dinah zike's reading and study skills foldables

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the mate-rial contained herein on the condition that such material be reproduced only for classroom use; be provided to stu-dents, teachers, and families without charge; and be used solely in conjunction with The World and Its People. Anyother reproduction, for use or sale, is prohibited without prior written permission of the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, OH 43240-4027

ISBN 0-07-865512–9

Printed in the United States of America

1 2 3 4 5 6 7 8 9 10 079 08 07 06 05 04

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Letter From Dinah Zike . . . . . . . . . . . . . . . . . . . . . . . . . 1

Introduction to FoldablesWhy Use Foldables in Social Studies? . . . . . . . . . . . . . 2Foldables and the NCSS Thematic Strands . . . . . . . . 2Foldable Basics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Using Visuals and Graphics With Foldables . . . . . . . 5

Folding InstructionsBasic Foldables Shapes . . . . . . . . . . . . . .13Half Book . . . . . . . . . . . . . . . . . . . . . . . . . 14Folded Book . . . . . . . . . . . . . . . . . . . . . . . 15Three-Quarter Book . . . . . . . . . . . . . . . . 16Bound Book . . . . . . . . . . . . . . . . . . . . . . . 17Two-Tab Book . . . . . . . . . . . . . . . . . . . . . 18Pocket Book . . . . . . . . . . . . . . . . . . . . . . . 19Matchbook . . . . . . . . . . . . . . . . . . . . . . . . 20Shutter Fold . . . . . . . . . . . . . . . . . . . . . . . 21Trifold Book . . . . . . . . . . . . . . . . . . . . . . . 22Three-Tab Book . . . . . . . . . . . . . . . . . . . . 23Pyramid Fold . . . . . . . . . . . . . . . . . . . . . . 24Layered-Look Book . . . . . . . . . . . . . . . . 25Four-Tab Book . . . . . . . . . . . . . . . . . . . . . 26Standing Cube . . . . . . . . . . . . . . . . . . . . . 27Envelope Fold . . . . . . . . . . . . . . . . . . . . . 28Four-Door Book . . . . . . . . . . . . . . . . . . . . 29Top-Tab Book . . . . . . . . . . . . . . . . . . . . . . 30

Accordion Book . . . . . . . . . . . . . . . . . . . . 32Pop-Up Book . . . . . . . . . . . . . . . . . . . . . . 33Five-Tab Book . . . . . . . . . . . . . . . . . . . . . 34Folded Table or Chart . . . . . . . . . . . . . . . 35Folding a Circle Into Tenths . . . . . . . . . 36Circle Graph . . . . . . . . . . . . . . . . . . . . . . . 37Concept-Map Book . . . . . . . . . . . . . . . . . 38Vocabulary Book . . . . . . . . . . . . . . . . . . . 39Four-Door Diorama . . . . . . . . . . . . . . . . 40Picture Frame Book . . . . . . . . . . . . . . . . 41Display Case . . . . . . . . . . . . . . . . . . . . . . 42Billboard Project . . . . . . . . . . . . . . . . . . . 43Project Board With Tabs . . . . . . . . . . . . . 44Sentence Strips . . . . . . . . . . . . . . . . . . . . 45Sentence-Strip Holder . . . . . . . . . . . . . . 46Forward-Backward Book . . . . . . . . . . . . 47Three-Pocket Book . . . . . . . . . . . . . . . . . 48

Table of Contents

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Chapter-Specific Foldables . . . . 49Looking at the Earth . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Water, Climate, and Vegetation . . . . . . . . . . . . . . . . . . 52The World’s People . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54The United States . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Canada . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58Mexico . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60Central America and the Caribbean Islands . . . . . . . 62Brazil and Its Neighbors . . . . . . . . . . . . . . . . . . . . . . . 64The Andean Countries . . . . . . . . . . . . . . . . . . . . . . . . . 66Europe—Early History . . . . . . . . . . . . . . . . . . . . . . . . . 68Europe—Modern History . . . . . . . . . . . . . . . . . . . . . . 70Western Europe Today . . . . . . . . . . . . . . . . . . . . . . . . . 72The New Eastern Europe . . . . . . . . . . . . . . . . . . . . . . . 74Russia’s Landscape and History . . . . . . . . . . . . . . . . 76The New Russia and Independent Republics . . . . . 78Birthplace of Civilization . . . . . . . . . . . . . . . . . . . . . . . 80North Africa Today . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82Southwest Asia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84West Africa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86Central and East Africa . . . . . . . . . . . . . . . . . . . . . . . . 88Southern Africa—A Varied Region . . . . . . . . . . . . . . 90South Asia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92China and Its Neighbors . . . . . . . . . . . . . . . . . . . . . . . 94Japan and the Koreas . . . . . . . . . . . . . . . . . . . . . . . . . . 96Southeast Asia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98Australia and New Zealand . . . . . . . . . . . . . . . . . . . 100Oceania and Antarctica . . . . . . . . . . . . . . . . . . . . . . . 102

Climate Zones

Tropical Dry Highland

NorthKorea

SouthKorea

Great W

allChina

Panda

The Science of Antarctica

TABLE OF CONTENTS

1

FROM DINAH ZIKE

Dear Teacher,

What is a Foldable?A Foldable is a 3-D, student-made, interactive graphic organizer based upon a skill. Making

a Foldable gives students a fast, kinesthetic activity that helps them organize and retain infor-mation. Every chapter in the student edition of the textbook begins with a Foldable that is usedas a Study Organizer. Each chapter’s Foldable is designed to be used as a study guide for themain ideas and key points presented in sections of a chapter. Foldables can also be used for amore in-depth investigation of a concept, idea, opinion, event, or a person or place studied in achapter. The purpose of this ancillary is to show you how to create various types of Foldablesand provide chapter-specific Foldables examples. With this information, you can individualizeFoldables to meet your curriculum needs.

This book is divided into two sections. The first section presents step-by-step foldinginstructions, illustrations, and photographs of 34 types of Foldables. I have included over 100photographs of examples of Foldables to help you visualize ways in which they might enhanceinstruction. The second section presents extra Foldables ideas for each chapter in the textbook.You can use the first instruction section to design your own Foldables or alter the Foldables thatare presented for each chapter. I highly suggest making this book available as a source forstudents who wish to learn new and creative ways in which to make study guides, presentprojects, or do extra-credit work.

Who am I?You may have seen Foldables featured in this book used in supplemental programs or staff-

development workshops. Today my Foldables are used internationally. I present workshops andkeynotes to over fifty thousand teachers and parents a year, sharing Foldables that I beganinventing, designing, and adapting over 35 years ago. Students of all ages are using them fordaily work, note-taking activities, student-directed projects, forms of alternative assessment,journals, graphs, tables, and more.

Have fun using and adapting Foldables,

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INTRODUCTION TO FOLDABLES

Why use Foldables in Social Studies?When teachers ask me why they should take time to use the Foldables featured in this

book, I explain that they:. . . organize, display, and arrange information, making it easier for students to grasp

social studies concepts, theories, facts, opinions, questions, research, and ideas. . . . are student-made study guides that are compiled as students listen for main ideas,

read for main ideas, or conduct research.. . . provide a multitude of creative formats in which students can present projects,

research, interviews, and inquiry-based reports.. . . replace teacher-generated writing or photocopied sheets with student-generated print.. . . incorporate the use of such skills as comparing and contrasting, recognizing cause and

effect, and finding similarities and differences.. . . continue to “immerse” students in previously learned vocabulary, concepts,

information, generalizations, ideas, and theories, providing them with a strongfoundation that they can build upon with new observations, concepts, and knowledge.

. . . can be used by students or teachers to easily communicate data through graphs,tables, charts, models, and diagrams, including Venn diagrams.

. . . allow students to make their own journals for recording observations, researchinformation, primary and secondary source data, surveys, and so on.

. . . can be used as alternative assessment tools by teachers to evaluate student progress orby students to evaluate their own progress.

. . . integrate language arts, the sciences, and mathematics into the study of social studies.

. . . provide a sense of student ownership or investiture in the social studies curriculum.

Foldables and the NCSS Thematic StrandsIn Curriculum Standards for Social Studies: Expectations of Excellence, the National

Council for the Social Studies (NCSS) identified 10 themes that serve as organizing strandsfor the social studies curriculum at every school level. The themes include:

I. CultureII. Time, Continuity, and ChangeIII. People, Places, and EnvironmentsIV. Individual Development and IdentityV. Individuals, Groups, and InstitutionsVI. Power, Authority, and GovernanceVII. Production, Distribution, and ConsumptionVIII. Science, Technology, and SocietyIX. Global ConnectionsX. Civic Ideals and PracticesStudents are expected to master specific skills that are organized around these themes,

such as analyzing data, comparing and contrasting similarities and differences, explainingand describing concepts, and identifying cause-and-effect relationships.

Foldables help students practice and master these specific skills. Foldables requirestudents to identify and describe main ideas, relationships, and processes. In most cases,students need to understand and comprehend information before they can illustrate it in afoldable. Foldables help students think, analyze, and communicate.

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Foldable BasicsWhat to Write and Where

Teach students to write general information such as titles, vocabulary words, concepts,questions, main ideas, and dates on the front tabs of their Foldables. This way students caneasily recognize main ideas and important concepts. Foldables help students focus on andremember key points without being distracted by other print.

Ask students to write specific information such as supporting ideas, student thoughts,answers to questions, research information, class notes, observations, and definitions underthe tabs.

As you teach, demonstrate different ways in which Foldables can be used. Soon you willfind that students make their own Foldables and use them independently for study guidesand projects.

With or Without TabsFoldables with flaps or tabs create study guides that students can use to check what they

know about the general information on the front of tabs. Use Foldables without tabs forassessment purposes or projects where information is presented for others to view quickly.


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Venn diagram used for assessmentVenn diagram used as a study guide

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What to Do With Scissors and GlueIf it is difficult for your students to keepglue and scissors at their desks, set up asmall table in the classroom and provideseveral containers of glue, numerouspairs of scissors (sometimes tied to thetable), containers of crayons and coloredpencils, a stapler, clear tape, andanything else you think students mightneed to make their Foldables.

Storing FoldablesThere are several ways that students canstore their Foldables. They can usegrocery bags, plastic bags, or shoeboxes.Students can also punch holes in theirFoldables and place them in a three-ringbinder. Suggest they place strips of two-inch clear tape along one side and punchthree holes through the taped edge.

By keeping all of their Foldablestogether and organized, students willhave created their own portfolio.

HINT: I found it more convenient to keep student portfolios in my classroomso student work was always available when needed. Giant detergent boxesmake good storage containers for portfolios.

Use This Book as a Creative ResourceHave this book readily available for students to use as an idea reference for projects, dis-cussions, social studies debates, extra credit work, cooperative learning group presentations,and so on. Encourage students to think of their own versions of Foldables to help themlearn the material the best way possible.


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Using Visuals and Graphics With Foldables

The graphics on pages 6–12 can be used as visual aids forstudents’ Foldables. Students can incorporate them into theirjournals, notes, projects, and study guides independently. Ifound that students and teachers were more likely to usegraphics if they were available on a classroom computer wherethey could be selected and printed out as needed. You can alsophotocopy and distribute the pages that follow for students totrace or cut out for their projects. All these visuals will aidstudent understanding and retention.

1. Students can mark and label large United States andworld maps to show where past and recent eventsoccurred, where a historic person lived and worked,where wars were fought and battles won, wherevolcanoes are active and inactive, where boundaries ofterritories or regions existed, and so on.

2. Students can mark and label smaller maps of con-tinents to illustrate more specific locations. Forexample, when making a who, what, when, whereFoldable, students can identify exactly where theparticular event occurred or where the individuallived.

3. Bar graphs, grids, and circle graphs can be used toshow changes over time, population distribution,and so on.

4. Use time lines to record when someone lived orwhen an event or sequence of events occurred. Usetwo time lines to compare what was happening intwo different areas at the same time.

5. Use small picture frames to sketch or name aperson, place, or thing.

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Africa Antarctica

Asia Australia

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South America

North AmericaEurope

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Alaska

Hawaii

United States

The World

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Percentages or bar graph Circle graph

Generic Time Line

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United Kingdom

France

Spain

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United States of America

Confederacy

Mexico

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Basic Foldables ShapesThe following figures illustrate the basic folds that are referred to throughout the instructionsection of this book.

FOLDING INSTRUCTIONS

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Taco Fold Hamburger Fold

Hot Dog Fold

Shutter Fold

Burrito Fold

Valley Fold

Mountain Fold

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Half BookFold a sheet of paper in half.

1. This book can be folded vertically like a hot dog or . . .

2. . . . it can be folded horizontally like ahamburger.

Use this book for descriptive, expository, persuasive,or narrative writing, as well as graphs, diagrams, or charts.


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Folded Book1. Make a half-book. (p. 14)

2. Fold it in half again like a hamburger. Thismakes a ready-made cover and two smallpages for information on the inside.

Use photocopied worksheets, Internet printouts,and student-drawn diagrams or maps to makethis book. One sheet of paper becomes twoactivities and two grades.


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When folded, the worksheet becomes abook for recording notes and questions.

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Three-Quarter Book1. Make a two-tab book (p. 18) and raise the

left-hand tab.

2. Cut the tab off at the top fold line.

3. A larger book of information can be made by gluing several three-quarter booksside by side.

Sketch or glue a graphic to the left, write one ormore questions on the right, and record answersand information under the right tab.


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Example of several books glued side by side.

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Bound Book1. Take two sheets of paper and fold them

separately like a hamburger. Place thepapers on top of each other, leaving one-sixteenth of an inch between themountain tops.

2. Mark both folds one inch from the outeredges.

3. On one of the folded sheets, cut slits in themiddle to the marked spot on both sides.

4. On the second folded sheet, start at one ofthe marked spots and cut the fold betweenthe two marks.

5. Take the cut sheet from step 3 and fold it like a burrito. Place the burrito through the other sheet and then open the burrito.Fold the bound pages in half to form aneight-page book.

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Use for qualitative and quantitative observation journals. Make large project books using 11" ! 17" paper.

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Two-Tab Book1. Make a folded book (p. 15) and cut up

the valley of the inside fold toward themountain top. This cut forms two large tabs that can be used for text and illustra-tions on the front and back.

2. The book can be expanded by makingseveral of these folds and gluing them side by side.

Use this book for learning about two things. For example, use it for comparing and contrast-ing, determining cause and effect, finding simi-larities and differences, using Venn diagrams,and so on.


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Pocket Book1. Fold a sheet of paper in half like a

hamburger.

2. Open the folded paper and fold one of the long sides up two inches to form a pocket. Refold along thehamburger fold so that the newlyformed pockets are on the inside.

3. Glue the outer edges of the two-inch fold with a small amount of glue.

4. Optional: Glue a cover around the pocket book.Variation: Make a multi-pagedbooklet by gluing several pockets side by side. Glue a cover around themulti-paged pocket book.

Summarize information on note cards or onquarter sheets of notebook paper. Store otherfoldables, such as two-tab books, inside thepockets.


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Matchbook1. Fold a sheet of paper like a hamburger,

but fold it so that one side is one inchlonger than the other side.

2. Fold the one-inch tab over the short sideforming a fold like an envelope.

3. Cut the front flap in half toward the mountain top to create two flaps.

Use this book to report on one thing, such as a person, place, or thing, or for reporting on two things, such as the cause and effect ofWestern Expansion.


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Shutter Fold1. Begin as if you were going to make a

hamburger but instead of creasing the paper, pinch it to show the midpoint.

2. Fold the outer edges of the paper to meet at the pinch, or mid-point, forming a shutter fold.

Use this book for comparing two things.Students could also make this foldable with11" ! 17" paper and then glue smaller books—such as the half book, journal, andtwo-tab book—inside to create a large projectfull of student work.

FOLDING INSTRUCTIONS—2-PART FOLDS

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Trifold Book1. Fold a sheet of paper into thirds.

2. Use this book as is, or cut into shapes. Ifthe trifold is cut, leave plenty of paper onboth sides of the designed shape, so thebook will open and close in three sections.

Use this book to make charts with threecolumns or rows, large Venn diagrams, reportson three events or people, or to show andexplain the outside and inside of something.


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Three-Tab Book1. Fold a sheet of paper like a hot dog.

2. With the paper horizontal, and the fold of the hot dog up, fold the right side towardthe center, trying to cover one-third of thepaper.

NOTE: If you fold the right edge over first,the final foldable will open and close like a book.

3. Fold the left side over the right side tomake a book with three folds.

4. Open the folded book. Place your handsbetween the two thicknesses of paper andcut up the two valleys on the top layer onlyalong both folds. This will make three tabs.

Use this book for writing information aboutthree things and for Venn diagrams.


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Pyramid Fold1. Fold a sheet of paper into a taco,

forming a square. Cut off the leftoverpiece.

2. Fold the triangle in half. Unfold. Thefolds will form an X dividing fourequal sections.

3. Cut up one fold line and stop at themiddle. Draw an X on one tab andlabel the other three.

4. Fold the X flap under the other flapand glue together. This makes a three-sided pyramid.

Label front sections and write information,notes, thoughts, and questions inside thepyramid on the back of the appropriate tab.


X

Record data inside the pyramid.

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Use to make mobiles and dioramas.

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Glue four pyramids together to form adiorama showing four parts or stages.

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Layered-Look Book1. Stack two sheets of paper so that the back

sheet is one inch higher than the front sheet.

2. Fold up the bottom edges of the paper toform four tabs. Align the edges so that allof the layers or tabs are the same distanceapart.

3. When all tabs are the same size, crease the paper to hold the tabs in place andstaple or glue the sheets together.

Glue the sheets together along the valleyor inner center fold or staple them along the mountain top.


When using more than two sheets of paper,make the tabs smaller than an inch.

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Four-Tab Book1. Fold a sheet of paper in half like a hot dog.

2. Fold this long rectangle in half like a hamburger.

3. Fold both ends back to touch the mountaintop.

4. On the side with two valleys and one moun-tain top, cut along the three inside fold lineson the front flap to make four tabs.

Use this book for recording information on fourthings, events, or people.


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Standing Cube1. Use two sheets of the same size paper. Fold

each like a hamburger. However, fold oneside one-half inch shorter than the otherside. This will make a tab that extends outone-half inch on one side.

2. Fold the long side over the short side ofboth sheets of paper, making tabs.

3. On one of the folded papers, place a smallamount of glue along the small folded tabnext to the valley, but not in it.

4. Place the non-folded edge of the second sheet of paper square into the valley and fold the glue-covered tab over this sheet of paper. Press flat until the glue holds.Repeat with the other side.

5. Allow the glue to dry completely beforecontinuing. After the glue has dried, the cube can be collapsed flat to allow studentsto work at their desks.

Use the cube for organizing information on four things. Use 11" ! 17" paper to make larger project cubes that you can glue otherfoldables onto for display. Notebook paper,photocopied sheets, magazine pictures, andcurrent events articles can also be displayed on the larger cubes.


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These cubes can be stored in plasticbag portfolios by collapsing the cubesto make them flat.

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Envelope Fold1. Fold a sheet of paper into a taco forming

a square. Cut off the leftover piece.

2. Open the folded taco and refold it theopposite way forming another taco and an X-fold pattern.

3. Open the taco fold and fold the cornerstoward the center point of the X forming a small square.

4. Trace this square onto another sheet ofpaper. Cut and glue it to the inside of theenvelope. Pictures can be placed under oron top of the tabs.

Use this foldable for organizing information onfour things. Use it for “hidden pictures” and cur-rent events pictures. Have your classmates raiseone tab at a time until they can guess what thepicture represents. Number the tabs in the orderin which they are to be opened.

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Four-Door Book1. Make a shutter fold (p. 21) using a larger

sheet of paper.

2. Fold the shutter fold in half like a hamburger. Crease well.

3. Open the project and cut along the two inside valley folds.

4. These cuts will form four doors on the inside of the project.

Use this book for organizing information on four things. When folded in half like ahamburger, a finished four-door book can beglued inside a large (11" ! 17") shutter foldas part of a more inclusive project.


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Top-Tab Book1. Fold a sheet of paper in half like

a hamburger. Cut the center fold,forming two half sheets.

2. Fold one of the half sheets fourtimes. Begin by folding it in half like a hamburger, fold again like a hamburger, and finally again likea hamburger. This folding hasformed your pattern of four rowsand four columns, or 16 smallsquares.

3. Fold two sheets of paper in halflike a hamburger. Cut the centerfolds, forming four half sheets.

4. Hold the pattern vertically andplace a half sheet of paper underthe pattern. Cut the bottom righthand square out of both sheets. Setthis first page aside.

5. Take a second half sheet of paperand place it under the pattern. Cutthe first and second right handsquares out of both sheets. Placethe second page on top of the firstpage.

(continued on next page)

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6. Take a third half sheet of paper and place it under the pattern. Cut the first,second, and third right hand squares out of both sheets. Place this third page on top of the second page.

7. Place the fourth, uncut half sheet of paper behind the three cut out sheets,leaving four aligned tabs across the top of the book. Staple several times on the left side. You can also place glue along the left paper edges and stack them together.

8. Cut a final half sheet of paper with no tabs and staple along the left side to form a cover.

Use this foldable to organize several events or characteristics of a person,place, or occurrence.


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When folded, this project resembles a book,and it can be stored in student portfolios.Accordion books can be stored in file cabinetsfor future use.

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Use different colored paper to indi-cate before and after, or the begin-ning, middle, and ending of an event.

Have students depict the topic visually on one side of the accordionbook and record written information on the other side.

Accordion Book1. Fold two sheets of paper into hamburgers.2. Cut the sheets of paper in half along the

fold lines.3. Fold each section of paper into hamburgers.

However, fold one side one-half inch shorterthan the other side. This will form a tab thatis one-half inch long.

4. Fold this tab forward over the shorter side,and then fold it back from the shorter pieceof paper. (In other words, fold it theopposite way.)

5. Glue together to form an accordion bygluing a straight edge of one section intothe valley of another section.

NOTE: Stand the sections on end to form anaccordion to help students visualize how to gluethem together. See illustration.Always place the extra tab at the back of thebook so you can add more pages later.Use this book for time lines, sequencing eventsor information, biographies, and so on.

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Pop-Up Book1. Fold a sheet of paper in half like a

hamburger.

2. Beginning at the fold, or mountain top,cut one or more tabs.

3. Fold the tabs back and forth several timesuntil there is a good fold line formed.

4. Partially open the hamburger fold and push the tabs through to the inside.

5. With one small dot of glue, glue figures for the pop-up book to the front of each tab. Allow the glue to dry before going on to the next step.

6. Make a cover for the book by folding another sheet of paper in half like ahamburger. Place glue around the outsideedges of the pop-up book and firmly pressinside the hamburger cover.

FOLDING INSTRUCTIONS—ANY NUMBER OF PARTS

1 2

3

4 5

6

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Five-Tab Book1. Fold a sheet of paper in half like a hot dog.

2. Fold the paper so that one-third is exposedand two-thirds are covered.

3. Fold the two-thirds section in half.

4. Fold the one-third section (singlethickness) backward to form a fold line.

The paper will be divided into fifths whenopened. Use this foldable to organize infor-mation about five countries, dates, events,and so on.

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Folded Table or Chart1. Fold a sheet of paper into the number of

vertical columns needed to make the tableor chart.

2. Fold the horizontal rows needed to makethe table or chart.

3. Label the rows and columns.

REMEMBER: Tables are organized alongvertical and horizontal axes, while charts areorganized along one axis, either horizontal or vertical.

Fold the sheet of paper into as many columns orrows that you need for the particular topic.

Table

Chart

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Folding a Circle Into Tenths1. Cut a circle out of a sheet of paper. Then

fold the circle in half.

2. Fold the half circle so that one-third isexposed and two-thirds are covered.

3. Fold the one-third (single thickness)backward to form a fold line.

4. Fold the two-thirds section in half.

5. The half circle will be divided into fifths.When opened, the circle will be divided into tenths.

NOTE: Paper squares andrectangles are folded intotenths the same way. Fold themso that one-third is exposedand two-thirds is covered.Continue with steps 3 and 4.

2/3

1/3

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Circle Graph1. Cut out two circles from two sheets of

paper.

2. Fold one of the circles in half on each axis, forming fourths. Cut along one of the fold lines (the radius) to the middle of each circle. Flatten the circle.

3. Place the two circles together along the cuts until they overlap completely.

4. Spin one of the circles while holding theother still. Estimate how much of each ofthe two (or you can add more) circlesshould be exposed to illustrate percentagesor categories of information. Add circles torepresent more than two percentages.


Use small circle graphs in student projects or onthe front of tab books.

Use large circle graphs on bulletin boards.

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Concept-Map Book1. Fold a sheet of paper along the long or

short axis, leaving a two-inch tabuncovered along the top.

2. Fold in half or in thirds.

3. Unfold and cut along the two or threeinside fold lines.

Use this book to write facts about a person,place, or thing under the appropriate tab.


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Vocabulary Book1. Fold a sheet of notebook paper in half like

a hot dog.

2. On one side, cut every third line. Thisusually results in ten tabs.

3. Label the tabs. See the illustration belowfor several uses.


Use for vocabulary books.

Use to take notes and recordinformation. Leave the note-book holes uncovered and itcan be stored in a notebook.

Use for recording questions and answers.

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Four-Door Diorama1. Make a four-door book out of a shutter fold

(p. 21).

2. Fold the two inside corners back to the outer edges (mountains) of the shutter fold.This will result in two tacos that will makethe four-door book look like it has a shirtcollar. Do the same thing to the bottom ofthe four-door book. When finished, foursmall triangular tacos have been made.

3. Form a 90-degree angle and overlap thefolded triangles to make a display case that doesn’t use staples or glue. (It can be collapsed for storage.)

4. Or, as illustrated, cut off all four triangles, or tacos. Staple or glue the sides.

Use 11" ! 17" paper to make a largedisplay case.

Use poster board to make giant display cases.

Place display cases next to each other to compareand contrast or to sequence events or data.

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Picture Frame Book1. Fold a sheet of paper in half like a

hamburger.

2. Open the hamburger and gently roll one side of the hamburger toward the valley. Try not to crease the roll.

3. Cut a rectangle out of the middle of therolled side of the paper leaving a half-inchborder, forming a frame.

4. Fold another sheet of paper in half like ahamburger. Apply glue to the inside borderof the picture frame and place the folded,uncut sheet of paper inside.

Use this book to feature a person, place, orthing. Inside the picture frames, glue photo-graphs, magazine pictures, computer-generatedgraphs, or have students sketch pictures. Thisbook has three inside pages for writing andrecording notes.

FOLDING INSTRUCTIONS—PROJECTS USING FOLDS

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Display Case1. Make a taco fold and cut off the leftover

piece. This will result in a square.2. Fold the square into a shutter fold.3. Unfold and fold the square into another

shutter fold perpendicular to the direction ofthe first. This will form a small square ateach of the four corners of the sheet of paper.

4. As illustrated, cut along two fold lines onopposite sides of the large square.

5. Collapse the sides in and glue the tabs toform an open box.

How to Make a LidFold another open-sided box using asquare of paper one-half inch larger thanthe square used to make the first box. Thiswill make a lid that fits snugly over thedisplay box. Example: If the base is madeout of an 8"12"" paper square, make the lidout of a 9" square.Cut a hole out of the lid and cover the open-ing with a cut piece of acetate used on over-head projectors. Heavy, clear plastic wrapor scraps from a laminating machine willalso work. Secure the clear plastic sheet tothe inside of the lid with glue or tape.

NOTE: You can place polystyrene foam or quiltbatting in the boxes to display objects. Glue theboxes onto a sheet of cardboard to make themstrong enough to display heavy objects.

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Billboard Project1. Fold all pieces of the same size of paper in

half like hamburgers.

2. Place a line of glue at the top and bottomof one side of each folded billboard sectionand glue them side by side on a largersheet of paper or poster board. If glued cor-rectly, all doors will open from right to left.

3. Pictures, dates, words, and so on, go on thefront of each billboard section. Whenopened, writing or drawings can be seen onthe inside left of each section. The base, orthe part glued to the background, is perfectfor more in-depth information or definitions.

Use for time lines or for sequencing informa-tion, such as events in a war, presidents of theUnited States, or ratification of states.

FOLDING INSTRUCTIONS—PROJECTS USING FOLDS

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Project Board With Tabs1. Draw a large illustration, a series of small

illustrations, or write on the front of a sheetof paper.

2. Pinch and slightly fold the sheet of paper at the point where a tab is desired on theillustrated sheet of paper. Cut into the paperon the fold. Cut straight in, then cut up toform an “L.” When the paper is unfolded, itwill form a tab with an illustration on thefront.

3. After all tabs have been cut, glue this frontsheet onto a second sheet of paper. Placeglue around all four edges and in themiddle, away from tabs.

Write or draw under the tabs. If the project ismade as a bulletin board using butcher paper,tape or glue smaller sheets of paper under thetabs.

Revolutionary War

Korean War

Civil War

Exploration

Korean War

Exploration

Revolutionary War

Korean War

Civil War

Exploration

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Sentence Strips1. Take two sheets of paper and fold them

into hamburgers. Cut along the fold linesmaking four half sheets. (Use as many half sheets as necessary for additionalpages to your book.)

2. Fold each sheet in half like a hot dog.

3. Place the folds side by side and staple them together on the left side.

4. One inch from the stapled edge, cut thefront page of each folded section up to the mountain top. These cuts form flapsthat can be raised and lowered.

To make a half-cover, use a sheet of construc-tion paper one inch longer than the book. Gluethe back of the last sheet to the constructionpaper strip leaving one inch on the left side tofold over and cover the original staples. Staplethis half-cover in place.

45


3

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1

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Sentence-Strip Holder1. Fold a sheet of paper in half like a

hamburger.

2. Open the hamburger and fold the two outer edges toward the valley. This forms a shutter fold.

3. Fold one of the inside edges of the shutterback to the outside fold. This fold forms afloppy L-tab.

4. Glue the floppy L-tab down to the base sothat it forms a strong, straight L-tab.

5. Glue the other shutter side to the front of this L-tab. This forms a tent that is thebackboard for the flashcards or student work to be displayed.

6. Fold the edge of the L-tab up one-quarterto one-half inch to form a lip that will keep the student work from slipping off the holder.

1

2

3

4

5

Use these holders to display student work ona table, or glue them onto a bulletin board tomake it interactive.

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Forward-Backward Book1. Stack three or more sheets of paper. On the

top sheet, trace a large circle.

2. With the papers still stacked, cut out thecircles.

3. Staple the paper circles together along theleft-hand side to create a circular booklet.

4. Label the cover and takes notes on thepages that open to the right.

5. Turn the book upside down and label theback. Takes notes on the pages that open tothe right.


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1

2

3

Front

Back

Inside

Inside

Use one Forward-Backward book to compare and contrasttwo people, places, or events.

Front

Back

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2

3

Three-Pocket Book1. Fold a horizontal sheet of paper (11" ! 17")

into thirds.

2. Fold the bottom edge up two inches andcrease well. Glue the outer edges of thetwo-inch tab to create three pockets.

3. Label each pocket. Use these pockets tohold notes taken on index cards or quartersheets of paper.

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49

Looking at the Earth 50Water, Climate, and Vegetation 52The World’s People 54The United States 56Canada 58Mexico 60Central America and the

Caribbean Islands 62Brazil and Its Neighbors 64The Andean Countries 66Europe—Early History 68Europe—Modern History 70Western Europe Today 72The New Eastern Europe 74Russia’s Landscape and History 76

The New Russia and Independent Republics 78

Birthplace of Civilization 80North Africa Today 82Southwest Asia 84West Africa 86Central and East Africa 88Southern Africa—A Varied Region 90South Asia 92China and Its Neighbors 94Japan and the Koreas 96Southeast Asia 98Australia and New Zealand 100Oceania and Antarctica 102

The pages that follow contain chapter-specific Foldables activities to use withThe World and Its People. Included are a Chapter Summary, a reproduction of

the Foldables Study Organizer that appears on each chapter opener in the text-book, and a Follow-Up Foldables Activity. Use the Follow-Up Activity after stu-dents have studied each chapter. Students are asked to use the Foldables theycreate to review important chapter concepts and prepare for the chapter test.

Alternative Foldables activities are also included for every chapter. Use theseactivities during the study of each chapter or as chapter review activities. TheStudent Study Tip provides reading, writing, and test-taking strategies that youcan share with your students throughout the course.

Summarizing Vocabulary To fully understand what you read, you must be able toidentify and explain key vocabulary terms. Use this foldable to identify, define, anduse important terms in the chapter.

Tabs will formas you cut.

Step 1 Fold a sheet ofnotebook paper in half fromside to side.

Step 2 On one side, cut along every third line.

Step 3 Label your foldable as you read the chap-ter. The first vocabulary term is labeled on themodel below.

Geography

You shouldhave 10 tabs.

Reading andWriting As youread the chapter,select and write keyvocabulary terms onthe front tabs of yourfoldable. Then writethe definition of eachterm under the tabs.After each definition,write a sentenceusing each vocabu-lary term correctly.

50

Looking at the EarthCHAPTER SUMMARY

Geographers use various tools to understand the world. They notonly study the earth’s land, water, air, and animals, but they also lookat how humans interact with their environment. Geographers use maps,globes, photographs, the Global Positioning System, and geographicinformation systems to study the earth. The earth has life because of thesun. The earth also has different seasons because of the way it tilts andrevolves around the sun. Forces both inside the earth and on its surfaceaffect the shape of the land. For example, earthquakes and volcanoescan change the look of the land.

THE WORLD

CHAPTER REVIEWFoldables Follow-Up Activity

After students have created their foldables, have them write a poem,a series of journal entries, or a short story using most of the vocabularywords on their foldables. For example, they could write a story about ageographer’s typical day or a few journal entries on a sight-seeing tripthey might take to learn about different landforms. Tell students thatthey should not include sentences that have already been written ontheir foldables.

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Alternative Chapter Activities

DESCRIBINGHave students write 10 bodies of

water on their foldable tabs, and thendescribe them underneath the tabs.Remind students that rivers, lakes, andoceans are all bodies of water. Thenhave students locate the bodies of wateron a map or globe. For a more challeng-ing activity, suggest that students thinkof and research 10 locations around theworld that have different physical char-acteristics like hills, mountains, pla-teaus, plains, and canyons.

IDENTIFYING Ask students to list 10 types of land-

forms discussed in this chapter on thetabs of their foldables. On the inside oftheir foldables, ask students to writedefinitions and draw small sketches ofeach of the landforms. Then ask stu-dents to create a matching quiz of thelandforms and their descriptions for aclassmate to complete.

THE WORLD

Share the following tips with your students

about taking notes from their textbooks. First,

they should read one section without taking

notes to focus on understanding the material.

Second, they should locate the main ideas and

restate them in their own words. Finally, they

should write the paraphrased ideas in their

notebooks and review them daily.

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BODIES OF WATER:

Nile River

Atlantic Ocean

Lake Erie

Landforms:

Plains

Island

Summarizing Make this foldable and use it to organize note cards with informa-tion about water, climate, and vegetation.

Reading andWriting As you readeach section in thechapter, summarizekey facts about water,climate, and vegetationon note cards or onquarter sheets of note-book paper. Organizeyour notes by placingthem in your foldableinside the appropriatepocket.

52

Water, Climate, andVegetationCHAPTER SUMMARY

Water is one of the earth’s most precious resources and covers about70 percent of the earth’s surface. Climate is the usual pattern of weatherover a long period of time. It includes extremes in temperature andrainfall. There are several things that affect climate. For example,human actions like building cities, burning fuels, and clearing the rainforests can affect climate. Geographers divide the world into differentclimate zones, each of which has special characteristics. The five mainclimate regions are tropical, mid-latitude, high latitude, dry, and high-land. These regions are classified as such based on latitude, amount ofmoisture, and/or elevation.

THE WORLD


Organize students into small groups. Have them discuss their com-pleted foldables. Then have them write a one-page report about the cli-mate zone they live in and one other climate zone in the world. Theyshould compare the zones and note any similarities and differences.

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The tab isinside when thepaper is folded.

Glue here.

Water Climate Vegetation

Step 1 Fold a two-inch tab along the longedge of a sheet of paper.

Step 2 Fold the paper in thirds sothe tab is on the inside.

Step 3 Open the paper pocket foldable, turnit, and glue the edges of the pockets together.

Step 4 Label the pockets as shown.


CATEGORIZINGHave students create this foldable to

understand how the sun, wind, andwater all affect climate. Students shouldlabel their foldables as shown. Theyshould then use their textbooks orsources in the library to record informa-tion under the appropriate tab thatexplains how each element affects cli-mate. Encourage students to drawsketches or diagrams on their foldablesto help them understand the material.

EXPLAININGStudents should choose three climate

zones to describe on their foldables.After they have written several charac-teristics of each zone under the appro-priate tab, they should researchnewspapers and magazines for photo-graphs and maps of examples of eachclimate zone. Students should attachthese to their foldables and share whatthey found with the rest of the class.

THE WORLD

Climate Zones

Tropical Dry Highland

Sun Wind Water

Things That Affect Climate

While taking tests, advise your students to

answer the questions they know first and then

go back to the harder questions. They will gain

some confidence this way and be able to better

focus on the more difficult questions. They will

also avoid not finishing a test because of unan-

swered questions for which they knew the

answers.

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Organizing Information Make this foldable to help you organize what you learn aboutculture, the world’s population, resources, and the effect of technology on the world.

Reading andWriting As youread each sectionin the chapter,write notes underthe correct tab ofyour foldable.

54

The World’s PeopleCHAPTER SUMMARY

Culture is the way of life of people who share similar beliefs and cus-toms. Those who share the same culture usually live close to otherswho have similar beliefs and like the same foods, music, and clothing.Culture includes eight elements or traits: social groups, language, reli-gion, daily life, history, arts, a government system, and an economicsystem. In the past 200 years, the world’s population has grown at avery rapid rate. Nearly half of the world’s people live in cities. Becausemany resources are limited and distributed unevenly, countries musttrade for goods. Countries specialize by producing what they can pro-duce best with the resources they have.

THE WORLD


After students have completed their foldables, ask them to thinkabout their own cultural background and how it is represented in society. Ask them to research which things in our society are uniqueto their culture. For example, there are many Spanish and NativeAmerican names of rivers and towns. It is also believed that doughnutsoriginated in Germany or the Netherlands. Encourage students to sharewhat they find with others.

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TheWorld's People

Cut along thefold lines onboth sides.

PopulationPatterns

Technology“Shrinks”theWorld

Under- standing Culture

Resources & World Trade

Step 1 Fold the sides of a piece of paperinto the middle to make a shutter fold.

Step 2 Fold in half from side to side.

Step 3 Open and cut along the inside foldlines to form four tabs.

Step 4 Label the tabs as shown.


ORGANIZINGTo create this foldable, students should

fold the paper into thirds in Step 2.Students should label their foldables asshown. Ask students to write defini-tions and provide examples in theappropriate columns. Then ask studentsto research to find where theseresources are available in the world.Draw a large map of the world on theboard, and ask for volunteers to come tothe board to write in where resourcessuch as oil are located.

THE WORLD

Communication Transportation

Before1920After1920

The World’sTechnology

Definition Examples

RenewableNon-

renewable

RESOURCES

To help students write a well-developed

essay, remind them that the essay’s first para-

graph should contain a topic sentence that

states the main idea. Throughout the essay, stu-

dents should use examples, supporting details,

and transitional words or phrases such as

therefore, as a result, and in addition to support

the main idea.

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COMPARINGHave students label the columns of

their foldables with the words Communi-cation and Transportation. Then havethem write Before 1920 and After 1920 inthe rows. Ask students to compare howinventions have changed communica-tion and transportation before 1920 andafter 1920. Have students share thisinformation with the class.

Identifying Main Ideas Asking yourself questions as you read helps you to focus onmain ideas of the material and better understand it. Make this foldable and use it as ajournal to record and answer your own questions about the United States.

My UnitedStates Journal

of Questionsand Answers

Step 1 Fold a sheet of paper in half fromtop to bottom.

Step 2 Then fold the paper in half fromside to side.

Step 3 Label the foldable as shown.

Reading andWriting Before youread the chapter, listquestions you haveabout the land, people,and economy of theUnited States. Then, asyou read the chapter,write down more ques-tions that occur to youon the pages of yourjournal. Be sure to reviewyour questions and fill inall the correct answers.

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The United StatesCHAPTER SUMMARY

The United States is a country with a great variety of landforms and climates. It has five main physical regions: the Coastal Plains, the Appalachian Mountains, the Interior Plains, the Mountains andPlateaus region, and the Pacific Coast. Alaska and Hawaii make up twomore regions. The United States economy thrives as a result of abun-dant resources and the hard work of Americans. It has emerged as theworld’s most productive economy. Service industries contribute themost to the American economy, followed by manufacturing, agricul-ture, and mining. Immigrants from all over the world have come to theUnited States, creating a land of many cultures. The United States has arepresentative democratic government with power shared by the statesand the national government.

THE UNITED STATES AND CANADA


Organize students into pairs to discuss the questions they wrote intheir foldables. Then have the students try to answer one another’s ques-tions. As students engage in their discussions, monitor their progress,stopping to ask groups questions of your own about the chapter. Youmay want to award bonus points for correct answers.

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DESCRIBINGHave students create foldables to

describe the physical regions of theUnited States. Students should labeltheir foldables as shown, and thendescribe each of the physical regions ofthe country on the inside of their fold-ables. Students may want to sketch afew features of each region to help themremember the regions’ characteristics.


Advise students to prepare for chapter essay

tests not only by reviewing their notes, but also

by carefully identifying the major content areas

of the chapter that they need to learn. For exam-

ple, they might want to create a list of possible

topics for essay questions, and then study those

topics. Students should examine their lists and

reread or examine topics that they do not com-

pletely understand.

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ORGANIZINGHave students create foldables to

organize information about the ethnicgroups in the United States. Studentsshould include the following groups:Europeans, African Americans, Hispan-ics, Asian Americans, Pacific Islanders,and Native Americans. Students shouldthen write facts about each group underthe appropriate heading. Encourage stu-dents to find newspaper articles abouteach group to attach to their foldables.

Regionsof theU.S.

EthnicGroups

Compare-Contrast Make this foldable to help you analyze the similarities anddifferences between the landforms, climate, and cultures of northern and southernCanada.

Draw a markat the midpoint.

NorthernCanada

SouthernCanada

Step 1 Mark the midpoint of the side edge of a sheet of paper.

Step 2 Turn the paper and foldthe outside edges in to touch atthe midpoint.

Step 3 Turn and label your foldable as shown.

Reading andWriting As youread the chapter,collect and writeinformation underthe appropriatetab that will helpyou compare andcontrast northernand southernCanada.

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Canada CHAPTER SUMMARY

Canada is the second-largest country in the world and has manydifferent landforms. Canada’s economy benefits from rich naturalresources, skilled workers, and close trading ties with the United States.Canada’s government is a parliamentary democracy headed by a primeminister. Quebec and Ontario are the largest provinces in Canada andcontain the most people. Canadians of many different backgrounds livein towns and cities located near the United States border. Inuit andother Native Americans were the first Canadians. Then French andBritish settlers built homes in Canada. Recently, large numbers of immi-grants have come from Asia and eastern Europe.



Have students work in small groups to play a guessing game usingtheir completed foldables. Have each student in the group take turnschoosing a fact from his or her completed foldable and reciting it to therest of the group. Group members will guess whether the recited factdescribes northern Canada or southern Canada. The student thatguesses the region correctly is the next to recite a fact from his or herfoldable. Have students continue the game until every student has had an opportunity to recite a fact.

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SUMMARIZING Have students create and use this

foldable to review Canada’s provincesand territories. Students should list the10 provinces and the 3 territories undereach appropriate tab. Students shouldalso include at least one fact thatdescribes each province and territory ontheir foldables.

DESCRIBING Students should create the foldable as

shown and then turn it so that the out-side edges open outward. On the leftfoldable tab, students should writeFrench. On the right tab, they shouldwrite English. Students are then ready totake notes about Canada’s bilingual his-tory under each appropriate tab. As afollow-up activity, have students researchto find out more about Canada’s bilin-gual history and write the informationin the center of the foldable.


As students are learning about Canada, have

them create a question bank for each section.

Students should change each subhead into a

question. For example, the first subhead in

Section 1 is “Canada’s Landscape.” Students

might ask, “What is the landscape of Canada

like?” Students should provide an answer for

each question. They may then use their ques-

tion bank to prepare for the chapter test.

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(10) Provinces

(3) Territories

French English

Categorizing Information When you group information into categories on a table,it is easier to study characteristics of items. Make this foldable to help you describeMexico’s land, economy, and government—past and present.

This formsthree sections. This

forms foursections.

Fold it in half,then in half

again.

Past PresentMexico’s

LandMexico’sEconomyMexico’s

Government

Step 1 Fold a sheet of paper intothirds from top to bottom.

Step 2 Open the paper and refold it into fourthsfrom side to side.

Step 3 Unfold, turn the paper, anddraw lines along the folds.

Step 4 Label your table as shown.

Reading andWriting As youread the chapter,record key factsabout Mexico’sland, economy,and governmentin the appropriateplaces on yourtable foldable.

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MexicoCHAPTER SUMMARY

Mexico’s mountainous landscape and varied climate have led to the cre-ation of three different economic regions. Northern Mexico is known forits vaqueros and maquiladoras. Central Mexico is the country’s heartland.Most of the people live in this region for its pleasant climate, industrialopportunities, and fertile soil. Subsistence farms and plantations arefound throughout southern Mexico—the country’s poorest region.Mexico’s culture reflects a combination of Native American and Spanishinfluences. Mexico won its independence from Spain in 1821, and todayMexico is a federal republic. Mexicans enjoy a rich and lively culture butface many serious challenges such as pollution.

LATIN AMERICA


After students have completed their foldables, they should be able tocompare and contrast past and present facts about Mexico’s land, econ-omy, and government. Have each student select one area on which tofocus (or assign students one of the three areas). Have students write abrief essay that compares the past and present of Mexico’s land, econ-omy, or government.

CHAPTER PREVIEW

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COMPARINGHave students create a table foldable

and label the rows and columns asshown. Students should list facts aboutthe geography and economies of thethree regions of Mexico in the appropri-ate spaces on the table. By completingthis foldable, students will compare thegeography and economic activities ofnorthern Mexico, central Mexico, andsouthern Mexico.

LATIN AMERICA

Creating test questions (with correct answers) is

a good way to review chapter material and pre-

pare for tests. Encourage students to quiz each

other about chapter facts. Each student should

create a 10-question quiz, and then exchange

quizzes with another classmate. Students should

then grade each other’s quizzes using the answer

keys that they have already created.

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GeographyMEXICO Economy

NorthernMexicoCentralMexico

SouthernMexico

DescribeChallenges Solution

PopulationForeign

investment /debt

Pollution

ORGANIZING Mexico has tried to use its resources to

improve the lives of its people. Alongthe way, challenges have surfaced forMexico. Have students use this foldableto organize information about threechallenges that Mexico faces today.Students should describe each challengein the second column, and then writeone or two solutions for each challengein the third column. Organize studentsinto groups to share what they havewritten on their foldables.

Compare-Contrast Make this foldable to help you determine how Central Americaand the Caribbean islands are similar and different.

CentralAmerica

Caribbeanislands

CentralAmerica

Caribbeanislands This cut will

make two tabs.

Step 1 Fold onesheet of paper in halffrom top to bottom.

Step 2 Fold it in half again,from side to side.

Step 3 Unfold thepaper once. Sketchan outline of CentralAmerica and theCaribbean islandsacross both tabs andlabel them as shown.

Step 4 Cut along the fold of the top flaponly.

Reading andWriting As youread the chapter,write facts under theappropriate tabs ofyour foldable. Usewhat you write tocompare and con-trast the people andplaces of CentralAmerica and theCaribbean islands.

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Central America andthe Caribbean IslandsCHAPTER SUMMARY

Central America is made up of seven countries: Belize, Honduras,Guatemala, El Salvador, Costa Rica, Nicaragua, and Panama. Althoughthe mountainous areas are cool year-round, Central America is mostlytropical. Most people in the region either work on plantations or are sub-sistence farmers. Central America is a blend of both Native American andSpanish language and culture. In 1492 Christopher Columbus landed inthe Caribbean islands; the Spaniards permanently settled in 1496. Theregion is a mix of Native American, African, Asian, and European influ-ences. The Caribbean islands rely on tourism to support their economies.Most governments in the Caribbean are democratic, but Cuba is a com-munist state led by a dictator.

LATIN AMERICA


Have students create an outline map of Central America and theCaribbean islands on poster board or on the chalkboard. The mapshould be big enough for the entire class to work on together. Havevolunteers label each country. Then have students write a fact about acountry on the map using the information they have written on theircompleted foldables.

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EVALUATINGHave students create and label this

foldable as shown. Students will compare and contrast the farmingeconomies and the tourist-basedeconomies found in Central Americaand the Caribbean islands. As studentsread the chapter, they should write factsunder each appropriate tab of their fold-ables. After completing their foldables,ask students to list the pros and cons ofeach type of economy.

DESCRIBINGHave students create and label this

foldable as shown. Students will use thisfoldable to describe how the isthmus ofCentral America differs from the islandsof the Caribbean. Students’ descriptionsshould include a definition of isthmusand island, an example of each, and thecharacteristics that make these physicalfeatures similar and different.

LATIN AMERICA

To help students remember what they have

read, discuss some memorization techniques that

they could use while studying. Association, or

relating ideas to one another, will help them

remember information. When students visualize

as they read about different countries and their

characteristics, they form mental images, which

help students recall the information later.

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Isthmus Islands

FarmingEconomy

Tourist-Based

Economy

CHAPTER PREVIEW

Summarizing Information Make this foldable and use it to organize note cardswith information about the people and places of Brazil and its neighbors.

Fold the leftedge over2 inches.

The tab can’t beseen when thepaper is folded.

Gluehere.

Gluehere.

Step 1 Fold a 2-inch tab along the long edgeof a sheet of paper.

Step 2 Fold the paper in half so thetab is on the inside.

Step 3 Open the paper pocket foldable, turn it,and glue the edges of the pockets together.


Reading andWriting As youread the chapter,summarize key factsabout Brazil and itsneighbors on notecards or on quartersheets of notebookpaper. Organize yournotes by placing them in your pocketfoldable inside theappropriate pockets.(Keep your pocketfoldable to use withthe next chapter.)

Brazil Brazil’s Neighbors

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Brazil and Its NeighborsCHAPTER SUMMARY

Brazil is a large country with many resources, a lively culture, andserious economic challenges. It declared its independence in 1822 aftercenturies of colonial rule by Portugal. Brazil is trying to reduce itsnumber of poor people and balance the use of resources with the preser-vation of its rain forests. Argentina has a strong economy that includesmining, farming, ranching, and manufacturing. Brazil’s other neigh-bors—Uruguay, Paraguay, Venezuela, Guyana, Suriname, and FrenchGuiana—have a diverse array of landforms, climates, and cultures.

LATIN AMERICA


Have students form groups of three or four. After students haveassembled in their groups, have them share the information they col-lected in their pocket foldables with one another. Students should taketurns reading aloud the facts they have collected. After each studentreads a fact, the other students in the group should try to guess whichcountry is being described. As a class, discuss the similarities and dif-ferences among the countries.

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PROBLEM SOLVINGHave students create this pocket fold-

able and label it as shown. Studentsshould collect information on note cardsor on quarter sheets of paper about thehistory and current situation of the rainforest in Brazil. Advise students toinclude information about tourism, eco-nomic development, and the peoples ofthe rain forest. Ask students to choose alocal newspaper and write a “letter tothe editor” about how to preserve therain forest.

CAUSE AND EFFECTHave students create a pocket foldable

and label it as shown. Students shouldresearch the exploration and coloniza-tion of South America by Spain andPortugal. Have students take notes onindex cards and place them in theirpocket foldables. As a class, discusshow South America’s history has influ-enced its economic development.

LATIN AMERICA

As students are learning new material,

remind them to use the visuals in each chapter

to help them better understand the material.

Have students examine the photographs and

graphics in this chapter and explain why they

think each is included. Students should sum-

marize the information presented in the photo-

graphs and graphics as they take notes.

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Spain inSouth America

Portugal inSouth America

South America:Exploration and Colonization

Past Present

Rain Forest

CHAPTER PREVIEW

Summarizing Information Make this foldable and use it to organize note cardswith information about the people and places of the Andean countries of SouthAmerica.

Fold the leftedge over2 inches.

The tab can’t beseen when thepaper is folded.

Gluehere.

Gluehere. Colombia, Peru,

Ecuador Bolivia, Chile

Step 1 Fold a 2-inch tab along the long edgeof a sheet of paper.

Step 2 Fold the paper in half so thetab is on the inside.

Step 3 Open the paper pocket foldable andglue the edges of the pockets together.


Reading andWriting As youread the chapter,summarize key factsabout the Andeancountries on notecards or on quartersheets of notebookpaper. Organize yournotes by placingthem in your pocketfoldable inside theappropriate pockets.(Glue your foldablefrom the previouschapter on the frontcover of this foldableto form a four-pocketfoldable on SouthAmerica.)

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The Andean Countries CHAPTER SUMMARY

Colombia faces political and economic turmoil as a result of a civilwar that has lasted for more than 35 years. Most Colombians areRoman Catholic and speak Spanish. Colombia’s neighbors, Peru andEcuador, share similar landscapes, climates, and history. The Incadeveloped a powerful and sophisticated civilization in the area that isnow Peru. Bolivia and Chile share the Andes, but their economies andpeople are different. Chile has a diverse economy that includes mining,farming, and manufacturing. Bolivia is a poor country consistingmainly of the Andes and a high plateau that is difficult to farm.

LATIN AMERICA


Have students work in pairs to share facts about the Andean countriesthat they have collected in their pocket foldables. Students should taketurns reciting the facts that they have written on their note cards, andthe other student should name the country to which the fact pertains.Students should continue this way until all facts are covered. If youhave extra time, ask students to create a tourism poster for one of thecountries.

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IDENTIFYING OPTIONSHave students create pocket foldables

and label them as shown. Then havestudents write facts on note cards or onquarter sheets of paper and use theirfoldables to store them. Students shouldwrite facts about the political and eco-nomic challenges that face Colombia.After students have completed theirfoldables, discuss as a class the reasonsfor the challenges and have studentsprovide possible solutions.

COMPARE AND CONTRASTHave students create this foldable to

compare and contrast two countriesprofiled in the chapter. Students shouldwrite facts about the countries on notecards or on quarter sheets of paper andcollect them in their pocket foldables.Have students use the information intheir foldables to create a Venn diagramthat compares and contrasts the twocountries.

LATIN AMERICA

After reading and taking notes on a section of

the textbook, remind students to stop and take

a short break. They should then go back and

reread the notes. Students should ask them-

selves: Is there anything that is unclear? Do any

facts seem incorrect? Students should rewrite or

clarify their notes as needed.

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Bolivia Chile

PoliticalChallenges

EconomicChallenges

Colombia

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EUROPE

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Europe—Early HistoryCHAPTER SUMMARY

Ancient Greece and Rome made important contributions to Westernculture and civilization. The beginnings of our political system can betraced to Athens, Greece, where the first democratic constitution waswritten. In the Roman Republic, consuls were elected by the people andreported to the Roman Senate. Senators, however, lost power toemperors when the Roman Republic became the Roman Empire. TheRoman Empire declined when Germanic peoples invaded. The CatholicChurch emerged as a major political power in western Europe. Duringthe Renaissance, the study of science, art, and education was renewed.Nations were created, uniting people with common languages andcultures.


Have students work in pairs to quiz each other using their foldables.One student should describe an event that occurred in western Europeduring Classical, medieval, or Renaissance times. The other studentshould identify in which time period the event occurred. Have studentskeep score, and the student who identifies the correct period the mostnumber of times wins.

CHAPTER PREVIEW

Sequencing Events Make this foldable to help you organize information andsequence events into a flowchart about the early history of Europe.

12

Fold it so the leftedge lies about inch from the

right edge.

This will makethree tabs.

ClassicalGreeceand Rome

MedievalEurope

From Renaissanceto Revolution

Step 1 Fold a sheet of paper in half fromside to side.

Step 2 Turn the paperand fold it into thirds.

Step 3 Unfold and cut only the top layeralong both folds.

Step 4 Turn the paperand label it as shown.

Reading andWriting As youread the chapter, listevents that occurredduring these threeperiods in Europeanhistory under theappropriate tab ofyour foldable.

EUROPE

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ORGANIZINGTo help students organize information

about Greece, the Roman Republic, andthe Roman Empire, have students createa foldable like the one shown. Studentsshould take notes that describe the mainideas about each time period and writethem under the appropriate tab. Havestudents share their notes with a partnerand adjust their foldables to account forany main ideas that they did not identify.

DESCRIBINGHave students create this foldable to

describe the elements of the feudalestate. Under each appropriate tab, stu-dents should define manor, tenants, andserfs, and list any additional informa-tion that will help them remember thedefinitions. Encourage students to drawa web diagram to better understandhow feudalism worked.

Golden Age ofGreece

TheRomanRepublic

Roman Empire

To help students take notes on the informa-

tion presented in their textbooks, have them

convert each main head in the section into a

question. Students should use words such as

who, what, where, when, and why to form their

questions. For example, students might ask:

What was the Golden Age of Greece? After stu-

dents have created their questions, they should

read the section to find the answers.

Manor

Tenants

Serfs

MedievalSociety

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EUROPE

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Europe—Modern HistoryCHAPTER SUMMARY

Europe has played a major role in shaping today’s world. Competitionfor markets and resources as a result of industrialization led to imperial-ism and friction among European countries during the 1800s. The demo-cratic United States and the Communist Soviet Union competed to bringtheir forms of government to the nations of post-World War II Europe,causing the Cold War. At the end of the Cold War, old and new nations ofEurope faced many challenges. The fall of the Soviet Union in the early1990s increased Europe’s global influence and strengthened the move-ment toward greater political and economic unity. Problems still remain inEurope, however, including poverty, population growth, and pollution.


Have students use their foldables to create a time line of events ofEurope in the modern era. Ask students to use the events listed on theirfoldables as well as current events to create a time line on poster board.Time line ranges should include the years from 1700 to the present.Students should choose events from their foldables that they feel weresignificant in the development of a unified Europe. Students may wantto illustrate specific events or people who played a major role in Europefrom the eighteenth century to the present.

CHAPTER PREVIEW

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

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 DividedContinent Move TowardUnity

Step 1 Fold a sheet of paper from side toside, leaving a 2-inch tab uncovered alongthe side.

Step 2 Turn the paper and fold it intothirds.

Step 3 Unfold and cut along the two insidefold lines.


Reading andWriting As youread about themodern history ofEurope, write impor-tant facts undereach appropriatetab of your foldable.

EUROPE

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ORGANIZINGHave students create a foldable to help

them remember information aboutEurope during the first half of the twen-tieth century. Students should label theirtabs World War I, Between the WorldWars, and World War II. Have themresearch the chapter and other sourcesfor facts and main ideas and write theinformation under the correct tab.Remind them to use their foldables asthey study for quizzes and tests.

World War I

Between theWorld Wars

WorldWar II

Remind students that they should preview

the information in a chapter before they read.

Students should read the chapter title and try to

formulate an idea of what they will be learning.

They should then read the subtitles within each

section to see how the main idea is developed.

Have students skim the photos, charts, graphs,

or maps, and ask them to think about how these

visuals support the main idea.

EVALUATING Have students create a foldable that

addresses the challenges Europe facestoday. Students should use the Internet tofind information about poverty, popula-tion growth, and pollution in Europe.Have students write facts about the issuesand how European countries are trying toaddress them on their foldables. Ask stu-dents to evaluate whether they thinkEuropean nations are taking the necessarysteps to resolve the issues.

Modern Challenges in Europepopulationgrowth pollutionpoverty

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Western Europe TodayCHAPTER SUMMARY

Although they are members of the European Union, westernEuropean countries are economically and politically diverse. WesternEuropean countries are generally industrialized, with much of thecountries’ populations working in manufacturing and service indus-tries. Agriculture, however, is also an important industry for countriessuch as the Netherlands and France. As the economies vary throughoutthe countries of western Europe, so do the different types of govern-ments. Governments include republics and constitutional monarchies.Although different, western European countries have united to formthe European Union, making the region an even stronger economic andpolitical world power.


After students have created their foldables about western Europe,organize them into small groups. Then have the groups designmuseum exhibits that show the history and modern times of one orseveral of the countries in western Europe. The groups may have to dooutside research for more historical information. They should sketchout the plan and write a description of the exhibit. Ask them to sharetheir ideas with the rest of the class.

CHAPTER PREVIEW

Categorizing Information Make this foldable to organize information from thechapter to help you learn more about the people and places of western Europe.

Keep theedges straight.

This makesall tabs thesame size.

WESTERN EUROPE TODAYThe British Isles

France and Benelux CountriesGermany and Alpine Countries

The Nordic Nations

Southern Europe

Stapletogether along

the fold.

Step 1 Collect three sheets of paper andplace them about 1 inch apart.

Step 2 Fold up the bottom edges of thepaper to form 6 tabs.

Step 3 When all the tabs arethe same size, crease the paperto hold the tabs in place and sta-ple the sheets together. Turn thepaper and label each tab asshown.

Reading andWriting As youread, use your fold-able to write downwhat you learnabout westernEurope. Write factsunder each appro-priate tab.

EUROPE

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DESCRIBINGHave students create foldables that

contain interesting facts about Belgium,the Netherlands, and Luxembourg.Students might want to use the Internetto find additional information about theBenelux countries’ economies, govern-ments, and people. When completed,have students create a travel brochurewith illustrations that highlights thesefacts. Have volunteers share theirbrochures with the class.

THE BENELUX COUNTRIES

BelgiumThe Netherlands

Luxembourg

Before students read about each country in

western Europe, refer them to the physical map

of Europe in the Reference Atlas of their text-

books. Students should locate the country on

the map and identify its capital. Have students

study the map and speculate how physical fea-

tures such as rivers, seas, and mountains might

influence the country’s people and economy.

COMPARINGHave students choose a country from

western Europe and use the Internet toresearch its geography, people, and econ-omy. Students should write the informa-tion on their foldables under theappropriate tab. Ask students to sharethe information they found with theclass and compare the countries theyresearched. Have students choose acountry they would like to visit andexplain why.

FRANCEgeography

peopleeconomy

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The New Eastern Europe CHAPTER SUMMARY

The fall of communism has greatly affected the economies of easternEurope, both positively and negatively. Closer economic ties to westernEurope have helped some countries move toward free market economies.Mining and manufacturing are important economic activities for countriessuch as Poland, whereas tourism and high-technology manufacturing arevital for the Czech Republic. Some countries, however, have suffered fromethnic conflicts and economic setbacks that have prevented them fromexperiencing economic development. Ethnic conflicts have torn apart theformer Yugoslav republics, and lack of money has prevented Albaniafrom mining its country’s rich minerals. The struggle to achieve economicprosperity continues for the people of the former Soviet republics.

CHAPTER PREVIEW


Have students use their foldables to write a paragraph explaining the similarities and differences between western Europe and easternEurope. Students should explain how these differences have benefitedor harmed countries within the region. Have volunteers share theirparagraphs with the class and ask students if they agree or disagreewith their classmates’ conclusions and explain why.

Compare-Contrast Make the following foldable to help you compare and con-trast what you learn about western Europe and eastern Europe.

12

Fold it so the leftedge lies about inch from the

right edge.

This will makethree tabs.

WesternEurope Both Eastern

Europe

Step 1 Fold a sheet of paper in half fromside to side.

Step 2 Turn the paper and fold itinto thirds.

Step 3 Unfold and cut the top layer onlyalong both folds.

Step 4 Label as shown.

Reading andWriting Before youread this chapter,record what you learnedabout western Europe inthe previous chapterunder the WesternEurope tab of your fold-able. As you read thischapter, write what youlearn about easternEurope under the cor-rect tab. Then list waysthese two regions aresimilar under the middletab.

EUROPE

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EXPLAININGHave students choose a country in

eastern Europe to research. Studentsshould use the Internet or magazines tofind information about the similaritiesand differences between the country’shistory and its situation today and writethis information on their foldables.Students should focus on how politicaland social events have positively ornegatively impacted the country. Havestudents explain the information theyfound to the class.

RuralLife Both Urban

Life

EASTERN EUROPE TODAY

Past Both Present

ROMANIA

If a word’s meaning is unknown, have stu-

dents reread the sentences that precede or follow

it to see if its meaning can be derived from the

context. If students have difficulty using deci-

phering and context clues to figure out a word’s

meaning, have them find the word in the

Glossary or a dictionary. Students should write

the definition in their notes so they do not have

to look it up again.

COMPARE AND CONTRASTStudents should create foldables that

highlight the differences and similaritiesbetween rural and urban life in easternEurope today. Students should use theInternet to research what life is like ineastern Europe for rural and urban pop-ulations and record the information ontheir foldables. As a class, discuss life inrural and urban areas in the UnitedStates. Ask students to describe the sim-ilarities and differences between the tworegions.

CHAPTER PREVIEW

Categorizing Information When you group information into categories, it is easierto make sense of what you are learning. Make this foldable to help you learn aboutRussia’s past and present.

This cut willmake two tabs.

Past

Soviet Union

Russia

Present

Step 1 Fold one sheet of paper in halffrom top to bottom.

Step 2 Fold it in half again, from side to side.

Step 3 Unfold the paper once. Cut upthe inside fold of the top flap only.

Step 4 Turn the paper andsketch a map of the SovietUnion and Russia on the fronttabs. Label your foldable asshown.

Reading andWriting As youread the chapter,write under theappropriate flapsof your foldablewhat you learnabout the formerSoviet Union andpresent-dayRussia.

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Russia’s Landscape andHistoryCHAPTER SUMMARY

Russia is the largest country in the world. It expands from Europe toAsia and has a cold climate due to its far northern location. Emperorscalled czars ruled the Russian Empire from 1480 to 1917. The czar wasoverthrown in 1917 and a communist state was established. In 1922 theUnion of Soviet Socialist Republics, or the Soviet Union, was formedand included Russia and most of the conquered territories of the oldRussian Empire. Through industrialization and military buildup, theSoviet Union became a world power. After World War II, the UnitedStates and the Soviet Union engaged in a Cold War, which means theycompeted for world influence without actually fighting. In 1991 theSoviet Union broke apart, and Russia became an independent republic..

RUSSIA AND THE EURASIAN REPUBLICS


Have students work in small groups to quiz each other about the dif-ferences between the former Soviet Union and present-day Russia.Have students read a characteristic or feature that they noted on theirfoldables. The other students should decide whether that descriptionrefers to either the Soviet Union or Russia. Have students edit theirfoldables to account for any information that they did not include.

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DESCRIBINGHave students research to find infor-

mation about “Ivan the Great” and“Ivan the Terrible.” They should writefacts under the appropriate tab of theirfoldables. Write Accomplishments on theboard. Have students use their foldablesto describe the accomplishments of thefirst czars as you note them on theboard. Ask students to explain howthese first czars served as models forczars who ruled after them.

EXPLAININGStudents should use the Internet and

magazines to find facts about what lifewas like in communist Russia and whatlife is like today for Russians under thefree enterprise system. Students shouldwrite these descriptions under theappropriate tabs of their foldables.When they have completed their fold-ables, organize the class into twogroups to debate which economic sys-tem works best for Russia.


Before students answer a question about a

map, chart, or graph, remind them to study the

graphic carefully to understand what informa-

tion is being presented and what is being asked

in the question. Students should read the title,

labels, keys, or axes to learn about the graphic’s

subject and note how the data are organized.

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Ivan III“Ivan the

Great”

Ivan IV“Ivan theTerrible”

RUS SIACommunism Free

Enterprise

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The New Russia andIndependent RepublicsCHAPTER SUMMARY

Russia has a rich cultural heritage, but it faces challenges in changingto a free market economy and a democratic government. Russia can bedivided into four different economic regions: the Moscow region, PortCities, Siberia, and the Volga and Urals region. The country has a richtradition of art, music, and literature. To the south are the Eurasianrepublics where many different ethnic groups live. The Caucasus andCentral Asian republics have struggled to develop their own economiessince the collapse of the Soviet Union and are facing many ethnicconflicts.

CHAPTER PREVIEW


Organize students into pairs and have each pair write three sentencesthat summarize the main ideas of this chapter. Students’ sentencesshould address Russia’s economy and descriptions of its population.Have students share the sentences that they wrote with the class and askthem to vote for the one that they think best summarizes the chapter.

Compare-Contrast Make this foldable and use it to help you organize what youlearn about Russia and the independent Eurasian republics.

Staplehere.

This makesa circularbooklet.

Step 1 Stack foursheets of paper, one ontop of the other. On thetop sheet of paper, tracea large circle.

Step 2 With thepapers still stacked,cut along the circleline you traced.

Step 3 Staple the paper circles together atone point around the edge.

Step 4 Label the front circleRussia. Then take notes on thepages that open to the right. Turnthe book upside down and labelthe back Eurasian Republics.Take notes on the pages that opento the right.

Reading andWriting As youread the chapter,write facts aboutthe people andplaces of Russiaand the Eurasianrepublics in theappropriate placesof your circularfoldable booklet.


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IDENTIFYINGHave students create circular foldable

booklets about two economic regions inRussia. For example, students mightresearch the Ural Mountains and theVolga River. Students should find infor-mation about the regions and why theyare important to Russia. The first fea-ture should be written on the front ofthe booklet and students should writefacts inside. Then have students turnthe book upside down and write factsfor the second feature on the opposite pages.

UralMountains

Information from the Internet is useful to

students, but it should be reviewed critically.

As students read information sources, remind

them to think about the author’s biases. Stu-

dents should try to identify the author’s pur-

pose for writing the information and how the

author sometimes tries to influence the reader’s

opinion of the subject material.

COMPARE AND CONTRASTHave students create a foldable that

compares and contrasts the lifestyles of people from two of the Eurasianrepublics. Students should use theInternet and their textbooks for infor-mation about physical features, climate,economic activity, and ethnic groups.Students may illustrate this informationin the form of graphs and charts.

Uzbekistan

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NORTH AFRICA AND SOUTHWEST ASIA

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After students have created their foldables, organize students intosmall groups. Have them discuss the similarities and differences in theancient civilizations compared to today’s world. Then have themcompile the results in a one-page report. Students should write anintroductory paragraph, a paragraph about similarities, a paragraphabout differences, and a conclusion.

Birthplace of CivilizationCHAPTER SUMMARY

Learning how past cultures lived helps us better understand our ownculture. One of the first civilizations developed in Mesopotamia, a regionbetween the Tigris and Euphrates Rivers. Farming, writing, and a systemof government were first established in a part of Mesopotamia known asSumer. The empires of Akkad and Babylon also arose in this area. Threeof the world’s monotheistic religions—Judaism, Christianity, and Islam—all developed in Southwest Asia. Judaism is the oldest of the three reli-gions. Christianity is the world’s largest religion, and Islam is the secondlargest. The followers of Islam are called Muslims.

CHAPTER PREVIEW

Compare-Contrast Make and use this foldable to help you determine howMesopotamia and ancient Egypt were similar and different.




Ancient Civilizations

Mesopotamia Both AncientEgypt


Step 3 Unfold and cut along the two insidefold lines.

Step 4 Label your foldable as shown.

Reading andWriting As you readthe chapter, write whatyou learn about theseancient civilizationsunder the tabs. Besure to list similaritiesand differences underthe appropriate tabs.

Step 1 Fold a sheet of paper from side toside, leaving a 2-inch tab uncovered along the side.


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COMPARE AND CONTRASTHave students compare and contrast

the people of Phoenicia and ancientEgypt. Students should draw a Venndiagram on their foldables and writePhoenicians and Egyptians in the circles.Have students choose one interestingfact about each group to research fur-ther. For example, students may chooseto do research about how the Egyptianpeople built pyramids. Have studentspresent their findings to the class.

Religions

Christianity Both Islam

People of Early Cultures

Phoenicians Both Egyptians

As students are learning the chapter, remind

them that time lines are effective study guides.

Time lines should include events in the order in

which they occurred with a brief description

about each event. For this chapter in particular,

teach students how historians use “B.C.” Time

lines enhance learning as students see the

development of patterns over time and how

events occurred chronologically.

MAKING GENERALIZATIONSUsing the information in the text,

have students make a foldable to com-pare and contrast Christianity andIslam. Ask students why they thinkthere are different religions and whythey think geographic location some-times determines which religion peoplefollow. Then discuss the different reli-gious holidays with students.

CHAPTER PREVIEW

Identifying Main Ideas Make this foldable to help you identify key facts about thepeople and places of North Africa.

Reading andWriting As you read,write main ideas insidethe foldable undereach appropriate pyra-mid wall.

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North Africa TodayCHAPTER SUMMARY

Egypt lies in Africa’s northeast corner. The Nile River and desertlandscape have shaped the lives of the Egyptian people for centuries.Egypt has a dry desert climate with hot summers and mild winters.Agriculture is the main economic activity in Egypt. The countries ofLibya, Tunisia, Algeria, and Morocco share a desert environment and amostly Arab culture. Oil, natural gas, and phosphates are among theimportant resources in these countries. Tunisia, Algeria, and Moroccoform a region known as the Maghreb.



Discuss the information students have written on their foldablesabout countries in North Africa. Then ask students to use their fold-ables to write two or three journal entries about one of the countries.Students should write a description of what a day in the life of some-one living in that country might be like. They could include detailsabout dress, employment, the climate, and so on. Encourage students toillustrate their journal entries.

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Fold a triangle.Cut off the extra

edge.

The foldswill form an X

that creates fourequal sections.

Egypt

Libya

TheMaghreb

Step 1 Fold the paper from the top rightcorner down so the edges line up. Cut offthe leftover piece.

Step 2 Fold the triangle in half. Unfold.

Step 3 Cut up one fold line and stop atthe middle. This forms two triangular flaps.

Step 4 Draw an X on one tab and labelthe other three the following: Egypt,Libya, and The Maghreb.

TheMaghreb

Egypt

This makes a three-sidedpyramid.

Step 5 Fold the X flap under theother flap and glue together.


PREDICTING CONSEQUENCESStudents should create this foldable to

organize information about the past,present, and future of Egypt. Studentsshould use their textbooks and resourcesat the library to find information aboutEgypt’s past and present. Then studentsshould predict what they think lies in thefuture for Egypt. For example, tourismwill remain an important industrybecause visitors will continue to comeview the ruins of ancient Egypt.


Explain to students that summaries cover the

main points succinctly. Remind students that

they summarize information in order to write

book reports, do research for written or oral

reports, and take tests. To help students write

summaries, have them begin by asking them-

selves, “What is this selection about?”

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DESCRIBINGHave students create foldables about

geographic features in North Africa.Students should choose three physicalfeatures that were discussed in thischapter. They should define and givespecific examples of each feature.Encourage students to draw pictureswith colored pencils or markers so theyunderstand the physical characteristicsof the features.

Egypt’s

Present

Egypt’s Past

Egypt’s Future

delta desert

river

Categorizing Information If you ask yourself questions while reading your text-book, it will help you focus on what you are reading. Make this foldable to help youask and answer questions about the people and places in Southwest Asia.

12

Leave inch tab

here.

Fold in half,then fold inhalf again.

This will makefour tabs.

Turkey,Syria,

Lebanon,Jordan

Israel andthe

PalestinianTerritories

Iraq,Iran,

Afghanistan

The ArabianPeninsula

Step 1 Fold a sheet of paper in half from side toside, leaving a "

12

" inch tab along the side.Step 2 Turn the paper and fold itinto fourths.

Step 3 Unfold and cut up along the three fold lines. Step 4 Label as shown.

Reading andWriting As youread, ask yourselfquestions aboutthese countries.Write your ques-tions and answersunder each appro-priate tab.

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Southwest AsiaCHAPTER SUMMARY

Turkey bridges the continents of Asia and Europe and has rich min-eral resources of coal, copper, and iron. Syria, Lebanon, and Jordanhave largely Arab populations but have different economies and formsof government. After years of conflict, the Jewish nation of Israel andneighboring Arab countries are trying to achieve peace. Israel is themost industrialized country in Southwest Asia. Money from oil exportshas boosted standards of living in most countries of the ArabianPeninsula. Iraq, Iran, and Afghanistan are located in a region wheresome of the world’s oldest civilizations developed. This region hasexperienced turmoil throughout history and even today.



Organize students into pairs. Have one student ask his or her partnera question that is written under one of their foldable tabs. The otherstudent should answer the question and identify the correct country.Students should take turns asking and answering each other’s questions.

CHAPTER PREVIEW

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COMPARINGHave students research information

about the landforms, government, econ-omy, and religion of a country describedin the chapter and write it under theappropriate tab on their foldables. Thenhave students who chose the same coun-try form a small group to compare andcontrast the similarities and differencesin the information that they listed.

CATEGORIZINGHave students choose four countries

described in the chapter and write thecountry names on their foldable tabs.Students should research newspapersand the Internet to find six historic orcultural facts about each country andwrite this information under the appro-priate tab. Students may also want todraw each country’s flag under the tabusing colored pencils or markers.Organize students into small groups todiscuss what they learned about thecountries.


After students have read the chapter, have

them review any new vocabulary terms.

Students should begin at Section 1 and identify

each new vocabulary term and describe it in

their own words. If students have difficulty

identifying the term’s meaning, have them read

the definition aloud. Then have students sum-

marize the definition in their own words.

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Saudi Arabia Syria LebanonJordan

Invest igate

LandformsEconomy

ReligionGovernment

TURKEY

CHAPTER PREVIEW

Summarizing Information Make this foldable to determine what you alreadyknow, to identify what you want to know, and to summarize what you learn aboutWest Africa.

Know Want to Know Learned

Step 1 Fold a sheet of paper into thirdsfrom top to bottom.

Step 2 Turn the paper horizontally,unfold, and label the three columnsas shown.

Reading and WritingBefore you read the chapter,write what you already knowabout West Africa under the“Know” tab. Write what youwant to know about WestAfrica under the “Want toKnow” tab. Then, as you readthe chapter, write what youlearn under the “Learned” tab.Be sure to include informationyou wanted to know (from thesecond column).

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West AfricaCHAPTER SUMMARY

Nigeria is a large, oil-rich country in West Africa. It has more peoplethan any other African nation. Nigeria’s major physical features arecoastal lowlands, tropical rain forests, savannas, highlands, andplateaus. The country has about 250 ethnic groups. The four largestgroups are the Hausa, Fulani, Yoruba, and Ibo.

The Sahel countries face a continuing struggle to keep grasslands fromturning into desert. The Sahel countries are Mauritania, Mali, Niger,Chad, and Burkina Faso. Most people in the Sahel are subsistencefarmers or livestock herders.

The 11 countries that make up coastal West Africa are Senegal, Gambia,Guinea, Guinea-Bissau, Cape Verde, Liberia, Sierra Leone, Côte d’Ivoire,Ghana, Togo, and Benin. These countries have a favorable climate foragriculture.

AFRICA SOUTH OF THE SAHARA


After all members of the class have completed their foldables, ask:Did you learn what you wanted to learn? Call on student volunteers torecite the information that they wanted to know before creating theirfoldables and what they learned after they read the chapter. Then askstudents to write an answer to this question: What else would you liketo learn about West Africa? Have students work individually or ingroups to complete some additional research on West Africa.

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SUMMARIZINGHave students create and complete

this foldable by describing each of threegreat African empires that existed fromthe A.D. 500s to the 1500s. Studentsshould write as much informationunder each column heading as they can find. You may want to encouragestudents to do additional research eitherindividually or in groups to completethe foldable.


Encourage students to spend some time

becoming familiar with using library resources.

Students should explore these various types of

reference books: encyclopedias, biographical

dictionaries, atlases, and almanacs. Students

may use card catalogs, periodical guides,

and/or computer databases to help them find

the information they need.

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ANALYZINGTo complete this foldable, students will

need to fold a sheet of paper into fourthsas shown. (They must fold a sheet ofpaper in half, then in half again.) Thenstudents should turn the paper horizon-tally and label the four columns asshown. Students should research thesefour ethnic groups of Nigeria at thelibrary and write information they findunder each column heading. Have stu-dents compare the information theyfound with other students after theyhave completed their foldables.

GhanaAncient African Empires

Mali Songhai

Hausa Fulani Yoruba Ibo

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Central and East AfricaCHAPTER SUMMARY

Central Africa has rich natural resources that are largely undevelopedbecause of civil war and poor government decisions. Although theDemocratic Republic of the Congo has many resources, it has not beenable to take advantage of them because of a recent civil war. Both Kenyaand Tanzania are countries of diverse landscapes and peoples. The west-ern part of Kenya is marked by highlands and the wide Great Rift Valley.Coffee and tea are grown for export, and tourism is a major industry.Farming and tourism are the main economic activities in Tanzania. Theother countries of East Africa have all been scarred by conflict in recentyears. For example, Sudan has been torn by a civil war between the north-ern Muslim Arabs and the southern Christian peoples.

CHAPTER PREVIEW


Organize the class into two groups. One group of students will repre-sent the traditional cultures of Central and East Africa. The other groupwill represent the modern cultures of Central and East Africa. Individualmembers of each group will take turns reciting one fact that they havewritten on their foldables. Each group member of both groups should beable to recite one fact. Then ask student volunteers to briefly answer thisquestion: How are traditional and modern cultures similar in Centraland East Africa?

Compare-Contrast Make this foldable to compare and contrast traditional andmodern cultures in Central and East Africa.

Fold the sheetvertically.

Draw linesalong thefold lines.

TraditionalCultures

ModernCultures

Step 1 Fold one sheet of paper inhalf from side to side.

Step 2 Fold again, one inch from the top.(Tip: The middle knuckle of your indexfinger is about one inch long.)

Step 3 Open and label as shown.

Reading andWriting As youread this chapter,record informationin the two columnsof your foldablechart. Be sure towrite the informa-tion you find in theappropriate columnof your foldable.


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IDENTIFYINGHave students choose to examine

either Central Africa or East Africa. Thenhave them create this foldable and label it according to their choice. Studentsshould complete their foldables by focus-ing first on the past histories, govern-ments, and economies of the countrieswithin Central Africa (or East Africa).Then students should describe the cur-rent situations/events and economies inthose same countries. By doing this, stu-dents will have created a brief history ofthe countries in Central or East Africa.

East Africa

Past Present/Future

East Africa

Tell students that one good way to complete

reading assignments is to first read the entire

section. Although students should take their

time and pause and reread when needed to

understand the material, they should not stop

to take notes yet. After the first reading, they

should review the material again and then take

notes on the important concepts, people, and

places.

COMPARINGAs students read the chapter, have

them take notes that compare the urbanand rural economies of Central and EastAfrica. Students should describe eachtype of economy as they operate in dif-ferent parts of Central and East Africa.Students should also be able to name thecountries of Central and East Africa andthe types of economies they possess.

UrbanEconomy

RuralEconomy

CHAPTER PREVIEW

Categorizing Information Make the following foldable to help you organize data about historic and modern events that have occurred in the countries ofsouthern Africa.




Southern AfricaThe New

South AfricaZambia,

Malawi,Zimbabwe,Botswana

Coastal andIsland

Countries

Step 1 Fold a sheet of paper from side to side,leaving a 2-inch tab uncovered along the side.


Step 3 Unfold the paper and cut along the twoinside fold lines.


Reading andWriting As youread the chapter,write informationunder each appro-priate tab of yourfoldable to recordpast and presentevents that haveaffected the coun-tries and culturesof southern Africa.

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Southern Africa—AVaried RegionCHAPTER SUMMARY

South Africa has recently seen major social and political changes.South Africa held its first democratic election that allowed all people tovote in 1994. In terms of mineral resources, South Africa is one of therichest countries in the world. Angola and Namibia have long coast-lines on the Atlantic Ocean. Both of these countries are struggling todevelop their economies. Most of inland southern Africa is rich inresources and home to a wide variety of ethnic groups. Many people inthese countries practice subsistence farming in rural villages, however.Africa’s Indian Ocean countries are mostly farming nations that are alsostruggling with their economies.



Have students work in small groups and choose a past or present eventdescribed in their foldables that has affected one of the countries in south-ern Africa. Students should research to find a newspaper or magazine article about the event and then perform a short skit about it. As a class,discuss each skit and decide whether or not the skit was factually accurate.

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PREDICTING Have students research major events

that have occurred in South Africa’s history and write them under the firstfoldable tab. They should then reviewnewspapers and magazines for articlesabout current events in South Africaand write these under the second tab.Ask students to speculate on how theseevents might influence the future ofSouth Africa and have them write theirpredictions under the third tab. Havestudents share their predictions with theclass and explain how they were derived.


Help students understand vocabulary terms

by looking for common prefixes and suffixes.

Common prefixes include anti-: “opposed to”;

com/con: “together”; and non/un: “not.”

Common suffixes include ation: “process of”;

ism: “practice”; and ology: “the study of.”

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The New South AfricaSouth

Africa Lesotho Swaziland

South AfricaPast Present Future

CATEGORIZINGHave students research information

using their textbooks and the Internetabout the economies of South Africa,Lesotho, and Swaziland and write theinformation under the appropriate tab.Students should write an essay that sum-marizes the challenges that Lesotho andSwaziland face as enclaves and describewhat actions they might take to becomemore independent of South Africa.

CHAPTER PREVIEW

Categorizing Make this foldable to organize information from the chapter to helpyou learn more about the land, economy, government, history, and religions of sevenSouth Asian countries.

Keep theedges straight.

This makesall tabs thesame size.

SOUTH ASIAMaldivesSri LankaBhutanNepal

BangladeshPakistan

India

Stapletogether along

the fold.

Step 1 Collect four sheets of paper andplace them about "

12" inch apart.

Step 2 Fold up the bottom edges ofthe paper to form eight tabs.

Step 3 When all the tabs are the samesize, crease the paper to hold the tabsin place and staple the sheets together.Turn the paper and label each tab asshown.

Reading andWriting As youread, use yourfoldable to writedown the mainideas about eachSouth Asian coun-try. Record themain ideas undereach appropriatetab of your foldable.

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South AsiaCHAPTER SUMMARY

The countries of South Asia have diverse populations, languages, cul-tures, and religions. India is the largest country in South Asia in sizeand population, with more than 1 billion people. India’s economy isbased on both farming and industry, but it is trying to further developits resources to meet the needs of a rapidly growing population. Once asingle nation, Pakistan and Bangladesh today are separate countries.Both countries are largely Muslim but have very different cultures andlanguages. Other countries of South Asia include Nepal, Bhutan, andthe island countries of Sri Lanka and the Maldives. Nepal is home tothe highest mountain in the world—Mount Everest.

ASIA


After students have completed their foldables, write each country’sname on the board. Call on students to share the main ideas they wroteon their foldables, and write these on the board for the class. When allmain ideas have been identified, have students discuss the similaritiesand differences among the countries of South Asia. Then erase thecountries’ names from the board, and ask for volunteers to correctlyidentify each country from the set of characteristics.

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CATEGORIZINGHave students use two sheets of paper

to create this foldable. Ask students tochoose a country from the chapter, andthen write historic and present-day factsabout the country’s land, people, andeconomy on the foldable tabs. After stu-dents have created their foldables, havethem research the country that theychose on the Internet or at the library toadd more information to their foldables.

ASIA

Have students take notes after they have read

long paragraphs in the section rather than the

entire chapter. This helps them focus on impor-

tant ideas and details and prevents them from

losing track of the flow of information. Remind

students that as they take notes on the section,

they should not take a long time to do it. Stu-

dents should read, think, write, and move on.

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EXPLAININGStudents should use two sheets of

paper to create this foldable. Studentsshould label their foldables as shown tocreate a compilation of facts about theculture and people of Nepal, Bhutan,and Sri Lanka. Then organize studentsinto groups of four to write trivia ques-tions from the facts they have on theirfoldables. Encourage them to play a fewrounds of trivia with another groupwhen they have written at least fivequestions.

CULTURE & PEOPLENepal

BhutanSri Lanka

PAKISTAN: Past and Presentland

peopleeconomy

CHAPTER PREVIEW


edge.





Step 3 Cut up onefold line and stop atthe middle. Thisforms two triangularflaps.

Taiwa

n

China

Mongolia

Step 4 Draw an X onone tab and label theother three the following:Flap 1: Mongolia; Flap 2:China; Flap 3: Taiwan.

Mongolia

Taiwan This makes a

three-sidedpyramid.

Step 5 Fold the X flap underthe other flap and glue together.

Identifying Main Ideas Make this foldable to help you identify key facts aboutthe people and places of China and its neighbors.

Reading andWriting Asyou read thechapter, writemain ideasinside the fold-able under eachappropriatepyramid wall.

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China and Its NeighborsCHAPTER SUMMARY

China has very diverse landforms, and its civilization is more than4,000 years old. Its Communist leaders have recently changed the econ-omy to give the people more economic freedom, and the economy hasgrown rapidly as a result. The ancient teachings of Kongfuzi, Daoism,and Buddhism still influence the people of China today. Taiwan is anisland off the southeast coast of China and is a bustling center of tradeand commerce. China does not recognize Taiwan as a separate country.Mongolia, located between China and Russia, has rugged mountainsand high plateaus.

ASIA


Organize students into pairs. Have one student point to a tab on hisor her foldable. The other student should say the main ideas aloud ashis or her partner checks the ideas off on the foldable using a pencil.Each identified main idea counts for two points. Students shouldswitch roles and be sure to list the main ideas under each tab. Thestudent with the most points wins the game.

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IDENTIFYING Have students make pyramid fold-

ables of things representative of China.Suggest they find books, newspaperarticles, or magazine articles aboutChina. Have students gather informa-tion, photocopy several pictures, andthen sketch three things on the pyramidwalls that they think capture theessence of China the most. Encouragestudents to share their final productswith other students.

ASIA

There are several review tools that students

can use in order to prepare for tests. Students

can create study checklists to identify the mate-

rial they are responsible for and organize the

material into manageable chunks. They can

outline the chapter and then quiz themselves

on the main ideas of the outline. Students can

also create flash cards for vocabulary terms.

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Great W

allChina

Panda

Mongolia China

Taiwan ORGANIZINGHave students cut off the tip of their

pyramid foldables, run a piece of yarnthrough the top, and tie a knot. Thenstudents should punch holes on eachside of the pyramid and thread yarnthrough them. Students should thenmake information cards about Chinaand its neighbors. Cards might containinteresting facts or map sketches. Tapethe cards to the yarn and hang themobiles throughout the classroom.

Compare-Contrast Make this foldable to help you compare and contrast the peo-ple and places of Japan and the Koreas.

SouthKorea

NorthKorea

JapanSouthKorea

NorthKorea

Japan


Step 1 Fold one sheet of paper in halffrom top to bottom.

Step 2 Fold it in half again from side toside.

Step 3 Unfold the paper once. Sketchan outline of the Koreas and Japan acrossboth tabs and label them as shown.

Step 4 Cut up the fold of the top flaponly.

Reading andWriting As you readthe chapter, writewhat you learn aboutthese countries underthe appropriate tab.Use your notes todetermine how thesecountries are alike anddifferent.

96

Japan and the KoreasCHAPTER SUMMARY

Japan has few mineral resources, but its people have built a strongindustrial economy through trade, the use of advanced technology, anda highly skilled workforce. Japan is a group of islands located in thewestern Pacific Ocean. Its land is mountainous but with intensive culti-vation, its limited farmland is productive. South Korea and NorthKorea share the same peninsula and history, but they have differentpolitical and economic systems. South Korea has a strong industrialeconomy, while North Korea is economically poor. After World War II,the peninsula was divided into two countries, with a Communist gov-ernment in North Korea and a non-Communist government in SouthKorea. After years of bitterness, the two Koreas are developing closerrelations.

ASIA


After students have completed their foldables, have them locate thesecountries on a map. Ask them to think about how these countries aredifferent from their own, and then have them write a letter to a poten-tial pen pal in one of the countries. Encourage them to share what theythink they have in common, and to ask questions about the other per-son’s country. Have volunteers read their letters to the class.

CHAPTER PREVIEW

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COMPARINGAsk students to compare and contrast

North Korea and South Korea on thisfoldable. Students should write infor-mation about each country’s people,government, and so on under theappropriate tab. Encourage students todo research outside of class to find themost recent information about Northand South Korea. Make sure students’research is thorough.

ANALYZINGHave students compare and contrast

the Communist government in NorthKorea and the non-Communist govern-ment in South Korea. Students shouldlist their findings under the appropriatetab with information from their text-books. Then organize students intosmall groups to identify the pros andcons of each form of government.

ASIA

Remind students that it is important to think

before writing an essay. Brainstorming in groups

can be especially helpful to produce ideas or

topics. Make sure students understand what is

being asked of them and to ask questions if they

are confused. If students are not under a time

constraint, encourage them to write several

drafts before writing the final essay.

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SouthKorea:

NorthKorea:

Communistgovernment

non-Communistgovernment

NorthKorea

SouthKorea

CHAPTER PREVIEW

Identifying Main Ideas Make this foldable to help you identify key facts about thepeople and places of Southeast Asia.


edge.



Mainla

ndCo

untries

IslandCountries

Indonesia



Step 3 Cut up onefold line and stop atthe middle. This formstwo triangular flaps.

Step 4 Draw an X on onetab and label the other threethe following: Flap 1: Mainland Countries;Flap 2: Indonesia; Flap 3:Other Island Countries.

Indonesia

Mainland

Countrie

s

This makes a three-sidedpyramid.

Step 5 Fold the X flapunder the other flap andglue together.

Reading andWriting Asyou read, writemain ideasinside the fold-able under eachappropriatepyramid wall.

98

Southeast AsiaCHAPTER SUMMARY

Southeast Asia consists of mainland and island countries. Agricultureis a major source of income in the countries of mainland Southeast Asia.As a result of war, Laos, Cambodia, and Vietnam are the most economi-cally disadvantaged countries of mainland Southeast Asia. The islandcountries of Southeast Asia include Indonesia, Malaysia, Singapore,Brunei, and the Philippines. Indonesia is the largest country in SoutheastAsia and the fourth most populous country in the world. Indonesia’sleaders face the challenge of creating a nation out of a land with manydifferent groups and political parties.

ASIA


Organize students into small groups to create a map of SoutheastAsia. On a poster board, students should draw the region of SoutheastAsia, label each country, and use different colored pencils or markers toillustrate political boundaries. Have students use the information ontheir foldables to write captions that reflect the main ideas about thecountries of Southeast Asia. Display the maps around the classroom.

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IDENTIFYING Have students create pyramid fold-

ables to identify basic facts about theeconomy, people, and geography of acountry in Southeast Asia. Studentsmay want to use newspaper articles orthe Internet to find additional informa-tion about the country. When studentshave completed their foldables, havethem share the information they foundwith the class.

PREDICTING CONSEQUENCESHave students create pyramid fold-

ables to identify facts about the past and present conditions of a country in Southeast Asia. Students shoulddescribe how conflicts, natural disasters,or political groups have affected, andstill influence, the country’s people andeconomy. On the third side of the pyr-amid, have students predict how eco-nomic or political events might impactthe country in the future. Have studentsshare their predictions with the class.

ASIA

Remind students that certain words or

phrases can be clues to help them understand

what type of information is being presented.

Words such as first, next, or last show chrono-

logical order, whereas phrases such as that is

why or as a result demonstrate cause-and-effect

relationships. Students should be aware of

these clues as they read about a country’s eco-

nomic and political development.

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ThailandPresent

Past

Future

CambodiaEconomy Geograp

hy

People

Making Predictions Make this foldable to record information about Australia andNew Zealand. You will then use it to make predictions about the future of thesecountries.

Australia

New Zealand

Australia

New Zealand


Step 1 Fold onesheet of paper inhalf from top tobottom.

Step 2 Fold it inhalf again, from sideto side.

Step 3 Unfold thepaper once. Sketchan outline ofAustralia and NewZealand across thefront tabs and labelyour foldable asshown.

Step 4 Cut up the fold of the top flap only.

Reading andWriting As you readthe chapter, write whatyou learn about thesecountries under theappropriate tabs ofyour foldable. Thenuse that information to make predictionsabout the future eco-nomic growth anddevelopment of thesecountries.

100

Australia and New ZealandCHAPTER SUMMARY

Australia is both a continent and a country. It has many naturalresources but few people. About 85 percent of Australia’s people live incities. The land of Australia is mostly flat and dry, with little rainfall.Most of Australia’s wealth comes from minerals and the products of itsranches. Minerals include iron ore, zinc, bauxite, gold, silver, opals, dia-monds, and pearls. Australia is the world’s leading producer andexporter of wool. New Zealand is a small country with a growing econ-omy based on trade. Wool and lamb meat are New Zealand’s majorexports, and sheepherding is an important economic activity. MostNew Zealanders live on North Island, where the country’s two maincities, Auckland and Wellington, are located.

AUSTRALIA, OCEANIA, AND ANTARCTICA


Have students work in small groups to share their predictions aboutthe future economic growth and development of Australia and NewZealand. Have students discuss the reasons for their predictions. Thenhave groups present their predictions to the class. You may want tohold a class vote to see whether class members agree or disagree witheach prediction. Assign students the task of finding a newspaper articleabout one of the countries to see where it stands today.

CHAPTER PREVIEW

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COMPARINGHave students create this foldable to

compare the land and unusual animalsof Australia and New Zealand. Studentsshould write several geographic fea-tures under the tabs as well as names ofunusual plants and animals. For exam-ple, under Australia’s tab, studentscould write Great Barrier Reef and kanga-roos. Ask: What are several reasons whythese countries have unusual plants andanimals?


Advise students to read the entire chapter and

then go back and create an outline for it. Review

the format of outlines with students. Main ideas

are labeled with Roman numerals. Subtopics

under each main idea are labeled with capital let-

ters, and supporting details under each subtopic

are labeled with Arabic numerals. Students

should use the different headings in their text-

books to create their outlines.

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Australia’sABORIGINE

peopleNew Zealand’s

MAORIpeople

Land and Animals

Australia New Zealand

ANALYZINGHave students investigate Australia’s

Aborigine people and New Zealand’sMaori people by creating and completingthis foldable. Encourage them to includeinformation about the history and cultureof the Aborigines and Maori under eachappropriate tab of their foldables. As aclass, discuss the information the stu-dents found. Ask students if they thinkthe Aborigines and the Maori have a his-tory similar to any groups of people inthe United States.

CHAPTER PREVIEW

Summarizing Information Make this foldable and use it to help you summarize whatyou learn about Oceania and Antarctica.

Staplehere.

This makesa circularbooklet.

Step 1 Stack foursheets of paper, one on top of the other. Onthe top sheet of paper,trace a large circle.

Step 2 With thepapers still stacked, cutout all four circles at thesame time.

Step 3 Staple the paper circles together atone point around the edge.

Step 4 Label the frontcircle Oceania and takenotes on the pages thatopen to the right. Turn thebook upside down andlabel the back Antarctica.Take notes on the pagesthat open to the right.

Reading andWriting As youread the chapter,write facts aboutthe people andplaces of Oceaniaand Antarctica inthe appropriateplaces of yourcircular foldablebooklet.Oceania

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Oceania and AntarcticaCHAPTER SUMMARY

Oceania is made up of thousands of Pacific Ocean islands organizedinto countries and territories. Oceania can be divided into three mainisland regions—Melanesia, Micronesia, and Polynesia. Papua NewGuinea, in Melanesia, is the largest and most populous country ofOceania. Most people of Oceania are descendants of people who leftSoutheast Asia on canoes thousands of years ago. The main economicactivities are farming and tourism. Antarctica is a harsh land of rockand ice, which the world’s nations have agreed to leave open to scien-tific study. Antarctica has a harsh environment, but it can still supportsmall plants and animals. It is the only continent with no permanenthuman population, however.



Organize students into two groups and have them form lines facingeach other. Designate one group as Oceania and the other group asAntarctica. Starting at the front of one line, have each student recite onefact about the assigned region from his or her foldable. A student fromthe opposite line should respond by citing one fact from his or herassigned region. Continue this process until students are unable to citeany more facts. The team who cites the most facts wins.

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CATEGORIZINGHave students make and use this cir-

cular foldable booklet to describe thethree regions of Oceania: Melanesia,Micronesia, and Polynesia. Studentsshould label the front of the bookletOceania, and then place the threeregions as the headings on the nextthree pages of the booklet. On eachpage, students should list facts aboutthe history, people, and culture of theregion. As a class, discuss the informa-tion students wrote in their foldables.


As students are reading the chapter, have

them create profiles about each island and

region. For example, students may want to

draw the country’s flag and note information

about its population, economy, and govern-

ment. Have students share their profiles with

the rest of the class. Let students know that cre-

ating country profiles can be another good form

of note taking.

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The Science of Antarctica

ThreeRegions of

Oceania

ORGANIZING Have students make and use this cir-

cular booklet foldable to research the sci-ence of Antarctica and write about itsland, plants, animals, and climate. Havestudents reread or review Section 2, tak-ing notes about the information theyfind. Advise students to organize theirnotes on the pages of the booklet. Havestudents summarize why Antarctica isimportant to the study of science.

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