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World Cultures and Geography

Houghton Mifflin

Unit Resources

Organized for the Way You Teach

■ Reading Skills and Strategies Support■ Vocabulary Practice

Unit 4

Unit 4: Europe, Russia, and theIndependent RepublicsUnit 4 Almanac Map Practice 73Unit 4 Data File Practice 74

Chapter 10: Western Europe: Its Land and Early HistoryLesson 1 Reading Skill and Strategy 75Lesson 1 Vocabulary/Study Guide 76Lesson 2 Reading Skill and Strategy 77Lesson 2 Vocabulary/Study Guide 78Skillbuilder: Make a Generalization 79Lesson 3 Reading Skill and Strategy 80Lesson 3 Vocabulary/Study Guide 81Lesson 4 Reading Skill and Strategy 82Lesson 4 Vocabulary/Study Guide 83

Chapter 11: The Growth of New IdeasLesson 1 Reading Skill and Strategy 84Lesson 1 Vocabulary/Study Guide 85Lesson 2 Reading Skill and Strategy 86Lesson 2 Vocabulary/Study Guide 87Skillbuilder: Research Topics on the Internet 88Lesson 3 Reading Skill and Strategy 89Lesson 3 Vocabulary/Study Guide 90Lesson 4 Reading Skill and Strategy 91Lesson 4 Vocabulary/Study Guide 92

Chapter 12: Europe: War and ChangeLesson 1 Reading Skill and Strategy 93

Lesson 1 Vocabulary/Study Guide 94Lesson 2 Reading Skill and Strategy 95Lesson 2 Vocabulary/Study Guide 96Skillbuilder: Read a Political Cartoon 97Lesson 3 Reading Skill and Strategy 98Lesson 3 Vocabulary/Study Guide 99

Chapter 13: Modern EuropeLesson 1 Reading Skill and Strategy 100Lesson 1 Vocabulary/Study Guide 101Skillbuilder: Use an Electronic Card Catalog 102Lesson 2 Reading Skill and Strategy 103Lesson 2 Vocabulary/Study Guide 104Lesson 3 Reading Skill and Strategy 105Lesson 3 Vocabulary/Study Guide 106

Chapter 14: Europe TodayLesson 1 Reading Skill and Strategy 107Lesson 1 Vocabulary/Study Guide 108Lesson 2 Reading Skill and Strategy 109Lesson 2 Vocabulary/Study Guide 110Lesson 3 Reading Skill and Strategy 111Lesson 3 Vocabulary/Study Guide 112Lesson 4 Reading Skill and Strategy 113Lesson 4 Vocabulary/Study Guide 114Lesson 5 Reading Skill and Strategy 115Lesson 5 Vocabulary/Study Guide 116Skillbuilder: Make an Outline 117

■ Social Studies Skills Support ■ Map and Graph Practice

Includes:

• Lesson Planner and Teacher ResourceCD-ROM

• eSocial Studies Book• eTeacher’s Edition• Audio Student’s Book with Primary

Sources and Songs MP3 CD• Education Place®

http://www.eduplace.com/ss/

Program Resources

For more support, see the Grade Level Resources folder.

001_57318_U04_FLD-WCG 6/23/04 5:54 PM

Almanac Map Practice Name Date

Use this map of Europe, Russia, and the Independent Republics tocomplete this page.

Practice1. Shade the land areas that lie on or above the Arctic Circle line.

2. About how many miles is it from the tip of the Kamchatka Peninsula

to the East Siberian Sea?

3. Circle the mountain range located on 60°E latitude.

4. Circle the ocean that is farthest west on the map.

5. Which sea is directly south of the Central Russian Upland?

6. Which rivers flow through the West Siberian Plain?

Apply7. Look at the map of the Roman Empire, A.D. 14 on page 289 of your

text. Circle the area of the Roman Empire on the map above.

Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved.

UNIT 4

73

Ura

l Mou

ntai

ns

KamchatkaPeninsulaPeninsula

ChukchiPeninsulaPeninsula

PyreneesIberianPeninsulaPeninsula

NorwegianNorwegianSea

Barents SeaBarents Sea

KaraKaraSea

Laptev SeaLaptev Sea

East SiberianEast SiberianSea

Sea ofSea ofOkhotsk

Bering SeaBering SeaNorthNorthSea

Black SeaBlack Sea

Mediterranean SeaMediterranean Sea

Caspian SeaCaspian Sea

ATLANTICATLANTICOCEAN

ARCTIC OCEANARCTIC OCEAN

PACIFIC OCEANPACIFIC OCEAN

ARCTIC OCEANARCTIC OCEAN

1,0001,000500500

1,0001,000500500

mi 0mi 0

km 0km 0

40°N

8080°N

20°N

60°N

180°160°E140°E120°E100°E80°E60°E40°E20°E0°20°W

Tropic of CancerTropic of Cancer

Arctic CircleArctic Circle

Mt. EtnaMt. Etna10,902 ft.10,902 ft.(3,323 m)(3,323 m)

Mt. ElbrusMt. Elbrus18,510 ft.18,510 ft.(5,642 m)(5,642 m)

W e s tW e s t

S i b e r i a nS i b e r i a n

P l a i n

CentralCentral

Siber ianSiber ian

Plateau

C e n t r a lC e n t r a l

R u s s i a nR u s s i a n

U p l a n dU p l a n d

ALPS AralAralSea

Baltic SeaBaltic Sea

O

b R.

Volga R.

YeniseyR

.

Le

na

R.

Mt. BlancMt. Blanc15,771 ft.15,771 ft.(4,807 m)(4,807 m) Caucasus

Irtysh

R.

O

b R.

Volga R.

YeniseyR

.

Irtysh

R.

Le

na

R.

Mt. Blanc15,771 ft.(4,807 m)

Mt. Etna10,902 ft.(3,323 m)

Mt. Elbrus18,510 ft.(5,642 m)

W e s t

S i b e r i a n

P l a i n

Central

Siber ian

Plateau

C e n t r a l

R u s s i a n

U p l a n d

KamchatkaPeninsula

ChukchiPeninsula

PyreneesIberianPeninsula

ALPSCaucasus

NorwegianSea

Barents Sea

KaraSea

Laptev Sea

East SiberianSea

Sea ofOkhotsk

Bering SeaNorthSea

Black Sea

AralSea

Mediterranean Sea

Caspian Sea

Baltic Sea

ATLANTICOCEAN

ARCTIC OCEAN

PACIFIC OCEAN

ARCTIC OCEAN

40°N

80°N

20°N

60°N

180°160°E140°E120°E100°E80°E60°E40°E20°E0°20°W

Tropic of Cancer

Arctic Circle

2,0001,000

2,0001,000

mi 0

km 0

EUROPE, RUSSIA, AND THE INDEPENDENT REPUBLICS: PHYSICAL

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Data File ActivitiesFor this activity you will complete two charts that compare relatedinformation about countries of Europe and the Independent Republics thatwere once part of the Soviet Union. You will then draw conclusions basedon your charts. Begin by completing the charts by looking up theinformation in the Data File.

UNIT 4Name Date

Practice1. Complete the charts above by looking up the information in the Data

File of your text on pages 262–267. One has been done for you.

2. What can you conclude about the relationship between the number ofcars per 1,000 people and the infant mortality rate?

Apply3. Use the back of this page to create a similar chart for five additional

countries. Include at least one from Europe, Russia, and the Independent Republics. Choose different categories for comparison, such as birthrate, doctors per 100,000 people, and literacy rate. What conclusions can you draw? Explain your reasoning.

Unit ResourcesCopyright © Houghton Mifflin Company. All rights reserved. 74

Europe

Germany

France

United Kingdom

Netherlands

5044.7

CountryInfant

MortalityPassenger Cars

(per 1,000 population)

Former Soviet Republics

Bulgaria

Estonia

Azerbaijan

Kyrgyzstan

CountryInfant

MortalityPassenger Cars

(per 1,000 population)

074_57318_U04DAT 6/23/04 2:00 PM Page 74

Reading Skill and StrategyReading Skill: CategorizeThis skill helps you understand and remember what you have read byorganizing facts into groups, or categories.

Read the first two paragraphs of “Climate and Natural Resources.” Thenwrite your answers in the chart below. Give examples of the temperatures inthe North and South of Europe in January and July.

Reading Strategy: Summarize3. Read “The Geography of Europe.” Put a checkmark (√) next to the

best summary for this section.

The longest river in Europe is the Volga, which flows nearly2,200 miles.

Europe has many large, flat areas of land known as plains.

Europe’s many landforms include rivers, plains, mountains, andfjords.

4. Read “Climate and Natural Resources.” Put a checkmark (√) next tothe best summary for this section.

Europe has many natural resources and a climate that is goodfor farming.

The warm Mediterranean coast is a popular vacation spot in summer.

Germany is a major industrial center because of its rich coal deposits.

CHAPTER 10, LESSON 1Name Date


Climate in the North

1.

Climate in the South

2.

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Vocabulary and Study GuideVocabularyWrite the letter of the term next to the definition that matches it.

1. a long, narrow, deep inlet of the sea located between steep cliffs

2. a body of land surrounded by water on three sides

3. a large, flat area of land, usually without many trees

Study GuideWrite details to support the generalizations about the geography of Europe.

4. Europe has many important rivers.

Detail #1:

Detail #2:

5. The peninsula is a landform commonly found in Europe.

Detail #1:

Detail #2:

Detail #3:

6. Mountain ranges form natural borders in the region.

Detail #1:

Detail #2:



A. peninsula B. fjord C. plain

76

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Name Date


Reading Skill and StrategyReading Skill: Main Idea and DetailsThis skill helps you understand events by seeing how they are related.

Read the section “The Growth of Colonies.” What were city-states and howwere they united? Write the main idea in the circle. Write details that supportthe main idea on the lines. One has been done for you.

Reading Strategy: Summarize5. Read “Athens and Sparta.” Put a checkmark (√) next to the best

summary for this section.

Athenian citizens voted on laws and took part in politicaldebates.

Athens and Sparta were two large and important ancient Greekcity-states.

Athens and Sparta were located on the Greek Peninsula.

6. Complete the following statement to summarize the section titled “The Spread of Greek Culture.”

Alexander the Great and his armies spread Greek culture by

.

1.

City-states had their own

laws and government.

2.

3.

4.

CHAPTER 10, LESSON 2

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Name Date


Vocabulary and Study GuideVocabularyCircle the letter before the term that best completes each sentence.

1. A system in which a few powerful, wealthy individuals rule is

A. an oligarchy. B. a city-state. C. a guild.

2. A central city with surrounding villages is

A. a republic. B. a polis. C. a city-state.

3. A person who studies and thinks about why the world is the way it is is called

A. a polis. B. a philosopher. C. a republic.

4. A city-state included a central city called

A. a polis. B. a guild. C. a philosopher.

Study GuideMatch the definition in the second column with the word in the first column.Write the correct letter on the line.


5. Socrates

6. oligarchy

7. metropolis

8. democracy

9. Parthenon

10. Sparta

11. Aristophanes

A. a famous temple built atop the Acropolis

B. a writer of popular comedies in ancient Greece

C. a Greek city-state, ruled by two kings, located in thesouthern part of the Greek Peninsula

D. a Greek work that originally meant “mother-city”; today,this word refers to any large urban area

E. a system of government in which a few powerful, wealthyindividuals rule

F. a Greek philosopher who studied and taught aboutjustice, knowledge, and friendship in the fifth century B.C.

G. a form of government in which citizens take an activerole in their own rule

78

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79

Skillbuilder: Make aGeneralization

CHAPTER 10Name Date


PracticeStep 1: The passages above were taken from three sources. Fill in the

three small boxes with information from each passage.

Step 2: Now, make a generalization and write it in the large box.

ApplyRead “Roman Achievements.” Also read about Roman achievements inan encyclopedia, a library book, or on the Internet. Then, on a separatesheet of paper, make a diagram like the one above to form ageneralization about Roman achievements.

Passage 1: Upon Alexander’s death, his leading generals fought forcontrol of his territory and divided it among themselves.

Passage 2: When an illness killed Alexander in 323 B.C., he had no son tocontinue his empire, and his generals fought over it.

Passage 3: From 323 to 275 B.C., Alexander’s empire was torn apart byhis warring generals who each tried to secure his own power.

Alexander died in323 B.C.

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Name Date


Reading Skill and StrategyReading Skill: SequenceThis skill helps you understand the order in which events happened.

Read “The Rise of Christianity.” Then complete the chart below. Write theevents that affected Christianity in the Roman Empire in the order in whichthey happened.

Reading Strategy: Summarize4. Complete the following statement to summarize “The Republic.”

Rome expanded its empire beyond the Italian Peninsula by

.

5. Read “Roman Achievements,” and then write a sentence thatsummarizes what you read.

1. In A.D. 14,

2. In A.D. 64,

3. By the third century A.D.,


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Vocabulary and Study GuideVocabularyMatch the definition in the second column with the term in the firstcolumn. Write the correct letter on the line.

Study GuideThe chart below lists events that caused other events in the history ofancient Rome. Write one effect for each cause listed.



1. republic

2. Senate

3. patrician

4. plebeian

5. empire

A. in ancient Rome, a member of a wealthy, landowningfamily who claimed to be able to trace its roots back tothe founding of Rome

B. Roman assembly of elected representatives

C. a nation in which the power belongs to the citizens, whogovern themselves through elected representatives

D. a nation or group of territories ruled by a single powerfulleader or emperor

E. an ordinary working male citizen of ancient Rome

81

Effect

6.

7.

8.

9.

10.

Cause

Romans defeat Carthage.

Julius Caesar is assassinated.

Ausustus ruled the Roman Empire.

The Romans blame the Christiansfor natural disasters.

Emperor Constantine becomes a Christian.

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Name Date


Reading Skill and StrategyReading Skill: Cause and EffectThis skill helps you understand how one event can be related to another,either by causing it or by resulting from it.

Read “The Growth of Medieval Towns.” What were the effects of the newfarming methods? Write the effects in the ovals below.You may add moreovals if needed.

Reading Strategy: Summarize3. Read “The Role of the Church.” Then write a sentence that

summarizes what you read.

4. Read “The Magna Carta.” Then write a sentence that summarizeswhat you read.

New farming methods were developed in the 11th century.

1. 2.


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83


Study GuideWrite T in the blank if the statement is true. If the statement is false, writeF in the blank. Then write the corrected statement.

5. The Roman Empire collapsed in the fifth century.

6. From the fall of the Roman Empire to the beginning ofmodern times is called the Age of Charlemagne.

7. Each medieval community in Western Europe wascentered around a church.

8. During medieval times, monks copied holy books.



1. medieval

2. feudalism

3. manorialism

4. guild

A. an organization for establishing wages, prices, andworkers’ rights

B. referring to the Middle Ages

C. a system in which peasants worked for a lord inexchange for his protection

D. a system in which kings gave land to nobles

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Read the first two paragraphs of “Rebirth of Europe.” Then write youranswers in the chart below. What were the effects of the Crusades? Whatwas the cause of the Renaissance?

Reading Strategy: Question3. Read “Learning and the Arts Flourish.” Put a checkmark (√) next to

the best question to ask to find out whether you understood theinformation in the last two paragraphs.

How did Renaissance art differ from medieval art?

How did patrons of the arts help Italian city-states?

In what ways did the arts grow during the Renaissance?

4. Read “The Reformation.” Put a checkmark (√) next to the bestquestion to ask to find out whether you understood the section.

Who was Martin Luther?

Why did the Reformation happen?

Why was Society of Jesus created?



Effect: A new cultural era of creativity andlearning in Western Europe called theRenaissance was created.

2. Cause:

1. Effects:Cause: The Crusades occur.

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85



Vocabulary and Study GuideVocabularyCircle the letter before the term or name that best completes each sentence.

1. Military expeditions to the Holy Land in the Middle Ages were called

A. imperialism. B. the Crusades. C. the Renaissance.

2. Florence was a powerful city-state during

A. the Renaissance. B. the Crusades. C. the French Revolution.

3. A 16th-century movement to change church practices is known as

A. the French Revolution B. the Russian Revolution. C. the Reformation.

Study GuideWrite your answers in the cause-and-effect chart below to show how thelisted causes affected the people named. The first one is done for you.

Cause

Citizens were proud of theircity-states

Crusades

New wealth in Italian city-states

Martin Luther’s criticism ofthe Catholic Church

Renaissance ideas

People

Artists, scholars, architects

Europeans

Businesspeople

Europeans

Artists and writers inNorthern Europe

Effect

4. Patrons gave them moneyand sometimes a place to liveand work; they hired them todesign buildings and createsculptures and fountains.

5.

6.

7.

8.

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Reading Skill and StrategyReading Skill: Compare and ContrastThis skill helps you understand how historical events or people are similarand different.

Read “Leaders in Exploration.” Then write your answers in the chart below to describe the voyages of Vasco da Gama, Christopher Columbus, andBartolomeu Dias.

Reading Strategy: Question4. Read “Trade Between Europe and Asia.” Put a checkmark (√) next

to the best question to ask to find out whether you understood thesection.

Why did people need spices?

What spices did people use?

Who controlled the spice trade?

5. Read “After Columbus.” Write three questions about the section belowto share with a partner.



Vasco da Gama

1. Who funded the expedition?Where did he sail?

Bartolomeu Dias


Christopher Columbus


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Name Date


Vocabulary and Study GuideVocabularyFill in the blank with the letter of the term that best completes each sentence.

1. The practice of one country controlling the government and economy

of another country or territory is called .

2. Sailors had to , or sail completely around, the world.

Study GuideUse the list of words below to fill in the blanks in the paragraphs that follow.

For centuries, spices from (3) had been in

great demand in Europe. Since transporting goods across Asia was

expensive, merchants searched for new (4) .

The (5) sent explorers down the coast of

Africa. In 1488, (6) rounded the southern tip

of Africa. Less than ten years later, (7) and his

crew became the first Europeans to discover a sea route to Asia.

Spain and (8) entered the race to find a

direct route to Asia. (9) of Spain agreed to

fund an expedition to reach Asia by sailing across the Atlantic

Ocean. In 1492, Christopher Columbus landed on an island in the

(10) .


A. circumnavigate B. imperialism

Asia

Bartolomeu Dias

Caribbean

England

Portuguese

Queen Isabella

trade routes

Vasco da Gama

87

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Skillbuilder: Research Topics onthe Internet

CHAPTER 11Name Date


PracticeThe Internet can be a valuable tool to research topics. Visit theEuropean Reading Room at the Library of Congress Web site to study thecountries of Europe. Choose a topic to research on the Internet and fill inthe cluster diagram with the information you find. To help you with yoursearch, follow these steps:

Step 1: Choose a topic from “The Renaissance,” that you would like tolearn more about.

Step 2: Go to the Library of Congress European Reading Room athttp://www.loc.gov/rr/european/extlinks.html

Step 3: Follow the links to find information about your topic.

Step 4: Complete the cluster diagram with the information you learnabout your topic.

ApplyResearch another topic from Chapter 11 that interests you. Go back tothe Library of Congress European Reading Room to find information.Then create your own cluster diagram on a separate sheet of paper.

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Read “Changes in Science and Industry.” In the chart below, write thediscoveries that led to the Scientific Revolution. The first one has been done for you.

Reading Strategy: Question3. Read the first two pages of “Changes in Science and Industry.” Write

three questions about the section to share with a partner.

4. Look over “The French Revolution.” Turn the heading into a question.As you read, look for an answer to your question.

Heading: The French Revolution

Question:

Answer:



2.

Galileo Galilei used a new invention called the telescope.

1.

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90


1. The era of factory-building beginning in the late 1700s is known as

A. the Scientific Revolution. B. capitalism. C. the Industrial Revolution.

2. The factories created a need for

A. a labor force. B. capitalism. C. imperialism.

3. A system where businesses decide what to make and to sell at a profit is

A. imperialism. B. capitalism. C. the Scientific Revolution.

4. In the 1600s and 1700s, scientific discoveries changed the way Europeans looked at the world. This led to

A. the Scientific Revolution. B. a labor force. C. the Crusades.

Study GuideWrite T in the blank if the statement is true. If the statement is false, writeF in the blank. Then write the corrected statement.

5. Galileo Galilei used the telescope to study the stars and planets.

6. The Industrial Revolution began in France in the late 1700s.

7. By the 1780s in France, life for common working people waswonderful.



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Name Date


Read “Russia Rules Itself.” Then write your answers in the chart below tocompare and contrast the lives of Russian nobles, czars, and serfs.

Reading Strategy: Question4. Look over “A Window on the West”. Turn the heading into a question.

As you read, look for an answer to your question.

Heading: A Window on the West

Question:

Answer:

5. Look over “The End of the Russian Empire.” Turn the heading into aquestion. As you read, look for an answer to your question.

Heading: The End of the Russian Empire

Question:

Answer:



Russian nobles

1.

Russian czars

2.

Russian serfs

3.

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Vocabulary and Study GuideVocabularyWrite the letter of the term that best completes each sentence. Two termswill not be used.

1. In 1547, a 16-year-old leader in Moscow was crowned the first ,

or emperor, of modern Russia.

2. In a type of government called , the leaders have almost total

power. For instance, dictators control their countries’ laws and people.

Study GuideLook at the dates in the first column of the chart. In the second column,write the letter of each event from the list below. Then briefly describe theimportance of each event to Russia in the third column.



A. limited government B. unlimited government C. czar D. prince

A. Reign of Catherine the Great C. Reign of Ivan the TerribleB. Reign of Peter the Great D. Serfs are freed.

ImportanceEventDate

3. 1547–1584

4. 1682–1725

5. 1762–1796

6. 1861

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Read “The Defense of Colonial Empires.” Then write your answers in thechart below. What were the effects of colonialism?

Reading Strategy: Predict and Infer4. Read the Lesson 1 headings, subheadings, and words in bold. Also

look at the pictures. What are three important things you think you willlearn about in this lesson? Put a checkmark (√) next to your answer.

royal families, markets around the world, and industrializedcountries

languages and traditions, armies and navies, imported andexported goods

the spread of nationalism, colonial empires, and the dualmonarchy in Austria-Hungary

5. Look at the map on page 331. What do you think you will learn in thislesson about European empires? Put a checkmark (√) next to answer.

Europeans did not have an interest in culture.

European empires grew weak, and its citizens no longerwanted to be part of it.

European empires expanded their territory.



Effects of Colonialism

1. 2. 3.

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Vocabulary and Study GuideVocabularyMatch the definition in the second column with the word in the firstcolumn. Write the correct letter on the line.

Study GuideWrite the term that best completes each sentence.

In the late 19th and early 20th centuries, people were

feeling a strong pride in their country, which is known

as (4) . By 1900, the

governments of many countries in Western Europe had become

(5) . Citizens were ready to defend

their homeland by going to (6)

if their freedom was at risk.

At the beginning of the 20th century, many Western European

nations had (7) in Africa and

Asia that provided (8) needed

to produce goods. So, these nations spent a great deal of money

on building strong (9) and

(10) to defend their borders

and colonies. Nations also tried to extend their

(11) .



1. nationalism

2. colonialism

3. dual monarchy

A. government of two nations by one ruler

B. a strong feeling of pride in one’s nation

C. a system by which a nation controlsother countries

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Read “World War II.” In the chart below, write the events that occurred afterHitler took command of the armed forces.

Reading Strategy: Predict and Infer4. Look at the “World War I Alliances (1914–1918)” graphic on page 337

and the “World War II Alliances (1939–1945)” graphic on page 339.What do you think you will learn in this lesson about World War I andWorld War II?

I think I will learn what an alliance is and

.



3.

In 1934, Hitler took command of the armed forces.

1.

2.

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Name Date



1. The governmental system led by a dictator with total power is called

A. communism. B. socialism. C. democracy. D. fascism.

2. The systematic killing of Jews during World War II is known as

A. fascism. B. the Holocaust. C. the Cold War. D. colonialism.

3. An agreement to unite for a common cause is

A. an alliance. B. a dual monarchy. C. communism. D. the Holocaust.

4. In 1949, the countries of Western Europe joined Canada and the United States to form a defense alliance called

A. democracy. B. socialism. C. NATO. D. fascism.

Study GuideWrite WWI in the blank if the sentence states something that occurredbefore, during or just after World War I. Write WWII if the sentence statessomething that occurred just before, during, or after World War II.

5. Germany joins the war to support Austria-Hungary.

6. Adolf Hitler rises to power in Germany.

7. The United States offers aid to Europe in the form of theMarshall Plan.

8. Archduke Franz Ferdinand and his wife are assassinated.

9. Japan bombs Pearl Harbor.

10. The Treaty of Versailles is signed.


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Skillbuilder: Read a Political Cartoon

CHAPTER 12Name Date


PracticeStep 1: Study the political cartoon in your text on page 342.

Step 2: Complete the chart above to organize the important parts of the cartoon.

Step 3: Write a summary of the cartoon’s message.

ApplyDraw a political cartoon about another event in Chapter 12. Be sure toexpress an opinion about a serious subject. Use symbols and familiarobjects to make your point. Add a caption if it helps clarify the meaning.Then exchange cartoons with a partner and fill in a chart like the oneabove to help you analyze the information in the cartoon.

Important Words

ImportantSymbols/Images

Summary

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Name Date

Reading Skill and StrategyReading Skill: ClassifyThis skill helps you understand and remember what you have read byorganizing facts into groups, or categories.

Read “Joseph Stalin.” Then complete the chart below. How did Stalin controlthe Soviet economy and agriculture? Two have been done for you.

Reading Strategy: Predict and Infer3. Look at the words in bold in “East Against West.” What do you think

these words will tell you about Eastern Europe’s government?

4. Read the Lesson Summary. What do you think you will learn in thislesson about the Soviet Union? Complete the sentence below.

I think I will learn about the Soviet Union’s relationship with

.



Economy

1. Stalin ordered new factories to be built.

Agriculture

2. Stalin set up collective farms.

98

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Vocabulary and Study GuideVocabularyWrite the letter of the term that best completes each sentence.

1. Although it was a period of hostility between NATO and the Warsaw

Pact countries, the did not actually involve fighting.

2. Elections held by a government with a do not offer choices to

voters.

3. An imaginary line dividing Eastern Europe and Western Europe after

World War II was the .

4. Large numbers of peasants worked on that were owned by the

government.

5. In a , leaders have no real control and are told what to do by

another government.

Study GuideRead each clue and answer the question “What am I?”

Write your answer on the lines provided.

6. I was the invisible wall that divided Western Europe from EasternEurope.

What am I?

7. I included 15 republics, of which Russia was the largest.

What am I?

8. I was set up in many Eastern European nations after World War II. Itook my orders from Soviet leaders in Moscow.

What am I?



A. Iron Curtain B. puppet government C. one-party systemD. collective farm E. Cold War

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Name Date



Read “The Soviet Economy.” Then write your answers in the chart below.What did the Soviet government promise its citizens? What actions did theSoviet government actually take?

Reading Strategy: Summarize3. Read “Soviet Control of Daily Life.” Put a checkmark (√) next to the

best summary of this section.

The Soviet government controlled cultural celebrations.

The Soviet government supported its top athletes.

The Soviet government controlled the lives of Soviet citizens.

4. Read “Détente.” Put a checkmark (√) next to the best summary of thissection.

Economic conditions did not improve in the Soviet Union.

The rulers of the Soviet Union refused to give up their power orchange their ways.

Détente was a period of lessening tension between themembers of NATO and the Warsaw Pact nations.


Promises

1.

Actions

2.

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101101

Vocabulary and Study GuideVocabularyWrite the term that best completes each sentence.

1. The Soviet government used , such as

posters and songs to help reach its goals.

2. Increased communication between the Soviet Union and the United

States in the 1970s led to a , or

lessening of tensions.

3. Under Communism in the Soviet Union, ,

or the right of people to own land or a business, was not permitted.

4. Khrushchev was , or removed from

power, in 1964.

Study GuideRead the main idea and supporting detail. Add another supporting detail.Then write a sentence giving your opinion on that topic.

Topic: Soviet Censorship

Detail: The government controlled all communications media.

Detail: 5.

Your Opinion: 6.



propaganda private property rights deposed détente

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Skillbuilder: Use an ElectronicCard Catalog

CHAPTER 13Name Date


Author Title City Publisher Date of Publication

PracticeStep 1: Use an electronic card catalog in the library to find books,magazines, or other sources of information about a topic. To locateinformation, search by title, author, or subject.

Step 2: Choose a topic from the chapter that interests you. Use thesubject or title search on an electronic card catalog to find informationabout your topic.

Step 3: Complete the chart above to make a bibliography about thesubject. Organize your bibliography alphabetically by author.

ApplyChoose another subject from Chapter 13. Make a chart on another sheetof paper to organize a bibliography about the subject.

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Read “War in the Balkan Peninsula.” In the chart below, write the events thathappened after NATO attacked the Bosnian Serbs and ended the war. Onehas been done for you.

Reading Strategy: Summarize3. Read “New Economies.” Put a checkmark (√) next to the best

summary of this section.

Eastern Europe’s countries are changing from commandeconomies to free-market economies.

The Soviet republics gained independence and chose newgovernments.

Eastern European nations no longer looked to the Sovietgovernment to defend them.

4. Complete the following statement to summarize “Modern Russia.”

Since the breakup of the Soviet Union, Russian citizens are able to

.



In 1995, the Serbs, Croats, and Muslims of Bosnia signed a peace treaty.

1.

2.

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Name Date


Vocabulary and Study GuideVocabularyIf the statement is true, write true on the line. If it is false, change theunderlined word or words to make it true.

1. In some countries, small political parties have joined forces to worktogether to form a government. This is called a puppet government.

2. Ethnic cleansing is the organized killing of minority groups by a government.

3. A coalition government is a republic whose head of state, usually a prime minister, is the leader of the party with the most members in parliament.

Study GuideWrite the term that best completes each sentence.

In the 1980s, Soviet leader (4)

tried to solve the problems of the Soviet Union, but the economy

continued to get worse. In 1991, a group of more traditional

Soviet leaders tried to take over the government. This

(5) failed. One by one, the Soviet

republics declared (6) .

In the Czech Republic, former (7)

were banned from government leadership. Most Eastern European

countries eventually became (8) .

In some of these countries, small political parties have joined

forces together to form (9) .


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Reading Skill and StrategyReading Skill: Main Idea and DetailsThis skill helps you understand events by seeing how they are related.

Read “EU Economies.” Then complete the chart below to show the detailsthat support the main idea of this section.

Reading Strategy: Summarize4. Complete the following statement to summarize

“The European Union.”

Membership in the European Union has helped countries both

.

5. Read the first paragraph of “Cultural Diversity.” Then write a brief summary.

105

Name Date CHAPTER 13, LESSON 3


The EU has made trade simpler.

1. 2. 3.

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Study GuideBelow are two statements about the European Union. Read each statement. Then write details from the section to support it.

6. More and more, the nations of Europe are joining together politically.

Detail 1:

Detail 2:

Detail 3:

7. The European Union is meant to make trade much simpler.

Detail 1:

Detail 2:




1. European Union

2. currency

3. euro

4. tariff

5. standard of living

A. a quality of life based on the availabilityof goods and services

B. a group of many European countries ofWestern Europe

C. taxes paid on imported goods

D. money of the European Union

E. a system of money

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Reading Skill and StrategyReading Skill: ClassifyThis skill helps you understand and remember what you have read byorganizing facts into groups, or categories.

Read “National Government.” Then complete the chart below to show theroles of the House of Lords, the House of Commons, and the Britishmonarch.

Reading Strategy: Question4. Read the first page of “A Kingdom of Four Political Regions.” Put a

checkmark (√) next to the best question to ask to find out whether youunderstand this section.

Where is the United Kingdom?

What is the nation’s official name?

What are the four political regions of the United Kingdom?

5. Read “Music and Literature.” Put a checkmark (√) next to the bestquestion to ask to find out whether you understand this section.

What do Virginia Woolf and George Orwell have in common?

What music and literature have been important to the United Kingdom?

Which musical groups dominated the music charts during the 1960s?



House of Lords

1.

House of Commons

2.

British Monarch

3.

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Vocabulary and Study GuideVocabulary

1. Circle the letter for the correct definition of secede.

A. a policy of not taking sides in a war

B. to leave a political union

C. the rejoining of two things that have been separated

2. Use the word secede in your own sentence.

Study GuideAnswer the following questions about the United Kingdom on the linesprovided.

3. Which four regions make up the United Kingdom?

4. What kind of government does the United Kingdom have? Who hasthe actual power to govern? What is the person who leads thegovernment called?

5. Which two regions of the United Kingdom have recently been givenself-rule? What are their lawmaking bodies called? When did theselawmaking bodies first meet?

6. Which region of the United Kingdom to date has experienced almost 30 years of conflict? Which two groups have been in conflict and whatare they fighting about?



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Read the paragraph about acid rain on page 387. Then write your answers inthe chart below. What effects does acid rain have on the environment? Whateffects does it have on Sweden and neighboring countries?

Reading Strategy: Question3. Read “Daily Life and Culture.” Put a checkmark (√) next to the best

question to check your understanding of this section.

Why are skerries important to the Swedes?

Where do Swedes go downhill skiing?

What was the name of Astrid Lindgren’s children’s book?

4. Read “Sweden’s Government.” Write three questions about thesection to share with a partner.



2. Effect:Cause: The pollutants maypoison many treesthroughout the region.

1. Effect:Cause: Cars and factoriesproduce pollutants thatrise into the air.

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Name Date

Vocabulary and Study GuideVocabularyMatch the definition in the second column with the word in the firstcolumn. Write the correct letter on the line.

Study GuideWrite T in the blank if the statement is true. If the statement is false, write Fin the blank. Then rewrite the statement to make it true.

6. The Swedish parliament is known as the House ofCommons.

7. Ombudsmen are officials who make sure that the Swedishcourts and civil service follow the law.

8. Nuclear power plants are the main source of electric powerin Sweden.

9. Acid rain is one of Sweden’s most severe environmentalproblems.


1. ombudsman

2. farmed neutrality

3. hydroelectricity

4. acid rain

5. skerry

A. occurs when air pollutants come back to Earth in the form of precipitation

B. energy generated from water power

C. a small island

D. Swedish officials who protect citizens’ rights

E. when a country has an army but doesn’t go to war


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Read the first page of “The Fifth Republic.” Then complete the chart below.What are the roles of the president and the parliament in the Frenchgovernment?

Reading Strategy: Question4. Read “A Centralized Economy.” Write three questions about the

section to share with a partner.

5. Look over “The Culture of Paris.” Turn the heading into a question. Asyou read, look for an answer to your question.

Heading: The Culture of Paris

Question:

Answer:

Name Date CHAPTER 14, LESSON 3


1. 3.

2.

BothPresident Parliament

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112


1. Claude Monet and Pierre Renoir were artists whose style was called .

A. cubism B. realism C. impressionism D. classical

2. The is an association developed after World War II to promote economic unity among the countries of Western Europe.

A. the European B. the French C. socialism D. ParliamentCommunity Resistance

3. An economic system in which some businesses and industries are controlled by the government is called .

A. impressionism B. socialism C. collective farm D. alliance

Study GuideWrite the missing word or phrase that best completes each sentence.

4. was a general in the French army

during World War II. He became leader of the French in exile, was in

constant contact with the , and was

elected president of France on December 21, 1958.

5. France’s Parliament has two parts, the

and the .

6. Jean Monnet established the

to help set economic goals for France after World War II.

7. Socialism is an economic system in which the

controls some businesses and industries.



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Name Date

Reading Skill and StrategyReading Skill: Draw ConclusionsSometimes when you read, you have to figure out things that the writerdoesn’t tell you. This skill is called drawing conclusions.

Read “A Divided Germany.” List details and draw a conclusion about whyEast Germany’s Communist government felt it was important to discouragecontact between East and West Germany. One detail has been done for you.

Reading Strategy: Question4. Read “East Germany.” Write three questions about the section to

share with a partner.

5. Look over “Literature.” Turn the heading into a question. As you read,look for an answer to your question.

Heading: Literature

Question:

Answer:



3.

1. 2.West Germany becameone of the richestnations.

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Vocabulary and Study GuideVocabulary

1. Circle the letter for the correct definition of reunification.

A. to leave a political union

B. a policy of not taking sides in a war

C. the rejoining of two things that have been separated

2. Use the word reunification in your own sentence.

Study GuideRead each clue and then answer the question “Who am I?” or “What am I?”Write your answers on the lines provided.

3. I separated East Berlin from West Berlin but came down in 1989.

What am I?

4. I had a democratic government and received financial support fromthe United States after World War II.

What am I?

5. I had a communist government and was discouraged fromcommunicating with Western Europe.

What am I?

6. I am a building that was rebuilt when Germany reunited in 1990. I amwhere the Federal Assembly meets.

What am I?

7. I was a German composer who went deaf at age 50. My NinthSymphony ends with a section titled “Ode to Joy.”

Who am I?



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Name Date



Read “Political and Economic Struggles” and “A Changing Economy.” Thencomplete the chart below to compare Poland’s economy and politics over theyears. Part of the chart has been completed for you.

Reading Strategy: Question4. Look over “A Free Poland.” Turn the heading into a question. As you

read, look for an answer to your question.

Heading: A Free Poland

Question:

Answer:


1940s–1980s

1.

labor unions joined

solidarity

1990s

2. no price control

2000s

3.

no longer needed

U.S. aid

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1. Limiting access to certain information is .

A. civil rights B. inflation C. censorship

2. A(n) is a person who openly disagrees with a government’s policies.

A. dissident B. ombudsmen C. czar

Study GuideWrite the year each event occurred in the history of modern Poland on thelines below.

3. Lech Walesa became president of a free Poland; Polandchanged from a command economy to a free-marketeconomy.

4. Poland’s inflation was down to around 7 percent.

5. Poland approved a new constitution for its parliamentaryrepublic.

6. Communists took over the Polish government and set wageand price controls.

7. Poland first became an independent republic.

8. Polish-born John Paul II was elected pope.

9. Solidarity called for free elections and an end to Communistrule.

10. Polish trade unions joined an organization called Solidarity;Polish writer Czaslaw Milosz won the Nobel Prize inLiterature.



1918

1945

1978

1980

1981

1990

1997

1999

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Skillbuilder: Make An OutlineCHAPTER 14Name Date


PracticeStep 1: When you are writing a research report, one good way toorganize your information before you begin writing is to make an outline. Look through Chapter 14 and find a topic that interests you.

Step 2: Gather information about that topic and then complete theoutline. Remember that main ideas are listed to the left and labeled withcapital Roman numerals. Supporting ideas are indented and labeled withcapital letters. Supporting details are indented farther and labeled withnumerals.

ApplyChoose another topic from Chapter 14. Organize your information in outline form on lined paper. Use Roman numerals, capital letters, and numerals.

I.

A.

B.

C.

1.

2.

a.

b.

II.

A.

1.

a.

b.

2.

B.

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