Foldableshistory#2

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Table of Contents
Letter From Dinah Zike . . . . . . . . . . . . . . . . . . . . . . . . . 1

Introduction to Foldables
Why Use Foldables in Social Studies? . . . . . . . . . . . . . 2
Foldable Basics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Folding Instructions
Basic Foldable Shapes . . . . . . . . . . . . . . . .5
Half-Book . . . . . . . . . . . . . . . . . . . . . . . . . .6
Folded Book . . . . . . . . . . . . . . . . . . . . . . . .7
Three-Quarter Book . . . . . . . . . . . . . . . . . .8
Bound Book . . . . . . . . . . . . . . . . . . . . . . . . .9
Picture-Frame Book . . . . . . . . . . . . . . . . .10
Two-Tab Book . . . . . . . . . . . . . . . . . . . . . .11
Pocket Book . . . . . . . . . . . . . . . . . . . . . . . .12
Matchbook . . . . . . . . . . . . . . . . . . . . . . . . .13
Shutter Fold . . . . . . . . . . . . . . . . . . . . . . .14
Forward-Backward Book . . . . . . . . . . . .15
Three-Tab Book . . . . . . . . . . . . . . . . . . . . .16
Three-Tab Book Variations . . . . . . . . . . .17
Pyramid Fold . . . . . . . . . . . . . . . . . . . . . .18
Trifold Book . . . . . . . . . . . . . . . . . . . . . . .19
Three-Pocket Book . . . . . . . . . . . . . . . . . .20
Four-Tab Book . . . . . . . . . . . . . . . . . . . . .21
Standing Cube . . . . . . . . . . . . . . . . . . . . .22

Four-Door Book . . . . . . . . . . . . . . . . . . . .23
Envelope Fold . . . . . . . . . . . . . . . . . . . . . .24
Layered-Look Book . . . . . . . . . . . . . . . . .25
Top-Tab Book . . . . . . . . . . . . . . . . . . . . . .26
Folding a Circle into Tenths . . . . . . . . . .28
Circle Graph . . . . . . . . . . . . . . . . . . . . . . .29
Folding into Fifths . . . . . . . . . . . . . . . . . .30
Folded Table or Chart . . . . . . . . . . . . . . .31
Accordion Book . . . . . . . . . . . . . . . . . . . .32
Pop-Up Book . . . . . . . . . . . . . . . . . . . . . . .33
Four-Door Diorama . . . . . . . . . . . . . . . . .34
Concept-Map Book . . . . . . . . . . . . . . . . .35
Project Board with Tabs . . . . . . . . . . . . .36
Billboard Project . . . . . . . . . . . . . . . . . . . .37
Vocabulary Book . . . . . . . . . . . . . . . . . . .38
Sentence Strips . . . . . . . . . . . . . . . . . . . . .39
Sentence-Strip Holder . . . . . . . . . . . . . . .40

iii

TABLE OF CONTENTS

Topic-Specific Foldables . . . . . . . . . . . . . . . . . . . . .41
Topic 1
Topic 2
Topic 3
Topic 4
Topic 5
Topic 6
Topic 7
Topic 8
Topic 9
Topic 10
Topic 11
Topic 12
Topic 13
Topic 14
Topic 15
Topic 16
Topic 17
Topic 18
Topic 19
Topic 20
Topic 21
Topic 22
Topic 23
Topic 24
Topic 25
Topic 26
Topic 27
Topic 28
Topic 29
Topic 30
Topic 31
Topic 32

iv

Early Humans and the Rise of Civilization . . . . . . . . . . . . . . . .43
Mesopotamian and Egyptian Civilizations . . . . . . . . . . . . . . . .44
Early India and China . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
Ancient Greece . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46
Rome and the Rise of Christianity . . . . . . . . . . . . . . . . . . . . . . . .47
The World of Islam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48
Early African Civilizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
The Asian World 400–1500 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50
Emerging Europe and the Byzantine Empire . . . . . . . . . . . . . . .51
Medieval Europe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
The Americas, 400–1500 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53
Renaissance and Reformation, 1350–1600 . . . . . . . . . . . . . . . . . .54
The Age of Exploration, 1500–1800 . . . . . . . . . . . . . . . . . . . . . . . .55
Crisis and Absolutism in Europe, 1550–1715 . . . . . . . . . . . . . . .56
The Muslim Empires, 1450–1800 . . . . . . . . . . . . . . . . . . . . . . . . . .57
The East Asian World, 1400–1800 . . . . . . . . . . . . . . . . . . . . . . . . .58
Revolution and Enlightenment . . . . . . . . . . . . . . . . . . . . . . . . . . .59
French Revolution and Napoleon . . . . . . . . . . . . . . . . . . . . . . . . .60
Industrialization and Nationalism . . . . . . . . . . . . . . . . . . . . . . . .61
Mass Society and Democracy . . . . . . . . . . . . . . . . . . . . . . . . . . . .62
The Height of Imperialism, 1800–1914 . . . . . . . . . . . . . . . . . . . .63
East Asia Under Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64
War and Revolution, 1914–1919 . . . . . . . . . . . . . . . . . . . . . . . . . .65
The West Between the Wars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66
Nationalism Around the World . . . . . . . . . . . . . . . . . . . . . . . . . . .67
World War II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68
Cold War and Postwar Changes . . . . . . . . . . . . . . . . . . . . . . . . . .69
Contemporary Western World, 1970 to the Present . . . . . . . . .70
Latin America, 1945 to the Present . . . . . . . . . . . . . . . . . . . . . . . .71
Africa and the Middle East, 1945 to the Present . . . . . . . . . . . .72
Asia and the Pacific, 1945 to the Present . . . . . . . . . . . . . . . . . . .73
Challenges and Hopes for the Future . . . . . . . . . . . . . . . . . . . . .74

FROM DINAH ZIKE

Dear Teacher,
What’s a Foldable?
A Foldable is a three-dimensional, student-made, interactive
graphic organizer based upon a skill. Making a Foldable gives
students a fast, kinesthetic activity that helps them organize and
retain information. Every chapter in the Teacher Wraparound
Edition begins with a note to use a Foldable as a study organizer.
Each chapter’s Foldable topic in this booklet is designed to be used
as a study guide for the main ideas and key points presented in
sections of the chapter. Foldables can also be used for a more
in-depth investigation of a concept, idea, opinion, event, person, or place studied in a chapter.
The purpose of this ancillary is to show you how to create various types of Foldables and
provide chapter-specific Foldables examples. With this information, you can individualize
Foldables to meet your curriculum needs.
This book is divided into two sections. The first section presents step-by-step instructions,
illustrations, and photographs of 34 Foldables. I’ve included over 100 photographs to help you
visualize ways in which they might enhance instruction. The second section presents ideas on
how to use Foldables for each chapter in the textbook. You can use the instruction section to
design your own Foldables or alter the Foldables presented in each chapter. I suggest making
this book available as a resource for students who wish to learn new and creative ways to make
study guides, present projects, or do extra-credit work.

Who Am I?
You may have seen Foldables featured in this book used in supplemental programs or staffdevelopment workshops. Today my Foldables are used internationally. I present workshops
and keynote addresses to over fifty thousand teachers and parents a year, sharing Foldables that
I began inventing, designing, and adapting over thirty-five years ago. Students of all ages are
using them for daily work, note-taking activities, student-directed projects, as forms of
alternative assessment, journals, graphs, charts, tables, and more.
Have fun using and adapting Foldables,

For more information on Foldables, visit http://www.dinah.com or call 1-800-99DINAH.

1

INTRODUCTION TO FOLDABLES

Why use Foldables in World History?
When teachers ask me why they should take time to use the Foldables featured in this book, I
explain that they
. . . quickly organize, display, and arrange data, making it easier for students to grasp world
history concepts, theories, facts, opinions, questions, research, and ideas. They also help
sequence events as outlined in the content standards.
. . . result in student-made study guides that are compiled as students listen for main ideas,
read for main ideas, or conduct research.
. . . provide a multitude of creative formats in which students can present projects, research,
interviews, and inquiry-based reports instead of typical poster board formats.
. . . replace teacher-generated writing or photocopied sheets with student-generated print.
. . . incorporate the use of such skills as comparing and contrasting, recognizing cause and
effect, and finding similarities and differences into daily work and long-term projects. For
example, these Foldables can be used to compare and contrast student explanations
and/or opinions to those accepted by experts in the field of world history.
. . . continue to “immerse” students in previously learned vocabulary, concepts, information,
generalizations, ideas, and theories, providing them with a strong foundation that they can
build upon with new observations, concepts, and knowledge.
. . . can be used by students or teachers to easily communicate data through graphs, tables,
charts, models, and diagrams, including Venn diagrams.
. . . allow students to make their own journals for recording observations, research
information, primary and secondary source data, surveys, and more.
. . . can be used as alternative assessment tools by teachers to evaluate student progress or by
students to evaluate their own progress.
. . . integrate language arts, science, mathematics and social studies into the study of world
history.
. . . provide a sense of student ownership or investment in the world history curriculum.

2


Foldable Basics
What to Write and Where
Teach students to write general information such as titles, vocabulary words, concepts, questions,
main ideas, and dates on the front tabs of their Foldables. This way students can easily recognize
main ideas and important concepts. Foldables help students focus on and remember key points
without being distracted by other print.
Ask students to write specific information such as supporting ideas, student thoughts, answers
to questions, research information, class notes, observations, and definitions under the tabs.
As you teach, demonstrate different ways in which Foldables can be used. Soon you will find
that students make their own Foldables and use them independently for study guides and
projects.

With or Without Tabs
Foldables with flaps or tabs create study guides that students can use to self check what they
know about the general information on the front of tabs. Use Foldables without tabs for
assessment purposes or projects where information is presented for others to view quickly.

Venn Diagram used as a study guide

Venn Diagram used for assessment

3


What to Do with
Scissors and Glue
If it is difficult for your students to keep
glue and scissors at their desks, set up a
small table in the classroom and provide
several containers of glue, numerous pairs
of scissors (sometimes tied to the table),
containers of crayons and colored pencils,
a stapler, clear tape, and anything else you
think students might need to make their
Foldables.

Storing Foldables
There are several ways that students can store
their Foldables. They can use grocery bags,
plastic bags, or shoeboxes. Students can also
punch holes in their Foldables and place them in a
three-ring binder. Suggest the place strips of twoinch clear tape along one side and punch three
holes through the taped edge.
By keeping all of their Foldables together and
organized, students will have created their own
portfolio.

HINT: I found it more convenient to keep student portfolios in my classroom so student work
was always available when needed. Giant laundry-soap boxes make good storage containers
for portfolios.

Use This Book As a Creative Resource
Have this book readily available for students to use as an idea reference for projects,
discussions, debates, extra credit work, cooperative learning group presentations, and so on.
Encourage students to think of their own versions of Foldables to help them learn the material
the best way possible.

4

FOLDING INSTRUCTIONS

Basic Foldable Shapes
The following figures illustrate the basic folds that are referred to throughout the following
section of this book

Taco Fold

Hamburger Fold

Burrito Fold
Hot Dog Fold

Valley Fold
Shutter Fold

Mountain Fold
5

FOLDING INSTRUCTIONS: 1-PART FOLDS

Half-Book

1

Fold a sheet of paper (8 1/2" ␹ 11") in half.
1. This book can be folded vertically like a
hot dog or . . .
2. . . . it can be folded horizontally like a
hamburger.
Use this book for descriptive, expository,
persuasive, or narrative writing, as well as graphs,
diagrams, or charts.

2

6


Folded Book
1. Make a half-book.

1

2. Fold it in half again like a hamburger. This
makes a ready-made cover, and two small
pages for information on the inside.
Use photocopied work sheets, Internet print-outs,
and student-drawn diagrams or maps to make this
book. If you make the Foldable with a previously
graded worksheet, then one sheet of paper will
have served for two graded activities.

2

When folded, the worksheet becomes a
book for recording notes and questions

7


Three-Quarter Book
1. Take a two-tab book and raise the left-hand
tab.

1

2. Cut the tab off at the top fold line.
3. A larger book of information can be made by
gluing several three-quarter books side-byside.
Sketch or glue a graphic to the left, write one or
more questions on the right, and record answers
and information under the right tab.

2

8


Bound Book
1. Take two sheets of paper (8 1/2" ␹ 11")
and separately fold them like a hamburger.
Place the papers on top of each other, leaving
one sixteenth of an inch between the
mountain tops.

1

2. Mark both folds one inch from the outer
edges.
3. On one of the folded sheets, cut from the
top and bottom edge to the marked spot
on both sides.

2
3

4. On the second folded sheet, start at one of
the marked spots and cut the fold between
the two marks.
5. Take the cut sheet from step 3 and fold it
like a burrito. Place the burrito through
the other sheet and then open the burrito.
Fold the bound pages in half to form an
eight-page book.

4

5

9


Picture-Frame Book
1. Fold a sheet of paper (8 1/2" ␹ 11") in half
like a hamburger.

1

2. Open the hamburger and gently roll
one side of the hamburger toward the
valley. Try not to crease the roll.
3. Cut a rectangle out of the middle of the
rolled side of the paper leaving a half-inch
border, forming a frame.

2

3

4. Fold another sheet of paper (8 1/2" ␹ 11") in
half like a hamburger. Apply glue to the
inside border of the picture frame and place
the folded, uncut sheet of paper inside.
Use this book to feature a person, place, or thing.
Inside the picture frames, glue photographs,
magazine pictures, computer-generated graphs, or
have students sketch pictures. This book has three
inside pages for writing and recording notes.

10

4


Two-Tab Book
1. Take a folded book and cut up the valley of
the inside fold toward the mountain top. This
cut forms two large tabs that can be used
front and back for writing and illustrations.

1

2. The book can be expanded by making several
of these folds and gluing them side-by-side.
Use this book with data occurring in twos. For
example, use it for comparing and contrasting,
determining cause and effect, finding similarities
and differences, and more.

2

11


Pocket Book
1. Fold a sheet of paper (8 1/2" ␹ 11")
in half like a hamburger.
2. Open the folded paper and fold one of
the long sides up two inches to form a
pocket. Refold along the hamburger
fold so that the newly formed pockets
are on the inside.

1

2

3. Glue the outer edges of the two-inch
fold with a small amount of glue.
4. Optional: Glue a cover around the
pocket book.
Variation: Make a multi-paged
booklet by gluing several pockets
side-by-side. Glue a cover around
the multi-paged pocket book.
Use 3" ␹ 5" index cards and quarter-sheets of
notebook paper inside the pockets.
Store student-made books, such as two-tab
books and folded books in the pockets.

12

3

4


Matchbook

1

like a hamburger, but fold it so that
one side is one inch longer than the
other side.
2. Fold the one-inch tab over the short side
forming an envelopelike fold.
3. Cut the front flap in half toward the
mountain top to create two flaps.

2

Use this book to report on one thing, such as
one person, place, or thing, or for reporting on two
things.

3

13


Shutter Fold

1

1. Begin as if you were going to make a
hamburger but instead of creasing the paper,
pinch it to show the midpoint.
2. Fold the outer edges of the paper to meet at
the pinch, or mid-point, forming a shutter
fold.
Use this book for data occurring in twos. Or, make
this fold using 11" ␹ 17" paper and smaller
books—such as the half book, journal, and twotab book—that can be glued inside to create a
large project full of student work.

14

2


Forward-Backward Book
1. Stack three or more sheets of paper. On the
top sheet trace a large circle.

1

2. With the papers still stacked, cut out the
circles.
3. Staple the paper circles together along the
left-hand side to create a book.
4. Label the cover and takes notes on the pages
that open to the right.
5. Turn the book upside down and label the
back. Takes notes on the pages that open to
the right.

2

Front

Back

3

Use one Forward-Backward book
to compare and contrast two
people, places, things, or events.

Front
Back

15


Three-Tab Book

1

1. Fold a sheet of paper like a hot dog.
2. With the paper horizontal, and the fold of the
hot dog up, fold the right side toward the
center, trying to cover one half of the paper.
NOTE: If you fold the right edge over first,
the final graphic organizer will open and
close like a book.
3. Fold the left side over the right side to make
a book with three folds.
4. Open the folded book. Place your hands
between the two thicknesses of paper and cut
up the two valleys on one side only. This will
form three tabs.
Use this book for data occurring in threes, and for
two-part Venn diagrams.

16

2

3

4


Three-Tab Book Variations
VARIATION A:
Draw overlapping circles on the three tabs
to make a Venn Diagram
VARIATION B:
Cut each of the three tabs in half to make
a six-tab book.

17


Pyramid Fold

1

1. Fold a sheet of paper (8 1/2" ␹ 11") into a
taco, forming a square. Cut off the excess
rectangular tab formed by the fold.
2. Open the folded taco and refold it the
opposite way forming another taco and
an X-fold pattern.
3. Cut one of the folds to the center of
the X, or the midpoint, and stop. This
forms two triangular-shaped flaps.

2

4. Glue one of the flaps under the other,
forming a pyramid.
5. Label front sections and write information,
notes, thoughts, and questions inside the
pyramid on the back of the appropriate tab. 3
Use to make mobiles and
dioramas.
Use with data occurring
in threes.

4

Record data inside
the pyramid.

18


Trifold Book

1

1. Fold a sheet of paper (8 1/2" ␹ 11") into
thirds.
2. Use this book as is, or cut into shapes. If the
trifold is cut, leave plenty of fold on both
sides of the designed shape, so the book will
open and close in three sections.
Use this book to make charts with three columns
or rows, large Venn diagrams, and reports on data
occurring in threes.

2

19


Three-Pocket Book

1

1. Fold a horizontal sheet of paper (11" ␹ 17")
into thirds.
2. Fold the bottom edge up two inches and
crease well. Glue the outer edges of the two
inch tab to create three pockets.
3. Label each pocket. Use to hold notes taken
on index cards or quarter sheets of paper.

2

3

20

FOLDING INSTRUCTIONS

Four-Tab Book

1

1. Fold a sheet of paper (8 1/2" ␹ 11") in half
like a hot dog.
2. Fold this long rectangle in half like a hamburger.

2

3. Fold both ends back to touch the mountain
top or fold it like an accordion.
4. On the side with two valleys and one mountain top, make vertical cuts through one
thickness of paper, forming four tabs.
Use this book for data occurring in fours.

3

21


Standing Cube

1

1. Use two sheets of the same size paper. Fold
each like a hamburger. However, fold one
side one half inch shorter than the other side.
This will make a tab that extends out one half
inch on one side.

2

2. Fold the long side over the short side of both
sheets of paper, making tabs.
3. On one of the folded papers, place a small
amount of glue along the the small folded
tab, next to the valley but not in it.

3

4. Place the non-folded edge of the second
sheet of paper square into the valley and
fold the glue-covered tab over this sheet
of paper. Press flat until the glue holds.
Repeat with the other side.
5. Allow the glue to dry completely before
continuing. After the glue has dried, the cube
can be collapsed flat to allow students to
work at their desks. The cube can also be
folded into fourths for easier storage, or for
moving it to a display area.
Use with data occurring in fours or make it
into a project. Make a small display cube using
8 1/2" ␹ 11" paper. Use 11" ␹ 17" paper to make
large project cubes that you can glue other books
onto for display. Notebook paper, photocopied
sheets, magazine pictures, and current events also
can be displayed on the large cube.

This large cube project can be stored
in plastic bag portfolios.

22

4

5


Four-Door Book
1. Make a shutter fold using 11" ␹ 17" or 12" ␹
18" paper.

1

2. Fold the shutter fold in half like a
hamburger. Crease well.
3. Open the project and cut along the two
inside valley folds.

2

4. These cuts will form four doors on the
inside of the project.
Use this fold for data occurring in fours.
When folded in half like a hamburger, a
finished four-door book can be glued inside
a large (11" ␹ 17") shutter fold as part of a
larger project.

3
4

23

FOLDING INSTRUCTIONS: 4 PART-FOLDS

Envelope Fold

1

1. Fold a sheet of paper (8 1/2" ␹ 11") into a
taco forming a square. Cut off the excess
paper strip formed by the square.
2. Open the folded taco and refold it the opposite way forming another taco and an X fold
pattern.

2

3. Open the taco fold and fold the corners
toward the center point of the X forming a
small square.
4. Trace this square on another sheet of paper.
Cut and glue it to the inside of the envelope.
Pictures can be placed under or on top of the
tabs, or can be used to teach fractional parts.

3

Use this book for data occurring in fours.

4

24

FOLDING INSTRUCTIONS: ANY NUMBER OF PARTS

Layered-Look Book
1. Stack two sheets of paper (8 1/2" ␹ 11") so
that the back sheet is one inch higher than the
front sheet.

1

2. Bring the bottom of both sheets upward
and align the edges so that all of the layers or
tabs are the same distance apart.

2

3. When all tabs are an equal distance apart,
fold the papers and crease well.
4. Open the papers and glue them together
along the valley or inner center fold or,
staple them along the mountain.

3

4

When using more than two sheets of paper,
make the tabs smaller than an inch.

25


Top-Tab Book
in half like a hamburger. Cut the
center fold, forming two half sheets.

1

2. Fold one of the half sheets four
times. Begin by folding in half
like a hamburger, fold again like
a hamburger, and finally again like a
hamburger. This folding has formed
your pattern of four rows and four
columns, or 16 small squares.
3. Fold two sheets of paper (8 1/2" ␹
11") in half like a hamburger. Cut
the center folds, forming four half
sheets.

2

4. Hold the pattern vertically and place
on a half sheet of paper under the
pattern. Cut the bottom right hand
square out of both sheets. Set this
first page aside.
5. Take a second half sheet of paper
and place it under the pattern. Cut
the first and second right hand
squares out of both sheets. Place the
second page on top of the first page.

4

5

26

3


6
6. Take a third half sheet of paper and
place it under the pattern. Cut the first,
second, and third right hand squares
out of both sheets. Place this third
page on top of the second page.
7. Place the fourth, uncut half sheet of
paper behind the three cut out sheets,
leaving four aligned tabs across the top
of the book. Staple several times on
the left side. You can also place glue
along the left paper edges, and stack
them together. The glued spine is
very strong.

7

8. Cut a final half sheet of paper with
no tabs and staple along the left side
to form a cover.

8

27


Folding a Circle into Tenths
1. Fold a paper circle in half.
2. Fold the half circle so that one third is
exposed and two thirds are covered.

1

3. Fold the one third (single thickness)
backward to form a fold line.
4. Fold the two thirds section in half.
5. The half circle will be divided into fifths.
When opened, the circle will be divided
into tenths.

2

2/3

1/3

3

4

5

NOTE: Paper squares and
rectangles are folded into tenths
the same way. Fold them so that
one third is exposed and two
thirds is covered. Continue with
steps 3 and 4.

28


Circle Graph

1

1. Cut out two circles using a pattern.
2. Fold one of the circles in half on each
axis, forming fourths. Cut along one
of the fold lines (the radius) to the
middle of each circle. Flatten the circle.
3. Slip the two circles together along the
cuts until they overlap completely.
4. Spin one of the circles while holding the
other stationary. Estimate how much of
each of the two (or you can add more)
circles should be exposed to illustrate
given percentages or fractional parts of
data. Add circles to represent more than
two percentages.

2

3

4

Use large circle graphs on bulletin boards.

Use small circle graphs in student projects or on
the front of tab books.

29


Folding into Fifths

1

1. Fold a sheet of paper in half like a hotdog or
hamburger for a five tab book, or leave open
for a folded table or chart.
2. Fold the paper so that one third is exposed
and two thirds are covered.

2

3. Fold the two thirds section in half.

4. Fold the one third section (single thickness)
backward to form a fold line.
The paper will be divided into fifths when opened.

3

4

30

1/3

2/3


Folded Table or Chart
1. Fold the number of vertical columns needed
to make the table or chart.

Table

2. Fold the horizontal rows needed to make the
table or chart.
3. Label the rows and columns.
Remember: Tables are organized along vertical
and horizontal axes, while charts are organized
along one axis, either horizontal or vertical.
Chart

31


Accordion Book

1

NOTE: Steps 1 and 2 should be done only if
paper is too large to begin with.
1. Fold the selected paper into hamburgers.

2

2. Cut the paper in half along the fold lines.
3. Fold each section of paper into hamburgers.
However, fold one side one half inch shorter
than the other side. This will form a tab that
is one half inch long.
4. Fold this tab forward over the shorter side,
and then fold it back away from the shorter
piece of paper (in other words, fold it the
opposite way).
5. Glue together to form an accordion by gluing
a straight edge of one section into the valley
of another section.

3

4

NOTE: Stand the sections on end to form an
accordion to help students visualize how to glue
them together. (See illustration.)
Always place the extra tab at the back of the book
so you can add more pages later.
Use this book for time lines, student projects that
grow, sequencing events or data, and biographies.

When folded, this project is used like a
book, and it can be stored in student
portfolios. When open, it makes a nice
project display. Accordion books can be
stored in file cabinets for future use, too.

32

5


Pop-Up Book
in half like a hamburger.

1

2

2. Beginning at the fold, or mountain top,
cut one or more tabs.
3. Fold the tabs back and forth several times
until there is a good fold line formed.

3

4. Partially open the hamburger fold and
push the tabs through to the inside.
5. With one small dot of glue, glue figures
for the pop-up book to the front of each
tab. Allow the glue to dry before going
on to the next step.
6. Make a cover for the book by folding
another sheet of paper in half like a
hamburger. Place glue around the outside
edges of the pop-up book and firmly press
inside the hamburger cover.

4

5

6

Pop-up sheets can be glued side-by-side to
make pop-up books.

33


Four-Door Diorama
1. Make a four-door book out of a shutter fold.

1

2. Fold the two inside corners back to the
outer edges (mountains) of the shutter fold.
This will result in two tacos that will make
the four-door book look like it has a shirt
collar. Do the same thing to the bottom of the
four-door book. When finished, four small
triangular tacos have been made.
3. Form a 90-degree angle and overlap the
folded triangles to make a display case
that doesn’t use staples or glue. (It can
be collapsed for storage.)

2

3

4. Or, as illustrated, cut off all four
triangles, or tacos. Staple or glue the sides.

4

Use 11” ␹ 17” paper to make a large
display case.
Use poster board to make giant
display cases.

Glue display cases end-to-end to compare and
contrast or to sequence events or data.

34


Concept-Map Book
1. Fold a sheet of paper along the long or short
axis, leaving a two-inch tab uncovered along
the top.
2. Fold in half or in thirds.
3. Unfold and cut along the two or three inside
fold lines.

35


Project Board with Tabs
1. Draw a large illustration or a series of small
illustrations or write on the front of one of
the pieces of selected-size paper.

1

2. Pinch and slightly fold the paper at the point
where a tab is desired on the illustrated
project board. Cut into the paper on the fold.
Cut straight in, then cut up to form an “L.”
When the paper is unfolded, it will form a
tab with an illustration on the front.
3. After all tabs have been cut, glue this front
sheet onto a second piece of paper. Place
glue around all four edges and in the middle,
away from tabs.

2

3

Write or draw under the tabs. If the project is
made as a bulletin board using butcher paper,
quarter and half-sheets of paper can be glued
under the tabs.

36


Billboard Project
1. Fold all pieces of the same size of paper in
half like hamburgers.
2. Place a line of glue at the top and bottom of
one side of each folded billboard section and
glue them edge-to-edge on a background
paper or project board. If glued correctly, all
doors will open from right to left.

1

2

3. Pictures, dates, words, etc., go on the front of
each billboard section. When opened, writing
or drawings can be seen on the inside left of
each section. The base, or the part glued to
the background, is perfect for more in-depth
information or definitions.
Use for time lines or sequencing data.

3

37


Vocabulary Book
1. Fold a sheet of notebook paper in half like a
hotdog.
2. On one side, cut every third line. This results
in ten tabs on wide ruled notebook paper and
twelve tabs on college ruled.
3. Label the tabs.

Use for recording student questions
and answers.

38

Use to take notes and record data.
Leave the notebook holes uncovered
and it can be stored in a notebook.


Sentence Strips

1

1. Take two sheets of paper (8 1/2" x 11") and
fold into hamburgers. Cut along the fold
lines making four half sheets. (Use as many
half sheets as necessary for additional pages
to your book.)
2. Fold each sheet in half like a hot dog.

2

3. Place the folds side-by-side and staple them
together on the left side.
4. 1" from the stapled edge, cut the front page
of each folded section up to the mountain
top. These cuts form flaps that can be raised
and lowered.
To make a half-cover, use a sheet of construction
paper one inch longer than the book. Glue the
back of the last sheet to the construction paper
strip leaving one inch, on the left side, to fold over
and cover the original staples. Staple this halfcover in place.

3

4

39


Sentence-Strip Holder
1. Fold a sheet of paper (8 1/2" ␹ 11") in
half like a hamburger.

1

2. Open the hamburger and fold the two
outer edges toward the valley. This forms
a shutter fold.
3. Fold one of the inside edges of the shutter
back to the outside fold. This fold forms a
floppy “L.”
4. Glue the floppy L-tab down to the base so
that it forms a strong, straight L-tab.

2

3

5. Glue the other shutter side to the front of
this L-tab. This forms a tent that is the
backboard for the flashcards or student
work to be displayed.

4

6. Fold the edge of the L-tab up one quarter
to one half to form a lip that will keep the
student work from slipping off the holder.

5

Use these holders to display student work on
a table, or glue them onto a bulletin board to
make it interactive.

40

Glue down

X

T

he pages that follow contain Foldable activities to use for key topics in
high school world history—from ancient and medieval times to our
world today. For teachers’ convenience, the topics are correlated to chapters in
Glencoe World History: Modern Times and Glencoe World History. (See page 42.)

For each topic, there is a summary and three Foldable activities, with instructions and illustrations for students. Students review subject material as they
create the Foldables. Students can then use their Foldables to prepare for
classroom and standardized tests.

Topic 1
Topic 2
Topic 3
Topic 4
Topic 5
Topic 6
Topic 7
Topic 8
Topic 9
Topic 10
Topic 11
Topic 12
Topic 13
Topic 14
Topic 15

Early Humans and the Rise of
Civilization
Mesopotamian and Egyptian
Civilizations
Early India and China
Ancient Greece
Rome and the Rise of Christianity
The World of Islam
Early African Civilizations
The Asian World 400–1500
Emerging Europe and the Byzantine
Empire
Medieval Europe
The Americas, 400–1500
Renaissance and Reformation,
1350–1600
The Age of Exploration, 1500–1800
Crisis and Absolutism in Europe,
1550–1715
The Muslim Empires, 1450–1800

Topic 16
Topic 17
Topic 18
Topic 19
Topic 20
Topic 21
Topic 22
Topic 23
Topic 24
Topic 25
Topic 26
Topic 27
Topic 28
Topic 29
Topic 30
Topic 31
Topic 32

The East Asian World, 1400–1800
Revolution and Enlightenment
French Revolution and Napoleon
Industrialization and Nationalism
Mass Society and Democracy
The Height of Imperialism, 1800–1914
East Asia Under Challenge
War and Revolution, 1914–1919
The West Between the Wars
Nationalism Around the World
World War II
Cold War and Postwar Changes
Contemporary Western World, 1970 to
the Present
Latin America, 1945 to the Present
Africa and the Middle East, 1945 to
the Present
Asia and the Pacific, 1945 to the
Present
Challenges and Hopes for the Future

41

Foldables Correlation Chart

Correlation to Glencoe World History Textbooks
GLENCOE
WORLD HISTORY:

Early Humans and the Rise of Civilization

Chapter 1

Chapter 1

Mesopotamian and Egyptian Civilizations

Chapter 1

Chapter 2


Chapter 1

Chapter 3

Ancient Greece

Chapter 2

Chapter 4


Chapter 2

Chapter 5

The World of Islam

Chapter 3

Chapter 6


Chapter 3

Chapter 7


Chapter 3

Chapter 8

Emerging Europe and the Byzantine Empire

Chapter 3

Chapter 9

Medieval Europe

Chapter 4

Chapter 10


Chapter 4

Chapter 11

Renaissance and Reformation, 1350–1600

Chapter 5

Chapter 12


Chapter 6

Chapter 13

Crisis and Absolutism in Europe, 1550–1715

Chapter 7

Chapter 14


Chapter 8

Chapter 15


Chapter 9

Chapter 16


Chapter 10

Chapter 17


Chapter 11

Chapter 18


Chapter 12

Chapter 19


Chapter 13

Chapter 20


Chapter 14

Chapter 21


Chapter 15

Chapter 22


Chapter 16

Chapter 23


Chapter 17

Chapter 24


Chapter 18

Chapter 25

World War II

Chapter 19

Chapter 26


Chapter 20

Chapter 27

Contemporary Western World, 1970 to the Present

Chapter 21

Chapter 28


Chapter 22

Chapter 29

Africa and the Middle East, 1945 to the Present

Chapter 23

Chapter 30

Asia and the Pacific, 1945 to the Present

Chapter 24

Chapter 31


Chapter 25

Chapter 32

42

Copyright © by The McGraw-Hill Companies, Inc.

GLENCOE
WORLD HISTORY:
MODERN TIMES

FOLDABLES TOPIC

TOPIC 1

Early Humans and the Rise of Civilization
TOPIC SUMMARY
Archaeologists have found significant evidence that helps them develop theories of how the
earliest humans developed. Their research indicates the ways that early humans adapted to
their environment. The use of fire, development of agriculture, and domestication of animals
mark some of the significant accomplishments of early humans. Human societies grew and
developed. As these societies became more complex, civilizations arose.

Comparing and Contrasting

Sequencing


y
opolog
Anthr

Three-Tab Book
Have students prepare a Three-Tab Foldable to
compare and contrast archaeology and anthropology. Students should review the text material on
these two areas of study. Overlap can be detected
in some parts of their studies of the past.

Ho
mo
SapSapie
i
Ne andens ns
an
de
rth
als

Date Notes

mo
Ho iens
p
Sa

Date Notes

Date Notes

Both

Date Notes

al
str nes
Authici
i
Op

eology
Archa

H
Er om
ec o
tu
s

Accordion Book
Students can create a usable time line by using an
Accordion Book Foldable. Have students insert the
names and time periods in which various early
humans lived. They can add details to help them
remember important characteristics of each of
these groups.
Materials Needed: two sheets of 8.5" x 11" paper, scissors,
and glue

Materials Needed: one sheet of 8.5" x 11" paper and
scissors

Analyzing Systematic Agriculture
Systematic Agriculture
Economic
Changes

Political
Changes

Social
Changes

Concept-Map Book
Have students analyze the economic, political,
and social changes that occurred when humans
began using systematic agriculture by creating a
Concept-Map Book. Students should review the
text on the topic and list as many changes as they
can on the inside of the Foldable.
scissors

43

TOPIC 2

Mesopotamian and Egyptian Civilizations
TOPIC SUMMARY
The Sumerians and Mesopotamians built the first civilizations. The Egyptian civilization,
benefiting from the Nile River, developed and prospered over many centuries. Nomadic and
trading peoples spread ideas throughout Southwest Asia. The Israelites’ belief in one God
distinguished them from the people groups around them. Empire builders, such as the
Assyrians and Persians, conquered vast territories and took over independent states and
people groups.

Organizing

Describing
Describe:

Location

Religion

Government/
Rulers

WHA
T

ERE

WH

Mesopotamia

WH

EN

Y

WH

Egypt

scissors

Materials Needed: one sheet of 11" x 17" paper

Summarizing
Egyptian History
Old Kingdom
Middle Kingdom
New Kingdom

Layered-Look Book
Students should create a Layered-Look Book to
help them review the history of ancient Egypt.
Students can use each layer to summarize the most
important facts about each era of ancient Egypt: the
Old Kingdom, from about 2700 to 2200 B.C.; the
Middle Kingdom, from about 2050 to 1652 B.C., and
the New Kingdom, from about 1652 to 1085 B.C.
Materials Needed: two sheets of 8.5" x 11" paper, stapler
or glue

44


Folded Table
Students can examine two early civilizations—
Mesopotamia and Egypt—by creating a Folded
Table. In each column students should write
phrases that describe the location, religion, and
government and rulers of each civilization. Alternately, students could create a folded table with six
columns and add descriptions of the culture and
technology of each civilization.

Four-Door Book
Ask students to read the text related to the Code
of Hammurabi and to do additional research about
the code. Then have students organize their information by listing facts about the code in a FourDoor Book under the headings What, Where, When,
and Why.

TOPIC 3

TOPIC SUMMARY
Early civilizations in India and China developed social structures and governments to deal
with their large populations. Buddhism, Hinduism, Confucianism, Daoism, and Legalism
affected the way of life of these civilizations. Trading relationships developed between India,
China, and the Roman Empire as goods moved back and forth along the Silk Road and other
trading routes.

Summarizing

Analyzing Causes
Investigate:
R ise

Buddhism

Fall

Confucianism
Daoism
Legalism


Layered-Look Book
Students should create a Layered-Look Book to
help them investigate the religions of early India—
Hinduism and Buddhism—and the philosophies
of early China—Confucianism, Daoism, and
Legalism. On each layer students should summarize the history, principles, and beliefs of the religion
or philosophy. Students should use information
from the text and may do additional research to
clarify points or add information to the Foldable.

Two-Tab Book
Have students create a Two-Tab Book with one
section labeled Rise and the other labeled Fall. Have
students select one of the Chinese dynasties—the
Shang, Zhou, Qin, Han—to examine. Ask students
to record the causes of the dynasty’s rise and fall,
along with related facts that help explain those
causes.
scissors

Materials Needed: three sheets of 8.5" x 11" paper, stapler
or glue

Organizing
What

Where

Four-Tab Book
Students can create a Four-Tab Book to help them review
important facts about either the Great Wall of China or the Silk
Road. Students should read the text and conduct additional
research about either the Silk Road or the Great Wall. Then they
can organize the information by listing facts under the headings
What, Where, When, and Why/How.
Materials Needed: one sheet of 8.5" x 11" paper and scissors

When

Why/How

45

TOPIC 4

Ancient Greece
TOPIC SUMMARY
Greek civilization left a lasting impact on the world. Its example of citizen participation continues to influence government structures around the world today. Arts and culture flourished
in ancient Greece, and the foundation of Western philosophy rests on Greek thinkers such as
Socrates, Plato, and Aristotle. After uniting the Greek city-states, Alexander the Great conquered the Persian Empire and ushered in the Hellenistic Era.

Describing

Identifying
Classical Age
Arts

Theatre

Greek Philosophers
Architecture

Socrates
Plato
Aristotle

Concept-Map Book
Students create a Concept-Map Book to describe
the development of theater, arts, and architecture
in the Classical Age. Have students conduct
research and add examples of one of these art
forms to their Foldable.
scissors

Layered-Look Book
Have students make this Layered-Look Book to
help them identify important facts about the life
and ideas of three Greek philosophers who lived
during the Classical Age—Socrates, Plato, and
Aristotle. Have students conduct research to find a
meaningful quote from each of the philosophers
and add the quotes to the appropriate layer.
Materials Needed: two sheets of 8.5" x 11" paper and a
stapler or glue

WH
O?
Ale
xan
the der
Gre
at

46

?
AT
WH
The stic
eni
Hell ra
E

Shutter Fold
Alexander the Great ushered in the Hellenistic Era and
spread Greek ideas, language, and culture to Southwest Asia.
Have students review the related text material on the
Hellenistic Era and create a Shutter Fold to organize facts
about this influential period in history.


Organizing

TOPIC 5

TOPIC SUMMARY
Rome established a republic and conquered vast areas of land. Its government was eventually controlled by a small number of powerful leaders. Finally, the republic gave way to a
series of emperors who exercised varying degrees of control over the empire. During relatively
long periods of peace, Roman arts and culture flourished. Christianity also grew and spread
throughout the Western world during this period. Corruption and threats from outside eventually caused the empire to collapse.

Analyzing Cause and Effect

Classifying

ROME
The Republic
Early Empire
Empire Expands
Empire Declines

C12-01A-860518Spread of y
nit
Rise of
Christia
ristianity
Ch


Empire Falls

Layered-Look Book
Students can organize the events related to the
Roman Empire in a Layered-Look Book. Students
should review the related text material and list
significant events, in sequential order, of the
Republic, the early empire, the expanding empire,
the declining empire, and the fall of the empire.
Students can review the information to examine
the causes and effects on the empire of events and
leader’s decisions.

Two-Pocket Book
Christianity began during the Roman era and
eventually spread throughout the Empire. Have
students create a Two-Pocket Book to examine the
rise and spread of Christianity. Students should
review the text and write facts about events, people, and places on quarter sheets of notebook
paper. Have students classify each fact and place it
in the appropriate pocket of the book.
Materials Needed: one sheet of 8.5" x 11" paper, scissors,
and glue

Materials Needed: three sheets of 8.5" x 11" paper and a
stapler or glue

Analyzing

R om

e

age

s
Alp

Car
th

ly
Sici

Four-Door Book
Have students analyze the impact of geography on Rome’s
rise by creating a Four-Door Book. Have students sketch a map
of Italy and surrounding areas, similar to the map of Italy in
their textbooks. Have students label Rome, Sicily, Carthage,
and the Alps on the map. On the inside of the book, have students write descriptive phrases that explain the geographic
importance of each of these places to Rome’s rise.

47

TOPIC 6

The World of Islam
TOPIC SUMMARY
The religion of Islam was born on the Arabian Peninsula and spread around the world
because of the peninsula’s location along the caravan trade routes. After Muhammad’s death,
a prosperous Arab empire was organized, grew, and eventually declined. The Quran, Islam’s
holy book, guided spiritual, political, economic, and social life. Muslim scholars and artists
made significant contributions to the sciences and arts.

Comparing

Analyzing
Split in Islam

Philosophy
Mathematics
Science

Shiite
Muslims

Medicine

Sunni
Muslims

Art
Architecture

Folded Chart
Have students make and use this Folded Chart
to write about the advancements made by
Muslims in philosophy, mathematics, science,
medicine, art, and architecture. Students should
include names, places, and dates on the chart.

scissors

Describing

R ise

Fall

e
Arab Empir

Two-Tab Book
Have students create a Two-Tab Book with one
section labeled Rise and the other labeled Fall.
Have students examine the events, people, and
places related to the rise and fall of the Arab
Empire. Have students review the facts they have
written under each tab, and then write a summary
on the front of each tab that briefly explains the rise
and fall of the empire.


48


Concept-Map Book
A political disagreement led to a split in Islam.
Have students read the related text material and
conduct additional research to examine the reasons
for the split and the political and religious differences between the two groups. Have students
organize this information in a Concept-Map Book
with information about each group recorded under
the appropriate tab. Have students research the
geographic distribution of Shiite and Sunni
Muslims in the world today and add this information to the Foldable.

TOPIC 7

TOPIC SUMMARY
Climate zones on the African continent influenced the development and survival of civilizations. Early civilizations grew as the people mastered agricultural techniques. The expansion
of trade led to the development of several important kingdoms. Few African societies had a
written language. Our knowledge of them comes from records of visitors or from archaeological
evidence. African religions varied from the monotheistic to the polytheistic. As in many early
civilizations, most art forms, including sculpture, dance, and music, served a religious purpose.

Explaining
Mild
te
Clima

Deserts

Rain
Forest

Savan
n

as

Kingdom
of
Ghana

Folded Chart
Students should explain how the four climate
zones affected the development of civilizations in
Africa by organizing the information into a Folded
Chart.

Materials Needed: one sheet of 8.5" x 11" paper

Kingdom
of
Mali

Kingdom
of
Song hai

Three-Pocket Book
Have students make a Three-Pocket Book. Then
have them record notes about people, places, and
events of the kingdoms of Ghana, Mali, and
Songhai on individual quarter sheets of notebook
paper. Students should organize the notes in the
appropriate pocket.
Materials Needed: one sheet of 11" x 17" paper, scissors,
and glue

Identifying

Kush )
(Nubia

Axum

Two-Tab Book
Have students create a Two-Tab Book to identify facts about
the location, culture, and economy of Kush (Nubia) from about
2000 B.C. to 600 B.C. and Axum from about 250 B.C. to A.D. 150.
Have students work in pairs to quiz each other about the facts
identified. Encourage students to add facts as they are working
together.

49

TOPIC 8

TOPIC SUMMARY
During the period between 400 and 1500, China was reunited, trade routes were revived,
technology advanced, and agricultural production increased. Japan, isolated by geography, created a unique and largely closed culture. Islam expanded into India. In that country, Hinduism
was the strongest religious and social influence, but Islam and Buddhism also played important
roles. In Southeast Asia, geography and cultural differences caused several states to develop.

Summarizing Dynasties
China
Reunited

Contributions
to Chinese
Civilizations

Identifying Information
Rulers

WHO

AT
WH

Sui Dynasty

Tang Dynasty

WH

EN

Song Dynasty

Folded Table
After a period of about 300 years of chaos and
civil war, new dynasties appeared to control China.
Have students review the related text and create
a Folded Table to summarize information about
the rulers and contributions of three Chinese
dynasties—the Sui, Tang, and Song.

E
ER

WH

Four-Door Book
Have students select one of the leaders of the
Mongol Empire—Kublai Khan or Genghis Khan.
First ask students to review the related text and
conduct research to learn more about this leader.
Then have them create a Four-Door Book to
organize the information under the headings Who,
What, When, and Where.

Organizing Information

Early
Japan

50

Early
Korea

India

Three-Pocket Book
Have students make this Three-Pocket
Book, with a pocket for early Japan, early
Korea, and India. Then have students review
the related text, writing notes about terms,
key locations, people, and events for each.
Have students organize the notes by sorting
them into the appropriate pockets.
Materials Needed: one sheet of 11" x 17" paper,
scissors, and glue


scissors

TOPIC 9

Emerging Europe and the Byzantine Empire
TOPIC SUMMARY
The European civilization of the Middle Ages was influenced by Germanic peoples, the
legacy of the Roman Empire, and Christianity. Charlemagne expanded his reach, creating the
Carolingian Empire. Later, various invaders and the collapse of central authority resulted in
feudalism. Powerful new rulers consolidated their power and brought an end to the feudal
system. In the eastern Mediterranean region, the Byzantine Empire grew and flourished.

Describing

Summarizing
WHO

I
n
v
a
d
e
r
s

WHAT

led
to

F
e
u
d
a
l
i
s
m

WHEN


WHERE

Four-Tab Book
Charlemagne was a powerful Christian ruler.
After reading the related text, have students make
and use this Four-Tab Book to organize information describing him under the categories of Who,
What, When, and Where. Have students draw or
copy a sculpture or picture of Charlemagne to
include with the Who tab.

Shutter Fold
Have students create a Shutter Fold Foldable to
summarize the actions of the Viking and Visigoth
invaders, and how their actions led to feudalism.
Inside each fold, create a bulleted list of important
facts. For the invaders fold, focus on people,
events, and places during the 800s and 900s. For
the feudalism fold, focus on causes and social
structure.

scissors


Identifying
European
Kingdoms
England
France
Holy Roman Empire
Central and Eastern Europe
Russia

Layered-Look Book
Students can create this Layered-Look Book to
identify facts about European kingdoms during
High Middle Ages. Have students read the
related text and conduct additional research to
identify important people, events, and government institutions of England, France, the Holy
Roman Empire, Central and Eastern Europe, and
Russia.
Materials Needed: three sheets of 8.5" x 11" paper and
a stapler or glue

51

TOPIC 10

Medieval Europe
TOPIC SUMMARY
European society flourished as a result of new farming practices, increased trade, and the
development of a money economy. The Catholic Church played a dominant role in medieval
European society and culture. Gothic cathedrals, built using new technologies, were among the
greatest artistic achievements of the period.

Drawing Conclusions
Importance
of
Trade


Industry
and
Guilds

Medieval
city

Both

Peasantry

Daily Life

Folded Chart
During the eleventh and twelfth centuries, trade
and industry replaced Europe’s economic reliance
on agriculture. Have students read the related text
and create a Folded Chart to examine why and
how trade became important and how industry
and guilds developed.

Three-Tab Book
Students can make and use this Three-Tab Book
to create a Venn diagram to help them compare
daily life in medieval cities with daily life of the
peasantry. Have students focus on such topics as
type of labor, diet, housing, and other living conditions of each group.
scissors

Identifying Cause and Effect

Cause

Effect
urch

Ch
f Catholic
Influence o

52

Two-Tab Book
Have students create a Two-Tab Book to
describe cause-and-effect relationships related
to the influence of the Catholic Church in
Medieval Europe. Have students select events
from the 1000s, 1100s, and 1200s. For each
event, have students identify two or more
causes and effects.
and scissors



TOPIC 11

TOPIC SUMMARY
Early inhabitants of the Americas were hunter-gatherers. Several distinct cultures, which
had adapted to different geography and climates, arose. The Mayan, Aztec, and Incan civilizations developed distinct political, religious, and social structures. The Mayan civilization
declined for reasons that are still unclear. Spanish conquests brought an end to both the Aztec
and Incan civilizations.

Describing

Comparing
Early Civilizations
Inca

Maya

A
Nortrtic/
hwe
st

Aztec

Concept-Map Book
Students can make and use this Concept-Map
Book to help them compare the Mayan, Aztec, and
Incan civilizations. Have students include statements about the political, religious, and social
structures of the three civilizations.
scissors

Gr
Plaeat
ins

tern
Eas dlands
Woo
est

hw

t
Sou

Four-Door Book
Have students create this Four-Door Book to
examine the influence of geography and climate on
the first inhabitants of the Americas. Students
should read the related text and write statements
under tabs for the Arctic/Northwest, the Eastern
Woodlands, the Great Plains, and the Southwest.


Materials Needed: one sheet of 11" x 17" paper and
scissors

Organizing
The Inca
Political Structure
Social Structure

Layered-Look Book
Students can create this Layered-Look Book
to organize facts about the Inca. Have students
read the related text and conduct research to
learn more about the political structure, social
structure, and buildings and culture of the Inca.
Materials Needed: two sheets of 8.5" x 11" paper and
a stapler or glue

Building and Culture

53

TOPIC 12

Renaissance and Reformation, 1350–1600
TOPIC SUMMARY
The Renaissance describes a new age of human achievement in the arts and sciences. At the
same time, religious reformers, such as Martin Luther, sought to reform the Catholic Church.
Their ideas and actions brought about the Protestant Reformation. Different forms of Protestantism arose throughout Europe, and the Catholic Church responded with renewed vigor.

Identifying

Sequencing
AT
WH

Four-Door Book
Have students make and use this Four-Door
Book to explore the Protestant Reformation. As students read the related text, have them record dates,
events, places, and ideas under the tabs labeled
Who, What, When, and Where. Encourage students
to add facts about other leaders of the Protestant
Reformation, noting their names on the front of the
Foldable.

Accordion Book
Students can create a usable time line by using an
Accordion Book Foldable. Have students read the
related text and create a time line of the significant
events, people, places, and ideas of the Renaissance
and Reformation using this Foldable. Have students conduct additional research and add four
entries to the time line for each period of time.

Analyzing

Italian States: Milan, Venice, Florence
Germany

Switzerland
Flanders
France
England
Italy
54

Layered-Look Book
Have students create this Layered-Look Book to
analyze how the Renaissance and Reformation
affected various parts of Europe. Students should
include the effects of the Renaissance and Reformation on the Italian states (Milan, Venice, and
Florence), Germany, Switzerland, Flanders, France,
England, and Italy. Students should label each of
their effects as Renaissance or Reformation.
Materials Needed: four sheets of 8.5" x 11" paper and a
stapler or glue


scissors

Renaissance & Reformation

1600

E
ER

WH

1500

EN

1350

WH

1550

1400

WHO

TOPIC 13

TOPIC SUMMARY
During the age of European exploration, nations sought to gain territory, goods, or trading
partners. Explorers risked long voyages over unfamiliar oceans and seas to gain an economic
advantage. During this period, the international trade in enslaved Africans began. In the next
three centuries, millions of Africans were enslaved and sent abroad. Millions were sent to the
New World—the Caribbean, Brazil, and the American South mostly—to work on sugar, coffee,
tobacco, rice, and cotton plantations.

Describing

Identifying
Portugal

Spain

Explora

tion
and
Trade

Slave
Trade

Spice
Trade

Dutch
Republic

d


Englan

Three-Pocket Book
Have students make this Three-Pocket Book to
organize information about exploration and trade,
slave trade, and spice trade from 1500 to 1800.
Students should take notes as they read the related
material on quarter sheets of notebook paper.
Students should review their notes and place them
in the appropriate pocket.
and glue

Four-Tab Book
Have students make this Four-Tab Book to
record information about the explorations of the
Portuguese, Spanish, Dutch, and English. Have
students focus on people, places, dates, items
traded, and rivalries with other nations.
scissors

Categorizing
Compare

Explorer #1

Explorer #2

Explorer #3

Date

Country

Disco very

Folded Table
Have students create this Folded Table to categorize information about any three explorers discussed in the chapter on the Age of Exploration.
Information should be categorized by date, country, and discovery. Encourage students to conduct
additional research about these explorers and add
facts discovered to the Foldable.

55

TOPIC 14

Crisis and Absolutism in Europe, 1550–1715
TOPIC SUMMARY
The monarchs who ruled England, France, Spain, the German states, and Russia from 1550
to 1750 battled to expand their domain and their power. Their struggles led to ongoing strife.
Protestants and Catholics also fought for political and religious control. Literature and the arts
flourished in parts of Europe, while political thinkers wrestled with ideas about the purpose
and scope of government.

Organizing

Analyzing Points of View

Thomas
Hobbes

Europe
16th Ce
ntury

Europe
17th Century

Bo t h

e
Europ th
18
Early
ry
Centu

John
Locke

Three-Pocket Folder
Have students make this Three-Pocket Book to
organize information about Europe in the 16th,
17th, and 18th centuries. Students should take
notes on quarter sheets of notebook paper about
important events, people, and places as they read
the chapter. Have them organize their papers by
placing them in the appropriate pocket.

scissors

Organizing
Crisis and Absolution
The Wars of Religion
Social Crises, War, Revolution
Absolutism

56

Layered-Look Book
Have students make and use this Layered-Look
Book to organize information as they read the
chapter. Students should write important dates,
people, places, and events on flaps labeled The
Wars of Religion; Social Crises, War, Revolution; and
Absolutism.
stapler or glue


and glue

Three-Tab Book
Have students make and use this Three-Tab
Book to create a Venn diagram analyzing the points
of view of two English political thinkers—Thomas
Hobbes and John Locke. Students should write
things the two men had in common in the overlapping area of the ovals. Then they can write the
highlights of their different approaches to the political climate of the 1600s in the distinct areas of the
ovals.

TOPIC 15

TOPIC SUMMARY
During this period, powerful empires controlled most of Asia and Southwest Asia. Each succeeding empire reached further to bring more people and territory under its control. Politically,
these empires had strong central authority and brought new levels of technical and military
efficiency to their states. Culturally, the arts and literature flourished as the region became
known for its silk weaving, carpet weaving, architecture, and mosaics.

Categorizing
Key Events
and
Rulers

Muslim
mpires
Empires

Religion
and
Art

Society
and
Culture

Ottoman
Empire
Safavid
Empire

Ottoman
Empire

Safavid Empire

Mogul Empire

Mogul
Empire

Folded Table
Students can create this Folded Table to help
them categorize information about the three
Muslim empires: Ottoman, Safavid, and Mogul.
Categories to explore include key events and
rulers, religion and art, and society and culture.


Trifold Book
Have students make a Trifold Book to compare
and contrast the three Muslim empires: Ottoman,
Safavid, and Mogul. Since there are three ovals that
overlap in this Venn diagram, students will need to
be careful to place information in the appropriate
areas. Remind students that the areas where two
ovals overlap indicate items that both empires
have in common, while the area where all three
overlap means the item applies to all three empires.

Describing
ry

janissa

pasha
der
gunpo w e
empir
sultan

Vocabulary Book
Have students make a Vocabulary Book to record key terms in
each section of the chapter related to the Muslim Empires. On the
inside of each tab, students should write a complete definition of
the term.

harem

grand

vizier

ulema

57

TOPIC 16

TOPIC SUMMARY
Sophisticated cultures and civilizations developed in China, Japan, and Korea between 1400
and 1800. To varying degrees, all three cultures sought to keep Europeans away and to resist the
influence of Western ideas and culture. Each civilization developed unique traditions. Tensions
existed between the ruling class and the peasant population in China and Japan. Korea was
located between China and Japan, but it managed to withstand invasions from both.

se
Portugue

Two-Tab Book
Have students make and use this Two-Tab Book
to explore the experiences of the Chinese and
Japanese as they came into contact with the
Portuguese. Under each tab, students should write
dates, important people, and how these are connected to Western influence on China and Japan.

1800

Events

1400

Events

Japan's
Contact

China's
Contact

Events

Sequencing

Events


Accordion Book
Students can make and use this Accordion Book
to create a time line of the key events in the history
of the East Asian world from 1400 to 1800. Have
students include events listed in the related reading and conduct research to add at least four other
important events.

scissors

Investigate

Tokugawa
Japan

Society

Politics

Folded Table
Have students investigate the society and politics of the Tokugawa in Japan and the Yi Dynasty
in Korea using a Folded Table. Have students use
their text and additional research as sources of
information.

Yi Dynasty
Korea

58


Identifying

TOPIC 17

TOPIC SUMMARY
During the Scientific Revolution in Europe in the 1500s and 1600s, new ideas in the sciences
and philosophy changed the way Europeans viewed the physical world and their place in it.
New theories, based on the scientific method and human reason, replaced old beliefs. The
Enlightenment of the 1700s used the ideas of the Scientific Revolution to examine many areas
of life, including economics, education, religion, and the arts.

Describing

Organizing
Revo
lutio
in n
Astr
onom
y

fic
The Scienti n
lutio
Revo

The
nt
htenme
lig

En

Two-Pocket Book
Have students record notes about important
terms, people, places, and ideas related to the
Scientific Revolution and the Enlightenment on
quarter sheets. Then have students place the notes
in the appropriate pocket of the Foldable.


and glue

Des

car
and tes
Rea
son

s

h
roug
akthdicine
Bre Me
in and
ry
mist
Che

Theific
nt
Scie thod
Me

Four-Door Book
Have students make and use this Four-Door
Book to organize information about the Scientific
Revolution. Students should write significant facts
about the revolution in astronomy, breakthroughs
in medicine and chemistry, Descartes and reason,
and the scientific method under the appropriate
flap.
scissors

Describing
Who

What

Four-Tab Book
Have students create this Four-Tab Book, using Who, What,
When, and Where, to describe the life and work of one of the
three French philosophers of the Enlightenment—Montesquieu,
Voltaire, or Diderot.

When

Where

59

TOPIC 18

TOPIC SUMMARY
In 1789, the oppression of the Third Estate and Enlightenment ideals led to the French
Revolution. During its most radical phase, known as the Reign of Terror, the French were
also fighting against the kings of Europe who wanted to restore the French king. Under
Napoleon, the French defeated foreign armies and for awhile Napoleon had an empire.
Although Napoleon was defeated at Waterloo, the French Revolution had made all citizens
equal under the law.

Identifying Cause-and-Effect

Identifying

WHO

AT
WH

Before

During

After

The French Revolution
WH

EN

E
HER

W

Four-Door Book
Have students create a Four-Door Book to record
Who, What, When, and Where facts while they are
reading about Napoleon Bonaparte. Encourage
students to conduct additional research to add
facts, illustrations, or maps to their Foldable.

Three-Tab Book
Have students create this Three-Tab Book to
examine important events in France before, during,
and after either the Reign of Terror or the French
Revolution.
scissors

scissors

English Bill
of Rights
American
Declaration of
Independence
and
Constitution

Declaration
of the
Rights of Man

Trifold Book
Have students use this Trifold Book to create a Venn
diagram to explore the similarities and differences
among the English Bill of Rights, the American Declaration of Independence, and the Declaration of the
Rights of Man. Students should describe where each
document was created, when each document was created, and who influenced the document’s creation.

60



TOPIC 19

TOPIC SUMMARY
The Industrial Revolution dramatically changed Europe and North America as they moved
from agricultural economies to industrial economies. Cities grew around the new industries as
people moved to live near the factories. The political philosophies of conservatism, nationalism,
and liberalism vied for dominance. Culturally, romanticism and realism were the prevailing
movements of the time.

Describing

Analyzing Changes
From: Farming/Agriculture

Ideologies

To: Manufacturing/Industry

Conservatism
Nationalism

Shutter Fold
Have students create a Shutter Fold to analyze
the changes that occurred during the Industrial
Revolution as economies moved from farming/
agriculture to manufacturing/industry. Have students make a bulleted list under each fold that
describes the economy and society of an agricultural and an industrial community.



Liberalism

Layered-Look Book
Have students create a Layered-Look Book with
flaps for the prevailing ideologies during the 1800s.
Students should record notes about conservatism,
nationalism, and liberalism under the appropriate
flap. Notes should focus on definitions and important concepts of each.
stapler or glue

Analyzing

nticism

R oma

vs.

Two-Tab Book
Have students create a Two-Tab Book to compare and
contrast romanticism and realism. As they read the related
text material, have students take notes on how each influenced life in the 1800s. Have students conduct research to
find a work of literature or art that represents each idea and
add the name of the work to their Foldable.

sm

Reali

61

TOPIC 20

TOPIC SUMMARY
The period from 1850 to 1914 marked a major shift in how people thought about science,
economics, and art. Technological change profoundly affected the way people lived. Increased
wages improved the standard-of-living for many industrial workers and expanded the middle
class. Women enjoyed new opportunities in education and employment, though they still
lacked a political voice. International rivalries led to the Balkans crises and World War I.

Organizing

Comparing Opportunities

Second Industrial Revolution

Second
Industrial
Revolution

New Products

After
Revolution

Job
Opportunities
for Women

World Economy

Before
Revolution

Marriage
and
Family

Organizing Workers

Folded Table
Have students use this Folded Table to examine
the lives of women before and after the second
Industrial Revolution. Students should consider
the following categories in their comparisons: job
opportunities for women, marriage and women’s
role in family life, and women’s rights.

stapler or glue

Identifying
Scien
c
Psyc and e
hoan
alysi
s

ial
Socinism
rw
Da and
cism
Ra

Ant
i-Se
anmiti
Zion d sm
ism

de
Mo

m

s
rni

Four-Door Book
Ask students to make a Four-Door Book to examine the
social and scientific movements of the late 1800s and early
1900s. As students read related text, they should list definitions, important people, and key ideas related to science and
psychoanalysis, Social Darwinism and racism, anti-Semitism
and Zionism, and modernism. Students may conduct
research about one or more of the movements to add information to the Foldable.
Materials Needed: one sheet of 11" x 17" paper and scissors

62


Layered-Look Book
Students can create a Layered-Look Book to
organize facts about the new products, world economy, and worker organization during the second
Industrial Revolution. Have students create a second Layered-Look Book that explores the same
topics related to the technology revolution of the
1900s and 2000s.

Women's
Rights

TOPIC 21

TOPIC SUMMARY
During this period, major European countries and the United States controlled much of Asia,
Africa, and Latin America. Colonial rule benefited the colonial powers much more than any
colony. Export policies exploited the workforce and natural resources of the colonies. National
leaders such as Miguel Hidalgo and Simón Bolivar led movements to gain independence from
imperial rule.

Describing

Sequencing
West
Africa

East
Africa


South
Africa

Five-Tab Book
Students can make this Five-Tab Book to describe
imperialism in West Africa, North Africa, Central
Africa, East Africa, and South Africa. As students
read the related text material, they should make
notes under each tab naming the colonial rulers
and the natural resources exported from the
colonies.

date

Central
Africa

date

North
Africa

Accordion Book
Have students make a time line of the key events
related to the British rule of India using an
Accordion Book. As students read the related text,
they should record key events at the appropriate
point on the time line. Have students conduct
research to add information to the time line.

scissors

s
Revolt
in
o
Mexic

Bo t h

Three-Tab Book
Ask students to create a Venn diagram using a Three-Tab Book to
make a close comparison of the revolts in Mexico and South America.
The overlapping area of the ovals should include characteristics that
both revolts had in common.

lts in
Revo h
out
S
ica
Amer

63

TOPIC 22

TOPIC SUMMARY
Great struggles occurred in China and Japan between 1800 and 1914. In both countries,
the conflicts resulted from contact with the West and from internal conditions, such as weak
economies. A series of events in China and Japan pushed each country to armed conflict. These
struggles eventually led to dramatic changes in government, economy, and culture. During the
period, both Asian powers opened their doors to the West.

Describing

Identifying Cause-and-Effect

Japan
.
Before..

e
Influenc
Western

Japan

China

Japan
After...

Two-Pocket Book
As students read the related text, have them
record notes about terms, key events, people, and
places in China and Japan on quarter sheets of
notebook paper. Students should place the notes in
the appropriate pocket of the Two-Pocket Book.
Have students add a map of each country at the
top of their Two-Pocket Books.

Two-Tab Book
Have students create this Two-Tab Book to compare Japan before and after Western influence. As
students read the related text and conduct
research, they should record aspects of daily life,
women’s roles, politics, and economics that existed
before and after Western influence in Japan.
scissors

Identifying

Wha
t

Wh
en

64

er
Wh

y
Wh

e

Four-Door Book
Ask students to create a Four-Door Book to identify
What, Where, When, and Why facts about the Boxer
Rebellion. As students read the related text and conduct
research, they should add statements under the appropriate flap to examine this Chinese uprising in 1900 and
the response to it.


and a stapler or glue

TOPIC 23

TOPIC SUMMARY
The carnage of World War I was unlike anything the world had previously experienced.
Thousands died during this war of attrition. Airplanes and airships were used for the first time
in battle. When the war ended, the peace settlement required the defeated countries to pay
heavy reparations to the victors. The resentment and anger caused by these reparations led to
World War II.

Sequencing

Organizing
World War I

1914-1915

Before

1916-1917

1918-1919

World War I

During
After

Layered-Look Book
Have students make a Layered-Look Book to
organize the important events, places, and people
before, during, and after World War I. Encourage
students to conduct research and add information
to each layer of the book.

Three-Tab Book
Students can make and use this Three-Tab Book
to sequence events that occurred during World
War I. Have students list facts related to 1914–1915,
1916–1917, and 1918–1919. Facts should focus on
key leaders, places, and important turning points
of each period of the war.
scissors


stapler or glue

Analyzing

Pre-Revolution
and
Anti-Communist
Forces

Revolution
and
Communist
Forces
R ussia

Two-Tab Book
Students should read the text material related
to the Russian Revolution. To organize their reading, ask students to make and use a Two-Tab
Book. Under one tab, they should record the
political, social, and economic events that led up
to the revolution. Under the other tab, they
should record the political and military events
that brought the communists to power.
scissors

65

TOPIC 24

TOPIC SUMMARY
After the war, many countries struggled under the strain of war debts and a world wide economic depression. Totalitarian governments emerged in Germany, Italy, and the Soviet Union.
Radio and movies, both popular forms of entertainment, also began to be used to communicate
political messages. Art movements such as Dadaism and surrealism reflected a new mood in
society. People no longer felt that the world was rational.



The Great Depression

Be
Mussnito
olini

Responses

olf
Ad ler
Hit

Four-Door Book
Have students create a Four-Door Book to compare and contrast the dictatorships of Benito
Mussolini, Josef Stalin, Francisco Franco, and
Adolph Hitler. Have students list facts about each
ruler under the appropriate flap. This Foldable will
be a helpful study guide on the differences and
similarities of these four men.
scissors


Analyzing Policies
The Nazi State

Economic
Policies
and
Programs

Anti-Semitic
Policies

Two-Tab Concept Map
To explore the policies of the Nazi state, have students
make and use this Two-Tab Concept Map. Students
should record facts about the economic policies and programs of the Nazi state, including what brought the
Nazis to power, under one flap. Under the other flap,
students should write facts related to the Nazis’ antiSemitic policies and the actions taken as a result.

66


Folded Chart
Have students make and use this Folded Chart
to examine the causes and effects of the Great
Depression. Students should list the causes of the
Great Depression in the left column. Across from
each cause, students should list one or more
responses from individuals, society as a whole, or
the government.

eph
Jos lin
Sta

Fran
c
Franisco
co

Causes

TOPIC 25

TOPIC SUMMARY
Around the globe, people struggled to break traditional power structures after the end of
World War I. In Asia, the Ottoman Empire crumbled. The Nationalist forces of Chiang Kai-shek
struggled against the Communist forces of Mao Zedong. Militarism grew in Japan, as it sought
to dominate Asia. Africans and Latin Americans sought to break colonial ties and form new
nations.

Organizing

Drawing Conclusions
Nationalism In...
The Middle East
Africa
Asia

Must
a
Kem fa
(Ata al
turk)

s
nda
oha di
M an
Gh

Lá
Cárzaro
den
as

ry
Har u
k
Thu

China


Latin America

Layered-Look Book
Have students make this Layered-Look Book to
list the ways that nationalism took shape in the
Middle East, Africa, Asia, China, and Latin America.
Have students add information to each flap that
explores the countries that were formed and that
gained their independence. Facts should focus on
the people and groups who led the independence
movements, what they sought, and what they
accomplished.

Four-Door Book
Ask students to write notes in this Four-Door
Book about four leaders of nationalist movements:
Mustafa Kemal, Mohandas Gandhi, Lázaro Cárdenas, and Harry Thuku. Based on this information, students can draw conclusions about what
each leader sought to accomplish and what they
ultimately achieved.
scissors

Materials Needed: three sheets of 8.5" x 11" paper and a
stapler or glue

Describing
WHAT

WHEN

WHER

WHY/

E

Four-Tab Book
Have students describe the What, When, Where, and Why/How
related to the Balfour Declaration in a Four-Tab Book. As students
read the related text and conduct research, have them record information in the four categories. This Foldable will help them understand how this declaration changed the Middle East and created
upheaval that has yet to be resolved.

HOW

67

TOPIC 26

World War II
TOPIC SUMMARY
The actions and ambitions of Germany and Japan paved the way for another major war.
Germany’s invasion of Poland in 1939 ignited war in Europe. The United States was drawn
into the war in 1941 when the Japanese attacked Pearl Harbor, Hawaii. The United States,
Great Britain, France, and the Soviet Union (the Allied powers) fought Germany, Italy, and
Japan (the Axis powers). In 1945, the Axis powers were defeated.

Identifying

Analyzing Causes

Europe at War

The New
Order in
Europe

Japan at War

United States at War

The New
Order in
Asia

Three-Tab Book
Have students create a Three-Tab Book to compare the paths that Germany and Japan took to
war. Students should list the factors that contributed to war-like governments in Germany and
Japan. Factors that are found in both Germany and
Japan should be listed in the overlapping space of
the Venn diagram.
scissors


Explaining

Allied
s
Po wer

Axis
rs
Po we

68

Two-Tab Book
Have students create this Two-Tab Book to examine the
effects World War II had on the victors and on the defeated.
As students read the related text and conduct research, have
them write notes about the effects of World War II on the
United States, Britain, and the Soviet Union (the Allied powers) under one tab and on Germany, Italy, and Japan (the Axis
powers) under the other.


Trifold Book
Ask students to make and use this Trifold Book
to write facts about Europe, Japan, and the United
States during World War II. Students should focus
on significant battles and their results. Have students conduct research to add information to the
Foldable, including information about significant
military and political leaders during the war.

Both

TOPIC 27

TOPIC SUMMARY
Recovery from the massive destruction caused by World War II required a new level of international cooperation. At the same time, differences between the Soviet Union and the United
States after World War II led them to compete for dominance in a global struggle known as the
Cold War. In subsequent decades, rapid social changes and technological developments resulted
in many economic and social changes in Western society.


Drawing Conclusions
Greece
)
(1944–1949

Causes

Effects

Berlin
61)
(1949 and 19
Korea
)
(1950–1953

Cold War

Two-Tab Book
As students read the text, have them create and
use this Two-Tab Book to list the causes and effects
of the Cold War. For each cause that students list,
tell them to identify two or more effects. Have students list these in the Foldable in a way that they
can easily identify the effects that resulted from
each cause.


scissors

Cuba
(1962)
m
Vietna
1973)
(1964–

Five-Tab Book
Have students create a Five-Tab Book to identify
the key events of the Cold War. As they read the
related text, students should list events that took
place in Greece in 1944–1949, Berlin in 1949 and
1961, Korea in 1950–1953, Cuba in 1962, and
Vietnam in 1964– 1973. From the events students
list, they may draw conclusions about how the
events have affected the world we live in today.
scissors

Organizing Information

pe
Western Euro
and
ca
North Ameri

Europe
Easternnd
a
nion
Soviet U

Two-Pocket Book
Ask students to record notes about key terms,
people, places, and events during the Cold War
in Western Europe, North America, Eastern
Europe, and the Soviet Union on quarter sheets
of paper. Then have students organize the notes,
placing them in the appropriate pocket.
Materials Needed: one sheet of 8.5" x 11" paper,
scissors, and glue

69

TOPIC 28

Contemporary Western World, 1970–Present
TOPIC SUMMARY
Recent political upheavals have changed the Western world. The Soviet Union broke apart,
and many former Soviet states formed democratic governments. Ethnic conflicts in some areas
threaten to destabilize governments. The computer and the Internet link the world in ways
never before possible. As a result, a global society and global economy are emerging.

Identifying

Describing

WHO

WH

EN

Transitions to Free-Market
Economy
AT
WH

Peaceful

Violent

E
ER

WH

Four-Door Book
Ask students to research the historical role
played by either Mikhail Gorbachev or Lech
Walesa in reshaping the Soviet Union during the
1980s. Have students organize the information
using a Four-Door Book with Who, What, When,
and Where categories.
scissors


Drawing Conclusions
Five-Tab Concept-Map Book
Have students create a Five-Tab ConceptDisintegration
Map Book to analyze the changes in
Czechoslovakia Romania German of Yugoslavia
d
Polan
Republic
Eastern Europe in the 1980s and early
1990s. Have students include facts about
who led the transition, whether the transition from communism was peaceful or violent, and what challenges the new governments faced.
Changes in Eastern Europe


70


Folded Chart
Ask students to create a Folded Chart to describe
places and events related to peaceful and violent
transitions to a free-market economy. Have students add a world map to the back of the chart and
use two different colors to identify the places
where these peaceful and violent transitions
occurred.

TOPIC 29

TOPIC SUMMARY
In many Latin American countries, progress toward political and economic stability has been
slow. Although some advances have been made, there is still great disparity of wealth, and
periodic civil wars and revolution. In the late 1980s, however, a number of countries have
turned toward democracy. In fact, the only communist country in Latin America or the entire
Western hemisphere is Cuba.

Summarizing
Latin
American
Country

Describing
Economy

Leaders

The Nations
of South America
Argentina
Brazil
Chile


Peru

Folded Table
Have students create a Folded Table, listing Latin
American nations in the left column. As students
read the related text, they should summarize information about each country’s economy and leaders
since 1945 in the second and third columns.

Layered-Look Book
Have students make a Layered-Look Book, writing facts under each tab for Argentina, Brazil, Chili,
and Peru. Have students include information
about each country’s leaders, economic and social
challenges, and how these challenges were met.
stapler or glue


Comparing
al and Economic Crises
Politic
Mexico

Cuba

Cent
Amerral
ica

Trifold Book
Students should create a Trifold Book and write facts
about the political and economic crises in Mexico, Cuba,
and Central America from 1945 to the present. Have
students gather information from their textbooks and by
conducting research. Encourage students to include
facts about contemporary events in each place.

71

TOPIC 30

Africa and the Middle East, 1945 to the Present
TOPIC SUMMARY
During the 1950s, 1960s, and 1970s most African nations gained their independence from
colonial powers. However, African nations continue to struggle under military or dictatorial
regimes. Poverty continues to plague the continent as it seeks its place in the global economy.
In the Middle East, nearly every aspect of life—political, social, economic, and cultural—has
changed since the end of World War II.

Analyzing Results
African
Nation

Analyzing Points of View

Date of
Independence

Result

s
i View
Israel litical
and Poions
Posit

inian
alest and
P s
View ical
Politions
Posit


Two-Tab Book
Have students make a Two-Tab Book to compare
Israeli views and political positions with Palestinian views and political positions during the 1950s
to 1980s. Have students read related text and write
summary statements that will help them compare
the points of view of each group.
scissors

Describing
Gamal
asser
Abdel N
Anwar
el-Sadat
Yasir
Arafat
Ayatollah
Khomeini
Saddam
Hussein

72

Five-Tab Book
Have students make a Five-Tab Book to list the facts about five
different political leaders in the Middle East since 1950: Gamal
Nasser, Anwar el-Sadat, Yasir Arafat, Ayatollah Khomeini, and
Saddam Hussein. For each leader, have students include information about their political views, especially related to the ArabIsraeli conflict, their style of leadership, and the results of their
leadership.


Folded Table
Have students create this Folded Table that lists
African nations that gained their independence in
the late 1950s and 1960s in the left column. Have
students identify the date of each nation’s independence and research the immediate results of the
change. Have students write summary statements
about the results in the third column.

TOPIC 31

Asia and the Pacific, 1945 to the Present
TOPIC SUMMARY
The nations of Asia and the Pacific play an increasingly important role in the world’s political, economic, and cultural development. Many of these countries have endured civil wars and
struggled with economic difficulties and the poverty of their large populations. Other countries
have enjoyed relative stability.

Drawing Conclusions

Sequencing

China

date

Mao Z

a
Chin
ER
AFT ong

Mao

Accordion Book
Have students create an Accordion Book to
record a time line of the key events in the history of
postwar Asia. Encourage students to conduct
research and make short annotations for the events
on their time lines.

Zed

Two-Tab Book
Mao Zedong came to power in China in 1949 and
controlled China until his death in 1976. Have students create a Two-Tab Book to describe the social,
political, and economic climate in China during
and after Mao Zedong’s rule.

date

NG
DURI ong
d
e


scissors

Describing

Japan

South
Korea

Taiwan

Asian Tigers

Singapore
and
Hong Kong

Four-Tab Book
Have students make and use a Four-Tab Book
to help them review developments in Asia since
1945. On the four tabs, students should list the
following: Japan, South Korea, Taiwan, and on
the last tab, Singapore and Hong Kong. Under
each tab, students should list important leaders,
and the most important domestic and international events for that country.
scissors

73

TOPIC 32

TOPIC SUMMARY
The technological revolution has created a global economy, but not all nations or people have
benefited. Improved communication allows ideas and cultures to be shared worldwide, but
today’s world faces numerous economic, political, and environmental challenges.

Identifying

Making Predictions
World Challenges

Environment

Social

Economic

Political

WHA
T

WH

ER
E

Y

WH

Four-Door Book
Have students make and use a Four-Door Book
to organize What, When, Where, and Why information about the United Nations. Students should
focus on the facts of how and when the organization was created, what specialized organizations
are part of the United Nations, and what goals the
organization has for its future.
scissors


Summarizing

R ich,
lized
Industria
Nations
Economic

74

Poor
Developing
Nations
es
Challeng

Two-Tab Book
Have students create a Two-Tab Book. As students read the related text and conduct research,
they should summarize the current economic
challenges facing industrialized nations and developing nations under the appropriate tabs.
scissors


Folded Chart
Have students draw an outline map of the
world. Then have them make and use this Folded
Chart to identify environmental, social, economic,
and political challenges in the world today. Students should summarize information about challenges such as the economic challenge of the gap
between rich and poor nations or the environmental challenge of global warming caused by the
greenhouse effect.

EN

WH

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