teacher wraparound edition - glencoe.com · 2006. 11. 14. · ky3 how do i succeed in world...

Senior AuthorRichard G. Boehm, Ph.D.

David G. Armstrong, Ph.D.

Francis P. Hunkins, Ph.D.

Dennis Reinhartz, Ph.D.

Merry Lobrecht

Teacher Wraparound Edition

TWIP©07_KY_TWE_TP_874707-4.indd 1TWIP©07_KY_TWE_TP_874707-4.indd 1 10/14/06 1:35:49 PM10/14/06 1:35:49 PM

William Stephen DaughertyMcNabb Middle SchoolMount Sterling, Kentucky

Vicky GrantGeorgetown Middle SchoolGeorgetown, Kentucky

Elise Hogan MohonCampbellsville Middle SchoolCampbellsville, Kentucky

Angela M. ReedClark Middle SchoolWinchester, Kentucky

Joe ThackerBoyd CountyAshland, Kentucky

Josh TuckerFranklin-Simpson Middle SchoolFranklin, Kentucky

Copyright © 2007 by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, OH 43240-4027

(Student Edition)ISBN-13: 978-0-07-874706-9ISBN-10: 0-07-874706-6

(Teacher Wraparound Edition)ISBN-13: 978-0-07-874707-6

ISBN-10: 0-07-874707-4

Printed in the United States of America.

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Image Credits: KY4-KY5 David Frazier/Index Stock; KY6-KY7 Richard Cummins/SuperStock; KY8-KY9 Kevin R. Morris/CORBIS; KY28 (tl)Stockbyte, (tr)National Portrait Gallery, Smithsonian Institution/Art Resource, NY, (bl)Stockbyte, (br)Rob and Ann Simpson/Visuals Unlimited; KY29 (tl)Buddy Mays/CORBIS, (tr)Wolfgang Kaehler/CORBIS, (b) Gary W. Carter/CORBIS.

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KY3

How Do I Succeed in World Geography?

The World and Its People includes a variety of tools designed to help you be successful as you study the world’s geography and cultures. One of the

most valuable tools is the list of objectives that you will be expected to master by the end of the school year. This list is called the Kentucky Core Content for Social Studies Assessment, Grade 6. Following the core content is a correlation chart to help you determine where the textbook teaches this content.

This section of your textbook also includes a Standardized Test Practice. The Practice is designed to help you prepare for standardized tests. It consists of prac-tice questions that cover all the core content standards and is organized by week to help you and your teacher arrange your study.

Identifying what you are expected to learn at the very beginning of the year and honing your test-taking skills throughout the year will help focus your study of world geography. It will also help you and your parents or caregivers see when you might need extra help in mastering the concepts of a particular unit of study. Such extra help will ensure that your study of world geography is both enjoyable and successful.

Focus on Kentucky is another section of your textbook. This feature includes inter-esting information about your state that you should know.

The chart on page KY32 explains the Depth of Knowledge levels used to evaluate the complexity of assessment questions.

Core Content for Social Studies Assessment,

Grade 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . KY4

Correlation to the Core Content for Social Studies Assessment,

Grade 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . KY10

Preparing for Standardized Tests . . . . . . . . . . . . . . . . . . KY14

Standardized Test Practice . . . . . . . . . . . . . . . . . . . . . . . KY16

Focus on Kentucky . . . . . . . . . . . . . . . . . . . . . . . . . . . . . KY28

Depth of Knowledge Levels . . . . . . . . . . . . . . . . . . . . . . KY32

KY3

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On the following pages, you will find a listing of the Kentucky Core Content for Social Studies Assessment, Grade 6. The core content lists the things you should learn and be able to do as you complete this World Geography course. Read through the core content with your par-ents or caregivers to help you become successful in this course. Also, review the core content from time to time to help the things you learn fall into place. Depth of Knowledge (DOK) levels indicate the highest DOK level at which Kentucky Core Content Test (KCCT) questions can assess that standard’s content. For more information on DOK levels, see the DOK descriptors on page KY32.

Government & CivicsThe study of government and civics equips students to understand the nature of government and the unique characteristics of representative democracy in the United States, including its fundamental principles, structure and the role of citizens. Understanding the historical development of structures of power, authority, and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies.

Formation of Governments

SS-06-1.1.1 Students will compare purposes and sources of power in the most common forms of government (monarchy, democracy, republic, dictatorship) in the present day. DOK 2

SS-06-1.1.2 Students will describe and give examples to support how present day democratic governments function to preserve and protect the rights (e.g., voting), liberty and property of their citizens by making, enacting and enforcing appropriate rules and laws. DOK 3

Horse farm near Lexington, Kentucky

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KY4

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Cultures & SocietiesCulture is the way of life shared by a group of people, including their ideas and traditions. Cultures refl ect the values and beliefs of groups in different ways (e.g., art, music, literature, religion); however, there are universals (e.g., food, clothing, shelter, communication) connecting all cultures. Culture infl uences viewpoints, rules and institutions in a global society. Students should understand that people form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them.

Elements of Culture

SS-06-2.1.1 Students will explain how elements of culture (e.g., language, the arts, customs, beliefs, literature) define specific groups in the global world of the present day and may result in unique perspectives. DOK 2

Social Institutions

* SS-06-2.2.1 Students will compare how cultures (present day) develop social institutions (family, religion, education, government, economy) to respond to human needs, structure society and influence behavior.

Interactions Among Individuals and Groups

SS-06-2.3.1 Students will explain how conflict and competition (e.g., political, economic, religious, ethnic) occur among individuals and groups in the present day. DOK 2

SS-06-2.3.2 Students will explain how compromise and cooperation are possible choices to resolve conflict among individuals and groups in the present day. DOK 2

*Supporting standard proposed for local instruction

KY5


EconomicsEconomics includes the study of production, distribution and consumption

of goods and services. Students need to understand how their economic decisions affect them, others, the nation and the world. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an increasingly connected world economy. Students need to understand the benefi ts and costs of economic interaction and interdependence among people, societies and governments.

Scarcity

SS-06-3.1.1 Students will explain and give examples of how scarcity requires individuals, groups and governments in the present day to make decisions about how productive resources (natural resources, human resources, capital goods) are used. DOK 2

Economic Systems and Institutions

SS-06-3.2.1 Students will compare present day economic systems (traditional, command, market, mixed). DOK 2

Markets

SS-06-3.3.1 Students will explain how in present day market economies, the prices of goods and services are determined by supply and demand. DOK 2

* SS-06-3.3.2 Students will explain how money (unit of account) can be used to express the market value of goods and services and how money makes it easier to trade, borrow, invest and save in the present day.

* SS-06-3.3.3 Students will explain how competition among buyers and sellers impacts the price of goods and services in the present day.

Production, Distribution, and Consumption

* SS-06-3.4.1 Students will explain ways in which the basic economic questions about the production, distribution and consumption of goods and services are addressed in the present day.

SS-06-3.4.2 Students will describe how new knowledge, technology/tools and specialization increase human productivity in the present day. DOK 2

SS-06-3.4.3 Students will explain how international economic activities are interdependent in the present day. DOK 2

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KY6


GeographyGeography includes the study of the fi ve fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors infl uence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future.

The Use of Geographic Tools

SS-06-4.1.1 Students will use a variety of geographic tools (maps, photographs, charts, graphs, databases, satellite images) to interpret patterns and locations on Earth’s surface in the present day. DOK 3

* SS-06-4.1.2 Students will describe how different factors (e.g., rivers, mountains, plains) affect where human activities are located in the present day.

Regions

SS-06-4.2.1 Students will describe how regions in the present day are made distinctive by human characteristics (e.g., dams, roads, urban centers) and physical characteristics (e.g., mountains, bodies of water, valleys) that create advantages and disadvantages for human activities (e.g., exploration, migration, trade, settlement, development). DOK 2

SS-06-4.2.2 Students will describe and give examples of how places and regions in the present day change over time as technologies, resources and knowledge become available. DOK 2

Patterns

SS-06-4.3.1 Students will describe patterns of human settlement in the present day and explain how these patterns are influenced by human needs. DOK 2

Second Street Bridgein Louisville, Kentucky

KY7


SS-06-4.3.2 Students will explain why and give examples of how human

populations may change and/or migrate because of factors such as war, famine,

disease, economic opportunity and technology in the present day. DOK 3

Human-Environment Interaction

SS-06-4.4.1 Students will explain how technology in the present day assists human modification (e.g., irrigation, clearing land, building roads) of the physical environment in regions. DOK 2

SS-06-4.4.2 Students will describe ways in which the physical environment (e.g., natural resources, physical geography, natural disasters) both promotes and limits human activities (e.g., exploration, migration, trade, settlement, development) in the present day. DOK 2

* SS-06-4.4.3 Students will explain how the natural resources of a place or region impact its political, social and economic development in the present day.

* SS-06-4.4.4 Students will explain how individual and group perspectives impact the use of natural resources (e.g., urban development, recycling) in the present day.

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KY8


Historical PerspectiveHistory is an account of events, people, ideas and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments and failures of real people. Students need to think in an historical context in order to understand signifi cant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States and the World.

The Factual and Interpretive Nature of History

* SS-06-5.1.1 Students will use a variety of tools (e.g., primary and secondary sources) to describe and explain historical events and conditions and to analyze the perspectives of different individuals and groups (e.g., gender, race, region, ethnic group, age, economic status, religion, political group) in present day regions.

Bluegrass field in eastern Kentucky

KY9


Core Content Student and Teacher Edition Pages DOK 1 DOK 2 DOK 3 DOK 4

Government & CivicsThe study of government and civics equips students to understand the nature of government and the unique characteristics of representative democracy in the United States, including its fundamental principles, structure and the role of citizens. Understanding the historical development of structures of power, authority, and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies.

Formation of Governments

SS-06-1.1.1 Students will compare purposes and sources of power in the most common forms of govern-ment (monarchy, democracy, republic, dictatorship) in the present day. DOK 2

SE: 83, 204, 241, 256, 429, 431, 463, 500, 508-509, 511, 512, 553-554, 581, 639-640, 646-647, 668-669

TWE: 241, 554, 647

SE: 83

TWE: 241, 554, 647

SE: 581, 669

TWE: 554, 647

SE: 463, 581, 669

SS-06-1.1.2 Students will describe and give examples to support how present day democratic governments function to preserve and protect the rights (e.g., voting), liberty and property of their citizens by making, enacting and enforcing appropriate rules and laws. DOK 3

SE: 83, 148, 149, 216, 217, 223, 241, 352, 428, 429, 443, 444, 445, 581, 607, 694, 744

TWE: 83, 148, 149, 216, 241, 443, 444, 445, 463, 668, 694

SE: 83, 148, 223

TWE: 241, 694

SE: 217, 443

TWE: 148, 216, 668

SE: 223, 445

TWE: 149, 444, 668

SE: 445

TWE: 149, 444

Cultures & SocietiesCulture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art, music, literature, religion); however, there are universals (e.g., food, clothing, shelter, communication) connecting all cultures. Culture influences viewpoints, rules and institutions in a global society. Students should understand that people form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them.

Elements of Culture

SS-06-2.1.1 Students will explain how elements of culture (e.g., language, the arts, customs, beliefs, litera-ture) define specific groups in the global world of the present day and may result in unique perspectives. DOK 2

SE: 37, 80-82, 117, 150-151, 166, 169, 179, 202-204, 207, 208, 216-217, 222, 226, 237, 241-242, 246, 248, 257, 267, 268-269, 274, 275, 276, 282, 340, 342, 347-348, 352-353, 355, 357, 359-361, 365, 371, 374, 375, 378-382, 385, 386, 388, 389, 394, 433-435, 457, 463, 474, 477, 487, 507, 515, 519, 537, 542, 555, 557, 581, 585, 595, 611, 626, 627, 640, 643, 669-670, 681, 685, 694-697, 711, 718, 737, 738

TWE: 37, 80, 81, 82, 114, 116, 117, 120, 124D, 150, 169, 179, 189, 198, 203, 204, 206, 210D, 217, 223, 230D, 246, 312D, 338D, 342, 352, 359, 360, 361, 367, 370, 378, 380, 381, 382, 389, 423, 435, 457, 487, 519, 555, 557, 579, 595, 602D, 636D, 643, 669, 694, 695, 696, 697, 718, 737, 738, 746, 747, 749

SE: 81, 151, 169, 248

TWE: 380

SE: 80, 169

TWE: 114, 217, 342

SE: 151, 246, 382

TWE: 338D

SE: 434

TWE: 169, 338D, 381

Social Institutions

* SS-06-2.2.1 Students will compare how cultures (present day) develop social institutions (family, religion, education, government, economy) to respond to human needs, structure society and influence behavior.

SE: 80-81, 82-83, 84, 85, 91, 204, 205, 222, 256, 257, 282, 286, 324-326, 327-333, 335, 341, 351, 361, 362, 370, 394, 430, 432, 457, 459, 506, 537, 560, 561, 581, 606, 607, 641, 663, 694, 727, 745-751, 766-767

TWE: 78D, 82, 83, 286, 315, 327, 328, 329, 330, 333, 341, 361, 432, 506, 607, 629, 636D, 641, 694, 745, 746, 747, 750

SE: 222, 362, 430, 457

TWE: 329

SE: 362

TWE: 361,629, 694, 745

SE: 747, 749

TWE: 330, 745

SE: 326

TWE: 333, 636D, 746

Interactions Among Individuals and Groups

SS-06-2.3.1 Students will explain how conflict and competition (e.g., political, economic, religious, ethnic) occur among individuals and groups in the present day. DOK 2

SE: 138, 142, 143, 250-251, 256-257, 430, 457, 518-520, 521-527, 529, 585

TWE: 137, 138, 139, 250, 348, 430, 457, 519, 522, 525, 527

SE: 143, 520

TWE: 348, 430, 457

SE: 251, 257

TWE: 137,138, 250

SE: 142, 251

TWE: 137, 142, 519

SE: 143, 525

TWE: 522, 527

SS-06-2.3.2 Students will explain how compromise and cooperation are possible choices to resolve conflict among individuals and groups in the present day. DOK 2

SE: 96, 100, 102, 103, 106, 139, 140, 142, 163, 195, 250-251, 324-326, 327-333, 379, 409, 503, 576, 766-767

TWE: 102, 104, 106, 114, 140, 194, 250, 251, 325, 326, 327, 328, 330, 332, 333, 409

SE: 100, 163, 195, 326, 409

SE: 328

TWE: 102, 106, 114, 328

SE: 251

TWE: 327, 330, 331, 332

SE: 332

TWE: 106, 140, 251, 326

*Supporting standard proposed for local instruction

DOK represents the Depth of Knowledge, which includes the degree of difficulty of a particular activity or question. The Depth of Knowledge levels are explained in detail on page KY32.

KY10

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EconomicsEconomics includes the study of production, distribution and consumption of goods and services. Students need to understand how their economic decisions affect them, others, the nation and the world. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an increasingly connected world economy. Students need to understand the benefits and costs of economic interaction and interdependence among people, societies and governments.

Scarcity

SS-06-3.1.1 Students will explain and give examples of how scarcity requires individuals, groups and govern-ments in the present day to make decisions about how productive resources (natural resources, human resources, capital goods) are used. DOK 2

SE: 94, 178, 427, 456, 497, 498-499, 509, 761

TWE: 498, 499, 540

TWE: 499, 540

SE: 427, 497

SE: 497, 499

TWE: 498

SE: 499

Economic Systems and Institutions

SS-06-3.2.1 Students will compare present day eco-nomic systems (traditional, command, market, mixed). DOK 2

SE: 93, 94, 95, 96, 109, 110, 131-135, 154, 195, 233, 330, 335, 346, 369, 378, 394, 425, 578, 663, 678-679

TWE: 369, 395, 537, 578, 663, 679

SE: 94, 96, 131, 154

TWE: 578

SE: 110, 663

TWE: 369, 679

TWE: 395 TWE: 369, 395

Markets

SS-06-3.3.1 Students will explain how in present day market economies, the prices of goods and services are determined by supply and demand. DOK 2

SE: 93, 94, 116, 131, 161-162, 369, 378, 394, 424, 425, 442, 443

TWE: 94, 367, 369, 370

SE: 378

TWE: 94

* SS-06-3.3.2 Students will explain how money (unit of account) can be used to express the market value of goods and services and how money makes it easier to trade, borrow, invest and save in the present day.

SE: 325, 329, 333, 336, 776-785

TWE: 210D, 325, 328

SE: 325, 336

TWE: 210D

SE: 329

TWE: 210D, 328

SE: 333

TWE: 325

SE: 333

TWE: 325

* SS-06-3.3.3 Students will explain how competition among buyers and sellers impacts the price of goods and services in the present day.

SE: 93, 94, 95, 263

TWE: 94, 187

SE: 94 TWE: 94

Production, Distribution, and Consumption

* SS-06-3.4.1 Students will explain ways in which the basic economic questions about the production, distribu-tion and consumption of goods and services are addressed in the present day.

SE: 93, 94, 95, 96, 109, 110, 131-135, 154, 195, 215, 233, 330, 335, 346, 369, 378, 394, 425, 578, 663, 678-679

TWE: 94, 369, 537, 578, 663, 687

SE: 96, 110, 132, 215

TWE: 94

SE: 679

TWE: 94, 537, 578, 687

TWE: 687 TWE: 578

SS-06-3.4.2 Students will describe how new knowl-edge, technology/tools and specialization increase human productivity in the present day. DOK 2

SE: 95, 96, 97-100, 101-107, 132, 136, 193, 194, 215, 218, 234, 243, 282, 325, 341, 356, 357, 374, 509, 514, 519, 566, 626, 663, 664, 693

TWE: 97, 98, 101, 102, 103, 104, 106, 136, 234, 626

SE: 98, 100, 107, 514

TWE: 136

SE: 96, 100

TWE: 97

SE: 693 SE: 107

TWE: 98, 578

SS-06-3.4.3 Students will explain how international economic activities are interdependent in the present day. DOK 2

SE: 94, 95, 96, 97, 100, 102, 103, 104, 105, 111, 136, 163, 178, 194-195, 213, 234, 240, 329, 330, 331, 332, 333, 509, 566, 626, 662, 664, 686, 693, 738, 743

TWE: 92, 93, 94, 102, 104, 136, 187, 194, 285, 330, 333, 463, 540, 566, 578, 626, 663, 686, 687, 706D

SE: 97, 136, 330

TWE: 92, 566

SE: 96, 102, 195, 333

TWE: 94

SE: 100, 103, 105, 664

TWE: 102

SE: 111

TWE: 463, 578, 663, 706D

KY11



GeographyGeography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future.

The Use of Geographic Tools

SS-06-4.1.1 Students will use a variety of geographic tools (maps, photographs, charts, graphs, databases, satellite images) to interpret patterns and locations on Earth’s surface in the present day. DOK 3

SE: 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 31, 33, 36, 41, 49, 54, 56, 57, 58, 60, 63, 64, 75, 81, 82, 83, 84, 88, 89, 94, 95, 98, 102, 107, 111, 117, 118, 119, 120, 121, 122, 123, 127, 132, 138, 143, 144, 148, 149, 155, 159, 161, 173, 179, 180, 181, 182, 183, 184, 185, 186, 187, 191, 193, 196, 205, 213, 214, 218, 224, 227, 233, 234, 240, 255, 260, 265, 273, 283, 284, 285, 286, 287, 288-291, 333, 334, 341, 349, 365, 369, 384, 385, 395, 396, 397, 398, 399, 400, 401, 405, 412, 421, 425, 437, 443, 447, 451, 457, 458, 459, 460, 461, 462-463, 474, 485, 497, 503, 509, 511, 514, 522, 527, 531, 537, 538, 539, 540, 541, 542-546, 551, 552, 560, 565, 571, 572, 580, 583, 587, 589, 592, 597, 598, 601, 605, 613, 615, 621, 627, 628, 629, 630, 631, 632-634, 645, 648, 650, 652, 653, 657, 661, 662, 668, 672, 677, 685, 691, 700, 702, 709, 713, 721, 727, 728, 729, 730, 731, 732-733, 742, 746, 751, 755, 759

TWE: 4, 5, 6, 7, 8, 9, 10, 12, 20D, 31, 33, 36, 41, 46D, 54, 56, 57, 60, 63, 64, 81, 82, 84, 89, 95, 118, 119, 120, 121, 122, 123, 124D, 127, 132, 148, 149, 156D, 159, 161, 180, 181, 182, 183, 188D, 191, 193, 196, 205, 213, 214, 218, 224, 233, 234, 240, 252D, 255, 273, 284, 285, 286, 287, 288, 289, 290, 291, 312D, 334, 341, 349, 366D, 369, 384, 385, 396, 397, 398, 399, 401, 405, 412, 425, 437, 458, 459, 460, 461, 462-463, 474, 482D, 485, 503, 509, 511, 514, 522, 538, 539, 540, 541, 552, 560, 571, 572, 580, 583, 587, 589, 598, 605, 613, 615, 628, 629, 630, 631, 645, 648, 652, 653, 661, 662, 668, 691, 700, 702, 706D, 709, 713, 728, 729, 730, 731, 732, 733, 734D, 742, 759

SE: 60, 95, 127

TWE: 5, 255

SE: 63, 286, 648

TWE: 224, 613

SE: 349, 522

TWE: 196, 396, 713

TWE: 20D, 118, 124D, 709, 713

* SS-06-4.1.2 Students will describe how different factors (e.g., rivers, mountains, plains) affect where human activities are located in the present day.

SE: 88, 89, 90, 91, 111, 128, 129, 133, 134, 135, 151, 155, 159, 160, 162, 163, 169, 178, 192, 194, 212, 215, 217, 219, 234, 256, 272, 280, 342, 345, 346, 350, 351, 352, 353, 354, 359, 360, 363, 374, 387, 392, 394, 405, 406, 426, 427, 438, 454, 484, 497, 503, 505, 506, 509, 513, 517, 534, 582, 584, 586, 588, 612, 616, 626, 638, 639, 647, 651, 657, 661, 662, 669, 679, 683, 691, 692, 693, 699, 703, 714, 715, 716, 737, 738

TWE: 88, 114, 127, 160, 176, 234, 272, 275, 285, 392, 405, 454, 484, 501, 515, 538, 560, 609, 625, 653, 662, 703, 709, 722, 728, 737, 757

SE: 505, 657

TWE: 88, 653, 728

SE: 151, 405, 513

TWE: 127, 176

TWE: 160, 454, 703

SE: 111, 497

TWE: 501, 662, 709

Regions

SS-06-4.2.1 Students will describe how regions in the present day are made distinctive by human characteristics (e.g., dams, roads, urban centers) and physical characteristics (e.g., mountains, bodies of water, valleys) that create advantages and disadvantages for human activities (e.g., exploration, migration, trade, settlement, development). DOK 2

SE: 23, 24, 27, 89, 90, 91, 127, 128, 129, 133, 134, 135, 159, 160, 162, 163, 176, 178, 194, 212, 215, 218, 223, 234, 235, 242, 325, 342, 346, 350, 351, 439, 485, 486, 505, 516, 517, 571, 607, 616, 653, 661, 662, 665, 717, 724, 735, 737, 746, 755, 761, 764, 768

TWE: 23, 24, 114, 127, 160, 176, 218, 242, 253, 282, 285, 506, 538, 539, 560, 571, 650, 653, 662, 725, 728, 735

SE: 27, 135, 163

TWE: 23, 350

SE: 91, 127, 235

TWE: 114, 176

SE: 516

TWE: 160, 285, 571, 728

SE: 665

TWE: 662

SS-06-4.2.2 Students will describe and give examples of how places and regions in the present day change over time as technologies, resources and knowledge become available. DOK 2

SE: 133, 134, 178, 195, 218, 235, 270, 325, 351, 367, 439, 442, 443, 486, 716

TWE: 282, 442, 538, 730

SE: 218

TWE: 730

SE: 195, 235, 443

TWE: 442

Patterns

SS-06-4.3.1 Students will describe patterns of human settlement in the present day and explain how these pat-terns are influenced by human needs. DOK 2

SE: 90, 91, 150, 162, 169, 204, 205, 217, 506, 510, 557, 700

TWE: 129, 182, 233

SE: 90, 700

TWE: 182, 233

KY12



SS-06-4.3.2 Students will explain why and give examples of how human populations may change and/or migrate because of factors such as war, famine, disease, economic opportunity and technology in the present day. DOK 3

SE: 90, 91, 116, 133, 150, 169, 195, 204, 205, 236, 351, 371, 379, 381, 383, 438, 512, 557, 590, 593, 594, 595, 596, 597, 650, 665, 669, 672, 679, 680, 700

TWE: 127, 182, 183, 189, 591, 592, 594, 595, 596, 597

SE: 90, 381, 512, 597

TWE: 595

SE: 91, 195, 438

TWE: 127, 182

SE: 590, 593, 594

TWE: 594

TWE: 183, 189, 596, 597

Human-Environment Interaction

SS-06-4.4.1 Students will explain how technology in the present day assists human modification (e.g., irrigation, clearing land, building roads) of the physical environment in regions. DOK 2

SE: 134, 163, 215, 218, 234, 235, 242, 250-251, 351, 357, 383, 438, 485, 486, 505, 506, 509, 534, 571, 639, 650, 665, 679, 717, 743

TWE: 218, 233, 242, 282, 485, 538, 639, 743

SE: 163, 218, 665

TWE: 639

SE: 218, 357

TWE: 233, 242, 485

TWE: 538 SE: 251, 665

SS-06-4.4.2 Students will describe ways in which the physical environment (e.g., natural resources, physical geography, natural disasters) both promotes and limits human activities (e.g., exploration, migration, trade, settlement, development) in the present day. DOK 2

SE: 89, 90, 91, 111, 128, 129, 133, 134, 135, 151, 155, 159, 160, 162, 163, 169, 178, 192, 194, 195, 212, 219, 235, 253, 256, 272, 280, 282, 342, 345, 346, 351, 352, 353, 354, 360, 363, 373, 374, 392, 394, 405, 406, 438, 454, 484, 497, 505, 506, 509, 513, 517, 534, 586, 588, 612, 616, 626, 638, 639, 646, 651, 657, 661, 662, 679, 683, 691, 692, 699, 700, 714, 715, 738

TWE: 88, 114, 127, 160, 176, 230D, 233, 272, 275, 285, 392, 405, 454, 484, 501, 515, 538, 560, 625, 653, 662, 709, 722

SE: 91, 134, 151, 155

TWE: 114

SE: 111, 159

TWE: 88, 127, 233

SE: 163, 195

TWE: 272, 275, 454

TWE: 230D, 405, 662

* SS-06-4.4.3 Students will explain how the natural resources of a place or region impact its political, social and economic development in the present day.

SE: 116, 132, 133, 134, 135, 161, 162, 163, 178, 194, 213, 214, 215, 217, 220, 234, 235, 240, 243, 255, 256, 267, 274, 282, 345, 351, 355, 356, 357, 370, 375, 376, 386, 387, 425, 427, 438, 443, 454, 456, 484, 492, 498-499, 501, 510, 514, 515, 517, 519, 529, 531, 536, 551, 559, 560, 575, 588, 603, 604, 605, 610, 612, 614, 615, 616, 620, 640, 661, 707, 709, 711, 715, 716, 726, 737, 759, 761, 766, 767

TWE: 161, 233, 234, 376, 425, 498, 499, 540, 544, 603, 767

SE: 132

TWE: 233, 376, 425, 540

SE: 767

TWE: 161, 233, 234, 540

SE: 163, 492, 515, 531

TWE: 498

* SS-06-4.4.4 Students will explain how individual and group perspectives impact the use of natural resources (e.g., urban development, recycling) in the present day.

SE: 132, 135, 136, 214, 215, 235, 237, 249, 250 251, 270, 326, 376, 408, 427, 428, 498-499, 577, 617, 640, 707, 710

TWE: 135, 215, 217, 227, 234, 250, 251, 270, 376, 390C, 427, 498, 499, 617

SE: 132, 136, 427

TWE: 270, 499

SE: 376

TWE: 135, 227, 234, 250

SE: 270, 326

TWE: 215, 498

SE: 251, 249, 499

TWE: 217, 390C

Historical PerspectiveHistory is an account of events, people, ideas and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States and the World.

The Factual and Interpretive Nature of History

* SS-06-5.1.1 Students will use a variety of tools (e.g., primary and secondary sources) to describe and explain historical events and conditions and to analyze the perspectives of different individuals and groups (e.g., gender, race, region, ethnic group, age, economic status, religion, political group) in present day regions.

SE: 164, 173, 228-229, 238, 277, 376, 416, 420-421, 448, 478, 494, 527, 555, 565, 598, 702, 763

TWE: 164, 228-229, 238, 245, 376, 416, 420, 421, 448, 457, 461, 478, 494, 510, 519, 523, 524, 526, 567, 598, 621, 696, 702, 717, 763

SE: 164, 228, 416, 448

TWE: 229

SE: 238

TWE: 238, 494, 510, 519

SE: 277, 527, 555

TWE: 420, 448

SE: 376, 478, 494

TWE: 461, 523

KY13

0010-0013 COR-874707.indd 130010-0013 COR-874707.indd 13 10/7/06 11:19:29 AM10/7/06 11:19:29 AM

Week 6 Test-Taking Tip: As you read a question, identify any key terms. This may help you focus on the main idea of the question.

Directions: Answer the following questions on a separate piece of paper.

WEEK 6: Government & Civics 1. The lawmaking body of the govern-ment of the United Kingdom is called the

A Parliament.B Senate.C monarchy.D Moor.

Government & Civics: SS-06-1.1.1 DOK 2(See textbook page 341.)

2. To help prevent further terrorist attacks following those of September 11, 2001, President Bush signed a new law called theA Terrorist Act.B Prevention Act.C 9/11 Act.D Homeland Security Act.

Government & Civics: SS-06-1.1.2 DOK 1(See textbook pages 148–149.)

3. A change to the United States Constitution is called a(n)A amendment.B representative.C secession.D federalism.


4. In the United States government, the branch that enforces the coun-try’s laws is theA legislative branch.B judicial branch.C executive branch.D court branch.


5. In the United States government, the legislative branch is responsible forA interpreting the laws.B running the nation’s courts.C enforcing the laws.D making the laws.


KY210016-0027 STP-874707.indd 21016-0027 STP-874707.indd 21

10/7/06 11:22:32 AM

(See textbook page 341.)

2. To help prevent further terrorist attacks following those of September 11, 2001, President Bush signed a new law called the

A Terrorist Act.B Prevention Act.C 9/11 Act.D Homeland Security Act.

Government & Civics: SS-06-1.1.2

DOK 1(See textbook pages 148–149.)

3. A change to the United States Constitution is called a(n)

A amendment.B representative.C secession.

f d l

0016-0027 STP-874707.indd 21 10/7/06 11:22:32 AM

You will take a variety of standardized tests as you go through school. Standardized tests help you work on a variety of skills.

These include reading comprehension, critical thinking skills, under-standing the main idea, and interpreting charts, maps, and graphs.

Mastering these skills will assist you throughout your education. In addition, standardized tests will help you and your teacher identify test-taking skills that need improvement.

Pages KY16–KY27 of this text include a sec-tion called Standardized Test Practice. Each page contains several multiple choice questions that are just like those found on standardized tests. Completing a few questions each week will help you grow familiar with this question format.

Working through these sample questions will also help you and your teacher identify test-taking skills that need improvement. For example, on multiple choice tests it is useful to eliminate answers you know are wrong in order to fi nd the answer that is correct. Practic-ing skills like this will help you feel more com-fortable when you take a standardized test.

Plan to spend a few minutes each day working on test preparation. Most prac-tice questions are multiple choice. Some include maps, charts, and graphs that you must interpret in order to correct-ly answer the questions. Some ques-tions are open response and require you to construct an answer. If you

have diffi culty with any ques-tion, you can refer to the pages

in your textbook referenced in parentheses at the bottom of the

question.

KY14

0014-0015 PST-874707.indd 140014-0015 PST-874707.indd 14 10/13/06 3:54:32 PM10/13/06 3:54:32 PM

Number of Computers

508.0

508.0

515.8

540.2

540.3

561.2

625.0

NorwaySingaporeAustralia

SwitzerlandDenmark

United States

Sweden

640600560520480440

Source: World Development Indicators database, 2003.

Number of Personal Computersper 1,000 People

Directions: Study the graph below, and thenanswer the question that follows.

365

Test-Taking Tip: Use the information onthe graph to help you answer this question.Look carefully at the information on thebottom and the side of a bar graph tounderstand what the bars represent. The important word in the question isNordic. Other countries may have morepersonal computers, but which Nordiccountry listed on the graph has the mostpersonal computers per 1,000 people?

Social StudiesSSoocciiaall SSttuuddiieessSocial StudiesSocial StudiesSelf-Check Quiz Visit The World and ItsPeople Web site at twip.glencoe.com andclick onto prepare for the Chapter Test. Standardized Test Practice

1. Which Nordic country has the highestnumber of personal computers per 1,000people?A United States B Switzerland C Denmark D Sweden

H

Critical Thinking 21. Analyzing Information Why is the nameLand of Fire and Ice appropriate for Iceland?

22. Organizing Information Create an outlinefor each country in Section 5. Use the follow-ing guide as your base outline.I. Name of Country

A. LandB. Economy C. People

Comparing Regions Activity23. Culture Visit a newsstand or library to finda magazine published for European teens.Does it have the same look and feel as amagazine you read? What common featuresor advertisements do you see?

Mental Mapping Activity24. Focusing on the Region Create a simpleoutline map of western Europe, and thenlabel the following:• United Kingdom • Italy• France

• Spain• Germany• Switzerland• Sweden• Iceland

Technology Skills Activity25. Using a Spreadsheet List the names ofthe western European countries in a spread-sheet, beginning with cell A2 and continu-ing down the column. Find each country’spopulation and record the figures in col-umn B. In column C list each country’s areain square miles. Title column D “PopulationDensity,” then divide column B by column Cto find the population density. Print andshare your spreadsheet with the class.

Chapter 12—Self-Check Quizzes

Number of Computers600560520480440

Source: World Development Indicators database, 2003.

Social Studies

1. Which Nordic country has the hnumber of personal computers ppeople?A United States B Switzerland C Denmark D Sweden

The World and Its People provides you with many opportunities to help you pre-pare for standardized tests. Take advantage of these opportunities to help you practice your skills before you take a test.

• The sections contain many maps, charts, and skills pages that have questions that help you understand and read the text.

• For additional help reading maps, graphs, and charts, use the StudentWorks™ Plus CD-ROM. The In Motion graphics allow you to explore different layers of information for many of the visuals found in the textbook.

• The section assessments at the end of each section allow for further practice in analyz-ing and understanding information.

• Study Central™ at twip.glencoe.com helps you further review section content.

• The chapter assessments provide more opportunities to practice your skills.

• The Standardized Test Practice questions at the end of each chapter assessment help your prepare for the multiple choice style of most standardized tests.

A Go to bed early the night before the test. B Read each question carefully and think

about ways to solve it before you try to answer the question.

C Relax. Most people get nervous when tak-ing a test. It’s natural. Just do your best.

D Answer questions you are sure about fi rst. If you do not know the answer, skip it and go back to that question later.

E Make sure to look at any visuals that are part of the question before you select your answer.

KY15

0014-0015 PST-874707.indd 150014-0015 PST-874707.indd 15 10/13/06 10:12:27 AM10/13/06 10:12:27 AM

Week 1 Test-Taking Tip: As you read the

first part of a multiple choice question, try

to anticipate the answer before you look

at the choices. If your answer is one of the

choices, it is probably correct.


WEEK 1: Government & Civics

Type ofGovernment Who Holds Power? Examples

BALLOTDirectDemocracy

All citizens vote directly on issues. • Parts of Switzerland• Some New England towns

RepresentativeDemocracy

People vote for representativeswho lead the country and makelaws.

• United States• Russia• France

ConstitutionalMonarchy

A monarch inherits the right to rulebut is limited by laws and a law-making body elected by the people.

• United Kingdom• Japan• Sweden• Jordan

AbsoluteMonarchy

A monarch inherits the right to ruleand has unlimited power.

• Saudi Arabia

Dictatorship A dictator makes all laws andsuppresses any opposition.

• Cuba• Iraq under Saddam Hussein• Germany under Adolf Hitler

3. According to the chart above, what type of government does Sweden have?

A direct democracyB representative democracyC constitutional monarchyD dictatorship


DOK 1(See textbook page 83.)

1. In which form of government does the leader often take control by force, and then rely on the military and police to stay in power?

A democracyB dictatorshipC monarchyD limited



2. Russia’s government, in which politi-cal power is divided between the national government and state govern-ments, is called a(n)

A dictatorship.B communist system.C monarchy.D federal republic.



KY16

0016-0027 STP-874707.indd 160016-0027 STP-874707.indd 16 10/7/06 11:20:45 AM10/7/06 11:20:45 AM

Week 2 Test-Taking Tip: When an

answer contains multiple items, such as in

the first question on this page, make sure

that all the items in the answer are correct.


WEEK 2: Cultures & Societies

Christianity

Religions of South Korea

Buddhism

Confucianism

Other

3% 1%

49%47%

49%47%

1. According to the graph above, what are the two main religions of South Korea?

A Buddhism and ConfucianismB Christianity and BuddhismC Christianity and ConfucianismD Confucianism and other religions

Cultures & Societies: SS-06-2.1.1


2. Reflecting Japan’s changing soci-ety, today many family groups in Japan consist of

A grandparents, parents, and children.B aunts, uncles, parents, and children.C only parents and children.D maternal in-laws, parents, and

children.



Albanian family

Baltic family

Romance family

Slavic family

Language Groups ofEastern Europe

Indo-European Group

Uralic Group

Estonian Finnish family

Hungarian family

ESTONIA

LATVIA

LITHUANIA

BELARUS

POLAND

UKRAINE

ROMANIA

CZECH REP.

SLOVAKIA

SLOVENIAHUNGARY

CROATIABOSNIA &

HERZEGOVINA

ALBANIA MACEDONIA

BULGARIAMOLDOVA

ESTONIA

LATVIA

LITHUANIA

BELARUS

POLAND

UKRAINE

ROMANIA

CZECH REP.

SLOVAKIA

SLOVENIAHUNGARY

CROATIABOSNIA &

HERZEGOVINA

ALBANIA MACEDONIA

BULGARIAMOLDOVA

SERBIA & MONTENEGROSERBIA & MONTENEGRO

3. According to the map above, which family of languages is the most widely spoken in the area of Eastern Europe shown?

A AlbanianB BalticC HungarianD Slavic



KY17

0016-0027 STP-874707.indd 170016-0027 STP-874707.indd 17 10/9/06 3:44:07 PM10/9/06 3:44:07 PM

Week 3 Test-Taking Tip: Read the ques-

tion carefully. If you do not immediately

recognize the correct answer, then elimi-

nate answers that you know are incorrect

and narrow your choices.


WEEK 3: Economics 1. Because farmland in Japan is limited,

the Japanese people grow crops on every available piece of land, a prac-tice known as

A haiku.B intensive cultivation.C crop rotation.D kimchi.

Economics: SS-06-3.1.1


2. An economy in which economic deci-sions are based on customs handed down from generation to generation is called a

A command economy.B market economy.C traditional economy.D demand economy.



Open Response:Economic Systems and Institutions

COMMUNISM FREE ENTERPRISE SYSTEM

Government decides what products to make.

Business managers decide what products to make.

All people have jobs. People can be unemployed.

People work in assigned jobs.

People can choose their jobs.

Prices of goods and services kept low.

Prices of goods and services rise and fall with supply and demand.

Shortages of goods and services often occur.

Wide choice of goods and services available.

3. The economic systems in communist countries and in those countries that practice free enterprise are very different.

a. Name a country that practices each of the systems described in the chart above.

b. Discuss the advantages and dis-advantages for consumers and workers in each of the two systems. Which system do you think creates a stronger economy? Explain.



3. Examples may include: Communism—China, North Korea; Free Enterprise System—United States or most Western European nations, Japan; For consum-ers, communism keeps prices low, but shortages often occur. For workers under communism, all

people have jobs, but those jobs are assigned. In a free enterprise system, people can choose their

jobs, but there is the possibility of unemploy-ment. Students may suggest that free enter-

prise leads to a stronger economy, as busi-nesses can produce items that consumers

truly want, and workers are encouraged to work harder in order to maintain their

jobs and be promoted.

KY18


Week 4 Test-Taking Tip: When answer-

ing a question using a map, such as

Question 1, be sure to carefully read the

map’s legend, or key, to help you under-

stand what the map’s symbols represent.


WEEK 4: Geography

EASTERNEUROPE

WESTERNEUROPE

Berlin

NorthSea

N

E

S

W

0 mi.

0 km

10050

10050

0 mi.

0 km

10050

10050

Munich

Frankfurt

Cologne

GERMANY

Bonn

HamburgRostock

Bremen

Dresden

Stuttgart

Nuremberg

National boundaryNational capitalOther city

Lambert ConformalConic projection

Baltic Sea

1. Near what body of water is the German city of Bremen located?

A Mediterranean SeaB Baltic SeaC North SeaD English Channel

Geography: SS-06-4.1.1


2. The fertile area between the Mississippi River and the Rocky Mountains where farmers and ranchers today grow grain and raise livestock is called the

A Coastal Plain.B Great Plains.C Northern Highland.D Pacific Range.



AtlanticOcean

80°W 70°W 60°W 50°W

50°S

40°S

30°S

20°S

BRAZILBRAZILPERUPERUBOLIVIABOLIVIA

ARGENTINAARGENTINA

URGUAYURGUAY

PARAGUAYPARAGUAY

MontevideoMontevideoBuenos Buenos

AiresAires

SantiagoSantiago

SucreSucre

La PazLa Paz

Falkland Is.Falkland Is.

RosarioRosarioMendozaMendoza

SarmientoSarmientoP

at

ag

on

ia

Pa

ta

go

ni

a

0 100 200 400 mi.

0 200 400 400 km

BRAZILPERUBOLIVIA

ARGENTINACHILE

URUGUAY

PARAGUAY

AsunciónAsunciónAsunción

MontevideoBuenos

Aires

Santiago

Sucre

La Paz

Falkland Is.

CórdobaCórdobaCórdobaRosarioMendoza

Bahia BlancaBahia BlancaBahía Blanca

Salto

Sarmiento National boundary

National capital

Major city

N

E

S

W

3. According to the map above, between what lines of longitude does the city of Córdoba, Argentina, lie?

A 40ºS and 50ºSB 30ºS and 40ºSC 50ºW and 60ºWD 60ºW and 70ºW



KY19


Week 5 Test-Taking Tip: Although you

may not immediately recall the answer,

start by eliminating answer choices that you

know are incorrect.


WEEK 5: Historical Perspective 1. In South Africa, the system that lim-

ited the rights of blacks that ended in 1991 was called

A apartheid.B Afrikaans.C homeland rule.D Xhosa.

Historical Perspective: SS-06-5.1.1


2. In 1989, the Chinese government bru-tally put down a revolt by students calling for democracy and political reforms that took place in

A Tibet.B Taiwan.C Hong Kong.D Tiananmen Square.



3. The Cold War, the era of intense com-petition for world influence between the Soviet Union and the United States, began in the

A 1990s.B 1980s.C 1940s.D 1890s.



4. Which of these issues has led to ongo-ing violence between the Israelis and Palestinians?

A land rightsB water resourcesC oil wealthD poaching



KY20


Week 6 Test-Taking Tip: As you read a

question, identify any key terms. This may

help you focus on the main idea of the

question.


WEEK 6: Government & Civics 1. The lawmaking body of the govern-

ment of the United Kingdom is called the

A Parliament.B Senate.C monarchy.D Moor.



2. To help prevent further terrorist attacks following those of September 11, 2001, President Bush signed a new law called the

A Terrorist Act.B Prevention Act.C 9/11 Act.D Homeland Security Act.



3. A change to the United States Constitution is called a(n)

A amendment.B representative.C secession.D federalism.



4. In the United States government, the branch that enforces the coun-try’s laws is the

A legislative branch.B judicial branch.C executive branch.D court branch.



5. In the United States government, the legislative branch is responsible for

A interpreting the laws.B running the nation’s courts.C enforcing the laws.D making the laws.



KY21


Week 7 Test-Taking Tip: If time allows,

reread the questions you found most dif-

ficult and check your answers again.


WEEK 7: Cultures & Societies 1. In the 1990s, some of the countries

that had been part of Yugoslavia forced people of other ethnic groups to leave their homes, a policy called

A Balkanization.B refugeeism.C Slavic cleansing.D ethnic cleansing.



2. After World War II, one of the eco-nomic alliances formed in Europe was the Common Market, which is today called

A the European Union.B EURATOM.C the United Kingdom.D NATO.



3. Today, the continent of Antarctica is controlled by

A Russia.B the United States.C Chile.D no single nation.



.300 km

.20.100 mi.

.20.10

N

S

EW

Church ofSt. Anne

St.Stephen's

Gate

Domeof theRock

Al-AqsaMosque

WesternWall

JEWISHQUARTER

CHRISTIANQUARTER

MUSLIMQUARTER

ARMENIANQUARTER

Zion Gate

Dung Gate

JaffaGate

NewGate

DamascusGate

TheCitadel

Tomb ofDavid

Churchof the Holy

Sepulchre

Mt. Zion

Old City

Old CityCity WallStreets

4. Which religion is represented by a quarter (neighborhood) in the Old City of Jerusalem?

A ShintoB HinduismC BuddhismD Judaism



KY22


Week 8 Test-Taking Tip: Skim through a

test before you start to answer questions so

that you can decide how to pace yourself.


WEEK 8: Economics 1. The development of a world culture

and an interdependent economy is called

A a mixed economy.B globalization.C a free trade agreement.D the Internet.



2. In what type of economic system are prices determined by supply and demand?

A marketB commandC communistD traditional



3. In 2002, most countries in the European Union began using a com-mon currency called the

A dollar.B EURATOM.C passport.D euro.



Open Response:Production, Distribution, and Consumption

4. Today, nations around the world have many economic connections.

a. How is the world growing more economically interdependent? Provide examples of any such inter-dependence that you witness in your daily life.

b. Economic interdependence helps lead to globalization. Do you believe globalization is a good trend? Explain your answer.



4. Students should point out that countries depend on one another for goods, raw materials, and markets to sell goods. Examples of such interde-pendence might include foods, clothing, and forms of entertainment from other countries. Students’ answers about the effects of globalization will vary but should be supported by reasonable arguments.

KY23


Week 9 Test-Taking Tip: Before any

examination, get a good night’s sleep. You

will feel more alert and better able to recall

what you know.


WEEK 9: GeographyOpen Response: Regions

1. Geographers organize the world into regions to help simplify the study of Earth, and to determine how individ-ual places relate to other places.

a. What is a region? Provide several examples of regions of various sizes.

b. Choose a region. Describe some of its characteristics that define it as a region.



2. The Brazilian rain forest is being harmed by the cutting down of too many trees, or

A escarpment.B pampas.C selective cutting.D deforestation.



3. Why was the country of Pakistan created in 1947, when India gained independence from Britain?

A because Britain wished to maintain some control in the area

B because the areas that made up Pakistan were controlled by France

C as a homeland for the region’s Hindus

D as a homeland for the region’s Muslims



4. In the 1990s, several million of the Tutsi people fled Rwanda to escape persecution and became

A refugees.B ecotourists.C poachers.D exclaves.



5. Power created by the Aswan High Dam to help Egypt run its growing industries is called

A nonrenewable power.B hydroelectric power.C waterway power.D delta power.



1. A region is an area that shares certain characteristics. Examples of regions can include anything from neighborhoods to countries to groups of countries. Students’ choices of regions will vary. Students’ answers

should accurately defi ne the characteristics of their chosen region.

KY24


Week 10 Test-Taking Tip: As you read

through vocabulary words that are listed in

the answers, try to remember their defini-

tions. Then think about how their defini-

tions support or answer the question.


WEEK 10: Historical Perspective 1. Which of the following is a reason

why areas of the rain forest were destroyed in Central America?

A to prevent the spread of deadly diseases

B to create the Panama CanalC to clear the land for farmingD to build large skyscrapers



2. Which of the following Indian leaders used nonviolence as a means of help-ing the country achieve its indepen-dence from Great Britain?

A Indira GandhiB Shah JahanC Mohandas GandhiD Jawaharlal Nehru



3. Students demonstrated in Beijing’s Tiananmen Square for

A agricultural reforms.B religious reforms.C political reforms.D economic reforms.



4. Each country in the North Atlantic Treaty Organization (NATO) agreed to treat an attack on any other member as an attack on itself. This policy was known as

A diffusion.B privatization.C the Cold War.D deterrence.



KY25


Week 11 Test-Taking Tip: When taking a

standardized test, work carefully but do not

allow yourself to become stuck on any one

question. Mark the question, finish the rest

of the test, and then go back to answer it.


WEEK 11: Government & Civics 1. Which of the following is the official

head of state in a constitutional mon-archy?

A the king or queenB the prime ministerC the presidentD the pharaoh



2. In a democracy, citizens are granted political rights. Some democracies also protect their citizens’

A freedom of speech.B right to vote.C civil liberties.D right to work.



3. The Canadian territory of Nunavut was created to give the Inuit auton-omy, or the

A ability to start up their own businesses.

B right to govern themselves.C right to vote.D right to own property.



4. The government of Mexico struggles to handle problems that include

A religious conflict.B flooding and hurricanes.C poverty and pollution.D ethnic cleansing.



KY26


Week 12 Test-Taking Tip: Cross out

answer choices that you know are incor-

rect. This prevents you from choosing an

answer that you have already mentally

eliminated.


WEEK 12: Cultures & Societies 1. Which religion taught that children

should obey and respect their parents?

A BuddhismB ConfucianismC DaoismD Communism



2. Which type of government requires all its citizens, including its leaders, to obey the laws as written in a constitu-tion?

A dictatorshipB limited governmentC traditional governmentD unlimited government



3. Which of the following helps unify a culture?

A a parliamentary governmentB different types of economic

systemsC a similar languageD a healthy economy



4. Economic systems are created to answer which of the following ques-tions?

A Who will produce, how to produce, when to produce?

B When to produce, how much to produce?

C What to produce, how to produce, for whom to produce?

D When to produce, how to produce?



KY27


Symbols of KentuckyNickname

The “Bluegrass State” is named for the plenti-ful green grasses that grow wild throughout the state. Every spring this green grass produces beautiful bluish-purple buds and turns meadows and fields into seas of blue grass.

Kentucky’s State FlagThe state flag of Kentucky consists of the

state seal surrounded by a wreath of goldenrod, the state flower, set on a navy blue background. Although the flag was authorized in 1918, it was not until 1928 that the design of the flag was approved. The current colors on the flag did not become official until they were passed into law in 1962.

State Seal & MottoKentucky’s state seal

was inspired by the state’s first governor, Isaac Shelby. Shelby was fond of a song writ-ten in 1768 by John Dickinson called “The Liberty Song.” The state’s motto, “United we stand, divided we fall,” comes from this song and appears on the seal. Also included on the seal is an image of two men shaking hands to symbolize unity. The seal is surrounded by two small sprigs of goldenrod.

State Song“My Old Kentucky Home” by Stephen Collins

Foster was designated the state song of Kentucky in 1928.

Foster wrote the song in 1850 after he visited relatives in Kentucky. His sister, Charlotte, also influenced the writing of the song. She wrote many letters to her brother from Kentucky, describing the beautiful

surroundings and the peo-ple she met there.

State TreeIt was not until 1994 that Kentucky chose the

Tulip Poplar as its state tree. Before that the Kentucky Coffee Tree had been the official state tree. There was much debate over which of the two trees to use as the official one, but in the end the Tulip Poplar was chosen. The Tulip Poplar is a very fast-grow-ing tree with bright yellow flowers that bloom every spring. It is also known as the Yellow Poplar and can grow to over 100 feet tall!

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Kentucky’s Counties

1. Fulton 2. Hickman 3. Carlisle 4. Ballard 5. McCracken 6. Graves 7. Calloway 8. Marshall 9. Livingston 10. Crittenden 1 1 . Lyon 12. Trigg 13. Caldwell 14. Christian 15. Hopkins 16. Webster 17. Union 18. Henderson 19. Daviess 20. McLean 2 1 . Muhlenberg 22. Todd 23. Logan 24. Butler 25. Ohio

26. Hancock 27. Breckinridge 28. Grayson 29. Edmonson 30. Warren 3 1 . Simpson 32. Allen 33. Monroe 34. Barren 35. Hart 36. Hardin 37. Meade 38. Jefferson 39. Bullitt 40. Nelson 4 1 . Larue 42. Green 43. Metcalfe 44. Cumberland 45. Clinton 46. Russell 47. Adair 48. Taylor 49. Marion 50. Washington

5 1. Spencer 52. Shelby 53. Oldham 54. Trimble 55. Henry 56. Carroll 57. Gallatin 58. Boone 59. Grant 60. Owen 6 1 . Franklin 62. Scott 63. Woodford 64. Anderson 65. Mercer 66. Boyle 67. Casey 68. Pulaski 69. Wayne 70. McCreary 7 1. Whitley 72. Laurel 73. Rockcastle 74. Lincoln 75. Garrard

76. Jessamine 77. Madison 78. Fayette 79. Bourbon 80. Harrison 8 1. Pendleton 82. Kenton 83. Campbell 84. Bracken 85. Mason 86. Robertson 87. Nicholas 88. Fleming 89. Bath 90. Montgomery 9 1 . Clark 92. Powell 93 Estill 94. Lee 95. Jackson 96. Owsley 97. Clay 98. Knox 99. Bell 100. Harlan

1 0 1. Leslie 102. Letcher 103. Perry 104. Knott 105. Pike 106. Floyd 107. Breathitt 108. Wolfe 109. Magoffin 1 1 0. Johnson 1 1 1. Martin 1 1 2. Lawrence 1 1 3. Morgan 1 1 4. Menifee 1 1 5. Rowan 1 1 6. Elliott 1 1 7. Carter 1 1 8. Lewis 1 1 9. Greenup 120. Boyd

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State HorseIn 1996 Kentucky adopted the Thoroughbred

as its official state horse. Although Thorough-breds originated as a cross between English mares and Arabian stallions, they are raised on horse farms throughout the state. Thoroughbreds are the fast-est of horses—they can run almost 40 miles (64 km) per hour for up to a mile. Because of this, the Thoroughbred is the king of racing.

State BirdDuring a legislative session in

1926, the cardinal was named the official state bird of

Kentucky. Kentucky is one of seven

states that have the cardinal as its state bird. It is one of the most beautiful

birds in North America, and the male cardinal is easily recogniz-

able because of its bright red coloring.

State FlowerGoldenrod grows throughout Kentucky, some-

times reaching as high as 8 feet (2 m) tall! In 1926 goldenrod was named the official state flower. It gets its name from the small yellow-gold flowers that grow from the plant’s stem. When the goldenrod blooms every summer, bees use the col-orful flowers to make their honey.

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United StatesTotal Population, 2004

Persons under 18 years old

Persons 65 years old and over

Female persons

White persons

African American persons

Native American persons

Asian American persons

Persons of Hispanic or Latino origins(may be of any race)

Kentucky4,031,134

24.2%

12.1%

51.3%

91.2%

7.3%

0.6%

1.1%

1.9%

285,691,501

25.5%

12.0%

51.1%

77.3%

12.8%

1.4%

4.7%

14.2%

Source: U.S. Census Bureau, 2004 American Community Survey.Note: Data includes only the household population and excludes those living in institutions, dormitories, or other group quarters. People may belong to more than one race.

Florida: Population

1900 1910

Year

Popu

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n (in

mill

ions

)

1920 1930 1940 1950 1960 1970 1980 1990 2000

2.0

1.5

1.0

2.5

3.0

3.5

4.0

4.5

6.6% 5.5%8.2%

8.8% 3.5% 3.2%6.0%

13.6% 0.7%9.4%

Source: U.S. Census Bureau.% = percent change from previous census

Kentucky and United States Population, 2004

Kentucky: Population 1900–2000

Kentucky’s People

KY30


Percent of Employed Population Age 16 and Over

Type

of I

ndus

try

Education, health, and social services

Manufacturing

Retail trade

Leisure and hospitality

Construction

Professional, scientific, and business services

Transportation and warehousing, and utilities

Finance, insurance, real estate, and rental and leasing

Other services

Public administration

Wholesale trade

Agriculture, forestry, fishing and hunting, and mining

Information

0% 5%

2.23.33.4

4.34.7

5.46.06.2

7.27.2

12.117.6

20.3

10% 15% 20% 25%

Source: U.S. Census Bureau.

Kentucky’s LeadingFarm Crops, 2004

Top 10 Industrial Sectors in Kentucky, 2001

Manufacturing

Government

Real Estate, Rental, and Leasing

Health Care and Social Assistance

Retail Trade

Wholesale Trade

Finance and Insurance

Transportation and Warehousing

Construction

Professional and Technical Services

$26,275

$19,217

$12,044

$10,621

$9,443

$8,303

$6,535

$6,317

$5,740

$5,082

Source: www.thinkkentucky.com

Industry Total value in millionsCrop Total value in millions

Tobacco

Hay

Corn

Soybeans

Wheat

Apples

Sorghum

Barley

Peaches

$481.7

$420.9

$355.2

$335.8

$60.7

$2.7

$2.0

$1.2

$1.0

Source: www.nass.usda.gov

Kentucky Employment by Industry, 2000

Kentucky’s Economy

KY31


The table below provides descriptions of the four Depth of Knowledge levels that are used to evaluate the difficulty levels of the standardized test questions. The DOK levels indicated in the Core Content for Social Studies Assessment identify the highest DOK level at which a question for that standard will be developed for the Kentucky Core Content Test. The DOK levels indicated in the test questions identify the level of each particular question.

Webb’s DOK Levels

Recall & Reproduction (DOK 1)

• Identify who, when, what, where, and why• Recall facts, terms, concepts, trends, generalizations and theories• Use a variety of tools• Recognize or identify specific information contained in graphics• Identify specific information in maps, charts, tables, graphs or drawings• Define• Identify cause and effect• Describe (recall, recite or reproduce information)• Identify purposes

Skills & Concepts/Basic Reasoning

(DOK 2)

• Describe or explain how or why• Give an example• Describe and explain issues and problems, purposes, patterns, sources, reasons, cause and effect, multiple

causation, significance or impact, relationships, points of view or processes• Compare/contrast people, places, events, purposes, and concepts• Classify, sort items into meaningful categories• Convert information from one form to another

Strategic Thinking/Complex Reasoning

(DOK 3)

• Use concepts to solve problems• Use evidence to justify• Propose and evaluate solutions to problems• Recognize and explain misconceptions• Cite evidence and develop a logical argument for concepts• Reason and draw conclusions• Disseminate among plausible answers• Analyze similarities and differences in issues and problems• Apply concepts to new situations• Make connections across time and place to explain a concept or big idea• Recognize and explain patterns• Make and support decisions• Evaluate effectiveness and impact

Extended Thinking/Reasoning(DOK 4)

• Connect and relate ideas and concepts within the content area or among content areas• Examine and explain alternative perspectives across a variety of sources• Describe and illustrate how common themes and concepts are found across time and place• Make predictions with evidence as support• Develop a logical argument• Plan and develop solutions to problems• Analyze and synthesize information from multiple sources• Complex reasoning with planning, investigating or developing that will most likely require an extended

period of time—must require applying significant conceptual understanding and higher-order thinking• Apply and adapt information to real-world situations• Participation in simulations and activities requiring higher-level thinking (e.g., Mock Trial, Mock Congress,

Project Citizen)

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