Foldable s

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 0-07-8655129

Printed in the United States of America

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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 Worlds People . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54The United States . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Canada . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58Mexico . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60Central America and the Caribbean Islands . . . . . . . 62Brazil and Its Neighbors . . . . . . . . . . . . . . . . . . . . . . . 64The Andean Countries . . . . . . . . . . . . . . . . . . . . . . . . . 66EuropeEarly History . . . . . . . . . . . . . . . . . . . . . . . . . 68EuropeModern History . . . . . . . . . . . . . . . . . . . . . . 70Western Europe Today . . . . . . . . . . . . . . . . . . . . . . . . . 72The New Eastern Europe . . . . . . . . . . . . . . . . . . . . . . . 74Russias Landscape and History . . . . . . . . . . . . . . . . 76The New Russia and Independent Republics . . . . . 78Birthplace of Civilization . . . . . . . . . . . . . . . . . . . . . . . 80North Africa Today . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82Southwest Asia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84West Africa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86Central and East Africa . . . . . . . . . . . . . . . . . . . . . . . . 88Southern AfricaA 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

1FROM 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 chapters 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.

3Foldable 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

4What 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 612 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. This

makes 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 bookssuch as the half book, journal, andtwo-tab bookinside to create a large projectfull of student work.

FOLDING INSTRUCTIONS2-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. If

the 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 mountain

top.

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 times

until 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 INSTRUCTIONSANY 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 exposed

and 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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1

2

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1/3 2/3

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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 is

exposed 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

1

2

3 4

5

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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 three

inside 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. This

usually results in ten tabs.3. Label the tabs. See the illustration below

for 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 doesnt 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 INSTRUCTIONSPROJECTS 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 812" 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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5

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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 bottom

of 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 INSTRUCTIONSPROJECTS 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.

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3

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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 and

crease 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.

1

49

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

Caribbean Islands 62Brazil and Its Neighbors 64The Andean Countries 66EuropeEarly History 68EuropeModern History 70Western Europe Today 72The New Eastern Europe 74Russias 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 AfricaA 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 ofthe 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 earths 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 ageographers 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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BODIESOF WAT

ER:

Nile River

AtlanticOcean

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 earths most precious resources and covers about70 percent of the earths 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.

CHAPTER PREVIEW

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The tab isinside when thepaper is folded.

Glue here.

WaterClimate 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 worlds 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 Worlds 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 worlds population has grown at avery rapid rate. Nearly half of the worlds 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.

CHAPTER PREVIEW

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TheWorld's People

Cut along thefold lines onboth sides.

PopulationPatterns

TechnologyShrinkstheWorld

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 WorldsTechnology

Definition Examples

Renewable

Non-renewable

RESOURCES

To help students write a well-developed

essay, remind them that the essays 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.

56

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 theworlds 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 anothers 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.

58

Canada CHAPTER SUMMARY

Canada is the second-largest country in the world and has manydifferent landforms. Canadas economy benefits from rich naturalresources, skilled workers, and close trading ties with the United States.Canadas 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 Canadas 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 Canadas bilingual his-tory under each appropriate tab. As afollow-up activity, have students researchto find out more about Canadas 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 Canadas 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 describeMexicos land, economy, and governmentpast and present.

This formsthree sections. This

forms foursections.

Fold it in half,then in half

again.

Past PresentMexicos

LandMexicosEconomyMexicos

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 Mexicosland, economy,and governmentin the appropriateplaces on yourtable foldable.

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MexicoCHAPTER SUMMARY

Mexicos 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 countrys heartland.Most of the people live in this region for its pleasant climate, industrialopportunities, and fertile soil. Subsistence farms and plantations arefound throughout southern Mexicothe countrys poorest region.Mexicos 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.

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After students have completed their foldables, they should be able tocompare and contrast past and present facts about Mexicos 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 Mexicos land, econ-omy, or government.

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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 others quizzes using the answer

keys that they have already created.

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GeographyMEXICO EconomyNorthernMexicoCentralMexico

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.

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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 cant 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 Brazils 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. Brazils other neigh-borsUruguay, Paraguay, Venezuela, Guyana, Suriname, and FrenchGuianahave 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 Americas 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 cant 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. Colombias 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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EuropeEarly 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.

Classical

Greeceand Rom

e

Medieval

Europe

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

TheRomanRepubli

c

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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EuropeModern HistoryCHAPTER SUMMARY

Europe has played a major role in shaping todays 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 Europes 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.

Step 4 Label the foldable as shown.

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

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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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