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A Groundbreaking
Social Studies Learning System
Written to meet the specific needs of New York teachers and students,
McGraw-Hill Networks™ New York Program follows the New York Standards
and the NYC Scope and Sequence. Our print and digital resources empower
students to experience history, social studies, geography, economics,
government and culture in engaging print and digital formats.
Program Highlights
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Written to New York State Standards
Correlated to NYC Curriculum
Hands-on interactive resources
Differentiated instruction
Easy-to-use classroom management and assessment tools
Based on the research of Jay McTighe, co-author of
Understanding by Design, this program uses researchbased practices to maximize student comprehension
and engagement.
Powerful
Online Instructional
Platform
Each link in the Networks program provides you with the content and
tools you need.
• Powerful, standards-based curriculum to ensure mastery
• Hands-on, interactive activities to bring abstract concepts to life
• Project-based learning opportunities to increase critical thinking,
engagement, and academic skill development
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Networks for New York brings people, issues, and events to life through
interactive and engaging print and digital resources that allow students to
interact with history, geography, economics, government and culture in ways
they never have before.
• Discover new people and learn their stories
• Experience new places and historic events
• Make connections with important people across
time and “add” them to your network
“
The audio and visual aspects of the student edition would be
excellent for students because it engages them. They are not
merely looking for information and writing it down. They
are involved in the learning process.
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Check
Assignments
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and Learn
Mediterranean Sea
Dead
Sea
NILE DELTA
There’s More Online!
LOWER EGYPT
30°N
Great Pyramid
and Sphinx
N
W
Nile R.
IMAGE Islam
Giza
Memphis
E
S
WESTERN
DESERT
EASTERN
DESERT
UPPER EGYPT
Nile Valley
Thebes
Red Sea
25°N
MAP The Punic Wars
ANIMATION How the Pyramids
T R O PI C O F C A N
First Cataract
CE R
NUBIA
0
100 miles
0
100 kilometers
Lambert Azimuthal
Equal-Area projection
Second
Cataract
30°E
35°E
Were Built
Reading HELPDESK
Academic Vocabulary
ESSENTIAL QUESTION
TAKING NOTES: Key Ideas
and Details
Summarize As you read about
the
history of North Africa, note key
events
and their importance using a graphic
organizer like the one below.
Year, Event
Importance
Texas Essential Knowledge and
Skills
1A Trace characteristics of
various contemporary societies
in regions that resulted from
historical events or factors
such
invasion, conquests, colonizati as
on,
immigration, and trade
2B Evaluate the social, political,
economic, and cultural contributi
of individuals and groups from ons
various societies, past and
present
continued on the next page
592
It Matters Becaus
e
One of the world’s first civiliza
tions arose in North Africa
thousands of years ago.
Ancient Egypt
GUIDING QUESTION
Why was ancient Egypt import
ant?
Images
Egypt, in North Africa
, was
civilizations. Egyptian civiliz one of the earliest known
ation arose along the Nile
River,
and Egyptians depended
on the Nile for their livelih
They built cities, organ
ood.
ized government, and
invented a
writing system to keep record
s and create literature.
Khaled Desouki/AFP/Getty
Content Vocabulary
• pharaoh
• myrrh
• hieroglyphics
• convert
• monotheism
• caliph
• regime
• fundamentalist
• civil war
• How does religion shape society
?
The Rise of Egypt
People have been living
along the banks of the Nile
River for
thousands of years. As many
as 8,000 years ago, people
settled in
the area to farm. The rich floodw
aters of the Nile allowed farme
to produce enough food to
support a growing population. rs
time, some members of
Over
this early society began
to do other
things besides farming.
Some made pottery. Other
s crafted
jewelry. Some became soldie
rs. A few became kings.
About 5,000 years ago, two
kingdoms along the Nile
united into one. For most
were
of the next 3,000 years, kings
called
pharaohs ruled the land.
The great mass of people
farmed
land. They paid a share of
their crops to the governmen the
t. The
government’s leaders also
made them work on impo
projects, or planned
rtant
activities. These projec
ts included
building temples and
other monuments. Some
times the
people had to fight in the
pharaoh’s
The Egyptians became maste armies.
r builders. Look at the mode
infographic in this lesson
l
about the pyramids of Egypt
. Other
Guenter Fischer/Getty Images;
• project
• demonstrate
Communicate and
Collaborate
Lesson 2
The Histor y of North Africa
National Geographic Stock;
VIDEO
(l to r) KENNETH GARRETT/
SLIDE SHOW Egyptian Artifacts
Manage
and Submit
Assignments
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TEACHER EXPERIENCE
Effectively Manage and
Organize Your Classroom
Networks gathers everything you need in one easy-to-use Teacher Lesson
Center that lets you stop searching for resources and start focusing on
student learning.
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Plan instruction
Customize lessons, tests, and assignments
Create presentations
Activate learning
Assess comprehension
Track results
Differentiate instruction
“
I would definitely recommend this program to my district. I found
it comprehensive, intuitive, teacher friendly, student relevant, and
dynamic enough for students that they would actually use it.
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Dynamic
Digital
Instruction
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and Assign
Lessons
Differentiate and Instruct
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Assign different reading levels
Access full audio
Customize digital worksheets and assign online
Print PDFs for paper and pencil activity
Assess and Manage
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• Flexibility to print or complete online
• Robust reporting system
Communicate and Collaborate
• Collaborate with colleagues
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• Connect with experts
View and Create
Student Engagement
Resources
Schedule
Lessons
Communicate
and Connect
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Lessons
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TEACHER EXPERIENCE
Choose How You
Want to Teach
Use print, use digital, or use both. With the accessible new Teacher Edition,
you’re in charge. Designed with your stated preferences in mind—less weight
with more focus—this new design offers:
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A clear pathway through critical content and instruction—by the lesson
Quick, targeted instruction at your fingertips
Specific support at the lesson level for New York State Standards
Point-of-use differentiated instruction
Highly engaging digital resources to expand core content
Hands-on projects with technology extensions
CHAPTER 18, L
Europe in
C Critical Th
Analyzing Visuals
of Elizabeth I on thi
analyzing the featu
are consistent wi
described in the
as Elizabeth’s gaze,
confident. They mig
consistent with som
become a “suprem
R Reading
Finding the Ma
describing Engla
What was the s
Armada? (Both
were greatly dam
England and Fra
Content B
• Henry VIII’s
England in
been born
of Spain.
• Even thou
in Englan
Mary”—
• Mary died
the thron
desire fo
not only
establish
England
Elizabet
ANS
RE
missi
limiti
342
340-344_NY
Lesson 1
n Crisis
C
hinking Skills
ance.)
policy an overall plan
and
embracing the general goals
acceptable procedures of a
governmental body
armada a fleet of warships
R
of Religion century?
The French Wars French
civil wars of the sixteenth
What fueled the
than the
was more shattering
religious wars, none
Of the sixteenth-century the French Wars of Religion (1562–1598).
as
kings
French civil wars known
wars. The Catholic French
at the center of these
did
but the persecution
Religious conflict was
throughout the country,
persecuted Protestants
ntism.
Protesta
of
spread
the
little to stop
by John
Huguenots
Protestants influenced
on,
guh • nahts) were French
Huguenots (HYOO •
of the total French populati
only about 7 percent
the
Calvin. They made up
Huguenots. This made
of the nobility became
but 40 to 50 percent
Crown.
the
to
threat
political
l
ultra-Catholics—strongly
Huguenots a powerfu
party—known as the
and
Catholic
northern
extreme
of
An
of parts
ots. Having the loyalty
opposed the Huguen
recruit large armies.
they could pay for and
a role
other factors played
northwestern France,
important issue, but
to
Religion was the most
provinces were willing
y.
civil wars. Towns and
of the French monarch
in the ensuing French
ng the growing power
assist the nobles in weakeni
GUIDING QUESTION
AL
Background Knowledge
queen of
s oldest daughter, Mary, became
e of Aragon, had
n 1553. Her mother, Catherin
to marry Philip II
n in Spain, and Mary decided
had any power
ugh Mary wed Philip, he never
known as “Bloody
nd since the queen—now
sm.
—ruthlessly restored Catholici
r Elizabeth I inherited
d in 1558, and her half-siste
that she had no
ne. Although Elizabeth stated
a marriage as critical,
or marriage, Parliament saw
n but also to
y to provide for the royal successio because
power,
h an alliance with a stronger
weak. Nevertheless,
d was isolated and militarily
th never married.
CHECK
S
have
READING PROGRES
of Protestantism in England
might the overthrow
Drawing Conclusions Why
II?
been important to Philip
of Nantes
Henry IV and the Edictin France between the Catholics and the Hugued
raged
For 30 years, battles
ot political leader, succeede
never
of Navarre, the Huguen
nots. In 1589, Henry
as a Protestant he would
IV. He realized that
to the throne as Henry
342
342
net w rks
Fotostock
g Skills
to read the text
ain Idea Instruct students
Armada. Ask:
and’s defeat of the Spanish
of the Spanish
significance of the defeat
as a world power
h Spain’s navy and its prestige
power shifted to
maged by the defeat, and political
England
Queen Elizabeth I of
The Print Collector/Age
the image
Direct students’ attention to
discussion
is page. Lead students in a
features
ures of this image. Ask: Which
Elizabeth I as
ith the characteristics of
to features such
text? (Students might point
t and
intelligen
as
, which they could interpret
clothing is
ght also indicate that her ornate
te power and
meone who sought to consolida
patial
me governor.”) BL Visual/S
s. A new
laws favoring Catholic
both
Elizabeth repealed the
supreme governor” of
Queen Mary Tudor.
a
Elizabeth as “the only
Queen Elizabeth followed
Act of Supremacy named
Church of England under
church and state. The
satisfied.
that kept most people
tried to keep
She
policy.
moderate Protestantism
foreign
e in her
Elizabeth was also moderat g too powerful by balancing power. If one
becomin
would support the weaker
Spain and France from
gaining in power, England
s for England and for
nation seemed to be
that war would be disastrou
nation. The queen feared could not escape a conflict with Spain.
, she
her own rule; however
h Armada
of
Defeat of the Spanis
an armada—a fleet
send
to
ions
preparat
would
In 1588, Philip II made
ul invasion of England
England. A successf
neither the
warships—to invade
fleet that set sail had
of Protestantism. The
to send.
mean the overthrow
er that Philip had planned
was battered by the
ships nor the manpow
armada
The
came.
never
around
The hoped-for victory
by a northern route
and sailed back to Spain storms.
faster English ships
by
that
where it was pounded
Scotland and Ireland
was not the great power
reign in 1598, Spain
but it
By the end of Philip’s
s empire in the world,
too
was the most populou
His successor spent
it appeared to be. Spain
spent too much on war. and the government
had
II
Philip
t.
of date,
was bankrup
armed forces were out
power, but the
great
a
of
much on his court. The
role
the
continued to play
was inefficient. Spain
and France.
England
to
shifted
had
real power in Europe
Online Teaching Options
WHITEBOARD AACTIVITY
on
French Wars of Religi
Students will
Determining Cause and Effect
exploring the causes of
complete an interactive activity
They can also complete a
the French Wars of Religion.
ng Huguenots and
second interactive activity contrasti
Catholics.
SWER, p. 342
See page 337C for other online
activities.
CHECK Philip II had a
EADING PROGRESS
ion to save Catholicism and
ing Spain’s power.
stop Queen Elizabeth from
2/2/15 12:41 PM
.indd 342
_XXXXXX
YSS_T_G9_C18_L1
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NEW YORK
Learning System Components
Student Materials
Print Student Edition
• Reading Essentials and Study Guide, English
• Reading Essentials and Study Guide, Spanish
Student Learning Center: The Student Learning
Center takes online learning to a whole new level and
builds on the core content with additional activities,
background information, and media resources that
extend and enrich the text. The Student Learning Center
is the gateway for students to plan, study, check teacher
messages, get assignments, and save work.
Student Learning Center Includes:
• Student Edition
• Audio Student Edition
• Digital Media Player
• Student Notebook
• Message Center
• Assignment Center plus Calendar
• Test Practice & Rubrics
• Skillbuilder Center
• Student Resource Library:
• Primary Source Documents
• Assigned Videos
• Biographies
• Graphic Novels
• Foldables®
• Nations of the World Data Bank
• btw…current events site
• Reading Essentials and Study Guide, English
• Reading Essentials and Study Guide, Spanish
• College and Career Readiness Skill Builders
Student Suite includes:
• Print Student Edition
• Student Learning Center
Teacher Materials
Print Teacher Edition
Chapter Tests and Lesson Quizzes
Teacher Lesson Center: The Teacher Lesson Center
is everything you want and expect in one place—a onestop teacher center that has everything you need for
planning, teaching, presenting, and assessing.
Teacher Lesson Center includes:
Planning:
• Correlations to standards
• Ready-to-go Lesson Plans
• Tools to edit and customize the Lesson Plans
• Student Edition and Student Learning Center
• My Files for personal resources
• My Notes
• Professional Development—Video Library
• Jan McTighe (Understanding by Design)
• Dinah Zike (Foldables®)
• Tom Daccord and Justin Reich (EdTech)
• Best Practices White Papers
Teaching:
• Customizable Worksheets and Resources
• Digital Student Resources to print or assign online
• Accessing Background Knowledge
• Vocabulary
• Guided Reading Activities
• Reading Essentials and Study Guide
• Simulations
• Video Worksheets
• Visual Literacy
• Geography and History Activities
• Economics and History Activities
• Primary and Secondary Resources
• Biographies
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Presenting:
• Presentation Builder and Presenter
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• Lesson Videos
• Teacher Resource Library:
• Photographys, images, political cartoons
• Foldable suggestions and templates
• Atlas
• btw…current events
• College and Career Readiness
• Primary Sources
• Graphic Novel
Assessing:
• Hands-On Chapter Projects and Technology Extensions
• McGraw-Hill eAssessment
• Lesson Quizzes
• Chapter Tests, Traditional Tests, and DBQ Assessments
• Rubrics for Hands-On Projects
• Succeeding On Test Strategies
• Manage and Assign
• Broadcast Message Center
Your New York Specific Titles
NEW YORK
GRADE 6
Discovering Our Past:
The Eastern Hemisphere
NEW YORK
GRADE 8
Discovering Our Past:
History of the United States
and New York - II
NEW YORK
GRADE 10
Global History and Geography - II
NEW YORK
GRADE 7
Discovering Our Past:
History of the United States
and New York - I
NEW YORK
GRADE 9
Global History and Geography - I
NEW YORK
GRADE 11
United States History
and Government
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