Geography Skills Handbook

1 LocationLocation describes where something is. Absolute location describes a places exact position on the Earths surface. Relative location expresses where a place is in relation to another place.

2 PlacePlace describes the physical and human characteristics that make a location unique.

3 RegionsRegions are areas that share common characteristics.

4 MovementMovement explains how and why people and things move and are connected.

5 Human-Environment InteractionHuman-Environment Interaction describes the relationship between people and their environment.

How Do I Study Geography?

Geographers have tried to understand the best way to teach and learn about geography. In order to do this, geographers created the Five Themes of Geography. The themes acted as a guide for teaching the basic ideas about geography to students like yourself.

People who teach and study geography, though, thought that the Five Themes were too broad. In 1994, geographers created 18 national geography standards. These standards were more detailed about what should be taught and learned. The Six Essential Elements act as a bridge connecting the Five Themes with the standards.

These pages show you how the Five Themes are related to the Six Essential Elements and the 18 standards.

5Themes of Geography

(t to b)ThinkStock /SuperStock, (2)Janet F oster/Masterfile , (3)Mark Tomalty/Masterfile , (4) age fotostock / SuperStock, (5)Jurgen Freund /Nature Picture Library

Themes and Elements

6Essential Elements

18Geography Standards

I. The World in Spatial Terms Geographers look to see where a place is located. Location acts as a starting point to answer Where Is It? The location of a place helps you orient yourself as to where you are.

1 How to use maps and other tools 2 How to use mental maps to organize information 3 How to analyze the spatial organization of people,

places, and environments

II. Places and RegionsPlace describes physical characteristics such as landforms, climate, and plant or animal life. It might also describe human characteristics, including language and way of life. Places can also be organized into regions. Regions are places united by one or more characteristics.

III. Physical SystemsGeographers study how physical systems, such as hurricanes, volcanoes, and glaciers, shape the surface of the Earth. They also look at how plants and animals depend upon one another and their surroundings for their survival.

IV. Human SystemsPeople shape the world in which they live. They settle in certain places but not in others. An ongoing theme in geography is the movement of people, ideas, and goods.

V. Environment and SocietyHow does the relationship between people and their natural surroundings influence the way people live? Geographers study how people use the environment and how their actions affect the environment.

VI. The Uses of Geography Knowledge of geography helps us understand the relationships among people, places, and environments over time. Applying geographic skills helps you understand the past and prepare for the future.

17 How to apply geography to interpret the past18 How to apply geography to interpret the present

and plan for the future

7 The physical processes that shape Earths surface 8 The distribution of ecosystems on Earths surface 9 The characteristics, distribution, and migration

of human populations

10 The complexity of Earths cultural mosaics11 The patterns and networks of economic

interdependence

12 The patterns of human settlement

14 How human actions modify the physical environment

16 The meaning, use, and distribution of resources

4 The physical and human characteristics of places

5 How people create regions to interpret Earths complexity

6 Hopeoples perceptions of places and regions

GH1

w culture and experience in fluence

13 The forces of cooperation and con flict

15 How physical systems a ffect human systems

Geography Skills HandbookThroughout this text, you will discover how geography has shaped the course of events in United States history. Landforms, waterways, climate, and natural resources all have helped or hindered human activities. Usually people have learned either to adapt to their environments or to transform it to meet their needs. The resources in this handbook will help you get the most out of your textbookand provide you with skills you will use for the rest of your life.

The study of geography is more than knowing a lot of facts about places. Rather, it has more to do with asking questions about the Earth, pursuing their answers, and solving problems. Thus, one of the most important geo-graphic tools is inside your head: the ability to think geographically.

ContentsGlobes and Maps (p. GH3) From 3-D to 2-D Great Circle Routes

Projections (p. GH4) Planar Projection Cylindrical Projection Conic Projection

Common Map Projections (p. GH5) Winkel Tripel Projection Robinson Projection Goodes Interrupted Equal-Area

Projection Mercator Projection

Determining Location (p. GH6) Latitude Longitude The Global Grid Northern and Southern Hemispheres Eastern and Western Hemispheres

Reading a Map (p. GH8) Using Scale Absolute and Relative Location

Physical Maps (p. GH10)

Political Maps (p. GH11)

Thematic Maps (p. GH12) Qualitative Maps Flow-Line Maps

Geographic Information Systems (p. GH13)

Geographic Dictionary (p. GH14)

GH2 Geography Handbook

Geography Handbook

Geography Handbook GH3

From 3-D to 2-DThink about the surface of the Earth as the

peel of an orange. To flatten the peel, you have to cut it like the globe shown here. To create maps that are not interrupted, mapmakers, or cartographers, use mathematical formulas to transfer information from the three-dimensional globe to the two-dimensional map. However, when the curves of a globe become straight lines on a map, distortion of size, shape, distance, or area occurs.

Great Circle RoutesA straight line of true directionone that runs

directly from west to east, for exampleis not always the shortest distance between two points. This is due to the curvature of the Earth. To find the shortest distance, stretch a piece of string around a globe from one point to the other. The string will form part of a great circle, an imagi-nary line the follows the curve of the Earth. Ship captains and airline pilots use these great circle routes to reduce travel time and conserve fuel.

The idea of a great circle route is an important difference between globes and maps. A round

globe accurately shows a great circle route, as indicated on the map below. However, as shown on the flat map, the great circle distance (dotted l ine) between Tokyo and Los Angeles appears to be far longer than the true direction distance (solid line). In fact, the great circle dis-tance is 345 miles (555 km) shorter.

Globes and MapsA globe is a scale model of the Earth. Because Earth is round, a globe

presents the most accurate depiction of geographic information such as area, distance, and direction. However, globes show little close-up detail. A printed map is a symbolic representation of all or part of the planet. Unlike globes, maps can show small areas in great detail.

Tokyo Los Angeles 5,4

72 mi. (8,807 km)Gre

at Circle Distance

True Direction Distance 5,787 mi. (9,313 km)

N

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W E

Great Circle Route

Tokyo Los

Angeles

NorthPole

N

S

W E

Practicing SKILLS

1. Explain the signifi cance of: globe, map, cartographer, great circle route.

2. Describe the problems that arise when the curves of a globe become straight lines on a map.

3. Use a Venn diagram like the one below to identify the similarities and differences between globes and maps.

Globes Maps

D

C

GH3

TeachD Differentiated Instruction

Visual/Spatial Use an orange to illustrate the challenges of transferring measurements from a three-dimensional to a two-dimensional form. Sketch an out-line of the continents and two or three lines of longitude and lati-tude onto an orange. Then care-fully remove the peel (in one piece, if possible) and gently flat-ten it. Allow students to examine the peel, and point out how lines and shapes are distorted when the curved peel is flattened. OL

C Critical ThinkingMaking Inferences Have stu-dents use a piece of string and a globe to find the shortest route from New York to Hong Kong. (over the top of the globe) OL

Answers1. globe: scale model of the Earth; map: sym-

bolic representation of all or part of the planet; cartographer: mapmakers; great circle route: routes that follow the great circle along the curve of the Earth

2. Size, shape, distance, or area becomes distorted.

3. Globes present the most accurate depic-tion of geographic information such as area, distance, and direction, but do not show close-up detail. Maps are symbolic representations of all or part of the planet and can show areas in great detail. Both show information about places on the Earth.

Geography Handbook

GH4 Geography Handbook

ProjectionsTo create maps, cartographers project the round Earth onto a flat

surface making a map projection. Distance, shape, direction, or size may be distorted by a projection. As a result, the purpose of the map usu-ally dictates which projection is used. There are many kinds of map projec-tions, some with general names and some named for the cartographers who developed them. Three basic categories of map projections are shown here: planar, cylindrical, and conic.

EQUATOR

EQUATOR

Planar ProjectionA planar projection shows the Earth centered

in such a way that a straight line coming from the center to any other point represents the shortest distance. Also known as an azimuthal projection, it is most accurate at its center. As a result, it is often used for maps of the Poles.

Cylindrical ProjectionA cylindrical projection is based on the projec-

tion of the globe onto a cylinder. This projection is most accurate near the Equator, but shapes and distances are distorted near the Poles.

Conic ProjectionA conic projection comes from placing a cone

over part of a globe. Conic projections are best suited for showing limited east-west areas that are not too far from the Equator. For these uses, a conic projection can indicate distances and directions fairly accurately.

C

D

GH4

Differentiated Instruction

C Critical ThinkingIdentifying Central Issues Ask: Why do map makers use projections? (Projections help in transferring information from a three-dimensional surface to a two-dimensional surface.) OL

D Differentiated InstructionKinesthetic If students are struggling with the concept of projection, give them a large sheet of paper or poster board and a globe. Have students place the paper and the globe in the same physical relationships shown in the illustrations. Check to make sure students can visualize how each projection offers a different approximation of the sphere. BL

Visual/Spatial To help students remember the several different categories and examples of maps discussed in this section, guide them in creating a graphic organizer entitled Types of Maps. Branching this main head should be three boxes labeled Political, Physical, and

Special-Purpose. Have students complete the organizer by taking notes on each of the differ-ent types of maps. OL

Activity: Creating a Graphic Organizer

Geography Handbook

Geography Handbook GH5

Most general reference world maps are the Winkel Tripel pro-jection. It provides a good balance between the size and shape of land areas as they are shown on the map. Even the polar areas are depicted with little distortion of size and shape.

PRIM

E M

ERID

IAN

EQUATOR

ANTARCTICCIRCLE

ARCTIC CIRCLE

TROPIC OF CANCER

TROPIC OF CAPRICORN

The Robinson projection has minor distortions. The sizes and shapes near the eastern and western edges of the map are accurate, and outlines of the continents appear much as they do on the globe. However, the polar areas are flattened.

EQUATOR

TROPIC OF CAPRICORN

ANTARCTIC CIRCLE

ARCTIC CIRCLE

TROPIC OF CANCER

PRIM

E M

ERID

IAN

An interrupted projection resembles a globe that has been cut apart and laid flat. Goodes Interrupted Equal-Area pro-jection shows the true size and shape of Earths landmasses, but distances are generally distorted.

EQUATOR

TROPIC OF CAPRICORN

ANTARCTIC CIRCLE

ARCTIC CIRCLE

TROPIC OF CANCER

PRIM

EM

ERID

IAN

The Mercator projection increasingly distorts size and distance as it moves away from the Equator. However, Mercator pro-jections do accurately show true directions and the shapes of landmasses, making these maps useful for sea travel.

EQUATOR

TROPIC OF CAPRICORN

ANTARCTIC CIRCLE

ARCTIC CIRCLE

TROPIC OF CANCER

PRIM

E M

ERID

IAN

Common Map Projections

Winkel Tripel Projection

Goodes Interrupted Equal-Area Projection

Robinson Projection

Mercator Projection

Each type of map projection has advantages and some degree of inaccuracy. Four of the most common projections are shown here.

Practicing SKILLS

1. Explain the signifi cance of: map projection, planar, cylindrical, conic, interrupted projection.

2. How does a cartographer determine which map pro-jection to use?

3. How is Goodes Interrupted Equal-Area projection dif-ferent from the Mercator projection?

4. Which of the four common projections described above is the best one to use when showing the entire world? Why?

5. Use a Venn diagram like the one below to identify the similarities and differences between the Winkel Tripel and Mercator projections.

Winkel Tripel projection

Mercatorprojection

C

R

GH5

C Critical ThinkingComparing and Contrasting Ask students to cover the text and look at the selected projections. Ask: What is one similarity and one difference between the Winkle Tripel Projection and the Goodes Interrupted Equal-Area Projection? (similarity: both show all of the continents; difference: Goodes projection splits Antarctica into four pieces, while the Winkel Tripel projection does not.) BL

R Reading StrategyAnalyzing Text Structure Have students read the selected captions. Ask: How is the infor-mation structured in these cap-tions? (Both captions propose a benefit of the projection, followed by a drawback.) OL

Answers1. map projection: projecting image of

earth onto a flat surface to make a map, different projections have their advantages/disadvantages. planar: shows shortest distance between points, most often used for maps of the Poles; cylindrical: most accurate near the Equator; conic: best for limited east-west

areas not too far from the Equator; inter-rupted projection: shows true size and shape of Earth but distorts distances

2. by deciding what it will be used for to determine the least distortion

3. Goode distorts distances while show-ing the true size and shape. Mercator distorts size and distances but shows true directions.

4. Winkel Tripel, because it distorts the size and shape of landmasses the least.

5. Both show all continents with little to no distortion of shape. Mercator shows true direction, but distorts land size and distance. Winkel Tripel shows little size distortion.

Geography Handbook

GH6 Geography Handbook

Determining LocationGeography is often said to begin with the question: Where? The basic

tool for answering the question is location. Lines on globes and maps provide information that can help you locate places. These lines cross one another forming a pattern called a grid system, which helps you find exact places on the Earths surface.

A hemisphere is one of the halves into which the Earth is divided. Geographers divide the Earth into hemispheres to help them classify and describe places on Earth. Most places are located in two of the four hemispheres.

0 (Equator)

15N

15S

30S

45S

90E105E 120E

135E75E60E

30N

45N

60N

75N90N (North Pole)

Tokyo

0 (Prime Meridian) 15E15W

30W45W

60W

30E45E

60E

0 (Equator)

15N

15S

30S

45S60S

90S (South Pole) 75S

30N

45N

60N

75N90N (North Pole)

LatitudeLines of latitude, or parallels, circle the Earth parallel

to the Equator and measure the distance north or south of the Equator in degrees. The Equator is measured at 0 latitude, while the Poles lie at latitudes 90N (north) and 90S (south). Parallels north of the Equator are called north latitude. Parallels south of the Equator are called south latitude.

LongitudeLines of longitude, or meridians, circle the Earth

from Pole to Pole. These lines measure distance east or west of the Prime Meridian at 0 longitude. Meridians east of the Prime Meridian are known as east latitude. Meridians west of the Prime Meridian are known as west longitude. The 180 meridian on the opposite side of the Earth is called the International Date Line.

The Global GridEvery place has a global address, or absolute location.

You can identify the absolute location of a place by naming the latitude and longitude lines that cross exactly at that place. For example, Tokyo, Japan, is located at 36N latitude and 140E longitude. For more precise readings, each degree is further divided into 60 units called minutes.

S

D

GH6

S Skill PracticeVisual Literacy Have students study the selected figures. Ask: What are two differences between longitude and latitude? (Lines of latitude run horizontally and are parallel. Lines of longitude run vertically and intersect at the poles.) OL

D Differentiated InstructionLogical/Mathematical Have students use the Internet or library resources to determine their exact absolute location. If you have access to GPS equipment, you may wish to let students use it to check their work. OL

Hands-On Chapter Project

Creating a Global Treasure Hunt

Directions Organize students into teams and have each team choose 10 places on Earth to research and study. Students may choose places that are well known or unfa-miliar. However, all places should be on land and located at least 50 miles (80 km) from each other. Tell students to make a list of 810 interesting facts about each place.

Putting It Together Tell students to bury their treasure in each of the loca-tions. Then have students use the facts they learned about the place to create clues for a Treasure Atlas. Clues will be locations, that, when followed, will lead to the buried treasure. The correct response to each clue will be a place name and coordinates that can be easily looked up. Clues should be written on index cards. Students should list all the clues with their answers on

a separate sheet of paper. Each correct answer earns another clue to a new loca-tion, eventually leading to the buried trea-sure, so remind students to make sure their clues follow a logical route. OL

Geography Handbook

Geography Handbook GH7

Northern and Southern Hemispheres

The diagram below shows that the Equator divides the Earth into the Northern and Southern Hemispheres. Everything north of the Equator is in the Northern Hemisphere. Every thing south of the Equator is in the Southern Hemisphere.

NORTH AMERICA

ASIA

EUROPEAFRICA

ATLANTIC OCEAN

PACIFIC OCEANNorth

Pole

SOUTHAMERICA

AUSTRALIA

AFRICA

ANTARCTICA

INDIANOCEAN

ATLANTIC OCEAN

PACIFIC OCEAN

SouthPole

SOUTHAMERICA

NORTH AMERICA

ATLANTIC OCEAN

PACIFIC OCEAN

AUSTRALIA

ASIA

EUROPE

AFRICA

INDIANOCEAN

PACIFIC OCEAN

Eastern and Western Hemispheres

The Prime Meridian and the International Date Line divide the Earth into the Eastern and Western Hemispheres. Every thing east of the Prime Meridian for 180 is in the Eastern Hemisphere. Everything west of the Prime Meridian for 180 is in the Western Hemisphere.

Eastern HemisphereNorthern Hemisphere

Western HemisphereSouthern Hemisphere

Practicing SKILLS

1. Explain the signifi cance of: location, grid system, hemisphere, Northern Hemisphere, Southern Hemisphere, Eastern Hemisphere, Western Hemisphere, latitude, longitude, Prime Meridian, absolute location.

2. Why do all maps label the Equator 0 latitude and the Prime Meridian 0 longitude?

3. Which lines of latitude and longitude divide the Earth into hemispheres?

4. Using the Reference Atlas maps, fi ll in a chart like the one below by writing the latitude and longitude of three

world cities. Have a partner try to identify the cities.

5. Use a chart like the one below to identify the conti-nents in each hemisphere. Some may be in more than one hemisphere.

Hemisphere Continents

Northern

Southern

Eastern

Western

S

C

GH7GH7

S Skill PracticeVisual Literacy Point out that most people probably are not used to seeing the globe from these angles. Ask: What view do these illustrations show? (the globe viewed from the top and the bottom) Ask: How do you generally view the globe? (from the side, along the Equator) If students still struggle to understand the difference between these views, use an actual globe to show them the view reflected in the illustration. BL

C Critical ThinkingDetecting Bias Ask: Since planet Earth has no true top or bottom, why do globes show Europe on the top half of Earth? (early map makers and explorers were from Europe) AL

Answers1. location: a specific place on Earth; grid

system: pattern formed as the lines of latitude and longitude cross one another; hemisphere: half of a sphere or globe; Northern Hemisphere: everything north of the Equator; Southern Hemisphere: everything south of the Equator; Eastern Hemisphere: everything

east of the Prime Meridian for 180; Western Hemisphere: everything west of the Prime Meridian for 180

2. They are where the division between north/south (N/S) and east/west (E/W) occur, respectively.

3. Equator and Prime Meridian

4. Answers will vary according to cities chosen.

5. Northern: North America, Asia, Europe, Africa; Eastern: Asia, Europe, Africa, Australia; Southern: Antarctica, Australia, South America, Africa; Western: North America, South America

Geography Handbook

GH8 Geography Handbook

Reading a MapIn addition to latitude and longitude, maps feature other important

tools to help you interpret the information they contain. Learning to use these map tools will help you read the symbolic language of maps more easily.

60N

40N

50N

20E30E

40E 50E10E0

10W20W30W

ARCTIC CIRCLE

BlackSea

NorthSea

ATLANTIC OCEAN

MediterraneanSea

Balti

cSe

a

London

Paris

Lisbon Rome

Sarajevo

TiraneCetinje

Amsterdam

Brussels

Berlin

BernBudapest

Bucharest

ConstantinopleSofia

Athens

Belgrade

Vienna

Madrid

Seville

Copenhagen

Christiania(Oslo)

Helsingfors(Helsinki)

Stockholm

St.Petersburg

AFRICA

GERMANY

R U S S I A

AUSTRIA-HUNGARY

NETH.

DENMARK

LUX.

LIECHT.

ANDORRA

MONACOSAN

MARINO

SWITZ.

BELG.

PORTUGAL

UNITEDKINGDOM

SPAIN

FRANCE

ITALY

SWEDENNORWAY

ROMANIA

SERBIAMONT.

ALBANIA

BULGARIA

GREECE OTTOMANEMPIRE

ICELANDDen.

MALTAU.K.

CYPRUSU.K.

600 miles

600 kilometers

Lambert Azimuthal Equal-Area projection 0

0

N

S

W

E

NationalboundaryNationalcapitalMajor city

TitleThe title tells you what kind of information the map is showing.

Europe: Political

KeyThe key lists and explains the symbols, colors, and lines used on the map. The key is sometimes called a legend.

Scale BarThe scale bar shows the relation-ship between map measurements and actual distances on the Earth. By laying a ruler along the scale bar, you can calculate how many miles or kilometers are represented per inch or centimeter. The map projection used to create the map is often listed near the scale bar.

Compass RoseThe compass rose indicates directions. The four cardinaldirections north, south, east, and west are usually indicated with arrows or the points of a star. The intermediate directions northeast, northwest, southeast, and southwest may also be shown.

CitiesCities are represented by a dot. Sometimes the relative sizes of cities are shown using dots of differ-ent sizes.

CapitalsNational capitals are often represented by a star within a circle.

Boundary LinesOn political maps of large areas, boundary lines highlight the borders between differ-ent countries or states.

S

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GH8

S Skill PracticeUsing Geography Skills Have students use the scale bar on the map to calculate the distance in kilometers between Paris and Stockholm. First, have students use a ruler to measure the distance between the cities on the map in centimeters (4.5 cm). Then, have students measure the maps scale in centimeters. (600 km 5 1.7 cm) Ask: How can you use this to find the distance between Paris and Stockholm? (set up a proportion:

R Reading StrategyReading Maps Ask: According to the map, what is the capital of Russia? (St. Petersburg) Ask: What major city is located southeast of Vienna? (Budapest) OL

Additional Support

Contrasting Have students use an Internet mapping Web site to help them understand scale. Tell students to find a particular location, such as their school or home address. Then have them use the maps zoom function to help visualize the benefits of increasing and decreas-ing scale when viewing a location. Ask: To find the nearest lake, would you use a distant or a

close view? (distant view) Ask: What view would show the names of neighboring streets? (closer view) Point out that a distant view corre-sponds to an increase in scale: it allows you to view a wider area but you cannot see much detail. Conversely, a close view corresponds to a decrease in scale: detail is increased, but the size of the area is diminished. OL

Activity: Technology Connection

600 km 5

x 1.7 cm 4 cm

x 5 600 km 3 4 cm1.7 cm

x 5 1,412 km) OL

Geography Handbook

Geography Handbook GH9

Using ScaleAll maps are drawn to a certain scale. Scale is a consistent, propor-

tional relationship between the measurements shown on the map and the measurement of the Earths surface.

50N

45N

05W 5E 10E

ATLANTIC OCEAN

Bay of Biscay

English Channel

Corsica

FRANCE

SPAIN

U.K.

GERMANY

SWITZ.

ITALY

LUX.

ANDORRA

BELG.

Paris

Nantes

Lyon

Toulouse

Marseille

Nice

Orlans

Bordeaux

Lille

NationalboundaryRegionalboundaryNationalcapitalMajor city

200 miles

200 kilometers

0

0

Lambert Azimuthal Equal-Area projection

N

S

W E

France: Political

Seine

PARC MONCEAU

CHAMPDE MARS

ESPLANADEDES INVALIDES

TUILERIESGARDENS

le de la Cit

AV DE VILLIERS

BLVDDES

COURCELL

ES

BLVD

BLVD HAUSSMANN

GRANDS BLVDS

RUE DE RIVOLI BLVD BLVD

RASPA

IL SAINT GERMAIN

BLV

D

ST M

ICH

EL

BLVD

DE

SBA

STO

POL

BLVD

DE

STRA

SBO

URG

MALESHERBES

BLVDDE

BATIGNOLL

ES

CHAMPS LYSES

QUAI DES TUILERIES

BLVD DE CLICHY

QUAI DORSAYMARAIS

MONTMARTRE

INVALIDES

ST. GERMAIN

LATIN QUARTER

CHAILLOT

TERNES

Arc de Triomphe

PlaceCharles

de Gaulle (toile)

Place de la Concorde

Grand Palais

NationalAssembly

RodinMuseum

Htel des Invalides

Eiffel Tower

Louvre

Notre Dame

Sorbonne

LuxembourgPalace

Htelde Ville

BibliothqueNationale

PompidouCenter

Opra

Sacr Coeur

Gare du Nord

Gare de lEst Gare

St. Lazare

1 mile

1 kilometer

0

0

N

S

W E

The City of Paris

Absolute and Relative LocationAs you learned on page GH6, absolute location

is the exact point where a line of latitude crosses a line of longitude. Another way to indicate location is by relative location, or the location of one place in relation to another. To find relative location,

Small-Scale Maps A small-scale map, like this political map of France, can show a large area but little detail. Note that the scale bar on this map indicates that about 1 inch is equal to 200 miles.

Large-Scale Maps A large-scale map, like this map of Paris, can show a small area with a great amount of detail. Study the scale bar. Note that the map measurements correspond to much smaller distances than on the map of France.

find a reference pointa location you already knowon a map. Then look in the appropriate direction for the new location. For example, locate Paris (your reference point) on the map of France above. The relative location of Lyon can be described as southeast of Paris.

Practicing SKILLS

1. Explain the signifi cance of: key, compass rose, cardinal directions, intermediate directions, scale bar, scale, rela-tive location.

2. Describe the elements of a map that help you inter-pret the information displayed on the map.

3. How does the scale bar help you determine distances on the Earths surface?

4. Describe the relative location of your school in two different ways.

5. Use a Venn diagram to identify the similarities and differences of small-scale maps and large-scale maps.

Small-scale maps Large-scale maps

W

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GH9

W Writing SupportExpository Writing To give students practice thinking about scale, have them write about two imaginary experiences. First, have students imagine they are an ant beginning to climb a tree. Next, have them imagine they are giants bending down to look at a nest in the top of the same tree. OL

D Differentiated InstructionKinesthetic Have two students stand side-by-side, but 10 feet (3 m) apart. Ask: What is the relative position of each student to the other? (One is 10 feet (3 m) to the left. The other is 10 feet (3 m) to the right.) BL

Answers1. key: lists and explains symbols, colors,

and lines on map; compass rose: indi-cates direction; cardinal directions: north, south, east, and west; interme-diate directions: northeast, northwest, southeast, and southwest; scale bar: shows relationship between map mea-surements and actual distances on

Earth; scale: consistent, proportional relationship between measurements shown on map and measurement of Earths surface; relative location: loca-tion of one place in relation to another

2. title tells kind of information shown on map; key lists and explains symbols, colors, and lines used on map; scale bar shows relationship between map

measurements and actual distances on Earth; compass rose indicates direction

3. shows the relationship between map measurements and actual distances

4. Answers will vary according to school.

5. Small scale shows large areas but little detail. Large scale shows small area with great detail. Both show location.

Geography Handbook

GH10 Geography Handbook

98W

102W106W

94W

28N

32N

36N

Red River

Sabine River

Brazos

River

Colorado River

RioG

rande

Pecos RiverCanadia

n River

Nueces River

Neches River

Trinity

River

Toledo Bend Res.

Sam Rayburn Res.

LakeTexoma

GalvestonBay

MatagordaBay

Gulf of Mexico

Guadalupe Peak 8,749 ft. (2,667 m)

PadreIsland

DavisMts.

ChisosMts.

StocktonPlateau

RO

CK

YM

OU

NT A

I NS

GR

EAT

PL A

I NS

Llano

Esta

cado

EdwardsPlateau

BalconesEscarpment

Coast

al

Plain

NEWMEXICO

OKLAHOMA

MO.

ARK.

T E X A S

LA.

MEXICO

100 miles

100 kilometers

Lambert Azimuthal Equal-Area projection0

0

N

S

W E

Feet4,9203,2801,640

6550

MetersElevations

1,5001,000

500200

0

Mountain peak

Physical MapsA physical map shows the location and the topography, or shape of

the Earths physical features. A study of a countrys physical features often helps to explain the historical development of the country. For example, mountains may be barriers to transportation, and rivers and streams can provide access into the interior of a country.

ReliefPhysical maps use shading and texture to show general reliefthe differences in elevation, or height, of landforms.

Texas: Physical

LandformsPhysical maps may show landforms such as mountains, plains, plateaus, and valleys.

Water FeaturesPhysical maps show rivers, streams, lakes, and other water features.

Practicing SKILLS

1. Explain the signifi cance of: physical map, topography, relief, elevation.

2. Complete a table like the one to the right to explain what you can learn from the map about each of the physical features listed.

Physical Feature What You Can Learn from the Map

Davis Mountains

Red River

Gulf Coastal Plains

W

C

GH10

W Writing SupportNarrative Writing Have inter-ested students research and write a story about a physical feature that affected history. Students can explore how mountain ranges and cliffs have served as protection, how frozen lakes and straits allowed for travel, or even how the construction of a canal changed transportation. AL

C Critical ThinkingMaking Generalizations Ask: What can relief and eleva-tion tell you about rivers? (Both elements give a sense of direction: water flows downhill so rivers flow from high elevation to lower elevation.) OL

Answers1. physical map: shows location and topogra-

phy of Earths physical features; topogra-phy: shape of Earths physical features; relief: difference in elevation of landforms; elevation: height

2. Davis Mountains: location, elevation, length; Red River: location, length, route; Gulf Coastal Plains: location, elevation, length

Geography Handbook

Geography Handbook GH11

Political MapsA political map shows the boundaries and locations of political units

such as countries, states, counties, cities, and towns. Many features depicted on a political map are human-made, or determined by humans rather than by nature. Political maps can show the networks and links that exist within and between political units.

98W102W

106W

94W

28N

32N

36N

Red River

Sabine RiverTrinityRiver

BrazosRiver

Colorado River

RioG

rande

Pecos River

Canadian Riv

er

Nueces River

Gulf of Mexico

PadreIsland

NEWMEXICO

OKLAHOMA

MO.

ARK.

T E X A S

LA.

MEXICO

Amarillo

LubbockFort

WorthDallas

Galveston

HoustonAustin

SanAntonio

Waco

WichitaFalls

CorpusChristi

Brownsville

Laredo

El Paso Abilene

Victoria

Beaumont

200 miles

200 kilometers

Lambert Azimuthal Equal-Area projection0

0

N

S

W E

State capital Major city

Texas: Political

Human-Made FeaturesPolitical maps show human-made features such as boundaries, capitals, cities, roads, highways, and railroads.

Physical FeaturesPolitical maps may show some physical features such as relief, rivers, and mountains.

Nonsubject AreaAreas surrounding the subject area of the map are usually a different color to set them apart. They are labeled to give you a context for the area you are studying.

Practicing SKILLS

1. Explain the signifi cance of: political map, human-made.

2. What types of information would you fi nd on a politi-cal map that would not appear on a physical map?

3. Complete a table like the one to the right to explain what you can learn from the map about each of the human-made features listed.

Human-Made Feature What You Can Learn from the Map

Austin

El Paso

Texas state boundary

D

C

GH11

D Differentiated InstructionGifted and Talented Political maps change more rapidly than physical maps. Have interested students select an area and research how political maps of this area have changed over time. Students may be interested to learn how their own state or region has changed politically, or they may wish to study another area. Have students create a pre-sentation of their findings. AL

C Critical ThinkingComparing and Contrasting Ask: When you fly in an airplane and look down at the ground, what human-made features can you see? (roads, buildings, farms, dams, some lakes, railroads) Ask: What human-made features can you not see? (boundaries, capital designation) BL

Answers1. political map: shows boundaries and loca-

tions of political units such as countries, states, counties, cities, and towns; human-made: determined by humans rather than nature

2. capitals, cities, roads, highways, railroads

3. Austin: location, that it is the capital city of Texas; El Paso: location; Texas state boundary: what states border Texas, what river forms its southern border

Geography Handbook

GH12 Geography Handbook

Thematic MapsMaps that emphasize a single idea or a particular kind of information

about an area are called thematic maps. There are many kinds of the-matic maps, each designed to serve a different need. This textbook includes thematic maps that show exploration and trade, migration of peoples, economic activities, and war and political conflicts.

Qualitative MapsMaps that use colors, symbols, lines, or dots to

show information related to a specific idea are called qualitative maps. Such maps are often used to depict historical information. For exam-ple, the qualitative map below shows the spread of farming in Latin America over time.

Flow-Line MapsMaps that illustrate the movement of people,

animals, goods, and ideas, as well as physical processes like hurricanes and glaciers, are called flow-line maps. Arrows are usually used to rep-resent the flow and direction of movement. The flow-line map below shows the movement of Slavic peoples throughout Europe.

80W100W 60W 40W 20W

0

20S

40S

60S

EQUATOR

TROPIC OF CAPRICORN

PACIFIC OCEAN

ATLANTIC OCEAN

BOLIVIA

CHILE

PERU

ECUADOR COLOMBIA

VENEZUELA

GUYANA SURINAME

PARAGUAY

ARGENTINA

BRAZIL

URUGUAY

FR.GUIANA(Fr.)

Au

Au

Au

1,000 miles

1,000 kilometers

0

0

Lambert Azimuthal Equal-Area projection

Primary Productsas a Percentage

of Exports 75% or more

50%74%

25%49%

Less than 25%

No data

ResourcesCoal

Petroleum

Natural gas

Iron ore

Bauxite

Copper

Gold

Zinc

Timber

Au

Foodproducts

Coffee

Sugar cane

Cotton

Cut flowers

Leather

Wool

N

S

W E

Latin America: Resources and Exports

40N

50N

20E

10E

30E

BlackSea

Balt

icSe

a

Adriatic Sea

Dnieper R.

DniesterR.

Vistula

R.

DanubeR.

POLAND

LATVIA

LITHUANIA

BELARUS

RUSSIA

TURKEYGREECE

UKRAINE

HUNGARY

SLOV.

RUSSIA

CROATIA

BOS.&HERZ.

ALBANIA

ROMANIA

BULGARIA

MACEDONIA

SERBIA

MOLDOVA

ESTONIA

GERMANY

AUSTRIA

ITALY

MONT.

SLOVAKIA

CZECH REP.

SLAVIC HOMELAND

200 miles

200 kilometers

0

0

Lambert AzimuthalEqual-Area projection

N

S

WE

Eastern Slavs

Western Slavs

Southern Slavs

Present-dayboundary

Migration of Slavic Peoples, c. 700

Europe: Slavic Migrations

S

GH12

S Skill PracticeVisual Literacy Have students study the Europe: Slavic Migrations map. Ask: What do the arrows on this map repre-sent? (The main routes of migration taken by Slavic peoples in c. 700.) Ask: How is color used to present information on this map? (It dis-tinguishes the three major groups of Slavs by their place of origin.) Ask: How would you explain the forks that appear in several arrows? (These indicate places where immigrants from the same area of origin diverged into two groups.) OL

Additional Support

Making Thematic Maps Divide the class into several groups. Each group will research a theme that interests them and create a the-matic map to present to the class. Themes may be national (for example, a U.S. map showing the location of roller coasters or professional football stadiums) or local (for example, a city

map displaying the location of public libraries or city parks). After groups choose their themes, each group should designate tasks (research, drawing maps, creating the presentation) among themselves so that each group member participates. Schedule a period for all the groups to present their maps to the class. OL

Activity: Collaborative LearningCollaborative Learnin

g

Ask students if they have diffi-

culty distinguishing one color

from another on the map

above. If so, these students may

benefit from other resources,

such as maps that make dis-

tinctions using shading or

symbols rather than color.

Geography Handbook

Geography Handbook GH13

Geographic Information SystemsModern technology has changed the way maps are made. Most car-

tographers use computers with software programs called geographic information systems (GIS). A GIS is designed to accept data from dif-ferent sourcesmaps, satellite images, printed text, and statistics. The GIS converts the data into a digital code, which arranges it in a data-base. Cartographers then program the GIS to process the data and pro-duce maps. With GIS, each kind of information on a map is saved as a separate electronic layer.

1 The first layer of information in a GIS pinpoints the area of interest. This allows the user to see, in detail, the area he or she needs to study. In this case, the area of study is a 5 mile (8 km) radius around Christ Hospital in Jersey City, New Jersey.

2 Additional layers of information are added based on the problem or issue being studied. In this case, hospital administrators want to find out about the population living in neighborhoods near the hospital so they can offer the community what it needs. A second layer showing African Americans who live within the 5 mile (8 km) radius has been added to the GIS.

3 Complex information can be presented using more than one layer. For example, the hospitals surrounding neighborhoods include other groups in addition to African Americans. A third layer showing whites who live within the 5 mile (8 km) radius has been added to the GIS. Administrators can now use this information to help them make deci-sions about staffing and services associated with the hospital.

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id W

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ved.

Qualitative Maps Flow-Line Maps

SKILLS Practicing

1. Explain the signifi cance of: thematic map, qualitative maps, fl ow-line maps.

2. Which type of thematic map would best show the spread of Islam during Muhammads time?

3. Which type of thematic map would best show average income per capita in the United States?

4. How does GIS allow cartographers to create maps and make changes to maps quickly and easily?

5. Complete a chart like the one below by identifying three examples of each type of thematic map found in this textbook. Note the page numbers of each.

S

GH13

S Skill PracticeVisual Literacy Ask: How could you make GIS maps with-out a computer? (You could draw the data on transparencies, and layer the transparencies.) OL

AssessSummarizing Have students work in pairs to make study cards for the Geography Handbook. Students can use main headings and subheadings to organize the section material. When the cards are finished, have students take turns testing each other on what they have learned. OL

CloseIdentifying Ask: What are the four main types of maps? (physical, political, qualitative, and flow-line)

Answers1. thematic map: emphasizes a single idea or

particular kind of information about an area; qualitative map: uses colors, symbols, lines, or dots to show information related to a specific idea; flow-line map: illustrates movement of people, animals, goods, and ideas, as well as physical processes like hurricanes and glaciers

2. qualitative

3. flow-line

4. by allowing information to be stored and displayed on separate electronic layers

5. Answers will vary. Note that most maps in the text are qualitative maps; most climate maps are qualitative and flow-line.

absolute location exact location of a place on the earth described by global coordinates

basin area of land drained by a given river and its branches; area of land surrounded by lands of higher elevations

bay part of a large body of water that extends into a shoreline, generally smaller than a gulf

canyon deep and narrow valley with steep walls

cape point of land that extends into a river, lake, or ocean

channel wide strait or waterway between two landmasses that lie close to each other; deep part of a river or other waterway

cliff steep, high wall of rock, earth, or ice

continent one of the seven large landmasses on the earth

cultural feature characteristic that humans have created in a place, such as language, religion, housing, and settlement pattern

delta flat, low-lying lan d built up from soil carried downstream by a river and deposited at its mouth

divide stretch of high land that separates river systems

downstream direction in which a river or stream flows from its source to its mouth

elevation height of land above sea level

Equator imaginary line that runs around the earth halfway between the North and South Poles; used as the starting point to measure degrees of north and south latitude

glacier large, thick body of slowly moving ice

gulf part of a large body of water that extends into a shoreline, generally larger and more deeply indented than a bay

harbor a sheltered place along a shoreline where ships can anchor safely

highland elevated land area such as a hill, mountain, or plateau

hill elevated land with sloping sides and rounded summit; generally smaller than a mountain

island land area, smaller than a continent, completely surrounded by water

isthmus narrow stretch of land connecting two larger land areas

lake a large inland body of water

latitude distance north or south of the Equator, measured in degrees

longitude distance east or west of the Prime Meridian, measured in degrees

lowland land, usually level, at a low elevation

map drawing of the earth shown on a flat surface

meridian one of many lines on the global grid running from the North Pole to the South Pole; used to measure degrees of longitude

Island

Strait

Isthmus

Cape

Seacoast

Gulf

Bay

Ocean

Volcano Mountain peak

Sound

Peninsula

Delta

Harbor

Cliff

ValleyIsland

Strait

Isthmus

Cape

Seacoast

Gulf

Bay

Ocean

Volcano Mountain peak

Sound

Peninsula

Delta

Harbor

Cliff

Valley

As you read about the history of the United States, you will encounter the terms listed below. Many of the terms are pictured in the diagram.

Geographic Dictionary

GH14

mesa broad, flat-topped landform with steep sides; smaller than a plateau

mountain land with steep sides that rises sharply (1,000 feet or more) from surrounding land; generally larger and more rug-ged than a hill

mountain peak pointed top of a mountainmountain range a series of connected mountainsmouth (of a river) place where a stream or river flows into a

larger body of water

ocean one of the four major bodies of salt water that surround the continents

ocean current stream of either cold or warm water that moves in a definite direction through an ocean

parallel one of many lines on the global grid that circle the earth north or south of the Equator; used to measure degrees of latitude

peninsula body of land jutting into a lake or ocean, surrounded on three sides by water

physical feature characteristic of a place occurring naturally, such as a landform, body of water, climate pattern, or resource

plain area of level land, usually at a low elevation and often covered with grasses

plateau large area of flat or rolling land at a high elevation, about 3003,000 feet high

Prime Meridian line of the global grid running from the North Pole to the South Pole at Greenwich, England; starting point for measuring degrees of east and west longitude

relief changes in elevation over a given area of land

river large natural stream of water that runs through the land

sea large body of water completely or partly surrounded by land

seacoast land lying next to a sea or ocean

sea level position on land level with surface of nearby ocean or sea

sound body of water between a coastline and one or more islands off the coast

source (of a river) place where a river or stream begins, often in highlands

strait narrow stretch of water joining two larger bodies of water

tributary small river or stream that flows into a larger river or stream; a branch of the river

upstream direction opposite the flow of a river; toward the source of a river or stream

valley area of low land between hills or mountains

volcano mountain created as ash or liquid rock erupts from inside the earth

Canyon

Tributary

Source of river

Lowland

UpstreamDownstream

Highland

Glacier

Basin

Mountain range

Hills

LakePlateau

River

Mouth of river

Plain

Channel

Desert

Canyon

Tributary

Source of river

Lowland

UpstreamDownstream

Highland

Glacier

Basin

Mountain range

Hills

LakePlateau

River

Mouth of river

Plain

Channel

Desert

GH15

The American Vision - Virginia EditionTable of ContentsVirginia Teacher's HandbookStandards of Learning for Virginia and United States HistoryChapter and Section Correlations

Scavenger HuntBig Ideas in HistoryNCSS Ten Thematic StrandsUsing the Teacher Wraparound EditionClassroom Solutions: Teacher Professional HandbookNational Geographic Reference AtlasUnited States PoliticalUnited States PhysicalUnited States Territorial GrowthMiddle America Physical/PoliticalCanada Physical/PoliticalMiddle East Physical/PoliticalWorld Political

National Geographic Geography Skills HandbookHow Do I Study Geography?Globes and MapsProjectionsCommon Map ProjectionsDetermining LocationReading a MapPhysical MapsPolitical MapsThematic MapsGeographic Information SystemsGeographic Dictionary

Unit 1: Creating a Nation, Beginnings to 1816Unit 1 Planning GuideChapter 1: Colonizing America, Prehistory to 1754Chapter 1 Planning GuideSection 1: North America Before ColumbusSection 2: Europe Begins to ExploreSection 3: Founding the Thirteen ColoniesSection 4: Economics, Trade, and RebellionSection 5: A Diverse SocietyChapter 1 Assessment

Chapter 2: The American Revolution, 17541783Chapter 2 Planning GuideSection 1: The Colonies Fight for Their RightsSection 2: The Revolution BeginsThe Declaration of IndependenceSection 3: The War for IndependenceSection 4: The War Changes American SocietyChapter 2 Assessment

Chapter 3: Creating a Constitution, 17811789Chapter 3 Planning GuideSection 1: The ConfederationSection 2: A New ConstitutionSection 3: Ratifying the ConstitutionChapter 3 Assessment

The Constitution HandbookThe Constitution of the United StatesUnit 2: The Young Republic, 17891850Unit 2 Planning GuideChapter 4: Federalists and Republicans, 17891816Chapter 4 Planning GuideSection 1: Washington and CongressSection 2: Partisan PoliticsSection 3: Jefferson in OfficeSection 4: The War of 1812Chapter 4 Assessment

Chapter 5: Growth and Division, 18161832Chapter 5 Planning GuideSection 1: American NationalismSection 2: Early IndustrySection 3: The Land of CottonSection 4: Growing SectionalismChapter 5 Assessment

Chapter 6: The Spirit of Reform, 18281845Chapter 6 Planning GuideSection 1: Jacksonian AmericaSection 2: A Changing CultureSection 3: Reforming SocietySection 4: The Abolitionist MovementChapter 6 Assessment

Chapter 7: Manifest Destiny, 18201848Chapter 7 Planning GuideSection 1: The Western PioneersSection 2: The Hispanic SouthwestSection 3: Independence for TexasSection 4: The War With MexicoChapter 7 Assessment

Unit 3: The Crisis of Union, 18481860Unit 3 Planning GuideChapter 8: Sectional Conflict Intensifies, 18481877Chapter 8 Planning GuideSection 1: Slavery and Western ExpansionSection 2: The Crisis DeepensSection 3: The Union DissolvesChapter 8 Assessment

Chapter 9: The Civil War, 18611865Chapter 9 Planning GuideSection 1: The Opposing SidesSection 2: The Early StagesSection 3: Life During the WarSection 4: The Turning PointSection 5: The War EndsChapter 9 Assessment

Chapter 10: Reconstruction, 18651877Chapter 10 Planning GuideSection 1: The Debate Over ReconstructionSection 2: Republican RuleSection 3: Reconstruction CollapsesChapter 10 Assessment

Unit 4: The Birth of Modern America, 18651900Unit 4 Planning GuideChapter 11: Settling the West, 18651900Chapter 11 Planning GuideSection 1: Miners and RanchersSection 2: Farming the PlainsSection 3: Native AmericansChapter 11 Assessment

Chapter 12: Industrialization, 18651901Chapter 12 Planning GuideSection 1: The Rise of IndustrySection 2: The RailroadsSection 3: Big BusinessSection 4: UnionsChapter 12 Assessment

Chapter 13: Urban America, 18651896Chapter 13 Planning GuideSection 1: ImmigrationSection 2: UrbanizationSection 3: The Gilded AgeSection 4: PopulismSection 5: The Rise of SegregationChapter 13 Assessment

Unit 5: Imperialism and Progressivism, 18901920Unit 5 Planning GuideChapter 14: Becoming a World Power, 18721912Chapter 14 Planning GuideSection 1: The Imperialist VisionSection 2: The Spanish-American WarSection 3: New American DiplomacyChapter 14 Assessment

Chapter 15: The Progressive Movement, 18901920Chapter 15 Planning GuideSection 1: The Roots of ProgressivismSection 2: Roosevelt and TaftSection 3: The Wilson YearsChapter 15 Assessment

Chapter 16: World War I and Its Aftermath, 19141920Chapter 16 Planning GuideSection 1: The United States Enters World War ISection 2: The Home FrontSection 3: A Bloody ConflictSection 4: The War's ImpactChapter 16 Assessment

Unit 6: Boom and Bust, 19201941Unit 6 Planning GuideChapter 17: The Jazz Age, 19211929Chapter 17 Planning GuideSection 1: The Politics of the 1920sSection 2: A Growing EconomySection 3: A Clash of ValuesSection 4: Cultural InnovationsSection 5: African American CultureChapter 17 Assessment

Chapter 18: The Great Depression Begins, 19291932Chapter 18 Planning GuideSection 1: The Causes of the Great DepressionSection 2: Life During the DepressionSection 3: Hoover Responds to the DepressionChapter 18 Assessment

Chapter 19: Roosevelt and the New Deal, 19331939Chapter 19 Planning GuideSection 1: The First New DealSection 2: The Second New DealSection 3: The New Deal CoalitionChapter 19 Assessment

Unit 7: Global Struggles, 19411960Unit 7 Planning GuideChapter 20: A World in Flames, 19311941Chapter 20 Planning GuideSection 1: America and the WorldSection 2: World War II BeginsSection 3: The HolocaustSection 4: America Enters the WarChapter 20 Assessment

Chapter 21: America and World War II, 19411945Chapter 21 Planning GuideSection 1: Mobilizing for WarSection 2: The Early BattlesSection 3: Life on the Home FrontSection 4: Pushing Back the AxisSection 5: The War EndsChapter 21 Assessment

Chapter 22: The Cold War Begins, 19451960Chapter 22 Planning GuideSection 1: The Origins of the Cold WarSection 2: The Early Cold War YearsSection 3: The Cold War and American SocietySection 4: Eisenhower's Cold War PoliciesChapter 22 Assessment

Chapter 23: Postwar America, 19451960Chapter 23 Planning GuideSection 1: Truman and EisenhowerSection 2: The Affluent SocietySection 3: The Other Side of American LifeChapter 23 Assessment

Unit 8: A Time of Upheaval, 19541975Unit 8 Planning GuideChapter 24: The New Frontier and the Great Society, 19611968Chapter 24 Planning GuideSection 1: The New FrontierSection 2: JFK and the Cold WarSection 3: The Great SocietyChapter 24 Assessment

Chapter 25: The Civil Rights Movement, 19541968Chapter 25 Planning GuideSection 1: The Movement BeginsSection 2: Challenging SegregationSection 3: New Civil Rights IssuesChapter 25 Assessment

Chapter 26: The Vietnam War, 19541975Chapter 26 Planning GuideSection 1: Going to War in VietnamSection 2: Vietnam Divides the NationSection 3: The War Winds DownChapter 26 Assessment

Chapter 27: The Politics of Protest, 19601980Chapter 27 Planning GuideSection 1: Students and the CountercultureSection 2: The Feminist MovementSection 3: Latino Americans OrganizeChapter 27 Assessment

Unit 9: A Changing Society, 1968PresentUnit 9 Planning GuideChapter 28: Politics and Economics, 19681980Chapter 28 Planning GuideSection 1: The Nixon AdministrationSection 2: The Watergate ScandalSection 3: Ford and CarterSection 4: New Approaches to Civil RightsSection 5: EnvironmentalismChapter 28 Assessment

Chapter 29: Resurgence of Conservatism, 19801992Chapter 29 Planning GuideSection 1: The New ConservatismSection 2: The Reagan YearsSection 3: Life in the 1980sSection 4: The End of the Cold WarChapter 29 Assessment

Chapter 30: A Time of Change 19802000Chapter 30 Planning GuideSection 1: The Technological RevolutionSection 2: The Clinton YearsSection 3: A New Wave of ImmigrationSection 4: An Interdependent WorldChapter 30 Assessment

Chapter 31: A New Century Begins, 2000PresentChapter 31 Planning GuideSection 1: America Enters a New CenturySection 2: The War on Terrorism BeginsSection 3: The Invasion of IraqSection 4: A Time of ChallengesChapter 31 Assessment

AppendixSkills HandbookFoldablesPresidents of the United StatesUnited States FactsDocuments of American HistorySupreme Court Case SummariesAmerican Literature LibraryFlag EtiquetteEnglish/Spanish GlossaryIndexAcknowledgments and Photo Credits

FeaturesTechnology & HistoryNational Geographic Geography & HistoryTIME NotebookPeople in HistoryAnalyzing Primary SourcesDebates in HistoryTurning PointAnalyzing Supreme Court CasesPolitical CartoonsPast & PresentTimelinesPrimary Source QuotesMapsCharts & Graphs

ResourcesAmerican Art & Architecture Transparencies, Strategies and ActivitiesAmerican BiographiesAmerican History in Graphic NovelAuthentic Assessments and RubricsBuilding Academic VocabularyCause and Effect Transparencies, Strategies and ActivitiesDaily Focus TransparenciesDifferentiated Instruction for the American History ClassroomEnglish Learner HandbookGraphic Organizer Transparencies, Strategies and ActivitiesHigh School American History Reading and Study Skills FoldablesOutline Map Resource BookReading Essentials and Note-Taking GuideAnswer KeyStudent Editon

Reading Strategies and Activities for the Social Studies ClassroomSection Quizzes and Chapter TestsSpanish Declaration of Independence and U.S. ConstitutionSpanish Reading Essentials and Note-Taking GuideAnswer KeyStudent Edition

Spanish Summaries and ActivitiesStandardized Test Practice WorkbookStudent EditionTeacher Edition

Strategies for SuccessSupreme Court Case StudiesUnit 1 Resources: Creating a Nation, Beginnings to 1816Unit 2 Resources: The Young Republic, 17891850Unit 3 Resources: The Crisis of Union, 18481860Unit 4 Resources: The Birth of Modern America, 18651900Unit 5 Resources: Imperialism and Progressivism, 18901920Unit 6 Resources: Boom and Bust, 19201941Unit 7 Resources: Global Struggles, 19411960Unit 8 Resources: A Time of Upheaval, 19541975Unit 9 Resources: A Changing Society, 1968PresentUnit Map Overlay Transparencies, Strategies and ActivitiesUnit Time Line Transparencies, Strategies, and ActivitiesVirginia Reproducible Lesson PlansWhy It Matters Chapter Transparencies, Strategies and ActivitiesWriter's Guidebook for High SchoolWriting Process Transparencies for High School

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