Regions of the U.S.A.
GRADE 4
Geography
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Regions of the U.S.A.
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Geography
Grade 4
Spectrum®
An imprint of Carson Dellosa Education
Greensboro, North Carolina
704659 INT sec1.qxp_Layout 1 6/18/20 10:34 PM Page ii
Photo credits: Library of Congress, LC-USZ62-131447:
page 36; Library of Congress, LC-USZ62-57309: page 85
U.S. Navy, PH1(AW) William R. Goodwin, page 91
Spectrum®
An imprint of Carson Dellosa Education
P.O. Box 35665
Greensboro, NC 27425 USA
© 2015 Carson Dellosa Education. Except as permitted under the United States Copyright Act, no part of this publication may
be reproduced, stored, or distributed in any form or by any means (mechanically, electronically, record-ing, etc.) without the prior
written consent of Carson Dellosa Education. Spectrum® is an imprint of Carson Dellosa Education.
ISBN 978-1-4838-1845-0
704659 INT sec1.qxp_Layout 1 4/9/20 12:13 PM Page iii
Table of Contents
Introduction to Geography
New England
LESSON
LESSON
1
3
Reading a Globe . . . . . . . . . . . . . . . 2
The New England Region. . . . . . . 14
Read a Climate Map of Earth . . . . 4
Use a Special-Purpose Map . . . . . 16
Explore the World’s Oceans . . . . . 6
Learn about New England . . . . . . 18
LESSON
4
Introduction to Regions
What Is a Watershed? . . . . . . . . . 20
LESSON
2
Read a Watershed Map . . . . . . . . 22
Restore the River . . . . . . . . . . . . . 24
What Are Regions? . . . . . . . . . . . . . 8
Draw Regions on a
Physical Map . . . . . . . . . . . . . . . 10
The Middle Atlantic
Travel to Different Regions
of the United States . . . . . . . . . . 12
LESSON
5
The Middle Atlantic Region . . . . 26
Read a Historical Map . . . . . . . . . 28
Learn about Cultural History . . . 30
iii
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The Great Lakes
The Upper Plains
LESSON
LESSON
6
8
The Region of the Great Lakes . . 32
The Region of the Upper Plains . 44
Compare Maps with Different
Scales. . . . . . . . . . . . . . . . . . . . . . 34
Understand the Great Flood
of 1993 . . . . . . . . . . . . . . . . . . . . . 46
Canals of the Great Lakes . . . . . . 36
Learn about Tributaries . . . . . . . 48
LESSON
7
The Southeast
Jewels of the Lakes . . . . . . . . . . . 38
LESSON
9
Identify Landforms and
Water Forms . . . . . . . . . . . . . . . . 40
Preserve the Natural Areas. . . . . 42
The Southeast Region . . . . . . . . . 50
Understand a Natural Disaster . . 52
Prepare a Disaster Plan . . . . . . . . 54
LESSON
10
Battles of the Civil War . . . . . . . . 56
Read a Battlefield Map. . . . . . . . . 58
Make a Civil War Time Line . . . . 60
iv
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The Southwest
The Far West
LESSON
LESSON
11
13
The Southwest Region . . . . . . . . . 62
The Region of the Far West. . . . . 74
Learn about Coronado and
the Cities of Gold . . . . . . . . . . . . 64
Read a Map to Learn about
a Natural Event . . . . . . . . . . . . . 76
Write a Journal Based on
a Map. . . . . . . . . . . . . . . . . . . . . . 66
Read a Picture Graph. . . . . . . . . . 78
LESSON
14
The Rocky Mountains
Alaska Trails . . . . . . . . . . . . . . . . . 80
Read a Map of Adventure . . . . . . 82
LESSON
12
Klondike Adventures . . . . . . . . . . 84
The Rocky Mountain Region. . . . 68
LESSON
15
Learn about the Nez Perce Trail. 70
Understanding Cultural
Differences . . . . . . . . . . . . . . . . . 72
The Hawaiian Islands . . . . . . . . . . 86
Learn about the Attack
on Pearl Harbor . . . . . . . . . . . . . 88
World War II and Pearl Harbor. . 90
Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
1
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LESSON
1
Reading a
Globe
M
aps and globes are different models of Earth. Both
represent the real Earth at a size people can use easily.
Figures 1 and 2 show Earth like a globe. A globe is a
small model of Earth. A globe imitates the round shape
of our planet.
A map is a flat model of Earth. The map in Figure 3
tries to “open up” the round globe and show it as a flat
map. One problem with flat maps is that distances and
directions sometimes look different than they really are.
Any one side of a globe shows only part of Earth.
With a map, you can see all of Earth at once. Look at
the globes in Figures 1 and 2. See if you can find some
of the same places on the map in Figure 3.
Figure 1
Spectrum Geography
Grade 4
2
Figure 2
Lesson 1
Reading a Globe
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Figure 3
Find the equator on the globes. The equator is an
imaginary line drawn around the center of a globe or
map of Earth. The names of the seven continents (large
land masses) and four oceans (large areas of water) are
also given on the globes in Figures 1 and 2. Find the
North Pole and South Pole on the globes. These are
the most northern and southern points on Earth.
Because maps and globes cannot be the same size
as Earth, they are drawn to scale. A scale shows how
much smaller the map is than the real world. A map’s
title tells you what the map is about. Symbols are
drawings, lines, or dots that stand for something else.
The legend explains what each symbol on the map or
globe means.
Maps and globes have many uses. They can help
us find our way around as we travel. Scientists use
maps to predict the weather. Can you think of some
other ways that we use maps?
What can a map or a globe tell you about what it is
like to live in a certain place? Consider that places near
the equator have the hottest weather on Earth. The
weather gradually gets cooler as you travel toward the
North Pole or South Pole from the equator.
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Grade 4
Lesson 1
Reading a Globe
3
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LESSON
1 Map Skills
Build Your
Read a Climate Map of Earth
The symbol that looks like a star on Figure 4 is called a
compass rose. A compass rose is a map symbol that shows
directions. This compass rose shows the four main cardinal
directions (north, south, east, and west). It also shows
intermediate directions, which are northwest, northeast,
southwest, and southeast.
Figure 4
The map lines that are drawn parallel to the equator are
called lines of latitude. The prime meridian is an imaginary line
drawn from the North Pole to the South Pole. The lines drawn
parallel to the prime meridian are called lines of longitude. For
more information, see Appendix page 100.
This map is a climate map. Climate refers to the typical
weather of a specific place on Earth. Several factors affect
climate:
Spectrum Geography
Grade 4
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Lesson 1
Reading a Globe
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Latitude: At the equator, the sun’s rays hit at a direct angle. This
makes the air temperature very hot. As you move toward the
poles, the Sun’s rays become cooler due to the curved surface
of Earth.
Altitude: It is usually cool on top of a mountain even in summer.
This is because a mountaintop is at a high altitude.
Winds: Winds from hot areas of Earth raise temperatures and
those from cold areas lower temperatures. Winds influence the
amount of precipitation (rain or snow) each area gets.
Distance from the sea: Land near the sea has more moderate
seasons than areas that are inland.
The climate map shows six different climate zones. Notice
that there are numbers on the map in different climate zones. In
the table, write the name of the continent where the number is
located. Then, write a description of the climate.
Continent
1
Africa
Description of the Climate
Tropical (hot and wet all year)
2
3
4
5
6
7
8
9
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Grade 4
Lesson 1
Reading a Globe
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LESSON
the World’s
1 Explore
Oceans
Something to
About
How can you describe a trip over the world’s
oceans?
As you have learned, the oceans and continents look
different depending upon which side of the globe you are
viewing. In this activity, each globe shows you a different view
of the world. You will label some of the continents and oceans
on each globe. Then, you will use the globes to explore the
world’s oceans.
Figure 5
Use Figure 5 to explore the oceans and continents.
1. Fill in the boxes on Figure 5 to label the world’s continents
and oceans. If you need to, refer to page 2.
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Lesson 1
Reading a Globe
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2. Plan your trip. Start at the southern tip of South America.
From there, draw a line to eastern Australia. The line you
draw shows the way you will travel. Answer these
questions to describe your trip.
What continent will you pass to the south?
What ocean will you cross?
What direction will you travel?
Figure 6
Use Figure 6 to explore the oceans and continents.
3. Fill in the boxes on Figure 6 to label the world’s continents
and oceans. If you need to, refer to the map on page 2.
4. Plan your trip. Start at the east coast of North America.
From there, draw a line to the southern tip of Africa. The
line you draw shows the way you will travel. Answer these
questions to describe your trip.
What continent will you pass to the west?
What ocean will you cross?
What direction will you travel?
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Grade 4
Lesson 1
Reading a Globe
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LESSON
2
What Are
Regions?
S
ome states within the United States can be grouped
together based on things they have in common. States
grouped together in this way are called a region.
Sometimes, the things the states have in common
are based on human activity. For example, the map
shows how the U.S. government groups the states
together into regions based on the economy. An
economy is a system of producing and distributing
products and services.
Maps are also organized based
on the physical characteristics of
Earth’s surface. States within these
physical regions may have a similar
climate or similar landforms, such as
mountains, plains, or deserts.
Organizing the United States
into regions allows us to compare
different parts of the country and
gives us a more complete
understanding of the nation as a
whole. For example, people in the
Middle Atlantic region tend to live or
work in large cities. The economy of
this area is influenced by important
seaports on the Atlantic Ocean.
Spectrum Geography
Grade 4
8
New York City is a large city in the
Middle Atlantic Region.
Lesson 2
What Are Regions?
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The Great Lakes region is America’s industrial
heartland. The area is home to many of the country’s
largest cities. This region also boasts an important
outdoor recreation and tourism industry.
The fertile soil of the flat Plains region produces
abundant harvests of grains such as wheat and oats.
The Far West is an area of contrasts. Consider how
different the frigid lands of Alaska are from the tropical
islands of Hawaii. The long growing seasons have made
southern California an important agricultural region.
Yet high-tech computer industries are also key parts of
the area’s economy.
Refer to Appendix pages 98–99 for descriptions of
the other regions of the United States shown on the map.
ECONOMIC REGIONS OF THE UNITED STATES
CANADA
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Legend
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0
500 Miles
0 500 KM
SOURCE: U.S. Department of Commerce
NW
Gulf
of Mexico
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N
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0 100 Miles
0 100 KM
0
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0 125 250
250
500 Miles
500 KM
E
SW
Middle Atlantic
Southeast
NE
W
New England
Great Lakes
SE
S
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Rocky Mountains
Southwest
Far West
Spectrum Geography
Grade 4
Lesson 2
What Are Regions?
9
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LESSON
2 Map Skills
Build Your
Draw Regions on a Physical Map
This is a physical map of the United States. A physical map
shows a region’s landforms (like mountains and deserts) and
water forms (like rivers and lakes). This map also shows state
borders, which are human political boundaries. These human
boundaries are imaginary lines.
This map has several features you learned about in Lesson
1. You can use the compass rose to describe where a place is in
relation to another place. The map legend explains the symbols
used on the map and can help you understand the map. The
map scale will help you see about how far one place is from
another.
1. On the map, write the names of the Atlantic and Pacific
oceans, Gulf of Mexico, Rocky Mountains, Appalachian
Mountains, Great Plains, the Great Lakes, and your state.
2. On the map, use different colors to color the regions of the
country you learned about from the economic map on
page 9. Then, on a separate piece of paper, make a map
legend, with colors, to identify each region.
3. In the following table, identify each of the economic regions
on your map. Then, list each state within each region. The
first one has been done for you.
Spectrum Geography
Grade 4
10
Lesson 2
What Are Regions?
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Economic
Region
States Within Each Region
Washington, Oregon, Nevada, California, Alaska, Hawaii
Far West
PHYSICAL MAP OF THE UNITED STATES
N
125˚
NW
NE
SW
SE
E
W
45˚
S
40˚
40˚
70˚
35˚
35˚
30˚
30˚
70˚
22˚
60˚
120˚
25˚
0
0 100 KM
0 500 KM
Spectrum Geography
Grade 4
25˚
0 100 Miles
500 Miles
115˚
156˚
110˚
105˚
100˚
95˚
90˚
85˚
80˚
75˚
Lesson 2
What Are Regions?
11
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LESSON
to Different Regions
2 Travel
of the United States
Something to
About
What makes each region of our country
unique?
In this activity, you will collect information about each
region of the United States to write a travel book. So, of course,
you will need to become an expert on each region of the
country! Read pages 8–11 again and do some research using the
library. Refer to the climate map on page 4. You will also find
some helpful information on Appendix pages 98–99.
1. Use the tables below to collect information about each
region. The first item has been completed for you.
Region
Climate
(Summer and
Winter)
Far West Climate varies
widely.
Examples:
California: arid;
Hawaii: tropical;
Alaska: polar
Some Major
Some Major
Economic Activities Tourist Attractions
motion picture
industry; computer
industry; agriculture
(fruit and vegetables)
California: Hollywood
and Disneyland.
Alaska: wonderful
scenery. Hawaii:
scenery and climate.
Great
Lakes
Spectrum Geography
Grade 4
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Lesson 2
What Are Regions?
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Region
Climate
(Summer and
Winter)
Some Major
Economic
Activities
Some Major
Tourist Attractions
Middle
Atlantic
New
England
Southeast
2. After you have collected all your information, select two
regions from the table and write their names below. On a
separate piece of paper, write a paragraph for your book
describing how the two regions are different.
3. Now, select one of the regions and create a travel poster
that reflects that region’s characteristics. You will use the
poster to help sell your book in bookstores located
throughout that region. On a separate piece of paper,
organize the pictures and text that will go on your poster.
Spectrum Geography
Grade 4
Lesson 2
What Are Regions?
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LESSON
3
The New
England Region
T
he New England region of the United States includes six
states: Maine, New Hampshire, Vermont, Massachusetts,
Rhode Island, and Connecticut. It is the smallest region of
the United States, but it has had a huge impact on our
country. Many of the first European settlers in America
landed in New England. They helped establish the region’s
political format—the town meeting. At town meetings,
New Englanders gather to discuss and vote on important
issues. The region is also a
world leader in higher
education.
The Atlantic Ocean has
been an important part of the
region’s economy since colonial
times. Early merchants used
the ocean to transport goods
to and from Europe. Trade and
commerce drove the region’s
economy until the mid-1800s.
Then, manufacturing became
important, particularly in
Connecticut, Rhode Island, and
Massachusetts. By the 1950s, the
region’s economy began to shift
to service businesses. (Service
businesses do work that directly
benefits others.) These include
financial, insurance, and retail
companies.
Spectrum Geography
Grade 4
14
The financial district in Boston, Massachusetts.
Lesson 3
The New England Region
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Three of the four most densely populated states in
the United States are in New England: Rhode Island,
Massachusetts, and Connecticut. Since colonial times,
many immigrants to America first entered the country
here. Many decided to stay, giving southern New
England a wide diversity, or a variety of people from
different backgrounds.
Northern New England is mainly rural. This area
includes much of Maine, New Hampshire, and Vermont.
Canada forms the northern border. New York State lies
to the west, and the Atlantic Ocean forms the eastern
boundary. This rugged region has cold lakes and
streams, rocky coastlines, and a huge expanse of forest.
The rural economy depends on dairy and poultry
farms, maple syrup production, fishing, and tourism.
The timber industry is also an important part of
Maine’s economy.
THE NEW ENGLAND REGION
Legend
Over 500,000
Over 100,000
Over 50,000
Under 50,000
State capital
Water feature
100 Miles
L. Champlain
Burlington Essex Junction
South Burlington
Barre N
100 KM
Montpelier
NEW YORK
Candlewood L.
Stamford
NJ
Spectrum Geography
Grade 4
Bangor
Augusta
H Auburn Lewiston
L. Winnipesaukee
Portland
South Portland
Biddeford
Rochester
Dover
Concord
Brattleboro
Manchester
ATLANTIC
Bennington
Nashua
Lowell
OCEAN
Quabbin Res. Cambridge Boston
Worcester M A Brockton
N
Springfield Scituate
Rutland
Hartford
P E N N S Y L VA N I A
Connect
icu
VT
Lake Ontario
Penobscot R.
50
50
Moosehead L.
CANADA
nebec R.
Ken
0
Chamberlain L.
t R.
0
MAINE
Res.
CT RI
New Haven
Bridgeport
Providence
New Bedford
Warwick
NW
NE
SW
SE
W
E
S
Lesson 3
The New England Region
15
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LESSON
3 Map Skills
Build Your
Use a Special-Purpose Map
The Northern Forest is the largest area of unbroken forest
in the eastern United States. It covers more than 25 million
acres in northern New England and southeastern Canada. Many
lakes, rivers, and mountains lie in the forest, and its rugged
terrain has discouraged widespread settlement. Still, nearly
1 million people live and work in rural communities in and near
the forest.
The region’s economy has long been dominated by the
paper and timber industry. At one time, Maine was the leading
paper producer in the United States. More than half of the
Northern Forest, in fact, is owned by large paper companies.
Changes in the world economy have brought change to the
Northern Forest. Paper mills have closed and forestry jobs have
dwindled.
Many people who love the Northern Forest would like to
work with the paper companies to preserve jobs while also
preserving the forest. They see tourism and recreation as a
possible source of jobs and income for the region.
In this lesson, you will use the map scale to measure
distance. Transfer the scale to a piece of paper and use it to
measure the distance.
1. The Northern Forest is in which states on the map?
2. Which state has the greatest part of the Northern Forest?
Spectrum Geography
Grade 4
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Lesson 3
The New England Region
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3. Use the map scale to measure the length of the Northern
Forest from Lake Ontario to the northeast tip of Maine.
About how long is it? About how wide is it at its widest
point in the state of Maine?
4. Name one lake and one river that are located within the
Northern Forest. In which states are these lakes?
5. Which state capital is located within the Northern Forest?
THE NORTHERN FOREST
IN NEW ENGLAND
Legend
Northern Forest Area
City
State Capital
Water Feature
Canada
MAINE
100 KM
Lake Champlain
Saranac Lake
Burlington
Montpelier
Colebrook
Berlin
St. Johnsbury
cot R
.
Bangor
Augusta
VERMONT
Watertown
Lake Ontario
St. Albans
Rangeley
Penobs
CANADA
Newport
Millinocket
Greenville
Moosehead L.
R.
50
Chamberlain L.
100 Miles
ebec
nn
0
50
Presque Isle
Ke
0
Fort Kent
N E W Portland
HAMPSHIRE
Old Forge
Glens Falls
Connecticu
NEW YORK
t R.
Utica
Albany
Concord
ATLANTIC
OCEAN
Boston
MASSACHUSETTS
Providence
Hartford
CT
RI
N
NW
NE
SW
SE
W
E
S
P E N N S Y LVA N I A
Spectrum Geography
Grade 4
Lesson 3
The New England Region
17
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LESSON
about New
3 Learn
England
Something to
About
What natural areas near your home are
important to you?
Answer the following questions about New England. Reread
the material in this lesson, if necessary.
1. Describe some water forms and landforms that are typical
of the Northern Forest region.
2. Why do you think the largest cities in New England are
located on the coast?
3. What kind of economic problems have developed in the
Northern Forest region in recent years?
4. What connections do people in the coastal cities like Boston
have to the Northern Forest? Why should they care about
the economy, resources, and people of that area?
Spectrum Geography
Grade 4
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Lesson 3
The New England Region
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5. Select three New England communities. Each community
should be from a different state. Do library research to
complete the following table.
Name and
State of
Population
Community
Montpelier,
Vermont
8,035
Main Economic
Activities
Vermont state
government services;
finance, insurance, and
real estate
Nearby Attractions
Vermont Statehouse;
Vermont Historical
Society Museum;
Vermont Mountaineers
baseball
6. Identify a natural area in your region of the country.
Describe it in the space below. As you write, think about
these questions: What are the area’s attractions? Is it used
for recreation or industry? Has there been any change in
the way people use the area? Who benefits most from it?
Spectrum Geography
Grade 4
Lesson 3
The New England Region
19
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LESSON
4
What Is a
Watershed?
A
watershed collects all the water in a drainage area
and channels it into the same place. When people use
the word watershed, they are usually talking about a
river and the area that drains into it through creeks and
streams. Individual watersheds are usually separated
by high landforms like hills or mountains.
All land areas on Earth are part of a watershed.
Watersheds are very important to
our environment. They provide
places for animals to live. Trees,
grasses, and other plant life must
be preserved to prevent land
erosion in a watershed. Erosion is
the wearing away of the soil.
Pollution comes from many
sources. For example, fertilizer is
carried into streams by rain from
lawns and planted fields. Even
untreated wastewater from homes
makes its way from the land into
small streams and rivers.
Pollution within a watershed can
spoil drinking water and kill fish
and other animals downstream.
The Connecticut River is part of a huge
watershed.
Spectrum Geography
Grade 4
20
Lesson 4
What Is a Watershed?
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The Connecticut River is the longest river in
New England. It lies between the Green Mountains of
Vermont and the White Mountains of New Hampshire.
The Connecticut River drains parts of Connecticut,
Massachusetts, New Hampshire, and Vermont. Plant
and animal life is abundant, and the region also has
some of the best farmland in New England.
There are many dams on the Connecticut River.
The first dams were used to float logs downstream.
Later, dams were built to supply energy for factories.
Most dams no longer supply energy. Today, dams
have created problems because they raise the water
temperature, hurting certain fish. They also lower the
water quality. Dams prevent the spawning runs of fish
up the river and reduce the ability of people to use the
river for recreation.
There are lots of good reasons to clean up and
restore the Connecticut River watershed. Preserving
wetlands along the river can help prevent floods.
Wetlands also work as natural water purifiers.
Increased recreational use from cleaning up the water
can increase the value of property in the watershed and
help the economy.
What are people doing
to restore and preserve the
Connecticut River? They are
removing many of the
unnecessary dams. Dam
removal is the only way to
completely restore habitat.
It opens miles of river for
the spawning runs of the
salmon. When dams can’t be
removed, fish ladders can
be built around the dams to
allow the salmon to travel
around them.
Spectrum Geography
Grade 4
Salmon travel upstream to spawn.
Lesson 4
What Is a Watershed?
21
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LESSON
4 Map Skills
Build Your
Read a Watershed Map
The map shows the Connecticut River watershed with
tributaries and dams. A tributary is a smaller stream that flows
into a larger river.
Use the map to answer the following questions.
1. What tributaries enter the river at Wilder Dam?
2. Which dams are shown on tributaries?
3. In which general direction does the Connecticut River flow?
4. Based on the map scale, about how long is the Connecticut
River? Into what body of water does the Connecticut River
flow?
5. The Connecticut River forms the border between what two
states?
Spectrum Geography
Grade 4
22
Lesson 4
What Is a Watershed?
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6. Name all of the dams shown on the map in the state of
Massachusetts.
7. What tributaries enter the Connecticut River within the
state of Connecticut?
THE CONNECTICUT
RIVER WATERSHED
CANADA
16
14
15
Nulhegan R.
NW
Passumpsic R.
NE
W
E
11
13
10
SE
MAINE
12
Legend
Ammonoosuc R.
t R.
SW
Upper
Ammonoosuc R.
VERMONT
N
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
cti
cu
S
Co
nn
e
White R.
9
Mascoma R.
Ottauquechee R.
NEW YORK
Sugar R.
West R.
8
7
NEW
HAMPSHIRE
Ashuelot R.
6
Millers R.
Deerfield R.
0
5
Westfield R.
MASSA
4
CH
Chicopee R.
3
SE
T
2
U
T
S
Farmington R.
CO
Salmon R.
N
N
1
EC
0
Leesville Dam (Salmon R.)
Rainbow Dam (Farmington R.)
DSI Dam (Westfield R.)
Holyoke Dam
Turners Falls Dam
Vernon Dam
Townshend Dam (West R.)
Bellows Falls Dam
Wilder Dam
Ryegate (Dodge Falls) Dam
Comerford Station Dam
Moore Reservoir Dam
Gilman Project Dam
Lower (Canaan) Dam
Murphy Dam
Moose Falls Dam
Dam
Direction of river flow
0
Eightmile R.
TICUT
Lo Island
Lon
Long
IIs
Isl
Isla
Islan
S
So
Sou
Soun
Sound
0
25
25
50 Miles
50 KM
RHODE
ISLAND
SOURCE: Based on information from the U.S. Fish and Wildlife Service
Spectrum Geography
Grade 4
Lesson 4
What Is a Watershed?
23
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LESSON
4 Restore the River
Something to
About
What problems may be hurting the watershed
where you live?
In this activity, you will be working with a conservation
group to develop a plan to preserve and restore the
Connecticut River. You will collect information to explain to the
governments of Vermont, New Hampshire, Connecticut, and
Massachusetts why conservation is important. You will write a
letter to persuade the government of these states to help pay
for your group’s plan.
Gather information about the river from pages 20–23. You
can also do extra research in the library. Answer the following
questions.
1. What things are special about the Connecticut River
watershed?
2. Why should people of New England spend money to take
care of the Connecticut River watershed?
Spectrum Geography
Grade 4
24
Lesson 4
What Is a Watershed?
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3. How is the Connecticut River watershed endangered by
pollution?
4. What role do dams play on the river? How do they affect
the fish?
5. How can people benefit from projects that help the
Connecticut River?
6. All the dams on the river probably cannot be torn down.
What else can be done to help the salmon travel up the
river to spawn?
7. Now, write your letter to the governors on a separate piece
of paper. Be sure to use the facts you have gathered to
convince the governors that it is important to restore and
preserve the Connecticut River.
Spectrum Geography
Grade 4
Lesson 4
What Is a Watershed?
25
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LESSON
5
The Middle
Atlantic Region
T
he states of New York, Pennsylvania, Delaware,
Maryland, and New Jersey make up the Middle Atlantic
region. Washington, D.C., is also included in this area.
The Atlantic Coastal Plain on the region’s eastern edge
contains many shallow bays and large natural harbors.
Lakes Erie and Ontario (and parts of Canada) border
the region to the north. Large forests and coal, oil, and
natural gas are found on the Allegheny Plateau in
Pennsylvania and in upstate New York.
During colonial times, the region was a center of
commerce and agriculture and helped to link the
northern and southern colonies. By the early 1800s,
New York and Pennsylvania became centers of
industry. The spread of industry allowed cities located
on rivers and waterways to grow dramatically. New
York City on the Hudson River, Baltimore on
Chesapeake Bay, and Philadelphia on the Delaware
River all became major transportation centers.
Over the past 50 to 60 years, much of the region’s
heavy industry has moved away. But other businesses,
such as publishing, communications, and finance, have
become important. The region’s farms produce
poultry, cattle, dairy products, vegetables, and
seafood. New York ranks within the top five states for
many agricultural products, such as dairy, apples,
cherries, and potatoes.
The Declaration of Independence and U.S. Constitution were
signed at Independence Hall in Philadelphia, Pennsylvania.
Spectrum Geography
Grade 4
26
Lesson 5
The Middle Atlantic Region
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Most of the Middle Atlantic region is dominated by
large urban areas that stretch along the coast from
Boston, Massachusetts, to Washington, D.C. About 16
percent of the United States population lives in this
area. It is among the most ethnically diverse regions of
the United States.
Much of the Revolutionary War was fought in this
region. The Declaration of Independence and the
Constitution were both written in Philadelphia. Events
that happened here long ago unite us today as a
people. This is known as our cultural history.
THE MIDDLE ATLANTIC REGION
Lake Champlain
CANADA
VT
NEW YORK
Lake Ontario
Rochester
Buffalo
Oneida Lake
Finger
Lakes
Moha
NH
wk Ri
Syracuse
ver
Albany
MA
ve
ny
he
g
lle
Ri
Allegheny
Res.
P E N N S Y LVA N I A
Scranton
CT
er
A
re
wa
la er
De Riv
r
Erie
Hudson River
Lake Erie
a
nn
Su
sq
OH
Monongahela
River
Pittsburgh
WV
Harrisburg
mac
Potover
i
R
MARYLA
NW
NE
SW
SE
W
E
S
Spectrum Geography
Grade 4
ha
Bethlehem
ue
Allentown
Reading
VA
Paterson
Yonkers
Newark Jersey City
Elizabeth
New York
Edison
Legend
Lancaster
Trenton
Philadelphia Toms River
Camden
Newark
Wilmington
ND
Baltimore Dundalk
Wheaton-Glenmont Columbia
Silver Spring
Washington, D.C.
N
v
Ri
Annapolis
Dover
Over 500,000
Over 100,000
Over 50,000
Under 50,000
State capital
National capital
Water feature
NEW
JERSEY
D E L AWA R E
Chesapeake
Bay
0
0
25
50 Miles
25 50 KM
Lesson 5
The Middle Atlantic Region
27
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LESSON
5 Map Skills
Build Your
Read a Historical Map
The Battle of Long Island was an early battle of the
Revolutionary War. American forces under George Washington
set up defensive positions around New York City. A large British
force massed to the south on Long Island near Flatlands. From
there, the British moved their troops so they would be in a
position to attack.
While British troops held positions to the south and west of
the American positions, another British force advanced on the
Americans from the east through Jamaica Pass. This force
wanted to get behind the Americans and cut them off from
retreat. The British attacked. The outnumbered American
troops were able to retreat in spite of the British attempt to cut
them off.
The next day, the rain stopped the fighting. During the
night of August 29–30, the Americans quietly moved their forces
from Long Island to Manhattan. This unexpected move took the
British completely by surprise. The Americans survived to
fight another day. However, the British went on to capture
New York City.
Refer to the battle map and answer the following questions.
1. Which of the two armies had the superior force?
2. Describe the three areas where the American troops were
located at the beginning of the battle.
Spectrum Geography
Grade 4
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Lesson 5
The Middle Atlantic Region
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3. Name the British commanders involved in the battle.
4. Name the American commanders.
5. What were the British troops approaching from the east
trying to accomplish?
6. How was the British victory incomplete?
Spectrum Geography
Grade 4
Lesson 5
The Middle Atlantic Region
29
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Learn about Cultural
History
Something to
About
How has history influenced the place where
you live?
Americans are united by their cultural history. This
includes the common experiences and beliefs that we share. Did
you know that many of the beliefs we share today came from
the time of the Revolutionary War? Some of them are expressed
in the Declaration of Independence written in 1776.
Refer to the excerpts from the Declaration of Independence
on Appendix page 101. Answer the following questions
according to the Declaration of Independence.
1. What is the Preamble to the Declaration of Independence?
2. What are “inalienable rights”? List some of them.
3. Why are governments created?
Spectrum Geography
Grade 4
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Lesson 5
The Middle Atlantic Region
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4. What is the proper way to form a government?
5. What do the people have the right to do if the government
does not protect and respect their rights?
6. Describe three grievances in the Declaration of
Independence.
Think about the history of your region of the United States.
Do some research to learn about a person or event that is part
of your cultural history. Below are ways to get some ideas.
7. Find out if there is a festival in your community or state
that celebrates the memory of an important event. If so,
find out the story behind this celebration and write it in the
space below or on a separate piece of paper.
8. Find landmarks in your town. They may be historic
buildings, parks, memorials, battle sites, or historic forts or
settlements. What is the story behind the landmarks? Write
it in the space below or on a separate piece of paper.
Spectrum Geography
Grade 4
Lesson 5
The Middle Atlantic Region
31
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LESSON
6
The Region of
the Great Lakes
T
he states of Ohio, Wisconsin, Michigan, Illinois,
and Indiana share an important resource: the Great
Lakes. These five lakes (Huron, Ontario, Michigan, Erie,
and Superior) serve as a transportation route, a
recreational resource, and a source of fresh water.
(See page Appendix page 102 for more information
about the Great Lakes.)
The Great Lakes region is mostly level, with some
gently rolling hills. Rugged country can be found in
southeastern Ohio, southern Indiana and Illinois, and
southwestern Wisconsin.
Northern Michigan and Wisconsin
are home to large forests.
Regional waterways include the
Mississippi and Ohio rivers.
In the mid-1800s, the Great
Lakes region became one of the
greatest industrial areas of the
world. Industrial cities like
Chicago, Illinois, relied on new
immigrants to work in factories.
Lake freighters transported
materials such as iron ore, coal,
Recreation on the Great Lakes is important
and lumber to manufacturing
to the economy.
cities to make products such as
steel, paper, and automobiles.
Heavy manufacturing is still important to the Great
Lakes region, though it has declined since the 1970s.
Spectrum Geography
Grade 4
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Lesson 6
The Region of the Great Lakes
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Agriculture has always been important. The soil is
fertile and the region gets plenty of rain. Great Lakes
farms produce corn, soybeans, alfalfa, hay, and fruits,
such as apples and cherries. Hogs are plentiful in
Illinois. Southern Wisconsin is especially famous for its
milk, cheese, and butter production.
Boating and tourism are major industries on the
Great Lakes today. Sport and commercial fishing bring
$4 billion to the region each year. The area also has
almost 600 state parks which get more than 250 million
visitors every year.
THE GREAT LAKES REGION
Lake
Superior
CANADA
MN
Wisc
Mi
Ch
ip
onsi
pe
wa
n Ri
Ri
ver
ve
r
WISCONSIN
ss
iss
ip
pi
Ri
Lake
Huron
Green Bay
Appleton
Lake
Michigan
Lake
Winnebago
ve
r
MICHIGAN
Waukesha Milwaukee
Flint
Grand Rapids
Racine
Sterling Heights
Lansing
Kenosha
Livonia
Warren
Rockford
Waukegan
Lake
Detroit
Ann Arbor
Erie
Elgin
Chicago
Naperville
Toledo
Gary
Cleveland P A
Aurora
South Bend
Hammond
Parma
Joliet
Youngstown
ILLINOIS
Akron
Fort Wayne
Canton
Peoria
Madison
in
SE
S
ve
r
ki
as
O
Ohio
Rive
r
o
Ri
R.
Cincinnati
hi
Evansville
hi
Dayton
WV
O
E
SW
Indianapolis
Monroe
Lake
sk
W
o
Ka
NE
Columbus
Bloomington
a
Ri
ve
r
Ill
Wab
ash
Rive
W
r
hi
te
Ri
ve
r
Mis
siss
Springfield
N
Legend
Muncie
MO
NW
OHIO
INDIANA
oi
s
ipp
Ri
ve
r
i Ri
ver
IA
KY
0
0
Over 500,000
Over 100,000
Over 50,000
Under 50,000
State capital
Water feature
50
50
100 Miles
100 KM
VA
Spectrum Geography
Grade 4
Lesson 6
The Region of the Great Lakes
33
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LESSON
6 Map Skills
Build Your
Compare Maps with Different Scales
A canal is a human-made waterway. The Illinois & Michigan
Canal was completed in 1848. It ran 97 miles between Chicago
and Peru, Illinois. The canal allowed water travel from the Great
Lakes to the Mississippi River and to ports south all the way to
the Gulf of Mexico. A total of 15 locks were built on the canal.
The locks adjusted water levels for boats to allow them to travel
the length of the canal.
In an age before railroads, the canal allowed Chicago to
become the transportation center of the nation. Within 10 years
after the canal opened, the city’s population increased 600
percent. Communities along the canal route also prospered.
Today, much of the canal is a park. The Illinois & Michigan
Canal National Heritage Corridor preserves the history of the
canal and its regional importance.
Refer to the map and answer the following questions.
1. Refer to Map Part A. Name all the communities along the
Illinois & Michigan Canal from east to west.
2. Describe what Map Part B shows. What communities are
shown in Map Part B?
Spectrum Geography
Grade 4
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Lesson 6
The Region of the Great Lakes
704659 INT sec2.qxp_Layout 1 4/9/20 12:26 PM Page 35
3. Name three things in Map Part B that are not shown in Map
Part A.
4. Name three things Map Part A shows that Map Part B does
not show.
ILLINOIS & MICHIGAN CANAL
NATIONAL HERITAGE CORRIDOR
MAP PART A
Willow Springs
Riv
er
I&M
C
Ca
Can
Cana
Canal
Cal
Sag
nnel
NW
i
pp
ssi
ssi er
Mi Riv
Joliet
Peru
LaSalle
NW
er
SW
Aux Sable
Access
6
Gebhard Woods
State Park
I
6
ad
170
o
eR
g
Seneca
Old
Sta
ois
Illin
Spectrum Geography
Grade 4
Morris
56
r
Rive
8
15 Miles
15 KM
&M
l
Ca
Ro
Ce
e
dek
Hei
e
k
La
0
2
lR
80
5
5
Interstate Highway
55
DesPlaines
Wildlife
Conservation
Area
Heideke State Fish
& Wildlife Area
2
Legend
Channahon
Goose Lake
Prairie State
Natural Area
William G. Stratton
State Park
0
De
ad
ry
te
me
ne
i
sR
ai
l
sP
ad
se
n
Ha
r
ve
o
Tabler
Road
na
80
Saratoga
Road
5 8
e
Road
S
M. J. Hogan
Grain Elevator
& Visitor Center
0
6
SE
To Moline
5
ag
DuP r
e
v
i
R
McClindon
80
MAP PART B
E
0
To
Chicago
NE
City or Town
SE
Urban Area
I & M CANAL:
EASTERN PORTION
W
E
S
is Riv
N
River or Channel
NE
SW
Seneca
Illino
Canal
W
Channahon
Morris
Marseilles
Ottawa
Legend
Cha
N
Lockport
Illin
ois
Chicago
Lemont
Ch
Chicag
Chica
Chic
Chi
Chicago
Pe
Peru
Per
d
an
Lake
ar y nal
t
i
a Michigan
n
Sa ip C
h
S
To
Springfield
6
U.S. Highway
56
State or County Road
Canal
River
10 Miles
10 KM
Lesson 6
The Region of the Great Lakes
35
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LESSON
of the Great
6 Canals
Lakes
Something to
About
How have natural land or water features near you
been changed for human use?
In this lesson, you learned how people of the Great Lakes
region used the area’s waterways to build their communities into
great transportation centers. You have also learned that they
changed the landscape by constructing canals to make
transportation easier.
The Illinois & Michigan Canal was not the only transportation
canal built in the Great Lakes region. For example, the Ohio & Erie
Canal and the Miami & Erie Canal operated in Ohio. In Indiana, the
Wabash & Erie Canal and the Whitewater Canal were built. The
people who built these canals hoped they would become important
to the commerce of the region.
Canals, like this one in Ohio, allowed goods to be shipped
from the Midwest to eastern cities.
Spectrum Geography
Grade 4
36
Lesson 6
The Region of the Great Lakes
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Select one of the canals mentioned in the passage above.
Then, do some library research to complete the table below.
1. Name of canal:
2. Dates of construction:
3. What was the purpose of the canal? What waterways did it
link together?
4. What products were shipped on the canal?
5. Did the canal affect economic growth? How?
6. Is the canal still in use? If so, how is it used today?
7. After you have completed the table, draw a map of the
canal you chose on a separate piece of paper. Use the map
of the Illinois & Michigan Canal on page 35 as a guide.
Below are some guidelines:
• If possible, draw the entire length of the canal.
• Label the communities located along the canal.
• Identify important waterways that the canal links
together.
• Include a map legend and a compass rose.
Spectrum Geography
Grade 4
Lesson 6
The Region of the Great Lakes
37
704659 INT sec2.qxp_Layout 1 4/9/20 12:26 PM Page 38
LESSON
7
Jewels of
the Lakes
T
he shoreline of the Great Lakes states includes a
number of interesting landforms and water forms.
Peninsulas and islands are plentiful. In fact, there are
over 30,000 islands on the Great Lakes! That makes the
region the world’s largest freshwater island system.
Water forms also include rivers, lakes, channels,
straits, bays, and coves.
Spectrum Geography
Grade 4
38
peninsula
Land with water
on three sides
that extends into
a body of water
such as a lake or
ocean
island
Land that is
surrounded by
water on all
sides
cove
A small, usually
dish-shaped inlet
that is smaller
than a bay
river
A large, natural
stream of water
that is larger
than a creek
channel or strait
A narrow body
of water between
two points of
land
bay
A large inlet that
is set off from a
larger water
body by points
of land
Lesson 7
Jewels of the Lakes
704659 INT sec2.qxp_Layout 1 6/24/20 9:55 AM Page 39
Ecology is the relationship among plants, animals,
and their surroundings. An ecosystem is a group of
creatures living together in an environment. Islands are
beautiful areas that are very important to the ecology
of the Great Lakes region.
The lakes hold about 20 percent of the world’s
freshwater and support an incredible number of plants
and animals. Some of these are threatened or
endangered. Many people are working hard to protect
these precious areas from pollution and other damage.
Lake Superior is the largest and most northern of
the five Great Lakes. It contains Isle Royale and the
Apostle Islands. The islands of the Great Lakes often
have special issues in regard to their ecology. They
tend to be home to many endangered animals and
plants. In fact, many rare plants live only on Great
Lakes islands.
The islands also provide places for fish to spawn
(breed), waterfowl to nest, and migratory birds to rest.
Protecting the islands of the Great Lakes is an
important part of preserving the ecological variety of
the entire Great Lakes region.
LAKE SUPERIOR
N
NW
NE
W
Thunder Bay
Grand Portage
SE
S
Marathon
IN
Silver Bay
Bayfield
Cornucopia
Superior Washburn
Ashland
Hayward
0
50
50
Apostle Islands
National
Lakeshore
Spectrum Geography
Grade 4
Legend
Lake Superior
Michipicoten
Water Feature
Wawa
Copper Harbor
Keweenaw Peninsula
Town or City
Michipicoten
Island
State Border
Country Border
Grand Island
Minocqua
100 Miles
100 KM
Isle
Royale
White River
Hancock
Pictured Rocks
Houghton
National
Silver City
Big Bay Lakeshore
Baraga
Whitefish Point
La Pointe
Ontonagon L‘Anse
Grand Marais
Ironwood
Marquette
Brimley
Hurley
Munising
Apostle
Islands
Duluth
Pukaskwa
National Park
Silver Islet
Isle Royale
National
Park
Grand Marais
N E S O TA
Two Harbors
0
Nipigon
E
SW
M
O N TA R I O
CANADA
WISCONSIN
MICHIGAN
Sault Ste.
Marie
Lesson 7
Jewels of the Lakes
39
704659 INT sec2.qxp_Layout 1 4/10/20 4:31 PM Page 40
LESSON
7 Map Skills
Build Your
Identify Landforms and Water Forms
According to their own history, the Chippewa were the first
people to live in the Apostle Islands region. Their main home
was Madeline Island, but they used resources from all of the
islands. They fished, got sugar from the abundant maple trees,
gathered plants for food and medicine, and used bark from the
white birch to make wigwams and canoes.
Beginning in the 1800s, the U.S. government began forming
agreements to use Native American land. Later, they began
removing Native Americans from their land and establishing
areas called reservations for them. In 1854, the final treaty
between the Chippewa and the U.S. government created the Red
Cliff Indian Reservation. Today, almost 1,000 people, mostly
Native Americans, live on the reservation.
In 1970, the National Park Service created the Apostle
Islands National Lakeshore area. The purpose of the park is to
protect the region’s wilderness and help the local economy of
the Chippewa by promoting tourism.
Refer to the map on the next page and answer the following
questions.
1. In what state are the Apostle Islands located? In what lake
are the Apostle Islands located?
2. Identify at least four water forms shown on the map.
Spectrum Geography
Grade 4
40
Lesson 7
Jewels of the Lakes
704659 INT sec2.qxp_Layout 1 4/9/20 12:26 PM Page 41
3. Identify at least two landforms shown on the map.
4. Which bays border the Red Cliff Indian Reservation? What
points are included in it?
5. What two towns are located on the Bayfield Peninsula?
Which one of these allows access to the islands?
6. Which islands have lighthouses?
Legend
APOSTLE ISLANDS NATIONAL LAKESHORE
Water Feature
Devils
Island
N
NE
S
Lighthouse Bay
Sand Point
Lak
esh
d River
San
5
5
Hermit Island
Brownstone quarry
Basswood Island
Julian Bay
Presque
Isle Point
ay
0
13
Brownstone quarry
y
Visitor Center
Park Headquarters
(old courthouse building)
Red Cliff
Point
y Ba
Red Cliff
Gull
Island
Michigan
Island
McCloud-Brigham Farm
Bad River Indian Reservation
Madeline
hannel
North C
Island
H
Brownstone
quarry
Big Bay Town Park
Bayfield
cruises,
boat rentals
WISCONSIN
0
K
Stockton Island
Visitor Center
Stockton
Island
le B
ue Is
Presq
r
y
Apostle Island
Lakeshore Lands
Trout Point Logging Camp
Manitou Fish Camp
Frog
Ba
n
Bayfield
Penninula
K
Manitou
Island
Oak
Island
Raspberry
dia Point
n
ry
Cat
Island
Quarr
13
a
rry B y
v a ti o
eT
or
Little
Sand Bay
Road
ff I
n
be
ser
Meyers Beach
rail
Cl i
Re
Sea Caves
R ed
Roads
Ironwood
Island
Raspberry
Island Overlook
Point Detour
Sand
Bay
Eagle
Island
Otter
Island
York
Island
Sand
Island
Hokenson Fishery
South Twin
Island
Bear
Island
ann
el
SE
Wes
t Ch
SW
Little Sand Bay
Visitor Center
Town or City
Outer
Island
Rocky Island
Lake Superior
E
Ra
sp
W
Rasp
b
Riv e
er
NW
North Twin
Island
Big
Bay
Big Bay
Spectrum Geography
Grade 4
Trail
Marina
Boat Launch
Ranger Station
Lighthouse
Campsites
Picnic Area
Trailhead
10 Miles
10 KM
Indian Reservation
SOURCE: Based on information from the National Park Service
Lesson 7
Jewels of the Lakes
41
704659 INT sec2.qxp_Layout 1 6/24/20 11:04 AM Page 42
Preserve the Natural
Areas
Something to
About
What natural areas near your home are worth
preserving?
In this lesson, you have learned about some natural areas
that people want to protect. Now, think about the part of the
country where you live. Are there any natural areas nearby that
you think are worth preserving?
1. Write down at least three natural areas in your community,
state, or region that you would like to see maintained for
the future. These might be natural features such as rivers,
waterfalls, islands, forests, deserts, meadows, or other wild
areas. These areas might already be part of a park or other
protected zone. They might just be some nearby natural
areas that you know about and love.
2. Do some library research to find out at least two types of
plants and two types of animals that live in the natural
areas you want to protect. Write the information on the
lines below.
Spectrum Geography
Grade 4
42
Lesson 7
Jewels of the Lakes
704659 INT sec2.qxp_Layout 1 4/9/20 12:26 PM Page 43
3. If these areas are not protected, what do you think might
happen to them? Use the lines below to describe how they
might become endangered over time.
4. Ask at least three adults if they know about the areas you
want to protect. What do these areas mean to them? Do
they agree that the areas should be protected? Why or why
not? Write what you find out on the lines below.
5. Now that you have collected some information, write a
paragraph describing why the natural areas are worth
preserving.
Spectrum Geography
Grade 4
Lesson 7
Jewels of the Lakes
43
704659 INT sec2.qxp_Layout 1 6/24/20 11:04 AM Page 44
The Region of
the Upper Plains
T
he Upper Plains region is a huge area of the
north-central United States. North and South Dakota,
Nebraska, Kansas, Minnesota, Iowa, and Missouri are
included in this area. The region is bounded by the
Rocky Mountains to the west, Canada to the north, and
the Mississippi River to the east. It includes much flat
prairie. However, there are many other kinds of land
and water forms, including South Dakota’s Black Hills,
Minnesota’s lakes, and the Ozark region of Missouri.
In the early 1800s, European
settlers thought of the Plains as a
harsh and undesirable place to
live because there were few trees
for building homes and a limited
supply of water. Because of the
settlers heading west on their way
to the Pacific coast, Missouri got
the nickname “Gateway to the
West.”
In 1862, the United States
government offered to give 160
acres of land to people that
The Upper Plains is America’s top
moved to the Plains and lived on
wheat-producing region.
the land for at least five years. The
Plains eventually became home to large numbers of
immigrants from Norway and Sweden, as well as others
from Germany, Ireland, and Russia.
Spectrum Geography
Grade 4
44
Lesson 8
The Region of the Upper Plains
704659 INT sec2.qxp_Layout 1 4/9/20 12:26 PM Page 45
The Upper Plains is America’s top wheat-producing
region. Other important grain crops include sorghum,
barley, and rye. Ranching has always been important to
the region. Kansas is America’s second-leading
producer of beef. Hog production is important in Iowa
and Missouri. In Minnesota and Missouri, food
processing, chemicals, and light manufacturing are
important. In addition, the Mississippi River has helped
large cities in Minnesota, Iowa, and Missouri to become
leading transportation centers.
THE UPPER PLAINS REGION
Mi
Mino
Min
Minot
MT
D
Dicki
Dickinson
Dick
Dic
Dickins
Dickin
Dickinso
i
Upper Red Lake
Grand
Gran
Gr
Gra
Forks
Fork
For
F
Fo
Lower Red Lake
N O R T H D A K O TA
Fa
Farg
Far
Fargo
We Farg
Wes
West
FFargo
Fa
Far
Jamestown
Ja
Jamestow
Jamesto
Jamest
James
Jame
Jam
M
Mand
Man
Mandan
Manda
a
B
Bismarc
Bismar
Bisma
Bism
Bis
Bismarck
i
Pierre
Pi
Pierr
Pier
Pie
Mi
Pl
Plymout
Plymou
Plymo
Plym
Ply
Plymouth
nn
B
Brookin
Brooki
Brook
Broo
Bro
Brookings
Brooking
r
M
Min
Minn
Minne
Minnea
Minneap
Minneapo
Minneapol
Minneapoli
i
es Minneapolis
ota
Ri
ve
r
Saint
Sa Pa
Sain
Sai
P
Pau
Paul
B
Bloomington
Bloomingt
Blooming
Bloomin
Bloomi
Bloom
Bloo
Blo
Bloomingto
l
ssi
iR
ur
ssi
sso
Rochester
Rocheste
Rochest
Roches
Roche
Roch
Ro
Roc
M
Mit
Mitchell
Mitc
Mitch
Mitche
Mitchel
i
iR
I O WA
Des
De Moines
Moine
Moin
Moi
Mo
M
Dubu
D
Dub
Dubuque
Dubuqu
Dubuq
u
Cedar
Ceda
Ced
Ce
R
Ra
Rap
Rapi
Rapid
Rapids
Iowa
Io
Iow
City
Cit
Ci
C
Davenport
Davenpor
Davenpo
Davenp
Daven
Dave
Dav
Da
MISSOURI
Sa
Salin
Sali
Sal
Salina
N
NW
NE
W
Sa Joseph
Saint
Sain
Sai
JJo
Jos
Jose
Josep
Ka
Kansa
Kans
Kan
Kansas
C
Ci
Cit
City
Sh
Shawne
Shawn
Shaw
Sha
Shawnee
K
Kansa
Kans
Kan
Kansas
a
C
Ci
Cit
City
Lawrence
Lawrenc
Lawren
Lawre
Lawr
La
Law
Independen
Independe
Independ
Indepen
Indepe
Indep
In
Inde
Ind
Independenc
Independence
To
Topek
Tope
Top
Topeka
Olat
Olathe
Olath
Ol
Ola
Lee’s
Le Summi
Lee’
Lee
S
Su
Sum
Summ
Summit
Overland
Overlan
Overla
Overl
Over
Ove
Ov
Park
Pa
P
Par
Kansas River
E
SW
SE
KANSAS
S
Wi
Wichit
Wichi
Wich
Wic
Wichita
Lake of
the Ozarks
100 Miles
IL
v
Ri
Turtle Creek
Lake
CO
Mississippi
FFremont
Frem
Fre
Fremon
Fremo
r
Des M
Omaha
Omah
Oma
Om
oi
Gran
Grand
Gra
Gr
IIsla
Islan
Island
Is
Isl
Counci
Counc
Coun
Cou
Council
Co
Bluffs
B
Bl
Blu
Bluf
Bluff
ne
Plat
B
Bellevu
Bellev
Belle
Bell
Bel
Bellevue
e
sR
te R
K
Kearne
Kearn
Kear
Kea
Kearney
e
iver
ive
r
Lincoln
Li
Lincol
Linco
Linc
Lin
Hasting
Hastin
Hasti
Hast
Has
Ha
Hastings
North
Nort
No Platte
Nor
Plat
Platt
Pla
Pl
P
50
50 100 KM
r
i
ur
sso
Mi iver
R
Wa
Waterloo
Waterlo
Waterl
Water
Wate
Wat
Ames
Am
Ame
0
ive
Si
Siou
Sio
Sioux
City
C
Ci
Cit
NEBRASKA
0
pp
Si
Siou
Sio
Falls
FFal
Fa
Fall
iv Sioux
er
Ya
Yankto
Yankt
Yank
Yan
Yankton
WY
Over 500,000
Over 100,000
Over 50,000
Under 50,000
State capital
Water feature
Mi
Mi
Ra
Rapi
Rap
Rapid
C
Ci
Cit
City
M I Legend
WI
M I N N E S O T A Brooklyn
Brookly
Brookl
Brook
Br
Broo
Bro
Park
Pa
P
Par
Wa
Watertow
Waterto
Watert
Water
Wate
Wat
Watertown
Lake Oahe
D
Dulu
Dul
Duluth
Dulut
u
Aberdeen
Aberdee
Aberde
Aberd
Ab
Aber
Abe
S O U T H D A K O TA
Lake
Superior
Red River
Lake
Sakakawea
CANADA
Lake of
the Woods
er
Columbia
Columbi
Columb
Colum
Colu
Col
Co
Jef
Je
Jefferso
Jeffers
Jeffer
Jeffe
Jeff
Jefferson
C
Ci
Cit
City
St.
St Louis
Loui
L
Lo
Lou
Sp
Springfiel
Springfie
Springfi
Spring
Sprin
Spri
Spr
Springfield
NM
TX
Spectrum Geography
Grade 4
OK
Table Rock Lake
AR
Lesson 8
The Region of the Upper Plains
45
704659 INT sec2.qxp_Layout 1 4/9/20 12:26 PM Page 46
LESSON
8 Map Skills
Build Your
Understand the Great Flood of 1993
The Mississippi River and its tributaries are considered to
be the Mississippi River drainage basin. This basin drains a
wide area of the central United States.
When a river or stream becomes so full that it flows over
its banks, it is flooding. Every year, floods spoil drinking water
and destroy homes, businesses, and crops.
Every stream and river floods from time to time, so floods
are natural events. One main reason for flooding is heavy or
long-lasting precipitation. Precipitation is liquid water (rain) or
solid water (ice or snow) that falls to Earth.
Dams and levees are barriers that people build to hold
back or control the flow of water. Sometimes, rainfall is so great
that floods overwhelm all the levees and dams. This happened
during the Great Flood of 1993.
Use the map and chart to answer the questions.
1. Which states were affected by the flood of 1993?
2. What comparison is made in the chart?
Spectrum Geography
Grade 4
46
Lesson 8
The Region of the Upper Plains
704659 INT sec2.qxp_Layout 1 4/9/20 12:26 PM Page 47
3. How much rain does the region usually receive in June?
How much actually fell in June of 1993?
4. Approximately how much precipitation actually fell in the
region from January to August 1993? Approximately how
much falls during these months in a normal year?
AREA OF THE
GREAT FLOOD OF 1993
Lake
Superior
SOUTH
D A K O TA
Legend
Flooded Areas
Boundary of
Mississippi River Basin
NEBRASKA
0
N
0
NW
NE
SW
SE
W
100
100
200 Miles
200 KM
E
S
8
PRECIPITATION IN THE UPPER
MISSISSIPPI RIVER BASIN, 1992–1993
Normal
7
Actual
Inches of
Precipitation
6
5
4
3
2
1
0
July
Aug.
Spectrum Geography
Grade 4
Sept.
Oct.
1992
Nov.
Dec.
Jan.
Feb.
Mar.
April
May
1993
June
July
Aug.
Lesson 8
The Region of the Upper Plains
47
704659 INT sec2.qxp_Layout 1 4/9/20 12:49 PM Page 48
LESSON
8 Learn about Tributaries
Something to
How do tributaries create a river system?
About
The map on page 49 shows the headwaters of the
Mississippi River along with some if its major tributaries.
All rivers flow in a certain direction because of changes in
elevation, or the height of the land. Headwaters are where a
stream begins.
1. Complete the table. List each tributary on the map in the
order in which it enters the Mississippi, from north to south.
Name of
Tributary
Minnesota River
Spectrum Geography
Grade 4
48
General Direction
that the River Flows
southeast, then northeast
The River Drains What
States on the Map?
Minnesota, South Dakota
Lesson 8
The Region of the Upper Plains
704659 INT sec2.qxp_Layout 1 4/9/20 12:26 PM Page 49
2. What lake is at the Mississippi headwaters?
Pick one of the tributaries shown on the map and do library
research to learn more about it.
3. What is the name of the river you have selected?
4. Where does it begin? Where does it end?
5. Name some communities located along the tributary.
CANADA
M I N N E S O TA
Ri
v
RA
souri Riv
e
r
E
SW
SE
isc
onsi
n River
r
Jefferson
City
Ri
ve
r
Saint
Louis
Ka
S
KANSAS
OKLAHOMA
Spectrum Geography
Grade 4
Osage River
Mississippi River
ILLINOIS
pi
sip
Missis
M is
NE
City or Town
River
ois
INDIANA
aR
ive
Legend
Chicago
r
Illin
iver
ive
SK
W
R iv
er
rR
Des Moines Iow
N
W
da
H
Lake
Michigan
Prairie du Chien
Dubuque
sk
as
kia
iR
NEB
r
ive
sR
i ne
Mo
ur
Ce
I O WA
NW
pe
wa
St Cr
ver
Ri
Des
Mis
so
C
AN
er
IC
IG
ip
Mis
Ch
sis
sip
pi
Riv
IS
IN
ota
M
W
Saint
Paul
Minneapolis
nes
River
NS
SOUTH
D A K O TA
oix
O
Min
Lake Superior
Riv
er
Lake Itasca
Cape
Girardeau
O
Mississippi
Headwaters
er
NORTH
D A K O TA
TRIBUTARIES OF THE
UPPER MISSISSIPPI RIVER
hio
Mississippi River
Tributaries
0
0
50
100 Miles
50 100 KM
River
Cairo
MISSOURI
KENTUCKY
ARKANSAS
TENNESSEE
Lesson 8
The Region of the Upper Plains
49
704659 INT sec2.qxp_Layout 1 4/9/20 12:26 PM Page 50
LESSON
9
The Southeast
Region
T
he Southeast region of the United States is bordered
on the east by the Atlantic Ocean and on the south by
the Gulf of Mexico. Within this region, the Appalachian
Mountains extend from West Virginia into northern
Georgia.
THE SOUTHEAST REGION
R.
OH
FFrankfort
Fr
Fra
Fran
Frank
Frankf
Frankfo
Frankfor
MO
KS
io
Oh
K
L. Barkley
Kentucky L.
Bowling
Bowlin
Bowli
Bowl
Bow
Bo
Green
Gre
Gr
G
Gree
Bull Shoals L.
Arlington
Arlingto
Arlingt
Arling
Arlin
Arli
Ar
Arl
K
Charleston
Charlesto
Ch
Charles
Charle
Charl
Char
Cha
Ri an Charlest
Lexington
Lexingto
Lexingt
Lexing
Lexin
Lexi
Le
Lex
Lexingtonve aw
F
Fa
Fay
Faye
Fayet
Fayett
Fayette
r h
.
a
Green R
LLouisville
Loui
Lou
Louis
Louisv
Louisvill
Louisvil
Louisvi
o
Owensboro
Owensbor
Owensbo
Owensb
Owens
Ow
Owen
Owe
R.
MD
WV
Parkersburg
Parkersbur
Parkersbu
Parkersb
Parkers
Parker
Pa
Parke
Park
Par
Covington
Covingto
Covingt
Coving
Covin
Covi
Cov
Co
Huntington
Hu
Huntingto
Huntingt
Hunting
Huntin
Hunti
Hunt
Hun
O
IN
PA
Wheeling
W
Whe
Whee
Wheel
Wheeli
Wheelin
h
Morgantow
Morganto
Morgant
Morgan
Mo
Morga
Morg
Mor
Morgantown
o
IL
hi
NE
VA
R.
James
Y
Newport News
No
Norfolk
Norfol
Norfo
Norf
Nor
Virginia
Beach
Durham
Du
Durha
Durh
Dur
Roanoke R.
John H. Kerr Res.
Win
Wi
Winston-Sale
Winston-Sal
Winston-Sa
Winston-S
WinstonWinston
Winsto
Winst
Wins
Winston-Salem
Knoxville
Knoxvill
Knoxvil
Knoxvi
Knoxv
Knox
Kno
Kn
Gre
G
Greensboro
Gree
Green
Greens
Greensb
Greensbo
Greensbor
r
Fort
Fo Smith
For
Sm
Smi
Smit
S
JJonesbor
Jonesbo
Jonesb
Jones
Jone
Jon
Jonesboro
o
M
Mur
Murfreesbor
Murfreesbo
Murfreesb
Murfrees
Murfree
Murfre
Murfr
Murf
Murfreesboro
u
R
Ral
Raleigh
Rale
Ralei
Raleig
a
OK
Catawba R.
Charlotte
Charlott
Charlot
Charlo
Charl
Char
Ch
Cha
Pamlico
AR
Me
Memphis
Memphi
Memph
Memp
Mem
Chattanoog
Chattanoo
Chattano
Chattan
Chatta
Chatt
Chat
Cha
Ch
Chattanooga
Sound
N
C
Nort
Nor
No Little
North
L
Li
Lit
Litt
Littl
Rock
R
Ro
Roc
Fayetteville
Fayettevill
Fayettevil
Fayettevi
Fayettev
Fayette
Fayett
Fayet
F
Faye
Fay
a
S
C
Hunt
H
Hun
Huntsvi
Huntsv
Hunts
Huntsville
Huntsvil
Huntsvill
u
Greenville
Greenvill
Greenvil
Greenvi
Greenv
Gr
Green
Gree
Gre
M
S
Little
Li
Littl
Litt
Lit
Rock
Roc
Ro
R
AL
Athens-Clark
Athens-Clar
Athens-Cla
Athens-Cl
Athens-C
AthensAthens
At
Athen
Athe
Ath
Athens-Clarke
C
Colu
Col
Columbia
Colum
Columb
Columbi
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Fayettevi
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Bl
ac
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Chattahoochee R.
ab
am
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ah Savannah
a
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M
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Tallah
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FL
NW
St. Petersburg
NE
W
E
SW
Over 500,000
Over 100,000
Over 50,000
Under 50,000
State capital
Water feature
Jacksonville
Tam
Ta
Tamp
Tampa
Kissimmee R.
L. Okeechobee
SE
S
Legend
Orlando
Orlando
Gulf of
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N
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Ne Orleans
Orlean
Orlea
Or
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aR
.
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Lafayett
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Laf
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.
B
Ba
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R
Ro
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lR
bine R.
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ed
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Nashville-Davids
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Nashville-Davi
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Nashvill
Nashville
NashvilleNashville-D
a
Hialeah
Hialea
Hiale
Hi
Hial
Hia
Fort Lauderdale
0
0
100 Miles
100 KM
Miami
Spectrum Geography
Grade 4
50
Lesson 9
The Southeast Region
704659 INT sec2.qxp_Layout 1 4/9/20 12:26 PM Page 51
Many important leaders of the American
Revolution were southerners, and four of America’s
first five presidents came from Virginia. Shortly after
the Revolution, the southern economy began to focus
almost completely on agriculture. This was in contrast
to the northern states, where manufacturing began to
take on greater importance. Large numbers of enslaved
Africans were brought into the South to work on the
plantations. In the 1860s, conflict over slavery caused a
split between the North and the South that resulted in
the Civil War.
Today, the Southeast region has a diverse
economy and is an important manufacturing region.
The Mississippi River and its tributaries are major
transportation routes.
Numerous oil and natural gas wells are found in
the Gulf of Mexico. Coal mining is important in West
Virginia and Kentucky. Regional agricultural products
include soybeans, corn, citrus fruits, beef cattle,
poultry, rice, and peanuts, cotton, and tobacco.
Tourism is strong in many parts of the region, such as
the mountains of Tennessee and the beaches of
Virginia, the Carolinas, and Florida.
Temperate, tropical, and even
some arid areas can be found in the
Southeast region. (See Lesson 1 for
more information on climate zones.)
Wetlands, including swamps, and
small, slow-moving streams called
bayous are common environments in
the southernmost parts of the
Southeast region. Violent tropical
storms called hurricanes threaten
people and property during certain
seasons of the year along the Gulf
and Atlantic coasts.
Spectrum Geography
Grade 4
Wetlands are common in the Deep South.
Lesson 9
The Southeast Region
51
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LESSON
9 Map Skills
Build Your
Understand a Natural Disaster
During the months of late summer and fall, hurricanes pose
a threat to many people who live along the southeast coast
from Texas to North Carolina.
Hurricanes gather heat and energy from the warm waters of
the Atlantic Ocean and Gulf of Mexico. The storms move in a
counterclockwise direction around an “eye,” which is a calm
center area 20 to 30 miles wide. The storm may extend as much
as 400 miles from the eye.
Hurricanes have winds of at least 74 miles per hour. When
they come onto land, the heavy rain, violent winds, and high
waves can cause major destruction. Communities where
hurricanes are likely to strike must develop plans for dealing
with such storms.
In August 2005, a very big hurricane named Katrina hit the
southeast coast along the Gulf of Mexico. Florida, Mississippi,
Alabama, and Louisiana suffered major destruction. Many
communities were flooded. More than 1,400 people were killed
and another 1.5 million people had to leave their damaged
homes.
Refer to the map and answer the following questions.
1. The map shows parts of which states?
2. Which state did Katrina touch first when it hit land?
Spectrum Geography
Grade 4
52
Lesson 9
The Southeast Region
704659 INT sec2.qxp_Layout 1 4/10/20 2:51 PM Page 53
3. Use landmarks to describe where Katrina struck land and
the direction it traveled.
4. Which areas on the map had the most catastrophic
damage? Name the county or parish and state.
5. Which areas experienced the worst flooding?
Legend
Flooded Area
Louisiana
Limited Damage
Mississippi
Moderate to Extensive Damage
Path of Katrina
Catastrophic Damage
Parish (in Louisiana)
or County Border
Impassable Bridges
59
Interstate Highway
Impassable Roads
Limited damage
Light damage to buildings (for example, the
loss of roof shingles).
Moderate to
The outside of buildings is damaged (for
extensive damage example, roofs are missing or partially
destroyed). Some entire buildings are destroyed.
Catastrophic
Damage
Spectrum Geography
Grade 4
Almost all buildings are destroyed.
Lesson 9
The Southeast Region
53
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LESSON
9 Prepare a Disaster Plan
Something to
How can a disaster plan help your family?
About
More than likely, your home will not be affected by a
natural disaster. But in case a disaster does strike, you would
be smart to create a plan to deal with it. Appendix page 103
presents a few ideas.
1. Start by listing the kinds of disasters that are most likely to
affect you. For example, do hurricanes ever hit your area?
Tornadoes? Earthquakes? What about lightning strikes,
flooding, or heavy snow?
2. Does your community have a way to warn you of possible
problems? For example, does a siren go off to warn you of
tornadoes? What does it sound like? What should you do
when you hear it?
3. For some types of disasters, like tornadoes, it might be best
to stay in your home. For these kinds of disasters, write
exactly where the safest place in your home would be.
Spectrum Geography
Grade 4
54
Lesson 9
The Southeast Region
704659 INT sec2.qxp_Layout 1 4/9/20 12:26 PM Page 55
4. For other types of disasters, like fires, you need to get out
of the house right away. Plan at least two escape routes.
5. In the space below, describe a place where your family can
meet if you have to leave your home because of a disaster.
List the address and phone number of this location.
6. What will you do with your pets if
disaster strikes? Think about it and
write your plan below.
Consider all your family
members, including pets, when
you develop a disaster plan.
7. Is there anything you can do to keep your home safe before
disaster hits? Are there any special supplies you should
keep on hand? How might you protect valuable items?
8. After you have put together your plan, call a family meeting
and discuss your ideas with everyone. Explain why it’s
important to have a disaster plan. Listen to everyone’s
ideas and suggestions. Then, prepare a finished plan on a
separate piece of paper. Review the plan every few months
so everyone remembers what to do.
Spectrum Geography
Grade 4
Lesson 9
The Southeast Region
55
704659 INT sec2.qxp_Layout 1 6/24/20 4:09 PM Page 56
Battles of the
Civil War
A
civil war is a war between groups of people who
belong to the same country. The American Civil War
was fought between a group of northern and western
states (the Union) and a group of southern states (the
Confederacy). The war began when the southern states
left the United States to establish their own country,
mainly to preserve slavery. They called their country
the Confederate States of America.
Through the early 1800s, the culture and economy
of the North and South was very different. There were
more large cities in the North than in the South. There
also were more factories there. The economy of the
South was very dependent upon agriculture and
slavery.
In the 1830s, a strong abolition movement began
in the North. Abolitionists believed that slavery was
against the ideals upon which the country was founded.
They wanted to abolish it. Through the mid-1800s, the
South became threatened by the addition of new
western states to the Union. If the new states became
free states, that could tip the balance of power in
Congress in favor of anti-slavery forces in the North.
Spectrum Geography
Grade 4
56
Lesson 10
Battles of the Civil War
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Abraham Lincoln was elected president of the
United States in 1860. At this time, the conflict between
the North and South reached a crisis. Lincoln had
promised to keep the United States together. Though
not an abolitionist, Lincoln opposed the spread of
slavery into the western territories or in new states.
Fearing the loss of their political power, a group of
southern states seceded, or left the Union, and formed
the Confederate States of America. Some states that
permitted slavery did not leave the Union. They were
called Union Slave States or Border States.
On April 12, 1861, Confederate troops attacked Fort
Sumter, South Carolina, which was occupied by Union
troops. The Civil War had begun. Before it would end
four years later, many thousands of Americans would be
killed. Most of the battles took place in the South. It took
many decades for the region to recover from the war.
MAJOR BATTLES OF THE CIVIL WAR
INDIANA
issippi River
iss
IL
LI
N
O
IS
KANSAS
IO WA
M
r
io
Oh
OKL A HOM A
Antietam,
Sept. 16–18, 1862
T EXAS
Confederate States
Fredricksburg,
Dec. 11–15, 1862
Western Territories
Battle
Union Capital
V IR G INIA
Chickamauga,
Sept. 19–20, 1863
Chattanooga,
Aug. 21, 1863
Atlantic
Ocean
Confederate Capital
S O U T H C A R O LINA
OR
Vicksburg,
May 18–July 4, 1863
0
0
125
125
250
250
Gulf of F LO R ID A
Mexico
500 Miles
500 KM
NE
E
W
TX
SE
SW
S
0
0
Spectrum Geography
Grade 4
KS
CA
N
NW
ME
NH
WI MI
MA
NY
RI
IA
PA
CT
NJ
IL IN OH
DE
WV
VA
MO
KY
MD
NC
TN
AR
SC
MS AL GA
LA
VT
MN
G E O R G IA
M I S S I S S I PPI
ALABAMA
Union Slave States
Chancellorsville,
April 30–May 6, 1863
NO RT H
C A R O LINA
Shiloh,
April 6–7, 1862
Champion Hill,
May 16, 1863
Union Free States
Richmond
K EN TU C K Y
AR K A N S A S
NE W
JERSEY
D E LAWA R E
Washington,
Spotsylvania, May 8–21, 1864
TEN N ES S EE
LOU I S I A N A
M A RY LA ND
Wilderness, May 5–7, 1864
ve
Ri
Legend
P E NNS Y LVA NIA
First Bull Run, July 21, 1861
Second Bull Run, Aug. 28–30, 1862
M I S S OU R I
Fort Donelson
Feb. 11–16, 1862
Gettysburg,
July 1–3, 1863
250
500 Miles
FL
500 KM
Lesson 10
Battles of the Civil War
57
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LESSON
10 Map Skills
Build Your
Read a Battlefield Map
At the beginning of the Civil War, the Confederacy
controlled the southern portion of the Mississippi River.
Southerners used the river to get supplies and fresh troops to
Confederate forces. If the Union could get control of the
Mississippi, it could split the Confederacy in two. Vicksburg was
a key city on the Mississippi. It sat on high cliffs overlooking the
river. From there, the Confederate army could control the river
by firing down on Union ships.
To take Vicksburg, Union general Ulysses S. Grant decided to
first move his troops across the Mississippi, south of the city. He
marched toward Jackson and captured it before launching his
attack on Vicksburg. Union and Confederate forces fought a
series of battles as the Union army advanced on the city of
Vicksburg.
When he reached Vicksburg, Grant could not break the
Confederate defensive line around the city. So he ordered his
men to dig in and lay siege to the city. This meant they were to
surround it and prevent troops and supplies from getting in or
out. Eventually, the Confederate army and the people of
Vicksburg ran out of supplies and were forced to surrender.
1. In which state are the cities of Vicksburg and Jackson
located?
2. Where were Grant’s troops located on March 31?
3. At which town did the Union forces cross the Mississippi
River going east?
Spectrum Geography
Grade 4
58
Lesson 10
Battles of the Civil War
704659 INT sec2.qxp_Layout 1 4/15/20 1:16 PM Page 59
4. About how long did it take Grant’s troops to get from Port
Gibson to Jackson?
5. Which two important rail lines crossed at the town of
Jackson?
6. From Jackson, which direction did Grant’s troops turn to
head toward Vicksburg? Which river did they cross on their
way to the city?
Ba
reveport
& Texas Railr
oad
ut
Duckport
Du
Duckpor
Duckpo
Duckp
Duck
Duc
w ay
Southern RR
Y
Clinton
ay
ou
Grant’s
Canal
Ri
ve
r
k
MISSISSIPPI
Union fleet bombards
Grand Gulf, April 29
Big Bayou
Grand Gulf
re
Pier
Bruinsburg
Legend
N
NE
NW
S
0
0
Union Siege Line
SE
SW
Little Bayou
Pierre
Union Advance (Grant)
E
W
Port Gibson
Battle of Port
Gibson, May 1
Spectrum Geography
Grade 4
Battle of Raymond,
May 12
ac
Bl
R i v er
Crosses Mississippi
River at Bruinsburg,
April 30
Jackson
Pe
arl
g
Bi
Hard
Times
Raymond
Siege of Vicksburg,
May 18–July 4
Mississi
Riv
e
B a yo u
i
pp
r
Edwards
Station
Brierfield
Arrives Hard
Times, April 28
New Orleans, Jackson &
B
nd
Haynes’ Bluff
Snyder’s Bluff
Battle of the Big
Great Northern Railroad
of Mississippi
Black River Bridge,
Chickasaw
May 17
Battle of Champion
Bayou
Battle of Jackson,
Hill, May 16
Vicksburg
May 14
Waln
Rou
LOUISIANA
you
Milliken’s Bend
Vicksburg, St
az
Steele’s
Union leaves
Milliken’s Bend,
March 31
Richmond
oo
Riv
e
r
THE VICKSBURG CAMPAIGN, 1863
10
10
Confederate Defenses
20 Miles
20 KM
Railroad
Lesson 10
Battles of the Civil War
59
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LESSON
a Civil War
10 Make
Time Line
Something to
About
How can a time line help you to organize
events?
1. Use the maps in this lesson to complete the following table.
Union Free States
Capital city:
Confederate States
Union Slave States
Capital city:
Refer to the map on page 57, and answer the following
questions.
2. In which state were the most battles fought?
3. Which battle went on for the longest period of time?
4. Which battles were fought in only one day?
Spectrum Geography
Grade 4
60
Lesson 10
Battles of the Civil War
704659 INT sec3.qxp_Layout 1 4/9/20 12:33 PM Page 61
5. A time line can help to organize key historical events over
a period of time. Time lines show events in chronological
order (in the order the events happened). Use the map on
page 57 to make a time line for important Civil War battles.
Record the information in the table below.
Name of Battle
Date of Battle
(from first to last)
State Where
Battle Was Fought
6. Select one of the battles listed in the time line above, and
do some library research to learn more about it. Write two
or three paragraphs about the battle on a separate piece of
paper. Be sure to answer the following questions:
• When and where did the battle occur?
• Who were the leading generals?
• Why was the battle important?
• How many soldiers lost their lives in the battle?
• How many soldiers were wounded?
• Was the battle a clear victory for the Union or for the
Confederacy? If neither, explain.
Spectrum Geography
Grade 4
Lesson 10
Battles of the Civil War
61
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LESSON
11
The Southwest
Region
T
he four states of the Southwest region—Oklahoma,
Texas, New Mexico, and Arizona—are among our
nation’s largest. The climate and landforms of the
region are varied and often surprising. More than half
of Arizona features mountains and plateaus (high, flat
lands). Parts of the Mojave and Sonoran deserts are
also in Arizona.
R.
Colorado
Scottsdale
R.
Glendale
Salt
Phoenix
Mesa
Pe
cos
Rio Rancho
R.
South Valley Albuquerque
Canadia
n R.
Lawton
Las Cruces
TEXAS
Sabine R.
MEXICO
R.
R.
G
LA
Tr
ty
ini
Colo
rado
R.
Pe c
os R
.
Dallas
Arlington
zos
Bra
El Paso
R.
nde
ra
100 Miles
Lake Texoma
Roswell
Legend
50
AR
Kerr Reservoir
Red R
.
NEW MEXICO
Rio
Over 500,000
Over 100,000
Over 50,000
Under 50,000
State capital
Water feature
Tulsa
Norman Eufaula Lake
Fort Worth
Tucson
MO
Broken Arrow
Oklahoma City
R.
SONORAN
DESERT
0
KS
Cim
ar
ro
nR
.
O K . Enid
R
Santa Fe
ARIZONA
Gila
R
North Canadian .
Farmington
orado R.
Co l
M O J AV E Grand
D E S E R T Canyon
CA
THE SOUTHWEST REGION
as
Lake
Mead
CO
ans
Ark
U TA H
NV
Austin
Houston
San Antonio
Corpus Christi
Gulf of Mexico
N
NW
NE
SW
SE
W
E
S
0 50 100 KM
Spectrum Geography
Grade 4
62
Lesson 11
The Southwest Region
704659 INT sec3.qxp_Layout 1 4/9/20 12:33 PM Page 63
Landforms in New Mexico include deserts, mesas,
and mountain peaks. Mesas are high areas of land with
flat tops and sides that are usually steep cliffs. The
state features a large area of forested mountains. The
central part of the state is divided almost in two by the
Rio Grande River.
Texas has low coastal areas near the Gulf of
Mexico, plains in the north, and hill country in between.
The wetter eastern part of Oklahoma is forested, but
the western part of the state is mostly semi-arid plains.
The climate varies greatly throughout the region.
Annual rainfall is greater toward the east. The drier
regions mostly support beef cattle and sheep. Poultry is
important to the Oklahoma economy. Wheat and cotton
are grown in Texas and Oklahoma.
The energy industry is very important to the
economy of the Southwest. Texas and Oklahoma are
major producers of oil and natural gas. Mining is
important in New Mexico and Arizona. Income from
tourism, especially in the Grand Canyon area, is also
important.
The influence of Hispanic and Native American
culture is strong throughout the region. The population
in the Southwest is growing rapidly, partly due to the
warm climate.
Plateaus and mesas are just two of the varied landforms of the Southwest.
Spectrum Geography
Grade 4
Lesson 11
The Southwest Region
63
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LESSON
11 Map Skills
Build Your
Learn about Coronado and the Cities of Gold
Conquistadors were the Spanish soldiers and explorers
who conquered much of North and South America for Spain.
Francisco Vásquez de Coronado was a Spanish conquistador
who lived in Mexico almost 500 years ago.
In 1540, Coronado heard stories about seven great cities
made of gold. In February 1540, he set out on an expedition
from Mexico to find these cities.
By July, Coronado reached the location of the first “golden
city,” Háwikuh. But instead of gold, he found a pueblo,
or settlement of Indians. The conquistadors were bitterly
disappointed.
While at Háwikuh, Coronado sent one of his captains,
Garcia López de Cárdenas, to explore the region to the
northwest. After about 20 days, Cárdenas and his search party
came upon the Grand Canyon and the Colorado River. They
were probably the first Europeans to see the Grand Canyon.
Another captain, Hernando de Alvarado, explored to the east. At
Cicúye, Alvarado met “the Turk,” a Native American who
described a rich country toward the northeast, called Quivira.
“The Turk” convinced Coronado to continue his expedition
to Quivira the next spring. After a long journey, Coronado found
that the Quivira Indians had no gold. “The Turk” had made up
the story so the conquistadors would become lost. After
learning the truth, Coronado and his group made their way back
to Mexico in shame due to their failure.
Spectrum Geography
Grade 4
64
Lesson 11
The Southwest Region
704659 INT sec3.qxp_Layout 1 4/9/20 12:33 PM Page 65
Refer to the map and answer the following questions.
1. Coronado traveled through which present-day states within
the United States?
2. Coronado traveled through the lands of what Native
American tribes? Name three of them.
3. About how far did Cárdenas travel from Háwikuh on his
journey to the Grand Canyon?
4. Name at least four rivers Coronado’s party crossed.
5. According to “the Turk,” in which present-day state was
Quivira, the “city of gold”?
CORONADO’S EXPEDITION,
1540–1542
2. Cárdenas and his men
become the first Europeans to
see the Grand Canyon.
Gallup
Supposed Kansas City
Ark location
a
of Quivira
.
3. At Cicúye, Alvarado
meets “the Turk.”
Dodge City
Taos
Cicúye APACHE
(Pecos)
Santa Fe
Tiguex
Salt R.
ROCK
Phoenix
an
adi
R.
S
de
ran
MEXICO
TAIN
Ri
oG
1. Coronado and his party
arrive at Háwikuh on
July 7, 1540. They find no gold.
R.
os
Pec
El Paso
River
Route of Coronado
NEW
MEXICO
Sierra Vista
Gulf of
California
Lubbock
Route of Alvarado
TEXAS
Route of Cárdenas
COMANCHE
XXXXXX Native American Tribe
N
NW
NE
W
Historic Pueblo (Native
American Village)
E
SW
SE
Present-Day City
S
0
0
Spectrum Geography
Grade 4
.
Legend
s
zo
APACHE
an
R
Red R.
Br a
UN
Y MO
dro R.
San Pe
Tucson
KIOWA
Amarillo
Socorro
Gila R.
Yuma
Albuquerque
Acoma
OSAGE
O KC L A H O M A
Hawlkuh
ARIZONA
KANSA
Salina
.
as R
o R.
CA
4. Coronado’s army spends the
winter of 1540–1541 at Tiguex.
On April 23,1541, they leave
for Quivira.
Hopi
ad
Flagstaff
NAVAJO
r
olo
Little C
rad
Colo
Arkansas R
ns
NV
KANSAS
C O L O R A D O CHEYENNE
U TA H
GRAND
C A N Y O N R.
o
Kansa
sR
.
5. At Quivira, Coronado again
finds no gold. He learns of the
lies of “the Turk” and returns to
Mexico ashamed of his failure.
100
100
200 Miles
200 KM
Lesson 11
The Southwest Region
65
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LESSON
a Journal Based
11 Write
on a Map
Something to
How can a map tell a story?
About
The map of Coronado’s expedition on page 65 tells part of
the story of his travels. Several important things that happened
during the expedition are noted on the map. This helps you
follow Coronado’s movements throughout the region.
In this activity, you will think about what it might have been
like for Coronado and his men on each stage of their expedition.
First, think about some things Coronado and his party saw.
1. Describe the land Coronado and his party traveled through.
What landforms did they encounter? What climate did they
find there? Reread pages 62–63 for some clues. Write your
answer on the lines below.
2. Now, think about some of the people Coronado and his
party met on their journey. Do some research in the library
to find out how Native Americans in that region lived. Write
what you find out on the lines below.
Spectrum Geography
Grade 4
66
Lesson 11
The Southwest Region
704659 INT sec3.qxp_Layout 1 4/10/20 2:59 PM Page 67
3. Assume that you are traveling with Coronado. Use the
information you gathered to write a journal about your
adventures. Use the map and description of the expedition
on pages 64–65 for reference. Below are some points you
may want to address in your journal.
• What was the long journey like through the desert
wilderness of Mexico and Arizona to Háwikuh?
• How did you feel upon finding that Háwikuh was a pueblo
with no gold?
• What was the reaction of the Cárdenas party upon
discovering the Grand Canyon of the Colorado River?
• Describe the expedition’s renewed hope for riches after
talking to “the Turk” about Quivira.
• Describe the long journey from Tiguex across the
mountains to the plains of Kansas.
• What were your thoughts when you found that the Turk
had lied about Quivira?
• How did you feel during your return trip to Mexico,
knowing that your expedition had failed?
Write at least two paragraphs describing the
expedition. Use the lines below for your journal entries.
Spectrum Geography
Grade 4
Lesson 11
The Southwest Region
67
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LESSON
12
The Rocky
Mountain
Region
T
he Rocky Mountain region consists of five large
states: Idaho, Montana, Wyoming, Utah, and Colorado.
The Rocky Mountains begin in Canada and extend
south to end near Santa Fe, New Mexico. The
Continental Divide is located along the length of the
Rocky Mountains. To the east of the divide, rivers flow
into the Mississippi River or into Hudson Bay in Canada.
To the west of the divide, rivers flow into the Pacific.
Denver, Colorado, is the largest city in the region.
It is a major business, industrial, and transportation
center. Other important cities
include Salt Lake City, Utah;
Billings, Montana; Boise, Idaho;
and Cheyenne, Wyoming.
Mining and tourism are
important to the economy of the
Rocky Mountain region. Lumber
is also an important regional
resource. The great natural
beauty of the mountains draws
large numbers of tourists to
locations such as Pikes Peak,
Yellowstone National Park, and
Glacier National Park.
A calm river in the Rocky Mountains.
Spectrum Geography
Grade 4
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Lesson 12
The Rocky Mountain Region
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Agriculture is limited in many parts of the region
because of poor soil or lack of rainfall. However, Idaho
produces about one-third of the potatoes grown in the
United States, as well as beets, wheat, and barley
(which are also grown in other Rocky Mountain states).
Ranching is important in the region, too, especially in
Wyoming and Montana.
Native American culture is part of the shared
heritage of this region. The mountains are home to
many tribes, including the Apache, Blackfoot,
Cheyenne, Shoshoni, and Nez Perce tribes. In 1832, the
first wagon train across the Rockies passed through
Wyoming. By the late 1800s, white settlers and the
discovery of gold in the region forced Native Americans
onto reservations and changed their way of life forever.
Spectrum Geography
Grade 4
Lesson 12
The Rocky Mountain Region
69
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Map Skills
Build Your
Learn about the Nez Perce Trail
In the early 1800s, the lands of the Native American tribe
called the Nez Perce spread through Idaho, Oregon, and
Washington. In 1855, the tribe even worked with whites to
create a reservation in the Wallowa Valley in parts of Oregon,
Washington, and Idaho. But when gold was found on Nez Perce
land in 1863, the U.S. government took millions of acres from
the tribe and tried to force them onto a small reservation in
Idaho.
In 1877, General Oliver Howard threatened to attack if the
Nez Perce did not move to the Idaho reservation. Chief Joseph
and a few hundred Nez Perce followers began traveling toward
the reservation. But they soon learned that some Nez Perce
warriors had killed several white settlers. A group of soldiers
began chasing the Nez Perce as they fled toward freedom in
Canada.
Refer to the map and answer the following questions.
1. Where did Chief Joseph’s journey begin and end?
2. About how close did Chief Joseph and the Nez Perce get to
the Canadian border?
3. What happened at Camas Meadows Battleground?
Spectrum Geography
Grade 4
70
Lesson 12
The Rocky Mountain Region
704659 INT sec3.qxp_Layout 1 4/10/20 3:02 PM Page 71
4. What happened at Bear’s Paw Battleground?
5. Where did the army finally move Chief Joseph?
Color
CANADA
Mi
R
lk
.
Colville
Reservation
ad .
oR
THE NEZ PERCE TRAIL, 1877
93
95
2
6
2
15
Flathead
Lake
Nez Perce
CampsitesSpokane
Bear’s Paw
Battleground
B E A R P AW
MOUNTAINS
2
Legend
Great Falls
90
M O N TA N A
Missoula
Helena
12
Sn
12
Buffalo Eddy
Joseph Canyon
Looking Glass
Viewpoint
1877 Campsite
Pendleton Dug Bar
Tolo Lake
m
Traditional
Sal on R.
Homesite
O R E G O N Wallowa
Lake
ou
Miss
Lewiston
Lolo Trail
Lolo Pass
43
Bozeman
Big Hole
National
Battlefield
NW
84
NE
W
E
SW
Sna
ke
R
N
95
SE
S
93
15
ne R
.
Billings
Canyon
Creek
5
15
93
Camas
Meadows
Battle Site
IDAHO
sto
Yellowstone
National Park
.
1
3
ri R.
2
Yel
lo w
Hasotino
R.Village Site
ak
e
WA
4
43
WYOMING
Original Nez Perce
Homeland
Nez Perce Reservation
National Park
Nez Perce Trail
Present-Day City
Interstate Highway
U.S. Highway
State or County Road
Historic Site
Battle Site
0
0
50
50
100 Miles
100 KM
1: June 17: Battle at White Bird Canyon. The Nez Perce win a battle against a
group of U.S. soldiers.
2: July 11–12: Battle at Clearwater. General Howard attacks the Nez Perce at the
Battle of Clearwater. The Nez Perce withdraw.
3: August 9-10: Battle at Big Hole. The army launches a surprise attack on the
Nez Perce camp, and the Nez Perce suffer many losses. The Nez Perce
counterattack, overwhelm the soldiers, and then retreat.
4: August 20: Battle at Camas Meadows. The Nez Perce launch a surprise attack.
The army loses most of its horses and mules and is defeated.
5: September 13: Battle at Canyon Creek. The army and Nez Perce fight a running
battle with no clear winner. However, the Nez Perce lose many of their horses,
and this later hurts their retreat.
6: September 30-October 5: Battle at Bear’s Paw. The army attacks a Nez Perce
camp and the Nez Perce are encircled. The battle lasts five days. Chief Joseph
surrenders. About 200 Nez Perce are able to escape to Canada. The rest are
taken to a reservation in Oklahoma. They are relocated to the Colville
Reservation in 1885.
Spectrum Geography
Grade 4
Lesson 12
The Rocky Mountain Region
71
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LESSON
12 Understanding
Cultural Differences
Something to
About
How can a map help us to understand cultural
differences?
Use the story and map on pages 70–71 to help you answer
the following questions. For some of the questions, you may
have to come to conclusions on your own.
1. Why did the U.S. government want to put the Nez Perce on
a small reservation in Idaho?
2. The whites and Native Americans fought over the land in
this region. Did whites have different attitudes toward
ownership of the land than Native Americans?
3. Why do you think that the United States honors the Nez
Perce today through a historic trail even though these
groups fought in 1877?
Spectrum Geography
Grade 4
72
Lesson 12
The Rocky Mountain Region
704659 INT sec3.qxp_Layout 1 4/10/20 4:37 PM Page 73
4. Why do you think Chief Joseph and his followers fled
toward Canada after hearing that some Nez Perce had
attacked white settlers?
5. Was Chief Joseph ever able to return to his homeland in
the Wallowa Valley?
Now pick a research topic to learn more about Nez Perce
history and culture. Choose one of the following topics (or think
of one of your own) and do some library research. Write a
paragraph about your topic on a separate piece of paper. Some
projects may require you to do a sketch or draw a map.
• What did Nez Perce homes look like in the 1800s? How
were they built?
• What traditional foods do the Nez Perce eat? Describe
how they are cooked and prepared.
• What games did the Nez Perce children play? Describe
their favorite toys.
• Find out where most Nez Perce live today. Show some of
these locations on a map you create.
• Describe and/or draw traditional Nez Perce clothing.
• Create a time line showing the important events in the
life of Chief Joseph.
• Describe the kinds of traditional art that the Nez Perce
create.
• Find out about the Nez Perce tribal flag. Explain what all
of the symbols mean.
• Learn how the Nez Perce got that name. Find out what
they call themselves.
Spectrum Geography
Grade 4
Lesson 12
The Rocky Mountain Region
73
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LESSON
13
The Region of
the Far West
W
ashington, Oregon, Nevada, California, Alaska, and
Hawaii are the Far West states. Early Native American
tribes of Washington and Oregon include the Bannock,
Chinook, and Nez Perce. The Inuit live in the Arctic
regions of Alaska. Native Hawaiians have lived on the
islands for 1,000 years.
Puget Sound
Over 500,000
Over 100,000
Over 50,000
Under 50,000
State capital
Mountains
Water feature
Everett
Seattle
Bellevue
Tacoma
Olympia
Eugene
Springfield
MT
k
S n a e R.
Salem
il
Gresham
CASCADE
la M O U N T A I N S
m
eR
ett
.
to R
amen .
Maui
Kahoolawe
Sacr
H AWA I I
Hawaii
0 100 KM
Pyramid
Lake
Hu
Shasta Lake
Molokai
Arctic Ocean
ID
OREGON
Medford
Pacific
Ocean
0 100 Miles
Spokane
Columbia R.
0 50 100 KM
Honolulu Lanai
lu
Co
Vancouver
Portland
50 100 Miles
Kauai
Oahu
Niihau
R.
WA S H I N G T O N
W
0
mb
ia
THE FAR WEST REGION
Legend
mboldt R.
N E VA D A
Reno Sparks
Lake
Tahoe
UT
Carson City
Sacramento
San Francisco Oakland S I E R R A N E V A D A
San Jose M O U N T A I N S
Fresno
Sunrise Manor
C A L I F O R N I A Las Vegas Paradise
Lake Mead
M O J AV E
DESERT
N
Bering Sea
0
Spectrum Geography
Grade 4
74
NE
SW
SE
W
Juneau
ALASKA
Pacific Ocean
NW
0
500 Miles
E
S
Los Angeles Anaheim
Long Beach Santa Ana
San Diego
Henderson
AZ
Salton
Sea
500 KM
Lesson 13
The Region of the Far West
704659 INT sec3.qxp_Layout 1 4/10/20 3:13 PM Page 75
Europeans began exploring the Pacific coast in the
mid-1500s. By the late 1700s, Spain had established a
number of settlements in California. Major settlement of
the region began in the 1840s. Gold was discovered in
California in 1849, drawing thousands to the West.
The Far West region is strongly influenced by
Asian, Native American, and Hispanic cultures. Los
Angeles, California, is heavily influenced by its large
Hispanic population. Other major cities in the region
include San Diego and San Francisco in California;
Seattle, Washington; Portland, Oregon; Honolulu,
Hawaii; and Las Vegas, Nevada.
Agriculture is an important part of the Far West
economy. California, Washington, and Oregon produce
much of the nation’s fruits and vegetables. Lumber is
important to the economy of Washington and Oregon.
The Far West is home to many high-tech companies,
such as computer software developers and airplane
designers. Tourism is also vital to the Far West. Las
Vegas, Nevada, and southern California are major
entertainment centers.
Great mountain
ranges run along the
Pacific Coast. East of these
ranges are many fertile
valleys, such as the San
Joaquin in California and
the Willamette in Oregon.
Farther east lie still more
mountains: the Cascade
Range to the north and the
Sierra Nevada Range in the
south.
The beautiful Cascade Range runs through Washington and
Oregon.
Spectrum Geography
Grade 4
Lesson 13
The Region of the Far West
75
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LESSON
13 Map Skills
Build Your
Read a Map to Learn about a
Natural Event
The Cascade Range of the northwestern United Sates is
volcanic. A volcano is a mountain where magma (hot, liquefied
rock) can erupt through Earth’s surface. (Refer to Appendix
page 105 to learn more about volcanoes.)
Early on May 18, 1980, Mount St. Helens in Washington
State erupted (exploded violently). The power of the blast was
enormous. Many square miles of forest were blown down or
buried under ashes and rocks. Thousands of animals were
killed. Creeks and rivers were clogged with trees and mud. The
eruption killed 57 people and destroyed 200 homes.
It’s hard to believe, but plant and animal life has returned
to the area. By now, more than 25 years later, much of the area
is green again.
Use the maps to answer the following questions.
1. Name three communities on the map that may have been in
danger during the Mount St. Helens eruption.
2. Name two lakes located within the Mount St. Helens
Monument.
3. Describe the location of monument headquarters.
Spectrum Geography
Grade 4
76
Lesson 13
The Region of the Far West
704659 INT sec3.qxp_Layout 1 4/9/20 12:33 PM Page 77
4. In one sentence, describe what Map 2 shows.
5. What rivers and creeks were mostly destroyed as a result
of the eruption?
12
MOUNT ST. HELENS NATIONAL
VOLCANIC MONUMENT
23
25
WA S H I N G T O N
505
Cowlitz R.
Silver Lake
Sou
th F
ork
N
NW
kT
ou
tle
Toutle
R
NE
W
Kelso
R.
.
5
Ape
Cave
SE
81
S
ia
mb
Colu
Kala
Kalama
R.
Lewis R.
Lava
Canyon Lower
83
Amboy
505
Falls
Swift Resevoir
Pine Creek
Info Station
Yale
Lake
Monument
Headquarters 54
503
Lake
Merwin
5
12
25
90
Cougar
.
ma R
25
Bear
Elk Rock Coldwater
Lake 99 Meadow
Spirit Lake
Windy
Ridge Clearwater
M O U N T S T.
HELENS
E
SW
76
26
504 North Fo
r
Legend
McClellan
Gifford Pinchot
National Forest
Area of Mount St. Helens
National Volcanic Monument
View
Information
Interstate
U.S. Highway
State Highway
Local Road
Paved U.S. Forest Service Road
Unpaved U.S. Forest Service Road
0
10
0
10
20 Miles
20 KM
DETAIL MAP SHOWING DESTRUCTION
AT MOUNT ST. HELENS MAY 18, 1980
Legend
JOHNSTON
RIDGE
rk
Tou
tle R
Fork Toutle R
C
.
Mu ek
dd
.
SE
S
Swi
ft
SW
r
Rive
E
Creek
NE
W
Spirit
Lake
y
NW
th F
o
e
Smith Cr
South
N
Elk Rock
Viewpoint
Outer Edge of Crater
Area of Pyroclastic Flow (Heavy
Deposits of Broken Rock)
Area of Mud Flow
Lateral Blast Area
(Tree Blow Down)
rwater Cree
Clea
k
Nor
Coldwater
Lake k
ee
ter Cr
a
w
old
Area with Debris
(Trees, Rock, and Mud)
0
0
5
5
10 Miles
10 KM
SOURCE: Based on information from the U.S. Forest Service and U.S. Geological Survey
Spectrum Geography
Grade 4
Lesson 13
The Region of the Far West
77
704659 INT sec3.qxp_Layout 1 4/9/20 12:51 PM Page 78
LESSON
13 Read a Picture Graph
Something to
About
What can picture graphs tell about natural
events?
A picture graph can help you to organize and understand
events that take place over time. The picture graph on page 79
gives some information about volcanoes. Use the graph to
answer the following questions.
1. What does the graph show?
2. In which states are these volcanoes located?
3. Of all the volcanoes shown on the map, which one has had
the most eruptions? How many has it had?
4. Which volcano has had the fewest eruptions? Which has
had the most recent eruptions?
5. About how long has it been since Newberry has last
erupted?
Spectrum Geography
Grade 4
78
Lesson 13
The Region of the Far West
704659 INT sec3.qxp_Layout 1 4/10/20 3:15 PM Page 79
Learn more about the science and the effects of volcanoes.
Refer to the diagram of a volcano on Appendix page 105 and the
information on pages 76 –77. Answer the following question.
6. How do volcanoes cause damage?
7. Now you will do research in the library to learn more about
volcanoes. On a separate piece of paper, write at least two
short paragraphs about one of the following volcanic
eruptions:
• Kilauea (1983)
• Mauna Loa (1984)
• Lassen Peak (1921)
• Katmai (1912)
In your report, tell where the volcano is located and when
it erupted, the history of the volcano, and the effect on the
people who lived near the eruption.
ERUPTIONS IN THE CASCADE RANGE
DURING THE PAST 4,000 YEARS
WA S H .
PACIFIC
OCEAN
OREG.
CALIF.
Baker
Glacier Pk.
Rainer
St. Helens
Adams
Hood
Jefferson
Three Sisters
Newberry
Crater Lake
Medicine Lake
Shasta
Lassen
4,000
3,000
2,000
1,000
Number of Years Ago
200 0
SOURCE: Based on information from the U.S. Geological Survey
Spectrum Geography
Grade 4
Lesson 13
The Region of the Far West
79
704659 INT sec3.qxp_Layout 1 4/9/20 12:33 PM Page 80
LESSON
14
Alaska Trails
A
laska is by far the largest state in the United States.
Its borders do not connect to any other part of the
country. Canada is on Alaska’s east. Oceans border
Alaska on the south, north, and west.
Alaska is the least densely populated state. It has
nearly 34,000 miles of coast. It has more than 3.5
million lakes that are bigger than 20 acres. Glacier ice
covers more than 16,000 square miles of land.
Alaska is often divided by geographers into five
separate regions:
Inside Passage: Fishing, tourism, and forestry are
important to this region. Many small towns, glaciers,
and forests are found here. Alaska’s state capital,
Juneau, is also located here.
South-Central: Most of
Alaska’s population lives
here. Petroleum plants,
transportation, and tourism
are important. Alaska’s
largest city, Anchorage, is in
this part of this region.
Southwest: This region
contains many large wildlife
refuges. It is sparsely
populated. Fishing and
tourism are the main
economic activities.
A coastal brown bear catches a salmon in
wild Alaska.
Spectrum Geography
Grade 4
80
Lesson 14
Alaska Trails
704659 INT sec3.qxp_Layout 1 4/9/20 12:33 PM Page 81
Interior: The landscape of this region contains
Arctic tundra (treeless plains) and large rivers such as
the Yukon and Kuskokwim. The state’s second-largest
city, Fairbanks, is located here. As with the rest of the
state, tourism is important.
Far North: Most of this region can be reached only
by snowmobile, boat, or airplane. The North Slope and
Prudhoe Bay contain large amounts of oil.
ALASKA
RUSSIA
Gulf of
Anadyr
R. Deadhorse
Prudhoe Bay
Beaufort Sea
IC
C
Anaktuvuk Pass
BROO
IRC
LE
Ko
KS RANGE
R.
k
u
y uk
cu
Fort Yukon Por
Tanana
.
nR
ko
Hot
pine R.
Circle
Springs
NTS.
Central
M MR.
I
W
Fairbanks
O Kkokwim Nenana
K
S us
KU
E
NG
Bethel
Aniak
RA
A
SK
Quinhagak
LA
CHUGACH
K
Mekoryuk
Nunivak Island
YUKON
CANADA
Dawson City
Goodnews Bay Anchorage
MNTS.
Chitina
Iliamna Kenai
Valdez
Homer
Seward Cordova
Seldovia
Whitehorse
A
St. Paul Island
P r i b i l o f
I s l a n d s
St. George Island
A l e u t i a n
vil
le
ALASKA
Council
Yu
Bering Sea
Col
Unalakleet
St. Matthew Island
ARCTIC OCEAN
Point Hope
AR
CT
Gambell St. Lawrence
Island
Savoonga
Nome
Barrow
Wainwright
U.S.A.
CANAD
A
UN RU
ITE SS
D S IA
TA
TE
S
Chukchi
Sea
I s l a n d s
Kodiak
Island
Dutch Harbor
Sand
Point
Chignik
Kodiak
Old Harbor
Skagway
Gulf of Alaska
Juneau
N
NW
NE
W
PACIFIC OCEAN
E
SW
SE
S
0
0
200 Miles
100 200 KM
Ketchikan
Prince Rupert
Legend
Kiska Island
A l e u t i a n
I s l a n d s
Aleu
Spectrum Geography
Grade 4
100
Wrangell
tian
Far North Region
Southwest Region
Islan Interior Region
dsSouth-Central
Region
Inside Passage
Protected Areas
Oil Pipeline
Roads
Rivers
Capitals
Cities and Towns
Russia
Canada
Lesson 14
Alaska Trails
81
704659 INT sec3.qxp_Layout 1 4/9/20 12:33 PM Page 82
LESSON
14 Map Skills
Build Your
Read a Map of Adventure
In August 1896, gold was discovered along the Klondike
River near Dawson City, in Yukon Territory, Canada. By July
1897, news of the discovery had reached the United States. The
Klondike Gold Rush began as thousands traveled to the Yukon
to dig for gold.
Some of these prospectors traveled an all-water route to
Dawson City. They traveled by ship to the mouth of the Yukon
River in northwest Alaska. From there, they went by steamship
up the Yukon River to Dawson City. This was the easiest route,
but it was expensive.
A more affordable route was through the Alaskan towns of
Skagway or Dyea. From there, prospectors hiked through the
mountains into the Yukon Territory. They built rafts or boats,
and then they traveled down the river to Dawson City.
Hundreds died in the rapids of the river.
The Chilkoot Pass was too steep for mules or horses, so
prospectors had to carry or drag their supplies on sleds. The
White Pass Trail was even more dangerous. Many prospectors
were poorly prepared for the trip and suffered from the severe
cold.
Because the route to the gold fields was so dangerous,
Canada decided to build a railroad in 1898. Construction was
completed in 1900. Unfortunately, by then the gold rush had
largely died out.
Spectrum Geography
Grade 4
82
Lesson 14
Alaska Trails
704659 INT sec3.qxp_Layout 1 4/9/20 12:33 PM Page 83
Refer to the map and answer the following questions.
1. Which trail leads to Happy Camp? Name the camps you
would pass through on the way from Dyea to Happy Camp.
2. About how far is it from Dyea to Chilkoot Pass? From Dyea
to Bennett?
3. Which trail is the shortest route to Bennett?
4. Which trail does the railroad line follow?
ROUTES TO THE YUKON
GOLD FIELDS
Bennett
Lake Bennett
(33 miles)
Nome
Mouth of the
Yukon River
Yukon
St.
Michael
Bering
Sea
R.
YUKON
TERRITORY
Dawson City
Pelly
R.
CaAll
Whitehorse
na ALBERTA
d
Dyea
Skagway a R
o
u
All W
ater R
oute
t
Juneau
Peace R. e
y
wa ut
ag o
S k ea R
Dy
Gulf of
Alaska
CANADA
/
e
BRITISH
COLUMBIA
Vancouver
Victoria
Seattle
N
NW
OR
UNITED
S TAT E S
E
SW
WA
PACIFIC OCEAN
NE
W
SE
S
0
(25 miles)
500
500
1000 Miles
CA
1000 KM
Log Cabin
Happy Camp
(16.5 miles)
CHILKOOT
PA S S
(20.5 miles)
Fraser
The Scales
(15 miles)
Sheep
Camp
(11.75
Pleasant
miles)
Camp
(10.5 miles)
Canyon City
White Pass
DEAD HORSE
G U LT C H
(7.8 miles)
Finnigan’s
Point
White Pass City
CANADA
UNITED STATES
0
Lindeman City
ALASKA
U.S.A.
A l e u t i a n
I s l a n d s
Lake Lindeman
NORTHWEST
TERRITORIES
(4.8 miles)
Legend
White Pass &
Yukon Railroad
White Pass Trail
All Water Route
Spectrum Geography
Grade 4
Chilkoot Trail
Rivers
Warden Station
Dyea
N
NW
NE
SW
SE
W
E
S
Skagway
Taiya Inlet
0
0
5
5
10 Miles
10 KM
Lesson 14
Alaska Trails
83
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LESSON
14 Klondike Adventures
Something to
About
Why did people leave their homes to risk
danger in the wilderness?
Answer these questions about the Klondike Gold Rush and
the people who traveled to the Yukon. If necessary, do some
library research to help answer the questions.
1. What do you think it was like for the prospectors who
crossed the mountains from Skagway and Dyea to the gold
fields? What hardships did they face?
2. What kinds of people do you think became prospectors? Do
you think they were well-prepared for life in the gold fields?
3. Did most prospectors get rich in the gold fields?
Spectrum Geography
Grade 4
84
Lesson 14
Alaska Trails
704659 INT sec3.qxp_Layout 1 4/9/20 12:33 PM Page 85
4. What tools did miners use to search for gold?
5. Who else besides prospectors might have made money
from the Klondike Gold Rush?
6. One of the routes shown on the maps on page 83 was
known as a “rich person’s route” to the Yukon. Which route
do you think it was? Why?
7. Why do you think that the Chilkoot Trail is a popular
destination for tourists today? Why is this area such an
important part of the cultural history of both Canada and
Alaska?
Merchants sold trade goods to
prospectors at Sheep Camp on the
Chilkoot Trail.
Spectrum Geography
Grade 4
Lesson 14
Alaska Trails
85
704659 INT sec3.qxp_Layout 1 4/9/20 12:33 PM Page 86
LESSON
15
The Hawaiian
Islands
I
n 1959, Hawaii became the 50th state. It is the only
state that is completely surrounded by water. Hawaii is
a chain of islands that stretches about 1,500 miles
across the Pacific Ocean. This state is about 2,300 miles
from the mainland United States.
THE HAWAIIAN ISLANDS
Kauai
hi
C
ha
Puuwai
nn
Pueo Pt. el
Kawaihoa Pt.
Kilauea
Wailua
Lihue
Ninini Pt.
Makahuena Pt.
PACIFIC OCEAN
Oahu
Kahuku Pt.
Waialua
Ka Kaena Pt.
Kaneohe nnel
a
el
ann
Laau Pt. Kamalo
Kalohi Channel
Legend
Lanai
0
10
10
Kaena Pt.
ne
an
Kahoolawe
el
nn
ha
C
ha
uihaUpolu Pt.
Alen
NW
NE
W
Oahu
Kapaau
Paauilo
Waimea
Papaaloa
Mililani Town
Kaneohe
Kailua
Ewa Beach Pearl Harbor Waimanalo
Barbers Pt.
Spectrum Geography
Grade 4
86
Honolulu
Opihikao
Makapuu Pt.
Hawaii Volcanoes
National Park
Kauna Pt.
Waianae
Hilo
Glenwood
SE
S
Leleiwi Pt.
Kalaoa
E
SW
Hawaii
Malae Pt.
Kailua
Captain Cook
N
Kahuku Pt.
Waimea Laie
Haleiwa Hauula
Haleakala National Park
Keahole Pt.
20 Miles
20 KM
Huelo Pt.
Kaupo
Kealaikahiki Pt.
50 KM
0
Maui
Paia
i
hik
ika el
a
l
n
KeaChan
50 Miles
0
PACIFIC OCEAN
Halawa
Lanai City
Major Park Areas
Highest Point
on Island
0
l
Molokai
Ch
wi Ilio Pt.
i
Ka
Ch
Honolulu
H AWA I I
lo
Niihau
Ch
ilo
i
ua
Pa
Kau
lak
a
Hanalei
Ka Lea
N
NW
NE
SW
SE
W
E
S
Lesson 15
The Hawaiian Islands
704659 INT sec3.qxp_Layout 1 4/9/20 12:33 PM Page 87
Of the 19 Hawaiian Islands, the eight larger ones at
the southeastern end of the island chain are considered
the main islands. These islands are Niihau, Kauai, Oahu,
Molokai, Lanai, Kahoolawe, Maui, and the island of
Hawaii. The capital city, Honolulu, is located on the
island of Oahu.
The Hawaiian Islands were formed by volcanoes
rising from the floor of the Pacific Ocean. Many
volcanoes, especially on the southern part of the island
of Hawaii, are still active. Because the islands are so
remote, they have many plants and animals that are
unique. The climate is milder than most tropical areas,
mostly because of the surrounding ocean.
People first arrived on the Hawaiian Islands about
2,000 years ago. They probably came from the
Polynesian Islands in the South Pacific. Europeans
showed little interest in the islands until the British
arrived there in the late 1700s.
Until the 1890s, Hawaii was an independent nation.
The islands were annexed by the United States in 1898.
After that, Hawaii was considered a territory of the
United States until it became a state in 1959.
Agriculture is important
to Hawaii. Important products
include pineapples, coffee,
macadamia nuts, sugar cane,
and flowers. You can probably
guess that tourism is the
largest industry in Hawaii.
People love visiting the warm
beaches and exploring the
volcanic areas of the islands.
The great beauty of the Hawaiian Islands draws
thousands of tourists each year.
Spectrum Geography
Grade 4
Lesson 15
The Hawaiian Islands
87
704659 INT sec3.qxp_Layout 1 4/10/20 3:18 PM Page 88
LESSON
15 Map Skills
Build Your
Learn about the Attack on Pearl Harbor
In the 1930s, Japan attacked and conquered parts of China
and Southeast Asia and many islands in the Pacific Ocean.
During this time, Japan wanted to stop the powerful U.S. Pacific
Fleet.
On December 7, 1941, Japan launched a surprise attack on
the United States at Pearl Harbor, Hawaii. Almost immediately,
the Japanese damaged or sunk several U.S. ships. Ninety
minutes after the attack began, it was over.
The Japanese planes were launched from large ships with
flat tops called aircraft carriers. The main targets at Pearl
Harbor were the U.S. aircraft carriers. Fortunately for the United
States, the carriers were away during the attack. The Japanese
also failed to destroy oil tanks and ship repair facilities at Pearl
Harbor. These later became very important to the U.S. war
effort.
The attack sunk or damaged 21 U.S. ships. It also damaged
or destroyed 323 U.S. airplanes. About 2,400 American
servicemen were killed in the attack, along with many civilians.
Most of the damaged U.S. ships were later repaired and used in
battle against Japan.
Refer to the map, and answer the following questions.
1. From what general direction did the Japanese planes
approach the island of Oahu?
Spectrum Geography
Grade 4
88
Lesson 15
The Hawaiian Islands
704659 INT sec3.qxp_Layout 1 4/9/20 12:33 PM Page 89
2. Which airfields did the Japanese attack on Oahu?
3. Where were most of the battleships in relation to Ford
Island?
4. Name two ships close to the Arizona.
5. What does the map tell you about the way U.S. battleships
and cruisers are named?
PEARL HARBOR JUST
BEFORE THE ATTACK
Legend
Airfield
First Wave
of Attack
East Loc
Second Wave
of Attack
Battleships
Cruisers
Other Ships
Buildings
Oil Storage
Tanks
Pearl City
Detroit
Raleigh
Ford Island
Naval Air Station
Alea
McGrew Bay
Point
Arizona
Nevada
Vestal
(repair ship)
West Virginia
L
oc
h
Waipio
Peninsula
Tennessee
Utility Plane
Hangars
Oklahoma
Neosho Maryland
Patrol Plane
N
California
Hangars
Kuahua
NW
NE
New Orleans
Helena
San Francisco Naval
W
E
St. Louis
Dredge
HQ
SW
SE
Pennsylvania
Honolulu Submarines
S
and Tenders
Destroyers and
Oil
Minesweepers Officer
Storage
Naval
Club
Hospital
District
Navy Yard
To Hickam Airfield
Hospital Point
HQ
Roads
Water
Headquarters
0
0
Phoenix
e
dl
Mid
HQ
h
5 Miles
5 KM
THE ATTACK ON PEARL HARBOR,
DECEMBER 7,1941
First wave of
attacking Japanese
aircraft, 7:55 a.m.
0
0
Wheeler
10 Miles
10 KM
The attack involved
about 350 Japanese planes.
Spectrum Geography
Grade 4
Oahu
Second wave of
attacking Japanese
aircraft, 8:54 a.m.
N
Kaneohe
Pearl
Harbor
Ewa
NW
NE
SW
SE
W
Hickam Bellows
E
S
Lesson 15
The Hawaiian Islands
89
704659 INT sec3.qxp_Layout 1 4/9/20 12:51 PM Page 90
LESSON
War II and
15 World
Pearl Harbor
Something to
What can a war memorial tell about history?
About
Answer these questions about the attack on Pearl Harbor.
Refer to Appendix page 106 and the information on the previous
pages of this lesson.
1. How was the attack on Pearl Harbor a success for the
Japanese? How was it a failure?
2. Why do you think the Japanese wanted to attack the ships
within the harbor rather than on the open sea?
3. In the following table, make a list of the U.S. battleships and
cruisers at Pearl Harbor during the attack.
Battleships
Spectrum Geography
Grade 4
90
Cruisers
Lesson 15
The Hawaiian Islands
704659 INT sec3.qxp_Layout 1 4/9/20 12:33 PM Page 91
4. A memorial is something that helps us remember a person
or important event. A memorial to the USS Arizona sits
today in Pearl Harbor. Why do you think special attention
is given to the Arizona?
Do some research to find a war memorial in or near your
community. Answer the following questions. If necessary, use a
separate piece of paper for your answers.
5. What people or events does the memorial honor? When did
these events take place?
6. What does the memorial tell about the people who fought
in battle?
Photo by PH1(AW) William R. Goodwin
Spectrum Geography
Grade 4
This memorial is built over the sunken
hull of the Arizona at Pearl Harbor.
Lesson 15
The Hawaiian Islands
91
704659 INT sec3.qxp_Layout 1 4/10/20 4:51 PM Page 92
Appendix
75˚
ng
i
Ber
165˚
150˚
135˚
120˚
105˚
90˚
izabeth
Queen El
45˚
30˚
1
O U NTAI
NS
ROCKY M
Great Bear
Lake
Great Slave
Lake
.
Faroe Islands
Cape Farvel
N
Labrador Sea
Lake
Winnipeg
NORTH
AMERICA
Great
Lakes
Missouri R
Island of
Newfoundland
Cape Finisterre
Chicago
GR E A T
P L A IN S
Mendocino
Cape Mend
ssi
pp
i
U
UN
UNI
UNIT
UNITE
UNITED
S
ST
STA
STAT
STATE
STATES
New York
R.
Nor th
Atlantic
Ocean
Cape Hatteras
Miss
i
Los A
Angeles
30˚
IC
ICELAN
ICELA
ICEL
ICE
ICELAND
Hudson Bay
.
45˚
Mexico City
VE
VENEZUEL
VENEZUE
VENEZU
VENEZ
VENE
VEN
VENEZUELA
C
CO
COL
COLO
COLOM
COLOMB
COLOMBI
COLOMBIA
T
TU
TUN
A
AL
ALG
ALGE
ALGER
S AH AR A
M
MA
MAU
MAUR
MAURI
MAURIT
MAURITA
MAURITAN
MAURITANI
MAURITANIA
MA
MAL
MALI
M
C
CA
CAP
V
VE
VER
VERD
CAPE
VERDE
T
TH
G
GA
GAM
GAMB
GAMBI
THE
GAMBIA
G
GU
GUI
GUIN
GUINE
GUINEA
GUINEAGUINEA-B
GUINEA-BI
GUINEA-BIS
GUINEA-BISS
GUINEA-BISSA
GUINEA-BISSAU
G
GU
GUI
GUIN
GUINE
GUINEA
S
SI
SIE
SIER
SIERR
SIERRA
L
LE
LEO
LEON
LEONE
L
LI
LIB
LIBE
LIBER
LIBERI
LIBERIA
C
CO
COT
D
D'
D'I
D'IV
D'IVO
D'IVOI
D'IVOIR
COTE
D'IVOIRE
B
BU
BUR
BURK
BURKI
BURKIN
BURKINA
FA
FAS
FASO
F
C
G
Galápagos
Islands
(Ecuador)
G
GU
GUY
GUYA
GUYAN
GUYANA
S
SU
SUR
SURI
SURIN
SURINA
SURINAM
SURINAME
F
FR
FRE
FREN
FRENC
FRENCH
G
GU
GUI
GUIA
GUIAN
GUIANA
L
H
A
T NA
BE OG
NI O
N
Caribbean Sea
Equator
AT
S
SE
SEN
SENE
SENEG
SENEGA
SENEGAL
15˚
Pacific
Ocean
M
MO
MOR
MORO
MOROC
MOROCC
MOROCCO
WE
WESTER
WESTE
WEST
WES
WESTERN
S
SA
SAH
SAHA
SAHAR
SAHARA
Gulf of
Mexico
M
ME
MEX
MEXI
MEXIC
MEXICO
Greenland
K
KA
KAL
KALA
KALAA
KALAAL
KALAALL
KALAALLI
KALAALLIT
N
NU
NUN
NUNA
NUNAA
NUNAAT
G
GR
GRE
GREE
GREEN
GREENL
GREENLA
GREENLAN
GREENLAND
(
(D
(DE
(DEN
(DENM
(DENMA
(DENMAR
(DENMARK
(DENMARK)
is
Dav it
Stra
i
nz
Macke
eR
Baffin Bay
Baffin Island
C
CA
CAN
CANA
CANAD
CANADA
Gu of
Gulf
Ala
Alaska
0˚
60˚
Islands
it Point
Stra Barrow Beaufort Sea
R.
Yukon Mt. McKinley
20,320 ft.
(6,194 m.)
Hawaiian
Islands
(US)
75˚
Arctic Ocean
E
EC
ECU
ECUA
ECUAD
ECUADO
ECUADOR
SOUTH
AMERICA
Amazon R.
AN
AMAZON
B A S IN
P
PE
PER
PERU
S
SA
SAO
T
TO
TOM
TOME
& PRINCI
P
PR
PRI
PRIN
PRINC
E
EQ
EQU
EQUA
EQUAT
EQUATO
EQUATOR
EQUATORI
EQUATORIA
EQUATORIAL
G
GU
GUI
GUIN
GA
G
CO
C
Cape Sáo Roque
B
BR
BRA
BRAZ
BRAZI
BRAZIL
DE
S
WESTERN
SAMOA
W
E
WES
WEST
WESTE
WESTER
S
SA
SAM
SAMO
M
15˚
O
B
BO
BOL
BOLI
BOLIV
BOLIVI
U BOLIVIA
M AT O
GROSSO
P L AT E AU
NT
C
CH
CHI
CHIL
CHILE
AINS
TONGA
T
TO
TON
TONG
GRAN
CHACO
R.
Pa r a
ná
Mt. Aconcagua
22,834 ft.
(6,960 m.)
30˚
South
Atlantic
Ocean
Rio de Janeiro
Sao Paulo
P
PA
PAR
PARA
PARAG
PARAGU
PARAGUA
PARAGUAY
U
UR
URU
URUG
URUGU
URUGUA
URUGUAY
URUGUAY
Buenos Aires
A
AR
ARG
ARGE
ARGEN
ARGENT
ARGENTI
ARGENTIN
ARGENTINA
45˚
Falkland Islands
(UK)
30˚N
30˚
30
3
CENTRAL AMERICA
AND WEST INDIES
60˚
E
Gulf
of
Mexico
25˚N
2
25
25˚
75˚
75
7
BA 75˚W
HA
M
AS
75˚
e
ssag
e Pa
Drak
TH
South Georgia
Islands
(UK)
Cape Horn
Strait of Magellan
25˚N
25˚
25
2
70˚W
70˚
70
7
C
CU
CUB
CUBA
165˚
TURKS AND CAICOS
ISLANDS
(UK)
150˚
135˚
65˚W
65˚
65
6
A t l ant i c O cean
60˚W
60˚
60
6
20˚N
2
20
20˚
HAITI
H
HA
HAI
HAIT
ME
MEXIC
MEXI
MEX
MEXICO
DOM.
D
DO
DOM
REP.
R
RE
REP
Barbuda
JAMAICA
J
JAMAI
JAMA
JAM
JAMAIC
A
Puerto Rico
(US)
Saint Kitts
and Nevis
B
BE
BEL
BELI
BELIZ
BELIZE
G
GU
GUA
GUAT
GUATE
GUATEM
GUATEMA
GUATEMAL
GUATEMALA
H
HO
HON
HOND
HONDU
HONDUR
HONDURA
HONDURAS
Martinique
(France)
Caribbean Sea
E SALVADOR
EL
S
SA
SAL
SALV
SALVA
SALVAD
SALVADO
N
NI
NIC
NICA
NICAR
NICARA
NICARAG
NICARAGU
NICARAGUA
Lake
Nicaragua
10˚N
10
10˚
0
92
990˚W
NE
E
Netherlands
Antilles
SE
SW
85˚W90˚W
85˚W90˚
85˚W90
85˚W
85˚
85
8
15˚N
15˚
15
1
Saint Lucia
Barbados
Grenada
10˚N
10˚
1
10
VENEZUELA
V
VE
VEN
VENE
VENEZ
VENEZU
VENEZUE
VENEZUEL
P
PA
PAN
PANA
PANAM
PANAMA
25 KM
250
K
Guadeloupe
(France)
Dominica
Trinidad
COSTA
TA RICA
A
25 Miles
250
M
Mi
Mil
Mile
St. Vincent
and the
Grenadines
Antigua
Tobago
S
Pac ifi c
Oc e an
0
Aruba
(Netherlands)
N
NW
W
20˚N
20˚
20
2
Virgin Islands
(US and UK)
COLOMBIA
C
CO
COL
COLO
COLOM
COLOMB
COLOMBI
80˚W
80˚
80
8
GUYANA
GUYAN
GUYA
GU
GUY
G
120˚
105˚
90˚
75˚
60˚
45˚
30˚
1
B
BO
704659 INT sec4.qxp_Layout 1 4/10/20 4:52 PM Page 93
30˚
45˚
60˚
75˚
No
v
Greenland Sea
A
AA
AAT
90˚
105˚
Franz Josef Island
(Russia)
Barents Sea
North Cape
ay
aZ
120˚
135˚
Severn
150˚
aya Z
Cape
emlya Zelaniya
Kara Sea
emlya
Ye
ni
Norwegian Sea
A
PE
RO N
N.EU PLAI
Aral Sea
UZBEKISTAN
U
UZ
UZB
UZBE
UZBEK
UZBEKI
UZBEKIS
UZBEKIST
UZBEKISTA
I M
TS
Se
a
Cape Lopatka
Harbin
M
MO
MON
MONG
MONGO
MONGOL
MONGOLI
MONGOLIA
.
Sea of
Japan
Shenyang
NOR
NORT
N
NO
NORTH
Beijing
KO
KOR
KORE
K
KOREA
C
CH
CHI
CHIN
CHINA
Tianjin
SOUT
SOU
SO
S
SOUTH
Seoul
KORE
KOR
KO
K
KOREA
Kuril Islands
(Russia)
45˚
GO B I
J
JA
JAP
JAPA
JAPAN
Tokyo
N
S
n
ea
LA
an
MO
MOR
MORO
MOROC
MOROCC
MOROCCO
M
CO
.
TA
KYRGYZSTAN
KYRGYZSTA
KYRGYZST
KYRGYZS
KYRGYZ
KYRGY
KYRG
KYR
KY
K
T
TU
TUR
TURK
TURKE
TURKEY
T
TU
TUR
TURK
TURKM
TURKME
TURKMEN
TURKMENI
TURKMENIS
TURKMENIST
TURKMENISTA
TURKMENISTAN
A
AR
ARM
ARME
ARMEN
ARMENI
ARMENIA
T
TA
TAJ
TAJI
TAJIK
TAJIKI
TAJIKIS
TAJIKIST
TAJIKISTA
TAJIKISTAN
HI
Mt. Everest
S
SY
SYR
SYRI
SYRIA
MA
I
IR
IRA
IRAN
29,028 ft.
A
AF
AFG
AFGH
AFGHA
AFGHAN
AFGHANI
AFGHANIS
AFGHANIST
AFGHANISTA
AFGHANISTAN
LA
LEBANO
LEBAN
LEBA
LE
LEB
LEBANON
I
IR
IRA
IRAQ
Y A (8,848 m.)
PL A TEA U
I
IS
ISR
ISRA
ISRAE
ISRAEL
Medite
rr
S
MT
AI
T
TU
TUN
TUNI
TUNIS
TUNISI
TUNISIA
Q A TTA R A Cairo
DEPRESSION
S
SO
SOM
SOMA
SOMAL
SOMALI
SOMALIA
R.
go
Con
Lake
Victoria
A
AN
ANG
ANGO
ANGOL
ANGOLA
Z
ZA
ZAM
ZAMB
ZAMBI
ZAMBIA
N
NA
NAM
NAMI
NAMIB
NAMIBI
NAMIBIA
Indian
Ocean
SO
SOU
SOUT
SOUTH
S
A
AF
AFR
AFRI
AFRIC
AFRICA
Cape of
Good Hop
pe
Hope
K
KI
KIR
KIRI
KIRIB
KIRIBA
KIRIBAT
KIRIBATI
PAPUA
P
PA
PAP
PAPU
NEW
N
NE
GUINEA
G
GU
GUI
GUIN
GUINE
INDONESIA
Kilimanjaro
F
FE
FED
FEDE
FEDER
FEDERA
FEDERAT
FEDERATE
S
ST
STA
STAT
STATE
FEDERATED
STATES
O MICRONESIA
M
MI
MIC
MICR
MICRO
MICRON
MICRONE
MICRONES
MICRONESI
OF
B
BR
BRU
BRUN
BRUNE
BRUNEI
Singapore
19,340 ft.
T
TA
TAN
TANZ
TANZA
TANZAN
TANZANI
TANZANIA
(5,895 m.)
M
MA
MAL
MALA
MALAW
MALAWI
C
CO
COM
COMO
COMOR
COMORO
COMOROS
15˚
PALAU
P
PA
PAL
PALA
M
MA
MAL
MALA
MALAY
MALAYS
MALAYSI
MALAYSIA
MALAYSIA
Jakarta
N
NAURU
NA
NAU
NAUR
S
SO
SOL
SOLO
SOLOM
SOLOMO
SOLOMON
I
IS
ISL
ISLA
ISLAN
ISLAND
ISLANDS
Reunion (France)
M
MA
MAD
MADA
MADAG
MADAGA
MADAGAS
MADAGASC
MADAGASCA
MADAGASCAR
A
AU
AUS
AUST
AUSTR
AUSTRA
AUSTRAL
AUSTRALI
AUSTRALIA
WE S T E R N
PLATEAU
Mt. Kosciusko
7,310 ft.
(2,228 m.)
VANUATU
V
VA
VAN
VANU
VANUA
VANUAT
VANUATU
T
TO
TON
TONG
TONGA
New Caledonia
(France)
30˚
Tasman Sea
N
NE
NEW
Z
ZE
ZEA
ZEAL
ZEALA
ZEALAN
ZEALAND
45˚
E
SE
SW
S
Prime Meridian
60˚
60˚
N
ANTARCTICA
15˚
30˚
45˚
60˚
75˚
90˚
105˚
120˚
135˚
150˚
165˚
0˚
0˚
180˚
10˚W
˚
Legend
World’s most populous cities
50˚N
International boundary
Disputed boundary
Undefined boundary
0
650
NETH.
NE
NETH
NET
650
GERMANY
G
GE
GER
GERM
GERMA
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BELGIUM
B
BE
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BELGIU
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LUX
LU
L
Paris
FRANCE
FRAN
FRANC
FR
FRA
F
ANDORRA
N
NW
1,300 KM
UKRAINE
U
UK
UKR
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UKRAI
UKRAIN
CZECH
C
CZ
CZE
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REP.
R
RE
REP
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SLOVAK
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S
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M
A
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AUSTRIA
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H
HU
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HUNG
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R
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AND
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SERBI
S
SE
AN
A
GEORGIA
G
GE
GEO
GEOR
GEORG
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Black Sea
MONTENEGRO
MONTEN
MONTENE
MONTENEG
MONTENEGR
MONT
MONTE
M
MO
MON
CROATIA
CROATI
CROAT
CROA
CRO
CR
C
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BOSN
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BO
B
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B
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BUL
BULG
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T
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A
AL
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0
BELARUS
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BELA
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BE
BEL
B
POLAND
P
PO
POL
POLA
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SPAIN
SPA
SP
SPAI
1,300 Miles
R
RUSSI
RUSS
RUS
U
RUSSIA
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LITHUANI
LITHUAN
LITHUA
LITHU
LITH
LIT
LI
L
RUSSIA
R
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RUSS
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LIECH
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LI
L
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SWITZERLAN
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SWITZER
SWITZE
SWITZ
SWIT
SWI
SW
S
PORTUGAL
P
PO
POR
PORT
PORTU
PORTUG
PORTUGA
40˚N
Moscow
LATVIA
L
LA
LAT
LATV
LATVI
UNITED
UNITE
UNIT
UNI
UN
U
KINGDOM
KINGDO
KINGD
KING
KIN
KI
K
London
A t l ant i c
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St. Petersburg
ESTONIA
ESTONI
ESTON
ESTO
EST
ES
E
NORWAY
N
NO
NOR
NORW
NORWA
NORWAY
DENMARK
D
DE
DEN
DENM
DENMA
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I
IR
IRE
IREL
IRELA
IRELAN
SE
TURKEY
T
TU
TUR
TURK
TURKE
GREECE
GREE
GREEC
GR
GRE
G
S
Gibraltar
(UK)
0
0
EUROPE
F
FI
FIN
FINL
FINLA
FINLAN
FINLAND
75˚
SWEDEN
S
SW
SWE
SWED
SWEDE
0˚
15˚
F
FI
FIJ
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NE
W
15˚
S
SA
SAM
SAMO
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Coral Sea
N
NW
TUVALU
T
TU
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TUVA
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Cape York
M
MA
MAU
MAUR
MAURI
MAURIT
MAURITI
MAURITIU
MAURITIUS
0˚
Equator
E
EA
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EAST
T
TI
TIM
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TIMOR
ZIMBABWE
Z
ZIMBAB
ZIMBA
ZIMB
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I
M
MO
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MOZAMB
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S
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B
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MA
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I
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(US)
E
B
BU
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l
H
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T NA
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CAMBODIA
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SR
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L
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U
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D
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R
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h
tic
n
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E
ET
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C
CE
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A
AF
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AFRIC
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R
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R
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RWAN
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A TOME
AO
T
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& PRINCIPE
P
PR
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EQU
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EQUATORI
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G
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B
BA
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Delhi Ganges R.
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KU
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E
EG
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EGYPT
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B
BU
BUR
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L
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Q
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A
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E
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L
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AR
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M
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D
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T
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F
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KAZAK
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RUSSI
RUSSIA
ian
sp ea
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CA S PI A N
D EPRES S I O N
Mt. Elbrus
18,510 ft.
(5,642 m.)
EURO PEDanube R.
AL
N
R.
North
Sea
Volga
KH
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NG
NSK
E
CENTRAL
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PLATEAU
.
Lake Ladoga
75˚
ER
SI BERI A
yR
ands
W ES T
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Laptev Sea New Siberian Islands
East Siberian Sea Wrangel
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se
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.
URAL MTS
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15˚
Svalbard Island
(Norway)
EA
0˚
GR
15˚
SYRIA
SY
SYR
SYRI
S
500
0 Miles
Mil
500KM
TUNISIA
TUNIS
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MA
MALT
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Mediterranean Sea
2
20
20˚
20˚E
CYPRUS
C
CY
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L
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S
4 ISRAEL
40
40˚
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93
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45
45˚
150˚W
1
15
150
150˚
Portland
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C
.
nR
S
RA
NG
Juneau
Vancouver
165˚W
165˚
165
16
1
180˚W
1
18
180
180˚
75˚N
7
75
75˚
E
Spokane
AD
IAN
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Manitoba
ewan R
tch
.
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uri
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a
sk
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Ch
urc
hill R.
D
R.
Winnipeg
Hudson Bay
MELV I L L E
PEN.
Baffin Island
75˚W
75˚
75
Nares Strait
S u pe
Lake
Nipigon
CANADA
Churchill
BOOTHIA
PEN.
Lake
Winnipeg
n
so
SHIEL
Lake
Athabasca
Great Slave
Lake
skatchewan R.
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Sakakawea
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t
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Calgary
Edmonton
ca
as
b
ha
At
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N
Victoria Island
Prince of
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Island
Ellesmere
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North Pole
NORTH AMERICA
Queen Elizabeth
Islands
Arctic
O cea n
Banks
Island
Great Bear
Lake
Beaufort Sea
Point Barrow
Mt. Logan
19,551 ft.
(5,959 m.)
Whitehorse
Fairbanks
Yuk
o
Victoria
Vancouver
Island
Queen
Charlotte
Islands
Alexander
Archipelago
Gulf
of
Alaska
Mt. McKinley
20,320 ft.
(6,194 m.) A L A S K
A
Anchorage
S E WARD
P E N.
R
Saint
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Bering Strait
Chukchi Sea
Frase
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rt
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on St
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LA
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Res.
Ungava
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Cape Howe
AD
OR
Nova
Scotia
Gulf of
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Labrador Sea
Newfoundland
Cape Farewell
Denmark
Strait
Greenland Sea
15˚W
0˚
A
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(GREENLAND)
(DENMARK)
ait
A
K
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is
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l
94
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v
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6
60
60˚
60˚N
60
60˚
ICELAND
704659 INT sec4.qxp_Layout 1 4/9/20 11:39 AM Page 94
Snake R
LU
CO PL
3
30
30˚
30˚N
CAL
IFO
IA
RN
ifor
PE
N.
nia
1105˚W
10
105
105˚
International boundary
uator
Other
City
Eq
Acapulco
Guadalajara
L
Major City
CI
TA
National Capital
OC
N
DE
R io G
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tte
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as R.
Houston
R.
Memphis
OZARK
PLATEAU
i R. St. Louis
Chicago
io
Oh
EN
AL
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eR
se
.
Atlanta
an
ne
l
Islands
(UK)
AM
ERI
CO
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T
TA
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A
R
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Nicaragua
Cape Gracias a Dios
Gulf
of
Panama
P
PA N
NA
AM
MA
A
PA
N II C
CA
AR
RA
AG
GU
UA
A
N
CA
Kingston
S
NE
Santo Domingo
0
500 KM
60˚W
60
60˚
500 Miles
Parallel scale at 45˚N 90˚W
OU
UT
TH
H
SS O
AM
M EE R
R II C
CA
A
A
0
SE
E
Puerto
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SW
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N
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PU
UB
BLLIIC
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R
HA
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H
W
NW
Bermuda
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(UK)
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Halifax
Turks and
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(UK)
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Caribbean Sea
HO
ON
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TH
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T
BA
AH
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MA
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B
Cape Hatteras
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CU
UB
BA
A
C
Miami
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New York
Cape Cod
Boston
Philadelphia
Baltimore
Washington D. C.
Jacksonville
of Florida
A
St
Camagüey
Cayman Santiago de Cuba
Strait
s
Tampa
L
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New Orleans
90˚W
9
90
90˚
TR
A
GU
U AT
AT EE M
MA
A LL A
A
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L
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A LVA
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OR
R
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C
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Cincinnati
Pittsburgh
ke
La Cleveland
ie
Er
Quebec
Montreal
Ottawa
Lake
Ontario
Toronto
Columbus
Indianapolis
at
Cape Catoche án
Gulf of
Mexico
La
H k
Detroit
n
Superio
r
Bay of
Mérida
Campeche YUCATAN
Veracruz
PEN.
Citlaltépetl
18,700 ft.
(5,700 m.)
Puebla
Tampico
Monterrey
San
Antonio
Dallas
Red R.
ns
as
e
ak
Milwaukee
St. Paul
Missour
Omaha
Des Moines
Kansas City
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Lake Oahe
Fort Worth
L
Mexico City
N
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E
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E
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Legend
MA
E
DR
Cape San Lucas
El Paso
Santa Fe
Denver
U .. SS .. A
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U
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X II C
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Chihuahua
Ciudad Juárez
Phoenix
Cal
RA
R
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EN
95
1120˚
12
120
120˚W
G
R
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Grand Canyon
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e
0˚
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c
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1
15˚N
15
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PL AT E AU
Death Valley
-282 ft.
(-89 m.)
G R E AT
BASIN
S
A
San Diego
Tijuana
Los Angeles
San Francisco
San Jose
Great
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R
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ur
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ake R.
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704659 INT sec4.qxp_Layout 1 4/9/20 11:39 AM Page 95
704659 INT sec4.qxp_Layout 1 4/9/20 12:41 PM Page 96
120˚
115˚
110˚
100˚
10
100
105˚
Strait of Juan de Fuca
Cape
eF
Flattery
AT
Gree
nR
.
CH
AS
W
Div
Mesa
150˚
15
150
1 1 146˚150˚154˚158˚
14
146
146˚
146˚150˚
146˚150˚15
146˚150˚154
146˚150˚154˚
146˚150˚154˚15
146˚150˚154˚158
1 1 1142˚
14 1 138˚142˚
142
13
138
138˚
1
134˚
13
134
1
200 Miles
0
0
54
54˚
17
174
174˚
Bristol Bay P E
200 KM
LA
ALEUTIAN IS
17
178
178˚
17
178
178˚
174˚
S
ND
AL
AS
N
KA
Mexico
R.
160˚
160
16
1
Gulf of Alaska
Juneau
21˚
2
21
114
142
142˚
113
138
138˚
113
134
134˚
113
130
130˚
159˚
159
15
1
20˚
2
20
0
100 Miles
0 100 KM
1
12
120
96 120˚
19˚
19
160˚
160
16
1
115
11
115˚
110˚
158˚
158
15
1
157˚
157
15
1
156˚
156
15
1
155˚
155
15
1
H AWA I I
a
P a c i fi c
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a
h
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P ac i fi c O c e a n
114
146
146˚
Dallas
TEEEX
XA
ASSS
T
X
A
T
Austin
San Antonio
i
ua l
Ka nne
a
Ch
Honolulu
22˚
22
2
115
150
150˚
Fort Worth
ED WA RD S
PL AT EA U
Canada
Shelikof Strait
154
154˚
115
158
158˚ 115
162
162˚
166
166˚
1170˚1 116
166˚17
166˚170
166˚170˚
166˚170˚17
166˚170˚174
166˚170˚174˚
1 1 116
166˚170˚174˚178˚
166˚170˚174˚178˚178˚
1
LLANNO
ESTACADO
130˚
1
13
130
AL
Iliamna Lake
Bering Sea
.
5
58
58˚
25
2
25˚
Red R
.
NEEW
W M
MEEXXIICCO
O
N
R.
A L A S K A SKA RANG
E
A
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KA
AN
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K
OK
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AH
HO
OM
MA
A
O
K
A
H
O
M
A
O
de
an
Gr
(6,194 m.)
R.
Topeka
Tulsa
Santa Fe
Beaufort Sea
Mt. McKinley Yukon
S E WA R D
20,320 ft. Tana
PEN.
na
Omaha
Lincoln
te R
.
El Paso
Point Barrow
BROOKS RANGE
Russia
Arkans
as
l
154˚
Denver
Pikes Peak
14,110 ft.
(4,301 m.)
Continental
lor
ado R.
Co
158˚
Pl
at
R.
nn
e
E
CAD
CAS
Sacramento
RANGE
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14,433 ft.
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Mt. Shasta
14,162 ft.
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THE UNITED STATES
Mt. Rainier
14,410 ft.
(4,392m.)
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Sound
159˚
159
15
1
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13,796 ft.
(4,205 m.)
158˚
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15
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15
1
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15
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100˚
Houston
704659 INT sec4.qxp_Layout 1 4/9/20 11:39 AM Page 97
95˚
90˚
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0
85˚
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the Woods
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30˚
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70˚
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45
45˚
Mt. Washington
6,288 ft.
(1,905 m.)
Montpelier
H
Syracuse
Rochester
Niagara Falls
Buffalo
Grand Rapids
Lansing
Detroit
II LL LL II N
NO
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70˚
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880˚
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7
75
75˚
97
704659 INT sec4.qxp_Layout 1 4/9/20 11:39 AM Page 98
Regions of the United States
Note: These are broad statements, or generalizations, about the regions of the
United States. See Lesson 2 for a map of the regions of the United States.
GREAT LAKES
REGION
NEW ENGLAND
REGION
MIDDLE ATLANTIC
REGION
SOUTHEAST
REGION
SOURCE: U.S. Department of Commerce
New
England
Region
New England is the smallest U.S. region. Traditional industries
there have included shipbuilding, fishing, trade, and
manufacturing. The region is home to many of America’s best
universities, such as Harvard and Yale. The historic wood houses
and numerous lighthouses along the Atlantic coast define the
region.
Middle
Atlantic
Region
This region has some of the country’s largest cities and is an area
of heavy industry, including steel manufacturing. Many of the
great cities of the region, such as New York, New York, are
important seaports.
Southeast
Region
Although the Southeast has become a key manufacturing region,
the mild climate has always encouraged a wide variety of
agriculture. Many styles of music (notably jazz and country)
are associated with the region. The area’s distinctive food—a
combination of African American, Native American, and European
cooking styles—is enjoyed by many.
Great
Lakes
Region
This region is America’s industrial heartland. The area is home to
many of the country’s largest cities, such as Chicago, Illinois. The
region also boasts an important outdoor recreation and tourism
industry that welcomes visitors who want to spend time on the
beautiful lakes.
Spectrum Geography
Grade 4
98
Appendix
704659 INT sec4.qxp_Layout 1 4/9/20 11:39 AM Page 99
ROCKY MOUNTAIN
REGION
FAR WEST
REGION
UPPER PLAINS
REGION
SOUTHWEST
REGION
Upper
Plains
Region
The fertile soil of the Upper Plains Region produces abundant
harvests of grains such as wheat and oats. Many European
immigrants from Germany, Sweden, and Norway originally settled
on the Plains, bringing their culture with them.
Rocky
Mountain
Region
Most of the Rocky Mountain region is sparsely populated and
mountainous. Much of the area is quite dry. Common economic
activities there include ranching, lumbering, and mining.
Southwest
Region
This region contrasts with the adjacent Upper Plains Region in
weather (it is drier), population (it is more densely populated),
and ethnicity (there are major Hispanic and Native American
communities). Outside the cities, wide-open spaces—much of
which is desert—dominate the region.
Far West
Region
This region is truly an area of contrasts, from the frigid lands of
Alaska to the tropical islands of Hawaii. The long growing seasons
have made Southern California one of the most important
agricultural regions in the world. Yet high-tech computer
industries are also key parts of the area’s economy. Computer
giants such as Microsoft, Intel, and Apple are all located here.
Major film and entertainment studios are located here also.
Spectrum Geography
Grade 4
Appendix
99
704659 INT sec4.qxp_Layout 1 4/9/20 11:39 AM Page 100
Understanding Latitude and Longitude
The equator is an imaginary line drawn around the center of Earth. More
lines are drawn parallel to the equator. These are called lines (or parallels) of
latitude. The latitude of any place on Earth is its distance north or south of the
equator, measured in degrees. The equator is 0°. The latitude of the North Pole
is 90°N (this is read as “ninety degrees north”). The latitude of the South Pole is
90°S (“ninety degrees south”).
The prime meridian is an imaginary line around Earth from the North Pole
to the South Pole that runs through the city of Greenwich, England. Other lines
drawn parallel to the prime meridian are called lines (or meridians) of longitude.
Like latitude, longitude is measured in degrees. The longitude of New York City
is 74°W (“seventy-four degrees west”).
The equator divides Earth into the northern and southern hemispheres.
The prime meridian divides Earth into the western and eastern hemispheres.
Hemisphere means half of a globe.
LINES OF LATITUDE
AND LONGITUDE
North
PRIME MERIDIAN
90˚ 180° 150° 120° 90° 60° 30° 0° 30° 60° 90° 120° 150° 180° 90°
75°
75°
60°
60°
45°
45°
30°
30°
15°
West
Northern
Hemisphere
15°
EQUATOR
0°
EQUATOR
15°
0°
15°
N
30°
W
45°
30°
E
45°
S
60°
East
Southern
Hemisphere
60°
75°
75°
90°
180° 150° 120° 90° 60° 30° 0° 30° 60° 90° 120° 150° 180°
PRIME MERIDIAN
90°
South
Western Hemisphere
Spectrum Geography
Grade 4
100
Eastern Hemisphere
Appendix
704659 INT sec4.qxp_Layout 1 4/10/20 3:26 PM Page 101
Excerpts from
The Declaration of Independence
In Congress, July 4, 1776. The
unanimous Declaration of the thirteen
united States of America,
The Preamble explains that the
13 states are declaring separation
(independence) from Great Britain.
When in the Course of human events, it
becomes necessary for one people to
dissolve the political bands which have
connected them with another [. . .]
a decent respect to the opinions of
mankind requires that they should
declare the causes which impel them to
the separation.
The Declaration of Natural Rights
explains that people have certain natural
rights (called “inalienable rights”).
Governments exist through the consent of the
people and should protect the rights of the
people. If the government fails to do this,
then the people have a right to rebel against
the government and set up a better
government.
We hold these truths to be self-evident,
that all men are created equal, that they
are endowed by their Creator with
certain unalienable Rights, that among
these are Life, Liberty and the pursuit of
Happiness.
That to secure these rights,
Governments are instituted among Men,
deriving their just powers from the
consent of the governed,
That whenever any Form of Government
becomes destructive of these ends,
it is the Right of the People to alter
or to abolish it, and to institute new
Government [. . . .]
This section is a long list of grievances
(problems) the 13 states had with Great
Britain. (Only a few of them are listed here.)
The list explains that King George III has
established a “Tyranny” (absolute rule) over
the 13 states.
Such has been the patient sufferance of
these Colonies; and such is now the
necessity which constrains them to alter
their former Systems of Government.
The history of the present King of Great
Britain [George III] is a history of
repeated injuries and usurpations, all
having in direct object the establishment
of an absolute Tyranny over these
States. To prove this, let Facts be
submitted to a candid world [. . . .]
He has kept among us, in times of peace,
Standing Armies without the Consent of
our legislature.
He has combined with others to subject
us to a jurisdiction foreign to our
constitution, and unacknowledged by our
laws; giving his Assent to their acts of
pretended legislation:
For cutting off our Trade with all parts of
the world:
For imposing Taxes on us without our
Consent [without political
representation]:
For depriving us, in many cases, of the
benefits of Trial by Jury: [. . . .]
Spectrum Geography
Grade 4
Appendix
101
704659 INT sec4.qxp_Layout 1 4/9/20 11:39 AM Page 102
Lake Superior
Lake
Huron
Lake Ontario
Lake
Michigan
Lake Erie
Fun Facts about the
Great Lakes
Lake Erie
Lake Superior
• Lake Erie’s water levels change all the
time. It gets water from lakes Superior,
Huron, and Michigan.
• This is the largest of the Great Lakes. It
could hold all of the water in the other
four Great Lakes, along with three more
Lake Eries!
• Lake Erie is the smallest of the Great
Lakes in amount of water.
• Lake Erie is the shallowest Great Lake.
Its greatest depth is only about 210 feet.
• Lake Superior is 600 feet above sea level.
It is the highest of the Great Lakes.
• Lake Erie is the warmest of the Great
Lakes.
• Lake Superior is the deepest Great Lake,
too. It is as deep as 1,332 feet.
Lake Ontario
• Because Lake Superior is so deep, it’s
the coldest of the Great Lakes.
Lake Michigan
• Lake Michigan is the only Great Lake
entirely within the United States. Each of
the other Great Lakes is partly bordered
by Canada.
• Lake Michigan is the second-largest of
the Great Lakes in amount of water.
• Lake Michigan’s shoreline has some of
the world’s largest freshwater sand
dunes.
• Lake Michigan’s greatest depth is 925
feet.
• Lake Ontario is the smallest of the Great
Lakes in area.
• Lake Ontario is the lowest of the Great
Lakes. It is only about 243 feet above
sea level.
• Boats could not pass from Lake Ontario
into the other Great Lakes until locks
were built to adjust the water level.
• Lake Ontario is connected to Lake Erie
by the Niagara River. Niagara Falls is
located where the two lakes meet.
Lake Huron
• Lake Huron has the longest shoreline of
any of the Great Lakes.
• Lake Huron is the third-largest Great
Lake in amount of water. It is the secondlargest Great Lake in area.
• Lake Huron’s greatest depth is 750 feet.
Spectrum Geography
Grade 4
102
Appendix
704659 INT sec4.qxp_Layout 1 4/9/20 11:39 AM Page 103
Protecting Your Home
Floods
• Think about what you are storing in your
basement. It is not a good idea to put
irreplaceable items in the basement if
you live in an area that may flood. Also,
consider that certain items, such as
books and clothing, are more likely to be
damaged by dampness and mold.
• A flood can damage your utilities.
Consider raising your main breaker or
fuse box and your utility meters above
the level at which your area is likely to
flood.
Earthquakes
• If you live in an area where an
earthquake is possible, think about
bolting your cabinets to the walls. Put
heavy things on the lower shelves. This
will help prevent them from falling on
you.
• A gas water heater could fall over during
an earthquake and break the gas line, so
think about attaching it to a wall.
• Talk to an architect or contractor about
possibly bolting your house frame to the
foundation.
• If you live in an area that is prone to
flooding, your family may want to
consider buying flood insurance.
Wildfires
Hurricanes and Tornadoes
• Use storm shutters or plywood to
protect windows and glass when severe
weather is coming. This may protect you
against flying debris like limbs or other
objects carried by strong winds.
• If you live in an area where your house
may be damaged by high winds,
consider having special straps installed
to keep the roof attached to the house.
Spectrum Geography
Grade 4
• If you live in a dry area that is prone to
brush fires, create a safety zone around
the house. This would be a clear area
separating your home from plants and
bushes that can burn easily. Dead brush
and grass should be cleared away from
your property.
• Put tile or flame-retardant shingles on
your roof instead of wood shakes or
standard shingles. This will cut the
chance that burning debris in the air will
catch your roof on fire.
Appendix
103
704659 INT sec4.qxp_Layout 1 6/24/20 11:31 AM Page 104
Ten Largest Native American Tribes
Name
Native American
Populations
Navajo
Cherokee
Latin American Indian
Choctaw
Chippewa
Sioux
Apache
Pueblo
Iroquois
Blackfeet
Population
286,731
284,247
180,940
103,910
112,757
112,176
63,193
49,695
40,570
27,279
Selected Native American Reservations in the United States
Name
Navajo Nation
Cherokee
Creek
Lumbee
Choctaw
Cook Inlet
Chickasaw
Calista
United Houma Nation
Sealaska
Pine Ridge
Doyon
Kiowa, Comanche, Apache,
Fort Sill Apache
Fort Apache
Citizen Band Potawatomi
Nation–Absentee Shawnee
Gila River
Cheyenne/Arapaho
Tohono O’odham
Osage
Rosebud
San Carlos
Blackfeet
Location
Arizona, New Mexico, Utah
Oklahoma
Oklahoma
North Carolina
Oklahoma
Alaska
Oklahoma
Alaska
Louisiana
Alaska
South Dakota, Nebraska
Alaska
Oklahoma
Population
173,667
104,482
77,253
62,327
39,984
35,972
32,372
20,353
15,305
15,059
18,834
14,128
13,045
Arizona
Oklahoma
13,409
10,617
Arizona
Oklahoma
Arizona
Oklahoma
South Dakota
Arizona
Montana
11,712
10,310
10,201
47,472
10,869
10,068
10,405
Source: U.S. Geological Survey
Spectrum Geography
Grade 4
104
Appendix
704659 INT sec4.qxp_Layout 1 4/9/20 11:39 AM Page 105
DIAGRAM OF A VOLCANO
Wind
Eruption Cloud
(gasses, smoke,
and ash)
Eruption Cloud
Gas
Tephra
Pyroclastic Flow
Acid Rain
Pyroclastic
Flow
Landslide
Lahar
Lava Flow
Magma
SOURCE: Based on information from the U.S. Geological Survey
tephra: pieces of ash and rock that explode out of a volcano during an eruption
pyroclastic flow: a combination of hot, dry pieces of rock and hot gases that
explode from a volcano at high speeds
magma: very hot, liquid rock from Earth’s interior that may rise to Earth’s
surface through a volcano
lava: rock in its molten (fluid) form as it comes from a volcano. When magma
reaches Earth’s surface, it is called lava.
lahar: a mix of pyroclastic materials and water that flows down the slopes of a
volcano
Spectrum Geography
Grade 4
Appendix
105
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Status of U.S. Battleships and Cruisers
After the Attack on Pearl Harbor
Battleships
Arizona
California
Maryland
Nevada
Oklahoma
Pennsylvania
Tennessee
West Virginia
Cruisers
New Orleans
San Francisco
Detroit
Helena
Honolulu
Phoenix
Raleigh
St. Louis
Condition
Sunk—total loss
Sunk—raised and repaired
Light damage
Beached—heavy damage, repaired
Capsized—raised, not repaired
Light damage, repaired
Light damage, repaired
Sunk—raised, repaired
Light damage, repaired
Light damage, repaired
Light damage, repaired
Light damage, repaired
Light damage, repaired
Not damaged
Heavy damage, repaired
Not damaged
Casualties Due to the Attack on Pearl Harbor
Personnel Killed*
Navy
Marines
Army
Civilian
Personnel Wounded
Navy
Marines
Army
Civilian
Ships
Sunk or beached
Damaged
Aircraft
Destroyed
Damaged
United States
1,998
109
233
48
Japan
64
710
69
364
35
Unknown
12
9
164
159
29
74
*Almost half these casualties were from the sinking of the Arizona.
Spectrum Geography
Grade 4
106
Appendix
704659 INT sec4.qxp_Layout 1 4/9/20 11:39 AM Page 107
Glossary
A
abolition movement: a political
movement that began in the
early 1800s to abolish slavery in
the United States and its
territories
aircraft carrier: a type of large ship
with a flat top from which planes
can be launched
altitude: the height of the land or an
object
annex: to take over or acquire an
area of land
B
basin: an area of lower elevation that
drains the surrounding land
bay: a large inlet in a coastline that is
set off from a larger water body
by points of land
bayou: a small, slow-moving stream
from a lake or river that is
common in some Southern
states
C
canal: a human-made waterway
cardinal directions: the four main
directions (north, south, east,
and west)
cartographer: a person who makes
maps and globes
channel: a narrow body of water
between two points of land
chronological order: arrangement of
events, as in a time line, in the
order in which they happen
civil war: war between groups of
people who belong to the same
country, such as the U.S. Civil
War (1861–1865)
climate: the typical weather of a
specific place on Earth
compass rose: a map symbol that
shows directions
conquistador: Spanish soldiers and
explorers who conquered much
of North and South America for
Spain between the 15th and 17th
centuries
continent: a large land mass
Spectrum Geography
Grade 4
Glossary
107
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Continental Divide: a line along the
Rocky Mountains to the east of
which rivers flow into the
Atlantic Ocean or Hudson Bay
and to the west of which water
flows into the Pacific Ocean
cove: a small inlet in a coastline that
is smaller than a bay
cultural history: events in a
community or nation that unite
the people living there
D
dam: a barrier people build across a
river to control the flow of water
desert: a large, dry region
disaster: an event that causes great
suffering and destruction
diversity: variety
E
ecology: the relationship among
plants, animals, and their
surroundings
economy: a system of making and
transporting products and
services
Spectrum Geography
Grade 4
108
ecosystem: a group of animals and
plants living together within an
environment
elevation: the height of the land
endangered: plants or animals that
are threatened or in danger of
dying out
equator: an imaginary line drawn
around the center of Earth
erosion: the wearing away of land
and soil by wind or the flow of
water
expedition: a long, organized journey
often through an unexplored
area
F
flood: the overflowing of a body of
water onto dry land
flood stage: the point at which a
creek or river overflows its
banks
G
globe: a representation of Earth in
miniature that imitates its round
shape
Glossary
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H
headwaters: the place where a river
system begins
hemisphere: half of a globe
hurricane: a large, violent tropical
storm
I
imports: products brought into a
country from other countries
intermediate directions: directions
that are between the cardinal
directions (northeast, southeast,
northwest, and southwest)
island: land that is surrounded by
water on all sides
L
lahar: a mix of rocks, gasses, and
water that flows down the slopes
of a volcano
lake: a body of water completely
surrounded by land that is larger
than a pond
landform: the shape or form of a
physical feature of Earth’s
surface, such as a plain, hill, or
mountain
Spectrum Geography
Grade 4
latitude: lines on a map or globe
drawn east to west, parallel to
the equator
lava: very hot, molten rock that
flows from a volcano
legend: a box on a map that explains
what each symbol on the map
means
levee: a barrier people build to hold
back the flow of water
longitude: lines on a map or globe
drawn from north to south,
parallel to the prime meridian
lock: small area of a waterway where
the water level can be raised or
lowered to allow passage
M
magma: rock below Earth’s surface
that is made liquid by high
pressure and temperature
mainland: the main land area of a
country
map: a flat representation of Earth
memorial: something that helps us
remember a person or important
event
mesa: a high area of land with a flat
top and sides that are usually
steep cliffs; smaller than a
plateau
Glossary
109
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N
navigable waterway: a waterway
that can be traveled on by a ship
North Pole: the most northern point
on Earth
O
ocean: the large body of salt water
that covers most of the surface
of Earth
P
peninsula: land with water on three
sides that extends into a body of
water such as a lake or ocean
physical map: a map that shows a
region’s landforms and water
forms
picture graph: a graph that presents
data using icons or symbols
plantation: a large farm common in
the American South before the
Civil War
plateau: a high area of flat land
political boundaries: human-made,
invisible boundaries, such as
state borders
Spectrum Geography
Grade 4
110
population density: a measure of the
number of people who live per
square mile in an area
precipitation: liquid or solid water
that falls from the atmosphere
to Earth
prime meridian: an imaginary line
around Earth from top to
bottom that runs through the
city of Greenwich, England
prospector: someone who explores
an area for minerals such as
gold or silver
pueblo: a kind of living area made
from stone or mud bricks
pyroclastic flow: a combination of
hot, dry pieces of rock and hot
gases that are discharged from a
volcano at high speeds
R
region: an area that has certain
characteristics that make it
different from other areas
reservation: an area established by
the U.S. government for Native
American use, often after
forcibly removing Native
Americans from other land
river: a large, natural stream of
water that is larger than a creek
Glossary
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S
scale: the relationship of distance on
a map to real-world distance
showing how much smaller the
map is than the real world
secede: to break away from or leave
service business: a business that
performs work that has a direct
benefit to others
siege: to attack a city by surrounding
it and preventing anyone from
getting in or out
slave: someone who is forced to
work for another person
South Pole: the most southern point
on Earth
strait: a narrow body of water
between two points of land
swamp: a wetland with woody plants
and grasses
symbols: drawings, lines, or dots on
a map that stand for something
else
T
tephra: pieces of ash and volcanic
rock that explode out of a
volcano during an eruption
Spectrum Geography
Grade 4
territory: in the U.S., an area that is
governed by the United States
but is not officially a state
time line: a list of important events
usually in chronological order
title: a heading on a map that tells
you what the map is about
tornado: a violent windstorm with a
funnel-shaped cloud
tributary: a smaller stream that joins
a larger stream
tundra: a treeless plain that supports
mostly grasses, mosses, and
shrubs
V
volcano: a mountain from which
magma erupts through Earth’s
surface
W
water form: the shape or form of a
water feature on Earth (for
example, a river, lake, or ocean)
watershed: an area of land that is
drained by a network of creeks
and rivers
wetland: an area of land that is
usually wet or flooded
Glossary
111
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Index
A
abolition movement, 56
Africa, 2–5, 7
aircraft carriers, 88
Alaska, 9, 11, 74, 80–85
Allegheny Plateau, 26
altitude, 5
Alvarado, Hernando de, 64
Antarctica, 2–4, 6–7
Apostle Islands, 39–41
Apostle Islands National Lakeshore, 40–41
Arctic Ocean, 2–4, 6
Asia, 2–6
Atlantic Coastal Plain, 26
Atlantic Ocean, 2–4, 6–7, 14
Australia, 2–7
B
Battle of Long Island, 28–29
Battles of Civil War, 57–61
bayous, 51
bays, 38
Border States, 57
boundaries, political, 10
C
canals, 34–37
Cárdenas, Garcia López de, 64–65, 67
cardinal directions, 4
Cascade Range, 75–79
channels, 38
Chief Joseph, 70–71, 73
Chippewa, 40
chronological order, 61
cities of gold, 64–67
Civil War, 51, 56–61
climate, 4–5, 8–9, 12–13, 51, 62–63, 66, 87
climate maps, 4–5
compass rose, 4, 10–11
Confederacy, 56
Spectrum Geography
Grade 4
112
Confederate States of America, 56–57, 60
Connecticut River, 21–25
conquistadors, 64–67
Constitution, 26–27
Continental Divide, 68
continents, 2–7
Coronado, Francisco Vásquez de, 64–67
coves, 38
cultural differences, 72–73
cultural history, 27, 30–31
D
dams, 21–23, 25, 46
Declaration of Independence, 26–27, 30–31, 101
degrees of latitude and longitude, 100
deserts, 62–63
directions, 4, 7, 22–23
disaster, natural, 52–55, 103
disaster plan, 54–55, 103
diversity, 15
E
Earth, 2–7, 92–93
earthquakes, 54, 103
ecology, 39
economic maps, 8–9
economic regions, 8–13
economy, 8
ecosystem, 39
elevation, 48
endangered, 39, 43
equator, 2–7, 100
erosion, 20
Europe, 2–5, 7
eye of hurricane, 52
F
Far West region, 9, 11, 74–91, 99
fire, 54–55, 103
fish ladders, 21, 25
flooding, 46–47, 52–53, 103
forest, 16–18
Index
704659 INT sec4.qxp_Layout 1 4/9/20 11:39 AM Page 113
G
globe, 2–3
gold
cities of, 64–67
discovery of, 75, 82–85
government, 30–31, 101
Grand Canyon, 64–65, 67
Grant, Ulysses S., 58–59
graph, picture, 78–79
Great Flood of 1993, 46–47
Great Lakes, facts about, 102
Great Lakes region, 9, 11, 32–41, 98, 102
Greenwich, England, 100
H
Hawaii, 9, 11, 74–75, 86–91
Háwikuh, 64–65, 67
headwaters, 48
hemispheres, 100
historical map, 28–29
history, cultural, 27, 30–31
Howard, Oliver, 70
hurricanes, 51–54, 103
I
Illinois & Michigan Canal, 34–37
Illinois & Michigan Canal National Heritage
Corridor, 34–35
inalienable rights, 30, 101
Indian Ocean, 2–4, 6
intermediate directions, 4
islands, 38–41, 86–91
Isle Royale, 39
Lake Michigan, 102
Lake Ontario, 102
Lake Superior, 39, 102
lakes, 32–41, 102
landforms, 8, 10–11, 38–41, 62–63, 66
latitude, 4–5, 100
lava, 105
legend, map, 3, 4–5, 10–11
levees, 46
Lincoln, Abraham, 57
locks, 34
Long Island, Battle of, 28–29
longitude, 4, 100
M
magma, 105
map, 2
battlefield, 58–59
climate, 4–5
Earth, 2–7, 92–93
economic, 8–9
historical, 28–29
journal based on, 66–67
physical, 8, 10–11
special-purpose, 16–17
watershed, 22–23
map legend, 3–5, 10–11
map scale, 3, 10–11, 16–17, 22–23, 34–35
map symbols, 3, 10–11
map title, 3
memorial, 91
meridians, 4, 100
mesas, 63
Miami & Erie Canal, 36
Middle Atlantic region, 8–9, 11, 26–29, 98
Mississippi River, 45–49, 51, 58–59
mountains, 5, 10–11, 20, 63, 75–79
Mount St. Helens, 76–77
J
Jackson, Mississippi, 58–59
journal, 66–67
K
Katrina, 52–53
Klondike Gold Rush, 82–85
N
Native Americans, 64–66, 69–74, 104
natural areas, 18–19, 42–43
natural disaster, 52–55, 103
New England region, 9, 11, 15–25, 98
Nez Perce, 70–73
North America, 2–7, 94–95
Northern Forest, 16–18
North Pole, 2–7, 100
L
lahar, 105
Lake Erie, 102
Lake Huron, 102
Spectrum Geography
Grade 4
O
oceans, 2–7
Ohio & Erie Canal, 36
Index
113
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P
Pacific Ocean, 2–4, 6–7
parallels, 100
Pearl Harbor, 88–91, 106
peninsulas, 38
physical maps, 8, 10–11
picture graph, 78–79
Plains region, 9, 11, 44–49, 99
plateaus, 62
Poles, North and South, 2–7, 100
political boundaries, 10
pollution, water, 20, 25, 39
population, 19
precipitation, 5, 46–47
prime meridian, 4, 100
prospectors, 82–85
pueblo, 64
pyroclastic flow, 105
Q
Quivira, 64–65, 67
R
Red Cliff Indian Reservation, 40–41
regions, 8
of Alaska, 80–81
economic, 8–13
Far West, 9, 11, 74–91, 99
Great Lakes, 9, 11, 32–41, 98, 102
Middle Atlantic, 8–9, 11, 26–29, 98
New England, 9, 11, 15–25, 98
Plains, 9, 11, 44–49, 99
Rocky Mountain, 9, 11, 68–73, 99
Southeast, 9, 11, 50–53, 56–61, 98
Southwest, 9, 11, 62–67, 99
of United States, 8–13, 96–99
reservations, 40–41, 69–72, 104
Revolutionary War, 27–29, 51
rivers, 20–25, 38, 46–49
Rocky Mountain region, 9, 11, 68–73, 99
S
scale, map, 3, 10–11, 16–17, 22–23, 34–35
secede, 57
Spectrum Geography
Grade 4
114
service businesses, 14
siege, 58–59
slavery, 51, 56–57
South America, 2–7
South Pole, 2–7, 100
Southeast region, 9, 11, 50–53, 56–61, 98
Southwest region, 9, 11, 62–67, 99
special-purpose maps, 16–17
states, 10–11
straits, 38
swamps, 51
symbols, map, 3, 10–11
T
tephra, 105
territory, 87
time line, 60–61
title, map, 3
tornadoes, 54–55, 103
town meetings, 14
tributaries, 22–23, 48–49
tundra, 81
Turk, the, 64–65, 67
U
Union, 56–57, 60
Union Slave States, 57, 60
United States, 8–13, 96–99
Upper Plains region. See Plains region
V
Vicksburg, Mississippi, 58–59
volcanoes, 75–79, 87, 105
W
Wabash & Erie Canal, 36
Washington, George, 28
water forms, 10–11, 38–41
water pollution, 20, 25, 39
watershed, 20–25
watershed map, 22–23
wetlands, 21, 51
Whitewater Canal, 36
winds, 5, 52
world map, 92–93
Y
Yukon Territory, Canada, 82–85
Index
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Answer Key
Latitude: At the equator, the sun’s rays hit at a direct angle. This
makes the air temperature very hot. As you move toward the
poles, the Sun’s rays become cooler due to the curved surface
of Earth.
Altitude: It is usually cool on top of a mountain even in summer.
This is because a mountaintop is at a high altitude.
Winds: Winds from hot areas of Earth raise temperatures and
those from cold areas lower temperatures. Winds influence the
amount of precipitation (rain or snow) each area gets.
the World’s
1 Explore
Oceans
LESSO N
Something to
Distance from the sea: Land near the sea has more moderate
seasons than areas that are inland.
Continent
Africa
Tropical (hot and wet all year)
2
Australia
Arid (dry and hot all year)
3
Europe
Temperate (cold winters and mild
summers)
4
Africa
Arid (dry and hot all year)
5
Asia
Mountains (cold all year)
NORTH POLE
ASIA
NW
NE
E
SW
SE
6
Europe
Mediterranean (mild winters and dry,
hot summers)
7
Asia
Polar (very cold and dry all year)
8
North
America
Temperate (cold winters and mild
summers)
9
South
America
Tropical (hot and wet all year)
SOUTH POLE
Figure 5
Economic
Region
ANTARCTICA
Great Lakes
Ohio, Indiana, Illinois, Wisconsin, Michigan
Middle
Atlantic
New York, Pennsylvania, New Jersey, Delaware, Maryland
Southeast
Virginia, West Virginia, Kentucky, North Carolina, South Carolina,
Tennessee, Arkansas, Louisiana, Mississippi, Alabama, Georgia, Florida
Plains
Minnesota, Iowa, Missouri, North Dakota, South Dakota, Nebraska,
Kansas
Rocky
Mountain
Montana, Idaho, Wyoming, Utah, Colorado
Southwest
Oklahoma, Texas, Arizona, New Mexico
to Different
2 Travel
Regions of the United
Something to
About
E
ATLANTIC
OCEAN
GREAT PLAINS
PACIFIC
OCEAN
APPALACHIAN
MOUNTAINS
Climate
(Summer and
Winter)
Some Major
Some Major
Economic Activities Tourist Attractions
Far West
Climate varies
widely. Examples:
California: arid;
Hawaii: tropical;
Alaska: polar
Great
Lakes
Answers will vary Answers will vary
throughout.
throughout.
Legend
New England
motion picture
industry; computer
industry; agriculture
(fruit and vegetables)
California: Hollywood
and Disneyland.
Alaska: wonderful
scenery. Hawaii:
scenery and climate.
Middle Atlantic
Southeast
GULF OF
MEXICO
0
0
500 Miles
500 KM
0 100 Miles
0 125 250
250
500 Miles
50 KM
Region
Climate
(Summer and
Winter)
Some Major
Economic
Activities
Some Major
Tourist Attractions
Middle
Atlantic
Answers will vary Answers will vary
throughout.
throughout.
Answers will vary
throughout.
New
England
Answers will vary Answers will vary
throughout.
throughout.
Answers will vary
throughout.
Southeast Answers will vary Answers will vary
throughout.
throughout.
Answers will vary
throughout.
SE
S
Region
125
What direction will you travel? southeast
1. Use the tables below to collect information about each
region. The first item has been completed for you.
NE
W
What makes each region of our country
unique?
In this activity, you will collect information about each
region of the United States to write a travel book. So, of course,
you will need to become an expert on each region of the
country! Read pages 8–11 again and do some research using the
library. Refer to the climate map on page 4. You will also find
some helpful information on Appendix pages 98–99.
N
ROCKY
MOUNTAINS
0
What ocean will you cross? the Atlantic
7
States
New England Maine, Vermont, New Hampshire, Massachusetts, Rhode Island,
Connecticut
SW
ANTARCTICA
LESSO N
States Within Each Region
Washington, Oregon, Nevada, California, Alaska, Hawaii
GREAT
LAKES
SOUTH POLE
PRIME
MERIDIAN
4. Plan your trip. Start at the east coast of North America.
From there, draw a line to the southern tip of Africa. The
line you draw shows the way you will travel. Answer these
questions to describe your trip.
What continent will you pass to the west? South America
6
NW
South
Atlantic
Ocean
3. Fill in the boxes on Figure 6 to label the world’s continents
and oceans. If you need to, refer to the map on page 2.
Use Figure 5 to explore the oceans and continents.
PHYSICAL MAP OF THE UNITED STATES
AFRICA
Use Figure 6 to explore the oceans and continents.
1. Fill in the boxes on Figure 5 to label the world’s continents
and oceans. If you need to, refer to page 2.
5
Far West
SOUTH
AMERICA
S
E
SE
S
Figure 6
ATLANTIC OCEAN
AUSTRALIA
NE
SW
SOUTH
AMERICA
EQUATOR
W
N
NW
W
NORTH
AMERICA
South
P a c i fi c
Ocean
N
EUROPE
Nor th
Atlantic
Ocean
EQUATOR
ARCTIC OCEAN
North
P a c i fi c
Ocean
NORTH POLE
NORTH
AMERICA
PACIFIC
OCEAN
As you have learned, the oceans and continents look
different depending upon which side of the globe you are
viewing. In this activity, each globe shows you a different view
of the world. You will label some of the continents and oceans
on each globe. Then, you will use the globes to explore the
world’s oceans.
Description of the Climate
1
What ocean will you cross? the Pacific
What direction will you travel? west or northwest
How can you describe a trip over the world’s
oceans?
About
The climate map shows six different climate zones. Notice
that there are numbers on the map in different climate zones. In
the table, write the name of the continent where the number is
located. Then, write a description of the climate.
2. Plan your trip. Start at the southern tip of South America.
From there, draw a line to eastern Australia. The line you
draw shows the way you will travel. Answer these
questions to describe your trip.
What continent will you pass to the south? Antarctica
Great Lakes
Plains
Rocky Mountains
Answers will vary
throughout.
2. After you have collected all your information, select two
regions from the table and write their names below. On a
separate piece of paper, write a paragraph for your book
describing how the two regions are different.
Answers will vary.
3. Now, select one of the regions and create a travel poster
that reflects that region’s characteristics. You will use the
poster to help sell your book in bookstores located
throughout that region. On a separate piece of paper,
organize the pictures and text that will go on your poster.
Answers will vary.
Southwest
Far West
0 100 KM
11
Spectrum Geography
Grade 4
12
13
Answer Key
115
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Answer Key
3 Map Skills
LESSO N
Use a Special-Purpose Map
4. Name one lake and one river that are located within the
Northern Forest. In which states are these lakes?
Possible answers: Moosehead Lake, Maine; Connecticut
River, Vermont /New Hampshire
The Northern Forest is the largest area of unbroken forest
in the eastern United States. It covers more than 25 million
acres in northern New England and southeastern Canada. Many
lakes, rivers, and mountains lie in the forest, and its rugged
terrain has discouraged widespread settlement. Still, nearly
1 million people live and work in rural communities in and near
the forest.
Northern Forest Area
City
State Capital
Water Feature
Canada
Montpelier
Bangor
3. What kind of economic problems have developed in the
Northern Forest region in recent years? Many of the paper
mills closed, putting people out of work.
Augusta
VERMONT
Watertown
N E W Portland
HAMPSHIRE
Old Forge
Concord
t R.
Glens Falls
Connecticu
Utica
NEW YORK
Albany
Boston
MASSACHUSETTS
N
NW
Hartford
Providence
CT
4. What connections do people in the coastal cities like
Boston have to the Northern Forest? Why should they care
about the economy, resources, and people of that area?
Possible answer: Products produced from timber in the
ATLANTIC
OCEAN
RI
Northern Forest can be shipped through large port towns
like Boston, benefiting the economies of both areas.
NE
W
E
SW
SE
S
Many people in large cities use the Northern Forest for
recreation.
P E N N S Y LVA N I A
Answers will Answers will Answers will vary.
vary.
vary.
Answers will vary.
Answers will Answers will Answers will vary.
vary.
vary.
Answers will vary.
Answers will Answers will Answers will vary.
vary.
vary.
Answers will vary.
Build Your
Read a Watershed Map
The map shows the Connecticut River watershed with
tributaries and dams. A tributary is a smaller stream that flows
into a larger river.
6. Name all of the dams shown on the map in the state of
Massachusetts.
DSI Dam, Holyoke Dam, and Turners Falls Dam
7. What tributaries enter the Connecticut River within the
state of Connecticut?
the Eightmile, Salmon, and Farmington rivers
THE CONNECTICUT
RIVER WATERSHED
1. What tributaries enter the river at Wilder Dam?
the Mascoma and White rivers
CANADA
NW
Passumpsic R.
NE
W
E
SW
White R.
9
Legend
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
Mascoma R.
3. In which general direction does the Connecticut River flow?
south
4. Based on the map scale, about how long is the Connecticut
River? Into what body of water does the Connecticut River
flow?
The river is about 300 miles long. It flows into Long
NEW YORK
Sugar R.
West R.
8
7
Millers R.
Deerfield R.
5
Westfield R.
4
U
SE
0
T
S
22
EC
0
CH
T
Farmington R.
N
MASSA
Chicopee R.
3
2
Island Sound.
NEW
HAMPSHIRE
Ashuelot R.
6
N
116
13
Ammonoosuc R.
Ottauquechee R.
CO
Spectrum Geography
Grade 4
MAINE
12
11
10
SE
S
2. Which dams are shown on tributaries?
Leesville Dam, Rainbow Dam, DSI Dam, and Townshend
5. The Connecticut River forms the border between what two
states?
Vermont and New Hampshire
19
15
Upper
Ammonoosuc R.
VERMONT
N
Dam
6. Identify a natural area in your region of the country.
Describe it in the space below. As you write, think about
these questions: What are the area’s attractions? Is it used
for recreation or industry? Has there been any change in
the way people use the area? Who benefits most from it?
Answers will vary.
16
14
Nulhegan R.
Use the map to answer the following questions.
t R.
Nearby Attractions
Vermont Statehouse;
Vermont Historical
Society Museum;
Vermont Mountaineers
baseball
4 Map Skills
LESSO N
18
cti
cu
Main Economic
Activities
Vermont state
government services;
finance, insurance, and
real estate
Colebrook
Co
nn
e
8,035
Rangeley
Berlin
St. Johnsbury
17
5. Select three New England communities. Each community
should be from a different state. Do library research to
complete the following table.
Montpelier,
Vermont
St. Albans
Burlington
16
Name and
State of
Population
Community
2. Why do you think the largest cities in New England are
located on the coast?
This is probably because they are ports that benefit
from the ocean as a way to transport goods.
Millinocket
Greenville
Moosehead L.
Newport
Lake Champlain
Saranac Lake
1. The Northern Forest is in which states on the map?
New York, Vermont, New Hampshire, and Maine
2. Which state has the greatest part of the Northern Forest?
Maine
Presque Isle
Chamberlain L.
CANADA
Lake Ontario
1. Describe some water forms and landforms that are typical
of the Northern Forest region.
Possible answer: The Northern Forest region has
mountains and many lakes and rivers.
MAINE
100 Miles
100 KM
cot R
.
50
50
Penobs
0
Answer the following questions about New England. Reread
the material in this lesson, if necessary.
Fort Kent
.
ebec R
nn
0
What natural areas near your home are
important to you?
About
THE NORTHERN FOREST
IN NEW ENGLAND
Legend
Many people who love the Northern Forest would like to
work with the paper companies to preserve jobs while also
preserving the forest. They see tourism and recreation as a
possible source of jobs and income for the region.
In this lesson, you will use the map scale to measure
distance. Transfer the scale to a piece of paper and use it to
measure the distance.
Something to
5. Which state capital is located within the Northern Forest?
Montpelier, Vermont
Ke
The region’s economy has long been dominated by the
paper and timber industry. At one time, Maine was the leading
paper producer in the United States. More than half of the
Northern Forest, in fact, is owned by large paper companies.
Changes in the world economy have brought change to the
Northern Forest. Paper mills have closed and forestry jobs have
dwindled.
about New
3 Learn
England
LESSO N
3. Use the map scale to measure the length of the Northern
Forest from Lake Ontario to the northeast tip of Maine.
About how long is it? About how wide is it at its widest
point in the state of Maine?
It is about 500 miles long and about 200 miles wide.
Build Your
Salmon R.
1
Leesville Dam (Salmon R.)
Rainbow Dam (Farmington R.)
DSI Dam (Westfield R.)
Holyoke Dam
Turners Falls Dam
Vernon Dam
Townshend Dam (West R.)
Bellows Falls Dam
Wilder Dam
Ryegate (Dodge Falls) Dam
Comerford Station Dam
Moore Reservoir Dam
Gilman Project Dam
Lower (Canaan) Dam
Murphy Dam
Moose Falls Dam
Dam
Direction of river flow
0
Eightmile R.
TICUT
Long
Lo Islan
Lon
Isla
I
Is
Isl
Island
So
Soun
Sou
Sound
0
25
25
50 Miles
50 KM
RHODE
ISLAND
SOURCE: Based on information from the U.S. Fish and Wildlife Service
23
Answer Key
704659 INT sec4.qxp_Layout 1 4/9/20 11:39 AM Page 117
Answer Key
4
LESSO N
3. How is the Connecticut River watershed endangered by
pollution?
Possible answer: Pollution comes from many sources,
Restore the River
such as fertilizer runoff from farms and lawns or
wastewater from houses. It needs to be controlled
because it can spoil drinking water.
Something to
4. What role do dams play on the river? How do they affect
the fish?
Possible answer: Dams keep certain fish from traveling
up the river to spawn. Dams also raise the water
What problems may be hurting the watershed
where you live?
About
temperature, hurting fish populations. Dams also
sometimes limit boating and other recreation.
In this activity, you will be working with a conservation
group to develop a plan to preserve and restore the Connecticut
River. You will collect information to explain to the governments
of Vermont, New Hampshire, Connecticut, and Massachusetts
why conservation is important. You will write a letter to
persuade the government of these states to help pay for your
group’s plan.
5. How can people benefit from projects that help the
Connecticut River?
Possible answer: Preserving the wetlands can help
control flooding downstream that could damage homes.
Pollution should be controlled because all people need
clean water to drink. Clean water encourages recreation
Gather information about the river from pages 20–23. You
can also do extra research in the library. Answer the following
questions.
and is good for the economies near the river.
6. All the dams on the river probably cannot be torn down.
What else can be done to help the salmon travel up the
river to spawn?
Fish ladders can help the fish get around those dams
1. What things are special about the Connecticut River
watershed?
Possible answer: The Connecticut River is the longest
river in New England. It has abundant plant and animal
that must remain in place.
7. Now, write your letter to the governors on a separate piece
of paper. Be sure to use the facts you have gathered to
convince the governors that it is important to restore and
preserve the Connecticut River.
Answers will vary.
life. The watershed also has good farmland.
2. Why should people of New England spend money to take
care of the Connecticut River watershed?
Possible answer: The Connecticut River belongs to all
people who live in the region. They deserve to have
clean water to drink. They want to use the river and its
tributaries for recreation.
25
about Cultural
5 Learn
History
LESSO N
3. Name the British commanders involved in the battle.
Grant, von Heister, Howe, Clinton, Cornwallis, Percy
4. Name the American commanders.
Alexander, Sullivan, Miles, Putnam, and Washington
Something to
5. What were the British troops approaching from the east
trying to accomplish?
They wanted to cut off the Americans from retreat to
Brooklyn Heights.
About
How has history influenced the place where
you live?
New York City
Washington withdrew Putnam’s
force to Manhattan Island during
the night of August 29–30.
Ea
st R
ive
Washington
W
Was
Wash
Washi
Washin
Washing
Washingt
Washingto
a
(20,000)
((20
(20,
(20,0
(20,00
(20,000
2
Brooklyn
Putnum
(6,500)
N
NW
r
Hudson
River Greenwich
In September, Washington was
forced to withdraw his forces
from New York City.
Bushwick
B R O O K LY N
HEIGHTS
W
E
Ale
Alexander
Alexande
Alexand
Alexan
Alexa
Alex
Al
((1,
(1,600)
(1,6
(1,60
(1,600
1
SE
S
IG
Miles
(400)
Howe
Ho
How
(35,000)
(35,000
(35,00
(35,0
(35,
(35
(3
S
Stat
Sta
Staten
State
t
Island
Islan
Is
Isla
Isl
New
Utrecht
Gravesend Bay
Percy
Von Heister
(5,000)
Gravesend
British troops
British troop movements
(10,000)
Swamps
The British crossed on August 22.
On the night of
August 26–27,
a British force
moved east.
declaring separation or independence from Britain.
Elevated areas
0
1
2
scale
3 Miles
3. Why are governments created?
Governments are created to protect the natural rights
that all people have.
29
Spectrum Geography
Grade 4
28
4. What is the proper way to form a government?
Governments should be formed by the consent of the
governed (that is, the people).
5. What do the people have the right to do if the government
does not protect and respect their rights?
The people can overturn the government and create a
new one.
7. Find out if there is a festival in your community or state
that celebrates the memory of an important event. If so,
find out the story behind this celebration and write it in the
space below or on a separate piece of paper.
Answers will vary.
2. What are “inalienable rights”? List some of them.
Inalienable rights are the natural rights that all people
have. They include life, liberty, and the pursuit of
happiness.
British ships
Flatlands
Long Island
1. What is the Preamble to the Declaration of Independence?
The Preamble explains why the 13 states are
American troop
movements
Clinton
Cornwallis
Grant
(7,000)
The
Narrows
Inner American defenses
J
Sullivan
Sulliva
Sulliv
Sulli
Sull
Su
Sul
((1,
(1,5
(1,50
(1,500
1
A N (1,500)
HTS OF GU
Flatbush
Pa
ss
HE
Howe
((10,000)
(10
(10,
(10,0
(10,00
(10,000
1
amaica
SW
New York Bay
Refer to the battle map and answer the following questions.
1. Which of the two armies had the superior force?
the British
Legend
American troops
Outer American defenses
Bedford
The next day, the rain stopped the fighting. During the
night of August 29–30, the Americans quietly moved their forces
from Long Island to Manhattan. This unexpected move took the
British completely by surprise. The Americans survived to
fight another day. However, the British went on to capture
New York City.
Think about the history of your region of the United States.
Do some research to learn about a person or event that is part
of your cultural history. Below are ways to get some ideas.
The British approach
attempted to cut off the
Americans from escape
to Brooklyn Heights.
NE
While British troops held positions to the south and west of
the American positions, another British force advanced on the
Americans from the east through Jamaica Pass. This force
wanted to get behind the Americans and cut them off from
retreat. The British attacked. The outnumbered American
troops were able to retreat in spite of the British attempt to cut
them off.
states and other parts of the world, imposed taxes without
the consent of the people, and denied the people trial
by jury.
Brooklyn Heights.
M
Manhat
Manha
Manh
Man
Manhattan
Manhatt
Manhatta
a
IIsla
Isl
Island
Islan
s
Read a Historical Map
The Battle of Long Island was an early battle of the
Revolutionary War. American forces under George Washington
set up defensive positions around New York City. A large British
force massed to the south on Long Island near Flatlands. From
there, the British moved their troops so they would be in a
position to attack.
6. Describe three grievances in the Declaration of
Independence.
Possible answer: Britain has cut off trade between the
6. How was the British victory incomplete?
The British failed to cut off the American retreat to
New
Jersey
Build Your
2. Describe the three areas where the American troops were
located at the beginning of the battle.
the Heights of Guan and Brooklyn Heights on Long
Island and New York City on Manhattan Island
24
THE
BATTLE OF LONG ISLAND, AUGUST 27, 1776
Astoria
5 Map Skills
LESSO N
30
8. Find landmarks in your town. They may be historic
buildings, parks, memorials, battle sites, or historic forts or
settlements. What is the story behind the landmarks? Write
it in the space below or on a separate piece of paper.
Answers will vary.
31
Answer Key
117
704659 INT sec4.qxp_Layout 1 4/10/20 4:39 PM Page 118
Answer Key
LESSO N
6 Map Skills
3. Name three things in Map Part B that are not shown in Map
Part A.
Possible answer: Map Part B shows roadways and
Build Your
points of interest such as parks and historic sites.
2. Dates of construction: Answers will vary.
4. Name three things Map Part A shows that Map Part B does
not show.
Possible answer: the entire length of the canal; Lake
Michigan; and additional communities
Compare Maps with Different Scales
A canal is a human-made waterway. The Illinois & Michigan
Canal was completed in 1848. It ran 97 miles between Chicago
and Peru, Illinois. The canal allowed water travel from the Great
Lakes to the Mississippi River and to ports south all the way to
the Gulf of Mexico. A total of 15 locks were built on the canal.
The locks adjusted water levels for boats to allow them to travel
the length of the canal.
MAP PART A
Lemont
er
Illino
is Riv
Chicago
Cal
Sag
Ch
Legend
anne
l
I&M
Canal
C
Cana
Can
a
ippi
siss r
Mis Rive
Joliet
LaSalle
NW
E
SW
City or Town
SE
S
Urban Area
Seneca
Illino
5. Did the canal affect economic growth? How?
Answers will vary.
River or Channel
NE
W
Channahon
Morris
Marseilles
Ottawa
Canal
N
Lockport
Peru
Today, much of the canal is a park. The Illinois & Michigan
Canal National Heritage Corridor preserves the history of the
canal and its regional importance.
d
an
Lake
ary nal
a Michigan
nit
Sa ip C
Sh
Willow Springs
C
Chic
Chi
Chicago
Chicag
Chica
h
Pe
Peru
Per
3. What was the purpose of the canal? What waterways did it
link together?
Answers will vary.
4. What products were shipped on the canal?
Answers will vary.
ILLINOIS & MICHIGAN CANAL
NATIONAL HERITAGE CORRIDOR
In an age before railroads, the canal allowed Chicago to
become the transportation center of the nation. Within 10 years
after the canal opened, the city’s population increased 600
percent. Communities along the canal route also prospered.
Select one of the canals mentioned in the passage above.
Then, do some library research to complete the table below.
1. Name of canal: Answers will vary.
is Riv
er
0
5
8
0
5 8
15 Miles
15 KM
6. Is the canal still in use? If so, how is it used today?
Answers will vary.
Refer to the map and answer the following questions.
1. Refer to Map Part A. Name all the communities along the
Illinois & Michigan Canal from east to west.
Chicago, Willow Springs, Lemont, Lockport, Joliet,
Channahon, Morris, Seneca, Marseilles, Ottawa, LaSalle,
and Peru
NW
just east of Channahon to Seneca. It shows the
communities of Channahon, Morris, and Seneca.
Aux Sable
Access
SE
McClindon
Road
S
6
Gebhard Woods
State Park
To Moline
I&
Morris
Saratoga
Road
6
ad
170
ge
Seneca
Sta
Old
Illino
M
n
Ca
Cem
eter
y
ad
Ro
deke
Hei
Lake
n
Ha
ver
is Ri
0
7. After you have completed the table, draw a map of the
canal you chose on a separate piece of paper. Use the map
of the Illinois & Michigan Canal on page 35 as a guide.
Below are some guidelines:
r
5
34
• If possible, draw the entire length of the canal.
Legend
80
Interstate Highway
• Label the communities located along the canal.
55
DesPlaines
Wildlife
Conservation
Area
5
2
De
Channahon
oa
To
Springfield
Heideke State Fish
& Wildlife Area
2
0
lR
se
Goose Lake
Prairie State
Natural Area
William G. Stratton
State Park
56
Ro
Ri
la
sP
d
Tabler
Road
al
80
M. J. Hogan
Grain Elevator
& Visitor Center
age
DuP r
Rive
80
MAP PART B
E
ve
es
in
6
NE
W
SW
2. Describe what Map Part B shows. What communities are
shown in Map Part B?
Map Part B shows the eastern portion of the canal from
To
Chicago
I & M CANAL:
EASTERN PORTION
N
6
U.S. Highway
56
State or County Road
• Identify important waterways that the canal links
together.
Canal
• Include a map legend and a compass rose.
River
10 Miles
10 KM
35
37
7
LESSON
7 Map Skills
LESSO N
3. Identify at least two landforms shown on the map.
Possible answer: island and peninsula
Build Your
4. Which bays border the Red Cliff Indian Reservation? What
points are included in it?
Raspberry and Frog bays border it. Point Detour,
Raspberry Point, and Red Cliff Point are part of
reservation.
Identify Landforms and Water Forms
According to their own history, the Chippewa were the first
people to live in the Apostle Islands region. Their main home
was Madeline Island, but they used resources from all of the
islands. They fished, got sugar from the abundant maple trees,
gathered plants for food and medicine, and used bark from the
white birch to make wigwams and canoes.
5. What two towns are located on the Bayfield Peninsula?
Which one of these allows access to the islands?
The towns are Red Cliff and Bayfield. Bayfield has
Beginning in the 1800s, the U.S. government began forming
agreements to use Native American land. Later, they began
removing Native Americans from their land and establishing
areas called reservations for them. In 1854, the final treaty
between the Chippewa and the U.S. government created the Red
Cliff Indian Reservation. Today, almost 1,000 people, mostly
Native Americans, live on the reservation.
6. Which islands have lighthouses?
Sand Island, Devils Island, Raspberry Island, Michigan
Island, and Outer Island have lighthouses.
York
Island
Lak
esh
K
Manitou
Island
a
rry B y
In this lesson, you have learned about some natural areas
that people want to protect. Now, think about the part of the
country where you live. Are there any natural areas nearby that
you think are worth preserving?
1.
Brownstone quarry
y
Red Cliff
Point
Hermit Island
Brownstone quarry
Bayfield
Presque
Isle Point
Gull
Island
Michigan
Island
McCloud-Brigham Farm
Bad River Indian Reservation
Madeline
nnel
North Cha
Brownstone
quarry
cruises,
boat rentals
Julian Bay
ay
13
Stockton Island
Visitor Center
Stockton
Island
Indian Reservation
Trail
Marina
Boat Launch
Ranger Station
Lighthouse
2. Do some library research to find out at least two types of
plants and two types of animals that live in the natural
areas you want to protect. Write the information on the
lines below.
Answers will vary.
Island
Big
Bay
H
Big Bay Town Park
Big Bay
Campsites
Picnic Area
Trailhead
10 Miles
10 KM
Answers will vary.
Apostle Island
Lakeshore Lands
Trout Point Logging Camp
Manitou Fish Camp
Oak
Island
Frog
Ba
Basswood Island
Red Cliff
Visitor Center
Park Headquarters
(old courthouse building)
5
5
Ra
sp
y
WISCONSIN
0
be
Raspberry
ian Point
y
d River
San
rr
ff I
nd
n
Bayfield
Penninula
K
Cl i
y Ba
13
Little
Sand Bay
Road
Quarr
eT
or
rail
le B
ue Is
Presq
Sea Caves
Meyers Beach
R ed
Roads
Cat
Island
Ironwood
Island
Raspberry
Island Overlook
Point Detour
Sand
Bay
Chan
nel
Sand
Island
Sand Point
Otter
Island
Wes
t
Lighthouse Bay
Hokenson Fishery
Eagle
Island
Town or City
Outer
Island
South Twin
Island
Bear
Island
v a ti o
118
Little Sand Bay
Visitor Center
SE
S
North Twin
Island
Rocky Island
Lake Superior
E
SW
ser
Spectrum Geography
Grade 4
NE
W
0
40
What natural areas near your home are worth
preserving?
Water Feature
Devils
Island
N
Re
2. Identify at least four water forms shown on the map.
Possible answer: river, lake, bay, channel
Something to
Legend
APOSTLE ISLANDS NATIONAL LAKESHORE
NW
Refer to the map on the next page and answer the following
questions.
1. In what state are the Apostle Islands located? In what lake
are the Apostle Islands located?
The islands are in Wisconsin in Lake Superior.
Preserve the Natural
Areas
About
ferries or boat rentals that allow access to the islands.
Rasp
b
Riv e
er
In 1970, the National Park Service created the Apostle
Islands National Lakeshore area. The purpose of the park is to
protect the region’s wilderness and help the local economy of
the Chippewa by promoting tourism.
7
SOURCE: Based on information from the National Park Service
41
42
Answer Key
704659 INT sec4.qxp_Layout 1 4/9/20 11:39 AM Page 119
Answer Key
3. If these areas are not protected, what do you think might
happen to them? Use the lines below to describe how they
might become endangered over time.
Answers will vary.
8 Map Skills
LESSO N
3. How much rain does the region usually receive in June?
How much actually fell in June of 1993?
The region usually receives 4 inches of rain in June.
Build Your
In June 1993, 7 inches actually fell.
4. Approximately how much precipitation actually fell in the
region from January to August 1993? Approximately how
much falls during these months in a normal year?
About 34 inches actually fell; about 22 inches usually
falls.
Understand the Great Flood of 1993
4. Ask at least three adults if they know about the areas you
want to protect. What do these areas mean to them? Do
they agree that the areas should be protected? Why or why
not? Write what you find out on the lines below.
Answers will vary.
1
_
2
The Mississippi River and its tributaries are considered to
be the Mississippi River drainage basin. This basin drains a
wide area of the central United States.
When a river or stream becomes so full that it flows over
its banks, it is flooding. Every year, floods spoil drinking water
and destroy homes, businesses, and crops.
AREA OF THE
GREAT FLOOD OF 1993
Lake
Superior
Mi
ss
issW I S
ip
pi
R
SOUTH
D A K O TA
CONSIN
r
ive
Legend
Mis
Flooded Areas
iver
ri R
s ou
Dams and levees are barriers that people build to hold
back or control the flow of water. Sometimes, rainfall is so great
that floods overwhelm all the levees and dams. This happened
during the Great Flood of 1993.
5. Now that you have collected some information, write a
paragraph describing why the natural areas are worth
preserving.
Answers will vary.
M I N N E S O TA
NORTH
D A K O TA
Every stream and river floods from time to time, so floods
are natural events. One main reason for flooding is heavy or
long-lasting precipitation. Precipitation is liquid water (rain) or
solid water (ice or snow) that falls to Earth.
NEBRASKA
Boundary of
Mississippi River Basin
I O WA
Use the map and chart to answer the questions.
E
Inches of
Precipitation
of precipitation for the Upper Mississippi River basin
during several months of 1992 and 1993.
PRECIPITATION IN THE UPPER
MISSISSIPPI RIVER BASIN, 1992–1993
Actual
6
200 Miles
200 KM
MISSOURI
Normal
7
2. What comparison is made in the chart?
The chart compares the normal and the actual amounts
100
100
KANSAS
SE
S
8
0
NE
SW
1. Which states were affected by the flood of 1993?
North Dakota, South Dakota, Nebraska, Kansas,
Minnesota, Wisconsin, Iowa, Missouri, and Illinois were
all affected by the flood of 1993.
0
ILLINOIS
N
NW
W
5
4
3
2
1
0
43
8
LESSO N
How do tributaries create a river system?
Indiana, Illinois, Kentucky
48
Spectrum Geography
Grade 4
SE
S
OKLAHOMA
Jefferson
City
Osage River
R iv
er
W
Illin
Saint
Louis
Ka
Cape
Girardeau
MISSOURI
49
Mississippi River
ILLINOIS
Ri
ve
r
ARKANSAS
City or Town
River
INDIANA
E
SW
KANSAS
ois
Riv
er
W
isc
onsi
n River
St Cr
pe
wa
NE
Legend
Chicago
r
r
O
Illinois
NW
souri Riv
e
M is
Lake
Michigan
sk
as
kia
South Dakota, Nebraska,
Iowa, Kansas, Missouri
southwest
N
r
east, southeast, then east
Kaskaskia River
RA
Missouri River
iver
Illinois, Indiana
iR
west, then southwest
NEB
Illinois River
SK
AN
Iowa, Minnesota
ive
aR
ive
H
IN
southeast
rR
C
IG
Des Moines River
Ce
da
Des Moines Iow
I O WA
IS
IC
NS
Iowa
M
Prairie du Chien
Dubuque
pi
sip
Missis
Wisconsin
southeast
ver
Ri
Wisconsin
southwest
Iowa River
Mis
so
er
Riv
es
southwest
Wisconsin River
Saint
in
Mo
Chippewa River
W
Paul
Min Minneapolis
nes
ip
ota
Mis
Ch
Riv
sis
er
sip
pi
April
May
1993
June
July
Aug.
Hurricanes have winds of at least 74 miles per hour. When
they come onto land, the heavy rain, violent winds, and high
waves can cause major destruction. Communities where
hurricanes are likely to strike must develop plans for dealing
with such storms.
Lake Superior
River
Des
Minnesota, South Dakota
Wisconsin, Minnesota
Ri
v
oix
ur
southeast, then northeast
southwest
Lake Itasca
Mar.
Hurricanes gather heat and energy from the warm waters of
the Atlantic Ocean and Gulf of Mexico. The storms move in a
counterclockwise direction around an “eye,” which is a calm
center area 20 to 30 miles wide. The storm may extend as much
as 400 miles from the eye.
CANADA
Mississippi
Feb.
Understand a Natural Disaster
M I N N E S O TA
Headwaters
O
The River Drains What
States on the Map?
Minnesota River
St. Croix River
TRIBUTARIES OF THE
UPPER MISSISSIPPI RIVER
er
1. Complete the table. List each tributary on the map in the
order in which it enters the Mississippi, from north to south.
Jan.
During the months of late summer and fall, hurricanes pose
a threat to many people who live along the southeast coast from
Texas to North Carolina.
5. Name some communities located along the tributary.
Answers will vary.
NORTH
D A K O TA
All rivers flow in a certain direction because of changes in
elevation, or the height of the land. Headwaters are where a
stream begins.
Dec.
Build Your
4. Where does it begin? Where does it end?
Answers will vary.
SOUTH
D A K O TA
The map on page 49 shows the headwaters of the
Mississippi River along with some if its major tributaries.
southwest
Nov.
9 Map Skills
About
Ohio River
Oct.
1992
LESSO N
2. What lake is at the Mississippi headwaters?
Lake Itasca
3. What is the name of the river you have selected?
Answers will vary.
General Direction
that the River Flows
Sept.
47
Pick one of the tributaries shown on the map and do library
research to learn more about it.
Name of
Tributary
Aug.
46
Learn about Tributaries
Something to
July
hio
River
Cairo
KENTUCKY
Mississippi River
Tributaries
0
0
50
100 Miles
50 100 KM
In August 2005, a very big hurricane named Katrina hit the
southeast coast along the Gulf of Mexico. Florida, Mississippi,
Alabama, and Louisiana suffered major destruction. Many
communities were flooded. More than 1,400 people were killed
and another 1.5 million people had to leave their damaged
homes.
Refer to the map and answer the following questions.
1. The map shows parts of which states?
Louisiana and Mississippi
2. Which state did Katrina touch first when it hit land?
Louisiana
TENNESSEE
52
Answer Key
119
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Answer Key
9 Prepare a Disaster Plan
LESSO N
Something to
How can a disaster plan help your family?
About
More than likely, your home will not be affected by a
natural disaster. But in case a disaster does strike, you would
be smart to create a plan to deal with it. Appendix page 103
presents a few ideas.
1. Start by listing the kinds of disasters that are most likely to
affect you. For example, do hurricanes ever hit your area?
Tornadoes? Earthquakes? What about lightning strikes,
flooding, or heavy snow?
Answers will vary.
2. Does your community have a way to warn you of possible
problems? For example, does a siren go off to warn you of
tornadoes? What does it sound like? What should you do
when you hear it?
Answers will vary.
3. For some types of disasters, like tornadoes, it might be best
to stay in your home. For these kinds of disasters, write
exactly where the safest place in your home would be.
Answers will vary.
53
10 Map Skills
Consider all your family
members, including pets, when
you develop a disaster plan.
7. Is there anything you can do to keep your home safe before
disaster hits? Are there any special supplies you should
keep on hand? How might you protect valuable items?
Answers will vary.
8. After you have put together your plan, call a family meeting
and discuss your ideas with everyone. Explain why it’s
important to have a disaster plan. Listen to everyone’s
ideas and suggestions. Then, prepare a finished plan on a
separate piece of paper. Review the plan every few months
so everyone remembers what to do.
55
a Civil War
10 Make
Time Line
Read a Battlefield Map
Something to
At the beginning of the Civil War, the Confederacy
controlled the southern portion of the Mississippi River.
Southerners used the river to get supplies and fresh troops to
Confederate forces. If the Union could get control of the
Mississippi, it could split the Confederacy in two. Vicksburg was
a key city on the Mississippi. It sat on high cliffs overlooking the
river. From there, the Confederate army could control the river
by firing down on Union ships.
About
How can a time line help you to organize
events?
1. Use the maps in this lesson to complete the following table.
Union Free States
To take Vicksburg, Union general Ulysses S. Grant decided to
first move his troops across the Mississippi, south of the city. He
marched toward Jackson and captured it before launching his
attack on Vicksburg. Union and Confederate forces fought a series
of battles as the Union army advanced on the city of Vicksburg.
When he reached Vicksburg, Grant could not break the
Confederate defensive line around the city. So he ordered his
men to dig in and lay siege to the city. This meant they were to
surround it and prevent troops and supplies from getting in or
out. Eventually, the Confederate army and the people of
Vicksburg ran out of supplies and were forced to surrender.
Confederate States
Union Slave States
Capital city:
Washington, D.C.
Capital city:
Richmond, Virginia
Oregon, California,
Kansas, Minnesota,
Iowa, Wisconsin, Illinois,
Michigan, Indiana, Ohio,
Pennsylvania, New York,
Vermont, New Hampshire,
Maine, Massachusetts,
Rhode Island,
Connecticut, New Jersey
Texas, Arkansas,
Delaware, Maryland,
Louisiana, Mississippi,
West Virginia, Kentucky,
Alabama, Tennessee,
Missouri
Georgia, Florida, South
Carolina, North Carolina,
Virginia
Refer to the map on page 57, and answer the following
questions.
1. In which state are the cities of Vicksburg and Jackson
located?
Mississippi
2. In which state were the most battles fought?
Virginia
2. Where were Grant’s troops located on March 31?
Milliken’s Bend, Louisiana
3. Which battle went on for the longest period of time?
the Battle of Vicksburg
3. At which town did the Union forces cross the Mississippi
River going east?
Bruinsburg
120
6. What will you do with your pets if
disaster strikes? Think about it and
write your plan below.
Answers will vary.
LESSO N
Build Your
Spectrum Geography
Grade 4
5. In the space below, describe a place where your family can
meet if you have to leave your home because of a disaster.
List the address and phone number of this location.
Answers will vary.
54
LESSO N
58
4. For other types of disasters, like fires, you need to get out
of the house right away. Plan at least two escape routes.
Answers will vary.
4. Which battles were fought in only one day?
First Bull Run, Champion Hill, and Chattanooga
59
60
Answer Key
704659 INT sec4.qxp_Layout 1 4/10/20 3:42 PM Page 121
Answer Key
Name of Battle
Date of Battle
(from first to last)
State Where
Battle Was Fought
First Bull Run
July 21, 1861
Virginia
Fort Donelson
Feb. 11–16, 1862
Tennessee
Shiloh
April 6–7, 1862
Tennessee
Second Bull Run
Aug. 28–30, 1862
Virginia
Antietam
Sept. 16–18, 1862
Maryland
Fredericksburg
Dec. 11–15, 1862
Virginia
Chancellorsville
April 30–May 6, 1863
Virginia
Champion Hill
May 16, 1863
Mississippi
Vicksburg
May 18–July 4, 1863
Mississippi
Gettysburg
July 1–3, 1863
Pennsylvania
Chattanooga
Aug. 21, 1863
Tennessee
Chickamauga
Sept. 19–20, 1863
Georgia
Virginia
5. According to “the Turk,” in which present-day state was
Quivira, the “city of gold”?
Kansas
NV
rad
Colo
Flagstaff
CA
Arkansas R
4. Coronado’s army spends the
winter of 1540–1541 at Tiguex.
On April 23,1541, they leave
for Quivira.
Hopi
o R.
Kansa
sR
.
Gallup
Salina
.
A rk
3. At Cicúye, Alvarado
meets “the Turk.”
ARIZONA
Acoma
Salt R.
ROCK
Phoenix
an
adi
Route of Alvarado
TEXAS
Route of Cárdenas
COMANCHE
XXXXXX Native American Tribe
N
NW
NE
SW
SE
W
Historic Pueblo (Native
American Village)
E
Present-Day City
S
0
0
61
2. Now, think about some of the people Coronado and his
party met on their journey. Do some research in the library
to find out how Native Americans in that region lived. Write
what you find out on the lines below.
Answers will vary.
R.
de
ran
MEXICO
S
oG
Ri
TAIN
1. Coronado and his party
arrive at Háwikuh on
July 7, 1540. They find no gold.
Legend
River
s
zo
El Paso
.
Route of Coronado
R.
os
Pec
Gulf of
California
Lubbock
NEW
MEXICO
Sierra Vista
an
R
Red R.
Br a
UN
Y MO
Tucson
APACHE
KIOWA
Amarillo
Socorro
Gila R.
Yuma
OSAGE
O KC L A H O M A
Hawlkuh
Albuquerque
1. Describe the land Coronado and his party traveled through.
What landforms did they encounter? What climate did they
find there? Reread pages 62–63 for some clues. Write your
answer on the lines below.
Answers will vary.
KANSA
Supposed Kansas City
location
a
of Quivira
Dodge City
Taos
Cicúye APACHE
(Pecos)
Santa Fe
Tiguex
In this activity, you will think about what it might have been
like for Coronado and his men on each stage of their expedition.
First, think about some things Coronado and his party saw.
5. At Quivira, Coronado again
finds no gold. He learns of the
lies of “the Turk” and returns to
Mexico ashamed of his failure.
KANSAS
C O L O R A D O CHEYENNE
NAVAJO
dro R.
San Pe
Why was the battle important?
How many soldiers lost their lives in the battle?
How many soldiers were wounded?
Was the battle a clear victory for the Union or for the
Confederacy? If neither, explain.
CORONADO’S EXPEDITION,
1540–1542
U TA H
GRAND
C A N Y O N R.
o
• When and where did the battle occur?
• Who were the leading generals?
•
•
•
•
The map of Coronado’s expedition on page 65 tells part of
the story of his travels. Several important things that happened
during the expedition are noted on the map. This helps you
follow Coronado’s movements throughout the region.
Arkansas rivers
2. Cárdenas and his men
become the first Europeans to
see the Grand Canyon.
100
100
200 Miles
200 KM
65
66
LESSO N
4. What happened at Bear’s Paw Battleground?
Most of the Nez Perce were surrounded, and they
surrendered. A small group escaped to Canada.
Build Your
5. Where did the army finally move Chief Joseph?
to the Colville Reservation in Washington State
Learn about the Nez Perce Trail
• How did you feel upon finding that Háwikuh was a pueblo
with no gold?
THE NEZ PERCE TRAIL, 1877
Mi
.
• What was the reaction of the Cárdenas party upon
discovering the Grand Canyon of the Colorado River?
CANADA
R
lk
Colville
Reservation
ad .
oR
• What was the long journey like through the desert
wilderness of Mexico and Arizona to Háwikuh?
12 Map Skills
Color
3. Assume that you are traveling with Coronado. Use the
information you gathered to write a journal about your
adventures. Use the map and description of the expedition
on pages 64–65 for reference. Below are some points you
may want to address in your journal.
How can a map tell a story?
About
4. Name at least four rivers Coronado’s party crossed.
Possible answer: the San Pedro, Rio Grande, Pecos, and
ad
6. Select one of the battles listed in the time line above, and
do some library research to learn more about it. Write two
or three paragraphs about the battle on a separate piece of
paper. Be sure to answer the following questions:
Something to
3. About how far did Cárdenas travel from Háwikuh on his
journey to the Grand Canyon?
about 225 miles
.
as R
Virginia
May 8–21, 1864
a Journal Based
11 Write
on a Map
ns
May 5–7, 1864
Spotsylvania
2. Coronado traveled through the lands of what Native
American tribes? Name three of them.
Possible answer: Apache, Navaho, Cheyenne
r
olo
Little C
Wilderness
LESSO N
Refer to the map and answer the following questions.
1. Coronado traveled through which present-day states within
the United States?
Arizona, New Mexico, Texas, Oklahoma, and Kansas
93
95
2
15
Flathead
Lake
Nez Perce
CampsitesSpokane
• Describe the expedition’s renewed hope for riches after
talking to “the Turk” about Quivira.
Legend
Great Falls
e
Lewiston
M O N TA N A
Missoula
Lolo Trail
Lolo Pass
Helena
ou
Miss
ak
Hasotino
R.Village Site
12
Sn
12
Buffalo Eddy
Joseph Canyon
Looking Glass
Viewpoint
1877 Campsite
Pendleton Dug Bar
Tolo Lake
m
Traditional
Sal on R.
Homesite
O R E G O N Wallowa
Lake
1
43
Bozeman
Big Hole
National
Battlefield
W
Write at least two paragraphs describing the
expedition. Use the lines below for your journal entries.
Answers will vary.
84
NE
E
SW
SE
S
Sna
ke
R
N
NW
95
93
15
ne R
.
Billings
Canyon
Creek
5
15
93
Camas
Meadows
Battle Site
IDAHO
sto
Yellowstone
National Park
.
• How did you feel during your return trip to Mexico,
knowing that your expedition had failed?
3
ri R.
2
• What were your thoughts when you found that the Turk
had lied about Quivira?
4
43
WYOMING
ended at Bear’s Paw Battleground south of Milk River.
2. About how close did Chief Joseph and the Nez Perce get to
the Canadian border?
They got to within about 40 miles of the border.
3. What happened at Camas Meadows Battleground?
The army lost many horses and mules and was
defeated in an attack by the Nez Perce.
70
Original Nez Perce
Homeland
Nez Perce Reservation
National Park
Nez Perce Trail
Present-Day City
Interstate Highway
U.S. Highway
State or County Road
Historic Site
Battle Site
0
0
1. Where did Chief Joseph’s journey begin and end?
It began in northeastern Oregon near Wallowa Lake. It
Spectrum Geography
Grade 4
Bear’s Paw
Battleground
B E A R P AW
M OUNTAINS
90
WA
• Describe the long journey from Tiguex across the
mountains to the plains of Kansas.
67
2
6
2
Yel
lo w
5. A time line can help to organize key historical events over
a period of time. Time lines show events in chronological
order (in the order the events happened). Use the map on
page 57 to make a time line for important Civil War battles.
Record the information in the table below.
50
50
100 Miles
100 KM
1: June 17: Battle at White Bird Canyon. The Nez Perce win a battle against a
group of U.S. soldiers.
2: July 11–12: Battle at Clearwater. General Howard attacks the Nez Perce at the
Battle of Clearwater. The Nez Perce withdraw.
3: August 9-10: Battle at Big Hole. The army launches a surprise attack on the
Nez Perce camp, and the Nez Perce suffer many losses. The Nez Perce
counterattack, overwhelm the soldiers, and then retreat.
4: August 20: Battle at Camas Meadows. The Nez Perce launch a surprise attack.
The army loses most of its horses and mules and is defeated.
5: September 13: Battle at Canyon Creek. The army and Nez Perce fight a running
battle with no clear winner. However, the Nez Perce lose many of their horses,
and this later hurts their retreat.
6: September 30-October 5: Battle at Bear’s Paw. The army attacks a Nez Perce
camp and the Nez Perce are encircled. The battle lasts five days. Chief Joseph
surrenders. About 200 Nez Perce are able to escape to Canada. The rest are
taken to a reservation in Oklahoma. They are relocated to the Colville
Reservation in 1885.
71
Answer Key
121
704659 INT sec4.qxp_Layout 1 4/10/20 4:41 PM Page 122
Answer Key
LESSO N
12
4. Why do you think Chief Joseph and his followers fled
toward Canada after hearing that some Nez Perce had
attacked white settlers?
Possible answer: Chief Joseph’s group feared that
Understanding
Cultural Differences
Something to
soldiers would attack them to retaliate.
5. Was Chief Joseph ever able to return to his homeland in
the Wallowa Valley?
No. After he was captured at Bear’s Paw, he and most of
his followers were sent to Oklahoma. They were later sent
How can a map help us to understand cultural
differences?
About
to a reservation in Washington state, several hundred
miles from the Wallowa Valley.
Now pick a research topic to learn more about Nez Perce
history and culture. Choose one of the following topics (or think
of one of your own) and do some library research. Write a
paragraph about your topic on a separate piece of paper. Some
projects may require you to do a sketch or draw a map.
Use the story and map on pages 70–71 to help you answer
the following questions. For some of the questions, you may
have to come to conclusions on your own.
1. Why did the U.S. government want to put the Nez Perce on
a small reservation in Idaho?
Whites wanted their land because gold was discovered
there.
• What did Nez Perce homes look like in the 1800s? How
were they built?
• What traditional foods do the Nez Perce eat? Describe
how they are cooked and prepared.
2. The whites and Native Americans fought over the land in
this region. Did whites have different attitudes toward
ownership of the land than Native Americans?
Possible answer: The homeland of the Nez Perce had
religious importance to them. Many whites just wanted
• What games did the Nez Perce children play? Describe
their favorite toys.
LESSO N
13 Map Skills
Build Your
Read a Map to Learn about a
Natural Event
The Cascade Range of the northwestern United Sates is
volcanic. A volcano is a mountain where magma (hot, liquefied
rock) can erupt through Earth’s surface. (Refer to Appendix
page 105 to learn more about volcanoes.)
Early on May 18, 1980, Mount St. Helens in Washington
State erupted (exploded violently). The power of the blast was
enormous. Many square miles of forest were blown down or
buried under ashes and rocks. Thousands of animals were
killed. Creeks and rivers were clogged with trees and mud. The
eruption killed 57 people and destroyed 200 homes.
It’s hard to believe, but plant and animal life has returned
to the area. By now, more than 25 years later, much of the area
is green again.
Use the maps to answer the following questions.
• Find out where most Nez Perce live today. Show some of
these locations on a map you create.
the land for gold.
• Describe and/or draw traditional Nez Perce clothing.
• Create a time line showing the important events in the
life of Chief Joseph.
3. Why do you think that the United States honors the Nez
Perce today through a historic trail even though these
groups fought in 1877?
Possible answer: Americans today respect the bravery
• Describe the kinds of traditional art that the Nez Perce
create.
of Chief Joseph and the Nez Perce. Many believe that
the Nez Perce were abused by the U.S. government.
• Find out about the Nez Perce tribal flag. Explain what all
of the symbols mean.
1. Name three communities on the map that may have been in
danger during the Mount St. Helens eruption.
Possible answer: Cougar, Kelso, Kalama
2. Name two lakes located within the Mount St. Helens
Monument.
Coldwater Lake and Spirit Lake
3. Describe the location of monument headquarters.
It is south of the monument near Amboy.
• Learn how the Nez Perce got that name. Find out what
they call themselves.
72
73
LESSO N
13
4. In one sentence, describe what Map 2 shows.
Possible answer: It shows the types of destruction
caused by the Mount St. Helens eruption.
5. What rivers and creeks were mostly destroyed as a result of
the eruption?
the North and South Fork of Toutle River, Swift Creek,
Muddy River, and Smith Creek
12
MOUNT ST. HELENS NATIONAL
VOLCANIC MONUMENT
Cowlitz R.
504 North Fo
rk
To
Silver Lake
utle
Sou
R.
th F
ork
Toutle
R.
N
NW
Kelso
E
SW
Ape
Cave
SE
ia
mb
Colu
R.
Lewis R.
Lava
Canyon Lower
83
Cougar
.
ma R
Kala
Lake
Merwin
5
12
505
Falls
25
90
Pine Creek
Info Station
Yale
Lake
Monument
Headquarters 54
503
Amboy
25
Swift Resevoir
81
S
Kalama
26
Bear
Elk Rock Coldwater
Lake 99 Meadow
Spirit Lake
Windy
Ridge Clearwater
M O U N T S T.
HELENS
NE
W
5
76
McClellan
Something to
About
Gifford Pinchot
National Forest
Area of Mount St. Helens
National Volcanic Monument
View
Information
Interstate
U.S. Highway
State Highway
Local Road
Paved U.S. Forest Service Road
Unpaved U.S. Forest Service Road
0
10
0
10
Creek
Swi
ft
SE
S
r
Rive
E
SW
rwater Cree
Clea
k
Mu ek
dd
.
NE
W
Spirit
Lake
.
y
NW
Fork Toutle R
Coldwater
Lake k
Cree
er
dwat
Co l
A picture graph can help you to organize and understand
events that take place over time. The picture graph on page 79
gives some information about volcanoes. Use the graph to
answer the following questions.
1. What does the graph show?
the major eruptions of volcanoes in the Cascade
Mountains over the past 4,000 years
7. Now you will do research in the library to learn more about
volcanoes. On a separate piece of paper, write at least two
short paragraphs about one of the following volcanic
eruptions:
• Kilauea (1983)
• Mauna Loa (1984)
• Lassen Peak (1921)
• Katmai (1912)
In your report, tell where the volcano is located and when
it erupted, the history of the volcano, and the effect on the
people who lived near the eruption.
2. In which states are these volcanoes located?
Washington, Oregon, and California
ERUPTIONS IN THE CASCADE RANGE
DURING THE PAST 4,000 YEARS
3. Of all the volcanoes shown on the map, which one has had
the most eruptions? How many has it had?
St. Helens has had the most. It has had 14 eruptions.
Outer Edge of Crater
Area of Pyroclastic Flow (Heavy
Deposits of Broken Rock)
Area of Mud Flow
Lateral Blast Area
(Tree Blow Down)
e
Smith Cr
South
N
Elk Rock
Viewpoint
rk
Tou
tle R
homes. Mudflows and ash can foul waterways.
What can picture graphs tell about natural
events?
WA S H .
Legend
JOHNSTON
RIDGE
th F
o
6. How do volcanoes cause damage?
Possible answer: The lava flow can destroy anything it
20 Miles
20 KM
DETAIL MAP SHOWING DESTRUCTION
AT MOUNT ST. HELENS MAY 18, 1980
Nor
Learn more about the science and the effects of volcanoes.
Refer to the diagram of a volcano on Appendix page 105 and the
information on pages 76 –77. Answer the following question.
contacts; gases can kill animals and human beings; the
power of an explosion can flatten whole forests and
Legend
23
25
WA S H I N G T O N
505
Read a Picture Graph
76
Area with Debris
(Trees, Rock, and Mud)
0
0
5
5
10 Miles
10 KM
4. Which volcano has had the fewest eruptions? Which has
had the most recent eruptions?
Crater Lake and Jefferson have had no eruptions.
Shasta, Lassen, and St. Helens have had the most recent.
5. About how long has it been since Newberry has last
erupted?
about 1,000 years
PACIFIC
OCEAN
OREG.
CALIF.
Baker
Glacier Pk.
Rainer
St. Helens
Adams
Hood
Jefferson
Three Sisters
Newberry
Crater Lake
Medicine Lake
Shasta
Lassen
4,000
SOURCE: Based on information from the U.S. Forest Service and U.S. Geological Survey
3,000
2,000
1,000
Number of Years Ago
200 0
SOURCE: Based on information from the U.S. Geological Survey
77
Spectrum Geography
Grade 4
122
78
79
Answer Key
704659 INT sec4.qxp_Layout 1 4/10/20 3:55 PM Page 123
Answer Key
LESSON
Refer to the map and answer the following questions.
1. Which trail leads to Happy Camp? Name the camps you
would pass through on the way from Dyea to Happy Camp.
Chilkoot Trail leads from Dyea to Happy Camp. Finnigan’s
Point, Canyon City, Pleasant Camp, and Sheep Camp
14 Opsrhmoi Ehzirxyviw
and the scales are on the way.
2. About how far is it from Dyea to Chilkoot Pass? From Dyea
to Bennett?
Dyea to Chilkoot Pass: 16 miles; Dyea to Lake Bennett:
33 miles.
Something to
Why did people leave their homes to risk
danger in the wilderness?
1
–
2
About
3. Which trail is the shortest route to Bennett?
Chilkoot Trail
Answer these questions about the Klondike Gold Rush and
the people who traveled to the Yukon. If necessary, do some
library research to help answer the questions.
4. Which trail does the railroad line follow?
The railroad line follows White Pass Trail.
ROUTES TO THE YUKON
GOLD FIELDS
Bennett
Lake Bennett
(33 miles)
Mouth of the
Yukon River
R.
Yukon
St.
Michael
Dawson City
Pelly
ALASKA
R.
CaAll
. A . Whitehorse
na ALBERTA
d
Dyea
Skagway a R
Bering
Sea
U.S
YUKON
TERRITORY
o
NW
u
All W
ater R
oute
N
PACIFIC OCEAN
/
e
BRITISH
COLUMBIA
(25 miles)
Seattle
0
500
500
1000 Miles
Fraser
Sheep
Camp
Pleasant
Camp
(10.5 miles)
Canyon City
White Pass
DEAD HORSE
G U LT C H
Finnigan’s
Point
White Pass City
(4.8 miles)
Legend
White Pass &
Yukon Railroad
White Pass Trail
Chilkoot Trail
Rivers
Warden Station
including adventurers and people hoping to provide for
their families. Most were not well prepared. Many did
not have adequate supplies. Some drowned or died from
(7.8 miles)
CA
1000 KM
Dyea
All Water Route
N
NW
exhaustion or exposure to the cold.
NE
W
E
SW
3. Did most prospectors get rich in the gold fields?
Possible answer: No. Most prospectors found that the
best areas around Dawson City were already claimed.
Many just turned around and went home.
SE
S
Skagway
Taiya Inlet
0
0
5
5
10 Miles
10 KM
83
15 Map Skills
85
3. Where were most of the battleships in relation to Ford
Island?
They were to the east of Ford Island.
4. Name two ships close to the Arizona.
Possible answer: the Tennessee and the Vestal
Learn about the Attack on Pearl Harbor
On December 7, 1941, Japan launched a surprise attack on
the United States at Pearl Harbor, Hawaii. Almost immediately,
the Japanese damaged or sunk several U.S. ships. Ninety
minutes after the attack began, it was over.
Airfield
First Wave
of Attack
East Loc
Second Wave
of Attack
Battleships
Cruisers
Other Ships
Buildings
Oil Storage
Tanks
0
Arizona
Nevada
Vestal
(repair ship)
West Virginia
Tennessee
Utility Plane
Hangars
Oklahoma
Neosho Maryland
Patrol Plane
N
California
Hangars
Kuahua
NW
NE
New Orleans
Helena
San Francisco Naval
W
E
St. Louis
Dredge
HQ
SW
SE
Pennsylvania
Honolulu Submarines
S
and Tenders
Destroyers and
Oil
Minesweepers Officer
Storage
Naval
Club
Hospital
District
Navy Yard
To Hickam Airfield
Hospital Point
HQ
Roads
Water
Headquarters
5 Miles
5 KM
THE ATTACK ON PEARL HARBOR,
DECEMBER 7,1941
First wave of
attacking Japanese
aircraft, 7:55 a.m.
0
0
Oahu
Wheeler
10 KM
The attack involved
about 350 Japanese planes.
Pearl
Harbor
Ewa
Second wave of
attacking Japanese
aircraft, 8:54 a.m.
N
Kaneohe
10 Miles
1. How was the attack on Pearl Harbor a success for the
Japanese? How was it a failure?
It was successful because it caught the United States
NW
NE
W
Hickam Bellows
failed because it did not destroy the U.S. aircraft carriers
and repair facilities.
2. Why do you think the Japanese wanted to attack the ships
within the harbor rather than on the open sea?
Possible answer: It was easier to locate and attack large
numbers of ships anchored close together in the harbor.
3. In the following table, make a list of the U.S. battleships and
cruisers at Pearl Harbor during the attack.
Battleships
Refer to the map, and answer the following questions.
Spectrum Geography
Grade 4
Alea
McGrew Bay
Point
by surprise and damaged many ships and planes. It
Ford Island
Naval Air Station
L
HQ
0
Detroit
Raleigh
oc
h
Waipio
Peninsula
h
Phoenix
Pearl City
e
dl
Mid
The Japanese planes were launched from large ships with
flat tops called aircraft carriers. The main targets at Pearl
Harbor were the U.S. aircraft carriers. Fortunately for the United
States, the carriers were away during the attack. The Japanese
also failed to destroy oil tanks and ship repair facilities at Pearl
Harbor. These later became very important to the U.S. war
effort.
What can a war memorial tell about history?
About
Answer these questions about the attack on Pearl Harbor.
Refer to Appendix page 106 and the information on the previous
pages of this lesson.
PEARL HARBOR JUST
BEFORE THE ATTACK
Legend
War II and
15 World
Pearl Harbor
Something to
5. What does the map tell you about the way U.S. battleships
and cruisers are named?
Battleships are named for states and cruisers for cities.
In the 1930s, Japan attacked and conquered parts of China
and Southeast Asia and many islands in the Pacific Ocean.
During this time, Japan wanted to stop the powerful U.S. Pacific
Fleet.
1. From what general direction did the Japanese planes
approach the island of Oahu?
The Japanese attacked from the north.
LESSO N
2. Which airfields did the Japanese attack on Oahu?
Wheeler, Ewa, Hickam, Bellows, and Kaneohe
Build Your
The attack sunk or damaged 21 U.S. ships. It also damaged
or destroyed 323 U.S. airplanes. About 2,400 American
servicemen were killed in the attack, along with many civilians.
Most of the damaged U.S. ships were later repaired and used in
battle against Japan.
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84
LESSON
88
routes, and so it cost more money.
7. Why do you think that the Chilkoot Trail is a popular
destination for tourists today? Why is this area such an
important part of the cultural history of both Canada and
Alaska?
Answers will vary.
2. What kinds of people do you think became prospectors? Do
you think they were well-prepared for life in the gold fields?
Possible answer: All kinds of people went to the Klondike,
(15 miles)
(11.75
miles)
CANADA
UNITED STATES
0
Seattle. Also, those providing transportation by ship.
6. One of the routes shown on the maps on page 83 was
known as a “rich person’s route” to the Yukon. Which route
do you think it was? Why?
The All-Water Route was the “rich person’s route.”
Travel time on this route was much longer than the other
(20.5 miles)
The Scales
WA
rocker boxes, gold pans, blowers, and sluice boxes.
5. Who else besides prospectors might have made money
from the Klondike Gold Rush?
Possible answer: Guides or merchants selling supplies
to prospectors in or near the gold fields or in cities like
quickly exhausted. Also, some drowned on their way
down the Yukon River toward Dawson City.
Log Cabin
Happy Camp
(16.5 miles)
CHILKOOT
PA S S
Vancouver
Victoria
SE
S
Lindeman City
UNITED
S TAT E S
E
SW
CANADA
OR
NE
W
t
Juneau
Peace R. e
y
wa ut
ag o
S k ea R
Dy
Gulf of
Alaska
A l e u t i a n
I s l a n d s
Lake Lindeman
NORTHWEST
TERRITORIES
Nome
1. What do you think it was like for the prospectors who
crossed the mountains from Skagway and Dyea to the gold
fields? What hardships did they face?
Possible answer: It was often very cold and dangerous
in the mountain passes. Horses and prospectors were
4. What tools did miners use to search for gold?
The basic tools used in the Klondike Gold Rush were
E
SW
Cruisers
Pennsylvania, Arizona, Nevada,
Oklahoma, Tennessee, California,
Maryland, West Virginia
New Orleans, San Francisco,
Raleigh, Detroit, Phoenix,
Honolulu, St. Louis, Helena
SE
S
89
90
Answer Key
123
704659 INT sec4.qxp_Layout 1 4/9/20 11:39 AM Page 124
Answer Key
4. A memorial is something that helps us remember a person
or important event. A memorial to the USS Arizona sits
today in Pearl Harbor. Why do you think special attention is
given to the Arizona?
Possible answer: More lives were lost on the Arizona
than on any other ship at Pearl Harbor. It is important to
remember what happened, not only to honor the memory
of those who died, but to try to make sure such an attack
never happens again.
Do some research to find a war memorial in or near your
community. Answer the following questions. If necessary, use a
separate piece of paper for your answers.
5. What people or events does the memorial honor? When did
these events take place?
Answers will vary.
6. What does the memorial tell about the people who fought
in battle?
Answers will vary.
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Spectrum Geography
Grade 4
124
Answer Key
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