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SocialStudies

World Cultures and Geography

Houghton Mifflin

Unit Resources

Organized for the Way You Teach

■ Reading Skills and Strategies Support■ Vocabulary Practice

Unit 3

■ Social Studies Skills Support ■ Map and Graph Practice

Includes:• Lesson Planner and Teacher Resource

CD-ROM• eSocial Studies Book• eTeacher’s Edition• Audio Student’s Book with Primary

Sources and Songs MP3 CD• Education Place®

http://www.eduplace.com/ss/

Program Resources

Unit 3: Latin America

Unit 3 Almanac Map Practice 39

Unit 3 Data File Practice 40

Chapter 6: Latin America: Its Land and History

Lesson 1 Reading Skill and Strategy 41

Lesson 1 Vocabulary/Study Guide 42



Skillbuilder: Find and Summarize the Main Idea 45

Chapter 7: Mexico Today





Skillbuilder: Read a Graph 50





Chapter 8: Central America and the Caribbean Islands









Skillbuilder: Read a Political Map 63

Chapter 9: South America









Skillbuilder: Read a Timeline 72For more support, see the Grade Level Resources folder.

001_57318_U03_FLD-WCG 6/23/04 5:53 PM

Almanac Map Practice Name Date

Use the map to do these activities and answer these questions.

Practice1. Circle Latin America’s highest and largest mountain range.

2. What is the elevation for most of the Yucatan Peninsula in Central

America?

3. Color the seven Central American nations that form a land bridge between Mexico and South America.

Apply4. Write five “What country am I?” questions about Latin America. For

example, “I am a small country south of Brazil on the Atlantic Ocean.What country am I?” (Answer: Uruguay) Then play the game with a partner to answer each other’s questions.

Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.

UNIT 3

39 , pp. 142–143

WE S T

I N D I E S

SierraM

adre

Sierra

Madre

Occidental O

riental

AMAZON

BASIN

AN

DE

S

AN

DE

S

YucatánPeninsula

SOUTH AMERICA

CENTRAL AMERICA

Amazon R.

Rio Grande

PACIFICOCEAN

ATLANTICOCEAN

C a r i b b e a n S e a

Gulf ofMexico

ARGENTINA

PARAGUAY

ECUADOR

SURINAMEGUYANA

PANAMACOSTA RICA

EL SALVADORGUATEMALA

NICARAGUA

HONDURASBELIZE

JAMAICAHAITI

BAHAMASCUBA

VENEZUELA

MEXICO

COLOMBIA

CHILE

BOLIVIA

URUGUAY

PERU

B R A Z I L

DOMINICANREPUBLIC

FRENCHGUIANA (FR.)

WE S T

I N D I E S

SierraM

adre

Sierra

Madre

Occidental O

riental

AMAZON

BASIN

AN

DE

S

AN

DE

S

YucatánPeninsula

SOUTH AMERICA

CENTRAL AMERICA

Amazon R.

Rio Grande

PACIFICOCEAN

ATLANTICOCEAN

C a r i b b e a n S e a

Gulf ofMexico

ARGENTINA

PARAGUAY

ECUADOR

SURINAMEGUYANA

PANAMACOSTA RICA

EL SALVADORGUATEMALA

NICARAGUA

HONDURASBELIZE

JAMAICAHAITI

BAHAMASCUBA

VENEZUELA

MEXICO

UNITED STATES

COLOMBIA

CHILE

BOLIVIA

URUGUAY

PERU

B R A Z I L

DOMINICANREPUBLIC

FRENCHGUIANA (FR.)

2,0001,000

2,0001,000

mi 0

km 0

13,100 ft. (4,000 m)

6,600 ft. (2,000 m)

3,275 ft. (1,000 m)

650 ft. (200 m)

0 ft. (0 m)

LEGEND

LATIN AMERICA: PHYSICAL

039_57318_U03AMP 6/23/04 3:54 PM Page 39

Data File ActivitiesName Date

Practice1. Complete the chart above that compares related information about

countries of Latin America by looking up the information in the DataFile on pages 144–147 of your textbook. One has been done for you.

2. What can you conclude about how the number of doctors in a countryaffects life expectancy and the infant mortality of the population?

Apply3. Use the back of this page to create a similar chart for five additional

nations in Latin America. Compare the results of your two charts. Doyou reach the same conclusions about the relationship betweendoctors, life expectancy, and infant mortality?

Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved. 40

Comparison-Contrast Chart

Doctors per Life Expectancy(years)

Infant Moralityper 1,000 live births

Country100,000 people

Cuba 530 76 7.7

Argentina

Peru

Haiti

Venezuela

UNIT 3

040_57318_U03DAT 6/23/04 1:58 PM Page 40

CHAPTER 6, LESSON 1Name Date


Reading Skill and StrategyReading Skill: Compare and ContrastThis skill helps you understand how conditions or events are similar anddifferent.

Read “Climate.” Compare and contrast conditions in Latin America during anormal year with those of an El Niño year. Complete the chart below.

Reading Strategy: Monitor and Clarify4. Read “Defining Latin America.” Which heading could help you locate

information about the problems that threaten the Amazon rain forest?Put a checkmark (√) next to the best answer.

Central America

South America

The Amazon at Risk

5. Which lesson graphic would you use to learn more about El Niño?

1. 2.

Normal Year El Niño YearBoth

041_57318_06L1 6/25/04 5:49 PM 1



1. Many flow into the Amazon River.

2. Too much has resulted in dramatic temperature

changes and the erosion of land.

3. The ocean current called causes added

precipitation in the South Pacific, resulting in heavy rains and flooding.

4. The hot and humid climate of the creates lush

vegetation.

Study GuideListed below are physical features of Latin America that affect the regionand its people in various ways. On the lines below, explain these effects.

5. Mexico City is surrounded by mountains. What effect has this had on

the air quality in this city?

6. The Amazon forest in South America has been reduced in the past.

What harmful effects has this had on the environment?

Vocabulary and Study GuideVocabularyWrite the term that best completes each sentence.

Tropical Zone

deforestation

tributaries

El Niño

042_57318_O6L1 6/25/04 10:57 AM Page 42



Reading Skill and StrategyReading Skill: Cause and EffectThis skill helps you see how one condition or event can be related toanother, either by causing it or resulting from it.

Read “The Aztec.” Complete the chart to identify factors that led to Aztecdomination.

Reading Strategy: Monitor and Clarify3. Look at the picture of the stone monument on page 157. What can

you learn about the Maya by studying this picture?

4. Read “The Inca” to look for information about Inca communications.On the lines below, describe how the Inca kept records. Explain howyou located this information.

2.

The Aztec became a greatmilitary force.

The Aztec lived on an island.

1.

043_57318_06L2 6/25/04 5:49 PM Page 43



Vocabulary and Study GuideVocabularyMatch the definition in the second column with the term in the firstcolumn. Write the correct letter on the line.

1. chinampa

2. ColumbianExchange

3. hieroglyphs

A. exchange of culture and goods between Europe and itscolonies in North and South America

B. symbols representing words or syllables in the Mayalanguage

C. a floating garden of the Aztec

Study GuideWrite T in the blank if the statement is true. If the statement is false, writeF in the blank and then write the corrected statement on the line below.

4. Mexico took its name from the Mexica, the name of a tribeof wandering warriors.

5. Tenochtitlán was an island city where Mexico City nowstands.

6. The Spanish conqueror Francisco Pizarro defeated the Aztec ruler Montezuma.

7. The Inca were the first civilization in the world to understand the advanced mathematical concept of zero.

044_57318_O6L2 6/25/04 10:57 AM Page 44

CHAPTER 6Name Date

45Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved. 45

Skillbuilder: Find and Summarizethe Main Idea

Portrait of an Aztec Emperor

The excerpt below is taken from an account of the conquest ofMexico written by one of the Spanish soldiers who fought under Cortés.

The great Montezuma . . . had over two hundred Chieftains in hisguard . . . and when they went to speak to him . . . they had to enterbarefoot with their eyes lowered to the ground, and not to look up inhis face. And they made him three [deep bows], . . . and on takingleave they did not turn their backs, but kept their faces towards himwith their eyes to the ground.

From The Discovery and Conquest of Mexico, Bernal Díaz delCastillo, (New York: Farrar, Straus and Cudahy, 1956), 208–209.

Practice1. What is the main idea of this passage?

2. Write a summary of the main idea and include important details.

ApplyRead “The Spanish in Latin America.” Write a paragraph summarizing themain idea. Include important details.

045_57318_06SKB 6/26/04 9:53 AM Page 45



Reading Skill and StrategyReading Skill: SequenceThis skill helps you understand the order in which events happened.

Read “The War of Independence.” Then complete the chart below to showthe sequence of events in the War of Independence.

Reading Strategy: Predict and Infer4. Look at the headings and pictures in “The Founding of New Spain.”

Put a checkmark (√) next to the best inference about the Spanish inMexico.

Native Americans in Mexico preferred Spanish ways to their own.

The Spanish changed Mexico forever.

The Spanish were better soldiers than the Aztec.

5. Read the text heading and the map title and caption on page 174.What do you think you will learn about the war between Mexico andthe United States? Put a checkmark (√) next to your answer.

Mexico won a war against the United States.

Spain attacked the United States and started a war.

The United States gained parts of Mexico in the war.

Father Miguel Hidalgo urges Mexicans to throw off Spanish rule.

1.

2.

3.

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Vocabulary and Study GuideVocabularyCircle the letter before the term that best matches the description.

1. member of the highest social class in Mexico after the Spanishconquest

A. criollo B. peninsular C. mestizo D. encomienda

2. a system of rule established in Mexico by Spain


3. a person who is of both Spanish and Native American ancestry


4. members of a second class who were born in Mexico but whoseparents were born in Spain


Study GuideFollowing are the names of events, people, and actions that are associatedwith specific problems. On the lines below, describe the problem eachcreated or helped to solve.

5. What problem led Cortés to enlist the aid of Native Americans?

6. What problem did Mexico’s War of Independence finally solve in 1821?

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Reading Skill and StrategyReading Skill: Draw ConclusionsSometimes when you read, you have to figure out things that the writerdoesn’t specifically tell you. This skill is called drawing conclusions.

Read “The Mexican Revolution.” Use the graphic organizer to help you drawconclusions about the role that the Mexican government played inlandownership. Write your answer in the bottom box.

Reading Strategy: Predict and Infer2. Look at the headings and captions in “The Mexican Revolution.” Put a

checkmark (√) next to the statement that tells what you predict youwill learn.

A constitution was written after Mexico gained independence.

There was a revolution in Mexico that involved land.

This was a peaceful time in Mexico’s history.

3. Read the heading and the main idea on page 182. Predict one thingyou think you will read. Complete the statement.

The people of Mexico can take part in the political process by

.

A law passed in 1883 allowed wealthy ranch owners to take land fromvillage farmers.

A new constitution in 1917 established a plan to distribute land moreequally among people.

1.

048_57318_07L2 6/25/04 5:50 PM Page 48



Vocabulary and Study GuideVocabularyCircle the letter before the term that best matches the description.

1. community farm owned by all villagers

A. hacienda B. mestizo C. encomienda D. ejido

2. a big farm or ranch

A. peninsular B. ejido C. hacienda D. encomienda

Study GuideThere has been a struggle for land reform and political reform in Mexico forcenturies. Complete the chart below to show how each leader helped tobring change.

Change

3.

4.

5.

6.

Leader

Benito Juárez

Francisco Madero

Emiliano Zapata

Vicente Fox

049_57318_O7L2 6/25/04 10:58 AM Page 49

CHAPTER 7Name Date


Skillbuilder: Read a Graph

Practice1. What does the title tell you about the graph?

2. According to the vertical axis on the left side of the graph, what doesthis bar graph measure?

3. Read the horizontal axis that runs along the bottom of the graph.What does each bar represent?

4. Did exports from Mexico rise or fall between 1994 and 1999? By howmuch?

ApplyThe North American Free Trade Agreement (NAFTA), which reduced trade barriers between Mexico, the United States, and Canada, went into effect in 1994. How might NAFTA have contributed to the shift shown in the graph?

908070605040302010

100110120130140150

Year

Valu

e of

Exp

orts

(bill

ions

of

dolla

rs)

1994 1995 1996 1997 1998 1999

908070605040302010

100110120130140150

Year

Valu

e of

Exp

orts

(bill

ions

of

dolla

rs)

1994 1995 1996 1997 1998 1999

Exports from Mexico, 1994–1999

0

050_57318_07SKB 6/25/04 5:00 PM Page 50

Reading Skill and StrategyReading Skill: Main Idea and DetailsThis skill helps you understand events by seeing how they are related.

Read “Farming in a Time of Change.” Complete the chart below by listingdetails that explain the role of farming in Mexico’s economy.

Reading Strategy: Predict and Infer3. Read the lesson title and the headings and captions on pages

186–187. Then complete the sentence.

Because the Mexican government has moved to private

ownership of farms and businesses

4. Look at the map on page 189. Then complete the statement.

Much of Mexico’s farmland is found in .

5. Read the headings and scan the photographs in “Mexico’s RichResources.” Then write a prediction about what you will learn.



Farming is still important to Mexico’s economy.

1.

2.

051_57318_07L3 6/25/04 5:50 PM Page 51

Study GuideExplain how the following changes have affected Mexico’s economy.

6. In the mid-1900s the government helped companies by lending themmoney.

7. The government established an agency called PEMEX to controlpetroleum, Mexico’s most important resource.

Vocabulary and Study GuideVocabularyMatch the definition in the second column with the word in the firstcolumn. Write the correct letter on the line.

1. tourism

2. nationalize

3. maquiladora

4. privatization

5. distribution

A. factory that imports duty-free parts from the UnitedStates, makes products, and exports them back

B. the process of moving products to their markets

C. the business of helping people travel on vacations

D. to establish government control of a service orindustry

E. the process of replacing community ownership withindividual, or private, ownership

Name Date CHAPTER 7, LESSON 3

032_57328_07L3 6/28/04 11:58 AM Page 32

53

Reading Skill and StrategyReading Skill: Compare and ContrastThis skill helps you understand how people or groups are similar anddifferent.

As you read the lesson, complete the chart below to show the differencesbetween the rich and poor in Mexico.

Reading Strategy: Predict and Infer3. Look at Diego Rivera’s artwork and the picture of the Ballet Folklórico.

What can you infer about the influences of Mexico’s past on modernculture?

4. Look at the circle graphs on page 193. What prediction can you makeabout what the lesson will say about Mexico’s cities?



Rich

1.

Poor

2.

053_57318_07L4 6/25/04 5:51 PM Page 53

Study GuideRead each clue and answer the question “Who am I?” or “What am I?”Write your answer in the blank.

4. I am the artist whose murals depict scenes from the Aztec Empire,New Spain, and the Mexican Revolution.

Who am I?

5. I am a holiday in Mexico celebrated on September 16.

What am I?

6. I am the wife of Diego Rivera and painted many self-portraits.

Who am I?

7. I am the second largest city in the world.

What am I?

8. I am a holiday when Mexicans remember and honor loved ones whohave died.

What am I?

9. I am a novelist who wrote about Mexico’s past.

Who am I?




1. rural

2. fiesta

3. urban

A. of the city

B. a holiday celebrated by a village or town, with eventssuch as parades, games, and feasts

C. of the countryside

054_57318_O7L4 6/25/04 10:59 AM Page 54



Reading Skill and StrategyReading Skill: Problem and SolutionThis skill helps you understand what problems people faced and how theyresolved them.

As you read the lesson, complete the chart below to show how each groupsolved a problem.

Reading Strategy: Question4. Read “Central America and the Caribbean.” Put a checkmark (√) next

to the question that you might ask yourself while reading this section.

How did the arrival of Europeans change the population ofCentral America and the Caribbean?

Why did Christopher Columbus come to the West Indies?

Why did many Native Americans die after Europeans arrived inCentral America and the Caribbean Islands?

5. Read “From Colonies to Independence.” Put a checkmark (√) next tothe question that you might ask yourself while reading this section.

How do dictators stay in power?

How did the Panama Canal affect shipping routes betweenNorth and South America?

What role did the United States play in the politics anddevelopment of Central America and the Caribbean Islands?

1. ProblemNative Americans ofCentral America facedconflicts with the arrivalof the Spanish.

1. Solution

2. ProblemSpain made Guatemala,Honduras, Costa Rica,and Nicaragua itscolonies.

2. Solution

3. ProblemA dictator governedNicaragua.

3. Solution

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Study GuideBelow are some general statements about Spanish colonies in theCaribbean and Central America. Read each statement. Write some detailsfrom the section to support it.

5. Spain used forced labor on plantations and in mines in theCaribbean.

A.

B.

6. From the 1500s to the 1800s, European countries found wealth in theregion.

A.

B.

1. ladino

2. mulatto

3. dictator

4. dependency

A. a place governed by or closely connected with anothercountry

B. a person of mixed European and Native Americanancestry

C. a person with African and European ancestry

D. a person who has complete control over a country’sgovernment

056_57318_O8L1 6/25/04 11:00 AM Page 56



Reading Skill and StrategyReading Skill: Compare and ContrastThis skill helps you understand how conditions or events are similar anddifferent.

Read “The Economies.” Then complete the chart to compare and contrastthe two economies.

Reading Strategy: QuestionRead “Caribbean Sugar Cane.” Write your answer in the blank tocomplete the question about the single-product economy that existed fromthe 1600s to the 1800s in the Caribbean Islands.

4. How did the Caribbean Islands come to depend on the industry?

Look over “The Economies.” Turn the heading into a question. As youread, look for the answer to your question. Write your question andanswer below.

Heading: The Economies

5. Question:

6. Answer:

1. 2.3.

Single-producteconomy

DiversifiedeconomyBoth

057_57318_08L2 6/25/04 5:52 PM Page 57




1. A is dependent on one crop for all its

income and jobs.

2. Countries need to their economies by

developing a variety of industries.

3. A plant grown throughout the Caribbean during the colonial period was

.

Study GuideRewrite each heading from the section on the economy of the Caribbeanand Central America as a question. Then answer the question in your ownwords. The first question has been done for you.

4. Heading: Caribbean Sugar Cane

Question:

Answer:

5. Heading: New Crops and Industries

Question:

Answer:

Why was sugar cane important to the Caribbean Islands?

sugar cane diversify single-product economy

058_57318_O8L2 6/25/04 11:00 AM Page 58

Reading Skill and StrategyReading Skill: Cause and EffectThis skill helps you understand how one event can be related to another,either by causing it or resulting from it.

Read “Independence and Revolution.” Identify effects of the United Statespresence in Cuba after the Spanish-American War. Complete the chart below.

Reading Strategy: QuestionLook over “Independence and Revolution.” Rephrase these headings andturn them into questions.

Heading: Revolution Takes Hold

4. Question:

Heading: Castro Takes Power

5. Question:

Heading: Castro as Dictator

6. Question:



The United States had a strong influence in Cuba after the Spanish-American War.

1. 2. 3.

059_57318_08L3 6/25/04 5:52 PM Page 59



1. Lack of the right foods, or , is a problem

for Cuba.

2. In , a government plans and controls an economy.

Study GuideFollowing are the names of events, people, and actions that are associatedwith specific problems. On the lines below, describe the problem each wasintended to solve.

3. What problem was the U.S. Army presence in Cuba between 1899and 1902 intended to solve?

4. What problem did Castro believe would be solved by an alliance withthe Soviet Union?

5. What problem did Cuba have to solve after the collapse of the SovietUnion in 1991?

6. What education problem did Castro’s government solve in the 1960s?

communism malnutrition

60Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.

060_57318_O8L3 6/25/04 11:00 AM Page 60

61

Reading Skill and StrategyReading Skill: SequenceThis skill helps you understand the order in which events happened.

Read “Guatemala’s Government.” In the graphic organizer below, write thesequence of events that led to the presidency of Rafael Carrera.

Reading Strategy: QuestionRead “Economy and Culture.” Write three questions you hope to findanswers for in the text. Then write the answers to your questions.

5. Question and answer:





1854

1821

1821–1839

1.

3.

4.

2.

1839

061_57318_08L4 6/25/04 5:52 PM Page 61



Vocabulary and Study GuideVocabularyCircle the letter for the correct definition of departamentos.

1. A. Guatemalan states

B. single-product economies

C. public squares or market places

Use the word departamentos in your own sentence.

2.

Study GuideBelow are causes of some events in Guatemala’s history. Write an effectfor each cause.

3. Cause: Jacobo Arbenz Guzmán saw the need for social reforms inGuatemala.

Effect:

4. Cause: Arbenz developed a policy of giving unused land to farmers.

Effect:

5. Cause: The United States accused Guatemala of supportingCommunism.

Effect:

6. Cause: President Arbenz surrendered to the invasion forces.

Effect:

062_57318_O8L4 6/25/04 11:00 AM Page 62

CHAPTER 8Name Date


Skillbuilder: Read a Political Map

Practice1. What does the title tell you about the map?

2. Look at the key shown in the upper right-hand corner of the map.Which symbol marks a national capital? What are the capitals of Haitiand the Dominican Republic?

3. According to the scale, approximately how far is Santiago from CapHaitien?

4. Which of the two countries shown on the map occupies more territoryon the island of Hispaniola?

Apply5. Why do you think the capital cities of both countries are located along

the shores of the island?

Port-au-Prince

Cap-Haïtien

Santiago

Santo Domingo

HAITIDOMINICAN

REPUBLIC

N

0

0 80 160 kilometers

100 miles50

National boundary

National capital

Other city

Caribbean Sea

Atlantic Ocean

POLITICAL MAP OF HAITI AND THE DOMINICAN REPUBLIC IN 2001

063_57318_08SKB 6/25/04 5:01 PM Page 63



Reading Skill and StrategyReading Skill: Cause and EffectThis skill helps you see how one event can be related to another, eitherby causing it or resulting from it.

Read “The People of South America.” Complete the chart to show the effectsof immigration on South America.

Reading Strategy: Monitor and Clarify4. Read “Colonialism and Independence.” Put a checkmark (√) next to

the heading that could best help you find information about SouthAmerican people gaining freedom from European control.

Europeans Establish Control

Colonial South America

Independence

5. Which graphic could you use to learn which countries establishedcolonies in South America? Put a checkmark (√) next to your answer.

the timeline titled “Key Independence Days in South America”

the map titled “European Colonizers of South America, 1500s”

the picture of Francisco Pizarro

1. 2. 3.

Many European immigrants came to South America during the 1880s.

064_57318_09L1 6/24/04 10:47 PM Page 64



Vocabulary and Study GuideVocabularyCircle the letter for the correct definition of Pan-American.

1. A. a term meaning “the Guatemalan states”

B. a term meaning “South America”

C. a term meaning “all of the Americas”

Use the word Pan-American in your own sentence.

2.

Study GuideThe statements below are headlines that could have been written about shifts in political power throughout South America’s history. Briefly explain the importance of each event in the space provided.

3. Pizarro Captures Inca Ruler Atahualpa

4. Millions of Native Americans Die from Disease and Overwork

5. Bolívar Victorious in Venezuela

6. King Returns to Portugal, Leaves Son Behind

065_57318_09L1 6/25/04 2:00 PM Page 65



Reading Skill and StrategyReading Skill: Draw ConclusionsSometimes when you read, you have to figure out things that the writerdoesn’t tell you. This skill is called drawing conclusions.

As you read “Daily Life in South America,” complete the graphic organizerbelow to list places or things that are a part of life in South American cities.In the center circle, write a conclusion based on the facts.

Reading Strategy: Monitor and Clarify7. Put a checkmark (√) next to the word or words that could guide you to

information about why many South Americans have moved from ruralareas to cities.

free-trade zone

economic indicator

urbanization

8. Under which heading on pages 236–237 can you find information tohelp you understand the importance of agriculture in the economy ofSouth America?

2.

1. 3.

5.

6.4.

066_57318_09L2 6/24/04 10:48 PM Page 66




Study GuideBoth geographic and human factors can affect a region’s economy and way of life. Write an effect that each cause below had on SouthAmerica.

4. Cause: The Amazon rain forest presented Portuguese explorers witha barrier difficult to penetrate.

Effect:

5. Cause: Precious minerals lie under the surface of South America’sland.

Effect:

6. Cause: Individual South American countries may lack the moneyneeded for development.

Effect:

7. Cause: The growth of manufacturing created more jobs in SouthAmerican cities.

Effect:

1. urbanization

2. free-trade zone

3. economic indicator

A. an area in which goods can move across borderswithout being taxed

B. the movement of people from the countryside to thecities

C. a measure that shows how a country’s economy isdoing

067_57318_09L2 6/25/04 2:00 PM Page 67

Reading Skill and StrategyReading Skill: Problem and SolutionThis skill helps you see what problems people or groups faced and howthey resolved them.

Read “Brazil: Regional Leader.” Complete the chart below to show howBrazilians solved the problems listed.

Reading Strategy: Monitor/Clarify3. Read “Government and Economy.” Write the term that best completes

each sentence.

Although Brazil has the strongest economy in Latin America,

many Brazilian workers are . Even people who have

jobs may face hard times due to , a general increase

in the price of goods and services.

4. Look at the “Population Density of Brazil, 2000” map on page 245.Explain how the map helps you.



Problem Solution

Too many cars were beingimported into Brazil.

1.

Problem Solution

Dictators and military leadersruled Brazil.

2.

068_57318_09L3 6/30/04 7:32 PM Page 68

69

Name Date


Vocabulary and Study GuideVocabularyCircle the letter for the correct definition of inflation.

1. A. measurements that show how an economy is doing

B. general increase in the price of goods or services

C. the movement of many people from the countryside to the cities

Use the word inflation in your own sentence.

2.

Study GuideThe following statements make generalizations about Brazil. Read each statement. Then, in the space provided, write details to support it.

3. Brazil has gone through a series of governmental changes since 1822.

Detail #1

Detail #2

4. Brazil has one of the largest economies in South America.

Detail #1

Detail #2

5. The people of Brazil have mixed ancestry.

Detail #1

Detail #2

CHAPTER 9, LESSON 3

069_57318_09L3 6/25/04 2:00 PM Page 69

Reading Skill and StrategyReading Skill: Compare and ContrastThis skill helps you understand how people or places are similar anddifferent.

As you read the lesson, complete the graphic organizer below to compareand contrast the resources and location of Peru’s three landform regions.

Reading Strategy: Monitor/Clarify4. Read “Peru’s Government and People.” Write below how you

monitored your understanding of the reading.

5. What questions or misunderstandings arose as you read? On thelines below, write your questions or thoughts.

6. How did you find the answers to your questions?

70



Mountains

1. Location and Resources

Rain forest


Desert


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71


1. Small groups who conduct surprise attacks upon an enemy take part

in .

2. A(n) is a fertile region in the desert that formed

around a river or spring.

Study GuideWrite T in the blank if the statement is true. If the statement is false, write F in the blank and then write the corrected statement on the linebelow.

3. Peru’s landforms make it easy to travel from one part of thecountry to another.

4. Most of Peru’s cities, large farms, and factories are locatedin the selva, or rain forest.

5. Peru must import certain foods, such as grains, vegetableoils, and some meats.

6. Peru’s civil war ended when Sendero Luminoso’s leaderwas put in prison.

Name Date


CHAPTER 9, LESSON 4

guerrilla warfare oasis

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CHAPTER 9Name Date


Skillbuilder: Read a Timeline

Practice1. What is the main idea of the timeline?

2. What period of time does the timeline cover?

3. List two groups of people who have lived in Peru. List them in the

order in which they lived there.

ApplyWrite two or three sentences that summarize the timeline.

c. 10,000 B.C. First peoples settle in area that will become Peru

c. 900 Chavin Indian civilization reaches its peak

c. A.D. 1200 Inca found kingdom in Peru

c. 1500 Inca Empire reaches its peak

1532–1533 Spanish explorer Francisco Pizarro conquers Peru

1780 Tupac Amaru leads revolt against Spanish rule

1821 José de San Martín declares Peru’s independence

1824 Simón Bolívar drives out Spanish

1827 Peru’s first constitution goes into effect

1980–1990s Peru suffers from civil war

Some Important Events in the History of Peru

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