prentice hall world geography: building a global...

Prentice Hall World Geography: Building a Global Perspective ©2002Correlated to:

Colorado Model Content Standards for Geography(Grades 9 – 12)

*The correlation includes references not only to the text but to maps, pictures, and charts as well. A page number followed by m, such as 477m, refers to a map. Page numbers with p and c after them refer to pictures and charts.

SE = Student Edition TE = Teacher’s Edition1

Colorado Model Content Standards forGeography, Grades 9 – 12

PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))*

STANDARD 1: Students know how to use and construct maps, globes, and other geographic tools tolocate and derive information about people, places, and environments.

1.1: Students know how to use maps, globes, and other geographic tools to acquire, process, and reportinformation from a spatial perspective.

As students in grades 9-12 extend their knowledge, what they know and are able to do includes:

• selecting appropriate maps, map projections,and other graphic representations to analyzegeographic problems;

SE/TE: Maps, components of, 4m, 4-5, 5m; economicactivity, 104, 104m; interpreting topographic,692, 692m; population density, 91, 91m;projections of, 6m, 6-7, 7m; special purpose,573, 573m; time zone, 496, 496m; types of,8m, 8-9, 9m; weather, 157, 157m; Map skills,analyzing cartograms, 573, 573m; interpretinga remote sensing image, 463, 463p;interpreting an economic activity map, 104,104m; interpreting weather maps, 157, 157m;reading an archaeological site map, 214-215,215m; reading a building floor plan, 56-57;reading a city tourist map, 468-469; reading afloor plan, 406p, 406c, 406-407, 407m;reading a highway map, 140-141; reading astreet map, 588-589, 640-641, 641m; readinga subway map, 324p, 324-325, 325m; readinga time zone map, 496, 496m; readingpopulation density maps, 91, 91m; usinglatitude and longitude, 237

TE: Making Comparisons, 44; DemonstratingReasoned Judgment, 91; MakingComparisons, 209; Making Comparisons,235; Determining Relevance, 257; Evaluate,260


Colorado Model Content Standards for Geography, (Grades 9 – 12)




• constructing maps using fundamentalcartographic principles including translatingnarratives about places and events into graphicrepresentations;

SE/TE: Map skills, analyzing cartograms, 573, 573m;interpreting a remote sensing image, 463,463p; interpreting an economic activity map,104, 104m; interpreting weather maps, 157,157m; reading an archaeological site map,214-215, 215m; reading a building floor plan,56-57; reading a city tourist map, 468-469;reading a floor plan, 406p, 406c, 406-407,407m; reading a highway map, 140-141;reading a street map, 588-589, 640-641,641m; reading a subway map, 324p, 324-325,325m; reading a time zone map, 496, 496m;reading population density maps, 91, 91m;using latitude and longitude, 237

• interpreting maps and other geographic tools,through the analysis of case studies and usingdata; and

SE/TE: Case studies, 98-99, 164-165, 244-245, 300-301, 378-379, 416-417, 45CM51, 528-529,580-581, 630-631; data collection, 2;displaying information, 3, 6m, 6-7, 7m;geography, collecting information, 2; study of,33, 34-35; themes of, 34-38; atlas, 12-29;demonstrating visual literacy, 39; reading apopulation density map, 91; interpreting aneconomic activity map, 104; reading urbandiagrams, 137; interpreting a weather map,157; using latitude and longitude to estimatedistances, 237; determining relevance, 257;interpreting a remote sensing image, 463;reading a time zone map, 496; analyzingcartograms, 573; analyzing primary sources,637; demonstrating reasoned judgment, 659;interpreting a topographic map, 692; mapskills, 56, 140, 214, 324, 370, 406, 468, 548,588, 640; land area comparison maps, 712-713

TE: Analyzing information, 37; MakingComparisons, 44; Demonstrating ReasonedJudgment, 91; Making Comparisons, 209;Making Comparisons, 235; DeterminingRelevance, 257; Evaluate, 260; MakingJudgments, 404






• using geographic tools to represent andinterpret Earth's physical and human systems.

SE/TE: Atlas, 12-29; demonstrating visual literacy,39; reading a population density map, 91;interpreting an economic activity map, 104;reading urban diagrams, 137; interpreting aweather map, 157; using latitude andlongitude to estimate distances, 237;determining relevance, 257; interpreting aremote sensing image, 463; reading a timezone map, 496; analyzing cartograms, 573;analyzing primary sources, 637;demonstrating reasoned judgment, 659;interpreting a topographic map, 692; mapskills, 56, 140, 214, 324, 370, 406, 468, 548,588, 640; land area comparison maps, 712-713

TE: Analyzing information, 37; makingcomparisons, 44; demonstrating reasonedjudgment, 91; making comparisons, 209;making comparisons, 235; determiningrelevance, 257; evaluate, 260; makingjudgments, 404

1.2: Students develop knowledge of Earth to locate people, places, and environments.


• drawing a complex and accurate map frommemory to answer questions about thelocation of human and physical features;

SE/TE: Map skills, analyzing cartograms, 573, 573m;interpreting a remote sensing image, 463,463p; interpreting an economic activity map,104, 104m; interpreting weather maps, 157,157m; reading an archaeological site map,214-215, 215m; reading a building floor plan,56-57; reading a city tourist map, 468-469;reading a floor plan, 406p, 406c, 406-407,407m; reading a highway map, 140-141;reading a street map, 588-589, 640-641,641m; reading a subway map, 324p, 324-325,325m; reading a time zone map, 496, 496m;reading population density maps, 91, 91m;using latitude and longitude, 237







• identifying and locating physical and humanfeatures in their own and nearby communities,in the United States, and in regions of theworld (for example, rivers, mountains,regions, and countries); and

SE/TE: Regions, 37-38; Countries, characteristics of,92; population of, 92-93; Rivers, 41; ofAfrica, 478, 528; of Central Asia, 415; ofChina, 621; civilizations and, 434m, 435;erosion by, 50; of Russia, 400; of SouthAmerica, 258; of South Asia, 558-559,584-585; of Southwest Asia, 426; of Spain,328; travel over, 129; of United States, 116,133; of Western Europe, 270; mountains, 41,44; of Canada, 116; of Central America, 218,218m; of Mexico, 116, 201; of NorthernEurasia, 388; of South America, 258; of SouthAsia, 582, 586; of Southwest Asia, 426-427;of United States, 116; weathering and, 49-50;map skills, analyzing cartograms, 573, 573m;interpreting a remote sensing image, 463,463p; interpreting an economic activity map,104, 104m; interpreting weather maps, 157,157m; reading an archaeological site map,214-215, 215m; reading a building floor plan,56-57; reading a city tourist map, 468-469;reading a floor plan, 406p, 406c, 406-407,407m; reading a highway map, 140-141;reading a street map, 588-589, 640-641,641m; reading a subway map, 324p, 324-325,325m; reading a time zone map, 496, 496m;reading population density maps, 91, 91m;using latitude and longitude, 237


• analyzing maps people make from memory ofthe same place to determine similarities anddifferences.

SE/TE: Atlas, 12-29; demonstrating visual literacy,39; reading urban diagrams, 137; usinglatitude and longitude to estimate distances,237; analyzing primary sources, 637;demonstrating reasoned judgment, 659;interpreting a topographic map, 692; mapskills, 56, 140, 214, 324, 370, 406, 468, 548,588, 640







1.3: Students know how to analyze the dynamic spatial organization of people, places, and environments.


• analyzing geographic information using avariety of scales--local, national, international(for example, growth issues in Limon, NewYork City, and Southeast Asia);

SE/TE: Population, growth of, 82-83, 85c; limiting,625-626; patterns of, 84; Ring of Fire and, 45;population density, 3p, 81, 82m, 82-83, 91,91m, 429; map, 119; population policy,625-626; population pyramids, 206;environment, 71; changes to the, 123; energyresources, 102-103; natural resources and the,101-102; population density and, 81-82; inSoviet Union, 403-404; urban areas, 84c,135-136, 136c; of; Urban Rim, 681; urbanstructure, models of, 137, 137c; urbanization,84, 179; in Brazil, 234-235, 235c; in Canada,119; in; cities, of Canada, 114, 170, 171-172,173, 179; growth of, 434-435; of India, 561c,576-578; of North America, 115; of SouthAsia, 556-557, 561c; of Southwest Asia, 424-425; of United States, 114, 132-136, 135-136,144, 145-146, 146, 151-152, 156; changeswithin the earth, 40; changes on the earth’ssurface, 48; weather and climate, 59; worldresources, 101; settlement of the Americas,124; natural disasters, 164; the Columbianexchange, 198; a land defined by mountains,201; Global Warming, 264; effects of AcidRain, 382; Russian expansion, 396; nuclearwaste disposal, 416; the effects ofSalinization, 420; the birth of civilization,434; creating the modern Middle East, 437;legacies of colonialism, 486; water use inAfrica, 528; soil erosion, 552

TE: Interactions with environment, 31; coldclimates, 68; glaciers, 117; food supply, 121;earthquakes, 165; land use, 203; foreigninvestment in Maquiladoras, 211; vegetationpatterns, 225; water, 239; the Chaco, 259;seasons, 295; weather, 304; euro aid, 331;volcanoes, 339; wasps, 345; a dry country,460; a land of sand, 460; farming in a ruggedland, 467; Lake Victoria, 479; the SinaiPeninsula, 490; the desert, 500; the spread ofthe desert, 510; economic sanctions, 520; thedoldrums, 522; ecotourism, 532; VictoriaFalls, 546; the Deccan Plateau, 559; geology,583;






(Continued)• analyzing geographic information using a

variety of scales--local, national, international(for example, growth issues in Limon, NewYork City, and Southeast Asia);

(Continued)TE: earthquakes, 584; volcanoes, 599; natural

phenomena, 601; typhoons, 605; rivers, 621;flora, 633; earthquakes, 644; urbanization,657; rivers, 669; wildlife, 682; destructionfrom earthquakes, 701

• analyzing patterns of distribution andarrangement of settlements; and

SE/TE: Cities, of Canada, 114, 170, 171-172, 173,179; of India, 561, 576-578; of NorthAmerica, 115; of South Asia, 556-557, 561;of Southwest Asia, 424-425; of UnitedStates, 114, 132-136, 144-146, 151-152, 156;colonialism, 278-279, 486-487, 665-666;growth of cities, 434-435; population, 3, 45,81-83, 85, 91, 119, 429, 625-626; settlementof the Americas, 124

• analyzing patterns and processes of thediffusion of human activities.

SE/TE: Aryan people, 566, 587; Caucasian people,391; Cherokee people, 127, 149; EthnicGroups, 225, 226, 247, 248, 253, 318, 373,375, 376, 480, 481, 626, 627, 652, 653, 670,671; Hispanic people, 151, 160; Inuit people,173, 175, 176-177; Jews, 353, 361-362, 439-442, 445-449; Magyar people, 352, 359, 368;Roma, 353; Singhalese people, 587; Vikings,69, 396-397; the United States and Canada,112-182; Latin America, 186-262; WesternEurope, 266-342; Eastern Europe, 346-380;Northern Eurasia, 384-418; Southwest Asia,422-470; Africa, 474-550; South Asia, 554-590; East Asia and the Pacific World, 594-698

TE: Global Economy, 50, 62, 94, 99, 106121, 134,145, 172, 199, 211, 219, 234, 282, 319, 328,331, 355, 369, 411, 461, 485, 492, 520, 532,564, 578, 581, 606, 635, 653, 657, 674, 685;Daily Life, 45, 67, 75, 95, 106, 136, 149, 171,196, 209, 227, 235, 251, 265, 279, 285, 307,312, 321, 331, 367, 393, 403, 429, 435, 438,446, 469, 481, 487, 491, 501, 510, 515, 541,549, 561, 567, 570, 575, 576, 603, 615, 616,623, 628, 631, 648, 653, 672, 680, 690; U.S.and the world, 45, 73, 93, 102, 119, 135, 141,148, 180, 219, 250, 284, 310, 339, 366, 404,438, 451, 494, 524, 540, 571, 652, 673






STANDARD 2: Students know the physical and human characteristics of places, and use this knowledgeto define and study regions and their patterns of change.

2.1: Students know the physical and human characteristics of places.


• analyzing the human and physicalcharacteristics that give a place meaning andsignificance; and

SE/TE: Farming, in Argentina, 261p; in Australia,684-685, 685p; in Bolivia, 255; in Brazil, 238,240; in Canada, 168, 170-171; in CaribbeanIslands, 227, 227p, 228; in Central America,220; in Chile, 256; in China, 51, 614, 616,621; collective, 367; commercial, 107; doublecropping, 621; in East Asia, 607, 607p; inEastern Europe, 367; as economic activity,105; in Georgia (country), 412; in GreatBritain, 282; in Greece, 338-339; in India,578; intensive, 607; in Israel, 444; in Italy,332p, 333, 334; in Kenya, 533, 534p; in LatinAmerica 197; in Mexico, 204p, 209-210; inNetherlands, 316; in New Zealand, 688; inNigeria, 518; in Peru, 254; in Portugal, 330; inthe Sahel, 509; in South Asia, 564; in SouthKorea, 655p; in Southeast Asia, 665; inSouthwest Asia, 432; in Soviet Union, 394,402, 404; in Spain, 328; subsistence, 106-107;in Switzerland, 319; in Syria, 455; technology,154-155, 444; terrace, 607p; in Ukraine, 411;in United States, 51, 59p, 75. 1071), 127p,131, 144, 148-149, 153p, 153-155; inUruguay, 260; in Venezuela, 249; in WesternEurope, 276c; in Zimbabwe, 546-547; weatherand climate, 59; world resources, 101; a landdefined by mountains, 201; the Effects ofSalinization, 420; Soil Erosion, 552; deserts,195, 431, 443-445, 458, 489-490; desertvegetation, 75-76, 392; rain forests, 71, 195,235, 236, 241, 244-245, 523, 243, 558; forest,72-74, 128, 168, 170, 275, 392, 399;Mediterranean climate, 66, 66-68, 74, 430;mountains, 41, 44, 49-50, 116, 201, 218, 258,388, 426-427, 582, 586; oceans, 50-51, 63,64-65, 103, 194, 252, 274, 645

TE: Interactions with environment, 31; coldclimates, 68; glaciers, 117; earthquakes, 165;vegetation patterns, 225; water, 239; seasons,295; weather, 304; volcanoes, 339; a drycountry, 460; a land of sand, 460; farming in arugged land, 467;






(Continued)• analyzing the human and physical

characteristics that give a place meaning andsignificance; and

(Continued)TE: Lake Victoria, 479; the Sinai Peninsula, 490;

the desert, 500; the spread of the desert, 510;the doldrums, 522; Victoria Falls, 546; theDeccan Plateau, 559; geology, 583;earthquakes, 584; volcanoes, 599; naturalphenomena, 601; typhoons, 605; rivers, 621;flora, 633; earthquakes, 644; urbanization,657; rivers, 669; wildlife, 682; destructionfrom earthquakes, 701

• describing the changing human and physicalcharacteristics of places.

SE/TE: Earth, effect of sun on, 59-63; erosion of, 50-53; geologic history of, 42-47; greenhouseeffect, 60; internal forces of, 41-42; rotationand revolution, 60c, 60-61; structure of, 40-41, 41c; weathering of, 48-50; Changes withinthe earth, 40; changes on the earth’s surface,48; weather and climate, 59; world resources,101; a land defined by mountains, 201; theeffects of Salinization, 420; soil erosion, 552;deserts, 195, 431, 443-445, 458, 489-490;desert vegetation, 75-76, 392; rain forests, 71,195, 235, 236, 241, 244-245, 523, 243, 558;forest, 72-74, 128, 168, 170, 275, 392, 399;Mediterranean climate, 66, 66-68, 74, 430;mountains, 41, 44, 49-50, 116, 201, 218, 258,388, 426-427, 582, 586; oceans, 50-51, 63,64-65, 103, 194, 252, 274, 645; environment,71; changes to the, 123; energy resources,102-103; natural resources and the, 101-102;population density and, 81-82; in SovietUnion, 403-404

TE: Interactions with environment, 31; coldclimates, 68; glaciers, 117; earthquakes, 165;vegetation patterns, 225; water, 239; seasons,295; weather, 304; volcanoes, 339; a drycountry, 460; a land of sand, 460; farming in arugged land, 467; Lake Victoria, 479; theSinai Peninsula, 490; the desert, 500; thespread of the desert, 510; doldrums, 522;Victoria Falls, 546; the Deccan Plateau, 559;geology, 583; earthquakes, 584; volcanoes,599; natural phenomena, 601; typhoons, 605;rivers, 621; flora, 633; earthquakes, 644;urbanization, 657; rivers, 669; wildlife, 682;destruction from earthquakes, 701






2.2: Students know how and why people define regions.


• applying the concept of region to organize thestudy of a geographic issue using multiplecriteria; and

SE/TE: Region, 37-38; weather and climate, 59; worldresources, 101; settlement of the Americas,124; natural disasters, 164; the Columbianexchange, 198; a land defined by mountains,201; Russian expansion, 396; the birth ofcivilization, 434; creating the Modern MiddleEast, 437; legacies of colonialism, 486; theBalkan “powder keg”, 358; water use inAfrica, 528; the emergence of modern China,611; the Koreas: a divided peninsula, 655;historical influences on Southeast Asia, 668;World War I, 307, 359, 438-439; World WarIi, 307, 310, 311, 362, 650, 651

TE: Cold climates, 68; land use, 203; foreigninvestment in Maquiladoras, 211; vegetationpatterns, 225; the Chaco, 259; seasons, 295;weather, 304; Euro Aid, 331; a dry country,460; a land of sand, 460; farming in a ruggedland, 467; Lake Victoria, 479; the SinaiPeninsula, 490; the desert, 500; the spread ofthe desert, 510; the doldrums, 522;ecotourism, 532; Victoria Falls, 546; theDeccan Plateau, 559; urbanization, 657






• analyzing changes in regions and recognizingthe patterns of those changes (for example, theCaribbean Basin's transition from a majorsugarcane producer to a center for tourism).

SE/TE: Settlement of the Americas, 124; theColumbian exchange, 198; Brazil’s quest foreconomic growth, 238; the two Irelands, 291;the Balkan “powder keg”, 358; Russianexpansion, 396; the birth of civilization, 434;creating the modern Middle East, 437;legacies of colonialism, 486; water use inAfrica, 528; the emergence of modern China,611; the Koreas: a divided peninsula, 655;historical influences on Southeast Asia, 668;World War I, 307, 359, 438-439; World WarII, 307, 310, 311, 362, 650, 651

TE: Interdisciplinary Connections, (background){history} 34, 57, 104, 125, 129, 144, 176,193, 215, 241, 301, 334, 371, 379, 397, 438,455, 465, 481, 498, 519, 537, 577, 612, 636,637, 641, 659, 664; the Panama Canal, 219;Britain and the European Union, 282; thespread of Islam, 438; culture and change, 461;Geography and History, 479; the Suez Canal,492; Apartheid, 541; World Trade, 606;Physical Geography and Human Activity,623; Changing Trade Patterns, 685






2.3: Students know how culture and experience influence people's perceptions of places and regions.


• analyzing why places and regions areimportant to human identity;

SE/TE: Aryan people, 566, 587; Caucasian people,391; Cherokee people, 127, 149; ethnicgroups, 225, 226, 247, 248, 253, 318, 373,375, 376, 480, 481, 626, 627, 652, 653, 670,671; Hispanic people, 151, 160; Inuit people,173, 175, 176-177; Jews, 353, 361-362, 439-442, 445-449; Magyar people, 352, 359, 368;Singhalese people, 587; Vikings, 69, 396-397;language, 85, 86, 176, 177, 209, 219, 247,254, 272, 278, 279, 288, 289, 307, 316, 318,329, 330, 352, 372, 391, 410, 412, 413, 414,464, 466, 467, 480, 540, 560, 571, 583, 584,602, 607, 608, 609, 627, 628, 655, 672;culture, 54, 81, 85, 88, 89, 90, 175-177, 180,192, 193, 272, 273, 296, 297, 307-308, 345,390, 391, 518, 519, 560, 561, 602, 603, 626,645-648, 663; the search for a nationalidentity, 175; multiculturism, 175-177; a placeof three cultures, 207; the two Irelands, 291;Israel: a determined country, 443; the castesystem, 574-575; atheism, 628; religion, 85,88, 89, 192, 209, 247, 248, 273, 288, 291-292,296, 306, 309, 333, 361, 362, 372, 397, 411,412, 428, 437, 491, 498-499, 537, 560, 566,570-571, 574-575, 593, 586, 623-624, 627,647, 655, 663, 673

TE: Daily Life, 45, 67, 75, 95, 106, 136, 149, 171,196, 209, 227, 235, 251, 265, 279, 285, 307,312, 321, 331, 367, 393, 403, 429, 435, 438,446, 469, 481, 487, 491, 501, 510, 515, 541,549, 561, 567, 570, 575, 576, 603, 615, 616,623, 628, 631, 648, 653, 672, 680, 690; U.S.and the world, 141, 250, 438, 451, 494, 571






• comparing and contrasting how and whydifferent groups in society view places andregions differently; and

SE/TE: Cultural heterogeneity, 672; culturallandscapes, 85; culture, of Canada, 175-177,180; changes in, 85, 90; in China, 626-629;cultural landscapes, 85; of East Asia, 602,602m, 603, 603m; of France, 307-308; ofJapan, 645-648; language, 85, 86; of LatinAmerica, 192-193, 193m; of Nigeria, 518-519; of Norden, 296-297; of Northern Eurasia,390-391, 391p, 391c; religion, 85, 88, 89;social organization, 84-85; of South Asia,560-561; of Southeast Asia, 663; study of, 81;of United States, 180; of Western Europe,272m, 272-273, 273, 273m; culture hearth, 90;Culture and technology, 85; technology inIndia, 576; Aryan people, 566, 587; ethnicgroups, 225, 226, 247, 248, 253, 318, 373,375, 376, 480, 481, 626, 627, 652, 653, 670,671; Hispanic people, 151, 160; Inuit people,173, 175, 176-177; Jews, 353, 361-362, 439-442, 445-449; Magyar people, 352, 359, 368;Singhalese people, 587; Vikings, 69, 396-397;the United States and Canada, 112-182; LatinAmerica, 186-262; Western Europe, 266-342;Eastern Europe, 346-380; Northern Eurasia,384-418; Southwest Asia, 422-470; Africa,474-550; South Asia, 554-590; East Asia andthe Pacific World, 594-698

TE: Global Economy, 50, 62, 94, 99, 106121, 134,145, 172, 199, 211, 219, 234, 282, 319, 328,331, 355, 369, 411, 461, 485, 492, 520, 532,564, 578, 581, 606, 635, 653, 657, 674, 685;Daily Life, 45, 67, 75, 95, 106, 136, 149, 171,196, 209, 227, 235, 251, 265, 279, 285, 307,312, 321, 331, 367, 393, 403, 429, 435, 438,446, 469, 481, 487, 491, 501, 510, 515, 541,549, 561, 567, 570, 575, 576, 603, 615, 616,623, 628, 631, 648, 653, 672, 680, 690; U.S.and the world, 45, 73, 93, 102, 119, 135, 141,148, 180, 219, 250, 284, 310, 339, 366, 404,438, 451, 494, 524, 540, 571, 652, 673






• analyzing the ways places and regions reflectcultural change (for example, old miningtowns become tourist centers).

SE/TE: Multiculturism, 175-177; a place of threecultures, 207; the two Irelands, 291; Israel: adetermined country, 443; the caste system,574-575; Atheism, 628; language, 85, 86, 176,177, 209, 219, 247, 254, 272, 278, 279, 288,289, 307, 316, 318, 329, 330, 352, 372, 391,410, 412, 413, 414, 464, 466, 467, 480, 540,560, 571, 583, 584, 602, 607, 608, 609, 627,628, 655, 672; the search for a nationalidentity, 175; Cultural heterogeneity, 672;cultural landscapes, 85; culture, of Canada,175-177, 180; changes in, 85, 90; in China,626-629; cultural landscapes, 85; of East Asia,602, 602m, 603, 603m; of France, 307-308; ofJapan, 645-648; language, 85, 86; of LatinAmerica, 192-193, 193m; of Nigeria, 518-519; of Norden, 296-297; of Northern Eurasia,390-391, 391p, 391c; religion, 85, 88, 89;social organization, 84-85; of South Asia,560-561; of Southeast Asia, 663; study of, 81;of United States, 180; of Western Europe,272m, 272-273, 273, 273m; culture hearth, 90

TE: Interdisciplinary Connections (background),125, 229, 255, 273, 288, 325, 334, 368, 440,491, 509, 593, 620, 627, 637, 689; thephysical world, 351; Global Economy, 199,234; Daily Life, 45, 67, 75, 95, 106, 136, 149,171, 196, 209, 227, 235, 251, 265, 279, 285,307, 312, 321, 331, 367, 393, 403, 429, 435,438, 446, 469, 481, 487, 491, 501, 510, 515,541, 549, 561, 567, 570, 575, 576, 603, 615,616, 623, 628, 631, 648, 653, 672, 680, 690;U.S. and the world, 119, 180, 219, 250, 404,438, 571; literature, 306; InterdisciplinaryConnections (activity), 85, 133, 204, 235, 260,279, 321, 341, 351, 364, 371, 389, 414, 451,454, 503, 509, 559, 589, 646






STANDARD 3: Students understand how physical processes shape Earth's surface patterns and systems.

3.1: Students know the physical processes that shape Earth's surface patterns.


• identifying the dynamics of the four basiccomponents of Earth's physical systems: theatmosphere, biosphere, lithosphere, andhydrosphere;

SE/TE: Atmosphere, 59, 62-63; biomes, 71;hydrologic cycle, 64, 101; underwater ridgesystem, 44; water, chemical weathering and,49; climate and, 64-65; erosion by, 50-51;landforms and, 40-41, 42c, 44; use in Africa,528p, 528-529, 529m; water pollution, 283;water power, 103; water resources, 101; ofArabian Peninsula, 458; of India, 579; ofSouth Asia, 582-583; of United States, 155,158, 160; weather, 59-64; precipitation, 63-64;weather maps, 157, 157m; weathering, ofearth, 48-50, 49p; plate tectonics, 42-47, 46c,201; salinization, 420-421; salt, desalination,472-473; sand dunes, 51; seismograph, 644

• explaining the interaction of Earth's physicalsystems (for example, the interaction ofclimate and ocean water as exemplified by ElNino); and

SE/TE: Climate, 36; of Africa, 482, 482m, 483c; ofAntarctica, 694; of Australia, 9m, 600, 680-681, 681m; of Bolivia, 255; of Brazil, 233,234, 235-236, 236p; of Bulgaria, 373; ofCanada, 120m, 168, 169, 173-174; ofCaribbean Islands, 225; of Central America,217-219, 218-219; changes in, 69; of Chile,252; of Colombia, 249-250, 250m; of EastAsia, 604, 604m; of Eastern Europe, 354m,354-355; of Ecuador, 252; of Germany, 311;of Guianas, 247; influences on, 59-69, 64-66;of Ireland, 291; of Italy, 332; of Japan, 644-645, 645c; landforms and, 66; of LatinAmerica, 194w, 194-195; latitude and, 61;marine, 225; of Mexico, 202, 203m; of NewZealand, 681m; of Norden, 295, 296; ofNorthern Eurasia, 392-393, 393m; regions,66w, 68c; of Russia, 399; of South America,258; of South Asia, 562-563, 563m, 582,585; of Southwest Asia, 430; of Spain, 328;of United States, 120m, 143-144, 147-149,153, 158, 160; of Venezuela, 249; water and,64-65; of Western Europe, 274, 274w;climate graphs, 70; climate maps, 9m;desertification, 461, 510; drought, 510, 528,546; rain shadow, 64; weather, 59-64;precipitation, 63-64; weather maps, 157,157m; weathering, of earth, 48-50, 49p






• explaining the variation in the effects ofphysical processes across Earth's surface (forexample, the effects of wind variations inshaping landforms).

SE/TE: Weathering, 49-50; Landforms and water,40-42, 44; wind, 48, 62m, 62-63; erosion by,51-52; drought, in Africa, 528; in WestAfrica, 510; in Zimbabwe, 546; dry climate,66m, 66-68, 68c; dust bowl, 51; earth, effectof sun on, 59-63; erosion of, 50-53; geologichistory of, 42-47; greenhouse effect, 60;internal forces of, 41-42; rotation andrevolution, 60c, 60-61; structure of, 40-41,41c; weathering of, 48-50; earthquakes, 42,45, 164, 698-699, 699p, 700-701; in EastAsia, 598; in Italy, 332; in Japan, 644, 645c;in Mexico, 201; climate, 9, 36, 59-69, 120,143, 144, 147, 148, 149, 153, 158, 160, 168,169, 173-174, 194, 195, 202, 203, 217, 218,219, 225, 233, 234, 235, 236, 247, 249, 250,252, 255, 258, 274, 291, 295, 296, 311, 328,332, 354, 355, 373, 392, 393, 399, 430, 482,483, 562, 563, 582, 585, 600, 604, 644, 645,680, 681, 681, 694; desertification, 461, 510;drought, 510, 528, 546






3.2: Students know the characteristics and distributions of physical systems of land, air, water, plants, andanimals.


• explaining the factors that affect thedistribution and characteristics of ecosystems;

• explaining the importance of ecosystems inunderstanding the environment; and

• analyzing the diversity and productivity ofecosystems.

SE/TE: Ecosystems, 31; changes within the earth, 40;changes on the earth’s surface, 48; weatherand climate, 59-69; biomes, 71; globalwarming, 264; effects of acid rain, 382; theeffects of Salinization, 420; soil erosion, 552;environment, 71; changes to the, 123; energyresources, 102-103; natural resources and the,101-102; population density and, 81-82; inSoviet Union, 403-404; rain forests, 71,244-245, 245m; in Africa, 523, 524; inAmazon Basin, 235, 236; in Brazil, 241; inLatin America, 195; in South Asia, 558;recycling, 101p, 102, 646; paper, 344-345;seafloor spreading, 43-44; Forests, 7274; ofCanada, 168, 170; of Russia, 399; of UnitedStates, 128; vegetation, 392; of WesternEurope, 275; desalination, 458, 460c, 472-473, 473f; deserts, of Africa, 489-490; ofIsrael, 443-445; of Mexico, 195; of MiddleEast, 458; of Southwest Asia, 431; vegetation,75-76, 392; desertification, 461, 510;deciduous forests, 73-74, 158; deforestation,510, 587

TE: The spread of the desert, 510

STANDARD 4: Students understand how economic, political, cultural, and social processes interact toshape patterns of human populations, interdependence, cooperation, and conflict.

4.1: Students know the characteristics, location, distribution, and migration of human populations.


• evaluating trends and effects of worldpopulation numbers and patterns; and

SE/TE: Population, growth of, 82-83, 85c; limiting,625-626; patterns of, 84; Ring of Fire and,45; population density, 3p, 81, 82m, 82-83,91, 91m, 429; map, 119; population policy,625-626; population pyramids, 206

• analyzing the physical and cultural impact ofhuman migration.

SE/TE: Migration, 90; Migrant workers, 210;Emigration, 83; immigration, 83, 90; toCanada, 172, 172p, 173, 175-177; to France,306; to Israel, 446p; to United States, 125,731, 745, 181






4.2: Students know the nature and spatial distribution of cultural patterns.


• analyzing how cultures shape the character ofa region;

SE/TE: Cultural landscapes, 85; a place of threecultures, 207; the two Irelands, 291; Israel: adetermined country, 443; language, 85, 86,176, 177, 209, 219, 247, 254, 272, 278, 279,288, 289, 307, 316, 318, 329, 330, 352, 372,391, 410, 412, 413, 414, 464, 466, 467, 480,540, 560, 571, 583, 584, 602, 607, 608, 609,627, 628, 655, 672; the search for a nationalidentity, 175; Cultural heterogeneity, 672;culture, of Canada, 175-177, 180; changes in,85, 90; in China, 626-629; cultural landscapes,85; of East Asia, 602, 602m, 603, 603m; ofFrance, 307-308; of Japan, 645-648; language,85, 86; of Latin America, 192-193, 193m; ofNigeria, 518-519; of Norden, 296-297; ofNorthern Eurasia, 390-391, 391p, 391c;religion, 85, 88, 89; social organization, 84-85; of South Asia, 560-561; of Southeast Asia,663; study of, 81; of United States, 180; ofWestern Europe, 272m, 272-273, 273, 273m;culture hearth, 90

TE: Daily Life, 45, 67, 75, 95, 106, 136, 149, 171,196, 209, 227, 235, 251, 265, 279, 285, 307,312, 321, 331, 367, 393, 403, 429, 435, 438,446, 469, 481, 487, 491, 501, 510, 515, 541,549, 561, 567, 570, 575, 576, 603, 615, 616,623, 628, 631, 648, 653, 672, 680, 690






• describing the processes of cultural diffusion;and

SE/TE: Diffusion, cultural, 85, 90; a place of threecultures, 207; the two Irelands, 291; Israel: adetermined country, 443; culturalheterogeneity, 672; cultural landscapes, 85;culture, of Canada, 175-177, 180; changes in,85, 90; in China, 626-629; cultural landscapes,85; of East Asia, 602, 602m, 603, 603m; ofFrance, 307-308; of Japan, 645-648; language,85, 86; of Latin America, 192-193, 193m; ofNigeria, 518-519; of Norden, 296-297; ofNorthern Eurasia, 390-391, 391p, 391c;religion, 85, 88, 89; social organization, 84-85; of South Asia, 560-561; of Southeast Asia,663; study of, 81; of United States, 180; ofWestern Europe, 272m, 272-273, 273, 273m;culture hearth, 90

TE: Daily Life, 45, 67, 75, 95, 106, 136, 149, 171,196, 209, 227, 235, 251, 265, 279, 285, 307,312, 321, 331, 367, 393, 403, 429, 435, 438,446, 469, 481, 487, 491, 501, 510, 515, 541,549, 561, 567, 570, 575, 576, 603, 615, 616,623, 628, 631, 648, 653, 672, 680, 690

• describing the effect of technology on thedevelopment and change of cultures.

SE/TE: Farming technology, 154-155, 444; cultureand technology, 85; technology in India, 576;technology, 445; oil drill, 149; combineharvester, 155; worldwide carbon emissionsfrom fossil fuels, 265; geothermal energy,103, 294-295; hydroelectric power, 122, 170,171, 259, 334, 546, 582; nuclear energy, 103;nuclear power, 411; availability of electricityin India, 579; oil spill cleanup, 184; nuclearwaste disposal, 416

TE: Interdisciplinary Connections (background),43, 72, 82, 168, 248, 391, 403, 593, 629;Global Economy; 134, 145, 172, 219, 328,411, 485, 492; U.S. and the world, 102, 141,404, 524, 652; Environmental Issues, 36, 60,63, 85, 111, 128, 154, 170, 185, 195, 209,221, 234, 245, 254, 276, 297, 320, 336, 353,367, 383, 411, 417, 421, 427, 448, 473, 483,502, 529, 537, 584, 589, 621, 646, 652, 673,694; Critical Thinking, 102, 333, 417;Interdisciplinary Connections (activity), 45,62, 75, 111, 185, 191, 215, 240, 265, 345,383, 421, 463, 496, 553, 601, 701






4.3: Students know the patterns and networks of economic interdependence.


• comparing and contrasting the characteristicsand distribution of economic systems;

SE/TE: Economic activity, in India 578-579; in SouthAsia, 564m, 564-565; in United States, 122m,131, 155; economic activity maps, 9, 9w, 104,104m; economic development, 106; economicsystems, 94, 94c, 95; economy, of Africa, 484,484m; of Albania, 374; of Australia, 9m,683m; of Austria, 321; of Brazil, 233, 234,238-241; of Brunei, 674; of Canada, 172; ofCaribbean Islands, 227-228; of CentralAmerica, 220; of Chile, 256; of China, 617,621-622; of East Asia, 606, 606m; of Eastern;Europe, 356m, 356-357, 357c; of Ecuador,254; European Union, 276; of France, 308,308c; of Germany, 310-311; of Great Britain,283-285; of Guianas, 248; of Indonesia, 672;of Italy, 333; of Japan, 650-651, 652-654; ofKazakstan, 414; of Latin America, 196m, 197;of Malaysia, 674; of Mexico, 210-211; mixed,296; of New Zealand, 683m, 688, 688m; ofNorden, 296-297; of North Korea, 657; ofNorthern Eurasia, 394m, 394-395; of PacificIslands, 690-691; of Paraguay, 259; of Peru,254; planned, 95; of Poland, 363; of Romania,372-373; of Russia, 401-403; of Scotland,287; of South Africa, 540; of South Korea,657; of Spain, 328-329; of Switzerland, 319;of Taiwan, 633, 634p; of Thailand, 670;tropical rain forests and, 244-245; of Vietnam,672; of Wales, 289; of Western Europe, 276c,276-277, 277m, 300-301;

TE: Global Economy, 282, 355, 369; Daily Life,106, 615; U.S. and the world, 93, 339, 404,673; Economics and Culture, 576

• explaining how places of various size functionas centers of economic activity;

SE/TE: Urban hierarchy, 136; Megalopolis, 145-146;Metropolitan areas, 84, 132, 135-136;villages, of India, 575-576; of United States,136; villagization, 538; urban areas, 84c,135-136, 136c; of; Urban Rim, 681; urbanstructure, models of, 137, 137c; urbanization,84, 179; in Brazil, 234-235, 235c; in Canada,119; in China, 630p, 630-631, 631m; inNorth Africa, 500p, 500-501; in UnitedStates, 119






• analyzing factors influencing economicinterdependence of countries, including worldtrade;

SE/TE: World resources, 101; the Columbianexchange, 198; trade, of Europe, 133; ofEuropean union, 300c, 300-301, 301m; ofJapan, 649, 654; of Portugal, 330; of theSahel, 507-508, 509m; of Singapore, 674; ofunited states, 133; of west Africa, 513-514;trade agreements, of Canada, 180; of Mexico,180; of united states, 180; brazil’s quest foreconomic growth, 238; effects of acid rain,382; Russian expansion, 396; the effects ofSalinization, 420; legacies of colonialism,486; water use in Africa, 528; soil erosion,552; farming technology, 154-155, 444;human-environment interaction, 36-37, 51,122, 179-181, 426, 462, 466, 558; culture andtechnology, 85; technology in India, 576;technology, 445; oil drill, 149; combineharvester, 155; worldwide carbon emissionsfrom fossil fuels, 265; geothermal energy,103, 294-295; hydroelectric power, 122, 170,171, 259, 334, 546, 582; nuclear energy, 103;nuclear power, 411; availability of electricityin India, 579

TE: Global Economy, 50, 62, 94, 99, 106121, 134,145, 172, 199, 211, 219, 234, 282, 319, 328,331, 355, 369, 411, 461, 485, 492, 520, 532,564, 578, 581, 606, 635, 653, 657, 674, 685;interactions with environment, 31; foodsupply, 121; land use, 203; foreign investmentin Maquiladoras, 211; vegetation patterns,225; the Chaco, 259; seasons, 295; weather,304; a dry country, 460; a land of sand, 460;farming in a rugged land, 467; ecotourism,532; urbanization, 657; destruction fromearthquakes, 701

• analyzing connections among local, regional,and world economies (for example,transportation routes, movement patterns, andmarket areas); and

SE/TE: United States and trade, 133; U.S. tradeagreements, 180; economic activity in theU.S., 95, 106, 122, 131, 155; exports of theU.S., 154, 180; economic systems, 94, 95;communism, 95, 228, 356, 362, 365-366, 387,401, 404, 611-618, 612, 614, 615, 616, 655,671; capitalism, 94, 95, 131; free enterprise,131, 296

TE: Global Economy, 50, 62, 94, 99, 106121, 134,145, 172, 199, 211, 219, 234, 282, 319, 328,331, 355, 369, 411, 461, 485, 492, 520, 532,564, 578, 581, 606, 635, 653, 657, 674, 685;Daily Life, 106, 615; U.S. and the world, 93,339, 404, 673; economics and culture, 576






• analyzing how and why levels of economicdevelopment vary among places.

SE/TE: Caste system, 574-575; monarchy, 94;poverty, 98; in Brazil, 238, 240; in India, 570;in United States, 149; developed countries,106; developing countries, 106; diseases, inAfrica, 528; in South America, 236, 255;economic systems, 94, 95; communism, 95,228, 356, 362, 365-366, 387, 401, 404, 611-618, 612, 614, 615, 616, 655, 671; capitalism,94, 95, 131; free enterprise, 131, 296

TE: Daily Life, 45, 67, 75, 95, 106, 136, 149, 171,196, 209, 227, 235, 251, 265, 279, 285, 307,312, 321, 331, 367, 393, 403, 429, 435, 438,446, 469, 481, 487, 491, 501, 510, 515, 541,549, 561, 567, 570, 575, 576, 603, 615, 616,623, 628, 631, 648, 653, 672, 680, 690

4.4: Students know the processes, patterns, and functions of human settlement.


• analyzing the size, arrangement, structure, andfunction of urban areas;

SE/TE: Urban hierarchy, 136; Megalopolis, 145-146;Metropolitan areas, 84, 132, 135-136;villages, of India, 575-576; of United States,136; villagization, 538; urban areas, 84c,135-136, 136c; of; Urban Rim, 681; urbanstructure, models of, 137, 137c; urbanization,84, 179; in Brazil, 234-235, 235c; in Canada,119; in China, 630p, 630-631, 631m; inNorth Africa, 500p, 500-501; in UnitedStates, 119






• comparing and contrasting the differingcharacteristics of settlement in developing anddeveloped countries; and

SE/TE: Migration, 90; Emigration, 83; immigration,83, 90; to Canada, 172, 172p, 173, 175-177; toFrance, 306; to Israel, 446p; to United States,125, 731, 745, 181; cultural landscapes, 85; aplace of three cultures, 207; the two Irelands,291; cultural landscapes, 85; of East Asia,602, 602m, 603, 603m; of France, 307-308; ofJapan, 645-648; language, 85, 86; of LatinAmerica, 192-193, 193m; of Nigeria, 518-519; of Norden, 296-297; of Northern Eurasia,390-391, 391p, 391c; religion, 85, 88, 89;social organization, 84-85; of South Asia,560-561; of Southeast Asia, 663; study of, 81;of United States, 180; of Western Europe,272m, 272-273, 273, 273m; culture hearth, 90;villages, of India, 575-576; of United States,136; villagization, 538;

TE: Daily Life, 45, 67, 75, 95, 106, 136, 149, 171,196, 209, 227, 235, 251, 265, 279, 285, 307,312, 321, 331, 367, 393, 403, 429, 435, 438,446, 469, 481, 487, 491, 501, 510, 515, 541,549, 561, 567, 570, 575, 576, 603, 615, 616,623, 628, 631, 648, 653, 672, 680, 690

• examining how and why large cities growtogether.

SE/TE: Urban hierarchy, 136; megalopolis, 145-146;metropolitan areas, 84, 132, 135-136;villages, of India, 575-576; of united states,136; villagization, 538; urban areas, 84c,135-136, 136c; of; urban rim, 681; urbanstructure, models of, 137, 137c; urbanization,84, 179; in brazil, 234-235, 235c; in Canada,119; in China, 630p, 630-631, 631m; in northAfrica, 500p, 500-501; in united states, 119






4.5: Students know how cooperation and conflict among people influence the division and control ofEarth's surface.


• analyzing why and how cooperation andconflict are involved in shaping thedistribution of social, political, and economicspaces on Earth at different scales local,national, and international; and

SE/TE: The Balkan “powder keg”, 358; Russianexpansion, 396; creating the modern MiddleEast, 437; legacies of colonialism, 486; theKoreas: a divided peninsula, 655; World WarI, 307, 359, 438-439; World War II, 307, 310,311, 362, 650, 651; Boer War, 540; BolshevikRevolution, 397; world resources, 101;settlement of the Americas, 124; theColumbian exchange, 198; a land defined bymountains, 201; brazil’s quest for economicgrowth, 238; global warming, 264; the twoIrelands, 291; nuclear waste disposal, 416; thebirth of civilization, 434; creating the modernMiddle East, 437; legacies of colonialism,486; water use in Africa, 528; the emergenceof modern China, 611; historical influences onSoutheast Asia, 668

TE: Global Economy, 50, 62, 94, 99, 106121, 134,145, 172, 199, 211, 219, 234, 282, 319, 328,331, 355, 369, 411, 461, 485, 492, 520, 532,564, 578, 581, 606, 635, 653, 657, 674, 685;Daily Life, 45, 67, 75, 95, 106, 136, 149, 171,196, 209, 227, 235, 251, 265, 279, 285, 307,312, 321, 331, 367, 393, 403, 429, 435, 438,446, 469, 481, 487, 491, 501, 510, 515, 541,549, 561, 567, 570, 575, 576, 603, 615, 616,623, 628, 631, 648, 653, 672, 680, 690;Environmental Issues, 36, 60, 63, 85, 111,128, 154, 170, 185, 195, 209, 221, 234, 245,254, 276, 297, 320, 336, 353, 367, 383, 411,417, 421, 427, 448, 473, 483, 502, 529, 537,584, 589, 621, 646, 652, 673, 694






• analyzing how differing points of view andself-interests play a role in conflict overterritory and resources.

SE/TE: Social Studies Skills, analyzing primarysources, 637; Nationalist People's Party(China), 612; Native Americans, in Canada,173, 175, 176-177; Northern Eurasia, cities of,386-387, 387m; people of, 390rn, 390-391;Olmec people, 90, 124p; Russia, 398m,398-408; people of, 405; Seljuk people, 437;Singhalese people, 587; Slavic people, 353,359, 391; Songhai people, 512; Tamil people,587; Ainu people, 647; Albanian people, 353;Aryan people, 566, 587; Bambara people,512; Caucasian people, 391; Cayuga people,127; Cherokee people, 127, 149; Creekpeople, 127, 149; demography, 81; Dravidianpeople, 566, 587; Eastern Europe, 346-377,349m, 351m, 360m; people of, 352m, 352-353; population of, 348c, 353m; Hispanicpeople, 151, 160; Inuit people, 7 75, 175,175p, 176-177 ; Kazak people, 413, 627;Kyrgyz people, 414 ; Magyar people, 352,359, 368; Mandingo people, 512; Mandinkapeople, 486; Masai people, 531, 533; Mayapeople, 90, 188, 197, 205; Aztec people in,207, 207p, 209p; Food, Hunger andSustainable Agriculture, 98; the Role ofWetlands, 110; Water Use in Africa, 528;Natural resources, 92, 101, 102, 122, 127-129,144, 149, 155, 158, 167, 170, 172, 179, 196,197, 276, 312, 320, 321, 356-357, 361, 372,394-395, 399, 484-485, 490, 511, 523-524,564, 606, 665, 683, 694, 695, 696; the Balkan“powder keg”, 358; Russian expansion, 396;Creating the Modern Middle East, 437;legacies of colonialism, 486; the Koreas: aDivided Peninsula, 655; World War I, 307,359, 438-439; World War II, 307, 310, 311,362, 650, 651; Boer War, 540; BolshevikRevolution, 397

TE: Desert farming, 67; recycling, 102; watersupply, 128; ground water, 154, 473; Landuse, 203; conservation, 265; difficult terrain,377; rich mineral wealth, 461; hydropower,485; the desert, 500; the spread of the desert,510; wetlands, 646






STANDARD 5: Students understand the effects of interactions between human and physical systems andthe changes in meaning, use, distribution, and importance of resources.

5.1 Students know how human actions modify the physical environment.


• analyzing ways the humans depend upon,adapt to, and affect the physical environment;

SE/TE: Environment, 71; changes to the, 123; energyresources, 102-103; natural resources and the,101-102; food, hunger and sustainableagriculture, 98; the role of wetlands, 110;natural disasters, 164; oil spill cleanup, 184;global warming, 264; recycling paper, 344;human rights, 378; effects of acid rain, 382;nuclear waste disposal, 416; the effects ofSalinization, 420; creating the modern MiddleEast, 437; water use in Africa, 528; soilerosion, 552; how monsoons are created, 592;the emergence of modern China, 611; theKoreas: a divided peninsula, 655; historicalinfluences on Southeast Asia, 668;earthquake, 700; farming, in Argentina, 261p;in Australia, 684-685, 685p; in Bolivia, 255;in Brazil, 238, 240; in Canada, 168, 170-171;in Caribbean Islands, 227, 227p, 228; inCentral America, 220; in Chile, 256; in China,51, 614, 616, 621; collective, 367;commercial, 107; double cropping, 621; inEast Asia, 607, 607p; in Eastern Europe, 367;as economic activity, 105; in Georgia(country), 412; in Great Britain, 282; inGreece, 338-339; in India, 578; intensive, 607;in Israel, 444; in Italy, 332p, 333, 334; inKenya, 533, 534p; in Latin America 197; inMexico, 204p, 209-210; in Netherlands, 316;in New Zealand, 688; in Nigeria, 518; in Peru,254; in Portugal, 330; in the Sahel, 509; inSouth Asia, 564; in South Korea, 655p; inSoutheast Asia, 665; in Southwest Asia, 432;in Soviet Union, 394, 402, 404; in Spain, 328;subsistence, 106-107; in Switzerland, 319; inSyria, 455; technology, 154-155, 444; terrace,607p; in Ukraine, 411; in United States, 51,59p, 75. 1071), 127p, 131, 144, 148-149,153p, 153-155; in Uruguay, 260; inVenezuela, 249; in Western Europe, 276c; inZimbabwe, 546-547






(Continued)• analyzing ways the humans depend upon,

adapt to, and affect the physical environment;

(Continued)TE: The Physical World, 42, 165, 203, 304, 339,

351, 377, 444, 460, 467, 510, 583, 599, 601,605, 644, 701; Daily Life, 45, 67, 75, 95, 106,136, 149, 171, 196, 209, 227, 235, 251, 265,279, 285, 307, 312, 321, 331, 367, 393, 403,429, 435, 438, 446, 469, 481, 487, 491, 501,510, 515, 541, 549, 561, 567, 570, 575, 576,603, 615, 616, 623, 628, 631, 648, 653, 672,680, 690; Environmental Issues, 36, 60, 63,85, 111, 128, 154, 170, 185, 195, 209, 221,234, 245, 254, 276, 297, 320, 336, 353, 367,383, 411, 417, 421, 427, 448, 473, 483, 502,529, 537, 584, 589, 621, 646, 652, 673, 694

• evaluating ways in which technology hasexpanded human capacity to modify thephysical environment; and

SE/TE: Technology, 445; culture and, 85; farming,154-155, 444; in India, 576; farming, cultureand technology, 85; technology in India, 576;technology, 445; oil drill, 149; combineharvester, 155; worldwide carbon emissionsfrom fossil fuels, 265; geothermal energy,103, 294-295; hydroelectric power, 122, 170,171, 259, 334, 546, 582; nuclear energy, 103;nuclear power, 411; availability of electricityin India, 579; oil spill cleanup, 184; nuclearwaste disposal, 416;

TE: Environmental Issues, 36, 60, 63, 85, 111,128, 154, 170, 185, 195, 209, 221, 234, 245,254, 276, 297, 320, 336, 353, 367, 383, 411,417, 421, 427, 448, 473, 483, 502, 529, 537,584, 589, 621, 646, 652, 673, 694; CriticalThinking, 102, 333, 417

• explaining the possible global effects ofhuman modification of the physicalenvironment.

SE/TE: Greenhouse Effect, 60, 264-265;desertification, 461, 510; deforestation, 510,587; oil drill, 149; worldwide carbonemissions from fossil fuels, 265; geothermalenergy, 103, 294-295; hydroelectric power,122, 170, 171, 259, 334, 546, 582; nuclearenergy, 103; nuclear power, 411; availabilityof electricity in India, 579; oil spill cleanup,184; nuclear waste disposal, 416







5.2: Students know how physical systems affect human systems.


• comparing and contrasting how changes in thephysical environment can increase or diminishits capacity to support human activity;

SE/TE: Greenhouse Effect, 60, 264-265;desertification, 461, 510; deforestation, 510,587; worldwide carbon emissions from fossilfuels, 265; geothermal energy, 103, 294-295;hydroelectric power, 122, 170, 171, 259, 334,546, 582; nuclear energy, 103; nuclearpower, 411; availability of electricity inIndia, 579; oil spill cleanup, 184; nuclearwaste disposal, 416; volcanoes, 40, 41, 45,47, 225, 250, 600; earthquakes, 42, 45, 164,201, 332, 598, 644, 645, 698-699, 700-701;environment, 71; changes to the, 123; energyresources, 102-103; natural resources and the,101-102; food, hunger and sustainableagriculture, 98; the role of wetlands, 110;natural disasters, 164; oil spill cleanup, 184;global warming, 264; recycling paper, 344;human rights, 378; effects of acid rain, 382;nuclear waste disposal, 416; the effects ofSalinization, 420; creating the modernMiddle East, 437; water use in Africa, 528;soil erosion, 552; how monsoons are created,592; the emergence of modern China, 611;the Koreas: a divided peninsula, 655;historical influences on Southeast Asia, 668;earthquake, 700; farming, in Argentina,261p; in Australia, 684-685, 685p; in Bolivia,255; in Brazil, 238, 240; in Canada, 168,170-171; in Caribbean Islands, 227, 227p,228; in Central America, 220; in Chile, 256;in China, 51, 614, 616, 621; collective, 367;commercial, 107; double cropping, 621; inEast Asia, 607, 607p; in Eastern Europe, 367;as economic activity, 105; in Georgia(country), 412; in Great Britain, 282; inGreece, 338-339; in India, 578; intensive,607; in Israel, 444; in Italy, 332p, 333, 334;in Kenya, 533, 534p; in Latin America 197;in Mexico, 204p, 209-210; in Netherlands,316; in New Zealand, 688; in Nigeria, 518; inPeru, 254; in Portugal, 330; in the Sahel, 509;in South Asia, 564; in South Korea, 655p; inSoutheast Asia, 665; in Southwest Asia, 432;in Soviet Union, 394, 402, 404; in Spain,328; subsistence, 106-107; in Switzerland,319; in Syria, 455; technology, 154-155, 444;






(Continued)• comparing and contrasting how changes in the

physical environment can increase or diminishits capacity to support human activity;

(Continued)SE/TE: terrace, 607p; in Ukraine, 411; in United

States, 51, 59p, 75. 1071), 127p, 131, 144,148-149, 153p, 153-155; in Uruguay, 260; inVenezuela, 249; in Western Europe, 276c; inZimbabwe, 546-547


• identifying and evaluating alternativestrategies to respond to constraints placed onhuman systems by the physical environment(for example, the use of irrigation in aridenvironments); and

SE/TE: Agriculture, 82, 509; Aswan dam, 493;desalination, 458, 460, 472-473;hydroelectric power, 122, 170, 171, 259, 334,546, 582; irrigation, 203, 415, 444, 493, 582-583, 623; herbicides, 673; environment, 71;changes to the, 123; energy resources, 102-103; natural resources and the, 101-102;food, hunger and sustainable agriculture, 98;the role of wetlands, 110; natural disasters,164; oil spill cleanup, 184; global warming,264; recycling paper, 344; human rights, 378;effects of acid rain, 382; nuclear wastedisposal, 416; the effects of Salinization, 420;creating the modern Middle East, 437; wateruse in Africa, 528; soil erosion, 552; howmonsoons are created, 592; the emergence ofmodern China, 611; the Koreas: a dividedpeninsula, 655; historical influences onSoutheast Asia, 668; earthquake, 700;farming, in Argentina, 261p; in Australia,684-685, 685p; in Bolivia, 255; in Brazil,238, 240; in Canada, 168, 170-171; inCaribbean Islands, 227, 227p, 228; in CentralAmerica, 220; in Chile, 256; in China, 51,614, 616, 621; collective, 367; commercial,107; double cropping, 621; in East Asia, 607,607p; in Eastern Europe, 367; as economicactivity, 105; in Georgia (country), 412; inGreat Britain, 282; in Greece, 338-339; inIndia, 578; intensive, 607; in Israel, 444; inItaly, 332p, 333, 334; in Kenya, 533, 534p; inLatin America 197; in Mexico, 204p,209-210; in Netherlands, 316; in NewZealand, 688; in Nigeria, 518; in Peru, 254;in Portugal, 330; in the Sahel, 509; in SouthAsia, 564;






(Continued)• identifying and evaluating alternative

strategies to respond to constraints placed onhuman systems by the physical environment(for example, the use of irrigation in aridenvironments); and

(Continued)SE/TE: in South Korea, 655p; in Southeast Asia, 665;

in Southwest Asia, 432; in Soviet Union,394, 402, 404; in Spain, 328; subsistence,106-107; in Switzerland, 319; in Syria, 455;technology, 154-155, 444; terrace, 607p; inUkraine, 411; in United States, 51, 59p, 75.1071), 127p, 131, 144, 148-149, 153p,153-155; in Uruguay, 260; in Venezuela,249; in Western Europe, 276c; in Zimbabwe,546-547

• analyzing how humans perceive and react tonatural hazards.

SE/TE: Volcanoes, 40, 41, 45, 47, 225, 250, 600;earthquakes, 42, 45, 164, 201, 332, 598, 644,645, 698-699, 700-701; monsoons, 562, 585,594-595, 645; tornadoes, 165; tropicalstorms, 194; famine, 510, 528; drought, 546;flood, 111, 585, 620

5.3: Students know the changes that occur in the meaning, use, location, distribution, and importance ofresources.


• analyzing how the changing distribution ofresources affects the patterns of settlement;

SE/TE: World resources, 101; natural disasters, 164;the Columbian exchange, 198; a land definedby mountains, 201; brazil’s quest foreconomic growth, 238; Russian expansion,396; the effects of Salinization, 420; legaciesof colonialism, 486; water use in Africa, 528;soil erosion, 552; farming technology, 154-155, 444; human-environment interaction, 36-37, 51, 122, 179-181, 426, 462, 466, 558;technology, 445; oil drill, 149; combineharvester, 155; worldwide carbon emissionsfrom fossil fuels, 265; geothermal energy,103, 294-295; hydroelectric power, 122, 170,171, 259, 334, 546, 582; nuclear energy, 103;nuclear power, 411; availability of electricityin India, 579

TE: Interactions with environment, 31; foodsupply, 121; land use, 203; vegetationpatterns, 225; the Chaco, 259; seasons, 295;weather, 304; a dry country, 460; a land ofsand, 460; farming in a rugged land, 467;ecotourism, 532; urbanization, 657;destruction from earthquakes, 701






• evaluating policies and programs for resourceuse and management; and

SE/TE: Reading tables and analyzing statistics, 223;using climate graphs, 70; reading a populationdensity map, 91; interpreting an economicactivity map, 104; reading urban diagrams,137; determining relevance, 257; analyzingline and bar graphs, 337; making a decision,364; perceiving cause-effect relationships,517; drawing conclusions, 543; analyzingcartograms, 573; analyzing primary sources,637; demonstrating reasoned judgment, 659;drawing inferences, 667

TE: Analyzing information, 37; makingcomparisons, 44; analyzing statistics, 83;demonstrating reasoned judgment, 91; cause-effect relationships, 155; cause-effectrelationships, 176; analyzing editorials andarticles, 178; making comparisons, 209; causeand effect, 220; making comparisons, 235;determining relevance, 257; evaluate, 260;cause and effect, 355; compare and contrast,376; making judgments, 404; cause and effect,492; drawing conclusions, 543; drawingconclusions, 659; drawing inferences, 667;comparing and contrasting, 684






• analyzing the effects of economic activity inmodifying and transforming resources.

SE/TE: Economic activity, in India 578-579; in SouthAsia, 564m, 564-565; in United States, 122m,131, 155; economic activity maps, 9, 9w, 104,104m; economic development, 106; economicsystems, 94, 94c, 95; economy, of Africa, 484,484m; of Albania, 374; of Australia, 9m,683m; of Austria, 321; of Brazil, 233, 234,238-241; of Brunei, 674; of Canada, 172; ofCaribbean Islands, 227-228; of CentralAmerica, 220; of Chile, 256; of China, 617,621-622; of East Asia, 606, 606m; of Eastern;Europe, 356m, 356-357, 357c; of Ecuador,254; European Union, 276; of France, 308,308c; of Germany, 310-311; of Great Britain,283-285; of Guianas, 248; of Indonesia, 672;of Italy, 333; of Japan, 650-651, 652-654; ofKazakstan, 414; of Latin America, 196m, 197;of Malaysia, 674; of Mexico, 210-211; mixed,296; of New Zealand, 683m, 688, 688m; ofNorden, 296-297; of North Korea, 657; ofNorthern Eurasia, 394m, 394-395; of PacificIslands, 690-691; of Paraguay, 259; of Peru,254; planned, 95; of Poland, 363; of Romania,372-373; of Russia, 401-403; of Scotland,287; of South Africa, 540; of South Korea,657; of Spain, 328-329; of Switzerland, 319;of Taiwan, 633, 634p; of Thailand, 670;tropical rain forests and, 244-245; of Vietnam,672; of Wales, 289; of Western Europe, 276c,276-277, 277m, 300-301;

TE: Global Economy, 121, 319, 328, 331, 485;Daily Life, 367, 438; U.S. and the world, 180,310; Global Economy, 94, 99, 211, 219, 282,355, 369, 492, 606, 685; Political instabilityand economics, 672;






STANDARD 6: Students apply knowledge of people, places, and environments to understand the past andpresent and to plan for the future.

6.1: Students know how to apply geography to understand the past.


• analyzing how changing perceptions of placesand environments affect the behavior ofpeople; and

SE/TE: Regions, 37-38; countries, characteristics of,92; population of, 92-93; Changes within theearth, 40; changes on the earth’s surface, 48;weather and climate, 59; world resources, 101;settlement of the Americas, 124; naturaldisasters, 164; the Columbian exchange, 198;a land defined by mountains, 201; globalwarming, 264; effects of acid rain, 382;Russian expansion, 396; nuclear wastedisposal, 416; the effects of Salinization, 420;the birth of civilization, 434; creating themodern middle east, 437; legacies ofcolonialism, 486; water use in Africa, 528;soil erosion, 552; population, growth of,82-83, 85c; limiting, 625-626; patterns of, 84;Ring of Fire and, 45; population density, 3p,81, 82m, 82-83, 91, 91m, 429; map, 119;population policy, 625-626; populationpyramids, 206; environment, 71; changes tothe, 123; energy resources, 102-103; naturalresources and the, 101-102; population densityand, 81-82; in Soviet Union, 403-404; urbanareas, 84c, 135-136, 136c; of; Urban Rim,681; urban structure, models of, 137, 137c;urbanization, 84, 179; in Brazil, 234-235,235c; in Canada, 119; in; cities, of Canada,114, 170, 171-172, 173, 179; growth of, 434-435; of India, 561c, 576-578; of North;America, 115; of South Asia, 556-557, 561c;of Southwest Asia, 424-425; of United States,114, 132-136, 135-136, 144, 145-146, 146,151-152, 156; Changes within the earth, 40;changes on the earth’s surface, 48; weatherand climate, 59; world resources, 101;settlement of the Americas, 124; naturaldisasters, 164; the Columbian exchange, 198;a land defined by mountains, 201; globalwarming, 264; effects of acid rain, 382;Russian expansion, 396; nuclear wastedisposal, 416; the effects of Salinization, 420;the birth of civilization, 434; creating themodern middle east, 437;






• analyzing how changing perceptions of placesand environments affect the behavior ofpeople; and

SE/TE: legacies of colonialism, 486; water use inAfrica, 528; soil erosion, 552

TE: Interactions with environment, 31; coldclimates, 68; glaciers, 117; food supply, 121;earthquakes, 165; land use, 203; vegetationpatterns, 225; water, 239; the Chaco, 259;seasons, 295; weather, 304; euro aid, 331;volcanoes, 339; wasps, 345; a dry country,460; a land of sand, 460; farming in a ruggedland, 467; Lake Victoria, 479; the SinaiPeninsula, 490; the Desert, 500; the spread ofthe desert, 510; economic sanctions, 520; thedoldrums, 522; ecotourism, 532; VictoriaFalls, 546; the Deccan Plateau, 559; geology,583; earthquakes, 584; volcanoes, 599; naturalphenomena, 601; typhoons, 605; rivers, 621;flora, 633; earthquakes, 644; urbanization, 657

• analyzing the fundamental role that places andenvironments have played in history (forexample, the Russian winter played animportant part in the defeat of Napoleon'sarmy).

SE/TE: Food, hunger and sustainable agriculture, 98;the role of wetlands, 110; natural disasters,164; the search for a national identity, 175; oilspill cleanup, 184; a land defined bymountains, 201; brazil’s quest for economicgrowth, 238; global warming, 264; the twoIrelands, 291; recycling paper, 344; humanrights, 378; effects of acid rain, 382; nuclearwaste disposal, 416; the effects ofSalinization, 420; creating the modern middleeast, 437; water use in Africa, 528; soilerosion, 552; the emergence of modern china,611; the Koreas: a divided peninsula, 655;Historical influences on Southeast Asia, 668;Earthquake, 700; Aryan people, 566, 587;Caucasian people, 391; Cherokee people, 127,149; Ethnic Groups, 225, 226, 247, 248, 253,318, 373, 375, 376, 480, 481, 626, 627, 652,653, 670, 671; Hispanic people, 151, 160;Inuit people, 173, 175, 176-177; Jews, 353,361-362, 439-442, 445-449; Magyar people,352, 359, 368; Roma, 353; Singhalese people,587; Vikings, 69, 396-397; the United Statesand Canada, 112-182; Latin America, 186-262; Western Europe, 266-342; EasternEurope, 346-380; Northern Eurasia, 384-418;Southwest Asia, 422-470; Africa, 474-550;South Asia, 554-590; East Asia and thePacific World, 594-698






(Continued)• analyzing the fundamental role that places and

environments have played in history (forexample, the Russian winter played animportant part in the defeat of Napoleon'sarmy).

(Continued)TE: Interdisciplinary Connections, (background)

{history} 34, 57, 104, 125, 129, 144, 176,193, 215, 241, 301, 334, 371, 379, 397, 438,455, 465, 481, 498, 519, 537, 577, 612, 636,637, 641, 659, 664; The Physical World, 42,165, 203, 304, 339, 351, 377, 444, 460, 467,510, 583, 599, 601, 605, 644, 701;Environmental Issues, 36, 60, 63, 85, 111,128, 154, 170, 185, 195, 209, 221, 234, 245,254, 276, 297, 320, 336, 353, 367, 383, 411,417, 421, 427, 448, 473, 483, 502, 529, 537,584, 589, 621, 646, 652, 673, 694

6.2: Students know how to apply geography to understand the present and plan for the future.

As students in grades 9-12 extend their knowledge, what they know and are able to do includes

• evaluating a contemporary issue usinggeography knowledge, skills, andperspectives; and

SE/TE: Technology, 445; culture and, 85; farming,154-155, 444; in India, 576;telecommunications, 130, 177; drought, inAfrica, 528; in West Africa, 510; inZimbabwe, 546; drug trade, 250; dust bowl,51; earth, effect of sun on, 59-63; erosion of,50-53; geologic history of, 42-47; greenhouseeffect, 60; internal forces of, 41-42; rotationand revolution, 60c, 60-61; structure of, 40-41, 41c; weathering of, 48-50; earthquakes,42, 45, 164, 698-699, 699p, 700-701; in EastAsia, 598; in Italy, 332; in Japan, 644, 645c;in Mexico, 201; embankment dam, 583;embargo, 456-45 7; emigration, 83; energyresources, 102-103, 128c; engineering, naturaldisasters and improved, 164-165; favelas, 235,238; fission, 103; food, 98p, 98-99; inColumbian exchange, 198-199; in India, 574p,575-576; fossil fuels, 101-102, 128, 264-265,265; free enterprise, 131, 296; ; environment,71; changes to the, 123; energy resources,102-103; natural resources and the, 101-102;population demonstrating visual literacy, 39;determining relevance, 257; distinguishingfact from opinion, 314; making a decision,364; distinguishing false from accurateimages, 408; perceiving cause-effectrelationships, 517; drawing conclusions, 543;analyzing primary sources, 637;demonstrating reasoned judgment, 659;drawing inferences, 667






(Continued)• evaluating a contemporary issue using

geography knowledge, skills, andperspectives; and

(Continued)TE: Analyzing information, 37; making

comparisons, 44; analyzing statistics, 83;demonstrating reasoned judgment, 91; cause-effect relationships, 155; cause-effectrelationships, 176; analyzing editorials andarticles, 178; making comparisons, 209; causeand effect, 220; making comparisons, 235;determining relevance, 257; evaluate, 260;disguising opinions, 314; cause and effect,355; compare and contrast, 376; makingjudgments, 404; cause and effect, 492;drawing conclusions, 543; comparing andcontrasting, 546; comparing and contrasting,585; recognizing bias, 637; drawingconclusions, 659; drawing inferences, 667;comparing and contrasting, 684

• comparing and contrasting how differentviewpoints influence the development ofpolicies designed to use and manage Earth'sresources.

SE/TE: Social Studies Skills, analyzing primarysources, 637; Nationalist People's Party(China), 612; Native Americans, in Canada,173, 175, 176-177; Northern Eurasia, cities of,386-387, 387m; people of, 390rn, 390-391;Olmec people, 90, 124p; Russia, 398m,398-408; people of, 405; Seljuk people, 437;Singhalese people, 587; Slavic people, 353,359, 391; Songhai people, 512; Tamil people,587; Ainu people, 647; Albanian people, 353;Aryan people, 566, 587; Bambara people,512; Caucasian people, 391; Cayuga people,127; Cherokee people, 127, 149; Creekpeople, 127, 149; demography, 81; Dravidianpeople, 566, 587; Eastern Europe, 346-377,349m, 351m, 360m; people of, 352m, 352-353; population of, 348c, 353m; Hispanicpeople, 151, 160; Inuit people, 7 75, 175,175p, 176-177 ; kazak people, 413, 627;Kyrgyz people, 414 ; Magyar people, 352,359, 368; Mandingo people, 512; Mandinkapeople, 486; Masai people, 531, 533; Mayapeople, 90, 188, 197, 205; Aztec people in,207, 207p, 209p; food, hunger and sustainableagriculture, 98; the role of wetlands, 110;water use in Africa, 528; natural resources, 92,101, 102, 122, 127-129, 144, 149, 155, 158,167, 170, 172, 179, 196, 197, 276, 312, 320,321, 356-357, 361, 372, 394-395, 399, 484-485, 490, 511, 523-524, 564, 606, 665, 683,694, 695, 696; food, hunger and sustainableagriculture, 98; the role of wetlands, 110;






• comparing and contrasting how differentviewpoints influence the development ofpolicies designed to use and manage Earth'sresources.

SE/TE: natural disasters, 164; oil spill cleanup, 184;brazil’s quest for economic growth, 238;global warming, 264; recycling paper, 344;human rights, 378; effects of acid rain, 382;nuclear waste disposal, 416; the effects ofSalinization, 420; creating the modern middleeast, 437; water use in Africa, 528; soilerosion, 552; how monsoons are created, 592;the emergence of modern china, 611; theKoreas: a divided peninsula, 655; historicalinfluences on Southeast Asia, 668;Earthquake, 700

TE: Public Health, 421; Global Economy, 50, 62,94, 99, 106121, 134, 145, 172, 199, 211, 219,234, 282, 319, 328, 331, 355, 369, 411, 461,485, 492, 520, 532, 564, 578, 581, 606, 635,653, 657, 674, 685; Daily Life, 45, 67, 75, 95,106, 136, 149, 171, 196, 209, 227, 235, 251,265, 279, 285, 307, 312, 321, 331, 367, 393,403, 429, 435, 438, 446, 469, 481, 487, 491,501, 510, 515, 541, 549, 561, 567, 570, 575,576, 603, 615, 616, 623, 628, 631, 648, 653,672, 680, 690; Environmental Issues, 36, 60,63, 85, 111, 128, 154, 170, 185, 195, 209,221, 234, 245, 254, 276, 297, 320, 336, 353,367, 383, 411, 417, 421, 427, 448, 473, 483,502, 529, 537, 584, 589, 621, 646, 652, 673,694

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