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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 2

Unit 2: The United States and Canada

Unit 2 Almanac Map Practice 13

Unit 2 Data File Practice 14

Chapter 3: Physical Geography:United States and Canada

Lesson 1 Reading Skill and Strategy 15

Lesson 1 Vocabulary/Study Guide 16



Skillbuilder: Read a Physical Map 19

Chapter 4: The United States Today







Skillbuilder: Sequence Events 26



Chapter 5: Canada Today









Skillbuilder: Identify Cause and Effect 37

For more support, see the Grade Level Resources folder.

■ 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

001_57318_U02_FLD-WCG 6/23/04 5:51 PM

Almanac Map Practice Name Date

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

Practice1. What is the lowest elevation shown on the legend?

2. Circle Mt. McKinley in the Alaska Range.

3. What is the exact elevation of Mt. McKinley?

4. How many Hawaiian Islands are shown on the map?

5. Draw a box around the five Great Lakes in the United States.

Apply6. With a partner, make a list of five places you would like to visit in the

United States and Canada. Locate those places on the map. Writethe names of the places you would like to visit and the elevations youwould expect to find in those places. Put a star next to the place withthe highest elevation.

Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.

UNIT 2

13

Yukon R.

MackenzieR

.

St. Lawrence

R.

Rio

Mississippi

R.

Mis

siss

ippi

Ohio R.

M

is souri R.

R.

Grande

Colu

mb

iaR

.

GreatSlave Lake

LakeAthabasca

LakeWinnipegWinnipeg

GreatBear Lake

Great Lakes

Gulf ofMexico

Davis S

traitBeaufort Sea

Gulf ofAlaska

HudsonBay

B a f f i nB a y

Gulf of

St. Lawrenc

e

Newfoundlandand Labrador

Q u e e nE l i z a b e t h

I s l a n d s

KodiakIs.

QueenCharlotte Is.

Vancouver I.

Mt. McKinley20,320 ft.(6,194 m)

Mt. Logan19,551 ft.(5,959 m)

VictoriaIsland

EllesmereIsland

Channel Is.

Baffin Island

CA

NA

D

IA

NS H I

EL

D

GR

EA

TP

LA

IN

S

C O A S T A LP

LA

I N

A P P A L AC

HI A

NM

TS.

RO

CK

YM

OU

NT

AI N

S

B R O O K S R A N G E

ALASKA RANGE

GREATBASIN

SIE

RR

ANEVADA

CA

SC

AD

ES

CO

AS

TR

AN

GE

S

MACKENZIE MTS.

COASTM

OU

NTAIN

S

ATLANTIC

OCEAN

ARCTIC

OCEAN

CANADA

UNITED STATES

Yukon R.

MackenzieR

.

St. Lawrence

R.

Rio

Mississippi

R.

Mis

siss

ippi

Ohio R.

M

is souri R.

R.

Grande

Colu

mb

iaR

.

GreatSlave Lake

LakeAthabasca

LakeWinnipeg

GreatBear Lake

Great Lakes

Gulf ofMexico

Davis S

traitBeaufort Sea

Gulf ofAlaska

HudsonBay

B a f f i nB a y

yaB

sema

J

Gulf of

St. Lawrenc

e

Newfoundland

Q u e e nE l i z a b e t h

I s l a n d s

KodiakIs.

QueenCharlotte Is.

Vancouver I.

Mt. Whitney14,494 ft.(4,421 m)

Mt. McKinley20,320 ft.(6,194 m)

Mt. Logan19,551 ft.(5,959 m)

VictoriaIsland

EllesmereIsland

Baffin Island

CA

NA

D

IA

NS H I

EL

D

GR

EA

TP

LA

IN

S

C O A S T A LP

LA

I N

A P P A L AC

HI A

NM

TS.

RO

CK

YM

OU

NT

AI N

S

B R O O K S R A N G E

ALASKA RANGE

GREATBASIN

SIE

RR

ANEVADA

CA

SC

AD

ES

CO

AS

TR

AN

GE

S

MACKENZIE MTS.

COASTM

OU

NTAIN

S

PACIFICOCEAN

ATLANTIC

OCEAN

ARCTIC

OCEAN

CANADA

UNITED STATES

13,100 ft. (4,000 m)

6,600 ft. (2,000 m)

3,275 ft. (1,000 m)

Below sea level to650 ft. (200 m)

LEGEND

1,000500

1,000500

mi 0

km 0

156°W 154°W

22°N

20°N

158°W160°W

PACIFICOCEA

N

H a w a i i a nI s

l a

nd

s

Hawaii

KauaiNiihauOahu

MolokaiLanai Maui

KahoolaweHAWAII

15075

15075

mi 0

km 0

THE UNITED STATES AND CANADA: PHYSICAL

013_57318_U02AMP 6/23/04 12:26 PM Page 13

Data File ActivitiesName Date

Practice1. Complete the bar graph above that compares related information

about states in the United States by looking up the information in the Data File on pages 54–59.

2. Does a greater area necessarily mean a state will have a higherpopulation? Give an example to back up your answer.

Apply3. Choose four states with areas smaller than that of Montana. On

the back of this page, create a graph showing their areas andpopulations. Compare the populations to the population of Montana.What can you say about the populations of the four states on yourgraph.

Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved. 14

Key:Population Area

Population of States with the Largest Areas

Alaska Texas California Montana New Mexico

2

1

0

10

20

30

40

700

600

500

400

300

200

100

0

States

Popu

lati

on (i

n m

illio

ns)

Area

(in thousands of square miles)

UNIT 2

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

Read “An Isolated Continent” and “Crossing the Barriers.” Then completethe chart below. What caused North America to be a once-isolatedcontinent and later a settled continent?

Reading Strategy: Monitor and Clarify3. Read “Crossing the Barriers.” Then put a checkmark (√) next to the

statement that best clarifies the section.

Unique plants and animals developed in North America.

Crossing barriers can link people everywhere.

It was hazardous to cross oceans long ago.

4. Read “Physical Processes That Shaped the Land.” Then put acheckmark (√) next to the statement that best clarifies the section.

Landforms are features of Earth’s surface.

Thousands of years ago, when Earth was much colder, glacierscovered much of North America.

Natural processes, such as wind, water, ice and moving slabsof Earth’s crust have shaped North America.

CHAPTER 3, LESSON 1Name Date


North America is an isolatedcontinent.

Cause Effect

1.

People settle in NorthAmerica.

Cause Effect

2.

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

1. There is an extensive , or network of major rivers

and streams, in North America.

2. Much of North America was once covered by , or

thick sheets of ice.

3. Through the process of , wind, rivers, and rain wear

away at soil and stone.

Study GuideWrite the term or phrase that best completes each sentence.

4. The area between the Arctic Circle and the Tropic of Cancer

where most of the United States is located is called the

.

5. People were able to travel across the ocean to North America as

they learned more about

and navigation.

6. In the 20th century, the United States and Canada’s

helped protect

them during two World Wars.

7. Although it has few people, the region known as the

is rich in minerals,

such as iron, gold, copper, and uranium.

8. The longest waterway in Canada is the .



glaciers erosion river system

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Reading Skill and StrategyReading Skill: Compare and ContrastThis skill helps you understand how historical events, people, orgeographic areas are similar and different.

Read “Climate and Vegetation.” Compare Polar and Tundra vegetation zonesto Grasslands. Complete the chart below.

Reading Strategy: Monitor and Clarify5. Under what heading would you look to clarify your understanding of

the natural resources of Canada and the United States?

6. Read “Neighbors and Leaders.” Below, write how you monitored yourunderstanding of the section.



Polar and Tundra

Found in Northern Canada andAlaska

1.

2.

Grasslands

Found in center of North America

3.

4.

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

Study GuideWrite the natural resources found in the following areas.

6. Appalachian Mountains

7. prairies of central Canada

8. Texas, California, and Louisiana

9. northwestern, northeastern, and southeastern United States



1. weather

2. precipitation

3. climate

4. vegetation

5. economy

A. the state of the atmosphere near Earth at a giventime

B. how resources are used to provide goods andservices

C. moisture, such as rain and snow

D. the typical weather in a region over a long period oftime

E. trees, shrubs, grasses, and other plants

018_57318_O3L2 6/25/04 10:53 AM Page 18

Skillbuilder: Read a Physical MapCHAPTER 3Name Date


Practice1. What are some types of physical features?

2. Why are countries and cities labeled on maps?

ApplyUse the map on page 52 of your textbook to see how physical featuresare shown. On the map above, draw and label as many different types ofphysical features as you can. As you add each new type of feature, usedifferent symbols, colors, etc. Then add your features and symbols to theblank key.

G u l f o f M e x i c o

Hudson

Bay

B a f f i nB a y

ATLANTICOCEAN

PACIFICOCEAN

ARCTICOCEAN

U N I T E D S T A T E S

C A N A D A

ALASKA(U.S.)

NewYork

PACIFICOCEAN

HAWAII(U.S.)

0

0 50 150 kilometers

50 150 miles

0

0 250 500 kilometers

250 500 miles

N

MontrealWinnipeg

Calgary

Washington D.C.

Chicago

Seattle

Los Angeles

Anchorage

CANADA AND THE UNITED STATES

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

Read Lesson 1. Many significant events took place. Complete the chartbelow with the events that took place during each year.

Reading Strategy: Question5. Read “One Country, Many Cultures.” Put a checkmark (√) next to a

question you might ask yourself while reading this section.

What sports did immigrants bring to the United States?

Why did the Anasazi build such large homes?

Why do immigrants come to the United States?

6. Read “Rights and Responsibilities.” Put a checkmark (√) next to aquestion you might ask yourself while reading this section.

What does it mean to be a good citizen?

How are representatives elected to a republic?

What taxes do people pay?



1. 1619

2. 1865

3. 1920

4. 1952

020_57318_04L1 6/25/04 5:45 PM Page 20


Study GuideWrite T in the blank if the statement is true. If the statement is false, writeF in the blank and then rewrite the statement on the lines below to makeit true.

7. Today, the law encourages discrimination against peoplebecause of their gender, race, religion, age, or disability.

8. Many Chinese immigrants helped build the transcontinentalrailroad.

9. In a democracy, the government has the power and the people don’t.



1. immigrant

2. equal opportunity

3. citizenship

4. democracy

5. political process

6. patriotism

A. fairness in education and employment

B. citizens’ love for their country

C. a person who moves to a new country

D. the legal activities through which citizens canchange public policy

E. the duties and rights of a citizen

F. a Greek word meaning “rule of the people”

021_57318_O4L1 6/25/04 10:53 AM Page 21

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

Read “The Law of the Land.” How did people limit the power of government?Write your answers in the boxes labeled “Solution.”

Reading Strategy: Question 3. Read “The Constitution Changes.” What question can be answered

after reading this section? Put a checkmark (√) next to your answer.

What are the three branches of government?

Why do people immigrate to the United States?

What is the Bill of Rights?

4. Read “Three Branches of Government.” What are three questionsyou could ask about this section?



1.

Problem Solution

Early leaders needed to protectindividuals’ rights and freedoms fromgovernment interference.

2.

Problem Solution

Leaders wanted to limit governmentpower and preserve each state’s right togovern itself.

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

1. The , or national government, is

headed by the President.

2. The Constitution can be changed or added to by a

.

3. The lists individual rights guaranteed

to citizens.

4. The is the document that is the

foundation for all laws and the framework of the U.S. government.

5. The United States is an example of a

because it receives its power from the people.

Study GuideBelow is a general statement about the Constitution of the United States.Read the statement. Then write details from the lesson that support it.

6. The founders had two goals when they wrote the Constitution.

A.

B.



Constitution limited government constitutional amendment

Bill of Rights federal government

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

Read “Supply and Demand.” What effect does demand have on the priceof a product? Write your answer in the “Effect” box.

Reading Strategy: Question 2. Read “A Growing Economy.” Write one question about the four factors

of production to ask a partner.

3. Read the section “Other Economic Systems.” Write a question aboutthe section. Then read the section again and write the answer.



Cause Effect Effect

A company produces1,000 CDs and sellsthem at a particularprice.

1,100 people want tobuy the CDs so thereare not enough. Thedemand is greater thanthe supply.

1. The company can

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Study GuideWrite the term that best completes each sentence.

7. A(n) is any object you can buy to satisfy a want.

A(n) is an action that meets a want.

8. A(n) must make decisions about how to use tax

money.

9. In a free enterprise economy, supply and demand affect the

of a product.

10. Some countries place barriers, such as , on imported

goods in order to restrict trade.




1. factors of production

2. GDP

3. free enterprise/market economy

4. consumer

5. profit

6. competition

A. the total value of the goods and servicesproduced in a year

B. rivalry in selling goods and making profits

C. the elements needed for the making ofgoods and services

D. money that remains after all costs ofproducing a product are paid

E. an economy with little governmentinterference

F. a person who uses goods and services

025_57318_O4L3 6/25/04 10:54 AM Page 25

Skillbuilder: Sequence EventsCHAPTER 4Name Date

American industrialist Henry Ford was truly a master of “supplyand demand.” His Ford Motor Company, begun in 1903, initiallyproduced expensive cars. However, his 1908 Model T proved to be adependable and affordable car. By the time it went out of production 19 years later, more than 15 million Model Ts had been sold!

Ford invented the assembly line method of production in 1912.By 1914, the number of hours it took to produce one car dropped from12 hours to 1 hour. The cost of the Model T dropped from $825 to $550in 1913, to $440 in 1915, and to $290 in 1924.

In 1914, Ford, raised his workers’ salary to $5 a day, more than twice what most workers made. Workers now had more money to buyModel Ts. In 1917, Ford began construction of the world’s largestmanufacturing plant in Dearborn, Michigan, where he could control thecost of every phase of auto production.

Practice1. Did Ford raise his workers’ salary to $5 a day before or after he

invented the assembly line method?

2. Did the cost of producing a Model T drop to $440 before or after the

amount of time it took to produce the car dropped to 1 hour?

ApplyCreate your own timeline, placing important dates and events mentioned in the essay inchronological order. Use the strategies listed in this chapter’s Skillbuilder.


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Reading Skill and StrategyReading Skill: Main Idea and DetailsThis skill helps you identify what is most important about what you arereading and recognize other pieces of information that tell more about theimportant idea.

Read the section “U.S. Science and Technology.” As you read, write detailson the lines that support the main idea in the center.

Reading Strategy: Question5. Read “American Way of Life.” Write three questions about the section

to share with a partner.

6. Read “U.S. Science and Technology.” Write three questions about thesection to share with a partner.



U.S.scientists and

inventors developtechnology to help

people aroundthe world.

3.

1.

2.

4.

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Study GuideBelow are statements describing attitudes and events in American culture.For each group of statements, write a generalization that summarizesthem.

4. Americans have brought many different customs, traditions, and foodsfrom their homelands. Americans believe in values such as individualfreedoms, equal opportunities for jobs and education, and fairtreatment of all people.

Generalization:

5. Scientists are mapping DNA, discovering cures for diseases, andfinding new sources of energy for industry and homes. This knowledgeis applied in practical ways through technology. New technology alsoincreases pollution and loss of unique cultural features, such as food,language, and customs. Poorer countries may lack the money andskills to profit from this new technology.

Generalization:

Vocabulary and Study GuideVocabularyWrite the word next to the description that matches it.

Name Date


values globalization technology

1. tools and equipment for applying new knowledge inpractical ways

2. principles and ideals by which people live

3. spreading of an idea around the world

CHAPTER 4, LESSON 4

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Reading Skill and StrategyReading Skill: ClassifyThis skill helps you understand and remember what you have read byorganizing the facts into groups, or categories.

Read “European Immigrants” and “Canada and the United Kingdom.” Thencomplete the chart below to show where early and later immigrants camefrom.

Reading Strategy: Summarize 9. Read the first page of the lesson. Put a checkmark (√) next to the

best summary of this section.

Canada’s population is made up of more than 50 ethnic groups.

The Canadians of the First Nations are descendants of the firstsettlers who came to North America from Asia.

About 27 percent of Canada’s population is French.

10. Read “Where Canadians Live.” Put a checkmark (√) next to the bestsummary of this section.

Thousands of Chinese and Japanese arrived in Vancouver atthe end of the 20th century.

One-twelfth of Canada’s population lives in Toronto.

Most of Canada’s population lives in cities and towns wherethere are favorable geographic and economic conditions.



Immigrants Who Came to CanadaBefore World Wars I and II

1.

2.

3.

4.

Immigrants Who Came to Canada After World Wars I and II

5.

6.

7.

8.

029_57318_05L1 6/25/04 5:47 PM Page 29

Vocabulary and Study GuideVocabularyWrite the term next to the description that best matches it.

Study GuideThe first column of the chart below lists dates of immigration to Canada.In the second column, write the name of a place that people arrived from at that time. In the third column, write the place in Canada where thoseimmigrants most likely settled. Some components have been written in for you.

30



1. an acceptance of many cultures

2. a person who flees a country because of war,disaster, or persecution

3. a group consisting of descendants of the firstsettlers from Asia

First Nation multiculturalism refugee

Place of Settlement

4.

6.

8.

10.

Probably Toronto

Probably Vancouver

Place of Origin

Asia

5.

7.

9.

11.

12.

Date of Arrival

At least 12,000 years ago

1600s

After World War I

After World War II

1960s

End of 20th century/recentyears

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Reading Skill and StrategyReading Skill: Compare and Contrast This skill helps you understand how historical events or people are similarand different.

Read “Canada’s Government.” Then complete the chart to compare andcontrast the responsibilities of Canada’s central government and itsprovincial governments.

Reading Strategy: Summarize3. Read “Legislature.” Put a checkmark (√) next to the best summary for

this section.

Pierre Elliott Trudeau was Canada’s prime minister from 1968to 1979 and from 1980 to 1984.

The Parliament consists of the House of Commons and theSenate, which together determine Canadian laws.

The monarch and the governor-general have little genuinepower in Canadian government.

4. Complete the statement below to summarize the section titled “ManyCultures, Many Needs.”

Some separatists want Quebec to become independent, but



Responsibilities of CentralGovernment

1.

Responsibilities of ProvincialGovernments

2.

031_57318_05L2 6/25/04 5:47 PM Page 31

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

1. Canada’s legislature is called and is

made up of the House of Commons and the Senate.

2. A wants the province of Quebec to

become an independent country.

3. In Canada’s , the queen or king has

little power, but represents the historical traditions of the country.

4. The of Canada runs the executive

branch within the legislature.

Study GuideAnswer the following questions that deal with events in the creation ofCanada’s government.

5. What are some of the responsibilities of the central government? theprovincial government?

6. How is the Canadian legislature organized?



constitutional monarchy Parliament prime minister separatist

032_57318_O5L2 6/25/04 10:56 AM Page 32

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 “Transportation.” Then complete the causes in the chart below.

Reading Strategy: Summarize4. Complete the following statement to summarize the section of

Lesson 3.

Canada has a strong economy, which is influenced by

5. Read “Industry and the Economy.” Write a short summary of thesection.



1. 2. 3.

EffectTransportation corridors provide convenient travel routes.

Cause CauseCause

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Study GuideFill in the missing word or phrase that best completes each sentence.

6. Some important industries in Canada are based on natural resources.

These include , , and .

7. Canada and the United States share a valuable

.

8. Furniture-making is an example of a(n) industry.

9. Cable companies are an example of a(n) industry.

10. Health care is an example of a(n) industry.

11. Logging is an example of a(n) industry.

Vocabulary and Study GuideVocabularyCircle the letter before the term that best completes each sentence.

1. Goods that are traded to other countries are called

A. imports. B. industries. C. exports. D. transportation barriers.

2. Any area of economic activity is a(n)

A. transportation B. import. C. export. D. industry.corridor.

3. Landforms that slow down transportation are called

A. transportation B. transportation C. exports. D. imports.barriers. corridors.

4. Goods brought into a country are called

A. exports. B. industries. C. imports. D. transportation corridors.

5. Paths that make transportation easier are called

A. transportation B. imports. C. exports. D. transportation barriers.corridors.



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Reading Skill and StrategyReading Skill: Main Idea and DetailsThis skill helps you identify what is most important about what you arereading and to recognize other pieces of information that tell more aboutthe important idea.

Read “Religion.” Write details that support the idea that many differentreligions are practiced in Canada.

Reading Strategy: Summarize5. Read “Canadian Identity.” Write a short summary of the section.

6. Read “Culture Regions.” Write a short summary of the section.



Canadianspractice many

differentreligions.

3.

1.

2.

4.

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Study GuideWrite T in the blank if the statement is true. If the statement is false, writeF in the blank and then rewrite the statement to make it true on the linesbelow.

4. Many Canadians speak more than one language.

5. Canadian French is pronounced the same way as the Frenchspoken in France.

6. Canada has many different cultural regions because ofimmigration.

7. Canada’s current national flag has the Union Jack symbol on it.

Vocabulary and Study GuideVocabularyWrite the term next to the description that matches it.

Name Date


national identity bilingual Francophone

1. able to speak two languages

2. a person who speaks French

3. a sense of belonging to a nation

CHAPTER 5, LESSON 4

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Skillbuilder: Identify Cause and Effect

CHAPTER 5Name Date


The settling of Canada, and most of North America, was shaped bythe popularity of the beaver-pelt hat in Europe. The demand for thesehats was so strong that beaver had been hunted to extinction in Europeby the late 1500s. When the very first French explorers were givenbeaver pelts as gifts by Native Americans, the trapping and tradingindustry was born in North America.

With the end of the French and Indian War, companies such as theHudson’s Bay Company were able to establish supply lines along newtransportation corridors. Thus, the traders followed the trappers.Trappers moved ever westward as they depleted the beaver population.They either befriended the Native Americans, many of whom becametrappers and traders, or they displaced them. As trappers left these nowtamed lands, farmers moved in.

The popularity of the beaver hat fell sharply in the mid-1800s.Around 1870, the Hudson’s Bay Company sold former hunting land to Canada. That land eventually became Manitoba, Saskatchewan, andAlberta. The importance of the beaver was recognized when it, alongwith the maple leaf, was declared a national symbol of Canada.

Practice1. What cause created a demand for beaver pelts?

2. What was the effect of the end of the French and Indian War?

ApplyIdentify at least two other linked causes and effects in this passage.

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