Geography

The Authors

Prof. Robert J. Sager is Chair of Earth Sciences at Pierce College in Lakewood, Washington. Prof. Sager
received his B.S. in geology and geography and M.S. in geography from the University of Wisconsin and
holds a J.D. in international law from Western State University College of Law. He is the coauthor of several
geography and earth science textbooks and has written many articles and educational media programs on
the geography of the Pacific. Prof. Sager has received several National Science Foundation study grants and
has twice been a recipient of the University of Texas NISOD National Teaching Excellence Award. He is a
founding member of the Southern California Geographic Alliance and former president of the Association of
Washington Geographers.
Prof. David M. Helgren is Director of the Center for Geographic Education at San Jose State University in
California, where he is also Chair of the Department of Geography. Prof. Helgren received his Ph.D. in geog-
raphy from the University of Chicago. He is the coauthor of several geography textbooks and has written
many articles on the geography of Africa. Awards from the National Geographic Society, the National
Science Foundation, and the L. S. B. Leakey Foundation have supported his many field research projects.
Prof. Helgren is a former president of the California Geographical Society and a founder of the Northern
California Geographic Alliance.

While the chapter openers come from actual interviews, the young people’s identities have been changed to protect their privacy.
COVER: Mount Shasta, California. Cover and title page credit: Artbase Inc; Ann-Marie Weber/Taxi/Getty Image.
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ISBN-13: 978-0-03-093419-3
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3 4 5 6 7 8 9 032 13 12 11 10 09 08 07
ii

Academic Reviewers

Robin Elisabeth Datel Robert B. Kent Eric P. Perramond
Instructor in Geography Chair and Professor of Geography and Assistant Professor of Geography and
California State University, Sacramento Planning Environmental Science
University of Akron Stetson University
Dennis Dingemans
Professor of Geography Kwadwo Konadu-Agyemang Bill Takizawa
University of California, Davis Professor of Geography and Planning Professor of Geography
University of Akron San Jose State University
Jeffrey Gritzner
Professor of Geography Nancy Lewis Brent Yarnal
The University of Montana Professor of Geography Professor of Geography
University of Hawaii Pennsylvania State University
W. A. Douglas Jackson
Emeritus Professor, Geography and Garth Andrew Myers
International Relations Associate Professor of Geography and
Henry M. Jackson African Studies
School of International Studies University of Kansas
University of Washington

Melissa Counihan Teacher Reviewers Marie Ervin
Rockdale High School James Madison High School
Rockdale, Texas Catharine Stoner Houston, Texas
Wentzville High School
Tom Fischer Wentzville, Missouri Patrick Haney
St. Clare School Carter High School
St. Louis, Missouri Frank Thomas, Jr. Fort Worth, Texas
Hays County CISD
William Fisher Austin, Texas Randy Kindschuh
Bryan High School Wisner-Pilger High School
Bryan, Texas Susan W. Walker Wisner, Nebraska
Beaufort County Schools
Steve Gargo Beaufort, South Carolina Jim Long
Appleton West High School Holmes High School
Appleton, Wisconsin Jane Young-Leatherman San Antonio, Texas
Social Studies Department Chair
Lisa Haydel Durant High School Christine A. Moore
Evergreen Junior High School Durant, Oklahoma Fort Zumwalt South High School
Houma, Louisiana St. Peters, Missouri
Field Test Teachers
Nancy Lehmann-Carssow Carol Ragsdale
Instructional Specialist Amber Acuña Central High School
Lanier High School Luther Burbank High School West Helena, Arkansas
Austin, Texas San Antonio, Texas
Juliann Warner
C. Eugene Price J. Mark Buffington Martin High School
Heritage Junior-Senior High School Mexico High School Arlington, Texas
Monroeville, Indiana Mexico, Missouri

Ron Scholten Sandra Dawson-O’Bryan
Social Studies Department Chair Angleton High School
Providence High School Angleton, Texas
Burbank, California

iii

How to Use Your Textbook . . . . . . . . . . . . . . . . . . . . . . . . . . xviii

Why Geography Matters . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxii

Skills Handbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S1

• Critical Thinking • Doing Research

• Writing about Geography • Analyzing Primary and Secondary Sources

Becoming a Strategic Reader . . . . . . . . . . . . . . . . . . . . . . . S9

shows the impact of physical and Standardized Test-Taking Strategies . . . . . . . . . . . . . . . . . . S17
human geography, as well as historical
events, on the world we live in today. Atlas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S21

The Geographer’s .CHAPTER 2.
World . . . . . . . . . . . . . . . . 1
Earth in Space . . . . . . . . . . . . . . . . . . . . . 24
.CHAPTER 1.
1 The Solar System . . . . . . . . . . . . . . . . . . . . . . . . 25
Studying Geography . . . . . . . . . . . . . . . 2 Connecting to Technology: Astronomy . . . . 28

1 Themes and Essential Elements . . . . . . . . . . 3 2 Earth-Sun Relationships . . . . . . . . . . . . . . . . . . 29
9 Skill-Building Activity: Using a Time Zone
2 Skill Building: Using the Geographer’s Tools . 9 Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
11
• Organizing the Globe . . . . . . . . . . . . . . . 13 3 The Earth System . . . . . . . . . . . . . . . . . . . . . . . . 34
• Making Maps . . . . . . . . . . . . . . . . . . . . . 15 Focus on Citizenship: Environmental Issues 36
• Understanding Map Elements . . . . . . . . 18 Geography for Life: Ice Ages and the Earth
• Using Special-Purpose Maps . . . . . . . . . System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
• Climate Graphs and Population Pyramids . 14
20 Inuit man and igloo in Canada
Focus on History: Exploration and Changing
Perceptions . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Connecting to History: Using Historical Maps

Geography for Life: Geographic Information
Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

iv • Contents

.CHAPTER 3. .CHAPTER 5.

Weather and Climate . . . . . . . . . . . . . . 40 Human Geography . . . . . . . . . . . . . . . . 86

1 Factors Affecting Climate . . . . . . . . . . . . . . . . 41 1 Population Geography . . . . . . . . . . . . . . . . . . . . 87
2 Weather Factors . . . . . . . . . . . . . . . . . . . . . . . . . 46 Focus on Geography: Migration . . . . . . . . . . 90

Skill-Building Activity: Reading a Weather 2 Cultural Geography . . . . . . . . . . . . . . . . . . . . . . 94
Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Geography for Life: Geography and History . . . 99

Focus on Science, Technology, and 3 World Languages and Religions . . . . . . . . . . 100
Society: Weather Satellites . . . . . . . . . . . . 49 Connecting to Technology: English on the
Internet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
3 Climate and Vegetation Patterns . . . . . . . . . . 50 World Religions . . . . . . . . . . . . . . . . . . . . . . . . . 104
Case Study: The Poles . . . . . . . . . . . . . . . . . . . . 58
.CHAPTER 6.
.CHAPTER 4.
Human Systems . . . . . . . . . . . . . . . . . . . 112
Landforms, Water, and Natural
Resources . . . . . . . . . . . . . . . . . . . . . . . . . . 62 1 Economic Geography . . . . . . . . . . . . . . . . . . . . 113
2 Urban and Rural Geography . . . . . . . . . . . . . . 119
1 Landforms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
2 The Hydrosphere . . . . . . . . . . . . . . . . . . . . . . . . . 70 Focus on Geography: Central Place Theory . . 122
3 Natural Resources . . . . . . . . . . . . . . . . . . . . . . . 74 Connecting to Economics: The von Thünen

Connecting to Technology: Irrigation . . . . . 77 Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Focus on Science, Technology, and Society: Geography for Life: Rural Settlement Forms . . 127
3 Political Geography . . . . . . . . . . . . . . . . . . . . . . 128
Renewable Energy Resources . . . . . . . . . . . 81 Geography for Life: Technology and the
Geography for Life: World Ecosystems and
Environment . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Biomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Geography Skill-Building Workshop:
Parliament building in Using Geographic Information Systems . . 136
Budapest, Hungary Geography of Global Terrorism . . . . . . . . . . 137A

Contents • v

The United States Vancouver, Canada
and Canada . . . . . . . 138
.CHAPTER 9.
Connecting to Literature . . . . . . . . . . . . . . . . 139
Atlas: The World in Spatial Terms . . . . . . 140 Canada . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
Time Line . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
Fast Facts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 1 History and Culture . . . . . . . . . . . . . . . . . . . . . . 189
2 Canada Today . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
. C HAP TE R 7..
Connecting to Technology: Inuit Igloos . . . 195
Natural Environments of North Focus on Government: Nunavut . . . . . . . . . . 197
America . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 Geography for Life: Canadian Residential

1 Physical Features . . . . . . . . . . . . . . . . . . . . . . . . 149 Preferences . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
Focus on Geography: The Fall Line . . . . . . . . 150 3 Geographic Issues . . . . . . . . . . . . . . . . . . . . . . . 199
Connecting to the Arts: Ansel Adams . . . . . 152 Cities & Settlements: New York . . . . . . . . . . . . . . 204

2 Climates and Biomes . . . . . . . . . . . . . . . . . . . . . 154 Geography Skill-Building Workshop 1:
3 Natural Resources . . . . . . . . . . . . . . . . . . . . . . . 158 Using Mental Maps . . . . . . . . . . . . . . . . . 206

Geography for Life: Wetlands in the United Geography Skill-Building Workshop 2:
States . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 Using Geographic Models . . . . . . . . . . . . 207

.CHAPTER 8. Middle and
South America . . 208
The United States . . . . . . . . . . . . . . . . . 164
Connecting to Literature . . . . . . . . . . . . . . . . 209
1 History and Culture . . . . . . . . . . . . . . . . . . . . . . 165 Atlas: The World in Spatial Terms . . . . . . 210
Focus on History: Place-Names in the United Time Line . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216
States . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166 Fast Facts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
Connecting to History: American Slang . . . 169
Geography for Life: A Small World .CHAPTER 10.
after All? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Mexico . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220
2 Regions of the United States . . . . . . . . . . . . . 173
3 Geographic Issues . . . . . . . . . . . . . . . . . . . . . . . 180 1 Natural Environments . . . . . . . . . . . . . . . . . . . . 221
2 History and Culture . . . . . . . . . . . . . . . . . . . . . . 224
Connecting to Government: Voting Patterns
and the Distribution of Political Power . . . 182 Connecting to Anthropology: Rites of
Passage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226
Case Study: Creating Congressional Voting
Districts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 Geography for Life: Mexican Migration . . . . 228
3 Mexico Today . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229
Cornfield and farm, Minnesota
Focus on Geography: Border Towns . . . . . . . 232
vi • Contents Cities & Settlements: Mexico City . . . . . . . . 234

.CHAPTER 11.

Central America and the
Caribbean . . . . . . . . . . . . . . . . . . . . . . . . . . 238

1 Natural Environments . . . . . . . . . . . . . . . . . . . . 239
Geography for Life: Montserrat’s Soufrière
Volcano . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243

2 Central America . . . . . . . . . . . . . . . . . . . . . . . . . 244 .CHAPTER 14.
Focus on Economics: Ecotourism in Costa
Rica . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247 Northern and Western Europe . . . . . 304

3 The Caribbean . . . . . . . . . . . . . . . . . . . . . . . . . . . 249 1 The British Isles . . . . . . . . . . . . . . . . . . . . . . . . . . 305
Connecting to the Arts: Caribbean Music . . . 251 Geography for Life: The London Underground
and Mass Transit . . . . . . . . . . . . . . . . . . . . . . 310
.CHAPTER 12.
2 France . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311
South America . . . . . . . . . . . . . . . . . . . . . 256 Connecting to Technology: French
Waterways . . . . . . . . . . . . . . . . . . . . . . . . . . . . 312
1 Natural Environments . . . . . . . . . . . . . . . . . . . . 257
Geography for Life: El Niño . . . . . . . . . . . . . . 262 3 The Benelux Countries . . . . . . . . . . . . . . . . . . . 315
Focus on Government: The European Union . . 315
2 History and Culture . . . . . . . . . . . . . . . . . . . . . . 263
Connecting to History: The Nazca Lines . . . 266 4 Scandinavia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 318
Case Study: Global Trade . . . . . . . . . . . . . . . . . 322
3 South America Today . . . . . . . . . . . . . . . . . . . . 268
Focus on Economics: Amazon Basin .CHAPTER 15.
Development . . . . . . . . . . . . . . . . . . . . . . . . . 269
Case Study: Urban Planning in Brasília . . . . . 272 Central Europe . . . . . . . . . . . . . . . . . . . . . 326

Geography Skill-Building Workshop 1: 1 Germany . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327
Using Sketch Maps . . . . . . . . . . . . . . . . . 276 Cities & Settlements: Berlin . . . . . . . . . . . . . . 332
Geography for Life: Germany’s Aging
Geography Skill-Building Workshop 2: Population . . . . . . . . . . . . . . . . . . . . . . . . . . . . 334
Using Cartograms . . . . . . . . . . . . . . . . . . . 277
2 The Alpine Countries . . . . . . . . . . . . . . . . . . . . . 335
Europe . . . . . . . . . . . . . . . 278 3 Poland and the Baltics . . . . . . . . . . . . . . . . . . . 338

Connecting to Literature . . . . . . . . . . . . . . . . 279 Focus on History: Kaliningrad . . . . . . . . . . . . . 339
Atlas: The World in Spatial Terms . . . . . . 280 4 The Czech Republic, Slovakia, and Hungary . 342
Time Line . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 286
Fast Facts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287 Connecting to History: A Shifting Region . . 344

.CHAPTER 13. .CHAPTER 16.

Natural Environments of Europe . . . . 290 Southern Europe and the Balkans . . 348

1 Physical Features . . . . . . . . . . . . . . . . . . . . . . . . 291 1 The Iberian Peninsula . . . . . . . . . . . . . . . . . . . . 349
Connecting to Technology: Polders . . . . . . . 293 Geography for Life: Arabic Place-Names
Geography for Life: A Peninsula of in Iberia . . . . . . . . . . . . . . . . . . . . . . . . . 354
Peninsulas . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295
2 The Italian Peninsula . . . . . . . . . . . . . . . . . . . . . 355
2 Climates and Biomes . . . . . . . . . . . . . . . . . . . . . 296 Connecting to History: The Plague . . . . . . . . 356
Focus on Geography: The North Atlantic Focus on Government: Europe’s Microstates . . 357
Drift . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 297
3 Greece and the Balkan Peninsula . . . . . . . . . 360
3 Natural Resources . . . . . . . . . . . . . . . . . . . . . . . 299
Geography Skill-Building Workshop 1:
Using Graphic Organizers . . . . . . . . . . . . 368

Geography Skill-Building Workshop 2:
Using Databases and Analyzing
Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . . 368

Lavender field, France

Contents • vii

Russia and Tian Shan, Central Asia
Northern
Eurasia . . . . . . . . . . . . . . 370 Southwest
Asia . . . . . . . . . . . . . . . . . . . . 422
Connecting to Literature . . . . . . . . . . . . . . . . 371
Atlas: The World in Spatial Terms . . . . . . 372 Connecting to Literature . . . . . . . . . . . . . . . . 423
Time Line . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 378 Atlas: The World in Spatial Terms . . . . . . 424
Fast Facts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 379 Time Line . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 430
Fast Facts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 431
. C HAP TE R 17..
.CHAPTER 19.
Russia, Ukraine, and Belarus . . . . . 380
The Persian Gulf and Interior . . . . . 432
1 Natural Environments . . . . . . . . . . . . . . . . . . . . 381
2 History and Culture . . . . . . . . . . . . . . . . . . . . . . 386 1 Natural Environments . . . . . . . . . . . . . . . . . . . . 433
2 History and Culture . . . . . . . . . . . . . . . . . . . . . . 437
Focus on History: The Peoples of the
Caucasus Republics . . . . . . . . . . . . . . . . . . . 389 Connecting to Math: Arabic Numerals . . . . 438
Focus on Culture: Religion and Society . . . . 440
Geography for Life: Mapping Napoléon’s 3 The Region Today . . . . . . . . . . . . . . . . . . . . . . . . 441
Russian Disaster . . . . . . . . . . . . . . . . . . . . . . 392 Geography for Life: The Ecological Trilogy . . . . 445

3 The Region Today . . . . . . . . . . . . . . . . . . . . . . . . 393 .CHAPTER 20.
Connecting to Economics: The Russian
Stock Market . . . . . . . . . . . . . . . . . . . . . . . . . 395 The Eastern Mediterranean . . . . . . . 448
Cities & Settlements: St. Petersburg . . . . . . 398
1 Natural Environments . . . . . . . . . . . . . . . . . . . . 449
.CHAPTER 18. Case Study: Palestine—Setting Boundaries . . 452

Central Asia . . . . . . . . . . . . . . . . . . . . . . . . 402 2 History and Culture . . . . . . . . . . . . . . . . . . . . . . 454
Focus on Culture: Reviving a Language . . . . 457
1 Natural Environments . . . . . . . . . . . . . . . . . . . . 403 Geography for Life: Cyprus—A Divided Island . 459
Geography for Life: The Shrinking Aral Sea . . . 407
3 The Region Today . . . . . . . . . . . . . . . . . . . . . . . . 460
2 History and Culture . . . . . . . . . . . . . . . . . . . . . . 408 Connecting to History: Petra . . . . . . . . . . . . . 462
3 The Region Today . . . . . . . . . . . . . . . . . . . . . . . . 412 Cities & Settlements: Jerusalem . . . . . . . . . . 464

Connecting to Technology: Baykonur Geography Skill-Building Workshop 1:
Cosmodrome . . . . . . . . . . . . . . . . . . . . . . . . . 413 Using Transportation Maps . . . . . . . . . . . 468

Focus on Geography: Issyk-Kul and Geography Skill-Building Workshop 2:
Tourism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 415 Analyzing Aerial Photographs . . . . . . . . . 468

Case Study: Pipelines or Pipe Dreams? . . . . . 416 Ancient stone heads, Turkey

Geography Skill-Building Workshop 1:
Using Graphs . . . . . . . . . . . . . . . . . . . . . . . 420

Geography Skill-Building Workshop 2:
Using Time Lines . . . . . . . . . . . . . . . . . . . . 421

viii • Contents

Africa . . . . . . . . . . . . . . . . . 470 Chimanimani National Park, Zimbabwe Gold staff, Ghana

Connecting to Literature . . . . . . . . . . . . . . . . 471 .CHAPTER 24.
Atlas: The World in Spatial Terms . . . . . . 472
Time Line . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 478 Southern Africa . . . . . . . . . . . . . . . . . . . . 532
Fast Facts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 479
1 Natural Environments . . . . . . . . . . . . . . . . . . . . 533
.CHAPTER 21. Geography for Life: Biodiversity in
Madagascar . . . . . . . . . . . . . . . . . . . . . . . . . . 536
North Africa . . . . . . . . . . . . . . . . . . . . . . . . 482
2 History and Culture . . . . . . . . . . . . . . . . . . . . . . 537
1 Natural Environments . . . . . . . . . . . . . . . . . . . . 483 Focus on History: The Legacy of Apartheid . . 539
2 History and Culture . . . . . . . . . . . . . . . . . . . . . . 487 Connecting to Anthropology: Marriage
Customs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 541
Connecting to the Arts: Naguib Mahfouz . . 489
Focus on Culture: The Medina . . . . . . . . . . . . 490 3 The Region Today . . . . . . . . . . . . . . . . . . . . . . . . 542
3 The Region Today . . . . . . . . . . . . . . . . . . . . . . . . 492 Case Study: The Geography of Disease . . . . 546
Geography for Life: Western Sahara . . . . . . . 495
Geography Skill-Building Workshop:
.CHAPTER 22. Using Questionnaires and Field
Interviews . . . . . . . . . . . . . . . . . . . . . . . . . . 550
West and Central Africa . . . . . . . . . . 498
Gorilla in Rwanda
1 Natural Environments . . . . . . . . . . . . . . . . . . . . 499
Focus on Geography: The Sahel . . . . . . . . . . 501

2 History and Culture . . . . . . . . . . . . . . . . . . . . . . 503
Connecting to History: The Colonial
Scramble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 505
Geography for Life: Nigeria’s Ethnic
Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 508

3 The Region Today . . . . . . . . . . . . . . . . . . . . . . . . 509
Cities & Settlements: The Tuareg:
A Nomadic Way of Life . . . . . . . . . . . . . . . . 512

.CHAPTER 23.

East Africa . . . . . . . . . . . . . . . . . . . . . . . . . 516

1 Natural Environments . . . . . . . . . . . . . . . . . . . . 517
Focus on Geography: The Rifts . . . . . . . . . . . 518

2 History and Culture . . . . . . . . . . . . . . . . . . . . . . 521
3 The Region Today . . . . . . . . . . . . . . . . . . . . . . . . 525

Connecting to Science: Endangered
Cheetahs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 527

Geography for Life: Population Growth in
Kenya . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 529

Contents • ix

South Asia . . . . . . . . . 552 Rice crops in Sri Lanka

Connecting to Literature . . . . . . . . . . . . . . . . 553 East and
Atlas: The World in Spatial Terms . . . . . . 554 Southeast Asia . . 604
Time Line . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 560
Fast Facts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 561 Connecting to Literature . . . . . . . . . . . . . . . . 605
Atlas: The World in Spatial Terms . . . . . . 606
.CHAPTER 25. Time Line . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 612
Fast Facts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 613
India . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 562
. C HAP TE R 27.
1 Natural Environments . . . . . . . . . . . . . . . . . . . . 563
Geography for Life: The Holy Ganges . . . . . . 567 China, Mongolia, and Taiwan . . . . . 614

2 History and Culture . . . . . . . . . . . . . . . . . . . . . . 568 1 Natural Environments . . . . . . . . . . . . . . . . . . . . 615
Connecting to History: Early Empires . . . . . . 569 Focus on Geography: Three Gorges Dam . . 618

3 India Today . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 574 2 History and Culture . . . . . . . . . . . . . . . . . . . . . . 621
Focus on Science, Technology, and Connecting to the Arts: Chinese Jade . . . . . 625
Society: The Green Revolution . . . . . . . . . 575 Geography for Life: China’s Karst Towers . . 626
Cities & Settlements: Bangalore . . . . . . . . . . 580
3 The Region Today . . . . . . . . . . . . . . . . . . . . . . . . 627
.CHAPTER 26. Cities & Settlements: Shanghai . . . . . . . . . . . 632

The Indian Perimeter . . . . . . . . . . . . . . 584 .CHAPTER 28.

1 Natural Environments . . . . . . . . . . . . . . . . . . . . 585 Japan and the Koreas . . . . . . . . . . . . . 636
Connecting to Technology: Measuring
Mount Everest . . . . . . . . . . . . . . . . . . . . . . . . 586 1 Natural Environments . . . . . . . . . . . . . . . . . . . . 637
Geography for Life: Environmental Change Geography for Life: Tectonic Forces in
and the Maldives . . . . . . . . . . . . . . . . . . . . . . 589 Japan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 641

2 History and Culture . . . . . . . . . . . . . . . . . . . . . . 590 2 History and Culture . . . . . . . . . . . . . . . . . . . . . . 642
3 The Region Today . . . . . . . . . . . . . . . . . . . . . . . . 594 Focus on History: The DMZ . . . . . . . . . . . . . . 644
Connecting to Government: Japan’s
Focus on Geography: Migration, Tea, and Constitution . . . . . . . . . . . . . . . . . . . . . . . . . . 646
Ethnic Conflict in Sri Lanka . . . . . . . . . . . . . 597
3 The Region Today . . . . . . . . . . . . . . . . . . . . . . . . 649
Case Study: Banking on Bangladesh’s Female Case Study: Japan’s High-Speed Rail . . . . . . 654
Entrepreneurs . . . . . . . . . . . . . . . . . . . . . . . . . 598
Korean fan dancers
Geography Skill-Building Workshop 1:
Using Media Services: The Internet . . . . 602

Geography Skill-Building Workshop 2:
Solving Problems . . . . . . . . . . . . . . . . . . . 603

x • Contents

Food vendors in Bangkok, Thailand The Pacific
.CHAPTER 29. World . . . . . . . . . . . . . . . . . 700

Mainland Southeast Asia . . . . . . . . . 658 Connecting to Literature . . . . . . . . . . . . . . . . 701
Atlas: The World in Spatial Terms . . . . . . 702
1 Natural Environments . . . . . . . . . . . . . . . . . . . . 659 Time Line . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 708
2 History and Culture . . . . . . . . . . . . . . . . . . . . . . 663 Fast Facts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 709

Connecting to History: The Vietnam War . . 665 .CHAPTER 31.
Geography for Life: Keeping Traditional Ways
Australia and New Zealand . . . . . . . 710
of Life in Myanmar . . . . . . . . . . . . . . . . . . . . 668
3 The Region Today . . . . . . . . . . . . . . . . . . . . . . . . 669 1 Australia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 711
Connecting to History: Australia’s States
Focus on Geography: Bangkok’s Klongs . . . 672 and Territories . . . . . . . . . . . . . . . . . . . . . . . . . 715
Case Study: Studying Deforestation . . . . . . . . 674 Geography for Life: Australia’s Changing
Trade Patterns . . . . . . . . . . . . . . . . . . . . . . . . 717
.CHAPTER 30. Cities & Settlements: Life in the Outback . . 720

Island Southeast Asia . . . . . . . . . . . . . . . 678 2 New Zealand . . . . . . . . . . . . . . . . . . . . . . . . . . . . 722
Focus on Culture: The Maori . . . . . . . . . . . . . 725
1 Natural Environments . . . . . . . . . . . . . . . . . . . . 679
Geography for Life: Wallace’s Line . . . . . . . . 683 .CHAPTER 32.

2 History and Culture . . . . . . . . . . . . . . . . . . . . . . 684 The Pacific Islands . . . . . . . . . . . . . . . . 730
Connecting to History: A Colonial History . . 686
Focus on Geography: Growing Rice . . . . . . . 688 1 Natural Environments . . . . . . . . . . . . . . . . . . . . 731
Focus on Geography: Coral Reefs . . . . . . . . . 732
3 The Region Today . . . . . . . . . . . . . . . . . . . . . . . . 690
Cities & Settlements: Singapore . . . . . . . . . . 694 2 History and Culture . . . . . . . . . . . . . . . . . . . . . . 735
Connecting to Technology: Navigation Skills
Geography Skill-Building Workshop 1: of the Pacific Islanders . . . . . . . . . . . . . . . . . 738
Using Diagrams . . . . . . . . . . . . . . . . . . . . . 698 Geography for Life: Migration into the Pacific . . 740

Geography Skill-Building Workshop 2: 3 The Region Today . . . . . . . . . . . . . . . . . . . . . . . . 741
Using Spreadsheets and Software . . . . . 699 Case Study: Exotic Invaders . . . . . . . . . . . . . . . 744

Geography Skill-Building Workshop 1:
Using Media Services: Overhead
Transparencies . . . . . . . . . . . . . . . . . . . . . . 748

Geography Skill-Building Workshop 2:
Making Decisions . . . . . . . . . . . . . . . . . . . 749

REFERENCE SECTION

Gazetteer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 750
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 761
Spanish Glossary . . . . . . . . . . . . . . . . . . . . . . . 769
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 778
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . 797

Aboriginal art, Australia

Contents • xi

Geography and Your World

The Poles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 The Geography of Disease . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 546
Creating Congressional Voting Districts . . . . . . . . . . . . . . . . . . . 184 Banking on Bangladesh’s Female Entrepreneurs . . . . . . . . . . . . 598
Urban Planning in Brasília . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272 Japan’s High-Speed Rail . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 654
Global Trade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 322 Studying Deforestation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 674
Pipelines or Pipe Dreams? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 416 Exotic Invaders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 744
Palestine—Setting Boundaries . . . . . . . . . . . . . . . . . . . . . . . . . . 452

New York . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 The Tuareg: A Nomadic Way of Life . . . . . . . . . . . . . . . . . . . . . . 512
Mexico City . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234 Bangalore . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 580
Berlin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 332 Shanghai . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 632
St. Petersburg . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398 Singapore . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 694
Jerusalem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 464 Life in the Outback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 720

Geographic Information Systems . . . . . 21 A Peninsula of Peninsulas . . . . . . . . . . . 295 Population Growth in Kenya . . . . . . . . . 529
Ice Ages and the Earth System . . . . . . . 37 Biodiversity in Madagascar . . . . . . . . . . 536
World Ecosystems and Biomes . . . . . . . 82 The London Underground and The Holy Ganges . . . . . . . . . . . . . . . . . . 567
Geography and History . . . . . . . . . . . . . 99 Mass Transit . . . . . . . . . . . . . . . . . . 310
Rural Settlement Forms . . . . . . . . . . . . . 127 Environmental Change and
Technology and the Environment . . . . . . 132 Germany’s Aging Population . . . . . . . . . 334 the Maldives . . . . . . . . . . . . . . . . . . . . . 589
Wetlands in the United States . . . . . . . . 161 Arabic Place-Names in Iberia . . . . . . . . 354
A Small World after All? . . . . . . . . . . . . 172 China’s Karst Towers . . . . . . . . . . . . . . . 626
Canadian Residential Preferences . . . . . 198 Mapping Napoléon’s Russian Tectonic Forces in Japan . . . . . . . . . . . . 641
Mexican Migration . . . . . . . . . . . . . . . . 228 Disaster . . . . . . . . . . . . . . . . . . . . . . 392
Montserrat’s Soufrière Volcano . . . . . . . 243 Keeping Traditional Ways of Life in
El Niño . . . . . . . . . . . . . . . . . . . . . . . . 262 The Shrinking Aral Sea . . . . . . . . . . . . . 407 Myanmar . . . . . . . . . . . . . . . . . . . . . 668
The Ecological Trilogy . . . . . . . . . . . . . . 445
Cyprus—A Divided Island. . . . . . . . . . . . 459 Wallace’s Line . . . . . . . . . . . . . . . . . . . . 683
Western Sahara. . . . . . . . . . . . . . . . . . . 495 Australia’s Changing Trade Patterns . . . 717
Nigeria’s Ethnic Diversity. . . . . . . . . . . . 508 Migration into the Pacific . . . . . . . . . . . 740

Interdisciplinary Activities

From “Loo-Wit,” Wendy Rose . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 From the Epic of Gilgamesh, translated by N. K. Sandars . . . . . . 423
From “African Song,” Richard Rive . . . . . . . . . . . . . . . . . . . . . . . 471
The Temple of the Sun, from The Incas: The Royal From the Mahabharata, translated by R. K. Narayan . . . . . . . . . . 553
Commentaries of the Inca, Garcilaso de la Vega . . . . . . . . . . 209 From “Thoughts of Hanoi,” Nguyen Thi Vinh . . . . . . . . . . . . . . . . 605
From A Secret Country, John Pilger . . . . . . . . . . . . . . . . . . . . . . 701
From “Pericles’ Funeral Oration” . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279
From The World I Left Behind, Luba Brezhneva . . . . . . . . . . . . . . 371

Focus on History: Exploration and Changing Perceptions . . . . . . 14 Focus on Geography: The Fall Line . . . . . . . . . . . . . . . . . . . . . 150
Focus on Citizenship: Environmental Issues . . . . . . . . . . . . . . . 36 Focus on History: Place-Names in the United States . . . . . . . . . 166
Focus on Science, Technology, and Society: Focus on Government: Nunavut . . . . . . . . . . . . . . . . . . . . . . . 197
Focus on Geography: Border Towns . . . . . . . . . . . . . . . . . . . . . 232
Weather Satellites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Focus on Economics: Ecotourism in Costa Rica . . . . . . . . . . . . . 247
Focus on Science, Technology, and Society: Renewable Focus on Economics: Amazon Basin Development . . . . . . . . . . . 269
Focus on Geography: The North Atlantic Drift . . . . . . . . . . . . . 297
Energy Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Focus on Government: The European Union . . . . . . . . . . . . . . . 315
Focus on Geography: Migration . . . . . . . . . . . . . . . . . . . . . . . . 90
Focus on Geography: Central Place Theory . . . . . . . . . . . . . . . 122

xii • Contents

Interdisciplinary Activities

FOCUS ON, cont. Focus on History: The Legacy of Apartheid . . . . . . . . . . . . . . . 539

Focus on History: Kaliningrad . . . . . . . . . . . . . . . . . . . . . . . . . 339 Focus on Science, Technology, and Society: The Green
Focus on Government: Europe’s Microstates . . . . . . . . . . . . . . 357 Revolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 575
Focus on History: The Peoples of the Caucasus Republics . . . . . . . . 389
Focus on Geography: Issyk-Kul and Tourism . . . . . . . . . . . . . . 415 Focus on Geography: Migration, Tea, and Ethnic Conflict
Focus on Culture: Religion and Society . . . . . . . . . . . . . . . . . . 440 in Sri Lanka . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 597
Focus on Culture: Reviving a Language . . . . . . . . . . . . . . . . . 457
Focus on Culture: The Medina . . . . . . . . . . . . . . . . . . . . . . . . 490 Focus on Geography: Three Gorges Dam . . . . . . . . . . . . . . . . 618
Focus on Geography: The Sahel . . . . . . . . . . . . . . . . . . . . . . . 501 Focus on History: The DMZ . . . . . . . . . . . . . . . . . . . . . . . . . . 644
Focus on Geography: The Rifts . . . . . . . . . . . . . . . . . . . . . . . . 518 Focus on Geography: Bangkok’s Klongs . . . . . . . . . . . . . . . . . 672
Focus on Geography: Growing Rice . . . . . . . . . . . . . . . . . . . . 688
Focus on Culture: The Maori . . . . . . . . . . . . . . . . . . . . . . . . . . 725
Focus on Geography: Coral Reefs . . . . . . . . . . . . . . . . . . . . . . 732

Connecting to History: Using Historical Maps . . . . . . . . . . . . . 20 Connecting to Technology: Baykonur Cosmodrome . . . . . . . . 413
Connecting to Technology: Astronomy . . . . . . . . . . . . . . . . . . 28 Connecting to Math: Arabic Numerals . . . . . . . . . . . . . . . . . . 438
Connecting to Technology: Irrigation . . . . . . . . . . . . . . . . . . . 77 Connecting to History: Petra . . . . . . . . . . . . . . . . . . . . . . . . . 462
Connecting to Technology: English on the Internet . . . . . . . . . 102 Connecting to the Arts: Naguib Mahfouz . . . . . . . . . . . . . . . . 489
Connecting to Economics: The von Thünen Model . . . . . . . . . 125 Connecting to History: The Colonial Scramble . . . . . . . . . . . . . 505
Connecting to the Arts: Ansel Adams . . . . . . . . . . . . . . . . . . . 152 Connecting to Science: Endangered Cheetahs . . . . . . . . . . . . 527
Connecting to History: American Slang . . . . . . . . . . . . . . . . . . 169 Connecting to Anthropology: Marriage Customs . . . . . . . . . . 541
Connecting to Government: Voting Patterns and Connecting to History: Early Empires . . . . . . . . . . . . . . . . . . . 569
Connecting to Technology: Measuring Mount Everest . . . . . . . 586
the Distribution of Political Power . . . . . . . . . . . . . . . . . . . . 182 Connecting to the Arts: Chinese Jade . . . . . . . . . . . . . . . . . . . 625
Connecting to Technology: Inuit Igloos . . . . . . . . . . . . . . . . . 195 Connecting to Government: Japan’s Constitution . . . . . . . . . . 646
Connecting to Anthropology: Rites of Passage . . . . . . . . . . . . 226 Connecting to History: The Vietnam War . . . . . . . . . . . . . . . . . 665
Connecting to the Arts: Caribbean Music . . . . . . . . . . . . . . . . 251 Connecting to History: A Colonial History . . . . . . . . . . . . . . . . 686
Connecting to History: The Nazca Lines . . . . . . . . . . . . . . . . . 266 Connecting to History: Australia’s States and Territories . . . . . 715
Connecting to Technology: Polders . . . . . . . . . . . . . . . . . . . . 293 Connecting to Technology: Navigation Skills of the Pacific
Connecting to Technology: French Waterways . . . . . . . . . . . . 312
Connecting to History: A Shifting Region . . . . . . . . . . . . . . . . 344 Islanders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 738
Connecting to History: The Plague . . . . . . . . . . . . . . . . . . . . . 356
Connecting to Economics: The Russian Stock Market . . . . . . . 395

Technology Activities

Focus on Science, Technology, and Society: Connecting to Technology: French Waterways . . . . . . . . . . . . 312
Weather Satellites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Connecting to Technology: Baykonur Cosmodrome . . . . . . . . . 413
Connecting to Technology: Measuring Mount Everest . . . . . . 586
Focus on Science, Technology, and Society: Connecting to Technology: Navigation Skills of
Renewable Energy Resources . . . . . . . . . . . . . . . . . . . . . . 81
the Pacific Islanders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 738
Focus on Science, Technology, and Society: Skill Building: Using Geographic Information Systems . . . . . . . 136
The Green Revolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . 575 Skill Building: Using Databases and Analyzing Statistics . . . . . . 368
Skill Building: Using Media Services: The Internet . . . . . . . . . . . 602
Connecting to Technology: Astronomy . . . . . . . . . . . . . . . . . 28 Skill Building: Using Spreadsheets and Software . . . . . . . . . . . . 699
Skill Building: Using Media Services: Overhead Transparencies . . 748
Connecting to Technology: Irrigation . . . . . . . . . . . . . . . . . . . 77
Contents • xiii
Connecting to Technology: English on the Internet . . . . . . . . . 102

Connecting to Technology: Inuit Igloos . . . . . . . . . . . . . . . . . 195

Connecting to Technology: Polders . . . . . . . . . . . . . . . . . . . . 293

Technology Activities

Geographic Information Systems . . . . . . . . . . . . . . . . . . . . . . . . 23 Sahara Features, Egypt’s Pyramids, GeoMap Challenge . . . . . . . . . . 497
Cause of Seasons, Recycling, Antarctica . . . . . . . . . . . . . . . . . . 39 Congo Basin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 515
Satellite Maps, Hurricane Tracking, Global Warming . . . . . . . . . . . 61 Reducing Ethnic Conflict, Ethnic Diversity, Kilimanjaro . . . . . . . . . . . 531
Creating a Newspaper, Fossil Fuels, Hydrologic Cycle . . . . . . . . . . 85 Namib Desert, Apartheid, South African Safari . . . . . . . . . . . . . 549
Regions of India, GeoMap Challenge, Issues in India Today . . . . 583
World Population Growth, Migration of Refugees,
U.S. Census . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Cultures of the Himalayas, Sri Lanka’s History, Pakistani History
and Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 601
Databases and Country Profiles . . . . . . . . . . . . . . . . . . . . . . . . . 135
Great Lakes and St. Lawrence River and City Growth . . . . . . . . . . . 163 Chinese Art, Great Wall, U.S. and China Trade . . . . . . . . . . . . . . 635
Japan and the Koreas, Ring of Fire Volcanoes, School in Japan . . 657
U.S. GeoMap, U.S. Holidays and Cultures, U.S. Architecture, Laos and Vietnam, Deforestation . . . . . . . . . . . . . . 677
National Parks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187 Interactive Map, Rain Forests, Tectonic Forces . . . . . . . . . . . . . . 697

GeoMap Challenge, Modern Quebec, Arts in Canada . . . . . . . . . 203 Great Barrier Reef, Aborigines, Tectonic Process in New
Zealand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 729
GeoMap Challenge, Mexican Holidays and Culture,
Mexico’s Coastlines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237 Touring the South Pacific, Pacific Island Traditions, Diversity in
the Region . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 747
Ecotour Postcard, Panama Canal, GeoMap Challenge . . . . . . . . . . . 255
Guiana Highlands, Machu Picchu, Amazon Basin . . . . . . . . . . . . 275

Drilling in the North Sea, Technology and Polders, Norway’s
Fjords . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 303

Skiing in Norway, Major Cities of the Region, Daily Life in the
Region . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 325

Global Trade Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 347

Islands and Peninsulas of the Mediterranean, Balkans,
Global Trade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 367

Soviet Union, Caucasus, Chernobyl . . . . . . . . . . . . . . . . . . . . . . 401
Aral Sea, Silk Road and Global Trade, Nomads in Kazakhstan . . . 419
Islamic Culture, Oil, Desalinization . . . . . . . . . . . . . . . . . . . . . . . 447
Jerusalem, Dead Sea, Cyprus . . . . . . . . . . . . . . . . . . . . . . . . . . . 467

Skill-Building Activities

Critical Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S2 Analyzing Primary and Secondary Sources . . . . . . . . . . . . . . . . S8
Writing about Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S5 Becoming a Strategic Reader . . . . . . . . . . . . . . . . . . . . . . . . . . S9
Doing Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S6 Standardized Test-Taking Strategies . . . . . . . . . . . . . . . . . . . . . S17

Organizing the Globe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Using Population and Economic Maps . . . . . . . . . . . . . . . . . . . 16
Using Latitude and Longitude . . . . . . . . . . . . . . . . . . . . . . . . . 9 Using Elevation Profiles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Making Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Using Topographic Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Understanding Map Projections . . . . . . . . . . . . . . . . . . . . . . . . 11 Using Climate Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Using the Great-Circle Route . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Using Population Pyramids . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Understanding Map Elements (Distance Scales, Directional Using Historical Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Using a Time Zone Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Indicators, Legends, Other Elements) . . . . . . . . . . . . . . . . . 13 Reading a Weather Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Using Special-Purpose Maps . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Using Climate and Precipitation Maps . . . . . . . . . . . . . . . . . . . 16

xiv • Contents

Skill-Building Activities

Using Geographic Information Using Databases and Analyzing Using Media Services: The Internet . . . 602
Systems . . . . . . . . . . . . . . . . . . . . . 136 Statistics . . . . . . . . . . . . . . . . . . . . 368 Solving Problems . . . . . . . . . . . . . . . . 603
Using Diagrams . . . . . . . . . . . . . . . . . 698
Using Mental Maps . . . . . . . . . . . . . . 206 Using Graphs . . . . . . . . . . . . . . . . . . . 420 Using Spreadsheets and Software . . . . 699
Using Geographic Models . . . . . . . . . . 207 Using Time Lines . . . . . . . . . . . . . . . . 421
Using Sketch Maps. . . . . . . . . . . . . . . 276 Using Transportation Maps . . . . . . . . . 468 Using Media Services: Overhead
Using Cartograms . . . . . . . . . . . . . . . . 277 Analyzing Aerial Photographs . . . . . . . 468 Transparencies. . . . . . . . . . . . . . . . 748
Using Graphic Organizers . . . . . . . . . . 368
Using Questionnaires and Field Making Decisions . . . . . . . . . . . . . . . . 749
Interviews . . . . . . . . . . . . . . . . . . . 550

The World: Physical . . . . . . . . . . . . . . . . S21 Reading a Weather Map . . . . . . . . . . . . . 47 Georgia’s 11th District, 1992 . . . . . . . . . . 185
The World: Political . . . . . . . . . . . . . . . . S23 The World’s Climate Regions . . . . . . . . . . 52 The United States Review . . . . . . . . . . . . 186
The United States: Physical . . . . . . . . . . S25 Antarctica . . . . . . . . . . . . . . . . . . . . . . . 58 Canada: Physical-Political. . . . . . . . . . . . 189
The United States: Political . . . . . . . . . . . S27 Climate Review. . . . . . . . . . . . . . . . . . . . 60
North America: Physical . . . . . . . . . . . . . S29 Precipitation Map of New Zealand . . . . . . 61 Canadian Residential
North America: Political . . . . . . . . . . . . . S30 Plate Tectonics . . . . . . . . . . . . . . . . . . . . 64 Preferences . . . . . . . . . . . . . . . . . . . 198
South America: Physical. . . . . . . . . . . . . S31 Continental Drift. . . . . . . . . . . . . . . . . . . 64
South America: Political . . . . . . . . . . . . . S32 Who Has the Oil? . . . . . . . . . . . . . . . . . . 80 Canada Review . . . . . . . . . . . . . . . . . . . 202
Europe: Physical . . . . . . . . . . . . . . . . . . S33 World Biomes . . . . . . . . . . . . . . . . . . . . . 82 Sample Mental Map of the World . . . . . . 206
Europe: Political . . . . . . . . . . . . . . . . . . S34 World Population Density. . . . . . . . . . . . . 88
Asia: Physical . . . . . . . . . . . . . . . . . . . . S35 World Language Families . . . . . . . . . . . . . . . 101 UNIT 3
Asia: Political . . . . . . . . . . . . . . . . . . . . S36 World Religions . . . . . . . . . . . . . . . . . . . 103
Africa: Physical . . . . . . . . . . . . . . . . . . . S37 World Religions Review . . . . . . . . . . . . . . . 110 Middle and South America
Africa: Political . . . . . . . . . . . . . . . . . . . S38 Origins of Domesticated Plants . . . . . . . . 119
Australia and New Zealand . . . . . . . . . . S39 Sample Park Map . . . . . . . . . . . . . . . . . 136 Middle and South America: Political . . . . 210
Pacific Islands: Political . . . . . . . . . . . . . S40 Middle and South America: Physical . . . . 211
North Pole and South Pole . . . . . . . . . . . S41 UNIT 2 Middle and South America: Climate . . . . 212
Middle and South America: Precipitation. . 213
UNIT 1 The United States and Canada Middle and South America: Population . . 214

The Geographer’s World The United States and Canada: Political. . . . 140 Middle and South America: Land Use
The United States and Canada: Physical . . . 141 and Resources . . . . . . . . . . . . . . . . . 215
Latitude and Longitude . . . . . . . . . . . . . . 9 The United States and Canada: Climate. . . . 142
The Hemispheres . . . . . . . . . . . . . . . . . . 10 The United States and Middle and
Map Projections . . . . . . . . . . . . . . . . . . . 11–12 The United States and Canada: South America: Comparing Sizes . . . . 216
Great-Circle Route . . . . . . . . . . . . . . . . . 12 Precipitation . . . . . . . . . . . . . . . . . . . . . 143
Washington, D.C., Precincts . . . . . . . . . . . 13 Mexico: Physical-Political . . . . . . . . . . . . 221
The United States and Canada: Population . . 144 NAFTA Trade Flows . . . . . . . . . . . . . . . . 227
India and the Pacific Ocean, historical The States of Mexico . . . . . . . . . . . . . . . 229
map from 1570 . . . . . . . . . . . . . . . . . 15 The United States and Canada: Land Use U.S.-Mexico Border Region. . . . . . . . . . . 232
and Resources . . . . . . . . . . . . . . . . . . . 145 Mexico Review . . . . . . . . . . . . . . . . . . . 236
Climate Sample Map . . . . . . . . . . . . . . . . 16
Precipitation Sample Map . . . . . . . . . . . . 16 The United States and Canada: Comparing Central America and the Caribbean:
Population Sample Map. . . . . . . . . . . . . . 17 Sizes . . . . . . . . . . . . . . . . . . . . . . . . 146 Physical-Political . . . . . . . . . . . . . . . 239
Land Use and Resources Sample Map . . . 17
Elevation Map: Guadalcanal. . . . . . . . . . . 18 Physical Regions of the United States and Montserrat . . . . . . . . . . . . . . . . . . . . . . 243
Contour Map: Guadalcanal . . . . . . . . . . . 18 Canada . . . . . . . . . . . . . . . . . . . . . . 149
European Empires in the Americas, 1700s . . . 20 Central America and the Caribbean
The Fall Line . . . . . . . . . . . . . . . . . . . . . 150 Review . . . . . . . . . . . . . . . . . . . . . . 254
Geographic Information Systems: Resources of the United States and Canada . . 159
Information Layering . . . . . . . . . . . . . 21 Wetlands . . . . . . . . . . . . . . . . . . . . . . . 161 Selected Active Volcanoes in Central
Physical Regions Review . . . . . . . . . . . . 162 America . . . . . . . . . . . . . . . . . . . . . 255
Continents and Oceans Review . . . . . . . . 22 The United States: Physical-Political . . . . 165
Latitude and Longitude Skills . . . . . . . . . . 23 Selected Place-Names in the United States . . . 166 South America: Physical-Political . . . . . . 257
World Time Zones . . . . . . . . . . . . . . . . . 32 Territorial Expansion of the United States. . . . 168 The Columbian Exchange . . . . . . . . . . . . 264
Pleistocene Glaciation . . . . . . . . . . . . . . . 37 Center of Population of the United States . . . . 170 Brasília. . . . . . . . . . . . . . . . . . . . . . . . . 273
Latitude Review . . . . . . . . . . . . . . . . . . . 38 The Great Lakes and St. Lawrence Seaway . . . 175 South America Review . . . . . . . . . . . . . . 274
Sample Sketch Map of Brazil . . . . . . . . . 276
Presidential Election 1920 (Electoral Population Growth in the Americas . . . . . 277
College Vote Distribution) . . . . . . . . . 182
UNIT 4
Presidential Election 2000 (Electoral
College Vote Distribution) . . . . . . . . . 182 Europe

Changes in Apportionment Resulting from Europe: Political . . . . . . . . . . . . . . . . . . 280
the 2000 Census. . . . . . . . . . . . . . . . 185 Europe: Physical . . . . . . . . . . . . . . . . . . 281
Europe: Climate. . . . . . . . . . . . . . . . . . . 282
Europe: Precipitation . . . . . . . . . . . . . . . 283

Contents • xv

Skill-Building Activities

Europe: Population . . . . . . . . . . . . . . . . 284 Central Asia Review. . . . . . . . . . . . . . . . 418 India: Physical-Political . . . . . . . . . . . . . 563
Europe: Land Use and Resources . . . . . . 285 Uzbekistan: Population Density . . . . . . . . 419 Mauryan Empire, c. 320 B.C.–232 B.C. . . . . 569
Gupta Empire, c. A.D. 400 . . . . . . . . . . . . 569
The United States and Europe: Comparing UNIT 6 The States and Territories of India . . . . . . 578
Sizes . . . . . . . . . . . . . . . . . . . . . . . . 286 India Review . . . . . . . . . . . . . . . . . . . . . 582
Southwest Asia The Indian Perimeter: Physical-Political . . 585
Natural Environments of Europe . . . . . . . 291 The Indian Perimeter Review. . . . . . . . . . 600
Polders of the Netherlands . . . . . . . . . . . 293 Southwest Asia: Political . . . . . . . . . . . . 424
The North Atlantic Drift . . . . . . . . . . . . . 297 Southwest Asia: Physical . . . . . . . . . . . . 425 UNIT 9
Natural Environments of Europe Review. . 302 Southwest Asia: Climate. . . . . . . . . . . . . 426
Southwest Asia: Precipitation . . . . . . . . . 427 East and Southeast Asia
Northern and Western Europe: Southwest Asia: Population . . . . . . . . . . 428
Physical-Political . . . . . . . . . . . . . . . 305 Southwest Asia: Land Use and Resources . 429 East and Southeast Asia: Political . . . . . . 606
East and Southeast Asia: Physical . . . . . . 607
The British Empire, 1920. . . . . . . . . . . . . 306 The United States and Southwest Asia: East and Southeast Asia: Climate . . . . . . 608
Comparing Sizes . . . . . . . . . . . . . . . 430 East and Southeast Asia: Precipitation . . . 609
Irish Emigration during the Great Potato East and Southeast Asia: Population . . . . 610
Famine . . . . . . . . . . . . . . . . . . . . . . 307 The Persian Gulf and Interior:
Physical-Political . . . . . . . . . . . . . . . 433 East and Southeast Asia: Land Use and
Members of the European Union. . . . . . . 316 Resources . . . . . . . . . . . . . . . . . . . . 611
Trade Routes in the Middle Ages . . . . . . 323 The Persian Gulf and Interior Review . . . . 446
Northern and Western Europe Review . . . 324 The United States and East and Southeast
Central Paris . . . . . . . . . . . . . . . . . . . . . 325 The Eastern Mediterranean: Asia: Comparing Sizes . . . . . . . . . . . 612
Central Europe: Physical-Political . . . . . . 327 Physical-Political . . . . . . . . . . . . . . . 449
Berlin . . . . . . . . . . . . . . . . . . . . . . . . . . 333 China, Mongolia, and Taiwan:
Switzerland’s Language Regions . . . . . . . 336 Cyprus . . . . . . . . . . . . . . . . . . . . . . . . . 459 Physical-Political . . . . . . . . . . . . . . . 615
Kaliningrad . . . . . . . . . . . . . . . . . . . . . . 339 The Eastern Mediterranean Review . . . . . 466
Paddy Soils in China . . . . . . . . . . . . . . . 620
Austro-Hungarian Empire (before UNIT 7 Shanghai . . . . . . . . . . . . . . . . . . . . . . . 633
World War I) . . . . . . . . . . . . . . . . . . 343 China, Mongolia, and Taiwan Review . . . . 634
Africa Japan and the Koreas: Physical-Political . . . 637
Hungary and Czechoslovakia (after Earthquakes and Volcanoes in Japan. . . . 641
World War I) . . . . . . . . . . . . . . . . . . 343 Africa: Political . . . . . . . . . . . . . . . . . . . 472 Japanese Empire, 1942 . . . . . . . . . . . . . 643
Africa: Physical . . . . . . . . . . . . . . . . . . . 473 The Demilitarized Zone . . . . . . . . . . . . . 645
Hungary, Slovakia, and the Czech Republic Africa: Climate . . . . . . . . . . . . . . . . . . . 474 Japan’s High-Speed Rail System . . . . . . . 654
(1993) . . . . . . . . . . . . . . . . . . . . . . . 343 Africa: Precipitation . . . . . . . . . . . . . . . . 475 Japan and the Koreas Review . . . . . . . . . 656
Africa: Population . . . . . . . . . . . . . . . . . 476 Mainland Southeast Asia: Physical-Political . . 659
Eastern Europe . . . . . . . . . . . . . . . . . . . 344 Africa: Land Use and Resources . . . . . . . 477 Deforestation in Southeast Asia . . . . . . . 674
Budapest . . . . . . . . . . . . . . . . . . . . . . . 344 Mainland Southeast Asia Review. . . . . . . 676
Central Europe Review . . . . . . . . . . . . . . 346 The United States and Africa: Comparing Cambodia: Land Use and Resources . . . . 677
Sizes . . . . . . . . . . . . . . . . . . . . . . . . 478 Island Southeast Asia: Physical-Political. . 679
Southern Europe and the Balkans: Wallace’s Line . . . . . . . . . . . . . . . . . . . . 683
Physical-Political . . . . . . . . . . . . . . . 349 North Africa: Physical-Political . . . . . . . . 483 Colonial Possessions (Island Southeast Asia). . 686
Western Sahara . . . . . . . . . . . . . . . . . . . 495 Singapore . . . . . . . . . . . . . . . . . . . . . . . 695
Arabic Place-Names in Iberia . . . . . . . . . 354 North Africa Review. . . . . . . . . . . . . . . . 496 Island Southeast Asia Review . . . . . . . . . 696
Spread of the Bubonic Plague. . . . . . . . . 356 West and Central Africa: Physical-Political . . 499
Major Industries of Italy . . . . . . . . . . . . . 358 Empires of Africa. . . . . . . . . . . . . . . . . . 503 UNIT 10
Population Density of Greece . . . . . . . . . 361
Results of the Berlin Conference The Pacific World
Bosnia and Herzegovina: Areas of Ethnic (1884–1885). . . . . . . . . . . . . . . . . . . 505
Majority, 1991 . . . . . . . . . . . . . . . . . 362 The Pacific World: Political . . . . . . . . . . . . . 702
Nigeria’s Major Ethnic Groups . . . . . . . . 508 The Pacific World: Physical . . . . . . . . . . . . . 703
Bosnia and Herzegovina: Areas of Ethnic West and Central Africa Review . . . . . . . 514 The Pacific World: Climate. . . . . . . . . . . . . . 704
Control, 1995 . . . . . . . . . . . . . . . . . . 362 Transportation Map of Côte d’Ivoire. . . . . 515 The Pacific World: Precipitation . . . . . . . . . . 705
East Africa: Physical-Political . . . . . . . . . 517 The Pacific World: Population . . . . . . . . . . . 706
Southern Europe and the Balkans Review . . 366 East Africa Review. . . . . . . . . . . . . . . . . 530 The Pacific World: Land Use and Resources . . 707
Ethiopia’s Climates . . . . . . . . . . . . . . . . 531
UNIT 5 Southern Africa: Physical-Political . . . . . . 533 The United States and the Pacific World:
Native Vegetation Zones of Madagascar . . 536 Comparing Sizes . . . . . . . . . . . . . . . 708
Russia and Northern Eurasia Southern Africa: Transportation Network . . 544
Malaria around the World, 2000 . . . . . . . 546 Australia and New Zealand:
Russia and Northern Eurasia: Political . . . . . 372 Southern Africa Review . . . . . . . . . . . . . 548 Physical-Political . . . . . . . . . . . . . . . 711
Russia and Northern Eurasia: Physical. . . . . 373 Angola: Population Density. . . . . . . . . . . 549
Russia and Northern Eurasia: Climate . . . . . 374 Australia in 1829, 1851, 1911 . . . . . . . . . 715
Russia and Northern Eurasia: Precipitation . 375 UNIT 8 Australia and New Zealand Review . . . . . 728
Russia and Northern Eurasia: Population . . . 376 The Pacific Islands: Physical-Political . . . . 731
South Asia The Mariana Trench . . . . . . . . . . . . . . . . 733
Russia and Northern Eurasia: Land Use Migration and Settlement of the Pacific Islands . 740
and Resources . . . . . . . . . . . . . . . . . 377 South Asia: Political . . . . . . . . . . . . . . . . 554 The Pacific Islands Review . . . . . . . . . . . 746
South Asia: Physical . . . . . . . . . . . . . . . 555 Elevation Map: Guadalcanal . . . . . . . . . . 747
The United States and Russia and Northern South Asia: Climate . . . . . . . . . . . . . . . . 556
Eurasia: Comparing Sizes . . . . . . . . . 378 South Asia: Precipitation . . . . . . . . . . . . 557
South Asia: Population . . . . . . . . . . . . . . 558
Russia, Ukraine, and Belarus: South Asia: Land Use and Resources . . . 559
Physical-Political . . . . . . . . . . . . . . . 381 The United States and South Asia:

Napoléon’s Russian Campaign . . . . . . . . 392 Comparing Sizes . . . . . . . . . . . . . . . 560
Russia, Ukraine, and Belarus Review . . . . 400
Central Asia: Physical-Political . . . . . . . . 403
The Aral Sea . . . . . . . . . . . . . . . . . . . . . 407

Alternative Pipeline Routes for Central
Asian Oil . . . . . . . . . . . . . . . . . . . . . 416

xvi • Contents

Skill-Building Activities

Elevation Profile: Guadalcanal . . . . . . . . . 18 Forest Area Harvested in Canada . . . . . . 203 Comparing Standard of Living: Africa . . . 478
Climate Graph: Sacramento, California. . . 19 Elevation Profile: Middle and South America . 211 Fast Facts: Africa. . . . . . . . . . . . . . . . . . 479
Climate Graph: Kansas City, Kansas . . . . 19 Time Line: Middle and South America . . . 216 Arable Land (in North Africa) . . . . . . . . . . 486
Climate Graph: Washington, D.C . . . . . . . 19 Population Growth in North Africa. . . . . . 493
Population Pyramid: Nigeria . . . . . . . . . . 19 Comparing Standard of Living: Middle and Religions in Nigeria . . . . . . . . . . . . . . . . 508
Population Pyramid: Russia. . . . . . . . . . . 19 South America . . . . . . . . . . . . . . . . 216 World Production of Cacao . . . . . . . . . . . 510
The Solar System . . . . . . . . . . . . . . . . . . 26 Cacao: From Field to Consumer . . . . . . . 510
Effects of the Moon and Sun on Tides . . . 26 Fast Facts: Middle and South America . . . 217 Religions of East Africa . . . . . . . . . . . . . 524
Angle of Sun’s Rays Hitting Earth . . . . . . 29 Mexico City’s Population . . . . . . . . . . . . 230 Kenya’s Population Growth . . . . . . . . . . . 529
The Seasons . . . . . . . . . . . . . . . . . . . . . 30 The Zócalo (Mexico City) . . . . . . . . . . . . 235 Language Families of Africa . . . . . . . . . . 540
U.S. Trade with Mexico, 1995–2002 . . . . . 237
Sunrise and Sunset Times for Selected Dates Climate Graph for San Salvador . . . . . . . 241 Southern Africa’s Major Imports (in
in Sydney, Australia . . . . . . . . . . . . . 39 Religions in Costa Rica . . . . . . . . . . . . . 245 selected countries) . . . . . . . . . . . . . . 543
Elevation Zones in the Andes . . . . . . . . . 259
Pressure and Wind Systems . . . . . . . . . . 43 El Niño . . . . . . . . . . . . . . . . . . . . . . . . . 262 HIV/AIDS around the World . . . . . . . . . . 547
Climate and Vegetation . . . . . . . . . . . . . 51 The Columbian Exchange . . . . . . . . . . . . 264 U.S. Census Bureau Questionnaire (excerpt) . 550
The World’s Climate Regions . . . . . . . 52–53 Brazil’s Urban and Rural Populations . . . . 275 Elevation Profile: South Asia . . . . . . . . . . 555
The Interior of Earth. . . . . . . . . . . . . . . . 63 Elevation Profile: Europe . . . . . . . . . . . . 281 Time Line: South Asia . . . . . . . . . . . . . . 560
Movement at Plate Boundaries . . . . 65, 698 Time Line: Europe . . . . . . . . . . . . . . . . . 286 Comparing Standard of Living: South Asia . 560
Folds and Faults . . . . . . . . . . . . . . . . . . 66 Comparing Standard of Living: Europe. . . 286 Fast Facts: South Asia . . . . . . . . . . . . . . 561
Landforms . . . . . . . . . . . . . . . . . . . . . . 69 Fast Facts: Europe . . . . . . . . . . . . . . . . 287 Population Growth in India and China . . . 578
The Hydrologic Cycle . . . . . . . . . . . . 70, 84 Creating Polders . . . . . . . . . . . . . . . . . . 293 Climate Graph for Kolkata, India . . . . . . . 583
Annual Fish Catches . . . . . . . . . . . . . . . . . 303 Climate Graph for Colombo, Sri Lanka . . . 587
Historical diagram: headwaters, tributaries, France’s Labor Force . . . . . . . . . . . . . . . 313 Economic Opportunities for Women. . . . . 599
lakes, and deltas of major rivers, 1864 . . 71 Germany’s Labor Force . . . . . . . . . . . . . 330
Population Pyramids for Germany . . . . . . 334 Birthrates and Death Rates in Indian
Soil Horizons. . . . . . . . . . . . . . . . . . . . . 75 Poland’s Exports . . . . . . . . . . . . . . . . . . 340 Perimeter Countries . . . . . . . . . . . . . 601
Who Has the Oil? . . . . . . . . . . . . . . . . . 80 Source of Electricity Production . . . . . . . 347
Biome Legend . . . . . . . . . . . . . . . . . . . . 83 Major Exports of Spain and Portugal . . . . 352 The Problem-Solving Process . . . . . . . . . 603
Air Quality of Three U.S. Urban Areas . . . 85 The Cork Industry . . . . . . . . . . . . . . . . . 353 Elevation Profile: East and Southeast Asia . . 607
Population Density in Selected U.S. Counties . 88 Vatican City . . . . . . . . . . . . . . . . . . . . . 357 Time Line: East and Southeast Asia . . . . . 612
World Population Growth . . . . . . . . . . . . 91 Italy’s Population, 2000. . . . . . . . . . . . . . 359
The Demographic Transition . . . . . . . . . . 92 Population in Southern Europe . . . . . . . . 367 Comparing Standard of Living: East and
World Population Projection . . . . . . . . . . 93 Sample Idea Web. . . . . . . . . . . . . . . . . . 368 Southeast Asia . . . . . . . . . . . . . . . . . 612
Principal Languages of the World . . . . . . 100
Comparing Statistics: The Former Yugoslav Fast Facts: East and Southeast Asia. . . . . 613
Top Five Sources of Refugees Republics . . . . . . . . . . . . . . . . . . . . 369 World’s Largest-Capacity Hydropower Plants . 619
(2002 Estimates). . . . . . . . . . . . . . . . 111 Electricity Consumption per Person . . . . . 619
Russia and Northern Eurasia: Elevation Chinese Characters . . . . . . . . . . . . . . . . 624
Economic Activities . . . . . . . . . . . . . . . . 113 Profile . . . . . . . . . . . . . . . . . . . . . . . 373 Per Capita Annual Net Income in China . . 635
Literacy Rates . . . . . . . . . . . . . . . . . . . . 116 Japan: Projected Population Pyramid, 2025. . 657
Time Line: Russia and Northern Eurasia. . 378
Selected Countries’ Statistics: Economic Percentage of Population Living in Rural
Development . . . . . . . . . . . . . . . . . . 117 Comparing Standard of Living: Russia and Areas (Mainland Southeast Asia) . . . . 670
Northern Eurasia . . . . . . . . . . . . . . . 378
General Areas of City Locations . . . . . . . 121 World Rice Exports . . . . . . . . . . . . . . . . 671
Central Place Theory . . . . . . . . . . . . . 122, 207 Fast Facts: Russia and Northern Eurasia . 379 Climate Graph for Singapore . . . . . . . . . 681
Urban Land Use . . . . . . . . . . . . . . . . . . 124
Republics of the Russian Federation and Population Pyramids, 2000: Indonesia,
The von Thünen Ethnic Composition. . . . . . . . . . . . . . 389 Malaysia, Philippines . . . . . . . . . . . . 687
Model . . . . . . . . . . . . . . . . . . . . . . 125, 207
Population Pyramid, 2000 (Russia). . . . . . 390 Rice Paddy . . . . . . . . . . . . . . . . . . . . . . 688
Basic Settlement Forms . . . . . . . . . . . . . 127 Island Southeast Asia: Major Exports. . . . 691
State Hermitage Museum (St. Petersburg, Singapore’s Ethnic Groups . . . . . . . . . . . 695
U.S. Rural and Urban Populations, Russia) . . . . . . . . . . . . . . . . . . . . . . 399
1900–2000 . . . . . . . . . . . . . . . . . . . . 135 Per Capita GDP: Indonesia, Malaysia,
World Major Rye Producers (1994–1996) . 401, 420 Philippines, Singapore. . . . . . . . . . . . 697
Elevation Profile: The United States and Changes in the Aral Sea . . . . . . . . . 407, 420
Canada . . . . . . . . . . . . . . . . . . . . . 141 Ethnic Groups in Central Asian Countries . . 410 Sample Spreadsheet . . . . . . . . . . . . . . . 699
Samarqand: A Time Line . . . . . . . . . . . . 421 Elevation Profile: The Pacific World . . . . . 703
Time Line: The United States and Canada . . 146 Elevation Profile: Southwest Asia . . . . . . 425 Time Line: The Pacific World . . . . . . . . . . 708
Time Line: Southwest Asia . . . . . . . . . . . 430
Comparing Standard of Living: The United Comparing Standard of Living: The Pacific
States and Canada . . . . . . . . . . . . . . 146 Comparing Standard of Living: Southwest World . . . . . . . . . . . . . . . . . . . . . . . 708
Asia . . . . . . . . . . . . . . . . . . . . . . . . 430
Fast Facts: The United States and Canada . . 147 Fast Facts: The Pacific World. . . . . . . . . . 709
Average Precipitation in Selected U.S. Cities . . 163 Fast Facts: Southwest Asia . . . . . . . . . . . 431 Some Common Australian Words . . . . . . 716
Travel Times . . . . . . . . . . . . . . . . . . . . . 172 Who Has the Most Oil? . . . . . . . . . . . . . 443 Australia’s Major Trading Partners . . . . . . 717
Moving Through a Canal Lock . . . . . . . . 175 Major Earthquakes in Iran (1978–2003) . . 447 Australia’s Major Exports and Imports . . . 718
World’s Major Exporters of Corn . . . . . . . 175 Jewish Immigrants to Palestine/Israel . . . 467 Major Producers of Wool . . . . . . . . . . . . 729
Gerrymandering political cartoon, historical . . 184 The Formation of an Atoll . . . . . . . . . . . . 732
Foreign-Born U.S. Population . . . . . . . . . 187 Turkey: Transportation Network. . . . . . . . 469 The Mariana Trench: Depth Profile . . . . . 733
Canada’s Ethnic Makeup . . . . . . . . . . . . 191 Elevation Profile: Africa . . . . . . . . . . . . . 473 Using Transparencies . . . . . . . . . . . . . . . 748
Religions in Canada. . . . . . . . . . . . . . . . 191 Time Line: Africa . . . . . . . . . . . . . . . . . . 478 The Decision-Making Process. . . . . . . . . 749

Contents • xvii

How

to Use Your Textbook

Use the chapter opener to preview
the region you are about to study.

Japan and the Natural Environments
Koreas
READ TO DISCOVER IDENTIFY Watch the video to understand
Japan lies off the Pacific coast of Asia. Chishima Current the impact of natural hazards.
The Japanese call their country the 1. What are the major landforms of Japan and the Koreas?
land of the rising Sun. To the west is 2. Which climates are found in the region? (Oyashio) Locate, continued
the Asian mainland. Stretching from 3. What are some important resources in Japan and the Koreas? Japan Current Shikoku
the mainland is a rugged peninsula Kyu¯ shu¯
occupied by North and South Korea. RWeaHdYinIgT SMtrAaTtTeEgRyS (Kuroshio) Inland Sea
Ryukyu Islands
READING ORGANIZER Before you read this section, make a DEFINE Okinawa
table with three columns. Label one column Japan, the second tsunamis Kuril Islands
column South Korea, and the third column North Korea. As you flyway Japanese Alps
read this section, write information about the landforms, climates, Fuji
plants, animals, and natural resources of each country in the LOCATE Sea of Japan
appropriate column. Include key terms and their definitions. Hokkaido¯ Korea Peninsula
Honshu¯

Ohaiyo (Hi!). I’m Akiko and I live in Japan. My dad

works for Toyota, and my mom stays home. Every Japan and the Koreas: Physical-Political

morning except Sunday I put on my school uniform 130°E 140°E

and eat rice soup and pickles. I leave for school on the Sakhalin SSIIslA)ands 160°E
OSKEHAOOTFSK (Oyashio)
subway at 6:30 A.M. The subway is so crowded that I 120°E RUSSIA
can’t move. Special workers are hired to push more peo- Tes Kuri(lRU
hio R.
White-naped cranes Current 150°E

Sapporo

9,0Y0aS3luifnRtP.˘uiav(eei2jrku,N7t4uO4SmaRn) TTHuRmiveeKr OREA Chishima
ple into each car. At school, I study reading, math, English, science, and CHINA dong R. Hokkaido¯ 40°N Size comparison of Japan
40°N n and the Koreas to the
contiguous United States
writing. I am still learning to write Japanese. I know 1,800 characters, but I
Geisha in Kyo¯ to,
Japan need to know about 3,000 to pass the high school exams. For lunch, I eat rice P’yo˘ ngyang W˘onsan SEA OF

Namp’o Tae KOREA JAPAN Sendai
Seoul
and cold fish my mom packed for me. Before we can go home, we clean the PENINSUR.LA JAAPLPASNESE Honshu¯ PACIFIC OCEAN
Ha ano R.
Inch’o˘n n SOUTH KOREA
Ko¯Kbyeo¯ toO¯ sakaNagSThooinykayooneF1Yu2Roj,.i3k8oT8JhoAkfaty.moP(3BaA,a7y7N6 m)
school floors, desks, and windows. My dad usually isn’t home until very late at night, YELLOW Taejo˘n 160°E
SEA Kwangju PusanTaeguStrait 150°E
so my mom helps me with my homework in our “big” room, which is 8 feet by 8 feet. Hiroshima
KoreaFukuoka T

In the evenings, I go to a special juku school to help me study harder for the impor- Nagasaki Shikoku ELEVATION

Kyu¯ shu¯ INLAND N FEET METERS
SEA
tant school exams. If I do not do well on these exams, I will not go to a good high
30°N ent (Kuroshio) WE 30°N 13,120 4,000
6,560 2,000
school, and my whole family will be ashamed. On Sundays I sometimes go with my EAST PHILIPPINE 1,640 500
SEA 656 200
CHINA S 0 (Sea level)
(Sea level) 0 Below
parents to visit my grandparents, who are rice farmers. We went to a baseball game S E ARyukyu (JAPAN) Japan Curr SCALE Below sea level
0
Okinawa 200 400 Miles sea level

once. I like rock music a lot, especially U2. Islands 0 200 400 Kilometers
Projection: Lambert Conformal Conic
120°E
TAIWAN 130°E 140°E National capital

Other cities

636 • Chapter 28 Japan and the Koreas • 637

An interview Chapter Map

with a student begins each regional chapter. The map at the beginning of Section 1 in
regional chapters shows you the countries you
These interviews give you a glimpse of what life will read about. You can use this map to identify
country names and capitals and to locate physi-
is like for some people in the region you are cal features. These chapter maps will also help
you create sketch maps in section reviews.
about to study.

xviii • How to Use Your Textbook

Use these built-in tools to read for
understanding.

Read to Discover History and Culture

questions begin each READ TO DISCOVER IDENTIFY Identify and
section of World Define terms are
Geography Today. These 1. What cultures influenced the early history of Japan and the Koreas? Meiji Restoration
questions serve as your 2. What were some major events in the modern history of the region? Diet introduced at the be-
guide as you read through 3. What are some notable features of Japanese and Korean culture? ginning of each section.
the section. Keep them in DEFINE armistice The terms will be de-
mind as you explore the Reading Strategy demilitarized zone (DMZ) fined in context. They
section content. shogun will include terms im-
PAIRED SUMMARIZING Read this section silently, making samurai portant to the study of
Reading Strategy notes as you read. Working with a partner, take turns summariz- annex geography and to the
ing the material and your notes. Stop to discuss ideas that seem understanding of the
is a suggestion for a confusing. Include key terms and their definitions. region you are studying.
graphic organizer or strat-
egy to help you read and LOCATE Tokyo Our Amazing
take notes on the impor- Hiroshima Planet features pro-
tant ideas in the section. Kyo¯ to
Nagasaki vide interesting facts
about the region you are
In this woodcut, a samurai warrior orders farmers to kneel before Early History studying. Here you will
their lord. During the rule of the shogun, Japanese society was learn about the origins
divided into four main classes: artisans, farmers, merchants, and Japan’s early inhabitants were the Ainu (I-noo). They may be of place-names and fas-
warriors. the descendants of people who migrated into Japan from cinating tidbits like the
northern Asia several thousand years ago. In about 300 B.C. Earth’s coldest place or
642 • Chapter 28 invaders from Asia drove the Ainu into northern Japan. The largest living thing.
new immigrants introduced rice farming to the islands.
Within a few hundred years they had settled all the major xix
Japanese islands. Today the Ainu number only about 20,000.
Most live in northern Hokkaido¯, where they fish and farm.

Korea’s early people came from northern and central
Asia. In 108 B.C. the Chinese invaded Korea. This event
marked the beginning of a long period of Chinese influence
on Korean culture. Eventually, the Koreans recaptured most
of the peninsula. Korean culture flourished and became
known in Asia for its architecture, ceramics, and painting.

China and Korea greatly influenced Japan’s early culture.
Over time, however, a distinct Japanese culture emerged. For
example, Shintoism became Japan’s main religion. Shintoism
centers around kami. The kami are the spirits of natural
places, sacred animals, and ancestors.

In the A.D. 700s Japan began to develop a unique political
system. The Japanese established a capital at Kyo¯to (KYOH-
toh) in central Honshu¯. A Japanese emperor was officially in
control of Japan’s political system. However, by the late 1100s
real power rested with a powerful warlord called a shogun.
Over time the power of the shogun grew. Eventually the

Interpreting the INTERPRETING THE VISUAL RECORD
Visual Record
In June 2000 Presidents Kim Jong II of North
features accompany many Korea (left) and Kim Dae Jung of South
of the textbook’s rich pho- Korea (right) met. The two leaders pledged
tographs. Pictures to improve their countries’ relations and to
are one of the most im- work toward the reunification of the penin-
portant primary sources sula. How do you think these meetings
geographers can use to might affect relations between North
study our planet. These and South Korea?
features invite you to
analyze the images so that to try to improve South Korea’s economy. They include opening the market to Ou rAmazing Planet
you can learn more about foreign investment and competition.
their content and their North Korea has almost no
links to what you are South Korea has a large urban middle class with access to consumer goods. privately owned cars. The
studying in the section. The country’s capital and largest city is Seoul (SOHL). Seoul is a huge city and a government owns nearly all
Other captions ask you to growing industrial and cultural center. South Korea’s small farming villages are cars and sets them aside for
interpret maps, graphs, disappearing as the country continues to urbanize.
and charts. official use only.
Korean Reunification For decades Koreans have hoped to reunify their two
countries. In recent years the two Koreas have had better relations. For exam-
ple, South Korean tourists have been able to visit a few selected areas of North
Korea. Talks and official visits continue, but the countries remain worlds apart.
Many South Koreans fear that North Korea might develop and possibly use nu-
clear weapons. Another concern is whether South Korea could afford the cost
of reuniting with one of the world’s poorest countries.

READING CHECK: Places and Regions How are the economies of North Korea and
South Korea different? North Korea has a poor command economy. South Korea has a
productive export economy with a per capita GDP more than 12 times higher.

Homework
Practice
Online

Keyword: SW3 HP28

Define Reading for the Main Idea Organizing What You Know
subsidies
work ethic 1. Human Systems How did Japan’s culture help the country 5. Copy the graphic organizer below.
export economy develop economically? Use it to describe the three functional
trade surplus regions that are the industrial-urban
urban agglomeration 2. Places and Regions What are some important characteris- core of Japan.
tics of the Japanese and South Korean market economies?
Working with Sketch Maps
On the map you created in Section 2, 3. Places and Regions What are some obstacles to Korean
label Yokohama, Nagoya, O¯ saka, reunification?
Ko¯be, P’yo˘ ngyang, and Seoul. Which
city is South Korea’s capital and Critical Thinking Keihin Chukyo Keihanshin
economic center? region region region
4. Comparing How are politics, economics, and society in North
Korea related? How does this situation differ in South Korea?

Japan and the Koreas • 653

Reading Check questions appear often throughout the

textbook to allow you to check your comprehension. As you
read, pause for a moment to consider each Reading Check. If
you have trouble answering the question, review the material
that you just read.

Use these tools to pull together all of the
information you have learned.

Reading for the Homework Homework
Main Idea Practice Practice Online
Online
questions help review lets you log on to the
Keyword: SW3 HP28 go.hrw.com Web site
the main points you have to complete an inter-
Identify Reading for the Main Idea Organizing What You Know active self-check of
studied in the section. Meiji Restoration 5. Copy the time line below. Use it to the material covered
Diet 1. The Uses of Geography What events have created the in the section.
boundary between North Korea and South Korea? describe major events in the region’s
Define history.
shogun, samurai, 2. The Uses of Geography How did trade and the diffusion
annex, armistice, demilitarized of ideas lead to cultural change in Japan in the last half of B.C. A.D.
zone (DMZ) the 1800s?
300 108 700s 1500s
Working with Sketch Critical Thinking A.D.
Maps On the map you
created in Section 1, label Kyo¯ to, 3. Drawing Inferences and Conclusions What geo- 1853 1868 1950
Nagasaki, Tokyo, and Hiroshima. graphic factors may have influenced Japan’s ability to control 1945 1953
Which city became Japan’s capi- its territory and keep European traders out before the mid-
tal after the Meiji Restoration? 1800s? How did this affect Japan’s foreign policy at the time?

648 • Chapter 28 4. Identifying Points of View How do you think European
traders and Japanese leaders viewed Japan differently?

Critical Thinking activities in section and Graphic Organizers will help you pull to-

chapter reviews allow you to explore a topic in gether important information from the section. You
greater depth and to build your skills. can complete the graphic organizer as a study tool to
prepare for a test or writing assignment.
Locating Key Places activities ask
Using the Geographer’s Tools,
you to identify and locate places you have Geography for Life, and Building
read about in the chapter. Social Studies Skills activities help you

develop the skills you need to study geography

and to answer standardized-test questions.

Review the video to answer the closing question: Japan: Projected Population Analyzing Secondary Sources
How has Japan’s position on the Ring of Fire made Pyramid, 2025
it so prone to natural hazards? Read the following passage and answer the ques-
tions that follow.
Building Vocabulary Section 3 80+
75–79 ”Japan’s earlier Meiji constitution of 1889
On a separate sheet of paper, explain the following terms by using 5. Environment and Society What is agriculture like in 70–74 had granted supreme power to Japan’s
North Korea? 65–69 emperor. However, the 1947 constitution
them correctly in sentences. 60–64 gave power to the Japanese people
55–59 through their elected legislature, the Diet.
tsunamis armistice Thinking Critically 50–54 The emperor remained important in gov-
45–49 ernment only as ‘the symbol of the State
flyway demilitarized zone (DMZ) 1. Drawing Inferences and Conclusions How did cultural 40–44 and the unity of the people.’ Japan’s new
patterns and attitudes in Japan influence innovation and the 35–39 constitution also guaranteed individual
shogun subsidies diffusion of ideas before the mid-1800s? 30–34 freedoms, such as freedom of speech,
25–29 religion, and the press. These individual
samurai work ethic 2. Analyzing Information Why do you suppose Japan’s keiretsu Male Female 20–24 rights had not been guaranteed under
system could not adapt quickly enough to the rapidly changing 6 54 32 1 0 12 3 45 15–19 Japan’s earlier constitution.“
Meiji Restoration export economy world economy of the 1990s? 10–14
Percent of Population 5–9 3. Which of the following things did Japan’s 1947
3. Evaluating Why do you think the United States maintains Source: U.S. Census Bureau, International Database 0–4 constitution not do?
a large military presence in South Korea today? 6 Age a. guarantee individual freedoms
b. make the emperor more powerful
annex trade surplus c. allow freedom of the press
d. take power from the emperor and give it to
Diet urban agglomeration the people

Locating Key Places Interpreting Graphs 4. What role did the emperor play in the govern-
ment set up by the new constitution?
On a separate sheet of paper, match the letters on the map with Study the projected population pyramid for Japan
in 2025. Then answer the following questions.
their correct labels.
1. According to the population pyramid, in 2025
Hokkaido¯ Kyu¯ shu¯ P’yo˘ ngyang Using the Geographer’s Tools Japan is projected to have
a. many more younger people than older people.
Honshu¯ Sea of Japan Seoul 1. Analyzing Maps Study the map of the Japanese Empire in b. more people under the age of 4 than
Section 2. How far did Japan expand its empire in the Pacific? between 50–54.
Shikoku Tokyo c. more people over the age of 40 than below
2. Creating Charts Create a chart describing and comparing the that age.
B languages, religions, land use patterns, systems of education, d. more men than women over the age of 80.
and customs of Japan, North Korea, and South Korea.
C G 2. What factors might account for the way Japan’s
A 3. Preparing Maps Use the information in Section 3 to prepare population pyramid is projected to look in 2025?
a map of Japan’s three major urban-industrial regions. Do you
think these are formal, functional, or perceptual regions? Why?

E D Writing about Geography Alternative Assessment
H F
Imagine you are a high school student in Japan. Write a letter to a PORTFOLIO ACTIVITY
N friend in the United States in which you describe Japan’s educa-
tional system. How is it similar to the education system in the Learning about Your Local
WE United States? How is it different? When you are finished with your Geography
letter, proofread it to make sure you have used standard grammar,
S spelling, sentence structure, and punctuation. Individual Project: Research
Like Japan and the Koreas, the United States is on a major flyway for
Understanding the Main Ideas SKILL BUILDING migrating birds. How does this affect the wildlife in your area? Use Internet Activity: go.hrw.com
Section 1 your local library to learn about migratory birds that pass through
Geography for Life your area each year. What are some of these types of birds? Where KEYWORD: SW3 GT28
1. Places and Regions What are Japan’s four main islands? are they traveling from, and where are they going? At what time of
Which is the largest and most populated? Field Work the year do they travel? Write a short report answering these ques- Choose a topic on Japan and the Koreas to:
Human Systems Conduct field work to find some Japanese prod- tions. You might want to create a map of the United States that notes • create a newspaper on Japan and the Koreas.
2. Physical Systems Why might you find so many different important migratory bird routes. • research active volcanoes along the Ring
species of birds in Japan and the Koreas? ucts that affect your daily life. Start by creating a list of the products
in your home that were made in Japan. What types of products are of Fire.
Section 2 they? How much did they cost? Then interview friends and neigh- • learn about a typical school day in Japan.
3. Places and Regions During what period did Japan control the bors in your community to find out what Japanese-made products
they find useful. What can these products tell us about Japan’s level
Korea Peninsula? of development and economy? Why do you think Japanese products
are so successful in the United States?
4. Human Systems How are the Japanese and Korean written
languages different?

656 • Chapter 28 Japan and the Koreas • 657

Writing about Geography activities let you Portfolio Activities are exciting and creative

practice your writing skills to explore in more detail ways to explore your local geography and to make

topics you have studied in the chapter. connections to the region you are studying. Some

activities ask you to work cooperatively, and others

include projects to complete on your own.

xx • How to Use Your Textbook

Use these online tools to review and
complete online activities.

Homework Homework Practice
Practice Online lets you log on for
Online
review anytime. You will find
Keyword: SW3 HP28 interactive activities for each
section of the text.

Internet Activity: go.hrw.com

KEYWORD: SW3 GT28

Choose a topic on Japan and the Koreas to:
• create a newspaper on Japan and the Koreas.
• research active volcanoes along the Ring of
Fire.
• learn about a typical school day in Japan.

Internet Connect

activities are just a part of the
world of online learning experi-
ences that await you on the
go.hrw.com Web site. By exploring
these online activities, you will
take a journey through some
of the richest world geography
materials available on the World
Wide Web. You can then use
these resources to create real-
world projects, such as brochures,
databases, newspapers, reports,
and even your own Web site!

How to Use Your Textbook • xxi

Why

Geography Matters

Have you ever wondered. . .

why some places are deserts while other places get so much rain? What makes
certain times of the year cooler than others? Why do some rivers run dry? Maybe
you live near mountains and wonder what processes created them.

Do you know why the loss of huge forest areas in
one part of the world can affect areas far away?
Why does the United States have many different
kinds of churches and other places of worship?
Perhaps you are curious why Americans and
people from other countries have such different
points of view on many issues. The key to
understanding questions and issues like these
lies in the study of geography.

Geography and Your
World

All you need to do is watch or read the news to see
the importance of geography. You have probably
seen news stories about the effects of Hurricane
Katrina on New Orleans and the Gulf Coast.
Earthquakes, volcanic eruptions, and other natural
events also affect people and places. You likely have
also seen how conflict and cooperation shape the
relations between peoples and countries around
the world.

xxii • How to Use Your Textbook

My fall semester project testing Geography and You
lake water.
Anyone can influence the geography of our world.
Geography and For example, the actions of individuals affect local
Making Connections environments. Some individual actions might
pollute the environment. Other actions might
When you think of the word geography, contribute to efforts to keep the environment
what comes to mind? Perhaps you simply clean and healthy. Various other things also
picture people memorizing names of influence geography. For example, governments
countries and capitals. Maybe you think of create political divisions, such as countries and
people studying maps to identify features states. The borders between these divisions
like deserts, mountains, oceans, and influence the human geography of regions by
rivers. These things are important, separating peoples, legal systems, and human
but the study of geography includes activities.
much more. Geography involves asking
questions and solving problems. It focuses Governments and businesses also plan and
on looking at people and their ways of life build structures like dams, railroads, and airports,
as well as studying physical features like which change the physical characteristics of places.
mountains, oceans, and rivers. Studying As you might expect, some actions influence
geography also means looking at why Earth’s geography in negative ways, others in
things are where they are and at the positive ways. Understanding geography helps us
relationships between human and physical evaluate the consequences of our actions.
features of Earth.

The study of geography helps us
make connections between what was,
what is, and what may be. It helps us
understand the processes that have
shaped the features we observe around
us, as well as the ways those features
may be different tomorrow. In short,
geography helps us understand the
processes that have created a world that
is home to more than 6 billion people
and countless billions of other creatures.

Skills Handbook
and Atlas

SKILLS HANDBOOK

Critical Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S2
Writing about Geography . . . . . . . . . . . . . . . . . . . . . . S5
Doing Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S6
Analyzing Primary and Secondary Sources . . . . . . . S8

BECOMING AN ACTIVE READER . . . . . . . . . . . . . . . S13

STANDARDIZED TEST-TAKING STRATEGIES . . . . . . S17

ATLAS

World Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . S21–S24
United States Maps . . . . . . . . . . . . . . . . . . . . . S25–S28
North America Maps . . . . . . . . . . . . . . . . . . . . S29–S30
South America Maps . . . . . . . . . . . . . . . . . . . . S31–S32
Europe Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . S33–S34
Asia Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S35–S36
Africa Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . S37–S38
Australia and New Zealand Map . . . . . . . . . . . . . . . S39
Pacific Islands Map . . . . . . . . . . . . . . . . . . . . . . . . . S40
North Pole and South Pole Maps . . . . . . . . . . . . . . S41

Critical Thinking

Throughout World Geography Today, you Finding the main idea is the abil-

are asked to think critically about some of the ity to identify the main point in a set of infor-
information you are studying. Critical thinking mation. This textbook is designed to help you
is the reasoned judgment of information and focus on the main ideas in geography. The Read
ideas. The development of critical thinking to Discover questions in each chapter help you
skills is essential to effective citizenship. Such identify the main ideas in each section. To find
skills empower you to exercise your civic rights the main idea in any piece of writing, first read
and responsibilities as well as learn more about the title and introduction.
the world around you. Helping you develop These two elements may
critical thinking skills is an important goal of point to the main ideas cov-
World Geography Today. The following criti- ered in the text. Also, for-
cal thinking skills appear in the section reviews mulate questions about the
and chapter reviews of the textbook. subject that you think
might be answered in the
Summarizing involves briefly restat- text. Having such questions
in mind will focus your
ing information gathered from a larger body of reading. Pay attention to
information. Much of the writing in this text- any headings or subhead-
book is summarizing. The geographical data ings, which may provide a
in this textbook has been collected from many basic outline of the major
sources. Summarizing all the qualities of a re- ideas. Finally, as you read,
gion or country involves studying a large body note sentences that provide
of cultural, economic, geological, and historical additional details from the
information. general statements that
those details support. For
example, a trail of facts may
lead to a conclusion that
expresses the main idea.

Mud mosque, Mali

Critical Thinking • S2

S K I LLS Identifying bias is an important

HANDBOOK critical thinking skill in the study of any subject.
When a point of view is highly personal or based
Comparing and contrasting on unreasoned judgment, it is considered biased.
involve examining events, points of Sometimes, a person’s actions reflect bias. At its
view, situations, or styles to identify most extreme, bias can be expressed in violent
their similarities and differences. Com- actions against members of a particular culture
paring focuses on both the similarities and the or group. A less obvious form of bias is a stereo-
differences. Contrasting focuses only on the dif- type, or a generalization about a group of people.
ferences. Studying similarities and differences Stereotypes tend to ignore differences within
between people and things can give you clues groups.
about the human and physical geography of a
region. Probably the hardest form of cultural bias
to detect has to do with perspective, or point of
Buddhist shrine, Myanmar Stave church, Norway view. When we use our own culture and experi-
ences as a point of reference from which to
Supporting a point of view make statements about other cultures, we are
showing a form of bias called ethnocentrism.
involves identifying an issue, deciding what you
think about it, and persuasively expressing your Analyzing is the process of breaking
position. Your stand should be based on specific
information. When taking a stand, state your something down into parts and examining the
position clearly and give reasons that support it. relationships between those parts. For example,
to understand the processes behind forest loss,
you might study issues involving economic devel-
opment, the overuse of resources, and pollution.

Identifying points of view

involves noting the factors that influence the

outlook of an individual or group. A person’s

point of view includes beliefs and attitudes that Ecuador rainforest Cleared forest, Kenya

are shaped by fac-

tors such as age, Evaluating involves assessing the sig-

gender, race, and nificance or overall importance of something.
For example, you might evaluate the success of
economic status. certain environmental protection laws or the
effect of foreign trade on a society. You should
Identifying points of base your evaluation on standards that others
will understand and are likely to consider valid.
view helps us exam- For example, an evaluation of international rela-
tions after World War II might assess the politi-
ine why people see cal and economic tensions between the United
States and the Soviet Union. Such an evaluation
things as they do. It would also consider the ways those tensions
affected other countries around the world.
also reinforces the

realization that

people’s views may

change over time

or with a change in

Political protest, India circumstances.

S3 • Skills Handbook

Identifying cause and effect Making generalizations and

is part of interpreting the relationships between predictions are two critical thinking skills
geographical events. A cause is any action that
leads to an event; the outcome of that action is that require you to form concise ideas from a
an effect. To explain geographical developments,
geographers may point out multiple causes and large body of information. When you are asked
effects. For example, geographers studying pol-
lution in a region might note a number of to generalize, you must take into account many
causes.
different pieces of information. You then form a
Drawing inferences and draw-
ing conclusions are two methods of critical unifying concept that can be applied to all of the

thinking that require you to use evidence to ex- pieces of information.
plain events or information in a logical way. In-
ferences and conclusions are opinions, but these Many times making
opinions are based on facts and reasonable
deductions. generalizations can

help you see trends.

Looking at trends can

help you form a pre-

diction. Making a

prediction involves

looking at trends in

the past and present

and making an edu-

cated guess about

how these trends will Communications technology,
affect the future. rural Brazil

Drought in West Texas Dallas, Texas

For example, suppose you know that people
are moving in greater and greater numbers to
cities in a particular country. You also know that
poor weather has hurt farming in outlying areas
while industry has been expanding in cities. You
might infer from this information some of the
reasons for the increased migration to cities. You
could conclude that poor harvests have pushed
people to leave outlying areas. You might also
conclude that the possibility of finding work in
new industries may be pulling people to cities.

Critical Thinking • S4

S K I LLS

HAN D B O O K Writing about Geography

Writers have many different The Writing Process
reasons for writing. In your study of
geography, you might write to accomplish Proofreading
many different tasks. You might write a paragraph and Publishing
or short paper to express your own personal feel-
ings or thoughts about a topic or event. You might Prewriting
also write a paper to inform your class about an
event, person, place, or thing. Sometimes you may Evaluating
want to write in order to persuade or convince and
readers to agree with a certain statement or to act
in a particular way. Revising
You will find various kinds of questions at the
end of each section, chapter, and unit throughout Writing a Draft
this textbook. Some questions will require in-
depth answers. The following guidelines for writ- Often, writers do research to get the infor-
ing will help you structure your answers so that mation they need. Research can include finding
they clearly express your thoughts. primary and secondary sources. You will read
about primary and secondary sources later in
Prewriting Prewriting is the process this handbook.

of thinking about and planning what to write. It Writing a Draft After you have gath-
includes gathering and organizing information
into a clear plan. Writers use the prewriting ered and arranged your information, you are
stage to identify their audience and purpose for ready to begin writing. Many paragraphs are
what is to be written. structured in the following way:

• Topic Sentence: The topic sentence states the

main idea of the paragraph. Putting the main
idea into the form of a topic sentence helps
keep the paragraph focused.

• Body: The body of a paragraph develops and

supports the main idea. Writers use a variety
of information, including facts, opinions, and
examples, to support the main idea.

• Conclusion: The conclusion summarizes the

writer’s main points or restates the main idea.

S5 • Skills Handbook

Evaluating and Revising Read Doing Research

over your paragraphs and make sure you have Research is at the heart of geographic inquiry. To
clearly expressed what you wanted to say. Some- complete a research project, you may need to use
times it helps to read your paragraphs aloud or resources other than this textbook. For example,
to ask someone else to read it. Such methods you may want to research specific places or issues
help you identify rough or unclear sentences and not discussed in this textbook. You may also want
passages. Revise the parts of your paragraph that to learn more about a certain topic that you have
are not clear or that stray from your main idea. studied in a chapter. Following the guidelines
You might want to add, cut, reorder, or replace below will help you plan and execute any research
sentences to make your paragraph as clear as project you would like to undertake.
possible.
Planning The first step in approaching
Proofreading and Publishing
a research project is planning. Planning involves
Before you write your final draft, read over your deciding on a topic and finding information about
paragraphs and correct any errors in grammar, that topic.
spelling, sentence structure, or punctuation.
Common mistakes include misspelled place- • Decide on a Topic. Before starting any
names, incomplete sentences, and improper use
of punctuation, such as commas. You should use research project, you should decide on one
a dictionary and standard grammar guides to topic. If you are working with a group, all
help you proofread your work. group members should participate in choosing
a topic. Sometimes a topic will be assigned
After you have revised and corrected your to you, but at other times you may have to
draft, neatly rewrite or type your paper. Make choose your own. Once you have settled on
sure your final version is clean and free of mis- a topic, make sure you can find resources
takes. The appearance of your final version can to help you research it.
affect how your audience perceives and under-
stands your writing. • Find Information. In order to find a particu-

Practicing the Skill lar book, you need to know how libraries orga-
nize their materials. Libraries classify their
1. What are the steps in the writing process? books by assigning each book a call number
2. What elements are found in many paragraphs? that tells you its location. To find the call num-
3. Write a paragraph or short paper about your ber, look in the library’s card catalog. The card
catalog lists books by author, by title, and by
community for a visitor. When you have finished subject. Many libraries today have computer-
your draft, review it and then mark and correct ized card catalogs. Libraries often provide in-
any errors in grammar, spelling, sentence structions on how to use their computerized
structure, or punctuation. At the bottom of your card catalogs. If no instructions are available,
draft, list key resources—such as a dictionary— ask a library staff member for help.
that you used to check and correct your work.
Then write your final draft. When you are finished Most libraries have encyclopedias, gazetteers,
with your work, use pencils or pens of different atlases, almanacs, and periodical indexes. Ency-
colors to underline and identify the topic sentence, clopedias contain geographic, economic, and
body, and conclusion of your paragraph. political data on individual countries, states,
and cities. They also include discussions of
historical events, religion, social and cultural
issues, and much more. A gazetteer is a geo-
graphical dictionary that lists significant na-
tural physical features and other places. An
atlas contains maps and visual representations

Doing Research • S6

S K I LLS Before you do your original research, make sure
you have all the necessary background informa-
HANDBOOK tion. Also, create a pre-research plan so that you
can make sure all the necessary tools, such as re-
of geographic data. To find up-to- search sources, are available.
date facts, you can use almanacs,
yearbooks, and periodical indexes. Completing and Presenting
References like The World Almanac and Your Project Once you have completed your
Book of Facts include historical information
and a variety of statistics. Periodical indexes, research project, you will need to present the infor-
particularly The Reader’s Guide to Periodical mation you have gathered in some fashion. Many
Literature, can help you locate informative times, you or your group will simply need to write
articles published in magazines. The New York a paper about your research. Research can also be
Times Index catalogs the newspaper articles presented in many other ways, however. For exam-
published in the New York Times. ple, you could make an audio tape, a drawing, a
You may also want to find information on poster board, a video, or a Web page to explain
the World Wide Web. The World Wide Web is your research.
the part of the Internet where people put files
called Web sites for other people to access. Practicing the Skill
To search the World Wide Web, you must use
a search engine. A search engine will provide 1. What kinds of references would you need to
you with a list of Web sites that contain key- research specific current events around the world?
words relating to your topic. Search engines
also provide Web directories, which allow you 2. Work with a group of four other students to plan,
to browse Web sites by subject. organize, and complete a research project on a
topic of interest in your local community. For
Organizing Organization is key to example, you might want to learn more about a
particular individual or event that influenced your
completing research projects of any size. If you are community’s history. Other topics might include
working with a group, every group member should the economic features, physical features, and
have an assigned task in researching, writing, and political features of your community.
completing your project. You and all the group
members should keep track of the materials that
you used to conduct your research. Then compile
those sources into a bibliography and turn it in
with your research project.

In addition, information collected during
research should be organized in an efficient way.
A common method of organizing research infor-
mation is to use index cards. If you have used an
outline to organize your research, you can code
each index card with the appropriate main idea
number and supporting detail letter from the
outline. Then write the relevant information on
that card. You might also use computer files in
the same way. These methods will help you keep
track of what information you have collected
and what information you still need to gather.

Some projects will require you to conduct
original research. This original research might
require you to interview people, conduct sur-
veys, collect unpublished information about
your community, or draw a map of a local place.

S7 • Skills Handbook

Analyzing they allow us to take a close-up look at a topic,
Primary and primary sources are valuable geographic tools.
Secondary
Sources Secondary sources are descriptions or inter-
pretations of events written after the events have
When conducting research, it is important to use occurred by persons who did not participate in
a variety of primary and secondary sources of the events they describe. Geography textbooks
information. There are many sources of firsthand such as this one as well as biographies, encyclope-
geographical information, including diaries, letters, dias, and other reference works are examples of
editorials, and legal documents such as land titles. secondary sources. Writers of secondary sources
All of these are primary sources. Newspaper arti- have the advantage of seeing what happened be-
cles are also considered primary sources, although yond the moment or place that is being studied.
they are generally written after the fact. Other pri- They can provide a perspective wider than that
mary sources include personal memoirs and auto- available to one person at a specific time.
biographies, which people usually write late in life.
Paintings and photographs of particular events, Practicing the Skill
persons, places, or things make up a visual record
and are also considered primary sources. Because 1. What distinguishes secondary sources from
primary sources?
How to Study Primary
and Secondary Sources 2. What advantages do secondary sources have over
primary sources?
1 Study the Material Carefully. Consider
3. Why should you consider the intended audience of
the nature of the material. Is it verbal or a source?
visual? Is it based on firsthand informa-
tion or on the accounts of others? Note 4. Of the following, identify which are primary
the major ideas and supporting details. sources and which are secondary sources: a news-
paper, a private journal, a biography, an editorial
2 Consider the Audience. Ask yourself, cartoon, a medieval tapestry, a deed to property,
a snapshot of a family vacation, a magazine article
“For whom was this message originally about the history of Thailand, an autobiography.
meant?” Whether a message was intended How might some of these sources prove to be both
for the general public or for a specific pri- primary and secondary sources?
vate audience may have shaped its style or
content.

3 Check for Bias. Watch for words or

phrases that present a one-sided view of
a person or situation.

4 Compare Sources. Study more than one

source on a topic. Comparing sources
gives you a more complete and balanced
account of geographical events and their
relationships to one another.

Analyzing Primary and Secondary Sources • S8

S K I LLS Analyzing Visual Information
HANDBOOK
Maps, graphs, and charts help you organize information about a place.
You might ask questions like the ones below. Then connect what you
learn from the maps, charts, or graphs with the information in the text.

How does this map support
what I have read in the text?

What does the information in these
pie and bar graphs add to the text

discussion?

Japan’s High-Speed Rail System
Sakhalin

150°E

hio R.
140°E
130°E
SSIIslA)ands
➔What is the purpose of CHINA Tes OSKEHAOOTFSK N
E
this map? RUSSIA Kuri(lRU
Sapporo W
➔What special features S
Hakodate Hokkaido¯
does the map show? Aomori 40°N

➔Wltihnheaemst, adapondtrhespeyrcmeoslebonorltss?, on 40°N SEA OF Akita Morioka PACIFIC OCEAN
Shinjo¯
➔Wwrhiatetrintrfyoirnmgattioonpriessetnhte NORTH JAPAN Tokaido Shinkansen150°E
KOREA Yamagata Sendai Sanyo Shinkansen
with these graphs? Niigata FuHkousnhsihmu¯a Tohoku Shinkansen
SOUTH Joetsu Shinkansen
KOREA Kanazawa JAAPLAPSNESE Nagano JAPAN Yamagata Shinkansen
Akita Shinkansen
Korea O¯ miya
Nagasaki Tokyo
StraOit kayama Kyo¯ to Yokohama
HiroshimaO¯ saka Nagoya Fuji
12,388 ft. (3,776 m)

Fukuoka 140°E
Shikoku

Kyu¯ shu¯

EAST Kagoshima SCALE 200 400 Miles 30°N Hokuriku Shinkansen
CHINA Under construction
0 Planned
SEA
130°E 0 200 400 Kilometers
Projection: Lambert Conformal Conic

➔Wpgriheaypgrhdaitpdohtoharengwadnraiitzeberatruhsies a Who Has the Most Oil?

information? The World (by percentage) The Top 12 (in billions of barrels)
11.8% 300
➔Igdsreiarnsptfhaonrimmdiapntogirottnahneintbattorhue np-ie
24.3% 250
graph? 63.9%
200
World’s Top 5
Rest of Top 12 150
Rest of World
100
Source: Oil and Gas Journal
50

0 Kuwait Iran Russia Mexico Nigeria
Saudi
Arabia

United Arab United
States
Iraq Emirates Venezuela Libya China

S9 • Skills Handbook

Organizing Information

To help you remember what you have read, you need to find a way of
organizing information. Two good ways of doing this are by using
graphic organizers and concept maps. Graphic organizers help you
understand important relationships—such as cause-and-effect,
compare/contrast, sequence of events, and problem/solution—within
the text. Concept maps provide a useful tool to help you focus on the
text’s main ideas and organize supporting details.

Identifying Relationships

Using graphic organizers will help you recall important ideas from the
section and give you a study tool you can use to prepare for a quiz or test
or to help with a writing assignment. Some of the most common types of
graphic organizers are shown below.

◗ Cause and Effect step 1 Constructing
Graphic Organizers
Events in history cause people to react in a certain way. Cause-
and-effect patterns show the relationship between results and the Preview the text, looking for sig-
ideas or events that made the results occur. You may want to rep- nal words and the main idea.
resent cause-and-effect relationships as one cause leading to mul-
tiple effects, ▼

Cause Effect step 2 Form a hypothesis as to which
Effect Effect step 3 type of graphic organizer would
work best to display the informa-
Effect tion presented.

▼

Work individually or with your
classmates to create a visual rep-
resentation of what you read.

or as a chain of cause-and-effect relationships.

Cause 1

Effect 1/ Effect 2/
Cause 2 Cause 3

Effect 3

Organizing Information • S10

S K I LLS ◗ Comparing and Contrasting
HANDBOOK
Graphic Organizers are often useful when you are comparing or contrast-
S11 • Skills Handbook ing information. Compare-and-contrast diagrams point out similarities
and differences between two concepts or ideas.

Characteristics Shared Characteristics
Characteristics

◗ Sequencing

Keeping track of dates and the order in which events took place is essen-
tial to understanding the history and geography of a place. Sequence or
chronological-order diagrams show events or ideas in the order in which
they happened.

First Event

Next Event

Next Event

Last Event

◗ Problem and Solution

Problem-solution patterns identify at least one problem, offer one or
more solutions to the problem, and explain or predict outcomes of the
solutions.

Problem Solution #1
Solution #2

Solution #3

Solution #4

Identifying Main Ideas and Supporting Details

One special type of graphic organizer is the concept map. A concept map,

sometimes called a semantic map, allows you to zero in on the most im- Constructing
Concept Maps
portant points of the text. The map is made up of lines, boxes, circles,
Preview the text, looking at what
and/or arrows. It can be as simple or as complex as you need it to be to type of structure might be appro-
priate to display on a concept map.
accurately represent the text. step 1
Here are a few examples of concept maps you might use. ▼

step 2 Taking note of the headings,
bold-faced type, and text
Main Idea structure, sketch a concept map
you think could best illustrate
step 3 the text.

Supporting Supporting Supporting ▼
Idea 1 Idea 2 Idea 3
Using boxes, lines, arrows, circles,
or any shapes you like, display
the ideas of the text in the
concept map.

Detail 1 Detail 2 Detail 1 Detail 2 Detail 1 Detail 2

Detail 1

Subtopic 3

Main Idea Detail 2

Detail 3

Subtopic 2

Subtopic 1

Detail 1 Detail 2

Detail 1 Detail 2

• S12

READING
SOCIAL
STU D I E S

Become an
Active Reader

by D r . K y l e n e B e e r s

Words surround us. In fact, it’s unlikely that you can escape written words during a typical day.
Each day, you see printed words in books, in shops and restaurants; and along roads and in-
terstates. Just as you are doing now, every day and in almost every place, you are reading. But
just as words can be found in different places, so too can words be used for different purposes. Some

words are used to educate, others to inform, and still others

to entertain. You will read a textbook such as this one dif- Factors Affecting Climate

ferently from how you would read an advertisement for a READ TO DISCOVER IDENTIFY

new video game or a letter from a friend. 1. How does the Sun affect Earth’s atmosphere? Gulf Stream
Because you read material differently depending on 2. How does atmospheric pressure distribute energy around the globe?
3. How do global wind belts affect weather and climate? DEFINE Watch the video to understand
your purpose for reading, it is important to learn and use 4. How do the oceans affect weather and climate? the impact of weather.
weather
RWeaHdYinIgT SMtrAaTtTeEgRyS climate cyclones
temperature prevailing winds
READING ORGANIZER Draw a circle in the center of a sheet greenhouse effect doldrums
of paper. Label the circle Factors Affecting Climate. Draw four rays global warming front
from the circle. Then, draw a small circle at the end of each ray.

Label the four circles The Sun and Latitude, Atmospheric Pressure,

various skills and strategies to improve your recognition Global Wind Belts, and Oceans and Currents. As you read this sec- INTERPRETING THE VISUAL RECORD Much of Texas
tion, write information you learn about each factor by its circle. suffered terrible heat and drought during 2000. How might
Include key terms and their definitions.

and comprehension of material. In this Handbook, there The Sun and Latitude harsh weather affect how people view a region? How
might their views differ from those held by people
The Sun plays the major role in Earth’s weather and climate pat- who live elsewhere?

terns. Weather is the condition of the atmosphere at a given time

are opportunities to learn skills that you can master and and place. Weather conditions in a geographic region over a long Canada
use throughout World Geography Today to gain greater un- time are called climate. As you read earlier, solar energy heats Earth
unevenly. The tilt of Earth as the planet revolves around the Sun is United States
important. It determines which hemisphere receives the Sun’s most Menard
direct rays at a given time of year. This process causes the changing
seasons. Areas in the middle and high latitudes have distinct Mexico
seasons. On the other hand, tropical locations in lower latitudes re-

derstanding of your reading. ceive the most direct rays year-round. Thus, they are warm all year.
Polar areas receive the least amount of energy from the Sun and are
very cold all year.

What happens to the Sun’s energy when it reaches Earth?

About half is reflected back into space or absorbed by the atmo-

sphere. Earth’s surface absorbs the other half. Once absorbed, solar

1 Identify, Define, and Locate At the beginning On the other haennde,rcgoyldisaciroinsvdeertnesde ainntdo shinekats.tTowhearmd eEaasrutrhe’smseunrtfaocef .hTehaitsis called

process creates hight-epmrepsseuraretuarree.as. As air sinks, it heats and dries. Centers of GO TO: go.hrw.com

high pressure usually brEinargths’tsabaltem, oclsepahr,eraendtrdaprys wheeaattheenre. rHgyowinevaer,ptrhoecyescsacnalled the KEYWORD: SW3 CH3

of each section you will find a list of terms, also bring extreme hgeraeteinnhsouumsemeefrfeocrt.bLitikteertchoeldclienarwginlatsesr.of a greenhouse, the atmo- FOR: Web sites about
On a global scaslephthereerealalorewsfomuur cmhasjuonrliagihr tptroespsausrsethzroonuegs.hT. Ehaerytha’rseairththeen slows weather and climate

equatorial low, the stuhbetrraotpeiactalwhhiigchhst,htheehesautbepsoclaaprelsoiwnsto, asnpdacteh.eThpoelgarehenighhosu. se effect

people, and places that you will need to know. Together they carryhaeirlpbsakcekeapntdhefoprltahnbetetwwaeremn.the equator and the Poles and
between Earth’s atmospEhveirdeenancedsietesmsusrtfoacseh.oHwotwhatdEoeasrtthhhisaswgoortkt?enAwloanrgmtehrein recent
equator, the direct radyescaodfetsh.eMSuonstcascuiseenwtisatrsmbaeilrietvoertishea,tfotrhmisinpgrothceses,qucatlloe-d global

Watch for these words as you read. rial low. This risingwaairrmcoionlgs,isnctahueseudpbpyehruamtmanosapchtievrietieasn.dThfleoywpsoitnowt oaurdt ththaet burning
Poles. At about 30˚ claotailt,undaetuthrealcgoaosl,eadnadirobileagdindss tcoarsbinokn tdoiothxiedseutrofatchee. Tlohwiser atmo-
sinking causes the ssupbhterroep.icBaelchauigshescianrbeoanchdhioexmidisepahbesroe.rbAst htheaet,Poinlecsr,eadseendseamounts

cold air sinks to the surface, causing the polar highs. The cold air then flows Weather and Climate • 41
along the surface away from the Poles. At about 60˚ latitude the cold air forces

warmer air flowing toward the Poles higher. This rising air forms the subpolar

2 Read to Discover The Read to Discover ques- lows. (See the diagram.)
READING CHECK: Physical Systems What kind of weather is usually associated with

tions act as a type of outline for each section. an area of low pressure?

Global Wind Belts

3 Reading Check The Reading Check questions Air pressure affects global wind patterns. Wind is the horizontal flow of air.
Wind always flows from high to low pressure areas. For example, when air is
released from a tire—an area of high pressure—it flows outward. Air will not
flow into the tire unless a high-pressure hose pumps it in.

offer opportunities to assess what you have Pressure and Wind Systems
learned as you go.
Subpolar Polar high pressure
low pressure North Pole

Polar Winds

Subtropical Westerlies 60˚N
high pressure Northeast trade winds 30˚N

Equatorial Doldrums 0˚ INTERPRETING THE DIAGRAM
low pressure
30˚S Earth’s rotation deflects the trade winds.
Subtropical Southeast trade winds 60˚S Otherwise, they would flow more directly
high pressure Westerlies north or south. How do you think the
trade winds affected exploration by
European sailors?

Subpolar low pressure Polar Winds

South Pole
Polar high pressure

Weather and Climate • 43

S13 • Skills Handbook

Read Everything on the Page!

This book is filled with information that will help you understand what you are reading.
If you don’t study that information, however, it might as well not be there. Let’s take a
look at some of the places where you’ll find important information in this book.

◗ The Chapter Opener Study them and read the infor-
mation beside them. It will help
The chapter opener gives you a you understand the informa-
brief overview of what you will tion in the chapter.
learn in the chapter. You can
use this information to prepare ◗ Questions at the End
to read the chapter.
of Sections
◗ The Section Openers
At the end of each section, you
Before you begin to read each will find questions that will
section, preview the main ideas help you decide whether you
of the section and key terms need to go back and re-read any
that are important in it. parts before moving on. If you
Knowing what you are looking can’t answer a question, that is
for before you start reading can your cue to go back and re-
improve your understanding. read.

◗ Boldfaced Words ◗ Questions at the End

Those words are important and of the Chapter
are defined on the page where
they appear. Answer the questions in the end
of each chapter, even if your
◗ Maps, Charts, and Artwork teacher doesn’t ask you to.
These questions are there to
These things are not there just help you figure out what you
to take up space or look good! need to review.

Read like a Skilled Reader

Training is necessary to become a good reader. You will never get better at reading your
social studies book—or any book for that matter—unless you spend some time think-
ing about how to be a better reader.

◗ Skilled readers do the following:

1 They preview what they are supposed to read before they actually begin
reading. When previewing, they look for vocabulary words, titles of sec-
tions, information in the margin, or maps or charts they should study.

2 They get ready to take some notes while reading by dividing their note-
book paper into two parts. They title one side “Notes from the Chapter”
and the other side “Questions or Comments I Have.”

3 As they read, they complete their notes.

Becoming an Active Reader • S14

READING
SOCIAL
STU D I E S

4 Finally, they use clues in the text to help them figure out where the text is going. The
best clues are called signal words. These are words that indicate how ideas in the text
relate to each other. They help you identify causes and effects, comparisons and con-
trasts, descriptions, problems and solutions, and sequence or chronological order.

SIGNAL WORDS

Compare and Description Problem and Sequence or
Cause and Effect Contrast Solution Chronological Order

because different from for instance the question is not long after
since same as for example a solution next
consequently similar to such as one answer is then
this led to...so as opposed to to illustrate initially
if...then instead of in addition before
nevertheless although most importantly after
accordingly however another finally
because of compared with furthermore preceding
as a result of as well as first, following
in order to either...or on (date)
may be due to but second ... over the years
for this reason on the other hand today
not only...but unless when

Read Like an Active Reader

Active readers know that it is up to them to figure out what the text means. Here are some steps
you can take to become an active and successful reader.

Predict what will happen next on the basis of what already has happened in the text. When your
prediction do not match what happens in the text, re-read to clarify meaning.

Question what is happening as you read. Constantly ask yourself why events happen, what cer-
tain ideas mean, and what causes event to occur.

Summarize smaller parts of a chapter. Do not try to summarize an entire chapter! Instead, read
some of the text and summarize. Then move on.

Connect events in the text to what you already know or have read.

Clarify your understanding by pausing occasionally to ask questions and check for meaning. You
may need to re-read to clarify or read further to collect more information to gain understanding.

Visualize people, places, and events in the text. Envision events or places by drawing maps, mak-
ing charts, or taking notes about what you are reading.

S15 • Skills Handbook

Build Your Vocabulary

As you know, skilled readers implement various strategies and use the text
itself to answer questions and clarify meaning. Becoming a skilled reader
means that you understand not only how ideas relate but also the words
that shape the ideas.

By understanding the prefixes, suffixes, roots, and etymologies, or ori-
gins, of words, you can gain greater understanding of words and how they
are related to one another. You can see such relationships by grouping pre-
viously unfamiliar words in a notebook, on note cards, or on a word wall.

A word wall is just what it sounds like it is—a wall of words. Each day,
students add words to a wall, grouping them alphabetically or in categories.
Over the course of a school year, a word wall becomes like a large dictio-
nary, with words attached to a wall, to a whiteboard, or to a bulletin board.

Word/Definition Etymology
authority—firm self-assurance
from the Latin auctoritas, meaning
federal—national “opinion, decision, power”

hypothesis—an idea that is based from the Latin foedus, meaning
on facts and is used as a basis for “compact” or “league”
reasoning
interpret—to understand in light from the Greek hypotithenai, meaning
of circumstances “to put under, suppose”
revolution—a drastic and far-reaching
change from Latin interpretari and interpres,
technique—method meaning “agent, negotiator, interpreter”

from the Latin revolvere, meaning “to
revolve or roll back”

from the Greek technikos, meaning
“technical”

Word/Definition Prefix/Suffix
Suffix –ation, meaning “action” or
civilization—the culture of a particular “resulting state”
time or place
Prefix cent, meaning “hundred”
century—a period of 100 years
Prefix demo, meaning “people”
democracy—governmental rule
by the people, usually through Prefix geo, meaning “Earth”; suffix
majority rule graph, meaning “to write, draw”

geography—the study of Earth’s Prefix in, meaning ‘not”; root depend,
physical and cultural features meaning “to need”; suffix –ence,
meaning “action,” “state,” or “process”
independence—the state of being
free from rule Prefix soci, meaning “to join,”
“companions”
society—a group of people who
share common traditions

Becoming an Active Reader • S16

T E S T-TA K I N G
ST R AT E G I E S

Standardized
Test-Taking Strategies

A number of times throughout your school Tackling Social Studies
career, you may be asked to take stan-
dardized tests. These tests are designed to demon- The social studies portions of many standardized
strate the content and skills you have learned. It tests are designed to test your knowledge of the
is important to keep in mind that in most cases content and skills that you have been studying in
the best way to prepare for the test is to pay close one or more of your social studies classes. Specific
attention in class and take every opportunity to objectives for the test vary, but some of the most
improve your general social studies, reading, common include the following:
writing, and mathematical skills.
1. Demonstrate an understanding of issues and
Tips for Taking the Test events in history.

1. Be sure that you are well rested. 2. Demonstrate an understanding of geographic
2. Be on time, and be sure that you have the influences on historical issues and events.

necessary materials. 3. Demonstrate an understanding of economic
3. Listen to the teacher’s instructions. and social influences on historical issues and
4. Read directions and questions carefully. events.
5. DON’T STRESS! Just remember what you
4. Demonstrate an understanding of political
have learned in class, and you should do well. influences on historical issues and events.

Practice the strategies at 5. Use critical thinking skills to analyze social
go.hrw.com studies information.

STANDARDIZED Standardized tests usually contain multiple-choice
TEST PREP and, sometimes, open-ended questions. The
ONLINE multiple-choice items will often be based on
keyword: SW3 STP maps, tables, charts, graphs, pictures, cartoons,
and/or reading passages and documents.

Tips for Answering Multiple- Helpful Acronyms
Choice Questions
For a document, use SOAPS, which stands for
1. If there is a written or visual piece accompanying
the multiple-choice question, pay careful S Subject
attention to the title, author, and date. O Overview
A Audience
2. Then read through or glance over the content P Purpose
of the written or visual piece accompanying S Speaker/author
the question to familiarize yourself with it.
For a picture, cartoon, map, or other visual piece
3. Next, read the multiple-choice question first of information, use OPTIC, which stands for
for its general intent. Then reread it carefully,
looking for words that give clues or can limit O Occasion (or time)
possible answers to the question. For example, P Parts (labels or details of the visual)
words such as most or best tell you that there T Title
may be several correct answers to a question, I Interrelations (how the different
but you should look for the most appropriate
answer. parts of the visual work together)

4. Read through the answer choices. Always read C Conclusion (what the visual means)
all of the possible answer choices even if the
first one seems like the correct answer. There 2. Form visual images of maps and try to draw
may be a better choice farther down in the list. them from memory. Standardized tests will
most likely include maps showing many
5. Reread the accompanying information (if any features, such as states, countries, continents,
is included) carefully to determine the answer and oceans. Those maps may also show
to the question. Again, note the title, author, patterns in settlement and the size and
and date of primary-source selections. The distribution of cities. For example, in studying
answer will rarely be stated exactly as it the United States, be able to see in your mind’s
appears in the primary source, so you will eye such things as where the states and major
need to use your critical thinking skills to cities are located. Know major physical
read between the lines. features, such as the Mississippi River, the
Appalachian and Rocky Mountains, the Great
6. Think of what you already know about the Plains, and the various regions of the United
time in history or person involved and use States, and be able to place them on a map.
that to help limit the answer choices. Such features may help you understand
patterns in the distribution of population and
7. Finally, reread the question and selected the size of settlements.
answer to be sure that you made the best
choice and that you marked it correctly on 3. When you have finished studying a geographic
the answer sheet. region or period in history, try to think of
who or what might be important enough for a
Strategies for Success standardized test. You may want to keep your
ideas in a notebook to refer to when it is
There are a variety of strategies you can prepare almost time for the test.
ahead of time to help you feel more confident
about answering questions on the social studies 4. Standardized tests will likely test your under-
standardized tests. Here are a few suggestions: standing of the political, economic, and social
1. Adopt an acronym—a word formed from the processes that shape a region’s history, culture,
and geography. Questions may also ask you to
first letters of other words—that you will use
for analyzing a document or visual piece that Standardized Test-Taking Strategies • S18
accompanies a question.

T E S T-TA K I N G
ST R AT E G I E S

understand the impact of geographic factors Types of Multiple-Choice
on major events. For example, some may ask Questions
about the effects of migration and immigra-
tion on various societies and population 1. Main Idea This is the most important point of the
change. In addition, questions may test your
understanding of the ways humans interact passage. After reading the passage, locate and
with their environment. underline the main idea.
5. For the skills area of the tests, practice putting
major events and personalities in order in 2. Significant Details You will often be asked to
your mind. Sequencing people and events by
dates can become a game you play with a recall details from the passage. Read the ques-
friend who also has to take the test. Always ask tion and underline the details as you read, but
yourself “why” this event is important. remember that the correct answers do not
6. Follow the tips under “Ready for Reading” below always match the wording of the passage
when you encounter a reading passage in social precisely.
studies, but remember that what you have
learned about history can help you in answering 3. Vocabulary You will often need to define a word
reading-comprehension questions.
within the context of the passage. Read the
Ready for Reading answer choices and plug them into the sentence
to see what fits best.
The main goal of the reading sections of most stan-
dardized tests is to determine your understanding 4. Conclusion and Inference There are often im-
of different aspects of a piece of writing. Basically,
if you can grasp the main idea and the writer’s portant ideas in the passage that the writer does
purpose and then pay attention to the details and not state directly. Sometimes you must consider
vocabulary so that you are able to draw inferences multiple parts of the passage to answer the
and conclusions, you will do well on the test. question. If answers refer to only one or two
sentences or details in the passage, they are
Tips for Answering Multiple- probably incorrect.
Choice Questions
Tips for Answering Short-Answer
1. Read the passage as if you were not taking a test. Questions
2. Look at the big picture. Ask yourself questions
1. Read the passage in its entirety, paying close
like, “What is the title?”, “What do the illustra- attention to the main events and characters.
tions or pictures tell me?”, and “What is the Jot down information you think is important.
writer’s purpose?”
3. Read the questions. This will help you know 2. If you cannot answer a question, skip it and
what information to look for. come back later.
4. Reread the passage, underlining information
related to the questions. 3. Words such as compare, contrast, interpret,
5. Go back to the questions and try to answer each discuss, and summarize appear often in short-
one in your mind before looking at the answers. answer questions. Be sure you have a complete
6. Read all the answer choices and eliminate the understanding of each of these words.
ones that are obviously incorrect.
4. To help support your answer, return to the
S19 • Skills Handbook passage and skim the parts you underlined.

5. Organize your thoughts on a separate sheet of
paper. Write a general statement with which to
begin. This will be your topic statement.

6. When writing your answer, be precise but
brief. Be sure to refer to details in the passage
in your answer.

Targeting Writing Gearing Up for Math

On many standardized tests you will occasionally On most standardized tests you will be asked
be asked to write an essay. In order to write a to solve a variety of mathematical problems
concise essay, you must learn to organize your that draw on the skills and information you have
thoughts before you begin writing the actual learned in class. If math problems sometimes give
composition. This keeps you from straying too you difficulty, use the tips below to help you work
far from the essay’s topic. through the problems.

Tips for Answering Tips for Solving Math Problems
Composition Questions
1. Decide what is the goal of the question. Read
1. Read the question carefully. or study the problem carefully and determine
2. Decide what kind of essay you are being what information must be found.

asked to write. Essays usually fall into one of 2. Locate the factual information. Decide what
the following types: persuasive, classificatory, information represents key facts—the ones
compare/contrast, or “how to.” To determine you must have to solve the problem. You may
the type of essay, ask yourself questions like, also find facts you do not need to reach
“Am I trying to persuade my audience?”, “Am your solution. In some cases, you may
I comparing or contrasting ideas?”, or “Am I determine that more information is
trying to show the reader how to do needed to solve the problem. If so,
something?” ask yourself, “What assumptions can
I make about this problem?” or “Do
3. Pay attention to keywords, such as compare, I need a formula to help solve this
contrast, describe, advantages, disadvantages, problem?”
classify, or speculate. They will give you clues as
to the structure that your essay should follow. 3. Decide what strategies you might
use to solve the problem, how
4. Organize your thoughts on a separate sheet you might use them, and what
of paper. You will want to come up with a form your solution will be in.
general topic sentence that expresses your For example, will you need to
main idea. Make sure this sentence addresses create a graph or chart? Will
the question. You should then create an out- you need to solve an equation?
line or some type of graphic organizers to Will your answer be in words
help you organize the points that support or numbers? By knowing what
your topic sentence. type of solution you should
reach, you may be able to
5. Write your composition using complete eliminate some of the choices.
sentences. Also, be sure to use correct
grammar, spelling, punctuation, and sentence 4. Apply your strategy to solve
structure. the problem and compare
your answer to the choices.
6. Be sure to proofread your essay once you have
finished writing. 5. If the answer is still not
clear, read the problem
again. If you had to make
calculations to reach your
answer, use estimation to see
if your answer makes sense.

S20

WORLD: PHYSICAL

80°N OCEAN Greenland
ARCTIC BAFFIN
BAY
Bering Strait BEAUFORT SEA Victoria
Yukon River Island Baffin
Island trait Strait Arctic
GULF OF MRaicvkerenzie Great Bear Denmark Iceland Circ
ALASKA Lake AT L A N T I C
Davis SOCEAN
Great
60°N Slave HUDSON
BERING Lake BAY

SEA MOUNTA I N S Lake
Winnipeg
Aleutian Islands
Vancouver LGarkMeeaTstSS.t.RLiavwerrence

N O R T H A M E R I C AIslandMissouriR i verRiver Bay A
of
Biscay

40°N orado River ippi APPALACHIAN

Col ROCKY Strait MTS
of
Mississ
Gibraltar ATLAS
Grande
Rio GULF Bahamas SA
OF
Tropic of Cancer
20°N MEXICO

Hawaiian Greater Antilles
Islands CARIBBEAN

SEA ALnteislsleers Niger

R

PACIFIC Isthmus GUIANA HIGHLANDS N Gul
OCEAN of Ama zon River WE of
Guine
Panama SOUTH S
AMERICA A
0° Equator
BRAZILIAN
A NDES
HIGHLANDS

20°S R iver
Tropic of Capricorn
ANDES Paraná AT L A N T I C
40°S OCEAN

Strait of
Magellan

Falkland
Islands

Tierra del
Cape Horn Fuego

60°S 160°W 140°W 120°W 100°W 80°W 20°W
40°W
60°W 0°

Antarctic Circle

Weddell Sea

ELEVATION

FEET METERS

13,120 4,000 SCALE 1,000 2,000 Miles
6,560 2,000 0
1,640 500
200
656 0 (Sea level)
(Sea level) 0 Below
sea level
Below
sea level Ice cap

0 1,000 2,000 Kilometers
Projection: Mollweide

S21 • Atlas

WORLD: PHYSICAL

North BARENTS KARA ARCTIC 80°N OCEAN EAST SIBERIAN
Cape SEA SEA SEA
LAPTEV SEA
Circle Yenisey Lena River Ko l yma Ri

URAL MOUNTAINS Ob River River ver Chang 60°N

BALTIC Volga River SEA OF KAMCHATKA
SEA Lake OKHOTSK PENINSULA
Baikal Amur River
EUROPE
ALTAY SHAN Sakhalin

ALPS ARAL Lake
SEA Balkhash

BLACK SEA CASPIAN SEA Tigris GOBI (Yello Hokkaido–
Honshu–
ASIA w) River SEA 40°N
I d us River OF
Huang JAPAN

MTS. MEDITERRANEAN SEA Euphra Rive n DTHEASERRHTGIManAg eLsARYiveAr S
River
r (Yangtze) River Shikoku
tes M EAST Kyu–shu–
CHINA
Persi SEA

SEA Taiwan
RED
Nile
AHARA ARABIAN an Gulf ekong

PENINSULA Tropic of Cancer
20°N
AFRICA River ARABIAN Bay River Philippine
SEA of Islands PA C I F I C
Bengal SOUTH
CHINA OCEAN
River
SEA

Sri Strait
Lanka of

Malacca

Gulf River MALAY
of PENINSULA
Guinea 0°
Borneo
Congo Equator
Mozambique Channel
Lake Lake Sumatra Sulawesi New Solomon
Tanganyika Victoria Java (Celebes) Guinea Islands

INDIAN OCEAN

CORAL
SEA

Madagascar GREAT
SANDY
DESERT

AUSTRALIA
KALAHARI Da New 20°S
DESERT DING RANGE Caledonia

Tropic of Capricorn

Cape of GREAT rlinGgRREiAveTr DIVI North
Good Hope VICTORIA TASMAN Island
DESERT SEA

Tasmania South
Island

60°S 40°E 50°E 60°E KARA 80°E
30°E SEA
20°E
10°E BARENTS
SEA
0°
0° 80°E 100°E 120°E 140°E 160°E North
20°E Cape
40°E
60°E 10°W

KJØLEN MTS.
Denmark Strait N SCALE
Iceland WE
0 250 500 750 Miles

ANTARCTICA 0 250 500 750 Kilometers URAL MTS.
Projection: Mollweide
60°N S
Volga
NORTH BALTIC River
SEA SEA
EUROPE
British
Isles

50°N Rive
RhRiniveer
ATLANTIC Bay Danube r
of
OCEAN Biscay ALPS

BLACK SEA

40°N MEDITERRANEAN SEA EuphratesRT.igris
R.
Strait of Crete
Gibraltar

Atlas • S22

WORLD: POLITICAL

ARCTIC OCEAN

Greenland

(DENMARK)

ALASKA Nuuk Arctic
(Godthåb)
(U.S.) ICELAND

60°N CANADA

Aleutian Islands Vancouver Winnipeg

Los Angeles NORTH Ottawa Montreal

PACIFIC A M E R I C A Chicago Toronto ATLANTIC
OCEAN OCEAN
40°N UNITED New York City
STATES
Washington, Rabat
D.C. Casablanca

MOROCCO A

Houston Bermuda

(U.K.)

ALG

Tropic of Cancer MEXICO WESTERN
20°N Mexico SAHARA
(Claimed by
City Morocco)

HAWAII Nouakchott MAURITANIA

(U.S.) MALI

CAPE VERDE SENEGAL

Dakar Bamako

GAMBIA BURKINA

GUINEA-BISSAU GUINEA FASO

Caracas SIERRA GHANA T

VENEZUELA GUYANA CÔTE
LEONE D’IVOIRE
Georgetown SURINAME N LIBERIA

Bogotá Paramaribo FRENCH GUIANA EQUAT
COLOMBIA G
(FRANCE)

0° Equator Quito WE

KIRIBATI Galápagos ECUADOR S

Islands

(ECUADOR)

SOUTH S

PERU

AMERICA

SAMOA American Lima BRAZIL
Samoa
BOLIVIA Brasília

20°S La Paz
Sucre
TONGA
PARAGUAY Rio de Janeiro
Tropic of Capricorn Asunción São Paulo

CHILE ATLANTIC
ARGENTINA

Santiago URUGUAY

Buenos Montevideo OCEAN
Aires

Boundaries 40°S
National capitals
SCALE 1,000 2,000 Miles
0

Other cities 0 1,000 2,000 Kilometers
Projection: Mollweide
Falkland South
Islands South Sandwich
Georgia Islands
(U.K.)
Island
N 90°W 80°W 60°S
WE 70° W (U.K.)
Nassau
FLORIDA (U.S.) BAHAMAS 160°W 140°W 120°W 100°W 80°W 20°W
40°W
CUBA 60°W 0°

Antarctic Circle

S Tropic of Cancer A
GULF OF MEXICO
Turks and Caicos Is. 60°W
Havana
(U.K.)
ATLANTIC OCEAN

Puerto Rico

Cayman Is. HAITI (U.S.) Virgin Islands 20°N
Port-au-Prince
(U.K.) DOMINICAN (U.S. and U.K.)
REPUBLIC

MEXICO BELIZE JAMAICA Santo 1 COUNTRY CAPITAL
Belmopan Kingston Domingo 2 Guadeloupe (FRANCE)
1 Antigua and Barbuda St. Johns
GUATEMALA HONDURAS CARIBBEAN SEA 3 2 St. Kitts-Nevis Basseterre
Guatemala City Tegucigalpa 3 Dominica Roseau
Aruba Netherlands Martinique (FRANCE) 4 St. Lucia Castries
San Salvador NICARAGUA Antilles 5 St. Vincent and Kingstown
(NETHERLANDS) 4
(NETHERLANDS) the Grenadines Bridgetown
56 6 Barbados St. George’s
Managua 7 Grenada
EL SALVADOR Port-of- 7

PACIFIC OCEAN COSTA RICA Panama Spain TRINIDAD AND
VENEZUELA TOBAGO 30° N
SCALE City
0 200 400 Miles San José PANAMA

0 200 400 Kilometers COLOMBIA GUYANA

Projection: Mercator

S23 • Atlas

ARCTIC WORLD: POLITICAL

OCEAN

c Circle

RUSSIA

60°N

Moscow

EUROPE Astana

KAZAKHSTAN Ulaanbaatar Harbin

GEORGIA Almaty ASIA MONGOLIA
Istanbul
UZBEKISTAN NORTH
Tashkent KYRGYZSTAN KOREA
Baku Beijing
P’yo˘ngyang
Ankara ARMENIA TURKMENISTAN TAJIKISTAN JAPAN 40°N
Tianjin
Tunis TURKEY Ashgabat Wuhan Seoul
AZERBAIJAN CHINA Pusan Nagoya Tokyo
Algiers TUNISIA Nicosia
Tripoli CYPRUS Beirut SYRIA Tehran Kabul SOUTH O– sakYaokohama
AFGHANISTAN Islamabad KOREA
LEBANON Damascus
Baghdad
Jerusalem
IRAQ IRAN Shanghai
Amman
Cairo Delhi NEPAL Kathmandu
ALGERIA EGYPT JORDAN KUWAIT PAKISTAN Chongqing
ISRAEL BAHRAIN
LIBYA QATAR OMAN BHUTAN
SAUDI New
Karachi Delhi Taipei
ARABIA BANGLADESH Guangzhou
Riyadh TAIWAN Tropic of Cancer
Masqat I N D I A Dhaka 20°N
AFRICA (Muscat) Hong
UNITED ARAB Kolkata MYANMAR Kong
EMIRATES Mumbai (Calcutta) (BURMA) LAOS Hanoi

ALI NIGER OMAN (Bombay) Yangon Northern PA C I F I C
YEMEN Mariana Guam (U.S.) OCEAN
CHAD ERITREA (Rangoon)
Khartoum Islands
THAILAND Manila
Niamey N’Djamena VIETNAM PHILIPPINES (U.S.)
SUDAN Asmara Sanaa Chennai Bangkok
(Madras) CAMBODIA
NA CENTRAL DJIBOUTI MARSHALL
Phnom Penh ISLANDS
SO NIGERIA
BENIN
ANA Abuja Addis Ababa SRI Ho Chi
LANKA Minh City
TOGO PALAU

Lagos AFRICAN ETHIOPIA Colombo Kuala BRUNEI
REPUBLIC Lumpur
MALDIVES FEDERATED STATES
CAMEROON MALAYSIA OF MICRONESIA

QUATORIAL UGANDA SOMALIA
GUINEA

REP. KENYA Singapore SINGAPORE Equator 0°
Nairobi INDONESIA
SÃO TOMÉ GABON OF THE RWANDA NAURU KIRIBATI
CONGO

AND DEMOCRATIC REP. BURUNDI PAPUA
PRINCIPE OF THE CONGO

CABINDA Kinshasa TANZANIA SEYCHELLES Surabaya NEW
GUINEA
(ANGOLA) Dar es Salaam Jakarta SOLOMON TUVALU
Port Moresby
ISLANDS
Luanda INDIAN OCEAN EAST TIMOR

ANGOLA ZAMBIA MALAWI COMOROS

MOZAMBIQUE

Lusaka MADAGASCAR VANUATU FIJI
Antananarivo
NAMIBIA Harare 20°S
Réunion MAURITIUS
ZIMBABWE
(FRANCE)
New Caledonia

Windhoek BOTSWANA AUSTRALIA (FRANCE)

Gaborone Pretoria Tropic of Capricorn

Maputo

Johannesburg SWAZILAND

SOUTH LESOTHO
AFRICA

Cape Town Sydney
Canberra
Melbourne NEW
ZEALAND

Wellington

Tasmania

60°S 40°E 50°E 60°E 80°E
30°E SCALE
80°E 100°E 120°E 140°E 160°E 20°E
0° 10°E
20°E
40°E 0°
60°E
10°W N Arctic 0 250 500 750 Miles

ICELAND W Circle 0 250 500 750 Kilometers
Reykjavik FINLAND Projection: Mollweide
ANTARCTICA E

SWEDEN

S NORWAY Helsinki

60°N Oslo 11 St. Petersburg
10
NORTH SEA Stockholm RUSSIA

UNITED DENMARK

KINGDOM Copenhagen 9 Minsk
BELARUS
Dublin NETHERLANDS Moscow

IRELAND Amsterdam Berlin Warsaw
The Hague
London
COUNTRY CAPITAL Brussels GERMANY POLAND Kiev

1 Czech Republic Prague 50°N BELGIUM 1 UKRAINE
2 Slovakia Bratislava Vienna
3 Slovenia Ljubljana ATLANTIC 2
4 Croatia Zagreb ANDORRAPFaRriASsWNIBCTeZLE(UErCFRnXRoLEAArMVNLNsAIBiMCEDcTOCEOaIUHC)NRIATTAGENACNCOASLITYTUEYSINTSARRNI3AoMmTA4HiRer5UIaNNnOGBë8AuRdY7aRpO6eBMsUtALSGNoAIfARiaIBAuCcMhhOai¸sBLrieDnLsaO˘At uVCAK S E A
5 Bosnia and Herzegovina Sarajevo OCEAN
6 Macedonia Skopje
7 Serbia Belgrade 40°N PORTUGAL Madrid Balearic Sardinia ALBANIA
8 Montenegro Podgorica Lisbon S PA I N Is. (SPAIN)
9 Lithuania Vilnius (ITALY) GREECE
10 Latvia Riga SEA
11 Estonia Tallinn MEDITERRANEAN Sicily

Athens

Gibraltar (U.K.) MALTA Crete

Atlas • S24

50°N

THE UNITED STATES OF AMERICA: PHYSICAL
130°W 115°W
120°W 110°W
105°W
100°W

Juan dSetraFuitcoaf

125°W FRraonoksLelaivnkeeDlt. Flathead

RANGE
SoPuungdet LOPaerkeneidlle RLEWIS RAN

45°N Mou(14n4,t3,4R91a20inmfite).r River LFalaktehead GE Milk River
Clark
Columbia River Missouri River
er Fork O FLoakrtePeck
BI

T

T Red River

E Lake
Sakakawea
RANGES R REA T
A S WillametteC A D RivE G No
Sa l m R

O C

COLUMBIA PLATEAU O
o n Rive
SRAMILVTMSE.OR N T

S A WMTTOS .O T H RANGE K Y CONTINENTAL Yellowstone River
r
Powder Lake
YellLoawkestone BIGBHigOhRoNrnMTRSiv. er River Oahe Minnesota

C Snake RTAENTGOEN ne River James River
math River GLoaoksee White River
40°N C O A S KlaT LSahkaesta River RiWveirnd HBLILALCSK Rive
LPaykreamid Cheyen
MendoCcianpoe Sacramento River WASATCH RANGEGan(1n43e,2,t80t07P4emfat)k. WRRIINAVDNERGE
Lake Tahoe
P CAECAI FNI C SIERRA NEVADA M ODIVIDE rth Niobrara River
O CENTRAL VALLEYSaCnOJoAST RANGES
FRONT IPlatte
GREAT Great NRiver Missouri River
BASIN LaSkaelt UMINTTS.A T E R I O RSouth Platte River River
San Francisco Bay atte
Utah P
Lake l

MonteBraeyy PLAINSColo Green RiverRiver Republican River OZ
Mou(14n4,t3,49E39l3bmeftr).t
125°W a q uin River RANGErado
Mo(14u4,n4,41t99W4mhft)it. ney
UNTA INSC O L O R A D OPoLwaeklel (1P44i,k3,1e01s10Pmefta).k Smoky Hill River Kansas River

35°N DEATH VALLE uan
PAINTED DESERT
San J CRISTO

GRAND
CANYON
P L A T E A UY River SAN
Colorado RiverMLaekaed VALLULIESY
MDEOSJEARVTE SANGRE DE Arka n s
Channel MTS.
Islands DIVIDE Canadian River as A
Keystone Lake
Salton R
Sea Eufaula
IMVPAERLILAELY Lake

OUA

30 °N Gila River TINENTAL Lake
Texoma
SONORAN
DESERT CON

CaGlifuolfrnoifa Pecos River TriBrazosnity River Sab
Colo
To
To understand the relative locations of Alaska and Hawaii, 180° rado Riv River Be
as well as the vast distances separating them from the rest 115°W Re
of the United States, see the world map.
er
Rio Amistad
Reservoir Nuece River
Falcon
Kauai160°W 22°N ARCTIC OCEAN BROOKS RANGE Grande Lake ULF
Oahu PACIFIC OCEAN G
Niihau N ARrcUtiSc SCiIrAcle
W Molokai Bering Strait Padre
Island
E Lanai170° E Maui

Kahoolawe s

SCALE S 6M0°a1(N4u3,,n27a0956Kmefta). SIstS6l.ta0L.na°MdwNIsarltaetnnhdceew Yukon River MEXICO
0 Tanana
75 150 Miles Hawaii NuIsnlaivnadk 65° N
0 75 155°W 250 RANGE
19°N River CANADA 105°W
150 Kilometers 100 °W
60° N
55° N N BERING SEA ALARiSvKerA Mount McKinley
Attu Island 20,320 ft. AAlrecxhaipnedleargo
SCALE 55° N
170° E W E0 Kuskokw i m (6,194 m) 25°N
500 Miles

50° N A l S 0 250 500 Kilometers 130° W
Projection: Albers Equal Area 140° W
e ut
Is lands
i a n IKsloadnidak GULF OF
ALASKA
PACIFIC 170° W
180° 160° W
OCEAN 150° W

S25 • Atlas

50 °N

THE UNITED STATES OF AMERICA: PHYSICAL
70 °W 60 °W
75°W
80°W
85°W
90°W

CANADA

John RSt. 45°N
iver 40 °N
e Seaway 35°N
Isle LONGPFeEnLLoObscWotMTS. 30°N
Royale St. La River 25°N
MESABI RANGE Lake Superior nce River 20°N
St. Lawrenc
wre ChaLmapkleain
GMRETESN. WMHTITSE.
nnesota Lake ADIRONMDTAS.CK Con necticut Riv er
Wisconsin River Huron Cape Cod
Lake Michigan Long Island Sound
Mississippi Ontario S Long Island
Finger Lakes
River Lake IN

CAMTSTKSI.LL Hudson R.
River U TA
y River T E A
Des Moine EriePAllLeghen Delawar e R.
Missouri River Lake
OUN
ASusquehaRnivnear

s River r R.
Illinois
Rive M

R W abash River wha Y Potom Riverac Delaware A TOLCAENATNI C
Scioto River Bay
hela

P L A ILake LLEGHEN TCA IHNISMonAongNa 65°W
Nof the
as River SOzarks ver RiKvearna LAIN Chesapeake
Bay
James River
Ri

Ohio A A

UN

T
Roanoke River
d River UMGBREERALTAMBSNMTDSLO.PKLUYATEEAU L

O

P

PLATEAU A M N ELEVATION

Lake P TAL PSaomunlicdo
Barkley an G CHaapteteras
Cumbe r Cl P E O FEET METERS
ARK RID
White River River KentuLackkye A 13,120 4,000
River S 6,560 2,000
1,640 500
OZ M 200
OA 656 0 (Sea level)
Mississippi (Sea level) 0 Below
la T e nnessee Coosa River River D sea level
ke C Below
sea level Ice cap
e OUAMCHTSIT. A Tombigbee River IO iverEvannah C
oma Sa conee River R
I

T

N

Red P A

L

AT

Islands
ri Sabine ama R. Chattahoochee River ARltiavemraha
RivRiverer Pearl River A lab OSwkeafmenpokeeSea
LFnity River PLAIN
Toledo CCaapneaveral
Bend L Chandeleur
Reservoir S T A Islands
A Mississippi
CO Delta FLORIDA

GULF OF MEXICO PENINSULA LOakkeeechobee BAHAMAS

N EveTrghleades

WE Cape Sable f
FloriSdtaraKitesys Florida
o
S
SCALE 500 Miles
0 250

0 250 500 Kilometers CUBA 75°W
Projection: Albers Equal Area

80 °W 70 °W
85°W
90 °W

Atlas • S26

50°N

THE UNITED STATES OF AMERICA: POLITICAL
130°W 120°W
125°W 115°W
110°W
105°W
100°W

Juan dSetraFuitcoaf

45°N PorOtllaynmdSpoPuuiangCdeot lumTWbSaiecaAoatmRStlieavHerINGFRTraoOnoSksNLelpaivnokekeDlta.ne LOPaerkeneidlle

Salem LFalaktehead Missouri River Red River
Helena
MONTANA FoLratkPeeck er Lake
Sakakawea

Riv NORTH DAKOTA

Eugene Yellowston e Bismarck Fargo

OREGON IDAHO Billings Lake

Boise YLealkloewstone Oahe Minnesota

OPCAECAI FNI C40°N GLoaoksee Snake SOUTH DAKOTA R
LSahkaesta River K
Pierre C

MendoCcianpoe Pocatello WYOMING Sioux Falls S
T
125°W LPaykreamid Great Casper Missouri River
SacrRiavmerentoTaLhaokee RCeanrsoon LaSkaelt
SaSnaFnraFnOrcaiansckcBoliaesBnrcakodyeley SSatMcorcoakmdteoesnntoto City NEVADA Salt Lake City Cheyenne NEBRASKA
Green RiverMonteBraeyySanJose Joaquin RUtahProvo
Lake Denver Platte River Omaha
Lincoln
UTAH COLORADO

35°N .Fresno SCporlionrgasdo Topeka

San IslandsCALIFORNIA VeLgaass River Lake Santa Fe KANSAS
Channel Powell Albuquerque
Arkansas
Bakersfield MLaekaed Colorado NEW MEXICO Wichita

LoLonsgABnegaeclhes Rive r

SAannatha eAimna ARIZONA Canadian River Keystone Lake Tulsa
Amarillo OKLAHOMA
Eufaula
Salton Oklahoma City Lake
San Diego Sea
Phoenix

Gila River Lake
Texoma
30 °N Lubbock

Tucson Fort
Worth
CaGliufolfrnoifa El Paso Abilene Brazos Dallas
Odessa TEXAS Waco
Pecos River
Color
ado Ri ve
To understand the relative locations of Alaska and Hawaii 180° River
as well as the vast distances separating them from the rest 115°W r
of the United States, see the world map. Rio Amistad Austin
Reservoir Houston
Kauai 22°N San Antonio
Grande
Niihau N Oahu PACIFIC ARCTIC OCEAN
Honolulu OCEAN Arctic Circle
Molokai
160°W RUSSIA
W E Lanai170° E Maui Bering Strait Corpus
LaredoChristi
Kahoolawe
S 60° N Padre
75 150 Miles MEXICO Island
HAWAIISCALE Hawaii 6SI0tsS.°ltaLN.anMwdIsarlaettnnhdceewNome Yukon River 65° N
25°N
0 150 Kilometers 19°N 155°W Fairbanks CANADA 105°W
0 75 100 °W
ALASKA
50° N
170° E 55°N N BERING SEA NIsulannivdak
W SCALE Anchorage
Attu
A Island E 0 250 500 Miles 60° N
n
l e S 0 250 500 Kilometers 130° W
t Projection: Albers Equal Area 140° W
u Juneau
Is lands AAlrecxhaipnedleargo
i a Kodiak GULF OF
Island ALASKA 55° N

PACIFIC 180° 170° W
160° W
OCEAN 150° W

S27 • Atlas