answer keys - amazon simple storage service · answer keys for daily work ... ways to prevent...

Answer Keysfor Daily Work

Lessons 1–20

07COREAKA0615-0615

CONTENTS

Science Lesson Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Science Textbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Science Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

History Lesson Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

History Textbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

History Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Art History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Reading Lesson Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Reading Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Lessons 1–20 science Lesson ManuaL answer Key

C A Lv E R T E d u C AT i O n

07COREAKA

3

Lesson 1Application 3 Bubbles; Raisins will float. 4 Answers will vary.

Lesson 4Discussion Questions 1 meter 2 kilogram 3 liter 4 Celsius 5 10 mm 6 100 mm 7 100 cm 8 1 km 9 You must read the level at the lowest point of the meniscus.

Lesson 5Discussion Questions 1 Several children had become sick, and within days another 43 people had the same symptoms. 2 CDC—Centers for Disease Control and Prevention 3 Bolivia in South America, Cape Verde Islands off the coast of Africa, Vermont farm 4 She had lots of pets and books about medicine and science around when she was young. She wanted to become a veterinarian, but then decided to keep animals as a hobby and devote her career to human medicine. 5 Dr. Friedman attended Purdue University and Ross University. 6 By studying groups of people, physicians can look for patterns in disease outbreaks and begin to figure out risk factors and ways to prevent others from being infected. 7 It is necessary for scientists to try and determine the cause of infections to stop additional outbreaks from occurring. Understanding the cause of infection can keep future outbreaks from occurring at the sight of the original outbreak. It can also provide people in other areas with additional information to prevent outbreaks from occurring in those areas. 8 The wooden barrier at the special exhibit at the reptile house had salmonella on it.

Lesson 7Application The mysterious organism is a pseudoscorpion.

Lesson 10Application

EarlyAtmosphere

Today’sAtmosphere

water vapor

carbon dioxide

methane

nitrogen oxygen

Lesson 14Procedure 5a Answers will vary, most likely warm water and soap. b Answers will vary, most likely cold water and no soap.

Lesson 19Conclusion The wax paper acts as a waxy waterproof layer to keep the water in, like a plant’s cuticle.

Answer KeysLessons 1–20

Science Lesson Manual

Lessons 1–20 science TexTbooK answer Key


07COREAKA

4

From Bacteria to Plants

Careers in Science

Page 3

Writing in Science scoring Rubric: 4 Includes detailed, complete, and accurate information 3 Includes complete and accurate information with several details 2 Includes complete and accurate information but no details 1 Includes incomplete and inaccurate information

CHAPTeR 1

Section 1 What Is Life?

Page 6

Target Reading Skill Possible answers: What You Know 1 Living things grow. 2 Living things are made of cells. What You Learned 1 Unicellular organisms are composed of only one cell. 2 The cells of living things are composed of chemicals. 3 The cells of organisms use energy to do things they must do.

Discover Activity expected outcome Student could say that the toy is alive because it moves or that it is not alive because it does not eat, grow, or reproduce. Think It over All living things grow or change over time, while characteristics such as sleeping or talking are not shared among all organisms.

Page 7 Figure 2 They are microscopic, carry out life activities, and have similar structures.

Page 9 Figure 4 The seedling and the sunflower plant are both made of cells that contain complex chemicals; use energy, grow, and develop; respond to their environment; and can reproduce during some stage of their lives. Both have stems, roots, and leaves, and they are plants. They differ in their size and in the number of their cells. Reading Checkpoint Growth is the process of becoming larger. Development is the process of change that produces a more complex organism.

Page 10 Figure 5 whether or not the jar was covered

Page 11Reading Checkpoint an experiment in which two tests are identical except for one factor

Page 13

Skills Activity expected outcome Have your student find the mass of the wet potato slices, use the hair dryer to dry the slices, find the mass of the dry slices, and subtract to find the mass of the water lost. Have him place the slices on a paper towel on a flat surface and turn them frequently. The water content of the potato slices is about 40%.

Page 14 Reading Checkpoint the maintenance of stable internal conditions

Section 1 AssessmentReviewing Key Concepts 1a cellular organization, similar chemicals, energy use, response to surroundings, growth and development, and reproduction b response to surroundings c It has all the characteristics of life. Movement is not a characteristic of life, although many living things move. 2a the mistaken idea that living things can arise from nonliving things b Spontaneous generation cannot occur, because living things can only arise from living things. Redi’s and Pasteur’s experiments help to disprove spontaneous generation. c It showed that new bacteria in broth appeared only when there were existing bacteria. 3a a source of energy (food), water, living space, and stable internal conditions b Getting energy by eating food c It helps the fox keep its internal body temperature stable even though the temperature of the fox’s surroundings changes.

At-Home Activity observing Life Remind your student to list the needs of living things and to include them in their charts. Ask him whether his family members agree with the information he recorded in the chart.

Page 15

Skills LabPlease Pass the Bread! expected outcome Mold should grow on the moistened bread but not on the dry bread. Analyze and Conclude 1 The moistened bread became moldy. The unmoistened bread remained almost the same. 2 Mold grew on the moistened bread because it had the right conditions to grow—water, food (the bread), and living space (a dark, warm place).


Science Textbook

© Prentice Hall



07COREAKA

5

3 The manipulated variable was moisture. If the other variables are not controlled, experimenters cannot be sure which variable caused a specific change. 4 Redi showed that spontaneous generation does not occur. Mold is produced only by existing mold and grows when environmental conditions are suitable. Design an experiment Student’s design should take account of the fact that bread mold spores are in the air.

Section 2 Classifying Organisms

Page 16

Target Reading Skill Possible questions and answers: Why do scientists classify? (Scientists classify because they want to organize living things into groups so they are easier to study.) What system did Linnaeus use to name organisms? (He used a system called binomial nomenclature.) What are the levels of classification? (domain, kingdom, phylum, class, order, family, genus, species)

Discover Activity expected outcome Student may group the items in a number of ways, such as by function (items you write with) or by shape (round). Think It over Each grouping system will have strengths and weaknesses. Criteria for usefulness will vary. Possibilities include systems that emphasize similar functions or that allow objects to be found quickly.

Page 17 Reading Checkpoint taxonomy

Page 19

Math Analyzing Data 1 3 2 animals that fly 3 78% 4 cow—animals that walk, run, or crawl; whale—animals that swim 5 Possible answer: This system includes only three categories, so it

may not be very useful today. It also does not match that of modern scientists, who use characteristics other than movement to classify animals. For example, frogs and lions belong to very different groups. Figure 12 Using scientific names makes it easy for scientists to communicate about organisms because everyone uses the same name for the same organism. Reading Checkpoint in italics

Page 20

Skills Activityexpected outcome The closer to the species level, the longer the list of shared characteristics. (Kingdom: multicellular heterotrophs; Class: multicellular heterotrophs with wings, feathers, a beak, feet that grip; Genus: similar body shape, tufts of feathers, hooked beak, flat, round face, forward facing eyes, talons) Reading Checkpoint kingdom

Page 21 Figure 13 Owls; Robins and owls are birds, and so robins share many more levels of classification with owls than they do with lions.

Page 22 Figure 14 a pseudoscorpion Reading Checkpoint books with illustrations that highlight differences between similar-looking organisms

Page 24 Reading Checkpoint chemical makeup

Section 2 AssessmentReviewing Key Concepts 1a to make studying organisms easier b possible answers: four legs, fur, sharp, retractable claws, hunts other animals 2a domain, kingdom, phylum, class, order, family, genus, species b squirrels, because organisms in the same family are more similar to each other than to those in different

families 3a a series of paired statements that describe the physical characteristics of different organisms; used for identifying organisms b Sample answer:

Step 1 Go to Step 2.

1a. Red Go to Step 3.

1b. Not red

Step 2 Apple

2a. Has smooth skin Strawberry

with seeds inside

2b. Has little seeds

scattered all over the

skin

Step 3 Banana

3a. Yellow, elongated Orange

3b. Orange, round

4a change in a species over time b Organisms with similar evolutionary histories share a common ancestor and are therefore grouped together. c They are similar.

At-Home Activity Kitchen Classification Remind your student to identify the criteria used to classify kitchen objects in his house. Families may have organized items by size, function, or location. Ask student whether family members agreed with his classification systems.

Page 25

Skills LabLiving Mysteries expected outcome Student’s key will depend on the five leaves he is given. The key should follow the outline of the table of leaf characteristics provided and lead to the correct identity of each leaf. Analyze and Conclude 1 They differ in shape, number of leaves in a unit, pattern of veins, edges, and texture. 2 Answers will vary depending on leaves provided. 3 Yes, if they belong to the same species they share similar characteristics. 4 The opposite statements are written so that organisms being classified match one choice or the other. Each pair is



07COREAKA

6

written to cover all possible choices and leads to either the correct name or the next step in the process. More to explore Petal shape and arrangement, smell, number and size of flowers

Section 3 Domains and Kingdoms

Page 26 Target Reading skill

Domain or

Kingdom

Cell Type and Number

Able to Make Food?

Bacteria Prokaryotes; unicellular

Some are able to make food .

Archaea Prokaryotes; unicellular


Eukarya: Protists

Eukaryotes; unicellular or multicellular


Fungi Eukaryotes; unicellular or multicellular

no

Plants Eukaryotes; multicellular

Yes

Animals Eukaryotes; multicellular

no

Discover Activity expected outcome Some students may place the fish, starfish, or anemone in the same kingdom as the insect or worm. Fish, starfish, anemones, insects, and worms are all classified as animals. Think It over Student will likely focus on movement as a defining characteristic of this kingdom. Discuss other features biologists use to classify living things as animals, plants, or fungi, such as cell type, number of cells, and food-making ability.

Page 27 Figure 19 They are microscopic, single-celled prokaryotes that can be either autotrophic or heterotrophic. Reading Checkpoint a dense area in a cell that contains nucleic acids

Reading Checkpoint extreme environments Figure 20 All organisms that are eukaryotes have cells that contain nuclei.

Page 29

Section 3 AssessmentReviewing Key Concepts 1a bacteria, archaea, eukarya b type of cell and chemical makeup 2a cell that lacks a nucleus b bacteria and archaea c in the structure and chemical makeup of their cells 3a They all have a nucleus. b Both kingdoms contain autotrophs. Most protists are unicellular, whereas plants are multicellular. c Both are multicellular, eukaryotic autotrophs. Reading Checkpoint fungi and animals

Writing in Science Writing Mode Description scoring Rubric: 4 Includes five or more vivid adjectives 3 Includes three or four vivid adjectives 2 Includes one or two vivid adjectives 1 Includes a general description only

Section 4 The Origin of Life

Page 30

Target Reading Skill possible evidence: fossil evidence of archaealike organisms; fossils dated to be between 3.4 and 3.5 billion years old

Discover Activity Think It over Because the animal consumes oxygen and the plant produces oxygen, your student might suggest that early organisms either removed things from or released things into the air so that eventually the atmospheric composition changed.

Page 31 Figure 21 No; there was little oxygen and the conditions were too extreme. Reading Checkpoint nitrogen and oxygen

Page 32Figure 23 fossils—trace of an ancient organism that has been preserved in rock or another substance

Section 4 AssessmentReviewing Key Concepts 1a nitrogen, water vapor, carbon dioxide, and methane b They placed water and a mixture of gases representing early Earth’s atmosphere into a flask. Then they sent an electric current through the mixture to simulate lightning. c The chemical building blocks of life can form under the conditions of early Earth. 2a later experiments that succeeded in producing chemical units that make up carbohydrates and nucleic acids b (1) small chemical units, (2) large chemical building blocks, (3) the first cells form, (4) cells make their own food, (5) oxygen levels increase c The archaea that live in the extreme conditions of hot springs today are probably similar to the first cells that lived in the extreme conditions of early Earth.

Writing in Science Writing Mode Description scoring Rubric: 4 Clearly describes four sights or sounds found on early Earth 3 Clearly describes three sights or sounds 2 Clearly describes two sights or sounds 1 Clearly describes a sight or sound

Page 35

Review and Assessmentorganizing Information a water b living space c autotrophs d heterotrophs e food and water Reviewing Key Terms 1 b 2 c 3 a 4 b 5 c 6 true 7 autotrophs 8 true 9 genus 10 true

Writing in Science Writing Mode Description scoring Rubric: 4 Includes complete, accurate description of organism and uses logical reasoning for classification 3 Includes all criteria



07COREAKA

7

but not many reasons 2 Includes accurate but brief description; few reasons 1 Includes brief or inaccurate description and illogical reasons

Page 36

Review and AssessmentChecking Concepts 11 Your student might point out that plants will bend toward sunlight and that plants grow, develop, and reproduce. 12 Sample answer: My dog gets energy from the food he eats and water from his water bowl. Our house is his living space. 13 A scientific name avoids confusion about the identity of the organism and gives information about an organism’s characteristics. 14 The more closely two species are related, the more similar the chemicals that make up their cells. 15 Fungi are heterotrophs; plants are autotrophs. 16 The earliest organisms to live on Earth probably lived in the oceans. They were heterotrophs and took in chemicals from the waters around them for energy. Thinking Critically 17 Although all robots use energy and some respond to their environments, they do not use energy to grow and develop. Living things are made of cells and are able to reproduce themselves. 18 This recipe may have worked because the grains attracted mice into the open pot. To disprove this, you could observe the pot to make sure mice did not enter or cover the pot so air could enter but mice could not. 19 Entamoeba histolytica and Entamoeba coli; they are in the same genus. 20 One domain (Eukarya); two kingdoms (animal and plant) 21 No; the early atmosphere of Earth did not contain the right types of gases in the right amounts for humans to breathe safely. Applying skills 22 Yes, the light is the manipulated variable. 23 Sample hypothesis: If plants do not have enough light, they will die. 24 In two weeks, the plant on the left might be dead, but the plant on the right will be healthy. 25 Sample experiment: Two

plants receive the same amount and type of light. One receives one-fourth cup of water a day, and the other one-fourth cup every two days.

Page 37

Standardized Test Prep 1 D 2 J 3 B 4 H 5 C 6 All organisms are made of cells, use energy, grow and develop, respond to their surroundings, and reproduce. Some organisms, such as bacteria, have only one cell, while others are composed of many cells. Animals use the energy from the food they eat to move, repair injured parts, and carry out other life processes. An acorn develops into an oak tree, which grows tall and strong. A person responds to cold temperatures by shivering. Finally, all living things reproduce, or produce offspring that are similar to themselves. Birds lay eggs that hatch into baby birds; bacteria divide to produce more bacteria.

CHAPTeR 2

Section 1 Viruses

Page 40

Target Reading Skill One way your student might organize the information: How Active Viruses Multiply—1 Virus attaches to the surface of a living cell. 2 Virus injects genetic material into cell. 3 Cell produces viral proteins and genetic material. 4 Viruses assemble. 5 Cell bursts, releasing viruses. How Hidden Viruses Multiply—1 Virus attaches to cell. 2 Virus injects its genetic material. 3 Virus’s genetic material becomes part of cell’s genetic material. 4 Later, virus’s genetic material becomes active. 5 Cell produces viral proteins and genetic material; viruses are assembled. 6 Cell bursts, releasing viruses.

Discover Activity expected outcome Student will gain interest in and understanding of the lock-and-key concept and be ready to apply it to the fit between a virus’s protein coat and its host cell. Think It over An invading organism would not be able to “enter” a cell unless it had a unique “key” that fits the “lock” on the cell’s surface.

Page 42

Math Skills diameter quarter—2.4 cm; CD—12 cm Figure 2 ten Reading Checkpoint a bacterium

Page 43 Reading Checkpoint instructions for making new viruses

Page 45 Reading Checkpoint in the host cell’s genetic material

Page 46 Reading Checkpoint Scientists add important genetic material to a virus. Then the virus enters a host cell and inserts that genetic material.

Section 1 AssessmentReviewing Key Concepts 1a nonliving particle that invades a cell, using the cell’s structures to reproduce b Similarities: Both multiply. Differences: Viruses are nonliving; organisms are living. Viruses are not cells, can’t make or take in food, produce wastes, and do not use their own energy to grow or respond to their surroundings. Viruses have two basic parts; organisms are more complex. To multiply, viruses use host’s structures; organisms use their own structures. c Viruses cannot exist without organisms. 2a All viruses have a protein coat that surrounds an inner core of genetic material b They fit the proteins on the surface of the host cell. These proteins must fit together



07COREAKA

8

for the virus to be able to invade the host cell. 3a Virus attaches to cell, injects viral genetic material, makes viral proteins and genetic material. New viruses form. Cell bursts, releasing viruses. b The viral genetic material becomes part of the cell’s genetic material. Later, the virus’s genetic material separates from the cell’s genetic material and becomes active. c The influenza virus is active. Soon after “catching” it from someone, the symptoms appear.

Math Practice Diameter Review with your student how to measure diameter. A dime measures about 1.7 cm in diameter. After he completes the activity, discuss reasons that his prediction was not closer to the actual measurements.

Page 47

Skills LabHow Many Viruses Fit on a Pin? expected outcome Area of the enlarged pinhead: π × radius2 = 3.1 × 25 = 77.5 m2; area of enlarged virus: 0.002 × 0.002 = 0.000004 m2; could fit 77.5/0.000004 = 19,375,000 viruses on pinhead Analyze and Conclude 1 about 20 million 2 Have student explain whether his prediction was based on reasoning or whether he “just guessed.” 3 When magnified, the pinhead was very large while the virus size was still very small. 4 The enlarged models help them to understand details of scale and structure. More to explore Have student compare his model with what he knows about viruses to determine model’s strengths and weaknesses.

Section 2 Bacteria

Page 48

Target Reading Skill One way your student might organize the information: He may write one or

two descriptive phrases to help him remember the key term.

Discover Activity expected outcome Cup 1—1 bean; Cup 2—2 beans; Cup 3—4 beans; Cup 4—8 beans; Cup 5—16 beans; Cup 6—32 beans; Cup 7—64 beans; Cup 8—128 beans. There are 128 cells in the eighth generation. Two hours and 20 minutes have passed since only 1 bacterium existed. Think It over Student will infer that the numbers increase rapidly because each bacterium can double every 20 minutes.

Page 49 Figure 6 flagella

Page 50

Try This Activity expected outcome The bacteria appears as dark blue dots against a cloudy, pale blue background. Bacteria are so small that student will be unable to see them unless he is using a high-powered microscope.

Page 51 Figure 8 Autotrophs make their own food; heterotrophs must consume other organisms for food or the food they make. Reading Checkpoint using (1) the sun’s energy, or (2) chemical energy from substances in the environment

Page 52Figure 10 a thin, threadlike bridge

Page 53

Math Analyzing Data 1 time (minutes); number of bacterial cells 2 2 cells after 20 minutes; 8 cells after 1 hour; 64 cells after 2 hours 3 The number of cells doubles with each division. 4 Not likely. They will continue to reproduce at this rate only as long as the conditions are favorable.

Reading Checkpoint harsh conditions, such as extreme temperatures or lack of food

Page 55

Writing in Science Writing Mode Description scoring Rubric: 4 Includes a complete and accurate description 3 Includes a partial but accurate description 2 Includes only a brief but accurate description 1 Includes inaccurate description

Page 56Figure 12 Nothing would decay. Debris would accumulate deeper and deeper. Eventually nothing would be able to grow. Reading Checkpoint They break down dead organisms into basic chemicals that other organisms can reuse.

Page 57

Section 2 AssessmentReviewing Key Concepts 1a in the cytoplasm b The cell wall protects the cell. The cell membrane controls what materials enter and leave the cell. The ribosomes (in the cytoplasm) are chemical factories where proteins are produced. The flagella are long, whiplike structures that help the cell move. 2a making food from the sun’s energy, using energy from chemicals in the environment, and consuming other organisms or food that other organisms make b Bacteria obtain their energy from food, whether they are autotrophs or heterotrophs. c They probably make food from the chemicals in the food in the can. 3a A form of asexual reproduction; one cell divides to form two identical cells b when food is plentiful, temperatures are right, and other conditions are suitable c These bacteria will contain new combinations of genetic material. 4a Many bacteria are helpful. Bacteria are involved in oxygen and food



07COREAKA

9

production, in environmental recycling and cleanup, and in health maintenance and medicine production. b Bacteria that live on the roots of peas can convert nitrogen from the air into nitrogen that plants need to grow.

At-Home Activity edible Bacteria Provide student with a list of key words (for example, cultures, live cultures, active cultures, or enzymes) to look for on food labels to help him identify bacteria in products such as cheese, yogurt, buttermilk, or sour cream. You may also want him to further research the terms cultures and enzymes. Your student will observe that bacteria play a large role in the foods he eats.

Pages 58–59

Consumer LabComparing Disinfectants expected outcome Several colonies of bacteria will grow on the control dish C. Dishes A and B will have fewer colonies and/or smaller colonies. Analyze and Conclude 1 Answers will vary, but numerous bacterial colonies will be growing on the agar surface. 2 Dishes A and B will have fewer colonies, smaller colonies, or both. 3 Answers will vary depending on the disinfectants used. Any differences between A and B may be due to the relative effectiveness of the two disinfectants. They could also be due to other factors, such as the distribution of different kinds of bacteria picked up off the work surface. 4 The dish without disinfectant, Dish C, was the control. It shows how bacteria grew when no disinfectant was applied. 5 Student may mention using disinfectants to clean locations and implements associated with food preparation, bathroom facilities, and children’s rooms, especially during times of family illness. Design an experiment Encourage student to compare the labels of

antibacterial soaps with the labels of disinfectants to look for any common ingredients. Student’s plan is to include clear and safe procedures and is to clearly identify the control and the variables to be tested.

Section 3 Viruses, Bacteria, and Your Health

Page 60

Target Reading Skill Possible answers: What You Know 1 You can catch diseases from somebody who has one. 2 Some diseases can be treated with medicines. What You Learned 1 You can catch diseases through contact with an infected person, a contaminated object, an infected animal, or an environmental source. 2 Antibiotic resistance results when some bacteria are able to survive in the presence of an antibiotic.

Discover Activity expected outcome After 3 rounds, up to 8 students will be “infected.” Think It over In a class of 30, all will be “infected” after 5 rounds. Some diseases spread in the same way that bacteria reproduce—quickly.

Page 61 Reading Checkpoint Sample answers: Wash hands after contamination; avoid contact with infected persons, contaminated objects, infected animals, environmental sources of disease (eggs, poultry, and meat, for example).

Page 62 Figure 16 tuberculosis, strep throat

Page 64Reading Checkpoint medicines that need no prescriptions

Page 65 Figure 18 Sample answer: by keeping kitchen areas clean Reading Checkpoint because they are made from dead or altered viruses or bacteria

Section 3 AssessmentReviewing Key Concepts 1a an illness that passes from one organism to another b contact with an infected person, a contaminated object, an infected animal, and environmental sources c One or more persons attending the festival might have had an infectious disease, or a food that was eaten at the festival might have been contaminated with a bacterium that causes food poisoning. 2a bacterial diseases: antibiotics; viral diseases: bed rest, drinking plenty of fluids, and eating well-balanced meals; over-the-counter medications may relieve symptoms b Antibiotics are chemicals that kill bacteria. Antibiotics cannot kill viruses; viruses are nonliving. 3a A vaccine is a substance introduced into the body that stimulates production of chemicals that destroy specific disease-causing organisms. b Vaccines activate the body’s defenses against a specific bacterium or virus that could cause serious illness. c The one who was vaccinated will recover faster. After a vaccine, if the organism invades the body, it is destroyed.

Writing in Science Writing Mode Persuasion scoring Rubric: 4 Includes complete and accurate persuasive writing at a child’s level 3 Includes accurate persuasive writing but lacks some required criteria 2 Includes very brief but accurate persuasive writing 1 Includes poor persuasive writing

Pages 66–67

Science and Society Antibiotic Resistance—An Alarming Trend You Decide 1 Each time an antibiotic



07COREAKA

10

is used, some bacteria may be resistant and thus survive. With time, the number and kinds of resistant bacteria have increased. 2 To fight the development of antibiotic resistance in bacteria, doctors can avoid prescribing unnecessary antibiotics. When an antibiotic is prescribed, patients should take the full course of the antibiotic. The widespread use of antibiotics in cattle and chickens can be reduced, even though more animals might die of disease and meat prices might rise. 3 Posters should be informative and accurate, supporting a clearly stated viewpoint with logical reasoning.

Page 69

Review and Assessmentorganizing Information a nonliving b can be useful c treated with antibiotics; possible title: Comparing Viruses and Bacteria Reviewing Key Terms 1 b 2 d 3 c 4 a 5 b 6 true 7 true 8 false; respiration 9 true 10 false; an antibiotic

Writing in Science Writing Mode Persuasion scoring Rubric: 4 Exceeds criteria 3 Meets criteria; develops sound argument supported by facts and an example 2 Includes clear position but weak support 1 Incomplete; argument not supported by facts

Page 70

Review and AssessmentChecking Concepts 11 Viruses are not cells; they do not carry on the functions of cells and cannot reproduce on their own. 12 The proteins in the coat of the virus will fit only with certain proteins on the surface of a cell. 13 After a hidden virus enters a host cell, its genetic material becomes part of the cell’s genetic material. When the host cell divides, the virus’s genetic material is copied along with the host’s genetic material. When certain conditions

cause the virus’ genetic material to become active, it takes over the cell’s functions. 14 cell wall—protects the cell; cell membrane—controls what materials enter and leave the cell; cytoplasm—contains ribosomes and genetic material; ribosomes—produce protein; genetic material—contains instructions for the cell’s functions; flagellum—helps cell to move 15 Most bacteria reproduce asexually by binary fission, especially when conditions are favorable. Some bacteria can reproduce sexually by conjugation. 16 They help you digest food, make vitamins for you, and keep harmful bacteria from living in your tissues. 17 Antibiotics kill bacteria without harming body cells. For example, penicillin weakens the cell walls of some bacteria and causes them to burst. 18 Vaccines stimulate the body to produce chemicals that fight off specific invading viruses and bacteria. Thinking Critically 19 A—rodlike; B—spiral 20 Both invade the host cell and cause it to start producing new viruses. With an active virus, the takeover occurs immediately after entry into the cell. With hidden viruses, the genetic material of the virus is incorporated into the cell’s genetic material, and it can be years before the virus actively takes over the cell. 21 a substance that includes living cells because viruses need to infect living cells in order to multiply 22 The bacteria may develop antibiotic resistance. Not all the bacteria will be killed if the antibiotic course is stopped early. Any resistant bacteria will survive and reproduce. A second or third antibiotic might then be necessary. Math Practice 23 The diameter of a penny is 1.9 cm. The diameter of a dime is 1.7 cm. The diameter of a penny is 0.2 cm greater than the diameter of a dime. Applying skills 24 numbers of bacteria in millions 25 Bacteria are rapidly reproducing because they have plenty of food available. 26 Sample:

The number of bacteria stays constant between points B and C because the amount of food available to the bacteria can support only this number of bacteria. 27 Your student might suggest preparing petri dishes with different amounts of food and graphing the growth patterns of the bacteria.

Page 71

Standardized Test Prep 1 A 2 H 3 B 4 J 5 D 6 Size: Viruses are very small and are measured in nanometers. Bacteria vary in size, but are larger than viruses and can be seen by a light microscope. Structure: Viruses have two parts, a protein coat that protects the virus, and an inner core made of genetic material. Bacteria have a cell wall, a cell membrane, cytoplasm with ribosomes in it and with genetic material, and may have a flagellum. Methods of reproduction: Viruses enter a host cell and the virus’s genetic material takes over many of the cell’s functions. It instructs the cell to produce the virus’s proteins and genetic material. Bacteria may reproduce by asexual or sexual reproduction, or the formation of endospores.

CHAPTeR 3

Section 1 Protists

Page 74

Target Reading Skill Protists I. What is a Protist? II. Animal-like protists A. Protozoans with pseudopods B. Protozoans with cilia C. Protozoans with flagella D. Protozoans that are parasites III. Plantlike protists A. Diatoms B. Dinoflagellates



07COREAKA

11

C. Euglenoids D. Red algae E. Green algae F. Brown algae IV. Funguslike protists A. Slime molds B. Water molds C. Downy mildews

Discover Activity expected outcome Both algae and protozoans should be visible. Green algae have a greenish tint, but most organisms appear colorless. Organisms with flagella or pseudopods could be either protozoans or algae. Think It over Student will probably associate movement with life.

Page 75 Figure 2 structure, unicellular, or multicellular; habitat Reading Checkpoint moist environment

Page 77 Reading Checkpoint hairlike projections from cells that move with a wavelike motion

Page 78Figure 5 to remove disease-causing Giardia and other harmful organisms from the water Reading Checkpoint a close relationship between two species in which at least one species benefits

Page 79

Try This Activity expected outcome Green food vacuoles form inside the paramecia as they ingest the Chlorella. Student should conclude that paramecia are heterotrophs, while Chlorella are autotrophs.

Page 80

Skills Activity expected outcome Student will probably predict that the euglena will move toward the light because it needs light to make food. The result of the experiment will confirm this prediction. The covered area will no longer be green because the euglena have moved to the uncovered area and the light. Figure 8 The eyespot helps the euglena find light, and the flagellum helps the euglena move toward light.

Page 81 Figure 10 The holdfasts resemble roots and the blades resemble leaves. Reading Checkpoint brown, green, yellow, and orange

Page 83 Reading Checkpoint in water or moist places

Section 1 AssessmentReviewing Key Concepts 1a protozoans with pseudopods, protozoans with cilia, protozoans with flagella, protozoans that are parasites b Similar to animals: They are heterotrophs that can move from place to place; different: they are unicellular. c as a protozoan with pseudopods 2a They are autotrophs. b Their pigments absorb the sunlight, which they need to make food. c Possible answer: Although euglena have animal-like and plantlike characteristics, they should probably be classified as plantlike protists because they have the unique ability to make their own food. 3a slime molds, water molds, downy mildews b They are heterotrophs, have cell walls, and use spores to reproduce.

At-Home Activity Algae scavenger Hunt Encourage your student to explain to family members that algae can be found in many products such as ice cream, hair conditioners, toothpaste, and scouring

products. He may wish to see who can find the most products containing algae.

Section 2 Algal Blooms

Page 84

Target Reading Skill

Properties Saltwater Blooms

Freshwater Blooms

Causes increase in nutrients or temperature

nutrients build up, causing a rapid increase in algae growth .

Effects Toxins concentrated in fish and shellfish that eat algae can cause illness to people and other large organisms when they consume the fish or shellfish .

Fishes and other organisms in the water die .

Discover Activity expected outcome The green paper punches will eventually cover the surface of the water. Think It over If algae cover the pond’s surface, less light and air will reach the bottom, and organisms deep in the pond will die.

Page 85 Figure 13 fish, other organisms in the water, and people Reading Checkpoint pigments contained by the species of algae that bloom

Page 86 Reading Checkpoint eutrophication

Section 2 AssessmentReviewing Key Concepts 1a rapid growth of a population of algae b Ocean: increased nutrients, change in water temperatures; organisms that eat algae build up toxins harmful to



07COREAKA

12

organisms that eat them. Lake: increased nutrients from natural and human activities (fertilizer, sewage); organisms die from lack of food and oxygen. c Freshwater blooms—smaller areas, easier to identify nutrient sources and measure effects.

Writing in Science Writing Mode Description scoring Rubric: 4 Includes definition of eutrophication, explains causes and effects; tone is clear and engaging 3 Includes all criteria; writing not engaging 2 Minimally covers criteria 1 Includes inaccurate or incomplete information

Page 87

Skills LabAn explosion of Life expected outcome Algae will grow fastest in Jar D and slowest in Jar A. Analyze and Conclude 1 Jar D was the darkest green, with Jars C and B increasingly lighter, and Jar A the lightest. Answers regarding predictions will vary. 2 Jar A served as the control. 3 The difference: fertilizer input. Eutrophication—increased nutrients causing rapid algal growth—caused the color changes. 4 Without light for algae to make food, jars would stay the same as the first day. 5 Labels should explain that fertilizer runoff speeds up algal growth, which eventually kills pond plants and animals. Consumers can prevent fertilizer runoff by using appropriate amounts, applying according to directions, and ensuring runoff is contained. Design an experiment Use regular detergent in one set of jars and low-phosphate detergent in another.

Section 3 Fungi

Page 88

Target Reading Skill Possible questions and answers:

What are fungi? (Fungi are eukaryotes that have cell walls, are heterotrophs that feed by absorbing their food, and use spores to reproduce.) How do fungi reproduce? (Fungi usually reproduce by making spores.) What is the role of fungi in nature? (Fungi are important decomposers and recyclers.)

Discover Activity expected outcome Observations will depend on the kinds of fungi that grow. Think It over The molds will probably have similar threadlike appearances and fruiting bodies but will probably be of different colors.

Page 89 Figure 15 anchoring; absorbing materials Reading Checkpoint hyphae

Page 90Figure 17 It is genetically identical to its parent.

Page 91 Figure 18 Sac fungi produce spores in saclike structures; club fungi produce spores on structures that look like clubs. Reading Checkpoint A form of asexual reproduction; it does not produce spores.

Page 93 Figure 21 Fungi spores are resistant and can survive many unfavorable conditions. Reading Checkpoint Fungi produce antibiotics that can kill bacteria.

Page 94

Math Analyzing Data 1 by measuring average height in meters 2 those grown with root-associated fungi 3 about 5 meters; about 1.5 meters 4 Root-associated fungi improve or enhance tree growth.

Reading Checkpoint The hyphae of some fungi grow into or on plant roots and help the plant absorb water and nutrients from the soil.Figure 22 a partnership in which both organisms benefit—mutualism

Page 95 Reading Checkpoint fungus; alga or bacterium

Section 3 AssessmentReviewing Key Concepts 1a any three of the following: eukaryotes, have cell walls, reproduce through spores, heterotrophs that feed in a similar way, live in warm, moist places b Fungal cells are arranged in hyphae. Bread mold hyphae are loosely tangled; mushroom hyphae are tightly packed. c Threadlike hyphae grow into a food source then release chemicals that break it down. 2a Spores are reproductive cells that develop into new fungi. b Hyphae of two fungi join and exchange genetic material; a reproductive structure eventually grows from the joined hyphae and produces spores; spores develop into new fungi. c It increases the chance that more spores will survive to become new fungi. 3a recycler, food source, disease agent, disease fighter, organism living in association with plant roots, one of the pair of organisms in a lichen b It would be filled with dead plants and animals.

Writing in Science Writing Mode Description scoring Rubric: 4 Includes detailed, accurate descriptions; writing and art are engaging 3 Includes all criteria; writing and art not engaging 2 Minimally meets criteria 1 Includes inaccurate or incomplete information

Pages 96–97

Skills LabWhat’s for Lunch? expected outcome Balloon D should inflate the most. Balloon C should



07COREAKA

13

also inflate but noticeably less than balloon D. Balloons A, B, and E should not inflate. Analyze and Conclude 1 Balloons C and D changed during the lab, Balloon C filled up a little, and Balloon D filled up a lot. 2 Some balloons were inflated by carbon dioxide gas. Other balloons remained unchanged because no carbon dioxide gas was produced by the yeast. 3 The balloon on Bottle C did not inflate as much as the balloon on Bottle D. When less sugar was available to the yeast (25 mL in Bottle C versus 50 mL in bottle D), the yeast gave off less carbon dioxide. Without Bottle E, there would be no way of knowing whether the gas was being produced by the sugar alone as it dissolved in the water. 4 They use sugar. Bottle B, which contained salt, produced no gas, indicating that the yeast was not active. 5 Answers should explain that yeast cells use sugar as a food source, and they produce carbon dioxide as they break down food. Their feeding and production of carbon dioxide were proven by the inflation of balloons in bottles containing sugar, particularly in the bottle with the most sugar. Design an experiment Student could prepare another Bottle D and place it in a refrigerator. He would find that yeasts require warm environments to carry out their basic life processes.

Page 99

Review and Assessmentorganizing Information a Algal growth increases. b A layer of algae prevents sunlight from reaching plants and other algae beneath. These plants and algae die. c Decomposers increase in number and use up oxygen in the water. Reviewing Key Terms 1 c 2 b 3 c 4 c 5 b 6 false; cilia 7 false; algae 8 true 9 false; hyphae 10 true

Writing in Science Writing Mode Description

scoring Rubric: 4 Includes detailed, accurate information for all criteria and illustrations; art is neat and supports text 3 Includes all criteria; art somewhat extraneous 2 Minimally meets all criteria 1 Includes inaccurate or incomplete information

Page 100

Review and AssessmentChecking Concepts 11 An amoeba extends pseudopods around a food particle to engulf it. 12 Algae range from unicellular to huge multicellular individuals, as well as unicellular forms living in colonies. 13 Animal-like and funguslike protists are heterotrophs. Plantlike protists are autotrophs, but some can also be heterotrophs. 14 An algal bloom is a rapid increase in a population of algae. In the ocean, an algal bloom can cause a red tide to occur, which is dangerous because the toxins that the algae produce can become concentrated in the bodies of organisms that consume the algae. An algal bloom in a lake can increase the rate of eutrophication, blocking sunlight and depleting oxygen, thus killing organisms in the lake. 15 In sexual reproduction, two hyphae grow together, exchange genetic material, and produce a fruiting body. 16 The fungus benefits from food produced by the algae or bacteria, which obtain shelter, water, and minerals from the fungus. Thinking Critically 17 Organism A is an amoeba, which engulfs its food with pseudopods. Organism B is a paramecium, which uses cilia to push food containing water into its oral groove. 18 Most other life forms would probably disappear also. Algae provide food and oxygen for water animals and help maintain the oxygen in the atmosphere. 19 Fungi play many beneficial roles, especially that of decomposer. Killing fungi could allow the accumulation of dead plants and animals. Fungi also help many

plants to survive. 20 There could be excess nutrients in the water, or it may be old and need to be changed. The scum could be from eutrophication, a natural process that occurs over time. 21 Keep it aired out, dry, and cool. Molds thrive in warm, moist environments. Applying skills 22 at about 38°C 23 Yeast must be active and produce carbon dioxide so the dough will rise, and it is more active in warm water. 24 No. For the most part the dough would not continue to rise because yeast is usually inactive at that temperature. 25 The optimal temperature range for yeast activity is between 30°C and 45°C. Above or below this range, the amount of carbon dioxide produced decreases sharply.

Page 101

Standardized Test Prep 1 C 2 G 3 D 4 J 5 C 6 The hyphae of the mushrooms grow into the log, which is a food source. Digestive chemicals from the hyphae ooze into the log and break it down into small substances that the hyphae can absorb.

CHAPTeR 4

Section 1 The Plant Kingdom

Page 104

Target Reading Skill Answers: Definitions will vary. Check to see that definitions are appropriate.

Discover Activity expected outcome Your student should observe a difference in leaf thickness, texture, and size. Think It over Your student should infer that the plant with the small, thick, fleshy leaf lives in the desert or other hot, sunny climate, and that the plant with the larger, thinner, flatter leaf lives in an area of sufficient



07COREAKA

14

rainfall. He will probably say that the thick leaf looks as if it has water in it.

Page 105 Figure 1 cell walls and chloroplasts Reading Checkpoint to store food, water, and wastes

Page 106

Math Analyzing Data 1 horizontal axis—time of day; vertical axis—water loss 2 most—midday; least—in the evening 3 The plant seemed to lose the most water during the sunniest or warmest parts of the day. 4 The line graph would descend during the night and then rise again in the morning hours, because the water loss is less during the night when there is no sun.

Page 107 Figure 3 vascular tissues Reading Checkpoint because they need water to survive and could easily dry up on land

Page 108 Figure 4 seedless vascular plants, gymnosperms, and angiosperms

Page 110Reading Checkpoint a green pigment found in the chloroplasts of plants, algae, and some bacteria Reading Checkpoint the sporophyte stage

Page 111 Figure 6 the gametophyte stage

Section 1 AssessmentReviewing Key Concepts 1a multicellular, autotrophic eukaryotes with cell walls b Plant cells have a cell wall, chloroplasts, and vacuoles. c Sample answer: It would not be able to produce food. 2a They must be able to obtain water and other materials from their environment, retain moisture, support their bodies,

transport materials throughout their bodies, and reproduce. b Because algae live in water, they have less problem with water loss. 3a Vascular plants have tissues for moving water and other materials throughout the entire plant; nonvascular plants do not. b Vascular plants can move water and food through the plant body quickly. c Yes, because of the scarcity of water in the desert, a tall plant must have vascular tissue to supply its cells with water. Nonvascular plants are low-growing with no roots for absorbing water. 4a sporophyte and gametophyte b A zygote develops into a sporophyte. The sporophyte produces spores that develop into the gametophyte. The gametophyte produces egg and sperm cells. A sperm cell and egg cell unite to form a zygote and the cycle continues.

Writing in Science Writing Mode Video Script scoring Rubric: 4 Script includes accurate details about plant challenges and how plants meet them; writing is engaging 3 Includes all criteria; writing is unimaginative 2 Includes a few details 1 Includes inaccurate or irrelevant information

Pages 112–113

Technology and SocietyPaper Weigh the Impact 1 Society relies on paper for printed words and images, and for everyday items, such as paper cups and cardboard packaging. Possible answer: My life would be different because I would not have had books, magazines, or newspapers to read, and writing would be limited. 2 possible uses of e-paper: electronic billboards, downloading entire texts of books, downloading daily news instead of getting a paper newspaper, and downloading e-mails from the Internet 3 Paragraph should include the factors mentioned in the feature as well as others learned through research. Most students will recognize

that e-paper is designed to replace only paper with text and images, not all uses of traditional paper.

Page 131

Review and Assessmentorganizing Information a small and low b moist c true roots, stems, and leaves d gametophyte e yes; possible title: Characteristics of Mosses and Ferns Reviewing Key Terms 1 d 2 b 3 a 4 c 5 c 6 true 7 false; cuticle 8 false; chlorophyll 9 false; photosynthesis 10 false; nonvascular

Writing in Science Writing Mode Descriptionscoring Rubric: 4 Includes accurate information with many details; writing is clear and organized 3 Includes all criteria but few details 2 Includes most criteria 1 Includes inaccurate or incomplete information

Page 132

Review and AssessmentChecking Concepts 11 Sample answers: a way to retain water; a way to obtain water and nutrients from soil; support for its body 12 A sporophyte produces a gametophyte. The gametophyte plant produces egg cells and sperm cells. Fertilization occurs when a sperm cell fuses with an egg cell to form a zygote. The zygote develops into a new sporophyte. 13 The bus appears yellow because its paint contains pigments that reflect the yellow part of visible light. 14 Chlorophyll absorbs most of the red and blue colors of light so the energy in these colors can be used to power photosynthesis. 15 Rhizoids anchor the plant and absorb water and nutrients. They are found in mosses. 16 Vascular tissue enables the fern to efficiently transport water and food to all its cells and support the plant so it can grow large. 17 Mosses are nonvascular plants; club mosses are



07COREAKA

15

vascular. Both need to grow in moist environments because they reproduce with spores. Thinking Critically 18 As the taller plants grow, they block the light from the smaller ones. If light does not reach the smaller plants, they die. 19 The sporophyte generation produces the spores. The spores develop into the gametophyte stage, which produces two kinds of gametes—sperm cells and egg cells. 20 a The apple reflects most of the red part of the spectrum. b The mirror reflects all colors of light. 21 Student should indicate that his friend probably is mistaken. Mosses are nonvascular plants and cannot grow more than a few centimeters tall. 22 The north sides are cooler and get less sunlight. They are more moist. Applying skills 23 Graphs should show the percentage of light absorbed on the vertical axis, in increments of five or ten percentage points. The color of light should be placed along the horizontal axis. The height of each color’s bar should correspond to the number in the table. 24 blue 25 red, blue, violet 26 Student should predict that little photosynthesis would occur. Without photosynthesis, the plant would die. 27 A plant with reddish leaves would reflect more red light and absorb more green light. The percentage of the red light would be a lower value, and the percentage of green light would be a higher value.

Page 133

Standardized Test Prep 1 D 2 G 3 B 4 J 5 D 6 Sample answer: Land plants have roots that absorb water and minerals. A waxy cuticle helps prevent the loss of water from the plant. Vascular tissue transports materials throughout the plant.

Lessons 1–20 science acTiviTies answer Key


07COREAKA

16

ACTIVITY 1

Developing a Hypothesis (Science Lesson 2)1 Samples: Maybe the drink has more syrup. Maybe sucrose is heavier than aspartame. Maybe the company puts more bubbles in the diet drink to make it taste better. 2 Samples: Maybe the can that sank is a little larger, or maybe it contains more drink or less air. Maybe one can was damaged. 3 Sample: Maybe the can at the bottom is caught on something. 4 Sample: If you weigh equal volumes of each drink, then the diet drink will weigh less than the regular drink. 5 Sample: If you find the volumes of drink in each can, then there will be less drink in the can that floated. 6 Sample Tests: Check the volume of the cans. Weigh the unopened cans, the drinks, or the empty cans. Pour the drinks into graduated cylinders to check their volumes. Explanation: The soda containing sucrose has more mass than the diet soda containing aspartame. Sucrose has more mass than aspartame. Both cans are of equal volume and contain the same amount of liquid inside, but they have different masses due to the sweetener. The regular soda is more dense than the diet soda and floats in water.

ACTIVITY 2

The Origin of Life (Science Lesson 10)1 The air in the chamber is different from the air today because it does not contain any oxygen. Both the air in the chamber and the air we breathe today have large amounts of nitrogen. Both also contain water vapor, carbon dioxide, and methane, although they make up a smaller portion of the air we breathe today. 2 Miller and Urey’s

experiment simulated how lightning affected the ocean and the gases in the atmosphere of early Earth. They ran an electric current through a flask of gases and water. The current represented lightning in the atmosphere. A week later they found some small chemical units that could form the building blocks of life called proteins. 3 Scientists believe that the first organisms did not need oxygen, were unicellular and heterotrophic, and lived in the oceans. 4 Scientists think that the early heterotrophs used chemicals in their surroundings for energy. As the number of heterotrophs increased, the amount of chemicals available to them decreased. Some of these heterotrophs may have developed the ability to make their own food. These early autotrophs released oxygen as a waste product. As the autotrophs thrived, oxygen accumulated in Earth’s atmosphere. 5 Fossils are traces of ancient organisms that have been preserved in rock or other substances. The earliest known fossils contain archaea-like life forms. Hypotheses about the earliest forms of life on Earth suggest that the earliest life forms were very similar to archaea today.

ACTIVITY 3

Water Hazards (Enrichment)(Science Lesson 15)1 The concentration of water outside the cell is greater than the concentration of water inside the cell. As a result, water particles will diffuse into the cell. 2 Water is distributed evenly inside and outside the cell. Therefore, excess water will not build up in the cell and there is no need for a contractile vacuole. 3 Water would diffuse into the cell to balance the extra number of salt particles.

ACTIVITY 4

Lake Water Mixing and Eutrophication (Science Lesson 16)1 Lake A is more likely to experience eutrophication because its cold, deep layer is more shallow. Therefore, it is more likely to run out of oxygen before the end of the summer. As a result, bacteria and other decomposers will die and nutrients will build up. 2 An algal bloom is most likely in the fall, when the mixing of lake water would bring any nutrients from the deep water to the surface, where they could nourish algae. 3 As debris slowly fills in the lake bottom, the lakes’ cold layer has less and less volume. This makes it more likely to experience eutrophication.


Science Activities

Lessons 1–20 HisTory Lesson ManuaL answer Key


07COREAKA

17

Lesson 1Discussion Questions 1 Modern space travel is exploring the unknown, as was an ocean voyage in 150 A.D. 2 Land travel was dangerous for merchants because the routes were lengthy, sometimes 4,000 miles long. Sea travel was dangerous and dependent on the weather. Early travelers had no navigational charts to help them find their way. Many long sea journeys caused people to become ill, and some died due to poor travel conditions. 3 People and places seem closer because no matter the distance, we can be in contact with anyone, anywhere in the world. 4 Because we can easily travel to distant places and communicate with others far away, we know a lot about our world and its people. Answers vary.enrichment 1 so island groups are in one time zone 2 Answers will vary. In 1884, an international conference decided that the prime meridian would pass through Great Britain’s Royal Greenwich Observatory, which had played a key role in early navigation and in timekeeping methods for navigation.

Lesson 4Discussion Questions 1 Horseshoes protected the horse’s feet from the hard paved Roman roads. Stirrups and reins improved horse travel by giving the rider better control over the horse and more security in the saddle. In warfare, soldiers were able to control the horse with their legs in the stirrups, freeing their hands to operate weapons. 2 The primary reasons for travel in the ancient world were to trade goods, to explore, and to go on religious quests.

3 The triangular sail allowed the traders to sail more easily in any direction. A reliable rudder enabled them to steer better. The compass allowed them to sail in any kind of weather, because it helped them stay on course. 4 Modern cartographers have information gathered from explorers and advanced technical knowledge that helps them make accurate maps. 5 The camel has been so important for travelers because they are able to carry very heavy loads and can survive in extreme weather conditions. 6 As people were more able to travel and explore, the world expanded beyond their horizon.

Lesson 5Discussion Questions 1 The most important ways for a historian to get information are from written and non-written sources. 2 Answers will vary. Sample answers might include audio tape, video tape, e-mail, and digital photography. These can be more reliable than written accounts because they are more objective. 3 It is usually the victorious side that records the events of battle. The victors will, of course, only be writing down their perspective of the events. In effect, we would only know one side of the story. 4 Answers vary. 5 A historian’s most important job is to reconstruct the past accurately. 6 Written sources would be more valuable to a historian, because they would be more accurate.

Lesson 9Discussion Questions 1 At its peak, the Roman Empire included Britain in the north to Africa in the south and Spain in the west to Syria in the East.

2 The provinces protected Rome, acting as a buffer from the enemy. Provinces also provided food and other goods for Rome. Trade with the provinces brought wealth to the Roman people. Because the provinces paid taxes to Rome, the government and the army were strong and wealthy. 3 Without the strong Roman government and armies to protect its borders, the enemy can invade the empire. Invasions in the countryside, where food and other trade goods are produced, create a depletion of food and marketable items. Without production of marketable goods, the empire’s treasury is further depleted. Answers vary. 4 The German tribes were hostile to the Roman Empire, and they were able to infiltrate the borders as Rome began to weaken. 5 Roman coins were made of solid silver or gold. At the end of the empire, the government minted more coins, but these coins were filled with less valuable metals. If the merchants had accepted the coins, this might have solved the financial troubles of the empire. The value of money depends on the acceptance of it in the world of commerce. 6 In an effort to make governing the empire an easier task, the Emperor Diocletian divided it between four men— two rulers in the east and two rulers in the west. Because of ongoing problems in the western half of the empire, Emperor Theodosius I declared in his will that upon his death the empire would become separate empires—one in the east and one in the west. 7 The Western Empire was overrun by barbarians who eventually overthrew the Roman Empire. The invaders set up their own kingdoms and the emperors of the Roman Empire no longer had power. Constantine, the ruler of the Eastern Empire, moved the capital from Rome to Byzantine,


History Lesson Manual



07COREAKA

18

where it was more securely located. This new location was also closer to trade routes. Because of the new location, the Eastern Empire grew stronger and thrived.

Lesson 10Discussion Questions 1 Whenever two different cultures come in contact with each other, ideas are exchanged. Through contact with the Romans, the Persians have used Roman techniques to build bridges, towns, and forts. 2 King Khusru had medical texts and the works of some great philosophers translated into the Persian language. He founded the University of Jundishapur and a medical school. He also welcomed scholars and non-Christians to his country to study and offered them a safe haven from persecution. 3 Answers vary. Possible answers are organized government, written language, skilled craftspeople, technology, and specialized jobs. 4 Gupta India and China were both weakened by the many invasions of the Huns. The Huns eventually conquered and ruled Gupta India. The Han dynasty in China fought many costly wars with the Huns and lost control of the country. Chinese generals fought each other and the Huns for control. 5 China learned the teachings of Buddhism from India, and it influenced their religious art.

Lesson 11Discussion Questions 1 The people were rebelling against high taxes and corrupt city officials. He gave orders to put down the riots and 30,000 people died. 2 Treatment of non-Christians was brutal. Jews were not allowed to build synagogues or join in city life. There were forced conversions and anti-Jewish massacres. Christianity was the state religion, and the emperor was seen as God’s representative on Earth. Praying to another god was not permitted.

3 He felt that to glorify the church was to glorify God, so all his passions went to the church. He commissioned religious art and architecture. 4 The Justinian Code extended the rights of women, children, and slaves. Criminals were given harsher punishments, so order was better maintained. It was so effective that it became the model for legal systems in other nations. 5 The Persians were the Byzantine Empire’s major adversary. Their constant state of warfare weakened both empires, making each of them unable to conquer the other.

Lesson 14Discussion Questions 1 Trade routes were the paths that ancient people used to take their goods to market. People settled along these trade routes because this is where underground water was located. 2 The Arabian communities were made up of three types of people: city dwellers, agricultural villagers, and nomadic tribes. The nomads traveled the routes and returned with goods to trade with the villagers and city dwellers. The villagers and city dwellers provided goods and services to the nomads. 3 Travelers stopped in Mecca for water for themselves and their animals. 4 The Ka’bah is believed to have been built by Abraham as a house of worship and a reminder of his firm belief in one God. Activity 1 peninsula 2 Mediterranean Sea, Red Sea, Arabian Sea, Persian Gulf 3 about 400 km or 250 mi 4 Answers will vary. Possible answers: desert environment, blistering heat, lack of water 5 Tigris River and Euphrates River 6 northwest

Lesson 15Discussion Questions 1 It is believed that Muhammad had a vision in which he ascended with the angel Gabriel into heaven to speak with God. It was this vision that confirmed

his belief that he was a messenger or prophet sent by God. 2 The Quraysh leaders rejected the power of Muhammad and his religious preachings, because they feared that their own power and wealth would be lost. The Quraysh leaders refused to trade with the Muslims. 3 The Quraysh leaders were plotting to kill Muhammad. Muhammad and the Muslims were offered safety in Medina. 4 The migration or Hijrah of the Muslim people to Medina marks the beginning of the Muslim calendar. 5 The message revealed to Muhammad was the same message that was brought to Abraham, Moses, and Jesus. The Qu’ran completes the earlier revelations in the Old Testament; many prophets in the Bible are also described in the Qu’ran. The Muslims believed the holy books of both the Jews and the Christians were based on God’s revelations. 6 The Sunna is the authentic sources of Islamic beliefs and practices, which are derived from the revelations in the Qu’ran and the words and deeds of Muhammad collected in the hadith. 7 In the Sunna, the five pillars of Islam are explained as: Profession of Faith—Muslims repeat “there is no god but Allah, and Muhammad is his prophet”; Prayer—Muslims must pray five times per day; Giving Alms—Muslims must contribute to mosques and to hospitals; Fasting during Ramadan—Muslims hope that their fast will bring them closer to Allah; and Hajj—the pilgrimage to Mecca. These Five Pillars of Islam tell us the focus of the religion is about honoring Allah. 8 Parents chant the profession of faith over each newborn baby. Children use the Qur’an as they learn to read and write. When someone is about to die, the Qur’an is recited at the bedside.

Lesson 19Discussion Questions 1 Muhammad had not named a successor, and many Muslims feared their religious community would die without a



07COREAKA

19

prophet to guide them. 2 The “Rightly Guided Caliphs” were the first four successors of Muhammad. Abu Bakr, Umar, and Uthman, Ali Muhammad’s most trusted advisors, chose the caliph to succeed Muhammad. On his deathbed, Umar, the second caliph, named a council to choose the next caliph. 3 The Shiites accept only members of Muhammad’s family as his successors because they believe the family to be the only divine guides. The Sunnis accept the election of the first four caliphs. They believe that any individual can have a direct relationship with God, not just Muhammad’s family.

Lessons 1–20 HisTory TexTbooK answer Key


07COREAKA

20

Page 4 Sample answer: Tokyo is in Japan;

Moscow is in Russia; the Eiffel Tower is in Paris, France; from books, magazine articles; school, and television programs.

Page 6 Most people walked or rode on

horseback or in horse-drawn carts. Merchants and others who needed to cross the sea sailed on ships.

Page 7 Communication in A.D. 150 was

much slower because messages had to be delivered by hand. Today electronic communication devices can send messages almost anywhere in seconds.

Review1 In the Roman Empire travel was very slow, uncomfortable, and dangerous by today’s standards. Communications then were linked to transportation. Today we can send or receive messages almost instantaneously, without depending on transportation. 2 The merchant might have gone by horse or cart from Lutetia to an Italian seaport. From there he would sail across the Mediterranean Sea to Alexandria. 3 Both require courage to explore the unknown and to face hardships and possibly even death. Both are also means for obtaining information about what exists around us. 4 Because the silk had to travel a long and difficult route and changed hands many times, it was expensive in Rome. 5 The world seemed smaller because distant places seemed closer when people could contact them faster and more easily. 6 Answers will vary.

Page 9Try It 11:00 P.M.; 1:00 A.M.; 7 hours

Apply It Answers depend on the location of the caller’s home relative to New York and San Diego.

Page 10 place names, political boundaries

Page 12 It enabled ships to sail more easily

in any direction, regardless of the direction of the wind.

Page 13 sample answer: crossing the Gobi

because it was hot and dry The stirrup and bit gave riders

better control; horseshoes protected horses’ feet from wear. The lateen sail enabled ships to sail against the wind; the stern-post rudder made steering easier; and the compass let sailors navigate by night or day in any weather.

Page 15 Answers will vary depending on

landmarks noted. Student should note that the Black and Caspian seas are not long branches of the Mediterranean, Africa is not rounded at the bottom, and the Americas are not even shown.

They brought back information about places they had visited, thus helping mapmakers create more accurate maps and expanding people’s knowledge of the world.

Review1 People who traveled to trade, conquer other lands, explore unknown regions, or make religious pilgrimages brought back knowledge of the world. In the 1100s, knowledge came from books translated by scholars in Spain. 2 The stirrup and bit gave riders more control over their horses. Horseshoes protected horses’ hooves. As a result, by A.D. 500,

messengers on horseback could travel more swiftly and securely. 3 The most accurate areas were those closest to the mapmaker’s home. This was the area the mapmaker knew best. 4 Camels could travel in extreme weather and over rough terrain. Also, a camel could carry much heavier loads than a horse. 5 As the central government and economy declined, schools may have lost funding and scholars may have lost the respect of others. Fewer traders or travelers would bring news of new ideas or inventions. 6 Answers will vary.

Page 17 A primary source is written by

someone who witnessed or experienced the event. A secondary source is written after the event, usually with the help of a primary source.

Page 19 Historians ask who wrote a source

and when, where, and why it was written.

Since Mexico was now a colony, the Spanish needed maps for transportation and communication. Equally important, they needed good maps in order to allocate land and establish proof of ownership among themselves.

Review1 Historians gather and study written and nonwritten sources for information about the past. They evaluate the sources for purpose, accuracy, and bias. As new information is discovered, they evaluate it and add it to the body of knowledge about the past. 2 Some of today’s primary sources that are created using electronic communication devices include recorded messages, faxes, videotapes,


History Textbook

© Houghton Mifflin



07COREAKA

21

photographs from space, and computer files. 3 Historians have learned about the Aztecs from Aztec poetry, art, relics, personal accounts of explorers, and from the remains of Aztec cities. 4 Answers will vary but should mention that learning new things about the past gives us a new understanding of events in the world today. 5 Answers will vary.

It might have been used for wine

at social gatherings because it is decorated and shaped for pouring.

Pages 22–23

Chapter ReviewReviewing Key Terms A Sample answers follow. 1 The lateen sail helped ships to travel more easily in any direction at any time. 2 The sternpost rudder could steer large ships. 3 Using a magnetic compass, sailors always knew their direction. 4 The invention of stirrups enabled soldiers to shoot while riding horses. 5 satellites transmit radio and televisions signals anywhere on earth by relaying the signal from its source to its destination. 6 Today, electronic communications provide instant communication around the world. B Sample answers follow. 1 Early merchants tied camels together to form caravans. 2 Written records gave a more complete picture of history than other artifacts. 3 When written records are available, historians begin with primary sources. 4 “Silent remains” enable us to study prehistory. 5 Archaeology is the science of finding and studying fossils, ruins, and artifacts. 6 secondary sources pull together information taken from primary sources and other observations. exploring Concepts A Examples may include any four of the following: trade, exploration, war, inventions, electronic communication, mapmaking, writings, study of the past, or study of history. B Sample

answers follow. 1 Today people fly from Paris to Rome in about two hours. In the time of the Roman Empire, the same trip took days. 2 There were no aids to navigation in bad weather. Sailing ships depended on favorable winds. 3 In the Roman Empire, it took a month to send a message from Rome to Britain. Today, communication is instant. 4 By traveling to unknown lands, these people increased knowledge of the world and opened the way for further exploration. 5 Their detailed descriptions of their travels to new places opened these places to further mapping. 6 Travelers’ and traders’ stories and diaries provided descriptions of faraway places. In the 1100s, European mapmakers got new information from translations of books from the East. 7 Historians determine whether the primary source conflicts with other primary sources and whether it is biased. 8 They provide information about and interpretations of the past. 9 We “travel” to the past by studying history and picturing life long ago.Reviewing skills Note: For questions 2–3, direct student to use the world map on pp. 8–9. 1a noon b It is five hours earlier in Honolulu. 2 Africa has four time zones. 3 The ship is crossing the International Date Line going east. 4 Use a time zone map. Using Critical Thinking 1 In the past, people received little information about the world outside their own village because communication across distances took a long time. Today, the world is a global village because electronic communications inform us about events around the world the same day they happen. 2 Answers will vary. One analogy to the Romans’ sudden discovery of most of the Western Hemisphere would be the discovery today of intelligent beings on another planet. The announcement of such a discovery today would be strongly challenged. A tremendous amount of time, energy, and money

would be spent in proving or disproving the discovery.Preparing for Citizenship 1 Notebooks might develop the theme that the speed of communications increased with the speed of transportation and that relay systems that maximize speed began in ancient Greece. Examples of relay systems are runners in ancient Greece and the Pony Express in the United States.

Page 28 The provinces supplied Rome

with food, tax money, and natural resources. In turn, Rome defended the provinces and provided roads, buildings, and aqueducts.

Page 30 Friendly barbarian tribes were

allowed to settle within the empire and often served as soldiers fighting for Rome against hostile barbarian tribes. Thus, barbarians were both allies and enemies of the Romans.

Page 31 Diocletian divided the empire in

two parts so that each half would be easier to defend and manage.

Review1 barbarian invasions, internal fighting over succession, disruption of trading and farming, food shortages, and financial crises 2 Roads facilitated travel and trade; aqueducts piped water into the provinces; and at public buildings, people were provided with much-needed services. 3 Not all barbarians were willing to live peacefully with the Romans. 4 These coins were worth less. Prices rose and economic conditions declined further. 5 The Eastern Roman Empire survived because it had more economically productive provinces, was a crossroads of trade, and was easily defended. The Western Roman Empire failed because of economic problems, political quarrels,



07COREAKA

22

and an inability to defend itself. 6 Answers will vary.

Page 34 Persia became a wealthy trading

nation by establishing a common currency in the country, maintaining its roads, assigning soldiers to keep roads and travelers safe, and taxing goods entering and leaving the country.

Page 36 the Huns Prosperity brought great creativity

in poetry, art, mathematics, and science. The Guptas also built public institutions such as hospitals, maintained good roads, and taxed the people fairly.

Page 37 China traded silk and gold for such

goods as glass, pearls, grapes, beans, and horses.

Review1 Your student might say that contact with other cultures led to the exchange of goods and ideas. 2 Constant battles with the Persians weakened the Roman Empire. 3 They influenced each other’s religion, arts, and sciences. They had contact with one another through war and trade. 4 The Indians influenced Chinese religion and art. Many Chinese converted to Buddhism and much of their art is modeled after Indian art. 5 They adopted some of the skills and ideas of the people they conquered. They then passed them on to other cultures that they invaded. 6 Responses will vary.

Page 45 Under Justinian’s rule, mosaic art

form fully developed, and Byzantine architecture reached its height.

The constant battles between Byzantium and Persia left both empires very weak and open to attack by other enemies.

Review1 The Byzantines created new forms of religious art and architecture, developed the Justinian Code, and expanded the boundaries of their empire. 2 Constantinople was a planned city with many beautiful buildings and public conveniences like Rome. It was easier to defend than Rome. 3 The Justinian Code formed the model for later legal codes in Europe and Latin America. 4 Rioting destroyed much of Constantinople. Justinian rebuilt the city with stronger defenses. 5 The student may mention that countries fight to gain control of natural resources, because of religious differences, or to expand their boundaries. 6 Responses will vary.

Pages 46–47

Chapter ReviewReviewing Key Terms 1 b. The chapter uses province to refer to a place. 2 a. The chapter uses commerce to mean trade. 3 b. The chapter uses dynasty to mean a ruling family. 4 b. The chapter discusses mosaics as an art form. 5 b. The chapter uses barbarian to mean a person who speaks a different language.exploring Concepts A Sample answers follow. 1 peace they maintained in their provinces 2 roads, aqueducts, and bridges 3 prosperous trade 4 common currency 5 concept of zero 6 poems and folktales by early Indian writers 7 sculptures of Buddha 8 silk and gold 9 Justinian Code 10 mosaics B Sample answers follow. 1 Egyptians and North Africans supplied Rome with wheat and paid taxes. 2 Thousands of barbarians migrated into the Roman Empire, many armed and eager to fight for control. Fighting resulted in ruined fields, causing food shortages. 3 When roads became unsafe in the Roman Empire, merchants and craftspeople living along trade routes went out of business. The Indian and Persian

governments aided trade by keeping roads well maintained, and Persia further aided trade by assigning soldiers to patrol roads to protect travelers. 4 Persians modeled ships after single-sailed vessels of Greece. 5 Persians borrowed ideas from Indian mathematics. Chinese learned Buddhism from Indian missionaries. 6 Rome maintained peace in the provinces by allowing people to continue living as usual, but under Roman law. Justinian condensed the 1,600 books of Roman law into an effective legal system. 7 Both Constantine and Justinian rebuilt the Byzantine capital. 8 The Persians most closely matched the Byzantines in strength. The Persians were committed to battling the Byzantines for control of Armenia and to regain control of Turkey, Syria, and Egypt. 9 Octavian ended chaos and power struggles and expanded the empire by conquering territory that ran along the Rhine and Danube rivers.Using Critical Thinking 1a What you don’t know won’t hurt you. b He who hesitates is lost. c The end justifies the means. d Everybody loves a winner. e Misery loves company. f Practice makes perfect. 2 Answers will vary. Your student should select relevant examples and explain the application of the proverb. 3 Your student should justify any similarities he finds between the pieces of literature. He may discuss and compare the different beliefs and customs he reads about. 4 The student might discuss whether each writer has really emphasized a strength of the town or whether it is just a strength in the eyes of the writer. Preparing for Citizenship 1 The student should search past and present newspapers and other sources to gain an understanding of the lifestyle, trade policies, and other pertinent information. 2 You may choose to display the student’s mosaic. This also may coincide with a trip to an art museum. 3 You may have the student



07COREAKA

23

perform his humorous dialogue for you. 4 Instruct the student to draw or include photocopies of art that is representative of the culture he is researching to accompany his writing. You might decide to feature the display in a central location at home.

Page 53 The advantage of sea travel was that

a ship could hold more than a camel caravan could. Land travel was the only way to reach interior towns.

Page 55 Nomads had to travel year-round to

find water and grazing land for their herds. They traded camel products and other goods for food and other products at oases.

Page 56 Life for the town-dwellers would

have been shaped by the trade that brought prosperity to many towns. For instance, goods from many different countries were bought and sold there. Also, the towns were centers of trade for local agricultural products, and visited by nomads who needed such products.

Page 57 Mecca was not only a trading center

but also an important religious center. Arabs came from all over the Arabian Peninsula to worship their gods in the Ka’bah.

Review1 There were three major ways of life: that of the Arab nomads, that of the agricultural villagers, and that of city-dwellers. 2 There was a great deal of contact, especially through trade. Arabia served as a major trading crossroads between the Mediterranean Sea region and the Indian Ocean. Arabia was also linked through trade to the east coast of Africa. 3 Arab nomads moved their herds in search of the best seasonal grazing lands. Also, with much of the Arabian

economy based on transporting and trading goods, some traders moved a great deal as well. 4 According to Islamic teaching, Abraham and Ishmael built the Ka’bah about 4,000 years ago as a sign of their monotheism. Idol worshipers also used it as a holy site. 5 Trade existed in Arabia before the tradition of religious pilgrimages gained strength. 6 Responses will vary.

Page 61 Islam is the religion beginning in

A.D. 610 taught by Muhammad, who is believed to have had revelations from God and as a result began to preach. His followers waged war against Muhammad’s enemies, and, by the time of Muhammad’s death in 632, his armies controlled most of the Arabian Peninsula.

Page 63 The Qur’an is the written record

of Allah’s messages revealed through Muhammad. The Sunna is a description of the guiding rules of Islam as based on the way Muhammad lived his own life. Together they constitute a religious and social framework for Muslims.

Page 64 In addition to the five pillars of

faith, Islam contains many specific laws that describe how a person should live his or her daily life, based on the Sunna.

Review1 Islam is also a way of life because it sets forth ethical standards that Muslims must follow in all aspects of life, including diet, marriage, divorce, personal hygiene, and business transactions. 2 All three religions are monotheistic, revere the ancient Hebrew prophets, have a set of sacred writings, and offer a guide as to how followers should lead their lives. 3 The Qur’an gave women clear rights in marriage, as well as the right to an education, to earnings from work, to

make contracts, and to serve as witnesses. 4 Some Arabs already believed in one God. Some had already been exposed to Judaism and Christianity. Islam began in Arabia, and a “home-grown” religion may have appealed to some. Some may have desired the sense of unity Islam could bring. 5 Answers will vary.

Page 66 Muhammad’s advisors called for a

council to choose his successor. Abu Bakr received the most support.

Page 67 It was about 3–4 times larger

by 661. The Muslim army was a strong

force that had been united by Muhammad. The Muslim forces conquered lands in the name of Allah. The Muslims could share in the riches of the land they conquered.

Page 68 Muslims are 19.4% The division developed over the

question of Muhammad’s successor: Sunnis believed that Muslim leadership passed to caliphs elected from Muslim families; Shiites believed that leadership was limited to descendants of Muhammad.

Review1 The Muslims had to decide who should succeed Muhammad as the leader of Islam. They also felt the call to expand the community of Muslims. 2 Muslims believed that Muhammad, as a prophet, was guided by Allah. Without his strong leadership, they feared that the Muslim community would not hold together. 3 Beyond Arabia, it extended to Syria, Egypt, present-day Iraq, northern Africa, and Persia. 4 The empire’s growth must have added urgency to the succession issue. People might have still resented Uthman’s appointments. A larger empire might mean more groups struggling for power. A new leader



07COREAKA

24

was urgently needed to restore control after Uthman’s assassination. The borders had to be defended. 5 Responses will vary.

Page 69Try It These events should be above the top timeline: 528, Justinian Code; 537, New Hagia Sophia in Constantinople. These events should be above the bottom timeline: 630, Muhammad arrives in Mecca; 661, Muslim Empire includes North Africa and Persia.Apply It Answers will vary.

Pages 70–71

Chapter ReviewReviewing Key Terms A 1 nomad 2 pilgrimage 3 oasis 4 Islam B Sample answers follow. 1 Muhammad destroyed the idols in the Ka’bah because they represented many gods, and he believed only in Allah. 2 The Qur’an is a collection of Muhammad’s revelations from Allah. 3 Monotheism, the belief in one God, is a key part of Islam. 4 A Muslim is a follower of Islam. 5 The sunna includes the example, customs, and traditions that Muhammad practiced and taught. 6 A mosque is a Muslim temple. 7 A council, or assembly, chose Muhammad’s successor. 8 The caliph acts as the political and military leader of Muslims. 9 A shiite believes that only a descendent of Muhammad can lead Muslims. 10 A sunni accepts the succession of the first four caliphs. 11 Families formed tribes to protect themselves from raiders. exploring Concepts A 500: Mecca is the most important stop along the caravan routes.622: Hijrah marks the beginning of Muslim calendar.630: Muhammad returns to Mecca.632: Muhammad dies.633: Collecting of revelation for the Qur’an begins.

661: Muawiya becomes caliph.B Sample answers follow. 1 Trade, water, and pilgrimage first attracted people to Mecca; today Muslims go there on pilgrimage. 2 Quraysh demanded payment from travelers for the right to worship and trade there; made treaties with nearby peoples to ensure caravans’ safe passage; sponsored caravans themselves. 3 Nomadic herders and townspeople exchanged goods and information. 4 Muslims believe in only one God. 5 Shiites believed only members of Muhammad’s family should be successors. Sunnis believed in the succession of the first four caliphs. 6 Merchants sold many wares from faraway lands and brought foreign traders to Arabia. 7 Quraysh forbade fighting along trade routes four months of each year. 8 They united as Muslims, formed armies, and fought to take over foreign lands and spread their religion. 9 He received revelations from God through the angel Gabriel.Reviewing skills 1 Problems of Muslim government:632: Muhammad dies. 634: First caliph Abu Bakr dies. 644: Caliph Umar dies 656: Caliph Uthman is murdered by disgruntled people from Egypt. 661: Ali is murdered, and Muawiya becomes undisputed caliph. 2 10 P.M. on Monday. 3 a timelineUsing Critical Thinking 1 The student should mention geographical influences such as the presence of water and irrigation, location of trade routes and seaports, adaptability of herding animals, etc. He should also mention dependence of each group on the other for various goods and services. 2 Muslims in 630 to 660 might have said that being right was more important than acting as a family. 3 Answers will vary. While the United States has many allies around the world, there are some countries that present problems for us. For example, illegal drugs come into the

United States in alarming numbers from other countries. As hard as the United States tries to stop the flow of drugs, they continue. So one “enemy,” or negative situation, seems to be everywhere. 4 The student might answer that he will settle down at an oasis and begin farming to support his family. He will address the problems of having enough food, dealing with raiders, and other matters of daily survival.Preparing for Citizenship 1 You might direct your student to the library to consult geography books about Egypt, the Sinai Peninsula, and Arabia. 2 If your student wishes to complete this project on his own, have him go to the library and consult the Readers’ Guide to Periodical Literature to find issues of National Geographic and other magazines with pictures of mosques. Help him plan the construction of his mosque by showing him floor plans of houses to assist him. Suggest that he leave the back of his miniature mosque open so that details he adds to the inside can be displayed.

Lessons 1–20 HisTory acTiviTies answer Key


07COREAKA

25

ACTIVITY 1Empires (History Lessons 9–11)Answers will vary; the following are possible answers.

Empire Extent of Empire Leaders Contributions Problems

Rom

an

Britain in the north to Africa in the south and from Spain in the west to Syria to the east

Octavian (given the name Augustus)

roads; aqueducts Some Germanic peoples were not content to live peacefully with Rome; fighting occurred between Roman armies; economic problem due to government minting more coins

Sass

anid

Part of Armenia King Khusru Anusharvan

Common currency used throughout the country; maintained roads; assigned soldiers to patrol roads to keep travelers safe; set up resting places for merchants; translated Greek and Latin medical texts, opened medical school

Fought Romans for control of Armenia

Gup

ta

india import/export taxes; arts and sciences received great attention; developed number system; concept of zero; discovered that earth rotates on its axis

Plagued by Hun invaders

Han China the Silk Road Plagued by Hun invaders

Byza

ntin

e

Changed over its thousand-year history; included Turkey, Mesopotamia, Persia, and Palestine; later included Egypt; Spain, France, Germany, italy, Turkey, and the Balkans

Justinian; Theodora

Well-organized system of laws extending rights to women, children, and slaves


History Activities

Lessons 1–20 arT HisTory answer Key


07COREAKA

26

Lesson 2Application 1 Cheops built the largest pyramid. 2 Egyptian pyramids were tombs. 3 Egyptians thought the sun god could not wake the dead unless the tomb faced him as he rose in the east. 4 Pharaohs wanted to ensure their spirits would be able to find their bodies in the afterlife. 5 The pyramids are considered an architectural marvel because they have survived so long and because there were no machines to help with the labor.

Lesson 7Application 1 Temples were houses built for the gods. 2 Druids built Stonehenge. It is believed it was built to set aside a space as a holy ground. 3 An obelisk represented the Earth being touched by a ray of the sun. 4 Many obelisks were taken away by people of other countries.

Lesson 12Application 1 Another name for the Two-River Civilization is Mesopotamia. 2 Mesopotamia was fertile because of its location between two rivers; it also had a system of canals. 3 The architecture of Mesopotamia did not survive because buildings were made of mud. 4 A keystone allows an arch to stand alone.

Lesson 17Application 1 Greek temples had sloping roofs to drain rain water from the structures. Egyptian temples did not need sloping roofs because it did not rain in Egypt. 2 The purpose of a Greek temple was to protect the statue of the god or goddess inside. 3 Doric columns are called Man’s Style because they are strong, simple, and plain. 4 A Doric column has no base and fluted sides. It tapers slightly, and has a saucer-shaped piece, called a capital, at the top. 5 Entasis is the slight bulge in a column that makes it look straight to the eye.


Art History

Lessons 1–20 reading Lesson ManuaL answer Key


07COREAKA

27

Lesson 2Application Answers will vary.Questions 1 His father is fighting in the Scottish wars. His mother is a lady-in-waiting for the Queen. 2 He was being sent away because he was the son of a noble family. He would live with Sir Peter de Lindsay, where he would not only escape the plague, but also learn all the ways of knighthood. 3 He becomes ill and loses movement in his legs. His life becomes lonely: he spends his days lying in bed because he cannot walk; his friends will not visit him; from his bed, he cannot see outside, so he has to rely on what he hears as his source of entertainment. He also has to fully rely on someone else to care for him. 4 Answers may vary. Sample answers: He did not like her cooking, but he was also lonely, scared of being left alone, and missed his mother, Dame Ellen, because she was upset and left the house, leaving Robin alone.opinion Answers will vary but should include the following: The door in the wall shows there is always a way out if you look long enough or follow the wall far enough. The door could also represent a way to solve a problem: if you look long enough, you will find the answer.

Lesson 3Instruction Answers will vary. Possible answers are scared, proud, mean, sick, ungrateful, homesick, spoiled, wistful, disobedient, and sad.Questions 1 He heard the sounds of feet on stones, chanting and singing from the Monks, and the ringing of bells. Robin could not get out of bed, so his only source of amusement was the sounds around him, which he quickly learned to recognize. 2 Robin begins to carve a toy boat. It is the

first time he has ever done something for himself. 3 Crookshanks means “crooked legs.” People were often named for some distinguishing characteristic, an occupation, or because of where they lived. This name makes Robin angry and defensive. 4 Robin does not feel thankful because he cannot walk, and if he cannot walk, he cannot grow up to be a knight. He also wonders if his father will still love him if he cannot walk. 5 Answers will vary. Robin is bold, perhaps too bold. He complains about being left alone and tells his father that his legs are bent like sausages. 6 To “mince no words” means not to soften the message, or to tell it like it is. In this case, Robin lets his father know he is unhappy about being left alone. (Rest of answer will vary.)opinion (Optional) Answers will vary but should resemble the following: Robin was frustrated because he could not use the chisel properly, and he lets his anger out by throwing the chisel. When he angrily responds that he is not a carpenter, he is thinking about everything he thinks he has lost: he is the son of a lord and should be training to be a page, but instead he is crippled and stuck in a monastery learning to carve a wooden cross.

Lesson 5Questions 1 Robin thought using crutches would be like walking on stilts and that he would be able to join the boys in play, but then remembered that his father expected him to be a knight, and he will not be able to ride a horse and wear armor if he is using crutches. 2 Suggested answers may include: Crutches will allow Robin to walk; therefore, he will no longer be confined to one room, or have to rely on someone to care for him. Thus, many more opportunities will be

available to him. 3 Robin’s father was not ashamed; rather, he was relieved that Robin did not have the plague. He tells Robin to travel to Shropshire to Sir Peter’s with John-go-in-the-Wynd and Brother Luke. 4 Robin sleeps in a hollow log. He loves the idea of sleeping outside because even though he might never be a knight, he would know what it is like sleeping with clouds above him instead of a bed canopy. 5 Answers may include: the water slipped musically over green-mossed stone, the running of the brook, the knife took hold, John’s fingers danced, a windmill swung its giant arms, the wind was searching, dark clouds making a canopy over him, there was a cheerful fire

Lesson 6Questions 1 He heard the voices of the two rough-looking men downstairs at the inn discussing their plans to rob them. 2 They slide out the window on John-go-in-the-Wynd’s cloak. Robin uses his crutches to trip the robbers. 3 They finish the night sleeping in a barn they pass on the road. Brother Luke leaves a farthing and their blessing. 4 Foreshadowing is suggested when Brother Luke says of the inn’s name, “An innocent name,…but this place hath a fearsome look.” Another clue is the descriptions of the people at the inn: “ill-seeming ruffians,” “slatternly,” “tumbledown.” Robin observes the strangers staring at the money pouch.

Lesson 7Instruction Predictions will vary, but should be supported by facts from the text.Questions 1 Activities at a medieval fair: bear baiting, jousting, tournaments, racing, wrestling, Punch and Judy puppet show; foods at the


Reading Lesson Manual



07COREAKA

28

medieval fair: pigeon pies, honey tarts, suckling pig, jugged hare 2 The woods are compared to a Gothic cathedral. 3 Under cover of fog or night, the enemy could surround the castle and starve them out. These are examples of foreshadowing. 4 Robin is worried that he will not make a good squire because of his legs. Sir Peter de Lindsay greets Robin warmly, welcoming him to the castle; he even makes a reference about “doors opening.” 5 Robin spent his days studying and doing what physical activities he could. He studied Latin, shot at marks with the yeoman, swam, etc. He seemed content because he was limited to doing only those activities he was capable of, yet he was respected all the while; also, he knew he would soon be reunited with his father. 6 D’Ath is Robin’s new “friend”; he is a dog. (Rest of answer will vary.)opinion Answers will vary, but should be supported by facts from the story.

Lesson 8Questions 1 The measure of one’s success is how well he manages in life with what he has. He says, “We can only do the best we can with what we have.” (Rest of answers will vary.) 2 Physically, Robin is stronger; he is much more mobile, can go up and down twisting steps, and play games with the boys in the courtyard. He has a keen eye and can play the harp well. Mentally, Robin is happier because he has made friends; he can read and write, and is studying Latin. He is much more determined now, as seen when he continues swimming during the cold month of October. 3 The parallel plot of approaching danger is the Welsh who have wanted the castle for a long time and now have a chance to take it because of the intense fog. They could use the fog to their advantage and attack the castle. The fog made it impossible for someone to see past the step in front of him.

4 After the town walls were breached, the townspeople fled into the castle and the portcullis was lowered quickly, narrowly missing the last man.opinion Answers will vary, but your student should predict that Robin will need to reach John for help.

Lesson 10Questions 1 The well was running out of water. Robin felt as if no one would suspect him. They would think he was a poor shepherd. (Rest of answer will vary.) 2 Answers may include: He swims across the freezing river even though he had been told that “anyone could not do it.” He confronts a Welshman and fools him by giving his name as Robin Crookshank. He successfully makes it to John’s house. He and John are able to give the attack signal. 3 A bannock, just like John said. 4 John and Robin will give the attack signal by ringing the church bells, and watch from the tower. 5 The shoemaker responded to John’s signal by sending down a chair, which he hauled up through a window in the town wall.

Lesson 11Questions 1 John will ring the church bells 1 hour past curfew, when the moon is high overhead, to coordinate the attack. He tells time “by the feel of it.” He plays a song on his harp that is half an hour in length; then he plays another song. 2 Robin could see the arrows picking off the guards and Sir Hugh’s men taking the town. 3 Robin changed because of his brave actions. 4 He thought they might not recognize him because of his disability and that they would be disappointed in him. (Rest of answer will vary.) 5 Robin is knighted by the king for his courageous deeds. (Rest of answer will vary.) 6 Robin has already been knighted, and his physical disabilities hinder further training; also, his mother will no longer be caring for

the queen, so he can now go home with her.opinion Paragraphs will vary.

Lesson 12opinion Answers will vary.Connections Answers will vary.

Lesson 13“A Visit from st. nicholas”Questions 1 Other comparisons include the reindeer flying as quickly as eagles and St. Nicholas looking like a peddler opening his sack of goods for sale. 2 Most of the images appeal to the sense of sight. Others include touch (“nestled all snug”), hearing (clatter, whistle, shouted), and taste (sugarplums). 3 The rhyme scheme of the first ten lines is aabbccddee. 4 Although the poem is written as one long stanza, the rhyming sounds occur in couplets. The same sounds are close together and give the poem a childlike sound; this is supported by the regular rhythm of stressing every third syllable.

Lesson 15“The Charge of the Light Brigade”Questions 1 The rhythm could imitate the sound of horses galloping. 2 The lines are an example of end rhyme. 3 Although the British soldiers knew an officer had made a mistake by having them charge forward into the Russian gunfire, the British soldiers did not lose courage. 4 Examples of vivid verbs include sabring, volley’d, and thunder’d. 5 Some military orders are mistakes, but soldiers are not supposed to “make reply” or “reason why”—they are just supposed to fight. 6 The speaker feels the soldiers are heroes for following orders and fighting; in the last stanza, he makes it clear that he wants others to feel the same way. 7 The last line in stanzas 1–3, “Rode the six hundred,” emphasizes the number of soldiers. The wording



07COREAKA

29

changes slightly in stanzas 4–6 to emphasize that there were not six hundred soldiers left alive at the end of the battle. Another example of repetition is in stanzas 3 and 5: in stanza 3, the first three lines describe the cannon facing the charging soldiers; in stanza 5, the first three lines describe the cannon facing the retreating soldiers. All examples of repetition are written in long-short-short rhythm, mimicking soldiers galloping on horses.opinion Answers will vary.Connections Answers will vary.

Lesson 16“Adventures of Isabel”Questions 1 aabbccddee; couplets 2 Isabel has four different adventures; separating each adventure into its own stanza creates a chapterlike effect. 3 The poet repeats the words bear, witch, giant, and doctor; each occurrence reinforces the image of the opponent that Isabel fights in each stanza. The poet repeats two lines: “Isabel, Isabel, didn’t worry, / Isabel didn’t scream or scurry”; this repetition creates a refrain. The reader/listener comes to rely on Isabel’s reaction to her attackers. 4 One way the poem is humorous is in the characters’ sizes. Isabel is a little girl who could only hurt someone or something smaller than she is; yet she is able to slay a bear, witch, and giant. Another way is her fourth adventure: although the doctor is attempting to help rather than hurt her, Isabel gets rid of the doctor, just as she did with the bear, witch, and giant. 5 Either Isabel takes the pills herself and the doctor quits punching and poking her, or she forces the doctor to take his own medicine and he ends up in the same condition as the bear, witch, and giant! 6 Although Isabel kills a bear, witch, and giant, it is important to remember that this poem appears in the section Lighthearted Happenings, where one of the themes is childhood as a time of imagination.

Lesson 17“When You Are old”Questions 1 The “you” is a tired old woman who had many admirers in the past, including one who loved her truly. 2 The speaker seems to be the admirer who loved the woman not only for how she looked but also for who she was. 3 He wants her to remember the past, how he loved her, and feel sadness at the loss of love. 4 “This book” could refer to the poem itself or to a collection of the writer’s poems. 5 The “glowing bars” refer back to the first stanza: the woman sitting in front of the fire bends down and sees the metal rack holding the logs or peat; either the fire or the rack is glowing.

Lesson 18“Jerusalem”Questions 1 They each rhyme abcb and have two questions. 2 In the England of Blake’s time, the countryside was filled with sheep. 3 The “clouded hills” hide views of England’s countryside. Perhaps the clouds are storm clouds representing a problem in society, or they could be pollution from the factories. The “Satanic Mills” provide another contrast to the beautiful countryside in the first stanza. Although the mills are a sign of the Industrial Revolution and progress, they are described as dark and “Satanic,” or of the devil. Perhaps the factory owners get rich quickly while the workers lose their individuality in the big buildings full of loud machines. 4 The images all have to do with fighting or war. 5 The speaker vows to fight until Jerusalem is built in England. He will work to make England a better, holier place.

Lessons 1–20 reading acTiviTies answer Key


07COREAKA

30

ACTIVITY 1Medieval Vocabulary Crossword Puzzle (Reading Lesson 1)

1 P2 v 3 K

4M A i L

A n A5 S Q u i R E G S G u A 6 H O S P i 7 C E L T A

8 L T O 9 M 10A A

1 1 T 1 2 P R i O R P P O d n 1 3 C P u n 1 4 C A T H E d R A L S S A E T u 1 5 B T R n

1 6 C R u S A d E i T E i R T i

L Y Y C E E Y

ACTIVITY 2Door Motif(Reading Lessons 2, 3, 5, 7, and 10)

Page No. Context Significance

15–16 (Page numbers may vary depending on the novel .)

Robin tells Brother Luke that he can go to St . Mark’s because he cannot walk .

Brother Luke replies, “…follow the wall far enough and there will be a door in it .” This means looking for another way to solve the problem, such as riding a horse instead of walking .

29 Robin is concerned that he might not be able to walk before he sees his father . Brother Luke says, “…we must teach thy mind to go about whether thy legs will carry thee or no . For reading is another door in the wall…”

Robin replies, “i see now what you mean by the door in the wall,” confirming his understanding of focusing on what he can do rather than what he cannot do . Reading is one of the things he can learn and do, which can get him where he wants to be .

38 Robin learns that one day he will be able to walk using crutches . He is concerned that his father will be upset that he did not fulfill his knightly duties . Brother Luke says, “…even thy crutches can be a door in the wall .”

Robin is learning of all the opportunities he has even though he cannot walk . He just needs to put his mind to work and stay positive . Although he may never walk normally again, the crutches will open future opportunities to him, opening a door to where he wants to be .

71 Robin enters the castle and is greeted by Sir Peter . Robin explains to Sir Peter that he cannot walk, but can read, carve, etc . Sir Peter replies, “…if we do what we are able, a door always opens to something else .”

Hearing someone else use the word door only further confirms what Brother Luke has been saying: Take full advantage of what you can do rather than focusing on what you cannot do . This attitude will get you where you want to be .

121 After saving the castle, Robin eats a Christmas feast with his mother and father . Friar says, “’Tis the feast of Christmas, and thou hast found the door in thy wall .”

Brother Luke refers to “the wall” as thy wall, meaning Robin’s wall . Robin found and used the tools he needed to find what he was looking for: his family and worthiness of knighthood .

ACTIVITY 3Illustrating the Author’s Description (Optional)(Reading Lesson 5)Answers will vary.

ACTIVITY 4Summarizing an Episode(Reading Lesson 6)A Sample answers:1 Robin and the men find an inn in the village of Heathcot.2 They eat dinner by the fire.


Reading Activities



07COREAKA

31

3 They go upstairs to sleep.4 Robin overhears the conversation.5 Robin recognizes the intent to rob them.6 Robin makes a noise trying to reach Brother Luke.7 The men hear Robin, but think it is a rat.8 The men decide to wait a bit.9 Robin wakes Brother Luke.10 Brother Luke wakes John-go-in-the-Wynd.11 John ties his cloak to a chest and throws it out the window for them to slide down.12 Luke, Robin, and John slide down.13 The ruffians realize they are gone.14 The men chase Robin and company.15 Robin trips one of the men with his crutches, making him fall, and the other one falls on top of him.16 Robin’s group get to their horses and ride off.17 They stop at a granary, break in, and sleep.18 In the morning they leave a farthing for the owner, say a prayer, and leave.B Sample summary paragraph: Robin has an adventure in Chapter 6 when he and his companions escape danger. The danger begins when Robin and his two companions, Brother Luke and John-go-in-the-Wynd, take shelter at an inn in the village of Heathcot.Although they sense danger, they remain at the inn to eat dinner and sleep indoors. As Robin is falling asleep, he overhears a conversation between two ruffians plotting to rob him and his companions. Robin wakes Brother Luke and John-go-in-the-Wynd, who use a cloak to slide out the window in hopes of escaping the ruffians. Realizing the ruffians are still chasing them, Robin cleverly uses his crutches to trip them.

ACTIVITY 5Parts of a Castle (Enrichment)(Reading Lesson 7)Possible answers may include:keep: Highest point and center of defense. Most secure place in castle. watchtower: Observation tower on which a guard was stationed to keep watchbelfry: Siege towerarmory: Weapons storage roomdungeon: Underground room for holding prisoners; found in one of the towers of the castlestables: Where the livestock lived

workshops: Located along the edges of a courtyard; included blacksmiths, coppersmiths, etc.great hall: Main room where celebrations and large meetings were heldinner ward: Interior courtyard; hub of the castle, where daily activities took placeinner bailey: Ward of a castle; open area enclosed by castle wallsouter ward: Area surrounded by the outermost walls, usually including nonessential structures such as stables, huts, etc.gatehouse: Fortified structure built over the gateway to a castle; main entrance to castleportcullis: Heavy grilled door to be lowered if the castle came under attackpostern gate: Small door or gate, often hidden, allowing defenders to enter and exit castle undetectedmoat: Water-filled ditch surrounding the castlesally port: Small hidden gate in the castle defenses; often used for surprise attackswell: Supplied drinking water for the castle

ACTIVITY 6Outlining a Paragraph(Reading Lesson 10)I Answers will vary but should include the doors representing devices Robin used to get where he wanted to be. The doors represent the things he was capable of doing. II Answers will vary but should include that we are all individual, with different doors leading us different places.Some have to work harder than others to get where they want to be, but it is possible by focusing on everything we can do rather than what we cannot do. III A Sample topic sentence: In The Door in the Wall, a young boy named Robin learns there is always a “door” to where you want to go, if you just look hard enough. B Sample supporting details: 1 Crutches can be a door because they help you walk. 2 Reading can be a door because it can take your mind places. 3 An alternate task can be a door because it allows you to contribute in another way. C Answers will vary.



07COREAKA

32

ACTIVITY 7Story Arc Plot Structure(Reading Lesson 12)

Part of Plot Main Events

Exposition setting: time, place

Medieval England . 1300s . Period of the plague, also called Black death .

Robin is a Lord’s son who was supposed to go to Sir Peter’s to train to be a knight, but he becomes ill . now he is alone, sick, scared, and worried about his future .

initial action Robin throws porridge at dame Ellen .

Robin meets Brother Luke .

Brother Luke takes Robin to St . Mark’s and begins physical therapy .

Conflict Robin struggles within as he learns to focus on the positive rather than the negative . He worries constantly that he will not live up to his father’s expectations of being a knight .

Rising action While learning to read, Robin writes a letter to his father; in return, his father sends a letter requesting that Robin travel to him .

After a difficult journey, lost and almost robbed, Robin and his companions reach their destination: the castle of Lindsay .

Robin becomes a page and continues doing everything he can physically: reading, writing, and swimming .

On a foggy day, the Welsh attack the castle, which is in grave danger because the well is running dry .

Climax Because the castle of Lindsay is about to be taken by the Welsh, Robin decides to leave and get help .

After swimming through icy waters and hiking through woods, Robin reaches his destination: John’s mother’s cottage .

Falling action As John and Robin return to the castle, the soldiers launch a surprise attack, winning the castle back from the Welsh .

Resolution Sir Robin is reunited with his mother and father . He learns that his disability is not a hindrance to his parents or himself; he finds the doors in his wall .

answer keys - amazon simple storage service · answer keys for daily work ... ways to prevent...

Documents