has been done for you.
2. What can you conclude about the relationship between the number ofcars per 1,000 people and the infant mortality rate?
Apply3. Use the back of this page to create a similar chart for five additional
countries. Include at least one from Europe, Russia, and the Independent Republics. Choose different categories for comparison, such as birthrate, doctors per 100,000 people, and literacy rate. What conclusions can you draw? Explain your reasoning.
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved. 74
Europe
Germany
France
United Kingdom
Netherlands
5044.7
CountryInfant
MortalityPassenger Cars
(per 1,000 population)
Former Soviet Republics
Bulgaria
Estonia
Azerbaijan
Kyrgyzstan
CountryInfant
MortalityPassenger Cars
(per 1,000 population)
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Reading Skill and StrategyReading Skill: CategorizeThis skill helps you understand and remember what you have read byorganizing facts into groups, or categories.
Read the first two paragraphs of “Climate and Natural Resources.” Thenwrite your answers in the chart below. Give examples of the temperatures inthe North and South of Europe in January and July.
Reading Strategy: Summarize3. Read “The Geography of Europe.” Put a checkmark (√) next to the
best summary for this section.
The longest river in Europe is the Volga, which flows nearly2,200 miles.
Europe has many large, flat areas of land known as plains.
Europe’s many landforms include rivers, plains, mountains, andfjords.
4. Read “Climate and Natural Resources.” Put a checkmark (√) next tothe best summary for this section.
Europe has many natural resources and a climate that is goodfor farming.
The warm Mediterranean coast is a popular vacation spot in summer.
Germany is a major industrial center because of its rich coal deposits.
CHAPTER 10, LESSON 1Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved. 75
Climate in the North
1.
Climate in the South
2.
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Vocabulary and Study GuideVocabularyWrite the letter of the term next to the definition that matches it.
1. a long, narrow, deep inlet of the sea located between steep cliffs
2. a body of land surrounded by water on three sides
3. a large, flat area of land, usually without many trees
Study GuideWrite details to support the generalizations about the geography of Europe.
4. Europe has many important rivers.
Detail #1:
Detail #2:
5. The peninsula is a landform commonly found in Europe.
Detail #1:
Detail #2:
Detail #3:
6. Mountain ranges form natural borders in the region.
Detail #1:
Detail #2:
CHAPTER 10, LESSON 1Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
A. peninsula B. fjord C. plain
76
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Name Date
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Reading Skill and StrategyReading Skill: Main Idea and DetailsThis skill helps you understand events by seeing how they are related.
Read the section “The Growth of Colonies.” What were city-states and howwere they united? Write the main idea in the circle. Write details that supportthe main idea on the lines. One has been done for you.
Reading Strategy: Summarize5. Read “Athens and Sparta.” Put a checkmark (√) next to the best
summary for this section.
Athenian citizens voted on laws and took part in politicaldebates.
Athens and Sparta were two large and important ancient Greekcity-states.
Athens and Sparta were located on the Greek Peninsula.
6. Complete the following statement to summarize the section titled “The Spread of Greek Culture.”
Alexander the Great and his armies spread Greek culture by
.
1.
City-states had their own
laws and government.
2.
3.
4.
CHAPTER 10, LESSON 2
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Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
Vocabulary and Study GuideVocabularyCircle the letter before the term that best completes each sentence.
1. A system in which a few powerful, wealthy individuals rule is
A. an oligarchy. B. a city-state. C. a guild.
2. A central city with surrounding villages is
A. a republic. B. a polis. C. a city-state.
3. A person who studies and thinks about why the world is the way it is is called
A. a polis. B. a philosopher. C. a republic.
4. A city-state included a central city called
A. a polis. B. a guild. C. a philosopher.
Study GuideMatch the definition in the second column with the word in the first column.Write the correct letter on the line.
CHAPTER 10, LESSON 2
5. Socrates
6. oligarchy
7. metropolis
8. democracy
9. Parthenon
10. Sparta
11. Aristophanes
A. a famous temple built atop the Acropolis
B. a writer of popular comedies in ancient Greece
C. a Greek city-state, ruled by two kings, located in thesouthern part of the Greek Peninsula
D. a Greek work that originally meant “mother-city”; today,this word refers to any large urban area
E. a system of government in which a few powerful, wealthyindividuals rule
F. a Greek philosopher who studied and taught aboutjustice, knowledge, and friendship in the fifth century B.C.
G. a form of government in which citizens take an activerole in their own rule
78
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Skillbuilder: Make aGeneralization
CHAPTER 10Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
PracticeStep 1: The passages above were taken from three sources. Fill in the
three small boxes with information from each passage.
Step 2: Now, make a generalization and write it in the large box.
ApplyRead “Roman Achievements.” Also read about Roman achievements inan encyclopedia, a library book, or on the Internet. Then, on a separatesheet of paper, make a diagram like the one above to form ageneralization about Roman achievements.
Passage 1: Upon Alexander’s death, his leading generals fought forcontrol of his territory and divided it among themselves.
Passage 2: When an illness killed Alexander in 323 B.C., he had no son tocontinue his empire, and his generals fought over it.
Passage 3: From 323 to 275 B.C., Alexander’s empire was torn apart byhis warring generals who each tried to secure his own power.
Alexander died in323 B.C.
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Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved. 80
Reading Skill and StrategyReading Skill: SequenceThis skill helps you understand the order in which events happened.
Read “The Rise of Christianity.” Then complete the chart below. Write theevents that affected Christianity in the Roman Empire in the order in whichthey happened.
Reading Strategy: Summarize4. Complete the following statement to summarize “The Republic.”
Rome expanded its empire beyond the Italian Peninsula by
.
5. Read “Roman Achievements,” and then write a sentence thatsummarizes what you read.
1. In A.D. 14,
2. In A.D. 64,
3. By the third century A.D.,
CHAPTER 10, LESSON 3
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Vocabulary and Study GuideVocabularyMatch the definition in the second column with the term in the firstcolumn. Write the correct letter on the line.
Study GuideThe chart below lists events that caused other events in the history ofancient Rome. Write one effect for each cause listed.
CHAPTER 10, LESSON 3Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
1. republic
2. Senate
3. patrician
4. plebeian
5. empire
A. in ancient Rome, a member of a wealthy, landowningfamily who claimed to be able to trace its roots back tothe founding of Rome
B. Roman assembly of elected representatives
C. a nation in which the power belongs to the citizens, whogovern themselves through elected representatives
D. a nation or group of territories ruled by a single powerfulleader or emperor
E. an ordinary working male citizen of ancient Rome
81
Effect
6.
7.
8.
9.
10.
Cause
Romans defeat Carthage.
Julius Caesar is assassinated.
Ausustus ruled the Roman Empire.
The Romans blame the Christiansfor natural disasters.
Emperor Constantine becomes a Christian.
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Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved. 82
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 by resulting from it.
Read “The Growth of Medieval Towns.” What were the effects of the newfarming methods? Write the effects in the ovals below.You may add moreovals if needed.
Reading Strategy: Summarize3. Read “The Role of the Church.” Then write a sentence that
summarizes what you read.
4. Read “The Magna Carta.” Then write a sentence that summarizeswhat you read.
New farming methods were developed in the 11th century.
1. 2.
CHAPTER 10, LESSON 4
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83
Vocabulary and Study GuideVocabularyMatch the definition in the second column with the term in the firstcolumn. Write the correct letter on the line.
Study GuideWrite T in the blank if the statement is true. If the statement is false, writeF in the blank. Then write the corrected statement.
5. The Roman Empire collapsed in the fifth century.
6. From the fall of the Roman Empire to the beginning ofmodern times is called the Age of Charlemagne.
7. Each medieval community in Western Europe wascentered around a church.
8. During medieval times, monks copied holy books.
CHAPTER 10, LESSON 4Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
1. medieval
2. feudalism
3. manorialism
4. guild
A. an organization for establishing wages, prices, andworkers’ rights
B. referring to the Middle Ages
C. a system in which peasants worked for a lord inexchange for his protection
D. a system in which kings gave land to nobles
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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 by resulting from it.
Read the first two paragraphs of “Rebirth of Europe.” Then write youranswers in the chart below. What were the effects of the Crusades? Whatwas the cause of the Renaissance?
Reading Strategy: Question3. Read “Learning and the Arts Flourish.” Put a checkmark (√) next to
the best question to ask to find out whether you understood theinformation in the last two paragraphs.
How did Renaissance art differ from medieval art?
How did patrons of the arts help Italian city-states?
In what ways did the arts grow during the Renaissance?
4. Read “The Reformation.” Put a checkmark (√) next to the bestquestion to ask to find out whether you understood the section.
Who was Martin Luther?
Why did the Reformation happen?
Why was Society of Jesus created?
CHAPTER 11, LESSON 1Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved. 84
Effect: A new cultural era of creativity andlearning in Western Europe called theRenaissance was created.
2. Cause:
1. Effects:Cause: The Crusades occur.
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CHAPTER 11, LESSON 1Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
Vocabulary and Study GuideVocabularyCircle the letter before the term or name that best completes each sentence.
1. Military expeditions to the Holy Land in the Middle Ages were called
A. imperialism. B. the Crusades. C. the Renaissance.
2. Florence was a powerful city-state during
A. the Renaissance. B. the Crusades. C. the French Revolution.
3. A 16th-century movement to change church practices is known as
A. the French Revolution B. the Russian Revolution. C. the Reformation.
Study GuideWrite your answers in the cause-and-effect chart below to show how thelisted causes affected the people named. The first one is done for you.
Cause
Citizens were proud of theircity-states
Crusades
New wealth in Italian city-states
Martin Luther’s criticism ofthe Catholic Church
Renaissance ideas
People
Artists, scholars, architects
Europeans
Businesspeople
Europeans
Artists and writers inNorthern Europe
Effect
4. Patrons gave them moneyand sometimes a place to liveand work; they hired them todesign buildings and createsculptures and fountains.
5.
6.
7.
8.
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Reading Skill and StrategyReading Skill: Compare and ContrastThis skill helps you understand how historical events or people are similarand different.
Read “Leaders in Exploration.” Then write your answers in the chart below to describe the voyages of Vasco da Gama, Christopher Columbus, andBartolomeu Dias.
Reading Strategy: Question4. Read “Trade Between Europe and Asia.” Put a checkmark (√) next
to the best question to ask to find out whether you understood thesection.
Why did people need spices?
What spices did people use?
Who controlled the spice trade?
5. Read “After Columbus.” Write three questions about the section belowto share with a partner.
CHAPTER 11, LESSON 2Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
Vasco da Gama
1. Who funded the expedition?Where did he sail?
Bartolomeu Dias
2. Who funded the expedition?Where did he sail?
Christopher Columbus
3. Who funded the expedition?Where did he sail?
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Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
Vocabulary and Study GuideVocabularyFill in the blank with the letter of the term that best completes each sentence.
1. The practice of one country controlling the government and economy
of another country or territory is called .
2. Sailors had to , or sail completely around, the world.
Study GuideUse the list of words below to fill in the blanks in the paragraphs that follow.
For centuries, spices from (3) had been in
great demand in Europe. Since transporting goods across Asia was
expensive, merchants searched for new (4) .
The (5) sent explorers down the coast of
Africa. In 1488, (6) rounded the southern tip
of Africa. Less than ten years later, (7) and his
crew became the first Europeans to discover a sea route to Asia.
Spain and (8) entered the race to find a
direct route to Asia. (9) of Spain agreed to
fund an expedition to reach Asia by sailing across the Atlantic
Ocean. In 1492, Christopher Columbus landed on an island in the
(10) .
CHAPTER 11, LESSON 2
A. circumnavigate B. imperialism
Asia
Bartolomeu Dias
Caribbean
England
Portuguese
Queen Isabella
trade routes
Vasco da Gama
87
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Skillbuilder: Research Topics onthe Internet
CHAPTER 11Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
PracticeThe Internet can be a valuable tool to research topics. Visit theEuropean Reading Room at the Library of Congress Web site to study thecountries of Europe. Choose a topic to research on the Internet and fill inthe cluster diagram with the information you find. To help you with yoursearch, follow these steps:
Step 1: Choose a topic from “The Renaissance,” that you would like tolearn more about.
Step 2: Go to the Library of Congress European Reading Room athttp://www.loc.gov/rr/european/extlinks.html
Step 3: Follow the links to find information about your topic.
Step 4: Complete the cluster diagram with the information you learnabout your topic.
ApplyResearch another topic from Chapter 11 that interests you. Go back tothe Library of Congress European Reading Room to find information.Then create your own cluster diagram on a separate sheet of paper.
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Reading Skill and StrategyReading Skill: SequenceThis skill helps you understand the order in which events happened.
Read “Changes in Science and Industry.” In the chart below, write thediscoveries that led to the Scientific Revolution. The first one has been done for you.
Reading Strategy: Question3. Read the first two pages of “Changes in Science and Industry.” Write
three questions about the section to share with a partner.
4. Look over “The French Revolution.” Turn the heading into a question.As you read, look for an answer to your question.
Heading: The French Revolution
Question:
Answer:
CHAPTER 11, LESSON 3Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
2.
Galileo Galilei used a new invention called the telescope.
1.
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Vocabulary and Study GuideVocabularyCircle the letter before the term that best completes each sentence.
1. The era of factory-building beginning in the late 1700s is known as
A. the Scientific Revolution. B. capitalism. C. the Industrial Revolution.
2. The factories created a need for
A. a labor force. B. capitalism. C. imperialism.
3. A system where businesses decide what to make and to sell at a profit is
A. imperialism. B. capitalism. C. the Scientific Revolution.
4. In the 1600s and 1700s, scientific discoveries changed the way Europeans looked at the world. This led to
A. the Scientific Revolution. B. a labor force. C. the Crusades.
Study GuideWrite T in the blank if the statement is true. If the statement is false, writeF in the blank. Then write the corrected statement.
5. Galileo Galilei used the telescope to study the stars and planets.
6. The Industrial Revolution began in France in the late 1700s.
7. By the 1780s in France, life for common working people waswonderful.
CHAPTER 11, LESSON 3Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
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Name Date
Reading Skill and StrategyReading Skill: Compare and ContrastThis skill helps you understand how historical events or people are similarand different.
Read “Russia Rules Itself.” Then write your answers in the chart below tocompare and contrast the lives of Russian nobles, czars, and serfs.
Reading Strategy: Question4. Look over “A Window on the West”. Turn the heading into a question.
As you read, look for an answer to your question.
Heading: A Window on the West
Question:
Answer:
5. Look over “The End of the Russian Empire.” Turn the heading into aquestion. As you read, look for an answer to your question.
Heading: The End of the Russian Empire
Question:
Answer:
CHAPTER 11, LESSON 4
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
Russian nobles
1.
Russian czars
2.
Russian serfs
3.
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Vocabulary and Study GuideVocabularyWrite the letter of the term that best completes each sentence. Two termswill not be used.
1. In 1547, a 16-year-old leader in Moscow was crowned the first ,
or emperor, of modern Russia.
2. In a type of government called , the leaders have almost total
power. For instance, dictators control their countries’ laws and people.
Study GuideLook at the dates in the first column of the chart. In the second column,write the letter of each event from the list below. Then briefly describe theimportance of each event to Russia in the third column.
CHAPTER 11, LESSON 4Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
A. limited government B. unlimited government C. czar D. prince
A. Reign of Catherine the Great C. Reign of Ivan the TerribleB. Reign of Peter the Great D. Serfs are freed.
ImportanceEventDate
3. 1547–1584
4. 1682–1725
5. 1762–1796
6. 1861
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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 by resulting from it.
Read “The Defense of Colonial Empires.” Then write your answers in thechart below. What were the effects of colonialism?
Reading Strategy: Predict and Infer4. Read the Lesson 1 headings, subheadings, and words in bold. Also
look at the pictures. What are three important things you think you willlearn about in this lesson? Put a checkmark (√) next to your answer.
royal families, markets around the world, and industrializedcountries
languages and traditions, armies and navies, imported andexported goods
the spread of nationalism, colonial empires, and the dualmonarchy in Austria-Hungary
5. Look at the map on page 331. What do you think you will learn in thislesson about European empires? Put a checkmark (√) next to answer.
Europeans did not have an interest in culture.
European empires grew weak, and its citizens no longerwanted to be part of it.
European empires expanded their territory.
CHAPTER 12, LESSON 1Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
Effects of Colonialism
1. 2. 3.
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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 GuideWrite the term that best completes each sentence.
In the late 19th and early 20th centuries, people were
feeling a strong pride in their country, which is known
as (4) . By 1900, the
governments of many countries in Western Europe had become
(5) . Citizens were ready to defend
their homeland by going to (6)
if their freedom was at risk.
At the beginning of the 20th century, many Western European
nations had (7) in Africa and
Asia that provided (8) needed
to produce goods. So, these nations spent a great deal of money
on building strong (9) and
(10) to defend their borders
and colonies. Nations also tried to extend their
(11) .
CHAPTER 12, LESSON 1Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
1. nationalism
2. colonialism
3. dual monarchy
A. government of two nations by one ruler
B. a strong feeling of pride in one’s nation
C. a system by which a nation controlsother countries
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Reading Skill and StrategyReading Skill: SequenceThis skill helps you understand the order in which events happened.
Read “World War II.” In the chart below, write the events that occurred afterHitler took command of the armed forces.
Reading Strategy: Predict and Infer4. Look at the “World War I Alliances (1914–1918)” graphic on page 337
and the “World War II Alliances (1939–1945)” graphic on page 339.What do you think you will learn in this lesson about World War I andWorld War II?
I think I will learn what an alliance is and
.
CHAPTER 12, LESSON 2Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
3.
In 1934, Hitler took command of the armed forces.
1.
2.
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Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
Vocabulary and Study GuideVocabularyCircle the letter before the term that best completes each sentence.
1. The governmental system led by a dictator with total power is called
A. communism. B. socialism. C. democracy. D. fascism.
2. The systematic killing of Jews during World War II is known as
A. fascism. B. the Holocaust. C. the Cold War. D. colonialism.
3. An agreement to unite for a common cause is
A. an alliance. B. a dual monarchy. C. communism. D. the Holocaust.
4. In 1949, the countries of Western Europe joined Canada and the United States to form a defense alliance called
A. democracy. B. socialism. C. NATO. D. fascism.
Study GuideWrite WWI in the blank if the sentence states something that occurredbefore, during or just after World War I. Write WWII if the sentence statessomething that occurred just before, during, or after World War II.
5. Germany joins the war to support Austria-Hungary.
6. Adolf Hitler rises to power in Germany.
7. The United States offers aid to Europe in the form of theMarshall Plan.
8. Archduke Franz Ferdinand and his wife are assassinated.
9. Japan bombs Pearl Harbor.
10. The Treaty of Versailles is signed.
CHAPTER 12, LESSON 2
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Skillbuilder: Read a Political Cartoon
CHAPTER 12Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
PracticeStep 1: Study the political cartoon in your text on page 342.
Step 2: Complete the chart above to organize the important parts of the cartoon.
Step 3: Write a summary of the cartoon’s message.
ApplyDraw a political cartoon about another event in Chapter 12. Be sure toexpress an opinion about a serious subject. Use symbols and familiarobjects to make your point. Add a caption if it helps clarify the meaning.Then exchange cartoons with a partner and fill in a chart like the oneabove to help you analyze the information in the cartoon.
Important Words
ImportantSymbols/Images
Summary
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Reading Skill and StrategyReading Skill: ClassifyThis skill helps you understand and remember what you have read byorganizing facts into groups, or categories.
Read “Joseph Stalin.” Then complete the chart below. How did Stalin controlthe Soviet economy and agriculture? Two have been done for you.
Reading Strategy: Predict and Infer3. Look at the words in bold in “East Against West.” What do you think
these words will tell you about Eastern Europe’s government?
4. Read the Lesson Summary. What do you think you will learn in thislesson about the Soviet Union? Complete the sentence below.
I think I will learn about the Soviet Union’s relationship with
.
CHAPTER 12, LESSON 3
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
Economy
1. Stalin ordered new factories to be built.
Agriculture
2. Stalin set up collective farms.
98
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Vocabulary and Study GuideVocabularyWrite the letter of the term that best completes each sentence.
1. Although it was a period of hostility between NATO and the Warsaw
Pact countries, the did not actually involve fighting.
2. Elections held by a government with a do not offer choices to
voters.
3. An imaginary line dividing Eastern Europe and Western Europe after
World War II was the .
4. Large numbers of peasants worked on that were owned by the
government.
5. In a , leaders have no real control and are told what to do by
another government.
Study GuideRead each clue and answer the question “What am I?”
Write your answer on the lines provided.
6. I was the invisible wall that divided Western Europe from EasternEurope.
What am I?
7. I included 15 republics, of which Russia was the largest.
What am I?
8. I was set up in many Eastern European nations after World War II. Itook my orders from Soviet leaders in Moscow.
What am I?
CHAPTER 12, LESSON 3Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
A. Iron Curtain B. puppet government C. one-party systemD. collective farm E. Cold War
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Reading Skill and StrategyReading Skill: Compare and ContrastThis skill helps you understand how historical events or people are similarand different.
Read “The Soviet Economy.” Then write your answers in the chart below.What did the Soviet government promise its citizens? What actions did theSoviet government actually take?
Reading Strategy: Summarize3. Read “Soviet Control of Daily Life.” Put a checkmark (√) next to the
best summary of this section.
The Soviet government controlled cultural celebrations.
The Soviet government supported its top athletes.
The Soviet government controlled the lives of Soviet citizens.
4. Read “Détente.” Put a checkmark (√) next to the best summary of thissection.
Economic conditions did not improve in the Soviet Union.
The rulers of the Soviet Union refused to give up their power orchange their ways.
Détente was a period of lessening tension between themembers of NATO and the Warsaw Pact nations.
CHAPTER 13, LESSON 1
Promises
1.
Actions
2.
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Vocabulary and Study GuideVocabularyWrite the term that best completes each sentence.
1. The Soviet government used , such as
posters and songs to help reach its goals.
2. Increased communication between the Soviet Union and the United
States in the 1970s led to a , or
lessening of tensions.
3. Under Communism in the Soviet Union, ,
or the right of people to own land or a business, was not permitted.
4. Khrushchev was , or removed from
power, in 1964.
Study GuideRead the main idea and supporting detail. Add another supporting detail.Then write a sentence giving your opinion on that topic.
Topic: Soviet Censorship
Detail: The government controlled all communications media.
Detail: 5.
Your Opinion: 6.
CHAPTER 13, LESSON 1Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
propaganda private property rights deposed détente
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Skillbuilder: Use an ElectronicCard Catalog
CHAPTER 13Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
Author Title City Publisher Date of Publication
PracticeStep 1: Use an electronic card catalog in the library to find books,magazines, or other sources of information about a topic. To locateinformation, search by title, author, or subject.
Step 2: Choose a topic from the chapter that interests you. Use thesubject or title search on an electronic card catalog to find informationabout your topic.
Step 3: Complete the chart above to make a bibliography about thesubject. Organize your bibliography alphabetically by author.
ApplyChoose another subject from Chapter 13. Make a chart on another sheetof paper to organize a bibliography about the subject.
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Reading Skill and StrategyReading Skill: SequenceThis skill helps you understand the order in which events happened.
Read “War in the Balkan Peninsula.” In the chart below, write the events thathappened after NATO attacked the Bosnian Serbs and ended the war. Onehas been done for you.
Reading Strategy: Summarize3. Read “New Economies.” Put a checkmark (√) next to the best
summary of this section.
Eastern Europe’s countries are changing from commandeconomies to free-market economies.
The Soviet republics gained independence and chose newgovernments.
Eastern European nations no longer looked to the Sovietgovernment to defend them.
4. Complete the following statement to summarize “Modern Russia.”
Since the breakup of the Soviet Union, Russian citizens are able to
.
CHAPTER 13, LESSON 2Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
In 1995, the Serbs, Croats, and Muslims of Bosnia signed a peace treaty.
1.
2.
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Vocabulary and Study GuideVocabularyIf the statement is true, write true on the line. If it is false, change theunderlined word or words to make it true.
1. In some countries, small political parties have joined forces to worktogether to form a government. This is called a puppet government.
2. Ethnic cleansing is the organized killing of minority groups by a government.
3. A coalition government is a republic whose head of state, usually a prime minister, is the leader of the party with the most members in parliament.
Study GuideWrite the term that best completes each sentence.
In the 1980s, Soviet leader (4)
tried to solve the problems of the Soviet Union, but the economy
continued to get worse. In 1991, a group of more traditional
Soviet leaders tried to take over the government. This
(5) failed. One by one, the Soviet
republics declared (6) .
In the Czech Republic, former (7)
were banned from government leadership. Most Eastern European
countries eventually became (8) .
In some of these countries, small political parties have joined
forces together to form (9) .
CHAPTER 13, LESSON 2
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Reading Skill and StrategyReading Skill: Main Idea and DetailsThis skill helps you understand events by seeing how they are related.
Read “EU Economies.” Then complete the chart below to show the detailsthat support the main idea of this section.
Reading Strategy: Summarize4. Complete the following statement to summarize
“The European Union.”
Membership in the European Union has helped countries both
.
5. Read the first paragraph of “Cultural Diversity.” Then write a brief summary.
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Name Date CHAPTER 13, LESSON 3
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
The EU has made trade simpler.
1. 2. 3.
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Study GuideBelow are two statements about the European Union. Read each statement. Then write details from the section to support it.
6. More and more, the nations of Europe are joining together politically.
Detail 1:
Detail 2:
Detail 3:
7. The European Union is meant to make trade much simpler.
Detail 1:
Detail 2:
Vocabulary and Study GuideVocabularyMatch the definition in the second column with the term in the firstcolumn. Write the correct letter on the line.
CHAPTER 13, LESSON 3Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved. 106
1. European Union
2. currency
3. euro
4. tariff
5. standard of living
A. a quality of life based on the availabilityof goods and services
B. a group of many European countries ofWestern Europe
C. taxes paid on imported goods
D. money of the European Union
E. a system of money
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Reading Skill and StrategyReading Skill: ClassifyThis skill helps you understand and remember what you have read byorganizing facts into groups, or categories.
Read “National Government.” Then complete the chart below to show theroles of the House of Lords, the House of Commons, and the Britishmonarch.
Reading Strategy: Question4. Read the first page of “A Kingdom of Four Political Regions.” Put a
checkmark (√) next to the best question to ask to find out whether youunderstand this section.
Where is the United Kingdom?
What is the nation’s official name?
What are the four political regions of the United Kingdom?
5. Read “Music and Literature.” Put a checkmark (√) next to the bestquestion to ask to find out whether you understand this section.
What do Virginia Woolf and George Orwell have in common?
What music and literature have been important to the United Kingdom?
Which musical groups dominated the music charts during the 1960s?
CHAPTER 14, LESSON 1Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
House of Lords
1.
House of Commons
2.
British Monarch
3.
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Vocabulary and Study GuideVocabulary
1. Circle the letter for the correct definition of secede.
A. a policy of not taking sides in a war
B. to leave a political union
C. the rejoining of two things that have been separated
2. Use the word secede in your own sentence.
Study GuideAnswer the following questions about the United Kingdom on the linesprovided.
3. Which four regions make up the United Kingdom?
4. What kind of government does the United Kingdom have? Who hasthe actual power to govern? What is the person who leads thegovernment called?
5. Which two regions of the United Kingdom have recently been givenself-rule? What are their lawmaking bodies called? When did theselawmaking bodies first meet?
6. Which region of the United Kingdom to date has experienced almost 30 years of conflict? Which two groups have been in conflict and whatare they fighting about?
CHAPTER 14, LESSON 1Name Date
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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 by resulting from it.
Read the paragraph about acid rain on page 387. Then write your answers inthe chart below. What effects does acid rain have on the environment? Whateffects does it have on Sweden and neighboring countries?
Reading Strategy: Question3. Read “Daily Life and Culture.” Put a checkmark (√) next to the best
question to check your understanding of this section.
Why are skerries important to the Swedes?
Where do Swedes go downhill skiing?
What was the name of Astrid Lindgren’s children’s book?
4. Read “Sweden’s Government.” Write three questions about thesection to share with a partner.
CHAPTER 14, LESSON 2Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
2. Effect:Cause: The pollutants maypoison many treesthroughout the region.
1. Effect:Cause: Cars and factoriesproduce pollutants thatrise into the air.
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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 GuideWrite T in the blank if the statement is true. If the statement is false, write Fin the blank. Then rewrite the statement to make it true.
6. The Swedish parliament is known as the House ofCommons.
7. Ombudsmen are officials who make sure that the Swedishcourts and civil service follow the law.
8. Nuclear power plants are the main source of electric powerin Sweden.
9. Acid rain is one of Sweden’s most severe environmentalproblems.
CHAPTER 14, LESSON 2
1. ombudsman
2. farmed neutrality
3. hydroelectricity
4. acid rain
5. skerry
A. occurs when air pollutants come back to Earth in the form of precipitation
B. energy generated from water power
C. a small island
D. Swedish officials who protect citizens’ rights
E. when a country has an army but doesn’t go to war
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
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Reading Skill and StrategyReading Skill: Compare and ContrastThis skill helps you understand how historical events or people are similarand different.
Read the first page of “The Fifth Republic.” Then complete the chart below.What are the roles of the president and the parliament in the Frenchgovernment?
Reading Strategy: Question4. Read “A Centralized Economy.” Write three questions about the
section to share with a partner.
5. Look over “The Culture of Paris.” Turn the heading into a question. Asyou read, look for an answer to your question.
Heading: The Culture of Paris
Question:
Answer:
Name Date CHAPTER 14, LESSON 3
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
1. 3.
2.
BothPresident Parliament
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Vocabulary and Study GuideVocabularyWrite the letter of the term that best completes each sentence.
1. Claude Monet and Pierre Renoir were artists whose style was called .
A. cubism B. realism C. impressionism D. classical
2. The is an association developed after World War II to promote economic unity among the countries of Western Europe.
A. the European B. the French C. socialism D. ParliamentCommunity Resistance
3. An economic system in which some businesses and industries are controlled by the government is called .
A. impressionism B. socialism C. collective farm D. alliance
Study GuideWrite the missing word or phrase that best completes each sentence.
4. was a general in the French army
during World War II. He became leader of the French in exile, was in
constant contact with the , and was
elected president of France on December 21, 1958.
5. France’s Parliament has two parts, the
and the .
6. Jean Monnet established the
to help set economic goals for France after World War II.
7. Socialism is an economic system in which the
controls some businesses and industries.
CHAPTER 14, LESSON 3Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
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Name Date
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.
Read “A Divided Germany.” List details and draw a conclusion about whyEast Germany’s Communist government felt it was important to discouragecontact between East and West Germany. One detail has been done for you.
Reading Strategy: Question4. Read “East Germany.” Write three questions about the section to
share with a partner.
5. Look over “Literature.” Turn the heading into a question. As you read,look for an answer to your question.
Heading: Literature
Question:
Answer:
CHAPTER 14, LESSON 4
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
3.
1. 2.West Germany becameone of the richestnations.
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Vocabulary and Study GuideVocabulary
1. Circle the letter for the correct definition of reunification.
A. to leave a political union
B. a policy of not taking sides in a war
C. the rejoining of two things that have been separated
2. Use the word reunification in your own sentence.
Study GuideRead each clue and then answer the question “Who am I?” or “What am I?”Write your answers on the lines provided.
3. I separated East Berlin from West Berlin but came down in 1989.
What am I?
4. I had a democratic government and received financial support fromthe United States after World War II.
What am I?
5. I had a communist government and was discouraged fromcommunicating with Western Europe.
What am I?
6. I am a building that was rebuilt when Germany reunited in 1990. I amwhere the Federal Assembly meets.
What am I?
7. I was a German composer who went deaf at age 50. My NinthSymphony ends with a section titled “Ode to Joy.”
Who am I?
CHAPTER 14, LESSON 4Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
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Reading Skill and StrategyReading Skill: Compare and ContrastThis skill helps you understand how historical events or people are similarand different.
Read “Political and Economic Struggles” and “A Changing Economy.” Thencomplete the chart below to compare Poland’s economy and politics over theyears. Part of the chart has been completed for you.
Reading Strategy: Question4. Look over “A Free Poland.” Turn the heading into a question. As you
read, look for an answer to your question.
Heading: A Free Poland
Question:
Answer:
CHAPTER 14, LESSON 5
1940s–1980s
1.
labor unions joined
solidarity
1990s
2. no price control
2000s
3.
no longer needed
U.S. aid
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Vocabulary and Study GuideVocabularyWrite the letter of the term that best completes each sentence.
1. Limiting access to certain information is .
A. civil rights B. inflation C. censorship
2. A(n) is a person who openly disagrees with a government’s policies.
A. dissident B. ombudsmen C. czar
Study GuideWrite the year each event occurred in the history of modern Poland on thelines below.
3. Lech Walesa became president of a free Poland; Polandchanged from a command economy to a free-marketeconomy.
4. Poland’s inflation was down to around 7 percent.
5. Poland approved a new constitution for its parliamentaryrepublic.
6. Communists took over the Polish government and set wageand price controls.
7. Poland first became an independent republic.
8. Polish-born John Paul II was elected pope.
9. Solidarity called for free elections and an end to Communistrule.
10. Polish trade unions joined an organization called Solidarity;Polish writer Czaslaw Milosz won the Nobel Prize inLiterature.
CHAPTER 14, LESSON 5Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved. 116
1918
1945
1978
1980
1981
1990
1997
1999
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Skillbuilder: Make An OutlineCHAPTER 14Name Date
Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.
PracticeStep 1: When you are writing a research report, one good way toorganize your information before you begin writing is to make an outline. Look through Chapter 14 and find a topic that interests you.
Step 2: Gather information about that topic and then complete theoutline. Remember that main ideas are listed to the left and labeled withcapital Roman numerals. Supporting ideas are indented and labeled withcapital letters. Supporting details are indented farther and labeled withnumerals.
ApplyChoose another topic from Chapter 14. Organize your information in outline form on lined paper. Use Roman numerals, capital letters, and numerals.
I.
A.
B.
C.
1.
2.
a.
b.
II.
A.
1.
a.
b.
2.
B.
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