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Unit Planning Guide

UNIT PACING CHART


Unit 1 Chapter 1 Chapter 2 Chapter 3 Chapter 4
Day 1 Unit Opener Chapter Opener, Chapter Opener, Chapter Opener, Chapter Opener,
Section 1 Section 1 Section 1 Section 1

Day 2 Section 1 Section 2 Section 2 Section 2

Day 3 Section 2 Section 3 Section 3 Section 2

Day 4 Review, Chapter Review, Chapter Review, Chapter Section 3


Assessment Assessment Assessment

Day 5 Section 4

Day 6 Review, Chapter


Assessment

Unit 1: The World athletic field. Using a GPS unit, record the lati-
GPS (Latitude/Longitude) Treasure tude and longitude locations of each stake on
Hunt This activity provides students with a sticky notes. Divide the class into teams so
basic understanding of latitude and longitude that each team has a GPS unit, and select the
and usually takes 30 minutes to complete. You student who will hold each team’s unit.
will need three or more GPS units and several Assemble the teams at a designated starting
plastic tent stakes. Prior to class, use a perma- point and give each team leader one of the
Brad Bowerman
Lakeland Junior/ nent marker to write a different number on sticky notes. Each team then uses the sticky
Senior High School each tent stake. Space the stakes far apart note and GPS unit to locate their stake. Reward
Jermyn, Pennsylvania around the school property, such as on the the first team to find and return its stake.

1A
Author Note
Dear Geography Teacher:
Unit 1 is crucial to you as a teacher. It explains all of
the elements of geography, the people, places, and envi-
ronments, and how geographers look at our world. The
study of geography allows us to make sense out of var-
ied physical environments, diverse cultural systems,
why people live where they do, and how they make a living. Unit 1
addresses the new technologies that geographers use to map and under-
stand where and how we live. As an example, you only need to watch
television ads for automobiles to see how global positioning systems
(GPS) and geographic information systems (GIS) are inching their way
into our everyday lives.
Unit 1 introduces the student to the elegance of geography with
superb pictures, maps, and explanatory text. The chapters also clearly
send the message to the student that “If you like geography and if you
learn it well, there are exciting jobs and careers for you. You can be a
geographer for life and pursue something that is both fun and
interesting.”

Senior Author

1B
UNIT INTRODUCTION
UNIT

The World
The four chapters of this unit
introduce students to the relation-
The World
ship between physical geography
and the diversity of human cul-
ture. The chapters in this unit help
students understand this concept
by exploring the following:
• The skills of geographers
• The physical processes and Why It Matters
characteristics of Earth The world today in the twenty-first
• Earth’s climate century is a much smaller place
than it was at the time
• Human cultures around the of your grandparents.
world Advances in technology,
communications, and
transportation have nar-
rowed vast distances
and made neighbors of
the world’s people. The
nationalgeographic.com/education
Internet, for example,
This online now puts you in immedi-
resource provides lesson plans, ate touch with people in
atlas updates, cartographic other parts of the world.
activities with interactive In the years to come,
maps, an online map store, you and your generation —
and geographic links. here and elsewhere —will
be challenged to use this
and other technology to
make the world a better
place for everyone.

Japanese tourist and Indian vendor,


Goa, India

000-001_UO1_879995.indd 2
Activity: Unit Launch 1/8/10 12:38:30 PM

Why study the world? Ask: Why do you about who we are. We eat food that reflects our
eat the foods you eat the way you eat them? physical geography, and we eat food in a way
(People tend to eat foods that are grown in their that reflects our human geography. People else-
general region and that their culture encourages where eat different foods in different ways
them to eat. More specifically, people tend to eat because their physical geography and human
the foods their families eat, and prepare and eat geography are different from ours. Have stu-
these foods the way their families prepare and eat dents address this question again at the end of
them.) Inform students that the foods we eat the unit. OL
and the way we eat them tell us a great deal
UNIT INTRODUCTION
To learn more about the basics
of geography visit www.nationalgeographic.com/education.

Introduce
the Region
Chapter 1: How Geographers Look at Examining a Globe Hold a
the World 2–27 globe and ask students to look at
Chapter 2: The Physical World 28–47 it as you ask questions. Ask: What
Chapter 3: Climates of the Earth 48–67 is this? (a globe) Ask: What is the
difference between a globe and
Chapter 4: The Human World 68–113
the Earth? (A globe is a model of
the Earth.) Ask: Which end of the
Earth is “up”? (Customarily the
Northern Hemisphere is shown as
the upper hemisphere of the globe,
but the Earth itself has no correct
“up” or “down.”) Ask: What does a
globe show that is not human-
made? (land, mountains, water)

THE WORLD
Ask: What does a globe show
that is human-made? (political
boundaries, cities, lines of latitude
and longitude) OL

Current Events Online


Visit events.glencoe.com to
bring news and current events
into your classroom. McGraw-
Hill’s current events Web site
features high-interest news
stories with student-directed
projects and activities.

000-001_UO1_879995.indd 3
More About the Photo 1/8/10 12:38:45 PM

Visual Literacy Tourism is a relatively recent called Gypsies. Like the Roma, the Banjari were
phenomenon in human history. Travel simply to a nomadic people. Historically, the Banjari lived
see another land or culture has historically been mainly in the Thar desert region of northwest-
too dangerous for most people to undertake. In ern India. Today, many Banjari live in cities. The
the photo, we see a young man from Japan vis- bright costumes and elaborate jewelry worn by
iting with a Banjari woman in her native India. the woman in the photo are typical of the cloth-
The Banjari are an ethnic group closely related ing and ornamentation worn by Banjari women
to the Roma, a European ethnic group formerly of the past and present. OL

1
Chapter Planning Guide
Key to Ability Levels Key to Teaching Resources
BL Below Level AL Above Level
Print Material Transparency
OL On Level ELL English CD-ROM or DVD
Language Learners

Levels Chapter Section Section Chapter


BL OL AL ELL Resources Opener 1 2 Assess

FOCUS
BL Daily Focus Skills Transparencies 1-1 1-2

TEACH
BL ELL Guided Reading Activity, URB* p. 21 p. 22
BL ELL Vocabulary Activity, URB* p. 14
BL OL AL ELL Reinforcing Skills Activity, URB p. 17
OL Enrichment Activity, URB p. 19
BL OL AL ELL Location Activity, URB p. 1
BL ELL Reading Essentials and Note-Taking Guide* pp. 1–3 pp. 4–6
OL AL World Literature Contemporary Selection, URB p. 11
BL OL AL ELL National Geographic World Atlas* ✓ ✓ ✓
OL AL GIS Simulations, Strategies, and Activities p. 4
BL OL AL ELL National Geographic World Desk Map ✓ ✓ ✓ ✓
BL OL AL ELL Writer’s Guidebook for Social Studies ✓ ✓ ✓ ✓
OL AL World History Primary Source Documents Library ✓ ✓ ✓ ✓
National Geographic World Regions Video Program ✓ ✓ ✓ ✓
BookLink for Social Studies ✓ ✓ ✓ ✓
StudentWorks™ Plus ✓ ✓ ✓ ✓
BL OL AL ELL Section Spotlight Video Program ✓ ✓
BL OL AL ELL World Music: A Cultural Legacy ✓ ✓ ✓ ✓
BL OL AL ELL High School Writing Process Transparencies ✓ ✓ ✓ ✓
✓ Chapter- or unit-based activities applicable to all sections in this chapter. *Also available in Spanish

2A
Plus
• Interactive Lesson Planner • Printable reports of daily
• Interactive Teacher Edition assignments
All-In-One Planner and Resource Center • Fully editable blackline masters • Standards Tracking System
• Section Spotlight Videos Launch
• Differentiated Lesson Plans

Levels Chapter Section Section Chapter


BL OL AL ELL Resources Opener 1 2 Assess

TEACH (continued)
High School Character Education ✓ ✓ ✓ ✓
Inclusion for the High School Social Studies Classroom
✓ ✓ ✓ ✓
Strategies and Activities
High School Reading in the Content Area Strategies and
✓ ✓ ✓ ✓
Activities
Success with English Learners ✓ ✓ ✓ ✓
Teacher Differentiated Instruction for the Geography Classroom ✓ ✓ ✓ ✓
Resources Literacy Strategies in Social Studies ✓ ✓ ✓ ✓
Standards-Based Instruction ✓ ✓ ✓ ✓
Presentation Plus! with MindJogger CheckPoint ✓ ✓ ✓ ✓
TeacherWorks™ Plus ✓ ✓ ✓ ✓
National Geographic Focus on Geography Literacy Teacher
✓ ✓ ✓ ✓
Guide
ASSESS
BL OL AL ELL Section Quizzes and Chapter Tests p. 3 p. 4 p. 5
BL OL AL ELL Authentic Assessment With Rubrics p. 31
BL OL AL ELL ExamView Assessment Suite 1-1 1-2 Ch. 1

CLOSE
BL ELL Reteaching Activity, URB p. 15
BL OL ELL Dinah Zike’s Reading and Study Guide Foldables p. 43
pp. 17–
Graphic Organizer Transparencies, Strategies, and Activities
18
✓ Chapter- or unit-based activities applicable to all sections in this chapter. *Also available in Spanish

2B
Chapter Integrating Technology

Using
al™
Study Centr
Teach With Technology
What is Study Central™?
Study Central™ is an interactive, online tool that helps students understand and remember content section-by-
section. It can be used alongside lessons or before a test.
How can Study Central™ help my students?
Study Central™ contains fun activities that students can use to review important content and reinforce effective
study habits. Using the format of the Guide to Reading that opens each section in the textbook, Study Central™
has students write main idea statements as questions, review academic and content vocabulary, and take notes
using online graphic organizers. Students can also read section summaries, take multiple-choice quizzes, and
find Web links for more information.
Visit glencoe.com and enter a QuickPass™ code to go to Study Central™.

Geography ONLINE You can easily launch a wide range of digital products
Visit glencoe.com and enter code from your computer’s desktop with the McGraw-Hill
WGC2630C1T for Chapter 1 resources. widget.
Student Teacher Parent
World Geography and Cultures Online Learning Center (Web Site)
• Section Audio ● ● ●

• Spanish Chapter Audio Summaries ● ● ●

• Section Spotlight Videos ● ● ●

• StudentWorks™ Plus Online ● ● ●

• Multilingual Glossary ● ● ●

• Study-to-Go ● ● ●

• Chapter Overviews ● ● ●

• Self-Check Quizzes ● ● ●

• Student Web Activities ● ● ●

• ePuzzles and Games ● ● ●

• Vocabulary eFlashcards ● ● ●

• In-Motion Animations ● ● ●

• Study Central™ ● ● ●

• Nations of the World Atlas ● ● ●

• Glencoe Graphing Tool ● ● ●

• btw — Current Events Web Site ● ● ●

• Web Activity Lesson Plans ●

• Vocabulary PuzzleMaker ●
• Beyond the Textbook ● ● ●

2C
Additional Resources

• Timed Readings Plus in Social Studies helps stu-


dents increase their reading rate and fluency while The following videotape programs are available from
maintaining comprehension. The 400-word passages Glencoe as supplements to Chapter 1:
are similar to those found on state and national • Lewis and Clark (ISBN 1-56-501592-4)
assessments. • Christopher Columbus: Explorer of the New World
• Reading in the Content Area: Social Studies (ISBN-1-56-501667-X)
concentrates on six essential reading skills that help To order, call Glencoe at 1-800-334-7344. To find class-
students better comprehend what they read. The book room resources to accompany many of these videos,
includes 75 high-interest nonfiction passages written check the following pages:
at increasing levels of difficulty. A&E Television: www.aetv.com
• Reading Social Studies includes strategic reading The History Channel: www.historychannel.com
instruction and vocabulary support in Social Studies
content for both ELLs and native speakers of English.
• Content Vocabulary Workout (Grades 6-8) acceler-
ates reading comprehension through focused vocabu-
lary development. Social Studies content vocabulary
comes from the glossaries of Glencoe’s Middle School
Social Studies texts. www.jamestowneducation.com
Reading
List Generator
CD-ROM

Use this database to search more than 30,000 titles to


Index to National Geographic Magazine: create a customized reading list for your students.
• Reading lists can be organized by students’ reading
The following articles relate to this chapter: level, author, genre, theme, or area of interest.
• “A Geographic Life: Tom Abercrombie,” by Don Belt, • The database provides Degrees of Reading Power™
August 2006. (DRP) and Lexile™ readability scores for all selections.
• “The Man Who Wasn’t Darwin,” by David Quammen, • A brief summary of each selection is included.
December 2008.
• “The Vaulting Pole,” by Joel K. Bourne, Jr., December Leveled reading suggestions for this chapter:
2006. For students at a Grade 7 reading level:
• “The Shape of Africa,” by Jared Diamond, September • The House on Stink Alley: A Story About Pilgrims in
2005. Holland, by F.N. Monjo
For students at a Grade 8 reading level:
National Geographic Society Products To order the
• Isabel: Jewel of Castilla, by Carolyn Meyer
following, call National Geographic at 1-800-368-2728:
For students at a Grade 9 reading level:
• National Geographic Atlas of the World (Book).
• Italian Portraits, by Dorothy and Thomas Hoobler
Access National Geographic’s new dynamic MapMachine For students at a Grade 10 reading level:
Web site and other geography resources at: • Shakespeare’s England, by Horizon Magazine
www.nationalgeographic.com For students at a Grade 11 reading level:
www.nationalgeographic.com/maps • Amish Home, by Raymond Bial

2D
CHAPTER INTRODUCTION
CHAPTER

Focus How
More About the
Geographers
Geography is used to interpret
the past, understand the
Photo present, and plan for the future.
News coverage of local, national,
Visual Literacy The enormous
structure shown here is known as
Cliff Palace. It was built around
and international events is part of
daily life in the twenty-first century.
An understanding of geography will
help you learn how such events
Look at
A.D. 1200 by the Anasazi, an ancient
Native American people. The Cliff
Palace is the largest cliff dwelling in
affect your life.
the World
North America. It contains roughly Essential Questions
150 rooms and was capable of
housing as many as 100 people. Section 1:
Geography Skills Handbook
What tools do geography skills
provide?

Teach Section 2:
The Geographer’s Craft
As you begin teaching What are the elements of
this chapter, read the Big Idea out geography?
loud to students. Explain that the
Big Idea is a broad, or high-level,
concept that will help them under-
stand what they are about to learn.
Use the Essential Question for each
section to help students focus on
the Big Idea.

Geography ONLINE
Visit glencoe.com and enter
code WGC9952C1 for Chapter 1 resources. The Anasazi ruins at Mesa Verde, Colorado, offer a
fascinating glimpse of early Native American cultures.

2 Unit 1

002-003_C01_CO_879995.indd 2 12/29/09 11:21:39 AM

Section 1
the present, and plan for the future? Give an
Geography Skills Handbook example of each. (Answers will vary but could
Essential Question What tools do geogra- include using historical maps to follow the move-
phy skills provide? (Geography skills provide ment of people, using political maps to monitor
the tools and methods for us to understand the changes in political boundaries, and using GIS to
relationships between people, places, and envi- plan for the construction of new roads.) Point
ronments.) Ask: How do geographers use out that in Section 1 students will learn about
these skills to interpret the past, understand the skills geographers use. OL

2
CHAPTER INTRODUCTION

Organizing Information Make a


Top-Tab Book to help you under- Dinah Zike’s
stand how geographers look at the
world. Foldables
Purpose This Foldable will
Elements of Research Geography and Geography help students organize their
Geography Methods Other Subjects as a Career
notes about how geographers
look at the world. The tabbed
How Geographers book will help them keep facts,
Look at the World generalizations, and observa-
tions handy for review before
assessment.

Reading and Writing As you read the chapter, write at


least five facts, generalizations, or observations for each
of the following headings: Elements of Geography,
Research Methods, Geography and Other Subjects, and Geography ONLINE
Geography as a Career. Visit glencoe.com and enter
code WGC2630C1T

THE WORLD
for Chapter 1 resources.

Chapter 1 3

002-003_C01_CO_879995.indd 3 12/29/09 11:22:08 AM


Section 2
The Geographer’s Craft
Essential Question What are the elements
of geography? (the world in spatial terms,
places and regions, physical systems, human
systems, environment and society, the uses of
geography) Point out that in Section 2, stu-
dents will learn how geographers use the six
essential elements to study the Earth and its
people. OL

3
CHAPTER Section 1
section spotlight
audio video

Focus
SECTION 1 Geography
Daily Focus Transparency 1.1 Contents
Essential Question
What tools do geography skills
Skills Handbook
provide? Geography skills provide the tools and methods for
Globes and Maps us to understand the relationships between people,
• From 3-D to 2-D places, and environments. We use geographic skills
• Great Circle Routes
when we make daily personal decisions — where to buy
Projections a home; where to get a job; how to get to the shopping
• Planar Projection
• Cylindrical Projection mall; where to go on vacation. Community decisions,
• Conic Projection such as where to locate a new school or how to solve
• Common Map Projections problems of air and water pollution, also require the
Determining Location skillful use of geographic information.
• Latitude
To generate student interest and • Longitude Geographers use a wide array of tools and technologies—from basic globes to
provide a springboard for class • The Global Grid
high-tech global positioning systems—to understand the Earth. These help us
• Northern and Southern
discussion, access the Chapter 1, collect and analyze a great deal of information. However, the
Hemispheres
Section 1 video at glencoe.com. • Eastern and Western Hemispheres study of geography is more than knowing a lot of facts about
places. Rather, it has more to do with asking questions about
Reading a Map the Earth, pursuing their answers, and solving problems.
• Using Scale
Thus, one of the most important geographic tools is inside
• Absolute and Relative Location
your head: the ability to think geographically.
Physical Maps
— Dr. Richard Boehm,
Political Maps September 2006
Thematic Maps
• Qualitative Maps
• Flow-Line Maps
World Geography and Cultures
Geographic Information Systems author Dr. Richard Boehm

Resource Manager
4 Unit 1

004-015_C01_GSH_879995.indd 4 12/29/09 11:25:16 AM


Reading Critical Differentiated Writing Skill
R Strategies C Thinking D Instruction W Support S Practice
Teacher Edition Teacher Edition Teacher Edition Teacher Edition Teacher Edition
• Analyzing Text • Making Inferences, p. 5 • Visual/Spatial, p. 5 • Expository Writing, • Visual Literacy, pp. 8, 9,
Structure, p. 7 • Ident. Cent. Issues, p. 6 • Kinesthetic, pp. 6, 11 p. 11 14, 15
• Reading Maps, p. 10 • Compare/Contrast, • Logical/Math., p. 8 • Narrative Writing, • Using Geo. Skills, p. 10
pp. 7, 13 • Gifted/Talented, p. 13 p. 12
Additional Resources • Detecting Bias, p. 9 Additional Resources
• Guided Reading 1-1, • Making Gen., p. 12 Additional Resources Additional Resources • Daily Focus Skills
URB, p. 21 • Diff. Instr. for the Geo. • Foldables, p. 43 Trans. 1-1
• RENTG, pp. 1–3 Additional Resources Classroom, pp. 1–3 • Reinforcing Skills Act.,
• Vocab. Act., URB p. 14 • GIS Simulations, p. 4 URB p. 17
• Quizzes and Tests, p. 3
CHAPTER Section 1

Globes and Maps


A globe is a scale model of the Earth. Because Earth is round, a globe
presents the most accurate depiction of geographic information such as
area, distance, and direction. However, globes show little close-up
Teach
D Differentiated
detail. A printed map is a symbolic representation of all or part of the
planet. Unlike globes, maps can show small areas in great detail.
Instruction
From 3-D to 2-D Visual/Spatial Use an orange
Think about the surface of the Earth as the The idea of a great circle route is an important to illustrate the challenges of
peel of an orange. To flatten the peel, you have difference between globes and maps. A round transferring measurements from
to cut it like the globe shown here. To create globe accurately shows a great circle route, as
maps that are not interrupted, mapmakers, or indicated on the map below. However, as shown
a three-dimensional to a two-
cartographers, use mathematical formulas to on the flat map, the great circle distance (dotted dimensional form. Sketch an out-
transfer information from the three-dimensional line) between Tokyo and line of the continents and two or
globe to the two-dimensional map. However, Los Angeles appears three lines of longitude and lati-
North
when the curves of a globe become straight lines to be far longer than Pole

on a map, distortion of size, shape, distance, or the true direction


tude onto an orange. Then care-
area occurs. distance (solid Gre
at Circ
le Route
Los fully remove the peel (in one
D line). In fact, the Tokyo Angeles
N
piece, if possible) and gently flat-
great circle dis- ten it. Allow students to examine
W E
tance is 315 miles
S the peel, and point out how lines
(507 km) shorter.

THE WORLD
and shapes are distorted when
the curved peel is flattened. OL

W
N

E
eat
Circle Distan
Gr 472 mi. (8,807 kmce
5,
C Critical Thinking
)
S Tokyo Los Angeles Making Inferences Have stu-
True Direction Distance
5,787 mi. (9,313 km) dents use a piece of string and a
globe to find the shortest route
Great Circle Routes from New York to Hong Kong.
A straight line of true direction—one that
runs directly from west to east, for example—is
(over the top of the globe) OL
not always the shortest distance between two For additional practice on this
points on Earth. This is due to the curvature of skill, see the Skills Handbook.
1. Explain the significance of: globe, map, cartographer, great
the Earth. To find the shortest distance between
circle route.
any two places, stretch a piece of string around
a globe from one point to the other. The string C 2. Describe the problems that arise when the curves of a globe
become straight lines on a map.
will form part of a great circle, an imaginary
line that follows the curve of the Earth. Traveling 3. Answering the Essential Question Use a Venn diagram
along a great circle is called following a great like the one below to identify the similarities and differences
between globes and maps.
circle route. Ship captains and airline pilots use
great circle routes to reduce travel time and
conserve fuel. Globes Maps

Chapter 1 5

004-015_C01_GSH_879995.indd 5 12/29/09 11:25:32 AM

Answers 3. Globes present the most accurate depic-


1. globe: scale model of the Earth; map: tion of geographic information such as
symbolic representation of all or part of area, distance, and direction, but do not
the planet; cartographer: mapmaker; great show close-up detail. Maps are symbolic
circle route: route that follows the great representations of all or part of the planet
circle along the curve of the Earth and can show areas in great detail. Both
2. Size, shape, distance, or area becomes show information about places on the
distorted. Earth.

5
CHAPTER Section 1

Projections
To create maps, cartographers project the round Earth onto a flat
C Critical Thinking surface — making a map projection. Distance, shape, direction, or size
Identifying Central Issues C may be distorted by a projection. As a result, the purpose of the map usu-
Ask: Why do map makers use ally dictates which projection is used. There are many kinds of map projec-
tions, some with general names and some named for the cartographers
projections? (Projections help in who developed them. Three basic categories of map projections are shown
transferring information from a here: planar, cylindrical, and conic.
three-dimensional surface to a two-
dimensional surface.) OL

Planar Projection
D Differentiated
Instruction A planar projection shows the Earth centered
in such a way that a straight line coming from
Kinesthetic If students are the center to any other point represents the
struggling with the concept of shortest distance. Also known as an azimuthal
projection, give them a large projection, it is most accurate at its center. As a
EQ
result, it is often used for maps of the Poles. UA
TOR
sheet of paper or poster board
and a globe. Have students place
the paper and the globe in the
same physical relationships shown
in the illustrations. Check to make
sure students can visualize how
Cylindrical Projection
each projection offers a different A cylindrical projection is based on the projec-
approximation of the sphere. BL D tion of the globe onto a cylinder. This projection EQUATOR
is most accurate near the Equator, but shapes
and distances are distorted near the Poles.

Conic Projection
A conic projection comes from placing a cone
over part of a globe. Conic projections are best
suited for showing limited east-west areas that
are not too far from the Equator. For these uses,
a conic projection can indicate distances and
directions fairly accurately.

Differentiated
Instruction 6 Unit 1

004-015_C01_GSH_879995.indd 6 12/29/09 11:25:37 AM


Leveled Activities
BL Authentic Assessment, OL Differentiated Instruction, AL Enrichment Activity, URB, ELL Vocabulary Activity, URB,
p. 31 p. 3 p. 19 p. 14
Name Date Class Name Date Class
Name Date Class

Mapping Your School Mapping Your School


Enrichment Activity 1
A Room Map Chinese Mapmaking
Northern Zhi Li Province, 1555
The people of China have been
making maps since ancient times.
Use a scale of one foot equals one inch, Their first maps were copied by
and draw the outline of your walls. hand. Archaeologists found two
Maps can illustrate areas of thousands of miles remarkable examples of hand-
or just a few square feet. No matter how large or Use a ruler and a colored pencil to create a
copied maps in 1973 while studying
small the area, maps can provide information about grid; label the east-west lines as latitude lines
a 2,000-year-old Han dynasty tomb
all the ways that geographers look at the world. and the north-south lines as longitude lines;
in the Hunan province. By A.D. 1155,
assign degrees to each.
printed maps had appeared in China.
Measure each piece of furniture in your At the right is a detail of a map
room, and draw its outline on your map. included in the Guang Yu Tu, an
• Apply your understanding of spatial perspective
to the objects located in your bedroom. Include windows, plants, heating and/or important Chinese atlas by Luo
air conditioning ducts, pets, and anything Hongzian printed in 1555. The atlas
• Describe the physical and human characteristics
else that contributes to the environment covered all Chinese geographical
of your bedroom.
of your room. knowledge of that time and served
• Analyze how the space in your bedroom is inter- as China’s major reference for car-
dependent with other rooms in your house. Use symbols or letters to identify smaller tographic information for the next is defined by popular feelings and images rather than objective data.
• Discuss how you have modified this environment. items. 250 years. It included information A central place and the surrounding area linked to it are called a(n) .
Add a title, date, map key, and compass rose. on population, taxation, and trade. Luo’s maps of Chinese provinces and
other countries were extremely accurate in the scale and shape of landforms A(n) is an area defined by some common characteristic.
Add details on a map overlay. because of the grid system developed by earlier Chinese cartographers. They The exact spot at which a place is found on the globe is its .
Your job is to create a map of your bedroom. lay the tracing paper over your map,
Copyright © Glencoe/McGraw-Hill Companies, a division of The McGraw-Hill Companies, Inc.

also used symbols to represent geographic and human features, and the list
Using a ruler, you will draw a map of your room circle and label two “regions,” or areas in of these symbols in the Guang Yu Tu is an early example of a map key. Lines of latitude and longitude form a(n) , a pattern that helps locate places
to scale and use this map to illustrate each of the which activities take place, On this map rivers are depicted flowing into a sea, represented by waves. on the globe.
six essential elements of geography: The World in
draw small arrows to show the most com- Geographers refer to each half of the globe as a(n) .
Spatial Terms, Places and Regions, Physical
mon paths you take within your room.
Systems, Human Systems, Environment and What three physical features are found on Why were rivers prominently featured in maps of is an expression of relative location.
Society, and The Uses of Geography. On a separate sheet of paper
the map? ancient China? A(n) is a particular space with physical and human meaning.
state the absolute location of two pieces
of furniture or other items in the room, A recurring theme in geography is the of people, goods, and ideas.
describe a feature of your room that

6 You will compare your room map with those


of other students.
you use,
describe changes that have been made to
the room in the recent past or proposed
changes that will be made in the near
Why do you think Luo used 3 different symbols
—circles, squares, and diamonds—to represent
settlements?
What is a community of plants and animals that depend on one another for survival?

• Graph paper • Tissue or tracing paper future.


Why would early Chinese leaders have felt that
• Pencils, pens, or markers • Ruler
it was important to make maps of their territory?
• Tape measure or yardstick
What might the single curved lines represent?
Use the Classroom Assessment List for a
Map to check your work.
Refer to the Classroom Assessment List Add missing elements, or improve elements.
for a Map on page 107.
Perform a final self-assessment on your map,
Geography Skills Handbook CHAPTER Section 1

Common Map Projections


Each type of map projection has advantages Robinson Projection
and some degree of inaccuracy. Four of the most
common projections are shown here. ARCTIC CIRCLE
C Critical Thinking
Comparing and Contrasting
Winkel Tripel Projection

PRIME MERIDIAN
TROPIC OF CANCER Ask students to cover the text and
ARCTIC C EQUATOR look at the selected projections.
IRCLE
TROPIC OF CAPRICORN
Ask: What is one similarity and
one difference between the
PRIME MERIDIAN

TROPIC OF CAN
CER
ANTARCTIC CIRCLE
Winkel Tripel Projection and the
EQUATOR Goode’s Interrupted Equal-Area
The Robinson projection has minor distortions. The sizes and
TROPIC OF CAP
RI CORN
shapes near the eastern and western edges of the map are Projection? (similarity: both show
accurate, and outlines of the continents appear much as they all of the continents; difference:
do on the globe. However, the polar areas are flattened. Goode’s projection splits Antarctica
IC CIRCLE
ANTARCT

Mercator Projection into four pieces, while the Winkel


Most general reference world maps are the Winkel Tripel pro-
R Tripel projection does not.) BL
jection. It provides a good balance between the size and shape
of land areas as they are shown on the map. Even the polar C For additional practice on this
areas are depicted with little distortion of size and shape. skill, see the Skills Handbook.
ARCTIC CIRCLE

Goode’s Interrupted Equal-Area Projection

THE WORLD
ARCTIC CIRCLE R Reading Strategy
Analyzing Text Structure
PRIME MERIDIAN
TROPIC OF CANCER
N
PRIME MERIDIA

TROPIC OF CANCER EQUATOR


Have students read the selected
EQUATOR TROPIC OF CAPRICORN
captions. Ask: How is the infor-
TROPIC OF CAPRICORN
mation structured in these cap-
ANTARCTIC
CIRCLE
ANTARCTIC CIRCLE
tions? (Both captions propose a
An interrupted projection resembles a globe that has been
benefit of the projection, followed
cut apart and laid flat. Goode’s Interrupted Equal-Area pro- The Mercator projection increasingly distorts size and distance by a drawback.) OL
jection shows the true size and shape of Earth’s landmasses, as it moves away from the Equator. However, Mercator pro-
but distances are generally distorted. jections do accurately show true directions and the shapes of
landmasses, making these maps useful for sea travel.

1. Explain the significance of: map projection, planar, cylin- 4. Answering the Essential Question Use a Venn
drical, conic, interrupted projection. diagram like the one below to identify the similarities
2. Which of the four common projections described above is and differences between the Winkel Tripel and Mercator
the best one to use when showing the entire world? Why? projections.

3. Draw a map of the world from memory, labeling conti-


Winkel Tripel Mercator
nents, oceans, and as many countries as you can. Then
projection projection
trade maps with a partner and look for similarities and dif-
ferences between your maps. Discuss how each person’s
spatial perspective is reflected in his or her map.

Chapter 1 7

004-015_C01_GSH_879995.indd 7 12/29/09 11:25:45 AM

Answers areas not too far from the Equator; inter- 4. Both show all continents with little to
1. map projection: projecting image of rupted projection: shows true size and no distortion of shape. Mercator shows
Earth onto a flat surface to make a shape of Earth but distorts distances true direction, but distorts land size
map, different projectors have their 2. Winkel Tripel, because it distorts the size and distance. Winkel Tripel shows little
advantages/disadvantages. planar: and shape of landmasses the least. size distortion.
shows shortest distance between points,
most often used for maps of the Poles; 3. Students’ maps will vary but should
cylindrical: most accurate near the reflect a basic understanding of the loca-
Equator; conic: best for limited east-west tions of the world’s oceans, continents,
and countries.

7
CHAPTER Section 1

Determining Location
Geography is often said to begin with the question Where? The basic
S Skill Practice tool for answering the question is location. Lines on globes and maps
Visual Literacy Have students provide information that can help you locate places. These lines cross
study the selected figures. Ask: one another forming a pattern called a grid system, which helps you find
exact places on the Earth’s surface.
What are two differences A hemisphere is one of the halves into which the Earth is divided.
between longitude and latitude? Geographers divide the Earth into hemispheres to help them classify
(Lines of latitude run horizontally and describe places on Earth. Most places are located in two of the four
and are parallel. Lines of longitude hemispheres. 90°N (North Pole)
75°N

run vertically and intersect at the Latitude


60°N
45°N
poles.) OL Lines of latitude, or parallels, circle the Earth parallel 30°N

to the Equator and measure the distance north or south

D Differentiated
of the Equator in degrees. The Equator is measured at 15°N
0° latitude, while the Poles lie at latitudes 90°N (north)
Instruction and 90°S (south). Parallels north of the Equator are 0° (Equator)

Logical/Mathematical Have called north latitude. Parallels south of the Equator are 15°S

students use the Internet or library called south latitude.


30°S
resources to determine their abso- 45°S

lute location. If you have access to 75°S


60°S
90°S (South Pole)
GPS equipment, you may wish to S
let students use it to check their
Longitude
work. OL Lines of longitude, or meridians, circle the Earth
from Pole to Pole. These lines measure distance east
or west of the Prime Meridian at 0° longitude.
Meridians east of the Prime Meridian are known as
east longitude. Meridians west of the Prime Meridian
60°W
are known as west longitude. The 180° meridian on
45°W
60°E the opposite side of the Earth is called the International
30°W 45°E
15°W 30°E Date Line.
0° (Prime Meridian) 15°E

90°N (North Pole)


75°N
60°N

The Global Grid 45°N

Every place has a global address, or absolute location. 30°N

You can identify the absolute location of a place by 15°N


Tokyo
naming the latitude and longitude lines that cross exactly
D at that place. For example, Tokyo, Japan, is located at 0° (Equator)

36°N latitude and 140°E longitude. For more precise 15°S


readings, each degree is further divided into 60 units
30°S
called minutes.
60°E 45°S
75°E 135°E
90°E 120°E
Hands-On 105°E

Chapter Project 8 Unit 1

Step 1
Creating a Global 004-015_C01_GSH_879995.indd 8
choose places that are well-known or unfa- (Answers will vary, but should include basic12/29/09 11:25:53 AM

Treasure Hunt miliar. However, all places should be on geography skills such as reading maps, inter-
land and located at least 50 miles (80 km) preting data, and so forth.) Have students
Step 1: Learning Ten Places Student from each other. Tell students to make a list organize their notes and select 3 facts
teams learn about 10 places on Earth. of 8–10 interesting facts about each place, about each place. These facts will be used
Essential Question What skills do and also to note the latitude and longitude as clues in the Treasure Hunt. OL
geographers use? of each place they study. (Chapter Project continues on page 17.)
Directions Organize students into teams Putting It Together Read the Essential
and have each team choose 10 places on Question aloud to the class. Ask: What skills
Earth to research and study. Students may did you use to learn about your 10 places?

8
Geography Skills Handbook CHAPTER Section 1

Northern and Southern Eastern and Western


Hemispheres Hemispheres
The diagram below shows that the Equator The Prime Meridian and the International Date S Skill Practice
divides the Earth into the Northern and Southern Line divide the Earth into the Eastern and Western
Hemispheres. Everything north of the Equator is Hemispheres. Everything east of the Prime
Visual Literacy Point out that
in the Northern Hemisphere. Everything south Meridian for 180° is in the Eastern Hemisphere. most people probably are not used
of the Equator is in the Southern Hemisphere. Everything west of the Prime Meridian for 180° is to seeing a globe from these
in the Western Hemisphere. angles. Ask: What view do these
Northern Hemisphere
Eastern Hemisphere illustrations show? (a globe
viewed from the top and the bottom)
EUROPE
ATLANTIC NORTH Ask: How do you generally view
OCEAN AMERICA ASIA
a globe? (from the side, along the
PACIFIC
PACIFIC OCEAN Equator) If students still struggle to
North OCEAN
EUROPE Pole AFRICA C understand the difference between
AFRICA
these views, use an actual globe to
ASIA INDIAN
OCEAN AUSTRALIA show them the views reflected in
the illustrations. BL
S
Southern Hemisphere C Critical Thinking
Western Hemisphere

THE WORLD
INDIAN Detecting Bias Ask: Since
OCEAN
AUSTRALIA NORTH
planet Earth has no true top or
AFRICA
AMERICA
ATLANTIC
bottom, why do globes show
OCEAN Europe on the top half of Earth?
ANTARCTICA
ATLANTIC
South
Pole (Early mapmakers and explorers
OCEAN were from Europe.) AL
PACIFIC SOUTH
OCEAN PACIFIC AMERICA
OCEAN For additional practice on these
SOUTH
AMERICA skills, see the Skills Handbook.

1. Explain the significance of: location, grid system, hemi- 4. Answering the Essential Question Use a chart like
sphere, latitude, Equator, longitude, Prime Meridian, the one below to identify the continents in each hemisphere.
absolute location, Northern Hemisphere, Southern Continents will appear in more than one hemisphere.
Hemisphere, Eastern Hemisphere, Western Hemisphere.
Hemisphere Continents
2. Which lines of latitude and longitude divide the Earth
into hemispheres? Northern

3. Use the Reference Atlas maps to create a chart listing the Southern
latitude and longitude of three world cities. Have a part- Eastern
ner try to identify the cities.
Western

Chapter 1 9

004-015_C01_GSH_879995.indd 9 12/29/09 11:25:58 AM

Answers tude; absolute location: the exact loca- 2. Equator and Prime Meridian
1. location: a specific place on Earth; grid tion where latitude and longitude lines 3. Answers will vary according to cities
system: pattern formed as the lines of lat- cross; Northern Hemisphere: everything chosen.
itude and longitude cross one another; north of the Equator; Southern Hemi-
hemisphere: half of a sphere or globe; sphere: everything south of the Equa- 4. Northern: North America, Asia,
latitude: the distance north or south of tor; Eastern Hemisphere: everything Europe, Africa; Eastern: Asia, Europe,
the Equator; Equator: 0º latitude; longi- east of the Prime Meridian; Western Africa, Australia; Southern: Antarctica,
tude: the distance east or west of the Hemisphere: everything west of the Australia, South America, Africa;
Prime Meridian; Prime Meridian: 0º longi- Prime Meridian for 180º Western: North America, South
America

9
CHAPTER Section 1

Reading a Map
In addition to latitude and longitude, maps feature other important
S Skill Practice tools to help you interpret the information they contain. Learning to
Using Geography Skills Have use these map tools will help you read the symbolic language of maps
students use the scale bar on the more easily.
map to calculate the distance in
kilometers between Paris and Key
Stockholm. First, have students use Title The key lists and explains the symbols, colors, and lines
The title tells you what kind of used on the map. The key is sometimes called a legend.
a ruler to measure the distance
information the map is showing.
between the cities on the map in
centimeters (4.5 cm). Then, have Europe Before World War I
students measure the map’s scale
30°W 20°W 10°W 10°E 20°E 40°E 50°E
30°E
in centimeters. (600 km = 1.7 cm) 0°

Ask: How can you use this to find Scale Bar ARCT
IC CI
National
ICELAND RCLE boundary
the distance between Paris and The scale bar shows the relation- Den.
National
ship between map measurements 60 capital
Stockholm? (set up a proportion: and actual distances on the Earth.
°N
Major city
0 600 kilometers

600 km x By laying a ruler along the scale


5 S 0 600 miles SWEDEN
bar, you can calculate how many Lambert Azimuthal Equal-Area projection NORWAY Helsingfors
1.7 cm 4 cm (Helsinki)
miles or kilometers are represented N Christiania St.
W (Oslo) Petersburg
per inch or centimeter. The map
x 5 600 km 3 4 cm E North
Stockholm

Sea
projection used to create the map is
1.7 cm S Sea
DENMARK
often listed near the scale bar.

tic
UNITED l
Copenhagen Ba RUSSIA
x 5 1,412 km) OL R 50°
N
KINGDOM
NETH.
Compass Rose Amsterdam
Berlin
London
The compass rose indicates GERMANY
ATLANTIC Brussels
R Reading Strategy directions. The four cardinal
directions — north, south, east, and
OCEAN Paris
BELG.
LUX.
Vienna
Bern
Reading Maps Ask: According west — are usually indicated with FRANCE LIECHT.
Budapest
SWITZ. AUSTRIA-HUNGARY
to the map, what is the capital of arrows or the points of a star. ROMANIA
Belgrade
The intermediate directions —
SAN
MARINO Bucharest Black
Russia? (St. Petersburg) Ask: What 40°
N
MONACO
Sarajevo
SERBIA
Sea
northeast, northwest, southeast, PORTUGAL ANDORRA ITALY
MONT.
BULGARIA
major city is located southeast of and southwest — may also be shown. Madrid Cetinje Sofia
Lisbon SPAIN Rome Tiranë Constantinople
Vienna? (Budapest) OL Seville
ALBANIA
OTTOMAN
GREECE
Cities Mediterran
ean EMPIRE
Cities are represented by a dot. Athens
Sea
Sometimes the relative sizes of AFRICA MALTA CYPRUS
U.K.
U.K.
cities are shown using dots of differ-
ent sizes.

Capitals Boundary Lines


National capitals are On political maps of large areas, boundary
often represented by lines highlight the borders between differ-
a star within a circle. ent countries and states.
Additional
Support 10 Unit 1

004-015_C01_GSH_879995.indd 10
Activity: Technology Connection 12/29/09 11:26:03 AM

Contrasting Have students use an Internet close view? (distant view) Ask: What view
mapping Web site to help them understand would show the names of neighboring streets?
scale. Tell students to find a particular location, (closer view) Point out that a distant view corre-
such as their school or home address. Then sponds to an increase in scale: it allows you to
have them use the map’s zoom function to help view a wider area but you cannot see much
visualize the benefits of increasing and decreas- detail. Conversely, a close view corresponds to a
ing scale when viewing a location. Ask: To find decrease in scale: detail is increased, but the
the nearest lake, would you use a distant or a size of the area is diminished. OL

10
Geography Skills Handbook CHAPTER Section 1

Using Scale
All maps are drawn to a certain scale. Scale is a consistent, propor-
tional relationship between the measurements shown on the map and
the measurement of the Earth’s surface.
W Writing Support
Expository Writing To give
W Small-Scale Maps A small-scale map, like this Large-Scale Maps A large-scale map, like this students practice thinking about
political map of France, can show a large area map of Paris, can show a small area with a great
but little detail. Note that the scale bar on this amount of detail. Study the scale bar. Note that
scale, have them write about two
map indicates that about 1 inch is equal to the map measurements correspond to much imaginary experiences. First, have
200 miles. smaller distances than on the map of France. students imagine they are an ant
beginning to climb a tree. Next,
France: Political The City of Paris
have them imagine they are giants
5°W U.K. 0° 5°E 10°E AV MONTMARTRE Sacré Coeur
bending down to look at a nest in

BL
l Lille BELG. DE V DE BLV
anne LUX.

VD
ILLIE BLVD
D D Gare
N English Ch 50°N TERNES S R
G NO
LL ES E C
LICHY du Nord
G ERMA NY VD DE S BATI N the top of the same tree. OL

M
BL S
ELLE Gare

AL
W Place URC PARC Gare

ES
E Charles CO de l’Est

HE
MONCEAU St. Lazare W E
de Gaulle

RB
S Paris BLVD

G
(Étoile)

ES
HAUSS

OUR
STR LVD DE
D Differentiated
MANN S
Arc de Triomphe

ASB
Nantes Orléans CH Opéra GRA

B
NDS
ATLANTIC
OCEAN FRANCE SWITZ.
CHAILLOT
AM
P SÉ
LYS
ÉE S Bibliothéque
BLVD
S Instruction
Place de la Nationale
Grand Palais
Kinesthetic Have two students

L
OPO
AST E
Concorde

SÉB LVD D
Bay of QU TUILERIES
Lyon I TA LY Seine AI
DES GARDENS RU
Biscay Pompidou
stand side-by-side, but 10 feet (3 m)

B
45°N E D Center
QUAI D’ORSAY National TUILE E R
Assembly RIES IVO MARAIS
National Bordeaux INVALIDES L
Louvre I apart. Ask: What is the relative

BLV
Eiffel Hôtel

THE WORLD
boundary Tower ESPLANADE de Ville

D
Toulouse Nice
Regional Corsica CHAMP
DES INVALIDES ST. GERMAIN
SAIN
T
Île d
e la
C
position of each student to the
boundary Marseille DE MARS Hôtel des Rodin GER ité

BLVD
National 0 200 kilometers Invalides Museum
MA
IN Notre
Dame
other? (One is 10 feet (3 m) to the

EL
ST M BLVD
RASPA
capital LATIN
ANDORRA 0 1 kilometer
left. The other is 10 feet (3 m) to the

ICH
0 200 miles Luxembourg QUARTER
Major city Lambert Azimuthal Palace
SPA IN 0 1 mile Sorbonne

IL
Equal-Area projection
right.) BL

Absolute and Relative Location tion, find a reference point — a location you
As you learned on page 8, absolute location is already know — on a map. Then look in the
D the exact point where a line of latitude crosses a appropriate direction for the new location. For
line of longitude. Another way to indicate loca- example, locate Paris (your reference point) on
tion is by relative location, or the location of one the map of France above. The relative location
place in relation to another. To find relative loca- of Lyon can be described as southeast of Paris.

1. Explain the significance of: key, compass rose, cardinal 4. Describe the relative location of your school in two ways.
directions, intermediate directions, scale bar, scale, rela- 5. Answering the Essential Question Use a Venn
tive location. diagram to identify the similarities and differences
2. Describe the elements of a map that help you interpret between small-scale maps and large-scale maps.
the information displayed on the map.
3. How does the scale bar help you determine distances on
Small-scale maps Large-scale maps
the Earth’s surface?

Chapter 1 11

004-015_C01_GSH_879995.indd 11 12/29/09 11:26:09 AM

Answers Earth; scale: consistent, proportional measurements and actual distances on


1. key: lists and explains symbols, colors, relationship between measurements Earth; compass rose indicates direction
and lines on map; compass rose: indi- shown on map and measurement of 3. shows the relationship between map
cates direction; cardinal directions: Earth’s surface; relative location: loca- measurements and actual distances
north, south, east, and west; interme- tion of one place in relation to another
diate directions: northeast, northwest, 4. Answers will vary according to school.
2. title tells kind of information shown on
southeast, and southwest; scale bar: map; key lists and explains symbols, 5. Small scale shows large areas but little
shows relationship between map mea- colors, and lines used on map; scale detail. Large scale shows small area
surements and actual distances on bar shows relationship between map with great detail. Both show location.

11
CHAPTER Section 1

Physical Maps
A physical map shows the location and the topography, or shape, of
W Writing Support W the Earth’s physical features. A study of a country’s physical features
Narrative Writing Have inter- often helps to explain the historical development of the country. For
ested students research and write example, mountains may be barriers to transportation, and rivers and
streams can provide access into the interior of a country.
a story about a physical feature
that affected history. Students can
explore how mountain ranges and Texas: Physical
cliffs have served as protection,

G R E AT
Water Features

ROCKY
how frozen lakes and straits MO.
Physical maps show rivers, streams,
allowed for travel, or even how Canadi
an Rive
r 36°N
lakes, and other water features. OKLAHOMA
the construction of a canal

MOU
ARK.

ado
changed transportation. AL Lake

Estac
Red Riv

NTA
NEW er Texoma
Landforms MEXICO

no
C Critical Thinking

Lla
INS

PLA
Physical maps may show landforms Sab
ine R
such as mountains, plains, plateaus, ive

Br
INS
r LA.

az
Making Generalizations and valleys. Toledo Bend 32°N

os
Res.
C Guadalupe Peak
8,749 ft. Peco
TEXAS Sam Rayburn Res.
Ask: What can relief and eleva- (2,667 m) sR N

Riv
iv ec
Tr he

e
s

er
N in

r
tion tell you about rivers? (Both Davis Edwards Co
lor
i ty

River
Mts. Stockton Plateau ad
o

Riv
Riv
elements give a sense of direction: Relief and Elevation W E
Plateau er

er
S Chisos Balcones
water flows downhill so rivers flow Physical maps use shading and texture 106°W
Mts.
102°W
Escarpment
in Galveston
to show general relief — the differences Nuece Pla
from high elevation to lower Elevations s River Bay

al
in elevation, or height, of landforms.

as t
Feet Meters 28°N

Co
elevation.) OL An elevation key uses colors to indicate 4,920 1,500 Matagorda
Bay
3,280 1,000

Ri o
specific measured differences in elevation 1,640 500 MEXICO
For additional practice on this Padre

Gr
655 200 nd Island

a
above sea level. 0
0 e Gulf of
skill, see the Skills Handbook. 0 100 kilometers
Mexico

0 100 miles 98°W 94°W


Mountain peak Lambert Azimuthal Equal-Area projection

Political Features
Some physical maps also show political features
such as boundary lines, countries, and states.

1. Explain the significance of: physical map, topography, Physical Feature What You Can Learn from the Map
relief, elevation. Davis Mountains
2. What is the approximate elevation of central Texas? Of Red River
western Texas? Gulf Coastal Plains
3. Answering the Essential Question Complete a
table like the one to the right to explain what you can
learn from the map about the physical features listed.

12 Unit 1

004-015_C01_GSH_879995.indd 12 12/29/09 11:26:18 AM

Answers 3. Davis Mountains: location, elevation,


1. physical map: shows location and topogra- length; Red River: location, length, route;
phy of Earth’s physical features; topogra- Gulf Coastal Plains: location, elevation,
phy: shape of Earth’s physical features; length
relief: difference in elevation of landforms;
elevation: height
2. central Texas: 655 feet (200 m) to 1,640 feet
(500 m); western Texas: 3,280 feet (1,000 m)
to 4,920 feet (1,500 m).

12
Geography Skills Handbook CHAPTER Section 1

Political Maps
A political map shows the boundaries and locations of political units
such as countries, states, counties, cities, and towns. Many features D Differentiated
Instruction
depicted on a political map are human-made, or determined by humans D
rather than by nature. Political maps can show the networks and links Gifted and Talented Political
that exist within and between political units. maps change more rapidly than
physical maps. Have interested
students select an area and
Texas: Political
research how political maps of
MO. Human-Made Features this area have changed over time.
r 36°N Political maps show human-made features such C Students may be interested to
an Rive
Canadi OKLAHOMA as boundaries, capitals, cities, roads, highways, learn how their own state or
Amarillo
and railroads.
NEW
ARK. region has changed politically, or
MEXICO Red Riv
er they may wish to study another
Lubbock Wichita
Falls Fort area. Have students create a pre-
Worth Sab
Dallas
i ne R
ive
r LA. sentation of their findings. AL
Abilene
Tr
Br

32°N
in
az

El Paso
ity
os

Peco
C Critical Thinking
R
R iv

s Waco
iver

Ri
v
er

TEXAS
er

Co
lor
ad
Beaumont Comparing and Contrasting

THE WORLD
o Riv
Austin er

San
Houston Ask: When you fly in an airplane
Antonio Victoria Galveston
106°W
Nueces
River
and look down at the ground,
MEXICO
N
28°N what human-made features can
State capital Corpus
Laredo Christi
Physical Features you see? (roads, buildings, farms,
Ri o

Major city W E
Padre
dams, some lakes, railroads) Ask:
Gr

nd Island Political maps may show some physical features


a

0 200 kilometers e S
Brownsville such as relief, rivers, and mountains.
0 200 miles What human-made features can
Lambert Azimuthal Equal-Area projection
Gulf of
102°W 98°W
Mexico 94°W
you not see? (boundaries, capital
designation) BL
Nonsubject Area For additional practice on this
Areas surrounding the subject area of the map are usually skill, see the Skills Handbook.
a different color to set them apart. They are labeled to give
you a context for the area you are studying.

1. Explain the significance of: political map, human-made. Human-Made Feature What You Can Learn from the Map
2. What types of information would you find on a political Austin
map that would not appear on a physical map? El Paso
3. Answering the Essential Question Complete a table Texas state boundary
like the one to the right to explain what you can learn
from the map about the human-made features listed.

Chapter 1 13

004-015_C01_GSH_879995.indd 13 12/29/09 11:26:23 AM

Answers 3. Austin: location, that it is the capital city


1. political map: shows boundaries and loca- of Texas; El Paso: location; Texas state
tions of political units such as countries, boundary: what states border Texas, what
states, counties, cities, and towns; human- river forms its southern border
made: determined by humans rather than
nature
2. capitals, cities, roads, highways, railroads

13
CHAPTER Section 1

Thematic Maps
Maps that emphasize a single idea or a particular kind of information
S Skill Practice about an area are called thematic maps. There are many kinds of the-
Visual Literacy Have students matic maps, each designed to serve a different need. This textbook
study the “Europe: Slavic includes thematic maps that show climate, natural vegetation, popula-
tion density, and economic activities.
Migrations” map. Ask: What do the
arrows on this map represent?
(The main routes of migration taken Qualitative Maps Flow-Line Maps
by Slavic peoples in A.D. 700.) Ask: Maps that use colors, symbols, lines, or dots Maps that illustrate the movement of people,
to show information related to a specific idea animals, goods, and ideas, as well as physical
How is color used to present
are called qualitative maps. Such maps are processes like hurricanes and glaciers, are called
information on this map? (It distin- often used to depict historical information. flow-line maps. Arrows are usually used to
guishes the three major groups of For example, the qualitative map below left represent the flow and direction of movement.
Slavs by their place of origin.) Ask: shows resources and exports in Latin America The flow-line map below right shows the move-
How would you explain the forks over time. ment of Slavic peoples throughout Europe.

that appear in several arrows?


(These indicate places where immi- Latin America: Europe: Slavic Migrations
Resources and Exports
grants from the same area of origin
diverged into two groups.) OL VENEZUELA
ATLANTIC Migration of 20°E
ESTONIA
30°E N
Slavic Peoples, c. 700

ea
Au
FR.
OCEAN W
E
Eastern Slavs

ltic S
ECUADOR COLOMBIA Au GUIANA
(Fr.) S
EQUATO Western Slavs LATVIA
GUYANA R

Ba
SURINAME 0° Southern Slavs RUSSIA
Au
LITHUANIA
BRAZIL Present-day
PERU
boundary RUSSIA
PACIFIC
BOLIVIA
OCEAN 10°E
BELARUS
PARAGUAY
POLANDV
i
GERMANY R

st
ula
.
20°S
N TROPIC
OF CA °N
PRICO
RN SLAVIC Dni 50
epe
W E CZE
CH R HOMELAND UKRAINE
r R.

S
CHILE EP. Dn
A i es
VAKI
ARGENTINA URUGUAY
S R. t e r
0 1,000 kilometers SLO
AUSTRIA MOLDOVA
HUNGARY
0 1,000 miles 40°
Lambert Azimuthal S SLOV. ROMANIA
Equal-Area projection
CROATIA

Ad
100°W 80°W 60°W 40°W 20°W
BOS.& R.
Black
ria
HERZ. Danube
Sea
t
ITALY SERBIA
ic
Resources Se BULGARIA
60 a
Coal °S
Food 0 200 kilometers
Petroleum products MONT. MACEDONIA
0 200 miles
Natural gas
Primary Products TURKEY
Lambert Azimuthal ALBANIA 40°N
Coffee as a Percentage Equal-Area projection GREECE
Iron ore
of Exports
Bauxite Sugarcane
75% or more
Copper Cotton
50%–74%
Au Gold Cut flowers 25%–49%
Zinc Leather Less than 25%
Timber Wool No data

Additional
Support 14 Unit 1

004-015_C01_GSH_879995.indd 14
Activity: Collaborative Learning 12/29/09 11:26:28 AM

ning
Collaborative Lear diffi-
ve
Ask students if they ha Making Thematic Maps Divide the class map displaying the location of public libraries
gu ishing on e color into several groups. Each group will research a or city parks). After groups choose their themes,
culty distin
e map
from another on th theme that interests them and create a the- each group should designate tasks (research,
nts may
above. If so, these stude matic map to present to the class. Themes may drawing maps, creating the presentation)
res ources,
benefit from other be national (for example, a U.S. map showing among themselves so that each group member
at ma ke dis-
such as maps th the location of roller coasters or professional participates. Schedule a period for all the groups
shad ing or sym-
tinctions using
n co lor. football stadiums) or local (for example, a city to present their maps to the class. OL
bols rather tha

14
Geography Skills Handbook CHAPTER Section 1

Geographic Information Systems


Modern technology has changed the way maps are made. Most car-
tographers use computers with software programs called geographic
S Skill Practice
information systems (GIS). A GIS is designed to accept data from dif- Visual Literacy Ask: How
ferent sources — maps, satellite images, printed text, and statistics. The could you make GIS maps with-
GIS converts the data into a digital code, which arranges it in a data- out a computer? (You could draw
base. Cartographers then program the GIS to process the data and pro-
the data on transparencies, and
duce maps. With GIS, each kind of information on a map is saved as a
separate electronic layer. This modern technolgy allows cartographers layer the transparencies.) OL
to make maps—and change them—quickly and easily.

Assess
Summarizing Have students
work in pairs to make study cards
for Section 1. Students can use
main headings and subheadings
S to organize the section material.
When the cards are finished, have
© 2008 by David W. Boles. All rights reserved. © 2008 by David W. Boles. All rights reserved. © 2008 by David W. Boles. All rights reserved. students take turns testing each

THE WORLD
1 The first layer of information in a GIS 2 Additional layers of information are 3 Complex information can be presented other on what they have
pinpoints the area of interest. This allows the added based on the problem or issue being using more than one layer. For example, learned. OL
user to see, in detail, the area he or she studied. In this case, hospital administrators the hospital’s surrounding neighborhoods
needs to study. In this case, the area of study want to find out about the population living include other groups in addition to African
is a 5-mile (8-km) radius around Christ near the hospital so they can offer the com- Americans. A third layer showing whites who
Hospital in Jersey City, New Jersey. munity the services it needs. A second layer live within the 5-mile (8-km) radius has been
showing African Americans who live within
the 5-mile (8-km) radius has been added to
added to the GIS. Administrators can now
use this information to help them make deci-
Close
the GIS. sions about staffing and services associated Identifying Ask: What are the
with the hospital. four main types of maps? (physical,
political, qualitative, and flow-line)

1. Explain the significance of: thematic maps, qualitative 5. Answering the Essential Question Complete a
maps, flow-line maps. chart like the one below by identifying three examples of
2. Which type of thematic map would best show natural each type of thematic map found in this textbook. Note
vegetation regions in Europe? the page numbers of each.

3. Which type of thematic map would best show trade Qualitative Maps Flow-Line Maps
routes between the United States, Canada, and Mexico?
4. How does GIS allow cartographers to create maps and
make changes to maps quickly and easily?

Chapter 1 15

004-015_C01_GSH_879995.indd 15 1/20/10 3:18:01 PM

Answers 2. qualitative
1. thematic map: emphasizes a single idea or 3. flow-line
particular kind of information about an
area; qualitative map: uses colors, symbols, 4. by allowing information to be stored and
lines, or dots to show information related displayed on separate electronic layers
to a specific idea; flow-line map: illustrates 5. Answers will vary. Note that qualitative
movement of people, animals, goods, and maps are located in each of the Unit Atlas
ideas, as well as physical processes like pages; most climate maps are qualitative
hurricanes and glaciers and flow-line.

15
CHAPTER Section 2 SECTION
section
2 spotlight
The Geographer’s
Craft
audio video

Guide to Reading
Focus Essential Question
What are the elements of
Geography is more than just learning place-names. It
also has practical uses. For example, ecologist J. Michael
Daily Focus Transparency 1.2 geography?
Fay conducted a flyover to identify the physical changes
Content Vocabulary
• site (p. 18) • movement and human impact on the African continent.
• situation (p. 18) (p. 19)
• place (p. 18) • human-
• region (p. 18) environment Voices Around the World
• formal region interaction
“The next morning we were airborne over Kruger National Park. This was the kind
(p. 18) (p. 19)
of thing every boy dreams of, cruising at low level over an African game park in
• functional • cartography
region (p. 18) (p. 20) your own little Cessna. . . . The land was covered with animal trails and water
• perceptual • geographic holes were heavily trodden by elephants and buffalo. It was very clear that nature
region (p. 18) information was intact here. . . .
Guide to Reading • ecosystem systems (GIS) As we neared the western boundary, I could see a line along
Answers to Graphic: (p. 19) (p. 21) the border of the park. . . . Elephants, rhinos, and lions
direct observation Academic Vocabulary ruled one side while humans dominated the other. . . .
mapping • occur (p. 17) • obtain (p. 21) [A]s human populations grow, they tend to move
Research interviewing • traditional • alter (p. 22) closer to the artificial boundaries of protected areas
(p. 18) • assist (p. 24) until one day somebody has to put up a fence.”
Methods analyzing statistics
• aspect (p. 19)
using technology
—J. Michael Fay,
Reading Strategy Africa Megaflyover: Air Dispatches,
Organizing As you read about the National Geographic (online),
work of geographers, complete a June 14, 2004
graphic organizer similar to the one
below by listing the specialized
research methods geographers use.
To generate student interest and
Research
provide a springboard for class Methods
discussion, access the Chapter 1,
Section 2 video at glencoe.com.

J. Michael Fay

Resource Manager
16 Unit 1

016-025_C01_S2_879995.indd 16 12/29/09 11:56:41 AM

Reading Critical Differentiated Writing Skill


R Strategies C Thinking D Instruction W Support S Practice
Teacher Edition Teacher Edition Teacher Edition Teacher Edition Teacher Edition
• Academic Vocab., p. 18 • Compare/Contrast, p. 18 • Kinesthetic, p. 17 • Narrative Writing, • Reading a Chart, p. 21
• Determining • Naturalist, p. 20 p. 19 • Visual Literacy, p. 23
Importance, p. 19 Additional Resources
• Questioning, p. 22 • Quizzes and Tests, p. 4 Additional Resources Additional Resources Additional Resources
• Diff. Instr. for the Geo. • Authentic Assess., • Daily Focus Trans. 1-2
Additional Resources Classroom, pp. 1–3 p. 13 • Enrichment Act. 1, URB,
• World Lit., URB p. 11 • Reteaching Act., URB p. 19
• Guided Reading 1-2, p. 15
URB, p. 22
• RENTG, pp. 4–6
The Elements Absolute Location and Relative Location
CHAPTER Section 2
of Geography 96°W 94°W 92°W 90°W 88°W 86°W 84°W 82°W 80°W 78°W

48°N
Superior
MAIN Idea Geographers study the location of Lake
CANADA
people and places on Earth’s surface and the pat- MINNESOTA
terns in which they are arranged. 46°N
M
Teach

IC

La
GEOGRAPHY AND YOU Is your community located

n
M

HI

ke
ig a
iss
ss
near a river or in the mountains? Why do you think WISCONSIN
D Differentiated

GA
ip

Hur
Lake Mich
44°N pi Lake
this is so? Read to learn how the study of geography

N
Ontario

on
can help you understand the world around you. Madison 4 Instruction

Rive
5
Lansing
Kinesthetic Have students

r
e
42°N IOWA 6 e Eri
Ann Arbor Lak
Geographers study the Earth’s physical and Chicago guide each other around the
Fort
human features and the interactions of people, Wayne
places, and environments. They search for patterns ILLINOIS INDIANA
room by describing relative posi-
40°N OHIO
in these features and interactions, seeking to MISSOURI
1 tions, such as “Move 3 feet (1 m)
Springfield Indianapolis
N
explain how and why they exist or occur. In their 3
2 left of the door,” or “stand to the
work, geographers consider six elements: the world 0 200 kilometers hi
o River W E
right of the board.” BL

O
38°N
in spatial terms, places and regions, physical sys- 0 200 miles S

tems, human systems, environment and society, Albers Equal-Area projection KENTUCKY
and the uses of geography.

The World in Spatial Terms Learn how to find absolute location and relative location by following Answers
the steps below. 1. latitude 41° N, longitude
Spatial relationships are the links people and
places have to one another because of their loca- ABSOLUTE LOCATION 87° W; by using the global

THE WORLD
tions. For geographers, location, or a specific place 1 To find the absolute location of Indianapolis, first identify the line grid
on the Earth, is a reference point in the same way of latitude that runs near the city. This is 40° N.
that dates are reference points for historians. 2 Then identify the line of longitude that runs near Indianapolis. 2. Answers will vary. Possible
One way of locating a place is by describing its This is 86° W. answers include Chicago is
absolute location—the exact spot at which the 3 Finally, write the location of Indianapolis using latitude and west of Lake Michigan,
place is found on the Earth. To determine absolute longitude. This is latitude 40° N, longitude 86° W.
Chicago is southeast of
location, geographers use a network of imaginary
lines around the Earth. RELATIVE LOCATION Madison.
Remember that the Equator, the Prime Meridian, 4 To find the relative location of Lansing, identify places such as
cities, lakes, rivers, and states near Lansing. Unlike absolute
3. 39° N, 89° W; answers will
and other lines of latitude and longitude cross one
another to form a grid system. Using the grid, you location, relative location can be described in many ways. vary; possible answer: west
can name the absolute location of any place on 5 For example, Lansing is northwest of Ann Arbor. of Indianapolis
Earth. This location is stated in terms of latitude, 6 Lansing is also east of Lake Michigan.
4. Madison is west of Lake
degrees north or south of the Equator, and longi-
tude, degrees east or west of the Prime Meridian. Michigan, south of Lake
1. Location What is the absolute location of Chicago? How did you
For example, Dallas, Texas, is located at latitude determine it?
Superior, east of the
32° N (north) and longitude 96° W (west). Mississippi River, north of
2. Place Describe the relative location of Chicago in two different
Although absolute location is useful, most the Ohio River.
ways.
people locate a place in relation to other places,
known as its relative location. For example, 3. Location What is the absolute location of Springfield? The relative
location?
New Orleans is located near the mouth of the
Mississippi River. Knowing the relative location
D 4. Place Describe the relative location of Madison using physical
of a place helps you create mental maps to ori- features.
ent yourself in space and to develop an aware-
Use StudentWorks™ Plus or glencoe.com.
ness of the world around you.
Hands-On
Chapter 1 17
Chapter Project
Step 2
016-025_C01_S2_879995.indd 17 12/29/09 11:56:48 AM

Creating A Global use the facts they learned about the place paper. Each correct answer will earn a new
Treasure Hunt to create clues for a Treasure Atlas. Clues clue to the next location, eventually lead-
will be about locations that, when followed, ing to the buried treasure, so remind stu-
Step 2: Creating a Treasure Atlas will lead to the buried treasure. The correct dents to make sure their clues follow a
Students create a Treasure Atlas with clues response to each clue will be a place name logical route.
to help other students locate a buried trea- and coordinates that can be easily looked Putting It Together Collect all clues and
sure somewhere on Earth. up. For example, the clue “tallest waterfall answer keys before the next session. OL
Directions Tell students to “bury” their in Zimbabwe,” would be answered “Victoria
(Chapter Project continues on the Visual
treasure in one of the places they studied in Falls, 18° S, 25° E.” Have students write each Summary page.)
Step 1. Have them note the latitude and clue on an index card, and list all the clues
longitude of the place. Then have students with their answers on a separate sheet of

17
Using the concepts of absolute location and Earth’s complexity, geographers often group
CHAPTER Section 2 relative location, geographers make a distinction places into regions, or areas with similar charac-
between the site and situation of a place. Site teristics. The defining characteristics of a region
refers to the specific location of a place, including may be physical, such as climate, landforms,
its physical setting. For example, the site of San soils, vegetation, and animal life. A region may
Francisco is its location at the end of a peninsula, also be defined by human characteristics. These
surrounded by the Pacific Ocean and San may include language, religion, political systems,
C Critical Thinking C Francisco Bay. Situation is an expression of rela- economic systems, and population distribution.
Comparing and Contrasting tive location. It refers to the geographic position Geographers identify three types of regions: for-
Ask students to write a paragraph of a place in relation to other places and its con- mal, functional, and perceptual. A formal region is
nections to other regions. San Francisco’s situa- defined by a common characteristic, such as a
explaining the similarities and tion is as a port city on the Pacific coast, close to product produced there. The Corn Belt—a band
differences between site and California’s agricultural lands. of farmland from Ohio to Nebraska in the United
situation. OL States—is a formal region because corn is its
Places and Regions major crop. A functional region is a central place
A place is a particular space with physical and and the surrounding area linked to it. Metropolitan
R Reading Strategy human meaning. Every place on Earth has its areas, as well as smaller cities and towns, are func-
Academic Vocabulary Ask own unique characteristics, determined by the tional regions. A perceptual region is defined by
surrounding environment and the people who popular feelings and images rather than by objec-
students to read the last sentence live there. One task of geographers is to under- tive data. For example, the term “heartland” refers
on this page. Point out that the stand and explain how places are similar to and R to a central area in which traditional values are
word traditional as used here different from one another. To interpret the believed to predominate.
refers to ideas and behaviors that
have been widely accepted within
Some traditional Hawaiian beliefs
a community for a long time. Have are used to explain the flow of
students use the dictionary or a fiery lava from a volcano.
thesaurus to look up synonyms of Human-Environment Interaction How does volcanic
traditional. Then have them write activity shape the Earth’s surface and impact human activities?
two or three sentences about a
traditional value or belief in their
own community. BL ELL

Caption Answer:
Volcanic activity creates new
land through lava flows. The
Hawaiian Islands were created
through volcanic activity.
Humans often live near volca-
noes as the soil is usually very
fertile. However, they often
must be evacuated when the
volcanoes erupt.

Differentiated
18 Unit 1
Instruction
016-025_C01_S2_879995.indd 18 12/29/09 11:56:53 AM

Leveled Activities
BL Reteaching Activity, URB, OL Differentiated Instruction, AL Map Overlay Transparencies, ELL Reading Essentials/Note-
pp. 15–16 p. 2 p. 3 Taking Guide, p. 4
Name Date Class Name Date Class Chapter 1, Section 2 (Pages 16–24)

Human-Environment Interaction Human-Environment Interaction

Essential Question
The combination of Earth’s rotation and revolu- Along the right side of the graph (the Y-axis), What are the elements of geography?
tion determines the number of hours of daylight mark the time of day that the sun sets, start-
geographic information systems area united by specific characteristics and darkness each place on Earth receives. As you read, complete a graphic organizer similar to the one below by list-
ing at the top of the graph.
meteorology mapmaking
ing the specialized research methods geographers use.
Along the bottom of the graph (the X-axis),
location community of plants and animals fill in the days for which you have data (the
sunrise and sunset times).
region way that most people identify a place Using weather reports supplied by your
teacher, track the times of day that the sun Place a dot at the appropriate place on the
relative location study of weather Latitude and Longitude Latitude and Longitude rises and sets in your area. graph to show the time of each day’s sunrise
cartography a specific place on the earth and sunset.
Use a colored pencil to plot all data for sun-
ecosystem computer tools that organize data and satellite images rises and a different colored pencil to plot all When you have finished plotting the points,
data for sunsets. connect all the dots for each separate cate-
functional region central place and its surroundings
gory of information to complete your line
Along the left side of the graph (the Y-axis),
graph.
mark the time of day that the sun rises, start-
Geography as a Career Geography as a Career ing from the bottom of the graph. Title your line graph.

The Elements of Geography


Copyright © Glencoe/McGraw-Hill Companies, a division of The McGraw-Hill Companies, Inc.

TITLE

Spatial relationships are the links people and places have to one
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

another because of their locations. Site refers to the specific location


Using Satellite Images of a place, including its physical setting. Situation is an expression
Have students visit www.geographynetwork.com or another Web site that shows Write the letter of the of relative location. A place is a particular space with physical and
human meaning. A region may be defined by similar physical and
SUNSET TIMES

what your town, city, or state looks like using satellite imagery. Describe ways that correct definition next
this kind of tool might help a geographer learn more about a place by seeing it
from space. to the correct term. human characteristics. A formal region is defined by a common
a. movement characteristic, such as a product. A functional region is a central

18 What is the main point of this passage?


Upside Down Maps Upside Down Maps b. site
c. ecosystem
d. region
place and the surrounding area linked to it. A perceptual region is
defined by popular feelings and images rather than by objective data.
Geographers study how physical features interact with plants
and animals to create, support, or change ecosystems, communities
___ 1. location
of plants and animals that depend upon one another, and their sur-
SUNRISE TIMES

___ 2. areas with sim-


roundings, for survival. Recurring themes in geography are the
ilar characteristics
ongoing movement of people, goods, and ideas, and human-
How many hemispheres are formed by the grid system? ___ 3. community of environment interaction, or the study of the interrelationship
Why are lines of latitude and longitude necessary? plants and animals between people and their physical environment.
___ 4. how people
settle the Earth
Physical Systems and
Human Systems CHAPTER Section 2
Geography covers a broad range of topics. To
make their work easier, geographers divide their
subject area into different branches. The two
major branches are physical geography and
human geography. Physical geography focuses W Writing Support
on the study of the Earth’s physical features. It
looks at climate, land, water, plants, and animal
Narrative Writing Have stu-
life in terms of their relationships to one another dents write a story about a natural
and to humans. Human geography, or cultural event such as a hurricane or flood,
geography, is the study of human activities and and its effects on both human and
their relationship to the cultural and physical
physical geography. Stories may
environments. It focuses on political, economic,
social, and cultural factors, such as population be nonfiction or fiction. If fictional,
growth, urban development, and economic pro- however, the story should be
duction and consumption. based on a real event. OL
Physical geography and human geography are
further divided into smaller subject areas. For
example, climatology is the study of weather,
Farmers in many countries alter
the natural environment by creat-
R Reading Strategy
climate, long-term conditions of the atmosphere, ing terraced fields. Determining Importance
and their impact on ecology and society.
Historical geography is the study of places and
Human-Environment Interaction How have people Remind students that important
changed the physical environment in your community? terms generally are written in a
human activities over time and the geographic
factors that have shaped them. bold or italic typeface. In many
Geographers analyze how certain natural phe- cases, a definition will follow the

THE WORLD
nomena, such as volcanoes, hurricanes, and
floods, shape the Earth’s surface. A Hawaiian example, new people entering a long-established term. Point out that connecting
uses traditional beliefs to describe the fascinat- W society usually bring different ideas and prac- words such as or are used to indi-
ing force of a volcano: tices that may transform that society’s existing cate that the word or clause that
culture. In studying human systems, geogra-
follows the term is a way of restat-

‘‘
phers look at how people compete or cooperate
We don’t see her work as destruction but as to change or control aspects of the Earth to ing it. BL
cleansing. She’s a creator. When she comes meet their needs.
through, she wipes the land clean and leaves us
Environment and Society Caption Answer:

’’
new fertile ground. We don’t get mad. It is all
hers to begin with. Human-environment interaction, or the study Answers will vary, but may
of the interrelationship between people and their R
physical environment, is another theme of geog-
include building roads, min-
— Jennifer S. Holland, “Red Hot Hawaii,”
National Geographic, October 2004 raphy. Geographers examine the ways people ing, or building dams.
use their environment, how and why they change
Geographers study how physical features inter- it, and what consequences result from these
act with plants and animals to create, support, or changes. In some cases the physical environment
change ecosystems. An ecosystem is a community affects human activities. For example, moun-
of plants and animals that depend upon one tains and deserts often pose barriers to human
another, and their surroundings, for survival. movement. In other instances human activities,
Geographers also examine how people shape such as building a dam, cause changes to the
the world — how they settle the Earth, form physical environment. By understanding how
societies, and create permanent features. A the Earth’s physical features and processes shape
recurring theme in geography is the ongoing and are shaped by human activity, geographers
movement of people, goods, and ideas. For help societies make informed decisions.
Additional
Chapter 1 19
Support
016-025_C01_S2_879995.indd 19 12/29/09 11:56:55 AM

Activity: Technology Connection


Analyzing Information Have interested • Three-Gorges Dam
students use Internet resources to study a large • Hoover Dam
construction project that dramatically changed
an environment. Students may research a proj-
• Panama Canal
ect of their own choosing or study one of the Students should explore how the structure was
following: made and the effects it had on the environment
• Great Wall of China and on people living in the surrounding area.
Allow time for students to share their findings
• Transcontinental Railroad (United States) with the class. OL
• Trans-Siberian Railroad
19
CHAPTER Section 2
The Uses of Geography Research Methods
Geography provides insight into how physical
features and living things developed in the past. MAIN Idea Geographers use different research
It also interprets current trends to plan for future methods to conduct their work.
needs. Governments, businesses, and individuals
use geographic information in planning and GEOGRAPHY AND YOU How do you prepare to

D Differentiated decision making. Data on physical features and write a research report? Read to learn how geogra-
Instruction processes can determine whether a site is suit- phers organize and study geography.
able for human habitation or has resources
Naturalist Have interested stu- worth developing. Geographic information on Geographers use specialized research methods
dents create and narrate a video human activities, such as population growth and in their work. These methods include direct
report of a natural area near the migration, can help planners decide whether to observation, mapping, interviewing, statistics,
school. Have students record the build new schools or highways in a particular and the use of technology.
place. As geographers learn more about the rela-
plants and animals they see, as Direct Observation
tionships among people, places, and the envi-
well as any physical features. If stu- ronment, their knowledge helps us plan and Geographers use direct observation to study
dents lack access to a video cam- build a better future. the Earth and the patterns of human activities
era, they may take photographs of Location How is absolute loca- that take place on its surface. They will often
what they see and use these to tion different from relative location? visit a place to gather specific information about
D it and its geographic features. Geographers also
prepare a slide presentation. AL employ remote sensing to study the Earth, using
aerial photographs and satellite images. For
example, aerial photographs or satellite images
Caption Answer: can be used to locate mineral deposits or to
Without human interference, determine the size of freshwater sources.
scientists can get a better Mapping
idea of how patterns in the Maps are essential to geographers. Specialists
physical systems of the Earth who make and design maps are known as cartog-
are changing. raphers. Their area of work, known as cartography,
involves designing and making maps.
Many findings from geographic research can
be shown on maps better than they can be
Answer: explained in written text. Cartographers select
Absolute location is the exact complex pieces of information about an area
location of a place (using latitude and present them in a more understandable form
and longitude), while relative on a map. In this way they show the location,
features, patterns, and relationships of people,
location is the location of a place places, and things. In addition, maps allow a
in relation to other places. visual comparison between places and regions.
For example, a geographer might compare pop-
ulation density maps of two counties in order to
determine where to build new schools.

Interviewing
To answer a geographic question, geographers
Through direct observation, a must often go beyond observation. In many
scientist studies ice cores to learn cases, they want to find out how people think or
about patterns of global warming and cooling. feel about certain places. They also may want to
Location Why is direct observation in areas like examine the ways in which people’s beliefs and
Antarctica important? attitudes have affected the physical environment.
Additional
20 Unit 1
Support
016-025_C01_S2_879995.indd 20 12/29/09 11:56:56 AM

Activity: Collaborative Learning


Using Geography Skills Organize the Each group will use only its assigned data? (Answers will vary depending on
class into five groups. Assign each group research method to gather geographic method and characteristics of neighborhood,
one of the research methods used by information about the neighborhood in but should include examples of challenges
geographers: which your school is located. Then have students faced.) Ask: How does each
• Direct observation groups report their findings. Ask: Which research method contribute to an overall
• Mapping group obtained information most easily? understanding of the neighborhood?
• Interviewing (Answers will vary, depending on method and (Answers will vary depending on research
area characteristics.) Ask: Which group method.) OL
• Analyzing statistics faced the greatest challenge in collecting
• Using technology
20
Skills for Thinking Like a Geographer
CHAPTER Section 2
Skill Examples Tools and Technologies

Asking Geographic Questions — helps you • Why has traffic increased along this road? • Maps • Remote sensing
pose questions about your surroundings • What should be considered when building • Globes • News media
a new community sports facility? • Internet
Acquiring Geographic Information —
helps you answer geographic questions
• Compare aerial photographs of a region
over time.
• Direct observation
• Interviews
• Satellite images
• Historical records
S Skill Practice
• Design a survey to determine who might • Reference books Reading a Chart Show stu-
use a community facility.
dents that in each row, information
Organizing Geographic Information — • Compile a map showing the spread of • Field maps • Graphs S
helps you analyze and interpret information housing development over time. • Databases • Diagrams gets more complex as they move
you have collected • Summarize information obtained from • Statistical tables • Summaries
interviews. from left to right. Each skill from
Analyzing Geographic Information — • Draw conclusions about the effects of road • Maps • GIS column 1 is given two examples in
helps you look for patterns, relationships, construction on traffic patterns. • Charts • Spreadsheets column 2, and four or more exam-
and connections • Compare information from different maps • Graphs
that show available land and zoning ples of tools and technology in
districts.
column 3. For each row, have stu-
Answering Geographic Questions — • Present a report conveying the results of a • Sketch maps
helps you apply information to real-life case study. • Reports dents connect the skill with one
situations and problem solving • Suggest locations for a new facility based • Research papers
on geographic data gathered. • Oral or multimedia presentations example and then match this with
all tools and technologies needed
One of the most important geographic tools is the ability to to accomplish the task. OL
think geographically. The five skills identified above are key Using Technology
to geographic understanding. As noted in the chart above, geographers often
1. Place What types of information can you gain from a use scientific instruments in their work. They
map that would help you ask questions about why traffic

THE WORLD
especially depend on advanced technological Answers
has increased along a specific road? tools, such as satellites and computers. Satellites
2. Regions Why are the news media and the Internet orbiting the Earth carry remote sensors, high-tech
1. Answers may vary. Possible
important tools for geographers? cameras, and radar that gather data and images answers include new devel-
related to the Earth’s environment, weather, opments in the area, or road
human settlement patterns, and vegetation. closures.
Geographic information systems (GIS) are com-
Such information is obtained by interviewing. puter tools that process and organize data and 2. They can help gather and
Geographers choose a particular group of peo- satellite images with other types of information present current information.
ple for study. Instead of contacting everyone in gathered by geographers and other scientists. GIS
that group, however, geographers talk to a care- technology can be used for many purposes. For
fully chosen sample whose answers represent example, urban planners use it to help determine
the whole group. Answer:
where to build roads. Biologists use it to monitor
Cartographers rely on computers
wildlife populations in a specific area. Public
and computer software to make
Analyzing Statistics safety officials use it to pinpoint safe and efficient
evacuation routes from hurricane paths. maps, allowing data to be sorted
Some of the information geographers use is
numerical. Temperature and rainfall data indicate The development of computer technology has and stored by layer in digital files.
a region’s climate, for example. Geographers use also transformed the process of mapmaking. Today,
computers to organize and present this informa- most cartographers rely on computers and com-
tion. They also analyze the data to find patterns puter software to make maps. Each type of data
and trends. For example, census data can be stud- on a map is kept as a separate “layer” in the map’s
ied to learn about the age, ethnic, and gender digital files. This method allows cartographers to
makeup of the population. After identifying these make and change maps quickly and easily.
patterns and trends, geographers use statistical Location How has technology
tests to see whether their ideas are valid. changed the way maps are created?
Additional
Chapter 1 21
Support
016-025_C01_S2_879995.indd 21 12/29/09 11:56:57 AM

Activity: Connecting with the United States


Analyzing Information Point out that the chosen characteristic for their city, county, and
U.S Census Bureau provides a wealth of useful state, as well as figures for the national level.
information about the population of the United Have students create a report on their findings
States. Tell interested students to explore the comparing data within their population char-
Census Bureau’s literature or Web site and famil- acteristic. Data in reports should be displayed
iarize themselves with how to locate data. Then in tables, charts, and/or graphs as well as
have students select one population characteris- described in the written report. Encourage vol-
tic to study. Examples include gender makeup, unteers to share their findings with the
age groups, marital status, ethnic makeup, and class. AL
so on. Students will then locate statistics for their
21
CHAPTER Section 2
Geography and
Other Subjects
MAIN Idea Geography is related to other subject
areas such as history and economics.
R Reading Strategy GEOGRAPHY AND YOU Do you use math when
Questioning Tell students that figuring out a science problem? Read to learn how
geographers use knowledge from other subject
the questions in this passage are
areas to understand the world around them.
used to frame issues and to offer a
look at the “bigger picture.” Point Geographers use geographic tools and meth-
out that one way students can Human geographers
ods to understand historical patterns, politics
often depend on ele-
frame issues as they read is to for- and political patterns, societies and culture and
ments of sociology and anthropology to help
mulate a question that the read- their impact on landscape, and economies. them observe and study different cultures.
ing will answer. OL Human-Environment Interaction How can discussion with
Past Environments and Politics an area’s inhabitants evolve into a greater understanding of
Geographers use historical perspectives to a region’s people?
understand what places could have looked like in
Caption Answer: the past. For example, geographers might want to
They can help explain the know about the changes that have occurred in
Boston, Massachusetts, over the past two centu- of life in different parts of the world. Human
roles of customs and tradi- geographers also seek to understand how the
ries. They may begin by gathering information
tions that may otherwise be activities of different groups affect physical sys-
about different time periods in the city’s history.
misunderstood by outsiders. This information could be used to answer such tems and how the physical systems affect human
geographic questions as: How have human systems differently.
activities changed the natural vegetation? Are
Answer: to R the waterways different today than they were in Economies
understand how the locations of the past? Answers to such questions help people Geographers study economies to understand
resources affect the ways people make informed decisions about the present and how the locations of resources affect the ways
make, transport, and use goods, better plans for the future. people make, transport, and use goods, and how
Geographers study political patterns to see how and where services are provided. Geographers
and how and where services are people in different places are governed. They look are interested in how locations are chosen for vari-
provided at how political boundaries have formed and ous economic activities, such as farming, mining,
changed. Geographers are also interested in how manufacturing, and trade. A desirable location
the natural environment has influenced political usually includes plentiful resources and good trans-
decisions and how governments change natural portation routes.
environments. For example, in the 1960s the Geographers are also interested in the interde-
Egyptian government built the massive Aswa-n pendence of people’s economic activities around
High Dam on the Nile River to help irrigate the the world. New developments in communications
land. The dam altered the Nile River valley in and transportation—such as the Internet, cellular
profound ways and has had a significant impact phones, and overnight air delivery—make the
on the region’s people. movement of information and goods faster and
more efficient than ever before. With such ever-
Society and Culture changing technology, a modern business can oper-
Human geographers, or cultural geographers, ate globally without depending on any one place
use the tools of sociology and anthropology to to fill all of its needs.
understand cultures around the world. They study
the relationships between physical environment Human-Environment Interaction
and social structures. They examine people’s ways Why do geographers study economies?
Additional
22 Unit 1
Support
016-025_C01_S2_879995.indd 22 12/29/09 11:56:58 AM

Activity: Interdisciplinary Connection


Science Ask: Who might need to know • How scientists learn about the composition Have students present their findings to the
the physical geography of another of a planet’s surface and/or atmosphere class. Ask: What subjects besides geogra-
planet? (NASA or other space agencies) phy contribute to studying the physical
• Whether a planet has liquid water
Have students work in groups to investi- geography of another planet? (Answers will
gate how scientists determine the physical • How they determine appropriate land-
vary, but should include mathematics, physics,
geography of other planets. Students ing and expedition areas
astronomy, chemistry, and geology.) OL
should use Internet or library resources to • What geography skills are used for these
learn the following: tasks

22
Geography as a Career opportunities exist at all levels — from elemen-
tary school to high school to university. Teachers CHAPTER Section 2
with some background and training in geogra-
MAIN Idea Geography skills are useful in a vari-
phy are in demand in elementary and high
ety of jobs and work environments.
schools in the United States. At the university
GEOGRAPHY AND YOU What skills do you use level, teaching and research focused on specific
when learning how to get to the library? Read to
learn how geography is used in the workplace.
branches of geography have been established for
decades. Students with formal geographic train-
S Skill Practice
ing from a university have found work in many Visual Literacy Ask: What kind
Although people trained in geography are in different industries. of storm is this storm chaser fol-
great demand in the workforce, many of them Because geography itself has many specialized lowing? (tornado) Ask: Why might
do not have geographer as a job title. Geography fields, there are many different kinds of geogra-
skills are useful in so many different situations phers. Those with knowledge of physical geog-
people be interested in this kind
that geographers have more than a hundred dif- raphy work as climate and weather experts and of work? (Answers might include
ferent job titles. Geographers work in a variety soil scientists. Recently, geographers with train- that it seems exciting, it can help
of jobs in government, business, and education. ing in environmental studies have been in scientists better understand storms,
They often combine the study of geography with demand for work as environmental managers
general weather patterns, and
other areas of study. For example, an ecologist and technicians. Such work includes assessing
must know the geographic characteristics of a the environmental impact of proposed develop- so on.) Ask: What might be a
place or region in which he or she studies living ment projects on air, water quality, and wildlife. drawback to this kind of work?
organisms. Also, a travel agent must have knowl- They also prepare the environmental impact (dangerous) BL
edge of geography in order to plan trips for report that is often required before construction
clients. can begin.
One broad cluster of career opportunities in Human geographers find work in many areas,
geography is teaching and education. Teaching including health care, transportation, population Caption Answer:
information about the nature
of the storm such as wind
speed, air pressure, and
direction

Storm chasers use technology to


record, measure, and document
the intensity of storms.
Human-Environment Interaction Aside from dramatic
images, what other information can the work of storm chasers provide?

Differentiated
Chapter 1 23
Instruction
Name Date Class

016-025_C01_S2_879995.indd 23 12/29/09 11:56:59 AM

Mapping the Classroom


A Room Map

Use a scale of one foot equals one inch,


and draw the outline of your walls.
Maps can illustrate areas of thousands of miles
or just a few square feet. No matter how large or Use a ruler and a colored pencil to create a
small the area, maps can provide information about grid; label the east-west lines as latitude lines
all the ways that geographers look at the world. and the north-south lines as longitude lines;
assign degrees to each.
Measure each piece of furniture in your
room, and draw its outline on your map.

Objective: To apply geography skills to describe the Differentiated Instruction Strategies


• Apply your understanding of spatial perspective
to the objects located in your bedroom. Include windows, plants, heating and/or
• Describe the physical and human characteristics air conditioning ducts, pets, and anything
of your bedroom. else that contributes to the environment
• Analyze how the space in your bedroom is inter- of your room.
dependent with other rooms in your house. Use symbols or letters to identify smaller

physical and human features of a room. • Discuss how you have modified this environment. items.
Add a title, date, map key, and compass rose.

Have students complete a scale map of Add details on a map overlay.

BL
Your job is to create a map of your bedroom. lay the tracing paper over your map,
Using a ruler, you will draw a map of your room circle and label two “regions,” or areas in

Focus: Students will prepare a scale map of the lay-


to scale and use this map to illustrate each of the which activities take place,
six essential elements of geography: The World in
draw small arrows to show the most com-

the basic layout (that is, the floor plan) of Spatial Terms, Places and Regions, Physical
Systems, Human Systems, Environment and
Society, and The Uses of Geography.
mon paths you take within your room.
On a separate sheet of paper
state the absolute location of two pieces

out and main features of their bedrooms. their bedroom. You will compare your room map with those
of other students.
of furniture or other items in the room,
describe a feature of your room that
you use,
describe changes that have been made to
the room in the recent past or proposed
changes that will be made in the near

Teach: Provide graph paper, rulers, tape measures, Provide tracing paper to students and
• Graph paper • Tissue or tracing paper
• Pencils, pens, or markers
• Tape measure or yardstick
• Ruler
future.

Use the Classroom Assessment List for a


Map to check your work.

and colored pencils. AL have them prepare an overlay that illus-


Refer to the Classroom Assessment List Add missing elements, or improve elements.
for a Map on page 107.
Perform a final self-assessment on your map,
Use a tape measure, yardstick, or ruler to and hand in your project.
measure the length and width of your room.

Assess: Evaluate student maps. In addition to a scale, trates the most common paths the stu-
maps should include a title, map key, labels, dents take within the room. Authentic Assessment,
coordinates, and a compass rose. p. 31
Use figurines or game pieces of varying
Close: Display all maps and discuss the exercise. ELL sizes to illustrate the concept of scale.
23
studies, economic development, and interna-
CHAPTER Section 2 tional economics. Some human geographers with
a background in urban planning are hired as
planners in local and state government agencies.
They focus on housing and community develop-
ment, park and recreation planning, and urban
and regional planning. Planners map and analyze
Caption Answer: land use and transportation systems, and moni-
Possible answers: urban plan- tor urban land development.
Geographers who specialize in a specific branch
ning, market analysis, or com-
of geography—such as economic geography or
munity development regional geography—also find jobs outside of the
university setting. For example, an economic geog-
rapher examines human economic activities and Geography skills are used to survey
their relationship to the environment. He or she the land near a construction site.
may work at such tasks as market analysis and Human-Environment Interaction In what other types of
Geography ONLINE site selection for stores, factories, and restaurants. situations may geography skills be necessary?
Objectives and answers to the A regional geographer studies the features of a
Student Web Activity can be particular region and may assist government and
businesses in making decisions about land use.
found at glencoe.com under Geographers also find employment as writers and Geography ONLINE
the Web Activity Lesson Plan editors for publishers of textbooks, maps, atlases, Student Web Activity Visit glencoe.com, select the
for this program. and news and travel magazines. World Geography and Cultures Web site, and
click on Student Web Activities—Chapter 1 for an activ-
Place Why are there many differ- ity about careers in geography.
ent types of geographers?
Answer:
because geography has several
specialized fields
SECTION 2 REVIEW
Vocabulary Critical Thinking
Assess 1. Explain the significance of: site, situation, place, region, for-
mal region, functional region, perceptual region, ecosystem,
6. Answering the Essential Question How does the study
of human systems help geographers in their work as countries
movement, human-environment interaction, cartography, become increasingly interdependent?
Geography ONLINE
geographic information systems (GIS). 7. Comparing and Contrasting Think about the physical and
Study Central™ provides sum- human characteristics that constitute a region. Identify the dif-
Main Ideas
ferences and similarities among formal, functional, and per-
maries, interactive games, and 2. Describe the research methods geographers use. ceptual regions.
online graphic organizers to help 3. What other subject areas is geography related to? 8. Analyzing Visuals Study the physical map of the United
students review content. 4. List examples of jobs and work environments in which geogra- States on pages RA16–RA17. What kinds of information can
phy skills are useful. you learn from this map? How does the information on this
5. Use a table like the one below to describe the elements geog- map differ from the political map on pages RA18–RA19?
raphers use to study people and places on Earth’s surface.
Close The Elements of Geography
Writing About Geography
9. Expository Writing As a geographer working on a plan for
Summarizing Use the section The World in Spatial Terms a new community center, what research methods would you
headings and content vocabulary Places and Regions
use? Explain your choices in a paragraph.
to review the section material with Physical Systems

the class. Human Systems


Geography ONLINE
Environment and Society
Study Central To review this section, go to
The Uses of Geography
glencoe.com and click on Study Central.

Section 2 Review 24 Unit 1

016-025_C01_S2_879995.indd 24 12/29/09 11:57:00 AM

Answers
1. Definitions for the vocabulary terms are human meaning, areas with similar charac- examine the political, economic, social,
found in the section and the Glossary. teristics; Physical Systems: climate, land, and cultural causes and effects of those
2. direct observation, mapping, interviewing, water, plants and animals and interactions interactions.
analyzing statistics, using technology with one another and with people; Human 7. formal: common feature; functional: central
3. possible answers: history, political science, Systems: human activities, relationship to place and surroundings; perceptual: by pop-
ecology, geology, economics, sociology, cultural and physical environments; ular feelings and images
anthropology Environment and Society: connection of 8. physical: geographic boundaries, major
people and physical environment; The Uses water sources, mountain chains, and so on;
4. education, travel, construction, planning, of Geography: how geography is used in
advertising, news gathering political: human-made boundaries and cit-
everyday life ies; physical map shows only physical fea-
5. The World in Spatial Terms: links people 6. Knowledge of human systems helps inform
and places based on location; Places and tures and natural boundaries
a geographer’s work. Geographers studying 9. Answers will vary.
Regions: specific spaces with physical and relationships between and among countries
24
Study anywhere, anytime
by downloading quizzes

CHAPTER 1 VISUAL SUMMARY and flashcards to your


PDA from glencoe.com.

VISUAL SUMMARY

WHAT IS GEOGRAPHY? Synthesizing Ask students to


• Geography is the study of the location of people and places and the consider what they have learned
patterns in which they are arranged on Earth.
• Physical geography focuses on the physical features and processes about how geographers look at
of Earth. the world. Ask: How would you
• Human geography focuses on the political, economic, or cultural approach studying the geogra-
characteristics of human populations.
• An important element in geography is the interaction between people phy of the world? (Answers will
and their environment. Geographers try to understand how Earth’s vary, but should reflect logical con-
physical environment shapes and is shaped by human activities.
nections between basic geography
A researcher takes ice core samples to study climate change. skills and tasks to be achieved.)
Have students reflect on their
Great Circle Routes THE GEOGRAPHER’S TOOLS notes from this chapter and write
• To understand geography, you first need to understand how maps work. a course description for the rest of
• Three-dimensional globes are the most accurate depiction of Earth. For the text. The course description
N

eat
Circle Distan example, the shortest distance between two places is not always a
W E Gr 472 mi. (8,807 kmce
5, ) straight line but a great circle. This is due to the curvature of the Earth. should include the students’ pre-
Tokyo
S Los Angeles • Flat maps use one of several types of projections that distort Earth’s dictions about the topics they will
True Direction Distance
5,787 mi. (9,313 km) features in some way.
• It is important to understand how each projection distorts Earth so you
study, the skills they will practice,
can pick the map projection that best suits your needs. and the tools they will use. AL

THE WORLD
North
Pole

le Route
at Circ
Gre Los
Tokyo Angeles France: Physical
N
5°W 0° 5°E 10°E
l
anne
W E
English Ch 50°N
S Sei
ne

R.e
R.

Rhin
Loire R.
ATLANTIC Mont Blanc
OCEAN
FRANCE 15,771 ft.
(4,807 m)
Bay of
PS
R.

Biscay
TYPES OF MAPS AL 45°N
Rhone

0 200 kilometers
MASSIF
• Maps can be used to show many different types of information. CENTRAL
0 200 miles
• Most maps show location. The two most common types of Lambert Azimuthal PYR
Equal-Area projection ENEE
maps show the location and physical features of a place, or the S Gulf of
Lion Corsica
location and political boundaries. Elevations
N
• Some other types of maps are qualitative maps and flow-line Feet Meters
13,100 4,000
maps. These are useful when dealing with historical informa- 6,500 2,000 W E
500 40°N
tion or when trying to show movement. 1,600
650 200 S
0
0

nean Sea
iterra
National boundary Med
Mountain peak

Hands-On
Chapter 1 25
Chapter Project
Step 3: Wrap-Up
016-025_C01_S2_879995.indd 25 12/29/09 11:57:03 AM

Creating A Global can use atlases, research books, and Internet did you need to play the game? (Answers
Treasure Hunt resources (if available) to help them find may vary, but should include reading maps,
each location based on the clues. Each cor- determining coordinates, absolute and rela-
Step 3: Playing the Game Students rect answer earns a new clue. Finding all tive location, and so on.) Have students
participate in a Global Treasure Hunt clues (locations) in a game leads to its “trea- speculate on other skills that may have
Tournament. sure.” Have teams track the time it takes to helped them locate the treasures more
Directions Have students set up games play each game. The team that locates all or efficiently. OL
in corners of the room away from other most of the treasures in the least amount of
teams. Each team will play in all of the other time wins the tournament.
teams’ games. Note the time and give each Putting It Together Write the Essential
team one clue chosen at random. Teams Question on the board. Ask: What skills

25
CHAPTER 1
CHAPTER 1
ASSESSMENT STANDARDIZED TEST PRACTICE
TEST-TAKING TIP
Answers, Analyses, Be sure to read all the choices before you answer a question so that you are sure that
and Tips you have picked the best choice.

Reviewing Vocabulary
Reviewing Vocabulary Reviewing Main Ideas
1. C Both answers A and B are Directions: Choose the word or words that best complete the Directions: Choose the best answers to complete the sentences or to
terms that describe particular sentence. answer the following questions.
locations. Answer D describes the
1. To draw a map of the round Earth on a flat surface, map- Section 1 (pp. 4–15)
halves into which geographers makers use .
5. The shortest distance between two places on the Earth
divide the Earth. C is the correct A absolute locations follows a .
answer. B relative locations A great circle
C map projections B straight line on a map
2. D Latitude and parallels on a
D hemispheres C scenic route
map are the same thing. Since
D map projection
only one answer is correct, the
answers cancel each other out.
Both latitude and longitude are 6. location is a place’s global address.
2. Lines of are drawn on maps from the North Pole to
tools for describing a location. the South Pole to measure distance east and west. A Relative
The correct answer is D. A latitude B Global
B parallels C Absolute

TEST-TAKING TIP C location D Cartographic


D longitude
Only one answer to a
multiple-choice question
can be correct. If two Section 2 (pp. 16–24)
answers to a multiple- 3. A city and its surroundings make up a region. 7. To study and interpret the Earth’s complexity, geographers
often divide it into .
choice question mean the A functional
A projections
same thing, they cancel B perceptual
B regions
each other out and can be C formal
C places
eliminated. Choose the best D virtual
D situations
answer from the remaining
choices.
8. In studying the Earth and its people, geographers
4. Designing and making maps is the work of . use .
3. A All of these answers may
A history A direct observation
seem reasonable, but functional is
B cartography B interviews
the best answer. It may help stu-
C anthropology C technology
dents to remember that cities and
D economies D all of these
surrounding areas work together
GO ON
and function as a single unit or
region.
26 Unit 1

4. B One way to arrive at the cor-


rect answer is to remember the
etymology of cartography. “Cart-” 026-027_C01_STP_879995.indd 26 11/24/09 12:06:35 PM

derives from the French word Reviewing Main Ideas 7. B Answer A is a distracter since map projec-
carte, meaning card or map, and 5. A Answer C is a distracter since the term is tions are not discussed in the section. Answers
“-graphy” comes from graphie, not discussed in the section. B and D are ele- B and C are geographic divisions. The correct
meaning “drawing.” If students can ments of two-dimensional maps. The correct answer, B, is the most inclusive term since a
remember that the word cartogra- answer is A, great circle, an imaginary curved region includes places. Situation is an expres-
phy means “drawing on a card,” line on Earth itself or on a globe. sion of relative location.
they will probably choose the cor- 8. D Students who struggled with this ques-
rect response. 6. C Answers B and D are distracters since nei-
ther describes a type of location discussed in tion probably tried to choose an answer with-
the section. Of the two remaining answers, out reading all the possible responses. Remind
absolute location is described numerically as students that they are looking for the best
the exact point where a line of latitude crosses choice, not simply any correct choice.
a line of longitude, similar to a house address.
26
ASSESSMENT
CHAPTER 1
ASSESSMENT
Critical Thinking Document-Based Questions
Directions: Choose the best answers to complete the sentences or to Directions: Analyze the document and answer the short-answer
answer the following questions. questions that follow the document. Extended Response
Geography is increasingly important because our ties to the
9. How has the geographer’s craft changed over the last rest of the world increase every day. Here is what geographer
13. It is necessary to use a variety
100 years? George J. Demko said about geography: of methods to gain a complete
A The world has literally become smaller. understanding of the complexity
Geography — real-world geography — is the art and science of
B Maps are no longer as important as they once were. of the Earth. For example, what
location, or place. It is about spatial patterns and spatial pro-
C Technology has provided computers and views from the cesses. It is about which way the wind blows from Chernobyl, works when studying physical
air and from space. the Pacific “ring of fire,” AIDS, terrorists, and refugees. It is processes will not work when
D Interviewing is used less often to learn about and com- about acid rain, El Niño, ocean dumping, cultural censorship,
pare cultures. droughts and famines. . . . studying cultural processes.
Real-world geography also explores things in locations: why
Students should draw on their
Base your answer to question 10 on the map and on your knowledge something is where it is and what processes change its distri- knowledge of the chapter to
of Chapter 1. bution. Geography is the why of where of an ever-changing answer this question.
universe. Its surpassing objective is to discover the processes
Scandinavia that move over space and connect places and continually
transform the location and character of everything.
14. The six essential elements of
4ºE 8ºE 12ºE 16ºE 20ºE 24ºE 28ºE
geography are: the world in spa-
0 200 kilometers — George J. Demko,
0
Tromsø Why in the World: Adventures in Geography tial terms, linking people and
200 miles
Lambert Azimuthal Equal-Area
projection
places to one another because of
N 11. What are some of the world issues that Dr. Demko lists as
68ºN their location; places and regions,
concerns of geography?
ARCTI
C CIRCLE W E which help geographers under-
S 12. According to the excerpt, what is the main objective of stand and explain how places are
Norwegian
Sea geography? similar to and different from one
64ºN
SWEDEN another; physical systems, which
nia

look at climate, land, water, plants,


th

Extended Response
Bo

Trondheim
and animals in terms of their rela-
of

FINLAND 13. Why is it important for geographers to use a variety of meth-


Gulf

NORWAY ods to study the Earth? tionship to one another and to


60ºN
Bergen humans; human systems, study-
Drammen Oslo 14. Exploring the BiG Idea ing human activities and their
Baltic How are each of the six essential elements used in the study
Stavanger Sea ESTONIA of geography? relationship to cultural and physi-
Kristiansand cal environments; environment
North Sea LATVIA
and society, which studies the
10. The absolute location of Oslo is . interrelationship between people
A 60° south and 10° west STOP and their physical environment;
B 60° west and 10° north and the uses of geography, which
C 60° north and 10° east provide insight into how physical
Geography ONLINE features and living things devel-
D 10° east and 60° south
For additional test practice, use Self-Check Quizzes— oped and interprets current
Chapter 1 on glencoe.com.
trends to plan for future needs.
Need Extra Help? These essential elements of geog-
If you missed questions. . . 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Go to page. . . 6 8 18 20 5 8 18 20 10 8 20 21 22 17
raphy are the subject of the first
main heading in Section 2.
Chapter 1 27

026-027_C01_STP_879995.indd 27 12/22/09 3:27:08 PM Geography ONLINE


Critical Thinking Document-Based Questions
Have students visit the Web
9. C Students should eliminate answers that 11. Wind patterns, the Pacific “ring of fire,” site at glencoe.com to review
are not true. Students know that the world is AIDS, terrorists, refugees, acid rain, El Niño, Chapter 1 and take the Self-
not becoming smaller, that maps are still criti- ocean dumping, cultural censorship, droughts,
Check Quiz.
cal to the study of geography, and that tech- and famines are all possible answers. The
nology and safer travel have increased the answers are stated explicitly in the first
likelihood and frequency of interviews. paragraph.
Need Extra Help?
10. C To answer this question, students must 12. The answer is to discover the processes Have students refer to the pages
know that absolute location is the point where that move over space and connect places, con- listed if they miss any of the
a line of latitude crosses a line of longitude. tinually transforming the location and charac- questions.
Although three of the possible locations are at ter of everything.
60˚, only 60˚ north is shown on the map.
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