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A Correlation of

Pearson myWorld Geography Eastern Hemisphere Oklahoma Edition, ©2014

To

Oklahoma C3 Grade 7 World Geography Standards

The Eastern Hemisphere The Why of Where: Places, Patterns

of Settlement, and Global Interactions

A Correlation of Pearson myWorld Geography, Eastern Hemisphere Oklahoma Edition, ©2014

to the Oklahoma C3 Grade 7 World Geography Standards

Eastern Hemisphere

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

Table of Contents

PROCESS AND LITERACY SKILLS FOR LEARNING ................................................... 3 CONTENT SKILLS.................................................................................................. 18



Eastern Hemisphere



Pearson myWorld Geography Eastern Hemisphere,

Oklahoma Edition ©2014 WORLD GEOGRAPHY Eastern Hemisphere The Why of Where – Places, Patterns of Settlement, and Global Interactions PROCESS AND LITERACY SKILLS 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, 15–15a, 29–29a, 45–45a, 55–55a, 71–71a, 83–83a, 101–101a, 115–115a, 127–127a, 173–173a, 219–219a, 257–257a, 285–285a, 319–319a, 359–359a, 391–391a, 423–423a, 465–465a, 501–501a, 535–535a, 573–573a, 609–609a, 651–651a, 685–685a, 715–715a, 757–757a; Primary Sources (Key Idea & Analyze the Documents), 146–147, 154–155, 162–163, 186–187, 206–207, 216–217, 248–249, 282–283, 306–307, 356–357, 378–379, 420–421, 452–453, 498–499, 520–521, 560–561, 594–595, 636–637, 670–671, 702–703, 740–741; Analyze Primary and Secondary Sources, 126, 186, 379, 422; TE only: Primary Source Lesson Plan: Europe and Russia, T14, T122, T30, T50, T70, T78, T106, T134, T154; Africa, T28, T48, T84; Southwest Asia, T20, T56, T76; South and Central Asia, T20, T48; East and Southeast Asia, T20, T48, T76; Australia and the Pacific, T20. 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.



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Oklahoma Edition ©2014 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, 216, 249, 282, 306, 379, 403, 595, 670; also see: Document–Based Assessment, 15–15a, 29–29a, 45–45a, 55–55a, 71–71a, 83–83a, 101–101a, 115–115a, 127–127a, 173–173a, 219–219a, 257–257a, 285–285a, 319–319a, 359–359a, 391–391a, 423–423a, 465–465a, 501–501a, 535–535a, 573–573a, 609–609a, 651–651a, 685–685a, 715–715a, 757–757a; Analyze Primary and Secondary Sources, 126, 186, 379, 422; Primary Sources (Key Idea & Analyze the Documents), 146–147, 154–155, 162–163, 186–187, 206–207, 216–217, 248–249, 282–283, 306–307, 356–357, 378–379, 420–421, 452–453, 498–499, 520–521, 560–561, 594–595, 636–637, 670–671, 702–703, 740–741; TE only: Primary Source Lesson Plan: Europe and Russia, T14, T122, T30, T50, T70, T78, T106, T134, T154; Africa, T28, T48, T84; Southwest Asia, T20, T56, T76; South and Central Asia, T20, T48; East and Southeast Asia, T20, T48, T76; Australia and the Pacific, T20

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; Understanding Communism, 303; Contrasting Systems, 309; also see: 21st Century Learning: Analyze Media Content, 320–321, Generate New Ideas, 424–425, Make a Difference, 536–537, Evaluate Web Sites, 610–611, Give an Effective Presentation, 716–717, Develop Cultural Awareness, 758–759



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Oklahoma Edition ©2014 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, 148, 156, 164, 178, 188, 194, 200, 208, 224, 236, 242, 250, 262, 274, 290, 298, 308, 332, 340, 350, 364, 372, 380, 396, 404, 414, 436, 444, 454, 470, 478, 490, 506, 514, 522, 548, 556, 562, 578, 586, 596, 622, 630, 638, 656, 664, 672, 690, 698, 704, 728, 736, 742; Section Assessment: Key Terms, 145, 153, 161, 171, 185, 193, 199, 205, 215, 231, 241, 247, 255, 269, 281, 297, 305, 313, 339, 345, 355, 371, 377, 385, 403, 409, 419, 443, 451, 459, 477, 485, 497, 513, 519, 529, 555, 559, 567, 585, 593, 603, 629, 635, 645, 663, 669, 679, 697, 701, 709, 735, 739, 747, 735, 739, 747; Chapter Assessment: Key Terms, 172, 218, 256, 284, 318, 358, 390, 422, 464, 500, 534, 572, 608, 650, 684, 714, 756; Case Study: Key Terms, 232, 270, 314, 346, 386, 410, 460, 486, 530, 568, 604, 646, 680, 710, 748 TE only: Visual Glossary: Europe and Russia, T4, T40, T82, T116, T138; Africa, T4, T32, T60; Southwest Asia, T4, T32, T60; South and Central Asia, T4, T32; East and Southeast Asia, T4, T32, T60; Australia and the Pacific, T4



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Oklahoma Edition ©2014 B.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).

SE/TE: How Text Presents Information, OK43; Compare and Contrast, 14, 28, 44, 82, 100, 114, 126, 153, 172, 185, 207, 218, 231, 256, 283, 284, 307, 318, 358, 371, 377, 379, 385, 390, 403, 409, 419, 443, 464, 497, 499, 500, 513, 519, 529, 534, 561, 567, 572, 595, 608, 645, 650, 663, 684, 735, 739, 756; Cause and Effect, 14, 28, 54, 70, 126, 185, 187, 216, 249, 269, 281, 306, 355, 357, 377, 390, 409, 421, 422, 459, 464, 477, 485, 500, 513, 519, 520, 529, 555, 560, 567, 572, 635, 645, 663, 669, 679; Sequence, 44, 54, 70, 164, 358, 635, 739; Compare Viewpoints, 82, 145, 163, 187, 205, 216, 256, 283, 305, 318, 345, 371, 390, 453, 464, 485, 521, 593, 608, 671, 684

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: Identify Bias, 154, 186, 249, 307, 421, 560, 671; Fact and Opinion, 218, 453, 594; also see: 21st Century Learning: Evaluate Web sites, 15, 121, 285, 610–611, 651, Analyze media content, 83, 115, 391, 501; Analyze Primary and Secondary Sources, 126, 186, 379, 422; Primary Sources (Key Idea & Analyze the Documents), 146–147, 154–155, 162–163, 186–187, 206–207, 216–217, 248–249, 282–283, 306–307, 356–357, 378–379, 420–421, 452–453, 498–499, 520–521, 560–561, 594–595, 636–637, 670–671, 702–703, 740–741



Eastern Hemisphere




Oklahoma Edition ©2014 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: Integrate Information from Visuals and Texts, OK45; Integrate Information from Maps and Charts, OK46; 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, 144, 150, 152, 158, 159, 165, 166, 174, 183, 189, 192, 201, 204, 210, 211, 220, 225, 226, 227, 228, 230, 231, 237, 243, 258, 263, 264, 266, 268, 278, 286, 291, 292, 295, 296, 305, 312, 322, 326, 328, 333, 335, 336, 338, 340, 343, 360, 365, 366, 368, 370, 374, 382, 392, 397, 398, 402, 408, 426, 428, 431, 432, 437, 438, 440, 441, 442, 445, 448, 466, 471, 472, 473, 474, 476, 494, 502, 507, 508, 510, 512, 515, 516, 529, 538, 540, 544, 549, 550, 551, 552, 554, 557, 574, 579, 580, 583, 584, 588, 592, 601, 612, 614, 616, 618, 623, 624, 625, 627, 628, 652, 657, 658, 660, 667, 668, 686, 691, 692, 693, 694, 699, 718, 720, 722, 724, 729, 731, 733, 737, 746, 753, 828; 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, 113, 115, 142, 149, 153, 160, 171, 173, 181, 182, 191, 195, 196, 203, 219, 238, 240, 243, 244, 246, 253, 257, 265, 276, 277, 285, 294, 303, 309, 310, 311, 319, 327, 335, 339, 343, 354, 367, 371, 381, 385, 403, 416, 438, 439, 456, 457, 465, 472, 477, 493, 509, 510, 511, 528,535, 537, 543, 553, 555, 565, 573, 582, 585, 598, 600, 602, 609, 617, 625, 630, 632, 634, 639, 641, 643, 651, 659, 661, 662, 665, 669, 674, 676, 678, 685, 695, 697, 699, 700, 706, 708, 715, 723, 730, 734, 745, 757;



Eastern Hemisphere




Oklahoma Edition ©2014 (Continued) C.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

(Continued) TE only: myworldgeography.com: Core Concepts, T3, T15, T27, T41, T49, T63, T73, T89, T101; Europe and Russia, T14, T122, T30, T50, T70, T78, T106, T134, T154; Africa, T28, T48, T84; Southwest Asia, T20, T56, T76; South and Central Asia, T20, T48; East and Southeast Asia, T20, T48, T76; Australia and the Pacific, T20

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

SE/TE: Distinguish Fact, Opinion, and Reasoned Judgment, OK44; Identify Bias, 154, 186, 249, 307, 421, 560, 671; Fact and Opinion, 218, 453, 594; also see: 21st Century Learning: Evaluate Web sites, 15, 121, 285, 610–611, 651, Analyze media content, 83, 115, 391, 501; Analyze Primary and Secondary Sources, 126, 186, 379, 422; Primary Sources (Key Idea & Analyze the Documents), 146–147, 154–155, 162–163, 186–187, 206–207, 216–217, 248–249, 282–283, 306–307, 356–357, 378–379, 420–421, 452–453, 498–499, 520–521, 560–561, 594–595, 636–637, 670–671, 702–703, 740–741; TE only: Primary Source Lesson Plan: Europe and Russia, T14, T122, T30, T50, T70, T78, T106, T134, T154; Africa, T28, T48, T84; Southwest Asia, T20, T56, T76; South and Central Asia, T20, T48; East and Southeast Asia, T20, T48, T76; Australia and the Pacific, T20



Eastern Hemisphere




Oklahoma Edition ©2014 C.9 Analyze the relationship between a primary and secondary source on the same topic.

SE/TE: Analyze Primary and Secondary Sources, 126, 186, 379, 422; also see: Document–Based Assessment, 15–15a, 29–29a, 45–45a, 55–55a, 71–71a, 83–83a, 101–101a, 115–115a, 127–127a, 173–173a, 219–219a, 257–257a, 285–285a, 319–319a, 359–359a, 391–391a, 423–423a, 465–465a, 501–501a, 535–535a, 573–573a, 609–609a, 651–651a, 685–685a, 715–715a, 757–757a; Primary Sources (Key Idea & Analyze the Documents), 146–147, 154–155, 162–163, 186–187, 206–207, 216–217, 248–249, 282–283, 306–307, 356–357, 378–379, 420–421, 452–453, 498–499, 520–521, 560–561, 594–595, 636–637, 670–671, 702–703, 740–741; TE only: Primary Source Lesson Plan: Europe and Russia, T14, T122, T30, T50, T70, T78, T106, T134, T154; Africa, T28, T48, T84; Southwest Asia, T20, T56, T76; South and Central Asia, T20, T48; East and Southeast Asia, T20, T48, T76; Australia and the Pacific, T20



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Oklahoma Edition ©2014 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, 172–173, 218–219, 256–257, 284–285, 318–319, 358–359, 390–391, 422–423, 464–465, 500–501, 534–535, 572–573, 608–609, 650–651, 684–685, 714–715, 756–757; Document–Based Assessment, 15–15a, 29–29a, 45–45a, 55–55a, 71–71a, 83–83a, 101–101a, 115–115a, 127–127a, 173–173a, 219–219a, 257–257a, 285–285a, 319–319a, 359–359a, 391–391a, 423–423a, 465–465a, 501–501a, 535–535a, 573–573a, 609–609a, 651–651a, 685–685a, 715–715a, 757–757a; Primary Sources (Key Idea & Analyze the Documents), 146–147, 154–155, 162–163, 186–187, 206–207, 216–217, 248–249, 282–283, 306–307, 356–357, 378–379, 420–421, 452–453, 498–499, 520–521, 560–561, 594–595, 636–637, 670–671, 702–703, 740–741; Analyze Primary and Secondary Sources, 126, 186, 379, 422; TE only: myWorld Activity: Europe and Russia, T10, T18, T26, T34, T46, T54, T60, T65, T74, T88, T96, T110, T122, T130, T144, T150, T158; Africa, T10, T16, T24, T38, T44, T52, T66, T72, T80; Southwest Asia, T10, T16, T24, T38, T44, T52, T66, T72, T80; South and Central Asia, T10, T16, T24, T38, T44, T52; East and Southeast Asia, T10, T16, T24, T38, T44, T52, T66, T72, T80; Australia and the Pacific, T10, T16, T24, T32; myWorld Chapter Activity: Europe and Russia, T5, T41, T83, T117, T139; Africa, T5, T33, T61;



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Oklahoma Edition ©2014 (Continued) 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.

(Continued) TE only: Southwest Asia, T5, T33, T61; South and Central Asia, T5, T33; East and Southeast Asia, T5, T33, T61; Australia and the Pacific, T5; Primary Source Lesson Plan: Europe and Russia, T14, T122, T30, T50, T70, T78, T106, T134, T154; Africa, T28, T48, T84; Southwest Asia, T20, T56, T76; South and Central Asia, T20, T48; East and Southeast Asia, T20, T48, T76; Australia and the Pacific, T20

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: Write an Argument, OK48; Writing Task: Favorite Book and Opinion, 101, Outline for Persuasive Essay, 155, Essay: Opinion Piece, 115; 21st Century Learning: Marketing Campaign, 425; Document–Based Writing, 15b, 45b, 71b, 101b, 127b, 219b, 285b, 359b, 423b, 501b, 573b, 651b, 715b

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: Write an Argument, OK48; Writing Task: Essay: Opinion Piece (explain position), 115; Document–Based Writing, 15b, 45b, 71b, 101b, 127b, 219b, 285b, 359b, 423b, 501b, 573b, 651b, 715b

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: Write an Argument, OK48; Writing Task: Essay: Opinion Piece (support with information from lessons), 115; Document–Based Writing, 15b, 45b, 71b, 101b, 127b, 219b, 285b, 359b, 423b, 501b, 573b, 651b, 715b



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Oklahoma Edition ©2014 A.1.c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

SE/TE: Write an Argument, OK48; Document–Based Writing, 15b, 45b, 71b, 101b, 127b, 219b, 285b, 359b, 423b, 501b, 573b, 651b, 715b

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: Write Informative and Explanatory Text, OK49; Writing Task: Definition, 249, Explanation, 15, 29, 55, 71, 83, 219, 257, 283, 357, 359, 391, 423, 453, 465, 499, 501, 637, 651, 685, 715, 757, Comparing, 535, 609, Compare Two Documents, 741, List of Questions, 561, Thesis Statement of Essay, 163; 21st Century Learning: Report, 685, Illustrated Informational Brochure, 101, Short Essay, 115; Document–Based Writing, 29b, 55b, 83b, 115b, 173b, 257b, 319b, 391b, 465b, 535b, 609b, 685b, 757b

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: Write Informative and Explanatory Text, OK49; Document–Based Writing, 29b, 55b, 83b, 115b, 173b, 257b, 319b, 391b, 465b, 535b, 609b, 685b, 757b

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

SE/TE: Write Informative and Explanatory Text, OK49; Short Essay (support), 115; Document–Based Writing, 29b, 55b, 83b, 115b, 173b, 257b, 319b, 391b, 465b, 535b, 609b, 685b, 757b

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




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Oklahoma Edition ©2014 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 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, 147, 155, 163, 173, 187, 207, 216, 219, 249, 257, 283, 307, 319, 357, 359, 379, 391, 421, 423, 453, 465, 499, 501, 521, 535, 561, 595, 609, 637, 651, 671, 685, 703, 715, 741, 757; also see: Student Journal, 145, 153, 161, 171, 185, 193, 199, 205, 215, 231, 241, 247, 255, 269, 281, 297, 305, 313, 339, 345, 355, 371, 377, 385, 403, 409, 419, 443, 451, 459, 477, 485, 497, 513, 519, 529, 555, 559, 567, 585, 593, 603, 629, 635, 645, 663, 669, 679, 697, 701, 709, 735, 739, 747



Eastern Hemisphere




Oklahoma Edition ©2014 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, 147, 155, 163, 173, 187, 207, 216, 219, 249, 257, 283, 307, 319, 357, 359, 379, 391, 421, 423, 453, 465, 499, 501, 521, 535, 561, 595, 609, 637, 651, 671, 685, 703, 715, 741, 757; also see: Journal Activity, 15, 29, 45, 55, 71, 83, 101, 115, 127; Student Journal, 145, 153, 161, 171, 185, 193, 199, 205, 215, 231, 241, 247, 255, 269, 281, 297, 305, 313, 339, 345, 355, 371, 377, 385, 403, 409, 419, 443, 451, 459, 477, 485, 497, 513, 519, 529, 555, 559, 567, 585, 593, 603, 629, 635, 645, 663, 669, 679, 697, 701, 709, 735, 739, 747; TE only: Writing Activities exist throughout the Teacher’s Edition on the myWorld Chapter Activity pages and the myWorld Activity pages. myWorld Activity: Europe and Russia, T10, T18, T26, T34, T46, T54, T60, T65, T74, T88, T96, T110, T122, T130, T144, T150, T158; Africa, T10, T16, T24, T38, T44, T52, T66, T72, T80; Southwest Asia, T10, T16, T24, T38, T44, T52, T66, T72, T80; South and Central Asia, T10, T16, T24, T38, T44, T52; East and Southeast Asia, T10, T16, T24, T38, T44, T52, T66, T72, T80; Australia and the Pacific, T10, T16, T24, T32; myWorld Chapter Activity: Europe and Russia, T5, T41, T83, T117, T139; Africa, T5, T33, T61; Southwest Asia, T5, T33, T61; South and Central Asia, T5, T33; East and Southeast Asia, T5, T33, T61; Australia and the Pacific, T5



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Oklahoma Edition ©2014 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, 121, 127, 172, 219, 257, 285, 319, 359, 391, 423, 424–425, 465, 501, 535, 536–537, 573, 609, 610–611, 651, 685, 715, 716–717, 757; TE only: myworldgeography.com: Core Concepts, T3, T15, T27, T41, T49, T63, T73, T89, T101; Europe and Russia, T14, T122, T30, T50, T70, T78, T106, T134, T154; Africa, T28, T48, T84; Southwest Asia, T20, T56, T76; South and Central Asia, T20, T48; East and Southeast Asia, T20, T48, T76; Australia and the Pacific, T20; myWorld Chapter Activity: Europe and Russia, T5, T41, T83, T117, T139; Africa, T5, T33, T61; Southwest Asia, T5, T33, T61; South and Central Asia, T5, T33; East and Southeast Asia, T5, T33, T61; Australia and the Pacific, T5

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, 121, 127, 172, 219, 257, 285, 319, 359, 391, 423, 424–425, 465, 501, 535, 536–537, 573, 609, 610–611, 651, 685, 715, 716–717, 757; also see: Analyze Primary and Secondary Sources, 126, 186, 379, 422; TE only: myworldgeography.com: Core Concepts, T3, T15, T27, T41, T49, T63, T73, T89, T101; Europe and Russia, T14, T122, T30, T50, T70, T78, T106, T134, T154; Africa, T28, T48, T84; Southwest Asia, T20, T56, T76; South and Central Asia, T20, T48; East and Southeast Asia, T20, T48, T76; Australia and the Pacific, T20; myWorld Chapter Activity: Europe and Russia, T5, T41, T83, T117, T139; Africa, T5, T33, T61; Southwest Asia, T5, T33, T61; South and Central Asia, T5, T33; East and Southeast Asia, T5, T33, T61; Australia and the Pacific, T5



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Oklahoma Edition ©2014 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.

SE/TE: Twenty–first Century Learning, 15, 29, 45, 55, 71, 83, 101, 115, 121, 127, 172, 219, 257, 285, 319, 359, 391, 423, 424–425, 465, 501, 535, 536–537, 573, 609, 610–611, 651, 685, 715, 716–717, 757; also see: Analyze Primary and Secondary Sources, 126, 186, 379, 422; TE only: myworldgeography.com: Core Concepts, T3, T15, T27, T41, T49, T63, T73, T89, T101; Europe and Russia, T14, T122, T30, T50, T70, T78, T106, T134, T154; Africa, T28, T48, T84; Southwest Asia, T20, T56, T76; South and Central Asia, T20, T48; East and Southeast Asia, T20, T48, T76; Australia and the Pacific, T20; myWorld Chapter Activity: Europe and Russia, T5, T41, T83, T117, T139; Africa, T5, T33, T61; Southwest Asia, T5, T33, T61; South and Central Asia, T5, T33; East and Southeast Asia, T5, T33, T61; Australia and the Pacific, T5

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

SE/TE: Document-Based Assessment Writing Task & 21st Century Learning, 15b, 29b, 45b, 55b, 71b, 83b, 101b, 115b, 121b, 127b, 172b, 219b, 257b, 285b, 319b, 359b, 391b, 423b, 424–425, 465b, 501b, 535b, 536–537, 573b, 609b, 610–611, 651b, 685b, 715b, 716–717, 757b; also see: Primary Sources (Key Idea & Analyze the Documents), 146–147, 154–155, 162–163, 186–187, 206–207, 216–217, 248–249, 282–283, 306–307, 356–357, 378–379, 420–421, 452–453, 498–499, 520–521, 560–561, 594–595, 636–637, 670–671, 702–703, 740–741; Analyze Primary and Secondary Sources, 126, 186, 379, 422; Student Journal, 145, 153, 161, 171, 185, 193, 199, 205, 215, 231, 241, 247, 255, 269, 281, 297, 305, 313, 339, 345, 355, 371, 377, 385, 403, 409, 419, 443, 451, 459, 477, 485, 497, 513, 519, 529, 555, 559, 567, 585, 593, 603, 629, 635, 645, 663, 669, 679, 697, 701, 709, 735, 739, 747



Eastern Hemisphere




Oklahoma Edition ©2014 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, 147, 155, 163, 173, 187, 207, 216, 219, 249, 257, 283, 307, 319, 357, 359, 379, 391, 421, 423, 453, 465, 499, 501, 521, 535, 561, 595, 609, 637, 651, 671, 685, 703, 715, 741, 757; also see: Journal Activity, 15, 29, 45, 55, 71, 83, 101, 115, 127; Student Journal, 145, 153, 161, 171, 185, 193, 199, 205, 215, 231, 241, 247, 255, 269, 281, 297, 305, 313, 339, 345, 355, 371, 377, 385, 403, 409, 419, 443, 451, 459, 477, 485, 497, 513, 519, 529, 555, 559, 567, 585, 593, 603, 629, 635, 645, 663, 669, 679, 697, 701, 709, 735, 739, 747; Document-Based Assessment Writing, 15b, 29b, 45b, 55b, 71b, 83b, 101b, 115b, 121b, 127b, 172b, 219b, 257b, 285b, 319b, 359b, 391b, 423b, 465b, 501b, 535b, 573b, 609b, 610–611, 651b, 685b, 715b, 757b TE only: Writing Activities exist throughout the Teacher’s Edition on the myWorld Chapter Activity pages and the myWorld Activity pages, myWorld Activity: Europe and Russia, T10, T18, T26, T34, T46, T54, T60, T65, T74, T88, T96, T110, T122, T130, T144, T150, T158; Africa, T10, T16, T24, T38, T44, T52, T66, T72, T80; Southwest Asia, T10, T16, T24, T38, T44, T52, T66, T72, T80; South and Central Asia, T10, T16, T24, T38, T44, T52; East and Southeast Asia, T10, T16, T24, T38, T44, T52, T66, T72, T80; Australia and the Pacific, T10, T16, T24, T32; myWorld Chapter Activity: Europe and Russia, T5, T41, T83, T117, T139; Africa, T5, T33, T61; Southwest Asia, T5, T33, T61; South and Central Asia, T5, T33; East and Southeast Asia, T5, T33, T61; Australia and the Pacific, T5



Eastern Hemisphere




Oklahoma Edition ©2014 CONTENT SKILLS Content Standard 1: The student will analyze data from a geographic perspective using the skills and tools of geography. 1. Cite specific geographic information to support analysis from primary and secondary sources located in texts, documents, newspapers, magazines, journals, political cartoons, and online news sources.

SE/TE: Document–Based Assessment, 15–15a, 29–29a, 45–45a, 55–55a, 71–71a, 83–83a, 101–101a, 115–115a, 127–127a, 173–173a, 219–219a, 257–257a, 285–285a, 319–319a, 359–359a, 391–391a, 423–423a, 465–465a, 501–501a, 535–535a, 573–573a, 609–609a, 651–651a, 685–685a, 715–715a, 757–757a; Primary Sources (Key Idea & Analyze the Documents), 146–147, 154–155, 162–163, 186–187, 206–207, 216–217, 248–249, 282–283, 306–307, 356–357, 378–379, 420–421, 452–453, 498–499, 520–521, 560–561, 594–595, 636–637, 670–671, 702–703, 740–741; Analyze Primary and Secondary Sources, 126, 186, 379, 422; TE only: Primary Source Lesson Plan: Europe and Russia, T14, T122, T30, T50, T70, T78, T106, T134, T154; Africa, T28, T48, T84; Southwest Asia, T20, T56, T76; South and Central Asia, T20, T48; East and Southeast Asia, T20, T48, T76; Australia and the Pacific, T20; 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.



Eastern Hemisphere




Oklahoma Edition ©2014 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: Integrate Information from Visuals and Texts, OK45; Integrate Information from Maps and Charts, OK46; 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, 144, 150, 152, 158, 159, 165, 166, 174, 183, 189, 192, 201, 204, 210, 211, 220, 225, 226, 227, 228, 230, 231, 237, 243, 258, 263, 264, 266, 268, 278, 286, 291, 292, 295, 296, 305, 312, 322, 326, 328, 333, 335, 336, 338, 340, 343, 360, 365, 366, 368, 370, 374, 382, 392, 397, 398, 402, 408, 426, 428, 431, 432, 437, 438, 440, 441, 442, 445, 448, 466, 471, 472, 473, 474, 476, 494, 502, 507, 508, 510, 512, 515, 516, 529, 538, 540, 544, 549, 550, 551, 552, 554, 557, 574, 579, 580, 583, 584, 588, 592, 601, 612, 614, 616, 618, 623, 624, 625, 627, 628, 652, 657, 658, 660, 667, 668, 686, 691, 692, 693, 694, 699, 718, 720, 722, 724, 729, 731, 733, 737, 746, 753, 828; 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, 113, 115, 142, 149, 153, 160, 171, 173, 181, 182, 191, 195, 196, 203, 219, 238, 240, 243, 244, 246, 253, 257, 265, 276, 277, 285, 294, 303, 309, 310, 311, 319, 327, 335, 339, 343, 354, 367, 371, 381, 385, 403, 416, 438, 439, 456, 457, 465, 472, 477, 493, 509, 510, 511, 528, 535, 537, 543, 553, 555, 565, 573, 582, 585, 598, 600, 602, 609, 617, 625, 630, 632, 634, 639, 641, 643, 651, 659, 661, 662, 665, 669, 674, 676, 678, 685, 695, 697, 699, 700, 706, 708, 715, 723, 730, 734, 745, 757;



Eastern Hemisphere




Oklahoma Edition ©2014 (Continued) 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.

(Continued) TE only: myworldgeography.com: Core Concepts, T3, T15, T27, T41, T49, T63, T73, T89, T101; Europe and Russia, T14, T122, T30, T50, T70, T78, T106, T134, T154; Africa, T28, T48, T84; Southwest Asia, T20, T56, T76; South and Central Asia, T20, T48; East and Southeast Asia, T20, T48, T76; Australia and the Pacific, T20

3. 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; 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: Integrate Information from Visuals and Texts, OK45; Integrate Information from Maps and Charts, OK46; 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, Think Critically, 14; Types of Maps, 12–13; 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



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Oklahoma Edition ©2014 5. Conduct short research projects by investigating contemporary events and issues from political, economic, social, and geographic perspectives.

SE/TE: Twenty–first Century Learning, 15, 29, 45, 55, 71, 83, 101, 115, 121, 127, 172, 219, 257, 285, 319, 359, 391, 423, 424–425, 465, 501, 535, 536–537, 573, 609, 610–611, 651, 685, 715, 716–717, 757; also see: Analyze Primary and Secondary Sources, 126, 186, 379, 422; TE only: myworldgeography.com: Core Concepts, T3, T15, T27, T41, T49, T63, T73, T89, T101; Europe and Russia, T14, T122, T30, T50, T70, T78, T106, T134, T154; Africa, T28, T48, T84; Southwest Asia, T20, T56, T76; South and Central Asia, T20, T48; East and Southeast Asia, T20, T48, T76; Australia and the Pacific, T20myWorld Chapter Activity: Europe and Russia, T5, T41, T83, T117, T139; Africa, T5, T33, T61; Southwest Asia, T5, T33, T61; South and Central Asia, T5, T33; East and Southeast Asia, T5, T33, T61; Australia and the Pacific, T5

6. Commemorate Celebrate Document 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: Document-Based Assessment, 173–173b SE only: See Freedom Week, OK40–OK41 in the SE front matter.



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Oklahoma Edition ©2014 Content Standard 2: The student will examine the human and physical characteristics of the major regions of the Eastern Hemisphere. 1. Integrate visual information in order to describe specific political regions of the Eastern Hemisphere, and identify on a political map the major urban areas and countries including 1.A Europe – London/United Kingdom, Paris/France, Rome/Italy, Berlin/Germany, and Moscow/Russia,

SE/TE: Maps, 76, 82, 114, 128, 130, 132, 174, 201, 210, 211, 220, 230, 237, 243, 258, 278, 286, 305

1.B Southwest Asia – Mecca/Saudi Arabia, Jerusalem/ Israel, Tehran/Iran, Beirut/Lebanon, and Bagdad/Iraq,

SE/TE: Maps, 426, 432, 441, 466, 473, 494, 502

1.C South Asia – Mumbai/India, Pakistan, Afghanistan,

SE/TE: Maps, 538, 544, 574, 584, 592, 601

1.D East and Southeast Asia – Beijing/China, Seoul/South Korea, Tokyo/Japan, Indonesia, Vietnam, and Malaysia,

SE/TE: Maps, 612, 616, 618, 627, 652, 668, 686, 693

1.E Africa – Cairo/Egypt, Nairobi/Kenya, South Africa, Libya, Sudan, and Nigeria, and

SE/TE: Maps, 322, 326, 328, 338, 360, 374, 382, 392, 408

1.F Oceania – Australia and New Zealand.

SE/TE: Maps, 718, 722, 724, 737

2. Integrate visual information in order to describe the characteristics and relative location of physical and cultural regions of the Eastern Hemisphere including 2.A Physical Regions – 2.A.1 Sub-Saharan savannas and rainforests,

SE/TE: Maps, 324–325, 333, 334, 335,

2.A.2 Pacific Ring of Fire, SE/TE: Maps, 27, 691

2.A.3 Rhine-Danube industrial corridor, and

SE/TE: Where People Live and Work, 229; Map, 231

2.A.4 The Himalayan Mountain Range.

SE/TE: Maps, 541, 578, 579, 614, 623



Eastern Hemisphere




Oklahoma Edition ©2014 2.B Cultural Regions 2.B.1 The Sahel’s and Sahara’s nomadic peoples,

SE/TE: Sahel, 334, 337, 339; Sahara, 396, 400–401, 403; Maps, 324, 335, 336, 338, 397, 398, 402

2.B.2 Jerusalem’s religious significance to Judaism, Christianity, and Islam, and

SE/TE: Jerusalem, 165, 479, 486, 496; Maps 466

2.B.3 The cultural hearths of the Nile, Indus, Ganges, Hwang He River Valleys, and Mesopotamia.

SE/TE: Maps, 397, 398, 445, 579, 584, 623, 624, 625, 627; Nile, 399, 400–401, 402, 403; Mesopotamia, 445–446, 514; Cultural Hearth, 586; Indus and Ganges, 587; Hwang He River Valley, 630

3. Explain and summarize how common physical or human characteristics can link as well as divide regions including 3.A Extensive inland waterway systems of natural rivers and manmade canals that link European trading centers,

SE/TE: Maps, 225, 226; Proximity and use of water, 229–230

3.B Ural Mountains that physically divide Europe from Asia,

SE/TE: Physical Features, 224; Map and text about Ural Mountains, 291, 296

3.C Sahara Desert that physically and culturally divides North Africa from Sub-Sahara Africa,

SE/TE: Sahara, 396, 400–401, 403; Maps, 324, 397, 398, 402; Trade in Arab North Africa (Sahara as barrier), 407

3.D Multiple languages, religion, and the legacy of the caste system in India that present barriers to cultural unity, and

SE/TE: Crossroads of Culture, 585; Cultural Hearth, 586; Caste system, 587; New Religions, 587–588; Islam Arrives, 589, 591; Mughal Empire, 590; Partition, 592; Other Conflicts, 593; South Asian Culture Today, 596–597; Social Problems, 599–600; Conflicts in South Asia, 601

3.E Cultural differences resulting in civil war and genocide in Darfur and Rwanda.

SE/TE: Conflicts in Sudan, 382; Genocide in Rwanda, 383



Eastern Hemisphere




Oklahoma Edition ©2014 4. Cite specific textual and visual evidence to analyze reasons for conflict and cooperation among groups, societies, countries, and regions of the Eastern Hemisphere and the involvement of multinational organizations of the United Nations and the North Atlantic Treaty Organization including 4.A Multinational peace-keeping efforts to stabilize Arab- Israeli relations,

SE/TE: Arab-Israeli Conflicts, 484–485; The Palestinian-Israeli Conflict, 494–495; Document-Based Assessment, 501–501b

4.B Roots of disputes between India and Pakistan resulting in the threat of conventional war and nuclear war,

SE/TE: Islam Arrives, 589, 591; Partition, 592; Conflicts in South Asia, 601

4.C Impact of multiple ethnic groups on Nigerian political stability,

SE/TE: Civil War in Nigeria, 344–345; see also, 352; Document-Based Assessment, 359–359b

4.D Coordination of currency and free trade zones created by the European Union,

SE/TE: European Union, 237, 242, 248–249; A Closer Look: Understanding the European Union, 243; Document-Based Assessment, 257–257b

4.E Humanitarian relief efforts by the United Nations to address hunger in Africa, and

SE/TE: United Nations (cooperation), 111; Hope for the Future, 385

4.F The struggle for and achievement of civil liberties and economic opportunities in South Africa’s post-apartheid era.

SE/TE: The Rise and Fall of Apartheid, 376–377; Democracy, 383; Problems and Potential, 384–385; Document-Based Assessment, 391–391b

5. Explain and summarize how and why regions change over time through physical and human processes which operate to modify Earth’s surface including the 5.A Cultural diffusion brought about by North Africa’s location central to trade across multiple continents,

SE/TE: Cultural diffusion, 96–97; Crossroads of Continents, 403; Arab North Africa, 407; Document-Based Assessment, 423–423b

5.B Impact of overgrazing and drought leading to desertification in the Sahel,

SE/TE: Desertification in the Sahel, 337

5.C Results of the Green Revolution in Central Asia, and

SE/TE: Inherited Environmental Problems, 564



Eastern Hemisphere




Oklahoma Edition ©2014 5.D Effects of abundant oil supplies in the Persian Gulf region.

SE/TE: Oil and Gas Riches, 438; Living on Oil, 439; The Gulf Monarchies, 450; A Region Build on Oil, 456–457; Document-Based Assessment, 465–465b

Content Standard 3: The student will examine the interactions of physical systems that shape the patterns of Earth’s surface in the Eastern Hemisphere. 1. Integrate visual information to identify on a physical map and describe the major landforms and bodies of water including 1.A Landforms – the Iberian, Scandinavian, and Indochina Peninsulas; the Urals, Pyrenees, Alps, and Himalayan Mountain Ranges; the Sahara, Kalahari, and Gobi Deserts; and the Great Rift Valley.

SE/TE: Maps, 54, 130–131, 225, 263, 291, 324–325, 333, 365, 397, 428–429, 437, 471, 507, 540–541, 549, 579, 614–615, 623, 657, 691, 720–721, 729, 753

1.B Bodies of water – Danube, Volga, Nile, Congo, Niger, Tigris, Euphrates, Indus, Ganges, and Yangtze Rivers; Mediterranean, Arabian and North Seas; Persian Gulf; Bay of Bengal; Strait of Gibraltar; Atlantic, Arctic, Indian, Pacific, and the Southern Oceans.

SE/TE: Maps, 54, 130–131, 225, 226, 227, 263, 324–325, 333, 365, 370, 397, 398, 428–429, 437, 440, 471, 474, 507, 540–541, 549, 579, 614–615, 623, 657, 691, 720–721, 729, 753

2. Analyze from multiple perspectives the impact of natural disasters on human populations resulting in forced migration, scarcity of consumer goods, and loss of employment including 2.A The impact of plate tectonics resulting in earthquakes, tsunamis, and volcanic eruptions on human and physical systems bordering the Pacific Ring of Fire,

SE/TE: Earthquakes, 26–27, 691, 710–713; Tsunamis, 710–711; Volcanic Eruptions, 614, 657, 731

2.B Frequent drought of northern Africa and Southwest Asia that creates stress on humans and wildlife,

SE/TE: Drought, 384, 657, 747

2.C The impact of monsoon patterns and typhoon activity on agriculture and loss of life in South Asia, and

SE/TE: Monsoons, 580–581, 659, 692, 705

2.D Regular flooding of China’s rivers resulting in the accumulation of loess.

SE/TE: Loess in China, 623



Eastern Hemisphere




Oklahoma Edition ©2014 Content Standard 4: The student will analyze the world’s peoples and cultures in the context of the human systems in the Eastern Hemisphere. 1. Compare and contrast the common cultural traits including language, ethnic heritage, social systems, religions, and traditions and how cultural diffusion impacts societies.

SE/TE: Culture and Geography, 84–85; What Is Culture? 86–87; Families and Societies, 88–89; Language, 90–91; Religion, 92–93; Art, 94–95; Cultural Diffusion and Change, 96–97, 251; Assessment, 100–101; Cultural Borrowing, 241, 696; Cultural Diversity, 554–555; Cultural Exchange, 585

2. Describe the world’s major religions including Buddhism, Christianity, Daoism, Hinduism, Islam, and Judaism including the geographic origins, major beliefs, and customs of the five major world religions and the significance of religion in contemporary societies.

SE/TE: Buddhism, 92–93, 587–588, 632, 633, 697, 699; Christianity, 92–93, 152–153, 158–160, 481, 482, 486; Daoism, 632–633; Hinduism, 92–93, 597, 697, 699, 704; Islam, 92–93, 446–449, 452–453, 454–455; Judaism, 92–93, 152–153, 478–480, 486, 496, 497

3. Integrate visual information to analyze data used by geographers to measure the human characteristics used to define developed versus developing countries including literacy rates, life expectancy, infant mortality rate, Gross National Product (GNP), and per capita income.

SE/TE: Developed and Developing Countries, 64–65; Problems and Potential, 384–385; Literacy Rate: East Africa, 385; Central Africa, 354; South Asia, 600; GDP Rae: Libya and Algeria, 416; Pacific Region, 750; Southern Europe, 253; Western Europe, 240; Life Expectancy: China, 643; Population Growth, 74–75

4. Compare and contrast the market and command economic systems and how governments affect economic activities in such systems including 4.A Economic reforms in China that are moving China from a command system toward a market system,

SE/TE: New Leaders Leave the Command Economy Behind, 635; China’s Economic Miracle, 640–641

4.B The economic advantages and disadvantages of Sweden’s mixed market system,

SE/TE: The Scandinavian Countries, 238–239

4.C The economic prosperity generated by Japan’s market system, and

SE/TE: Japanese Economy, 676; Document-Based Assessment, 685–685b



Eastern Hemisphere




Oklahoma Edition ©2014 4.D The economic development limitations of North Korea’s command economic system.

SE/TE: Recession and Hardship in North Korea, 674–675

5. Compare and contrast the major political systems of representative governments (democracy, republic, and constitutional monarchy) and authoritarian systems (dictatorship and absolute monarchy) including the role of the citizen in the selection of government officials lawmaking, and the liberties guaranteed under different forms of government. 5.A The symbolic role of the British crown in comparison to the absolute authority of the monarchy of Saudi Arabia.

SE/TE: British Government, 236–237; Monarchy Today, 461–462; Document-Based Assessment, 219–219b

5.B The transformation of the former Soviet Union from an authoritarian system to the limited representative democracy of Russia.

SE/TE: Communism to Nationalism, 304–305; Russia Recovers, 308–309; Document-Based Assessment, 319–319b

6. Integrate visual information to explain patterns of global economic interdependence and world trade focusing on the concepts of imports and exports, supply and demand, Gross Domestic Product (GDP), and balance of trade including 6.A The European Union’s single currency and open single market that link economies and governments,

SE/TE: Euro, 211, 237, 253; Document-Based Assessment, 257–257b

6.B The relative isolation of Japan and the United Kingdom that require extensive trade patterns for natural resources and markets,

SE/TE: Prosperity and Partnerships, 237; Scarce Resources, 661

6.C Outsourcing of technological and manufacturing jobs to developing regions of Asia, and

SE/TE: Outsourcing, 603

6.D Control over production and supply of global oil reserves as exercised by the Oil Producing and Exporting Countries (OPEC).

SE/TE: OPEC, 450; Document-Based Assessment, 465–465b



Eastern Hemisphere




Oklahoma Edition ©2014 7. Evaluate and summarize the impact of geography on population location, growth, change and density and on the availability of resources, settlement patterns, and migration including the 7.A Impact of push and pull factors on the rural migration to overcrowded urban centers in India,

SE/TE: Challenges of Urbanization, 81; Population, 583, 598; also see: Push and Pull Factors, 79, 80; Document-Based Assessment, 609–609b

7.B Challenges of under-population on the labor market in developed nations of Europe,

SE/TE: Modern, Prosperous Cities, 253; Document-Based Assessment, 285–285b

7.C Changing face of European cultures as a result of recent patterns of immigration, and

SE/TE: Living Together, 241

7.D Impact of China’s one-child policy on population growth and culture.

SE/TE: One-Child Policy, 626, 643; Document-Based Assessment, 651–651b

Content Standard 5: The student will analyze the interactions of humans and their environment in the Eastern Hemisphere. 1. Cite specific textual and visual evidence to describe the relationship between 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 the 1.A Abundant energy resources driving China’s rapid development,

SE/TE: Mongolia’s Mineral Resources, 640

1.B Reserves of valuable minerals responsible for South Africa’s economic growth,

SE/TE: Mining, 368

1.C Accessibility of coal and iron reserves contributing to steel industries of western Europe and Russia, and

SE/TE: The Industrial Revolution, 198; Coal in Europe, 232, 266; Steel Production in the Ukraine, 267

1.D Value of North Sea petroleum reserves to developed nations’ economies.

SE/TE: Fish, Forests, and Phones, 239



Eastern Hemisphere




Oklahoma Edition ©2014 2. Evaluate the effects of human modification of and adaptation to the natural environment including the 2.A Deforestation of Indonesia’s rainforests,

SE/TE: Deforestation in Africa, 337; Destruction of Forests in Indonesia, 707; Document-Based Assessment, 715–715b

2.B Creation of living space through the drainage of seawater and the system of dikes in the Netherlands,

SE/TE: The Netherlands: A Fragile Balance, 245

2.C Transformation of arid lands of the Arabian Peninsula through introduction of western irrigation methods,

SE/TE: Farming, 440

2.D Use of terrace farming and double-cropping as solutions to food needs of East Asia, and

SE/TE: Terraces, 660, 695; Double-Cropping, 660

2.E Benefits and dangers of nuclear power generation as exemplified by the environmental disaster at Chernobyl.

SE/TE: Nuclear Energy, 233, 266, 267, 304, 314, 524, 661

3. Integrate visual information to analyze regional problems and policies having spatial dimensions in the Eastern Hemisphere including the 3.A Management of the Aral Sea’s water resources,

SE/TE: The Shrinking Aral Sea, 565

3.B Impact of economic development on Russia’s Arctic regions, and

SE/TE: Siberia and the Environment, 293

3.C Transformation of the environment and population centers caused by the construction of the Three Gorges Dam in China.

SE/TE: Three Gorges Dam, 644, 645, 651; Document-Based Assessment, 651–651b