prentice hall world geography: building a global...
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Prentice Hall World Geography: Building a Global Perspective ©2002Correlated to:
Colorado Model Content Standards for Geography(Grades 9 – 12)
*The correlation includes references not only to the text but to maps, pictures, and charts as well. A page number followed by m, such as 477m, refers to a map. Page numbers with p and c after them refer to pictures and charts.
SE = Student Edition TE = Teacher’s Edition1
Colorado Model Content Standards forGeography, Grades 9 – 12
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))*
STANDARD 1: Students know how to use and construct maps, globes, and other geographic tools tolocate and derive information about people, places, and environments.
1.1: Students know how to use maps, globes, and other geographic tools to acquire, process, and reportinformation from a spatial perspective.
As students in grades 9-12 extend their knowledge, what they know and are able to do includes:
• selecting appropriate maps, map projections,and other graphic representations to analyzegeographic problems;
SE/TE: Maps, components of, 4m, 4-5, 5m; economicactivity, 104, 104m; interpreting topographic,692, 692m; population density, 91, 91m;projections of, 6m, 6-7, 7m; special purpose,573, 573m; time zone, 496, 496m; types of,8m, 8-9, 9m; weather, 157, 157m; Map skills,analyzing cartograms, 573, 573m; interpretinga remote sensing image, 463, 463p;interpreting an economic activity map, 104,104m; interpreting weather maps, 157, 157m;reading an archaeological site map, 214-215,215m; reading a building floor plan, 56-57;reading a city tourist map, 468-469; reading afloor plan, 406p, 406c, 406-407, 407m;reading a highway map, 140-141; reading astreet map, 588-589, 640-641, 641m; readinga subway map, 324p, 324-325, 325m; readinga time zone map, 496, 496m; readingpopulation density maps, 91, 91m; usinglatitude and longitude, 237
TE: Making Comparisons, 44; DemonstratingReasoned Judgment, 91; MakingComparisons, 209; Making Comparisons,235; Determining Relevance, 257; Evaluate,260
Prentice Hall World Geography: Building a Global Perspective ©2002Correlated to:
Colorado Model Content Standards for Geography, (Grades 9 – 12)
SE = Student Edition TE = Teacher’s Edition2
Colorado Model Content Standards forGeography, Grades 9 – 12
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))*
• constructing maps using fundamentalcartographic principles including translatingnarratives about places and events into graphicrepresentations;
SE/TE: Map skills, analyzing cartograms, 573, 573m;interpreting a remote sensing image, 463,463p; interpreting an economic activity map,104, 104m; interpreting weather maps, 157,157m; reading an archaeological site map,214-215, 215m; reading a building floor plan,56-57; reading a city tourist map, 468-469;reading a floor plan, 406p, 406c, 406-407,407m; reading a highway map, 140-141;reading a street map, 588-589, 640-641,641m; reading a subway map, 324p, 324-325,325m; reading a time zone map, 496, 496m;reading population density maps, 91, 91m;using latitude and longitude, 237
• interpreting maps and other geographic tools,through the analysis of case studies and usingdata; and
SE/TE: Case studies, 98-99, 164-165, 244-245, 300-301, 378-379, 416-417, 45CM51, 528-529,580-581, 630-631; data collection, 2;displaying information, 3, 6m, 6-7, 7m;geography, collecting information, 2; study of,33, 34-35; themes of, 34-38; atlas, 12-29;demonstrating visual literacy, 39; reading apopulation density map, 91; interpreting aneconomic activity map, 104; reading urbandiagrams, 137; interpreting a weather map,157; using latitude and longitude to estimatedistances, 237; determining relevance, 257;interpreting a remote sensing image, 463;reading a time zone map, 496; analyzingcartograms, 573; analyzing primary sources,637; demonstrating reasoned judgment, 659;interpreting a topographic map, 692; mapskills, 56, 140, 214, 324, 370, 406, 468, 548,588, 640; land area comparison maps, 712-713
TE: Analyzing information, 37; MakingComparisons, 44; Demonstrating ReasonedJudgment, 91; Making Comparisons, 209;Making Comparisons, 235; DeterminingRelevance, 257; Evaluate, 260; MakingJudgments, 404
Prentice Hall World Geography: Building a Global Perspective ©2002Correlated to:
Colorado Model Content Standards for Geography, (Grades 9 – 12)
SE = Student Edition TE = Teacher’s Edition3
Colorado Model Content Standards forGeography, Grades 9 – 12
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))*
• using geographic tools to represent andinterpret Earth's physical and human systems.
SE/TE: Atlas, 12-29; demonstrating visual literacy,39; reading a population density map, 91;interpreting an economic activity map, 104;reading urban diagrams, 137; interpreting aweather map, 157; using latitude andlongitude to estimate distances, 237;determining relevance, 257; interpreting aremote sensing image, 463; reading a timezone map, 496; analyzing cartograms, 573;analyzing primary sources, 637;demonstrating reasoned judgment, 659;interpreting a topographic map, 692; mapskills, 56, 140, 214, 324, 370, 406, 468, 548,588, 640; land area comparison maps, 712-713
TE: Analyzing information, 37; makingcomparisons, 44; demonstrating reasonedjudgment, 91; making comparisons, 209;making comparisons, 235; determiningrelevance, 257; evaluate, 260; makingjudgments, 404
1.2: Students develop knowledge of Earth to locate people, places, and environments.
As students in grades 9-12 extend their knowledge, what they know and are able to do includes:
• drawing a complex and accurate map frommemory to answer questions about thelocation of human and physical features;
SE/TE: Map skills, analyzing cartograms, 573, 573m;interpreting a remote sensing image, 463,463p; interpreting an economic activity map,104, 104m; interpreting weather maps, 157,157m; reading an archaeological site map,214-215, 215m; reading a building floor plan,56-57; reading a city tourist map, 468-469;reading a floor plan, 406p, 406c, 406-407,407m; reading a highway map, 140-141;reading a street map, 588-589, 640-641,641m; reading a subway map, 324p, 324-325,325m; reading a time zone map, 496, 496m;reading population density maps, 91, 91m;using latitude and longitude, 237
TE: Analyzing information, 37; makingcomparisons, 44; demonstrating reasonedjudgment, 91; making comparisons, 209;making comparisons, 235; determiningrelevance, 257; evaluate, 260; makingjudgments, 404
Prentice Hall World Geography: Building a Global Perspective ©2002Correlated to:
Colorado Model Content Standards for Geography, (Grades 9 – 12)
SE = Student Edition TE = Teacher’s Edition4
Colorado Model Content Standards forGeography, Grades 9 – 12
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))*
• identifying and locating physical and humanfeatures in their own and nearby communities,in the United States, and in regions of theworld (for example, rivers, mountains,regions, and countries); and
SE/TE: Regions, 37-38; Countries, characteristics of,92; population of, 92-93; Rivers, 41; ofAfrica, 478, 528; of Central Asia, 415; ofChina, 621; civilizations and, 434m, 435;erosion by, 50; of Russia, 400; of SouthAmerica, 258; of South Asia, 558-559,584-585; of Southwest Asia, 426; of Spain,328; travel over, 129; of United States, 116,133; of Western Europe, 270; mountains, 41,44; of Canada, 116; of Central America, 218,218m; of Mexico, 116, 201; of NorthernEurasia, 388; of South America, 258; of SouthAsia, 582, 586; of Southwest Asia, 426-427;of United States, 116; weathering and, 49-50;map skills, analyzing cartograms, 573, 573m;interpreting a remote sensing image, 463,463p; interpreting an economic activity map,104, 104m; interpreting weather maps, 157,157m; reading an archaeological site map,214-215, 215m; reading a building floor plan,56-57; reading a city tourist map, 468-469;reading a floor plan, 406p, 406c, 406-407,407m; reading a highway map, 140-141;reading a street map, 588-589, 640-641,641m; reading a subway map, 324p, 324-325,325m; reading a time zone map, 496, 496m;reading population density maps, 91, 91m;using latitude and longitude, 237
TE: Analyzing information, 37; makingcomparisons, 44; demonstrating reasonedjudgment, 91; making comparisons, 209;making comparisons, 235; determiningrelevance, 257; evaluate, 260; makingjudgments, 404
• analyzing maps people make from memory ofthe same place to determine similarities anddifferences.
SE/TE: Atlas, 12-29; demonstrating visual literacy,39; reading urban diagrams, 137; usinglatitude and longitude to estimate distances,237; analyzing primary sources, 637;demonstrating reasoned judgment, 659;interpreting a topographic map, 692; mapskills, 56, 140, 214, 324, 370, 406, 468, 548,588, 640
TE: Analyzing information, 37; makingcomparisons, 44; demonstrating reasonedjudgment, 91; making comparisons, 209;making comparisons, 235; determiningrelevance, 257; evaluate, 260; makingjudgments, 404
Prentice Hall World Geography: Building a Global Perspective ©2002Correlated to:
Colorado Model Content Standards for Geography, (Grades 9 – 12)
SE = Student Edition TE = Teacher’s Edition5
Colorado Model Content Standards forGeography, Grades 9 – 12
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))*
1.3: Students know how to analyze the dynamic spatial organization of people, places, and environments.
As students in grades 9-12 extend their knowledge, what they know and are able to do includes:
• analyzing geographic information using avariety of scales--local, national, international(for example, growth issues in Limon, NewYork City, and Southeast Asia);
SE/TE: Population, growth of, 82-83, 85c; limiting,625-626; patterns of, 84; Ring of Fire and, 45;population density, 3p, 81, 82m, 82-83, 91,91m, 429; map, 119; population policy,625-626; population pyramids, 206;environment, 71; changes to the, 123; energyresources, 102-103; natural resources and the,101-102; population density and, 81-82; inSoviet Union, 403-404; urban areas, 84c,135-136, 136c; of; Urban Rim, 681; urbanstructure, models of, 137, 137c; urbanization,84, 179; in Brazil, 234-235, 235c; in Canada,119; in; cities, of Canada, 114, 170, 171-172,173, 179; growth of, 434-435; of India, 561c,576-578; of North America, 115; of SouthAsia, 556-557, 561c; of Southwest Asia, 424-425; of United States, 114, 132-136, 135-136,144, 145-146, 146, 151-152, 156; changeswithin the earth, 40; changes on the earth’ssurface, 48; weather and climate, 59; worldresources, 101; settlement of the Americas,124; natural disasters, 164; the Columbianexchange, 198; a land defined by mountains,201; Global Warming, 264; effects of AcidRain, 382; Russian expansion, 396; nuclearwaste disposal, 416; the effects ofSalinization, 420; the birth of civilization,434; creating the modern Middle East, 437;legacies of colonialism, 486; water use inAfrica, 528; soil erosion, 552
TE: Interactions with environment, 31; coldclimates, 68; glaciers, 117; food supply, 121;earthquakes, 165; land use, 203; foreigninvestment in Maquiladoras, 211; vegetationpatterns, 225; water, 239; the Chaco, 259;seasons, 295; weather, 304; euro aid, 331;volcanoes, 339; wasps, 345; a dry country,460; a land of sand, 460; farming in a ruggedland, 467; Lake Victoria, 479; the SinaiPeninsula, 490; the desert, 500; the spread ofthe desert, 510; economic sanctions, 520; thedoldrums, 522; ecotourism, 532; VictoriaFalls, 546; the Deccan Plateau, 559; geology,583;
Prentice Hall World Geography: Building a Global Perspective ©2002Correlated to:
Colorado Model Content Standards for Geography, (Grades 9 – 12)
SE = Student Edition TE = Teacher’s Edition6
Colorado Model Content Standards forGeography, Grades 9 – 12
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))*
(Continued)• analyzing geographic information using a
variety of scales--local, national, international(for example, growth issues in Limon, NewYork City, and Southeast Asia);
(Continued)TE: earthquakes, 584; volcanoes, 599; natural
phenomena, 601; typhoons, 605; rivers, 621;flora, 633; earthquakes, 644; urbanization,657; rivers, 669; wildlife, 682; destructionfrom earthquakes, 701
• analyzing patterns of distribution andarrangement of settlements; and
SE/TE: Cities, of Canada, 114, 170, 171-172, 173,179; of India, 561, 576-578; of NorthAmerica, 115; of South Asia, 556-557, 561;of Southwest Asia, 424-425; of UnitedStates, 114, 132-136, 144-146, 151-152, 156;colonialism, 278-279, 486-487, 665-666;growth of cities, 434-435; population, 3, 45,81-83, 85, 91, 119, 429, 625-626; settlementof the Americas, 124
• analyzing patterns and processes of thediffusion of human activities.
SE/TE: Aryan people, 566, 587; Caucasian people,391; Cherokee people, 127, 149; EthnicGroups, 225, 226, 247, 248, 253, 318, 373,375, 376, 480, 481, 626, 627, 652, 653, 670,671; Hispanic people, 151, 160; Inuit people,173, 175, 176-177; Jews, 353, 361-362, 439-442, 445-449; Magyar people, 352, 359, 368;Roma, 353; Singhalese people, 587; Vikings,69, 396-397; the United States and Canada,112-182; Latin America, 186-262; WesternEurope, 266-342; Eastern Europe, 346-380;Northern Eurasia, 384-418; Southwest Asia,422-470; Africa, 474-550; South Asia, 554-590; East Asia and the Pacific World, 594-698
TE: Global Economy, 50, 62, 94, 99, 106121, 134,145, 172, 199, 211, 219, 234, 282, 319, 328,331, 355, 369, 411, 461, 485, 492, 520, 532,564, 578, 581, 606, 635, 653, 657, 674, 685;Daily Life, 45, 67, 75, 95, 106, 136, 149, 171,196, 209, 227, 235, 251, 265, 279, 285, 307,312, 321, 331, 367, 393, 403, 429, 435, 438,446, 469, 481, 487, 491, 501, 510, 515, 541,549, 561, 567, 570, 575, 576, 603, 615, 616,623, 628, 631, 648, 653, 672, 680, 690; U.S.and the world, 45, 73, 93, 102, 119, 135, 141,148, 180, 219, 250, 284, 310, 339, 366, 404,438, 451, 494, 524, 540, 571, 652, 673
Prentice Hall World Geography: Building a Global Perspective ©2002Correlated to:
Colorado Model Content Standards for Geography, (Grades 9 – 12)
SE = Student Edition TE = Teacher’s Edition7
Colorado Model Content Standards forGeography, Grades 9 – 12
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))*
STANDARD 2: Students know the physical and human characteristics of places, and use this knowledgeto define and study regions and their patterns of change.
2.1: Students know the physical and human characteristics of places.
As students in grades 9-12 extend their knowledge, what they know and are able to do includes:
• analyzing the human and physicalcharacteristics that give a place meaning andsignificance; and
SE/TE: Farming, in Argentina, 261p; in Australia,684-685, 685p; in Bolivia, 255; in Brazil, 238,240; in Canada, 168, 170-171; in CaribbeanIslands, 227, 227p, 228; in Central America,220; in Chile, 256; in China, 51, 614, 616,621; collective, 367; commercial, 107; doublecropping, 621; in East Asia, 607, 607p; inEastern Europe, 367; as economic activity,105; in Georgia (country), 412; in GreatBritain, 282; in Greece, 338-339; in India,578; intensive, 607; in Israel, 444; in Italy,332p, 333, 334; in Kenya, 533, 534p; in LatinAmerica 197; in Mexico, 204p, 209-210; inNetherlands, 316; in New Zealand, 688; inNigeria, 518; in Peru, 254; in Portugal, 330; inthe Sahel, 509; in South Asia, 564; in SouthKorea, 655p; in Southeast Asia, 665; inSouthwest Asia, 432; in Soviet Union, 394,402, 404; in Spain, 328; subsistence, 106-107;in Switzerland, 319; in Syria, 455; technology,154-155, 444; terrace, 607p; in Ukraine, 411;in United States, 51, 59p, 75. 1071), 127p,131, 144, 148-149, 153p, 153-155; inUruguay, 260; in Venezuela, 249; in WesternEurope, 276c; in Zimbabwe, 546-547; weatherand climate, 59; world resources, 101; a landdefined by mountains, 201; the Effects ofSalinization, 420; Soil Erosion, 552; deserts,195, 431, 443-445, 458, 489-490; desertvegetation, 75-76, 392; rain forests, 71, 195,235, 236, 241, 244-245, 523, 243, 558; forest,72-74, 128, 168, 170, 275, 392, 399;Mediterranean climate, 66, 66-68, 74, 430;mountains, 41, 44, 49-50, 116, 201, 218, 258,388, 426-427, 582, 586; oceans, 50-51, 63,64-65, 103, 194, 252, 274, 645
TE: Interactions with environment, 31; coldclimates, 68; glaciers, 117; earthquakes, 165;vegetation patterns, 225; water, 239; seasons,295; weather, 304; volcanoes, 339; a drycountry, 460; a land of sand, 460; farming in arugged land, 467;
Prentice Hall World Geography: Building a Global Perspective ©2002Correlated to:
Colorado Model Content Standards for Geography, (Grades 9 – 12)
SE = Student Edition TE = Teacher’s Edition8
Colorado Model Content Standards forGeography, Grades 9 – 12
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))*
(Continued)• analyzing the human and physical
characteristics that give a place meaning andsignificance; and
(Continued)TE: Lake Victoria, 479; the Sinai Peninsula, 490;
the desert, 500; the spread of the desert, 510;the doldrums, 522; Victoria Falls, 546; theDeccan Plateau, 559; geology, 583;earthquakes, 584; volcanoes, 599; naturalphenomena, 601; typhoons, 605; rivers, 621;flora, 633; earthquakes, 644; urbanization,657; rivers, 669; wildlife, 682; destructionfrom earthquakes, 701
• describing the changing human and physicalcharacteristics of places.
SE/TE: Earth, effect of sun on, 59-63; erosion of, 50-53; geologic history of, 42-47; greenhouseeffect, 60; internal forces of, 41-42; rotationand revolution, 60c, 60-61; structure of, 40-41, 41c; weathering of, 48-50; Changes withinthe earth, 40; changes on the earth’s surface,48; weather and climate, 59; world resources,101; a land defined by mountains, 201; theeffects of Salinization, 420; soil erosion, 552;deserts, 195, 431, 443-445, 458, 489-490;desert vegetation, 75-76, 392; rain forests, 71,195, 235, 236, 241, 244-245, 523, 243, 558;forest, 72-74, 128, 168, 170, 275, 392, 399;Mediterranean climate, 66, 66-68, 74, 430;mountains, 41, 44, 49-50, 116, 201, 218, 258,388, 426-427, 582, 586; oceans, 50-51, 63,64-65, 103, 194, 252, 274, 645; environment,71; changes to the, 123; energy resources,102-103; natural resources and the, 101-102;population density and, 81-82; in SovietUnion, 403-404
TE: Interactions with environment, 31; coldclimates, 68; glaciers, 117; earthquakes, 165;vegetation patterns, 225; water, 239; seasons,295; weather, 304; volcanoes, 339; a drycountry, 460; a land of sand, 460; farming in arugged land, 467; Lake Victoria, 479; theSinai Peninsula, 490; the desert, 500; thespread of the desert, 510; doldrums, 522;Victoria Falls, 546; the Deccan Plateau, 559;geology, 583; earthquakes, 584; volcanoes,599; natural phenomena, 601; typhoons, 605;rivers, 621; flora, 633; earthquakes, 644;urbanization, 657; rivers, 669; wildlife, 682;destruction from earthquakes, 701
Prentice Hall World Geography: Building a Global Perspective ©2002Correlated to:
Colorado Model Content Standards for Geography, (Grades 9 – 12)
SE = Student Edition TE = Teacher’s Edition9
Colorado Model Content Standards forGeography, Grades 9 – 12
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))*
2.2: Students know how and why people define regions.
As students in grades 9-12 extend their knowledge, what they know and are able to do includes:
• applying the concept of region to organize thestudy of a geographic issue using multiplecriteria; and
SE/TE: Region, 37-38; weather and climate, 59; worldresources, 101; settlement of the Americas,124; natural disasters, 164; the Columbianexchange, 198; a land defined by mountains,201; Russian expansion, 396; the birth ofcivilization, 434; creating the Modern MiddleEast, 437; legacies of colonialism, 486; theBalkan “powder keg”, 358; water use inAfrica, 528; the emergence of modern China,611; the Koreas: a divided peninsula, 655;historical influences on Southeast Asia, 668;World War I, 307, 359, 438-439; World WarIi, 307, 310, 311, 362, 650, 651
TE: Cold climates, 68; land use, 203; foreigninvestment in Maquiladoras, 211; vegetationpatterns, 225; the Chaco, 259; seasons, 295;weather, 304; Euro Aid, 331; a dry country,460; a land of sand, 460; farming in a ruggedland, 467; Lake Victoria, 479; the SinaiPeninsula, 490; the desert, 500; the spread ofthe desert, 510; the doldrums, 522;ecotourism, 532; Victoria Falls, 546; theDeccan Plateau, 559; urbanization, 657
Prentice Hall World Geography: Building a Global Perspective ©2002Correlated to:
Colorado Model Content Standards for Geography, (Grades 9 – 12)
SE = Student Edition TE = Teacher’s Edition10
Colorado Model Content Standards forGeography, Grades 9 – 12
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))*
• analyzing changes in regions and recognizingthe patterns of those changes (for example, theCaribbean Basin's transition from a majorsugarcane producer to a center for tourism).
SE/TE: Settlement of the Americas, 124; theColumbian exchange, 198; Brazil’s quest foreconomic growth, 238; the two Irelands, 291;the Balkan “powder keg”, 358; Russianexpansion, 396; the birth of civilization, 434;creating the modern Middle East, 437;legacies of colonialism, 486; water use inAfrica, 528; the emergence of modern China,611; the Koreas: a divided peninsula, 655;historical influences on Southeast Asia, 668;World War I, 307, 359, 438-439; World WarII, 307, 310, 311, 362, 650, 651
TE: Interdisciplinary Connections, (background){history} 34, 57, 104, 125, 129, 144, 176,193, 215, 241, 301, 334, 371, 379, 397, 438,455, 465, 481, 498, 519, 537, 577, 612, 636,637, 641, 659, 664; the Panama Canal, 219;Britain and the European Union, 282; thespread of Islam, 438; culture and change, 461;Geography and History, 479; the Suez Canal,492; Apartheid, 541; World Trade, 606;Physical Geography and Human Activity,623; Changing Trade Patterns, 685
Prentice Hall World Geography: Building a Global Perspective ©2002Correlated to:
Colorado Model Content Standards for Geography, (Grades 9 – 12)
SE = Student Edition TE = Teacher’s Edition11
Colorado Model Content Standards forGeography, Grades 9 – 12
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))*
2.3: Students know how culture and experience influence people's perceptions of places and regions.
As students in grades 9-12 extend their knowledge, what they know and are able to do includes:
• analyzing why places and regions areimportant to human identity;
SE/TE: Aryan people, 566, 587; Caucasian people,391; Cherokee people, 127, 149; ethnicgroups, 225, 226, 247, 248, 253, 318, 373,375, 376, 480, 481, 626, 627, 652, 653, 670,671; Hispanic people, 151, 160; Inuit people,173, 175, 176-177; Jews, 353, 361-362, 439-442, 445-449; Magyar people, 352, 359, 368;Singhalese people, 587; Vikings, 69, 396-397;language, 85, 86, 176, 177, 209, 219, 247,254, 272, 278, 279, 288, 289, 307, 316, 318,329, 330, 352, 372, 391, 410, 412, 413, 414,464, 466, 467, 480, 540, 560, 571, 583, 584,602, 607, 608, 609, 627, 628, 655, 672;culture, 54, 81, 85, 88, 89, 90, 175-177, 180,192, 193, 272, 273, 296, 297, 307-308, 345,390, 391, 518, 519, 560, 561, 602, 603, 626,645-648, 663; the search for a nationalidentity, 175; multiculturism, 175-177; a placeof three cultures, 207; the two Irelands, 291;Israel: a determined country, 443; the castesystem, 574-575; atheism, 628; religion, 85,88, 89, 192, 209, 247, 248, 273, 288, 291-292,296, 306, 309, 333, 361, 362, 372, 397, 411,412, 428, 437, 491, 498-499, 537, 560, 566,570-571, 574-575, 593, 586, 623-624, 627,647, 655, 663, 673
TE: Daily Life, 45, 67, 75, 95, 106, 136, 149, 171,196, 209, 227, 235, 251, 265, 279, 285, 307,312, 321, 331, 367, 393, 403, 429, 435, 438,446, 469, 481, 487, 491, 501, 510, 515, 541,549, 561, 567, 570, 575, 576, 603, 615, 616,623, 628, 631, 648, 653, 672, 680, 690; U.S.and the world, 141, 250, 438, 451, 494, 571
Prentice Hall World Geography: Building a Global Perspective ©2002Correlated to:
Colorado Model Content Standards for Geography, (Grades 9 – 12)
SE = Student Edition TE = Teacher’s Edition12
Colorado Model Content Standards forGeography, Grades 9 – 12
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))*
• comparing and contrasting how and whydifferent groups in society view places andregions differently; and
SE/TE: Cultural heterogeneity, 672; culturallandscapes, 85; culture, of Canada, 175-177,180; changes in, 85, 90; in China, 626-629;cultural landscapes, 85; of East Asia, 602,602m, 603, 603m; of France, 307-308; ofJapan, 645-648; language, 85, 86; of LatinAmerica, 192-193, 193m; of Nigeria, 518-519; of Norden, 296-297; of Northern Eurasia,390-391, 391p, 391c; religion, 85, 88, 89;social organization, 84-85; of South Asia,560-561; of Southeast Asia, 663; study of, 81;of United States, 180; of Western Europe,272m, 272-273, 273, 273m; culture hearth, 90;Culture and technology, 85; technology inIndia, 576; Aryan people, 566, 587; ethnicgroups, 225, 226, 247, 248, 253, 318, 373,375, 376, 480, 481, 626, 627, 652, 653, 670,671; Hispanic people, 151, 160; Inuit people,173, 175, 176-177; Jews, 353, 361-362, 439-442, 445-449; Magyar people, 352, 359, 368;Singhalese people, 587; Vikings, 69, 396-397;the United States and Canada, 112-182; LatinAmerica, 186-262; Western Europe, 266-342;Eastern Europe, 346-380; Northern Eurasia,384-418; Southwest Asia, 422-470; Africa,474-550; South Asia, 554-590; East Asia andthe Pacific World, 594-698
TE: Global Economy, 50, 62, 94, 99, 106121, 134,145, 172, 199, 211, 219, 234, 282, 319, 328,331, 355, 369, 411, 461, 485, 492, 520, 532,564, 578, 581, 606, 635, 653, 657, 674, 685;Daily Life, 45, 67, 75, 95, 106, 136, 149, 171,196, 209, 227, 235, 251, 265, 279, 285, 307,312, 321, 331, 367, 393, 403, 429, 435, 438,446, 469, 481, 487, 491, 501, 510, 515, 541,549, 561, 567, 570, 575, 576, 603, 615, 616,623, 628, 631, 648, 653, 672, 680, 690; U.S.and the world, 45, 73, 93, 102, 119, 135, 141,148, 180, 219, 250, 284, 310, 339, 366, 404,438, 451, 494, 524, 540, 571, 652, 673
Prentice Hall World Geography: Building a Global Perspective ©2002Correlated to:
Colorado Model Content Standards for Geography, (Grades 9 – 12)
SE = Student Edition TE = Teacher’s Edition13
Colorado Model Content Standards forGeography, Grades 9 – 12
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))*
• analyzing the ways places and regions reflectcultural change (for example, old miningtowns become tourist centers).
SE/TE: Multiculturism, 175-177; a place of threecultures, 207; the two Irelands, 291; Israel: adetermined country, 443; the caste system,574-575; Atheism, 628; language, 85, 86, 176,177, 209, 219, 247, 254, 272, 278, 279, 288,289, 307, 316, 318, 329, 330, 352, 372, 391,410, 412, 413, 414, 464, 466, 467, 480, 540,560, 571, 583, 584, 602, 607, 608, 609, 627,628, 655, 672; the search for a nationalidentity, 175; Cultural heterogeneity, 672;cultural landscapes, 85; culture, of Canada,175-177, 180; changes in, 85, 90; in China,626-629; cultural landscapes, 85; of East Asia,602, 602m, 603, 603m; of France, 307-308; ofJapan, 645-648; language, 85, 86; of LatinAmerica, 192-193, 193m; of Nigeria, 518-519; of Norden, 296-297; of Northern Eurasia,390-391, 391p, 391c; religion, 85, 88, 89;social organization, 84-85; of South Asia,560-561; of Southeast Asia, 663; study of, 81;of United States, 180; of Western Europe,272m, 272-273, 273, 273m; culture hearth, 90
TE: Interdisciplinary Connections (background),125, 229, 255, 273, 288, 325, 334, 368, 440,491, 509, 593, 620, 627, 637, 689; thephysical world, 351; Global Economy, 199,234; Daily Life, 45, 67, 75, 95, 106, 136, 149,171, 196, 209, 227, 235, 251, 265, 279, 285,307, 312, 321, 331, 367, 393, 403, 429, 435,438, 446, 469, 481, 487, 491, 501, 510, 515,541, 549, 561, 567, 570, 575, 576, 603, 615,616, 623, 628, 631, 648, 653, 672, 680, 690;U.S. and the world, 119, 180, 219, 250, 404,438, 571; literature, 306; InterdisciplinaryConnections (activity), 85, 133, 204, 235, 260,279, 321, 341, 351, 364, 371, 389, 414, 451,454, 503, 509, 559, 589, 646
Prentice Hall World Geography: Building a Global Perspective ©2002Correlated to:
Colorado Model Content Standards for Geography, (Grades 9 – 12)
SE = Student Edition TE = Teacher’s Edition14
Colorado Model Content Standards forGeography, Grades 9 – 12
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))*
STANDARD 3: Students understand how physical processes shape Earth's surface patterns and systems.
3.1: Students know the physical processes that shape Earth's surface patterns.
As students in grades 9-12 extend their knowledge, what they know and are able to do includes:
• identifying the dynamics of the four basiccomponents of Earth's physical systems: theatmosphere, biosphere, lithosphere, andhydrosphere;
SE/TE: Atmosphere, 59, 62-63; biomes, 71;hydrologic cycle, 64, 101; underwater ridgesystem, 44; water, chemical weathering and,49; climate and, 64-65; erosion by, 50-51;landforms and, 40-41, 42c, 44; use in Africa,528p, 528-529, 529m; water pollution, 283;water power, 103; water resources, 101; ofArabian Peninsula, 458; of India, 579; ofSouth Asia, 582-583; of United States, 155,158, 160; weather, 59-64; precipitation, 63-64;weather maps, 157, 157m; weathering, ofearth, 48-50, 49p; plate tectonics, 42-47, 46c,201; salinization, 420-421; salt, desalination,472-473; sand dunes, 51; seismograph, 644
• explaining the interaction of Earth's physicalsystems (for example, the interaction ofclimate and ocean water as exemplified by ElNino); and
SE/TE: Climate, 36; of Africa, 482, 482m, 483c; ofAntarctica, 694; of Australia, 9m, 600, 680-681, 681m; of Bolivia, 255; of Brazil, 233,234, 235-236, 236p; of Bulgaria, 373; ofCanada, 120m, 168, 169, 173-174; ofCaribbean Islands, 225; of Central America,217-219, 218-219; changes in, 69; of Chile,252; of Colombia, 249-250, 250m; of EastAsia, 604, 604m; of Eastern Europe, 354m,354-355; of Ecuador, 252; of Germany, 311;of Guianas, 247; influences on, 59-69, 64-66;of Ireland, 291; of Italy, 332; of Japan, 644-645, 645c; landforms and, 66; of LatinAmerica, 194w, 194-195; latitude and, 61;marine, 225; of Mexico, 202, 203m; of NewZealand, 681m; of Norden, 295, 296; ofNorthern Eurasia, 392-393, 393m; regions,66w, 68c; of Russia, 399; of South America,258; of South Asia, 562-563, 563m, 582,585; of Southwest Asia, 430; of Spain, 328;of United States, 120m, 143-144, 147-149,153, 158, 160; of Venezuela, 249; water and,64-65; of Western Europe, 274, 274w;climate graphs, 70; climate maps, 9m;desertification, 461, 510; drought, 510, 528,546; rain shadow, 64; weather, 59-64;precipitation, 63-64; weather maps, 157,157m; weathering, of earth, 48-50, 49p
Prentice Hall World Geography: Building a Global Perspective ©2002Correlated to:
Colorado Model Content Standards for Geography, (Grades 9 – 12)
SE = Student Edition TE = Teacher’s Edition15
Colorado Model Content Standards forGeography, Grades 9 – 12
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))*
• explaining the variation in the effects ofphysical processes across Earth's surface (forexample, the effects of wind variations inshaping landforms).
SE/TE: Weathering, 49-50; Landforms and water,40-42, 44; wind, 48, 62m, 62-63; erosion by,51-52; drought, in Africa, 528; in WestAfrica, 510; in Zimbabwe, 546; dry climate,66m, 66-68, 68c; dust bowl, 51; earth, effectof sun on, 59-63; erosion of, 50-53; geologichistory of, 42-47; greenhouse effect, 60;internal forces of, 41-42; rotation andrevolution, 60c, 60-61; structure of, 40-41,41c; weathering of, 48-50; earthquakes, 42,45, 164, 698-699, 699p, 700-701; in EastAsia, 598; in Italy, 332; in Japan, 644, 645c;in Mexico, 201; climate, 9, 36, 59-69, 120,143, 144, 147, 148, 149, 153, 158, 160, 168,169, 173-174, 194, 195, 202, 203, 217, 218,219, 225, 233, 234, 235, 236, 247, 249, 250,252, 255, 258, 274, 291, 295, 296, 311, 328,332, 354, 355, 373, 392, 393, 399, 430, 482,483, 562, 563, 582, 585, 600, 604, 644, 645,680, 681, 681, 694; desertification, 461, 510;drought, 510, 528, 546
Prentice Hall World Geography: Building a Global Perspective ©2002Correlated to:
Colorado Model Content Standards for Geography, (Grades 9 – 12)
SE = Student Edition TE = Teacher’s Edition16
Colorado Model Content Standards forGeography, Grades 9 – 12
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))*
3.2: Students know the characteristics and distributions of physical systems of land, air, water, plants, andanimals.
As students in grades 9-12 extend their knowledge, what they know and are able to do includes:
• explaining the factors that affect thedistribution and characteristics of ecosystems;
• explaining the importance of ecosystems inunderstanding the environment; and
• analyzing the diversity and productivity ofecosystems.
SE/TE: Ecosystems, 31; changes within the earth, 40;changes on the earth’s surface, 48; weatherand climate, 59-69; biomes, 71; globalwarming, 264; effects of acid rain, 382; theeffects of Salinization, 420; soil erosion, 552;environment, 71; changes to the, 123; energyresources, 102-103; natural resources and the,101-102; population density and, 81-82; inSoviet Union, 403-404; rain forests, 71,244-245, 245m; in Africa, 523, 524; inAmazon Basin, 235, 236; in Brazil, 241; inLatin America, 195; in South Asia, 558;recycling, 101p, 102, 646; paper, 344-345;seafloor spreading, 43-44; Forests, 7274; ofCanada, 168, 170; of Russia, 399; of UnitedStates, 128; vegetation, 392; of WesternEurope, 275; desalination, 458, 460c, 472-473, 473f; deserts, of Africa, 489-490; ofIsrael, 443-445; of Mexico, 195; of MiddleEast, 458; of Southwest Asia, 431; vegetation,75-76, 392; desertification, 461, 510;deciduous forests, 73-74, 158; deforestation,510, 587
TE: The spread of the desert, 510
STANDARD 4: Students understand how economic, political, cultural, and social processes interact toshape patterns of human populations, interdependence, cooperation, and conflict.
4.1: Students know the characteristics, location, distribution, and migration of human populations.
As students in grades 9-12 extend their knowledge, what they know and are able to do includes:
• evaluating trends and effects of worldpopulation numbers and patterns; and
SE/TE: Population, growth of, 82-83, 85c; limiting,625-626; patterns of, 84; Ring of Fire and,45; population density, 3p, 81, 82m, 82-83,91, 91m, 429; map, 119; population policy,625-626; population pyramids, 206
• analyzing the physical and cultural impact ofhuman migration.
SE/TE: Migration, 90; Migrant workers, 210;Emigration, 83; immigration, 83, 90; toCanada, 172, 172p, 173, 175-177; to France,306; to Israel, 446p; to United States, 125,731, 745, 181
Prentice Hall World Geography: Building a Global Perspective ©2002Correlated to:
Colorado Model Content Standards for Geography, (Grades 9 – 12)
SE = Student Edition TE = Teacher’s Edition17
Colorado Model Content Standards forGeography, Grades 9 – 12
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))*
4.2: Students know the nature and spatial distribution of cultural patterns.
As students in grades 9-12 extend their knowledge, what they know and are able to do includes:
• analyzing how cultures shape the character ofa region;
SE/TE: Cultural landscapes, 85; a place of threecultures, 207; the two Irelands, 291; Israel: adetermined country, 443; language, 85, 86,176, 177, 209, 219, 247, 254, 272, 278, 279,288, 289, 307, 316, 318, 329, 330, 352, 372,391, 410, 412, 413, 414, 464, 466, 467, 480,540, 560, 571, 583, 584, 602, 607, 608, 609,627, 628, 655, 672; the search for a nationalidentity, 175; Cultural heterogeneity, 672;culture, of Canada, 175-177, 180; changes in,85, 90; in China, 626-629; cultural landscapes,85; of East Asia, 602, 602m, 603, 603m; ofFrance, 307-308; of Japan, 645-648; language,85, 86; of Latin America, 192-193, 193m; ofNigeria, 518-519; of Norden, 296-297; ofNorthern Eurasia, 390-391, 391p, 391c;religion, 85, 88, 89; social organization, 84-85; of South Asia, 560-561; of Southeast Asia,663; study of, 81; of United States, 180; ofWestern Europe, 272m, 272-273, 273, 273m;culture hearth, 90
TE: Daily Life, 45, 67, 75, 95, 106, 136, 149, 171,196, 209, 227, 235, 251, 265, 279, 285, 307,312, 321, 331, 367, 393, 403, 429, 435, 438,446, 469, 481, 487, 491, 501, 510, 515, 541,549, 561, 567, 570, 575, 576, 603, 615, 616,623, 628, 631, 648, 653, 672, 680, 690
Prentice Hall World Geography: Building a Global Perspective ©2002Correlated to:
Colorado Model Content Standards for Geography, (Grades 9 – 12)
SE = Student Edition TE = Teacher’s Edition18
Colorado Model Content Standards forGeography, Grades 9 – 12
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))*
• describing the processes of cultural diffusion;and
SE/TE: Diffusion, cultural, 85, 90; a place of threecultures, 207; the two Irelands, 291; Israel: adetermined country, 443; culturalheterogeneity, 672; cultural landscapes, 85;culture, of Canada, 175-177, 180; changes in,85, 90; in China, 626-629; cultural landscapes,85; of East Asia, 602, 602m, 603, 603m; ofFrance, 307-308; of Japan, 645-648; language,85, 86; of Latin America, 192-193, 193m; ofNigeria, 518-519; of Norden, 296-297; ofNorthern Eurasia, 390-391, 391p, 391c;religion, 85, 88, 89; social organization, 84-85; of South Asia, 560-561; of Southeast Asia,663; study of, 81; of United States, 180; ofWestern Europe, 272m, 272-273, 273, 273m;culture hearth, 90
TE: Daily Life, 45, 67, 75, 95, 106, 136, 149, 171,196, 209, 227, 235, 251, 265, 279, 285, 307,312, 321, 331, 367, 393, 403, 429, 435, 438,446, 469, 481, 487, 491, 501, 510, 515, 541,549, 561, 567, 570, 575, 576, 603, 615, 616,623, 628, 631, 648, 653, 672, 680, 690
• describing the effect of technology on thedevelopment and change of cultures.
SE/TE: Farming technology, 154-155, 444; cultureand technology, 85; technology in India, 576;technology, 445; oil drill, 149; combineharvester, 155; worldwide carbon emissionsfrom fossil fuels, 265; geothermal energy,103, 294-295; hydroelectric power, 122, 170,171, 259, 334, 546, 582; nuclear energy, 103;nuclear power, 411; availability of electricityin India, 579; oil spill cleanup, 184; nuclearwaste disposal, 416
TE: Interdisciplinary Connections (background),43, 72, 82, 168, 248, 391, 403, 593, 629;Global Economy; 134, 145, 172, 219, 328,411, 485, 492; U.S. and the world, 102, 141,404, 524, 652; Environmental Issues, 36, 60,63, 85, 111, 128, 154, 170, 185, 195, 209,221, 234, 245, 254, 276, 297, 320, 336, 353,367, 383, 411, 417, 421, 427, 448, 473, 483,502, 529, 537, 584, 589, 621, 646, 652, 673,694; Critical Thinking, 102, 333, 417;Interdisciplinary Connections (activity), 45,62, 75, 111, 185, 191, 215, 240, 265, 345,383, 421, 463, 496, 553, 601, 701
Prentice Hall World Geography: Building a Global Perspective ©2002Correlated to:
Colorado Model Content Standards for Geography, (Grades 9 – 12)
SE = Student Edition TE = Teacher’s Edition19
Colorado Model Content Standards forGeography, Grades 9 – 12
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))*
4.3: Students know the patterns and networks of economic interdependence.
As students in grades 9-12 extend their knowledge, what they know and are able to do includes:
• comparing and contrasting the characteristicsand distribution of economic systems;
SE/TE: Economic activity, in India 578-579; in SouthAsia, 564m, 564-565; in United States, 122m,131, 155; economic activity maps, 9, 9w, 104,104m; economic development, 106; economicsystems, 94, 94c, 95; economy, of Africa, 484,484m; of Albania, 374; of Australia, 9m,683m; of Austria, 321; of Brazil, 233, 234,238-241; of Brunei, 674; of Canada, 172; ofCaribbean Islands, 227-228; of CentralAmerica, 220; of Chile, 256; of China, 617,621-622; of East Asia, 606, 606m; of Eastern;Europe, 356m, 356-357, 357c; of Ecuador,254; European Union, 276; of France, 308,308c; of Germany, 310-311; of Great Britain,283-285; of Guianas, 248; of Indonesia, 672;of Italy, 333; of Japan, 650-651, 652-654; ofKazakstan, 414; of Latin America, 196m, 197;of Malaysia, 674; of Mexico, 210-211; mixed,296; of New Zealand, 683m, 688, 688m; ofNorden, 296-297; of North Korea, 657; ofNorthern Eurasia, 394m, 394-395; of PacificIslands, 690-691; of Paraguay, 259; of Peru,254; planned, 95; of Poland, 363; of Romania,372-373; of Russia, 401-403; of Scotland,287; of South Africa, 540; of South Korea,657; of Spain, 328-329; of Switzerland, 319;of Taiwan, 633, 634p; of Thailand, 670;tropical rain forests and, 244-245; of Vietnam,672; of Wales, 289; of Western Europe, 276c,276-277, 277m, 300-301;
TE: Global Economy, 282, 355, 369; Daily Life,106, 615; U.S. and the world, 93, 339, 404,673; Economics and Culture, 576
• explaining how places of various size functionas centers of economic activity;
SE/TE: Urban hierarchy, 136; Megalopolis, 145-146;Metropolitan areas, 84, 132, 135-136;villages, of India, 575-576; of United States,136; villagization, 538; urban areas, 84c,135-136, 136c; of; Urban Rim, 681; urbanstructure, models of, 137, 137c; urbanization,84, 179; in Brazil, 234-235, 235c; in Canada,119; in China, 630p, 630-631, 631m; inNorth Africa, 500p, 500-501; in UnitedStates, 119
Prentice Hall World Geography: Building a Global Perspective ©2002Correlated to:
Colorado Model Content Standards for Geography, (Grades 9 – 12)
SE = Student Edition TE = Teacher’s Edition20
Colorado Model Content Standards forGeography, Grades 9 – 12
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))*
• analyzing factors influencing economicinterdependence of countries, including worldtrade;
SE/TE: World resources, 101; the Columbianexchange, 198; trade, of Europe, 133; ofEuropean union, 300c, 300-301, 301m; ofJapan, 649, 654; of Portugal, 330; of theSahel, 507-508, 509m; of Singapore, 674; ofunited states, 133; of west Africa, 513-514;trade agreements, of Canada, 180; of Mexico,180; of united states, 180; brazil’s quest foreconomic growth, 238; effects of acid rain,382; Russian expansion, 396; the effects ofSalinization, 420; legacies of colonialism,486; water use in Africa, 528; soil erosion,552; farming technology, 154-155, 444;human-environment interaction, 36-37, 51,122, 179-181, 426, 462, 466, 558; culture andtechnology, 85; technology in India, 576;technology, 445; oil drill, 149; combineharvester, 155; worldwide carbon emissionsfrom fossil fuels, 265; geothermal energy,103, 294-295; hydroelectric power, 122, 170,171, 259, 334, 546, 582; nuclear energy, 103;nuclear power, 411; availability of electricityin India, 579
TE: Global Economy, 50, 62, 94, 99, 106121, 134,145, 172, 199, 211, 219, 234, 282, 319, 328,331, 355, 369, 411, 461, 485, 492, 520, 532,564, 578, 581, 606, 635, 653, 657, 674, 685;interactions with environment, 31; foodsupply, 121; land use, 203; foreign investmentin Maquiladoras, 211; vegetation patterns,225; the Chaco, 259; seasons, 295; weather,304; a dry country, 460; a land of sand, 460;farming in a rugged land, 467; ecotourism,532; urbanization, 657; destruction fromearthquakes, 701
• analyzing connections among local, regional,and world economies (for example,transportation routes, movement patterns, andmarket areas); and
SE/TE: United States and trade, 133; U.S. tradeagreements, 180; economic activity in theU.S., 95, 106, 122, 131, 155; exports of theU.S., 154, 180; economic systems, 94, 95;communism, 95, 228, 356, 362, 365-366, 387,401, 404, 611-618, 612, 614, 615, 616, 655,671; capitalism, 94, 95, 131; free enterprise,131, 296
TE: Global Economy, 50, 62, 94, 99, 106121, 134,145, 172, 199, 211, 219, 234, 282, 319, 328,331, 355, 369, 411, 461, 485, 492, 520, 532,564, 578, 581, 606, 635, 653, 657, 674, 685;Daily Life, 106, 615; U.S. and the world, 93,339, 404, 673; economics and culture, 576
Prentice Hall World Geography: Building a Global Perspective ©2002Correlated to:
Colorado Model Content Standards for Geography, (Grades 9 – 12)
SE = Student Edition TE = Teacher’s Edition21
Colorado Model Content Standards forGeography, Grades 9 – 12
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))*
• analyzing how and why levels of economicdevelopment vary among places.
SE/TE: Caste system, 574-575; monarchy, 94;poverty, 98; in Brazil, 238, 240; in India, 570;in United States, 149; developed countries,106; developing countries, 106; diseases, inAfrica, 528; in South America, 236, 255;economic systems, 94, 95; communism, 95,228, 356, 362, 365-366, 387, 401, 404, 611-618, 612, 614, 615, 616, 655, 671; capitalism,94, 95, 131; free enterprise, 131, 296
TE: Daily Life, 45, 67, 75, 95, 106, 136, 149, 171,196, 209, 227, 235, 251, 265, 279, 285, 307,312, 321, 331, 367, 393, 403, 429, 435, 438,446, 469, 481, 487, 491, 501, 510, 515, 541,549, 561, 567, 570, 575, 576, 603, 615, 616,623, 628, 631, 648, 653, 672, 680, 690
4.4: Students know the processes, patterns, and functions of human settlement.
As students in grades 9-12 extend their knowledge, what they know and are able to do includes:
• analyzing the size, arrangement, structure, andfunction of urban areas;
SE/TE: Urban hierarchy, 136; Megalopolis, 145-146;Metropolitan areas, 84, 132, 135-136;villages, of India, 575-576; of United States,136; villagization, 538; urban areas, 84c,135-136, 136c; of; Urban Rim, 681; urbanstructure, models of, 137, 137c; urbanization,84, 179; in Brazil, 234-235, 235c; in Canada,119; in China, 630p, 630-631, 631m; inNorth Africa, 500p, 500-501; in UnitedStates, 119
Prentice Hall World Geography: Building a Global Perspective ©2002Correlated to:
Colorado Model Content Standards for Geography, (Grades 9 – 12)
SE = Student Edition TE = Teacher’s Edition22
Colorado Model Content Standards forGeography, Grades 9 – 12
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))*
• comparing and contrasting the differingcharacteristics of settlement in developing anddeveloped countries; and
SE/TE: Migration, 90; Emigration, 83; immigration,83, 90; to Canada, 172, 172p, 173, 175-177; toFrance, 306; to Israel, 446p; to United States,125, 731, 745, 181; cultural landscapes, 85; aplace of three cultures, 207; the two Irelands,291; cultural landscapes, 85; of East Asia,602, 602m, 603, 603m; of France, 307-308; ofJapan, 645-648; language, 85, 86; of LatinAmerica, 192-193, 193m; of Nigeria, 518-519; of Norden, 296-297; of Northern Eurasia,390-391, 391p, 391c; religion, 85, 88, 89;social organization, 84-85; of South Asia,560-561; of Southeast Asia, 663; study of, 81;of United States, 180; of Western Europe,272m, 272-273, 273, 273m; culture hearth, 90;villages, of India, 575-576; of United States,136; villagization, 538;
TE: Daily Life, 45, 67, 75, 95, 106, 136, 149, 171,196, 209, 227, 235, 251, 265, 279, 285, 307,312, 321, 331, 367, 393, 403, 429, 435, 438,446, 469, 481, 487, 491, 501, 510, 515, 541,549, 561, 567, 570, 575, 576, 603, 615, 616,623, 628, 631, 648, 653, 672, 680, 690
• examining how and why large cities growtogether.
SE/TE: Urban hierarchy, 136; megalopolis, 145-146;metropolitan areas, 84, 132, 135-136;villages, of India, 575-576; of united states,136; villagization, 538; urban areas, 84c,135-136, 136c; of; urban rim, 681; urbanstructure, models of, 137, 137c; urbanization,84, 179; in brazil, 234-235, 235c; in Canada,119; in China, 630p, 630-631, 631m; in northAfrica, 500p, 500-501; in united states, 119
Prentice Hall World Geography: Building a Global Perspective ©2002Correlated to:
Colorado Model Content Standards for Geography, (Grades 9 – 12)
SE = Student Edition TE = Teacher’s Edition23
Colorado Model Content Standards forGeography, Grades 9 – 12
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))*
4.5: Students know how cooperation and conflict among people influence the division and control ofEarth's surface.
As students in grades 9-12 extend their knowledge, what they know and are able to do includes:
• analyzing why and how cooperation andconflict are involved in shaping thedistribution of social, political, and economicspaces on Earth at different scales local,national, and international; and
SE/TE: The Balkan “powder keg”, 358; Russianexpansion, 396; creating the modern MiddleEast, 437; legacies of colonialism, 486; theKoreas: a divided peninsula, 655; World WarI, 307, 359, 438-439; World War II, 307, 310,311, 362, 650, 651; Boer War, 540; BolshevikRevolution, 397; world resources, 101;settlement of the Americas, 124; theColumbian exchange, 198; a land defined bymountains, 201; brazil’s quest for economicgrowth, 238; global warming, 264; the twoIrelands, 291; nuclear waste disposal, 416; thebirth of civilization, 434; creating the modernMiddle East, 437; legacies of colonialism,486; water use in Africa, 528; the emergenceof modern China, 611; historical influences onSoutheast Asia, 668
TE: Global Economy, 50, 62, 94, 99, 106121, 134,145, 172, 199, 211, 219, 234, 282, 319, 328,331, 355, 369, 411, 461, 485, 492, 520, 532,564, 578, 581, 606, 635, 653, 657, 674, 685;Daily Life, 45, 67, 75, 95, 106, 136, 149, 171,196, 209, 227, 235, 251, 265, 279, 285, 307,312, 321, 331, 367, 393, 403, 429, 435, 438,446, 469, 481, 487, 491, 501, 510, 515, 541,549, 561, 567, 570, 575, 576, 603, 615, 616,623, 628, 631, 648, 653, 672, 680, 690;Environmental Issues, 36, 60, 63, 85, 111,128, 154, 170, 185, 195, 209, 221, 234, 245,254, 276, 297, 320, 336, 353, 367, 383, 411,417, 421, 427, 448, 473, 483, 502, 529, 537,584, 589, 621, 646, 652, 673, 694
Prentice Hall World Geography: Building a Global Perspective ©2002Correlated to:
Colorado Model Content Standards for Geography, (Grades 9 – 12)
SE = Student Edition TE = Teacher’s Edition24
Colorado Model Content Standards forGeography, Grades 9 – 12
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))*
• analyzing how differing points of view andself-interests play a role in conflict overterritory and resources.
SE/TE: Social Studies Skills, analyzing primarysources, 637; Nationalist People's Party(China), 612; Native Americans, in Canada,173, 175, 176-177; Northern Eurasia, cities of,386-387, 387m; people of, 390rn, 390-391;Olmec people, 90, 124p; Russia, 398m,398-408; people of, 405; Seljuk people, 437;Singhalese people, 587; Slavic people, 353,359, 391; Songhai people, 512; Tamil people,587; Ainu people, 647; Albanian people, 353;Aryan people, 566, 587; Bambara people,512; Caucasian people, 391; Cayuga people,127; Cherokee people, 127, 149; Creekpeople, 127, 149; demography, 81; Dravidianpeople, 566, 587; Eastern Europe, 346-377,349m, 351m, 360m; people of, 352m, 352-353; population of, 348c, 353m; Hispanicpeople, 151, 160; Inuit people, 7 75, 175,175p, 176-177 ; Kazak people, 413, 627;Kyrgyz people, 414 ; Magyar people, 352,359, 368; Mandingo people, 512; Mandinkapeople, 486; Masai people, 531, 533; Mayapeople, 90, 188, 197, 205; Aztec people in,207, 207p, 209p; Food, Hunger andSustainable Agriculture, 98; the Role ofWetlands, 110; Water Use in Africa, 528;Natural resources, 92, 101, 102, 122, 127-129,144, 149, 155, 158, 167, 170, 172, 179, 196,197, 276, 312, 320, 321, 356-357, 361, 372,394-395, 399, 484-485, 490, 511, 523-524,564, 606, 665, 683, 694, 695, 696; the Balkan“powder keg”, 358; Russian expansion, 396;Creating the Modern Middle East, 437;legacies of colonialism, 486; the Koreas: aDivided Peninsula, 655; World War I, 307,359, 438-439; World War II, 307, 310, 311,362, 650, 651; Boer War, 540; BolshevikRevolution, 397
TE: Desert farming, 67; recycling, 102; watersupply, 128; ground water, 154, 473; Landuse, 203; conservation, 265; difficult terrain,377; rich mineral wealth, 461; hydropower,485; the desert, 500; the spread of the desert,510; wetlands, 646
Prentice Hall World Geography: Building a Global Perspective ©2002Correlated to:
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SE = Student Edition TE = Teacher’s Edition25
Colorado Model Content Standards forGeography, Grades 9 – 12
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))*
STANDARD 5: Students understand the effects of interactions between human and physical systems andthe changes in meaning, use, distribution, and importance of resources.
5.1 Students know how human actions modify the physical environment.
As students in grades 9-12 extend their knowledge, what they know and are able to do includes:
• analyzing ways the humans depend upon,adapt to, and affect the physical environment;
SE/TE: Environment, 71; changes to the, 123; energyresources, 102-103; natural resources and the,101-102; food, hunger and sustainableagriculture, 98; the role of wetlands, 110;natural disasters, 164; oil spill cleanup, 184;global warming, 264; recycling paper, 344;human rights, 378; effects of acid rain, 382;nuclear waste disposal, 416; the effects ofSalinization, 420; creating the modern MiddleEast, 437; water use in Africa, 528; soilerosion, 552; how monsoons are created, 592;the emergence of modern China, 611; theKoreas: a divided peninsula, 655; historicalinfluences on Southeast Asia, 668;earthquake, 700; farming, in Argentina, 261p;in Australia, 684-685, 685p; in Bolivia, 255;in Brazil, 238, 240; in Canada, 168, 170-171;in Caribbean Islands, 227, 227p, 228; inCentral America, 220; in Chile, 256; in China,51, 614, 616, 621; collective, 367;commercial, 107; double cropping, 621; inEast Asia, 607, 607p; in Eastern Europe, 367;as economic activity, 105; in Georgia(country), 412; in Great Britain, 282; inGreece, 338-339; in India, 578; intensive, 607;in Israel, 444; in Italy, 332p, 333, 334; inKenya, 533, 534p; in Latin America 197; inMexico, 204p, 209-210; in Netherlands, 316;in New Zealand, 688; in Nigeria, 518; in Peru,254; in Portugal, 330; in the Sahel, 509; inSouth Asia, 564; in South Korea, 655p; inSoutheast Asia, 665; in Southwest Asia, 432;in Soviet Union, 394, 402, 404; in Spain, 328;subsistence, 106-107; in Switzerland, 319; inSyria, 455; technology, 154-155, 444; terrace,607p; in Ukraine, 411; in United States, 51,59p, 75. 1071), 127p, 131, 144, 148-149,153p, 153-155; in Uruguay, 260; inVenezuela, 249; in Western Europe, 276c; inZimbabwe, 546-547
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Colorado Model Content Standards forGeography, Grades 9 – 12
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))*
(Continued)• analyzing ways the humans depend upon,
adapt to, and affect the physical environment;
(Continued)TE: The Physical World, 42, 165, 203, 304, 339,
351, 377, 444, 460, 467, 510, 583, 599, 601,605, 644, 701; Daily Life, 45, 67, 75, 95, 106,136, 149, 171, 196, 209, 227, 235, 251, 265,279, 285, 307, 312, 321, 331, 367, 393, 403,429, 435, 438, 446, 469, 481, 487, 491, 501,510, 515, 541, 549, 561, 567, 570, 575, 576,603, 615, 616, 623, 628, 631, 648, 653, 672,680, 690; Environmental Issues, 36, 60, 63,85, 111, 128, 154, 170, 185, 195, 209, 221,234, 245, 254, 276, 297, 320, 336, 353, 367,383, 411, 417, 421, 427, 448, 473, 483, 502,529, 537, 584, 589, 621, 646, 652, 673, 694
• evaluating ways in which technology hasexpanded human capacity to modify thephysical environment; and
SE/TE: Technology, 445; culture and, 85; farming,154-155, 444; in India, 576; farming, cultureand technology, 85; technology in India, 576;technology, 445; oil drill, 149; combineharvester, 155; worldwide carbon emissionsfrom fossil fuels, 265; geothermal energy,103, 294-295; hydroelectric power, 122, 170,171, 259, 334, 546, 582; nuclear energy, 103;nuclear power, 411; availability of electricityin India, 579; oil spill cleanup, 184; nuclearwaste disposal, 416;
TE: Environmental Issues, 36, 60, 63, 85, 111,128, 154, 170, 185, 195, 209, 221, 234, 245,254, 276, 297, 320, 336, 353, 367, 383, 411,417, 421, 427, 448, 473, 483, 502, 529, 537,584, 589, 621, 646, 652, 673, 694; CriticalThinking, 102, 333, 417
• explaining the possible global effects ofhuman modification of the physicalenvironment.
SE/TE: Greenhouse Effect, 60, 264-265;desertification, 461, 510; deforestation, 510,587; oil drill, 149; worldwide carbonemissions from fossil fuels, 265; geothermalenergy, 103, 294-295; hydroelectric power,122, 170, 171, 259, 334, 546, 582; nuclearenergy, 103; nuclear power, 411; availabilityof electricity in India, 579; oil spill cleanup,184; nuclear waste disposal, 416
TE: Environmental Issues, 36, 60, 63, 85, 111,128, 154, 170, 185, 195, 209, 221, 234, 245,254, 276, 297, 320, 336, 353, 367, 383, 411,417, 421, 427, 448, 473, 483, 502, 529, 537,584, 589, 621, 646, 652, 673, 694; CriticalThinking, 102, 333, 417
Prentice Hall World Geography: Building a Global Perspective ©2002Correlated to:
Colorado Model Content Standards for Geography, (Grades 9 – 12)
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Colorado Model Content Standards forGeography, Grades 9 – 12
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))*
5.2: Students know how physical systems affect human systems.
As students in grades 9-12 extend their knowledge, what they know and are able to do includes:
• comparing and contrasting how changes in thephysical environment can increase or diminishits capacity to support human activity;
SE/TE: Greenhouse Effect, 60, 264-265;desertification, 461, 510; deforestation, 510,587; worldwide carbon emissions from fossilfuels, 265; geothermal energy, 103, 294-295;hydroelectric power, 122, 170, 171, 259, 334,546, 582; nuclear energy, 103; nuclearpower, 411; availability of electricity inIndia, 579; oil spill cleanup, 184; nuclearwaste disposal, 416; volcanoes, 40, 41, 45,47, 225, 250, 600; earthquakes, 42, 45, 164,201, 332, 598, 644, 645, 698-699, 700-701;environment, 71; changes to the, 123; energyresources, 102-103; natural resources and the,101-102; food, hunger and sustainableagriculture, 98; the role of wetlands, 110;natural disasters, 164; oil spill cleanup, 184;global warming, 264; recycling paper, 344;human rights, 378; effects of acid rain, 382;nuclear waste disposal, 416; the effects ofSalinization, 420; creating the modernMiddle East, 437; water use in Africa, 528;soil erosion, 552; how monsoons are created,592; the emergence of modern China, 611;the Koreas: a divided peninsula, 655;historical influences on Southeast Asia, 668;earthquake, 700; farming, in Argentina,261p; in Australia, 684-685, 685p; in Bolivia,255; in Brazil, 238, 240; in Canada, 168,170-171; in Caribbean Islands, 227, 227p,228; in Central America, 220; in Chile, 256;in China, 51, 614, 616, 621; collective, 367;commercial, 107; double cropping, 621; inEast Asia, 607, 607p; in Eastern Europe, 367;as economic activity, 105; in Georgia(country), 412; in Great Britain, 282; inGreece, 338-339; in India, 578; intensive,607; in Israel, 444; in Italy, 332p, 333, 334;in Kenya, 533, 534p; in Latin America 197;in Mexico, 204p, 209-210; in Netherlands,316; in New Zealand, 688; in Nigeria, 518; inPeru, 254; in Portugal, 330; in the Sahel, 509;in South Asia, 564; in South Korea, 655p; inSoutheast Asia, 665; in Southwest Asia, 432;in Soviet Union, 394, 402, 404; in Spain,328; subsistence, 106-107; in Switzerland,319; in Syria, 455; technology, 154-155, 444;
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Colorado Model Content Standards forGeography, Grades 9 – 12
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))*
(Continued)• comparing and contrasting how changes in the
physical environment can increase or diminishits capacity to support human activity;
(Continued)SE/TE: terrace, 607p; in Ukraine, 411; in United
States, 51, 59p, 75. 1071), 127p, 131, 144,148-149, 153p, 153-155; in Uruguay, 260; inVenezuela, 249; in Western Europe, 276c; inZimbabwe, 546-547
TE: Environmental Issues, 36, 60, 63, 85, 111,128, 154, 170, 185, 195, 209, 221, 234, 245,254, 276, 297, 320, 336, 353, 367, 383, 411,417, 421, 427, 448, 473, 483, 502, 529, 537,584, 589, 621, 646, 652, 673, 694; CriticalThinking, 102, 333, 417
• identifying and evaluating alternativestrategies to respond to constraints placed onhuman systems by the physical environment(for example, the use of irrigation in aridenvironments); and
SE/TE: Agriculture, 82, 509; Aswan dam, 493;desalination, 458, 460, 472-473;hydroelectric power, 122, 170, 171, 259, 334,546, 582; irrigation, 203, 415, 444, 493, 582-583, 623; herbicides, 673; environment, 71;changes to the, 123; energy resources, 102-103; natural resources and the, 101-102;food, hunger and sustainable agriculture, 98;the role of wetlands, 110; natural disasters,164; oil spill cleanup, 184; global warming,264; recycling paper, 344; human rights, 378;effects of acid rain, 382; nuclear wastedisposal, 416; the effects of Salinization, 420;creating the modern Middle East, 437; wateruse in Africa, 528; soil erosion, 552; howmonsoons are created, 592; the emergence ofmodern China, 611; the Koreas: a dividedpeninsula, 655; historical influences onSoutheast Asia, 668; earthquake, 700;farming, in Argentina, 261p; in Australia,684-685, 685p; in Bolivia, 255; in Brazil,238, 240; in Canada, 168, 170-171; inCaribbean Islands, 227, 227p, 228; in CentralAmerica, 220; in Chile, 256; in China, 51,614, 616, 621; collective, 367; commercial,107; double cropping, 621; in East Asia, 607,607p; in Eastern Europe, 367; as economicactivity, 105; in Georgia (country), 412; inGreat Britain, 282; in Greece, 338-339; inIndia, 578; intensive, 607; in Israel, 444; inItaly, 332p, 333, 334; in Kenya, 533, 534p; inLatin America 197; in Mexico, 204p,209-210; in Netherlands, 316; in NewZealand, 688; in Nigeria, 518; in Peru, 254;in Portugal, 330; in the Sahel, 509; in SouthAsia, 564;
Prentice Hall World Geography: Building a Global Perspective ©2002Correlated to:
Colorado Model Content Standards for Geography, (Grades 9 – 12)
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Colorado Model Content Standards forGeography, Grades 9 – 12
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))*
(Continued)• identifying and evaluating alternative
strategies to respond to constraints placed onhuman systems by the physical environment(for example, the use of irrigation in aridenvironments); and
(Continued)SE/TE: in South Korea, 655p; in Southeast Asia, 665;
in Southwest Asia, 432; in Soviet Union,394, 402, 404; in Spain, 328; subsistence,106-107; in Switzerland, 319; in Syria, 455;technology, 154-155, 444; terrace, 607p; inUkraine, 411; in United States, 51, 59p, 75.1071), 127p, 131, 144, 148-149, 153p,153-155; in Uruguay, 260; in Venezuela,249; in Western Europe, 276c; in Zimbabwe,546-547
• analyzing how humans perceive and react tonatural hazards.
SE/TE: Volcanoes, 40, 41, 45, 47, 225, 250, 600;earthquakes, 42, 45, 164, 201, 332, 598, 644,645, 698-699, 700-701; monsoons, 562, 585,594-595, 645; tornadoes, 165; tropicalstorms, 194; famine, 510, 528; drought, 546;flood, 111, 585, 620
5.3: Students know the changes that occur in the meaning, use, location, distribution, and importance ofresources.
As students in grades 9-12 extend their knowledge, what they know and are able to do includes:
• analyzing how the changing distribution ofresources affects the patterns of settlement;
SE/TE: World resources, 101; natural disasters, 164;the Columbian exchange, 198; a land definedby mountains, 201; brazil’s quest foreconomic growth, 238; Russian expansion,396; the effects of Salinization, 420; legaciesof colonialism, 486; water use in Africa, 528;soil erosion, 552; farming technology, 154-155, 444; human-environment interaction, 36-37, 51, 122, 179-181, 426, 462, 466, 558;technology, 445; oil drill, 149; combineharvester, 155; worldwide carbon emissionsfrom fossil fuels, 265; geothermal energy,103, 294-295; hydroelectric power, 122, 170,171, 259, 334, 546, 582; nuclear energy, 103;nuclear power, 411; availability of electricityin India, 579
TE: Interactions with environment, 31; foodsupply, 121; land use, 203; vegetationpatterns, 225; the Chaco, 259; seasons, 295;weather, 304; a dry country, 460; a land ofsand, 460; farming in a rugged land, 467;ecotourism, 532; urbanization, 657;destruction from earthquakes, 701
Prentice Hall World Geography: Building a Global Perspective ©2002Correlated to:
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Colorado Model Content Standards forGeography, Grades 9 – 12
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))*
• evaluating policies and programs for resourceuse and management; and
SE/TE: Reading tables and analyzing statistics, 223;using climate graphs, 70; reading a populationdensity map, 91; interpreting an economicactivity map, 104; reading urban diagrams,137; determining relevance, 257; analyzingline and bar graphs, 337; making a decision,364; perceiving cause-effect relationships,517; drawing conclusions, 543; analyzingcartograms, 573; analyzing primary sources,637; demonstrating reasoned judgment, 659;drawing inferences, 667
TE: Analyzing information, 37; makingcomparisons, 44; analyzing statistics, 83;demonstrating reasoned judgment, 91; cause-effect relationships, 155; cause-effectrelationships, 176; analyzing editorials andarticles, 178; making comparisons, 209; causeand effect, 220; making comparisons, 235;determining relevance, 257; evaluate, 260;cause and effect, 355; compare and contrast,376; making judgments, 404; cause and effect,492; drawing conclusions, 543; drawingconclusions, 659; drawing inferences, 667;comparing and contrasting, 684
Prentice Hall World Geography: Building a Global Perspective ©2002Correlated to:
Colorado Model Content Standards for Geography, (Grades 9 – 12)
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Colorado Model Content Standards forGeography, Grades 9 – 12
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))*
• analyzing the effects of economic activity inmodifying and transforming resources.
SE/TE: Economic activity, in India 578-579; in SouthAsia, 564m, 564-565; in United States, 122m,131, 155; economic activity maps, 9, 9w, 104,104m; economic development, 106; economicsystems, 94, 94c, 95; economy, of Africa, 484,484m; of Albania, 374; of Australia, 9m,683m; of Austria, 321; of Brazil, 233, 234,238-241; of Brunei, 674; of Canada, 172; ofCaribbean Islands, 227-228; of CentralAmerica, 220; of Chile, 256; of China, 617,621-622; of East Asia, 606, 606m; of Eastern;Europe, 356m, 356-357, 357c; of Ecuador,254; European Union, 276; of France, 308,308c; of Germany, 310-311; of Great Britain,283-285; of Guianas, 248; of Indonesia, 672;of Italy, 333; of Japan, 650-651, 652-654; ofKazakstan, 414; of Latin America, 196m, 197;of Malaysia, 674; of Mexico, 210-211; mixed,296; of New Zealand, 683m, 688, 688m; ofNorden, 296-297; of North Korea, 657; ofNorthern Eurasia, 394m, 394-395; of PacificIslands, 690-691; of Paraguay, 259; of Peru,254; planned, 95; of Poland, 363; of Romania,372-373; of Russia, 401-403; of Scotland,287; of South Africa, 540; of South Korea,657; of Spain, 328-329; of Switzerland, 319;of Taiwan, 633, 634p; of Thailand, 670;tropical rain forests and, 244-245; of Vietnam,672; of Wales, 289; of Western Europe, 276c,276-277, 277m, 300-301;
TE: Global Economy, 121, 319, 328, 331, 485;Daily Life, 367, 438; U.S. and the world, 180,310; Global Economy, 94, 99, 211, 219, 282,355, 369, 492, 606, 685; Political instabilityand economics, 672;
Prentice Hall World Geography: Building a Global Perspective ©2002Correlated to:
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Colorado Model Content Standards forGeography, Grades 9 – 12
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STANDARD 6: Students apply knowledge of people, places, and environments to understand the past andpresent and to plan for the future.
6.1: Students know how to apply geography to understand the past.
As students in grades 9-12 extend their knowledge, what they know and are able to do includes:
• analyzing how changing perceptions of placesand environments affect the behavior ofpeople; and
SE/TE: Regions, 37-38; countries, characteristics of,92; population of, 92-93; Changes within theearth, 40; changes on the earth’s surface, 48;weather and climate, 59; world resources, 101;settlement of the Americas, 124; naturaldisasters, 164; the Columbian exchange, 198;a land defined by mountains, 201; globalwarming, 264; effects of acid rain, 382;Russian expansion, 396; nuclear wastedisposal, 416; the effects of Salinization, 420;the birth of civilization, 434; creating themodern middle east, 437; legacies ofcolonialism, 486; water use in Africa, 528;soil erosion, 552; population, growth of,82-83, 85c; limiting, 625-626; patterns of, 84;Ring of Fire and, 45; population density, 3p,81, 82m, 82-83, 91, 91m, 429; map, 119;population policy, 625-626; populationpyramids, 206; environment, 71; changes tothe, 123; energy resources, 102-103; naturalresources and the, 101-102; population densityand, 81-82; in Soviet Union, 403-404; urbanareas, 84c, 135-136, 136c; of; Urban Rim,681; urban structure, models of, 137, 137c;urbanization, 84, 179; in Brazil, 234-235,235c; in Canada, 119; in; cities, of Canada,114, 170, 171-172, 173, 179; growth of, 434-435; of India, 561c, 576-578; of North;America, 115; of South Asia, 556-557, 561c;of Southwest Asia, 424-425; of United States,114, 132-136, 135-136, 144, 145-146, 146,151-152, 156; Changes within the earth, 40;changes on the earth’s surface, 48; weatherand climate, 59; world resources, 101;settlement of the Americas, 124; naturaldisasters, 164; the Columbian exchange, 198;a land defined by mountains, 201; globalwarming, 264; effects of acid rain, 382;Russian expansion, 396; nuclear wastedisposal, 416; the effects of Salinization, 420;the birth of civilization, 434; creating themodern middle east, 437;
Prentice Hall World Geography: Building a Global Perspective ©2002Correlated to:
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Colorado Model Content Standards forGeography, Grades 9 – 12
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• analyzing how changing perceptions of placesand environments affect the behavior ofpeople; and
SE/TE: legacies of colonialism, 486; water use inAfrica, 528; soil erosion, 552
TE: Interactions with environment, 31; coldclimates, 68; glaciers, 117; food supply, 121;earthquakes, 165; land use, 203; vegetationpatterns, 225; water, 239; the Chaco, 259;seasons, 295; weather, 304; euro aid, 331;volcanoes, 339; wasps, 345; a dry country,460; a land of sand, 460; farming in a ruggedland, 467; Lake Victoria, 479; the SinaiPeninsula, 490; the Desert, 500; the spread ofthe desert, 510; economic sanctions, 520; thedoldrums, 522; ecotourism, 532; VictoriaFalls, 546; the Deccan Plateau, 559; geology,583; earthquakes, 584; volcanoes, 599; naturalphenomena, 601; typhoons, 605; rivers, 621;flora, 633; earthquakes, 644; urbanization, 657
• analyzing the fundamental role that places andenvironments have played in history (forexample, the Russian winter played animportant part in the defeat of Napoleon'sarmy).
SE/TE: Food, hunger and sustainable agriculture, 98;the role of wetlands, 110; natural disasters,164; the search for a national identity, 175; oilspill cleanup, 184; a land defined bymountains, 201; brazil’s quest for economicgrowth, 238; global warming, 264; the twoIrelands, 291; recycling paper, 344; humanrights, 378; effects of acid rain, 382; nuclearwaste disposal, 416; the effects ofSalinization, 420; creating the modern middleeast, 437; water use in Africa, 528; soilerosion, 552; the emergence of modern china,611; the Koreas: a divided peninsula, 655;Historical influences on Southeast Asia, 668;Earthquake, 700; Aryan people, 566, 587;Caucasian people, 391; Cherokee people, 127,149; Ethnic Groups, 225, 226, 247, 248, 253,318, 373, 375, 376, 480, 481, 626, 627, 652,653, 670, 671; Hispanic people, 151, 160;Inuit people, 173, 175, 176-177; Jews, 353,361-362, 439-442, 445-449; Magyar people,352, 359, 368; Roma, 353; Singhalese people,587; Vikings, 69, 396-397; the United Statesand Canada, 112-182; Latin America, 186-262; Western Europe, 266-342; EasternEurope, 346-380; Northern Eurasia, 384-418;Southwest Asia, 422-470; Africa, 474-550;South Asia, 554-590; East Asia and thePacific World, 594-698
Prentice Hall World Geography: Building a Global Perspective ©2002Correlated to:
Colorado Model Content Standards for Geography, (Grades 9 – 12)
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Colorado Model Content Standards forGeography, Grades 9 – 12
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))*
(Continued)• analyzing the fundamental role that places and
environments have played in history (forexample, the Russian winter played animportant part in the defeat of Napoleon'sarmy).
(Continued)TE: Interdisciplinary Connections, (background)
{history} 34, 57, 104, 125, 129, 144, 176,193, 215, 241, 301, 334, 371, 379, 397, 438,455, 465, 481, 498, 519, 537, 577, 612, 636,637, 641, 659, 664; The Physical World, 42,165, 203, 304, 339, 351, 377, 444, 460, 467,510, 583, 599, 601, 605, 644, 701;Environmental Issues, 36, 60, 63, 85, 111,128, 154, 170, 185, 195, 209, 221, 234, 245,254, 276, 297, 320, 336, 353, 367, 383, 411,417, 421, 427, 448, 473, 483, 502, 529, 537,584, 589, 621, 646, 652, 673, 694
6.2: Students know how to apply geography to understand the present and plan for the future.
As students in grades 9-12 extend their knowledge, what they know and are able to do includes
• evaluating a contemporary issue usinggeography knowledge, skills, andperspectives; and
SE/TE: Technology, 445; culture and, 85; farming,154-155, 444; in India, 576;telecommunications, 130, 177; drought, inAfrica, 528; in West Africa, 510; inZimbabwe, 546; drug trade, 250; dust bowl,51; earth, effect of sun on, 59-63; erosion of,50-53; geologic history of, 42-47; greenhouseeffect, 60; internal forces of, 41-42; rotationand revolution, 60c, 60-61; structure of, 40-41, 41c; weathering of, 48-50; earthquakes,42, 45, 164, 698-699, 699p, 700-701; in EastAsia, 598; in Italy, 332; in Japan, 644, 645c;in Mexico, 201; embankment dam, 583;embargo, 456-45 7; emigration, 83; energyresources, 102-103, 128c; engineering, naturaldisasters and improved, 164-165; favelas, 235,238; fission, 103; food, 98p, 98-99; inColumbian exchange, 198-199; in India, 574p,575-576; fossil fuels, 101-102, 128, 264-265,265; free enterprise, 131, 296; ; environment,71; changes to the, 123; energy resources,102-103; natural resources and the, 101-102;population demonstrating visual literacy, 39;determining relevance, 257; distinguishingfact from opinion, 314; making a decision,364; distinguishing false from accurateimages, 408; perceiving cause-effectrelationships, 517; drawing conclusions, 543;analyzing primary sources, 637;demonstrating reasoned judgment, 659;drawing inferences, 667
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Colorado Model Content Standards for Geography, (Grades 9 – 12)
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Colorado Model Content Standards forGeography, Grades 9 – 12
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))*
(Continued)• evaluating a contemporary issue using
geography knowledge, skills, andperspectives; and
(Continued)TE: Analyzing information, 37; making
comparisons, 44; analyzing statistics, 83;demonstrating reasoned judgment, 91; cause-effect relationships, 155; cause-effectrelationships, 176; analyzing editorials andarticles, 178; making comparisons, 209; causeand effect, 220; making comparisons, 235;determining relevance, 257; evaluate, 260;disguising opinions, 314; cause and effect,355; compare and contrast, 376; makingjudgments, 404; cause and effect, 492;drawing conclusions, 543; comparing andcontrasting, 546; comparing and contrasting,585; recognizing bias, 637; drawingconclusions, 659; drawing inferences, 667;comparing and contrasting, 684
• comparing and contrasting how differentviewpoints influence the development ofpolicies designed to use and manage Earth'sresources.
SE/TE: Social Studies Skills, analyzing primarysources, 637; Nationalist People's Party(China), 612; Native Americans, in Canada,173, 175, 176-177; Northern Eurasia, cities of,386-387, 387m; people of, 390rn, 390-391;Olmec people, 90, 124p; Russia, 398m,398-408; people of, 405; Seljuk people, 437;Singhalese people, 587; Slavic people, 353,359, 391; Songhai people, 512; Tamil people,587; Ainu people, 647; Albanian people, 353;Aryan people, 566, 587; Bambara people,512; Caucasian people, 391; Cayuga people,127; Cherokee people, 127, 149; Creekpeople, 127, 149; demography, 81; Dravidianpeople, 566, 587; Eastern Europe, 346-377,349m, 351m, 360m; people of, 352m, 352-353; population of, 348c, 353m; Hispanicpeople, 151, 160; Inuit people, 7 75, 175,175p, 176-177 ; kazak people, 413, 627;Kyrgyz people, 414 ; Magyar people, 352,359, 368; Mandingo people, 512; Mandinkapeople, 486; Masai people, 531, 533; Mayapeople, 90, 188, 197, 205; Aztec people in,207, 207p, 209p; food, hunger and sustainableagriculture, 98; the role of wetlands, 110;water use in Africa, 528; natural resources, 92,101, 102, 122, 127-129, 144, 149, 155, 158,167, 170, 172, 179, 196, 197, 276, 312, 320,321, 356-357, 361, 372, 394-395, 399, 484-485, 490, 511, 523-524, 564, 606, 665, 683,694, 695, 696; food, hunger and sustainableagriculture, 98; the role of wetlands, 110;
Prentice Hall World Geography: Building a Global Perspective ©2002Correlated to:
Colorado Model Content Standards for Geography, (Grades 9 – 12)
SE = Student Edition TE = Teacher’s Edition36
Colorado Model Content Standards forGeography, Grades 9 – 12
PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))*
• comparing and contrasting how differentviewpoints influence the development ofpolicies designed to use and manage Earth'sresources.
SE/TE: natural disasters, 164; oil spill cleanup, 184;brazil’s quest for economic growth, 238;global warming, 264; recycling paper, 344;human rights, 378; effects of acid rain, 382;nuclear waste disposal, 416; the effects ofSalinization, 420; creating the modern middleeast, 437; water use in Africa, 528; soilerosion, 552; how monsoons are created, 592;the emergence of modern china, 611; theKoreas: a divided peninsula, 655; historicalinfluences on Southeast Asia, 668;Earthquake, 700
TE: Public Health, 421; Global Economy, 50, 62,94, 99, 106121, 134, 145, 172, 199, 211, 219,234, 282, 319, 328, 331, 355, 369, 411, 461,485, 492, 520, 532, 564, 578, 581, 606, 635,653, 657, 674, 685; Daily Life, 45, 67, 75, 95,106, 136, 149, 171, 196, 209, 227, 235, 251,265, 279, 285, 307, 312, 321, 331, 367, 393,403, 429, 435, 438, 446, 469, 481, 487, 491,501, 510, 515, 541, 549, 561, 567, 570, 575,576, 603, 615, 616, 623, 628, 631, 648, 653,672, 680, 690; Environmental Issues, 36, 60,63, 85, 111, 128, 154, 170, 185, 195, 209,221, 234, 245, 254, 276, 297, 320, 336, 353,367, 383, 411, 417, 421, 427, 448, 473, 483,502, 529, 537, 584, 589, 621, 646, 652, 673,694