Section. Prepare to Read

1 Section Step-by-Step Instruction Objectives Social Studies 1. Explain how cultural patterns developed in the. 2. Discuss the cultural patterns that exist today in the. Reading/Language Arts Learn to identify the main idea of a paragraph or section. Prepare to Read Build Background Knowledge In this section students will learn more about the cultural diversity of the United States and Canada. Have students preview the headings and visuals in this section with the following question in mind: Why can the cultures of the be described as a heritage of diversity and exchange? Conduct an Idea Wave (TE, p. T35) to create a list. Set a Purpose for Reading Preview the Objectives. Read each statement in the Reading Readiness Guide aloud. Ask students to mark the statements true or false. Teaching Resources, Reading Readiness Guide, p. 196 Have students discuss the statements in pairs or groups of four, then mark their worksheets again. Use the umbered Heads participation strategy (TE, p. T36) to call on students to share their group s perspective. Section 1 Prepare to Read Objectives In this section you will 1. Explain how cultural patterns developed in the. 2. Discuss the cultural patterns that exist today in the. Taking otes As you read this section, add facts and details to the outline. Use Roman numerals to indicate the major headings of the section, capital letters for the subheadings, and numbers for the supporting details. A Heritage of Diversity and Exchange I. Patterns of culture develop A. B. II. Fur traders at Fort Garry, presentday Winnipeg, in Manitoba, Canada 76 A Heritage of Diversity and Exchange Target Reading Skill Identify Main Ideas It is not possible to remember every detail that you read. Good readers therefore identify the main idea in every paragraph or section. The main idea is the most important or the biggest point the one that includes all the other points in the section. As you read, write the main idea that is stated in each section. Key Terms cultural diversity (KUL chur ul duh VUR suh tee) n. a variety of cultures cultural exchange (KUL chur ul eks CHAYJ) n. the process by which different cultures share ideas and ways of doing things ethnic group (ETH nik groop) n. a group of people who share a common language, history, and culture By 1763, Canada and the eastern half of the presentday United States were one land, governed by Great Britain. When the Revolutionary War ended in 1783, new political boundaries were created. A new country, the United States, was born. ew political borders, however, did not divide cultural regions that already existed. The same patterns of cultural diversity, or a wide variety of cultures, continued. By 1810, many... merchants were... immigrants, as were almost all the millers, mechanics, store-keepers,... and the majority of the farmers.... [They] had been lured by economic opportunities.... D. W. Meinig, The Shaping of America This passage describes American immigrants to Canada. At that time, Americans in the northeastern United States were more comfortable with the culture of southern Canada than with some of the cultures within their own country. Vocabulary Builder Preview Key Terms Pronounce each Key Term, then ask the students to say the term with you. Provide a simple explanation, such as, A place with cultural diversity includes people who practice different traditions. 76 Identify Main Ideas Point out the Target Reading Skill. Tell students that being able to identify the main idea of a paragraph or section can help them remember what they have read. Model reading the second paragraph on p. 76 to identify a main idea that is stated directly in the paragraph. Read the paragraph out loud and ask yourself Which sentence speaks for the whole paragraph? (The first sentence: ew political borders, however, did not divide cultural regions that already existed.) Give students Identify Main Ideas. Have them complete the activity in their groups. Teaching Resources, Identify Main Ideas, p. 207

Patterns of Culture Develop Instruct The have always been culturally diverse. Both countries are geographically diverse, too that is, they have a variety of landforms, climates, and vegetation. The cultures of the first Americans reflected their environments. ative Americans near the ocean ate a great deal of fish and told stories about the sea. ative Americans in forests learned how to trap and hunt forest animals. They also traded with each other. When groups trade, they receive more than just goods. They also get involved in cultural exchange, or the process by which different cultures share ideas and ways of doing things. Patterns of Culture Develop Guided Instruction Cultural Exchange When Europeans arrived in orth America, they changed ative American life. Some changes came from things that Europeans brought with them. For example, there were no horses in the Americas before the Spanish explorers arrived. Once horses were introduced, they became an important part of ative American culture. Vocabulary Builder Clarify the high-use words diverse and contribution before reading. Read Patterns of Culture Develop, using the Oral Cloze technique (TE, p. T33). Ask students What happens when groups trade with each other? (They get goods and become involved in cultural exchange.) Ask students Why do you think both ative Americans and European settlers were willing to change some of their customs after they interacted? (They learned something useful to add to or replace customs they already had.) Ask students to give one example of a cultural exchange between Europeans and Africans. (Africans learned English and used European tools, while Europeans absorbed African music and food into their daily lives.) ative American in the Badlands of South Dakota ative Americans and Europeans, 1753 130º W 120º W 110º W 100º W Great Inuit Bear L. Mi ssi Platte R. Huron ative R. Great Lakes R. l Co Pueblo Comanche R io Iroquois E Miami Delaware atchez ATLATIC OCEA Gulf of Mexico i Trop 20º Use Web Code lhp-4321 for step-by-step map skills practice. 1,000 0 kilometers 1,000 Lambert Azimuthal Equal Area Independent Practice Ask students to copy the Taking otes graphic organizer onto a piece of paper. Using the Outline Transparency, briefly model how to distinguish between major headings and supporting details. Transparencies, Transparency B15: Outline cer Can c of 20º 0 miles Regions By 1753, European countries had claimed all the land in orth America. However, much of the land was still populated by ative Americans. List Use the key to name which European countries claimed land in orth America in 1753. Draw Conclusions What geographical features may have led the French to settle in the areas that they did? 30º Cherokee Lake Okeechobee G de Tropic of Can cer W S n ra OCEA 60º W R. io Oh R. Arkansas R. Mississippi or ad American o º 40 p pi s si Cheyenne 30º 50º W Huron Missouri R. Spain PA C I F I C º Chippewa France 50º W 50 Lake Winnipeg Great Britain 130º W 60º W Hudson Bay Areas controlled by European powers 40º 70º W º KEY 80º W 60 Great Slave L. 140º W 50º 90º W Dene St. Law renc e R. 60º 70 Monitor Progress As students fill in the graphic organizer, make sure individuals are correctly identifying major headings and supporting details. Provide assistance as needed. Chapter 3 Section 1 77 Vocabulary Builder Use the information below to teach students this section s high-use words. High-Use Word diverse, p. 215 Definition and Sample Sentence adj. different, varied He liked all styles of music, which illustrated his diverse taste. contribution, p. 216n. something given or shared Their research was a major contribution to the field of science. tradition, p. 218 n. a way of doing things that is passed down over time Watching a football game is one of our Thanksgiving traditions. List Great Britain, Spain, and France Draw Conclusions The French were interested in trading furs, so they settled near rivers that were good trade routes. Students may practice their map skills using the interactive online version of this map. Chapter 3 Section 1 77

Cultural Patterns Today Guided Instruction Vocabulary Builder Clarify the high-use word tradition before reading. Read Cultural Patterns Today. As students read, circulate and make sure individuals can answer the question. Ask students Why do the United States and Canada share similar cultural patterns and histories? (They both were once British colonies.) Discuss with students how immigration changes cultural patterns. Ask students What are some reasons people immigrate to the? (Many come seeking political or religious freedom; others come to escape disease, famine, or overpopulation in their homeland. They come to improve their lives.) Read the Links to Math on this page. Ask students Why was it important for ative Americans to have a number system? (Having a number system is important in conducting trade and communicating.) Harvesting Wheat These farmers in Manitoba, Canada, are harvesting wheat with a horsedrawn reaper, which cuts grain. Identify Causes Why did farming attract many immigrants to the? Using Your Fingers and Toes ative American groups developed number systems to help when conducting trade with others. The Chukchee, who hunted reindeer along the Bering Strait, used their fingers to count. The question How many? is translated How many fingers? Their word for five is hand, for ten, both hands, and for twenty, man meaning both hands and both feet. ative Americans also contributed to European culture. The French learned how to trap and to survive in the forest. English families learned to grow local foods such as corn. Cultural exchange also took place between enslaved Africans and their owners. The Africans learned English and used European tools. African music and foods entered the daily lives of slave owners. Immigrant Contributions This give-and-take happens every time immigrants come to a country. When Russian and Ukrainian settlers came to Canada s Prairie Provinces, they brought a kind of hardy wheat from their home country. Farmers soon learned that it grew well in Canada s climate. These immigrants helped the region become the leading wheat-growing area in Canada today. Members of other ethnic groups have made important contributions to American and Canadian cultures, too. An ethnic group is a group of people who share a common language, history, and culture. What are two examples of cultural exchange? Cultural Patterns Today The share similar cultural patterns and histories because both of them were once British colonies. Both of their cultures have also been shaped by immigration. With huge amounts of land to be cultivated, or worked on in order to raise crops, the governments of the United States and Canada first encouraged immigration to increase the work force. With the Industrial Revolution, the end of slavery, and the rise of cities, the demand for workers was great. Identify Causes The climate and fertile soil in the plains regions of the United States and Canada are good for farming. Possible answers: Europeans brought horses to orth America; ative Americans taught Europeans how to trap, survive in the forest, and grow local foods; Africans learned English and used European tools while African music and foods entered the lives of European Americans; Russian and Ukrainian settlers brought hardy wheat to Canada. 78 78 Skills Mini Lesson Drawing Inferences and Conclusions 1. Teach how to draw conclusions based on two or more inferences by discussing the following steps with students: 1) identify what you know to be true; 2) make an educated guess based on what you assume to be true; 3) use two or more inferences to draw a conclusion; 4) check the logic of the conclusion. 2. Help students practice the skill by drawing a conclusion about what life was like before horses arrived in the Americas. (Possible answer: ative Americans probably traveled by foot.) 3. Have students apply the skill by drawing a conclusion based on two inferences in the text.

Today, the continue to attract immigrants because they are wealthy nations with stable governments. Many immigrants come seeking political asylum, religious freedom, or economic opportunities. Others come to escape famine, disease, or overcrowding in their homelands. They all come looking to improve their lives. Fitting In When immigrants move from their homeland to another country, they often have to make difficult decisions. As immigrants build a life in a new country, they must learn different laws and customs. Often they need to learn a new language, too. Some immigrants work hard to keep up the customs of their home culture as they settle in. Many feel torn between their cultural heritage and their new life. For instance, when he was 14 years old, Herman immigrated to the United States from Guyana, a country in South America. Five years later, someone asked him if he felt Guyanese or American. He said, I m in between. Deep down inside, where I was born, that s what I am. You can t change a tiger[ s] stripe. Others, however, try to put as much of their old life behind them as they can. When Louisa and her husband immigrated to Saskatchewan, Canada, from Hong Kong, they were eager to start their new lives: It takes time to adapt to a new environment. It is sometimes difficult for one to change one s life abruptly. However, it is the reality that we must fit in. We are determined to succeed in overcoming the difficulties and to live a Canadian way of life. Louisa, a Chinese immigrant Identify Main Ideas Which sentence states the main idea under the heading Cultural Patterns Today? Celebrating Cultures The dancers below march in a parade during Carnival Miami in Florida. The photo on the left is a busy street in Chinatown in Vancouver, British Columbia. Analyze Images In what ways do the photographs below show how immigrants have blended their traditional cultures with their new cultures? Chapter 3 Section 1 79 Guided Instruction (continued) Ask students Do you think it would be difficult to immigrate to a new country? Why or why not? (Possible answers: Yes it would be hard to leave behind friends, family, and culture and go to a new place; o it would be an exciting adventure to learn new things and to meet new people.) Discuss how customs give people a sense of identity. Ask students Why do you think people get a sense of identity from practicing customs from their countries of origin? (Possible answer: It gives people a feeling that they belong and that there are others who have had shared experiences.) Independent Practice Have students complete the graphic organizer by filling in the rest of the outline. Monitor Progress Show Section Reading Support Transparency USC 51, and ask students to check their graphic organizers individually. Go over key concepts and clarify key vocabulary as needed. Transparencies, Section Reading Support Transparency USC 51 Tell students to fill in the last column of the Reading Readiness Guide.Probe for what they learned that confirms or invalidates each statement. Teaching Resources, Reading Readiness Guide, p. 196 Identify Main Ideas As a follow-up, ask students to answer the question in the Student Edition. (The United States and Canada share similar cultural patterns and history because both of them were once British colonies.) Skills Mini Lesson Decision Making 1. To teach the skill, discuss with students that in order to make a decision, you must identify the problem or decision to be made, list the options, evaluate each option, and choose the option that seems best. 2. Help students practice the skill by identifying the problem that new immigrants face. (how to adapt to their new country) 3. Have students apply the skill by making a decision about how they might adapt to the new language used in their new country. Answer Analyze Images In Vancouver, Chinese immigrants have created signs in Chinese and English. The dancers in the photograph on the right continue to celebrate Carnival in Miami, Florida. Chapter 3 Section 1 79

Assess and Reteach Assess Progress Have students complete the Section Assessment. Administer the Section Quiz. Teaching Resources, Section Quiz, p. 198 Reteach L1 If students need more instruction, have them read this section in the Reading and Vocabulary Study Guide. Chapter 3, Section 1, United States and Canada Reading and Vocabulary Study Guide, pp. 32 34 Extend L3 Point out that the United States shares a common border with Mexico as well as Canada. The culture along this border blends those of Mexico and the United States. Have students complete Enrichment to learn more about this border culture. Teaching Resources, Enrichment, p. 211 Play Ball! Although baseball is the national game of the United States, it is also a popular sport in Canada. Two professional baseball teams in Canada compete against American teams in the major leagues. Conclusions How does professional baseball link the both culturally and economically? 80 Maintaining Traditions Almost all immigrants cling to some of the things that remind them of their former homes. Many large cities in the have areas where certain ethnic groups live or conduct business, such as Chinatown in Vancouver and Little Havana in Miami. Of course, people maintain traditions in their own homes as well. Think about your family or your friends families. Do they use special phrases from the language they learned from their parents or grandparents? Do they eat special foods? Customs give people a sense of identity. They also enrich life in both the United States and Canada. Cultural Ties The are historically and economically linked. They share a border, a continent, and have felt Britain s influence on their history and language. Although the population of the United States is nearly ten times larger than that of Canada, the people are very much alike. At least three fourths of people in both countries live in urban areas. Most Canadians live within 200 miles (320 kilometers) of the United States border. Canadians and Americans dress alike and eat similar foods. The majority of both Canadians and Americans are either Roman Catholic or Protestant. Both nations have long life expectancies and high rates of literacy, or the ability to read and write. Canadians and Americans often read the same books and magazines, listen to the same music, and watch many of the same movies and television shows. Conclusions Canadians and Americans both enjoy professional baseball, which is a money-making business. 80 For Less Proficient Readers L1 Students may have difficulty understanding the concept that most Canadians live within 200 miles (320 kilometers) of the United States. Have them work with a partner to show the distance on the outline map of Canada. Teaching Resources, Outline Map 12: Canada: Political, p. 217 For Gifted and Talented L3 Invite students to interview a community member who immigrated to the United States. Have them query the interviewee on decisions he or she had to make once in the country. Students can share their interview by playing an audiotape or writing a feature article.

Economic Ties With vast resources and strong economies, both the have a high standard of living. A standard of living is a measure of the amount of goods, services, and leisure time people have. Their economies are linked, too. The total amount of trade that takes place each year between the is larger than it is between any other two countries. Changes in business trends in the United States are quickly reflected in the Canadian business sector. The two nations trade in manufactured goods, forestry products, and food items. They also trade heavily in energy, such as oil, coal, and electricity. In addition, millions of Canadians travel to the United States each year. early two million Canadians visit Florida alone, spending more than a billion dollars there. Most of these tourists, known as Snowbirds, come to escape Canada s long, cold winters. Likewise, most of Canada s tourists are American. Americans can travel to Canada almost as easily as they would to a different state. Section 1 Assessment Key Terms Review the key terms at the beginning of this section. Use each term in a sentence that explains its meaning. State the main ideas in Section 1. Comprehension and Critical Thinking 1. (a) Recall Describe how ative American cultures reflected their environments. What cultural characteristics do the have in common? (b) Analyze How did the arrival of Europeans affect ative American cultures? 2. (a) List ote the similarities between the United States and Canada. (b) Explore the Main Idea How are the economies of the United States and Canada linked? (c) Draw Conclusions The economy of which country the United States or Canada is more dependent on the other s? Tourists visit the Grand Canyon (upper photo) and Quebec City (lower photo). Writing Activity Write a poem about a custom that is important to your family or the family of a friend. Start by listing words or phrases that describe the details of the family custom. Writing Tip After you write a first draft of the poem, read it aloud. Circle words that do not offer a clear picture of the custom. Replace them with more lively words. Chapter 3 Section 1 81 Possible answers: a common British history; cultures shaped by immigration; a common language; similar dress, foods, transportation, religions, books, magazines, music, entertainment, and sports; and a high standard of living Section 1 Assessment Key Terms Students sentences should reflect knowledge of each Key Term. Possible answer: ew patterns of culture developed in the because the two countries are culturally diverse. Immigrants contribute to cultural exchange in both countries. The United States and Canada share many cultural characteristics and have many economic links. Comprehension and Critical Thinking 1. (a) The ative Americans who lived near the sea ate fish and told stories about the sea. Those who lived in the forest trapped and hunted forest animals. (b) The cultural exchange between Europeans and ative Americans changed ative American culture by introducing new things, such as horses. 2. (a) Possible answers: a common British history; cultures shaped by immigration; similar dress, language, foods, religions, books, magazines, music, entertainment, and sports; a high standard of living; linked economies (b) Many of the tourists who visit the United States are Canadian, and many of the tourists who visit Canada are from the United States. The economies are also linked by the large shared border, which leads to an exchange of goods. (c) Possible answer: The population of the United States is ten times larger than that of Canada. A larger population produces more goods and spends more money, so Canada s economy is probably more dependent on the United States than the United States economy is on Canada. Writing Activity Use the Rubric for Assessing a Student Poem to evaluate students poems. Teaching Resources, Rubric for Assessing a Student Poem, p. 222 Chapter 3 Section 1 81