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Library of Congress Cataloging-in-Publication Data 3. Human geography-Study and teaching. I. Title.
Rubenstein, James M. 2012033067
The cultural landscape/ James M. Rubenstein. - 11th ed.
p.cm.
Includes Index.
ISBN978-0-321-83l S8-3
1. Human geography. 2. Human geography-Textbooks.
GF41.R82 2014
304.2-dc23
7 8 9 LO-RRD-15 14
PEARSON www.pearsonhighered.com
ISBN-10: 0-321-83158-6; ISBN-13: 978-0-321-83158-3 (Student Edition)
ISBN-10: 0-321-86303-8; ISBN-13: 978-0-321-86303-4 (Instructor's ReviewCopy)
'.ll'.'.'"'
BRIEF CONTENTS
~~-
1 Basic Concepts 2
2 Population and Health 42
3 Migration 76
4 Folk and Popular Culture 106
5 Languages 140
3.
6 Religions 180
7 Ethnicities 224
8 Political Geography 258
9 Development 298
10 Food and Agriculture 344
11 Industry and Manufacturing 392
12 Services and Settlements 428
13 Urban Patterns 458
Afterword
Appendix: Map Scale and Projections
DEDICATION
This book is dedicated to Bernadette Unger, Dr. Rubenstein's wife, who has been by his side
through many books, as well as to the memory of his father, Bernard W. Rubenstein.
Dr. Rubenstein also gratefully thanks the rest of his family for their love and support.
...zr
{CONTENTS
Basic Concepts
Preface XIV 1KEY ISSUE
The Teaching and Learning Package XVIII
About The Author XX How Do Geographers Describe Where Things Are? 5
About our Sustainability Initiatives XXI
Book & MasteringGeographyTM Walkthrough XXII Maps 5
SustainabilityandInequalityIn OurGlobalVillage:
Mappinga DisasterH: urricaneKatrina 7
Contemporary Tools 12
ContemporarGy eographicTools:
ElectronicNavigation 12
KEY ISSUE2
Why Is Each Point on Earth Unique? 14
Place: A Unique Location 14
Region: A Unique Area 16
KEY ISSUE3
Why Are Different Places Similar? 20
Scale: From Local to Global 20
Space: Distribution of Features 22
Connections between Places 26
KEY ISSUE4
Why Are Some Human Actions Not Sustainable? 30
Sustainability and Resources. 30
Sustainability and Human-Environment
Relationships 34
Summary and Review 38
Key Terms 38
VII
. ', .lf'1'1tl "ttHIIHIHUUIIIIH
VIII THE CULTURAL LANDSCAPE
Population and Health
1KEY ISSUE 1KEY ISSUE
Where Is the World's Population Distributed? 45 Where Are Migrants Distributed? 79
ContemporarGy eographiTcools: Distance of Migration 80
SpatialAnalysisandthe Census 45 U.S. Immigration Patterns 82
Population Concentrations 46 KEY ISSUE 2
Population Density 48
Where Do People Migrate within a Country? 84
KEY ISSUE 2 Interregional Migration 84
Why Is Global Population Increasing? 50 SustainabilityandInequalityIn OurGlobalVillage:
Components of Population Growth 50 Trailof Tears 87
Population Structure 54 Intraregional Migration 90
KEY ISSUE 3 KEY ISSUE 3
Why Does Population Growth Vary among Regions? 56 Why Do People Migrate? 92
The Demographic Transition 56 Reasons for Migrating 92
Malthus on Overpopulation 60 Migrating to Find Work 94
Population Futures 62
KEY ISSUE4 KEY ISSUE4
Why Do Some Regions Face Health Threats? 64 Why Do Migrants Face Obstacles? 96
Epidemiologic Transition 64 Controlling Migration 96
Infectious Diseases 67 ContemporaryGeographicTools:
Health Care 70 ClaimingEllisIsland 97
SustainabilityandInequalityIn OurGlobalVillage: Unauthorized Immigration 98
Overpopulationin Sub-SaharaAnfrica 73 Attitudes toward Immigrants 100
Summary and Review 74 Summary and Review 104
Key Terms 74 Key Terms 104
CONTENTS IX
I
Folk and Popular Languages
Culture 106
1KEY ISSUE 1KEY ISSUE
Where Are Folk and Popular Leisure Activities Where Are Languages Distributed? 143
Distributed? 109 Classification of Languages 144
Distribution of Language Families 146
Characteristics of Folk and Popular Culture 110
Origin and Diffusion of Folk and Popular Music 112 KEY ISSUE 2
Origin and Diffusion of Folk and Popular Sports 114
Why Is English Related to Other Languages? 150
KEY ISSUE 2 Distribution of lndo-European Branches 150
Origin and Diffusion of Language Families 154
Where Are Folk and Popular Material Culture
Distributed? 116 KEY ISSUE 3
Folk and Popular Clothing 116 Why Do Individual Languages Vary among Places? 158
Folk and Popular Food Preferences 118 Dialects of English 158
Distribution of Folk and Popular Housing 122 Distinguishing between Languages and Dialects 162
U.S. Housing 124
KEY ISSUE4
ContemporaryGeographicTools:
DocumentingHouseTypesthroughFieldwork 125 Why Do People Preserve Local Languages? 164
Language Diversity 164
KEY ISSUE3 Sustainabilityand InequalityIn OurGlobalVillage:
PreservingLesser-UseLdanguages 171
Why Is Access to Folk and Popular Culture Unequal? 126 Global Dominance of English 172
Electronic Diffusion of Popular Culture 126 ContemporaryGeographicTools:
Challenges in Accessing Electronic Media 130 TheDeathof Englishasa LinguaFranca? 173
KEY ISSUE4 Summary and Review 178
Key Terms 178
Why Do Folk and Popular Culture FaceSustainability
Challenges? 132
Sustainability Challenges for Folk Culture 132
Sustainability Challenges for Popular Culture 134
SustainabilityandInequalityIn OurGlobalVillageGoll:
Folkor PopularCulture? 135
Summary and Review 138
Key Terms 138
_,·_,-. ""t1fHHIHtlHHfUUfHHHl1
X THE CULTURAL LANDSCAPE
1KEY ISSUE
Where Are Religions Distributed? 183 186 Where Are Ethnicities Distributed? 227
Distribution of Religions 184 Ethnicities in the United States 228
Branches of Universalizing Religions Distribution of Ethnicities in the
Ethnic Religions 190 United States 230
KEY ISSUE2 192 KEY ISSUE2 232
Why Do Religions Have Different Distributions? Why Do Ethnicities Have Distinctive Distributions?
Origin of Religions 192 International Migration of Ethnicities 232
ContemporaryGeographicTools: Internal Migration of African Americans 234
CountingReligiousAdherents 192 Segregation by Ethnicity and Race 236
Diffusion of Religions 196
KEY ISSUE3 KEY ISSUE 3 238
Why Do Religions Organize Space in Distinctive Why Do Conflicts Arise among Ethnicities?
Patterns? 200 Ethnicities and Nationalities 238
Ethnic Competition 240
Sacred Space 200 Dividing Ethnicities 242
The Calendar 208
Administration of Space 210 KEY ISSUE4
KEY ISSUE4 Why Do Ethnicities Engage in Ethnic Cleansing and
Genocide? 246
Why Do Territorial Conflicts Arise among Religious
Groups? 212 Ethnic Cleansing in the Balkans 247
ContemporaryGeographicTools:
Religion versus Government Policies 212 DocumentingEthnicCleansing 249
Religion versus Religion 215
Ethnic Cleansing and Genocide in Sub-Saharan
Sustainabilityand InequalityIn OurGlobalVillage: Africa 252
WestBankBarrier:SecurityFenceor SegregationWall 219
Sustainabilityand InequalityIn OurGlobalVillage:
Summary and Review 222 EthnicCleansingand Drought 254
Key Terms 222
Summary and Review 256
Key Terms 256
X
CONTENTS XI
I Political Geography
1KEY ISSUE 1KEY ISSUE
Where Are States Distributed? 261 Why Does Development Vary among Countries? 301
A World of States 262 A Decent Standard of Living 302
Challenges in Defining States 264 A Long and Healthy Life 305
Development of State Concept 266 Access to Knowledge 306
KEY ISSUE 2 ContemporarGy eographicTools:
CollectingandDepictingDevelopmenDt ata 309
Why Are Nation-states Difficult to Create? 268
Nation-states and Multinational States 268 KEY ISSUE2
Colonies 274
Why Does Development Vary by Gender? 310
'(EY ISSUE 3 Gender Inequality Measures 310
Gender Inequality Trends 312
Why Do Boundaries Cause Problems? 276 SustainabilityandInequalityIn OurGlobalVillage:
Types of Boundaries 276 GenderInequalityandthe Environment 313
SustainabilityandInequalityIn OurGlobalVillage:
TheLawof the Sea 277 KEY ISSUE 3
ContemporarGy eographicTools:
DemarcatingBoundariews ith GIS 279 Why Are Energy Resources Important for
Shapes of States 280 Development? 314
Governing States 282
Electoral Geography 284 Energy Supply and Demand 314
Alternative Energy Sources 322
KEY ISSUE4
KEY ISSUE4 328
Why Do States Cooperate and Compete with Each
Other? 286 Why Do Countries Face Obstacles to Development?
Two Paths to Development 328
Cold War Competition and Alliances 286 Financing Development 332
Terrorism by Individuals and Organizations 290 Making Progress in Development 338
State Support for Terrorism 292
Summary and Review 341
Summary and Review 296 Key Terms 341
Key Terms 296
..·· ·'"""' "'"''"""""nnn
XII THE CULTURAL LANDSCAPE
Food and Agriculture 344 n us ry an
Manufacturin
392
KEY ISSUE 1 KEYISSUE 1
Where Did Agriculture Originate? 347 Where Is Industry Distributed? 395
Invention of Agriculture 347 The Industrial Revolution 395
Comparing Subsistence and Commercial Industrial Regions 396
Agriculture 350
KEY ISSUE2
KEY ISSUE 2
Why Are Situation and Site Factors Important? 398
Why Do People Consume Different Foods? 352 Situation Factors: Proximity to Inputs 398
Diet 352 Situation Factors: Proximity to Markets 400
Nutrition and Hunger 354 Changing Situation Factors in Key Industries 403
Site Factors 408
KEYISSUE 3 ContemporarGy eographiTcools:
HondaSelectsa FactoryLocation 409
Where Is Agriculture Distributed? 356
Agriculture in Developing Regions 358 KEY ISSUE 3
Agriculture in Developed Regions 366
ContemporarGy eographiTcools: Where Does Industry Cause Pollution? 412
ProtectingFarmland 369 Air Pollution 412
SustainabilitayndInequalityIn OurGlobalVillage:
KEY ISSUE4 ClimateChangein theSouthPacific 413
Solid Waste Pollution 414
Why Do Farmers FaceEconomic Difficulties? 374 Water Pollution 416
Challenges for Farmers in Developing Countries 374
SustainabilityandInequalityIn OurGlobalVillage: KEYISSUE4
AsianCarpandChicago'sEconomy 377
Challenges for Farmers in Developed Countries 378 Why Are Situation and Site Factors Changing? 418
Strategies to Increase the World's Food Supply 380 Changes within Developed Regions 418
Sustainable Agriculture 386
Emerging Industrial Regions 420
Summary and Review 388
Key Terms 388 Renewed Attraction of Traditional Industrial
Regions 422
Summary and Review 425
Key Terms 425
CONTENTS XIII
Services and
Settlements 428
KEY ISSUE 1 432 KEY ISSUE 1
Where Are Services Distributed? 431 Why Do Services Cluster Downtown? 461
Three Types of Services 431 CBD Land Uses 461
Rising and Falling Service Employment SustainabilityandInequalityIn OurGlobalVillage:
IdentifyingFoodDeserts 464
KEY ISSUE 2
KEY ISSUE 2
Where Are Consumer Services Distributed? 434
Central Place Theory 434 Where Are People Distributed within Urban Areas? 466
Hierarchy of Consumer Services 436 Models of Urban Structure 466
Market Area Analysis 438 Geographic Applications of the Models 468
ContemporarGy eographiTcools: ContemporarGy eographicTools:
Locatinga NewSupermarket 439 MarketSegmentationY:ouAreWhereYouLive 469
SustainabilityandInequalityIn OurGlobalVillage: Applying the Models Outside North America 470
UnequaSl patialImpactsof theSevereRecession441
KEY ISSUE 3
KEY ISSUE 3
Why Are Urban Areas Expanding? 476
Where Are Business Services Distributed? 442 Suburban Expansion 476
Hierarchy of Business Services 442 Segregation in the Suburbs 482
Business Services in Developing Countries 444 Urban Transportation 484
Economic Base of Settlements 446
KEY ISSUE4
KEY ISSUE4
Why Do Cities Face Challenges? 490
Why Do Services Cluster in Settlements? 448 Changing Urban Physical Geography 490
Services in Rural Settlements 448 Changing Urban Social Geography 492
Urbanization 452 Urban Economic Geography Challenges 494
Summary and Review 456 Summary and Review 496
Key Terms 456 Key Terms 496
AFTERWORD AF-1
APPENDIX: MAP SCALEAND PROJECTIONS AP-1
KEY TERMS KT-1
TEXT, PHOTO, AND ILLUSTRATIONCREDITS CR-1
MAP INDEX Ml-1
INDEX 1-1
PREFACE
Geography is the study of where things are located on New Content
Earth's surface and the reasons for the location. The
word geography,invented by the ancient Greek scholar Era- Issues of sustainability and resource management, deple-
tosthene_s,is based on two Greek words. Geomeans "Earth," tion and misuse of Earth's resources, and prospects for
and graph means "to write." Geographers ask two simple a sustainable future are increasingly central to the un-
questions: where? and why? Where are people and activi- derstanding of the demographic, cultural, political, and
ties located across Earth's surface? Why are they located in economic patterns, problems, and policies that human
particular places? The CulturalLandscapeseeks to answer geographers study. Material that in previous editions ap-
these questions as they relate to our contemporary world. peared in a separate chapter at the end of the book has been
The book provides an accessible, in-depth, and up-to-date integrated into the discussion of other topics.
introduction to human geography for majors and non-
majors alike. • Chapter 1 (BasicConcepts) includes a new KeyIssuethat
introduces the concept of sustainability.
New to the 11th Edition • Chapter 2 is reframed as Population and Health. As the
rate of population growth declines from its peak during
This edition brings substantial changes in both organiza- the second half of the twentieth century, population ge-
tion and content. ography is increasingly concerned with the health of
humans, not just their fertility and mortality. A new Key
New Organization Issue has been added that addresses regional variations
in medical conditions and practices.
A long-time strength of this book has been its clear, easy- • Chapter 3 (Migration) includes discussion of recent
to-use organization and outline. Electronic versions of the legal and political controversies over migration in the
books now coexist with traditional print format. Tradi- United States and Europe, including the border con-
tional textbooks must be formatted to facilitate reading on trol legislation enacted by the state of Arizona that was
tablets and computers, while not compromising the peda- upheld in part and voided in part by the U.S. Supreme
gogic strengths of traditional print formats. Organizational Court.
features from previous editions have been retained and • Chapter 4 (Folk and Popular Culture) includes a new key
considerably strengthened for this electronic age through issue concerning sustainability challenges faced by folk
the addition of several new features: and popular cultures, especially recycling of the mate-
• Each two-page spread is now self-contained. As a result, rial artifacts of popular culture.
maps and photos appear next to where they are dis- • Chapter 5 (Languages) has been reorganized to help
cussed in the text. No more rifling through the book to students understand the worldwide distribution of lan-
find a map that has been discussed on one page but guages right off the bat.
doesn't actually appear until several pages later. • Chapter 6 (Religions) also now begins with an overview
• Two-page spreads now begin with a Leaming Outcome of global patterns, before important features of diversity
for the material on that spread. The Learning Outcome among religions are introduced.
helps the reader focus on the most important point pre- • Chapter 7 (Ethnicities) opens with a description of the
sented on each spread.
complex ethnic heritage of a prominent American -
• Most two-page spreads now contain a Pauseand Reflect President Obama. Most of the material related to na-
feature to stimulate further thought on the material pre- tionalities transferred to Chapter 8.
sented in the spread. • Chapter 8 (Political Geography) includes an expanded
• Each chapter isstill outlined around four KeyIssues,as in discussion of gerrymandering as a result of redistricting
previous editions. New to this edition is a Check-Infea- in accordance with the 2010 U.S. Census. The chapter
ture at the end of each of the four KeyIssues.The Check- also addresses the events of Arab Spring.
In summarizes the principal points made regarding the • Chapter 9 (Development) contains a new Keyissue that
KeyIssuethat was just concluded. discusses the importance of energy in sustainable devel-
• The end-of-chapter spreads summari"zeall the Key Tssues opment. The chapter also discusses reasons underlying
and LearningOutcomesand presents a ThinkingGeograph- the severe global recession that began in 2008, as well as
icallyessay/discussion question as well as a Google Earth
reasons poor economic conditions have lingered, espe-
activity specific to each KeyIssue.
cially in Europe.
XIV
PREFACE XV
• Chapter 10 (now called Food and Agriculture) includes a languages, fighting fiercely to protect their religions, and
new KeyIssuethat focuses on regional variations of food carving out distinctive economic roles. Local diversity even
preferences and needs. extends to addressing issues, such as the energy crisis, that
• Chapter 11 (now called Industry and Manufacturing) at first glance are considered global. For example, Israel is
has a new KeyIssuethat addresses the importance of re- working with the French carmaker Renault and the Silicon
ducing industrial pollution in promoting sustainable Valley company Project Better Place to encourage electric
development. vehicles by installing tens of thousands of recharging sta-
>le- • Chapter 13 (Urban Patterns) includes results from the tions. Brazil has passed laws to require more use of biofu-
for 2010 U.S. Census. els, produced from crops grown in Brazil and processed in
factories there. Meanwhile, the United Arab Emirates has
m- • Current data and information are integrated into all invested in a subway system as an alternative to motor ve-
nd text, tables, and maps from the 2010 U.S. Census, 2012 hicles, even though the country is one of the world's lead-
an Population Reference Bureau, Population Data and ing producers of petroleum.
,p- other important sources.
en • This 11th edition is now supported by
MasteringGeography'l'M with Pearson eText, the most Divisions within Geography
widely used and effective Online homework, tutorial, Because geography is a broad subject, some specialization is
and assessment system for the sciences. Assignable inevitable. At the same time, one of geography's strengths
media and activities include MapMaster™ interactive
he maps, Encounter Human GeographyGoogle Earth ex- is its diversity of approaches. Rather than being forced to
plorations, geography videos, geoscience animations, adhere rigorously to established disciplinary laws, geogra-
1g Thinking Spatially and Data Analysis activities on the phers can combine a variety of methods and approaches .
.e- toughest topics in geography, end-of-chapter questions, This tradition stimulates innovative thinking, although
reading quizzes, and Test Bank questions. See page XVIII students who are looking for a series of ironclad laws to
of for more detailed information. memorize may be disappointed.
ey
1S
1t Human Geography as a Human versus Physical Geography
1e
1- Geography is both a physical science and a social science.
When geography concentrates on the distribution of physical
lS Social Science
,e features, such as climate, soil, and vegetation, it is a physical
The main purpose of this book is to introduce students to science. When it studies cultural features, such as language,
the study of human geography as a social science by em-
y phasizing the relevance of geographic concepts to human industries, and cities, geography is a social science. This divi-
k problems. It is intended for use in college-level introduc- sion is reflected in some colleges, where physical geography
courses may carry natural science credit while human and
tory human or cultural geography courses, as well as the cultural geography courses carry social science credit.
equivalent advanced placement course in high school. At
While this book is concerned with geography from a
present, human geography is the fastest-growing course in social science perspective, one of the distinctive features of
the AP curriculum.
geography is its use of natural science concepts to help un-
A central theme in this book is a tension between two derstand human behavior. The distinction between physi-
important themes-globalization and cultural diversity. cal and human geography reflects differences in emphasis,
In many respects, we are living in a more unified world not an absolute separation.
economically, culturally, and environmentally. The ac-
tions of a particular corporation or country affect people
around the world. For example, geographers examine the Topical versus Regional Approach
prospects for an energy crisis by relating the distributions
of energy production and consumption. Geographers Geographers face a choice between a topical approach and
find that the users of energy are located in places with a regional approach. The topical approach, which is used in
different social, economic, and political institutions than this book, starts by identifying a set of important cultural
are the producers of energy. The United States and Japan issues to be studied, such as population growth, political
consume far more energy than they produce, whereas disputes, and economic restructuring. Geographers using
Russia and Saudi Arabia produce far more energy than the topical approach examine the location of different as-
they consume. pects of the topic, the reasons for the observed pattern, and
This book argues that after a period when globalization the significance of the distribution.
of the economy and culture has been a paramount con- The alternative approach is regional. Regional geogra-
cern in geographic analysis, local diversity now demands phers select a portion of Earth and study the environment,
equal time. People are taking deliberate steps to retain dis- people, and activities within the area. The regional geogra-
tinctive cultural identities. They are preserving Little-used phy approach is used in courses on Europe, Africa, Asia, and
XV\ THE CULTURAL LANDSCAPE
other areas of the world. Although this book is organized • How do people earn a living in different parts of the world?
by topics, geography students should be aware of the loca- Human survival depends on acquiring an adequate food
tion of places ln the world. A separate index section lists supply. One of the most significant distinctions in the
the book's maps by location. One indispensable aid in the world is whether people produce their food directly from
study of regions is an atlas, which can also be used to find the land or buy it with money earned by performing other
unfamiliar places that pop up in the news. types of work. Cnapters 9 through 12 look at the three
main ways of earning a living: agriculture, manufactur-
Descriptive versus Systematic Method ing, and services. Chapter 13 discusses cities, the centers
for economic as well as cultural activities.
Whether using a topical or a regional apprbach, geogra- Suggestions for Use
phers can select either a descriptive or a systematic method.
Again, the distinction is one of emphasis, not an absolute This book can be used in an introductory human or cultural
separation. The descriptive method emphasizes the collec- geography course that extends over one semester, one quar-
tion of a variety of details about a particular location. This ter, or two quarters. An instructor in a one-semester course
method has been used primarily by regional geographers to could devote one week to each of the chapters, leaving time
illustrate the uniqueness of a parti.cular location on Earth's for examinations. In a one-quarter course, the instructor
surface. The systematic method emphasizes the identifica- might need to omit some of the book's material. A course
tion of several basic theories or techniques developed by with more of a cultural orientation could use Chapters 1
geographers to explain the distribution of activities. through 8. If the course has more of an economic orienta-
tion, then the appropriate chapters would be 1 through 3
This book uses both the descriptive and systematic and 8 through 13. A two-quarter course could be organized
methods because total dependence on either approach is around the culturally oriented Chapters 1 through 8 dur-
unsatisfactory. An entirely descriptive book would contain ing the first quarter and the more economically oriented
a large collection of individual examples not organized into Chapters 9 through 13 during the second quarter. Topics
a unified structure. A completely systematic approach suf- of particular interest to the instructor or students could be
fers because some of the theories and techniques are so ab- discussed for more than one week.
stract that they lack meaning for the student. Geographers
who depend only on the systematic approach may have
difficulty explaining important contemporary issues.
Outline of Main Topics Acknowledgments
The book discusses the following main topics: For a book that has been through many editions to maintain
its leadership position, stale and outdated material and meth-
• What basic concepts do geographers use? Chapter 1 pro- ods must be cleared out to make way for the fresh and con-
vides an introduction to ways that geographers think temporary. It is all too easy for an author in the twenty-first
about the world. Geographers employ several concepts century to rely on p.racticesthat brought success in the twen-
to describe the distribution of people and activities tieth century. Strong proactive leadership is required from
across Earth, to explain reasons underlying the observed the publisher to push an already strong book to loftier aspi·
distribution, and to understand the significance of the rations. This leadership is especially critical during a period
arrangements. when the teaching and learning environment is changing
much more rapidly than even in the late twentieth century.
• Where are people located in the world? Why do some
p.laces on Earth contain large numbers of people or at- A major reason for the long-term success of this book
tract newcomers while other places are sparsely inhab- has been the quality of leadership in geography at Pearson
ited? Chapters 2 and 3 examine the distribution and Education. The key members of Pearson's hands-on revi-
growth of the world's population, as well as the move- sion team are:
ment of people from one place to another.
• Christian Botting, geography editor at Pearson Educa-
• How are different cultural groups distributed? Chapters 4 tion, who has now led the team through four of my
through 8 analyze the distribution of different cultural book projects. Christian's skills have made him ideally
traits and beliefs and the problems that result from those positioned to proactively bring together scientific books
spatial patterns. Important cultural traits discussed in with twenty-first century technology and pedagogy.
Chapter 4 include food, clothing, shelter, and leisure ac-
tivities. Chapters S through 7 examine three main ele- • Anton Yakovlev,geography project manager at Pearson
ments of cultural identity: languages, religions, and eth- Education, who has managed three book projects with me
nicities. Chapter 8 looks at political problems that arise now. Anton not only keeps impeccable control of what
from cultural diversity. Geographers look for similari- has to be done when, he has been more proactive than any
ties and differences in the cultural features at different previous project manager in initiating many great ideas.
places, the reasons for their distribution, and the impor-
tance of these differences for world peace. • Jonathan Cheney, executive development editor at
Pearson Education, who has undertaken the detailed
PREFACE XVII
? editorial development of the manuscript. Instead of pas- • Stefanie Ramsay found great photos.
d sivelyediting line-by-line, Jonathan is proactive in adjust- • Kevin Lear, senior project manager at International
e ing the outdated material and suggesting fresh directions.
Mapping, and his team, produced outstanding maps for
[1 Prior to Christian, two individuals served as geography edi- this book. Back in the 1980s, when he was just getting
T tors for most of the past three decades. Paul F. Corey, who started as a professional cartographer, Kevin produced
is now president of Science, Business and Technology at GIS-generated full-color maps for the second edition of
e
s Pearson, guided development of the third, fourth, and fifth this book, the first time that either GIS or full color had
editions of this book. Dan Kaveney guided development of been used in a geography text-and a major reason for
the sixth, seventh, eighth, and ninth editions. launching this book's success.
Because Pearson is the dominant publisher of college l am grateful for the great work done on a variety of print
geography textbooks, the person in charge of geography and digital ancillaries by Craig S. Campbell, Youngstown
wields considerable influence in shaping what is taught State University; Matt Cartlidge, University of Nebraska-
in the nation's geography curriculum. I will always value Lincoln; John Conley, Saddleback College; Stephen Davis,
the sound judgment, outstanding vision, and friendship University of Illinois-Chicago; Sarah Goggin, Cyprus Col-
of both Paul and Dan, and I am gratified that Christian has lege; and Marc Healy, Elgin Community College.
quickly and successfully assumed the leadership position.
I would also like to extend a special thanks to all of my
Others at Pearson who have been especially helpful on colleagues who have, over the years, offered a good deal of
this project include Bethany Sexton, geography editorial feedback and constructive criticism. Colleagues who served
assistant; Gina Cheselka, geosciences production manag- as reviewers as we prepared the 10th edition are Patricia
ing editor; Maureen McLaughlin, senior marketing man- Boudinot, George Mason University; Henry Bullamore,
ager; Kristen Sanchez, assistant editor; Ziki Dekel and Tim Frostburg State University; Caitie Finlayson, Florida State
Hainley, media producers; and others. u_niversity;Jeff Gordon; Bowling Green State University;
In this age of outsourcing, Pearson works with many Richard J. Grant, University of Miami; Marc Healy, Elgin
independent companies to create books. This edition has
been the beneficiary of a top-notch team: Community College; Scott Hunt, Columbus State Com-
munity College; Jonathan Leib, Old Dominion University;
• Kelly Keeler, senior project manager for Higher Educa- Max Lu, Kansas State University; Debra Matthews, Boise
tion at Element LLC, directed the flow of production State University; Lashale Pugh, Youngstown State Univer-
work to the author.
sity; Roger Seyla, University of Cincinnati; Suzanne Struve,
• Kitty Wllson handled the copyediting work with Blinn College; Scott Therkalsen, Grossmont College; and
sensitivity. David Wishart, University of Nebraska-Lincoln.
THE TEACHING AND LEARNING PACKAGE
-- -:_ • •- r •• •• •• •• - • -
In addition to producing the text itself, the authors and of class. Part One addresses "nuts-and-bolts" teaching
publisher have been pleased to work with a number of tal- issues. Part Two explores being an effective teacher in
ented people to produce an excellent instmctional package. the field, supporting critical thinking with GISand map-
ping technologies, engaging learners in large geography
For Teachers and Students classes, and promoting awareness of international per-
spectives and geographic issues.
MasteringGeography™
with Pearson eText • Aspiring Academics: A Resource Book for Graduate
The Mastering platform is the most widely used and effec- Students and Early Career Faculty by Association of
tive online homework, tutorial, and assessment system for American Geographers (0136048919) Drawing on
the sciences. It delivers self-paced tutorials that provide indi- several years of research, this set of essays is designed
vidualized coaching, focus on your comse objectives, and are to help graduate students and early career faculty start
responsive to each student's progress. The Mastering system their careers in geography and related social and envi-
helps teachers maximize class time with customizable, easy- ronmental sciences. Aspiring Academics stresses the in-
to-assign, and automatically graded assessments that motivate terdependence oi teaching, research, and service-and
students to learn outside class and arrive prepared for lecture. the importance of achieving a healthy balance of profes-
sional and personal life-while doing faculty work. Each
MasteringGeography offers: chapter provides accessible, forward-looking advice on
topics that often cause the most stress in the first years
• Assignable activities that include MapMaster™ Inter- of a teaching appointment.
active Map activities, EncounterHuman GeographyGoogle
Earth Explorations, Video activities, Geoscience Anima- • Television for the Environment Earth Report Geography
tion activities, Map Projection activities, Thinking Spa-
tially and Data Analysis activities on the toughest topics Videos on DVD(0321662989) This three-DVD set helps
in geography, end-of-chapter questions and exercises, students visualize how human decisions and behavior
reading quizzes, and Test Bank questions. have affected the environment and how individuals
are taking steps toward recovery. With topics ranging
• Student Study Area with MapMaster™ interactive from the poor land management promoting the devas-
maps, videos, Geoscience Animations, web links, vid- tation of river systems in Central America, to the strug-
eos, glossary tlashcards, "In the News" RSSfeeds, chap- gles for electricity in China and Africa, these 13 videos
ter quizzes, an optional Pearson eText that includes ver- from Television for the Environment's global Earth Re-
sions for iPad and Android devices, and more. portseries recognize the efforts of individuals around the
world to unite and protect the planet.
Pearson eText gives students access to the text whenever
and wherever they can access the Internet. The eText pages • Television for the Environment life World Regional
look exactly like the printed text, and include powerful in- Geography Videos on DVD (013159348X) Prom the
teractive and customization functions, and links to media. Television for the Environment's global Life series, this
two-DVD set brings globalization and the developing
• Practicing Geography: Careers for Enhancing Soci- world to the attention of any world regional geogra-
ety and the Environment by Association of American phy course. These 10 full-length video programs high-
1ight matters such as the growing number of homeless
Geographers (0321811151) This book examines career children in Russia, the lives of immigrants living in the
opportunities for geographers and geospatial profession- United States trying to aid family still living in their na-
als in business, government, nonprofit, and educational tive countries, and the European contlict between com-
sectors. A diverse group of academic and industry profes- mercial interests and environmental concerns.
sionals share insights on career planning, networking,
transitioning between employment sectors, and balanc- • Television for the Environment Life Human Geography
ing work and home life. The book illustrates the value of Videos on DVD(0132416565) This three-DVD set is de-
geographic expertise and technologies through engag- signed to enhance any human geography course. These
ing profiles and case studies of geographers at work. DVDs include 14 full-length video programs from Tele-
vision for the Environment's global Life series, covering
• Teaching College Geography: A Practical Guide for a wide array of issues affecting people and places in the
Graduate Students and Early Career Faculty by Asso- contemporary world, including the serious health risks
ciation of American Geographers (0136054471) This of pregnant women in Bangladesh, the social inequali-
two-part resource provides a starting point for becoming ties of the "untouchables" ln the Hindu caste system,
an effective geography teacher from the very first day and Ghana's struggle to compete in a global market.
XVIII
THETEACHINGAND LEARNINGPACKAGE XIX
For Teachers For Students
• Instructor Resource Manual Download (0321841158) • Goode's World Atlas, 22nd Edition(0321652002) Goode's
The InstructorResourceManualwritten by John Conley of WorldAtlas has been the world's premiere educational
Saddleback College, follows the new organization of the atlas since 1923-and for good reason. It features more
main text. Each chapter of the InstructorResourceMan- than 250 pages of maps, from definitive physical and
ual opens with a specific introduction highlighting core
learning objectives presented in the specific chapter. The political maps to important thematic maps that illus-
TnstructorResourceManual includes Icebreakers to start trate the spatial aspects of many important topics. The
classroom discussion, Challenges to Comprehension,
Review/Reflection Questions, answers to the Pause and 22nd edition includes 160 pages of new, digitally pro-
Reflect and Thinking Geographically questions found duced reference maps, as well as new thematic maps
in the text, and Additional Resourcesto examine during
classroom sessions or to assign to students. on global climate change, sea level rise, CO2 emissions,
polar ice fluctuations, deforestation, extreme weather
events, infectious diseases, water resources, and energy
production.
• TestGen/Test Bank (0321841166) TestGen is a comput- • Dire Predictions: Understanding Global Warming by
erized test generator that lets teachers view and edit Test Michael Mann and Lee R. Kump (0136044352) This
Bank questions, transfer questions to tests, and print the text is for any science or social science course in need of
test in a variety of customized formats. Authored by Ste- a basic understanding of Intergovernmental Panel on
phen Davis of the University of Illinois at Chicago, this Climate Change (IPCC) reports. Periodic reports from
Test Bank includes approximately 1,000 multiple-choice, the IPCC evaluate the risk of climate change brought
true/false, and short-answer/essay questions. Questions on by humans. But the sheer volume of scientific data
are correlated against the revised U.S. National Geogra- remains inscrutable to the general public, particularly
phy Standards, chapter-specific learning outcomes, and to those who may still question the validity of climate
Bloom's Taxonomy to help teachers better map the assess- change. In just over 200 pages, this practical text pres-
ments against both broad and specificteaching and learn- ents and expands upon the essential findings in a visu-
ing objectives. The TestBank is also available in Microsoft ally stunning and undeniably powerful way to the lay
Word®and can be imported into Blackboard. reader. Scientific findings that provide validity to the
implications of climate change are presented in clear-
• Instructor Resource DVD(032184114X) This DVD pro- cut graphic elements, striking images, and understand-
vides everything teachers need where they want it. The able analogies.
Instructor ResourceDVD helps make teachers more ef-
fective by saving them time and effort. All digital re- Pearson 1s Encounter Series
sources can be found in one well-organized, easy-to-ac-
cess place. This DVD includes: Pearson's Encounter series provides rich, interactive ex-
plorations of geoscience concepts through Google
• All textbook images as JPEGs, PDFs, and Power- Earth TM activities, exploring a range of topics in regional,
Point™ presentations human, and physical geography. For those who do not
use MasteringGeography, all chapter explorations are
• Pre-authored Lecture Outline PowerPoint™ presen- available in print workbooks as well as in online quiz-
tations, which outline the concepts of each chap- zes, at www.mygeoscienceplace.com, accommodating
ter with embedded art and can be customized to fit different classroom needs. Each exploration consists of a
teachers' lecture requirements worksheet, online quizzes, and a corresponding Google
EarthTMKMZ file:
• CRS "Clicker" Questions in PowerPointTMformat,
which correlate to the U.S. National Geography • Encounter Human Geography Workbook and Website
Standards, chapter-specific learning outcomes, and by Jess C. Porter (0321682203)
Bloom's Taxonomy
• Encounter World Regional Geography Workbook and
• The TestGen software, Test Bank questions, and an- Website by Jess C. Porter (0321681754)
swers for both Macs and PCs
• Encounter Physical Geography Workbook and Website
• Electronic files of the InstructorResourceManual and by Jess C. Porter and Stephen O'Connell (0321672526)
TestBank
• Encounter Geosystems Workbook and Website by
This Instructor Resource Center content is also available Charlie Thomsen (0321636996)
completely online via the Instructor Resources section of
MasteringGeography and 'l<vwwp.earson highered .com/ire. • Encounter Earth Workbook and Website by Steve Kluge
(0321581296)
r- \ '·, "tiUttItIlIIUIHHHIHiHIHI
ABOUT THE AUTHOR .
Dr. James M. Rubenstein received his B.A. from the Uni-
versity of Chicago in 1970, M.Sc. from the London
School of Economics and Political Science in 1971, and Ph.D.
from Johns Hopkins University in 1975. He is Professor of
Geography at Miami University, where he teaches urban and
human geography. Dr. Rubenstein also conducts research in
the automotive industry and has published three books on
the subject-The ChangingU.S.Auto Industry:A Geographical
Analysis (Routledge); Making and SellingCars:Innovationand
Changein the U.S.Auto Industry (The Johns Hopkins Univer-
sity Press); and Who ReallyMade YourCar?Restructuringand
GeographicChange in the Auto Industry (W.E. Upjohn Insti-
tute, with Thomas Klier). Dr. Rubenstein is also the author of
ContemporaryHuman Geographyand coauthor of Introduction
to ContemporaryGeography,briefer visual texts produced by
Pearson in partnership with Dorling Kindersley. He is a semi-
amateur/semiprofessional painter and displays his work at
galleries in Maryland and Ohio. Winston, a lab/husky mix
with one brown eye and one blue eye, takes Dr. Rubenstein
for long walks in the woods every day.
xx
._IBOUT OUR SUSTAINABILITY INITIATIVES
f Pearson recognizes the environmental challenges facing this planet, aswell as acknowledges
:I
our responsibility in making a difference. This book has been carefully crafted to minimize
environmental impact. The binding, cover, and paper come from facilities that minimize
l waste, energy consumption, and the use of harmful chemicals. Pearson closes the loop by
l
recycling every out-of-date text returned to our warehouse.
I Along with developing and exploring digital solutions to our market's needs, Pearson
f has a strong cwmmitment to achieving carbon-neutrality. As of 2009, Pearson became the
t fust carbon- and climate-neutral publishing company. Sincethen, Pearson temalns strongly
committed to measuring, reducing, and offsetting our carbon footprint.
The future holds great promise for teducing our impact on Earth's en¥ironment, and
f Pearson is proud to be leading the way. We strive to publish the best books with the most
up-to-date and accurate content, and to do so in ways that minimize our impact on Earth.
To learn more about our initiatives, please visit www.pea11son.com/responsibility.
PEARSON
XXI
r- • n,h, "'UHIHHIIHHHUIUI,HI~
Thetext'sconsistenct hapterstructureandsupportingpedagogyprovidesa learningpaththat identifies
and reinforceismportantissuesandoutcomes.
KeyIssuesform a learningpath
KeyIssueshiglillighthtefourmainpointsaroundwhicheachchapterisorganizedA. t
theendofeachKeyIssuesectiona, Check-Isnummarizeths e mainfocusofthesection.
KEY ISSUE4 NEW!Learning Activelearningre•inforceKseyIssues
Outcomesin
Why Do Some Regions eachKeyIssue NEW!Pauseand ReflectQuestionsare integrated
sectionidentify throughouthe chaptersg, ivingstudentsa chanceto stop
Face Health Threats? the skillsand andchecktheirunderstandinogf thereading.
knowledge
■ Epidemiologic Transition studentswill Pause and Reflect 2.4.4
■ Infectious Diseases gainfromeach Why do men have lower life expectancies than
■ Health Care section. women in most countries?
Leaming Outcome 2.4.1 Pause and Reflect 2.4.5
Summarize the four'Stages of the epidemiologic Why might levels of hospital beds and physicians
transition. be lower in North America than in other developed
countries?
CHEC"lN·1Ct'f"1S,S,14 CheckIns End-of-chapterquestions:
at the endof
Vhrf do wrnt ~ion,: f«.• tw..Jth lhn!.U1 eachsection • fhinking Geographicallyareapplication-oriented
summarizethe sectionsthat allowstudentsto exploreissuesmore
•' Th.e•pldtmlolo9il:: tr.1n11tku1,hi) lour 11.111111ttof mainpoints. intensively.
d1JlltKtl..,,4h .. ue,.
• NEW!Enga•ginegnd-of-chapterfeatureinsclude
/ A ,U11191nc• of l"l•ctiOWJ IIIHUIU nuj l!tUI a exercisesthat exploreKeyIssuesusingGoogle
poS1ib'111t•1J1S•of tn, 1p:d,mro&09k-u,.,,JtlOI'\ Earth.
✓ ,,,_. pr,ivt5lon of hulch "" YJl~H lfta(Dly
bttw1t11n d1v•top11dINI tk!Vtlopl~ <01.11Wlt1.
4KEY ISSUE
Why Do Regions Face Health Threats? NEW!Reviews THINKINGGEOGRAPHICAL2L.Y4: Health-care Indicators for the
United States do not alway~ match thrue of other developed
'!!heepldemleloglc transition Is a change In a society's distinctive of KeyIssues countries. What reasons might explain these differences?
cy.pesof diseases. lilealth QareIs better in developed!countdes, bu( closeout each
even they are threatened b,y infectious diseases diffused through chapterwitha GOOGLEEARTH2.4:S.everahlundred thousand died, some ·from ln-
moder~ means ef transportation. recapof Learning lectious disease,, alter an earthquake hit Haiti January IZ, ,2010,
Outcometshat
LEARNINGOUTCOMEZ.4.1: Summarize the four stages of the e'pl- summarize the date this Google
demlel~gk transitien. and reinforce Earth image was laken.
significant The roor of the cathe-
• Stage 1 was-Gbaracteriztd b,>p"estHenee and famine, stage 2 by concepts. dral In the capital Port
pandemics, and stages 3 and 4 by degenerative diseases. au Prince collapsed.
What other evidence
LEARNINGOUTCOME2.4.2: Summarize fhe reasons for a stage 4 of the earthquake can
and possible stage S of ~he epidemiolegic transition. be seen In Imagesfrom
January 2010?
• EvelutloA, poverty, and inGreasedconAections may influence
the res,ugence of infectious i'liseases.
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health ea,e between developed and developing ,euntries.
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Ing countr4es genecally lack resources te prnvide the same
level of health care as developed countries.
LEARNINGOUTCOMEZ..1.5:Understand reasons fer·variatioljls In
hea-l~hbetween developed and deve.leplng countries.
XXII
; Howcanteachersholdthe attentionof today'sstudents?Byusingstoriesandexamplesthat emphasize
therelevanceof geographicconceptstools,technologiesa, ndto universalhumanconcernssuchas
health,equality,andsustainability.
SUSTAINABILITAYNOINEQUALITYIN OURGLOBALVILLAGE
Ethnic Cleansingand Drought
Mo,c ll'Un 2 mDll40 Sc)m.1ll~1~
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~11nn,u11tutt1ntn'H
Exceptionalclylearorganizatioannda modulaar pproachmeaneaseof usefor bothstudentsandteachers.
NEW! Modular organizationsimplifielsessonplanningforteachers,studyingforstudentsT. heEleventhEditionis Updated coverage
moretightlyorganizedintomodulesthatwo.rkas a unit,providingflexibilitfyorstudentsandteachers.
and recent data on
30 THECULTURALLANDSCAPE the most current
human geography
KEY ISSUE4 THREE PILLARS OF SUSTAINABILITY issuesincludes:
Why Are Some According to the United Nations, sustainability rests on • Expandedemphasis
Human Actions Not three pillars: environment, economy, and society. The UN on resourceissues
Sustainable? report Our CommonFutun is a landmark work ln recogniz- and sustainability
ing su:stainability as a combination of natural and human integrated
■ Sustainabilityand Resources elements. The report, released in 1987, is frequently called throughout
■ Sustainabilityand Human- the Brundtland Report, named for the chair of the World
Commission on Environment and Development, Gro • Dedicatedcoverage
Environment Relationships Harlem Srundtland, former prime minister of Norway. ofmedicalandhealth
geographyand
learning Outcome 1.4.1 SustatnabHity requires curtaHing the use of nonrenew- the challengesand
Desaibe the three pillars of sustainability. able resources and limiting the use of renewable resources threatsofaccess
to the level at which the environment can contimie to
Geography ls distinctive because It encompasses both SO· supply 1hem indefinitely. To be sustainable, the amount of • Reviseddiscussion
cial science (human geogr.,phy) and natural science (phys• offoodagriculture
;cal geography). This book focuses on human geogra- timber cut down in a rorest,(01 example, or the number of incorporatincgritical
phy but doesn't forget thar humans are interrelated with issuessuchas
Earth's atmosphere, land, watel', and vegetation, as well as fish removed from a body of waler must remain at a level scarcityoffoodand
with its other livtng creatures. that does not reduce future supphe5. waterresources
From the perspecHve of human geography, nature of- The Brund1land Report argues thal sustainability can • Genderandwomen's
fers a large menu oi resources available for people to use. be achieved only by bringing together environmental pro• issues
A resource is a substance ln the environment that is use- tectlon, economic growth, and social equity (Figure 1·38).
ful to people, economically and technologically feasible The report Is optimistic about the possibillty of promoting • Politicagleography
lo access, and socially acceptable to use. A substance ls coveragecapturing
merely pan of nature unrll a society hilS a use for it.. Food, environmental protection at tht same time as economlc the resultsofthe
water, mlnerals, soil, plants, and animals are examples of growth and social equity, 2012U.Se. lections
resources. as wellas a number
THE ENVIRONMENT PILLAR. The sustainable use and ofrecentSupreme
Sustainability and Resources Courtdecisions
management or Earth':s natural resources to meet human (e.g.,redistricting/
Earth1s re.sourcesare divided between those that are renew- gerrymanderinagn, d
able and tho:se that are not: needs such as food1medicine, and recreation ts conservation. migrationa)ndthe
Renewable iesource.s such as trees and wildlife are conserved implicationosfother
A renewable resource is produced t.n nature more rap• worldevents
Idly than it ii consumed by humans. If rhey are consumed at a less rapid rate than they can be
A nonrenewable resource is produced ln nature more • Integrateddiscussion
slo~vly than it is consumed by humans. replaced. Nonrer\ewable resour<:e:ssuch as petroleum and ofdevelopmenatnd
coal are conserved if we use less today In order to matntain inequalityreflecting
more for future generation, (Figure 1-38, left). thestate oftheworld
economyandthe
Conservation dlffeis from preservation, ivhlch ls the wideningclassgap
maintenance or resource:; in their present conditlon, with • Newapplicationosf
culturalphenomena,
as llttlc human impact a5 possible. Preservation takes the fromprofe.ssional
view that che value of naturt doe:s not derive from human sportsand musicto
neros and interests but from the fact that every plant and socialnetworking
animal liVing on Earth has a right to exist and should be
preserved! regardlt>$5 of the cost. Preservation does not
regard nature a.:i;a resource for human use. In contrast,
conservation is compatible with development but ont;·
Geographers observe lWOmajor misuses of resources:
Humans deplete nonrenewable resources, such as pe-
troleum, natural gas, and coill.
• Humans destroy otherwise renewable resources through
pollution of alr, water, and wil.
The use of Earth's renewable and nonrenewable natural It. FIGURE1·31 THAEEPILLARSOf SUSTAINA!ILITY TheUN's
resources in ways that ensure resource availability in. the
future Is sustainability. Efforts to recycle rnetals 1 paper, BrundtlandRtp0rtc<:insid.es,us\t&fl'labii,lyto be a combinationoi
and plastic, develop less polluting industrial processes,
and protect farmland from suburban sprawl are all ex- environmentpal,011mioeoc,onomldcevelopmenato.dwd~ equity.
amples of practices that contribute to a more sustainable
future.
XXlV
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XXV
MasteringGeography™www.masteringgeography.cor:n
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XXVII
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XXIX
Basic Concepts
Whyare thesl!people d~ivingaroundyour neighborhoodwith a
camera on their roof'1Page 12
1KEY ISSUE 2KEY ISSUE
How Do Why Is Each Point
Geographers On Earth Unique?
Describe Where
Things Are?
Mapping then and now p. 5 My place in the world p. 14
Mapmakinghas come a long way,from sticksand shellsto sat- Wheream I?Thetinyspot on Earththat each of us inhabi~
ellite mashups.Whyare maps so important to geographers? special place to us-and for good reason.
2
. '....BostoN, p,16 £ Geo;grapberssee people every,whe~ei,n•
cludi1:1tghis MuslimGler.gtmanin A'.fghani-
LOngast U,_$.P stan, il'witteringon hi.ssmar,t phone, b iing
pJJlledinopposite~ire<:ti.onbsy twofactors-
globalizationand localdiv:er-sitMy.oderncom-
muni<tationasnd te<:hnologyfoster globaliza-
tion, pullingpeople into greater c1:dtur,alnd
economicinterac;tionwith others.Atthe same
time, people are searchingfor more ways to
e)(pressthejr unique cultural tr,aditionsand
economicp~act:ices.
KEYISSUE 3 KEYISSUE4
Why Are Different Why Are Some
PlacesSimilar? Human Actions
Not Sustainable?
a A world of similarities Caring for Earth p. 31
and differences p. 21
', .;, Earth has been entrusted to us.Willwe leave it in better shape
Weare boundtogether with the rest of the world-whether we than we inherited it-or in worse shape?
likeit or not.Howdo we fit into a globaleconomyand society?
3
'<tlffUHIHnnnnHUUt'lfUHHHHfltHI
Introducing Hi.story and geography differ in one especially importanJ
manner: A historian cannot enter a time machine to studj
BasicConcepts
other eras firsthand; however, a geographer can enter an a~J
What do you expect from this geography
course? You may think that geography in- tomobile or airplane to study Earth's surface. dTishcisiplainbeili~~
volves memorizing lists of countries and to reach other places lends excitement to the
capitals. Perhaps you associate geography
with photographic essays of exotic places geography-and geographic training raises the understand]
in popular magazines. Contemporary ge- ingof other spaces to a level above that of casual sightseein
ography is the scientific study of where
people and activities are found across To introduce human geography, we concentrate on tw
Earth's surface and the reasons why they
are found there. 1main features of human behavior-culture and econom
In his framework of all scientific knowledge, the German The first half of the book explains why the most importa
philosopher Immanuel Kant (1724-1804) compared geog-
raphy and history: cultural features, such as major languages, religions, a:n
ethnicities, are arranged as they are across Earth. The se
ond half of the book looks at the locations of the most ·
portant economic activities, including agriculture, man
facturing, and services.
This chapter introduces basic concepts that geographer
employ to address their "where" and "why" question
Many of these concepts are words commonly employed i
English but given particular meaning by geographers:
1• KEY ISSUE looks at geography's most importa
tool-mapping. Accurate maps are constructed fro
satellite imagery, such as Figures l-1 and 1-2.
Geographer.s.. Historians... 2• KEY ISSUE addresses the first of two principal "wh
identify the location of identify the dates of important questions. Geographers want to know why each poir
important places and explain events and explain why human on Earth is in some ways unique. For example, wh
why human activities are activities follow one another does Figure 1-2 have some bright points and some dar
located be.sideone another. chronologically.
areas?
ask wher-e and why. ask when and why. • KEY ISSUE 3 looks at why different places on Earll
organize material spatially. organize material felhave ,;m;ia, katmes. Fm example, what common
chronologically.
tures distinguish the bright areas in Figure 1-2?
recogn•ize that an act:COratt recognize that an action at
l• KEY ISSUE 4 discusses sustainability. Di~tinctive
one point 011 Earth can result one point in time can result geography is the importance given to relationships b
tween human activities and U1cphysical environmen
from something happening from past a.ctiensthat can in For example, what are the relationships between th
tan areas in figure l-1 and the dark areas in Figure!-
at another point, which can tum a#e.ct future ones. This book focuses on human geography, but it doesn
forget that we also need to understand how humans i
consequently affect conditic,ms ternct with Earth's atmosphere, water, vegetation, an
other living creatures.
elsewhere.
► FIGURE 1-1 SATELLITE IMAGE:
DAYTIME The compositIemagewas
assembledbytheGeosphereProjectofSanta
MonicaC, aliforniaT.housandosfimages
wererecordedovera 10-monthperiodby
satellitesofthe NationaOl ceanographaicnd
AtmospheriAcdministratioTnh. eimageswere
thenelectronicallayssembledm, uchlikea
jigsawpuzzle.
4
dyt Chapter 1: Basic Concepts 5
,~ 1U· 4 FIGURE 1-3 POLYNESIAN "STICK CHART" A "stickchart"isa typeof
KEY ISSUE ancientmapcreatedbypeoplelivinginthe present-dayMarshalIlslandsin the
SouthPacificOcean.Islandswereshownwithshells,and patternsofswelling
d- How Do Geographers ofwaveswereshownwithpalmstrips.
g. Describe Where Contemporary cartographers are assisted by computers
and satellite imagery.
0
Geography is immediately distinguished from other
y. Things Are? disciplines by its reliance on maps to display and analyze
t information. A map serves two purposes:
• As a reference tool. A map helps us to find the short-
■ Maps
est route between two places and to avoid getting lost
~ ■ Contemporary Tools along the way. We consult maps to learn where in the
world something is found, especially in relatLonship to
L The word geography,invented by the ancient Greek scholar a place we know, such as a town, body of water, or high-
s. Eratosthenes, is based on two Greek words. Geo means way. The maps in an atlas or a road map are especially
in "Earth," and graphy means "to write.." Geography is the useful for this purpose.
• As a communications tool. A map is often the best
study of where things are found on Earth's surface and the means for depicting the distribution of human activi-
ties or physical features, as well as for thinking about
reasons for the locations. Human geographers ask two sim- reasons underlying a distribution.
ple questions: Where are people and activities found on
Earth? Why are they found there?
Thinking geographically is one of the oldest human ac-
tivities (Figure 1-3). Perhaps the first geographer was a pre-
historic human who crossed a river or climbed a hill, ob-
served what was on the other side, returm d home to tell
about it, and scratched the route in the dirt. Perhaps the
second geographer was a friend or relative who followed
the dirt drawing to reach the other side.
th
a- Maps
Geography's most important tool for thinking spatially
to about the distribution of features across Earth is a map.
e- A map is a two-dimensional or flat-scale model of Earth's
t. surface, or a portion of it. A map is a scale model of the
real world, made small enough to work with on a desk or
computer. It can be a hasty here's-how-to-get-to-the-party
sketch, an elaborate work of art, or a precise computer-
generated product. For centuries, geographers have worked
to perfect the science of mapmaking, called cartography.
► FIGURE 1-2 SATELLITE IMAGE:
NIGHTTIMETheportionof Earth
illuminatedat nightreflectsthe
distributionofelectricityT.hedark
areasareeithersparselyinhabited
areas,suchas desertsandmountains,
orareaswherepeoplearetoo poor
to haveelectricity.
6 THE CULTURAL LANDSCAPE
EARLY MAPMAKING
Learning Outcome 1.1.1
Explain differences between early maps and
contemporary ma11s.
The earliest maps were reference tools-simple nav- A FIGURE 1-5 WORLDMAP BYAL-IDRl511, 154 Al·ldrisbiuilton
igation devices designed to show a traveler how to Ptolemy'smap,whichhadbeenneglectedfornearlya millennium.
get from Point A to .Point B. Eratosthenes (276?-194?
s.c.), the first person of record to use the word geogra- By the seventeenth century, maps accurately displayed
phy, prepared one of the earliest maps of the known the outline of most continents and the positions of oceans.
world (Figure 1-4). Ptolemy (A.O. 100?-170?) produced Bernhardus Varenius (1622-1650) produced Geographia
maps that were not improved upon for more than 1,000 Genera/is,which stood for more than a century as the stan-
years, based on information collected by merchants and dard treatise on systematic geography.
soldiers who traveled through the Roman Empire.
Pause and Reflect 1.1.1
After Ptolemy, little progress in mapmaking or geo- What is one main difference between Eratosthenes's
graphic thought was made in Europe for several hun- world map (Figure 1-4) and the word map of Ortelius
dred years. Maps became less mathematical and more (Figure 1-6)?
fanciful, showing Earth as a flat disk surrounded by
fierce animals and monsters. Geographic inquiry con- CONTEMPORARY MAPPING
tinued, though, outside Europe. Pei Xiu, the "father of Contemporary maps are still created as tools of reference,
Chinese cartography," produced an elaborate map of but human geographers now make use of maps primarily
China in A.O. 267. Building on Ptolemy's long-neglected as tools of communication. Maps are geographers' most es-
work, Muhammad al-Idris! (1100-1165?), a Muslim ge- sential tool for displaying geographic information and for
ographer, prepared a world map and geography text in offering geographic explanation. The feature on page 7 in-
1154 (Figure 1-5). cludes a contemporary use of maps to demonstrate issues
of sustainability and inequality in New Orleans.
Mapmaking as a reference tool revived during the Age
of Exploration and Discovery. Columbus, Magellan, and
other explorers who sailed across the oceans in search of
trade routes and resources in the fifteenth and sixteenth
centuries required accurate maps to reach desired des-
tinations without wrecking their ships. In turn, cartog-
raphers took information collected by the explorers to
create more accurate maps. German cartographer Mar-
tin Waldseemuller (1470?-1520) produced the first map
with the label "America"; he wrote on the map (trans-
lated from Latin) "from Amerigo the discoverer ... as if
it were the land of Americus, thus 'America"'. Abraham
Ortelius (1527-1598), a Flemish cartographer, created the
first modem atlas (Figure 1-6).
A FIGURE 1-4 WORLD MAP BY ERATOSTHENES, 194? e.c. ThisIsa A FIGURE 1-6 WORLD MAP BY ORTELIUS, 1571 Thismapwasoneof
nineteenth-centurryeconstructioonfthe mapproducedbyEratosthenes. the firstto showthe extentof theWesternHemispherea,s wellasAntarctica.
Chapter 1: Basic Concepts 7
SUSTAINABILITAYND INEQUALITYIN OURGLOBALVILLAGE
Mappinga Disaster:HurricaneKatrina
Hurricane Katrina, one of the
strongest hurricanes ever to hit
the United States, struck in 2005.
It killed 1,836 people and was the
costliest natural disaster in U.S. his-
tory, measured in the dollar value
of the destruction. The aftermath of
Katrina provides a useful introduc-
tion to geographic perspectives on
contemporary global issues of sus-
tainability and inequaJlty. ls a city
d like New Orleans-below sea level
s. and protected by aging levees-sus-
tai nable in an era of rising sea lev-
a els and stronger hurricanes? Why
1- did Katrina affect residents of New
Orleans so unequally, with Lower-
income people much more likely to
die or become homeless than more
wealthy people?
Hurricanes such as Katrina form
in the Atlantic Ocean during the
late summer and autumn and gather
strength over the warm waters of
the Gulf of Mexico. When a hur-
ricane passes over land, it can gen-
erate a powerful storm surge that
->, 0oods low-lying areas. New Orleans
was especially vulnerable because
y the site of the city is below sea level. .4 FIGURE1-7 SUSTAINABILITYAND INEQUALITYIN NEWORLEANS(left)Extenot ffloading
in NewOrleansfromstormsurgeafterKatrina(.middleT) wo-thirdosf thepopulationof NewOrleanswas
To protect it and other low-lying AfricanAmericanb,utthe areasparedthefloodingwaslessthanone-fourthAfricanAmerican(.right)The
•r cities from flooding, government percentagoef homesthat havebeenfixedupandreoccupiesdinceKatrinais lowerin theareasthathad
agencies had constructed a complex relativelylargeAfricanAmericanpopulationsthanin otherareas(.bottom)Floodedneighborhooidn New
I·
system of levees, dikes, seawalls, ca- OrleansninedaysafterKatrina.
nals, and pumps (Figure 1-7, left).
Two days after the hurricane hit, portions of New Orleans, such as large percentage of African Ameri-
the flood-protection levees in New tourist attractions like the Vieux cans had still not relumed to New
Orleans broke, flooding 80 percent Carre (French Quarter), were spared Orleans. According to the census,
of the city (Figme 1-7, bottom). the worst because they-were located the population of New Orleans
Human geographers are espe- on slightly higher grolmd. The slow declihed from 484,674 in 2000 to
cially concerned with the inequality and incompetent response to the de- 343,82,9 in 2010. African Americans
of the destruction. Katrina's vic- struction by local, state, and federal accounted for 84 percent of the de-
tims were primarily poor, African emergency teams was attributed by cline because most of the houses
American, and older individuals many analysts to the victims' lack that remained damaged from the
(Figure 1-7, center). They lived in of a voice in the political, economic, hurricane were in predominantly
the lowest-lying areas, most vulner- and social life of New Orleans and African American neighborhoods.
able to flooding, and many lacked other impacted communities. The percentage of African Ameri-
transportation, money, and infor- Inequalities persist several years cans in New Orleans declined from
mation that would have enabled after the hurricane (Figure 1-7, 67 percent ln 2000 to 60 percent in
them to evacuate in advance of right), Five years after Katrina, 2010.
the storm. In contrast, the wealthy according to the 2010 census, a
8 THE CULTURAL LANDSCAPE
MAP SCALE
Learning Outcome 1.1.2
Describe the role of map scale and projections
in making maps.
The first decision a cartographer faces is how much of "' FIGURE1-8 MAPSCALEThefourimagesshow(top)southeastTexas
Earth's surface to depict on the map. ls it necessary to show (second)t,he cityof Houston(third),downtownHoustona,nd(bottom)
the entire globe, or just one continent, or a country, or a MinuteMaidParkT. hemapofsoutheasternTexashasafractionalscaleof
city? To make a scale model of the entire world, many de- 1:10,000,000E. xpressedas a writtenstatement,1 inchon the maprepresents
tails must be omitted because there simply is not enough 10millioninches(about158miles)onthe ground.Lookwhathappensto the
space. Conversely, if a map shows only a small portion of scaleon the otherthreemaps.Asthe areacoveredgetssmallert,he mapsget
Earth's surface, such as a street map of a city, it can provide moredetailed,and 1 inchonthe maprepresentssmallerdistances.
a wealth of detail about a particular place.
The level of detail and the amount of area covered on a
map depend on its map scale. When specifically applied
to a map, scale refers to the relationship of a feature's size
on a map to its actual size on Earth. Map scale is presented
in three ways (Figure 1-8).
• A ratio or fraction shows the numerical ratio between
distances on the map and Earth's surface. A scale of
1:24,000 or 1/24,000 means that 1 unit (for example,
inch, centimeter, foot, finger length) on the map repre-
sents 24,000 of the same unit (for example, inch, cen-
timeter, foot, finger length) on the ground. The unit
chosen for distance can be anything, as long as the
units of measure on both the map and the ground are
the same. The 1 on the left side of the ratio always re-
fers to a unit of distance on the map, and the number
on the right always refers to the same unit of distance
on Earth's surface.
• A written scale describes the relationship between
map and Earth distances in words. For example, the
statement "l inch equals 1 mile" on a map means
that 1 inch on the map represents 1 mile on Earth's
surface. Again, the first number always refers to
map distance and the second to distance on Earth's
surface.
• A graphic scale usually consists of a bar line marked
to show distance on Earth's surface. To use a bar line,
first determine with a ruler the distance on the ma.p in
inches or centimeters. Then hold the ruler against the
bar line and read the number on the bar line opposite
the map distance on the ruler. The number on the bar
line is the equivalent distance on Earth's surface.
Maps often display scale in more than one of these three
ways.
The appropriate scale for a map depends on the informa-
tion being portrayed. A map of a downtown area, such as
Figure 1-8, bottom, may have a scale of 1:10,000, whereas
a map of southeast Texas (Figure 1-8, top) may have a scale
of 1:10,000,000. One inch represents about 1/6 mile on
the downtown Houston map and about 170 miles on the
southeast Texas map.
Chapter 1: Basic Concepts 9
At the scale of a small portion of Earth's surface, such 4. The directionfrom one place to another can be distorted.
as a downtown area, a map provides a wealth of details
about the place. At the scale of the entire globe, a map Most of the world maps in this book, such as Figure 1-9
must omit many details because of lack of space, but it center, are equal area pro;ections.The primary benefit of
can effectively communicate processes and trends that af- this type of projection is that the relative sizes of the land-
fect everyone. masses on the map are the same as in reality. The projection
minimizes distortion in the shapes of most landmasses.
PROJECTION Areas toward the North and South poles-such as Green-
land and Australia-become more distorted, but they are
Earth is very nearly a sphere and is therefore accurately sparsely inhabited, so distorting their shapes usually is
not important.
represented with a globe. However, a globe is an ~x~emely
To largely preserve the size and shape of landmasses,
limited tool with wjiich to communicate information however, the projection in Figure 1-9 center forces other
distortions:
about Earth's surface. A sn;i;~l~globedoes .1ro:tllare.enough
• The Eastern and Western hemispheres are separated
space to display d~tjiLed '!nformatio,n, · whereas a large into two pieces, a characteristic known as interruption.
globe is too bulk~ano cumbersome~q.me. And·'! globe • The meridians (the vertical lines), which in reality con-
verge at the North and South poles, do not converge at
is difficult to writ~o~photocopy,.-<:ti,splpy.\,n...l<cIomputer all on the map. Also, they do not form right angles with
the parallels (the horizontal lines).
screen, or carry in,the glove box-of a car. C~sequently,
• The Robinson projection, in Figure 1-9 right, is useful
most maps-includ~ tqose in th't~6ook~are fl,tlThree- for displaying information across the oceans. Its major
disadvantage is that by allocating space to the oceans,
dimensional m~ps ca\,,?€ made but ar~xpensive"'and·dif- the land areas are much smaller than on interrupted
maps of the same size.
ficult to reproduce. ,.
• The Mercator projection, in Figure 1-9 left, has several
Earth's spherical shape poses a challenge for cartogra- advantages: Shape is distorted very little, direction is
consistent, and the map is rectangular. Its greatest dis-
phers because drawing Earth on a flat piece of paper un- advantage is that relative size is grossly distorted toward
the poles, making high-latitude places look much larger
avoidably produces some distortion. Cartographers have than they actually are.
invented hundreds of clever methods of producing flat Pause and Reflect 1.1.2
Wkat type of projection would be best for a world
maps, but none has produced perfect results. The scientific map of population density? Why?
method of transferring locations on Earth's surface to a flat
map is called projection (Figure 1-9). ·
The problem of distortion is especially severe for maps
depicting the entire world. Four types of distortion can
result:
1. The shapeof an area can be distorted, so that it appears
more elongated or squat than in reality.
2. The distancebetween two points may become increased
or decreased.
3. The relativesize of different areas may be altered, so that
one area may appear larger than another on a map
but is in reality smaller.
,.,,- ' ....~..
~~•.· .. .... ;e• :.
v.·~~.. li· A ,L ;t~I !C..-:~~
rt . -~\" '• ( i'
\•}:
-~ '.
~
ts Mercator Projection Goode Homolosine Projection Robinson Projection
e A. FIGURE1-9 PROJECTION
•t (left)Mercatorprojection,(center)equalareaprojection(,right)Robinsonprojection.Comparethe sizesof Greenland
andSouthAmericaon thesemapsW. hichof the two landmasseissactuallylarger?
··,.. !ftt. ~lllHIUfllllllUH
I
10 THECULTURALLANDSCAPE
GEOGRAPHIC GRID The equator is 0° latitude, the North Pole 90° north lat-
itude, and the South Pole 90° south latitude. Nicosia,
Learning Outcome 1.1.3 Cyprus, is located at 35° north latitude and Buenos Aires,
Explain how latitude and longitude are used to
locate points on Earth'ssurface. Argentina, at 35° south latitude.
Latitude and longitude are used together te>identify lo-
The geographic grid is a system of imaginary arcs drawn in
a grid pattern on Earth's surface. The location of any place cations. For example, Denver, Colorado, is located at 40°
on Earth's surface can be described precisely by meridians north latitude and 105° west longitud~.
and parallels, two sets of imaginary arcs drawn in a grid
pattern on Earth's surface (Figure 1-10). The geographic The mathematical location of a place can be designated
grid plays an important role in telling time: more precisely by dividing each degree into 60 minutes (')
and each minute into 60 seconds ("). For example, the of-
• A meridian is an arc drawn between the North and ficial nr-athematical location of Denver, Colorado, is 39°44'
South poles. The location of each meridian is identi- north latitude and 104°59' west longitude. The state capitol
fied on Earth's surface according to a numbering system building in Denver is located at 39°42'2" north latitude and
known as longitude. 104°59'04" west longitude. GPSsystems typically divide de-
grees into decimal fractions rather thal'l minutes and sec-
The meridian that passes through the Royal Observatory at onds. The C,olorado·;tate capitol, for,example, is located at
Greenwich, England, is 0° longitude, also called the prime 39.714444° north latitude and 84.98444'4° west longitude.
meridian. The meridian on the opposite side of the globe
from the prime meridian is 180° longitude. All other me- Measuring latitude and longitude&i'sa good example of
how geography is partly a natural science and partly a study
ridians have numbers between o• and 180° east or west, of human behavior. Latitudes ar<;scientifically derived by
Earth's shape and its rotation around the Sun. The equator
depending on whether they are east or west of the prime (0°latitude) is the parallel with the largestcircumference and
meridian. For example, Belo Horizonte, Brazil, is located at is the place where every day has 12 hours of daylight. Even
44° west longitude and Baghdad, Iraq, at 44° east longitude. in ancient times, latitude could be accurately measured by
the length of daylight and the position of the Sun and stars.
• A parallel is a circle drawn around the globe parallel to
the equator and at right angles to the meridians. The On the other hand, 0° longitude is a human creation.
numbering system to indicate the location of a parallel Any meridian·could have been selected as 0° longitude be-
is called latitude. cause all mericlians have the same length and all run be-
tween the poles. The 0° longitude runs through Greenwich
because England was the world's most powerful country
when longitude was first accurately measured and the in-
ternational agreement was made.
Inability to measure longitude was the greatest obsta-
cle to exploration and discovery for many centuries. Ships
ran aground or were lost at sea because no one on board
could pinpoint longitude. In 1714, the British Parliament
enacted the Longitude Act, which offered a prize equiva-
lent to several mil.lion in today's dollars to the person who
could first measure longitude accurately.
English clockmaker John Harrison won the prize by
inventing the first portable clock that could keep accu-
rate time on a ship-because it did not have a pendulum.
When the Sun was directly overhead of the ship-noon
local time-Harrison's portable clock set to Greenwich
time could say it was 2 P.M. in Greenwich, for example,
so the ship would be at 30° west longitude because each
hour of difference was equivalent to traveling 15° longi-
tude. (Most eighteenth-century scientists were convinced
that longitude could be determined only by the position
of the stars, so Harrison was not actually awarded the prize
until 40 years after his invention.)
A FIGURE1-10 GEOGRAPHICGRID Meridiansarearcsthat connecthe TELLING TIME
NorthandSouthpolesT. hemeridianthroughGreenwichE,nglandi,sthe prime
meridiano, r 0° longitudeP. arallelsarecirclesdrawnaroundtheglobeparallelto Longitude plays an important role in calculating time.
the equatorT. heequatoris0° latitude,andthe NorthPoleis90° northlatitude. Earth as a sphere is divided into 360° of longitude (the de-
grees from 0° to 180° west longitude plus the degrees from
0° to 180° east longitude).
Chapter 1: BasicConcepts 11
lat- As Earth rotates daily, these 360 imaginary lines of lon- world from the time zone in which you live. As you go from
osia, gitude pass beneath the cascading sunshine. If we let every west to east, you add 1 hour for each time zone. When you
1ires, fifteenth degree of longitude represent one time zone, and return to your starting point, you wiU reach the absurd con-
divide the 360° by 15°1 we get 24 time zones, or one for clusion that it is 24 hours later in your locality than it really
y lo- each hour of the day. By international agreement, Green- is. Therefore-if it is 6:32 A.M. Monday in Auckland, when you
400 wich Mean Time (GMT), or Universal Time (UT), which is get to Honolulu, it will be 8:32 A.M. Sundaybecause the In-
the time at the prime meridian (0° longitude), is the master ternational Date Line lies between Auckland and Honolulu.
ated reference time for all points on Earth.
The International Date Line for the most part follows
·s (') Each 15° band of longitude is assigned to a standard time 180° longitude. However, several islands in the Pacific
zone (Figure 1-11). The eastern United States, which is near Ocean belonging to the countries of Kiribati and Samoa, as
'. of- 75• west longitude, is therefore S hours earlier than GMT well as to New Zealand's Tokelau territory, moved the Inter-
044' (the 75° difference between the prime meridian and 75° national Date Line several thousand kilometers to the east.
•ital west longitude, divided by 15° per hour, equals S hours). Samoa and Tokelau moved it in 2011 so that they could be
ind Thus when the time in New York City in the winter Is 1:32 on the same day as Australia and New Zealand, their major
de- P.M. (or 13:32 hours, using a 24-hour clock), it is 6:32 P.M. (or trading partners. Kiribati moved it in 1997 so that it would
;ec- 18:32 hours) GMT. During the summer, many places in the be the first country to see each day's sunrise. Kiribati hoped
! at world, including most of North America, move the clocks that this feature would attract tourists to celebrate the start
ahead one hour; so ltt the summer when it is 6:32 P.M. GMT, of the new millennium on January 1, 2000 (or January l,
e. the time in New York City is 2:32 P.M. 2001, when sticklers pointed out the new millennium re-
ally began). But it did not.
of When you cross the lnternational Date Line, which, for
dy the most part, follows 180° longitude, you move the clock Pause and Reflect 1.1.3
by back 24 hours, or one entire day, if you are heading eastward
:or toward America. You tum the clock ahead 24 hours if you Compare the stick chart in Figure 1-3 with the
nd are heading westward toward Asia. To see the need for the geographic grid in Figure 1-10. What are their
International Date Line, try counting the hours around the similarities and differences?
en
I I165" 180' 165' 150' 136' 15' 0' 15" 30'
:>y
rs. s al
n.
e-
e-
h
'Y
l-
I-
S
j
4 FIGURE 1-11 TIME ZONES Canadahastwoaddi1ionsatlandardtimezones:
TheUnitedStatesandCanadasharefourstandardtimezones: • Atlanticn, ear60°west,is4 hoursearlietrhanGMT.
• Newfoundlanisd3\11hoursearlierthanGMTt;heresidentosf Newfoundlanads-
• Easternn,ear75°west,is 5 hoursearlierthanGMT.
• Centranl,ear90°west,is6 hoursearlierthanGMT. sertthattheirislandw, hichhesbetween53°and59°westlongitudew, ouldface
• Mountainn,ear105°west,is7 hoursearlierthanGMT. darkwinterafternoonisf it wereintheAtlanticTimeZoneanddarkwintermorn-
• Pacificn,ear120°west,is8 hoursearlierthanGMT. ingsif it were3 hoursearlierthanGMT.
TheUnitedStateshastwoadditionasltandardtimezones:
• Alaskan, ear135°west,is9 hoursearlierthanGMT.
• Hawaii-Aleutianne,ar150°west,Is 10hoursearlierthanGMT.
12 THE CULTURALLANDSCAPE
Contemporary Tools PINPOINTING LOCATIONS: GPS
Learning Outcome 1.1.4 The system that accurately determines the precise position
of something on Earth is the Global Positioning System
Identify contemporary analytic tools. including (GPS).The GPSin the United States includes three elements:
remote sensing, GPS, and GIS.
• Satellites placed in predetermined orbits by the U.S.
Having largely completed the formidable task of accu- military (24 in operation and 3 in reserve).
rately mapping Earth's surface, geographers have turned
to geographic information science (GIScience), which • Tracking stations to monitor and control the satellites.
involves the development and analysis of data about Earth
acquired through satellite and other electronic informa- • A receiver that can locate at least 4 satellites, figure out
tion technologies. GlScience helps geographers to create the distance to each, and use this information to pin-
more accurate and complex maps and to measure changes point its own location.
over time in the characteristics of places.
GPS is most commonly used for navigation, as dis-
GIScience is made possible by satellites in orbit above cussed in the Contemporary Geographic Tools box.
Earth sending information to electronic devices on Earth Pilots of aircraft and ships stay on course with GPS. On
to record and interpret information. Satellite-based infor- land, GPS detects a vehicle's current position, the motor-
mation allows us to know the precise location of some- ist programs the desired destination into a GPSdevice, and
thing on Earth and data about that place. the device provides instructions on how to reach the des-
tination. GPS can also be used to find the precise location
COLLECTING DATA: REMOTE SENSING of a vehicle, enabling a motorist to summon help in an
emergency or monitoring the progress of a delivery truck
The acquisition of data about Earth's surface from a satel- or position of a city bus. Cell phones equipped with GPS
lite orbiting Earth or from other long-distance methods is allow individuals to share their whereabouts with others.
known as remote sensing. Remote-sensin·g satellites scan
Earth's surface, much like a television camera scans an image GPS devices enable private individuals to contribute to
in the thin lines you can see on a TV screen. Images are the production of accurate digital maps, through web sites
transmitted in digital form to a receiving station on Earth. such as Google's OpenStreetMap.org. Travelers can enter
information about streets, buildings, and bodies of water
At any moment a satellite sensor records the image in their GPS devices so that digital maps can be improved
of a tiny area called a picture element, or pixel. Scanners or in some cases created for the first time.
are detecting the radiation being reflected from that tiny
area. A map created by remote sensing is essentially a grid Geographers find GPS to be particularly useful in cod-
that contains many rows of pixels. The smallest feature ing the precise location of objects collected in fieldwork.
on Earth's surface that can be detected by a sensor is the That information can later be entered as a layer in a geo- ·
resolution of the scanner. Geographers use remote sensing graphic information system (GIS), discussed next.
to map the changing distribution of a wide variety of fea-
tures, such as agriculture, drought, and sprawl. LAYERING DATA: GIS
A geographic information system (G[S) is a computer
system that captures, stores, queries, analyzes, and dis-
plays geographic data. GJS can be used to produce maps
CONTEMPORARGYEOGRAPHICTOOLS
ElectronicNavigation
Two companies are responsible for the other feeds infom1ation into a .aF. IGURE1-12 GPS Navteqreseprchersat
supplying most of the information fed notebook computer (Figure 1-12).
into navigation devices: Navteq, short Hundreds of attributes are recorded, workin Florida. '
for Navigation Technologies, and Tele such as crosswalks, turn restrictions,
Atlas, originally known as Etak Tele and name changes. Thus, electronic
Atlas, based in the Netherlands was navigation systems ultimately depend
founded in 1984, and Navteq, based on human observation.
in the United States, was founded a
year later. Navteq and Tele Atlas get A reflection of the growing im-
their information from what they call portance of navigation technology,
"ground truthlng." Hundreds of field Navteq and Tele Atlas v,iere both ac-
researchers drive around, building the quired in 2008 by larger communi-
database. One person drives, while cations companies (Nokia and Tom
Tom, respectively).
Chapter 1:BasicConcepts 13
Vector data (cities} ◄ FIGURE1-13 GIS Geographiicnformationsystemsstore
)n informationabouta locationinlayers.Eachlayerrepresentsa different
m F-orCt Oflfns• Stern,-,. pieceofhumanor environmentailnformationG. ISinvolvestwotypes
ts:
ofdata:vectorandraster.Vectordata consistsof points(suchas for
.s.
oerwu• cities)and lines(suchas forhighways).
s.
ut Raster data (landforms} Rasterdata.consistsofareas,suchas
n- particularlandform.s
• Gr!IMJtHICtlon
COIO,adO•
. Sp,it'lgs
Olllfango Pueblo•
S·
X.
·n
r-
.d
S-
n
n
:k (including those in this book) that are more accurate and
·s attractive than those drawn by hand.
The position of any object on Earth can be measured
0 and recorded with mathematical precision and then stored programming interface (AP!), which is the language that
:s in a computer. A map can be created by asking the com- links a database such as an address list with software such as
:r puter to retrieve a number of stored objects and combine mapping. The AP! for mapping software, available at such
:r them to form an image. In the past, when cartographers sites as www.google.com/apis/maps, enables a computer
d drew maps with pen and paper, a careless moment could programmer to create a mashup that places data on a map.
result in an object being placed in the wrong location, and The term mashup refers to the practice of overlaying
I- a slip of the hand could ruin hours of work. GIS is more ef- data from one source on top of one of the mapping ser-
ficient than pen and ink for making a map: Objects can be vices; the term comes from the hip-hop practice of mixing
added or removed, colors brightened or toned down, and two or more songs. A mashup map can show the locations
mistakes corrected (as long as humans find them!) without of businesses and activities near a particular street or within
having to tear up the paper and start from scratch. a neighborhood in a city. The requested information could
Each type of information can be stored in a layer. For be all restaurants within l kilometer (0.6 mile) of an ad-
example, separate layers could be created for boundaries of dress or, to be even more specific, all pizza parlors. Mapping
countries, bodies of water, roads, and names of places. A software can show the precise locations of commercial air-
simple map might display only a single layer by itself, but planes currently in the air, the gas stations with the lowest
most maps combine several layers (Figure 1-13), and GIS prices, and current traffic tie-ups on highways and bridges.
permits construction of much more complex maps than
can be drawn by hand. Pauseand Reflect 1.1.4
Layers can be compared to show relationships among State a question you have about the area where you
different kinds of informatLon. For example, to protect live. Now describe a mashup that you could create
hillsides from development, a geographer may wish to using GIS that would answer your question.
compare a layer of recently built houses with a layer of
steep slopes. GIS enables geographers to calculate whether
relationships between objects on a map are significant or CHECK-IN: KEY ISSUE 1
merely coincidental. For example, maps showing where
cancer rates are relatively high and low (such as those in How Do Geographers Describe Where
Figure 1-25) can be combined with layers showing the lo- Things Are?
cation of people with various incomes and ethnicities, the
location of different types of factories, and the location of ✓ Maps are tools of reference and increasingly
mountains and valleys. tools of communication. Reading a map
requires recognizing its scale and projection.
MIXING DATA: MASHUPS ✓ Contemporary mapping utilizes electronic
technologies, such as remote sensing, GPS,
Computer users have the ability to do their own GIS be- and GIS.
cause mapping services provide access to the application
14 THE CULTURAL LANDSCAPE
KEY ISSUE2
Why Is Each Point
on Earth Unique?
■ Place: A Unique Location
■ Region: A Unique Area
Learning Outcome 1.2.1 J..FIGURE 1-14 LONGEST U.S. PLACE NAME Thelongespt lacenamein the
UnitedStatesmaybeLakeChargoggagoggmanchauggagoggchaubunagunga
Identify geographic characteristics of places, MassachuseOttsn.ehypothesisthatthenameisAlgonquialnanguagfeor "fishing
including toponym, site, and situation. placeattheboundaries-neutramleetingrounds.O• thersbelievethattheoriginal
meaningisunknowna,ndthecurrenmt eaningandspellingarerecenitnventions.
A place is a specific point on Earth distinguished by a par-
ticular characteristic. Everyplace occupies a unique location, elsewhere in Latin America, and Dutch ongms in South
or position, on Earth's surface. Although each place on Earth Africa.Some place names derive from features of the physical
is in some respects unique, in other respects it is similar to environment. Trees,valleys, bodies of water, and other natu-
other places. The interplay between the uniqueness of each ral features appear in the place names of most languages.
place and the similarities among places lies at the heart of
geographic inquiry into why things are found where they are. The Board of Geographi.cal Names, operated by the U.S.
Geological Survey, was established in the late nineteenth
Place: A Unique Location century to be the final arbiter of names on U.S. maps. In
recent years the board has been especially concerned with
Humans possess a strong sense of place-that is, a feeUng removing offensive place names, such as those with racial
for the features that contribute to the distinctiveness of a or ethnic connotations.
particular spot on Earth-perhaps a hometown, vacation
destination, or part of a country. Describing the features SITE
of a place is an essential building block for geographers to
explain similarities, differences, and changes across Earth. The second way that geographers describe the location
Geographers think about where particular places are lo- of a place is by site, which is the physical character of a
cated and the combination of features that make each place. Important site characteristics include climate, water
place on Earth distinct. sources, topography, soil, vegetation, latitude, and ele-
vation. The combination of physical features gives each
Geographers describe a feature's place on Earth by iden- place a distinctive character.
tifying its location, the position that something occupies
on Earth's surface. ln doing so, they consider three ways to Site factors have always been essential in selecting loca-
identify location: place name, site, and situation. tions for settlements, although people have disagreed on
the attributes of a good site, depending on cultural values.
PLACE NAMES Some have preferred a hilltop site for easy defense from
attack. Others have located settlements near convenient
Because all inhabited places on Earth's surface-and many river-crossing points to facilitate communication with
uninhabited places-have been named, the most straight- people in other places.
forward way to describe a particular location is often by
referring to its place name. A toponym is the name given Humans have the ability to modify the characteristics of
to a place on Earth. a site. Central Boston is more than twice as large today as
it was during colonial times (Figure 1-15). Colonial Boston
A place may be named for a person, perhaps its founder was a peninsula connected to tµe mainland by a very nar-
or a famous person with no connection to the commu- row neck. During the nineteerlth century, a dozen major
nity, such as George Washington. Some settlers select projects filled in most of the bays, coves, and marshes. A
place names associated with religion, such as St. Louis and major twentieth-century landfill project created Logan Air-
St. Paul, whereas other names derive from ancient history, port. Several landfill projects continue into the twenty-first
such as Athens, Attica, and Rome, or from earlier occu- century. The central areas of New Yorkand Tokyo have also
pants of the place (Figure 1-14). been expanded through centuries of landfilling in nearby
bodies of water, substantially changing these sites.
A place name may also indicate the origin of its settlers.
Placenames commonly have Britishorigins in North America
and Australia, Portuguese origins in Brazil, Spanish origins
Chapter 1: Basic Concepts 1S
SITUATION
Situation is the location of a place relative to other places.
Situation is a valuable way to indicate location, for two
reasons-finding an unfamiliar place and understanding
its importance.
First, situation helps us find an unfamiliar place by
comparing its location with a familiar one. We give direc-
tions to people by referring to the situation of a place: "It's
down past the courthouse, on Locust Street, after the third
traffic light, beside the yellow-brick bank." We identify im-
portant buildings, streets, and other landmarks to direct
m' people to the desired location.
Second, situation helps us understand the importance
of a location. Many locations are important because they
rgg, are accessible to other places. For example, because of its
19 situation, Shanghai has become a center for the trading
1al 1/2 1Mffb and distribution of goods across Asia and the Pacific Ocean
Bostonlandfillprojects 0 1/2 1Klloin,lor (Figure 1-16). Shanghai is situated near the confluence
U WestCove1. 803 Ill, Charlestown1.860 of the Yangtze River and the East China Sea. The port of
fll MillPono1.807 Q Fenway1, 878
D SouthCove1. 806 ijl1 EastBoston1. 880
g EastCove1. 623 W MarinePark.1883 Shanghai has become the world's largest.
h
El SouthBooton1, 836 Pause and Reflect 1.2.1
W3I ColumbuPsall<1. 883 How would you describe the site and situation of
Wl-
(l SoothBay.1850 LoganAlrpoo,1922
Q BackBay,1~57
). • FIGURE1-15 CHANGINGSITEOF BOSTON Thesiteof Bostonhasbeen the place where you live? (Use online maps or an
h alteredbyfillingin muchof BostonHarborp,rimarilyduringthenineteenthcentury. atlas to help analyze the characteristics of your
n location.)
h
II
1
a
r
1
• FIGURE 1-16 SITE AND SITUATION OF SHANGHAI Thesiteof thecityof
Shanghaiisalongthesouthbankof YangtzeRiverT, hesituationof Shanghani,earthe
mouthof theYangttew, hereit flowsinto theEastChinaSea,is•criticailn makingthe
citythe world's largestport. •I
16 THECULTURALANDSCAPE
Region: A Unique Area characteristic but a combination of them. Not content to
merely identify these characteristics, geographers seek re-
Learning Outcome 1.2.2 lationships among them. Geographers recognize that in
Identify the three types of regions. the real world, characteristics are integrated.
Geographers identify three types of regions-formal,
functional, and vernacular.
The "sense of place" that humans possess may apply to a FORMAL REGION
larger area of Earth rather than to a specific point. An area
of Earth defined by one or more distinctive characteris- A formal region, also called a uniform region, is an area
tics is a region. A particular place can be included in more within which everyone shares in common one or more dis-
than one region, depending on how the region is defined. tinctive characteristics. The shared feature could be a cultural
value such as a common language, an economic activity
The designation regioncan be applied to any area larger such as production of a particular crop, or an environmen-
than a point and smaller than the entire planet. Geogra- tal property such as climate. In a formal region, the selected
phers most often apply the concept at one of two scales: characteristic is present throughout.
• Several neighboring countries that share important fea- Some formal regions are easy to identify, such as coun-
tures, such as those in Latin America. tries or local government units. Montana is an example of a
formal region, characterized with equal intensity through-
• Many localities within a country, such as those in out the state by a government that passes laws, collects
southern California. taxes, and issues license plates. The formal region of Mon-
tana has clearly drawn and legally recognized boundaries,
A region derives its unified character through the cultural and everyone living within them shares the status of being
landscape-a combination of cultural features such as lan- subject to a common set of laws.
guage and religion, economic features such as agriculture
and industry, and physical features such as climate and In other kinds of formal regions, a characteristic may be
vegetation. The southern California region can be distin- predominant rather than universal. For example, we can
guished from the northern California region, for example. distinguish formal regions within the United States charac-
terized by a predominant voting for Republican candidates,
The contemporary cultural landscape approach in although Republicans do not get 100 percent of the votes in
geography-sometimes called the regional studies ap- these regions-nor in fact do they aJways win (Figure 1-17).
proach-was initiated in France by Paul Vidal de la Blache
(1845-1918) and Jean Brunhes (1869-1930). It was later A cautionary step in identifying formal regions is the
adopted by several American geographers, including Carl need to recognize the diversity of cultural, economic, and
Sauer (1889-1975) and Robert Platt (1880-1950). Sauer de- environmental factors, even while making a generaliza-
fined cultural landscape as an area fashioned from nature tion. Problems may arise because a minority of people in
by a cultural group. "Culture is the agent, the natural area a region speak a language, practice a religion, or possess
the medium, the cultural landscape is the result." resources different from those of the majority. People in
a region may play distinctive roles in the economy and
People, activities, and environment display similar- hold different positions in society based on their gender
ities and regularities within a region and differ in some or ethnicity.
way from those of other regions. A region gains unique-
ness from possessing not a single human or environmental
' 2004: Bush 286, Kerry 251 . 2008: Obama 365, McCain 173 "-
2012· Obama 332; Romney 206
■r,.:,(f,/ ■.,(W
~ ... lTrr,1
. ·. ~a, 8" . . ""'
, ,... • "J "'":~. •
e e2004 e e2008 e e2012
Kerry Bush Obama McCain Obama Romney
~ FIGURE1-17 FORMAL REGIONS Thethreemapsshowthewinnerby regionin the(left)2004,(center)2008,
and(right)2012presidentiaellectionsT.heextensiveareasof supportfor Democrats(blue)andRepublican(sred)
areexamplesof formalregions.(left)In2004,DemocraJtohnKe~won mostof thestatesin theNortheastU, pper
Midwest,andPacificCoastregionsw, hileRepublicaGn eorgeW.Bushwontheremainingregions(.cenler)In 2008,
DemocraBt arackObamawontheelectionby capturingsomestatesin regionsthat hadbeenwonentirelybythe
Republicafnouryear5earlier(.right)In2012,DemocraOt bamawon reelectionbecausehecaniednearlythesame
statesasfouryearsearlier.
tent to Chapter 1: Basic Concepts 17
eek re-
hat in ◄ FIGURE1-18 FUNCTIONALREGIONS TheUnited
Statesis dividedinlo functionarlegionsbasedon television
Formal,
marketsw, hicharegroupsof countiesservedbya collection
n area
,re dis- of TVstationsM. anyof theseTVmarketfunctionarlegions
~lturaJ crossstatelines.
ctivity
1men- •-:-,. VERNACULAR REGION
lected
FUNCTIONAL REGION A vernacular region, or perceptual re-
coun- gion, is an area that people believe exists as
leofa Afunctional region, also called a nodal region, is an area part of their cultural identity. Such regions
)ugh- organized around a node or focal point. The characteristic emerge from people's informal sense of place
llects chosen to define a functional region dominates at a cen- rather than from scientific models developed
Mon- tral focus or node and diminishes in importance outward. through geographic thought.
aries, The region ls tied to the central point by transportation
>eing or communications systems or by economic or functional A useful way to identify a perceptual re-
associations. gion is to get someone to draw a mental
1y be map, which is an internal representation of
· can Geographers often use functional regions to display in- a portion of Earth's surface. A mental map depicts what
arac- formation about economic areas. A region's node may be a an individual knows about a place, containing personal
ates, shop or service, with the boundaries of the region marking impressions of what is in the place and where the place is
esin the limits of the trading area of the activity. People and ac- located. On a college campus, a senior is likely to have a
-17). tivities may be attracted to the node, and information may more detailed and "accurate" map than a first-year student
flow from the node to the surrounding area. As an example of a vernacular region, Americans fre-
the quently refer to the South as a place with environmental,
and An example of a functional region is the reception area cultural, and economic features perceived to be quite dis-
liza- of a TV station. A TV station's signal is strongest at the cen- tinct from those of the rest of the United States (Figure 1-19).
e in ter of its service area (Figure 1-18). At some distanct! from Many of these features can be measured. E.conomically, the
sess the center, more people are watching a station originating South is a region of high cotton production and low high
! in in another city. That place is the boundary between the school graduation rates. Culturally, the South includes the
rnd nodal regions of the two TV market areas. Similarly, a de- states that joined the Confederacy during the Civil War and
der partment store attracts fewer customers from the edge of where Baptist is the most prevalent religious denomination.
a trading area, and beyond that edge, customers will most Environmentally, the South is a region where the last winter
likely choose to shop elsewhere. frost occurs in March, and rainfall is more plentiful in win-
ter than in summer. So'b-thernersand other Americans alike
New technology is breaking share a strong sense of the American South as a distinctive
down traditional functional re- place that transcends geographic measurement. The percep-
gions. TV stations are broadcast tual region known as the South is a source of pride to many
to distant places by cable, satel- Americans-and for others it is a place to avoid.
lite, or Internet and through the
Internet customers can shop at 250 5001-'les -5Numberof Definitions
distant stores. 0 250 500K4omotm ol Soulh
► FIGURE1-19 VERNACULAR 4
REGIONSTheSouthispopularly
distinguisheadsa distinctvernacular 3
regionwithin theUnitedStatesa, ccording
to a numberof factorss, uchasmild - Conledera,setale$
climatep. ropensityfor growingcotton,and - Belowaveragehigh
importanceof the BaptistChurch.
5ehooal ndcollege
gra<luafiOrantes
- "Righto Wotk'states
- - WiniepreclpitaUon
exceed2s1 Inches
- I.lorelhan.50'l'8. aptiS1
• ••• LastfreezebeforeAprJI