Instructional Guide
Sixth Grade Social Studies
Textbook References: World Cultures and Geography: Western Hemisphere and Europe
McDougall Littell 2003
Objectives from the Standard Course of Study are integrated throughout the year. The first use of the SCOS objective in this guide
spells out the objective. Subsequent references are by number only. .
UNIT 1: GEOGRAPHY FOUNDATION
TIMEFRAME: 5 days
ESSENTIAL QUESTIONS,
ESSENTIAL TASKS,
RECOMMENDED
SCOS GOALS AND
RESOURCES
AND
BENCHMARKS, AND
STRATEGIES, PROJECTS,
OBJECTIVES
ASSESSMENT
SKILLS
CONNECTIONS
1.01 Create maps, charts, graphs,
 How can the 5 themes of
 5 Themes of Geography
 http://www.classzone.com/books/wc_easter
databases, and models as tools to
n/index.cfm and enter the
geography be used as an
graphic organizer
illustrate information about
Teacher Access Code in your
organizational tool for
 “Movement Scavenger
different people, places and regions
Teacher’s Edition of the
studying the regions of
Hunt” In pairs, students
in South America and Europe.
textbook.
Europe and South America?
check the “Made In…” label
1.02 Generate, interpret, and
 http://www.lib.ncsu.edu/livin
on all of their belongings,
 How does geography
manipulate information from tools
ginourworld/lessons.htm for
(location and physical
record the nations, and then
such as maps, globes, charts,
free materials and resources
characteristic) affect our
on map draw arrows from all
graphs, databases, and models to
from Living in Our World by
lives?
nations to NC.
pose and answer questions about
North Carolina State
space and place, environment and
 How do maps illustrate
 Map skills activities
society, and spatial dynamics and
University.
information about different
reviewing basic concepts
connections.
 Textbook – Unit 1, chapters
places and regions?
such as cardinal and
13.03 Examine the role and
1and 2
intermediate directions,
 How do we distinguish
importance of foreign-owned
legends, and
 NGS videos –
between physical and
businesses and trade between North
latitude/longitude
political maps and the
 The Five Themes of
Carolina and the nations of South
coordinates.
information
each
provides?
Geography and Latitude and
America and Europe, and evaluate
Longitude
the effects on local, state, regional,
and national economies and
cultures.
UNIT 2: Ancient Greece and Ancient Rome
TIMEFRAME: 10 days
1
SCOS GOALS AND
OBJECTIVES
Goals 7 and 8
COMPETENCY GOAL 3: The
learner will analyze the impact of
interactions between humans and
their physical environments in
South America and Europe.
3.01 Identify ways in which people
of selected areas in South America
and Europe have used, altered, and
adapted to their environments in
order to meet their needs, and
evaluate the impact of their actions
on the development of cultures and
regions.
3.04 Describe how physical
processes such as erosion,
earthquakes, and volcanoes have
resulted in physical patterns on the
earth's surface and analyze their
effects on human activities.
4.01 Describe the patterns of and
motives for the migrations of
people, and evaluate their impact on
the political, economic, and social
development of selected societies
and regions.
4.03 Examine key ethical ideas and
values deriving from religious,
artistic, political, economic, and
educational traditions, as well as
their diffusion over time, and assess
their influence on the development
of selected societies and regions in
South America and Europe.
9.01 Trace the historical
development of governments
including traditional, colonial, and
national in selected societies and
ESSENTIAL QUESTIONS,
BENCHMARKS, AND
SKILLS
 How have the achievements of
the Ancient Greeks and
Romans influenced culture,
science, and politics in the
world today?
 Historically, who were the key
figures and what were the key
events of these ancient
civilizations?
 How did the expansion of the
Roman Empire influence
modern day Europe?
 What is the significance of
societies changing from a
polytheistic culture to a
monotheistic one?
ESSENTIAL TASKS,
STRATEGIES, PROJECTS,
CONNECTIONS
 Map activity on the expansion
of the Roman Empire
 Research Project on
innovations of the Ancient
Greeks and Romans that still
affect us today. (example:
aqueducts, roads, ancient “air
conditioning,” architectural
elements).
 Art integration project with
Greek pottery
 Language Arts integration
with the following: 1) a unit
on mythology and 2) activity
on Greek and Latin roots in
English 3) Fictional story in
the Holt literature book, “The
Dog of Pompeii.”
 Science integration of planet
names and constellations.
 Comparison T chart of
Greece’s “direct democracy”
and Rome’s republic and
correlation to US/European
democracies.
 Create a colored map of
Europe based on a root words
languages chart. Analyze the
Roman Empire’s influence on
today’s languages by
examining the Latin roots.
RECOMMENDED
RESOURCES AND
ASSESSMENT
 Current Text book Chapter 10
 Former textbook,
 Living in Our World: Europe
and Northern Asia, chapter 3
2
assess the effects on the respective
contemporary political systems.
12.03 Identify examples of cultural
borrowing, such as language,
traditions, and technology, and
evaluate their importance in the
development of selected societies in
South America and Europe.
13.02 Describe the diverse cultural
connections that have influenced
the development of language, art,
music, and belief systems in North
Carolina and the United States and
assess their role in creating a
changing cultural mosaic.
UNIT 3: Middle Ages, Renaissance, Reformation
TIMEFRAME: 5 days
3
SCOS GOALS AND
OBJECTIVES
1.01, 4.03, 9.01, 13.02
Goals 7 and 8
1.03 Use tools such as maps,
globes, graphs, charts, databases,
models, and artifacts to compare
data on different countries of South
America and Europe and to identify
patterns as well as similarities and
differences among them.
9.02 Describe how different types
of governments such as
democracies, dictatorships,
monarchies, and oligarchies in
selected areas of South America
and Europe carry out legislative,
executive, and judicial functions,
and evaluate the effectiveness of
each.
11.02 Examine the basic needs
ESSENTIAL QUESTIONS,
BENCHMARKS, AND
SKILLS
 How did the cultural and
governmental developments
of the Middle Ages affect
life in Europe today?
 What were the key
accomplishments of the
Renaissance period that
continue to inspire artists,
writers, and thinkers of
today?
 What effect did the
Reformation have on current
religious beliefs in Europe
and the United States (and
NC)?
ESSENTIAL TASKS,
STRATEGIES, PROJECTS,
CONNECTIONS
 Feudal Society worksheet

 Art integration with study of
great Renaissance painters
and sculptors.

 Create timeline of key events
throughout the Renaissance/
Reformation period
 Create map similar to
language one of last unit,
only now illustrating
dominant religions of
European nations and discuss
the correlation.
 Language arts integration
with novels such as
Catherine Called Birdie and
The Midwife’s Apprentice
RECOMMENDED
RESOURCES AND
ASSESSMENT
Current text: Chapter 10,
Section 4; Chapter 11,
Section 1
Former text book: Chapter
4, Lesson 1, 2
and wants of all human beings
and assess the influence of
factors such as environment,
values and beliefs in creating
different cultural responses.
11.04 Identify examples of
economic, political, and social
changes, such as agrarian to
industrial economies, monarchical
to democratic governments, and the
roles of women and minorities, and
analyze their impact on culture.
UNIT 4: Age of Exploration and The Industrial Revolution
TIMEFRAME: 5 days
4
ESSENTIAL QUESTIONS,
BENCHMARKS, AND
SKILLS
1.01, 3.01
 How did European
2.03 Examine factors such as
exploration and colonization
climate change, location of
affect other cultures around
resources, and environmental
the world?
challenges that influence human  How did the European
migration and assess their
revolutions in science and
significance in the development
technology help create
of selected cultures in South
modern societies throughout
America and Europe.
the world?
3.02 Describe the environmental  What were the
impact of regional activities such
environmental and cultural
as deforestation, urbanization,
lessons learned during the
and industrialization and
Industrial Revolution?
evaluate their significance to the  How did new innovations in
global community.
production and transportation
3.03 Examine the development
affect the location of
and use of tools and technologies
industry?
and assess their influence on the  How did Europe’s economic
human ability to use, modify, or
dependence on colonies
adapt to their environment.
make wars for independence
4.02 Identify the main
inevitable?
commodities of trade over time
in selected areas of South
America and Europe, and
evaluate their significance for
the economic, political and
social development of cultures
and regions.
13.01 Identify historical
movements such as colonization,
revolution, emerging
democracies, migration, and
immigration that link North
Carolina and the United States to
selected societies of South
ESSENTIAL TASKS,
STRATEGIES, PROJECTS,
CONNECTIONS
SCOS GOALS AND
OBJECTIVES






Map activity tracing pathways
of exploration and colonization
and the economic benefits
European countries received
from each colony.
Research project of famous
European explorers.
Research of
inventions/discoveries of the
Industrial Revolution
Science integration with
“Disappearing Butterflies”
activity.
Timeline research of colonies
fighting for freedom from
European Imperialism.
Research of labor law
improvements since the
Industrial Revolution.
RECOMMENDED
RESOURCES AND
ASSESSMENT



Current text: Chapter
11, Section 2 and 3,
page 42-43, Section 1 of
chapters 4, 5, 7, 8, and 9.
South America map on
p. 5
Former text: Chapter 4,
Les. 3
5
America and Europe and
evaluate their influence on local,
state, regional, national, and
international communities.
5.01 Describe the relationship
between the location of natural
resources and economic
development, and assess the impact
on selected cultures, countries, and
regions in South America and
Europe
5.03 Explain how the allocation of
scarce resources requires economic
systems to make basic decisions
regarding the production and
distribution of goods and services,
and evaluate the impact on the
standard of living in selected
societies and regions of South
America and Europe.
5.04 Describe the relationship
between specialization and
interdependence, and analyze its
influence on the development of
regional and global trade patterns.
6.02 Examine the influence of
education and technology on
productivity and economic
development in selected nations and
regions of South America and
Europe.
8.03 Identify major discoveries,
innovations, and inventions, and
assess their influence on societies
past and present.
UNIT 5: World Wars I and II and the Cold War
TIMEFRAME: 10 days
6
SCOS GOALS AND
OBJECTIVES
1.02, Goal 7, 9.01, 9.02
8.01 Describe the role of key
historical figures and evaluate
their impact on past and present
societies in South America and
Europe.
8.02 Describe the role of key
groups and evaluate their impact
on historical and contemporary
societies of South America and
Europe.
9.03 Describe how different
types of governments such as
democracies, dictatorships,
monarchies, and oligarchies in
selected areas of South America
and Europe carry out legislative,
executive, and judicial functions,
and evaluate the effectiveness of
each.
11.01 Identify the concepts
associated with culture such as
language, religion, family, and
ethnic identity, and analyze how
they both link and separate
societies.
ESSENTIAL QUESTIONS,
BENCHMARKS, AND
SKILLS
 How did feelings of
nationalism in some
European countries lead to
conflicts?
 Who were the famous and
infamous European leaders
of the 20th century and what
was each man’s role in
history?
 What was the Holocaust and
what is its effect on
European culture today?
 What are the advantages and
disadvantages to military
alliances?
 How did the roles of the US
and USSR in WWII lead to
the Cold War?
 Who were the key figures
and what were the key events
of the Cold War?









ESSENTIAL TASKS,
STRATEGIES, PROJECTS,
CONNECTIONS
Map activities 1) Germany’s
invasion of different European

nations 2) map the spread of
Communism in the 20th century.
3) Color map to show nations in

NATO and Warsaw Pact,
showing the Iron Curtain

Timeline of Hitler’s plans for
destruction of the Jews, from
discrimination, to isolation, to
death camps.
Research of famous people
during WWI or WWII (national
or military leaders)
Venn diagram comparing
socialism and fascism.
Timeline of famous WWII
battles
Political cartoon activity in
correlation with discussion on
propaganda
Censorship activity to better
understand government control
under Communism.
Research the significance of
Gorbachev and glasnost to the
end of the Cold War
Language arts integration with
use of novels like Number the
Stars or The Devil’s Arithmetic
RECOMMENDED
RESOURCES AND
ASSESSMENT
Current text: Chapter 12,
Chapter 13, section 1
Former text: Chapter 5
Videos on WWI. WWII,
Holocaust, Rise of the
USSR
UNIT 6: Northern Europe and British Isles
7
TIMEFRAME: 4 weeks
SCOS GOALS AND
OBJECTIVES
2.01 Identify key physical
characteristics such as landforms, water
forms, and climate, and evaluate their
influence on the development of
cultures in selected South American
and European regions.
6.01 Describe different levels of
economic development and assess their
connections to standard of living
indicators such as purchasing power,
literacy rate, and life expectancy.
9.04 Describe how different
governments in South America and
Europe select leaders and establish
laws in comparison to the United States
and analyze the strengths and
weaknesses of each.
10.02 Identify various sources of
citizens' rights and responsibilities,
such as constitutions, traditions, and
religious law, and analyze how they are
incorporated into different government
structures.
13.01 Identify historical movements
such as colonization, revolution,
emerging democracies, migration, and
immigration that link North Carolina
and the United States to selected
societies of South America and Europe
and evaluate their influence on local,
state, regional, national, and
international communities.
ESSENTIAL QUESTIONS,
BENCHMARKS, AND
SKILLS
 What nations make up this
region and what are the
major cities?
 What is the significance of
the North Atlantic Drift to
Northern Europe?
 How have physical features
such as peninsulas,
mountains, glaciers, and
northern latitudes affected
the people?
 Describe the differences in
the UK’s democracy and that
of the US. How do elections
differ? What is the role of a
monarch in a constitutional
monarch?
 What is the correlation, if
any, between the high
literacy rates in Northern
Europe and the high standard
of living?
 What major product might
we obtain from Northern
Europe through trade and
what is the status of their
GNPs?
ESSENTIAL TASKS,
STRATEGIES, PROJECTS,
CONNECTIONS
 Map 7 nations, capital cities,
bodies of water, and major
landforms of this region.
 5 themes worksheet
 Government/economy
fact/opinion worksheet
 Manufacturing WS
 Economic statistic WS
 Students could research how
many cities and towns in NC
are named for other locations
in Europe, especially UK.
RECOMMENDED
RESOURCES AND
ASSESSMENT


Current text: Chapter
14, section 1 and 2
Former text: Unit 2,
Chapters 6-9
UNIT 7: Western Europe
8
TIMEFRAME: 6 weeks
SCOS GOALS AND
OBJECTIVES
3.01, 3.04
6.01 Describe different levels of
economic development and
assess their connections to
standard of living indicators such
as purchasing power, literacy
rate, and life expectancy.
10.01 Trace the development of
relationships between
individuals and their
governments in selected cultures
of South America and Europe,
and evaluate the changes that
have evolved over time.
11.01 Identify the concepts
associated with culture such as
language, religion, family, and
ethnic identity, and analyze how
they both link and separate
societies.
12.03 Identify examples of
cultural borrowing, such as
language, traditions, and
technology, and evaluate their
importance in the development
of selected societies in South
America and Europe.
ESSENTIAL QUESTIONS,
BENCHMARKS, AND
SKILLS
 What are the nations that make
up this region and what are the
major cities?
 What role do organizations such
as the European Union, United
Nations, and NATO play in
Western Europe?
 Who were the key leaders of the
Western European nations and
what were their roles in history?
 How does population density
affect some areas of Western
Europe?
 Describe the important role of
industry and technology in
Western Europe and the
importance of trade.
 What are the different cultures
and languages of this region?
 Describe the reclamation process
of the Netherlands. What have
been the effects of successful
polder use and the impact of dike
breaks?
 Explain how the location of
Iceland has allowed its people to
maintain a more distinct culture
most similar to their ancestors.
What are some of the signs that
American culture has influenced
Europeans – Northern or
Western?
 Explain the importance of the
Northern European Plain to this
region.
ESSENTIAL TASKS,
STRATEGIES, PROJECTS,
CONNECTIONS
 Map Quiz
 Capital city quiz
 History matrix
 Germany/NC data gathering
activity
RECOMMENDED
RESOURCES AND
ASSESSMENT
 Current text: Chapter 14,
Section 3, 4; Chapter 13,
Section 3
 Former text: Unit 3,
Chapters 10-13
 2 worksheets involving GNP
and trade and 1 map activity
on ports of France
 2 Cultures worksheet:
languages of Switzerland,
festival in Germany.
9
UNIT 8: Mediterranean Europe
TIMEFRAME: 4 weeks
ESSENTIAL QUESTIONS,
BENCHMARKS, AND
SKILLS
SCOS GOALS AND
OBJECTIVES
4.01, 6.01, 11.04, 12.02
2.01 Identify key physical
characteristics such as
landforms, water forms, and
climate, and evaluate their
influence on the development of
cultures in selected South
American and European regions.
2.02 Describe factors that
influence changes in distribution
patterns of population, resources,
and climate in selected regions
of South America and Europe
and evaluate their impact on the
environment.
12.01 Examine the major belief
systems in selected regions of
South America and Europe, and
analyze their impact on cultural
values, practices, and
institutions.






What are the nations that
make up this region and what
are the major cities?
How have climate and
geographical terrain affected
the way of life here?
What impact has the Roman
Catholic church had on the
culture of this region
(lifestyles, celebrations,
architecture, etc)?
What industries do the
economies of these nations
depend upon?
Explain the migration of
many young people from
rural to urban areas.
What is the literacy rate and
standard of living of the
average European from the
Mediterranean region?
ESSENTIAL TASKS,
STRATEGIES, PROJECTS,
CONNECTIONS

Map and capital quiz

7 map worksheets

Precipitation graph

Economy comparison
worksheet

GNP graphing

Facts matrix

Religion bar graph
RECOMMENDED
RESOURCES AND
ASSESSMENT

Current Text: Chapter
13, sect 3

Former Text: Unit 4,
Chap. 14-17
10
UNIT 9: Eastern Europe
TIMEFRAME: 4 weeks
ESSENTIAL QUESTIONS,
BENCHMARKS, AND
SKILLS
3.02, 6.01, 9.01
 What are the nations of this
5.02 Examine the different
region and the major cities?
economic systems, (traditional,
 How has history under
command, and market),
Soviet control shaped the
developed in selected societies in
modern day Eastern Europe?
South America and Europe, and  How does standard of living
analyze their effectiveness in
in Eastern Europe compare
meeting basic needs.
to that in other regions of
6.03 Describe the effects of
Europe?
over-specialization and assess
 What physical barriers have
their impact on the standard of
hindered economic
living.
development in some areas
10.03 Describe rights and
of this region?
responsibilities of citizens in
 Describe the environmental
selected contemporary societies
effects of Soviet control
in South America and Europe,
industries.
comparing them to each other
 How have the political
and to the United States.
boundary changes of the past
contributed to a struggle for
cultural identity in this
region?
 Explain how Eastern
European industries have had
to overcome the backwards,
over-specialization practices
under Soviet control to catch
up with 21st century
technology.
 Compare the individual
rights in Eastern Europe
under Soviet control and
today.
SCOS GOALS AND
OBJECTIVES
ESSENTIAL TASKS,
STRATEGIES, PROJECTS,
CONNECTIONS
 Map and capital quiz
 2 map activities on the
changing of national borders
and government control.
 Poland timeline
RECOMMENDED
RESOURCES AND
ASSESSMENT
 Current text: Chapter 13,
Sec. 1,2
 Chapter 14, Sec. 5
 Former text: Unit 5, Chap
18-21
 Bohemia worksheet
 Matrix of Eastern European
ethnic groups
 Venn diagram of freedoms
exercised today that were not
available under Soviet rule.
11
UNIT 10: Russia and the former Soviet Republics
TIMEFRAME: 6 Weeks
ESSENTIAL QUESTIONS,
SCOS GOALS AND
BENCHMARKS, AND
OBJECTIVES
SKILLS
1.03, 3.02, 5.02, 9.01, 10.03,
 Which nations once belonged
12.01
to the USSR?
8.01 Describe the role of key
 Describe the impact of lax
historical figures and evaluate
environmental standards
their impact on past and present
within the Soviet Union.
societies in South America and
 Compare the command
Europe.
economy of the Soviet Union
8.02 Describe the role of key
to the move toward freegroups and evaluate their impact
market, capitalism today in
on historical and contemporary
Russia.
societies of South America and
 What is the link, if any,
Europe.
between low life expectancy
10.04 Examine the rights, roles,
rates in the former Soviet
and status of individuals in
republics and low economic
selected cultures of South
development?
America and Europe, and assess  Compare the varied cultures
their importance in relation to
and ethnic groups that once
the general welfare.
existed under the Soviet
11.01 Identify the concepts
Government. Describe the
associated with culture such as
Communist party’s attempt
language, religion, family, and
to “Russify” all of these
ethnic identity, and analyze how
peoples.
they both link and separate
 Describe the historical role
societies.
of key leaders during the
11.03 Compare characteristics of
time of the Russian Empire.
political, economic, religious,
and social institutions of selected
cultures, and evaluate their
similarities and differences.
ESSENTIAL TASKS,
STRATEGIES, PROJECTS,
CONNECTIONS
 Map activities
 Lenin worksheet
 History Timeline
 Totalitarianism WS
 Cause/ Effect WS of Russian
History
RECOMMENDED
RESOURCES AND
ASSESSMENT
 Current text: Chap. 11,
Sec. 4; Chap. 12, Sec. 3;
 Chap. 13, Sec. 2
 Former text:
 Unit 6, Chap 22-27
 PCS video library
 Research/ graphing of Life
Expectancy in former Soviet
Republics
 Research the different cultures
that once existed under the
USSR. (Estonia, Georgia,
Ukraine, and Kazakhstan are 4
very different ones to start
with)
12
UNIT: 11 South America
TIMEFRAME: 6 weeks
ESSENTIAL QUESTIONS,
BENCHMARKS, AND
SKILLS
2.01, 6.01, 8.01, 9.01
 What are the nations in
6.02 Examine the influence of
South America?
education and technology on
 From what products did
productivity and economic
European nations profit?
development in selected nations  Explain the influence
and regions of South America
Spanish and Portuguese
and Europe.
exploration had on the past
7.01 Identify historical
and current culture in South
events such as invasions,
America.
conquests, and migrations
 Describe the system of using
and evaluate their
Native American labor in
relationship to current
South America during the
issues.
18th century.
7.02 Examine the causes of key
 Describe the historical role
historical events in selected areas
of key South American
of South America and Europe
leaders in their struggles for
and analyze the short- and longindependence.
range effects on political,
 Describe the geographic
economic, and social
features that hinder and aid
institutions.
in transportation of goods.
 Compare human statistics
(literacy rate, standard of
living, life expectancy)
between South Americans,
Americans, and Europeans.
What could be the reasons
for the differences?
 Compare the Incan and
European Cultures.
SCOS GOALS AND
OBJECTIVES
ESSENTIAL TASKS,
STRATEGIES, PROJECTS,
CONNECTIONS
 Assign students to round
table discussion teams.
Teach team will be assigned
a South American country.
They will research their
country and will conduct a
round table discussion to
answer the “Essential
Questions” with the rest of
the class serving as the
audience.
RECOMMENDED
RESOURCES AND
ASSESSMENT

Text book: Chap. 9
13
PACING GUIDE
SIXTH GRADE SOCIAL STUDIES SCOS
TEXTBOOK REFERENCES: World Cultures and Geography: Western Hemisphere and Europe (WHE) (McDougall Littell) 2003
Living in Our World: Europe and Northern Asia (ENA) (NCSU) 1998
GRADING
TIME
TOPICS/CONCEPTS
CURRICULUM
RESOURCES
PERIOD
OBJECTIVES
Unit 1: Geography Foundations
1st
Unit 2: Ancient Greece and Ancient Rome
1 week
2 weeks
1st
Unit 3: Middle Ages, Renaissance, Reformation
Unit 4: Age of Exploration and the Industrial
Revolution
Unit 5: World War I, World War II, and The
Cold War
Unit 6: Northern Europe and the British Isles
1 week
1st
1st
1 week
2 weeks
1st
4 weeks
1st, 2nd
Unit 7: Western Europe
Unit 8: Mediterranean Europe
Unit 9: Eastern Europe
Unit 10: Russia and the Former Soviet Republics
2nd
6 weeks
2nd, 3rd
4 weeks
3rd
4 weeks
3rd, 4th
6 weeks
Unit 11: South America
6 weeks
4th
1.01, 1.02, 13.03
Chapters 1 & 2 (WHE)
3.01, 3.04, 4.01, 4.03, 9.01,
12.03, 13.02
1.01, 4.03, 9.01, 13.02,
1.03, 9.02, 11.02, 11/04
1.01, 3.01, 2.03, 3.02, 3.03,
4.02, 13.01, 5.01, 5.03,
5.04, 6.02, 8.03
1.02, Goal 7, 9.01, 9.02,
8.01, 8.02, 9.03, 11.01
2.01, 6.01, 9.04, 10.02,
13.01
Chapter 10 (WHE)
Chapter 3 (ENA)
Chapters 10, 11 (WHE)
Chapter 4 (ENA)
Chapter 11, Section 1 of
Chapters 4, 5, 7, 8, 9
(WHE) Chapter 4 (ENA)
Chapters 12, 13 (WHE)
Chapter 5 (ENA)
Chapters 14 (WHE)
Chapters 6-9 (ENA)
3.01, 3.04, 6.01, 10.01,
11.01, 12.03
4.01, 6.01, 11.04, 12.02,
2.01, 2.02, 12.01
3.02, 6.01, 9.01, 5.02, 6.03,
10.03
1.03, 3.02, 5.02, 9.01,
10.03, 12.01, 8.01, 8.02,
10.04, 11.01, 11.03
2.01, 6.01, 8.01, 9.01, 6.02,
7.01, 7.02
Chapters 13, 14 (WHE)
Chapters 10-13 (ENA)
Chapter 13 (WHE)
Chapters 14-17 (ENA)
Chapters 13, 14 (WHE)
Chapters 18-21 (ENA)
Chapters 11-13 (WHE)
Chapters 22-27 (ENA)
Chapter 9
14