Prentice Hall World Geography: Building a Global Perspective ©2002 Correlated to: Colorado Model Content Standards for Geography (Grades 9 – 12) Colorado Model Content Standards for Geography, 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 to locate 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 report information from a spatial perspective. As students in grades 9-12 extend their knowledge, what they know and are able to do includes: •

SE/TE: Maps, components of, 4m, 4-5, 5m; economic activity, 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; 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 TE: Making Comparisons, 44; Demonstrating Reasoned Judgment, 91; Making Comparisons, 209; Making Comparisons, 235; Determining Relevance, 257; Evaluate, 260

selecting appropriate maps, map projections, and other graphic representations to analyze geographic problems;

*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.

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Prentice Hall World Geography: Building a Global Perspective ©2002 Correlated to: Colorado Model Content Standards for Geography, (Grades 9 – 12) Colorado Model Content Standards for Geography, Grades 9 – 12

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•

constructing maps using fundamental cartographic principles including translating narratives about places and events into graphic representations;

SE/TE:

•

interpreting maps and other geographic tools, through the analysis of case studies and using data; and

SE/TE: Case studies, 98-99, 164-165, 244-245, 300301, 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 a population density map, 91; interpreting an economic activity map, 104; reading urban diagrams, 137; interpreting a weather map, 157; using latitude and longitude to estimate distances, 237; determining relevance, 257; interpreting a remote sensing image, 463; reading a time zone map, 496; analyzing cartograms, 573; analyzing primary sources, 637; demonstrating reasoned judgment, 659; interpreting a topographic map, 692; map skills, 56, 140, 214, 324, 370, 406, 468, 548, 588, 640; land area comparison maps, 712713 TE: Analyzing information, 37; Making Comparisons, 44; Demonstrating Reasoned Judgment, 91; Making Comparisons, 209; Making Comparisons, 235; Determining Relevance, 257; Evaluate, 260; Making Judgments, 404

SE = Student Edition

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

TE = Teacher’s Edition 2

Prentice Hall World Geography: Building a Global Perspective ©2002 Correlated to: Colorado Model Content Standards for Geography, (Grades 9 – 12) Colorado Model Content Standards for Geography, Grades 9 – 12 •

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

using geographic tools to represent and interpret 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 a weather map, 157; using latitude and longitude to estimate distances, 237; determining relevance, 257; interpreting a remote sensing image, 463; reading a time zone map, 496; analyzing cartograms, 573; analyzing primary sources, 637; demonstrating reasoned judgment, 659; interpreting a topographic map, 692; map skills, 56, 140, 214, 324, 370, 406, 468, 548, 588, 640; land area comparison maps, 712713 TE: Analyzing information, 37; making comparisons, 44; demonstrating reasoned judgment, 91; making comparisons, 209; making comparisons, 235; determining relevance, 257; evaluate, 260; making judgments, 404

1.2: Students develop knowledge of Earth to locate people, places, and environments. As students in grades 9-12 extend their knowledge, what they know and are able to do includes: •

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 TE: Analyzing information, 37; making comparisons, 44; demonstrating reasoned judgment, 91; making comparisons, 209; making comparisons, 235; determining relevance, 257; evaluate, 260; making judgments, 404

drawing a complex and accurate map from memory to answer questions about the location of human and physical features;

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Prentice Hall World Geography: Building a Global Perspective ©2002 Correlated to: Colorado Model Content Standards for Geography, (Grades 9 – 12) Colorado Model Content Standards for Geography, Grades 9 – 12

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•

identifying and locating physical and human features in their own and nearby communities, in the United States, and in regions of the world (for example, rivers, mountains, regions, and countries); and

SE/TE: Regions, 37-38; Countries, characteristics of, 92; population of, 92-93; Rivers, 41; of Africa, 478, 528; of Central Asia, 415; of China, 621; civilizations and, 434m, 435; erosion by, 50; of Russia, 400; of South America, 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 Northern Eurasia, 388; of South America, 258; of South Asia, 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 TE: Analyzing information, 37; making comparisons, 44; demonstrating reasoned judgment, 91; making comparisons, 209; making comparisons, 235; determining relevance, 257; evaluate, 260; making judgments, 404

•

analyzing maps people make from memory of the same place to determine similarities and differences.

SE/TE: Atlas, 12-29; demonstrating visual literacy, 39; reading urban diagrams, 137; using latitude and longitude to estimate distances, 237; analyzing primary sources, 637; demonstrating reasoned judgment, 659; interpreting a topographic map, 692; map skills, 56, 140, 214, 324, 370, 406, 468, 548, 588, 640 TE: Analyzing information, 37; making comparisons, 44; demonstrating reasoned judgment, 91; making comparisons, 209; making comparisons, 235; determining relevance, 257; evaluate, 260; making judgments, 404

SE = Student Edition

TE = Teacher’s Edition 4

Prentice Hall World Geography: Building a Global Perspective ©2002 Correlated to: Colorado Model Content Standards for Geography, (Grades 9 – 12) Colorado Model Content Standards for Geography, Grades 9 – 12

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

1.3: Students know how to analyze the dynamic spatial organization of people, places, and environments. As students in grades 9-12 extend their knowledge, what they know and are able to do includes: •

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; energy resources, 102-103; natural resources and the, 101-102; population density and, 81-82; in Soviet Union, 403-404; urban areas, 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, 424425; 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; weather and climate, 59; world resources, 101; settlement of the Americas, 124; natural disasters, 164; the Columbian exchange, 198; a land defined by mountains, 201; Global Warming, 264; effects of Acid Rain, 382; Russian expansion, 396; nuclear waste disposal, 416; the effects of Salinization, 420; the birth of civilization, 434; creating the modern Middle East, 437; legacies of colonialism, 486; water use in Africa, 528; soil erosion, 552 TE: Interactions with environment, 31; cold climates, 68; glaciers, 117; food supply, 121; earthquakes, 165; land use, 203; foreign investment in Maquiladoras, 211; vegetation patterns, 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 rugged land, 467; Lake Victoria, 479; the Sinai Peninsula, 490; the desert, 500; the spread of the desert, 510; economic sanctions, 520; the doldrums, 522; ecotourism, 532; Victoria Falls, 546; the Deccan Plateau, 559; geology, 583;

analyzing geographic information using a variety of scales--local, national, international (for example, growth issues in Limon, New York City, and Southeast Asia);

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Prentice Hall World Geography: Building a Global Perspective ©2002 Correlated to: Colorado Model Content Standards for Geography, (Grades 9 – 12) Colorado Model Content Standards for Geography, Grades 9 – 12 •

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(Continued) analyzing geographic information using a variety of scales--local, national, international (for example, growth issues in Limon, New York City, and Southeast Asia);

(Continued) 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

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analyzing patterns of distribution and arrangement of settlements; and

SE/TE:

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analyzing patterns and processes of the diffusion of human activities.

SE/TE: 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, 439442, 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; Western Europe, 266-342; Eastern Europe, 346-380; Northern Eurasia, 384-418; Southwest Asia, 422-470; Africa, 474-550; South Asia, 554590; 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

SE = Student Edition

Cities, of Canada, 114, 170, 171-172, 173, 179; of India, 561, 576-578; of North America, 115; of South Asia, 556-557, 561; of Southwest Asia, 424-425; of United States, 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; settlement of the Americas, 124

TE = Teacher’s Edition 6

Prentice Hall World Geography: Building a Global Perspective ©2002 Correlated to: Colorado Model Content Standards for Geography, (Grades 9 – 12) Colorado Model Content Standards for Geography, Grades 9 – 12

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

STANDARD 2: Students know the physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change. 2.1: Students know the physical and human characteristics of places. As students in grades 9-12 extend their knowledge, what they know and are able to do includes: •

SE/TE: 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; in East Asia, 607, 607p; in Eastern Europe, 367; as economic activity, 105; in Georgia (country), 412; in Great Britain, 282; in Greece, 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; in Peru, 254; in Portugal, 330; in the Sahel, 509; in South Asia, 564; 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; in Ukraine, 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; weather and climate, 59; world resources, 101; a land defined by mountains, 201; the Effects 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 TE: Interactions with environment, 31; cold climates, 68; glaciers, 117; earthquakes, 165; vegetation patterns, 225; water, 239; seasons, 295; weather, 304; volcanoes, 339; a dry country, 460; a land of sand, 460; farming in a rugged land, 467;

analyzing the human and physical characteristics that give a place meaning and significance; and

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Prentice Hall World Geography: Building a Global Perspective ©2002 Correlated to: Colorado Model Content Standards for Geography, (Grades 9 – 12) Colorado Model Content Standards for Geography, Grades 9 – 12 •

•

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

(Continued) analyzing the human and physical characteristics that give a place meaning and significance; and

TE:

describing the changing human and physical characteristics of places.

(Continued) Lake Victoria, 479; the Sinai Peninsula, 490; the desert, 500; the spread of the desert, 510; the 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

SE/TE: Earth, effect of sun on, 59-63; erosion of, 5053; geologic history of, 42-47; greenhouse effect, 60; internal forces of, 41-42; rotation and revolution, 60c, 60-61; structure of, 4041, 41c; weathering of, 48-50; Changes within the earth, 40; changes on the earth’s surface, 48; weather and climate, 59; world resources, 101; a land defined by mountains, 201; the effects 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 Soviet Union, 403-404 TE: Interactions with environment, 31; cold climates, 68; glaciers, 117; earthquakes, 165; vegetation patterns, 225; water, 239; seasons, 295; weather, 304; volcanoes, 339; a dry country, 460; a land of sand, 460; farming in a rugged land, 467; Lake Victoria, 479; the Sinai Peninsula, 490; the desert, 500; the spread 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

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Prentice Hall World Geography: Building a Global Perspective ©2002 Correlated to: Colorado Model Content Standards for Geography, (Grades 9 – 12) Colorado Model Content Standards for Geography, Grades 9 – 12

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2.2: Students know how and why people define regions. As students in grades 9-12 extend their knowledge, what they know and are able to do includes: •

SE/TE: Region, 37-38; weather and climate, 59; world resources, 101; settlement of the Americas, 124; natural disasters, 164; the Columbian exchange, 198; a land defined by mountains, 201; Russian expansion, 396; the birth of civilization, 434; creating the Modern Middle East, 437; legacies of colonialism, 486; the Balkan “powder keg”, 358; water use in Africa, 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 War Ii, 307, 310, 311, 362, 650, 651 TE: Cold climates, 68; land use, 203; foreign investment in Maquiladoras, 211; vegetation patterns, 225; the Chaco, 259; seasons, 295; weather, 304; Euro Aid, 331; a dry country, 460; a land of sand, 460; farming in a rugged land, 467; Lake Victoria, 479; the Sinai Peninsula, 490; the desert, 500; the spread of the desert, 510; the doldrums, 522; ecotourism, 532; Victoria Falls, 546; the Deccan Plateau, 559; urbanization, 657

applying the concept of region to organize the study of a geographic issue using multiple criteria; and

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SE/TE: Settlement of the Americas, 124; the Columbian exchange, 198; Brazil’s quest for economic growth, 238; the two Irelands, 291; the Balkan “powder keg”, 358; Russian expansion, 396; the birth of civilization, 434; creating the modern Middle East, 437; legacies of colonialism, 486; water use in Africa, 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 War II, 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; the spread 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

analyzing changes in regions and recognizing the patterns of those changes (for example, the Caribbean Basin's transition from a major sugarcane producer to a center for tourism).

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2.3: Students know how culture and experience influence people's perceptions of places and regions. As students in grades 9-12 extend their knowledge, what they know and are able to do includes: •

analyzing why places and regions are important to human identity;

SE/TE: 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, 439442, 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 national identity, 175; multiculturism, 175-177; a place of three cultures, 207; the two Irelands, 291; Israel: a determined country, 443; the caste system, 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

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SE/TE: 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; of Japan, 645-648; language, 85, 86; of Latin America, 192-193, 193m; of Nigeria, 518519; 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 in India, 576; Aryan people, 566, 587; 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, 439442, 445-449; Magyar people, 352, 359, 368; Singhalese people, 587; Vikings, 69, 396-397; the United States and Canada, 112-182; Latin America, 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 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

comparing and contrasting how and why different groups in society view places and regions differently; and

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Prentice Hall World Geography: Building a Global Perspective ©2002 Correlated to: Colorado Model Content Standards for Geography, (Grades 9 – 12) Colorado Model Content Standards for Geography, Grades 9 – 12 •

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

SE/TE: Multiculturism, 175-177; a place of three cultures, 207; the two Irelands, 291; Israel: a determined 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 national identity, 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; of Japan, 645-648; language, 85, 86; of Latin America, 192-193, 193m; of Nigeria, 518519; 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; the physical 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; Interdisciplinary Connections (activity), 85, 133, 204, 235, 260, 279, 321, 341, 351, 364, 371, 389, 414, 451, 454, 503, 509, 559, 589, 646

analyzing the ways places and regions reflect cultural change (for example, old mining towns become tourist centers).

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Prentice Hall World Geography: Building a Global Perspective ©2002 Correlated to: Colorado Model Content Standards for Geography, (Grades 9 – 12) Colorado Model Content Standards for Geography, Grades 9 – 12

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

identifying the dynamics of the four basic components of Earth's physical systems: the atmosphere, biosphere, lithosphere, and hydrosphere;

SE/TE: Atmosphere, 59, 62-63; biomes, 71; hydrologic cycle, 64, 101; underwater ridge system, 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; of Arabian Peninsula, 458; of India, 579; of South Asia, 582-583; of United States, 155, 158, 160; weather, 59-64; precipitation, 63-64; weather maps, 157, 157m; weathering, of earth, 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 physical systems (for example, the interaction of climate and ocean water as exemplified by El Nino); and

SE/TE:

SE = Student Edition

Climate, 36; of Africa, 482, 482m, 483c; of Antarctica, 694; of Australia, 9m, 600, 680681, 681m; of Bolivia, 255; of Brazil, 233, 234, 235-236, 236p; of Bulgaria, 373; of Canada, 120m, 168, 169, 173-174; of Caribbean Islands, 225; of Central America, 217-219, 218-219; changes in, 69; of Chile, 252; of Colombia, 249-250, 250m; of East Asia, 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, 644645, 645c; landforms and, 66; of Latin America, 194w, 194-195; latitude and, 61; marine, 225; of Mexico, 202, 203m; of New Zealand, 681m; of Norden, 295, 296; of Northern 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

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Prentice Hall World Geography: Building a Global Perspective ©2002 Correlated to: Colorado Model Content Standards for Geography, (Grades 9 – 12) Colorado Model Content Standards for Geography, Grades 9 – 12 •

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SE/TE:

explaining the variation in the effects of physical processes across Earth's surface (for example, the effects of wind variations in shaping landforms).

SE = Student Edition

Weathering, 49-50; Landforms and water, 40-42, 44; wind, 48, 62m, 62-63; erosion by, 51-52; drought, in Africa, 528; in West Africa, 510; in Zimbabwe, 546; dry climate, 66m, 66-68, 68c; dust bowl, 51; earth, effect of sun on, 59-63; erosion of, 50-53; geologic history of, 42-47; greenhouse effect, 60; internal forces of, 41-42; rotation and revolution, 60c, 60-61; structure of, 40-41, 41c; weathering of, 48-50; earthquakes, 42, 45, 164, 698-699, 699p, 700-701; in East Asia, 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

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3.2: Students know the characteristics and distributions of physical systems of land, air, water, plants, and animals. As students in grades 9-12 extend their knowledge, what they know and are able to do includes: • • •

SE/TE: Ecosystems, 31; changes within the earth, 40; changes on the earth’s surface, 48; weather and climate, 59-69; biomes, 71; global warming, 264; effects of acid rain, 382; the effects of Salinization, 420; soil erosion, 552; environment, 71; changes to the, 123; energy resources, 102-103; natural resources and the, 101-102; population density and, 81-82; in Soviet Union, 403-404; rain forests, 71, 244-245, 245m; in Africa, 523, 524; in Amazon Basin, 235, 236; in Brazil, 241; in Latin America, 195; in South Asia, 558; recycling, 101p, 102, 646; paper, 344-345; seafloor spreading, 43-44; Forests, 7274; of Canada, 168, 170; of Russia, 399; of United States, 128; vegetation, 392; of Western Europe, 275; desalination, 458, 460c, 472473, 473f; deserts, of Africa, 489-490; of Israel, 443-445; of Mexico, 195; of Middle East, 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

explaining the factors that affect the distribution and characteristics of ecosystems; explaining the importance of ecosystems in understanding the environment; and analyzing the diversity and productivity of ecosystems.

STANDARD 4: Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict. 4.1: Students know the characteristics, location, distribution, and migration of human populations. As students in grades 9-12 extend their knowledge, what they know and are able to do includes: •

evaluating trends and effects of world population 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 of human migration.

SE/TE:

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

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4.2: Students know the nature and spatial distribution of cultural patterns. As students in grades 9-12 extend their knowledge, what they know and are able to do includes: •

analyzing how cultures shape the character of a region;

SE/TE: Cultural landscapes, 85; a place of three cultures, 207; the two Irelands, 291; Israel: a determined 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 national identity, 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; of France, 307-308; of Japan, 645-648; language, 85, 86; of Latin America, 192-193, 193m; of Nigeria, 518-519; of Norden, 296-297; of Northern Eurasia, 390-391, 391p, 391c; religion, 85, 88, 89; social organization, 8485; 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: 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

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•

describing the processes of cultural diffusion; and

SE/TE: Diffusion, cultural, 85, 90; a place of three cultures, 207; the two Irelands, 291; Israel: a determined country, 443; 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; of Japan, 645-648; language, 85, 86; of Latin America, 192-193, 193m; of Nigeria, 518-519; of Norden, 296-297; of Northern Eurasia, 390-391, 391p, 391c; religion, 85, 88, 89; social organization, 8485; 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: 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 the development and change of cultures.

SE/TE: Farming technology, 154-155, 444; culture and technology, 85; technology in India, 576; technology, 445; oil drill, 149; combine harvester, 155; worldwide carbon emissions from 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 electricity in India, 579; oil spill cleanup, 184; nuclear waste 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

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4.3: Students know the patterns and networks of economic interdependence. As students in grades 9-12 extend their knowledge, what they know and are able to do includes: •

comparing and contrasting the characteristics and distribution of economic systems;

SE/TE: Economic activity, in India 578-579; in South Asia, 564m, 564-565; in United States, 122m, 131, 155; economic activity maps, 9, 9w, 104, 104m; economic development, 106; economic systems, 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; of Caribbean Islands, 227-228; of Central America, 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; of Kazakstan, 414; of Latin America, 196m, 197; of Malaysia, 674; of Mexico, 210-211; mixed, 296; of New Zealand, 683m, 688, 688m; of Norden, 296-297; of North Korea, 657; of Northern Eurasia, 394m, 394-395; of Pacific Islands, 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 function as centers of economic activity;

SE/TE:

SE = Student Edition

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; urban structure, models of, 137, 137c; urbanization, 84, 179; in Brazil, 234-235, 235c; in Canada, 119; in China, 630p, 630-631, 631m; in North Africa, 500p, 500-501; in United States, 119

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•

analyzing factors influencing economic interdependence of countries, including world trade;

SE/TE: World resources, 101; the Columbian exchange, 198; trade, of Europe, 133; of European union, 300c, 300-301, 301m; of Japan, 649, 654; of Portugal, 330; of the Sahel, 507-508, 509m; of Singapore, 674; of united states, 133; of west Africa, 513-514; trade agreements, of Canada, 180; of Mexico, 180; of united states, 180; brazil’s quest for economic growth, 238; effects of acid rain, 382; Russian expansion, 396; the effects of Salinization, 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 and technology, 85; technology in India, 576; technology, 445; oil drill, 149; combine harvester, 155; worldwide carbon emissions from 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 electricity in 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; food supply, 121; land use, 203; foreign investment in 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 from earthquakes, 701

•

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

SE/TE: United States and trade, 133; U.S. trade agreements, 180; economic activity in the U.S., 95, 106, 122, 131, 155; exports of the U.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

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analyzing how and why levels of economic development 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, in Africa, 528; in South America, 236, 255; economic systems, 94, 95; communism, 95, 228, 356, 362, 365-366, 387, 401, 404, 611618, 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. As students in grades 9-12 extend their knowledge, what they know and are able to do includes: •

analyzing the size, arrangement, structure, and function of urban areas;

SE/TE:

SE = Student Edition

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; urban structure, models of, 137, 137c; urbanization, 84, 179; in Brazil, 234-235, 235c; in Canada, 119; in China, 630p, 630-631, 631m; in North Africa, 500p, 500-501; in United States, 119

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•

comparing and contrasting the differing characteristics of settlement in developing and developed countries; and

SE/TE: Migration, 90; Emigration, 83; immigration, 83, 90; to Canada, 172, 172p, 173, 175-177; to France, 306; to Israel, 446p; to United States, 125, 731, 745, 181; cultural landscapes, 85; a place of three cultures, 207; the two Irelands, 291; cultural landscapes, 85; of East Asia, 602, 602m, 603, 603m; of France, 307-308; of Japan, 645-648; language, 85, 86; of Latin America, 192-193, 193m; of Nigeria, 518519; 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 grow together.

SE/TE:

SE = Student Edition

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; urban structure, models of, 137, 137c; urbanization, 84, 179; in brazil, 234-235, 235c; in Canada, 119; in China, 630p, 630-631, 631m; in north Africa, 500p, 500-501; in united states, 119

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4.5: Students know how cooperation and conflict among people influence the division and control of Earth's surface. As students in grades 9-12 extend their knowledge, what they know and are able to do includes: •

SE/TE: The Balkan “powder keg”, 358; Russian expansion, 396; creating the modern Middle East, 437; legacies of colonialism, 486; the Koreas: a divided peninsula, 655; World War I, 307, 359, 438-439; World War II, 307, 310, 311, 362, 650, 651; Boer War, 540; Bolshevik Revolution, 397; world resources, 101; settlement of the Americas, 124; the Columbian exchange, 198; a land defined by mountains, 201; brazil’s quest for economic growth, 238; global warming, 264; the two Irelands, 291; nuclear waste disposal, 416; the birth of civilization, 434; creating the modern Middle East, 437; legacies of colonialism, 486; water use in Africa, 528; the emergence of modern China, 611; historical influences on Southeast 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 why and how cooperation and conflict are involved in shaping the distribution of social, political, and economic spaces on Earth at different scales local, national, and international; and

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SE/TE: Social Studies Skills, analyzing primary sources, 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; Creek people, 127, 149; demography, 81; Dravidian people, 566, 587; Eastern Europe, 346-377, 349m, 351m, 360m; people of, 352m, 352353; population of, 348c, 353m; Hispanic people, 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; Mandinka people, 486; Masai people, 531, 533; Maya people, 90, 188, 197, 205; Aztec people in, 207, 207p, 209p; Food, Hunger and Sustainable Agriculture, 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; the Balkan “powder keg”, 358; Russian expansion, 396; Creating the Modern Middle East, 437; legacies of colonialism, 486; the Koreas: a Divided Peninsula, 655; World War I, 307, 359, 438-439; World War II, 307, 310, 311, 362, 650, 651; Boer War, 540; Bolshevik Revolution, 397 TE: Desert farming, 67; recycling, 102; water supply, 128; ground water, 154, 473; Land use, 203; conservation, 265; difficult terrain, 377; rich mineral wealth, 461; hydropower, 485; the desert, 500; the spread of the desert, 510; wetlands, 646

analyzing how differing points of view and self-interests play a role in conflict over territory and resources.

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STANDARD 5: Students understand the effects of interactions between human and physical systems and the changes in meaning, use, distribution, and importance of resources. 5.1 Students know how human actions modify the physical environment. As students in grades 9-12 extend their knowledge, what they know and are able to do includes: •

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

SE/TE: 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 waste disposal, 416; the effects of Salinization, 420; creating the modern Middle 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; in East Asia, 607, 607p; in Eastern Europe, 367; as economic activity, 105; in Georgia (country), 412; in Great Britain, 282; in Greece, 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; in Peru, 254; in Portugal, 330; in the Sahel, 509; in South Asia, 564; 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; in Ukraine, 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

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(Continued) analyzing ways the humans depend upon, adapt to, and affect the physical environment;

(Continued) 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

TE:

SE/TE:

evaluating ways in which technology has expanded human capacity to modify the physical environment; and

TE:

•

SE/TE:

explaining the possible global effects of human modification of the physical environment.

TE:

SE = Student Edition

Technology, 445; culture and, 85; farming, 154-155, 444; in India, 576; farming, culture and technology, 85; technology in India, 576; technology, 445; oil drill, 149; combine harvester, 155; worldwide carbon emissions from 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 electricity in India, 579; oil spill cleanup, 184; nuclear waste disposal, 416; 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 Greenhouse Effect, 60, 264-265; desertification, 461, 510; deforestation, 510, 587; oil drill, 149; worldwide carbon emissions from 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 electricity in India, 579; oil spill cleanup, 184; nuclear waste disposal, 416 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

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Prentice Hall World Geography: Building a Global Perspective ©2002 Correlated to: Colorado Model Content Standards for Geography, (Grades 9 – 12) Colorado Model Content Standards for Geography, Grades 9 – 12

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5.2: Students know how physical systems affect human systems. As students in grades 9-12 extend their knowledge, what they know and are able to do includes: •

SE/TE:

comparing and contrasting how changes in the physical environment can increase or diminish its capacity to support human activity;

SE = Student Edition

Greenhouse Effect, 60, 264-265; desertification, 461, 510; deforestation, 510, 587; worldwide carbon emissions from 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 electricity in India, 579; oil spill cleanup, 184; nuclear waste 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; 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 waste disposal, 416; the effects of Salinization, 420; creating the modern Middle 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; in East Asia, 607, 607p; in Eastern Europe, 367; as economic activity, 105; in Georgia (country), 412; in Great Britain, 282; in Greece, 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; in Peru, 254; in Portugal, 330; in the Sahel, 509; in South Asia, 564; 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;

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Prentice Hall World Geography: Building a Global Perspective ©2002 Correlated to: Colorado Model Content Standards for Geography, (Grades 9 – 12) Colorado Model Content Standards for Geography, Grades 9 – 12 •

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(Continued) comparing and contrasting how changes in the physical environment can increase or diminish its capacity to support human activity;

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•

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identifying and evaluating alternative strategies to respond to constraints placed on human systems by the physical environment (for example, the use of irrigation in arid environments); and

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(Continued) terrace, 607p; in Ukraine, 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 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 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, 582583, 623; herbicides, 673; environment, 71; changes to the, 123; energy resources, 102103; 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 waste disposal, 416; the effects of Salinization, 420; creating the modern Middle 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; in East Asia, 607, 607p; in Eastern Europe, 367; as economic activity, 105; in Georgia (country), 412; in Great Britain, 282; in Greece, 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; in Peru, 254; in Portugal, 330; in the Sahel, 509; in South Asia, 564;

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(Continued) identifying and evaluating alternative strategies to respond to constraints placed on human systems by the physical environment (for example, the use of irrigation in arid environments); and

SE/TE:

analyzing how humans perceive and react to natural hazards.

SE/TE:

(Continued) 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; in Ukraine, 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 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; tropical storms, 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 of resources. As students in grades 9-12 extend their knowledge, what they know and are able to do includes: •

analyzing how the changing distribution of resources affects the patterns of settlement;

SE/TE: World resources, 101; natural disasters, 164; the Columbian exchange, 198; a land defined by mountains, 201; brazil’s quest for economic growth, 238; Russian expansion, 396; the effects of Salinization, 420; legacies of colonialism, 486; water use in Africa, 528; soil erosion, 552; farming technology, 154155, 444; human-environment interaction, 3637, 51, 122, 179-181, 426, 462, 466, 558; technology, 445; oil drill, 149; combine harvester, 155; worldwide carbon emissions from 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 electricity in India, 579 TE: Interactions with environment, 31; food supply, 121; land use, 203; 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 from earthquakes, 701

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evaluating policies and programs for resource use and management; and

SE/TE: Reading tables and analyzing statistics, 223; using climate graphs, 70; reading a population density map, 91; interpreting an economic activity map, 104; reading urban diagrams, 137; determining relevance, 257; analyzing line and bar graphs, 337; making a decision, 364; perceiving cause-effect relationships, 517; drawing conclusions, 543; analyzing cartograms, 573; analyzing primary sources, 637; demonstrating reasoned judgment, 659; drawing inferences, 667 TE: Analyzing information, 37; making comparisons, 44; analyzing statistics, 83; demonstrating reasoned judgment, 91; causeeffect relationships, 155; cause-effect relationships, 176; analyzing editorials and articles, 178; making comparisons, 209; cause and 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; drawing conclusions, 659; drawing inferences, 667; comparing and contrasting, 684

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analyzing the effects of economic activity in modifying and transforming resources.

SE/TE: Economic activity, in India 578-579; in South Asia, 564m, 564-565; in United States, 122m, 131, 155; economic activity maps, 9, 9w, 104, 104m; economic development, 106; economic systems, 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; of Caribbean Islands, 227-228; of Central America, 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; of Kazakstan, 414; of Latin America, 196m, 197; of Malaysia, 674; of Mexico, 210-211; mixed, 296; of New Zealand, 683m, 688, 688m; of Norden, 296-297; of North Korea, 657; of Northern Eurasia, 394m, 394-395; of Pacific Islands, 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 instability and economics, 672;

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STANDARD 6: Students apply knowledge of people, places, and environments to understand the past and present and to plan for the future. 6.1: Students know how to apply geography to understand the past. As students in grades 9-12 extend their knowledge, what they know and are able to do includes: •

SE/TE: Regions, 37-38; countries, characteristics of, 92; population of, 92-93; Changes within the earth, 40; changes on the earth’s surface, 48; weather and climate, 59; world resources, 101; settlement of the Americas, 124; natural disasters, 164; the Columbian exchange, 198; a land defined by mountains, 201; global warming, 264; effects of acid rain, 382; Russian expansion, 396; nuclear waste disposal, 416; the effects of Salinization, 420; the birth of civilization, 434; creating the modern middle east, 437; legacies of colonialism, 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; population pyramids, 206; environment, 71; changes to the, 123; energy resources, 102-103; natural resources and the, 101-102; population density and, 81-82; in Soviet Union, 403-404; urban areas, 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, 434435; 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; weather and climate, 59; world resources, 101; settlement of the Americas, 124; natural disasters, 164; the Columbian exchange, 198; a land defined by mountains, 201; global warming, 264; effects of acid rain, 382; Russian expansion, 396; nuclear waste disposal, 416; the effects of Salinization, 420; the birth of civilization, 434; creating the modern middle east, 437;

analyzing how changing perceptions of places and environments affect the behavior of people; and

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Prentice Hall World Geography: Building a Global Perspective ©2002 Correlated to: Colorado Model Content Standards for Geography, (Grades 9 – 12) Colorado Model Content Standards for Geography, Grades 9 – 12

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•

analyzing how changing perceptions of places and environments affect the behavior of people; and

SE/TE: legacies of colonialism, 486; water use in Africa, 528; soil erosion, 552 TE: Interactions with environment, 31; cold climates, 68; glaciers, 117; food supply, 121; earthquakes, 165; land use, 203; vegetation patterns, 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 rugged land, 467; Lake Victoria, 479; the Sinai Peninsula, 490; the Desert, 500; the spread of the desert, 510; economic sanctions, 520; the doldrums, 522; ecotourism, 532; 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

•

analyzing the fundamental role that places and environments have played in history (for example, the Russian winter played an important part in the defeat of Napoleon's army).

SE/TE: Food, hunger and sustainable agriculture, 98; the role of wetlands, 110; natural disasters, 164; the search for a national identity, 175; oil spill cleanup, 184; a land defined by mountains, 201; brazil’s quest for economic growth, 238; global warming, 264; the two Irelands, 291; recycling paper, 344; human rights, 378; effects of acid rain, 382; nuclear waste disposal, 416; the effects of Salinization, 420; creating the modern middle east, 437; water use in Africa, 528; soil erosion, 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 States and Canada, 112-182; Latin America, 186262; 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 and the Pacific World, 594-698

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Prentice Hall World Geography: Building a Global Perspective ©2002 Correlated to: Colorado Model Content Standards for Geography, (Grades 9 – 12) Colorado Model Content Standards for Geography, Grades 9 – 12 •

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(Continued) analyzing the fundamental role that places and environments have played in history (for example, the Russian winter played an important part in the defeat of Napoleon's army).

TE:

(Continued) 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 •

SE/TE: Technology, 445; culture and, 85; farming, 154-155, 444; in India, 576; telecommunications, 130, 177; drought, in Africa, 528; in West Africa, 510; in Zimbabwe, 546; drug trade, 250; dust bowl, 51; earth, effect of sun on, 59-63; erosion of, 50-53; geologic history of, 42-47; greenhouse effect, 60; internal forces of, 41-42; rotation and revolution, 60c, 60-61; structure of, 4041, 41c; weathering of, 48-50; earthquakes, 42, 45, 164, 698-699, 699p, 700-701; in East Asia, 598; in Italy, 332; in Japan, 644, 645c; in Mexico, 201; embankment dam, 583; embargo, 456-45 7; emigration, 83; energy resources, 102-103, 128c; engineering, natural disasters and improved, 164-165; favelas, 235, 238; fission, 103; food, 98p, 98-99; in Columbian 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; distinguishing fact from opinion, 314; making a decision, 364; distinguishing false from accurate images, 408; perceiving cause-effect relationships, 517; drawing conclusions, 543; analyzing primary sources, 637; demonstrating reasoned judgment, 659; drawing inferences, 667

evaluating a contemporary issue using geography knowledge, skills, and perspectives; and

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(Continued) evaluating a contemporary issue using geography knowledge, skills, and perspectives; and

TE:

(Continued) Analyzing information, 37; making comparisons, 44; analyzing statistics, 83; demonstrating reasoned judgment, 91; causeeffect relationships, 155; cause-effect relationships, 176; analyzing editorials and articles, 178; making comparisons, 209; cause and effect, 220; making comparisons, 235; determining relevance, 257; evaluate, 260; disguising opinions, 314; cause and effect, 355; compare and contrast, 376; making judgments, 404; cause and effect, 492; drawing conclusions, 543; comparing and contrasting, 546; comparing and contrasting, 585; recognizing bias, 637; drawing conclusions, 659; drawing inferences, 667; comparing and contrasting, 684

SE/TE: Social Studies Skills, analyzing primary sources, 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; Creek people, 127, 149; demography, 81; Dravidian people, 566, 587; Eastern Europe, 346-377, 349m, 351m, 360m; people of, 352m, 352353; population of, 348c, 353m; Hispanic people, 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; Mandinka people, 486; Masai people, 531, 533; Maya people, 90, 188, 197, 205; Aztec people in, 207, 207p, 209p; food, hunger and sustainable agriculture, 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, 484485, 490, 511, 523-524, 564, 606, 665, 683, 694, 695, 696; food, hunger and sustainable agriculture, 98; the role of wetlands, 110;

comparing and contrasting how different viewpoints influence the development of policies designed to use and manage Earth's resources.

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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 of Salinization, 420; creating the modern middle 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 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

comparing and contrasting how different viewpoints influence the development of policies designed to use and manage Earth's resources.

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