NEW YORK NEW YORK NEW YORK NEW YORK NEW YORK NEW YORK

PROGRAM OVERVIEWMEETS YOU ANYWHERE— TAKES YOU EVERYWHERE

mheonline.com/nyc

NEW YORK

Written to meet the specifi c needs of New York teachers and students, McGraw-Hill Networks ™ New York Program follows the New York Standards and the NYC Scope and Sequence. Our print and digital resources empower students to experience history, social studies, geography, economics, government and culture in engaging print and digital formats.

Program Highlights

• Written to New York State Standards• Correlated to NYC Curriculum• Hands-on interactive resources• Diff erentiated instruction• Easy-to-use classroom management and assessment tools

Based on the research of Jay McTighe, co-author of Understanding by Design, this program uses research-based practices to maximize student comprehension and engagement.

A Groundbreaking Social Studies Learning System

Powerful Online Instructional

Platform

Each link in the Networks program provides you with the content and tools you need.

• Powerful, standards-based curriculum to ensure mastery• Hands-on, interactive activities to bring abstract concepts to life• Project-based learning opportunities to increase critical thinking,

engagement, and academic skill development

To experience Networks, visit … mcgrawhillnetworks.com

NEW YORK

Print Teacher Edition

Print Student Edition

Access Digital

Resources

The audio and visual aspects of the student edition would be excellent for students because it engages them. They are not merely looking for information and writing it down. They are involved in the learning process.

“”

STUDENT EXPERIENCE

Networks for New York brings people, issues, and events to life through interactive and engaging print and digital resources that allow students to interact with history, geography, economics, government and culture in ways they never have before.

• Discover new people and learn their stories• Experience new places and historic events• Make connections with important people across

time and “add” them to your network

Engage Students WithToday’s Learning Tools

To experience Networks, visit … mcgrawhillnetworks.com

There’s More Online!

Reading HELPDESK

NILE DELTA

WESTERNDESERT

EASTERNDESERT

Great Pyramidand Sphinx

First Cataract

SecondCataract

Nile R.

DeadSea

Mediterranean Sea

Red SeaThebes

GizaMemphis

UPPER EGYPT

LOWER EGYPT

NUBIA

25°N

30°N

35°E30°E

TROPIC OF CANCER

0 100 kilometers

100 miles0

Lambert Azimuthal Equal-Area projection

N

S

EW

Nile Valley IMAGE Islam

MAP The Punic Wars

ANIMATION How the Pyramids Were Built

SLIDE SHOW Egyptian Artifacts VIDEO

Academic Vocabulary• project• demonstrate

Content Vocabulary• pharaoh• myrrh• hieroglyphics• convert• monotheism• caliph• regime• fundamentalist• civil war

TAKING NOTES: Key Ideasand Details

Summarize As you read about the history of North Africa, note key events and their importance using a graphic organizer like the one below.

Year, Event Importance

It Matters Because One of the world’s first civilizations arose in North Africa thousands of years ago.

Ancient EgyptGUIDING QUESTION Why was ancient Egypt important?Egypt, in North Africa, was one of the earliest known civilizations. Egyptian civilization arose along the Nile River, and Egyptians depended on the Nile for their livelihood. They built cities, organized government, and invented a writing system to keep records and create literature.

The Rise of EgyptPeople have been living along the banks of the Nile River for thousands of years. As many as 8,000 years ago, people settled in the area to farm. The rich floodwaters of the Nile allowed farmers to produce enough food to support a growing population. Over time, some members of this early society began to do other things besides farming. Some made pottery. Others crafted jewelry. Some became soldiers. A few became kings. About 5,000 years ago, two kingdoms along the Nile were united into one. For most of the next 3,000 years, kings called pharaohs ruled the land. The great mass of people farmed the land. They paid a share of their crops to the government. The government’s leaders also made them work on important projects, or planned activities. These projects included building temples and other monuments. Sometimes the people had to fight in the pharaoh’s armies.The Egyptians became master builders. Look at the model infographic in this lesson about the pyramids of Egypt. Other

Lesson 2The History of North Africa

ESSENTIAL QUESTION • How does religion shape society?

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1A Trace characteristics of various contemporary societies in regions that resulted from historical events or factors such as invasion, conquests, colonization, immigration, and trade2B Evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present

continued on the next page

Texas Essential Knowledge and Skills

Communicate and Collaborate

Check Assignments

Manage and Submit

Assignments

Engage and Learn

All the Content and Tools Students Need for Success—Anywhere, Anytime

• Read in print and online• Take notes online• Submit assignments• Access digital resources• Track and complete assignments• Connect and collaborate

Student Engagement Resources

• Powerful primary sources• Engaging videos• Dynamic photos• Interactive maps and games• Clarifying graphic organizers

TEACHER EXPERIENCE

Networks gathers everything you need in one easy-to-use Teacher Lesson Center that lets you stop searching for resources and start focusing on student learning.

• Plan instruction• Customize lessons, tests, and assignments• Create presentations• Activate learning• Assess comprehension• Track results• Diff erentiate instruction

Effectively Manage andOrganize Your Classroom

I would defi nitely recommend this program to my district. I found it comprehensive, intuitive, teacher friendly, student relevant, and dynamic enough for students that they would actually use it.

“”

Communicateand Connect

Dynamic Digital

Instruction

Manage and Assign

Lessons

To experience Networks, visit … mcgrawhillnetworks.com

Diff erentiate and Instruct

• Assign diff erent reading levels• Access full audio• Customize digital worksheets and assign online• Print PDFs for paper and pencil activity

Assess and Manage

• McGraw-Hill eAssessment by each lesson or chapter• Flexibility to print or complete online• Robust reporting system

Communicate and Collaborate

• Collaborate with colleagues• Communicate with students• Connect with experts

View and Create Student Engagement

Resources

Communicateand Connect

View and Plan Lessons

View and Customize Presentations

Schedule Lessons

TEACHER EXPERIENCE

C Critical Thinking Skills

Analyzing Visuals Direct students’ attention to the image

of Elizabeth I on this page. Lead students in a discussion

analyzing the features of this image. Ask: Which features

are consistent with the characteristics of Elizabeth I as

described in the text? (Students might point to features such

as Elizabeth’s gaze, which they could interpret as intelligent and

confident. They might also indicate that her ornate clothing is

consistent with someone who sought to consolidate power and

become a “supreme governor.”) BL Visual/Spatial

R Reading Skills

Finding the Main Idea Instruct students to read the text

describing England’s defeat of the Spanish Armada. Ask:

What was the significance of the defeat of the Spanish

Armada? (Both Spain’s navy and its prestige as a world power

were greatly damaged by the defeat, and political power shifted to

England and France.) AL

Content Background Knowledge

• Henry VIII’s oldest daughter, Mary, became queen of

England in 1553. Her mother, Catherine of Aragon, had

been born in Spain, and Mary decided to marry Philip II

of Spain.

• Even though Mary wed Philip, he never had any power

in England since the queen—now known as “Bloody

Mary”—ruthlessly restored Catholicism.

• Mary died in 1558, and her half-sister Elizabeth I inherited

the throne. Although Elizabeth stated that she had no

desire for marriage, Parliament saw a marriage as critical,

not only to provide for the royal succession but also to

establish an alliance with a stronger power, because

England was isolated and militarily weak. Nevertheless,

Elizabeth never married.

WHITEBOARD ACTIVITY

French Wars of Religion

Determining Cause and Effect Students will

complete an interactive activity exploring the causes of

the French Wars of Religion. They can also complete a

second interactive activity contrasting Huguenots and

Catholics.

READING PROGRESS CHECK Philip II had a

mission to save Catholicism and stop Queen Elizabeth from

limiting Spain’s power.

Queen Mary Tudor. Elizabeth repealed the laws favoring Catholics. A new

Act of Supremacy named Elizabeth as “the only supreme governor” of both

church and state. The Church of England under Queen Elizabeth followed a

moderate Protestantism that kept most people satisfied.

Elizabeth was also moderate in her foreign policy. She tried to keep

Spain and France from becoming too powerful by balancing power. If one

nation seemed to be gaining in power, England would support the weaker

nation. The queen feared that war would be disastrous for England and for

her own rule; however, she could not escape a conflict with Spain.

Defeat of the Spanish Armada

In 1588, Philip II made preparations to send an armada—a fleet of

warships—to invade England. A successful invasion of England would

mean the overthrow of Protestantism. The fleet that set sail had neither the

ships nor the manpower that Philip had planned to send.

The hoped-for victory never came. The armada was battered by the

faster English ships and sailed back to Spain by a northern route around

Scotland and Ireland where it was pounded by storms.

By the end of Philip’s reign in 1598, Spain was not the great power that

it appeared to be. Spain was the most populous empire in the world, but it

was bankrupt. Philip II had spent too much on war. His successor spent too

much on his court. The armed forces were out of date, and the government

was inefficient. Spain continued to play the role of a great power, but the

real power in Europe had shifted to England and France.

READING PROGRESS CHECK�

Drawing Conclusions Why might the overthrow of Protestantism in England have

been important to Philip II?

The French Wars of Religion

GUIDING QUESTION What fueled the French civil wars of the sixteenth century?

Of the sixteenth-century religious wars, none was more shattering than the

French civil wars known as the French Wars of Religion (1562–1598).

Religious conflict was at the center of these wars. The Catholic French kings

persecuted Protestants throughout the country, but the persecution did

little to stop the spread of Protestantism.

HuguenotsHuguenots (HYOO • guh • nahts) were French Protestants influenced by John

Calvin. They made up only about 7 percent of the total French population,

but 40 to 50 percent of the nobility became Huguenots. This made the

Huguenots a powerful political threat to the Crown.

An extreme Catholic party—known as the ultra-Catholics—strongly

opposed the Huguenots. Having the loyalty of parts of northern and

northwestern France, they could pay for and recruit large armies.

Religion was the most important issue, but other factors played a role

in the ensuing French civil wars. Towns and provinces were willing to

assist the nobles in weakening the growing power of the French monarchy.

Henry IV and the Edict of Nantes

For 30 years, battles raged in France between the Catholics and the Hugue-

nots. In 1589, Henry of Navarre, the Huguenot political leader, succeeded

to the throne as Henry IV. He realized that as a Protestant he would never

policy an overall plan

embracing the general goals and

acceptable procedures of a

governmental body

armada a fleet of warships

� Queen Elizabeth I of England

The

Prin

t Col

lect

or/A

ge F

otos

tock

342

Online Teaching Options3

A

42

netw rks

C

R

342

CHAPTER 18, Lesson 1

Europe in Crisis

ANSWER, p. 342

See page 337C for other online activities.

340-344_NYSS_T_G9_C18_L1_XXXXXX.indd 342

2/2/15 12:41 PM

Use print, use digital, or use both. With the accessible new Teacher Edition, you’re in charge. Designed with your stated preferences in mind—less weight with more focus—this new design off ers:

• A clear pathway through critical content and instruction—by the lesson• Quick, targeted instruction at your fi ngertips• Specifi c support at the lesson level for New York State Standards• Point-of-use diff erentiated instruction• Highly engaging digital resources to expand core content• Hands-on projects with technology extensions

Choose How You Want to Teach

To experience Networks, visit … mcgrawhillnetworks.com

C Critical Thinking Skills

Analyzing Visuals Direct students’ attention to the image

of Elizabeth I on this page. Lead students in a discussion

analyzing the features of this image. Ask: Which features

are consistent with the characteristics of Elizabeth I as

described in the text? (Students might point to features such

as Elizabeth’s gaze, which they could interpret as intelligent and

confident. They might also indicate that her ornate clothing is

consistent with someone who sought to consolidate power and

become a “supreme governor.”) BL Visual/Spatial

R Reading Skills

Finding the Main Idea Instruct students to read the text

describing England’s defeat of the Spanish Armada. Ask:

What was the significance of the defeat of the Spanish

Armada? (Both Spain’s navy and its prestige as a world power

were greatly damaged by the defeat, and political power shifted to

England and France.) AL

Content Background Knowledge

• Henry VIII’s oldest daughter, Mary, became queen of

England in 1553. Her mother, Catherine of Aragon, had

been born in Spain, and Mary decided to marry Philip II

of Spain.

• Even though Mary wed Philip, he never had any power

in England since the queen—now known as “Bloody

Mary”—ruthlessly restored Catholicism.

• Mary died in 1558, and her half-sister Elizabeth I inherited

the throne. Although Elizabeth stated that she had no

desire for marriage, Parliament saw a marriage as critical,

not only to provide for the royal succession but also to

establish an alliance with a stronger power, because

England was isolated and militarily weak. Nevertheless,

Elizabeth never married.

WHITEBOARD ACTIVITY

French Wars of Religion

Determining Cause and Effect Students will

complete an interactive activity exploring the causes of

the French Wars of Religion. They can also complete a

second interactive activity contrasting Huguenots and

Catholics.

READING PROGRESS CHECK Philip II had a

mission to save Catholicism and stop Queen Elizabeth from

limiting Spain’s power.

Queen Mary Tudor. Elizabeth repealed the laws favoring Catholics. A new

Act of Supremacy named Elizabeth as “the only supreme governor” of both

church and state. The Church of England under Queen Elizabeth followed a

moderate Protestantism that kept most people satisfied.

Elizabeth was also moderate in her foreign policy. She tried to keep

Spain and France from becoming too powerful by balancing power. If one

nation seemed to be gaining in power, England would support the weaker

nation. The queen feared that war would be disastrous for England and for

her own rule; however, she could not escape a conflict with Spain.

Defeat of the Spanish Armada

In 1588, Philip II made preparations to send an armada—a fleet of

warships—to invade England. A successful invasion of England would

mean the overthrow of Protestantism. The fleet that set sail had neither the

ships nor the manpower that Philip had planned to send.

The hoped-for victory never came. The armada was battered by the

faster English ships and sailed back to Spain by a northern route around

Scotland and Ireland where it was pounded by storms.

By the end of Philip’s reign in 1598, Spain was not the great power that

it appeared to be. Spain was the most populous empire in the world, but it

was bankrupt. Philip II had spent too much on war. His successor spent too

much on his court. The armed forces were out of date, and the government

was inefficient. Spain continued to play the role of a great power, but the

real power in Europe had shifted to England and France.

READING PROGRESS CHECK�

Drawing Conclusions Why might the overthrow of Protestantism in England have

been important to Philip II?

The French Wars of Religion

GUIDING QUESTION What fueled the French civil wars of the sixteenth century?

Of the sixteenth-century religious wars, none was more shattering than the

French civil wars known as the French Wars of Religion (1562–1598).

Religious conflict was at the center of these wars. The Catholic French kings

persecuted Protestants throughout the country, but the persecution did

little to stop the spread of Protestantism.

HuguenotsHuguenots (HYOO • guh • nahts) were French Protestants influenced by John

Calvin. They made up only about 7 percent of the total French population,

but 40 to 50 percent of the nobility became Huguenots. This made the

Huguenots a powerful political threat to the Crown.

An extreme Catholic party—known as the ultra-Catholics—strongly

opposed the Huguenots. Having the loyalty of parts of northern and

northwestern France, they could pay for and recruit large armies.

Religion was the most important issue, but other factors played a role

in the ensuing French civil wars. Towns and provinces were willing to

assist the nobles in weakening the growing power of the French monarchy.

Henry IV and the Edict of Nantes

For 30 years, battles raged in France between the Catholics and the Hugue-

nots. In 1589, Henry of Navarre, the Huguenot political leader, succeeded

to the throne as Henry IV. He realized that as a Protestant he would never

policy an overall plan

embracing the general goals and

acceptable procedures of a

governmental body

armada a fleet of warships

� Queen Elizabeth I of England

The

Prin

t Col

lect

or/A

ge F

otos

tock

342

Online Teaching Options3

A

42

netw rks

C

R

342

CHAPTER 18, Lesson 1

Europe in Crisis

ANSWER, p. 342

See page 337C for other online activities.

340-344_NYSS_T_G9_C18_L1_XXXXXX.indd 342

2/2/15 12:41 PM

Student Materials

Print Student Edition• Reading Essentials and Study Guide, English• Reading Essentials and Study Guide, Spanish

Student Learning Center: The Student Learning Center takes online learning to a whole new level and builds on the core content with additional activities, background information, and media resources that extend and enrich the text. The Student Learning Center is the gateway for students to plan, study, check teacher messages, get assignments, and save work.

Student Learning Center Includes:• Student Edition• Audio Student Edition• Digital Media Player• Student Notebook• Message Center• Assignment Center plus Calendar• Test Practice & Rubrics• Skillbuilder Center• Student Resource Library:

• Primary Source Documents• Assigned Videos• Biographies• Graphic Novels• Foldables®• Nations of the World Data Bank• btw…current events site

• Reading Essentials and Study Guide, English• Reading Essentials and Study Guide, Spanish• College and Career Readiness Skill Builders

Student Suite includes:• Print Student Edition• Student Learning Center

Teacher Materials

Print Teacher Edition

Chapter Tests and Lesson Quizzes

Teacher Lesson Center: The Teacher Lesson Center is everything you want and expect in one place—a one-stop teacher center that has everything you need for planning, teaching, presenting, and assessing.

Teacher Lesson Center includes:Planning:

• Correlations to standards• Ready-to-go Lesson Plans• Tools to edit and customize the Lesson Plans• Student Edition and Student Learning Center• My Files for personal resources• My Notes• Professional Development—Video Library

• Jan McTighe (Understanding by Design)• Dinah Zike (Foldables®)• Tom Daccord and Justin Reich (EdTech)

• Best Practices White PapersTeaching:

• Customizable Worksheets and Resources• Digital Student Resources to print or assign online

• Accessing Background Knowledge• Vocabulary• Guided Reading Activities• Reading Essentials and Study Guide• Simulations• Video Worksheets• Visual Literacy• Geography and History Activities• Economics and History Activities• Primary and Secondary Resources• Biographies• Hands-On Chapter Projects and Technology Extensions

Presenting:• Presentation Builder and Presenter• Interactive White Board Activities• Lesson Videos• Teacher Resource Library:

• Photographys, images, political cartoons• Foldable suggestions and templates• Atlas• btw…current events• College and Career Readiness• Primary Sources• Graphic Novel

Assessing:• Hands-On Chapter Projects and Technology Extensions• McGraw-Hill eAssessment

• Lesson Quizzes• Chapter Tests, Traditional Tests, and DBQ Assessments

• Rubrics for Hands-On Projects• Succeeding On Test Strategies• Manage and Assign• Broadcast Message Center

NEW YORK

Learning System Components

Your New York Specific Titles

To experience Networks, visit … mcgrawhillnetworks.com

NEW YORK NEW YORK

NEW YORK NEW YORK

GRADE 6Discovering Our Past: The Eastern Hemisphere

GRADE 9Global History and Geography - I

GRADE 7Discovering Our Past: History of the United States and New York - I

GRADE 10Global History and Geography - II

NEW YORK

GRADE 8Discovering Our Past: History of the United States and New York - II

GRADE 11United States History and Government

NEW YORK

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Jean Sinclair6-12 Queens & BronxJean.Sinclair@mheducation.com917-861-4034

Kelly Henson6-12 Manhattan, Brooklyn, & Staten IslandKelly.Henson@mheducation.com518-416-4619

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QUEENS

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MANHATTAN

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