pearson myworld geographyassets.pearsonschool.com/asset_mgr/current/201230/... · a correlation of...

A Correlation of

Pearson myWorld Geography Western Hemisphere

©2014

To

Oklahoma C3 Grade 6 World Geography Standards

The Western Hemisphere The Why of Where: Places, Patterns of

Settlement, and Global Interactions

A Correlation of Pearson myWorld Geography, Western Hemisphere, ©2014 to the

Oklahoma C3 Grade 6 World Geography Standards Western Hemisphere

2 SE = Student Edition, TE = Teacher ProGuide, Underline = Title of ProGuide

Table of Contents

PROCESS AND LITERACY SKILLS (PALS) FOR LEARNING ....................................... 3 CONTENT SKILLS.................................................................................................. 15





Pearson myWorld Geography Western Hemisphere ©2014

WORLD GEOGRAPHY Western Hemisphere: The Why of Where – Places, Patterns of Settlement, and Global Interactions PROCESS AND LITERACY SKILLS (PALS) FOR LEARNING Literacy Skills Standard 1: The student will develop and demonstrate Common Core Social Studies reading literacy skills. A. Key Ideas and Details A.1 Cite specific textual evidence to support analysis of primary and secondary sources.

SE/TE: Document–Based Assessment, 15, 29, 45, 55, 71, 83, 101, 115, 127, 165, 197, 239, 269, 307, 339, 369; Primary Sources (Key Idea & Analyze the Documents), 162–163, 188–189, 228–229, 256–257, 294–295, 326–327, 356–357; Analyze Primary and Secondary Sources, 126, 164, 256, 326; TE only: Primary Source Lesson Plan: The United States and Canada, T28, T50; Middle America, T48; South America, T20, T48, T76; In addition, the teacher’s edition Guide on the Side lists learning strategies and questions on nearly every page of each of the unit books.






A.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

SE/TE: Main Idea and Details, 28, 228, 257, 327, 356; Identify Central Issues, 289; also see: Document–Based Assessment, 15, 29, 45, 55, 71, 83, 101, 115, 127, 165, 197, 239, 269, 307, 339, 369; Analyze Primary and Secondary Sources, 126, 164, 256, 326; Primary Sources (Key Idea & Analyze the Documents), 162–163, 188–189, 228–229, 256–257, 294–295, 326–327, 356–357; TE only: Primary Source Lesson Plan: The United States and Canada, T28, T50; Middle America, T48; South America, T20, T48, T76

A.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

SE/TE: Land Use, 50–81; People’s Impact on the Environment, 52–53; Economic Process, 60–61; Economic Systems, 62–63; Economic Development, 64–65; Trade, 66–67; How Banks Work, 68; Supply and Demand of Product X, 71; Population Growth, 74–75, Migration, 78–79, Urbanization, 80–81, Cultural Diffusion and Change, 96–97; Mercantilism, 323






B. Craft and Structure B.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

SE/TE: Section Opener: Key Terms, 138, 146, 156, 170, 182, 190, 210, 222, 230, 244, 252, 258, 282, 290, 296, 312, 320, 328, 344, 352, 358; Section Assessment: Key Terms, 145, 151, 155, 161, 177, 181, 187, 195, 217, 227, 237, 251, 263, 267, 289, 293, 301, 319, 325, 333, 351, 355, 363; Chapter Assessment: Key Terms, 164, 196, 238, 268, 306, 338, 368; Case Study: Key Terms, 152, 178, 218, 264, 302, 334, 364; TE only: Visual Glossary: Core Concepts, T23, T15, T27, T41, T49, T63, T73, T89, T101; The United States and Canada, T4, T32; Middle America, T4, T32; South America, T4, T32, T60

B.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).

SE/TE: Compare and Contrast, 14, 28, 44, 82, 100, 114, 126, 164, 195, 196, 229, 238, 263, 268, 293, 356; Cause and Effect, 14, 28, 54, 70, 126, 162, 164, 177, 187, 188, 189, 229, 268, 294, 301, 338, 356; Sequence, 44, 54, 70, 164, 196, 238, 268

B.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

SE/TE: 21st Century Learning: Evaluate Web sites, 15, 121; Analyze media content, 83, 115, 239, 307; Analyze Primary and Secondary Sources, 126, 164, 256, 326






C. Integration of Knowledge and Ideas C.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

SE/TE: Maps, 5, 6–7, 9, 10, 11, 12, 13, 14, 25, 27, 28, 35, 36, 39, 40–41, 42–43, 44, 50, 54, 65, 67, 70, 76, 82, 86, 90–91, 92–93, 100, 114, 122, 124, 125, 126, 128, 130, 132, 134, 139, 140, 141, 143, 144, 149, 158, 166, 171, 172, 173, 175, 188, 190, 206, 211, 212, 214, 216, 235, 240, 245, 246, 247, 248, 272, 274, 276, 278, 283, 284, 286, 287, 308, 313, 314, 317, 318, 321, 332, 340, 345, 346, 347, 348, 354; Charts, Graphs, and Diagrams, 18, 20, 22, 33, 34, 37, 38, 45, 49, 55, 58, 59, 60, 61, 63, 64, 68, 71, 74, 81, 83, 97, 99, 101, 115, 133, 151, 157, 160, 176, 177, 181, 183, 192, 197, 205, 215, 234, 236, 237, 246, 248, 249, 250, 254, 260, 262, 269, 271, 277, 285, 289, 291, 293, 298, 301, 307, 315, 316, 323, 324, 329, 332, 339, 350, 351, 353, 362, 369; Timelines, 118, 303; TE only: myworldgeography.com: Core Concepts, T23, T15, T27, T41, T49, T63, T73, T89, T101; The United States and Canada, T4, T32; Middle America, T4, T32; South America, T4, T32, T60

C.8 Distinguish among fact, opinion, and reasoned judgment in a text.

SE/TE: 21st Century Learning: Evaluate Web sites, 15, 121; Analyze media content, 83, 115, 239, 307; Analyze Primary and Secondary Sources, 126, 164, 256, 326






C.9 Analyze the relationship between a primary and secondary source on the same topic.

SE/TE: Analyze Primary and Secondary Sources, 126, 164, 256, 326; also see: Document–Based Assessment, 15, 29, 45, 55, 71, 83, 101, 115, 127, 165, 197, 239, 269, 307, 339, 369; Primary Sources (Key Idea & Analyze the Documents), 162–163, 188–189, 228–229, 256–257, 294–295, 326–327, 356–357; TE only: Primary Source Lesson Plan: The United States and Canada, T28, T50; Middle America, T48; South America, T20, T48, T76






D Range of Reading and Level of Text Complexity D.10 By the end of grade 8, read and comprehend history/ social studies texts in the grades 6–8 text complexity band independently and proficiently.

This objective is met throughout myWorld World Geography, including in these features: SE/TE: Chapter Assessment, 164–165, 196–197, 238–239, 268–269, 306–307, 338–339, 368–369; Document–Based Assessment, 15, 29, 45, 55, 71, 83, 101, 115, 127, 165, 197, 239, 269, 307, 339, 369; Primary Sources (Key Idea & Analyze the Documents), 162–163, 188–189, 228–229, 256–257, 294–295, 326–327, 356–357; Analyze Primary and Secondary Sources, 126, 164, 256, 326; TE only: myWorld Activity: The United States and Canada, T10, T16, T24, T38, T46, T54; Middle America, T10, T18, T26, T38, T44, T52; South America, T10, T16, T24, T38, T44, T52, T66, T72, T80; myWorld Chapter Activity: The United States and Canada, T5, T33; Middle America, T5, T33; South America, T5, T33, T61; Primary Source Lesson Plan: The United States and Canada, T28, T50; Middle America, T48; South America, T20, T48, T76






Process and Literacy Skills Standard 2: The student will develop and demonstrate Common Core writing literacy skills. A. Text Types and Purposes A.1 Write arguments focused on discipline-specific content.

SE/TE: Writing Task: Favorite Book and Opinion, 101; Essay: Opinion Piece, 115; Speech, 189; Persuasive Announcement, 269; DBA Writing Task, 15b, 45b, 71b, 101b, 127b, 165b, 239b, 307a, 369b

A.1.a Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

SE/TE: Writing Task: Essay: Opinion Piece (explain position), 115; DBA Writing Task, 15b, 45b, 71b, 101b, 127b, 165b, 239b, 307a, 369b

A.1.b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

SE/TE: Writing Task: Essay: Opinion Piece (support with information from lessons), 115; DBA Writing Task, 15b, 45b, 71b, 101b, 127b, 165b, 239b, 307a, 369b

A.1.c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

SE/TE: DBA Writing Task, 15b, 45b, 71b, 101b, 127b, 165b, 239b, 307a, 369b

A.1.d Establish and maintain a formal style.


A.1.e Provide a concluding statement or section that follows from and supports the argument presented.







A.2 Write informative/explanatory texts, including the narration of historic events, scientific procedures/ experiments, or technical processes.

SE/TE: Writing Task: Compare two documents, 163; Explanation, 15, 29, 55, 71, 83, 165, 197, 239, 257, 327, 339, 369; Newspaper Article, 229; 21st Century Learning: Illustrated Informational Brochure, 101; Short Essay, 115; DBA Writing Task, 29b, 55b, 83b, 115b, 197b, 269b, 338b

A.2.a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

SE/TE: DBA Writing Task, 29b, 55b, 83b, 115b, 197b, 269b, 338b

A.2.b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

SE/TE: Short Essay (support), 115; DBA Writing Task, 29b, 55b, 83b, 115b, 197b, 269b, 338b

A.2.c Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.


A.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic.


A.2.e Establish and maintain a formal style and objective tone.


A.2.f Provide a concluding statement or section that follows from and supports the information or explanation presented.







A.3 (See note; not applicable as a separate requirement)

Not applicable according to the Common Core State Standards

B. Production and Distribution of Writing B.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

SE/TE: Writing Task, 15, 29, 45, 55, 71, 83, 101, 115, 163, 165, 189, 197, 229, 239, 257, 269, 295, 327, 339, 357, 369; also see: Student Journal, 145, 151, 155, 161, 177, 181, 187, 195, 217, 227, 237, 251, 263, 267, 289, 293, 301, 319, 325, 333, 351, 355, 363

B.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

SE/TE: Writing Task, 15, 29, 45, 55, 71, 83, 101, 115, 163, 165, 189, 197, 229, 239, 257, 269, 295, 327, 339, 357, 369; also see: Journal Activity, 15, 29, 45, 55; Student Journal, 145, 151, 155, 161, 177, 181, 187, 195, 217, 227, 237, 251, 263, 267, 289, 293, 301, 319, 325, 333, 351, 355, 363; TE only: Writing Activities exist throughout the Teacher’s Edition on the myWorld Chapter Activity pages and the myWorld Activity pages. TE only: myWorld Activity: The United States and Canada, T10, T16, T24, T38, T46, T54; Middle America, T10, T18, T26, T38, T44, T52; South America, T10, T16, T24, T38, T44, T52, T66, T72, T80; myWorld Chapter Activity: The United States and Canada, T5, T33; Middle America, T5, T33; South America, T5, T33, T61

B.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

SE/TE: Twenty–first Century Learning, 15, 29, 45, 55, 71, 83, 101, 115, 127, 165, 197, 239, 269, 307, 339, 369; TE only: myworldgeography.com: Core Concepts, T23, T15, T27, T41, T49, T63, T73, T89, T101; The United States and Canada, T4, T32; Middle America, T4, T32; South America, T4, T32, T60






B.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

SE/TE: Twenty–first Century Learning, 15, 29, 45, 55, 71, 83, 101, 115, 127, 165, 197, 239, 269, 307, 339, 369; also see: Analyze Primary and Secondary Sources, 126, 164, 256, 326; TE only: myworldgeography.com: Core Concepts, T23, T15, T27, T41, T49, T63, T73, T89, T101; The United States and Canada, T4, T32; Middle America, T4, T32; South America, T4, T32, T60; myWorld Chapter Activity: The United States and Canada, T5, T33; Middle America, T5, T33; South America, T5, T33, T61






B.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.


B.9 Draw evidence from informational texts to support analysis reflection, and research.

SE/TE: Document-Based Assessment Writing Task & 21st Century Learning, 15, 29, 45, 55, 71, 83, 101, 115, 127, 165, 197, 239, 269, 307, 339, 369; also see: Primary Sources (Key Idea & Analyze the Documents), 162–163, 188–189, 228–229, 256–257, 294–295, 326–327, 356–357; Analyze Primary and Secondary Sources, 126, 164, 256, 326; Student Journal, 145, 151, 155, 161, 177, 181, 187, 195, 217, 227, 237, 251, 263, 267, 289, 293, 301, 319, 325, 333, 351, 355, 363






C. Range of Writing C.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

SE/TE: Writing Task, 15, 29, 45, 55, 71, 83, 101, 115, 163, 165, 189, 197, 229, 239, 257, 269, 295, 327, 339, 357, 369; also see: Journal Activity, 15, 29, 45, 55; Student Journal, 145, 151, 155, 161, 177, 181, 187, 195, 217, 227, 237, 251, 263, 267, 289, 293, 301, 319, 325, 333, 351, 355, 363; TE only: Writing Activities exist throughout the Teacher’s Edition on the myWorld Chapter Activity pages and the myWorld Activity pages. myWorld Activity: The United States and Canada, T10, T16, T24, T38, T46, T54; Middle America, T10, T18, T26, T38, T44, T52; South America, T10, T16, T24, T38, T44, T52, T66, T72, T80; myWorld Chapter Activity: The United States and Canada, T5, T33; Middle America, T5, T33; South America, T5, T33, T61






CONTENT SKILLS Content Standard 1: The student will analyze data from a geographic perspective using the skills and tools of geography. 1. Cite specific geographic information to support analysis from primary and secondary sources located in texts, documents, newspapers, magazines, journals, political cartoons, and online news sources.

SE/TE: Document–Based Questions, 15, 29, 45, 55, 71, 83, 101, 115, 127, 165, 197, 239, 269, 307, 339, 369; Primary Sources (Key Idea & Analyze the Documents), 162–163, 188–189, 228–229, 256–257, 294–295, 326–327, 356–357; Analyze Primary and Secondary Sources, 126, 164, 256, 326; TE only: Primary Source Lesson Plan: The United States and Canada, T28, T50; Middle America, T48; South America, T20, T48, T76; In addition, the Teacher’s Edition Guide on the Side lists learning strategies and questions on nearly every page of each of the unit books.






2. Integrate visual information, draw conclusions, and make predictions from geographic data and analyze spatial distribution and patterns by interpreting that data as displayed on globes, graphs, charts, satellite and other forms of visual imagery including data from bar and line graphs, pie charts, thematic maps, population pyramids, climagraphs, cartagrams, contour/relief maps, GIS systems, and diagrams.

SE/TE: Maps, 5, 6–7, 9, 10, 11, 12, 13, 14, 25, 27, 28, 35, 36, 39, 40–41, 42–43, 44, 50, 54, 65, 67, 70, 76, 82, 86, 90–91, 92–93, 100, 114, 122, 124, 125, 126, 128, 130, 132, 134, 139, 140, 141, 143, 144, 149, 158, 166, 171, 172, 173, 175, 188, 190, 206, 211, 212, 214, 216, 235, 240, 245, 246, 247, 248, 272, 274, 276, 278, 283, 284, 286, 287, 308, 313, 314, 317, 318, 321, 332, 340, 345, 346, 347, 348, 354; Charts, Graphs, and Diagrams, 18, 20, 22, 33, 34, 37, 38, 45, 49, 55, 58, 59, 60, 61, 63, 64, 68, 71, 74, 81, 83, 97, 99, 101, 115, 133, 151, 157, 160, 176, 177, 181, 183, 192, 197, 205, 215, 234, 236, 237, 246, 248, 249, 250, 254, 260, 262, 269, 271, 277, 285, 289, 291, 293, 298, 301, 307, 315, 316, 323, 324, 329, 332, 339, 350, 351, 353, 362, 369; Timelines, 118, 303; TE only: myworldgeography.com: Core Concepts, T23, T15, T27, T41, T49, T63, T73, T89, T101; The United States and Canada, T4, T32; Middle America, T4, T32; South America, T4, T32, T60






3. Describe basic types of map projections and compare how they display information including Mercator, Peters, and Robinson, and apply the concepts of scale, distance, direction, relative location, absolute location, and latitude and longitude.

SE/TE: Latitude, longitude, 4–5; Relative, absolute location, 6; Ways to Show Earth’s Surface, 8; Map Projections, 9

4. Integrate visual information and apply the skill of mental mapping of the political and physical features of Earth’s surface and to organize information about people, places, and environments.

SE/TE: Tools of Geography: The Study of Earth, 4–5, Geography’s Five Themes, 6–7, Ways to Show Earth’s Surface, 8–9, Understanding Maps, 10–11, Types of Maps, 12–13; Think Critically, 14; Climates and Ecosystems: Climate and Weather, 32–33, Temperature, 34–35, Water and Climate, 36–37, Air Circulation and Precipitation, 38–39, Types of Climate, 40–41, Ecosystems, 42–43; Human–Environment Interaction: Environment and Resources, 48–49, Land Use, 50–51, People’s Impact on the Environment, 52–53; Population and Movement: Population Growth, 74–75, Population Distribution, 76–77, Migration, 78–79, Urbanization, 80–81

5. Conduct short research projects by investigating contemporary events and issues from political, economic, social, and geographic perspectives.







6. Commemorate Celebrate Freedom Week by recognizing the sacrifices and contributions to American freedom by veterans and by reciting the social contract selection from the Declaration of Independence: We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. – That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed.

SE/TE: For related material see: World War II, 151; SE only: See Freedom Week in the SE front matter.

Content Standard 2: The student will examine the cultural and physical characteristics of the major regions of the Western Hemisphere. 1 Define the concept of region and identify major political, physical, and economic regions of the Western Hemisphere including 1.A The political regions of North America, Central America, South America, and the Caribbean,

SE/TE: Maps (political), 13, 166, 188, 206, 240, 272, 308, 340; also see: The United States Today, 156–161; Canada Today, 190–195; Mexico Today, 230–237; Central America and the Caribbean Today, 258–263; Caribbean South America Today, 296–301; The Andes and the Pampas Today, 328–333; Brazil Today, 358–363

1.B The physical regions including the Amazon rainforest and the North American Great Plains, and

SE/TE: Maps (physical), 12, 40–41, 42–43, 171, 211, 212, 245, 246, 283, 284, 313, 314, 345, 346; also see: Chapter Atlas, 138–145, 170–177, 210–217, 244–251, 282–289, 312–319, 344–351






1.C The economic regions including commercial agriculture in North America and subsistence agriculture of Amazonian communities.

SE/TE: Maps (economic), 67, 70, 214, 248, 317, 347; see also Economy of Different Countries: United States, 156–158; Canada, 176, 177, 187, 192–193; Middle America, 204–205; Mexico, 252–253; Central America and Caribbean, 255, 261–262; Caribbean South America, 301; Andes and the Pampas, 331–332; Brazil, 353, 354, 355, 362

2. Describe specific political regions of the Western Hemisphere and identify on a political map the major urban centers and countries including 2.A All nations of North America, Central America, South America, and the Caribbean, and

SE/TE: Maps (political), 13, 166, 188, 206, 240, 272, 308, 340; also see: The United States Today, 156–161; Canada Today, 190–195; Mexico Today, 230–237; Central America and the Caribbean Today, 258–263; Caribbean South America Today, 296–301; The Andes and the Pampas Today, 328–333; Brazil Today, 358–363

2.B Major metropolitan areas including New York City, Los Angeles, Chicago, Houston, Washington, DC, Miami, Toronto, Montreal, Vancouver, Mexico City, Panama City, San Jose, Rio de Janeiro, Buenos Aires, Santiago, Caracas, Bogota, Sao Paulo, San Juan, and Havana.

SE/TE: Time Zone maps with major cities, 21, 28; Chicago, 33, 142; London, 77; Panama City, 80; Washington, DC, 143, 144; Miami, 143, 144; New York City, 143, 144; Toronto, 177; Montreal, Vancouver, 194; Mexico City, 206, 219; Panama City, 240; Havana, 240; San Jose, 240; San Juan, 240; Caracas, 278, 284; Bogota, 278, 284, 304; Santiago, 308, 314, 317; Buenos Aires, 308; Rio de Janeiro, 340, 347, 354, 366; Sao Paulo, 340, 347, 354, 366






3. Describe the characteristics and relative location of major cultural regions of the Western Hemisphere including 3.A the Maya civilization of Mesoamerica, SE/TE: Maya Culture, 122, 223, 232, 252–

253, 256–257, 259

3.B the Inca civilization of Latin America, SE/TE: Incan culture, 122, 320, 321, 322, 326–327

3.C the Inuit indigenous peoples of the Arctic,

SE/TE: Inuit, 167–169, 178, 179, 181, 183, 195

3.D Hispanic communities of the United States and indigenous peoples of North and South America, and

SE/TE: Native American dancers, 84; Exploring Culture Through Dance, 85; Native American groups, 146, 147; Native Americans Before European Contact, 152–153; Indian Removal Act, 154; Impact on Native Americans, 155; Inuit, 167–169, 178, 179, 181, 183, 195; First Nations, 182; also see: Incan culture, 122, 320, 321, 322, 326–327; Maya Culture, 122, 223, 232, 252–253, 256–257, 259

3.E French-speaking Quebec. SE/TE: French Quebec Culture Region, 86, 87; Quebec Act, 184; Quebec: A Special Case, 188–189; The Cultural Mosaic, 194

4. Explain and summarize how common characteristics can link as well as divide regions including 4.A The question of sovereignty for French-speaking Canadians,

SE/TE: Quebec: A Special Case, 188–189

4.B The free trade relationships established by NAFTA, and

SE/TE: NAFTA, 156, 158, 234, 237

4.C The establishment of maquiladoras on the United States-Mexican border.

SE/TE: Mexico’s Workers, 216






5. Cite specific textual and visual evidence in order to analyze reasons for conflict and cooperation among groups, societies, countries, and regions of the Western Hemisphere including 5.A The bi-national construction of the St. Lawrence Seaway,

SE/TE: St. Lawrence River, 168-169, 171, 174, 175

5.B Disputes between South American nations over fishing rights off the Pacific Coast,

SE/TE: Geography and History, 289

5.C The strain on international relations caused by immigration, and

SE/TE: Immigration, 79, 142, 144, 150–151, 159–160, 186, 194–195; Remittances and Mexican workers in the U.S., 217, 235

5.D Relief efforts of the United Nations following natural disasters.

SE/TE: United Nations, 111, 193; Hurricane Havoc, 247-248

Content Standard 3: The student will examine the interactions of physical systems that shape the patterns of Earth’s surface. 1. Integrate visual information in order to identify on a physical map and describe the major landforms and bodies of water of the Western Hemisphere including 1.A Bodies of Water - Mississippi, Colorado, MacKenzie, Rio Grande, and Amazon Rivers, Gulf of Mexico, Hudson Bay, Straits of Magellan and the Bering Strait, Atlantic, Pacific, Arctic and Southern Oceans, the Great Lakes, and the concept of drainage systems and the Continental Divide.

SE/TE: Maps (physical), 12, 40–41, 42–43, 171, 211, 212, 245, 246, 283, 284, 313, 314, 345, 346; Physical Features, 138; Regional Flyover, 251; see also, 99, 282, 283

1.B Landforms - the Appalachian, Rocky, Andes, and Cascade Mountain Ranges, the Atacama and Sonoran Deserts, the Hawaiian and Greater Antilles archipelagos, the Pampas and Great Plains, the Canadian Shield, the Yucatan Peninsula, the Isthmus of Panama, and the Great Basin.

SE/TE: Maps (physical), 12, 139, 211, 212, 245, 246, 283, 313






2. Describe how the processes and factors of latitude, elevation, Earth-Sun relationship, prevailing winds, and proximity to bodies of water influence climate and how humans respond to regional climate patterns and events including drought and El Niño.

SE/TE: Tools of Geography: Latitude, Longitude, 4–5; Climates and Ecosystems: Climate and Weather, 32–33, Temperature, 34–35, Water and Climate, 36–37, Air Circulation and Precipitation, 38–39, Types of Climate, 40–41, Ecosystems, 42–43; Human–Environment Interaction: Environment and Resources, 48–49, Land Use, 50–51

3. Analyze the impact of natural disasters on human populations including forced migration, scarcity of consumer goods, and loss of employment.

SE/TE: Volcanoes, 16, 17, 26–27, 202, 211, 244, 245; Earthquakes, 17, 26–27; Hurricanes, 27, 30, 31, 39, 140, 212, 213, 246, 247–248; Drought, 356

Content Standard 4: The student will analyze the human systems of the Western Hemisphere in the context of the world’s peoples and cultures. 1. Identify and describe cultural traits of language, ethnic heritage, social systems, religion, and traditions including how cultural diffusion impacts societies.

SE/TE: Cultural Diffusion, 96–97, 260; also see: History of the United States, 146–151; The United States Today, 156–161; History of Canada, 182–187; Canada Today, 190–195; History of Mexico, 222–227; Mexico Today, 230–237; History of Central America and the Caribbean, 252–255; Central America and the Caribbean Today, 258–263; History of Caribbean South America, 290–293; Caribbean South America Today, 296–301; History of the Andes and the Pampas, 320–325; The Andes and the Pampas Today, 328–333; History of Brazil, 352–355; Brazil Today, 358–363






2. Describe and compare examples of the market and command economic systems including how governments affect economic activities in such systems.

SE/TE: Economic Systems, 62–63; see also Economy of Different Countries: United States, 156–158; Canada, 176, 177, 187, 192–193; Middle America, 204–205; Mexico, 252–253; Central America and Caribbean, 255, 261–262; Caribbean South America, 301; Andes and the Pampas, 331–332; Brazil, 353, 354, 355, 362

3. Describe the major political systems of representative governments (democracy, republic, constitutional monarchy) and authoritarian systems (dictatorship) including the role of the citizen in the selection of government officials, lawmaking, and the liberties guaranteed under different forms of government.

SE/TE: Political Systems, 106–107; Brazil, 354–355, 363; Canada, 186, 187, 190–179; China, 105; Colombia, 299; Cuba, 260-261; French Guiana, 299; Germany, 107; Guyana, 299; Mexico, 230–231; North Korea, 107; Saudi Arabia, 107; Suriname, 299; United Kingdom, 107; United States, 105, 106, 108, 148–149; Venezuela, 299, 300; Vietnam, 81

4. Cite specific textual and visual evidence to explain patterns of global economic interdependence and world trade including the concepts of balance of trade, supply and demand, and measures of economic growth including Gross Domestic Product (GDP).

SE/TE: Supply and demand, 59; GDP, 64; Trade, 66–67; Tariffs, 67; NAFTA, 156, 158, 192, 234, 237; Central America–Dominican Republic–United States Free Trade Association (CAFTA–DR), 262; Free Trade Area of the Americas (FTAA), 237; Free Trade, 67; Free–Trade Agreements and, 261–262, 331–332; Economic Development, 64–65






5. Analyze the impact of geography on population location, growth, and change, applying geographic concepts of population density, the availability of resources, settlement patterns, and migrational push and pull factors including the twentieth century Asian and Caribbean refugee migration to North America or the pattern of Hispanic workers migrating to the United States.

SE/TE: Human–Environment Interaction: Environment and Resources, 48–49, Land Use, 50–51, People’s Impact on the Environment, 52–53; Population and Movement: Population Growth, 74–75, Population Distribution (population density), 76–77, Migration (push and pull factors), 78–79, Urbanization, 80–81; also see: Immigration, 79, 142, 144, 150–151, 159–160, 186, 194–195; Remittances and Mexican workers in the U.S., 235; Chapter Atlas, 138–145, 170–177, 210–217, 244–251, 282–289, 312–319, 344–351

Content Standard 5: The student will analyze the interactions of humans and their environment in the western hemisphere. 1. Integrate and compare visual information of the common characteristics of developed and developing countries including access to human and economic capital, the impact of education and technology; and analyze data used by geographers including literacy rate, life expectancy, and per capita income.

SE/TE: Economic Development (map of human development), 64–65; UN Human Development Index (HDI) Values, 71; Population Growth (birth rate and death rate), 74–75, 83; Literacy, 192, 233, 260, 265, 266, 332; Life expectancy, 260, 266, 370

2. Summarize the impact of the distribution of major renewable and nonrenewable resources and evaluate how the three levels of economic activities (primary, secondary, and tertiary) contribute to the development of a country or region including 2.A The United States’ and Canada’s access to fossil fuels, water, iron, and arable soil,

SE/TE: Chapter Atlas: The United States, 138–145; Resources and Economic Expansion, 155; The United States Economy, 156; Chapter Atlas: Canada, 170–177; Resources of the North, 180–181

2.B Agricultural development dependent on the natural aquifers of the Great Plains,

SE/TE: Great Plains, 139, 141

2.C The nationalized oil production in Venezuela and Mexico, and

SE/TE: Mexico’s oil industry, 214–215; National oil company, 234; Venezuela’s oil industry, 298; Venezuela’s move towards socialism, 301






2.D North America’s access to iron and coal enabling a productive steel industry.

SE/TE: Iron and coal, 145; Canada: Natural Resources (coal), 175

3. Evaluate the effects of human modification of and adaptation to the natural environment including 3.A Terraced farmland of the Andes, SE/TE: Ecosystems, 315; Land Use and

Resources, 286, 316

3.B Construction of the Panama Canal,

SE/TE: Panama Canal, 244, 245, 255

3.C Clear-cutting of the boreal forests of North America, and

SE/TE: The Effects of Climate, 172-173

3.D Diversion of the Colorado River for irrigation and municipal water.

SE: Migration and Settlement, 142

4 Analyze regional problems of the western hemisphere having spatial dimensions including 4.A Oil spills in the Gulf of Mexico,

SE/TE: Cleaning up oil spills, 46–47; Environmental Impact, 145

4.B Deforestation of Amazonia, SE/TE: Deforestation of Amazon rain forest, 364–367

4.C Air pollution and urban sprawl of Mexico City, and

SE/TE: Mexico City pollution and urbanization, 216, 217

4.D Water pollution from industrial run-off into the Great Lakes.

SE/TE: Other Impacts, 53

5 Summarize the role of citizens as responsible stewards of natural resources and the environment including 5.A Careful use of fertilizer and pesticides to avoid polluting the land and the water supply,

SE/TE: Finding the Best Solution, 53; Crops and Water Pollution, 250

5.B Participation in recycling and anti-littering activities,

SE/TE: Recycling, 361






5.C Conservation of natural resources, and SE/TE: Smart energy choices, 47, 53, 145; The Environment: New Concerns, 176–177; Environmental Problems, 298–299; Curitiba: Green City of the Future, 361; Protecting the Land, 367

5.D Support of alternative and sustainable energy sources.

SE/TE: Sustainable energy sources, 53, 145