chapter 27: oceania and antarctica...the islands of micronesia are scattered over a vast area of the...

Oceania andAntarctica

Oceania andAntarctica

Chapter

2727

To learn more about the people andplaces of Oceania and Antarctica,view The World and Its PeopleChapter 28 video.

756

Chapter Overview Visit The World and ItsPeople Web site at twip.glencoe.com andclick onto preview information about Oceania andAntarctica.

Social StudiesSocial StudiesSocial StudiesSocial Studies

Chapter 27—Chapter Overviews

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http://twip.glencoe.com

Houses on stilts in Moorea Lagoon, Tahiti

▼

Houses on stilts in Moorea Lagoon, Tahiti

▼

Staplehere.

This makesa circularbooklet.

Oceania

Step 1 Stack foursheets of paper, oneon top of the other. Onthe top sheet of paper,trace a large circle.

Step 2 With thepapers still stacked,cut out all four circlesat the same time.

Step 3 Staple the paper circlestogether at one point around the edge.

Step 4 Label the front circleOceania and take notes onthe pages that open to theright. Flip the book over andlabel the back Antarctica. Takenotes on the pages that opento the right.

Summarizing Information Make this foldable and use it to help you summarize what you learn about Oceania and Antarctica.

A World of WaterThe water world of the Pacific

Ocean covers one-third of the earth.It is larger than all the world’s landareas combined. Tens of thousandsof islands lie in this remote part ofthe globe. As technology shrinks theworld, many societies of this regionare struggling to maintain theircultural identities.

Reading and Writing As you read the chapter, write factsabout the people and geography of Oceania and Antarctica inthe appropriate places of your circular foldable booklet.

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758 CHAPTER 27

11 Pacific Island Culturesand Economies

Plants and animals in coral reefs some-

times cooperate with one another.

Here a sea anemone (uh•NEH•

muh•nee) and a clown fish

live together peace-

fully. The clown fish

helps the anemone by

eating debris on its

tentacles and by

driving predators

away. In turn, the

anemone offers the fish

protection. Clown fish typi-

cally spend most of their

lives inside an anemone.

Region Facts

Melanesia

Micronesia

Polynesia

Guide to Reading

Main Idea

Oceania is made up ofthousands of PacificOcean islands organ-ized into countries andterritories.

Terms to Know

• cacao • copra • pidgin language • high island • low island • atoll • phosphate • trust territory

Reading Strategy

Create a chart like this one. In the rightcolumn, write twofacts about eachregion.

Oceania is a culture region that includes about 25,000 islands in thePacific Ocean. Geographers group Oceania into three main islandregions—Melanesia, Micronesia, and Polynesia.

Melanesia The islands of Melanesia lie across the Coral Sea from Australia.The

largest country is Papua New Guinea (PA•pyu•wuh noo GIH•nee).Slightly larger than California, the country’s 5.5 million people alsomake it Oceania’s most populous island.Southeast of Papua New Guineaare three other independent island countries: the Solomon Islands,the Fiji (FEE•jee) Islands, and Vanuatu (VAN•WAH•TOO). Near thesecountries is New Caledonia, a group of islands ruled by France.

Rugged mountains and dense rain forests cover Melanesia’s islands.Narrow, fertile plains hug the coastlines. Most of Melanesia has a trop-ical climate with temperatures between 70ºF (21ºC) and 80ºF (27ºC).

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TROPIC OF CAPRICORN

EQUATOR

135°W150°W165°W180°165°E150°E135°E

15°N

0°

15°S

30°S

45°S

PACIFIC OCEAN

CoralSea

Koror

PortMoresby

PalikirMajuro

Tarawa

Yaren

Honiara

Funafuti

Port-Vila Suva

Apia

Nuku‘alofa

M I CR

ON

ES

IAM E L A N E S

I A

PO

LY

NE

S

IA

U.S.

U.S.

U.S.

U.K.

Fr. Fr.

N.Z.

N.Z.

N.Z.

Fr.

U.S. Colored lines do notconstitute territorial

boundaries. They simplygroup islands under the

same jurisdiction.

HAWAII

GUAM

COOKISLANDS FRENCHPOLYNESIA

PITCAIRN I.

NEWCALEDONIA

NIUE

WALLIS AND FUTUNA

AMERICAN SAMOA

NORTHERNMARIANA IS.

TOKELAU

NEWZEALAND

A U S T R A L I A

I N D O N E S I APAPUA NEW GUINEA

FEDERATED STATESOF MICRONESIA

MARSHALLISLANDS

K I R I B A T I

TUVALU

NAURU

SAMOA

VANUATU

TONGAFIJI

ISLANDS

SOLOMONISLANDS

PALAU

INT

ERN

AT

ION

AL

DA

TE

LIN

E

1,500

1,5000

0

mi.

kmMiller Cylindrical projection

N

S

EW

Tahiti

PitcairnIsland

National capital

Major researchstations

ANTARCTIC CIRCLE

60°S

80°S

0°18

0°

160°

W

140°E160°E

100°E

120°E

120°W

100°W

80°W

60°W

40°W

20°W 20°E

40°E

60°E

80°E

South Pole AUSTRALIA

unclaimed

AU

STRALIA

NORWAY

FRANCE

NEW

ZEA

LAN

D

CH

ILE

ARGEN

TIN

AU

NIT

EDKI

NGDO

M

A N T A R C T I C A

PACIFICOCEAN

ATLANTICOCEAN

INDIANOCEAN

Russia

Argentina

Chile

Argentina

Argentina

Argentina

Russia

India

RussiaJapan

France

Russia

Russia

RussiaNewZealand

Australia

Australia

Australia

U.S.

U.S.

U.K.

U.K.

U.K.U.S.

Antarctic Peninsula

Lambert Azimuthal Equal-Area projection1,000

1,0000

0

mi.

km

Mt. Erebus12,448 ft.(3,794 m)

VinsonMassif16,067 ft.(4,897 m)

Major researchstations

Applying Map Skills

Most Melanesians work on subsistence farms. Others work onfarms that produce coffee, palm oil, and cacao for export. Cacao is atropical tree whose seeds are used to make chocolate. Sugarcane isexported as sugar and molasses. Coconut oil from copra, or driedcoconut meat, is used to make margarine, soap, and other products.

Some Melanesian islands hold rich mineral resources such as gold,oil, copper, and nickel. Several islands export timber and fish.Melanesia is also becoming a popular tourist destination.

Melanesia’s People Almost all Melanesians are ethnic PacificIslanders. Two island groups hold exceptions. About one-third of NewCaledonia’s people are Europeans. In the Fiji Islands, almost half of thepeople are of Indian descent. The ancestors of these Indians werebrought from British India in the late 1800s and early 1900s to workon sugarcane plantations. Today ethnic Indians control much of the

Oceania and Antarctica: Political

1. What countries haveterritories in Oceania?

2. How many researchstations does the United States have in Antarctica?

Find NGS online map resources @www.nationalgeographic.com/maps

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http://www.nationalgeographic.com/maps

760 CHAPTER 27

economy of the Fiji Islands. Fijians of Pacific descent own most of theland. The two groups struggle for control of the government.

Melanesia’s languages and religions are diverse. More than 700 lan-guages are spoken in Papua New Guinea alone. People here speak apidgin language formed by combining parts of several different lan-guages. People speak English in the Fiji Islands. French is the main language of New Caledonia. Local traditional religions are practiced,but Christianity is widespread. The Indian population is mostly Hindu.

Many Melanesians live in small villages in houses made of grass orother natural materials. Recently, people have built concrete houses toprotect themselves from tropical storms. Melanesians keep strong tiesto their local group and often hold on to traditional ways. Only a smallnumber live in cities, often working in businesses and government.

What is the largest country in Melanesia?

Micronesia The islands of Micronesia are scattered over a vast area of the

Pacific Ocean. Independent countries include the Federated Statesof Micronesia, the Marshall Islands, Palau (puh•LOW), Nauru(nah•OO•roo), and Kiribati (KIHR•uh•BAH•tee). The NorthernMariana Islands and Guam are territories of the United States.

Micronesia is made up of two types of islands—high islands andlow islands. Volcanic activity formed the mountainous high islandsmany centuries ago. Coral, or skeletons of millions of tiny sea animals,formed the low islands. Most of the low islands are atolls, or low-lying, ring-shaped islands that surround lagoons.

Like Melanesia, Micronesia has a tropical climate. From July toOctober, typhoons may strike.These tropical storms with heavy windsand rains cause deaths and much destruction in the islands.

On Location

Micronesia

Many of the homes in Micronesia havethatched roofs and no walls (above left).This young boy isfrom the island of Yapin Micronesia (aboveright).

Culture How doesthe house reflect anadaptation to the environment?

•

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Oceania and Antarctica 761

On Micronesia’s high islands, the volcanic soil is rich. Most peopleare subsistence farmers who grow cassava, sweet potatoes, bananas,and coconuts. Some high island farmers also raise livestock. People inthe low islands rely on fishing.

Several Micronesian islands have phosphate, a mineral salt that isused to make fertilizer. Phosphate supplies are now gone on Kiribati,and they have almost run out on Nauru. The Federated States ofMicronesia and the Marshall Islands have phosphate but lack themoney to mine this resource.

Challenges in Micronesia include unemployment, overfishing, andoverdependence on aid. Micronesia receives financial aid from theUnited States, the European Union, and Australia. With this money, theMicronesians have built roads, ports, airfields, and small factories.Clothing is made on the Northern Mariana Islands. Beautiful beachesdraw tourists here.

Micronesia’s People Southeast Asians first settled Micronesia about4,000 years ago. Explorers, traders, and missionaries from Europeancountries came in the 1700s and early 1800s. By the early 1900s, manyEuropean countries, the United States, and Japan held colonies here.

During World War II, the United States and Japan fought a numberof bloody battles on Micronesian islands. After World War II, most ofMicronesia was turned over to the United States as trust territories.Trust territories are areas temporarily placed under control of anothernation. Some of these islands served as sites for hydrogen bomb test-ing. Since the 1970s, most have become independent.

Many of Micronesia’s people are Pacific Islanders. They speak locallanguages, although English is spoken on Nauru, the Marshall Islands,and throughout the rest of Micronesia.Christianity,brought by Westernmissionaries, is the most widely practiced religion. Micronesians gener-ally live in villages headed by local chiefs. In recent years, many youngpeople have left the villages to find jobs in towns.

In what two ways were Micronesia’s islands formed?

Polynesia Polynesia includes three independent countries—Samoa,

Tonga, and Tuvalu. A vast group of islands is under French rule andis known as French Polynesia. Tahiti, Polynesia’s largest island, ispart of this French-ruled area. American Samoa, a United States ter-ritory, is also part of this region.

Most Polynesian islands are high volcanic islands, some with tall,rugged mountains. Other islands are low atolls. With little soil, the only vegetation is scattered coconut palms. Because Polynesia lies inthe Tropics, the climate is hot and humid.

Polynesians fish or grow crops for their food. Some farmers exportcoconuts and tropical fruits. The main manufacturing activity is foodprocessing. American Samoa supplies about one-third of the tunabrought into the United States. Tonga exports squash and vanilla.

The Fate of NauruMicronesia’s most famous

phosphate island is Nauru,

an 8-square-mile coral atoll.

The name Nauru means

“nowhere.” Over the last

90 years, Nauru’s citizens

have chosen to “consume”

their island by mining the

coral as phosphate and selling

it as fertilizer. The government

of Nauru is now working to

develop other industries, such

as fishing and tourism, in

preparation for the day when

the phosphate is gone.

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AssessmentAssessment11

Tourism is one of the fastest growing industries of Polynesia.Tourists come by air or sea to the emerald green mountains and whitepalm-lined beaches.New hotels, shops,and restaurants have been builtto accommodate the needs of these tourists.

Polynesia’s People Very little is known about the origins of thePolynesians. Historians believe that their ancestors used canoes tocross the Pacific Ocean from Asia hundreds of years before the birthof Christ. They also believe that the Polynesians must have been giftednavigators.

When the Polynesian people traveled from island to island, theycarried everything they would need with them, including pigs, hens,and dogs. As soon as the Polynesians arrived at an island, they plantedyoung banana and breadfruit trees. The influence of these earlyPolynesians can be seen today in the vegetation, languages, music, anddances of the southern Pacific islands.

During the late 1800s, several European nations divided Polynesiaamong themselves. They built military bases on the islands and lateradded airfields. The islands served as excellent refueling stops for longvoyages across the Pacific. Beginning in the 1960s, several Polynesianterritories chose independence, while others remained territories.

About 600,000 people live in Polynesia. Most Polynesians live inrural villages,but an increasing number of people are moving to townsand cities. Papeete (PAH•pay•AY•tay), located on Tahiti, is the capitalof French Polynesia and the largest city in the region.

What is the largest island in Polynesia?

Defining Terms 1. Define cacao, copra, pidgin language, high

island, low island, atoll, phosphate, trust territory.

Recalling Facts 2. Region What three regions make up Oceania? 3. Economics What two kinds of economic

activities are most important in these regions?

4. History What groups first settled the lands ofMicronesia?

Critical Thinking 5. Analyzing Information How might over-

dependence on aid be a challenge forMicronesia?

6. Drawing Conclusions Why do many peo-ple in Melanesia speak a pidgin language?

Graphic Organizer 7. Organizing Information Create a chart like

this one. List all the island groups of Oceaniaunder their specific region. Then note whetherthey are independent countries or territories.

Melanesia Micronesia Polynesia Country/Territory of ?

Applying Social Studies Skills

8. Analyzing Maps Look at the political map onpage . Which territories are colonies ofFrance?

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Applying the Skill

Writing skills allow you to organize yourideas in a logical manner. The writing pro-cess involves using skills you have alreadylearned, such as taking notes, outlining, andsequencing information.

Learning the SkillUse the following guidelines to help you

apply the writing process:

• Select an interesting topic. Do preliminaryresearch to determine whether your topicis too broad or too narrow.

• Write one or two sentences that statewhat you want to prove, discover, orexplain in your writing. This will be thefocus of your entire paper.

• Research your topic and make a list ofmain ideas. List facts and source informa-tion for each main idea on note cards.

Writing a Report

An atoll in the Pacific Ocean m

• Your report should have an introduction,a body, and a conclusion that summarizesand restates your findings.

• Each paragraph should express one mainidea in a topic sentence. Additional sen-tences should support or explain themain idea by using details and facts.

Practicing the SkillRead the following paragraph, and then

answer the questions that follow.

Most of Micronesia’s low islands areatolls—low-lying, ring-shaped islands that surround lagoons. An atoll begins as a ring of coral that forms around the edge of a volcanic island. Over time, wind and watererode the volcano, wearing it down to sealevel. Eventually, only the atoll remains abovethe surface. The calm, shallow seawaterinside the atoll is called a lagoon.

1. What is the main idea of this paragraph?2. What are the supporting sentences?3. What might be the topic of an additional

paragraph that follows this one?

Suppose you are writing a report onOceania. Answer the following questionsabout the writing process.

1. How could you narrow this topic?2. What are three main ideas?3. Name three possible sources of information.

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764 CHAPTER 27

22 The Frozen Continent

Antarctica sits at the southern end of the earth. Icy ocean watersurrounds it. Freezing ice covers it. Cold winds blow over it. The leastexplored of all the continents, this frigid mysterious land is larger thaneither Europe or Australia.

Unique AntarcticaPicture Antarctica as a rich, green land covered by forests and lush

plants. Does this description match your mental image of the conti-nent? Fossils discovered here reveal that millions of years ago,Antarctica was inhabited by dinosaurs and small mammals.

Today, however, a huge ice cap buries nearly 98 percent ofAntarctica’s land area. In some spots, this ice cap is 2 miles (3.2 km)thick—about the height of 10 tall skyscrapers stacked upon oneanother. This massive “sea” of ice holds about 70 percent of all thefreshwater in the world.

The Antarctic ice cap is heavy and strong, and it also moves. Insome areas, the ice cap forms crevasses, or cracks, that plunge morethan 100 feet (30 m). At the Antarctic coast, the ice cap spreads past

Antarctica

Land Climate

Resources People

These Emperor penguins live in the

harsh environment of Antarctica. Their

shiny “tuxedos” and waddling walk

fascinate people. Although they

cannot fly, their feathers provide

excellent insulation against

the ice, snow, and freezing

water. Emperor penguins

often travel 30 miles

(48 km) a day to bring food

to their rookeries, or nests.

Sometimes walking takes

too long, so penguins simply

slide on their bellies, which is

called tobogganing.

Guide to Reading

Main Idea

Antarctica is a harshland of rock and ice.The world’s nationshave agreed to leavethe frozen continentopen to scientificstudy.

Terms to Know

• crevasse• ice shelf• iceberg• krill• ozone

Reading Strategy

Create a chart like theone below. Under eachheading, fill in at leastone fact aboutAntarctica.

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the land into the ocean. This layer of ice above the water is called anice shelf. Huge chunks of ice sometimes break off, forming icebergs,which float freely in the icy waters.

Highlands, Mountains, and Valleys Beneath most of the ice cap,however, Antarctica has highlands, mountains, and valleys—the samelandforms you find on other continents. A long mountain range calledthe Transantarctic Mountains crosses the continent. The highestpeak in Antarctica, the Vinson Massif, rises 16,067 feet (4,897 m).The Transantarctic Mountains sweep along the Antarctic Peninsula,which reaches within 600 miles (966 km) of South America’s Cape Horn. East of the mountains is a high, flat plateau where you find the South Pole, the southernmost point of the earth. On an island called Ross Island, off Antarctica’s coast, rises Mount Erebus(EHR•uh•buhs). It is Antarctica’s most active volcano.

Climate Now that you have a mental picture of Antarctica’s ice cap,think about this: Antarctica receives so little precipitation that it is theworld’s largest, coldest desert. Inland Antarctica receives no rain andhardly any new snow each year. Antarctica has a polar ice cap climate.Imagine summer in a place where temperatures may fall as low as �30ºF (�35ºC) and climb to only 32ºF (0ºC). Antarctic summers lastfrom December through February.Winter temperatures along the coastsfall to �40ºF (�40ºC), and in inland areas to a low of �100ºF (�73ºC).

What landforms are found under Antarctica’s ice cap?

On Location

Antarctica

•

•

Elephant seals loungeon the coast of Ele-phant Island off theAntarctic Peninsula(below). Mount Ere-bus, on the oppositeside of Antarctica(below left), has alava lake that is oftenstudied by scientists.

Environment Howmight an eruption ofMount Erebus affectAntarctica?

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766 CHAPTER 27

Resources of AntarcticaAntarctica has a harsh environment, but it can still support life.

Most of the plants and animals that live here are small, however. Thelargest inland animal is an insect that reaches only one-tenth of an inchin length. Penguins, fish, whales, and many kinds of flying birds live inor near the seas surrounding Antarctica. Many eat a tiny, shrimplikecreature called krill.

Scientists believe that the ice of Antarctica hides a treasure chestof minerals. They have found major deposits of coal and smalleramounts of copper, gold, iron ore, manganese, and zinc. Petroleummight lie offshore.

These mineral resources have not yet been tapped.To do so wouldbe very difficult and costly. Also, some people feel that removing theseresources would damage Antarctica’s fragile environment. Anotherreason is that different nations would disagree over who has the rightto these resources. Forty-three nations have signed the AntarcticTreaty, which prohibits any nation from taking resources from the continent. It also bans weapons testing in Antarctica.

What is the Antarctic Treaty?

A Vast Scientific LaboratoryThe Antarctic Treaty says that Antarctica should only be used for

peaceful, scientific purposes. Many countries have scientific researchstations here, but no single nation controls the vast continent. InJanuary—summer in Antarctica—about 10,000 scientists come tostudy the land, plants, animals, and ice of this frozen land. Some 1,000hardy scientists even stay during the harsh polar winter.

Much of the research focuses on ozone.Ozone is a type of oxygenthat forms a layer in the atmosphere. The ozone layer protects all liv-ing things on the earth from certain harmful rays of the sun. In the1980s, scientists discovered a weakening, or “hole,” in this layer aboveAntarctica. If such weakening continues, the sun’s harmful rays maycause skin cancer in humans and destroy plants. Turn to page tolearn more about the earth’s ozone layer.

This frozen world attracts more than just scientists, though. Eachyear, a few thousand tourists come to Antarctica. Because it has such aharsh environment, however, Antarctica is the only continent in theworld that has no permanent population.

Why are scientists studying the ozone layer?

Villa Las EstrellasHumans can adapt to life under the most difficult of conditions.

One example of this is the Villa Las Estrellas, or Village of the Stars.Located in Chile’s Antarctic Territory, the “town”has a school,hospital,supermarket, post office, bank, telephone, television, and Internet ser-vice. There is even a gym and a sauna. Village residents include mem-bers of Chile’s air force and their families, as well as scientists from

The EnduranceIn January 1915, Ernest

Shackleton and his crew in the Endurance becametrapped in Antarctica’sfreezing seawater. In lateOctober, ice crushed thewooden ship, forcing theexplorers to abandon it(below). They spent fivemore months drifting onthe ice until they reachedopen water and usedlifeboats to get away.

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various countries. In all, about 240 people can live in Villa Las Estrellas.Many stay for two years at a time.

Like Penguins Daily dress in Villa Las Estrellas consists of thermalunderclothes, warm boots, and dark sunglasses to protect the eyesagainst the sun’s strong ultraviolet rays. Villagers must surviveextreme temperatures down to �13ºF (�25ºC) with an even morebone-chilling wind factor. They do not stay inside all day, however.Adults walk from house to house to visit their neighbors. The chil-dren seem to enjoy the experience more than anyone else. One resi-dent described outdoor playtime: “The children go crazy over the snow and enjoy sledding or just tobogganing downhill on theirstomachs. They look like penguins!”

Global Village The countries of Russia,China,Korea,Brazil, Poland,Argentina, and Uruguay have military or scientific bases close to thevillage. In Antarctica, normal tensions between countries do not seemto matter. Every Wednesday afternoon, the different bases send soccerteams to the Chilean gymnasium for a game of indoor soccer. Once ayear, a “winter Olympics” is held in volleyball and basketball.Visitors tothe different bases mix freely with the people who live in them. VillaLas Estrellas may be as close to a real global village as the earth hasever seen.

What is one way that humans have adapted to the harshAntarctic environment?

AssessmentAssessment22


Web Activity VisitThe World and ItsPeople Web site attwip.glencoe.com andclick onStudent WebActivities to learnmore about Antarctica.

Defining Terms1. Define crevasse, ice shelf, iceberg, krill, ozone.

Recalling Facts2. Place What covers nearly 98 percent of

Antarctica?

3. Location Where in Antarctica would you findthe most living things?

4. Human/Environment Interaction Why doscientists come to Antarctica?

Critical Thinking5. Summarizing Information Why have

countries agreed not to use the resourcesof Antarctica?

6. Writing Questions Imagine that you areplanning a trip to Antarctica. What questionswould you ask scientists working there?

Graphic Organizer7. Organizing Information Create a chart like

the one below, and then look at the politicalmap on page . In your chart, list the vari-ous national claims made in Antarctica by theworld’s countries. Then give the number ofresearch stations for each country.

Countries With Claims Number ofin Antarctica Research Stations

Applying Social Studies Skills

8. Analyzing Maps Look at the physical map onpage . What mountain range cuts acrossAntarctica?

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Chapter 27—

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ARTART SCIENCESCIENCE CULTURECULTURE TECHNOLOGYTECHNOLOGY

768 CHAPTER 27

Antarctica’s Environmental StationsFor nearly 200 years, adventurers, explor-

ers, geographers, and scientists have beendrawn to the icy wilderness of Antarctica.Scientific research is the major human activ-ity on this remarkable continent.

Polar Science

In the 1950s, countries began to talk of pre-serving Antarctica as an international laboratoryfor scientific research. Today a formal treaty guaran-tees free access and research rights for scientistsof many countries. Antarctica now holds morethan 40 research stations.

Types of Research

Geologists, biologists, climatologists, and astron-omers are some of the many scientists who cometo Antarctica to study. Understanding the earth’senvironment is a major focus. The Antarctic icecap contains 90 percent of the world’s ice and70 percent of its freshwater. Changes here canaffect the world’s oceans and climates.

Scientists in Antarctica were the first to dis-cover the holes in the ozone layer. Such holescan expose life on the earth to too much ultra-violet radiation.

Researchers in Antarctica also study theearth’s history. Locked in the continent’s ice crys-tals and air bubbles are clues to the earth’s past.Fossils show how landmasses existed before theformation of today’s continents.

The harsh living conditions of Antarctica pro-vide another subject for study. The National Aero-nautics and Space Administration (NASA) sendsengineers and scientists to Antarctica to learn howto survive in extreme conditions, such as thosehumans might someday encounter on visits toother planets.

Life at the Edge

Living and working in Antarctica’s polarwilderness demands special equipment, well-trained people, and a sizable dose of caution.Freeze-dried food, layers of warm, quick-dryingclothes, insulated boots, and specially designedpyramid tents keep researchers well-fed, warm,and dry. Researchers quickly learn the impor-tance of staying inside during whiteout condi-tions, when snow and fog create a total lack ofvisibility.

The Antarctic environment is a fragile one,and researchers take care to protect it. All trashand wastes are removed from the continent.Mining of mineral resources is banned, and lawsprotect native plants and animals. Such careensures that Antarctica will continue to holdexciting discoveries for years to come.

Research station at theSouth Pole #

1. What do researchers study in Antarctica?

2. What discovery did researchers make about theozone layer?

3. Summarizing Information What items doresearchers in Antarctica use to stay warm and dry?

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Chapter

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Terms to Know cacao copra pidgin language high island low island atoll phosphate trust territory

Main Idea Oceania is made up of thousands of Pacific Ocean islands organized intocountries and territories. ✓Region Oceania is a huge area of vast open ocean and about 25,000 islands.✓Region Geographers divide Oceania into three regions: Melanesia, Micronesia,

and Polynesia.✓Place High islands were formed by volcanoes. Low islands were made from

coral.✓Place Papua New Guinea, in Melanesia, is the largest and most populous

country of Oceania.✓Economics The main economic activities in Oceania are farming and

tourism. Some islands have important minerals or other resources.✓History Most people of Oceania are descendants of people who left

Southeast Asia on canoes thousands of years ago.

Section 1 Pacific Island Cultures and EconomiesSection 1

Reading ReviewReading Review


The Frozen ContinentTerms to Know crevasse ice shelf iceberg krill ozone

Main Idea Antarctica is a harsh land of rock and ice. The world’s nations haveagreed to leave the frozen continent open to scientific study. ✓Location Antarctica lies at the southern end of the earth.✓Place Most of the continent, which has mountain ranges and a plateau, is

covered by a huge, thick ice cap.✓Place Most plants and animals that live in Antarctica are small. Larger animals

thrive in the waters off the coast.✓Economics Antarctica has many minerals, but many nations have signed a

treaty agreeing not to remove these resources.✓Culture Antarctica is a major center of scientific research, but it is the only

continent with no permanent human population.

Section 2Section 2

Fijian schoolgirls buy #snacks from an Indianmerchant in Suva.

769-771 U9 CH27 RR TWIP-860976 3/14/04 10:14 PM Page 769

Chapter

2727Assessment

and ActivitiesAssessment

and Activities

770

Oceania and Antarctica

1. Antarctic Peninsula

2. South Pole

3. Vinson Massif

4. Marshall Islands

5. Papua New Guinea

6. Fiji Islands

7. FrenchPolynesia

8. Coral Sea

9. SolomonIslands

Place Location ActivityOn a separate sheet of paper, matchthe letters on the map with the num-bered places listed below.

Using Key Terms Match the terms in Part A with their definitions in Part B.

A.1. pidgin language 6. ozone 2. copra 7. low island 3. trust territory 8. iceberg 4. ice shelf 9. high island 5. phosphate 10. krill

B.a. mineral salt used to make fertilizer b. tiny, shrimplike animal c. Pacific island formed by volcanic activity d. combines elements of several languages e. chunk of a glacier that floats free f. dried coconut meat g. layer of ice above water in Antarctica h. area temporarily placed under control of

another nation

i. Pacific island formed of coral j. layer in the atmosphere that blocks certain

harmful rays of the sun

Reviewing the Main Ideas Section 1 Pacific Island Cultures andEconomies 11. History Why are there South Asians on

the Fiji Islands? 12. Human/Environment Interaction Which

is likely to have better farmland—a highisland or a low island? Why?

13. Government New Caledonia is ruled bywhich European country?

14. Economics What attracts tourists toOceania?

15. History From where did the people whofirst settled Oceania originally come?

Section 2 The Frozen Continent 16. Place What is significant about Mount

Erebus? 17. Location What marine birds feed in the

seas near Antarctica? 18. Economics What resources have been

found in Antarctica? 19. Government What agreement bans the

use of Antarctica’s resources? 20. Human/Environment Interaction Why

do scientists study the ozone layer inAntarctica?

1,500

1,5000 mi.

0 kmMiller Cylindrical projection

N

S

EWC

IH

E AB

LambertAzimuthalEqual-Areaprojection1,000

1,0000 mi.

0 km

F

GD


Test-Taking Tip: When a question usesthe word best, it means that more than oneanswer might be correct. Your job is to pickthe best answer. This question also asks fora summary of the passage. Read through allof the answer choices before choosing theone that provides a more general restate-ment of the information.

771

Standardized Test Practice

Landforms Climate Economy or PeopleResources


Self-Check Quiz Visit The World and ItsPeople Web site at twip.glencoe.com andclick on Self-Check Quizzesto prepare for the Chapter Test.

H

Critical Thinking 21. Making Generalizations You have read

about two areas with very different climates.Write a generalization about how climateaffects the way people live in each area.

22. Organizing Information Make a chart likethis one. Under each heading, write a factabout each of the four regions you studiedin this chapter: Melanesia, Micronesia,Polynesia, and Antarctica.

Comparing Regions Activity23. Geography The region of northern Siberia

in Russia has one of the coldest climates inthe world. Research to find what plants andanimals live here. Compare this informationto what lives on the continent of Antarctica.What similarities and differences do you see?

Mental Mapping Activity 24. Focusing on the Region Create an outline

map of Antarctica. Refer to the map on page, and then label the following:

• Antarctic Circle • Pacific Ocean• Vinson Massif • Atlantic Ocean• Antarctic Peninsula • South Pole

Technology Skills Activity25. Building a Database Research three ani-

mals of Oceania. Create a database of theinformation you find. Include separate fieldsfor the following items: name of species,location, type of habitat, diet, natural preda-tors, and population status. Then use thedatabase information to create a map show-ing the location of each species.

Directions: Read the paragraph below, andthen answer the question that follows.

Because of the abundance of marine lifein the clear Pacific waters, fresh fish is theprimary traditional food of Oceania’s peo-ple. This is especially true in the low coralislands, where there is little land suitable for farming. The rich volcanic soil of thehigh islands allows pineapples, coconuts,bananas, and sweet potatoes to grow. InPapua New Guinea, pork is a favorite food.Great feasts of pork, greens, and yams aresocial gatherings for whole villages. At thesefeasts, pigs are cooked for about eight hoursover hot stones set in an “earth oven”—orlarge hole in the ground.

1. Which of the following statements bestsummarizes the paragraph above?

F People in the high islands are able togrow and eat pineapples, bananas, andsweet potatoes.

G In the low islands, the coral preventsmuch farming.

H The Pacific Ocean is the source of thefish that most people eat.

J Physical geography influences the tradi-tional foods of Oceania’s people.

Chapter 27—

728



OZONE

A lifeguard in Australia prepares for a day in the #sun with hat, sunglasses, and zinc cream.

772 UNIT 9

ttttttttttttttttttttttttttttttttttttttttttttton the Environmenton the EnvironmentIEYE

The Ozone Hole If you spend lots of time outdoors,you probably know that “SPF 30” is a rating for sun-screen. The higher a sunscreen’s Sun Protection Factor(SPF), the longer you can be exposed to sunlight beforeyour skin begins to burn. Earth has a sunscreen too. It iscalled ozone. Ozone is a kind of gas. A thin band of ozone high above theearth shields the planet from the sun’s most harmful ultraviolet (UV) rays.This ozone is being depleted, however. The satellite images (above right)show an expanding ozone hole above Antarctica. For several decades, theozone layer has been in trouble.

Human-made chemicals, particularly chlorofluorocarbons(CFCs), destroy ozone and thin the ozone layer. CFCs were usedfor years in refrigerators, air conditioners, foam-insulated cups,aerosol sprays, and in some cleaning products.

Ozone losses of about 10 percent have occurred over Europe, Canada, andother parts of the Northern Hemisphere too.

When ozone is destroyed, more UV rays strike the earth. Exposure toharmful rays can cause skin cancer in humans, destroy plants, and killocean plankton.

Reversing the Damage The good news is that ozone destruction can bereversed. Officials around the world are taking action.

In 1992 an international treaty called for a global ban ofCFCs by 1996. Today there are fewer CFCs in the atmosphere.

Some scientists predict full recovery of the ozone layer by 2050.

October 1980

October 1990

October 2000

ThinnerOzone

ThickerOzone

Source: Ozone Processing Team, NASA, GSFC.

Earth’s NaturalSunscreen

772-773 U9 CH27 EE TWIP-860976 3/14/04 10:19 PM Page 772

Ozone Prizewinners Three scientists shared the 1995 NobelPrize in chemistry for their research on ozone. AmericansMario Molina (right) and F. Sherwood Rowland and Dutchcitizen Paul Crutzen shared the honor after describingthe chemical processes by which ozone is formed anddestroyed in the atmosphere. Before they explored theissue, little was known about how human-made chemicalsaffect ozone. The three scientists were able to show thatthe release of CFCs into the air damages the ozone layer.Their important research led governments around the world toban the use of CFCs.

Keeping Watch Antarctica has long been seen as abarometer of Earth’s health. Scientists from all overthe world live and work in research stations scat-tered throughout Antarctica. In 1985 scientistsreported that the ozone layer over Antarctica haddecreased dramatically. Since then, they have beenclosely watching the ozone layer, collecting datafrom special instruments that record ozone levels.Governments and environmental groups use thisinformation to determine what can be done to

correct the problem.

Making a Difference

A scientist in Antarcticachecks ozone levels.

Mario Molina

773

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````````````````````````````````

What Can You Do?Get InvolvedOrganize a “Sun Alert” campaign to warn

younger students about the dangers ofoverexposure to the sun.

Find Out MoreOn the Trail of the Missing Ozone, anonline book, tells why we need the ozone

layer and how to prevent ozone depletion.

You can read it at www.epa.gov/ozone/science/missoz/index.html. Share whatyou learn with the class.

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http://www.epa.gov/ozone/science/missoz/index.html

The World and Its People - Kentucky EditionKentucky Core Content for Social Studies AssessmentTable of ContentsCore Content for Social Studies Assessment, Grade 6Correlation to the Core Content for Social Studies AssessmentPreparing for Standardized TestsStandardized Test PracticeFocus on KentuckyDepth of Knowledge Levels

Table of ContentsPreviewing Your TextbookScavenger HuntReading Skills HandbookIdentifying Words and Building VocabularyReading for a ReasonUnderstanding What You ReadThinking About Your ReadingUnderstanding Text Structure

National Geographic Reference AtlasThe World: PoliticalNorth America: PoliticalNorth America: PhysicalUnited States: PoliticalUnited States: PhysicalCanada: Physical/PoliticalMiddle America: Physical/PoliticalSouth America: PoliticalSouth America: PhysicalEurope: PoliticalEurope: PhysicalAfrica: PoliticalAfrica: PhysicalAsia: PoliticalAsia: PhysicalMiddle East: Physical/PoliticalPacific Rim: Physical/PoliticalArctic Ocean: PhysicalAntarctica: Physical

National Geographic Geography HandbookHow Do I Study Geography?How Do I Use Maps and Globes?Understanding Latitude and LongitudeFrom Globes to MapsCommon Map ProjectionsParts of MapsTypes of MapsUsing Graphs, Charts, and DiagramsGeographic Dictionary

Be an Active ReaderUnit 1: The WorldChapter 1: Looking at the EarthSection 1: Thinking Like a GeographerSection 2: The Earth in SpaceSection 3: Forces Shaping the EarthSection 4: Landforms and WaterwaysChapter 1 Reading ReviewChapter 1 Assessment and Activities

Chapter 2: Water, Climate, and VegetationSection 1: The Water PlanetSection 2: ClimateSection 3: Climate Zones and VegetationSection 4: An Environmental BalanceChapter 2 Reading ReviewChapter 2 Assessment and Activities

Chapter 3: The World's PeopleSection 1: Understanding CultureSection 2: Population PatternsSection 3: Resources and World TradeSection 4: Technology “Shrinks” the WorldChapter 3 Reading ReviewChapter 3 Assessment and Activities

Unit 2: The United States and CanadaNational Geographic Regional AtlasChapter 4: The United StatesSection 1: From Sea to Shining SeaSection 2: An Economic LeaderSection 3: The AmericansChapter 4 Reading ReviewChapter 4 Assessment and Activities

Chapter 5: CanadaSection 1: A Resource-Rich CountrySection 2: The CanadiansChapter 5 Reading ReviewChapter 5 Assessment and Activities

Unit 3: Latin AmericaNational Geographic Regional AtlasChapter 6: MexicoSection 1: Mexico’s Land and EconomySection 2: Mexico’s HistorySection 3: Mexico TodayChapter 6 Reading ReviewChapter 6 Assessment and Activities

Chapter 7: Central America and the Caribbean IslandsSection 1: Central AmericaSection 2: Cultures of the CaribbeanChapter 7 Reading ReviewChapter 7 Assessment and Activities

Chapter 8: Brazil and Its NeighborsSection 1: Brazil—Emerging GiantSection 2: Argentina to VenezuelaChapter 8 Reading ReviewChapter 8 Assessment and Activities

Chapter 9: The Andean CountriesSection 1: Colombia’s Cultures and ChallengesSection 2: Land and People of Peru and EcuadorSection 3: The Bolivians and ChileansChapter 9 Reading ReviewChapter 9 Assessment and Activities

Unit 4: EuropeNational Geographic Regional AtlasChapter 10: Europe—Early HistorySection 1: Classical Greece and RomeSection 2: Medieval EuropeSection 3: From Renaissance to RevolutionChapter 10 Reading ReviewChapter 10 Assessment and Activities

Chapter 11: Europe—Modern HistorySection 1: The Modern Era EmergesSection 2: A Divided ContinentSection 3: Moving Toward UnityChapter 11 Reading ReviewChapter 11 Assessment and Activities

Chapter 12: Western Europe TodaySection 1: The British IslesSection 2: France and the Benelux CountriesSection 3: Germany and the Alpine CountriesSection 4: The Nordic NationsSection 5: Southern EuropeChapter 12 Reading ReviewChapter 12 Assessment and Activities

Chapter 13: The New Eastern EuropeSection 1: Poland and the Baltic RepublicsSection 2: Hungarians, Czechs, and SlovaksSection 3: Rebuilding the Balkan CountriesSection 4: Ukraine, Belarus, and MoldovaChapter 13 Reading ReviewChapter 13 Assessment and Activities

Unit 5: Russia and the Eurasian RepublicsNational Geographic Regional AtlasChapter 14: Russia’s Landscape and HistorySection 1: A Vast LandSection 2: A Troubled HistoryChapter 14 Reading ReviewChapter 14 Assessment and Activities

Chapter 15: The New Russia and Independent RepublicsSection 1: From Communism to Free EnterpriseSection 2: Russia’s People and CultureSection 3: The Republics EmergeChapter 15 Reading ReviewChapter 15 Assessment and Activities

Unit 6: North Africa and Southwest AsiaNational Geographic Regional AtlasChapter 16: Birthplace of CivilizationSection 1: Mesopotamia and Ancient EgyptSection 2: Three World ReligionsChapter 16 Reading ReviewChapter 16 Assessment and Activities

Chapter 17: North Africa TodaySection 1: EgyptSection 2: Libya and the MaghrebChapter 17 Reading ReviewChapter 17 Assessment and Activities

Chapter 18: Southwest AsiaSection 1: Turkey, Syria, Lebanon, JordanSection 2: Israel and the Palestinian TerritoriesSection 3: The Arabian PeninsulaSection 4: Iraq, Iran, and AfghanistanChapter 18 Reading ReviewChapter 18 Assessment and Activities

Unit 7: Africa South of the SaharaNational Geographic Regional AtlasChapter 19: West AfricaSection 1: Nigeria—African GiantSection 2: The Sahel and Coastal West AfricaChapter 19 Reading ReviewChapter 19 Assessment and Activities

Chapter 20: Central and East AfricaSection 1: Central AfricaSection 2: People of Kenya and TanzaniaSection 3: Uganda, Rwanda, and BurundiSection 4: The Horn of AfricaChapter 20 Reading ReviewChapter 20 Assessment and Activities

Chapter 21: Southern Africa—A Varied RegionSection 1: The New South AfricaSection 2: Zambia, Malawi, Zimbabwe, BotswanaSection 3: Coastal and Island CountriesChapter 21 Reading ReviewChapter 21 Assessment and Activities

Unit 8: AsiaNational Geographic Regional AtlasChapter 22: South AsiaSection 1: India—Past and PresentSection 2: Pakistan and BangladeshSection 3: Mountain Kingdoms, Island RepublicsChapter 22 Reading ReviewChapter 22 Assessment and Activities

Chapter 23: China and Its NeighborsSection 1: China’s Land and New EconomySection 2: Dynasties to CommunismSection 3: China’s NeighborsChapter 23 Reading ReviewChapter 23 Assessment and Activities

Chapter 24: Japan and the KoreasSection 1: Japan—Past and PresentSection 2: The Two KoreasChapter 24 Reading ReviewChapter 24 Assessment and Activities

Chapter 25: Southeast AsiaSection 1: Life on the MainlandSection 2: Diverse Island CulturesChapter 25 Reading ReviewChapter 25 Assessment and Activities

Unit 9: Australia, Oceania, and AntarcticaNational Geographic Regional AtlasChapter 26: Australia and New ZealandSection 1: Australia—Land Down UnderSection 2: New ZealandChapter 26 Reading ReviewChapter 26 Assessment and Activities

Chapter 27: Oceania and AntarcticaSection 1: Pacific Island Cultures and EconomiesSection 2: The Frozen ContinentChapter 27 Reading ReviewChapter 27 Assessment and Activities

AppendixWhat Is an Appendix?Nations of the World Data BankStandardized Test Skills HandbookHonoring AmericaGazetteerGlossarySpanish GlossaryIndexAcknowledgements

FeaturesNational Geographic Eye on the EnvironmentNational Geographic Geography & HistorySkillsSocial Studies SkillsCritical Thinking SkillsTechnology SkillsStudy and Writing Skills

Making ConnectionsArtScienceCultureTechnology

Exploring CultureExploring GovernmentTeen SceneBelieve It or Not!Primary SourceLiteratureBuilding CitizenshipExploring EconomicsTime Reports: Focus on World IssuesMapsCharts and Graphs

Student WorkbooksActive Reading Note-Taking Guide - Student EditionChapter 1: Looking at the EarthSection 1: Thinking Like a GeographerSection 2: The Earth in SpaceSection 3: Forces Shaping the EarthSection 4: Landforms and Waterways

Chapter 2: Water, Climate, and VegetationSection 1: The Water PlanetSection 2: ClimateSection 3: Climate Zones and VegetationSection 4: An Environmental Balance

Chapter 3: The World's PeopleSection 1: Understanding CultureSection 2: Population PatternsSection 3: Resources and World TradeSection 4: Technology “Shrinks” the World

Chapter 4: The United StatesSection 1: From Sea to Shining SeaSection 2: An Economic LeaderSection 3: The Americans

Chapter 5: CanadaSection 1: A Resource-Rich CountrySection 2: The Canadians

Chapter 6: MexicoSection 1: Mexico’s Land and EconomySection 2: Mexico’s HistorySection 3: Mexico Today

Chapter 7: Central America and the Caribbean IslandsSection 1: Central AmericaSection 2: Cultures of the Caribbean

Chapter 8: Brazil and Its NeighborsSection 1: Brazil—Emerging GiantSection 2: Argentina to Venezuela

Chapter 9: The Andean CountriesSection 1: Colombia’s Cultures and ChallengesSection 2: Land and People of Peru and EcuadorSection 3: The Bolivians and Chileans

Chapter 10: Europe—Early HistorySection 1: Classical Greece and RomeSection 2: Medieval EuropeSection 3: From Renaissance to Revolution

Chapter 11: Europe—Modern HistorySection 1: The Modern Era EmergesSection 2: A Divided ContinentSection 3: Moving Toward Unity

Chapter 12: Western Europe TodaySection 1: The British IslesSection 2: France and the Benelux CountriesSection 3: Germany and the Alpine CountriesSection 4: The Nordic NationsSection 5: Southern Europe

Chapter 13: The New Eastern EuropeSection 1: Poland and the Baltic RepublicsSection 2: Hungarians, Czechs, and SlovaksSection 3: Rebuilding the Balkan CountriesSection 4: Ukraine, Belarus, and Moldova

Chapter 14: Russia’s Landscape and HistorySection 1: A Vast LandSection 2: A Troubled History

Chapter 15: The New Russia and Independent RepublicsSection 1: From Communism to Free EnterpriseSection 2: Russia’s People and CultureSection 3: The Republics Emerge

Chapter 16: Birthplace of CivilizationSection 1: Mesopotamia and Ancient EgyptSection 2: Three World Religions

Chapter 17: North Africa TodaySection 1: EgyptSection 2: Libya and the Maghreb

Chapter 18: Southwest AsiaSection 1: Turkey, Syria, Lebanon, JordanSection 2: Israel and the Palestinian TerritoriesSection 3: The Arabian PeninsulaSection 4: Iraq, Iran, and Afghanistan

Chapter 19: West AfricaSection 1: Nigeria—African GiantSection 2: The Sahel and Coastal West Africa

Chapter 20: Central and East AfricaSection 1: Central AfricaSection 2: People of Kenya and TanzaniaSection 3: Uganda, Rwanda, and BurundiSection 4: The Horn of Africa

Chapter 21: Southern Africa—A Varied RegionSection 1: The New South AfricaSection 2: Zambia, Malawi, Zimbabwe, BotswanaSection 3: Coastal and Island Countries

Chapter 22: South AsiaSection 1: India—Past and PresentSection 2: Pakistan and BangladeshSection 3: Mountain Kingdoms, Island Republics

Chapter 23: China and Its NeighborsSection 1: China’s Land and New EconomySection 2: Dynasties to CommunismSection 3: China’s Neighbors

Chapter 24: Japan and the KoreasSection 1: Japan—Past and PresentSection 2: The Two Koreas

Chapter 25: Southeast AsiaSection 1: Life on the MainlandSection 2: Diverse Island Cultures

Chapter 26: Australia and New ZealandSection 1: Australia—Land Down UnderSection 2: New Zealand

Chapter 27: Oceania and AntarcticaSection 1: Pacific Island Cultures and EconomiesSection 2: The Frozen Continent

Activity Workbook - Student EditionChapter 1: Looking at the EarthActivity A: Recognizing Our Solar SystemActivity B: Identifying Landforms

Chapter 2: Water, Climate, and VegetationActivity A: Understanding the Water CycleActivity B: Charting Climate Characteristics

Chapter 3: The World's PeopleActivity A: Recognizing the Culture RegionsActivity B: Identifying Renewable and Nonrenewable Resources

Chapter 4: The United StatesActivity A: Identifying Major Landforms in the United StatesActivity B: Recognizing the Features of Your Region

Chapter 5: CanadaActivity: Identifying Characteristics of the Canadian Provinces and Territories

Chapter 6: MexicoActivity A: Identifying Mexico's Altitude ZonesActivity B: Understanding Mexico's Native American Heritage

Chapter 7: Central America and the Caribbean IslandsActivity A: Recognizing Central American CapitalsActivity B: Recognizing the Physical Characteristics of the Caribbean Islands

Chapter 8: Brazil and Its NeighborsActivity A: Identifying Landforms in BrazilActivity B: Identifying the History and Cultures of Caribbean South America

Chapter 9: The Andean CountriesActivity: Recognizing the Mineral Resources of the Andean Countries

Chapter 10: Europe—Early HistoryActivity A: Understanding the History of Early EuropeActivity B: Identifying Important Figures of the Renaissance and Reformation

Chapter 11: Europe—Modern HistoryActivity A: Analyzing Changes in European HistoryActivity B: Understanding the Cold War

Chapter 12: Western Europe TodayActivity A: Charting the Economies of Western EuropeActivity B: Identifying the Geographic Characteristics of Western EuropeActivity C: Identifying the Populations of Countries in Northern EuropeActivity D: Recognizing the Physical Characteristics of Southern Europe

Chapter 13: The New Eastern EuropeActivity A: Locating Eastern European Countries and Their Capital CitiesActivity B: Identifying Characteristics of Eastern Europe

Chapter 14: Russia’s Landscape and HistoryActivity A: Identifying Major Geographic Features of RussiaActivity B: Appreciating the History of Russia

Chapter 15: The New Russia and Independent RepublicsActivity A: Identifying Russia's Economic RegionsActivity B: Recognizing the Capitals of the Caucasus and Central Asia

Chapter 16: Birthplace of CivilizationActivity A: Recognizing Early CivilizationsActivity B: Identifying Religions of Southwest Asia

Chapter 17: North Africa TodayActivity A: Interpreting an Economic Activity Map of North AfricaActivity B: Creating and Interpreting a Pictograph

Chapter 18: Southwest AsiaActivity A: Interpreting a Physical MapActivity B: The Cities and People of Southwest Asia

Chapter 19: West AfricaActivity: Recognizing the Countries of West Africa

Chapter 20: Central and East AfricaActivity A: Recognizing the Physical Characteristics of Central AfricaActivity B: Recognizing the History of East Africa

Chapter 21: Southern Africa—A Varied RegionActivity: Recognizing the Resources in Southern Africa

Chapter 22: South AsiaActivity A: Recognizing the Physical Features of South AsiaActivity B: Recognizing the Cultural Features of South Asia

Chapter 23: China and Its NeighborsActivity A: Identifying the Landforms of ChinaActivity B: Recognizing China's People and CultureActivity C: Identifying China's Neighbors and New Territories

Chapter 24: Japan and the KoreasActivity A: Understanding Japan's HistoryActivity B: Recognizing the Location of Korea

Chapter 25: Southeast AsiaActivity A: Recognizing the Varied Features of Southeast Asian CountriesActivity B: Locating the Capital of Southeast Asia

Chapter 26: Australia and New ZealandActivity: Understanding the Unique Characteristics of Australia and New Zealand

Chapter 27: Oceania and AntarcticaActivity A: Identifying the Geographic and Economic Characteristics of OceaniaActivity B: Recognizing the Unique Characteristics of Antarctica

Haitian Creole SummariesChapit 1: Le n'ap gade Latè aChapit 2: Dlo, Klima ak VejetasyonChapit 3: Pèp Monn nanChapit 4: LèzetaziniChapit 5: KanadaChapit 6: MeksikChapit 7: Amerik Santral ak Zil Karayib yoChapit 8: Brezil ak Vwazen Li yoChapit 9: Peyi Zann yoChapit 10: Ewòp - Istwa AnsyenChapit 11: Ewòp - Istwa ModènChapit 12: Ewòp De Lwès Jodi aChapit 13: Nouvo Ewòp de Lès laChapit 14: Peyizaj ak Istwa LarisiChapit 15: Nouvo Risi an ak Repiblik Endepandan yoChapit 16: Bèso Sivilizasyon anChapit 17: Afrik Dinè Jodi aChapit 18: Azi Di SidwèsChapit 19: Afrik De LwèsChapit 20: Afrik Sentral ak Afrik De LèsChapit 21: Sid Afrik la -Yon Rejyon VaryeChapit 22: Lazi DisidChapit 23: Lachin ak Vwazen Li yoChapit 24: Japon ak Kore yoChapit 25: Lazi di SidèsChapit 26: Ostrali ak Nouvèl ZelannChapit 27: Oseyani ak Antatik la

Reading Essentials and Study Guide - Student EditionChapter 1: Looking at the EarthStudy Guide 1: Thinking Like a GeographerStudy Guide 2: The Earth in SpaceStudy Guide 3: Forces Shaping the EarthStudy Guide 4: Landforms and Waterways

Chapter 2: Water, Climate, and VegetationStudy Guide 1: The Water PlanetStudy Guide 2: ClimateStudy Guide 3: Climate Zones and VegetationStudy Guide 4: An Environmental Balance

Chapter 3: The World's PeopleStudy Guide 1: Understanding CultureStudy Guide 2: Population PatternsStudy Guide 3: Resources and World TradeStudy Guide 4: Technology “Shrinks” the World

Chapter 4: The United StatesStudy Guide 1: From Sea to Shining SeaStudy Guide 2: An Economic LeaderStudy Guide 3: The Americans

Chapter 5: CanadaStudy Guide 1: A Resource-Rich CountryStudy Guide 2: The Canadians

Chapter 6: MexicoStudy Guide 1: Mexico’s Land and EconomyStudy Guide 2: Mexico’s HistoryStudy Guide 3: Mexico Today

Chapter 7: Central America and the Caribbean IslandsStudy Guide 1: Central AmericaStudy Guide 2: Cultures of the Caribbean

Chapter 8: Brazil and Its NeighborsStudy Guide 1: Brazil—Emerging GiantStudy Guide 2: Argentina to Venezuela

Chapter 9: The Andean CountriesStudy Guide 1: Colombia’s Cultures and ChallengesStudy Guide 2: Land and People of Peru and EcuadorStudy Guide 3: The Bolivians and Chileans

Chapter 10: Europe—Early HistoryStudy Guide 1: Classical Greece and RomeStudy Guide 2: Medieval EuropeStudy Guide 3: From Renaissance to Revolution

Chapter 11: Europe—Modern HistoryStudy Guide 1: The Modern Era EmergesStudy Guide 2: A Divided ContinentStudy Guide 3: Moving Toward Unity

Chapter 12: Western Europe TodayStudy Guide 1: The British IslesStudy Guide 2: France and the Benelux CountriesStudy Guide 3: Germany and the Alpine CountriesStudy Guide 4: The Nordic NationsStudy Guide 5: Southern Europe

Chapter 13: The New Eastern EuropeStudy Guide 1: Poland and the Baltic RepublicsStudy Guide 2: Hungarians, Czechs, and SlovaksStudy Guide 3: Rebuilding the Balkan CountriesStudy Guide 4: Ukraine, Belarus, and Moldova

Chapter 14: Russia’s Landscape and HistoryStudy Guide 1: A Vast LandStudy Guide 2: A Troubled History

Chapter 15: The New Russia and Independent RepublicsStudy Guide 1: From Communism to Free EnterpriseStudy Guide 2: Russia’s People and CultureStudy Guide 3: The Republics Emerge

Chapter 16: Birthplace of CivilizationStudy Guide 1: Mesopotamia and Ancient EgyptStudy Guide 2: Three World Religions

Chapter 17: North Africa TodayStudy Guide 1: EgyptStudy Guide 2: Libya and the Maghreb

Chapter 18: Southwest AsiaStudy Guide 1: Turkey, Syria, Lebanon, JordanStudy Guide 2: Israel and the Palestinian TerritoriesStudy Guide 3: The Arabian PeninsulaStudy Guide 4: Iraq, Iran, and Afghanistan

Chapter 19: West AfricaStudy Guide 1: Nigeria—African GiantStudy Guide 2: The Sahel and Coastal West Africa

Chapter 20: Central and East AfricaStudy Guide 1: Central AfricaStudy Guide 2: People of Kenya and TanzaniaStudy Guide 3: Uganda, Rwanda, and BurundiStudy Guide 4: The Horn of Africa

Chapter 21: Southern Africa—A Varied RegionStudy Guide 1: The New South AfricaStudy Guide 2: Zambia, Malawi, Zimbabwe, BotswanaStudy Guide 3: Coastal and Island Countries

Chapter 22: South AsiaStudy Guide 1: India—Past and PresentStudy Guide 2: Pakistan and BangladeshStudy Guide 3: Mountain Kingdoms, Island Republics

Chapter 23: China and Its NeighborsStudy Guide 1: China’s Land and New EconomyStudy Guide 2: Dynasties to CommunismStudy Guide 3: China’s Neighbors

Chapter 24: Japan and the KoreasStudy Guide 1: Japan—Past and PresentStudy Guide 2: The Two Koreas

Chapter 25: Southeast AsiaStudy Guide 1: Life on the MainlandStudy Guide 2: Diverse Island Cultures

Chapter 26: Australia and New ZealandStudy Guide 1: Australia—Land Down UnderStudy Guide 2: New Zealand

Chapter 27: Oceania and AntarcticaStudy Guide 1: Pacific Island Cultures and EconomiesStudy Guide 2: The Frozen Continent

Spanish Reading Essentials and Study Guide - Student EditionCapítulo 1: Mirar la TierraGuía de estudio 1: Pensar como un geógrafoGuía de estudio 2: La Tierra en el espacioGuía de estudio 3: Las fuerzas que dan forma a la Tierra Guía de estudio 4: Accidentes geográficos y vías fluviales

Capítulo 2: Agua, clima y vegetaciónGuía de estudio 1: El planeta del aguaGuía de estudio 2: ClimaGuía de estudio 3: Zonas climáticas y la vegetaciónGuía de estudio 4: Un equilibrio ambiental

Capítulo 3: Los pueblos del mundoGuía de estudio 1: Comprender la culturaGuía de estudio 2: Los patrones de poblaciónGuía de estudio 3: Recursos y comercio mundialGuía de estudio 4: La tecnología “encoge”el mundo

Capítulo 4: Estados UnidosGuía de estudio 1: Un territorio extenso y pintorescoGuía de estudio 2: Un líder de la economíaGuía de estudio 3: Los estadounidenses

Capítulo 5: CanadáGuía de estudio 1: Un país rico en recursosGuía de estudio 2: Los habitantes de Canadá

Capítulo 6: MéxicoGuía de estudio 1: Geografía física y economía de MéxicoGuía de estudio 2: Historia de MéxicoGuía de estudio 3: México hoy

Capítulo 7: América Central y las islas del CaribeGuía de estudio 1: América CentralGuía de estudio 2: Las culturas del Caribe

Capítulo 8: Brasil y sus vecinosGuía de estudio 1: Un gigante que emergeGuía de estudio 2: De Argentina a Venezuela

Capítulo 9: Los países AndinosGuía de estudio 1: La cultura y los desafíos de ColombiaGuía de estudio 2: Los territorios y pueblos de Perú y EcuadorGuía de estudio 3: Los bolivianos y los chilenos

Capítulo 10: Europa: historia antiguaGuía de estudio 1: Grecia y Roma clásicasGuía de estudio 2: Europa medievalGuía de estudio 3: Del Renacimiento a la revolución

Capítulo 11: Europa, su historia modernaGuía de estudio 1: Comienzo de la era modernaGuía de estudio 2: Un continente divididoGuía de estudio 3: Hacia la unidad

Capítulo 12: Europa occidental en la actualidadGuía de estudio 1: Las islas británicasGuía de estudio 2: Francia y los países del BeneluxGuía de estudio 3: Alemania y los países alpinosGuía de estudio 4: Los países nórdicosGuía de estudio 5: Sur de Europa

Capítulo 13: La nueva Europa del esteGuía de estudio 1: Polonia y las repúblicas bálticasGuía de estudio 2: Húngaros, checos y eslovacosGuía de estudio 3: La reconstrucción de los países balcánicosGuía de estudio 4: Ucrania, Bielorrusia y Moldavia

Capítulo 14: La geografía y la historia de RusiaGuía de estudio 1: Una vasta tierraGuía de estudio 2: Una historia de conflictos

Capítulo 15: La nueva Rusia y las repúblicas independientesGuía de estudio 1: Del comunismo a la libre empresaGuía de estudio 2: El pueblo y la cultura de RusiaGuía de estudio 3: Las repúblicas emergen

Capítulo 16: Nacimiento de la civilizaciónGuía de estudio 1: Mesopotamia y Egipto antiguoGuía de estudio 2: Tres religiones mundiales

Capítulo 17: África del norte en la actualidadGuía de estudio 1: EgiptoGuía de estudio 2: Libia y el Magreb

Capítulo 18: Sudoeste de asiaGuía de estudio 1: Turquía, Siria, Líbano y JordaniaGuía de estudio 2: Israel y los territorios palestinosGuía de estudio 3: La Península ArábigaGuía de estudio 4: Irak, Irán y Afganistán

Capítulo 19: África OccidentalGuía de estudio 1: Nigeria: El gigante africanoeGuía de estudio 2: El Sahel y la costa de África occidental

Capítulo 20: África central y del esteGuía de estudio 1: África centralGuía de estudio 2: Los habitantes de Kenia y TanzaniaGuía de estudio 3: Uganda, Ruanda y BurundiGuía de estudio 4: El cuerno de África

Capítulo 21: África meridional: Una región variadaGuía de estudio 1: La nueva SudáfricaGuía de estudio 2: Zambia, Malawi, Zimbabwe y BotswanaGuía de estudio 3: Los países de la costa y de las islas

Capítulo 22: El sur de AsiaGuía de estudio 1: India: Pasado y presenteGuía de estudio 2: Paquistán y BangladeshGuía de estudio 3: Reinos en las montañas y repúblicas en las islas

Capítulo 23: China y países vecinosGuía de estudio 1: El territorio de China y la nueva economíaGuía de estudio 2: De las dinastías al comunismoGuía de estudio 3: Los países vecinos de China

Capítulo 24: Japón y las CoreasGuía de estudio 1: Japón: pasado y presenteGuía de estudio 2: Las dos Coreas

Capítulo 25: El sudeste AsiáticoGuía de estudio 1: La vida en el continenteGuía de estudio 2: La diversidad de las culturas isleñas

Capítulo 26: Australia y Nueva ZelandaGuía de estudio 1: Australia: “La tierra del sur”Guía de estudio 2: Nueva Zelanda

Capítulo 27: Oceanía y la AntártidaGuía de estudio 1: Culturas y economía de las islas del PacíficoGuía de estudio 2: El continente helado

Spanish SummariesCapítulo 1: Observar la TierraCapítulo 2: El agua, el clima y la vegetaciónCapítulo 3: La población mundialCapítulo 4: Los Estados UnidosCapítulo 5: CanadáCapítulo 6: MéxicoCapítulo 7: América Central y las islas del CaribeCapítulo 8: Brasil y sus vecinosCapítulo 9: Los países andinosCapítulo 10: Europa: historia antiguaCapítulo 11: Europa: historia modernaCapítulo 12: Europa occidental hoy en díaCapítulo 13: Europa oriental hoy en díaCapítulo 14: Relieve e historia de RusiaCapítulo 15: La nueva Rusia y las repúblicas independientesCapítulo 16: La Cuna de la civilizationCapítulo 17: África del norteCapítulo 18: El sudoeste asiáticoCapítulo 19: África OccidentalCapítulo 20: África central y orientalCapítulo 21: África del sur: una región variadaCapítulo 22: El sureste asiáticoCapítulo 23: China y sus vecinosCapítulo 24: Japón y las CoreasCapítulo 25: El sudeste asiáticoCapítulo 26: Australia y Nueva ZelandaCapítulo 27: Oceanía y la Antártida

Standardized Test Skills Practice Workbook - Student EditionObjectives Addressed in the ActivitiesWorkbook OverviewPreparing for a Standardized TestActivity: Reading a Map ScaleActivity: Interpreting DiagramsActivity: Making InferencesActivity: Interpreting a Visual ImageActivity: Using a Bar Graph to Interpret DataActivity: Analyzing a Political CartoonActivity: Recognizing a Point of ViewActivity: Analyzing Graphs and TablesActivity: Comparing and ContrastingActivity: Making GeneralizationsActivity: Interpreting EditorialsActivity: Interpreting Charts and TablesActivity: Using Time LinesActivity: Perceiving Cause-and-Effect RelationshipsActivity: Solving a ProblemActivity: Distinguishing Between Fact and OpinionActivity: Identifying and Evaluating SourcesActivity: Making DecisionsActivity: Interpreting GraphsActivity: Identifying the Main IdeaActivity: Recognizing Forms of PropagandaActivity: Persuasive Writing About an IssueActivity: Classifying Facts and DetailsActivity: Forming HypothesesActivity: Drawing ConclusionsActivity: Detecting BiasActivity: Predicting Outcomes

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