about geography - walchcritical thinking about geography: united states, canada, and greenland...

United States,Canada, andGreenland

Critical Thinkingabout

GeoGRAPHY

EDUCATIONWALCH®

Jayne Freeman

© 2010 Walch Education Critical Thinking About Geography: United States, Canada, and Greenland iii

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

National Geography Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

Lesson 1—Reading a Political Map. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Map: Political Map of the United States . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Lesson 2— Using the Legend and Compass Rose to Obtain Information from a Site Map . . . . . 6

Map: Site Map of RV Park . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Lesson 3—Finding Places in the World: Latitude and Longitude . . . . . . . . . . . . . . . . . . . . . . . . 10

Map: Map of the World Showing Latitude and Longitude . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Map: Map of the United States Showing Latitude and Longitude . . . . . . . . . . . . . . . . . . . . . 15

Lesson 4—Understanding Map Projections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Map: Types of Map Projections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Map: Mercator Projection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Map: Mollweide Projection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Lesson 5—Mountains and Valleys: Reading a Physical Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Map: Physical Map of the United States . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Map: Physical Map of Canada . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Lesson 6—Reading an Economic Resources Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Map: Economic Resources of Pennsylvania . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Lesson 7—Getting Information from a Climate Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Map: Climate Map of the Western Hemisphere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Map: Political Map of Greenland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Lesson 8—Reading a Highway Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Map: Highway Map of South Carolina . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Contents

Critical Thinking About Geography: United States, Canada, and Greenland © 2010 Walch Educationiv

Lesson 9—Comparing the Effects of Climate and Precipitation on Settlement . . . . . . . . . . . . . 39

Map: Precipitation Map of the United States . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Map: Population Map of the United States . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Map: Climate Map of the United States . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Lesson 10—Regions of the United States, Canada, and Greenland . . . . . . . . . . . . . . . . . . . . . . . 45

Map: Regions of the United States and Canada . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Map: Regions of Greenland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Lesson 11—Connections Between Culture and Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Map: Principal Indian Groups of the Pacific Northwest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Map: Average Annual Precipitation, Pacific Northwest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Map: Climate Zones of the Pacific Northwest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Lesson 12—Geographic Influences on Canada’s Settlements . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

Map: Population Density of Canada . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Map: Temperature Zones of Canada . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

Lesson 13—Getting Information from Historical Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Map: United States 1800 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64



Lesson 14—Understanding the Distribution of Ecosystems on Earth . . . . . . . . . . . . . . . . . . . . . 67

Map: Distribution of World Ecosystems Based on Altitude,

Temperature, and Precipitation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Map: Distribution of World Ecosystems Based on Latitude . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Lesson 15—Understanding the Effect of Human Activity on Salmon Populations . . . . . . . . . . 72

Map: Changes in the Distribution of Wild Salmon

on the Northwest Coast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

Map: Major Dams in Washington, Oregon, and Idaho

Along the Columbia River Basin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

© 2010 Walch Education Critical Thinking About Geography: United States, Canada, and Greenland v

Introduction

Critical Thinking About Geography: United States, Canada, and Greenland includes a collection of map activities that engage students in opportunities to practice and apply the geography skills and concepts that they’re learning. It contains 30 maps with 15 accompanying lessons. You may use these activities for whole-class, small-group, or individual instruction. A debriefing discussion after each map lesson provides an opportunity for students to reflect on their experiences and synthesize their thinking. It also provides an additional opportunity for informal assessment to assist instructional planning.

Implementation Guide The following guidelines will help you prepare for and use the activity sets in this text.

Preparing for Instruction

Each lesson consists of instructional notes that provide background information about each map, answers to the student activity sheet, suggestions for debrief/discussion, and suggestions for extending and enhancing learning. Each map is reproducible; you should also make additional resources available to students. Prepare copies of student activity sheets (one copy per student in the class). Distribute any additional materials (if described in the instructional notes). To keep students engaged, have them record their answers on their own sheets of paper.

Timing the Activities

The activities are designed to take approximately 20–30 minutes per lesson. If time is short, you might plan on having students complete half of the activities in one session, and the rest of the activities on a different day. For longer time frames, have students complete a group activity such as creating their own map. It is helpful to give students a “five-minute warning” before it is time to gather for a debrief discussion.

Debriefing the Activities

After students have completed the activities as a whole class, small groups, or individuals, bring them together for a brief discussion. At this time, you might have students pose any questions they had about the activities. Before responding to individuals, ask if other students encountered the same difficulty or if they have a response to the question. The class discussion is also a good time to draw out the essential ideas of the activities. The questions that are provided in the teacher’s notes for each activity set can serve as a guide to initiating this type of discussion. You may wish to collect the student activity sheets before beginning the class discussion. However, it can be beneficial to collect the sheets afterwards so that students can refer to them during the discussion. This also gives students a chance to revisit and refine their work based on the debriefing session.

© 2010 Walch Education Critical Thinking About Geography: United States, Canada, and Greenland vii

The geographically informed person knows and understands . . .

Essential Element I. THE WORLD IN SPATIAL TERMS

Standard 1. How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective.

Standard 2. How to use mental maps to organize information about people, places, and environments in a spatial context.

Standard 3. How to analyze the spatial organization of people, places, and environments on Earth’s surface.

Essential Element II. PLACES AND REGIONS

Standard 4. The physical and human characteristics of places.

Standard 5. That people create regions to interpret Earth’s complexity.

Standard 6. How culture and experience influence people’s perceptions of places and regions.

Essential Element III. PHYSICAL SYSTEMS

Standard 7. The physical processes that shape the patterns of Earth’s surface.

Standard 8. The characteristics, distribution, and migration of human populations on Earth’s surface.

Essential Element IV. HUMAN SYSTEMS

Standard 9. The characteristics and spatial distribution of ecosystems on Earth’s surface.

Standard 10. The characteristics, distribution, and complexity of Earth’s cultural mosaics.

Standard 11. The patterns and networks of economic interdependence on Earth’s surface.

Standard 12. The processes, patterns, and functions of human settlement.

Standard 13. How the forces of cooperation and conflict among people influence the division and control of Earth’s surface.

Standard 14. How human actions modify the physical environment.

Essential Element V. ENVIRONMENT AND SOCIETY

Standard 15. How physical systems affect human systems.

Standard 16. The changes that occur in the meaning, use, distribution, and importance of resources.

Essential Element VI. THE USES OF GEOGRAPHY

Standard 17. How to apply geography to interpret the past.

Standard 18. How to apply geography to interpret the present and plan for the future.

National Geography Standards

© 2010 Walch Education Critical Thinking About Geography: United States, Canada, and Greenland 61

lGoal: To provide opportunities for students to develop concepts and skills related to getting information from historical maps

National Geography Standards Standard 13. How the forces of cooperation and conflict among people influence the division and control of Earth’s surface.

Preparing Students for Instruction Before starting this activity, make sure that students know how to read a map legend.

Map Overview These three maps show the gradual growth of the United States in terms of how much land it held, from 1800 to 1860.

Answer Key 1. France and Spain

2. Indiana Territory, Territory Northwest of the Ohio River, Territory South of the Ohio River, and Mississippi Territory

3. Maine, Ohio, Indiana, Illinois, Alabama, Mississippi, and Louisiana (in any order)

4. Spain

5. Possible answers: It was a “claimed area;” it was bordered by Spanish and British territory.

6. Missouri was a “special status area.”

7. This map shows no foreign or special status territories.

8. California and Oregon

9. Answers will vary, but should recognize that the country grew westward during this period, and continually acquired territories and states until it reached from coast to coast by 1860. Land originally owned by France, Spain, and Mexico and claimed by Great Britain was obtained by the United States through treaty or purchase. Territories became states.

Getting Information from Historical Maps

LeSSoN

13

Critical Thinking About Geography: United States, Canada, and Greenland © 2010 Walch Education62

Discussion GuideTo support students in reflecting on the activities and to gather some formative information about student learning, use the following prompts to facilitate a class discussion to “debrief” the map activities.

Prompts/Questions

1. In which of these time periods do you think the United States grew the most and acquired the most new land?

2. Which territories became states between 1800 and 1820?

3. How did the United States acquire all the land from 1800 to 1860?

4. As the inhabited parts of the country grew and expanded, where did the country get the population to live there? Where did all these people come from?

Suggested Appropriate Responses

1. From 1800 to 1820. In 1800, the United States occupied only a small portion of the land area, about one-fourth. By 1820, its holdings had expanded all the way across to the opposite coast.

2. Part of Indiana Territory became the states of Illinois and Indiana; Territory Northwest of the Ohio River became Ohio; Territory South of Ohio River and Mississippi Territory became the states of Mississippi and Alabama.

3. By purchases and treaties with Spain, France, Mexico, and Great Britain

4. Most likely through immigration

Extending and Enhancing Learning

l Have students work in groups to research the process of a territory becoming a state. Assign each group a different territory. Each group does the research and then writes a report, which includes a map of the territory before it became a state or states, and a map of the new state or states.

l For students who need more support, have them work in groups to play a “Which State Am I?” game. First, each student in the group writes three questions on small pieces of paper that are hints about a state. For example, “I am a state that was first part of the territory of Indiana. In 1820, I was the state just west of a small part of Lake Michigan.” All questions are put in a container, a box, or a basket. To play the game, each player draws out a question and then uses the maps to decide on the answer. The author of the question determines if it was answered correctly. Correct answers earn one point. When all questions have been drawn and answered, the player with the most points wins the game.

l To challenge students further, have them research the period between 1800 and 1860 in U.S. history, then write the journal of someone who traveled west to places such as Oklahoma, California, or Oregon. Journals should include the reasons for the change of location, such as acquiring their own piece of land or (in California) hoping to get rich mining gold. Students can draw a picture of the character they are portraying, trying to include accurate information about dress of the time. Have students present their reports to the class. Students may wish to dress in costume while reading their “journals.”


Name:

Geography Vocabularyterritory: an area owned by a country such as the United States or Canada that is not a state or a province

lReading the Map of the United States in 1800Look at the first map. This map shows all of the United States in 1800. There wasn’t very much land, but the country had already grown. Kentucky, Vermont, and Tennessee had become states in the late 1700s. The striped and dark gray areas show that the United States claimed several territories, but the land west of the Mississippi River belonged to foreign countries.

lUnderstanding the Map of the United States in 1800 1. Which two foreign countries owned land near the United States?

2. What are the names of the territories owned by the United States in 1800?

lReading the Map of the United States in 1820Look at the second map. The United States had grown a great deal in 20 years. Part of this was due to the Louisiana Purchase in 1803, when the French government sold a large tract of land to the United States. Some of these changes and their dates are noted.

lUnderstanding the Map of the United States in 1820 3. Which new states had been added since 1800?

4. Which foreign country still owned land near the United States in 1820?

5. What do you notice about the area called the Oregon Country?

6. Why does Missouri look different from other areas on this map?

lReading the Map of the United States in 1860 7. Look closely at this map. Compare and contrast it with the two other maps. What do you observe?

8. What two states were on the west coast of the United States in 1860?

lAnalyzing the Maps 9. What were the major changes to the United States between 1800 and 1860? Explain.

LeSSoN

13Getting Information from Historical Maps

Name:


Uni

ted

Sta

tes

1800

Verm

ont

1791

Ken

tuck

y17

92

Tenn

esse

e17

96

Was

hing

ton

D.C

.17

91

Ind

iana

Terr

itory

1800

Terr

itory

S

outh

of O

hio

Riv

er (1

796)

Mis

siss

ipp

iTe

rrito

ry 1

798

1803

D

ates

of t

errit

oria

l acq

uisi

tions

1805

D

ates

of i

nitia

l ter

ritor

ial o

rgan

izat

ion

(180

9) D

ates

of l

ates

t ch

ange

with

in g

iven

tim

e p

erio

d18

12

Dat

es o

f ad

mis

sion

to

the

Uni

on

(Sp

ain)

(Fra

nce)

(Sp

ain)

Terr

itory

N

W o

f O

hio

Riv

er

(180

0)

Sta

tes

Sta

te C

laim

Terr

itorie

s

Cla

imed

Are

as

Fore

ign

Are

as

Ohio River

Ohi

o R

iver

Mississippi River

Mississippi River

United States 1800

�

N S

EW

Name:


Sp

ain

Mis

sour

iTe

rrito

ry18

12

Mic

higa

n Te

rrito

ry(1

818)

IL.

(181

6)

MIS

S.

(181

7)

LA.

(181

2)

MO

Red

Riv

er B

asin

1818

Ark

ansa

w T

errit

ory

1819

Flor

ida

Terr

itory

(182

2)

IND

.(1

816)

Ore

gon

Cou

ntry

Sta

tes

Sta

te C

laim

Terr

itorie

s

Uno

rgan

ized

Ter

ritor

ies

Cla

imed

Are

as

Fore

ign

Are

as

Sp

ecia

l Sta

tus

Are

a

Spa

nish

Tre

aty

Line

of 1

818

Sp

anis

h Tr

eaty

Lin

e of

181

8

Brit

ish

Trea

ty L

ine

of 1

818

Uni

ted

Sta

tes

1820

1803

D

ates

of t

errit

oria

l acq

uisi

tions

1805

D

ates

of i

nitia

l ter

ritor

ial o

rgan

izat

ion

(180

9) D

ates

of l

ates

t ch

ange

with

in g

iven

tim

e p

erio

d18

12

Dat

es o

f ad

mis

sion

to

the

Uni

on

OH

IO18

03

Mai

ne18

20

AL.

1899

United States 1820

�

N S

EW

Name:


Sta

tes

Uno

rgan

ized

Ter

ritor

ies

Terr

itorie

s

Sta

te C

laim

s

Uni

ted

Sta

tes

1860

Ore

gon

1859

Kan

sas

Terr

itory

Uta

h Te

rrito

ry

New

Mex

ico

Terr

itory

Was

hing

ton

Terr

itory

Gad

sden

Pur

chas

e18

53Te

xas

1845

Neb

rask

a Te

rrito

ry

MIN

N19

58

Cal

iforn

ia18

50

1803

D

ates

of t

errit

oria

l acq

uisi

tions

1805

D

ates

of i

nitia

l ter

ritor

ial o

rgan

izat

ion

(180

9) D

ates

of l

ates

t ch

ange

with

in g

iven

tim

e p

erio

d18

12

Dat

es o

f ad

mis

sion

to

the

Uni

on

United States 1860

�

N S

EW

TheMiddle East


GEOGRAPHY

EDUCATIONWALCH®

Jayne Freeman

© 2010 Walch Education Critical Thinking About Geography: The Middle East iii

��

��

��

�� !��"��#�$� � ��$�#� �� %��&!�� '

�� !��"�� #�� (��)�(*��!��)��!�!+�� ,��!�� !�!+�� -�� !��!+�� $�� &!�� $��.�!�� ,��!/�� %0

��$�� %��&�"�� &� �� %��*�� %�

��' (�� %��/��1��!��2��!�� %��/��1��!��!�� %�

��)�� '0��$��3��#��4�/�� ''��$��3��#��&!�� '�

��*�� + ��,�&�� '��5�#�"�*��$�� '�

Contents

Critical Thinking About Geography: The Middle East © 2010 Walch Educationiv

��-�� .�� &�� '�� .�� *��4�/�� %��$��3��#��4�/�� '

��/�� 0��1�� !�� !��/��1�� !�� 67� �!��8��)�9��: �� -

�� (��/� �� ;��!*��;��*��

��1�!�� %��&��!�� !�� !�� <

��1� ��&��1�� -��(!��1��*� �/�� !�� !� �� <0

�� + �� 1�� <�� <0�� <�� 6(� �/�!�!*: �� <�

��$2��&�. ��3�� <<��2��!*�.�� <�

�� -�

© 2010 Walch Education Critical Thinking About Geography: The Middle East v

Introduction

�� /�� =� �� #�#�� ! �� !�� *� ��#�#!��*��>�� *��!��!��#�� %%�/��"� ��/��*��#��3�� =� ��!�"��)��/��#!��)�!��=�� !�� &��!��?�#�� !��/��!=��! �� *��!�� !�@�� !��A��!��*� ��B�� !� ��>��#�� !=�� ! �� *��!��!/��/�� !�� #�

Implementation Guide��"��#�#��"��*��!��!��!�� =� *�� A �

�� 1��0�� !�� !=��>#!��!/� �� /��)��"�!�� =� *�� )��##�� !��!��,��)��##�� !��A ��#��#��!��#��1��!��/��=�� !��!��=�� !��!�� =� *�� 6��*��!�� :��.�� !�� *�� /� �!��6��!�� !�� :��>�� #�#��)��=�� /�!��!�� !��"�!�� !�"�� !�

� � ��3�� 4 � �� =� ��!��#�� >��!A�/� ��*�%0� �'0�/�� !�� /��! )�*��/�#� �� =�� /�� =� ��)�� !�� =� ��!�� *��C!��#�!��!��)��=�� /�� #!�� =� *��!�� #� ��!�"��/�� #�=�� D?=�E/�� "�!��#F��!�� /�� #� ��!��!��!��

.�5� �6��3�� 4 � ��&� �!�� =��/�� =� ��"��)��/��#!��)�!��=��)��!��#� ��/� #� ��!��!��!��& � �� /�)�*��/�#� ��=�� *�� *�� =� ��2��!��!��#� ��=��)��>�� !�� !�� /��?�� *�!�� *��=��!�� #�� /�� !�"�� =� �� !��!=�� !G�� !�� =� *�� !=��#�� #� �� *��4��/�*�"�� =� *�� !��#��#� ��5"�=�!)�� ?�� !"�!�� !��!� � ��/��!��#� ��#�=�� !�=�� !�?�� !�"!>�� !��?�#��

© 2010 Walch Education Critical Thinking About Geography: The Middle East vii

��#�#!��*��!/��!��>�"��!� ��

�� 07��+ �!8�.�09��3�03�� 7�5"� ��/�� !�#�#!��!��!�� )� ��)�� #�� !�)��!��)��!��! ��!/� ��!/�� !�� =��7�5"� ��/�� /�� !#��B��!/� �� )��)��=�!�/�� A ��7�5"� ��*B�� !#��B� ��)��)��=�!�/�� ! �G��!��

�� 007��3� ��39.� :089��7��*��/��!�� !�� $7�� !�� !�#�� !�!� ��! �G��/��A� *��'7�5"�� !��A��!��@��G��!�� !�#��

�� 0007��+;�0�3��;�� )7��*��!�� !��! �G��!��*7��!�� !�� )�� !�� )��/�#!� ��/�� ! �G��!��

�� 0%7�+��39��;�� -7��!�� !�� !�� *� �/��! �G��!��/7��!�� !�� )�� !�� )��/��A� *��! �G�� !��/��7�� !�� "!>��/�� !��! �G��!��7��!��)�� !��)�� /�� /�� 7�5"� ��!��!� ��@�� /�#��@�� =�� !��! �G��!��7�5"��/�� /��*� ��*��=�!�/��

�� %7� 9%089� 9��39.��8�0 �;��$7�5"��*��*� �/�� /��*� �/��'7��#�� !�� /��#)��)�� !�� )��/�! ��!��!��

�� %07��+ �� 8<�: 8:3�+;��)7�5"� ��*�#�#!��*� �� !�!� � �� *7�5"� ��*�#�#!��*� �� !�!� � ��!�� !� �� !��


Critical Thinking About Geography: The Middle East © 2010 Walch Education44

�

:��"��=�� >��!�� #��!�� /�� !� �� /�! �� !��/� � ��/*��

National Geography Standards��7�5"� ��/�� !�#�#!��!��!�� )� ��)�� #�� !�)��!��)��!��! ��!/� ��!/�� !�� =��'7��#�� !�� /��#)��)�� !�� )��/�! ��!��!��

Preparing Students for Instruction 2��!�� ! ��#� �� =� *)�!�=��"�"� �� "�� *�/�*�>�"�� /��!��!��2��!��!�� !��/�� /�+!��/��!��!��2��!��!��/��!�� !��/�� (�� !��"� ��!#�� !��/�/�*��A�� !#�� !��!�� !��/��!�� 6��$��<��!�/!��!/� ��!��!�� "�� !��:

Map Overview ��/��"��!�� !��/��!�� !�� !�� !/�� /��!��!!��!��*��

Answer Key� �� &!�� %�� H� �!� '�� )��)000��!!��!��*� �� (*�!��)��!��)�$��)��;!�� ;!��>�� !�� *��*��!��!�*��>��

��/� �� *� ��!�� *��*�� !�� !��=�� #�=��/��! �� *� ��*��

� <�� >��*� �� !��=��!#�!��/�� !��/�!��!�� !�� !��

Understanding the Importance of Petroleum in the Middle East

LESSON

10

© 2010 Walch Education Critical Thinking About Geography: The Middle East 45

Discussion Guide��! �� !�@�� #�� =� �� #� ��!��/��!/� �=��!/� �� !��#)�� "��#��!/� �� D��!��F� ��/�� =� ��

Prompts/Questions

� �� !��/��E!��"��!��!�� !��*��! ��/�� )�� !��"��=�!��/!�� >��*� �� !��/E�!��#�� !��"�� !��*�� !��/��A�� I

� %�� /�*�� !��/E�!��#�� !��"�� !�� *��*��*�� >�� !��!�� !��/��*� �!��#� �� !�� =��!#*��!��"��!��!��"�!I


� �� &��"�!��"��=�!*�� /�*��*� �� !��"��!�� !�� =��)�!�� !�� !��!��!��/��!��

� %�� &��"�!��"��=�!*)�� ##�� /��"��!�� /��!�� !��/��!��!�� !��/�/�*��#��"��/��!��


�� 5�=�� !��!�� !�� !�� "!�� !�� !��/��!�?�� 5"�� !��!�� /��!��"� �� I�� !��!�� "�� =�!�"�� !�� !��/�!�?��#��!��/!��"�� !�>��!�� C!��A�/��)��"�� /��!��"� ��/��/��#�� &�!��I�� C!�� "��/!��! )��=�� /�� !�� /��!��!��!�� )��!/�� #!�� )�� /��!��!!��!��*�� #�� ! ��!)��=�� /�!��!�� !��!�?��#�� !��/��/�>��#!�� !� �� "�� !�� !��/��!��//��*�� !��!!��5"�/��!�?�� !��/��!!��6��! �)�#��)�� !�:I

Critical Thinking About Geography: The Middle East © 2010 Walch Education46

Name:�

Geography Vocabulary5��&"� ��/��!��!!�� !��/��!��#��*

�Reading the Map$>�� /�� !��/��/�! �� !��!��/��*�� !�� !��/��!�?�� #�� !��!�� A�! �� !��!�� "!�� /��!��"�� !�/��*�� !�� !��/��/��!�� !��/�6�� !��#��:��!�� !/��"�/��*��!!��!��!��*�� !*G��!�?��!��

�Understanding the Map � �� $>��#�+�� B�� !!��)�"�� !*�!�?�� /� �� !��/I�� %�� !*��!��/!�� !��/�� !��#��)�H� �!�!��*!��I�� '�� 5"�/��*��!!��!��*��!��!��!��I�� !�� /�� !�?�� !��/I�

�Analyzing the Map� �� !��/��/�#� ��!��;!��=��#� ��!�!�?�� !��/� �� !��

�� !�� !��"�� =�I��A�� <�� *��*�� >��/�� !��!�?��/!�� !��/� �� !�� !��I��A��

Understanding the Importance of Petroleum in the Middle East

LESSON

10

Name:�

© 2010 Walch Education Critical Thinking About Geography: The Middle East 47

Barrels per day, 1990

TURKEY72,000

SYRIA388,000

OMAN677,000

QATAR415,000

BAHRAIN42,000

KUWAIT1,133,000

IRAQ1,958,000

CYPRUS

LEBANON

ISRAEL

JORDANPalestine

SAUDI ARABIA6,820,000

UNITED ARABEMIRATES2,227,000

YEMEN192,000

NEUTRAL ZONE298,000

IRAN3,106,000

Middle East Production of Petroleum and Related Products (Natural Gas, Oil)

�

N

S

EW

SouthAmerica


GEOGRAPHY

EDUCATIONWALCH®

Jayne Freeman

© 2010 Walch Education Critical Thinking About Geography: South America iii

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

National Geography Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

Lesson 1—Reading a Political Map. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Map: Political Map of South America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Lesson 2—Using the Legend and a Compass Rose to Read a Site Map . . . . . . . . . . . . . . . . . . . . 5

Map: Site Map of a Portion of the Ruins at Machu Picchu, Peru . . . . . . . . . . . . . . . . . . . . . . . 8

Lesson 3—Understanding Latitude and Longitude. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Map: World Map Showing Latitude and Longitude . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Map: Map of Brazil Showing Latitude and Longitude . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Lesson 4—South America in the World: Understanding Map Projections . . . . . . . . . . . . . . . . . 15

Types of Map Projections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Map: Mercator and Eckert Map Projections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Lesson 5—Mountains and Valleys: Reading a Physical Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Map: Photographic Physical Map of South America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Map: Physical Topographical Map of South America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Lesson 6—Getting Information About a Country’s Economic Resources and Products . . . . . 25

Map: Economic Map of Brazil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Map: Economic Map of Ecuador . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Lesson 7—Exploring Climates. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Map: Climate Map of South America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Lesson 8—Understanding Map Scale: Reading Highway Maps . . . . . . . . . . . . . . . . . . . . . . . . . 34

Map: Highway Map of Brazil and Neighboring Countries . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Contents

Critical Thinking About Geography: South America © 2010 Walch Educationiv

Lesson 9—Geographic Factors Affecting Population Density in South America . . . . . . . . . . . . 38

Map: Precipitation Map of South America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Map: Climate Map of South America (from Lesson 7) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Map: Physical Map of South America (from Lesson 5) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Map: Population Density Map of South America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Lesson 10—Analyzing a Regional Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Map: Regions of Argentina . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Lesson 11—Connections Between Geography and Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Map: Indigenous People of South America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Map: Physical Map of South America (from Lesson 5) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Lesson 12—Discovering Continental Changes Over Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Map: The World During the Early Triassic Period . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

Map: The World During the Late Cretaceous Period . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

Map: The World During the K/T Boundary Period . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Map: The World As It Is Today . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Lesson 13—Making Comparisons with Historical Maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Map: Forest Cover in Southern Chile, Past and Present . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Lesson 14—Ecosystems of South America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

Map: Selected Ecosystems of South America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

Handout: Creatures of Various South American Ecosystems . . . . . . . . . . . . . . . . . . . . . . . . . 69

Lesson 15—Environmental Problems in the Amazon Rain Forest . . . . . . . . . . . . . . . . . . . . . . . 71

Map: Reduction of Amazon Forested Areas from 2000 to 2005 . . . . . . . . . . . . . . . . . . . . . . 74

Map: South America Today and the Possible Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

© 2010 Walch Education Critical Thinking About Geography: South America v

Introduction

Critical Thinking About Geography: South America includes a collection of map activities that engage students in opportunities to practice and apply the geography skills and concepts that they’re learning. It contains 25 maps with 15 accompanying lessons. You may use these activities for whole-class, small-group, or individual instruction. A debriefing discussion after each map lesson provides an opportunity for students to reflect on their experiences and synthesize their thinking. It also provides an additional opportunity for informal assessment to assist instructional planning.

Implementation Guide The following guidelines will help you prepare for and use the activity sets in this text.

Preparing for Instruction

Each lesson consists of instructional notes that provide background information about each map, answers to the student activity sheet, suggestions for debrief/discussion, and suggestions for extending and enhancing learning. Reproduce each map and have additional resources available to students. Prepare copies of student activity sheets (one copy per student in the class). Distribute any additional materials (if described in the instructional notes). To keep students engaged, have them record their answers on their own sheets of paper.

Timing the Activities

The activities are designed to take approximately 20 to 30 minutes per lesson. If time is short, you might plan on having students complete half of the activities in one session, and the rest of the activities on a different day. For longer time frames, have students complete an additional group activity such as creating their own map. It is helpful to give students a “five-minute warning” before it is time to gather for a debrief discussion.

Debriefing the Activities

After students have completed the activities as a whole class, small groups, or individuals, bring them together for a brief discussion. At this time, you might have students pose any questions they had about the activities. Before responding to individuals, ask if other students encountered the same difficulty or if they have a response to the question. The class discussion is also a good time to draw out the essential ideas of the activities. The questions that are provided in the teacher’s notes for each activity set can serve as a guide to initiating this type of discussion. You may wish to collect the student activity sheets before beginning the class discussion. However, it can be beneficial to collect the sheets afterward so that students can refer to them during the discussion. This also gives students a chance to revisit and refine their work based on the debriefing session.

© 2010 Walch Education Critical Thinking About Geography: South America vii

The geographically informed person knows and understands . . .

Essential Element I. THE WORLD IN SPATIAL TERMS

Standard 1. How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective.

Standard 2. How to use mental maps to organize information about people, places, and environments in a spatial context.


Essential Element II. PLACES AND REGIONS

Standard 4. The physical and human characteristics of places.

Standard 5. That people create regions to interpret Earth’s complexity.

Standard 6. How culture and experience influence people’s perceptions of places and regions.

Essential Element III. PHYSICAL SYSTEMS

Standard 7. The physical processes that shape the patterns of Earth’s surface.

Standard 8. The characteristics, distribution, and migration of human populations on Earth’s surface.

Essential Element IV. HUMAN SYSTEMS

Standard 9. The characteristics and spatial distribution of ecosystems on Earth’s surface.

Standard 10. The characteristics, distribution, and complexity of Earth’s cultural mosaics.

Standard 11. The patterns and networks of economic interdependence on Earth’s surface.


Standard 13. How the forces of cooperation and conflict among people influence the division and control of Earth’s surface.

Standard 14. How human actions modify the physical environment.

Essential Element V. ENVIRONMENT AND SOCIETY

Standard 15. How physical systems affect human systems.

Standard 16. The changes that occur in the meaning, use, distribution, and importance of resources.

Essential Element VI. THE USES OF GEOGRAPHY

Standard 17. How to apply geography to interpret the past.

Standard 18. How to apply geography to interpret the present and plan for the future.


Critical Thinking About Geography: South America © 2010 Walch Education38

lGoal: To develop concepts and skills related to using maps to compare data affecting population density

National Geography Standards Standard 1. How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective.



Preparing Students for Instruction Before starting this activity, review the following with students:

l Explain the meaning of terms in the climate and population legends, such as “tundra” and “steppe,” that students may not know. Alternatively, have students look these up in a dictionary or online.

Map Overview The first three maps—precipitation, climate, and physical—show the factors that affect where people settle in a continent. The fourth map, population density, can be analyzed and compared with the other three to determine the impact these three factors have on population density.

Answer Key 1. 0 to 10 inches per year

2. A narrow strip of flat coastline with the Andes mountains behind it

3. Dry (steppe and desert)

4. More than 128 people per square mile; the dark areas surround the cities of Lima, Peru, and Santiago, Chile.

5. The coastal cities have relatively high population densities; however, the lack of rainfall, desert climate, and nearness to the mountains appear to have caused a relatively sparse population away from the cities.

6. The Andes mountains

7. Polar & alpine

8. Answers may vary, but students should predict a low population. Mountains are difficult to inhabit, and the dry climate prevents agriculture. Transportation is also difficult.

9. Answers will vary.

Geographic Factors Affecting Population Density in South America

LeSSoN

9

© 2010 Walch Education Critical Thinking About Geography: South America 39

Discussion GuideTo support students in reflecting on the activities and to gather some formative information about student learning, use the following prompts to facilitate a class discussion to “debrief” the map activities.

Prompts/Questions

1. Think of the two regions you have examined on these maps. What reasons can you give for their population densities?

2. What explanation can you give for the larger population density on the northern part of the coastal strip?

3. If you lived in the Andes mountains area of South America, what are some ways you might earn a living?


1. The narrow strip of land doesn’t have much fresh water, necessary for survival. On the other hand, its coastal location could provide fish for food, and shipping and other transportation industries. The Andes mountains are steep and difficult to inhabit because of both climate and landform.

2. Answers may vary. Students may speculate that since the northern part is closest to the equator, its climate may be warmer and more habitable than the southern area. The area near 10 degrees south receives more rainfall.

3. Answers will vary but may include lumbering and some agriculture.


l Have students investigate other areas on the map of South America, such as the Amazon basin, and report on the effects of landforms, climate, and precipitation on population density in those areas.

l For students who need more support, have them make a chart of information about the two areas discussed in this lesson. Headings should be: Climate, Precipitation, Landforms, Population. After filling in the chart, students will have visual evidence of the relationships. Have them put in the same information about one other South American area.

l To challenge students further, have them research the original settlement by Spanish or Portuguese explorers of one of these areas. What geographic reasons prompted where these people settled? Were the reasons different from those examined in this lesson: climate, precipitation, and landforms? Were there personal reasons such as greed for gold or religious reasons? Were the settlers escaping something unpleasant? How did the native South Americans handle the arrival of Spanish settlers? How did these two groups treat each other?


Name:

Geography Vocabularyalpine climate: a cold climate above the tree line

polar climate: a climate too cold to support the growth of trees

population density: the number of persons per given unit of space

precipitation: rain, snow, sleet, or hail

lReading the MapsPopulation density means how many people live in a certain amount of space. Look at the maps that give information about the climate, precipitation, and landforms of a particular area. As you look at these maps, compare each one with the population density map. Which factors—climate, precipitation, or landforms—seem to have affected settlement in a particular area? All of these factors have some effect.

lUnderstanding the Maps 1. Look first at South America’s west coast. On the precipitation map, locate the narrow strip of

coastal land that ranges from 5 degrees below the equator to 30 degrees below. What is the annual precipitation for that area?

2. On the physical map, what landform(s) do you find in the same area, 5 degrees to 30 degrees below the equator?

3. On the climate map, what is the average climate for this same area?

4. Look at this same area on the population density map. There are two dark areas, one in the northern part of the coastal strip, and one in the southern part. What is the population density for these two areas? What geographic feature might explain this? (Hint: Compare the population map to other maps.)

lAnalyzing the Maps 5. How do the climate, precipitation, and landforms seem to have affected the population density in

this area?

Geographic Factors Affecting Population Density in South America

LeSSoN

9

(continued)

Name:


lUnderstanding the Maps 6. Examine the physical map. Look at the area directly east of the coastal strip. What landform

is there?

7. What is the climate throughout most of this landform, beginning at 10 degrees below the equator?

lAnalyzing the Maps 8. Without looking at the population map, predict the population density of the area described in

questions 6 and 7.

9. Check your prediction. Were you right?

Name:


Precipitation Map of South America

0°

30°

40°

50°

30°40°50°60°70°80°

50°

20°

10°

10°

40°50°60°80° 70°

10°

10°

20°

20°90°

0°

Tropic of Capricorn

30°

40°

Tropic of Capricorn

0 500 1000 1500 2000 Miles

0 500 1000 1500 3000 Kilometers2000 2500

ANNUAL PRECIPITATIONCentimeters

Over 200150—200100—15050—10025—50

Under 25

Inches

Over 8060—8040—6020—4010—20

Under 10

�

N

S

EW

Name:


Climate Map of South America

ARGENTINA

CHILE

URUGUAY

BRAZIL

PARAGUAY

BOLIVIA

PERU

ECUADOR

COLOMBIA

VENEZUELA

GUYANAFRENCH GUIANA

SURINAME

COSTA RICA

PANAMA

Caracas

Bogotá

Manaus

Lima

La Paz

Recife

Rio de Janeiro

Brasília

São Paulo

Buenos Aires

Santiago

Punta Arenas

10°

0°

10°

20°

30°

40°

50°

80° 70° 60° 50° 40°

80° 70° 60° 50° 40° 30° 20°90°

10°

Tropic of Capricorn

0°

10°

20°

30°

40°0 500 1000 Miles

0 500 1000 Kilometers

Dry (steppe & desert)

Polar & Alpine (tundra & icecaps)

Hot & Humid (rain forest & savanna) No dry season Short dry seasonMild & Humid (mixed forest & grassland) No dry season Drier winter

South AtlanticOcean

South PacificOcean

�

N

S

EW

Name:


Physical Map of South America

Pe

r u C

hi l e T r e

nc

h

Equator Equator

LAND HEIGHT

0 Meters (Sea Level)200–500 Meters 501–1000 Meters1001–2000 Meters

OCEAN DEPTH0–200 Meters201–3000 Meters 3001–5000 Meters5001–6500 Meters

Amazon Basin

Mato Grosso Plateau

Brazi l i

an Hig

hlands

Argentine Bas in

PAMPAS

Campos Cat inga

AN

DE

S M

O

U

N T AIN

R

AN

GE

PA

TA

GO

NI A

Guyana Highlands

South At lant ic Ocean

South Paci�c Ocean

Scot ia R idge

Guyana Bas in

Cape Verde Bas in

PanamaBasin

Amazon River

River Plate

�

N

S

EW

Name:


Population Density Map of South America

10°

0°

10°

20°

30°

40°

50°

10°

Tropic of Capricorn

0°

10°

20°

30°

40°

50°

80° 70° 60° 50° 40°

80° 70° 60° 50° 40° 30°90°

0 500 1000 Miles

0 500 1000 Kilometers

128+64–12826–642.5–26Fewer than 2.5

South AtlanticOcean

South PacificOcean

People per sq. mile

Tropic of Capricorn

�

N

S

EW

about geography - walchcritical thinking about geography: united states, canada, and greenland...

Documents