Grade 6

Prentice Hall World Studies: Europe and Americas, Indiana Edition © 2010

C O R R E L A T E D

T O

Indiana Academic Standards for Social Studies, Grade 6

World Studies: Europe and Americas, Indiana Edition © 2010 Correlated to: Indiana Academic Standards for Social Studies, Grade 6 (Grade 6) INDIANA ACADEMIC STANDARDS FOR SOCIAL STUDIES

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

Standard 1 History Students will explore the key historic movements, events and figures that contributed to the development of modern Europe and America from early civilizations through modern times by examining religious institutions, trade and cultural interactions, political institutions, and technological developments. Historical Knowledge Early and Classical Civilizations: 1900 B.C. /B.C.E to 700 A.D. /C.E. 6.1.1 Describe the rise; the political, technological and cultural achievements; and the decline of ancient civilizations in Europe and Mesoamerica*. (Individuals, Society and Culture) Example: Greek, Roman, Mayan and Olmec civilizations

SE/TE: Understanding Culture 92-95; From Ancient Greece to the Middle Ages 176-182; The Arrival of the Europeans 390-395; The History of Canada 409-417; Early Civilizations of Middle America 582-586; The Incas: People of the Sun 587-591; European Conquest 592-598; The Cultures of the Carribean 624-628 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

6.1.2 Describe and compare the beliefs, the spread and the influence of religions throughout Europe and Mesoamerica. (Individuals, Society and Culture) Example: Judaism, Christianity, Islam and native practices in Mesoamerica and Europe

SE/TE: Culture and Society 96-103; From Ancient Greece to the Middle Ages 176-182; Poland: Preserving Tradition Amidst Change 320-326; The Arrival of the Europeans 390-395; The Incas: People of the Sun 587-591 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

Medieval Period: 400 A.D./C.E. – 1500 A.D./C.E. 6.1.3 Explain the continuation and contributions of the Eastern Roman Empire after the fall of the Western Roman Empire. Example: Influence on the spread of Christianity in Russia and Eastern Europe

SE/TE: From Ancient Greece to the Middle Ages 176-182; Focus on The Eastern Roman Empire and Trade 218-219; The Cultures of Eastern Europe 237-243 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

1 SE = Student Edition TE = Teacher Edition TR = Teaching Resources

TECH = Technology

World Studies: Europe and Americas, Indiana Edition © 2010 Correlated to: Indiana Academic Standards for Social Studies, Grade 6 (Grade 6) INDIANA ACADEMIC STANDARDS FOR SOCIAL STUDIES

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

6.1.4 Describe and explain the development and organization of political, cultural, social and economic systems in Europe and the Americas. (Individuals, Society and Culture) Example: Feudal system, manorial system, rise of kingdoms and empires, slavery, and religious institutions

SE/TE: Political Systems 80-84; From Ancient Greece to the Middle Ages 176-182; Renaissance and the Age of Revolution 183-190; Imperial Russia to the Soviet Union 202-209; The United Kingdom: Democracy and Monarchy 268-275; The Arrival of the Europeans 390-395; European Conquest 592-598 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

6.1.5 Analyze the diverse points of view and interests of those involved in the Crusades and give examples of the changes brought about by the Crusades. Example: Increased contact between European and non-European peoples, changes in technology, and centralization of political and military power

SE/TE: From Ancient Greece to the Middle Ages 176-182; Skills for Life: Distinguishing Fact From Opinion 200-201

TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM 6.1.6 Examine the importance of trade routes and trace the rise of cultural centers and trade cities in Europe and Mesoamerica. Example: Florence, Genoa, Venice, Naples, Tenochtitlan, Machu Pichu and Teotihuacan

SE/TE: Economic Systems 74-79; Renaissance and the Age of Revolution 183-190; Focus on The Eastern Roman Empire and Trade 218-219; The United Kingdom: Democracy and Monarchy 268-275; Early Civilizations of Middle America 582-586; The Incas: People of the Sun 587-591; European Conquest 592-598; From Past to Present 606-610 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

6.1.7 Explain the effects of the Black Death, or bubonic plague, along with economic, environmental and social factors that led to the decline of medieval* society.

SE/TE: From Ancient Greece to the Middle Ages 176-182; Primary Source: “The Bubonic Plague” 760-761 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities

2 SE = Student Edition TE = Teacher Edition TR = Teaching Resources

TECH = Technology

World Studies: Europe and Americas, Indiana Edition © 2010 Correlated to: Indiana Academic Standards for Social Studies, Grade 6 (Grade 6) INDIANA ACADEMIC STANDARDS FOR SOCIAL STUDIES

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate resource(s)) TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

6.1.8 Compare the diverse perspectives, ideas, interests and people that brought about the Renaissance in Europe. (Individuals, Society and Culture) Example: Ideas: the importance of the individual, scientific inquiry based on observation and experimentation, interest in Greek and Roman thought, and new approaches in the fine arts and literature; People: Leonardo da Vinci, Michelangelo, Nicholas Copernicus, William Shakespeare and Galileo Galilei

SE/TE: Renaissance and the Age of Revolution 183-190; Focus on the Renaissance and the Enlightenment 222-223; Primary Source “The New Education” 762-763

TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM 6.1.9 Analyze the interconnections of people, places and events in the economic, scientific and cultural exchanges of the European Renaissance that led to the Scientific Revolution, voyages of discovery and imperial conquest. (Individuals, Society and Culture)

SE/TE: Renaissance and the Age of Revolution 183-190; Focus on the Renaissance and the Enlightenment 222-223; Primary Source “The New Education” 762-763

TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM Early Modern Era: 1500 to 1800 6.1.10 Examine and explain the outcomes of European colonization on the Americas and the rest of the world. (Individuals, Society and Culture) Example: The defeat of the Aztec and Incan empires by the Spanish, the rise of trading empires, Columbian exchange and slavery

SE/TE: Understanding Culture 92-95; From Ancient Greece to the Middle Ages 176-182; The Arrival of the Europeans 390-395; The History of Canada 409-417; The Canadian Mosaic 443446; Early Civilizations of Middle America 582586; The Incas: People of the Sun 587-591; European Conquest 592-598; Independence 599-605; From Past to Present 606-610; The Cultures of the Carribean 624-628 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

3 SE = Student Edition TE = Teacher Edition TR = Teaching Resources

TECH = Technology

World Studies: Europe and Americas, Indiana Edition © 2010 Correlated to: Indiana Academic Standards for Social Studies, Grade 6 (Grade 6) INDIANA ACADEMIC STANDARDS FOR SOCIAL STUDIES 6.1.11 Compare Spanish and Portuguese colonies in Mexico and South America with French and British colonies in North America.

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate resource(s)) SE/TE: The Arrival of the Europeans 390-395; Growth and Conflict in the United States 396402; The History of Canada 409-417; The Canadian Mosaic 443-446; European Conquest 592-598; Independence 599-605; From Past to Present 606-610; The Cultures of the Carribean 624-628; The Cultures of South America 629634; Guatemala: Descendants of an Ancient People 651-657; Haiti: Struggle for Democracy 684-689 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

6.1.12 Describe the Reformations and their effects on European and American society. (Individuals, Society and Culture) Example: Missionary activities, the rise of Calvinism and Lutheranism, Henry VIII’s break with Parliament and the Catholic Church, the principle of separation of church and state, Papal reform, and the Council of Trent

SE/TE: Renaissance and the Age of Revolution 183-190; Focus on the Renaissance and the Enlightenment 222-223; The United Kingdom: Democracy and Monarchy 268-275; France: Cultural Heritage and Diversity 276-283; Focus on the Renaissance and the Enlightenment 222223; Primary Source “The New Education” 762763, Martin Luther’s “95 Theses” 765, Petition of Right (1628) 766, “The English Bill of Rights” 767 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

6.1.13 Explain the origin and spread of scientific, political, and social ideals associated with the Age of Enlightenment. (Individuals, Society and Culture) Example: The American and French Revolutions and the spread of democratic ideals, and the Scientific Revolution

SE/TE: Renaissance and the Age of Revolution 183-190; Focus on the Renaissance and the Enlightenment 222-223; The United Kingdom: Democracy and Monarchy 268-275; France: Cultural Heritage and Diversity 276-283; Focus on the Renaissance and the Enlightenment 222223; Primary Source “The New Education” 762763, Martin Luther’s “95 Theses” 765, Petition of Right (1628) 766, “The English Bill of Rights” 767 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

4 SE = Student Edition TE = Teacher Edition TR = Teaching Resources

TECH = Technology

World Studies: Europe and Americas, Indiana Edition © 2010 Correlated to: Indiana Academic Standards for Social Studies, Grade 6 (Grade 6) INDIANA ACADEMIC STANDARDS FOR SOCIAL STUDIES 6.1.14 Describe the origins, developments and innovations of the Industrial Revolution and explain the changes it brought about. (Individuals, Society and Culture) Example: Steam engine, factory system, urbanization, changing role of women and child labor

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate resource(s)) SE/TE: Industrial Revolution and Nationalism 191-201; The Cultures of Western Europe 230236; Growth and Conflict in the United States 396-402; The History of Canada 409-417; British Columbia: Economic and Cultural Changes 520-526 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

Modern Era: 1700 to the present 6.1.15 Describe the impact of industrialization* and urbanization* on the lives of individuals and on trade and cultural exchange between Europe and the Americas and the rest of the world. (Individuals, Society and Culture)

SE/TE: Migration 67-73; Cultural Change 104108; Industrial Revolution and Nationalism 191201; The Cultures of Western Europe 230-236; Growth and Conflict in the United States 396402; The History of Canada 409-417; A Heritage of Diversity and Exchange 430-437; The Northeast: An Urban Center 464-470; The Midwest: Leaving the Farm 480-486; British Columbia: Economic and Cultural Changes 520526; The Cultures of Mexico and Central American 616-623; The Cultures of South America 629-634; Mexico: Moving to the City 644-650 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

5 SE = Student Edition TE = Teacher Edition TR = Teaching Resources

TECH = Technology

World Studies: Europe and Americas, Indiana Edition © 2010 Correlated to: Indiana Academic Standards for Social Studies, Grade 6 (Grade 6) INDIANA ACADEMIC STANDARDS FOR SOCIAL STUDIES

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

6.1.16 Trace the individuals, beliefs and events that represent various political ideologies during the nineteenth and twentieth centuries. (Individuals, Society and Culture) Example: Liberalism*, conservatism*, nationalism*, socialism*, communism*, fascism* and popular sovereignty*

SE/TE: Understanding Culture 92-95; Cultural Change 104-108; Industrial Revolution and Nationalism 191-201; The Cultures of Eastern Europe 237-245; The United Kingdom: Democracy and Monarchy 268-275; France: Cultural Heritage and Diversity 276-283; Sweden: A Welfare State 284-290; Italy: Northern and Southern Divisions 291-299; Germany: A Unified Nation 300-306; New Balkan Nations: A Regions Tries to Rebuild 327334; Russia: A Huge Country Takes a New Path 344-350; Growth and Conflict in the United States 396-402; The United States on the Brink of Change 403-408; From Past to Present 606610; Guatemala: Descendants of an Ancient People 651-657; Cuba: Clinging to Communism 676-683; Haiti: Struggle for Democracy 684689; Venezuela: Oil Powers the Economy 730736 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

6.1.17 Compare the opportunities and dangers related to the development of a highly technological society. Example: Atomic energy, computers and environmental change

SE/TE: Cultural Change 104-108; People’s Effect on the Environment 130-134; Ukraine: Independence and Beyond 335-341; Russia: A Huge Country Takes a New Path 344-350; The United States and Canada Today 418-424; The South: The Growth of Industry 471-477 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research 6.1.18 Create and compare timelines that identify major people, events and developments in the history of individual civilizations and/or countries that comprise Europe and the Americas. (Individuals, Society and Culture)

SE/TE: IN26, 193, 194, 277, 302, 406-407, 512, 542, 588, Skills for Life “Making a Timeline” 604-605

TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

6 SE = Student Edition TE = Teacher Edition TR = Teaching Resources

TECH = Technology

World Studies: Europe and Americas, Indiana Edition © 2010 Correlated to: Indiana Academic Standards for Social Studies, Grade 6 (Grade 6) INDIANA ACADEMIC STANDARDS FOR SOCIAL STUDIES 6.1.19 Define and use the terms decade, century, and millennium, and compare alternative ways that historical periods and eras are designated by identifying the organizing principles upon which each is based.

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate resource(s)) SE/TE: IN26, IN33, 193, 194, 277, 302, 406407, 512, 542, 588, Skills for Life “Identifying Frame of Reference” 342, Skills for Life “Making a Timeline” 604-605 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

6.1.20 Recognize historical perspectives in fiction and nonfiction by identifying the historical context in which events unfolded and by avoiding evaluation of the past solely in terms of present-day norms. Example: Read accounts from books and Web repositories about the travels of Marco Polo, considering perspectives on the geography of the world during his time.

SE/TE: IN 28, RW 1-2, 154, 161, 170, 172, 180, 182, 209, 214, 216, 252, 254, 275, 290, 297, 308, 319, 326, 350, 365, 377, 378, 386, 399, 401, 404, 411, 413, 414, 421, 424, 426, 434, 435, 439, 442, 446, 448, 463, 477, 489, 494, 505, 509, 513, 519, 535, 537, 572, 584, 591, 598, 610, 612, 628, 631, 636, 643, 661, 664, 666, 675, 692, 698, 707, 714, 724, 734, 736; Skills for Life “Making Valid Generalizations” 128, “Distinguishing Fact and Opinion” 200, 622; Primary Sources 758-766; Literature 88, 224, 496, 576 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

6.1.21 Analyze cause-and-effect relationships, keeping in mind multiple causations, including the importance of individuals, ideas, human interests, beliefs and chance in history. (Individuals, Society and Culture) Example: The decline of Greek city-states and the destruction of the Aztecs

SE/TE: IN 30, 172, 197, 352, 386, 395, 408, 426, 470, 477, 492, 556, 572, 598, 603, 612, 614, 621, 628, 634, 636, 664, 666, 689, 698, 714, 720, 727, 738

TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

7 SE = Student Edition TE = Teacher Edition TR = Teaching Resources

TECH = Technology

World Studies: Europe and Americas, Indiana Edition © 2010 Correlated to: Indiana Academic Standards for Social Studies, Grade 6 (Grade 6) INDIANA ACADEMIC STANDARDS FOR SOCIAL STUDIES 6.1.22 Differentiate between fact and interpretation in historical accounts and explain the meaning of historical passages by identifying who was involved, what happened, where it happened, and relating them to outcomes that followed and gaps in the historical record.

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate resource(s)) SE/TE: IN 28, RW 1-2, 154, 161, 170, 172, 180, 182, 209, 214, 216, 252, 254, 275, 290, 297, 308, 319, 326, 350, 365, 377, 378, 386, 399, 401, 404, 411, 413, 414, 421, 424, 426, 434, 435, 439, 442, 446, 448, 463, 477, 489, 494, 505, 509, 513, 519, 535, 537, 572, 584, 591, 598, 610, 612, 628, 631, 636, 643, 661, 664, 666, 675, 692, 698, 707, 714, 724, 734, 736; Skills for Life “Making Valid Generalizations” 128, “Distinguishing Fact and Opinion” 200, 622; Primary Sources 758-766 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

6.1.23 Form research questions and use a variety of information resources* to obtain, evaluate and present data on people, cultures and developments in Europe and the Americas. (Individuals, Society and Culture) Example: Collect data and create maps, graphs or spreadsheets showing the impact of immigration patterns in Canada, the Chernobyl nuclear disaster on Russia and access to health care in the European Union (EU).

SE/TE: IN 27, RW1-5, 154, 161, 170, 172, 182, 190, 197, 209, 214, 216, 252, 254, 283, 297, 308, 326, 341, 350, 352, 378, 386, 395, 415, 426, 448, 477, 492, 494, 512, 531, 538, 540, 556, 563, 574, 579, 583, 586, 589, 591, 598, 603, 610, 612, 628, 634, 636, 650, 655, 664, 666, 689, 696, 720, 736, 738 Foundations of Geography Projects 138, Europe and Russia Projects 354, United States and Canada Projects 542, Latin America Projects 740 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

6.1.24 Identify issues related to an historical event in Europe or the Americas and give basic arguments for and against that issue utilizing the perspectives, interests and values of those involved. Example: The role of women as property owners in medieval society, slave trade in Europe and the decline of the Mayan civilization

SE/TE: IN 34, RW1-5, 154, 161, 180, 190, 197, 214, 216, 236, 252, 281, 283, 290, 306, 326, 334, 341, 352, 369, 378, 381, 395, 402, 424, 426, 442, 448, 469, 473, 486, 519, 523, 526, 538, 540, 556, 570, 574, 603, 634, 636, 666, 681, 698, 714, 726, 736, 738

TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

8 SE = Student Edition TE = Teacher Edition TR = Teaching Resources

TECH = Technology

World Studies: Europe and Americas, Indiana Edition © 2010 Correlated to: Indiana Academic Standards for Social Studies, Grade 6 (Grade 6) INDIANA ACADEMIC STANDARDS FOR SOCIAL STUDIES

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

Standard 2 Civics and Government Students will compare and contrast forms of government in different historical periods with contemporary political structures of Europe and the Americas and examine the rights and responsibilities of individuals in different political systems. Foundations of Government 6.2.1 Identify and compare major forms of historical and contemporary governments in Europe and the Americas. Example: Greek democracies, Roman Republic, Aztec monarchy, parliamentary government, U.S. Republic and totalitarianism

SE/TE: Political Systems 80-84; From Ancient Greece to the Middle Ages 176-182; Renaissance and the Age of Revolution 183-190; Imperial Russia to the Soviet Union 202-209; The European Union 210-214; The United Kingdom: Democracy and Monarchy 268-275; France: Cultural Heritage and Diversty 276-283; Sweden: A Welfare State 284-290; New Balkan Nations: A Region Tries to Rebuild 327-334; The History of Canada 409-417; Ontario and Quebec: Bridging Two Cultures: 506-513; Cuba: Clinging to Communism 676-683; Puerto Rico: An American Commonwealth 690-696 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

6.2.2 Explain how elements of Greek direct democracy and Roman representative democracy are present in modern systems of government.

SE/TE: Political Systems 80-84; From Ancient Greece to the Middle Ages 176-182; The United Kingdom: Democracy and Monarchy 268-275; The History of Canada 409-417 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

6.2.3 Examine key ideas of Magna Carta (1215), the Petition of Right (1628), and the English Bill of Rights (1689) as documents to place limits on the English monarchy.

SE/TE: Political Systems 80-84; Growth and Conflict in the United States 396-402; The United Kingdom: Democracy and Monarchy 268275; Primary Source: Magna Carta (1215), 758759; Petition of Right (1628), 766; English Bill of Rights (1689) 767 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

9 SE = Student Edition TE = Teacher Edition TR = Teaching Resources

TECH = Technology

World Studies: Europe and Americas, Indiana Edition © 2010 Correlated to: Indiana Academic Standards for Social Studies, Grade 6 (Grade 6) INDIANA ACADEMIC STANDARDS FOR SOCIAL STUDIES 6.2.4 Define the term nation-state* and describe the rise of nation-states headed by monarchs in Europe from 1500 to 1700.

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate resource(s)) SE/TE: Political Systems 80-84; Renaissance and the Age of Revolution 183-190; Glossary 808 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

Functions of Government 6.2.5 Describe how major forms of government in Europe and the Americas protect or protected citizens and their civil and human rights. Example: Use a variety of information resources* to compare the constitutional governments of the United States with that of Canada or the United Kingdom.

SE/TE: Political Systems 80-84; The European Union 210-214; Sweden: A Welfare State 284290; Ontario and Quebec: Bridging Two Cultures: 506-513; Guatemala: Descendants of an Ancient People 651-657; Puerto Rico: An American Commonwealth 690-696 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

6.2.6 Identify the functions of international political organizations in the world today. Example: Examine the functions of the Organization of American States (OAS), the World Court, North Atlantic Treaty Organization (NATO) and the United Nations (UN).

SE/TE: Political Systems 80-84; The European Union 210-214; New Balkan Nations: A Region Tries to Rebuild 327-334; The United States and Canada Today 418-424; From Past to Present 606-612; Mexico: Moving to the City 644-650 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

Roles of Citizens 6.2.7 Define and compare citizenship and the citizen’s role in selected countries of Europe and the Americas. Example: Compare methods of voting; participation in voluntary organizations of civil society; and participation in the government in Great Britain, Russia, Brazil, Mexico and Canada.

SE/TE: Political Systems 80-84; The European Union 210-214; Sweden: A Welfare State 284290; The Cultures of the Carribean 624-628; Guatemala: Descendants of an Ancient People 651-657; Puerto Rico: An American Commonwealth 690-696; Chile: Land of Contrasts 721-727; Venezuela: Oil Powers the Economy 730-736 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities

10 SE = Student Edition TE = Teacher Edition TR = Teaching Resources

TECH = Technology

World Studies: Europe and Americas, Indiana Edition © 2010 Correlated to: Indiana Academic Standards for Social Studies, Grade 6 (Grade 6) INDIANA ACADEMIC STANDARDS FOR SOCIAL STUDIES

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate resource(s)) TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

Standard 3 Geography Students will identify the characteristics of climate regions in Europe and the Americas and describe major physical features, countries and cities of Europe and the Western Hemisphere. The World in Spatial Terms 6.3.1 Identify and locate on maps the countries and capitals of Europe and the Americas such as Great Britain, Russia, Mexico, Canada and Brazil.

SE/TE: The Geographer’s Tools 16-24; The Cultures of Eastern Europe 237-243; The Northeast: An Urban Center 464-470; Independence 599-603; Map Master M8-M9, M10, 2, 141, 144, 172, 216, 211, 216, 240, 257, 269, 308, 311, 352, 357, 386, 426, 494, 501, 540, 545, 553, 574, 612, 639, 669, 679, 686, 701, 738, Atlas: 768-769, 772-773, 774775, 776-777, 778-779, 780-781 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

6.3.2 Use latitude and longitude to locate the capital cities of Europe and the Americas and describe the uses of locational technology, such as Global Positioning Systems (GPS)* to distinguish absolute and relative location and to describe Earth’s surfaces.

SE/TE: The Five Themes of Geography 10-13; The Geographer’s Tools 16-24; Our Planet, Earth 28-32; Map Master M4-M5, M6-M7, M8-M9, 2, 141, 144, 172, 216, 211, 216, 240, 257, 269, 308, 311, 352, 357, 386, 426, 494, 501, 540, 545, 553, 574, 612, 639, 669, 679, 686, 701, 738, Atlas: 768-769, 772-773, 774-775, 776777, 778-779, 780-781; Atlas: 768-769, 772773, 774-775, 776-777, 778-779, 780-781 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

11 SE = Student Edition TE = Teacher Edition TR = Teaching Resources

TECH = Technology

World Studies: Europe and Americas, Indiana Edition © 2010 Correlated to: Indiana Academic Standards for Social Studies, Grade 6 (Grade 6) INDIANA ACADEMIC STANDARDS FOR SOCIAL STUDIES

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

Places and Regions 6.3.3 Describe and compare major physical characteristics* of regions in Europe and the Americas. Example: The Alps in Western Europe, the fjords in Northern Europe, the Volga River in Eastern Europe, the Canadian Rockies in North America, and the Andes Mountains and Amazon River in South America

SE/TE: Our Planet, Earth 28-32; Forces Shaping the Earth 33-39; Land and Water 148-154; The United Kingdom: Democracy and Monarchy 268275; Land and Water 364-369; The West: Using and Preserving Resources 487-492; The Prairie Provinces: Canada’s Breadbasket 514-519; The Atlantic Provinces: Relying on the Sea 527-531; Land and Water 552-556; Brazil: Geography Shapes a Nation 708-714; Peru: An Ancient Land Looks to the Future 715-720; Chile: Land of Contrasts 721-727; Map Master M1, M8-M9, M11, 4, 20, 38, 358, 363, 546, 549; Atlas: 770, 773, 777, 779, 781 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

6.3.4 Describe and compare major cultural characteristics* of regions in Europe and the Western Hemisphere. Example: Portuguese language, Futebol and Carnival in Brazil, bilingualism, the celebration of the Queen’s birthday, and recognition of aboriginal values and cultures in Canada, and Russian language and architecture

SE/TE: Understanding Culture 92-95; Culture and Society 96-103; The Cultures of Western Europe 230-236; The Cultures of Eastern Europe 237-245; The Cultures of the Russian Federation 246-252; France: Cultural Heritage and Diversity 276-283; Poland: Preserving Tradition Amidst Chagnnge 320-326; Russia: A Huge Country Takes a New Path 344-350; Land and Water 364-369; The United States: A Nation of Immigrants 438-4442; The Canadian Mosaic 443-448; Ontario and Quebec: Bridging Two Cultures 506-513; The Prairie Provinces: Canada’s Breadbasket 514-519; British Columbia: Economic and Cultural Exchanges 520-526; The Atlantic Provinces: Relying on the Sea 527-531; The Northern Territories: New Frontiers 534-539; The Cultures of Mexico and Central America 616-623; The Cultures of the Caribbean 624-628; The Cultures of South America 629-634; Mexico: Moving to the City 644-650; Haiti: A Struggle for Democracy 684689; Brazil: Geography Shapes a Nation 708714; Peru: An Ancient Land Looks to the Future 715-720; Chile: Land of Contrasts 721-727 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

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World Studies: Europe and Americas, Indiana Edition © 2010 Correlated to: Indiana Academic Standards for Social Studies, Grade 6 (Grade 6) INDIANA ACADEMIC STANDARDS FOR SOCIAL STUDIES

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

Physical Systems 6.3.5 Give examples and describe the formation of important river deltas, mountains and bodies of water in Europe and the Americas. Example: Volga River, Canadian Rockies, Sierra Madre Mountains and Lochs in Scotland

SE/TE: M1, M8-M9, M11, Forces Shaping the Earth 33-39; Land and Water 148-154; The United Kingdom: Democracy and Monarchy 268275; Land and Water 364-369; The West: Using and Preserving Resources 487-492; The Prairie Provinces: Canada’s Breadbasket 514-519; The Atlantic Provinces: Relying on the Sea 527-531; Land and Water 552-556; Brazil: Geography Shapes a Nation 708-714; Peru: An Ancient Land Looks to the Future 715-720; Chile: Land of Contrasts 721-727; Map Master M1, M8-M9, M11, 4, 20, 38, 358, 363, 546, 549; Atlas: 770, 773, 777, 779, 781 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

6.3.6 Explain how ocean currents and winds influence climate differences on Europe and the Americas.

SE/TE: M1, M8-M9, M11, M12, Climate and Weather 40-49; How Climate Affects Vegetation 50-54; Climate and Vegetation 155-163; Climate and Vegetation 372-378; Climate and Vegetation 557-565; Skills for Life: “Using Climate Maps” 48, 564; MapMaster 44, 56, 147, 156, 157, 420, 558; Atlas: 770, 773, 777, 779, 781, 782 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

6.3.7 Locate and describe the climate regions of Europe and the Americas and explain how and why they differ. Example: Gulf Stream and North Atlantic Current

SE/TE: M1, M8-M9, M11, M12, Climate and Weather 40-49; How Climate Affects Vegetation 50-54; Climate and Vegetation 155-163; Climate and Vegetation 372-378; Climate and Vegetation 557-565; Peru: An Ancient Land Looks to the Future 715-720; Chile: Land of Contrasts 721-727; Skills for Life: “Using Climate Maps” 48, 564; MapMaster 44, 56, 147, 156, 157, 420, 558; Atlas: 770, 773, 777, 779, 781, 782 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

13 SE = Student Edition TE = Teacher Edition TR = Teaching Resources

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World Studies: Europe and Americas, Indiana Edition © 2010 Correlated to: Indiana Academic Standards for Social Studies, Grade 6 (Grade 6) INDIANA ACADEMIC STANDARDS FOR SOCIAL STUDIES 6.3.8 Identify major biomes* of Europe and the Americas and explain how these are influenced by climate. Example: Rainforests of Brazil, Canadian low Arctic tundra, Mexican woodlands and temperate forests of Russia

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate resource(s)) SE/TE: How Climate Affects Vegetation 50-54; Climate and Vegetation 155-163; Climate and Vegetation 372-378; Climate and Vegetation 557-565; Brazil: Geography Shapes a Nation 708-714; Peru: An Ancient Land Looks to the Future 715-720; Chile: Land of Contrasts 721727; MapMaster 44, 56, 147, 156, 157, 420, 558; Atlas: 770, 773, 777, 779, 781, 782 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

Human Systems 6.3.9 Identify current patterns of population distribution and growth in Europe and the Americas using a variety of geographic representations such as maps, charts, graphs, and satellite images and aerial photography. Example: Rural and urban areas of Brazil, Canada, Mexico, Russia and Great Britain

SE/TE: M1, M8-M9, M14-M15, Population 6066; Migration 67-73; France: Cultural Heritage and Diversity 276-283; Sweden: A Welfare State 284-290; New Balkan Nations: A region Tries to Rebuild 327-334; A Heritage of Diversity and Exchange 430-437; The Unites States: A Nation of Immigrants 438-442; The Canadian Mosaic 443-446; The Northeast: An Urban Center: 464470; The South: The Growth of Industry: 471479; Ontario and Quebec: Bridging Two Cultures: 506-513; The Prarie Provinces: Canada’s Breadbasket 514-519; Mexico: Moving to the City 644-650; Cuba: Clinging to Communism 676-683; Puerto Rico: An American Commonwealth 690-696; Skills for Life: “Analyzing and Interpreting Population Density Maps” 72; MapMaster: 6, 62, 65, 69, 143, 302, 466, 472, 508, 512, 691, 693, 712, 716 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

6.3.10 Explain that cultures change in three ways: cultural diffusion*, invention* and innovation*. (Individuals, Society and Culture)

SE/TE: Understanding Culture 92-95; Cultural Change 104-108; Focus on Studying Cultural Change 112-113; The Cultures of Western Europe 230-236; Cultures of Mexico and Central America 616-621; The Cultures of the Caribbean 624-628; The Cultures of South America 629634; Puerto Rico: An American Commonwealth 690-696; Brazil: Geography Shapes a Nation 708-714; Peru: An Ancient Land Looks to the Future 715-720

14 SE = Student Edition TE = Teacher Edition TR = Teaching Resources

TECH = Technology

World Studies: Europe and Americas, Indiana Edition © 2010 Correlated to: Indiana Academic Standards for Social Studies, Grade 6 (Grade 6) INDIANA ACADEMIC STANDARDS FOR SOCIAL STUDIES

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate resource(s)) TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

6.3.11 Define the terms anthropology* and archeology* and explain how these fields contribute to our understanding of societies in the present and the past. (Individuals, Society and Culture)

SE/TE: Focus on Studying Cultural Change 112113; The Atlantic Provinces: Relying on the Sea 527-531

TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM Environment and Society 6.3.12 Compare the distribution of natural gas, oil, forests, uranium, minerals, coal, seafood and water in countries such as Brazil, Mexico, Canada, Great Britain and Russia.

SE/TE: Natural Resources 116-121; Resources and Land Use 164-170; Resources and Land Use 566-572; Map Master: 117, 136, 165, 168, 270, 280, 293, 380, 522, 567, 646, 722, 732; Charts, Graphs, and Tables: 120, 270, 280, 383, 516, 522, 529, 547, 660, 731, 732 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

6.3.13 Explain the impact of humans on the physical environment in Europe and the Americas.

SE/TE: Land Use 122-129; People’s Effect on the Environment 130-134; Ukraine: Independence and Beyond 335-343; The West: Using and Preserving Resources 487-492; The Atlantic Provinces: Relying on the Sea 527-531; Resources and Land Use 566-572; Mexico: Moving to the City 644-650; Venezuela: Oil Powers the Economy 730-736; Map Master: 117, 136, 165, 168, 270, 280, 293, 380, 522, 567, 646, 722, 732; Charts, Graphs, and Tables: 120, 270, 280, 383, 516, 522, 529, 547, 660, 731, 732 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

15 SE = Student Edition TE = Teacher Edition TR = Teaching Resources

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World Studies: Europe and Americas, Indiana Edition © 2010 Correlated to: Indiana Academic Standards for Social Studies, Grade 6 (Grade 6) INDIANA ACADEMIC STANDARDS FOR SOCIAL STUDIES

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

6.3.14 Explain and give examples of how nature has impacted the physical environment and human populations in specific areas of Europe and the Americas. Example: Hurricanes, earthquakes, floods and drought

SE/TE: Land Use 122-129; People’s Effect on the Environment 130-134; Resources and Land Use 566-572; Brazil: Geography Shapes a Nation 708-714; Peru: An Ancient Land Looks to the Future 715-720; Chile: Land of Contrasts 721-727; Map Master: 117, 136, 165, 168, 270, 280, 293, 380, 522, 567, 646, 722, 732; Charts, Graphs, and Tables: 120, 270, 280, 383, 516, 522, 529, 547, 660, 731, 732 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

Standard 4 Economics Students will examine the influence of physical and cultural factors upon the economic systems of countries in Europe and the Americas. 6.4.1 Give examples of how trade related to key developments in the history of Europe and the Americas. Example: The growth of trading towns and cities in medieval Europe led to money economies, competition to expand world trade led to European voyages of trade and exploration, and Olmec trade in Mesoamerica led to colonization and the diffusion of art.

SE/TE: Migration 67-73; Economics Systems 74-79; The European Union 210-214; Focus on The Eastern Roman Empire and Trade 218-219; British Columbia: Economic and Cultural Changes 520-526; Early Civilizations of Midle America 582-586; European Conquest 592-605; From Past to Present 606-610; Panama: An Important Crossroads 658-664; Chile: Land of Contrasts 721-727 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

6.4.2 Analyze how countries of Europe and the Americas have been influenced by trade in different historical periods. Example: Increased production and consumption and lower prices

SE/TE: Migration 67-73; Economics Systems 74-79; Land Use 122-129; The European Union 210-214; Focus on The Eastern Roman Empire and Trade 218-219; Ukraine: Independence and Beyond 335-341; The United States and Canada Today 418-424; British Columbia: Economic and Cultural Changes 520-526; European Conquest 592-605; From Past to Present 606-610; Mexico: Moving to the City 644-650; Panama: An Important Crossroads 658-664; Chile: Land of Contrasts 721-727; Charts, Graphs and Tables: 120, 270, 336, 646, 660, 722, 732 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities

16 SE = Student Edition TE = Teacher Edition TR = Teaching Resources

TECH = Technology

World Studies: Europe and Americas, Indiana Edition © 2010 Correlated to: Indiana Academic Standards for Social Studies, Grade 6 (Grade 6) INDIANA ACADEMIC STANDARDS FOR SOCIAL STUDIES

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate resource(s)) TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

6.4.3 Explain why international trade requires a system for exchanging currency between various countries.

SE/TE: The European Union 210-214; Venezuela: Oil Powers the Economy 730-736; see Economics Handbook: 748-749, 750-751 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

6.4.4 Describe how different economic systems* (traditional*, command*, market* and mixed*) in Europe and the Americas answer the basic economic questions on what to produce, how to produce and for whom to produce.

SE/TE: Economic Systems 74-79; The European Union 210-214; see Economics Handbook: 742743, 744-745, 746-747, 748-749, 752-753

TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM 6.4.5 Explain how financial institutions (banks, credit unions and stocks-and-bonds markets) channel funds from savers to borrowers and investors.

SE/TE: Growth and Conflict in the United States 396-402; From Past to Present 606-610; see Economics Handbook: 754-755, 756 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

6.4.6 Compare the standard of living of various countries of Europe and the Americas today using Gross Domestic Product* (GDP) per capita as an indicator.

SE/TE: Land Use 122-127; Poland: Preserving Tradition Amidst Change 320-326; see Economics Handbook: 754 TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

17 SE = Student Edition TE = Teacher Edition TR = Teaching Resources

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World Studies: Europe and Americas, Indiana Edition © 2010 Correlated to: Indiana Academic Standards for Social Studies, Grade 6 (Grade 6) INDIANA ACADEMIC STANDARDS FOR SOCIAL STUDIES

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

6.4.7 Analyze current economic issues in the countries of Europe or the Americas using a variety of information resources*. Example: Use information sources such as digital newspapers, the Internet and podcasts to examine changes in energy prices and consumption, exchange rates and currency values.

SE/TE: Land Use 122-127; Italy: Northern and Southern Divisions 291-297; Russia: A Huge Country Takes a New Path 344-350; The United States and Canada Today 418-424; From Past to Present 606-610; Venezuela: Oil Powers the Economy 730-736

TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM 6.4.8 Identify economic connections between the local community and the countries of Europe or the Americas and identify job skills needed to be successful in the workplace.

SE/TE: Land Use 122-127; Ukraine: Independence and Beyond 335-341; Russia: A Huge Country Takes a New Path 344-350; The Northeast: An Urban Center 464-470; The South: The Growth of Industry 471-477; The Midwest: Leaving the Farm 480-486; From Past to Present 606-610; Mexico: Moving to the City 644-650; Panama: An Important Crossroads 658-664; Brazil: Geography Shapes a Nation 708-714; TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

6.4.9 Identify situations in which the actions of consumers and producers in Europe or the Americas create helpful spillovers* or harmful spillovers to people inside a country who are not directly involved in the consumption or production of a product. Example: A helpful spillover might be education. The education an individual person receives is beneficial to everyone in society. An example of a harmful spillover is pollution put into a stream. The pollution affects people downstream who do not benefit from the production or consumption of the product that caused the pollution.

SE/TE: Land Use 122-127; Russia: A Huge Country Takes a New Path 344-350; The United States and Canada Today 418-424; Mexico: Moving to the City 644-650; Brazil: Geography Shapes a Nation 708-714; Chile: Land of Contrasts 721-727; see Economics Handbook: 746-747, 748-749, 750-751

TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

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TECH = Technology

World Studies: Europe and Americas, Indiana Edition © 2010 Correlated to: Indiana Academic Standards for Social Studies, Grade 6 (Grade 6) INDIANA ACADEMIC STANDARDS FOR SOCIAL STUDIES 6.4.10 Explain how saving and investing help increase productivity and economic growth and compare and contrast individual saving and investing options. Example: Savings accounts, certificates of deposit and stocks

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate resource(s)) SE/TE: From Past to Present 606-610; see Economics Handbook: 756

TR: Chapter/Section Review and Assessments; Target Reading Skills, Skills for Life, MapMaster Skills and Activities TECH: Discovery School Video/DVD; Interactive Textbook online and CD-ROM; MapMaster online at phschool.com and CD-ROM

19 SE = Student Edition TE = Teacher Edition TR = Teaching Resources

TECH = Technology