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Social
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World Cultures and Geography
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Program Resources
Unit 5
Includes:
■ Reading Skills and Strategies Support
■ Vocabulary Practice
• Lesson Planner and Teacher Resource
CD-ROM
• eSocial Studies Book
• eTeacher’s Edition
• Audio Student’s Book with Primary
Sources and Songs MP3 CD
• Education Place®
Unit 5: North Africa and
Southwest Asia
http://www.eduplace.com/ss/
■
Social Studies Skills Support
Map and Graph Practice
Chapter 16: North Africa
and Southwest Asia Today
(A)
Unit 5 Almanac Map Practice
119
(A) Lesson
1 Reading Skill and Strategy 132
(A)
Unit 5 Data File Practice
120
(A) Lesson
1 Vocabulary/Study Guide
(A) Lesson
2 Reading Skill and Strategy 134
(A) Lesson
2 Vocabulary/Study Guide
Chapter 15: North Africa and
Southwest Asia: Land and History
133
135
(A)
Lesson 1 Reading Skill and Strategy 121
(A)
(A)
Lesson 1 Vocabulary/Study Guide
(A) Lesson
3 Reading Skill and Strategy 137
(A)
Skillbuilder: Compare Climate and
Vegetation Maps
(A) Lesson
3 Vocabulary/Study Guide
(A) Lesson
4 Reading Skill and Strategy 139
(A) Lesson
4 Vocabulary/Study Guide
(A)Lesson
5 Reading Skill and Strategy 141
(A) Lesson
5 Vocabulary/Study Guide
122
123
(A)
Lesson 2 Reading Skill and Strategy 124
(A)
Lesson 2 Vocabulary/Study Guide
(A)
Lesson 3 Reading Skill and Strategy 126
(A)
Lesson 3 Vocabulary/Study Guide
(A)
Lesson 4 Reading Skill and Strategy 128
(A)
Lesson 4 Vocabulary/Study Guide
(A)
Lesson 5 Reading Skill and Strategy 130
(A) Lesson
Visit Education
■
5 Vocabulary/Study Guide
125
Skillbuilder: Read a Historical Map
127
129
131
For more support, see the
Grade Level Resources folder.
Place
www.eduplace.com
Organized for the Way You Teach
136
138
140
142
Table of Contents
Name
Date
UNIT 5
Almanac Map Practice
NORTH AFRICA AND SOUTHWEST ASIA: PHYSICAL
TURKEY
Se
a
250
Mt. Ararat
16,945 ft.
(5,165 m)
500
ATLANTIC
OCEAN
TUNISIA
CYPRUS
Mediterranean Sea LEBANON
MOROCCO
ISRAEL
R
EGYPT
G
f
Gu
lf o
f Om
an
OMAN
Se
a
7,000 ft. (2,000 m)
ul
ARABIAN
PENINSULA
d
Re
RT
10,000 ft. (3,000 m)
A
UNITED
ARAB
EMIRATES
n
A
IRAQ
JORDAN
SAUDI
ARABIA
QATAR
KUWAIT
ia
H
IRAN
r
rs
A
Mt. Damavand
18,934 ft.
(5,771m)
Pe
S
LEGEND
E
Mt.
Mt. Hermon
Hermon up
9,232
9,232 ft.
ft. R
(2,814m)
iv
(2,814m)
Nile R .
WESTERN SAHARA
(Morocco)
LIBYA
E SE
ND
YA
LIB
ALGERIA
SYRIA
ve s
is Ri
Tigr
ate
hr er
mi 0
500
pia n
km 0
Sea
C as
Black
SUDAN
3,000 ft. (1,000 m)
YEMEN
o
G ulf
600 ft. (200 m)
0 ft. (0 m)
fA
de
n
INDIAN
OCEAN
Below sea level
Use the map to answer the questions and complete the activities.
Practice
1. Color the Nile River blue.
2. Is Turkey or Syria more mountainous?
3. Which two rivers flow through Iraq?
4. Draw a box around the name of the mountain directly east of Turkey.
What is its name?
How tall is the mountain?
5. Circle the name of the sea that is west of Israel and Lebanon.
6. Would you say that most of Saudi Arabia is below sea level, at sea
level, or above sea level?
Apply
7. Choose one country from this unit. Work with a partner to make a
relief model of that country from clay. Use the map’s elevation key as
your guide.
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Use with World Cultures and Geography, p. 412
Table of Contents
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Date
UNIT 5
Data File Practice
100
300
80
250
200
60
150
40
100
20
0
50
Cyprus
Sudan
Morocco
Bahrain
Egypt
0
Doctors per 100,000 people
Literacy rate (percentage)
Literacy Rate Compared to Number of Doctors
Country
Literacy rate
Doctors per
100,000 people
Practice
1. Complete the graph that compares information about the literacy rate
and doctors per 100,000 people in several countries in North Africa
and Southwest Asia. Find the information in the Data File of your text
on pages 414–417.
2. What conclusions can you draw based upon the literacy rate of a
country and the number of doctors per 100,000 people?
3. Which country is the exception to your conclusion about the
relationship between literacy rate and doctors per 100,000 people?
Why do you think this exception occurs?
Application
4. Use the back of this page to create a similar bar graph that compares
different countries than the ones already studied. When you are finished,
compare the new graph with the old one. Do you want to change any of
the conclusions you drew based on the first graph? Join a small group,
and compare results. How have the new graphs affected your views?
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Use with World Cultures and Geography, pp. 414–417
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CHAPTER 15, LESSON 1
Reading Skill and Strategy
Reading Skill: Main Idea and Details
This skill helps you understand ideas by seeing how they are related.
Read “Rivers and Deserts.” Write the details that support the main idea.
1.
2.
Water and the lack
of it have shaped the
geography and culture
of North Africa and
4.
Southwest Asia.
3.
Reading Strategy: Monitor and Clarify
5. Read “Rivers and Deserts.” Which sentence best explains how rivers
create fertile soil? Put a checkmark (√) next to your answer.
Much of the soil in North Africa and Southwest Asia has lots of
salt or sand.
Hunter-gatherers became farmers when they learned to raise
their own food.
When rivers flood, they leave behind fertile soil from other places.
6. What can you learn from studying the photographs on page 422?
Put a checkmark (√) next to your answer.
how farmers make the soil more fertile
how farmers bring water to desert land
how oil is exported to other countries
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Use with World Cultures and Geography, pp. 420–423
Table of Contents
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Date
CHAPTER 15, LESSON 1
Vocabulary and Study Guide
Vocabulary
If the statement is true, write true on the line. If it is false, change the
underlined word or words to make it true.
1. Fertile soil provides nutrients that plants need to grow.
2. For 99 percent of the time human beings have been on Earth,
they have been farmers.
3. The process of bringing water to dry land is called irrigation.
Study Guide
The names of important bodies of water in North Africa and Southwest
Asia are listed below. Write each one in the correct blank.
Dead Sea
Euphrates River
Persian Gulf
Mediterranean Sea
Nile River
Red Sea
Tigris River
4. This river flows from east central Africa to the Mediterranean in
northeast Egypt. This river is called the
.
5. These two rivers flow from Turkey to the southeast into the Persian
Gulf. The names of these rivers are the
the
and
.
6. This sea is the largest body of water in the region of North Africa and
Southwest Asia. This sea is the
.
7. This “colorful” sea has long been an important trade route in the
region. The name of this sea is the
.
8. This salty lake in Israel is the lowest place on Earth. Its name is the
.
9. This body of water is in the middle of the oil-producing area of
Southwest Asia. Its name is the
.
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122
Use with World Cultures and Geography, pp. 420–423
Table of Contents
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Date
CHAPTER 15
Skillbuilder: Compare Climate
and Vegetation Maps
CLIMATE MAP OF SUDAN
VEGETATION MAP OF SUDAN
i t e N i le
Wh
Wh
SUDAN
Nile
ue
Bl
Nile
ue
Bl
SUDAN
i t e N i le
N
Mountains/Barren Land
Forest
Grassland
Desert
Semidesert
Semiarid
Desert
Tropical wet and dry
Practice
1. Which climate regions are in Sudan?
2. What are the main types of vegetation found in Sudan?
3. Based on the information shown on the maps, which climate supports
forest vegetation?
4. The semidesert vegetation of Sudan is found in which climate zone?
Apply
5. Write a paragraph summarizing how the climate relates to location in
Sudan. Use words such as north, central, and south.
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Use with World Cultures and Geography, pp. 424–425
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Date
CHAPTER 15, LESSON 2
Reading Skill and Strategy
Reading Skill: Problem and Solution
This skill helps you describe a problem a group of people faced and
understand how they resolved it.
1. Read “The Fertile Crescent.” Write two problems the ancient
Sumerians faced in the boxes on the left. In the boxes on the right, tell
how building city-states solved these problems.
Problems:
Solutions:
Reading Strategy: Monitor and Clarify
2. Read “The Class System.” In which class were Mesopotamian
workers, such as farmers? Put a checkmark (√) next to your answer.
Top
Middle
Bottom
3. Many enslaved people could become free by
.
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Date
CHAPTER 15, LESSON 2
Vocabulary and Study Guide
Vocabulary
Circle the letter of the term that best completes each sentence.
1. The Sumerians developed one of the first systems of writing called
A. ziggurat.
B. cuneiform.
C. papyrus.
D. scribes.
2. The temple was built on a pyramid-shaped tower called a
A. cuneiform.
B. scribe.
C. pharaoh.
D. ziggurat.
3. People who were trained to be record keepers for the temple, the
royal government, and the business world were called
A. hunter-gatherers.
B. pharaohs.
C. scribes.
D. papyrus.
4. A system that divides people into social groups from highest to lowest
is known as
A. a class system.
B. irrigation.
C. a city-state.
D. a pyramid.
Study Guide
Match each description in the left column to the term it describes in the
right column. Write the correct letter on the line.
5. early writing from which
cuneiform developed
A. city-state
6. name given to Mesopotamia that
describes its shape and rich soil
B. Enlil and Utu
7. the first people to live in
Mesopotamia
C. Fertile Crescent
8. a city and the areas it
controls
D. pictographs
9. most important gods of
Mesopotamia
E. Sumerians
F. skilled workers
10. people who specialized in a
craft, such as pottery
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CHAPTER 15, LESSON 3
Reading Skill and Strategy
Reading Skill: Draw Conclusions
This skill helps you figure out things the writer does not state directly.
Read “Ancient Egypt and the Nile.” Read the facts in the small boxes
below. Use the facts to complete the conclusion in the large box about
the Nile River and Egypt’s development.
The Nile brought
fertile soil to
Egypt.
1.
The Nile made
travel easy.
The Nile gave
Egypt resources
for making
building materials
and paper.
Without the Nile River,
Reading Strategy: Monitor and Clarify
2. To review information about pyramids, you should reread the lesson
section titled
.
3. On the lines below, write one question you had after you finished
reading.
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Use with World Cultures and Geography, pp. 431–435
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CHAPTER 15, LESSON 3
Vocabulary and Study Guide
Vocabulary
Match the definition in the second column with the word in the first
column. Write the correct letter on the line.
1. pharaoh
A. paperlike material of ancient Egypt
2. hieroglyphics
B. writing system that uses pictographs
3. papyrus
C. king of ancient Egypt
4. pyramid
D. huge tomb for pharaohs
Study Guide
Below are some general statements about ancient Egypt. Read each
statement. Then write three details from the section that support the
statement.
5. The Nile River was of great use to the people of ancient Egypt.
A.
B.
C.
6. Despite challenges, the people of ancient Egypt were great builders.
A.
B.
C.
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Use with World Cultures and Geography, pp. 431–435
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CHAPTER 15, LESSON 4
Reading Skill and Strategy
Reading Skill: Categorize
This skill helps you understand and remember what you have read by
organizing facts into related groups, or categories.
1. Read Lesson 4. Categorize the words below by writing them on the
line next to the religion that best matches them. Use the category
Other for words that do not fit into the rest of the categories. Write
these words: Abraham, Ancient Egyptians, Gospels, Jesus, Muslim,
polytheism, Qur’an, Yahweh.
Judaism
Christianity
Islam
Other
Reading Strategy: Monitor and Clarify
2. If you wanted to remember Muslim beliefs, which section would
you reread?
3. Explain how to locate the answer to this review question: What role
did Jesus’ disciples play in establishing Christianity?
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Use with World Cultures and Geography, pp. 438–441
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Date
CHAPTER 15, LESSON 4
Vocabulary and Study Guide
Vocabulary
Write the term that best completes each sentence. You will use one word
two times.
monotheism
polytheism
1. Christianity is a form of
.
2.
is the belief in many gods.
3.
is the belief in one god.
Study Guide
Each statement below tells about one of the three major religions of
Southwest Asia.
• Write Judaism on the blank if the statement refers only to Judaism.
• Write Christianity on the blank if the statement refers only to
Christianity.
• Write Islam on the blank if the statement refers only to Islam.
• Write all three on the blank if the statement refers to all three
religions.
4. A believer is called a Muslim.
5. It began in Southwest Asia.
6. It was first led by a single person.
7. It was spread by the disciples of Jesus.
8. It was founded by Muhammad.
9. It has sacred writings.
10. It is a form of monotheism.
11. Its story is the story of exile.
12. Another name for its leader is the Greek
word for “messiah.”
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Use with World Cultures and Geography, pp. 438–441
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CHAPTER 15, LESSON 5
Reading Skill and Strategy
Reading Skill: Sequence
This skill helps you understand the order in which events happened.
Read “The Ottoman Empire.” Write three important events in the order in
which they happened on the chart below.
1.
2.
3.
Reading Strategy: Monitor and Clarify
4. Write one thing that you were confused about as you read the lesson
for the first time.
5. How did you clarify the confusing idea?
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Use with World Cultures and Geography, pp. 442–445
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Date
CHAPTER 15, LESSON 5
Vocabulary and Study Guide
Vocabulary
Circle the letter of the term that best completes each sentence.
1. A government ruled by a religious leader is known as a
A. polytheism.
B. Christianity.
C. theocracy.
D. caliph.
2. The title of a Muslim ruler that was used from 632 until 1924 is
A. caliph.
B. king.
C. pharaoh.
D. emperor.
Study Guide
Use sentences from the box to complete the chart.
The caliphs created a vast
trading system.
The Ottomans made
Constantinople their capital.
Knowledge of the ancient
world was preserved.
The caliphs introduced
Islamic culture to Spain.
Muhammad’s associates
elected a caliph.
Suleiman I established a
system of laws throughout
the Ottoman Empire.
Cause
Effect
Muhammad died without choosing someone
to finish his work.
3.
4.
Islamic ideas spread.
Muslims collected and translated important
books and papers.
5.
The caliphs conquered Christian Spain.
6.
7.
Suleiman I is called “The Lawgiver” by
Muslims.
8.
Sinan transformed Christian Constantinople
into an Islamic capital.
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CHAPTER 16, LESSON 1
Reading Skill and Strategy
Reading Skill: Sequence
This skill helps you understand the order in which events happened.
1. Read “Wars in the Region.” Write major events from the section in the
order in which they occurred.
1980
1988
1990
1991
Reading Strategy: Predict and Infer
2. You read on page 453 that Saddam Hussein was an “absolute ruler.”
You also read that even though Iraq lost the Persian Gulf War,
Hussein remained in power. Look at the photo on page 454. What
does the photo lead you to predict about Hussein’s relationship to
Iraq today? Put a checkmark (√) next to your answer.
Saddam Hussein is still absolute ruler of Iraq.
Saddam Hussein is no longer in power.
3. Read pages 453–454. Which statement from the book confirms or
disproves your prediction? Put a checkmark (√) next to your answer.
On April 9, 2003, U.S. forces gained control of Baghdad and
toppled Hussein’s regime.
By early May 2003, President Bush announced that combat
operations in Iraq had ended.
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Use with World Cultures and Geography, pp. 450–454
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Date
CHAPTER 16, LESSON 1
Vocabulary and Study Guide
Vocabulary
Circle the letter of the correct definition of mandate.
A. a pilgrimage to Mecca
B. exchange of one benefit for another
C. a country placed under the control of another power
Use the word mandate in your own sentence.
Study Guide
The events below are listed out of sequence. Write the date of each event.
Then rewrite the events in the order in which they occurred. One is done
for you.
1. Ayatollah Khomeini takes over the government of Iran.
2. PLO is formed.
3. First Arab-Israeli War
late 1800s
4. Jews begin migrating to Palestine.
5. Persian Gulf War
6. Palestinian uprising breaks out again.
7. PLO recognizes Israel’s right to exist.
1. Jews begin migrating to Palestine.
2.
3.
4.
5.
6.
7.
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Use with World Cultures and Geography, pp. 450–454
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CHAPTER 16, LESSON 2
Reading Skill and Strategy
Reading Skill: Classify
This skill helps you understand and remember what you have read by
organizing facts into groups, or categories.
1. Read “The Importance of Oil.” Then use the chart to classify the
following countries according to whether they mostly sell oil or
mostly buy oil: France, Great Britain, Iran, Iraq, Kuwait,
Saudi Arabia, United States.
Oil Sellers
Oil Buyers
Reading Strategy: Predict and Infer
2. Look at the illustration “The Five Pillars of Islam” on page 442. Then
read the heading and Main Idea on page 457. Put a checkmark (√)
next to the statement that is most likely to tell about something you
will read in this section.
Muslims work hard every day to sell oil.
The teachings of Islam are part of the region’s culture.
The people in this region pray to many different gods every day.
3. Use “The Five Pillars of Islam” and the picture caption on page 457 to
complete this sentence:
Mecca is a busy city because
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Use with World Cultures and Geography, pp. 455–459
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Date
CHAPTER 16, LESSON 2
Vocabulary and Study Guide
Vocabulary
Write the term that best describes each statement.
primary product
petrochemical
secondary product
1. raw material used to manufacture other products
2. something made from crude oil or natural gas
3. a good manufactured from primary products
Study Guide
Read each statement below. Write T if the statement is true. If the
statement is false, write F and rewrite it correctly on the line below.
4. All oil is found in Southwest Asia and North Africa.
5. Saudi Arabia is the world’s largest oil-producing country.
6. OPEC was formed by four countries in Southwest Asia.
7. OPEC is powerful because the world is dependent on oil.
8. The dominant religion in Southwest Asia and North Africa
is Islam.
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CHAPTER 16
Skillbuilder: Read a
Historical Map
UNITED NATIONS PARTITION, 1947
LEBANON
SYRIA
Haifa
Afula
Mediterranean
Sea
Tel Aviv
TRANSJORDAN
Jerusalem
Gaza
Beersheba
Proposed Jewish state
Proposed Arab state
International zone
British control
French control
EGYPT
0
20 miles
0
30 kilometers
Jewish settlements
in Arab regions
Practice
1. According to the map, which European nations had control of land in
Syria and Egypt in1947?
2. Which city was part of the international zone?
3. The proposed Arab state was divided into how many distinct areas?
4. The city of Tel Aviv was part of which proposed state?
Apply
5. Write a complete summary of the information shown on the map.
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CHAPTER 16, LESSON 3
Reading Skill and Strategy
Reading Skill: Main Idea and Details
This skill helps you understand ideas by seeing how they are related.
1. Read “Rights for Women.” Read the main idea in the large rectangle
below. Write details from the paragraph that support the main idea in
the smaller rectangles.
Between 1922 and 1956, Egyptian women won new rights.
Reading Strategy: Predict and Infer
2. Think about what you know about dams and their purpose. Then
study the map and photo on page 463. Fill in the blanks to predict
what you might learn from reading about the Aswan High Dam.
The Aswan Dam
the Nile’s yearly floods but
also made the surrounding soil
fertile.
3. What inference about the city of Cairo can you make from viewing the
photo of the new city on page 466?
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Use with World Cultures and Geography, pp. 462–467
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CHAPTER 16, LESSON 3
Vocabulary and Study Guide
Vocabulary
Circle the letter next to the term that best completes each sentence.
1. Peasant farmers of Egypt are known as
A. Kurds.
B. fellahin.
C. Muslim Brotherhood.
D. Ramadan.
2. The exchange of one benefit for another is a
A. mandate.
B. haj.
C. radeoff.
D. kibbutz.
Study Guide
Read each clue and answer the question. Write your answer on the line.
3. CLUE: I connect the Mediterranean Sea and the Red Sea.
What am I?
4. CLUE: We seized control of Egypt around 1250 and ruled it until
1517.
Who are we?
5. CLUE: I became king of Egypt in 1936.
Who am I?
6. CLUE: I was built in 1956 to control Nile River floods and produce
electricity.
What am I?
7. CLUE: We gained the right to vote in 1956.
Who are we?
8. CLUE: I am a major primary product grown in Egypt since the 1860s.
What am I?
9. CLUE: I am the largest city in Africa.
What am I?
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Use with World Cultures and Geography, pp. 462–467
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CHAPTER 16, LESSON 4
Reading Skill and Strategy
Reading Skill: Cause and Effect
This skill helps you see how one event can be related to another, either
by causing it or by resulting from it.
1. Read “The People of Israel.” Then write the letter of each statement
below on the organizer to show whether it is a cause (small boxes),
or an effect (large box).
A. New immigrants wanted to own land.
B. New immigrants were able to share expenses.
C. Israeli immigrants invented a new kind of community,
called a kibbutz.
D. Families needed group child care so women could work.
Reading Strategy: Predict and Infer
2. Read the photo caption on page 472. Predict what you will learn
about the role of women in Israel’s daily life.
3. Read the statistics about Arab Israelis in government on page 471.
What can you infer about Arab influence on laws and government?
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Use with World Cultures and Geography, pp. 470–473
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Date
CHAPTER 16, LESSON 4
Vocabulary and Study Guide
Vocabulary
Write the term that best completes each sentence. One of the terms will
not be used.
territory
kibbutz
secular
1. Most of Israel’s Jews are
, meaning that religious
practices play a less important role in their lives.
2. A
everything.
is a farming village whose members own
Study Guide
Use the list of words, phrases, and dates below. Complete each sentence.
1948
270
Golda Meir
Jews
Judaism
kibbutzim
Palestinian Arabs
Zionism
In the late 1800s, many (3)
began to
return to the place they considered their homeland, which many
called Zion. The movement that encouraged them was called
(4)
. Many of these new arrivals settled in
communities called (5)
(6)
. About
of these communities still exist in Israel.
The State of Israel was established in (7)
.
The official state religion of Israel is (8)
.
About 20 percent of Israelis, however, are (9)
.
Women have many rights in Israel. One woman, (10)
,
served as Israel’s prime minister from 1969 to 1974.
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CHAPTER 16, LESSON 5
Reading Skill and Strategy
Reading Skill: Compare and Contrast
This skill helps you understand how historical events or people
are different.
1. Read “A Powerful Ruler.” Then fill in the chart to compare and
contrast ancient Turkish traditions with modern western ways.
Turkish Traditions
Western Ways
Reading Strategy: Predict and Infer
2. Study the photograph near the heading “Changes Brought by
Modernization.” Read the caption. Make a prediction about something
you will probably learn in this section.
3. Read “Rights and Freedoms Today.” Think about what you know about
the African American struggle for civil rights in the United States in
the 1960s. Make an inference about the position of the Kurds in
Turkish society today.
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Use with World Cultures and Geography, pp. 474–477
Table of Contents
Name
Date
CHAPTER 16, LESSON 5
Vocabulary and Study Guide
Vocabulary
Circle the letter of the correct definition of Grand National Assembly.
A. the name given to Mustafa Kemal
B. the exchange of one benefit for another
C. Turkey’s first legislature organized by Mustafa Kemal
Use Grand National Assembly in a sentence of your own.
Study Guide
Read the statements about Turkey below. Each states a fact that is also a
problem. Write why the fact is a problem on the lines below.
1. Turkey is part of two continents, Europe and Asia. What problems
might this cause?
2. Mustafa Kemal Atatürk quickly closed all institutions founded on Islamic
law, even though Islamic law had shaped Turkish life for 1,000 years.
3. The Turkish Constitution promises freedom, but the government
sometimes limits freedoms, such as freedom of the press.
Unit Resources
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Use with World Cultures and Geography, pp. 474–477