Reading 3 - Teacher Book

Instructor’s Manual
Reading for Today 4: Concepts for Today

Fourth Edition
Lorraine C. Smith and Nancy Nici Mare
Contents
Teaching Notes page 2

Answer Key – Student Book page 15
Cloze Quizzes page 33
Answer Key - Cloze Quizzes page 52
1
Concepts for Today
TeachingNotes
Unit 1: Living in Society

Chapter 1 p. 4
Learning through Video Games: Fact or Fiction? p. 4

As more and more teachers use digital games with their students, researchers question the
effectiveness of these tools in the classroom. Although a lot of research has been done on the
topic, the results are mixed and often difficult to interpret. In other words, there is no clear
answer on whether or not computer games are useful for learning. This chapter also explores the
controversy surrounding allowing children to play violent video games. Research has shown that
even violent games can boost children’s learning and social skills, but cautions that parent must
also carefully monitor the kinds of games their children are playing, as well as the amount of
time they are playing them each day.
Suggestions for Prereading Activity p. 4

Give students time to think about their answers to these questions as well as their reasons.
Students can discuss the questions in pairs, and then share their answers with their classmates.
Additionally, ask students what kinds of video games they enjoy playing and if they feel there is
any kind of educational value to playing these games.
Culture Note
There is ongoing research regarding the effectiveness of digital games in the classroom. One new
study suggests that contrary to popular belief, playing video games may not really be a waste of
time for teenagers. Instead, high-action video games may actually help students learn and react
faster. While parents and educators fear that highly stimulating video games reduce students’
ability to pay attention in academic settings that are less-stimulating, Daphne Bavelier, a
researcher at the Rochester Center for Brain Imaging in Rochester, N.Y., argues that game
playing can improve students’ ability to pay attention. In a recent study, Ms. Bavelier and her
colleagues found that teenagers who play action video games learned new sensory-motor skills
faster than non-players did, indicating that gamers are better learners.
Suggestions for Follow-Up Activities

As an additional activity, ask students to work in pairs and underline the names of the
professionals who are quoted in the article. What is each person’s opinion of using computer
games in the classroom? Why does he or she think this? What are the authors’ opinions of the
topic? Additional questions for writing and/or discussion are:
1. What do you think you can learn from playing video games? Give specific examples.
2. Do you think playing video games can make a person become violent? Why or why not?
3. Are there negative effects that may result from spending too much time playing video
games? Explain your answer.
2
If students are interested in learning more information about using computer games in education,
they can go online and research the topic using keywords such as ‘computer games and
education,’ ‘effectiveness of computer games,’ ‘computers and babies,’ etc. Students can choose
a topic and present it to the class.
Chapter 2 p. 22
The Birth-Order Myth p. 22

For many years, people thought that birth order within a family affected personality, intelligence,
and achievement. Much of this research has now been discredited. Some studies show that
parental attention may be important in promoting intelligence and achievement. In addition,
research indicates that family size and spacing between children may play important roles in a
child’s development.
Suggestions for Prereading p. 22

The prereading activity on SB page 22 presents an opportunity for students to use vocabulary
that describes personality and intelligence. You may wish to direct students to the list of
adjectives that are part of the survey on SB page 37. If the class discussion produces additional
descriptive words, add them to the list in the survey.
Culture Notes
The Newbury House Dictionary gives two meanings for myth: “1. stories from ancient cultures
about history, gods, and heroes;” and “2. an untrue or unproved story.” The second meaning is
intended by the title of the reading passage. In teaching critical thinking as a reading skill, it is
essential to alert students to words like myth, which suggest an opinion or one side of an
argument.
The statements in the article are less extreme than the title suggests, and in some cases, even
equivocal. For example, the statement in line 29, “Many experts today suggest that birth order
plays no role at all,” leaves room for what other experts may assert. In line 36, the statement, “As
for effects on personality, results are mixed,” says that studies do not conclusively support one
view or the other.
People have investigated possible connections between birth order and achievement for many
years. In 1874, Francis Galton published a book exploring important influences in the lives of
famous English scientists. Of the 99 scientists for whom he had birth-order information, he found
that 48 percent were firstborn sons (all the scientists were men). Other studies of achievement—
such as U.S. presidents—have produced similar results.

The questions on SB pages 36 and 37 require students to express and support their own opinions.
If some students come from authoritative educational backgrounds, they may believe that either
the textbook or the teacher will tell them “the truth.” Encourage students to explore different
perspectives and take risks in forming their own opinions. For some of the questions, it may be
3
helpful to have small groups (a maximum of four students) work through the questions together
out loud. Additional questions for writing and/or discussion are:
1. How does birth order affect our happiness? Do you think that children from large families
are happier than children from small families? Why or why not? Give some examples
from your own experience.
2. What do you think the author’s opinion about birth order is? Why do you think so?
If students are interested in learning more about birth order, encourage them to read more about
the topic online. Ask student to use a search engine and keywords such as ‘famous firstborns,’
‘birth order and success,’ ‘birth order and personality,’ etc., for more information and present
their findings to the class.
Chapter 3 p. 40
Highs and Lows in Self-Esteem p. 40

A study of 350,000 people indicated that self-esteem varies across the human lifespan. Children
typically have high self-esteem, but adolescence lowers it, especially for girls. Self-esteem rises
in young adulthood and remains high through midlife as people develop a sense of competence
and worth. In later life, after retirement, some people experience lower self-esteem due to losses
in health, financial status, and their sense of usefulness.
Suggestions for Prereading p. 40

The Newbury House Dictionary defines self-esteem as “a feeling of liking oneself, a sense of
self-worth.” This definition focuses on a positive interpretation of self-esteem. It is also possible
to think of self-esteem in a negative context. For instance, the reading suggests that adolescents
and some elderly people have low self-esteem.
Any of the prereading questions may be done individually, in pairs, or as a class. Encourage
students to discuss their answers with each other, and stress that not everyone will have the same
answer, especially for the second question about how their self-esteem at various stages in their
lives.
Culture Notes
Self-esteem is an important concept, but remains a difficult one to measure accurately. The
reasons for this are many, but here are a few of the contributing factors: as noted above, the term
itself is open to both positive and negative interpretations; most studies ask subjects to rate
themselves, so the data are very subjective; self-esteem is a component of both normal and
abnormal personalities and interacts with any number of other variables; the overall concept of
self-esteem means different things in different cultures; and finally, it is difficult to ascertain
whether self-esteem is truly the way an individual regards himself or herself or whether it
reflects the estimation of how they are regarded by other people. The reading discusses a few of
the reasons why some older people may experience a drop in self-esteem. The author notes that
not all elderly people experience this. A Canadian study with 17,626 participants indicates that
4
loss of self-esteem seems to happen more often when older people have lower incomes than with
more affluent people. In Western cultures, both self-identity and self-esteem are closely
associated with one’s occupational role and achievements, including the ability to earn enough to
have a comfortable lifestyle. Many people have unreasonably high expectations for a wonderful
lifestyle after retirement, and the media often reinforces peoples’ dreams of a carefree life with
opportunities to do things that were deferred or postponed during the working years. However,
the reality is that many retirees find that they have to reduce their expectations due to poor health
or unexpected expenses. Common physical changes such as declining eyesight, hearing,
mobility, or memory may result in lowered ability to be independent and capable. All of these
factors can result in lower self-esteem.

There is a lot of interesting research on self-esteem and you may find that your students are keen
to read more about this topic. If this is the case, suggest that students search for information on
the Internet. Due to the volume of information that exists on this topic, students will need to limit
their search by combining the key words self-esteem with another topic. The following topic
combinations would provide students with a good start: self-esteem and childhood; self-esteem
and adolescence; self-esteem and retirement; and self-esteem and gender. Most search engines
and will limit a search by using “and” between the two topics. For example, if you search self-
esteem and birth order, you will get only articles that include both topics. Additional questions
for writing and/or discussion are:
1. Seniors experience many losses: they retire, and so lose their jobs; loved ones die; their
health may deteriorate. What are some ways that seniors can cope with some of these
losses?
2. According to Richard Robins, we all face certain passages at different times in our lives.
What might some of these passages be for adolescents? For adults? Why do these
passages occur at these particular points in our lives?
3. In terms of self-esteem, adolescent girls do not manage as well as adolescent boys. Why
is body image such a focus for girls, as opposed to boys? Is this focus beginning to
change for boys? Why or why not?
Unit 2: Health and Wellness

Chapter 4 p. 60
Sugar: A Not-So-Sweet Story p. 60

Sugar was first domesticated about 1,000 years ago, and its popularity quickly spread. It was first
used for medicinal purposes, then later as a spice. Because of its high price, only the nobility had
access to it. As production increased, the price of sugar dropped and it became more accessible,
and desired, by all people. However, as people began to use it in ever-increasing amounts, sugar
became linked to a variety of ailments and diseases, most notably, high blood pressure and
diabetes. Many doctors now believe that sugar may actually be toxic.
5
Direct students to the photo on p. 60. Ask them about their favorite sweets. In pairs, or as a class,
discuss what the students think may be the result of eating too much sugar. This will help to
elicit some of the vocabulary words in the reading. Students can also survey their classmates
regarding how much sugar or sweets they eat every day.
Culture Notes
Since the latter part of the twentieth century, it has been questioned whether a diet high in sugars,
especially refined sugars, is good for human health. Sugar has been linked to obesity, and as a
cause in the occurrence of many illnesses and ailments, such as diabetes, cardiovascular disease,
and tooth decay. Numerous studies have been done on the negative effects of consuming sugar
but with varying results, mainly because of the difficulty of finding people for control groups
who do not consume or are largely free of any sugar consumption. Americans, on average, are
consuming 22 teaspoons of added sugar daily, the equivalent of 350 calories. This amount is
double the amount recommended daily by the American Heart Association.

Students who are interested may be encouraged to research the topic further online. Students can
look online for answers to questions, such as the following, and then share and compare their
answers with their classmates.
1. How much sugar is it safe to consume every day?

2. Why is too much sugar bad for your health?
3. Do fat-free snacks generally contain a lot of sugar?
Chapter 5 p. 76
Laughter Is the Best Medicine for Your Heart - Or Is It? p. 76

Studies have shown that those who laugh regularly and respond humorously to everyday
situations are less likely to have heart disease. Scientists don’t know exactly why laughter
reduces disease risk, but they do know that stress over time impairs the protective barrier lining
of our blood vessels, which can lead to heart attack. Laughter clearly reduces stress, and has
many other benefits as well.

Ask students to guess why laughter might be good medicine. Write the words “mind/body
healing” on the board and ask students what it means. Have a discussion about whether students
believe our thoughts and attitudes can affect our physical well-being. Why or why not? Do they
have any personal experience with this?
Culture Notes
World Laughter Day was created in 1998 by Dr. Madan Kataria, founder of the worldwide
Laughter Yoga movement. The celebration of World Laughter Day is a positive manifestation
for world peace and is intended to build up a global consciousness of brotherhood and friendship
6
through laughter. Its popularity has grown exponentially with that of the Laughter Yoga
movement, which now has over 6,000 Laughter Clubs in more than 65 countries.
Laughter researchers have found that it serves many purposes, including supporting good health.
It is uniquely human (though primates also produce laughter in physical play situations), and it is
actually less about humor than it is about social relationships—we rarely laugh when alone.
Laughter is like a social glue that deepens bonds between people.
Laughter researchers note the obvious: it makes us feel good. Feeling good can lead to a more
positive outlook. If we can maintain a more positive outlook throughout difficult situations, we
are more likely to not only be emotionally resilient, but research shows our immune systems are
stronger, release of stress hormones is reduced, and feel-good hormones are increased.

While many of the aspects of laughter are universal, there are cultural differences in how and
when laughter is expressed. Ask students to describe laughter customs in their countries and
compare them to the laughter customs of their classmates’ countries.
As an expansion activity, ask the students to work in pairs or small groups to prepare
PowerPoint® presentations to their class on a “laughter topic” such as the following: laughter
clubs, laughter and health, laughter yoga, laughter therapy, Dr. Madan Kataria (the founder of
laughter clubs), etc. Information on these and other “laughter topics” may be readily found
online.
Chapter 6 p. 92
Traditional Medicine: A Non-Western Approach to Healing p. 92

Western medicine typically approaches health from a scientific standpoint. In the past, the focus
was on curing illness rather than preventing illness and maintaining health. However, this view
has changed significantly in recent years. So, too, has the idea of treating body and mind
separately. Now, the health care field sees them as closely interrelated. Other cultures have
known and practiced preventive medicine within the framework of the mind/body connection for
centuries. This chapter focuses on two traditional approaches to health and healing.

After students answer and discuss the first prereading question, ask them about traditional
medicine in their cultures – for example: acupuncture, herbal remedies, etc. Have students
describe and give examples of how and why the medicine is used. Ask students if they or
someone they know have ever used traditional medicine. If so, why was it used? Did it help?
Culture Notes
The terms traditional and modern are used in Chapter 6 to describe different kinds of medical
treatment. To clarify, modern medicine is the dominant type of treatment today. It is based on
scientific principles and taught in medical schools. Its practitioners—doctors of many types—go
through a long period of training and are licensed to practice it. According to the WHO (World
7
Health Organization), traditional medicine is the “ways of protecting and restoring health that
existed before the arrival of modern medicine.” Traditional medicine would include acupuncture
from China, ayurvedic medicine from India, Native American healing, and herbal medicines
used in many cultures. Today, it is not uncommon for “modern” doctors to recognize the value of
some kinds of traditional medicine and use it alongside conventional medicine.

As a class, make a list on the board of common illnesses or ailments, for example: headaches,
stomach aches, colds, etc. Ask students about traditional kinds of treatment used in their
countries for each illness or ailment. Then, write the modern treatment for each. Ask students to
compare the two types of treatments, for example: Which is less expensive? Which is more
effective? Which is faster? Which would you prefer? Then, take a poll to see how many students
prefer the traditional treatments, and how many prefer the modern treatments.
Students can also be encouraged to research traditional medicines around the world. Assign
students to work in pairs or small groups to research traditional medicine and a country or culture
different from their own. They can easily find this information using keywords such as
traditional or folk medicine, along with the name of a country. Students can then write about the
information they’ve found, or prepare a presentation or speech to give to their classmates.
Unit 3: Science and Technology

Chapter 7 p. 112
Stopping the Spread of Superbugs p. 112

Antibiotics were first developed in the 1940s with the introduction of penicillin. Over the years,
other antibiotics were developed to treat infections and other illnesses. However, over time,
bacteria have increasingly become resistant to the antibiotics that have been used. This trend is
due in part to the overuse or misuse of these drugs. This chapter discusses the problem and offers
ways to deal with the issue.

After students have answered and discussed the prereading questions, ask them to think about
their responses to #2, because they will be asked to check them when they begin the Reading
Analysis on page 116 in question #1. Have them think further about how harmful bacteria
spread, why it is so important to stop harmful bacteria from spreading, and ways that scientists,
doctors, and they themselves might help in this effort.
Culture Notes
Antibiotics usually have to be prescribed by doctors. However, the demand for them for even
small infections has grown. People have also come to rely heavily on products such as hand
sanitizers. These products kill some bacteria, but contribute to the increase in drug-resistant
bacteria as more and more people use them in their daily lives at home, at work, even in
supermarkets and on college campuses. This practice has come about in part due to people’s
8
increasing concern with clean and sanitary conditions. At the same time, the practice has helped
lead to the problem of superbugs.

Ask students to think about their own health practices. Do they use hand sanitizers, or do they
tend to wash their hands with soap and water instead? When they become ill or get an infection,
do they immediately turn to antibiotics? What positive health habits do they already have that
they can describe and recommend to their classmates? What suggestions do they have after
reading the article for helping to slow the spread of drug-resistant bacteria?
Students can go online and research topics relating to slowing or stopping the spread of
superbugs. They might check the CDC (Centers for Disease Control) and the NIH (National
Institutes of Health), especially the work of Doctor Tara Palmore and Dr. Julie Segre, who is
mentioned in the article.
Chapter 8 p. 130
It’s Time for a Conversation: Learning the Language of Dolphins p. 130

People have long believed that humans are the only creatures that can think and truly
communicate with each other. However, research on animals, especially higher order mammals
such as primates and cetaceans, has led scientists to the conclusion that humans may not be quite
so unique. Dolphins and whales, in particular, appear to be highly intelligent, and there is
evidence that they have cognitive and communicative skills that humans are only now becoming
aware of and studying.

After the students answer questions 1 – 3, and write what they know about dolphins in the box in
#4, have them share their knowledge. Ask them to keep in mind what they’ve discussed about
dolphins and how they communicate, as they will read about this in the article, and will have
opportunities for further discussion later in the chapter.
Culture Notes
It has been known for many years that dolphins can be trained to perform very complex tasks.
They perform in aquariums, but they have also been trained for military use. For example, they
have learned to rescue naval swimmers, deliver equipment to underwater personnel, and guard
boats and submarines. They also perform more dangerous tasks such as locating underwater
mines. Some of these activities are controversial. Students might wish to go online to find out
more about what dolphins have been taught to do, how different groups of people feel about how
dolphins are used, and the ethics of using these highly intelligent animals for dangerous jobs.

The life span of a dolphin can be more than 50 years. Go online and use a search engine to find
information about the lifespan of other animals. Which animals have the longest life spans? Why
do you think some animals have such long life spans? Compare your ideas with your classmates’
ideas.
9
After an hour of being near Herzing’s boat, where she was using the CHAT box to interact with
the dolphins, the dolphins began to lose interest. In other words, they became bored. Compare
this with playing “catch” with a dog, which can continue for hours. Why do you think the
dolphins became bored so much faster than dogs? Talk about this with a partner, and then share
your answers with your class.
If researchers are eventually able to communicate with intelligent animals such as dolphins, what
would you like them to find out from them? What would you like to have them communicate to
these animals? What other animals do you think they should try to communicate with? Explain
your reasons for your choice. What would be the advantages of communicating with these
animals?
Chapter 9 p. 148
Space Science on Earth p. 148

NASA was established in 1958. It is a U.S. government agency that is responsible for the civilian
space program, and for aeronautics and aerospace research. It was created for peaceful uses. The
technology that NASA has developed has long been used for the benefit of people. In fact, as
long ago as 1979, a science fiction author, Robert A. Heinlein, stated that his successful heart
surgery (a vascular bypass operation) was a direct result of technology developed by NASA.
NASA continues to develop technology that can benefit not only U.S. space programs, but
everyone on Earth.

Have students read and discuss the questions, then consider the photograph. What do they see in
the photo that people use on Earth (for example, laptop computer, digital camera, flat screen
monitor, small, lightweight, portable battery packs attached to listening/speaking devices small
enough to place inside the ear, special clothing, Velcro.) Ask them if they know when these
items were invented or developed, and if they were originally developed specifically for use in
space, or whether they were originally intended for use on Earth.
Culture Notes
The “space race” began in 1957 when the former Soviet Union successfully launched Sputnik.
Since then, space programs have been developed to focus on space research and exploration,
including manned and unmanned programs. The first person in space was the Soviet cosmonaut
Yuri Gagarin, who completed one orbit of the Earth on April 12, 1961. Since then, over 500
people have gone into space, including 12 who have walked on the moon. Over 8,000 craft have
been launched into space, including communications satellites, long-range telescopes, and
unmanned spacecraft sent to research the planets and their moons within our solar system. Many
of these projects have resulted in spinoff technologies that we use today.
10
Students can create a list of examples of technology and other modern conveniences that we use
today. This may include electronic equipment, food products, clothing, and items used in offices
and the home. They can select some of them to find out which ones represent spinoff technology.
They can do the reverse, and research other technologies or products that are a result of spinoff
technology that they might not have thought of. The NASA website, www.nasa.gov, is a useful
place to start. They can then make a list of spinoff technology that they use in their everyday
lives, and think of technology they would like to see developed.
Unit 4: Government and History

Chapter 10 p. 168
Antarctica: Whose Continent Is It Anyway? p. 168

Before the first serious scientific study of Antarctica in 1957–58, the continent was considered to
be a cold wasteland. Now, however, scientists know that Antarctica’s ecosystem is vital to life on
Earth for many reasons. International treaties have established that no country has control over
Antarctica, and the Madrid Protocol states that its oil and mineral resources are protected until
the year 2048. Different groups with conflicting interests may find it difficult to reach an
agreement on the continent’s future.

Ask students to read the prereading questions, and discuss what they know about Antarctica.
Have them study the map. What continents are closest to Antarctica (South America, Africa,
Australia)? Two major areas of Antarctica are marked “Unexplored.” Why might that be so? Ask
what controversy might be brought up in the article based on the title.
Culture Notes
Antarctica is a continent of superlatives: the coldest, the highest in average elevation (6,500
feet), the least inhabited, the iciest, the most isolated, the least land animals, the most recently
explored—and the list goes on. Perhaps the class would like to make their own list of
superlatives as they work through the chapter. Students’ lists would make an interesting class
display.
In the first years of the twentieth century, a number of explorers competed to be the first to the
South Pole. Two well-known expeditions were led by British explorers Robert F. Scott and
Ernest Shackleton. However, neither of these explorers reached the Pole on their first attempt.
Both expeditions were troubled by shortages of food, bad weather, and illness among crew
members. In a later expedition, Robert Scott finally reached the South Pole in January, 1912,
only to discover he was not the first. Norwegian Roald Amundsen had reached the Pole in
December, 1911.
Despite the risks that Antarctica poses, people have continued to explore the continent,
establishing research stations there by the 1940s. There are now more than 30 research stations
11
on the continent. Antarctica’s weather is so cold and extreme between the months of February
and October that people in research stations there cannot be reached during this time. Ships
cannot get through the ice pack and aeronautical fuel thickens and gels so that planes cannot fly.

Students may be interested in finding out more about the explorers and expeditions mentioned
above. They may also want to learn about the two doctors who developed illnesses when they
were working in Antarctica, Dr. Jerri Neilsen and Dr. Ronald Shemenski. They may also want to
research the importance of Antarctica to the entire Earth, and how global warming may
affect/has been affecting Antarctica. A basic internet search for “Antarctica” on Google produces
an enormous range of excellent resources.
Chapter 11 p. 186
The Mystery of the Iceman p. 186

In 1991, hikers found the partially freeze-dried corpse of a Bronze Age man in Italy’s Tyrolean
Mountains near the Austrian border. Clothing, tools, and food found with the man provide
insight into early Bronze Age societies that existed in Europe 4,000 years ago. Scientists are
researching how they can thaw the body for testing purposes without destroying it.

The photograph on SB page 186 may not provide sufficient clues to activate background
knowledge if your students have not heard about the discovery of the Iceman. Therefore, also
have students look at the photos of some of the Iceman’s gear on page 189, and the time line on
SB page 201. Elicit students’ thoughts on what they think the reading will be about.
Draw attention to both the title and the name of the source, the magazine Discover. Does anyone
in your class know this magazine? They may not, but perhaps they will make some inferences
from television’s Discovery Channel.
Culture Notes
The Discovery article was published shortly after the discovery of the Iceman in 1991. At that
time, scientists made several educated guesses about the time period the corpse was from, the
culture he represented, and how he might have died high in the mountains. Several years elapsed
before the debates about how to deal with the Iceman were resolved so further investigation
could proceed. In 2010, scientists were finally able to conduct a thorough autopsy of the
Iceman’s body. Consequently, researchers have learned much more about him. The chart on SB
page 198 gives students an opportunity to compare the initial information and theories from 1991
with new information gained from the 2010 autopsy. More importantly, the comparison helps
students become aware that scientific knowledge is not static; it changes as new evidence is
found and new forensic techniques are developed. For example, it is now known that the Iceman
is from an earlier period in history than was first thought. Analysis of the man’s stomach
contents and particles of food near him indicate that the initial impression that he did not starve
to death is correct.
12
Finding such early evidence of agriculture, together with the copper axe, indicates that the
transition from the Middle Stone Age—when people made stone tools and collected wild
plants—to the Neolithic period occurred much earlier than archaeologists thought before the
discovery of the Iceman.
The most startling evidence comes from DNA analysis and X-rays. Instead of a peaceful life in
the mountains, the Iceman experienced violence in the hours before he died. X-rays show that he
died from an arrow wound in the back. The arrow is still in place. Now, scientists are inclined to
think that he was attacked while hunting in the mountains.

The Iceman has been named Ötzi. The Italian government, which has taken possession of the
body, has created an institute where scientists can study the Iceman and where people can see the
Iceman and his gear. The museum’s website, http://www.iceman.it/en/discovery, would be a
good place for students to start further research on the Iceman and findings about him.
While the Iceman is a particularly well-preserved specimen from the past, he is not unique. In
recent decades, frozen or mummified individuals have been found in several other parts of the
world, most notably in the Peruvian Andes and Siberia. In 1998, the Public Broadcasting
System’s NOVA science documentary series presented a three-hour program, Ice Mummies, to
compare several of these finds, including the Iceman. See internet resources for this chapter for
more information. The NOVA website link provides some excellent classroom activities for this
topic.
In describing the equipment that the Iceman had with him, Ian Kinnes points out that they “are
not artifacts placed in a grave, but the man’s own possessions.” You might ask the students why
they think this is so important. Why might objects in a grave be different from what a man
normally carries with him for a day or a week?
Chapter 12 p. 204
The Federal System of Government p. 204

The events in the years preceding 1776 were complex. As a result of these events, American
colonists decided to rid themselves of British colonial rule, so they declared themselves
independent in 1776. The first 13 states (the 13 original colonies of New Hampshire,
Massachusetts, Rhode Island, Connecticut, New York, New Jersey, Pennsylvania, Delaware,
Maryland, Virginia, North Carolina, South Carolina, and Georgia) became republics with elected
governments and representative assemblies. In 1781, the Articles of Confederation established a
national Congress, but it had few powers. By 1787, it was clear that the federal government
needed to be reshaped in order to be stronger. Thus, the Constitution was written, creating three
major branches of government controlled by a system of checks and balances. To this day, the
Constitution assures freedom and a representative government for Americans.
13
Students may not know the answers to some of the prereading questions until they read the
passage, so be prepared to discuss any ideas that students may have and then come back to them
later.
The Newbury House Dictionary defines constitution as “the principles and rules, set forth in a
written document, governing a country.” This may be useful information as the student consider
question #3.
Culture Notes
For its entire existence, the United States has been characterized by tension between state and
federal governments. After independence, but before the Constitution was written, individual
states had almost complete power. At the time, Americans thought this was necessary because
they felt that only states could guarantee individual freedom. Furthermore, each state had its
individuality in terms of culture and pride. Quite reluctantly, the people deemed it necessary to
create a stronger federal government. When the Constitution was framed, one of the intentions
was to limit the power of central government and allow the states to maintain control of most
other areas.
In the years that followed the creation of the Constitution, the division of rights between the
federal government and the individual states seemed clear enough. However, through the years,
friction and problems arose as a result of differing state interests. For example, in the American
South, much of the economy was based on plantation agriculture that used slaves. As some states
began adopting laws that abolished slavery, some Southern states tried to nullify or veto the
federal laws that were attempting to do the same within their territories. In 1861, several
Southern states seceded from the national government because they disagreed with federal law.
This resulted in the Civil War between the North and the South. After the war ended in 1865, the
nation was reunited and, since then, no state has broken away.

As mentioned throughout this chapter, the individual states have retained a great deal of their
own identities, largely because they have successfully maintained an autonomous government.
Explain that you would like students to explore the role self-government plays in maintaining a
state’s uniqueness. Have students interview other students or faculty from other states and find
out what they consider special or unique about their state, especially in terms of government.
Students could share their findings in the form of a short presentation. If students need further
information or clarification, suggest that they use the Internet.
14
Concepts for Today
AnswerKey
Unit 1: Living in Society
Chapter 1: Learning Through Video Games: Fact or Fiction?
Prereading p. 4
Answers will vary.
Fact Finding p. 8
1. F. Not all research shows that playing video games helps children learn. 2. T 3. F. Some
video games motivate students to learn less popular subjects. 4. T 5. F. Playing violent video
games may boost children’s learning. 6. F. More than 70% of gamers play with a friend. 7. T
Reading Analysis p. 9-12

1. a. 2; b. 3; 2. a; 3. d; 4. b; 5. a. 2; b. 2; 6. c; 7. a; 8. b; 9. a; 10. a. 3; b. 3; 11. a. 1; b. 2; 12. c;
13. a. 1; b. 2; c. 2; 14. a. flexibility; b. 1; 15. a. 2; b. 2; 16. a. 1; b. 1; c. 3; d. 2; 17. c
Vocabulary Skills
Part 1 p. 12-13
1. educational / education 2. emotions / emotional 3. motivation / motivational 4. professions /
professional 5. psychology / psychological
Part 2 p. 13-14
1. isolated 2. gain 3. resilience 4. alike 5. boosts 6. motivate 7. monitor 8. enhanced 9. despite 10.
specifically
Vocabulary in Context p. 14-15
1. motivated 2. Despite 3. views 4. ward off 5. fundamental 6. resilience 7. enhanced 8.
specifically 9. cope 10. debate
Reading Skill p. 16-17
Bar Graph: 1. c 2. c 3. c 4. a
Pie Chart: 1. a; 2. c; 3. b;
Information Recall p. 18
Answers will vary, but may include the following:
1. Scientists found that the research shows that games as a medium can be effective, but not
always. Design is what really matters.
2. More than half use digital games at least weekly in teaching.
3. Some video games can motivate students to learn less popular subjects, improve critical
thinking skills, and boost children’s learning, health and social skills.
4. Adults can monitor or screen video games before allowing younger children to play them and
limit how much time children are allowed to play video games each day.
Writing a Summary p. 19
15
Children enjoy playing video games. However, parents wonder if they help children learn. The
research on the benefits of children playing video games is confusing. Some researchers believe
that playing video games can increase learning in children, but it depends on the design of the
game. Parents should monitor the games carefully and limit how much time children are allowed
to play them at home.
Topics for Discussion and Writing p. 19

Answers will vary.
Critical Thinking p. 19
Answers will vary.
Crossword Puzzle p. 20-21

Across: 2. medium 4. cope 6. specifically 9. motivates 11. fundamental 14. industry 15. alike 16.
cognitive 17. isolated 18. strategy Down: 1. boost 3. debate 5. view 7. compromise 8. despite 10.
enhanced 12. monitor 13. gains
Chapter 2: The Birth Order Myth
Prereading p. 22
Answers will vary.
Fact Finding p. 24-25

1. F. The firstborn child in the family is not different from the other children. 2. F. Studies will
probably find that birth order does not affect personality. 3. T 4. F. Growing up in a small family
does not have disadvantages. OR Growing up in a small family has advantages. 5. T 6. T

1. a. 1 b. 2 c. 3 2. b 3. a. 3 b. 1 c. 1 4. a. 1 b. 2 c. 2 a. 1 b. 3 c. 1 d. 2 6. a. 3 b. 2 7. a. 1 b. 3 c. 2
d. 1 e. 1. 8. a. 1 b. 1 c. 1 9. a. the Scholastic Aptitude Test b. at the bottom of the page c. 2 d. 3
e. for emphasis 10. b 11. a. 1 b. 2 12. b 13. c 14. a 15. c
Vocabulary Skills
Part 1 p. 30
1. competence / competent 2. intelligent / intelligence 3. evidence / evident 4. significant /
significance 5. different / difference
Part 2 p. 31-32
1. 4 2. c 3. c 4. 3 5. b 6. c

1. plenty of 2. discouraged 3. assumption 4. in particular 5. selfish 6. impact 7. nonexistent 8.
evidence 9. influenced 10. On the other hand
16
I. The Myth and the Reality about Birth Order
A. The Myth: birth order strongly affects personality, intelligence, and achievement
B. The Reality: this myth is not true
II. The Findings of Studies on Birth Order and Personality and Intelligence
A. The findings of Cecile Ernst and Jules Angst
1. Birth-order differences in personality are nonexistent
2. There is no evidence for a firstborn personality
B. The findings of Judith Blake
1. Birth order does not affect intelligence; she looked at birth patterns before
1938 and compared them to SAT scores for that group of children, and she found no connection
III. Other Factors Affecting Personality and Intelligence
A. Number of siblings
1. It does affect intelligence; small families tend to be more supportive of the kind of verbal
ability that helps people succeed in school.
B. Parents’ expectations
1. Parents who believe that firstborns are more capable or deserving may treat
them differently, thus setting up a self-fulfilling prophecy.
C. Spacing between siblings
1. Some psychologists believe there are more advantages to having kids far apart
2. One study found that a firstborn was more likely to have high self-esteem if his
or her sibling was less than two years younger.
IV. Conflicting Research Regarding Family Size and Personality
A. You’re more likely to be outgoing, well adjusted, and independent if you grew up with few or
no siblings.
B. Two studies found no differences on the basis of family size alone
C. One study indicated that spacing had no effect on social competence.
1. They believe that birth order affects personality, intelligence, and achievement.
2. Birth order does not seem to affect personality, intelligence, or achievement.
3. Birth order differences in personality and intelligence do not seem to exist; there is no
evidence for a firstborn personality.
4. a. Number of siblings: It seems that having few or no siblings has a positive effect on
personality and intelligence.
b. Parents’ expectations: They may treat firstborns differently, setting up a self-fulfilling
prophecy.
c. Spacing between siblings: There are emotional advantages for children if they are spaced far
apart.
5. The results of research on family size and spacing were very different. Some studies found no
difference on the basis of size alone, but psychologists believe there are more advantages to
having kids far apart rather than close together.
17
Although people like to believe that our birth order affects our personality, research has
proven that this myth is incorrect. In fact, birth order doesn’t seem to predict anything about a
person. Hundreds of studies have been done on the effects of birth order on personality,
intelligence, and achievement. Because many of the studies came up with conflicting results, it
seems that the effect of birth order on these factors is a myth. Instead, family size and spacing
between children may have more of an effect than birth order.
Topics for Discussion and Writing

p. 36-37
Answers will vary.
Answers will vary.

Across: 1. results 3. impact 6. spacing 10. evidence 12. firstborn 13. influence 15. assumption 16.
discredited
Down: 1. rivalry 2. selfish 4. promote 5. diluted 6. siblings 7. nonexistent 8. discourage 9. predict
11. prophecy 14. mixed 17. SAT
Chapter 3: Highs and Lows in Self Esteem
Prereading p. 40
Answers will vary.
Fact Finding p. 42-43

1. T 2. F. A person’s self-esteem plunges during adolescence. 3. F. Only some people experience
their lowest self-esteem during old age. 4. F. The people in the study were mostly Caucasian. 5.
T 6. F. Our self-esteem is most delicate when we are adolescents. 7. F. Older people’s self-
esteem tends to drop when they get into their 70s, but not always.

1. c 2. a. 1 b. 1 c. 2 3. a. 2 b. drop c. 3 4. b 5. a 6. b 7. a. 1 b. 2 8. a. 1. a 2. b b. 1 c. 2 9. a 10. b
11. a. 1 b. 3 12. a. 1 b. 2 c. 3 13. a 14. a. 1 b. 2 15. a. rise b. 3 c. 3 16. a. divorce b. 1 c. 2 17. a. 2
b. 2 18. c 19. a. 3 b. 2 c. 1 20. a 21. c
Vocabulary Skills
Part 1 p. 49
1. suggested / suggestion 2. participated / participation 3. accumulation / accumulate 4. didn’t
realize / realization 5. contributes / contribution
18
Part 2 p. 50
1. unhappy 2. drop 3. jeopardy 4. self-esteem 5. accumulation 6. transition 7. competence 8.
upswing 9. intrigued 10. enigmatic
Vocabulary in Context p. 51
1. feedback 2. chaos 3. transition 4. realize 5. overall 6. emphasis 7. intrigued 8. accumulation 9.
launch 10. cope
Reading Skill p. 52
Age: Childhood (Up) Reasons: Feelings about themselves are often based on relatively
superficial information; high childhood confidence; inflated sense of self-approval
Age: Adolescence (Down) Reasons: Loss of childhood omnipotence; society’s emphasis on body
image for girls
Age: Adult (Up) Reasons: Gain a sense of competence and continuity; development of ability to
cope with change
Age: Senior (Down) Reasons: Retirement; loss of loved ones, health, financial status, or sense of
competence
1. a. Childhood: Self-esteem rises
b. Adolescence: Self-esteem plummets
c. Adult: Self-esteem rises
d. Senior: Self-esteem tends to drop
2. a. Children experience an inflated sense of self-approval based on relatively superficial
information.
b. Self-esteem of adolescents plummets due to loss of childhood omnipotence, changes in
hormones, and self-doubt. Also, society’s emphasis on body image causes self-esteem to drop.
c. Self-esteem rises as one gains a sense of competence and continuity in adulthood. Also, adults’
self-esteem increases with development of ability to cope with change.
d. Self-esteem of seniors tends to experience a drop in the 70s due to retirement and loss of loved
ones, health, financial status, and/or sense of competence.
According to a recent study, our self-esteem rises and drops throughout our lives.
However, not everyone agrees with this finding. Beginning with childhood, people experience an
inflated sense of self-approval based on relatively superficial information. Adolescents often
experience a plunge in their level of self-esteem. As people grow into adulthood, they tend to
gain a sense of competence and continuity, but as seniors they tend to experience a drop in self-
esteem due to retirement, a decrease in capabilities, or the loss of loved ones.

Answers will vary.
Answers will vary.
19
Across: 3. passages 4. transition 5. competence 7. fare 9. intrigued 14. accumulation 16. impact
17. chaos 18. spearhead 19. depressed 20. liken
Down: 1. novel 2. realize 6. enigmatic 7. feedback 8. upswing 10. jeopardy 11. emphasis 12.
plunge 13. launch 15. overall
Unit 2: Health and Wellness

Chapter 4: Sugar: A Not-So-Sweet Story
Prereading p. 60
Answers will vary.
Fact Finding p. 63
1. F. Sugarcane is a native plant of New Guinea. 2. T 3. T 4. F. Europeans first discovered sugar
when the British and French went to the Holy Land. 5. F. As the supply of sugarcane increased,
the price of sugar decreased. 6. F. Eating a lot of sugar has a connection to many of today’s
health problems. 7. T 8. T

1. a. 2; b. 3 c. 1; d. 2; e. 1; f. 1; g. 3; 2. a. 1; b. 1; c. 3; 3. a. 3; b. 2; c. 3; d. 1; 4. a. 3; b. 2 ;c. 1; 5.
a. 2; b. 3; 6. a. Dr. Richard Johnson; b. sugar; c. 2; d. 1; 7. a. 2; b. 1; c. poison; d. 3; e. 2; 8. a. 1;
b. 1; c. 2; 9. a. 1; b. 2; 10. a. 3; b. 2; 11. b
Vocabulary Skills
Part 1 p. 68-69
1. cure (n.) / doesn’t cure (v.) 2. Demand (n.) / demanded (v.) 3. spiked (v.) / spike (n.) 4. spread
(v.) / spread (n.) 5. taste (n.) / tastes (v.)
Part 2 p. 69
1. e 2. a 3. d 4. c 5. b
1. come across 2. carried away 3. warned against 4. cut back on 5. summed up
1. staple 2. cut back on 3. plethora 4. consumes 5. span 6. trace 7. prominently 8. rationale 9.
cure 10. culprit
Reading Skill p. 71
1800: The common man ate 18 lbs. of sugar a year.
1870: The common man ate 47 lbs. of sugar a year; 2.8 million tons of cane and beet sugar were
produced.
1900: The common man ate 100 lbs. of sugar a year; 13 million tons of cane and beet sugar were
produced.
1980: 153 million people had diabetes.
20
Today: The average American consumes 77 lbs. of added sugar a year; 347 million people have
diabetes.
1. The biggest increase in sugar consumption occurred between 1870 (47 lbs.) and 1900 (100
lbs.).
2. World production of cane and beet sugar increased from 2.8 million tons a year to more than
13 million tons a year.
3. The result of a large consumption of sugar is an increase in high blood pressure, diabetes, and
obesity.
Sugar was first domesticated 10,000 years ago on the island of New Guinea. Its
popularity quickly spread around the world. At first, sugar was a luxury spice for rich people. As
production of sugar increased, the price dropped, and it soon became a staple for the middle class
and the poor as well. Although people consume too much sugar, it can be very dangerous to
health and causes illnesses and obesity.

Answers will vary.
Answers will vary.

Across: 2. wisdom 6. plethora 7. spike 8. consume 9. toxic 10. trace 12. cure 14. mainland 16.
ailment 17. rationale 18. staple
Down: 1. domesticated 3. sap 4. elixir 5. prominently 11. culprit 13. span 14. myth 15. dose
Chapter 5: Laughter is the Best Medicine for Your Heart -Or Is It?
Prereading p. 76
Answers will vary.
Fact Finding p. 80
1. T 2. F. Doctors don’t know yet why laughing prevents heart attacks. 3. F. Half of the people in
the study had heart disease. 4. T 5. T 6. F. Susan Brink believes that there is some scientific
support for the belief that laughter improves our health. 7. F. Mary Bennet’s study showed that
women who laughed out loud while watching a comedy had increased ability to fight off disease.
8. T
21
Reading Analysis p.81-84
1. a. 2 b. 1 c. 3 d. 2 2. a. 1 b. 1 c. the protective barrier lining our blood vessels d. The comma
after endothelium introduces the definition. e. 3 f. 1 3. a. 1 b. 150 c. 2 4. a. 1 b. 1 c. 2 5. a. 2 b. 3
6. a. 1 b. 2 c. 1 d. 3 7. a. 1 b. 2 8. a. 2 b. 1 9. a. 2 b. 3 10. a 11. c
Vocabulary Skills
Part 1 p. 84-85
1. ability / able 2. active / activities or activity 3. hostility / hostile 4. possibility / possible 5.
similar / similarities
Part 2 p. 85-86
1. g 2. c 3. a 4. d 5. b 6. f 7. e
1. look into 2. back up 3. lead to 4. respond to 5. find out 6. set off 7. rely on
1. restricted 2. pore over 3. implications 4. ultimately 5. humorous 6. incorporate 7. mood 8.
impairment 9. contradictory 10. hostile
Reading Skill p. 87
Laughter Is Is Laughter
the Best the Best
Medicine for Medicine?
Your Heart
Who Dr. Michael Mary Bennett

performed Miller
the study?
Why did they He wanted to She wanted to

do the study? know if laughter see the effect
may help prevent of laughter on
heart disease. the immune
system.
Where did The University Western

they do the of Maryland Kentucky
study? Medical Center University
in Baltimore School of
Nursing
Who did they 300 people: Half 33 healthy

study? of the people had women
heart disease, the
other half didn’t.
How did they Cardiologists The

study them? gave the participants
watched
22
participants two humorous
questionnaires. movies.
What were People with heart The women

the results of disease generally who laughed
the study? laughed less and had higher
were angrier and levels of
more hostile. natural cell
activity which
increased their
ability to fight
off disease.
What were Incorporate Laughter is a

the laughter into our useful addition
recommendat daily activities. to real
ions? medicine.
1. Some doctors believe that laughter can reduce heart disease and help the immune system.
2. Dr. Miller studied people with heart disease and people without heart disease.
3. They learned that people with heart disease respond less humorously to everyday life
situations and displayed more anger and hostility.
4. Mary Bennett studied 33 healthy women.
5. Mary Bennett's study showed
that people who laughed out loud had an increased ability to fight off
disease. Dr. Miller's study indicated that the ability to laugh may
reduce the risk of heart disease.
Writing a Summary p. 88-89

According to recent research, laughter may help reduce our risk of heart disease. In the
first study, people with heart disease responded less humorously to everyday situations than
people without heart disease. In the second study, laughing out loud resulted in higher levels of
cell activity which increased their ability to fight off disease. Researchers concluded that
incorporating laughter into our lives will help us be healthier.

Answers will vary.
Answers will vary.
23
Across: 4. humorous 5. incorporate 6. impairment 10. pore 11. cardiologists 12. ails 13.
ultimately 14. funding 15. mood
Down: 1. indicate 2. prescription 3. participants 6. implication 7. endothelium 8. restricted 9.
coronary
Chapter 6: Traditional Medicine: A Non-Western Approach to Healing
Prereading p. 92
Answers will vary.
Fact Finding p. 96
1. T 2. F. In Native American traditions, patients are responsible for their own health. 3. T 4. F.
The Four Directions also represent the stages of life or elements of nature. 5. T 6. T 7. F.
According to traditional Chinese medicine, disease is caused by an imbalance between yin and
yang. 8. F. Traditional Chinese medicine is based on some of the same elements as Native
American medicine.

1. a 2. a. 2 b. a traditional Native American method of burning sacred herbs c. at the bottom of
the page d. 1 e. 2 f. 3 g. 2 3. a. 1 b. 2 c. 3 d. 2 4. a. 1 b. symbolize c. 2, 3, 5, 7 d. 1 5. a. 3 b. 1 c.
3 6. a. 2 b. 1 c. 3 d. 1 7. a. 1 b. 1 c. 1 d. 2, 3, 4, 6 e. a vital energy that flows through the body 8.
a. 2 b. 1 c. 2 9. a. 1 b. 3 c. 2 10. b
Vocabulary Skills
Part 1 p. 101-102
1. tradition / traditional 2. ceremonial / ceremonies 3. medicine / medicinal 4. spiritual / spirit 5.
herbal / herbs
Part 2 p. 102-103
1. 3 2. c 3. b 4. 3 5. c 6. a

1. goes back 2. align 3. integral 4. chronic 5. enhances 6. promote 7. rely on 8. distinctive 9.
indigenous 10. ailments

TCM only:
 Illnesses are caused by an imbalance between two forces
 Elements are associated with specific organs of the body
 The human body is a miniature version of the universe
Native American only:
 The healing process includes the patient, his or her family, and the community
 The patient is responsible for his or her own health
 Ceremony is an essential part of traditional healing
24
Both:
 It uses indigenous plants for medical purposes
 Elements such as fire and water are symbolic
 Views on healing practices go back many centuries

1. Both use indigenous plants for medical purposes, believe that elements such as fire and water
are symbolic, and have views on healing practices that go back many centuries.
2. Traditional Chinese medicine believes illnesses are caused by an imbalance between two
forces and elements are associated with specific organs. Native American medicine believes that
the healing process includes the patients, families and communities and uses ceremony as a part
of healing.

Native American medicine and Traditional Chinese medicine are ancient ways of healing.
Both use indigenous plants for medicinal purposes and believe that elements such as fire and
water are important in healing. Ceremony is an essential part of traditional Native American
medicine, whereas the concept of qi is a key part of traditional Chinese medicine. In both
cultures, the people who rely on these traditional methods believe they help to heal.

Answers will vary.

Answers will vary.

Across: 4. promotes 5. ailments 7. ceremonies 10. underlying 12. indigenous 16. facilitator 17.
smudging 18. internal 19. energies 20. enhance
Down: 1. chronic 2. healers 3. phenomena 6. align 8. distinctive 9. integral 11. disharmony 13.
embodies 14. cycles 15. essential
Unit 3: Science and Technology

Chapter 7: Stopping the Spread of Superbugs
Prereading p. 112
Answers will vary. The correct answers to 1. b 2. a, b, c, d
Fact Finding p. 115

1. T 2. T 3. T 4. F. It is sometimes advisable to wait to use a drug when an infection appears. 5.
F. Bacteria and viruses are destroyed using different drugs. 6. T 7. F. Labs need days or weeks to
identify the right drug for a particular infection. 8. F. There are several things people can do to
prevent bacterial infections.
25
1. Answers will vary. 2. a. Antibiotics are drugs that help to control and destroy bacteria. b. 3 c.
1 d. 2 e. 1 3. a. 1 b. 3 4. a. 2 b. Viruses are microorganisms that cannot grow or reproduce apart
from a living cell. c. at the bottom of page 113 d. footnote e. 1. B 2. V 3. B 4. V 5. B 6. B 5. a. 1
b. 1 c. 2 d. 1 e. 2 f. 3 6. a. 2 b. 3 c. 3 7. a. 2 b. 2 c. 1 d. 2 8. a 9. a. 1 b. 1 c. 3 10. c 11. a. 2 b. 3 c.
3 12. a
Vocabulary Skills
Part 1 p. 120
1. has created/creation 2. digest/digestion 3. infections/infect (can infect) 4.
prescribe/prescriptions 5. prevention/cannot prevent (doesn't prevent)
Part 2 p. 121
1. c 2. e 3. f 4. a 5. b 6. d
1. run out of 2. in the first place 3. make an educated guess 4. do our part 5. lose their punch 6.
keep ahead of

1. destroyed 2. misuse 3. thrive 4. delayed 5. recovered 6. confined 7. susceptible 8. potent 9.
ideally 10. stubborn

E, B, A, D, C
1. b 2. a 3. c 4. a 5. a 6. b 7. b
Information Recall p. 125-126

1. “Resistant Bacteria” means that some bacteria are not killed by antibiotics.
2. Resistant bacteria multiply by surviving a drug, which gives them a chance to grow and
multiply.
3. Methicillin-resistant Staphylococcus aureus (MRSA) has increased the most since the 1980s.
4. Answers will vary.

Answers will vary but may include:
In recent years, antibiotics have been losing the effectiveness. They are often overused or
misused, so drug-resistant “superbugs” have a chance to grow and thrive. If this trend continues,
in the future, drugs may become completely ineffective against these bacteria. Scientists are
constantly working to discover ways to fight these superbugs. Additionally, they have learned
that some antibiotics are less effective for treating some infections. There are also several ways
that people can help out in this fight.

1. b, c, e, h
26
Answers will vary for #2-4.

Answers will vary.

Across: 3. overuse 5. delaying 7. prescribe 9. resistant 11. potent 13. ideally 14. recover 16. traits
18. insist 19. misuse 20. susceptible
Down: 1. infection 2. unfortunately 4. viruses 5. destroy 6. antibiotics 8. confined 10. unbeatable
12. strains 15. survive 17. thrive
Chapter 8: It’s Time for a Conversation: Learning the Language of Dolphins
Prereading p. 130-131
Answers will vary.
Fact Finding p. 134

1. T 2. F. The scientists who watch the dolphins are interested in how the dolphins think. 3. F.
Teri Turner Bolton is a dolphin trainer. 4. T 5. F. Dolphins are difficult to study because they are
intelligent. 6. T 7. F. A CHAT box records sounds dolphins make.

1. a. 3 b. 2 2. a. 1 b. 3 3. a 4. a. 3 b. 1 c. 2 5. a. 2 b. 2 c. 3 6. a. 1 b. 2 c. 3 d. 2 e. 2 f. 2 7. a. 2 b.
1. to discipline their young 2. to chase away sharks 8. a. 1 b. 3 c. 1 9. a. 3 b. 2 10. b, c, e 11. a. 2
b. A CHAT box is a computer that can broadcast prerecorded dolphins’ signature whistles as
well as dolphin-like whistles into the ocean and record any sounds that dolphins whistle back. c.
at the bottom of page 133. d. 3 12. a 13. b 14. c 15. b
Vocabulary Skills
Part 1 p. 139
1. garrulous / garrulously 2. incredibly / incredible 3. precise / precisely 4. remarkable /
remarkably 5. simultaneously / simultaneous
Part 2 p. 140
1. garrulous 2. mimic 3. in unison 4. apparent 5. encounter 6. distinct 7. precisely 8. logged

1. illusion 2. synchronized 3. in tandem 4. cognition 5. interact with 6. hydrophones 7. audible 8.
innovated

I. Introduction
A. Teri Turner Bolton is a head trainer of dolphins at the Roatán Institute for Marine Sciences.
B. The dolphins have been trained to perform many actions.
1. corkscrew, or spin, through the air on command, etc.
27
II. Scientists want to know how dolphins think.
A. Scientists give Hector and Han a hand signal to “innovate.”
1. The dolphins go below the surface and come up to perform a movement they have not done
before.
B. Bolton gives them the signal “tandem.”
1. The dolphins perform a new action in unison.
III. There are two possible explanations for the dolphins’ behavior.
A. One dolphin is mimicking the other, and the apparent coordination is an illusion.
B. When they whistle back and forth, they’re discussing a plan.
IV. Dolphins have an interesting nature and behavior.
A. They are extraordinarily garrulous.
B. They make sounds to discipline their young and chase away sharks.
V. Scientists think some dolphin behavior might be meaningful.
A. Dolphins use distinct “signature whistles” to identify and call to one another.
B. Dolphins may invent a unique name for themselves.
C. Dolphins greet one another by exchanging signature whistles.
D. They remember the signature whistles of other dolphins.
VI. Denise Herzing has done extensive research with dolphins.
A. She has spent 30 years getting to know more than 300 individual Atlantic spotted dolphins
spanning three generations.
B. She has recorded and logged thousands of hours of footage of every kind of dolphin behavior
using a CHAT box.

1. Scientists want to know how dolphins think, and if they can communicate with each other in
meaningful ways.
2. a. The dolphins may be imitating each other. b. They may really be communicating and
planning.
3. Scientists think that the dolphin’s remarkable behavior is meaningful because they can
innovate, they invent unique names for themselves, and they remember and exchange signature
whistles.
4. Herzing uses a CHAT box to record and log dolphin behavior and sounds.

Dolphin trainers have trained dolphins to perform, but the dolphins can also innovate
when instructed. Dolphins have very complex behavior, and make a wide range of sounds that
may be true communication. Scientists want to learn whether this communication is an illusion
or if it really meaningful. One scientist has spent decades researching dolphins by recording the
vocalizations of dolphins she has known for many years.

Answers will vary.

Answers will vary.
28
Across: 2. hydrophone 4. remarkable 6. logged 8. illusion 10. apparent 14. interact 17. tandem
18. synchronized 19. innovate
Down: 1. vocalizations 3. audible 5. simultaneously 7. cognition 9. distinct 11. performance 12.
precisely 13. encounter 15. garrulous 16. mimicking
Chapter 9: Space Science on Earth
Prereading p. 148
Answers will vary.
Fact Finding p. 152

1. F. Scientists could not send spacecraft into space 100 years ago. 2. T 3. F. NASA is a U.S.
space agency. 4. T 5. T 6. T 7. T 8. F. People and businesses are benefiting from spinoff
technology.

1. a. 2 b. 3 c. 1 d. 2 2. a. 3 b. 1 3. a 4. b 5. a. 2 b. 1 c. 1. a faulty furnace 2. a faulty fireplace d. 1
e. 2 6. a. 2 b. 2 c. 1 d. 3 7. a. 2 b. 3 c. 1 8. a. 2 b. 1 9. a 10. control 11. a. 2 b. 1 c. It takes your
temperature in only two seconds. OR It eliminates the risk of infection because it doesn’t touch
the body. 12. a. 1 b. 1. They are less susceptible to bacteria. / They are less likely to cause an
infection. 2. They are easier to handle. / They hold their shape over time, so they provide sharper
vision. 13. a. 1 b. 2 14. a. 3 b. Because the shoes are much lighter. 15. a
Vocabulary Skills
Part 1 p. 157
1. harm / harmful 2. helpful / help 3. careful / care 4. successful / success 5. use / useful
Part 2 p. 158
1. extensive 2. modify 3. enhance 4. dependable 5. benefit 6. fascinated 7. alert 8. buildup 9.
concern 10. applications

1. fatigue 2. scarce 3. superior 4. hazard 5. intense 6. access 7. durable 8. detected 9. eliminated
10. translucent

I. Introduction
A. People have always been curious about outer space and the nature of the universe.
B. Studying space is very expensive.
C. This research and technology helps people through spinoff technology.
29
II. What Is a Spinoff?
A. A technology originally developed for space; it benefits nations and the world.
B. Spinoff technology benefits people in their everyday lives.
III. Spinoff Technology in Our Homes and Communities
A. An air-conditioning system that detects dangerous amounts of carbon dioxide
B. A system for clean, drinkable water
C. Freeze-dried food
D. Phase change materials that make clothing more comfortable
IV. Spinoff Technology in Medicine
A. Medical thermometers that do not touch the body
B. Advanced, extended-wear contact lenses that provide sharper vision
C. Translucent, ceramic braces that are effective, durable, and hard to see
V. Spinoff Technology in Sports
A. The material used in space suits is used to make lighter, stronger, and longer-lasting athletic
shoes
B. A heart-monitoring device that helps monitor the intensity of exercise
VI. Conclusion
A. There are many spinoff products that are useful in our everyday lives.
B. New spinoff technology is constantly being developed and transferred to industry.

1. Spinoff technology is important because it creates products that improve our health and our
everyday lives.
2. Spinoff technology makes our homes safer with air-conditioning systems that detect
dangerous amounts of carbon dioxide. It also gave us systems for clean water and for freeze-
dried food.
3. Spinoff technology helped create medical thermometers that read our temperature quickly and
that do not touch the body. It also resulted in extended-wear contact lenses that provide sharper
vision, and braces that are effective, durable, and hard to see.
4. Spinoff technology has resulted in lighter, stronger, and longer-lasting athletic shoes, and a
heart-monitoring device that monitors the intensity of exercise.

People are curious about space and the universe, but studying space is expensive. People
ask why so much money is spent on this research, but spinoff technology actually benefits people
on Earth in many ways. It makes our homes and communities safer and more comfortable. It has
also resulted in devices that improve our health and that are safer. In sports, many products are
spinoffs from space technology and these benefit us, too.
Topics for Discussion and Writing p. 162-163

Answers will vary.

Answers will vary.
30
Across: 2. universe 3. nature 7. affordably 8. spinoff 11. buildup 13. astronomy 17. applications
19. detect 20. durable 21. superior 22. scarce
Down: 1. century 4. lengthy 5. eliminate 6. toxic 9. funding 10. extensive 12. hazards 14.
moderates 15. harmless 16. fatigue 18. intense
Unit 4: Government and History

Chapter 10: Antarctica: Whose Continent Is It Anyway?
Prereading p. 168
Answers will vary.
Fact Finding p. 172

1. T 2. T 3. F. Most of Antarctica is covered by ice. 4. F. Antarctica is a useful continent. 5. T 6.
F. Forty-eight countries have agreed to the Antarctic Treaty. 7. T 8. F. The Madrid Protocol bans
all exploration in Antarctica for natural resources for 50 years.

1. a. The World Discoverer is the author’s cruise ship. b. “Our” refers to the authors. c. 2 2. a. 3
b. 1 c. The irresistible attraction is the authors’ chance to visit Antarctica. d. 3 e. 1 f. 1 g. 4 3. a. 1
b. 2 c. 4 d. 3 e. 1 4. a. 1 b. 2 5. a. 1 b. 3 6. a. 1 b. 3 c. 2 7. a 8. a. International Geophysical Year
b. 1 c. 1 d. 2 e. 3 f. 1 9. a 10. a. 1 b. areas 11. a. 1 b. When the Antarctic Treaty was negotiated.
12. a. 2 b. 2 c. They are countries that did not sign the Madrid Protocol. 13. a. 2 b. 1 14. c 15. c
Vocabulary Skills
Part 1 p. 177-178
1. reflect / reflection 2. reduced / reduction 3. are depleting OR have been depleting / depletion 4.
exploitation / exploit 5. negotiated / negotiations
Part 2 p. 178-179
1. inhospitable 2. remote 3. irresistible 4. conflicting 5. treaty 6. unparalleled 7. dismissed 8. vital
9. ban 10. lure

1. pollute 2. reflected 3. contends 4. pushed for 5. handful 6. negotiated 7. depletion 8. deprived
9. mere 10. exploit

I. People with Conflicting Interests in Antarctica
A. Scientists
Reason: They treasure the advantages for research.
B. Tourists
Reason: They prize the chance to visit Earth’s last frontier.
C. Oil and Mineral Seekers
31
Reason: They contend the world will be deprived of natural resources if Antarctica is not
exploited.
II. The Madrid Protocol
A. date: October, 1991
B. original number of participating nations: 31
C. Purpose: bans oil and gas exploitation for 50 years
III. Antarctica Is Vital to Life on Earth.
A. It reflects sunlight back into space, preventing Earth from overheating
B. Cold water from icebergs produce currents, clouds, and complex weather patterns.
C. Southern Ocean is home to unique animals
IV. The Antarctic Treaty’s Purpose
A. Establish Antarctica as a continent for science and peace
B. Temporarily set aside all claims of sovereignty
C. Open to all: People need neither passport nor visas.
V. The Latest Developments Regarding Antarctica
A. China announced plans for a fifth base next year.
B. There is growing concern that several countries will push for mining rights in 2048.

1. There are conflicting interests because scientists, tourists, environmentalists, and oil and
mineral seekers have conflicting plans for Antarctica.
2. It is a treaty signed by 48 nations. The nations agree to ban oil and gas exploration in
Antarctica for the next 50 years.
3. Yes, it is necessary. Antarctica keeps Earth from overheating, produces weather patterns, is an
important link in the food chain, and is home to unique animals.
4. Its purpose is to protect Antarctica from exploitation and from claims of ownership, while
keeping it open for peaceful and scientific purposes.
5. The future of Antarctica is uncertain.

No one lives on Antarctica and no nation claims ownership of it. Currently there is a ban
on the exploitation of Antarctica. However, many groups of people have conflicting interests in
studying and exploiting it. Treaties have been signed by many nations to protect Antarctica, but
they are not in effect permanently. Many people are concerned about what will happen to
Antarctica in the future.

Answers will vary.

Answers will vary.
32
Across: 3. vital 9. sovereignty 11. sites 13. exploitation 14. lured 15. pollute 17. remote 18.
handful 19. treaty 20. dismissed 20. conflicting
Down: 1. ban 2. negotiated 4. inhospitable 5. depletion 6. mere 7. binding 8. unparalleled 10.
deprive 12. irresistible 16. contend
Chapter 11: The Mystery of the Iceman
Prereading p. 186
Answers will vary.
Fact Finding p. 190

1. T 2. F. The Iceman was discovered in Europe by hikers. 3. T 4. F. Scientists learned a lot from
the Iceman’s possessions. 5. T 6. T 7. F. We have an idea of what the Iceman looked like. 8. T

1. a. 1 b. The Iceman’s frozen body 2. a. 2 b. 1 3. a. 3 b. The Iceman’s body 4. a. 2 b. 1 c. 2 d. 2
5. a. an ax, a knife, a backpack, a bow and a quiver, a small bag with a flint lighter and kindling,
and an arrow repair kit. b. 1 c. 3 d. 1 6. a. 3 b. 2 7. a. 1 b. 3 c. 2 8. b 9. a. 2 b. 3 c. 3 d. 2 10. a 11.
a. 2 b. 1 c. 2 12. a. 3 b. 2 c. 1 13. a. 2. b. 3 14. b
Vocabulary Skills
Part 1 p. 195
1. alerted (v.) / alert (n.) 2. released (v.) / release (n.) 3. damaged (v.) / damage (n.) 4. repaired
(v.) / repair (n.) 5. did not return (v.) / return (n.)
Part 2 p. 196
1. a 2. c 3. e 4. d 5. b
1. had little reason to 2. in the course of 3. far and away 4. as well as 5. For the time being
1. unprecedented 2. Clearly 3. for the time being 4. violent 5. revelation 6. alerted 7. remnants 8.
disclose 9. survive 10. gear
Reading Skill p. 198

Original Information from 1991 Recent Information from 2010
When the Iceman 4,000 years ago 5,000 years ago
lived
The age the Iceman the Bronze Age the Middle Stone Age
lived in
The Iceman’s a bronze ax, a knife, a wooden a bronze ax, a knife, a wooden backpack,
equipment backpack, a bow and a quiver, a small a bow and a quiver, a small bag
bag containing a flint lighter and containing a flint lighter and kindling,
kindling, and an arrow repair kit in a and an arrow repair kit in a leather
leather pouch. pouch.
The Iceman’s He did not appear to have starved or An arrowhead was buried in his left
physical condition frozen to death. He did not appear to be shoulder.
injured.
33
The marks on the tattoos on his back and behind his knee He had an arrow wound.
Iceman’s body
The contents of the unknown His stomach was full. He had eaten the
Iceman’s stomach meat of a kind of wild goat.
The cause of the unknown He had been shot with an arrow.
Iceman’s death
Other information He came from a society built around He had brown hair and brown eyes.
small stable villages. He had berries
with him, and a mat of grass to keep
him warm.

1. He was wearing the remnants of leather garments and boots stuffed with straw.
2. He had everyday gear with him: a bronze ax, an all-purpose stone knife, a wooden backpack, a
small bag containing a flint lighter and kindling, and an arrow repair kit in a leather pouch.
3. He might have been hunting, or searching for metal ore.
4. Some of the findings were that the Iceman had eaten a large meal, including the meat of a wild
goat. They also learned that he had brown eyes and brown hair.
5. The autopsy revealed how he died, the color of his eyes and hair, what he had eaten just before
his death, and that he had lived 5,000 years ago, not 4,000 years ago.

In September 1991, the well-preserved, freeze-dried body of a man was discovered. At
the time, scientists believed he had lived 4,000 years ago. His body and the everyday gear he had
with him provided important information about his biology and his society. An autopsy in 2010
revealed that the Iceman actually lived 5,000 years ago. Scientists also learned his hair and eye
color, that he was murdered, and that he had eaten a full meal before he was killed.

Answers will vary.

Answers will vary.

Across: 1. thaw 5. insulated 7. remnants 10. yet 12. perspective 13. corpse 15. survive 18.
furthermore 19. unprecedented 20. clearly
Down: 2. astonishing 3. elements 4. garments 6. disclosed 8. theorize 9. revelation 11. preserved
14. everyday 16. alerted 17. gear
Chapter 12: The Federal System of Government
Prereading p. 204
Answers will vary.
34
Fact Finding p. 208
1. F. The United States became independent in 1776. 2. T 3. T 4. F. The U.S. Constitution
described three branches of the government: the legislative, the judicial, and the executive. 5. T
6. F. A bill can still become a law if Congress passes it again by a two-thirds majority vote.

1. a. 1 b. 2 c. 1 d. 2 e. 1 f. The Continental Congress g. 2 h. 1 2. a. 3 b. 1 c. 3 d. 1 e. 2 3. a. 3 b. 2
c. 2, 3, 5, 7 4. a. 3 b. Because the system of government under the Articles of Confederation was
not working out c. meeting d. 2 5. c 6. a 7. a. 3 b. 3 c. the system of checks and balances 8. b 9. c
10. a. A bill is a proposed law before it is signed by the president. b. at the bottom of the page c.
2 d. Veto means refuse to sign into law. e. 3 f. 1 11. b 12. b 13. a. Thomas Jefferson was the
principal writer of the Declaration of Independence and the third president of the United States.
b. in a footnote at the bottom of the page c. freedom d. 2 14. c
Vocabulary Skills
Part 1 p. 213-214
1. replaced / replacement 2. did not pay / payment 3. enforcement / enforces 4. established /
establishment 5. does not agree / agreement
Part 2 p. 214
1. b 2. f 3. c 4. a 5. d 6. e
1. On the one hand / on the other hand 2. in the hands of 3. fall into the wrong hands 4. hand in
hand 5. in good hands

1. discontent 2. established 3. therefore 4. reluctant 5. regardless of 6. enforce 7. vigilant 8.
foundation 9. dilemma 10. initial

I. The Origin of the Federal System of Government
A. In 1775, the war against the British began; there was no central American
government established by law.
B. The Continental Congress existed, but had no legal power.
C. Legal governments in the states were established to replace colonial rule.
D. In 1781, the Articles of Confederation were adopted, but the government had very
restricted authority.
II. The Constitution of the United States
A. Its purpose was: to ensure freedom for the citizens of the United States for all time
B. The feelings of the writers of the Constitution:
1. They did not want a king.
2. They did not want a strong central government.
3. They wanted to keep the states as they were.
4. They wanted a government that would make laws, carry out those laws, and
provide justice under the law.
III. The “Checks and Balances” System of the Constitution
35
A. The purpose of this system: to guard the rights and interests of the people by establishing
three major branches of government
1. The legislative branch, or Congress: makes laws
2. The executive branch: carries out laws
3. The judiciary branch: watches over the rights of the people
B. The powers not given to the government belong to the states.
C. The powers of each branch are checked and balanced by the powers of the other two
branches.
IV. How Laws Are Made
A. The legislature, or Congress, drafts a law.
B. The bill is passed by the Senate and the House of Representatives.
C. The chief executive, the president, either approves the bill or vetoes it.
1. If the president approves the bill, it becomes a law.
2. If the president vetoes the bill, Congress can pass it anyway with a two-thirds
majority vote.
D. If someone challenges the law, the judicial branch determines whether the law is
constitutional or not.

1. a. It had a confederation of states.
b. No, it wasn’t successful. The Congress had little power and no money, and couldn’t borrow
money.
2. They didn’t want a king, they didn’t want a central government that was too strong, and they
didn’t want the states to lose their individuality and freedom.
3. a. Its purpose is to prevent any one person or group from becoming too powerful and using
that power for personal profit rather than for the people.
b. The system works by making each part of the government dependent on the other two parts in
order to function.
4. Laws are made by being drafted in Congress as bills. A bill must be passed by both houses of
Congress. Then a copy is sent to the president for his approval. If he signs it, it becomes a law. If
he refuses to sign it, it goes back to Congress. If the bill is passed again by a two-thirds majority
vote, the bill becomes a law regardless of the president’s veto.

Answer will vary but may include:
The United States became independent in the 18th century after a revolution against
British domination. The first democratic form of government, a confederation, was unsuccessful,
so people drafted a new form of government based on a system of checks and balances. This
system is made up of three branches of government. Each branch is dependent on the other two,
and each branch acts as a check to prevent the other two from gaining too much power. This
system, which was intended to protect the rights of the people, is the system still in use in the
United States today.
Topics for Discussion and Writing

p. 219-224
Answers will vary for #1-3. 4. The groups’ exact information on pages 221-223 will vary.
36
THE FEDERAL SYSTEM OF GOVERNMENT
Legislative Branch Executive Branch Judicial Branch
Function To make laws To put laws into effect To enforce laws
Number of Members Congress: 1 President Justices:
100 Senators 1 Vice President (acts as President 1 Chief Justice
435 Representatives of the Senate) 8 Associate Justices
Term of Office Senators: 6 years President: 4 years; can only serve Justices: appointed for
Representatives: 2 years for two terms life
Requirements Senator: President: No specific
1. At least 30 years old 1. At least 35 years old requirements for
2. Have been a citizen for 9 years 2. Be a natural citizen supreme court
3. Be a resident of the state he or 3. Must have lived in the U.S. for positions
she will represent at least 14 years
4. Be a civilian
Representative:
1. At least 25 years old
2. Have been a citizen for 7 years
3. Be a resident of the state he or
she will represent
Responsibilities: Law 1. Make laws President: Can decide if a law is
2. Get a law passed in spite of a 1. Sign bills into law not in agreement with
president’s veto with a two-third 2. Can veto bills the Constitution
majority vote 3. Must do his/her job according to
3. The Senate votes to approve the Constitution
justices that the president appoints 4. Appoints justices to the
to the Supreme Court Supreme Court
Responsibilities: War Declare war with two-third President: can ask Congress to Not mentioned
majority vote of Senators and declare war
Representatives
Impeachment House of Representatives: can President: can be impeached if he Chief Justice of the
impeach the President or she is charged with a crime by Supreme Court: acts
Congress as the President of the
Senate: in case of impeachment, Senate if there is an
puts the President on trial Vice President: acts as President of impeachment trial
the Senate

Answers will vary.

Across: 5. enforced 7. reluctantly 10. vigilant 12. discontent 14. domination 15. balances 17.
regardless 18. foundation
Down: 1. therefore 2. pioneers 3. veto 4. reshape 6. convention 8. liberty 9. bill 11. initial 13.
majority 14. dilemma 16. cause
37
Chapter 1 NAME: _________________________ DATE: _______________
Cloze Quiz
Read the passage. Fill in the blanks with one word from the box. Use each word only once.
according effects phones such
among enhanced playing technology
authors following skills video
boost games strengthen view
children improved study violent
Playing video games, including violent games, may (1) _______________ children's
learning, health and social (2) _______________, according to a review of research in American
Psychologist. The (3) _______________ comes out as debate continues (4) _______________
psychologists and other health professionals regarding the (5) _______________ of violent
media on youth.
While one widely held (6) _______________ maintains that playing video
(7) _______________ is intellectually lazy, such play actually may (8) _______________ a
range of cognitive skills (9) _______________ as spatial navigation, reasoning, memory
and perception, (10)_______________ to several studies reviewed in the article.
(11) __________________ video games may also help (12) _________________ develop
problem-solving skills, the (13) _________________ said. The more adolescents reported
playing strategic (14) _________________ games, the more they (15) _________________ in
problem-solving and school grades the (16) _______________ year. Children's creativity was
also (17) ______________ by playing any kind of video game, including (18) _______________
games, but not when the children used other forms of (19) _______________, such as a
computer or cell (20) _______________, other research revealed.
38
Cloze Quiz
affects different influences research
assumption discredited intelligence scientists
birth effects permanent studies
concluded evidence personality theory
differences however predictor time
It’s long been part of folk wisdom that birth order strongly (2) _______________
personality, (1) _________________, and achievement. (3) __________________, most of the
(4) _______________ claiming that firstborns are radically (5) _______________ from other
children has been (6) _______________, and it now seems that any (7) _______________ of
birth order on intelligence or (8) _________________ will likely be washed out by all the other
(9) _______________ in a person’s life. In fact, the belief in the (10) _______________ impact
of (11) __________________ order, according to Toni Falbo, “comes from the psychological
(12) _______________ that your personality is fixed by the (13) _______________ you’re six.
That (14) _______________ simply is incorrect.”
The better, later, and larger (15) _______________ are less likely to find birth order a useful
(16) _______________ of anything. When two Swiss social (17) _______________, Cecile
Ernst and Jules Angst, reviewed 1,500 studies a few years ago, they (18) _______________ that
“birth-order (19) _______________ in personality … are nonexistent in our sample. In
particular, there is no (20) _______________ for a ‘firstborn personality.’”
39
Cloze Quiz
accumulation disagrees launched social
adolescence dropped likens spearheaded
adulthood edging passage survey
blossom fare plunges transition
bottomed inflated self-esteem upswing
No one in the Gould family of Westlake Village, Calif., was surprised by a study
suggesting a person’s age and stage of life may have a bigger impact on self-esteem than we ever
realized. A study of about 350,000 people (1) __________________ a person’s self-esteem
across the human lifespan to a roller-coaster ride, starting with a(n) (2) ________________ sense
of self-approval in late childhood that (3) __________________ in adolescence. Self-esteem
rises steadily through adulthood, only to drop to its lowest point ever in old age. “I’ve gone
through pretty much all of those cycles,” Fred Gould said. At 60, he’s (4) __________________
toward retirement. Fred’s wife, Eileen, 46, is a businesswoman in the throes of mid-adulthood
and, according to the study, predisposed to a healthy self-regard. At 21, the Goulds’ son, Jeff, has
just (5) __________________ that heady climb into (6) __________________ and a
buoyant self-regard after a(n) (7) _______________________ fraught with the usual perils of
self-doubt and hormonal warfare. His sister, Aly, 17, (8) __________________ with a lot of the
study, believing instead that each individual has an intrinsic sense of (9) __________________
that remains relatively constant.
40
The drop in self-esteem in adolescence was no surprise to Richard Robins, a psychology
professor at the University of California at Davis who (10) __________________ the study, but
“the drop in old age is a little bit more novel,” he said. Specifically, Robins was intrigued by the
similarities in self-esteem levels between those entering adolescence and old age. “There is a(n)
(11) _____________ of losses occurring all at once, both in old age and adolescence,” he
suggested. “There is a critical mass of (12) __________________ going on.” Those answering
the survey ranged in age from 9 to 90. They participated in the (13) __________________ by
logging onto a website during a period between 1999 and 2000.
Everybody is an individual, Robins stressed, so self-esteem can be affected by a number of
things that are biological, (14) _________________, and situational, but there are certain
passages that all of us face—and each (15) __________________ can have a powerful effect on
our sense of self.
Overall, the study indicated that women do not (16) ____________________ as well as men
in self-esteem—a difference particularly marked in adolescence. “During adolescence, girls’
self-esteem (17) __________________ about twice as much as boys’,” Robins said, perhaps at
least partially because of society’s heavy emphasis on body image for girls.
Eileen remembered having fairly high self-esteem from ages 12 to 16. She had been very
ill as a child, so the teen years were a time for her to (18) ______________. Then her mother
died when she was 17, and her self-esteem (19) ____________________ out. “I was like, ‘What
do I do? How do I handle this?’” Eileen remembered. Eileen was 22 when she married Fred, an
event that coincided with the beginning of her adult years—and a (n) (20) __________________
in her self-esteem. Like many adults, Eileen gained her senses of competence and continuity,
both of which can contribute to the rise in self-esteem during the adult years, Robins said.
41
Cloze Quiz
addicted culprits obese sugar
avoid disappear poison summed
blood energy rationale toxic
calories exercise saps trace
consumes high solution warn
Today the average American (1) ________________ 77 pounds of added sugar annually,
or more than 22 teaspoons of added sugar a day. “It seems like every time I study an illness and
(2) _______________ a path to the first cause, I find my way back to (3) _______________.”
Richard Johnson is a nephrologist at the University of Colorado Denver, Colorado. “Why is it
that one-third of adults [worldwide] have (4) _______________ blood pressure, when in 1900
only 5 percent had high (5) _______________ pressure?” he asked. “Why did 153 million
people have diabetes in 1980, and now we’re up to 347 million? Why are more and more
Americans (6) _______________? Sugar, we believe, is one of the (7) _______________, if not
the major culprit.”
Recently the American Heart Association added its voice to (8) _______________
against too much added sugar in the diet. But its (9) _______________ is that sugar provides
calories with no nutritional benefit. According to Johnson and his colleagues, this misses the
point. Excessive sugar isn’t just empty calories; it’s (10) _______________. “It has nothing to do
with its (11)_______________,” says endocrinologist Robert Lustig of the University of
42
California, San Francisco. “Sugar is a(n) (12) _______________ by itself when consumed at
high doses.”
Johnson (13) _______________ up the conventional wisdom this way: Americans are fat
because they eat too much and (14) __________________ too little. But they eat too much and
exercise too little because they’re (15) _____________________ to sugar, which not only makes
them fatter but, after the initial sugar rush, also (16) _______________ their energy, leaving
them on the couch. “The reason you’re watching TV is not because TV is so good,” he said, “but
because you have no (17) _______________ to exercise, because you’re eating too much sugar.”
The (18) _______________? Stop eating so much sugar. When people cut back,
many of the ill effects (19) _______________. The trouble is, in today’s world it’s extremely
difficult to (20) _______________ sugar, which is one reason for the spike in consumption.
43
Cloze Quiz
anger disease implications protecting
attack heart laughter significant
build-up hostility learned situations
cardiologists humor medicine variety
coronary impairment percent without
Can a laugh every day keep the heart (1) ______________ away? Maybe so. Laughter,
along with an active sense of (2) ______________, may help protect you against a heart attack,
according to a recent study by (3) ______________ at the University of Maryland Medical
Center in Baltimore. The study, which is the first to indicate that (4) ______________
may help prevent heart (5) _________________, found that people with heart disease were 40
(6) ______________ less likely to laugh in a (7) ______________ of situations compared to
people of the same age (8) ______________ heart disease.
“The old saying that ‘laughter is the best (9) ______________,’ definitely appears to be true
when it comes to (10) ______________ your heart,” says Michael Miller, M.D. “We don’t know
yet why laughing protects the (11) ______________, but we know that mental stress is
associated with (12) ______________ of the endothelium, the protective barrier lining our blood
vessels. This can cause a series of inflammatory reactions that lead to fat and cholesterol
(13) ______________ in the coronary arteries and ultimately to a heart attack.”
44
In the study, researchers compared the humor responses of 300 people. Half of the
participants had either suffered a heart attack or undergone (14) ______________________
artery bypass surgery. The other 150 did not have heart disease. One questionnaire had a series
of multiple-choice answers to find out how much or how little people laughed in certain
(15) ________________, and the second one used true or false answers to measure anger and
(16) ______________. Miller said that the most (17) ______________ study finding was that
“people with heart disease responded less humorously to everyday life situations.” They
generally laughed less, even in positive situations, and they displayed more (18) _____________
and hostility.
“The ability to laugh—either naturally or as (19) _____________ behavior—may have
important (20) ______________ in societies such as the United States, where heart disease
remains the number one killer,” says Miller. “We know that exercising, not smoking, and eating
foods low in saturated fat will reduce the risk of heart disease. Perhaps regular, hearty laughter
should be added to the list.”
45
Cloze Quiz
concept encourages medicine specific
connected energy patient stomach
coughs healers purposes traditional
disharmony increase reduces water
element indigenous represent white
Traditional Chinese Medicine (TCM) is based on the (1) __________________ that five
elements – fire, earth, wood, metal, and water – symbolically (2)__________________ all
phenomena, including the stages of human life. Each (3) __________________ is associated
with a specific color and with (4) __________________ organs of the body. Through viewing
the human body in this way, internal (5) __________________ can be determined. For example,
if a (6) ________________ has a green hue to his complexion, a(n) (7) ________________
Chinese practitioner would look more closely at the wood element, which involves the liver. Fire is
red, and (8) ________________________ with the heart. Earth is yellow and is associated with
the (9) __________________. The element metal is (10) __________________ and relates to the
lungs. (11) __________________ is black and is associated with the kidneys.
Like the Native American (12) __________________, traditional Chinese practitioners have
used (13) ___________________________ plants for the same wide range of medicinal (14)
_____________________. Examples of plants that are used in traditional Chinese
(15) __________________ are cinnamon and ginger. According to TCM, cinnamon
(16) _______________ circulation, balances the (17) ______________ of the upper and lower
body, and (18) _______________ allergic reactions. Practitioners use ginger to benefit digestion,
46
(19) _______________________ air to the lungs, and treat (20) __________________.
Cloze Quiz
advises infection place slow
delaying less prescribe task
effective misuse properly thrive
emerging necessary recover traits
generations overuse scientists whether
Over time, if more and more people take antibiotics when not (1) ________________,
drug-resistant bacteria can continue to (2) ________________ and spread. They may even share
their drug-resistant (3) ______________________ with other bacteria. Drugs may become less
(4) ___________________________ or not work at all against certain disease-causing bacteria.
(5) __________________ have been trying to keep ahead of newly (6) _________________
drug-resistant bacteria by developing new drugs, but it’s a tough (7) ________________.
You can help (8) ________________ the spread of drug-resistant bacteria by taking
antibiotics (9) ________________ and only when needed. Don’t insist on an antibiotic if your
health care provider (10) ________________ otherwise. For example, many parents expect
doctors to (11) ________________ antibiotics for a child’s ear infection. But experts recommend
(12) _____________ for a time in certain situations, as children often (13) ______________
from ear infections without antibiotics.
47
NIH researchers have been looking at (14) ________________ antibiotics are
effective for treating certain conditions in the first (15) ________________. One recent study
showed that antibiotics may be (16) ________________ effective than previously thought for
treating a common type of sinus (17) ________________. This kind of research can help prevent
the misuse and (18) ____________________ of antibiotics. “Treating infections with antibiotics
is something we want to preserve for (19) ____________________ to come, so we shouldn’t
(20) ________________ them,” says Dr. Julie Segre, a senior investigator at NIH.
48
Cloze Quiz
await incredibly scientist tourists
beaks innovate ships trained
behavior island signal unison
command perform surface upright
dolphins repeat tandem water
Head trainer Teri Turner Bolton looks out at two young adult male dolphins, Hector and
Han, whose (1) ____________________, or rostra, are poking above the water as they eagerly
(2) ____________ a command. The bottlenose dolphins at the Roatán Institute for Marine
Sciences (RIMS), a resort and research institution on a(n) (3) _______________ off the coast of
Honduras, are old pros at dolphin performance art. They’ve been (4) ______________ to
corkscrew through the air on (5) _______________, skate backward across the surface of the
water while standing (6) ____________ on their tails, and wave their pectoral fins at the
(7) ____________ who arrive several times a week on cruise (8) ____________.
But the (9) __________at RIMS are more interested in how the (10) ___________ think
than in what they can do. When given the hand (11) ____________ to “innovate,” Hector and
Han know to dip below the (12) ___________________ and blow a bubble, or arch out of the
(13) ____________ or dive down to the ocean floor, or (14) ____________ any of the dozen or
so other movements but not to (15) ____________ anything they’ve already done during that
session. (16) ______________, they usually understand that they’re supposed to keep trying
49
some new (17) ________________ each session. Bolton presses her palms together over her
head, the signal to (18) ____________________, and then puts her fists together, the sign for
(19) “____________.” With those two gestures, she has instructed the dolphins to show her a
behavior she hasn’t seen during this session and to do it in (20)____________, or at the same
time.
50
Cloze Quiz
access astronauts detectors importance
addition buildup developed remote
alarms cleanse faulty scarce
alert comfortable harmless unsafe
amounts companies hazards water
Spinoff technology can help to make our homes and communities safer and more
(1) ________________________ places to live. Most people are aware that carbon monoxide
(2) _________________ in our homes can be very dangerous. This may come from a(n)
(3)__________________ furnace or fireplace. As a result, some people have carbon monoxide
(4) __________________ in their homes, but these detectors only (5) __________________
them if the level of carbon monoxide is (6) __________________.
However, using space technology, NASA (7) __________________ an air-conditioning
system that can not only detect dangerous (8) __________________ of carbon monoxide, but
actually oxidizes the toxic gases into (9) __________________ carbon dioxide. This kind of
development makes us realize that removing safety (10) __________________ is far better than
creating (11) __________________ to detect them.
In (12) ____________________________ to helping people to have clean air, having
(13) __________________ to clean water is also of major (14) __________________ for
everyone. NASA engineers have been working with private (15) __________________ to
51
create better systems for clean, drinkable (16)__________________ for astronauts in space.
These systems, which have been developed for the (17) __________________, can quickly and
affordably (18) __________________ any available water. This is a major advantage to the
people on Earth who live in (19) _____________________or developing areas where water is
(20) __________________ or polluted.
52
Cloze Quiz
agreement continent however research
all countries long science
Antarctica effect number scientists
Argentina established question temporarily
claims explorations remains useless
Until (1) ______________ began the first serious study of the (2) ______________
during the 1957–58 International Geophysical Year (IGY), a multi-country cooperative
(3) ________________ project, Antarctica was dismissed as a vast, (4)________________
continent.
Based upon early (5) ________________ and questionable land grants, seven
(6) ________________, including Great Britain, Chile, and (7) ________________, claim
sovereignty over vast tracts of the continent. (8) __________________, as IGY wound down, the
(9) __________________ of who owns (10) ________________ came to a head. The 12
participating countries reached an international (11) _________________, the Antarctic Treaty,
which took (12) _________________ in June 1961. The (13) _________________ has since
grown, making 39 in (14) _________________. It (15) _________________ Antarctica as a
“continent for (16) ________________ and peace,” and (17) _________________ set aside all
(18) ___________________ of sovereignty for as (19) ____________________ as the treaty
(20) ___________________ in effect.
53
Cloze Quiz
ax glacier insulation remnants
changed hiking knife repair
day hunt memory survive
examination important perspective worried
gear insulated reason years
His people said good-bye and watched him walk off toward the mountains. They had
little (1)_____________________________ to fear for his safety: the man was well dressed in
(2) _________________ clothing and equipped with tools needed to (3) __________________
the Alpine climate. However, as weeks passed without his return, they must have grown
(4) _________________, then anxious, and finally resigned. After many (5) ________________
everyone who knew him had died, and not even a(n) (6) ___________________of the man
remained.
Then, on an improbably distant (7) ___________________, he came down from the
mountain. Things had (8) ______________________ a bit: it wasn’t the Bronze Age anymore,
and he was a celebrity. When a melting (9) _____________________ released its hold on a
4,000-year-old corpse in September 1991, it was quite rightly called one of the most
(10) ___________________ archeological finds of the century.
54
Discovered by a German couple (11) _________________ at 10,500 feet in the Italian Tyrol
near the Austrian border, the partially freeze-dried body still wore (12) ___________________
of leather garments and boots that had been stuffed with straw for (13) ___________________.
The hikers alerted scientists from the University of Innsbruck in Austria, whose more complete
(14) ___________________ revealed that the man was tattooed on his back and behind his
knee. At his side was a bronze (15) ___________________ of a type typical in southern central
Europe around 2000 B.C.
On his expedition—perhaps to (16) _________________ or to search for metal ore—he had
also carried an all-purpose stone (17) ___________________, a wooden backpack, a bow and a
quiver, a small bag containing a flint lighter and kindling, and an arrow (18) ________________
kit in a leather pouch. Such everyday (19) _____________________ gives an unprecedented
(20) ________________ on life in early Bronze Age Europe.
55
Cloze Quiz
afraid endanger king solution
Constitution found men states
democratic freedoms other strong
dilemma government pioneers too
easy hand really undesirable
To create a government was not a(n) (1) ________________ thing to do. Remember that in
1787 the (2) _______________ at the convention in Philadelphia were (3) _______________ in
the setting up of a (4) _______________ republican government. They (5) _______________
only knew what they did not want. They did not want a(n) (6) __________________, and they
did not want (7) ________________________ strong a central government because they were
(8) _______________ of losing their own (9) ________________. They certainly wanted to
keep the (10) _______________ as they were.
Here was a(n) (11) ________________. On the one (12) _________________, it seemed that
a(n) (13) _________________ central government was very (14) _______________ because it
might (15) _______________ the people’s liberties. On the (16) _______________ hand, a weak
central (17) _______________ had proven inadequate. The (18) _______________ these men
(19) _______________ is called the “system of checks and balances,” and it is the heart and soul
of the (20) ______________.
56
Concepts for Today, Fourth Edition
Answer Key
Cloze Quizzes
Chapter 1
1. boost
2. skills
3. study
4. among
5. effects
6. view
7. games
8. strengthen
9. such
10. according
11. playing
12. children
13. authors
14. video
15. improved
16. following
17. enhanced
18. violent
19. technology
20. phones
Chapter 2
1. affects
2. intelligence
3. however
4. research
5. different
6. discredited
7. effects
8. personality
9. influences
10. permanent
11. birth
12. theory
13. time
14. assumption
15. studies
16. predictor
17. scientists
57
18. concluded
19. differences
20. evidence
Chapter 3
1. likens
2. inflated
3. plunges
4. edging
5. launched
6. adulthood
7. adolescence
8. disagrees
9. self-esteem
10. spearheaded
11. accumulation
12. transition
13. survey
14. social
15. passage
16. fare
17. dropped
18. blossom
19. bottomed
20. upswing
Chapter 4
1. consumes
2. trace
3. sugar
4. high
5. blood
6. obese
7. culprits
8. warn
9. rationale
10. toxic
11. calories
12. poison
13. summed
14. exercise
15. addicted
16. saps
17. energy
18. solution
19. disappear
58
20. avoid
Chapter 5
1. attack
2. humor
3. cardiologists
4. laughter
5. disease
6. percent
7. variety
8. without
9. medicine
10. protecting
11. heart
12. impairment
13. buildup
14. coronary
15. situations
16. hostility
17. significant
18. anger
19. learned
20. implications
Chapter 6
1. concept
2. represent
3. element
4. specific
5. disharmony
6. patient
7. traditional
8. connected
9. stomach
10. white
11. water
12. healers
13. indigenous
14. purposes
15. medicine
16. encourages
17. energy
18. reduces
19. increase
20. coughs
Chapter 7
1. necessary
59
2. thrive
3. traits
4. effective
5. scientists
6. emerging
7. task
8. slow
9. properly
10. advises
11. prescribe
12. delaying
13. recover
14. whether
15. place
16. less
17. infection
18. overuse
19. generations
20. misuse
Chapter 8
1. beaks
2. await
3. island
4. trained
5. command
6. upright
7. tourists
8. ships
9. scientists
10. dolphins
11. signal
12. surface
13. water
14. perform
15. repeat
16. incredibly
17. behavior
18. innovate
19. tandem
20. unison
Chapter 9
1. comfortable
2. buildup
3. faulty
60
4. detectors
5. alert
6. unsafe
7. developed
8. amounts
9. harmless
10. hazards
11. alarms
12. addition
13. access
14. importance
15. companies
16. water
17. astronauts
18. cleanse
19. remote
20. scarce
Chapter 10
1. scientists
2. continent
3. research
4. useless
5. explorations
6. countries
7. Argentina
8. however
9. question
10. Antarctica
11. agreement
12. effect
13. number
14. all
15. established
16. science
17. temporarily
18. claims
19. long
20. remains
Chapter 11
1. reason
2. insulated
3. survive
4. worried
5. years
61
6. memory
7. day
8. changed
9. glacier
10. important
11. hiking
12. remnants
13. insulation
14. examination
15. ax
16. hunt
17. knife
18. repair
19. gear
20. perspective
Chapter 12
1. easy
2. men
3. pioneers
4. democratic
5. really
6. king
7. too
8. afraid
9. freedoms
10. states
11. dilemma
12. hand
13. strong
14. undesirable
15. endanger
16. other
17. government
18. solution
19. found
20. Constitution
62

Reading 3 - Teacher Book

Hochgeladen von

Dokumentinformationen

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Reading 3 - Teacher Book

Hochgeladen von

Copyright:

Verfügbare Formate

Instructor’s Manual

Reading for Today 4: Concepts for Today

Teaching Notes page 2

Unit 1: Living in Society

Learning through Video Games: Fact or Fiction? p. 4

Suggestions for Prereading Activity p. 4

Suggestions for Follow-Up Activities

The Birth-Order Myth p. 22

Suggestions for Prereading p. 22

Suggestions for Follow-Up Activities

Highs and Lows in Self-Esteem p. 40

Suggestions for Prereading p. 40

Suggestions for Follow-Up Activities

Unit 2: Health and Wellness

Sugar: A Not-So-Sweet Story p. 60

Suggestions for Follow-Up Activities

1. How much sugar is it safe to consume every day?

Laughter Is the Best Medicine for Your Heart - Or Is It? p. 76

Suggestions for Prereading Activity p. 76

Suggestions for Follow-Up Activities

Traditional Medicine: A Non-Western Approach to Healing p. 92

Suggestions for Prereading Activity p. 92

Suggestions for Follow-Up Activities

Unit 3: Science and Technology

Stopping the Spread of Superbugs p. 112

Suggestions for Prereading Activity p. 112

Suggestions for Follow-Up Activities

It’s Time for a Conversation: Learning the Language of Dolphins p. 130

Suggestions for Prereading Activity p. 130

Suggestions for Follow-Up Activities

Space Science on Earth p. 148

Suggestions for Prereading Activity p. 148

Unit 4: Government and History

Antarctica: Whose Continent Is It Anyway? p. 168

Suggestions for Prereading Activity p. 168

Suggestions for Follow-Up Activities

The Mystery of the Iceman p. 186

Suggestions for Prereading Activity p. 186

Suggestions for Follow-Up Activities

The Federal System of Government p. 204

Suggestions for Follow-Up Activities

Chapter 1: Learning Through Video Games: Fact or Fiction?

Reading Analysis p. 9-12

Topics for Discussion and Writing p. 19

Crossword Puzzle p. 20-21

Chapter 2: The Birth Order Myth

Fact Finding p. 24-25

Reading Analysis p. 26-29

Vocabulary in Context p. 32-33

Topics for Discussion and Writing

Crossword Puzzle p. 38-39

Chapter 3: Highs and Lows in Self Esteem

Fact Finding p. 42-43

Reading Analysis p. 44-48

Topics for Discussion and Writing p. 55

Unit 2: Health and Wellness

Reading Analysis p. 64-67

Topics for Discussion and Writing p. 73

Crossword Puzzle p. 74-75

Who Dr. Michael Mary Bennett

Why did they He wanted to She wanted to

Where did The University Western

Who did they 300 people: Half 33 healthy

How did they Cardiologists The