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To learn more about Europe and its people, view The World and Its People Chapters 10–13 videos. 312 Europe– Modern History Europe– Modern History C h a p t e r 11 11 Chapter Overview Visit The World and Its People Web site at twip.glencoe.com and click on preview information about the modern history of Europe. Social Studies Social Studies Social Studies Social Studies Chapter 11—Chapter Overviews to

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  • To learn more about Europe and itspeople, view The World and ItsPeople Chapters 10–13 videos.

    312

    Europe–Modern History

    Europe–ModernHistory

    Chapter

    1111

    Chapter Overview Visit The World and ItsPeople Web site at twip.glencoe.com and click on preview information about the modern history of Europe.

    Social StudiesSocial StudiesSocial StudiesSocial Studies

    Chapter 11—Chapter Overviews to

    312-318 U4 CH11 S1 TWIP-860976 3/13/04 11:12 PM Page 312

    http://twip.glencoe.com

  • A modern office building standsnext to Billingsgate Fish Marketin London, England.

    A modern office building standsnext to Billingsgate Fish Marketin London, England.

    Fold it so theleft edge lies2 inches fromthe right edge.

    Cut along thetwo folds on

    the front flap tomake 3 tabs.

    EUROPE: MODERN HISTORYThe Modern

    Era Emerges DividedContinent Move TowardUnity

    Step 1 Fold a sheet of paper from sideto side, leaving a 2-inch tab uncoveredalong the side.

    Step 2 Turn the paper and fold it intothirds.

    Step 3 Unfold and cut along the twoinside fold lines.

    Step 4 Label the foldable as shown.

    Summarizing Information Make the following foldable to help you organize and summarize information about historic events and modern events in Europe, and how they are related.

    Reading and Writing As you read about the modern history ofEurope, write important facts under each appropriate tab of your foldable.

    The Modern EraEurope has played a major role in

    shaping today’s world. Industrializa-tion, which started in Europe, is oneof the reasons for the high standardof living we experience today. Thetwo World Wars, fought largely onEuropean soil, shaped world politicsand preserved democracy.

    312-318 U4 CH11 S1 TWIP-860976 3/13/04 11:12 PM Page 313

  • Fact Opinion

    314 CHAPTER 11

    11 The Modern EraEmerges

    The Industrial Revolution began in Great Britain in the 1700s. It was a time when people used machinery and new methods toincrease productivity. Productivity is a measure of how much workcan be done in a certain length of time. The changes these machinesbrought led to a revolution in the way work was done and in how peo-ple lived.

    A Rapidly Changing WorldThe Industrial Revolution started in Great Britain for several rea-

    sons.Great Britain had a ready supply of natural resources such as coaland iron. These were needed to make and run machinery. There wasalso a plentiful supply of raw materials such as wool and imported cot-ton, used to make cloth. In addition, there was a supply of people—human resources—who could run the machines. As farmers reliedmore on machines to plant and harvest crops, fewer people were

    Guide to Reading

    Main Idea

    Industrialization lednot only to a higherstandard of living forsome, but also toincreased tensions inthe world.

    Terms to Know

    • productivity• human resources• textiles• cottage industry• union• strike• imperialism• communism• Holocaust• genocide

    Reading Strategy

    Create a chart like theone below. Write threestatements of factunder the Fact column.In the Opinion column,write how you feelabout each factstatement.

    From the beginning of the Industrial

    Revolution, factories required a

    new system of labor. It

    involved regular hours and

    shifts to keep the

    machinery producing.

    This arrangement was

    different from that in

    rural areas, where

    farmers worked hard

    during some periods

    but had little work to

    do at other times. Life in

    a British factory town ran

    on a regular schedule.

    312-318 U4 CH11 S1 TWIP-860976 3/13/04 11:13 PM Page 314

  • needed in the fields. Many people who used to work on the farmswent to the cities to find work in factories and shops.

    Major Industries Textiles, or woven cloth, was the first industryto be moved to factories. Before that, spinning and cloth weaving hadbeen a cottage industry, in which family members supplied theirown equipment to make goods. With industrialization, huge quantitiesof cloth could be produced in factories that employed many workers.Textile mills became even more productive when steam replacedwaterpower for running the machinery.

    The steam engine was invented by Thomas Newcomen in the early1700s and was first used to pump water out of coal mines. In 1769James Watt invented a more efficient steam engine,which was used fortextile mills, riverboats, and locomotives. Inventions like the railroadimproved transportation and stimulated the growth of more indus-tries. By the early 1800s, the Industrial Revolution had spread fromGreat Britain to much of western Europe and North America.

    How did machinery affect the textile industry?

    Changing LifestylesAs towns and cities grew, people’s lives changed dramatically. At

    first, industrial workers, including women and children, had to workhard for long hours often under dan-gerous conditions. Eventually, theworkers formed groups called unions.A union spoke for all the workers ina factory or industry and bargainedfor better working conditions, higherpay, and a shorter working day. If afactory owner refused these demands,union members often went on strike.That is, they refused to work untiltheir demands were met.

    Overall, the Industrial Revolutionmade life more difficult for people inthe short term but easier in the longrun. For example, because manufac-tured cotton clothing was better andcheaper, people could afford more.They could change their clothes andwash them more often. This newcleanliness reduced sickness and dis-ease, so people generally lived healthier and longer lives.

    The Industrial Revolution also resulted in strong economies in west-ern Europe. It was because of this economic strength that Europe wasable to dominate the world in the 1800s and early 1900s.

    How did the Industrial Revolution improve people’s lives?

    Europe–Modern History 315

    On Location

    IndustrialRevolutionDuring the IndustrialRevolution, childrenas young as ageseven worked 12 to15 hours per day, sixdays a week.

    Economics How didnew machinery affectproduction?

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  • 316 CHAPTER 11

    On Location

    Then andNow

    The town of Verdun,France, was nearlydestroyed duringWorld War I (above).Today it is a thrivingcommercial centerand tourist attraction(above right).

    Place Name anothercity that has beenrebuilt since WorldWar I.

    Rivalry Between NationsIndustrialization created new rivalries among the countries of

    Europe. Great Britain, France, Germany, and other European countriescompeted around the world for markets and resources for their facto-ries. Under a system called imperialism, European countries claimedcolonies in Africa and Asia in the late 1800s.European nations built uparmies and navies to protect themselves and their empires. Differentalliances were formed, whereby various countries agreed to supportone another in times of war.

    World War I In 1914 a war broke out in Europe that quickly spreadto the European colonies and other areas of the world. It was knownas the Great War, and later called World War I. This war was not likeany earlier wars. With the techniques learned in the IndustrialRevolution, machines designed for war were mass-produced. Tanks,heavy artillery,machine guns,and airplanes helped make the war moreviolent than any before it. In the four years of the war, millions of peo-ple were killed or wounded, and many European cities and villageswere destroyed.

    New Problems Arise As a result of the war, Europe faced politicaland social turmoil. Millions were homeless and hungry. Germany wasblamed for starting the war and was asked to pay for much of it. TheUnited States and Japan became great powers. A revolution in Russiain 1917 led to a new political, economic, and social system called communism. Communism was based on the teachings of a Germanphilosopher named Karl Marx.Marx believed that industrialization hadcreated two classes of people. One class owned the means of produc-ing goods and the other worked to produce the goods. He wrote thatthis system was unfair and needed to be overthrown.

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  • Europe–Modern History 317

    AssessmentAssessment11

    h Hitler at a Nazi rally,Dortmund, Germany

    World War II In the 1930s, a worldwide depression severely testedthe ability of many governments to provide for their citizens.The prob-lems that were not solved after World War I eventually led to newalliances in Europe.Germany became a dictatorship under Adolf Hitlerand his National Socialist German Workers’ Party. Its members, calledNazis, believed in German superiority. By 1939 Germany, Italy, andJapan (the Axis Powers) were at war with Great Britain, France, andChina (the Allies). In 1941 the United States and Soviet Union joinedthe Allies in the war that became known as World War II.

    During the war, Hitler and the Nazis carried out the Holocaust, inwhich over 12 million people were killed.Over 6 million of the victimswere Jews.Other persecuted groups included the Roma people (calledGypsies), Poles, individuals with disabilities, and many other groupsthat were classified as “undesirable”by the Nazi leaders.The Holocaustis an example of the war crime of genocide, or the mass murder of apeople because of race, religion, ethnicity, politics, or culture.

    Italy surrendered in 1943.Germany was finally defeated in May 1945,but the Japanese continued to fight. In August, the United States—in aneffort to end the war in Asia—dropped two atomic bombs on theJapanese cities of Hiroshima and Nagasaki.From this global conflict, theUnited States and the Soviet Union emerged as superpowers.

    What was the Holocaust?

    Defining Terms1. Define productivity, human resources, textiles,

    cottage industry, union, strike, imperialism,communism, Holocaust, genocide.

    Recalling Facts2. History Where did the Industrial Revolution

    begin?

    3. Government Name the political, economic,and social system that was based on the teach-ings of Karl Marx.

    Critical Thinking4. Comparing and Contrasting How did

    people’s living habits change after theintroduction of factories? Do you thinkpeople were generally better off? Explain.

    5. Evaluating Information Why did the newmilitary equipment introduced in World War I change the way wars were fought?

    Graphic Organizer6. Organizing Information Create a diagram

    like the one below. Then fill in the names ofthe countries that made up the two powersfighting each other in World War II.

    Applying Social Studies Skills

    7. Analyzing Maps Refer to the ReferenceAtlas map of the world on pages RA2–RA3.Which of the Allies was located nearest to Japan?

    Axis Powers Allies

    312-318 U4 CH11 S1 TWIP-860976 3/13/04 11:18 PM Page 317

  • The Holocaust

    ARTART SCIENCESCIENCE CULTURECULTURE TECHNOLOGYTECHNOLOGY

    318 CHAPTER 11

    The Holocaust is one of the most horrify-ing events in human history. Holocaust is aword that means complete and total destruc-tion. Learning about the Holocaust is impor-tant so that such crimes against humanitycan be prevented in the future.

    The Final Solution

    Adolf Hitler, chancellor of Germany, believedthat the Germanic peoples of the world, calledAryans, were a superior race. His goal was to pop-ulate Europe with one “master” race of people. Inthe years before and during World War II, Hitler’sgovernment persecuted many racial, religious,

    and ethnic groups that he considered “undesir-able.” These groups included the Roma (Gypsies),Jehovah’s Witnesses, people with disabilities, andpolitical protesters of all backgrounds.

    The chief target of Hitler’s plan—which hecalled his “Final Solution”—was the Jews. Jewishcommunities throughout Germany and German-controlled territory suffered terribly. Jews, forcedto wear identification badges, were blamed for allof Germany’s economic and social problems.

    Between 1939 and 1945, Hitler’s Nazi forcesattempted to kill the Jews in every countryGermany invaded, as well as in those countriesthat were Nazi allies. Jews from Germany, Poland,the Soviet Union, France, Belgium, the Nether-lands, Greece, and Hungary were among thosekilled during the Holocaust.

    Mass Murder

    In the early years of the war, Jewish people inEastern Europe were rounded up, gathered to-gether, shot by machine guns, and buried in massgraves. Later, millions of Jews were uprooted andforced into concentration camps. Few people sur-vived these. Those who were too young, sick, orelderly for heavy labor were executed in gaschambers. In all, more than 6 million Jews andabout 6 million Roma (Gypsies), Poles, Sovietprisoners of war, and others were murdered.

    h Auschwitz Nazi concentration camp in Oswiecim, Poland

    1. What was the Holocaust?

    2. Why did Hitler want to rid Europe of its Jewishpeople?

    3. Understanding Cause and Effect How canstudying about the Holocaust today help preventanother genocide from happening in the future?

    312-318 U4 CH11 S1 TWIP-860976 3/13/04 11:19 PM Page 318

  • 319

    1948

    1955

    1961

    1985

    1989

    2 A DividedContinent

    2

    A fter World War II, much of Europe was in ruins. The total defeat ofGermany, Italy, and Japan left a power gap that would be filled by tworivals—the United States and the Soviet Union.

    The Cold WarThe global competition between the democratic United States and

    its allies and the Communist Soviet Union and its supporters came tobe called the Cold War. It was a dangerous time because by 1950 bothsides had nuclear weapons. Nuclear weapons use atomic reactionsto release enormous power and can cause mass destruction. It was a“cold”war because countries never mobilized armies in an official war.

    The Cold War began in Europe. In 1948 the United States started aloan program called the Marshall Plan. The goals were to help rebuildEurope and try to stop the spread of communism. Under the MarshallPlan, factories were rebuilt, mines were reopened, and roads were

    Guide to Reading

    Main Idea

    After World War II, thedemocratic UnitedStates and theCommunist SovietUnion worked to bringtheir forms of govern-ment to the war-tornnations of Europe.

    Terms to Know

    • Cold War• nuclear weapon• deterrence• satellite nation• blockade• airlift

    Reading Strategy

    As you read the sec-tion, fill in a time linelike the one belowwith an event thatoccurred during thatyear.

    For nearly 30 years, armed guards

    patrolled a wall that divided the

    German city of Berlin into

    eastern and western

    halves. During that

    time, the citizens of

    Communist East Berlin

    were not allowed to

    travel freely to demo-

    cratic West Berlin. In

    late 1989, the wall

    finally came down.

    Germans from both

    parts of the city came

    together and celebrated.

    319-323 U4 CH11 S2 TWIP-860976 3/13/04 11:33 PM Page 319

  • repaired and replaced. Western European countries that were liber-ated by the United States and Great Britain during World War II beganto develop prosperous economies.

    What was the Cold War?

    Western Europe Cooperates In 1948 under the Truman Doctrine, the United States offered mil-

    itary aid to countries such as Greece and Turkey that were fightingcommunism inside their borders. In 1949 the North Atlantic TreatyOrganization (NATO) was formed to respond to possible attacks bythe Soviet Union. Each country in NATO agreed to treat an attack onany other member as an attack on itself. The NATO countries believedthat the Soviet Union would not attack Western Europe if Soviet lead-ers thought such an attack would trigger nuclear war with the UnitedStates. This policy is known as deterrence, because it is designed todeter, or discourage, an attack.

    Eventually, Western European countries began to cooperate eco-nomically with one another. The small countries of Belgium, theNetherlands, and Luxembourg joined together in 1948 to form theBenelux trade union,an arrangement for the free movement of money,goods, and people among these nations. West Germany, France, and

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    Applying Map Skills

    Western Europe

    Eastern Europe

    Western and Eastern Europe (c. 1950)

    1. Were there more countriesin Western Europe orEastern Europe?

    2. Which Eastern Europeancountries borderedWestern Europe?

    Find NGS online map [email protected]/maps

    319-323 U4 CH11 S2 TWIP-860976 3/13/04 11:34 PM Page 320

    http://www.nationalgeographic.com/maps

  • Europe–Modern History 321

    Italy joined with the Benelux countries to form the European Coal andSteel Community. In 1958 this became the European EconomicCommunity, also called the Common Market. The members agreed tofree trade amongst themselves.This meant that no tariffs blocked tradeand that workers from one country could get jobs in any of the othermember countries. Between 1958 and 1986, Denmark, the UnitedKingdom, Ireland,Spain,Portugal, and Greece also joined the CommonMarket. Now known as the European Union, its goal is greater cooper-ation and economic development.

    Why did the countries of Western Europe join NATO?

    Soviets Control Eastern Europe In Eastern Europe, the Soviet Union made satellite nations of

    those countries bordering it. Satellite nations are dependent upon astronger power. Bulgaria, Romania, Czechoslovakia, Hungary, Poland,and East Germany became communist. They were strictly controlledby the Soviet Union. With these countries, the Soviet Union createdthe Council for Mutual Economic Assistance, or COMECON, primarilyfor its own economic benefit.

    To counter NATO, the Soviet Union formed its satellites into ananti-Western military alliance known as the Warsaw Pact in 1955. Itwas named after the Polish capital city of Warsaw, where the treaty ofalliance was signed.

    Yugoslavia and Albania also became communist but refused to beplaced under Soviet control. During the Cold War, Yugoslavia joined anumber of Asian and African countries to form the Non-AlignedCommunity. Its members tried to stay neutral—to not support eitherside—during the Cold War.

    In what way was the Warsaw Pact like NATO?

    A Clash in Berlin During the Cold War, there were many “hot spots,” or areas of ten-

    sion and conflict.Some of these were China,Korea,Cuba,and Vietnam.The earliest clash, however, took place in Berlin, Germany.

    Divided Berlin At the end of World War II, the Allies (the UnitedStates, the Soviet Union, Great Britain, and France) occupied Germany.Germany was divided into four occupation zones. The Soviet Unioncontrolled the eastern part of the country, while the other three Alliesdivided and controlled the western part. Turn to the map on pageto see the four occupation zones.The German capital of Berlin, locateddeep within Soviet-controlled East Germany, was also divided amongthe four nations. In 1948, to promote peace and German recovery, theUnited States, Great Britain, and France united their occupation zones.The Soviet Union was against any plan that would strengthenGermany, its historical enemy. In June 1948, the Soviets blockaded, orclosed off, all land and water traffic into the western part of Berlin.They hoped this would force the other three powers to leave the city.

    RestructuringUnder Soviet control, the

    satellite nations had

    command economies. This

    meant that the government

    owned all resources. A

    communist central planning

    committee decided what

    goods and services to

    produce, and how and for

    whom they would be

    produced. When the Soviet

    Union fell in 1991, the Eastern

    European satellites tried to

    restructure to a free market

    economy. This was not easy.

    Why? Imagine a family-owned

    business in which the head of

    the family makes all the

    decisions. Then suddenly

    the head of the family

    disappears. Family members

    must now make the business

    decisions, even though they

    have had no experience doing

    so. In a similar way, moving

    from a command economy to

    a free market economy has

    been a difficult change.

    337

    319-323 U4 CH11 S2 TWIP-860976 3/13/04 11:34 PM Page 321

  • 322 CHAPTER 11

    In response, the United States and Great Britain began an airlift,or a system of carrying supplies into West Berlin by airplane. Day andnight, the planes flew tons of food, fuel, and raw materials into thecity. This heroic effort caused the Soviets to finally end the 11-monthblockade of West Berlin. That same year, two separate governmentswere set up. Bonn became the capital of West Germany, which wasdemocratic. East Berlin, in the Soviet zone, became the capital of EastGermany, which was communist. West Berlin remained a democraticstronghold surrounded by communism.

    The Berlin Wall Many people in East Germany were unhappyunder communist rule. About 3 million people fled to West Berlin insearch of political freedom and better living conditions. The EastGerman government wanted to stop this movement. In August 1961,the government built a 103-mile (166-km) wall between East and WestBerlin. The wall, with Soviet soldiers guarding it, became a symbol ofthe split between Eastern and Western Europe. Many East Germanscontinued to risk their lives trying to escape over or under the wall.

    What did the Berlin Wall symbolize?

    Freedom for Eastern EuropeDuring the Cold War, the Soviet Union spent large sums of money

    on military and space ventures. In spite of plans to improve consumerhousing and agriculture, the economies of the Soviet Union and itssatellites kept falling further and further behind the United States andits Western European allies.

    On Location

    Berlin Airlift

    People in West Berlin(above right) wave toan American airliftplane. A line of planes(above) waits to beunloaded at a Berlinairfield.

    Technology Howdid airplane technol-ogy affect Soviet military plans inGermany?

    319-323 U4 CH11 S2 TWIP-860976 3/13/04 11:35 PM Page 322

  • Europe–Modern History 323

    In 1985 Mikhail Gorbachev became the leader of the Soviet Union.To encourage economic growth, he introduced reforms that loosenedgovernment control over the Soviet people and the satellite nations.These reforms unleashed a powerful desire for independence. Soon,the satellite nations in Eastern Europe began to demand their freedom.The first successful challenge to communist rule came in Poland. In1989 the Polish communists lost power as a result of a democraticelection. In East Germany, massive protests caused the country’s com-munist government to resign. The Berlin Wall came down, and WestGermany and East Germany reunited in October 1990. By 1991 all ofthe Soviet-controlled nations in Eastern Europe had thrown off com-munist rule in favor of democracy.

    The Soviet Union officially broke up on December 25, 1991. It separated into Russia and a number of other independent republics.Yugoslavia and Czechoslovakia also broke up. After much fighting and a number of civil wars, Yugoslavia became the independentrepublics of Slovenia, Croatia, Bosnia and Herzegovina, Macedonia,and Serbia and Montenegro. Czechoslovakia peacefully became theCzech Republic and Slovakia. All of these countries today strugglewith poor economies, ethnic tensions, and a lack of understanding ofdemocracy. You will read more about the countries of Eastern Europein Chapter

    Which Russian leader moved the Soviet Union andEastern Europe toward democracy?

    AssessmentAssessment22

    Social StudiesSocial StudiesSocial StudiesSocial Studies

    Web Activity VisitThe World and ItsPeople Web site attwip.glencoe.comand click on Chapter

    Activities to learnmore about the Cold War.

    Defining Terms1. Define Cold War, nuclear weapon, deterrence,

    satellite nation, blockade, airlift.

    Recalling Facts2. History What was the purpose of the

    Marshall Plan?

    3. Place Which countries were considered satellites of the Soviet Union?

    Critical Thinking4. Making Inferences What are the similari-

    ties and differences between a “cold” warand a “hot” war?

    5. Analyzing Information How did thecity of Berlin reflect tensions between theUnited States and the Soviet Union?

    Graphic Organizer6. Organizing Information Create a chart like

    this. Explain how each of the following eventsintensified the Cold War.

    Applying Social Studies Skills

    7. Analyzing Maps Look at the map of Westernand Eastern Europe on page Name theWestern European countries that shared a border with countries in Eastern Europe.

    Marshall Plan

    Truman Doctrine

    NATO

    Warsaw Pact

    13.

    11—Student Web

    320.

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    http://twip.glencoe.com

  • Guide to Reading

    Main Idea

    Although the Cold War is over, manychallenges still facethe old and newnations of Europe.

    Term to Know

    • euro

    Reading Strategy

    Create a chart like theone below and writeone key fact abouteach topic.

    324 CHAPTER 11

    33

    European Union

    NATO

    Chunnel

    Pollution

    Since the fall of communism and the Soviet Union, there is no longera political division between western and eastern Europe. Cultural andeconomic differences remain, however. As a result of cooperationthough, Europe is becoming an economic powerhouse in the world.

    The New EuropeAs you learned in Section 2, many European countries joined

    together for economic reasons after World War II. One of the eco-nomic alliances was the Common Market, which became theEuropean Union (EU) in 1993. At that time, the twelve membersincluded the United Kingdom, Ireland, France, Luxembourg, Spain,Portugal, Denmark, the Netherlands, Belgium, Germany, Italy, andGreece. Austria, Finland, and Sweden joined in 1995. In 2004, ten addi-tional countries, including many from eastern Europe, joined the EU.Three other nations have begun preparations to join the EU.

    The end of communist rule in 1989

    brought many changes to Eastern

    Europe and the Soviet Union.

    Factory workers now labor to

    convert weapons no longer

    needed to new uses. In

    this factory, workers remove

    the cannons from tanks,

    make other changes,

    and paint the vehicles

    red and white. Why?

    They are creating radio-

    controlled fire-fighting

    vehicles.

    324-326 U4 CH11 S3 TWIP-860976 3/13/04 11:39 PM Page 324

  • Europe–Modern History 325

    The European Union is moving toward even greater unity today.Some Europeans would eventually like to see it become a UnitedStates of Europe that would include all European countries.Citizens ofEU countries hold common passports and can travel anywhere in theEU to work, shop, save, and invest. In January 2002, most EU membersbegan using a common currency, the euro, to replace their nationalcurrencies. This means that citizens of countries in the EU are usingthe same type of money to buy goods and services.You can read moreabout the European Union and its significance in Time Perspectives:Exploring World Issues on pages .

    Continued Cooperation European countries have cooperated inscience and technology as well as economics. Europe had one of the first treaties on nuclear energy. The European Atomic EnergyCommunity (EURATOM) has wide powers. These include the right toenter into contracts, obtain raw materials, and establish standards to protect workers and the general population from nuclear radiation.

    Technology has also brought Europe’s countries closer. A high-speed rail system links London in the British Isles with Paris andBrussels on the European mainland. The rail line passes beneath theEnglish Channel through the Chunnel, or Channel Tunnel. In 2000Denmark and Sweden were connected for the first time when theyopened a bridge and tunnel system linking the two countries.

    NATO’s New Role In recent years, the once-communist easternEuropean countries have joined NATO. Russia, at first, was opposed toNATO’s growth toward its borders. Now it cooperates with NATO as alimited partner. With more members, NATO is moving beyond its orig-inal role as Europe’s protector from communism. It has taken on

    On LocationThe Euro

    Ten different nationalsides of the one eurocoin are shown, alongwith the front image(above) that does notchange.

    Place How manynations can you identify by the imageschosen to representthe country?

    327–333

    324-326 U4 CH11 S3 TWIP-860976 3/24/05 4:21 PM Page 325

  • 326 CHAPTER 11

    AssessmentAssessment33

    peacekeeping tasks in the former Yugoslav republics. Its forces are alsonow being trained to respond quickly to terrorist threats that mayarise in areas far beyond NATO’s borders. NATO’s success, however,depends on close ties among its members. In 2003 these ties werestrained as a result of the United States-led war on Iraq. Several mem-ber countries, such as France and Germany, opposed the conflict.

    What is the name of the new European Union currency?

    Facing the Region’s ChallengesSeveral challenges face Europe, which Europeans are actively try-

    ing to solve. The income gap between the rich and poor nations ofEurope needs to be lessened. The increasing food and health needs ofthe people of these countries must also be met.

    Environmental Issues Another important challenge for Europeconcerns the environment. In France, rivers like the Seine and theLoire are polluted, as are the major canals. Nowhere is the problemworse than in the Rhine River. As the river flows north, it passesthrough a continuous bank of cities and industrial regions. By the timeit reaches the Netherlands, it is carrying a staggering 25 million tons ofindustrial waste per year.This is all dumped into the North Sea.Air pol-lution is another environmental issue in the region. You will learnmore about these and other challenges in

    Why is water pollution a problem in Europe?

    Defining Terms1. Define euro.

    Recalling Facts2. History List three of the original twelve mem-

    bers of the European Union.

    3. Economics What is the European Union try-ing to achieve?

    Critical Thinking4. Making Inferences What allowed the

    construction of the Chunnel?

    5. Making Predictions Do you think Russiawill join the European Union? Why or why not?

    Graphic Organizer6. Organizing Information Create a diagram

    like the one below. Then write three ofEurope’s challenges in the ovals.

    Applying Social Studies Skills

    7. Summarizing Write a paragraph that summa-rizes the changing role of NATO. In your sum-mary, be sure to include NATO’s original role,why that role has changed, and any issues sur-rounding its new role.

    Europe's Challenges

    Chapters 12 and 13.

    324-326 U4 CH11 S3 TWIP-860976 3/14/04 5:31 AM Page 326

  • Perspectives

    AV

    AN

    TIS

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    MO

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    A Common Currency for a Common MarketA Common Currency for a Common Market

    EXPLORINGWORLDISSUES

    EXPLORINGWORLDISSUES

    Compiled and adapted from TIME.

    327-333 U4 CH11 TR TWIP-860976 2/2/05 7:20 AM Page 327

  • amien Barry had a problem. In2001 he wanted to work inParis, France. The trouble was,

    the French were fussy. French peoplecould work in France. And so couldpeople from 14 other loosely unitedEuropean nations. All 15 nationsbelonged to the European Union, or theEU. Barry wasn’t from an EU nation.He was from Brooklyn, New York.

    But that didn’t stop him.Ireland is an EU nation. It grantscitizenship to anyone with anIrish parent or grandparent.Barry had Irish grandparents.He applied for an Irish passportand got one. Soon after that hehad a job in a French bank.

    A Big Story for AmericansBarry would never give up

    his U.S. citizenship. Yet he’s notletting go of his Irish passport,either. “It’s worth a million dol-lars to me,” he said.

    Barry’s story suggests howmuch the EU matters to Amer-icans. The EU nations form theworld’s largest trading group.That gives them awesome power to control jobs and the price ofmany things you buy.

    That’s not all. The EU isexpanding. In 2004, ten newcountries—including Poland andEstonia—joined the Union. In

    the past, the U.S. dealt one-on-one withthose countries. Now it has to deal withthem through the EU. By 2020, the EUplans to grow to 30 nations.

    What’s more, the EU is piecingtogether a small army. That army willchange the U.S. military’s role inEurope. “In the next 10 years,” TIMEmagazine said in 2001, “there may beno bigger story than the EU.”

    Building a United Europe

    Perspectives

    328

    Europeans began using new currency in January 2002.The impact was gigantic—like this mocked-up coin.Europeans began using new currency in January 2002.The impact was gigantic—like this mocked-up coin.

    Europe in 2004The 15 EU members in 2003

    Joined the EU in 2004

    In line to join theEU after 2004

    FRANCE

    SPAIN

    AUSTRIA

    BELGIUMLUXEMBOURG

    SWED

    EN

    FINLAN

    D

    POLANDGERMANY

    ROMANIA

    LITHUANIALATVIA

    ESTONIA

    PORTUGAL

    DENMARK

    GREECE

    BULGARIASLOVENIA

    ITALY

    NETHERLANDSIRELAND

    SWITZERLAND

    CZECH REPUBLIC

    SLOVAKIA

    HUNGAR

    Y

    U.K.

    CYPRUSMALTA

    TURKEYN

    SW E

    interpreting maps1. Categorizing In which part of Europe— east or

    west— are most current EU members? In which part are nations that want to join?

    2. Making Inferences Why might it be hard for all these nations to agree on important issues?

    EXPLORING

    WORLDISSUES

    EXPLORING

    WORLDISSUES

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  • 329

    Common ProblemsWhat is the EU? Simply put, it is a

    group of nations that have joined forcesto solve common problems. Finding asafe way to recycle used batteries is oneproblem. Convincing Europeans tostop smoking is another. Making suregoods flow freely within Europe is stillanother. The EU is a free trade zone.That means EU nations don’t tax goodsthey import from each other.

    The EU hopes to help its membersprosper. But it has another goal—bring-ing peace to a continent with a long history of conflict.

    Weak GovernmentSome people compare the EU with

    the United States around 1785. The U.S.government had little muscle then. Ithad no president, no army, no power toraise money. The states had all themoney and almost all the power.

    In many ways, the EU is like that.Officials at EU offices in Brussels,Belgium, make a lot of decisions, butthey have no authority to force member

    nations to give up their armies. They can’teven make them stop printing money.

    In 1789 America’s original 13 statesagreed to give up some powers. They didit by approving the U.S. Constitution.

    The EU doesn’t have a constitution.Its members are joined by treaties, orwritten agreements. Without a consti-tution to guide them, it’s hard to get allof the nations to agree on anything.

    New MoneyOne thing most EU members have

    agreed on is a common currency, theeuro. In January 2002, most EU nationsreplaced their own money with the euro.Three nations —the United Kingdom,Denmark, and Sweden—chose not tomake the switch immediately.

    In 2001 Damien Barry got paid inFrench francs. Now he gets paid ineuros. When he goes to Italy andHolland, he no longer carries Italianlira and Dutch guilders. Like his Irishpassport, the euro has made his life eas-ier. And it’s done the same for the morethan 300 million Europeans who usethe euro every day.

    The new euro is exchanged for bread.

    1.

    2.

    This Dutchman is one of hundreds of pro soccer players in the EU.This Dutchman is one of hundreds of pro soccer players in the EU.The new euro is exchanged for bread.

    Farm animals’ health is a big EU concern.Farm animals’ health isa big EU concern.

    A Heavy LoadTo get the euro to shoppers by January 2002, the EU sent 56 billion coins to banks in 12 nations. The coins weighed 168,000tons—24 times more than the EiffelTower in Paris, France!

    CENTRAL AUDIOVISUAL LIBRARY, EUROPEAN COMMISSION

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    Exploring the Issue1. Making Generalizations Three EU nations

    refused to replace their currencies with the euro.Why might a nation want to keep its own currency?

    2. Cause and Effect How might the EU affect your life—today, and in the future?

    327-333 U4 CH11 TR TWIP-860976 3/13/04 11:49 PM Page 329

  • Perspectives

    orld War II ended in 1945. Itwas the third time in 75years that Germany and

    France had fought each other.Could another war be prevented? A

    Frenchman named Jean Monnet thoughtso. He proposed taking coal and steelproduction out of the hands of individ-ual countries. Without fuel and steel,he said, nations couldn’t wage war.

    In 1951 six nations accepted Monnet’sproposal. They were Belgium, WestGermany, Italy, Luxembourg, theNetherlands, and France. They set up anorganization that told each nation howmuch coal and steel it could produce.

    A Free Trade ZoneThat was a big step. Next, in 1957, all

    six nations agreed to stop taxing goodsthey imported from each other. Thoseimport taxes acted like walls, stoppinggoods from moving between nations.By removing those walls, these nationscreated a common market.

    Common markets were nothing new.The United States had had one for morethan 150 years. California never taxedbeef “imported” from Texas, for instance.Free trade was new for Europe, however.And it helped businesses there grow.

    Growing PainsBy 1995, nine nations had joined the

    original six, and ten countries becamenew members in 2004. Looking ahead,the EU expects to let other nations joinby 2020.

    Getting so many nations to worktogether won’t be easy. But no onedoubts that the EU’s impact on theworld is going to grow.

    330

    From Peace to ProsperityHow the EU Grew1951: France, Germany, Italy, the Netherlands,

    Belgium, and Luxembourg agree to pooltheir coal, iron ore, and steel industries.

    1973: Denmark, Ireland, and the United Kingdom join.

    1981: Greece joins.

    1986: Spain and Portugal join.

    1995: Austria, Finland, and Sweden join.

    2004: Cyprus, the Czech Republic, Estonia,Hungary, Latvia, Lithuania, Malta, Poland,Slovakia, and Slovenia join.

    1.

    2.

    U.S. President John F. Kennedyshares a smile with Jean Monnet.

    UPI

    /CO

    RBI

    S-BE

    TT

    MA

    NN

    Exploring the Issue

    1. Explaining In what ways might the simple fact of the EU’s existence promote peace?

    2. Cause and Effect How might a common market help businesses grow?

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  • 331

    1.

    2.

    T H E E U R O P E A N U N I O N : G O O D F O R E V E R Y O N E ?

    1.

    2.

    ungary had a bumpy 50 yearsafter World War II. This EastEuropean nation suffered

    under Communist rule from 1948 to1990. Now Hungarians have a demo-cratic government. Individuals therecan own their own businesses again.Those changes put Hungary on track tojoin the EU in 2004.

    Qualifying for entry wasn’t easy.Hungary’s government had to budgetits spending. It had to sell factories andland it owned to private citizens.Thousands of workers lost their jobs.

    Creating JobsHungarians were willing to make

    the sacrifices, because they wanted tojoin the EU. Once in, they would beable to sell what they made to other

    EU members. Those sales would cre-ate jobs at home and make lives easierfor Hungarians.

    Would Hungary have changed if theEU didn’t exist? Certainly. But chancesare it wouldn’t have changed so fast—and so completely. The EU has served

    as a model for Hungary and other formerCommunist nations to follow.

    The EU has been especially good forthe United States. Every day the U.S.and the EU nations sell each othergoods worth $2 billion. In 2000 EU cit-izens bought nearly $41 billion worth ofgoods from Texas and California alone.That money paid the salaries of at least696,000 Texans and Californians.

    DemocracyThe U.S. and the EU compete with

    each other. They often disagree onmajor issues. But they are firmfriends, and both advocate democracyand free trade. The prospect of joiningtheir “club” spurred Hungary andother nations to change—and tochange quickly.

    ▲ U.S. President George W. Bushconfers with an EU official.

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    $10

    EuropeanUnion

    UnitedStates

    The Top Two Output of goods andservices in 2001, in trillions of dollars

    $10

    EuropeanUnion

    UnitedStates

    A Model for Change

    Analyzing informationOne of every 10 people inthe world lives in the U.S. or in EU nations. But everyyear U.S. and EU workerstogether create more thanhalf the world’s goods and services. Why do you think this is so?

    Exploring the Issue

    1. Comparing How are the U.S. and the EU alike?

    2. Making Inferences Why might a Hungarianworker be both for and against change?

    327-333 U4 CH11 TR TWIP-860976 2/2/05 7:24 AM Page 331

  • Perspectives

    332

    Resolving Differences:What Can One Person Do?

    1.

    2.

    he EU and the United Statesare good friends. But friendshave their differences. Here

    are four:

    1. The U.S. doesn’t trade with Libya,Iran, and Cuba. It tried to get EUnations to do the same, but the EUrefused. Companies in EU nationswant to be free to sell goods to anyone.

    2. The EU puts limits on some U.S.companies that do business in Europe.Some Americans don’t think the EUshould be able to tell U.S. companieshow to run their businesses.

    3. Another dispute involved food. U.S.food companies wanted to grow geneti-cally altered crops that resisted disease.So their scientists invented new typesof crops. Many Europeans are afraidthat those crops might pose health risks.Some EU countries won’t even allow those products inside their borders.

    4. Global warming is another stickingpoint. Scientists fear that gases fromfactories and automobiles keep theearth’s heat from escaping into space.EU nations and the U.S. can’t agree onthe best way to solve the problem.

    Choose one of the four problems.Research each side’s argument. Thencreate a solution to the problem—oneyou think both sides might accept.

    Make your views public. Put them ina letter. Send the letter to your repre-

    sentatives in Congress. You might evenwant to send a copy to the EuropeanUnion’s ambassador to the UnitedStates. Address: Ambassador, Delega-tion of the European Commission tothe United States, 2300 M Street, NW,Washington, D.C., 20037.

    ▲ Genetically altered foods arecreating an EU controversy.

    SCIE

    NC

    E SO

    UR

    CE/

    PHO

    TO R

    ESEA

    RC

    HER

    S

    Exploring the Issue

    1. Analyzing Information What mightall four disputes have to do with eachside’s view of its “rights”?

    2. Making Predictions How mightthese disputes affect parts of theworld outside the U.S. and the EU?

    327-333 U4 CH11 TR TWIP-860976 2/2/05 7:25 AM Page 332

  • R E V I E W A N D A S S E S SR E V I E W A N D A S S E S S

    FOR UPDATES ON WORLD ISSUES GO TO

    www.timeclassroom.com/glencoe

    FOR UPDATES ON WORLD ISSUES GO TO

    www.timeclassroom.com/glencoe

    It’s All About Jobs!

    Source: European-American Business Council. Note: “Europe” refers to the 15 EU members in 2003 plus four membersof a related group, the European Free Trade Association (Iceland, Liechtenstein, Norway, and Switzerland).

    10

    9

    8

    7

    6

    5

    4

    3

    2

    1

    Where U.S. Exports Create Jobs (Top ten states with jobs supported by exports to Europe)

    83,200

    88,300

    88,800

    114,100

    127,200

    141,400

    206,200

    221,500

    281,100

    490,300

    Where Europe’s Money Creates Jobs(Top ten states with jobs supported by European companies)

    10

    9

    8

    7

    6

    5

    4

    3

    2

    1

    Penn.

    Ohio

    Michigan

    New Jersey

    Illinois

    Mass.

    Texas

    Washington

    New York

    California

    Ohio

    New Jersey

    Michigan

    Florida

    Illinois

    Penn.

    N. Carolina

    Texas

    New York

    California

    State StateNumber of Jobs Number of Jobs

    162,200

    173,400

    176,900

    183,800

    185,000

    188,200

    200,000

    260,600

    268,500

    336,300

    333

    UNDERSTANDING THE ISSUE1. Defining Key TermsWrite definitions forthe following terms:

    European Union, freetrade zone, authority,euro, import taxes,

    common market, andgenetically altered crops.

    2. Writing to Inform Write a short article about theEuropean Union, explaininghow it could affect you andother students. Use as manywords as you can from theabove list.

    3. Writing to PersuadeWrite a letter to an imaginaryfriend in Denmark. Convinceyour friend that all Europeancountries should use the euro.

    INTERNET RESEARCH ACTIVITY4. Use Internet resources to find

    information about the EuropeanUnion. Read about the EU’s

    three main governing bodies.Choose one and write a briefdescription of it in your ownwords. Then decide, with yourclassmates, how those bodieswork together and which oneshave the most power.

    5. With your teacher’s help, useInternet resources to researchthe symbols of the EuropeanUnion: the flag, the anthem, andEurope Day. How is the EU’sflag like—and different from—the first U.S. flag? Downloadthe EU anthem. Why do youthink the EU chose it? How isEurope Day like IndependenceDay in the U.S.? Put youranswers in a 250-word essay.

    BEYOND THE CLASSROOM6. Research the history

    of the U.S. dollar.How hard was it to getAmericans to accept U.S. currency in 1792? Ask your parents about the U.S.

    $2.00 bill. How did they reactto its introduction? How is thedollar like the euro? Explainyour answers in an article appro-priate for a school newspaper.

    7. Organize the class intothree teams. Debate this reso-lution: “It is unfair for the EUto let only European citizenswork in EU countries.” A panelof student judges will decidewhich team has the most convincing arguments.

    The EU flag’s gold stars represent solidarity and harmony

    among European peoples.

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    BUILDING SKILLS for reading tables

    1. Analyzing Data Using an almanac, find the 10 states with the largest populations. Howmany of those states are listed among the top 10 on each graph? What relationships do you see between state populations andjobs supported by exports? How might statepopulations influence the number of jobsEuropean companies create in the U.S.? Put your answers in a short report.

    2. Making Inferences European companies create more jobs in Florida and North Carolinathan exports do. How might you explain this?

    327-333 U4 CH11 TR TWIP-860976 3/13/04 11:54 PM Page 333

    http://www.timeclassroom.com/glencoe

  • 334

    40°N

    10°W 0°

    ATLANTICOCEAN

    Me d

    i te r

    r an e

    a nSe a

    BalearicIslands

    Lisbon

    Seville

    M´alaga

    Valencia

    Madrid

    BarcelonaZaragozaPorto

    C´ordoba AlicanteMurcia

    Granada

    C´adiz

    Bilbao

    Valladolid

    Palma

    La Coru˜na

    Gij´on

    PORTUGAL

    M O R O C C O

    FRANCE

    S P A I N

    ANDORRALambert AzimuthalEqual-Area projection

    200

    2000 mi.

    0 km

    EW

    N

    S

    sq. kmsq. mi.Persons per

    2–60

    60–125

    125–250

    Over 250

    1–25

    25–50

    50–100

    Over 100

    CITIESCity with more than1,000,000 people

    City with 500,000 to1,000,000 people

    City with 100,000 to500,000 people

    Reading a Population Map

    Applying the Skill

    Population density is the number of peo-ple living in a square mile or square kilome-ter. A population density map shows youwhere people live in a given region. Map-makers use different colors to represent different population densities. The darker thecolor, the more dense, or crowded, the pop-ulation is in that particular area. Cities thatare shown by dots or squares also representdifferent population sizes.

    Learning the SkillTo read a population density map,

    follow these steps:

    • Read the title of the map.• Study the map key to deter-

    mine what the colors mean.• On the map, find the areas

    that have the lowest andhighest population density.

    • Identify what symbols areused to show how heavilypopulated the cities are.

    Practicing the SkillLook at the map below to answer the

    following questions.

    1. Which color stands for 125–250 peopleper square mile (50–100 per sq. km)?

    2. Which cities have more than 1 millionpeople?

    3. Which areas have the lowest populationdensity? Why?

    Obtain a population density map of yourstate. What is the population density of yourarea? What is the nearest city with 1 millionpeople?

    Practice key skills with GlencoeSkillbuilder Interactive Workbook, Level 1.

    Spain and Portugal:Population Density

    334-337 U4 CH11 RR TWIP-860976 3/24/04 9:40 PM Page 334

  • Chapter

    1111

    Terms to Knowproductivityhuman resourcestextilescottage industryunionstrikeimperialismcommunismHolocaustgenocide

    Main IdeaIndustrialization led not only to a higher standard of living for some,but also to increased tensions in the world. ✓Economics Machinery made it possible to increase productivity, leading to

    the Industrial Revolution.✓Culture Industry changed the way people worked and lived.✓Economics Competition for markets and resources led to imperialism and

    friction among European countries.✓History The two World Wars changed the way wars were fought and created

    new political power for the United States and the Soviet Union.

    Section 1 The Modern Era EmergesSection 1

    Reading ReviewReading Review

    Europe–Modern History 335

    A Divided ContinentTerms to KnowCold Warnuclear weapondeterrencesatellite nationblockadeairlift

    Main IdeaAfter World War II, the democratic United States and the CommunistSoviet Union worked to bring their forms of government to the war-torn nations of Europe.✓History Competition between the United States and the Soviet Union started

    the Cold War.✓Economics Western European countries joined together to form the

    European Common Market, which moved toward greater cooperation and economic development.

    ✓Government The Soviet Union made satellites of its surrounding nations.✓History Berlin became a “hot spot” for conflict between the superpowers,

    symbolized by the Berlin Wall.✓Government By 1991 countries in Eastern Europe had thrown off commu-

    nist rule in favor of democracy.

    Section 2Section 2

    Moving Toward UnityTerm to Knoweuro

    Main IdeaAlthough the Cold War is over, many challenges still face the old andnew nations of Europe.✓Economics The European Union is moving much of Europe toward greater

    economic and political unity. It has expanded to include many easternEuropean countries.

    ✓Economics In 2002 most EU member countries began using a common currency.

    ✓Human/Environment Interaction Problems still remain in Europe, includ-ing poverty and pollution.

    Section 3Section 3

    334-337 U4 CH11 RR TWIP-860976 3/13/04 11:59 PM Page 335

  • Chapter

    1111Assessment

    and ActivitiesAssessment

    and Activities

    1. Germany

    2. Italy

    3. UnitedKingdom

    4. France

    5. China

    6. Soviet Union

    7. Japan

    8. United States

    The Allies and Axis Powers

    Allied powerAxis power

    N

    S

    EW

    5,000

    5,0000 mi.

    0 kmWinkel Tripel projection

    A

    BHG

    CD

    E

    FPlace Location Activity

    On a separate sheet of paper, matchthe letters on the map with the num-bered places listed below.

    Using Key TermsMatch the terms in Part A with their definitions in Part B.

    A.1. productivity 6. Cold War2. union 7. deterrence3. imperialism 8. textiles4. communism 9. cottage industry5. genocide 10. euro

    B.a. group that bargains for better working

    conditions

    b. woven cloth c. mass murder of a people because of race,

    religion, ethnicity, politics, or culture

    d. European Union common currencye. work carried out in homes rather than in

    factories

    f. countries claim colonies for their resourcesand markets

    g. how much work can be done in a certainlength of time

    h. conflict between the United States and theSoviet Union

    i. political system that called for the over-throw of the industrialized system

    j. designed to discourage a first attack

    Reviewing the Main IdeasSection 1 The Modern Era Emerges11. History How did the Industrial

    Revolution change working and livingconditions?

    12. Economics Why did European countriesfind it necessary to have colonies?

    13. History What were some of the problemsthat led to World War II?

    Section 2 A Divided Continent14. History What was the Truman Doctrine,

    and why was it important?15. History What is the Common Market

    known as today?16. Government What was the Non-Aligned

    Community, and which European nationbelonged to it?

    17. History Why did the Soviet Union buildthe Berlin Wall?

    18. Government How did the policies ofMikhail Gorbachev affect Eastern Europe?

    Section 3 Moving Toward Unity19. Economics What are the advantages to

    citizens of EU member countries?20. Economics What is the euro?21. Human/Environment Interaction What

    environmental issues does Europe face?

    334-337 U4 CH11 RR TWIP-860976 3/24/04 9:40 PM Page 336

  • Berlin

    Leipzig

    Dresden

    Bremen

    Bonn

    Frankfurt

    Hamburg

    Hannover

    Munich

    Stuttgart

    GERMANY

    SOVIETBRITISH

    AMERICAN

    FRENCH

    Berlin

    Leipzig

    Dresden

    Bremen

    Bonn

    Frankfurt

    Hamburg

    Hannover

    Munich

    Stuttgart

    North Sea

    BalticSea

    FRANCE

    AUSTRIA

    BELGIUM

    LUX.

    GERMANY

    DENMARK

    ITALY

    NETHERLANDS

    SWITZERLAND

    SOVIETBRITISH

    AMERICAN

    FRENCH

    CZECHO-SLOVAKIA

    POLA

    ND

    AMERICAN

    0 mi. 200

    0 km 200

    N

    E

    S

    W

    Occupation of Germany 1945

    Directions: Study the map, and then answerthe question that follows.

    337

    Test-Taking Tip: This question asks youto synthesize information on the map withprior knowledge. Notice that the map doesnot specifically state that the UnitedKingdom, for example, controlled a por-tion of Germany. Instead, it refers to thisarea as “British.”

    Standardized Test Practice

    Social StudiesSocial StudiesSocial StudiesSocial Studies

    Self-Check Quiz Visit The World and ItsPeople Web site at and click on to prepare for the Chapter Test.

    twip.glencoe.com

    1.

    2.

    3.

    4.

    5.

    1. In 1945, which country controlled theland surrounding Berlin, Germany’s capital?F the United Kingdom G the Soviet Union H the United States J France

    H

    Critical Thinking22. Predicting Consequences What further

    changes will occur in Europe as a result ofthe European Union and the collapse of theSoviet Union?

    23. Sequencing Events List five events thatmade the Cold War “colder.”

    Comparing Regions Activity24. History Like Europe after World War II, the

    Korean Peninsula was comprised of Commu-nist and non-Communist countries. EasternEurope had much in common with NorthKorea during the Cold War. Create a chartand list the similarities between CommunistEastern Europe and North Korea. Onanother chart, list the similarities betweennon-Communist Western Europe and SouthKorea.

    Mental Mapping25. Focusing on the Region Draw a simple out-

    line map of Europe and label the following:

    • United Kingdom • Russia• Germany • Spain• Italy • Greece• France

    Technology Skills Activity26. Using the Internet Research the national

    currencies that are being used in at leastthree European countries that have not yetadopted the euro. Note what each country’scurrency is called and when the countryplans to phase it out. Research to find howthe transition to the euro works.

    Chapter 11—Self-Check Quizzes

    334-337 U4 CH11 RR TWIP-860976 3/14/04 12:00 AM Page 337

    http://twip.glencoe.com

    The World and Its People - Kentucky EditionKentucky Core Content for Social Studies AssessmentTable of ContentsCore Content for Social Studies Assessment, Grade 6Correlation to the Core Content for Social Studies AssessmentPreparing for Standardized TestsStandardized Test PracticeFocus on KentuckyDepth of Knowledge Levels

    Table of ContentsPreviewing Your TextbookScavenger HuntReading Skills HandbookIdentifying Words and Building VocabularyReading for a ReasonUnderstanding What You ReadThinking About Your ReadingUnderstanding Text Structure

    National Geographic Reference AtlasThe World: PoliticalNorth America: PoliticalNorth America: PhysicalUnited States: PoliticalUnited States: PhysicalCanada: Physical/PoliticalMiddle America: Physical/PoliticalSouth America: PoliticalSouth America: PhysicalEurope: PoliticalEurope: PhysicalAfrica: PoliticalAfrica: PhysicalAsia: PoliticalAsia: PhysicalMiddle East: Physical/PoliticalPacific Rim: Physical/PoliticalArctic Ocean: PhysicalAntarctica: Physical

    National Geographic Geography HandbookHow Do I Study Geography?How Do I Use Maps and Globes?Understanding Latitude and LongitudeFrom Globes to MapsCommon Map ProjectionsParts of MapsTypes of MapsUsing Graphs, Charts, and DiagramsGeographic Dictionary

    Be an Active ReaderUnit 1: The WorldChapter 1: Looking at the EarthSection 1: Thinking Like a GeographerSection 2: The Earth in SpaceSection 3: Forces Shaping the EarthSection 4: Landforms and WaterwaysChapter 1 Reading ReviewChapter 1 Assessment and Activities

    Chapter 2: Water, Climate, and VegetationSection 1: The Water PlanetSection 2: ClimateSection 3: Climate Zones and VegetationSection 4: An Environmental BalanceChapter 2 Reading ReviewChapter 2 Assessment and Activities

    Chapter 3: The World's PeopleSection 1: Understanding CultureSection 2: Population PatternsSection 3: Resources and World TradeSection 4: Technology “Shrinks” the WorldChapter 3 Reading ReviewChapter 3 Assessment and Activities

    Unit 2: The United States and CanadaNational Geographic Regional AtlasChapter 4: The United StatesSection 1: From Sea to Shining SeaSection 2: An Economic LeaderSection 3: The AmericansChapter 4 Reading ReviewChapter 4 Assessment and Activities

    Chapter 5: CanadaSection 1: A Resource-Rich CountrySection 2: The CanadiansChapter 5 Reading ReviewChapter 5 Assessment and Activities

    Unit 3: Latin AmericaNational Geographic Regional AtlasChapter 6: MexicoSection 1: Mexico’s Land and EconomySection 2: Mexico’s HistorySection 3: Mexico TodayChapter 6 Reading ReviewChapter 6 Assessment and Activities

    Chapter 7: Central America and the Caribbean IslandsSection 1: Central AmericaSection 2: Cultures of the CaribbeanChapter 7 Reading ReviewChapter 7 Assessment and Activities

    Chapter 8: Brazil and Its NeighborsSection 1: Brazil—Emerging GiantSection 2: Argentina to VenezuelaChapter 8 Reading ReviewChapter 8 Assessment and Activities

    Chapter 9: The Andean CountriesSection 1: Colombia’s Cultures and ChallengesSection 2: Land and People of Peru and EcuadorSection 3: The Bolivians and ChileansChapter 9 Reading ReviewChapter 9 Assessment and Activities

    Unit 4: EuropeNational Geographic Regional AtlasChapter 10: Europe—Early HistorySection 1: Classical Greece and RomeSection 2: Medieval EuropeSection 3: From Renaissance to RevolutionChapter 10 Reading ReviewChapter 10 Assessment and Activities

    Chapter 11: Europe—Modern HistorySection 1: The Modern Era EmergesSection 2: A Divided ContinentSection 3: Moving Toward UnityChapter 11 Reading ReviewChapter 11 Assessment and Activities

    Chapter 12: Western Europe TodaySection 1: The British IslesSection 2: France and the Benelux CountriesSection 3: Germany and the Alpine CountriesSection 4: The Nordic NationsSection 5: Southern EuropeChapter 12 Reading ReviewChapter 12 Assessment and Activities

    Chapter 13: The New Eastern EuropeSection 1: Poland and the Baltic RepublicsSection 2: Hungarians, Czechs, and SlovaksSection 3: Rebuilding the Balkan CountriesSection 4: Ukraine, Belarus, and MoldovaChapter 13 Reading ReviewChapter 13 Assessment and Activities

    Unit 5: Russia and the Eurasian RepublicsNational Geographic Regional AtlasChapter 14: Russia’s Landscape and HistorySection 1: A Vast LandSection 2: A Troubled HistoryChapter 14 Reading ReviewChapter 14 Assessment and Activities

    Chapter 15: The New Russia and Independent RepublicsSection 1: From Communism to Free EnterpriseSection 2: Russia’s People and CultureSection 3: The Republics EmergeChapter 15 Reading ReviewChapter 15 Assessment and Activities

    Unit 6: North Africa and Southwest AsiaNational Geographic Regional AtlasChapter 16: Birthplace of CivilizationSection 1: Mesopotamia and Ancient EgyptSection 2: Three World ReligionsChapter 16 Reading ReviewChapter 16 Assessment and Activities

    Chapter 17: North Africa TodaySection 1: EgyptSection 2: Libya and the MaghrebChapter 17 Reading ReviewChapter 17 Assessment and Activities

    Chapter 18: Southwest AsiaSection 1: Turkey, Syria, Lebanon, JordanSection 2: Israel and the Palestinian TerritoriesSection 3: The Arabian PeninsulaSection 4: Iraq, Iran, and AfghanistanChapter 18 Reading ReviewChapter 18 Assessment and Activities

    Unit 7: Africa South of the SaharaNational Geographic Regional AtlasChapter 19: West AfricaSection 1: Nigeria—African GiantSection 2: The Sahel and Coastal West AfricaChapter 19 Reading ReviewChapter 19 Assessment and Activities

    Chapter 20: Central and East AfricaSection 1: Central AfricaSection 2: People of Kenya and TanzaniaSection 3: Uganda, Rwanda, and BurundiSection 4: The Horn of AfricaChapter 20 Reading ReviewChapter 20 Assessment and Activities

    Chapter 21: Southern Africa—A Varied RegionSection 1: The New South AfricaSection 2: Zambia, Malawi, Zimbabwe, BotswanaSection 3: Coastal and Island CountriesChapter 21 Reading ReviewChapter 21 Assessment and Activities

    Unit 8: AsiaNational Geographic Regional AtlasChapter 22: South AsiaSection 1: India—Past and PresentSection 2: Pakistan and BangladeshSection 3: Mountain Kingdoms, Island RepublicsChapter 22 Reading ReviewChapter 22 Assessment and Activities

    Chapter 23: China and Its NeighborsSection 1: China’s Land and New EconomySection 2: Dynasties to CommunismSection 3: China’s NeighborsChapter 23 Reading ReviewChapter 23 Assessment and Activities

    Chapter 24: Japan and the KoreasSection 1: Japan—Past and PresentSection 2: The Two KoreasChapter 24 Reading ReviewChapter 24 Assessment and Activities

    Chapter 25: Southeast AsiaSection 1: Life on the MainlandSection 2: Diverse Island CulturesChapter 25 Reading ReviewChapter 25 Assessment and Activities

    Unit 9: Australia, Oceania, and AntarcticaNational Geographic Regional AtlasChapter 26: Australia and New ZealandSection 1: Australia—Land Down UnderSection 2: New ZealandChapter 26 Reading ReviewChapter 26 Assessment and Activities

    Chapter 27: Oceania and AntarcticaSection 1: Pacific Island Cultures and EconomiesSection 2: The Frozen ContinentChapter 27 Reading ReviewChapter 27 Assessment and Activities

    AppendixWhat Is an Appendix?Nations of the World Data BankStandardized Test Skills HandbookHonoring AmericaGazetteerGlossarySpanish GlossaryIndexAcknowledgements

    FeaturesNational Geographic Eye on the EnvironmentNational Geographic Geography & HistorySkillsSocial Studies SkillsCritical Thinking SkillsTechnology SkillsStudy and Writing Skills

    Making ConnectionsArtScienceCultureTechnology

    Exploring CultureExploring GovernmentTeen SceneBelieve It or Not!Primary SourceLiteratureBuilding CitizenshipExploring EconomicsTime Reports: Focus on World IssuesMapsCharts and Graphs

    Student WorkbooksActive Reading Note-Taking Guide - Student EditionChapter 1: Looking at the EarthSection 1: Thinking Like a GeographerSection 2: The Earth in SpaceSection 3: Forces Shaping the EarthSection 4: Landforms and Waterways

    Chapter 2: Water, Climate, and VegetationSection 1: The Water PlanetSection 2: ClimateSection 3: Climate Zones and VegetationSection 4: An Environmental Balance

    Chapter 3: The World's PeopleSection 1: Understanding CultureSection 2: Population PatternsSection 3: Resources and World TradeSection 4: Technology “Shrinks” the World

    Chapter 4: The United StatesSection 1: From Sea to Shining SeaSection 2: An Economic LeaderSection 3: The Americans

    Chapter 5: CanadaSection 1: A Resource-Rich CountrySection 2: The Canadians

    Chapter 6: MexicoSection 1: Mexico’s Land and EconomySection 2: Mexico’s HistorySection 3: Mexico Today

    Chapter 7: Central America and the Caribbean IslandsSection 1: Central AmericaSection 2: Cultures of the Caribbean

    Chapter 8: Brazil and Its NeighborsSection 1: Brazil—Emerging GiantSection 2: Argentina to Venezuela

    Chapter 9: The Andean CountriesSection 1: Colombia’s Cultures and ChallengesSection 2: Land and People of Peru and EcuadorSection 3: The Bolivians and Chileans

    Chapter 10: Europe—Early HistorySection 1: Classical Greece and RomeSection 2: Medieval EuropeSection 3: From Renaissance to Revolution

    Chapter 11: Europe—Modern HistorySection 1: The Modern Era EmergesSection 2: A Divided ContinentSection 3: Moving Toward Unity

    Chapter 12: Western Europe TodaySection 1: The British IslesSection 2: France and the Benelux CountriesSection 3: Germany and the Alpine CountriesSection 4: The Nordic NationsSection 5: Southern Europe

    Chapter 13: The New Eastern EuropeSection 1: Poland and the Baltic RepublicsSection 2: Hungarians, Czechs, and SlovaksSection 3: Rebuilding the Balkan CountriesSection 4: Ukraine, Belarus, and Moldova

    Chapter 14: Russia’s Landscape and HistorySection 1: A Vast LandSection 2: A Troubled History

    Chapter 15: The New Russia and Independent RepublicsSection 1: From Communism to Free EnterpriseSection 2: Russia’s People and CultureSection 3: The Republics Emerge

    Chapter 16: Birthplace of CivilizationSection 1: Mesopotamia and Ancient EgyptSection 2: Three World Religions

    Chapter 17: North Africa TodaySection 1: EgyptSection 2: Libya and the Maghreb

    Chapter 18: Southwest AsiaSection 1: Turkey, Syria, Lebanon, JordanSection 2: Israel and the Palestinian TerritoriesSection 3: The Arabian PeninsulaSection 4: Iraq, Iran, and Afghanistan

    Chapter 19: West AfricaSection 1: Nigeria—African GiantSection 2: The Sahel and Coastal West Africa

    Chapter 20: Central and East AfricaSection 1: Central AfricaSection 2: People of Kenya and TanzaniaSection 3: Uganda, Rwanda, and BurundiSection 4: The Horn of Africa

    Chapter 21: Southern Africa—A Varied RegionSection 1: The New South AfricaSection 2: Zambia, Malawi, Zimbabwe, BotswanaSection 3: Coastal and Island Countries

    Chapter 22: South AsiaSection 1: India—Past and PresentSection 2: Pakistan and BangladeshSection 3: Mountain Kingdoms, Island Republics

    Chapter 23: China and Its NeighborsSection 1: China’s Land and New EconomySection 2: Dynasties to CommunismSection 3: China’s Neighbors

    Chapter 24: Japan and the KoreasSection 1: Japan—Past and PresentSection 2: The Two Koreas

    Chapter 25: Southeast AsiaSection 1: Life on the MainlandSection 2: Diverse Island Cultures

    Chapter 26: Australia and New ZealandSection 1: Australia—Land Down UnderSection 2: New Zealand

    Chapter 27: Oceania and AntarcticaSection 1: Pacific Island Cultures and EconomiesSection 2: The Frozen Continent

    Activity Workbook - Student EditionChapter 1: Looking at the EarthActivity A: Recognizing Our Solar SystemActivity B: Identifying Landforms

    Chapter 2: Water, Climate, and VegetationActivity A: Understanding the Water CycleActivity B: Charting Climate Characteristics

    Chapter 3: The World's PeopleActivity A: Recognizing the Culture RegionsActivity B: Identifying Renewable and Nonrenewable Resources

    Chapter 4: The United StatesActivity A: Identifying Major Landforms in the United StatesActivity B: Recognizing the Features of Your Region

    Chapter 5: CanadaActivity: Identifying Characteristics of the Canadian Provinces and Territories

    Chapter 6: MexicoActivity A: Identifying Mexico's Altitude ZonesActivity B: Understanding Mexico's Native American Heritage

    Chapter 7: Central America and the Caribbean IslandsActivity A: Recognizing Central American CapitalsActivity B: Recognizing the Physical Characteristics of the Caribbean Islands

    Chapter 8: Brazil and Its NeighborsActivity A: Identifying Landforms in BrazilActivity B: Identifying the History and Cultures of Caribbean South America

    Chapter 9: The Andean CountriesActivity: Recognizing the Mineral Resources of the Andean Countries

    Chapter 10: Europe—Early HistoryActivity A: Understanding the History of Early EuropeActivity B: Identifying Important Figures of the Renaissance and Reformation

    Chapter 11: Europe—Modern HistoryActivity A: Analyzing Changes in European HistoryActivity B: Understanding the Cold War

    Chapter 12: Western Europe TodayActivity A: Charting the Economies of Western EuropeActivity B: Identifying the Geographic Characteristics of Western EuropeActivity C: Identifying the Populations of Countries in Northern EuropeActivity D: Recognizing the Physical Characteristics of Southern Europe

    Chapter 13: The New Eastern EuropeActivity A: Locating Eastern European Countries and Their Capital CitiesActivity B: Identifying Characteristics of Eastern Europe

    Chapter 14: Russia’s Landscape and HistoryActivity A: Identifying Major Geographic Features of RussiaActivity B: Appreciating the History of Russia

    Chapter 15: The New Russia and Independent RepublicsActivity A: Identifying Russia's Economic RegionsActivity B: Recognizing the Capitals of the Caucasus and Central Asia

    Chapter 16: Birthplace of CivilizationActivity A: Recognizing Early CivilizationsActivity B: Identifying Religions of Southwest Asia

    Chapter 17: North Africa TodayActivity A: Interpreting an Economic Activity Map of North AfricaActivity B: Creating and Interpreting a Pictograph

    Chapter 18: Southwest AsiaActivity A: Interpreting a Physical MapActivity B: The Cities and People of Southwest Asia

    Chapter 19: West AfricaActivity: Recognizing the Countries of West Africa

    Chapter 20: Central and East AfricaActivity A: Recognizing the Physical Characteristics of Central AfricaActivity B: Recognizing the History of East Africa

    Chapter 21: Southern Africa—A Varied RegionActivity: Recognizing the Resources in Southern Africa

    Chapter 22: South AsiaActivity A: Recognizing the Physical Features of South AsiaActivity B: Recognizing the Cultural Features of South Asia

    Chapter 23: China and Its NeighborsActivity A: Identifying the Landforms of ChinaActivity B: Recognizing China's People and CultureActivity C: Identifying China's Neighbors and New Territories

    Chapter 24: Japan and the KoreasActivity A: Understanding Japan's HistoryActivity B: Recognizing the Location of Korea

    Chapter 25: Southeast AsiaActivity A: Recognizing the Varied Features of Southeast Asian CountriesActivity B: Locating the Capital of Southeast Asia

    Chapter 26: Australia and New ZealandActivity: Understanding the Unique Characteristics of Australia and New Zealand

    Chapter 27: Oceania and AntarcticaActivity A: Identifying the Geographic and Economic Characteristics of OceaniaActivity B: Recognizing the Unique Characteristics of Antarctica

    Haitian Creole SummariesChapit 1: Le n'ap gade Latè aChapit 2: Dlo, Klima ak VejetasyonChapit 3: Pèp Monn nanChapit 4: LèzetaziniChapit 5: KanadaChapit 6: MeksikChapit 7: Amerik Santral ak Zil Karayib yoChapit 8: Brezil ak Vwazen Li yoChapit 9: Peyi Zann yoChapit 10: Ewòp - Istwa AnsyenChapit 11: Ewòp - Istwa ModènChapit 12: Ewòp De Lwès Jodi aChapit 13: Nouvo Ewòp de Lès laChapit 14: Peyizaj ak Istwa LarisiChapit 15: Nouvo Risi an ak Repiblik Endepandan yoChapit 16: Bèso Sivilizasyon anChapit 17: Afrik Dinè Jodi aChapit 18: Azi Di SidwèsChapit 19: Afrik De LwèsChapit 20: Afrik Sentral ak Afrik De LèsChapit 21: Sid Afrik la -Yon Rejyon VaryeChapit 22: Lazi DisidChapit 23: Lachin ak Vwazen Li yoChapit 24: Japon ak Kore yoChapit 25: Lazi di SidèsChapit 26: Ostrali ak Nouvèl ZelannChapit 27: Oseyani ak Antatik la

    Reading Essentials and Study Guide - Student EditionChapter 1: Looking at the EarthStudy Guide 1: Thinking Like a GeographerStudy Guide 2: The Earth in SpaceStudy Guide 3: Forces Shaping the EarthStudy Guide 4: Landforms and Waterways

    Chapter 2: Water, Climate, and VegetationStudy Guide 1: The Water PlanetStudy Guide 2: ClimateStudy Guide 3: Climate Zones and VegetationStudy Guide 4: An Environmental Balance

    Chapter 3: The World's PeopleStudy Guide 1: Understanding CultureStudy Guide 2: Population PatternsStudy Guide 3: Resources and World TradeStudy Guide 4: Technology “Shrinks” the World

    Chapter 4: The United StatesStudy Guide 1: From Sea to Shining SeaStudy Guide 2: An Economic LeaderStudy Guide 3: The Americans

    Chapter 5: CanadaStudy Guide 1: A Resource-Rich CountryStudy Guide 2: The Canadians

    Chapter 6: MexicoStudy Guide 1: Mexico’s Land and EconomyStudy Guide 2: Mexico’s HistoryStudy Guide 3: Mexico Today

    Chapter 7: Central America and the Caribbean IslandsStudy Guide 1: Central AmericaStudy Guide 2: Cultures of the Caribbean

    Chapter 8: Brazil and Its NeighborsStudy Guide 1: Brazil—Emerging GiantStudy Guide 2: Argentina to Venezuela

    Chapter 9: The Andean CountriesStudy Guide 1: Colombia’s Cultures and ChallengesStudy Guide 2: Land and People of Peru and EcuadorStudy Guide 3: The Bolivians and Chileans

    Chapter 10: Europe—Early HistoryStudy Guide 1: Classical Greece and RomeStudy Guide 2: Medieval EuropeStudy Guide 3: From Renaissance to Revolution

    Chapter 11: Europe—Modern HistoryStudy Guide 1: The Modern Era EmergesStudy Guide 2: A Divided ContinentStudy Guide 3: Moving Toward Unity

    Chapter 12: Western Europe TodayStudy Guide 1: The British IslesStudy Guide 2: France and the Benelux CountriesStudy Guide 3: Germany and the Alpine CountriesStudy Guide 4: The Nordic NationsStudy Guide 5: Southern Europe

    Chapter 13: The New Eastern EuropeStudy Guide 1: Poland and the Baltic RepublicsStudy Guide 2: Hungarians, Czechs, and SlovaksStudy Guide 3: Rebuilding the Balkan CountriesStudy Guide 4: Ukraine, Belarus, and Moldova

    Chapter 14: Russia’s Landscape and HistoryStudy Guide 1: A Vast LandStudy Guide 2: A Troubled History

    Chapter 15: The New Russia and Independent RepublicsStudy Guide 1: From Communism to Free EnterpriseStudy Guide 2: Russia’s People and CultureStudy Guide 3: The Republics Emerge

    Chapter 16: Birthplace of CivilizationStudy Guide 1: Mesopotamia and Ancient EgyptStudy Guide 2: Three World Religions

    Chapter 17: North Africa TodayStudy Guide 1: EgyptStudy Guide 2: Libya and the Maghreb

    Chapter 18: Southwest AsiaStudy Guide 1: Turkey, Syria, Lebanon, JordanStudy Guide 2: Israel and the Palestinian TerritoriesStudy Guide 3: The Arabian PeninsulaStudy Guide 4: Iraq, Iran, and Afghanistan

    Chapter 19: West AfricaStudy Guide 1: Nigeria—African GiantStudy Guide 2: The Sahel and Coastal West Africa

    Chapter 20: Central and East AfricaStudy Guide 1: Central AfricaStudy Guide 2: People of Kenya and TanzaniaStudy Guide 3: Uganda, Rwanda, and BurundiStudy Guide 4: The Horn of Africa

    Chapter 21: Southern Africa—A Varied RegionStudy Guide 1: The New South AfricaStudy Guide 2: Zambia, Malawi, Zimbabwe, BotswanaStudy Guide 3: Coastal and Island Countries

    Chapter 22: South AsiaStudy Guide 1: India—Past and PresentStudy Guide 2: Pakistan and BangladeshStudy Guide 3: Mountain Kingdoms, Island Republics

    Chapter 23: China and Its NeighborsStudy Guide 1: China’s Land and New EconomyStudy Guide 2: Dynasties to CommunismStudy Guide 3: China’s Neighbors

    Chapter 24: Japan and the KoreasStudy Guide 1: Japan—Past and PresentStudy Guide 2: The Two Koreas

    Chapter 25: Southeast AsiaStudy Guide 1: Life on the MainlandStudy Guide 2: Diverse Island Cultures

    Chapter 26: Australia and New ZealandStudy Guide 1: Australia—Land Down UnderStudy Guide 2: New Zealand

    Chapter 27: Oceania and AntarcticaStudy Guide 1: Pacific Island Cultures and EconomiesStudy Guide 2: The Frozen Continent

    Spanish Reading Essentials and Study Guide - Student EditionCapítulo 1: Mirar la TierraGuía de estudio 1: Pensar como un geógrafoGuía de estudio 2: La Tierra en el espacioGuía de estudio 3: Las fuerzas que dan forma a la Tierra Guía de estudio 4: Accidentes geográficos y vías fluviales

    Capítulo 2: Agua, clima y vegetaciónGuía de estudio 1: El planeta del aguaGuía de estudio 2: ClimaGuía de estudio 3: Zonas climáticas y la vegetaciónGuía de estudio 4: Un equilibrio ambiental

    Capítulo 3: Los pueblos del mundoGuía de estudio 1: Comprender la culturaGuía de estudio 2: Los patrones de poblaciónGuía de estudio 3: Recursos y comercio mundialGuía de estudio 4: La tecnología “encoge”el mundo

    Capítulo 4: Estados UnidosGuía de estudio 1: Un territorio extenso y pintorescoGuía de estudio 2: Un líder de la economíaGuía de estudio 3: Los estadounidenses

    Capítulo 5: CanadáGuía de estudio 1: Un país rico en recursosGuía de estudio 2: Los habitantes de Canadá

    Capítulo 6: MéxicoGuía de estudio 1: Geografía física y economía de MéxicoGuía de estudio 2: Historia de MéxicoGuía de estudio 3: México hoy

    Capítulo 7: América Central y las islas del CaribeGuía de estudio 1: América CentralGuía de estudio 2: Las culturas del Caribe

    Capítulo 8: Brasil y sus vecinosGuía de estudio 1: Un gigante que emergeGuía de estudio 2: De Argentina a Venezuela

    Capítulo 9: Los países AndinosGuía de estudio 1: La cultura y los desafíos de ColombiaGuía de estudio 2: Los territorios y pueblos de Perú y EcuadorGuía de estudio 3: Los bolivianos y los chilenos

    Capítulo 10: Europa: historia antiguaGuía de estudio 1: Grecia y Roma clásicasGuía de estudio 2: Europa medievalGuía de estudio 3: Del Renacimiento a la revolución

    Capítulo 11: Europa, su historia modernaGuía de estudio 1: Comienzo de la era modernaGuía de estudio 2: Un continente divididoGuía de estudio 3: Hacia la unidad

    Capítulo 12: Europa occidental en la actualidadGuía de estudio 1: Las islas británicasGuía de estudio 2: Francia y los países del BeneluxGuía de estudio 3: Alemania y los países alpinosGuía de estudio 4: Los países nórdicosGuía de estudio 5: Sur de Europa

    Capítulo 13: La nueva Europa del esteGuía de estudio 1: Polonia y las repúblicas bálticasGuía de estudio 2: Húngaros, checos y eslovacosGuía de estudio 3: La reconstrucción de los países balcánicosGuía de estudio 4: Ucrania, Bielorrusia y Moldavia

    Capítulo 14: La geografía y la historia de RusiaGuía de estudio 1: Una vasta tierraGuía de estudio 2: Una historia de conflictos

    Capítulo 15: La nueva Rusia y las repúblicas independientesGuía de estudio 1: Del comunismo a la libre empresaGuía de estudio 2: El pueblo y la cultura de RusiaGuía de estudio 3: Las repúblicas emergen

    Capítulo 16: Nacimiento de la civilizaciónGuía de estudio 1: Mesopotamia y Egipto antiguoGuía de estudio 2: Tres religiones mundiales

    Capítulo 17: África del norte en la actualidadGuía de estudio 1: EgiptoGuía de estudio 2: Libia y el Magreb

    Capítulo 18: Sudoeste de asiaGuía de estudio 1: Turquía, Siria, Líbano y JordaniaGuía de estudio 2: Israel y los territorios palestinosGuía de estudio 3: La Península ArábigaGuía de estudio 4: Irak, Irán y Afganistán

    Capítulo 19: África OccidentalGuía de estudio 1: Nigeria: El gigante africanoeGuía de estudio 2: El Sahel y la costa de África occidental

    Capítulo 20: África central y del esteGuía de estudio 1: África centralGuía de estudio 2: Los habitantes de Kenia y TanzaniaGuía de estudio 3: Uganda, Ruanda y BurundiGuía de estudio 4: El cuerno de África

    Capítulo 21: África meridional: Una región variadaGuía de estudio 1: La nueva SudáfricaGuía de estudio 2: Zambia, Malawi, Zimbabwe y BotswanaGuía de estudio 3: Los países de la costa y de las islas

    Capítulo 22: El sur de AsiaGuía de estudio 1: India: Pasado y presenteGuía de estudio 2: Paquistán y BangladeshGuía de estudio 3: Reinos en las montañas y repúblicas en las islas

    Capítulo 23: China y países vecinosGuía de estudio 1: El territorio de China y la nueva economíaGuía de estudio 2: De las dinastías al comunismoGuía de estudio 3: Los países vecinos de China

    Capítulo 24: Japón y las CoreasGuía de estudio 1: Japón: pasado y presenteGuía de estudio 2: Las dos Coreas

    Capítulo 25: El sudeste AsiáticoGuía de estudio 1: La vida en el continenteGuía de estudio 2: La diversidad de las culturas isleñas

    Capítulo 26: Australia y Nueva ZelandaGuía de estudio 1: Australia: “La tierra del sur”Guía de estudio 2: Nueva Zelanda

    Capítulo 27: Oceanía y la AntártidaGuía de estudio 1: Culturas y economía de las islas del PacíficoGuía de estudio 2: El continente helado

    Spanish SummariesCapítulo 1: Observar la TierraCapítulo 2: El agua, el clima y la vegetaciónCapítulo 3: La población mundialCapítulo 4: Los Estados UnidosCapítulo 5: CanadáCapítulo 6: MéxicoCapítulo 7: América Central y las islas del CaribeCapítulo 8: Brasil y sus vecinosCapítulo 9: Los países andinosCapítulo 10: Europa: historia antiguaCapítulo 11: Europa: historia modernaCapítulo 12: Europa occidental hoy en díaCapítulo 13: Europa oriental hoy en díaCapítulo 14: Relieve e historia de RusiaCapítulo 15: La nueva Rusia y las repúblicas independientesCapítulo 16: La Cuna de la civilizationCapítulo 17: África del norteCapítulo 18: El sudoeste asiáticoCapítulo 19: África OccidentalCapítulo 20: África central y orientalCapítulo 21: África del sur: una región variadaCapítulo 22: El sureste asiáticoCapítulo 23: China y sus vecinosCapítulo 24: Japón y las CoreasCapítulo 25: El sudeste asiáticoCapítulo 26: Australia y Nueva ZelandaCapítulo 27: Oceanía y la Antártida

    Standardized Test Skills Practice Workbook - Student EditionObjectives Addressed in the ActivitiesWorkbook OverviewPreparing for a Standardized TestActivity: Reading a Map ScaleActivity: Interpreting DiagramsActivity: Making InferencesActivity: Interpreting a Visual ImageActivity: Using a Bar Graph to Interpret DataActivity: Analyzing a Political CartoonActivity: Recognizing a Point of ViewActivity: Analyzing Graphs and TablesActivity: Comparing and ContrastingActivity: Making GeneralizationsActivity: Interpreting EditorialsActivity: Interpreting Charts and TablesActivity: Using Time LinesActivity: Perceiving Cause-and-Effect RelationshipsActivity: Solving a ProblemActivity: Distinguishing Between Fact and OpinionActivity: Identifying and Evaluating SourcesActivity: Making DecisionsActivity: Interpreting GraphsActivity: Identifying the Main IdeaActivity: Recognizing Forms of PropagandaActivity: Persuasive Writing About an IssueActivity: Classifying Facts and DetailsActivity: Forming HypothesesActivity: Drawing ConclusionsActivity: Detecting BiasActivity: Predicting Outcomes

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