Chapter Planning Guide

816A

Levels Resources Chapter Opener

Section 1

Section2

Chapter AssessBL OL AL ELL

FOCUSBL Daily Focus Skills Transparencies 33-1 33-2

TEACHBL ELL Guided Reading Activity, URB* p. 31 p. 32

BL ELL Vocabulary Activity, URB* p. 24

BL OL AL ELL Reinforcing Skills Activity, URB p. 27

OL Enrichment Activity, URB p. 29

BL OL AL ELL Location Activity, URB p. 1

OL World Literature Contemporary Selection, URB p. 11

BL ELL Reading Essentials and Note-Taking Guide* pp. 238–240

pp. 241–243

OL Foods Around the World p. 42 p. 44

BL OL AL ELL National Geographic World Atlas* ✓ ✓ ✓

BL OL AL ELL Political Map Transparencies, Strategies, and Activities p. 23

BL OL AL ELL Map Overlay Transparencies, Strategies, and Activities 11-1,11-5

BL OL AL ELL World Cultures Transparencies, Strategies, and Activities 20 19

BL OL AL ELL World Art and Architecture Transparencies, Strategies, and Activities 55

BL OL AL ELL National Geographic World Desk Map ✓ ✓ ✓ ✓

BL OL AL ELL Writer’s Guidebook for Social Studies ✓ ✓ ✓ ✓

OL AL World History Primary Source Documents Library ✓ ✓ ✓ ✓

National Geographic World Regions Video Program ✓ ✓ ✓ ✓

BookLink for Social Studies ✓ ✓ ✓ ✓

StudentWorks™ Plus ✓ ✓ ✓ ✓

✓ Chapter- or unit-based activities applicable to all sections in this chapter. *Also available in Spanish

BL Below Level OL On Level

AL Above Level ELL English Language Learners

Print Material Transparency CD-ROM or DVD

Key to Teaching ResourcesKey to Ability Levels

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816B

Plus

All-In-One Planner and Resource Center

• Interactive Lesson Planner • Interactive Teacher Edition • Fully editable blackline masters • Section Spotlight Videos Launch• Differentiated Lesson Plans

• Printable reports of daily assignments

• Standards Tracking System

Levels Resources Chapter Opener

Section 1

Section2

Chapter AssessBL OL AL ELL

TEACH (continued)

BL OL AL ELL Section Video Program ✓ ✓

BL OL AL ELL World Music: A Cultural Legacy ✓ ✓ ✓ ✓

BL OL AL ELL High School Writing Process Transparencies ✓ ✓ ✓ ✓

TeacherResources

High School Character Education ✓ ✓ ✓ ✓

Inclusion for the High School Social Studies Classroom Strategies and Activities

✓ ✓ ✓ ✓

High School Reading in the Content Area Strategies and Activities ✓ ✓ ✓ ✓

Success with English Learners ✓ ✓ ✓ ✓

Differentiated Instruction for the Geography Classroom ✓ ✓ ✓ ✓

Literacy Strategies in Social Studies ✓ ✓ ✓ ✓

Standards-Based Instruction ✓ ✓ ✓ ✓

Presentation Plus! with MindJogger CheckPoint ✓ ✓ ✓ ✓

TeacherWorks™ Plus ✓ ✓ ✓ ✓

National Geographic Focus on Geography Literacy Teacher Guide ✓ ✓ ✓ ✓

ASSESSBL OL AL ELL Section Quizzes and Chapter Tests p. 405 p. 406 p. 407

BL OL AL ELL Authentic Assessment With Rubrics p. 63

BL OL AL ELL ExamView Assessment Suite 33-1 33-2 Ch. 33

CLOSEBL ELL Reteaching Activity, URB p. 25

BL OL ELL Dinah Zike’s Reading and Study Guide Foldables p. 75

Graphic Organizer Transparencies, Strategies, and Activitiespp. 81–82

✓ Chapter- or unit-based activities applicable to all sections in this chapter. *Also available in Spanish

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Chapter Integrating Technology

816C

Visit glencoe.com and enter code WGC2630C33T for Chapter 33 resources.

You can easily launch a wide range of digital products from your computer’s desktop with the McGraw-Hill widget.

Student Teacher ParentWorld Geography and Cultures Online Learning Center (Web Site)

• Section Audio ● ● ●

• Spanish Chapter Audio Summaries ● ● ●

• Section Spotlight Videos ● ● ●

• StudentWorks™ Plus Online ● ● ●

• Multilingual Glossary ● ● ●

• Study-to-Go ● ● ●

• Chapter Overviews ● ● ●

• Self-Check Quizzes ● ● ●

• Student Web Activities ● ● ●

• ePuzzles and Games ● ● ●

• Vocabulary eFlashcards ● ● ●

• In-Motion Animations ● ● ●

• Study Central™ ● ● ●

• Nations of the World Atlas ● ● ●

• Glencoe Graphing Tool ● ● ●

• btw — Current Events Web Site ● ● ●

• Web Activity Lesson Plans ●

• Vocabulary PuzzleMaker ●

• Beyond the Textbook ● ● ●

Geography ONLINE

What is the Lesson Planner?The TeacherWorks™ Plus Lesson Planner is a practical tool for creating and organizing daily lesson plans using an interactive calendar.

How can the Lesson Planner help me?The Lesson Planner makes it easy to see, at a glance, the resources you have chosen to use for each class on any given day. Using a simple drag-and-drop format, you can generate lesson plans using any number of ancillary titles included in the TeacherWorks™ Plus software, as well as Internet links, documents, files, and programs of your choosing. Once a lesson plan is created, the Lesson Planner serves as a launching point for these resources.

The Lesson Planner is a feature of TeacherWorks™ Plus.

Using the Lesson Planner

Teach With Technology

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Additional Resources

816D

• Timed Readings Plus in Social Studies helps stu-dents increase their reading rate and fluency while maintaining comprehension. The 400-word passages are similar to those found on state and national assessments.

• Reading in the Content Area: Social Studies concentrates on six essential reading skills that help students better comprehend what they read. The book includes 75 high-interest nonfiction passages written at increasing levels of difficulty.

• Reading Social Studies includes strategic reading instruction and vocabulary support in Social Studies content for both ELLs and native speakers of English.

• Content Vocabulary Workout (Grades 6-8) acceler-ates reading comprehension through focused vocabu-lary development. Social Studies content vocabulary comes from the glossaries of Glencoe’s Middle School Social Studies texts. www.jamestowneducation.com

The following videotape programs are available from Glencoe as supplements to Chapter 33:

• The Thunderbirds: Thunder Over the Pacific(ISBN 0-76-700448-5)

To order, call Glencoe at 1-800-334-7344. To find class-room resources to accompany many of these videos, check the following pages:

A&E Television: www.aetv.com

The History Channel: www.historychannel.com

Index to National Geographic Magazine:

The following articles relate to this chapter:• “Beyond the Blue Horizon,” by Roff Smith, March 2008.

• “While the King Sleeps,” by Matthew Teague, November 2007.

• “Tattoo: Pigments of Imagination,” by Cassandra Franklin-Barbajosa, December 2004.

• “Banjo,” by Roff Smith, August 2004.

National Geographic Society Products To order the following, call National Geographic at 1-800-368-2728:

• National Geographic Atlas of the World (Book).

Access National Geographic’s new dynamic MapMachine Web site and other geography resources at:

www.nationalgeographic.com

www.nationalgeographic.com/maps

Use this database to search more than 30,000 titles to cre-ate a customized reading list for your students.

• Reading lists can be organized by students’ reading level, author, genre, theme, or area of interest.

• The database provides Degrees of Reading Power™ (DRP) and Lexile™ readability scores for all selections.

• A brief summary of each selection is included.

Leveled reading suggestions for this chapter:

For students at a Grade 7 reading level:• Australian Aborigines, by Richard Nile

For students at a Grade 8 reading level:• The Remarkable Voyages of Captain Cook,

By Rhoda Blumberg

For students at a Grade 9 reading level:• Houses, by Piero Ventura

For students at a Grade 10 reading level:• Coming of Age in Samoa, by Margaret Mead

ReadingList Generator

CD-ROM

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INTRODUCTIONCHAPTER

The movement of people, goods, and ideas causes societies to change over time. The geography and climates of Australia and Oceania have drawn people from great distances. Migrations of people from island to island made it a var-ied and fascinating region. Later, European and Japanese colonization reshaped the region. Today, interna-tional travel has made the region more accessible than ever.

Essential Essential QuestionsQuestions

Section 1: Australia and New ZealandHow did the migration and settle-ment of foreign cultures affect indigenous cultures in Australia and New Zealand?

Section 2: OceaniaHow did European colonization affect the island countries of Oceania?

Geography ONLINE

Visit glencoe.com and enter code WGC9952C33 for Chapter 33 resources.

CHAPTER

816 Unit 11

CULTURAL GEOGRAPHY OF

Australia and Oceania

Women use face paint to celebrate their indigenous culture in Papua New Guinea.

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FocusMore About the PhotoVisual Literacy Tell students that New Guinea is home to hun-dreds of indigenous cultures. There is a folk saying in New Guinea that states, “to each village, a different culture.” This saying is emphasized by the fact that there are more than 800 languages spoken in the country and only about half of them are related.

TeachAs you begin teaching

this chapter, read the Big Idea out loud to students. Explain that the Big Idea is a broad, or high-level, concept that will help them under-stand what they are about to learn. Use the Essential Question for each section to help students focus on sthe Big Idea.

Section 1Australia and New Zealand Essential Essential Question Question How did the migration and settlement of foreign cultures affect the indigenous cultures of Australia and New Zealand? (European immigration to Australia and New Zealand has had a negative impact on indigenous peoples, many of whom were forcibly

removed from lands they had lived on for thou-sands of years.) Tell students that in Section 1 they will learn about how indigenous peoples and cultures were affected by European settle-ment in Australia and New Zealand. Also dis-cussed is how indigenous peoples have won greater recognition of their cultural identities and become more politically active. OL

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INTRODUCTIONCHAPTER

Essential Questions

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AUSTRA

LIA, O

CEAN

IA, A

ND

AN

TARCTICA

Chapter 33 817

Organizing Information Make a Three-Pocket Book to help you organize information about each of the areas in the chapter: Australia and New Zealand and Oceania.

Reading and Writing As you read the chapter, write information about the cultural geography of each sub-region on note cards and then file them in the Three-Pocket Book.

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817

Section 2Oceania Essential Essential Question Question How did European colonization affect the island countries of Oceania? (Many European countries struggled to control this region. European violence against resisting indigenous cultures was a major factor in reduced populations. European diseases, not

previously known to Oceanic cultures, also played a significant role in population reduction.)Tell students that in Section 2 they will learn about how change brought about by the movements of many different peoples and cul-tures has resulted in widespread change in Oceania over the past 200 years. OL

Previewing the RegionIf you have not already done so, engage students in the Regional Atlas and Country Profiles activi-ties to help them become familiar with the general content of the region.

Dinah Zike’sFoldables

Purpose This Foldable helps students organize their notes about the cultural geography of Australia, New Zealand, and Oceania. The completed Foldable will help students prepare for assessment.

Geography ONLINE

Visit glencoe.com and enter code WGC2630C33T

for Chapter 33 resources.

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Section 1CHAPTER SECTION 1Guide to ReadingEssential Essential QuestionQuestionHow did the migration and settle-ment of foreign cultures affect indigenous cultures in Australia and New Zealand?

Content Vocabulary

Academic Vocabulary• establishing (p. 821)• structure (p. 821)

Places to Locate• Tasmania (p. 819)• Sydney (p. 820)• Melbourne (p. 820)• Auckland (p. 820)• Christchurch (p. 820)• Wellington (p. 820)

Reading StrategyTaking Notes As you read about the population patterns, histories, and cultures of Australia and New Zealand, use the major headings of the section to create an outline similar to the one below.

Australia andNew ZealandAustralia and New Zealand have been meeting places for hundreds, if not thousands, of years. The dramatic deserts, mountains, and forests of these places meet the oceans along temperate coastlines. British colonists met indigenous people here during the colonial period. Travelers today, just as they have for years, can encounter amazing wildlife in Australia and New Zealand.

Voices Around the World“I was hunting for crocodile eggs with Aborigines when our boat ran up against a log. Everyone jumped into the water and walked to land as I lagged behind with my camera gear. I’d only gone a few steps in the water when I looked up at the shore and saw a crocodile’s huge gaping mouth coming right at me. All I remember thinking is “How do they see where they’re going with all those teeth lifted up in front of their eyeballs?”

— Randy Olson, “Australia’s Monsoon,” National Geographic, November 2004

A crocodile in Australia’s Northern Territory

I. Population Patterns A. B. II. History and Government A. B.

• clan (p. 820)• boomerang

(p. 820)

• dominion (p. 821)

• Strine (p. 822)

818 Unit 11

sectionaudio

spotlightvideo

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MAIN Idea

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FocusDaily Focus Transparency 33.1

Guide to ReadingAnswers to Graphic:

I. Population Patterns A. The People 1. Aborigines 2. Maori 3. Europeans 4. Asians B. Density and Distribution II. History and Government A. Early Peoples B. European Exploration 1. European Settlement 2. Indigenous Peoples C. Independence III. Culture A. Education and Health Care B. Language and Religion C. The Arts and Leisure

Resource Manager

Teacher Edition• Determining

Importance, p. 820

Additional Resources• Guided Reading 33-1,

URB, p. 31• RENTG, pp. 238–240• Graphic Organizer

Trans., pp. 81–82

Teacher Edition• Comparing and

Contrasting, p. 819• Predicting

Consequences, p. 821

Additional Resources• World Lit., URB, p. 11• Quizzes and Tests, p. 405

Teacher Edition• Kinesthetic, p. 822

Additional Resources• Diff. Instr. for the Geo.

Classroom, pp. 129–131• Foldables, p. 75

Teacher Edition• Persuasive Writing,

p. 820

Additional Resources• World Cultures

Trans. 20• World Art & Arch.

Trans. 55• Map Overlay Trans. 11,

11-1, 11-4

Teacher Edition• Using Geo. Skills,

pp. 819, 822• Reading a Map, p. 821

Additional Resources• Daily Focus Skills

Trans. 33-1• Reinforcing Skills Act.,

URB, p. 27• Location Act., URB p. 1

Reading Strategies

Critical Thinking

Differentiated InstructionR C D W SWriting

SupportSkill Practice

To generate student interest and provide a springboard for class discussion, access the Chapter 33, Section 1 video at glencoe.com.

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Section 1CHAPTER

Essential Question

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140°E120°E 160°E 160°W 140°W180°

20°S

0° EQUATOR

40°S

20°N

TROPIC OF CAPRICORN

INDIAN OCEAN

PACIFIC OCEAN

SouthChina

Sea

TasmanSea

CoralSea

PhilippineSea

NewGuinea

Palmyra Atoll U.S.

Howland Island U.S.

Baker Island U.S.

Kermadec IslandsN.Z.

Tokelau

NiueN.Z.

Chatham IslandsN.Z.

GuamU.S.

Norfolk IslandAustralia

Tasmania

Wake IslandU.S. Johnston Atoll

U.S.

Jarvis Island U.S.

Kingman Reef U.S.

SocietyIslandsCook

IslandsN.Z.

MarquesasIslands

NewCaledonia Fr.

INTE

RN

ATI

ON

AL

DA

TE L

INE

AucklandSydneyNewcastle

Gold Coast

Wellington

Canberra Wollongong

PortMoresby

Christchurch

Brisbane

Melbourne

Adelaide

Perth

PAPUANEW GUINEA

NEWZEALAND

NAURU

PALAU

SOLOMONISLANDS

VANUATU

FIJI

TUVALU

TONGA

SAMOA

K I R I B A T I

FEDERATED STATESOF MICRONESIA

MARSHALLISLANDS

A U S T R A L I A

NORTHERNMARIANA ISLANDS

U.S.

AMERICANSAMOAU.S.

WALLIS ANDFUTUNA Fr.

FRENCHPOLYNESIA

Fr.

SOUTHEASTASIA

Cities(Statistics reflect metropolitan areas.)

Over 2,000,000

1,000,000 to 2,000,000

250,000 to 1,000,000

POPULATIONPer sq. kmPer sq. mi.

63 and over

25–62

2.5–24

Less than 2.5

25 and over

10–24

1–9

Less than 1

1,000 miles

1,000 kilometers

0

0

Mercator projection

N

S

W E

Chapter 33 819

Population PatternsMAIN MAIN IdeaIdea Indigenous peoples and British set-

tlers influenced the look of modern-day Australia and New Zealand.

GEOGRAPHY AND YOU How are rural areas differ-ent from urban areas where you live? Read to learn why most people in Australia live in urban areas.

Indigenous peoples and foreign colonizers have made this subregion very diverse.

The PeopleThe Aborigines, Australia’s earliest people, may

have the world’s oldest surviving culture. Recent arrivals give the subregion its new diversity.

Aborigines The first of these nomadic hunters and gatherers probably arrived in Australia 40,000 to 60,000 years ago from Southeast Asia. Today, Aborigines number about 315,000, or about 2 percent of the population. Numerous groups make up the Aborigines in Australia,

where each group lives in specific regions of the continent. One such group is the Arrente, who have lived in central Australia for about 20,000 years. Aborigines feel a direct relationship to the landscape and believe in Dreamtime, a system of beliefs that they feel connects them back to the beginning of time. Another group is the Palawa peoples who have lived on the island of Tasmaniafor about 32,000 years.

Maori The Maori (MOWR•ee) of New Zealand came from the islands of Polynesia. They lived by hunting, fishing, and raising crops. Many ancient Maori traditions still exist.

Europeans Starting in the late 1500s, Europeans sailed the waters around Australia and New Zealand. They eventually colonized the region, and today most of the area’s people are of British descent.

Australia and Oceania: Population Density

1. Location Where is most of Australia’s population concentrated?

2. Place Which part of Papua New Guinea is the most densely populated?

C

S

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819

TeachC Critical Thinking

Comparing and Contrasting Have students compare and con-trast the lifestyles of Australia’s Aborigines and New Zealand’s Maori. Ask: What is the major dif-ference in the two cultures? (Aborigines are nomadic. Maori raise crops.) BL

For additional practice on this skill, see the Skills Handbook.

S Skill PracticeUsing Geography Skills Have students study the map on this page. Ask: How many cities in Australia have a population greater than one million? (five) OL

Answers1. along the eastern coast

2. the central part of the main island

Cultural Exchange

Step 1: Research the Culture Groups Have student groups research the diverse cultural practices, identities, and customs of Australia, New Zealand, and Oceania.

Essential Question How do so many different cultural practices survive in the region?

Directions Tell students that the cultural research they are doing will underscore the idea of the differences and similarities that exist among cultures. Have each group of students identify a specific culture they would like to research in depth. Then have students collect information regarding cul-tural practices such as folk stories, dress, music, religious beliefs, and so on.

Putting It Together Have students begin to create a presentation for the class that will inform everyone about this spe-cific regional culture. OL

(Chapter Project continues on page 825.)

Hands-On Chapter Project

Step 1

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Section 1CHAPTER

820 Unit 11

Asians In recent decades, Australia has actively recruited immigrants. As a result, increasing num-bers of East and Southeast Asians have moved to the country for economic opportunities.

Density and DistributionAustralia’s physical geography results in the

uneven distribution of its people. Very few peo-ple live in the dry central plateaus and deserts. Most live along the southeastern, eastern, and southwestern coasts, which have a mild climate, fertile soil, and access to the sea. Most of New Zealand’s people live in coastal areas as well.

Most people in Australia and New Zealand live in cities or towns along the temperate coasts. The largest Australian cities are Sydney and Melbourne. Each has more than 4 million resi-dents and is a major commercial port. New Zealand’s ports of Auckland, Christchurch, and Wellington are the country’s largest cities.

Human-Environment Inter actionWhat has influenced population distribution in Australia?

History and GovernmentMAIN MAIN IdeaIdea Together, but not always in agreement,

indigenous people and British settlers shaped the course of history in Australia and New Zealand.

GEOGRAPHY AND YOU What effects did European colonization have in the United States? Read to learn about the impact of European colonization on the cultures of Australia and New Zealand.

The early inhabitants of Australia and New Zealand, the effects of colonization, and the recent experience of independence have shaped the modern countries of today.

Early PeoplesAustralia’s earliest settlers may have migrated

to the area over land bridges during the Ice Age, when ocean levels were much lower than they are today. The early Aborigines led a nomadic life. They used well-traveled routes to reach water and seasonal food sources. Clans, or fam-ily groups, traveled together within their ances-tral territories, carrying only baskets, bowls, spears, and sticks for digging. To hunt animals, Aboriginal men used a heavy throwing stick, called a boomerang, that soars and curves in flight, and the women and children gathered plants and seeds.

Increased trade was accompanied by migra-tions among the islands. Between the a.d. 900s and 1300s, the Maori left eastern Polynesia and settled the islands of New Zealand. Maori farm-ers lived in villages and grew traditional root crops, such as taro and yams, which they had brought from their Polynesian homeland.

European ExplorationFrom the 1500s to the 1700s, Europeans of

various nationalities explored vast stretches of the South Pacific region. Perhaps the most well-known explorer was the British sailor James Cook, who undertook three voyages to the region between 1768 and 1779. Cook claimed eastern Australia for Great Britain, visited vari-ous South Pacific islands, circled Antarctica, and produced remarkably accurate records and maps of these places.

Maori women have tra-ditionally worn tattoos

around their chin and mouth to indicate ancestry and social status.

Place From where did the Maori of New Zealand originally migrate?

R

W

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820

Differentiated Instruction

R Reading StrategyDetermining Importance Ask: Why do you think the Maori wear tattoos to indicate ancestry and social status? (Answers will vary, but may include as a way to identify with the family group and to pass on family history.) OL

W Writing SupportPersuasive Writing Explain that much has been written about the negative effects of European migration into this region. Have students write a one-page persua-sive statement in support of European exploration and migration. OL

Caption Answer:the islands of Polynesia

Answer: its physical geography

Name Date Class

Australia and New Zealand

Australia’s may have the oldest surviving culture in the world.

(Aborigines/Originals)

The peoples have lived on the island of Tasmania for about 32,000 years.

(Palawa/Ngarrindjeri)

The came to New Zealand from Polynesia. (Maori/Polynesians)

The of many of these islands led to the development of unique languages.

(deserts/isolation)

Europeans of descent still make up most of the populations of both

Australia and New Zealand. (French/British)

Australia and New Zealand’s demand for workers led to more open immigration policies after the

. (1970s/1870s)

Most people in this region live in . (Australia/New Zealand)

Australia has very low population density in its __________________ areas. (rural/urban)

The high standard of living in the region’s major attracts people from rural

areas. (cities/farms)

After World War II, Australian expanded greatly. (energy/industry)

Government help immigrants adjust to Australian Life. (programs/housing)

in the region enhances lifestyles but also causes disagreements.

(Isolation/Diversity)

Australian English is called . (pidgin/Strine)

The most widely practiced religion in Australia and New Zealand is .

(Buddhism/Christianity)

Australian literacy rates reach . (90 percent/99 percent)

Maori meeting houses are decorated with . (oil paintings/wood carvings)

Copyright © Glencoe/M

cGraw-Hill Companies, a division of The M

cGraw-Hill Companies, Inc.

Many Languages

Boomerangs

Samoan Proverbs

Write these Samoan proverbs on the board and ask students to explain what they mean or to find equivalents in English.

“When a crab is caught it is pierced with its own leg.” “A careless person will be taken by surprise by his watchful enemy.” “In every generation there are some outstanding chiefs.” “Having foolishly got into trouble he is asking for help.”

The Cultures of Australia and New Zealand

Many Languages

Boomerangs

The Cultures of Australia and New Zealand

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CHAPTER33

Key Terms and Reinforcement

Strategic Battles of World War II

Aborigines and the Land

Tell students that some Aborigines feel that they have not been adequately compensated for all the tribal lands that were taken by the European colonial governments. Ask students how they think the Australian government should resolve the issue.

Strategic Battles of World War II

Key Terms and Reinforcement

Name Date Class

Australian English

a blend of English and an indigenous language

a family group

a heavy throwing stick that curves in flight

a dependent area placed under temporary control of a foreign country

a largely self-governing country within the British Empire

growing only enough for one’s own needs

raising of plants and fruits on small plots

subsistence farming

clan

pidgin English

dominion

trust territory

horticulture

boomerang

Strine

Leveled Activities

BL Guided Reading Activity, URB, p. 31

OL Differentiated Instruction, p. 130

AL Differentiated Instruction, p. 129

ELL Vocabulary Activity, URB, p. 24

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Section 1CHAPTER

MAIN Idea

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120°E140°E

160°E

TROPIC OF CAPRICORN

20°S

40°S

INDIAN OCEAN

PACIFIC OCEAN

Tasman Sea

Coral Sea

LakeEyre

Murray

R.

Darling

R.

Tasmania

Gibson Desert

Great Sandy Desert

Great Victoria Desert

SimpsonDesert

CanberraSydney

Brisbane

Darwin

Melbourne

Adelaide

Perth

A U S T R A L I A

by 1830

by 1850

by 1880

by 1930

No European settlement by 1930

Area of Aboriginalresistance

Areas of European Settlement

N

S

W E

800 miles

800 kilometers

0

0

Mercator projection

Patterns of European Settlement

Chapter 33 821

European Settlement Starting in 1788, Great Britain used Australia as a colony for convicts sent from overcrowded British prisons. By the early 1850s, the imprisonment of British con-victs had ended, and free British settlers were establishing coastal farms and settlements. Livestock, mostly sheep, were introduced to the continent, and settlers profited from exporting wool to Britain. Another source of wealth was gold, discovered in Australia in the 1850s.

Meanwhile, the British and other Europeans were also establishing settlements in New Zealand, which offered fishing and rich soil. By the end of the 1800s, raising livestock had become a major part of New Zealand’s economy.

Indigenous Peoples The arrival of Europeans in the region had a disastrous impact on indige-nous peoples. The British forcibly removed many Aborigines from the land and denied them basic rights. Many Aborigines resisted, but European dis-eases and violence against them steadily reduced their populations. In the mid-1800s, authorities placed many Aborigines in reserves, or separate areas.

British settlement in New Zealand brought hardships to the Maori, as well. The Maori social structure was weakened when the British colonists introduced new ways of farming and other aspects of European cul-ture. In the 1800s, an armed Maori resistance fought British rule for 15 years. During these conflicts, many Maori were killed, and they lost most of their land to the British.

IndependenceAustralia and New

Zealand peacefully won their independence from Great Britain in the early 1900s. In 1901 Britain’s Australian colonies became states and formed the

Commonwealth of Australia. The new country was a dominion, a largely self-governing country within the British Empire. Australia’s form of government blended a U.S.-style federal system with a British-style parliamentary democracy.

In 1907 New Zealand became a self-governing dominion with a British parliamentary system. New Zealanders, however, contributed some political “firsts” of their own. In 1893 New Zealand became the first country in the world to legally recognize women’s right to vote.

Since World War II, the two countries have forged close economic and political relationships with the United States. At home, the Aborigines and the Maori have won greater recognition of their unique cultural identities and become politically active.

Place What led to the decline of Aborigine populations during colonization?

1. Movement Which areas of Australia were the last to be settled by the Europeans?

2. Location Where were most areas of Aboriginal resistance located?

Use StudentWorks™ Plus or glencoe.com.

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AdditionalSupport

C Critical ThinkingPredicting Consequences Before reading the subsection on indigenous peoples, ask students what consequences they think will result from the European set-tlement of the region, specifically between the Europeans and the indigenous population. (conflict over land, fight for independence, racial issues) OL

S Skill PracticeReading a Map Have students study the “Patterns of European Settlement” map. Ask: Did European settlement in Australia occur from east to west, or west to east? (from east to west) Why do you think this is so? (Eastern Australia provides fertile soil, rivers, and milder climate, and so was set-tled first.)

Answers1. the interior deserts

2. along coastal areas and rivers

• Language Both English and Maori are the national languages of New Zealand.

• Government New Zealand’s govern-ment is structured on the British parlia-mentary system.

• A Southern Pompeii The New Zealand village of Te Wairoa is known as the “buried village.” In 1886, Te Wairoa was buried by a volcanic eruption. The

village has since been excavated and is now the site of a museum of Maori culture.

• Transported In the late 1800s, Great Britain used Australia as a penal colony, and sent the worst offenders to Tas-mania. Australia’s first police force was made up of “well-behaved” convicts.

• The “Spirit of Mateship” Australia Day, celebrated on January 26, observes the day Captain Arthur Phillip took for-mal possession of the colony of New South Wales and became its first gover-nor. It is typically marked by day-long public celebrations including breakfasts, cricket games, concerts, and fireworks.

Did You Know?Did You Know?

Answer: con-flict and disease

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Section 1CHAPTER CultureMAIN MAIN IdeaIdea Indigenous cultures and European tra-

ditions shaped the present-day cultures of Australia and New Zealand.

GEOGRAPHY AND YOU How is the culture of your community a mix of old and new influences? Read to learn about the Aborigines’ religious traditions.

Australia and New Zealand blend both European and indigenous elements in their cul-tures. In recent years, Asian influences have also increased in the region. While daily life in much of Australia and New Zealand may resemble that in Western countries, one can find many ways of life in different parts of the region.

Education and Health CareThe quality of education varies throughout

Australia and New Zealand. Both countries pro-vide free, compulsory education. Literacy rates are high, at over 99 percent, and many students attend universities. Many students in Australia’s remote Outback receive and turn in assignments by mail or communicate with teachers by two-way radios.

Australians and New Zealanders, especially those in cities, generally have access to quality medical care and other social services. In some parts of Australia, rugged terrain and long dis-tances make access to health care difficult. Modern technology, however, allows doctors to consult with patients through the use of two-way radios and through mobile clinics.

Indigenous peoples, however, often do not receive these and other benefits. Many Aborigines suffer from poverty, malnutrition, and unemployment. In recent years, the Australian government and private organiza-tions have been trying to make up for past injustices, and the courts have recognized the claims of Aborigines to government assistance, land, and natural resources.

Language and ReligionEnglish is the major language spoken in both

Australia and New Zealand. Australian English, called Strine, has a unique vocabulary made up of Aboriginal words, terms used by early set-tlers, and slang created by modern Australians.

Teen life in New Zealand is very much like teen life in the United States. Teens in New Zealand enjoy playing sports and hanging out with friends. Like American teens, many hold part-time jobs to earn extra money.

Did you know . . . Rugby, a game similar to American football, is the most popular sport in New Zealand.

New Zealanders also like to play soccer and netball, which is like basketball but without dribbling.

New Zealanders eat hamburgers like North Americans do, but a real New Zealand burger includes a fried egg and a beet slice.

Students can choose whether to attend a coed high school or an all-boys or all-girls high school.

Students are required to attend school from the ages of 5 to 16.

Great importance is placed upon the education of children in New Zealand. A large portion of the government’s budget is set aside for education.

High school students must pass a difficult exam to gain university admission.

Teen Life

in New Zealand

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D Differentiated InstructionKinesthetic Ask interested students to conduct Internet research on the rules of netball in order to mount a game of their own. After the game, have them report to the rest of the class on the exercise. OL

S Skill PracticeUsing Geography Skills Have students look at the various maps of Australia in this section and define the region called the Outback. Ask: Why would some students in the Outback have to take lessons by radio? (because the region is so remote) OL

Additional Support

Organizing Have students work in groups to research the foods that are unique to Australia and New Zealand. Have each group design a menu that focuses on these foods. Once they have completed their menus, instruct groups to come up with an idea for a restaurant that serves the foods of Australia and/or New Zealand. Ask them to think of a name for the

restaurant and have them try to find illustra-tions of their menu items to help them sell the idea of the establishment. Also ask them to design a specialty dish that incorporates regional dining customs. Students should pre-sent their newly designed restaurants to the rest of the class. BL ELL

Activity: Collaborative LearningCollaborative Learning

This activity allows students

to work together to research,

write, learn, and present as a

team. It allows students with

different skill levels to work

and learn together.

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Section 1CHAPTER

MAIN Idea

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Chapter 33 823

SECTION 1 REVIEWVocabulary 1. Explain the significance of: clan, boomerang, dominion, Strine.

Main Ideas 2. How have indigenous peoples and British settlers influenced

the look of modern-day Australia and New Zealand? 3. Describe examples in which indigenous cultures and European

traditions have shaped the culture of Australia and New Zealand.

4. Use a chart like the one below to organize factors that influ-enced the region’s cultural diversity and forms of government.

Critical Thinking 5. Answering the EssentialEssential QuestionQuestion Compare and con-

trast the views of indigenous peoples and European settlers about the land — its value, ownership, and use.

6. Identifying Cause and Effect What effects, both positive and negative, resulted from European colonization of this region?

7. Analyzing Visuals Compare the population density map on page 819 with the physical map on page 792. What geo-graphic factors cause most of Australia’s population to clus-ter in eastern coastal areas?

Writing About Geography 8. Descriptive Writing Write a paragraph describing what the

experience of learning might be like for students living in Australia’s Outback.

Because of the rather large population of Maori in New Zealand, Maori is also spoken in certain areas. Only about two percent of Australians — the Aborigines — speak Aboriginal languages.

The religious traditions of the two countries’ indigenous peoples focus on the relationship of humans to nature. Australia’s Aborigines, for example, believe in the idea of Dreamtime, the early time when they say wandering spirits cre-ated land features, plants, animals, and humans. They believe that all natural things — rocks, trees, plants, animals, and humans — have spirits and are interrelated. Europeans later brought Christianity to the region, which attracted many followers among the indigenous peoples. Christianity is the most widely practiced religion in Australia and New Zealand today.

The Arts and LeisureThe peoples of Australia and New Zealand tra-

ditionally used art, music, dance, and storytelling to pass on knowledge from generation to genera-tion. Australian Aborigines, for example, recorded their past in rock paintings and developed songs to pass on information about routes and land-marks. In New Zealand, Maori artisans devel-oped skills in canoe making, basketry, tattooing, and woodcarving. Today Maori meetinghouses are decorated with elaborate wood carvings.

Sports and leisure activities in Australia and New Zealand reflect mostly the region’s colonial heritage. British settlers brought cricket to Australia and New Zealand. In urban areas, where Western influence dominates, leisure activities include ten-nis, boating, fishing, waterskiing, and other water sports along the metropolitan beaches.

Regions How do teachers com-municate with students in remote areas of Australia?

Geography ONLINE

Study Central™ To review this section, go to glencoe.com and click on Study Central.

Indigenous Peoples

MigrationEuropean

ColonizationPower Struggles

Geography ONLINE

Student Web Activity Visit glencoe.com, select the

click on Student Web Activities—Chapter 33 for an activ-ity about Australia.

Chapter 33 823

Australian slang: English meaning:

Barbie Barbecue

Sheila Woman

Ridgy-Didge Original; Genuine

Mad as a cut snake Very angry

Chuck a sickie To call in sick from school or work when you are healthy

English in Australia

World Geography and Cultures Web site, and

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Answers

Geography ONLINE

Objectives and answers to the Student Web Activity can be found at glencoe.com under the Web Activity Lesson Plan for this program.

Answer: mail or two-way radios

AssessGeography ONLINE

Study Central™ provides sum-maries, interactive games, and online graphic organizers to help students review content.

CloseIdentifying Ask: In what ways did peoples of Australia and New Zealand pass on knowledge from generation to generation? (by their art, music, dance, and storytelling)

Section 1 Review

1. Definitions for the vocabulary terms are found in the section and the Glossary.

2. Indigenous populations influenced the art of the region. Maori meeting houses are decorated with wood carvings. British set-tlers were involved in coastal farms and settlements.

3. Indigenous populations influenced the lan-guage and art of the region. The British introduced the parliamentary system, prop-erty rights, sports, and language.

4. 5. Aboriginal peoples were nomadic and did not have property rights. Europeans had a tradition of property rights and were agrarian.

6. improvements in education and health care; introduction of European diseases, histori-cal mistreatment of indigenous populations

7. deserts and mountain ranges 8. Paragraphs will vary.

Indigenous Peoples

MigrationEuropean

ColonizationPower

Struggles

Aborigines

Aborigines took a land bridge to Australia

Claimed by Captain Cook and used as a prison colony

Europeans and indigenous pop-ulations clashed over British rule

Maori

Polynesian peoples migrated to New Zealand

Set up with British style parliament

Europeans and indigenous pop-ulations clashed over British rule

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Section 2CHAPTER SECTION

824 Unit 11

Guide to ReadingEssentialEssential QuestionQuestionHow did European colonization affect the island countries of Oceania?

Content Vocabulary

Academic Vocabulary• generation (p. 826)• temporary (p. 827)

Places to Locate

Reading StrategyOrganizing On a chart like the one below, list the different ways of lifeof the peoples of Oceania.

OceaniaHundreds of indigenous cultures peopled the islands of Oceania in the South Pacific when European explorers arrived. Thousands of islands had been their home for thousands of years. Many of these cultures shared religious beliefs that tied them to the land and sea.

Voices Around the World“Samoa itself is said to mean ‘sacred center.’ . . . [T]his is where the world began as the creator, Tagaloagagi, first called forth earth, sea, and sky from rock. . . . Language links and artifacts suggest that the first distinctly Polynesian culture may have developed here some 3,000 years ago. Over the

centuries that followed, seafarers in double-hulled sailing vessels

stocked with pigs, dogs, and fruits spread that culture

across much of the Pacific.”

— Douglas Chadwick, “The Samoan Way,”

National Geographic,July 2000

A Samoan man and his granddaughter

• horticulture (p. 825)

• trust territory (p. 827)

• subsistence farming (p. 827)

• pidgin English (p. 828)

2

Ways of Life

Government Culture

• Melanesia (p. 825)

• Papua New Guinea (p. 825)

• Micronesia (p. 825)

• Kiribati (p. 825)• Guam (p. 825)• Mariana

Islands (p. 825)

• Polynesia (p. 825)

• Samoa (p. 825)• Tonga (p. 825)• Tuvalu (p. 825)• Tahiti (p. 825)• Fiji (p. 825)

sectionaudio

spotlightvideo

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MAIN Idea

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Resource Manager

FocusDaily Focus Transparency 33.2

Guide to ReadingAnswers to Graphic:

Government Culture

Traditional beliefs guide decision mak-ing in the Solomon Islands and other countries of Oceania

Influenced by Europeans, especially the British and the French

Teacher Edition• Analyzing Text

Structure, p. 825• Predicting, p. 825

Additional Resources• Guided Reading 33-2,

URB, p. 32• RENTG, pp. 241–243• Vocab. Act., URB p. 24

Teacher Edition• Making Generalizations,

p. 826

Additional Resources• Quizzes and Tests, p. 406

Teacher Edition• Gifted and Talented,

p. 826• English Learners, p. 827

Additional Resources• Enrichment Act.,

URB p. 29• Reteaching Act.,

URB p. 25

Teacher Edition• Personal Writing,

p. 827

Additional Resources• World Cultures

Trans. 19• Authentic Assess., p. 63

Teacher Edition• Using Geo. Skills, p. 828

Additional Resources• Daily Focus Skills

Trans. 33-2• Pol. Map Trans., p. 23

Reading Strategies

Critical Thinking

Differentiated InstructionR C D W SWriting

SupportSkill Practice

To generate student interest and provide a springboard for class discussion, access the Chapter 33, Section 2 video at glencoe.com.

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Section 2CHAPTER

Essential Question

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Chapter 33 825

Population PatternsMAINMAIN IdeaIdea Migration of people among the islands

in Oceania has shaped life on the islands today.

GEOGRAPHY AND YOU What would it be like to live on a small island in the Pacific? Read to learn about the people who live in Oceania.

Oceania spreads across thousands of miles in the Pacific Ocean. Its diverse peoples lead lives that are closely tied to water.

Many PeoplesThe islands of Oceania were probably first

settled by peoples from Asia more than 30,000 years ago. Waves of migrants from Asia contin-ued to arrive over many centuries. Meanwhile, people already living there moved from island to island and settled into three major groups — Melanesians, Micronesians, and Polynesians.

Melanesia Located in the southwestern Pacific Ocean, Melanesia includes independent island countries, such as Papua New Guinea, Fiji, and the Solomon Islands, as well as French-ruled New Caledonia. Melanesian cultures differ greatly, even among groups living on the same island. One of Papua New Guinea’s largest indigenous populations is the Chimbu, notable for their egalitarian social structure.

Micronesia Micronesia is situated in the western Pacific east of the Philippines. Among the inde-pendent countries of Micronesia are the Federated States of Micronesia, Nauru, and Kiribati. The area also includes the U.S. territories of Guamand the Mariana Islands. Micronesians have sev-eral languages and cultures.

Polynesia Polynesia is located in the central Pacific Ocean. Three independent countries —Samoa, Tonga, and Tuvalu — are found in Polynesia. Other island groups, known as French Polynesia, are under French rule and include Tahiti, Polynesia’s largest island.

The largest population of Polynesians lives in the Samoan Islands. In the past, they practiced horticulture, or the raising of plants and fruit on small plots of land. Women gathered wild plants and were weavers. Today most Polynesians share similar languages and culture.

Asians Asian communities also exist in the South Pacific area. Chinese traders and South Asian workers settled parts of Oceania during the 1800s, and today their descendents live in such places as French Polynesia and Fiji.

Density and DistributionOceania spans a vast area. However, a higher

percentage of the islands are unsuited for human habitation. The area’s population, therefore, is divided unequally among the island countries. Papua New Guinea leads with about 6.6 million people, whereas Nauru — the world’s smallest republic — has a population of only 10,000. Most islanders live on their countries’ coasts rather than in the often-rugged interiors.

Oceania’s population is growing at a higher average rate than the United States because it has a relatively young population. The land area of Oceania’s 25,000 islands totals only 551,059 square miles (1,427,246 sq. km), and the popu-lation density varies greatly. Because Papua New Guinea has a large area, its population density is only 38 people per square mile (15 per sq. km).

Regions What are the three island groups in Oceania?

Many people in Oceania have blended elements of their tradi-

tional culture (brightly colored printed fabrics) with those of Western cultures (clothing).

Place How does Melanesian culture differ from that of Polynesia?

R 1

R 2

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TeachR 1 Reading StrategyAnalyzing Text Structure Have students look at the text under the “Many Peoples” head. Ask: How is this section struc-tured to detail the populations in the island groups of Oceania? (It begins by stating that many peo-ples live among the three island groups and then it details the popu-lations in each of the groups.) OL

R 2 Reading StrategyPredicting Ask: What kind of issues can you predict may occur as a result of Oceania’s growing population? (possible answers: overcrowding, depletion of re sources, strained health care and social services) OL

Caption Answer:Polynesians share a similar culture, while the cultures of Melanesia differ greatly.

Answer: Melanesia, Micronesia, Polynesia

Hands-On Chapter Project

Step 2

Cultural Exchange

Step 2: Specific Research Students have identified a specific regional culture that they would like to research more closely. Have students identify a story or practice that identifies a unique characteristic of this culture.

Essential Question What characteris-tics make this culture unique?

Directions Have students find or write a story about this culture that they can tell in an interesting way. If the story is a folk story, perhaps they can act out the story. Students should pay attention to cultural costume and makeup. Music can also be part of the presentation.

Putting It Together Have students work together in their groups to prepare to tell their story or relay their cultural infor-mation in an educational, entertaining, and informative way for the rest of the class. OL

(Chapter Project continues on the Visual Summary page.)

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Section 2CHAPTER

135°E 150°E 180° 165°W 150°W 135°W165°E

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Hawaiian Islands

Phoenix Islands

Kingman ReefPalmyra Atoll

Baker IslandJarvisIsland

HowlandIsland

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Guam

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ElliceIslands

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History and GovernmentMAINMAIN IdeaIdea Outside influences on indigenous cul-

tures have shaped Oceania’s societies.

GEOGRAPHY AND YOU What outside influences have shaped U.S. history? Read to learn about the influences on Oceania’s history.

Migrations over many generations shaped societies on the islands of Oceania. European colonization had a profound impact on most of the islands, as well. Today, many countries in Oceania are reshaping themselves as indepen-dent nations.

Early MigrationsAsian migrants settled Oceania in family

groups along island coasts. They survived on fish, turtles, and shrimp, as well as breadfruit and coconuts. Over time, they cultivated root crops, such as taro and yams, and raised small

animals, such as chickens and pigs. Well-built canoes made lengthy voyages possible, and trade gradually developed among the islands. To make trading easier, people on some islands used long strings of shell pieces as money. Today in New Britain, an island off the coast of Papua New Guinea, shell money is still exchanged for canned goods or vegetables at markets.

European ColonizationWhen Europeans settled the area of Oceania in

the 1800s, they developed commercial planta-tions for growing sugarcane, pineapples, and other tropical products sold in markets around the world. The Europeans brought far-reaching changes to the peoples of Oceania. Because European diseases had reduced indigenous popu-lations, the Europeans brought in workers from

Australia and Oceania: Colonies, 1900

1. Regions Which two countries ruled the area of Samoa?

2. Regions Which European country ruled the largest area in the South Pacific?

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Differentiated Instruction

C Critical ThinkingMaking Generalizations Ask: Early migrants to Oceania generally came from where? (Asia) BL

For additional practice on this skill, see the Skills Handbook.

D Differentiated InstructionGifted and Talented Have students research and explain the use of shells as currency. Students can either explain how this is done, or develop an exchange rate of their own based on learned data. AL

Answers1. America and Germany

2. Great Britain

BL Guided Reading Activity, URB, p. 32

OL Political Map Transparencies, p. 23

AL Differentiated Instruction, p. 131

ELL Vocabulary Activity, URB, p. 24

Name Date Class

Oceania

Asian peoples settled the islands of Oceania more than ago.

The islands of Oceania are made up of three distinct people groups: Melanesians, Micronesians,

and .

Melanesia includes French-ruled .

Micronesia is situated in the western Pacific east of .

Polynesia is located in the area.

The largest population of Polynesians lives in the islands.

Chinese traders settled parts of the region during the .

A high percentage of Oceania’s islands are for human habitation.

Peoples from Asia settled the region of Oceania more than years ago.

Europeans brought that reduced indigenous populations.

After Japan lost World War II, their South Pacific island territories were turned over to

as trust territories.

Most South Pacific islands achieved by the end of the 1900s.

Of the world’s 3,000 languages, are spoken in Oceania.

People on the Solomon Islands value farming.

To allow better communication among different groups a blend of English and an indigenous

language, known as , was developed.

Fiji has a percent literacy rate.

Both tourists and local people enjoy the traditional Pacific island sport of .

Project Transparency 12. Ask students to identify thered line running from north to south near the center ofthe map. Ask: (theInternational Date Line)

(It is an imaginary line that marks theplace on the surface of the Earth where each new cal-endar day begins. Moving westward over the line a dayis added; one day is subtracted moving east over theline.) Tell students that the 180° longitude line wasagreed upon at the International Meridian Conferenceheld in Washington, D.C., in 1884.

Give students a brief introduction to time zones.Because it takes the Earth 24 hours to make one com-plete rotation on its axis, the Earth is divided into 24standard time zones. Since there are 360° in a circle,each time zone covers 15˚ (360° divided by 24). Thespeed of the Earth’s rotation (15° per hour) is matchedby the time zones. Therefore, when it is 12:00 noon atGreenwich, it is 7:00 A.M. in New York City, five timezones away. Then ask:

(to avoid going througha county, state, or country that would result in two dif-ferent calendar days for the people living there)

(It wouldbe Sunday because territories to the west of the line areone day ahead of those to the east.)

(Itwould be Tuesday because territories to the east of theline are one day behind those to the west.)

Indicate on the projected map the island countries andterritories that make up Oceania. Then ask student vol-unteers to come to the map and point to the following:Northern Mariana Islands, Guam, Palau, MarshallIslands, Federated States of Micronesia, Kiribati,Tuvalu, Vanuatu, Tonga, Fiji Islands, Wallis and Futuna,Tokelau, Samoa, Hawaii, Cook Islands, Pitcairn Islands,New Caledonia, Papua New Guinea, Nauru, SolomonIslands, and French Polynesia. Next, have anothergroup of students come to the map and point to thefollowing capital cities and state the names of thecountries in which they are located: Koror (Palau),Majuro (Marshall Islands), Palikir (Federated States of

Micronesia), Yaren (Nauru), Tarawa (Kiribati),Honiara (Solomon Islands), Port-Vila (Vanuatu), Suva(Fiji Islands), Nuku‘alofa (Tonga), Funafuti (Tuvalu).

Tell students that some of the islands of Oceaniaare not independent countries—they belong to othernations. List on the board the names of the following“parent” countries: United States, France, UnitedKingdom, New Zealand. Then ask volunteers to listunder each one the names of the islands that belongto that country. (United States: Hawaii, Guam,American Samoa, Northern Mariana Islands; France:French Polynesia, New Caledonia, Wallis and Futuna;United Kingdom: Pitcairn Islands; New Zealand: CookIslands, Tokelau)

Ask students to look at the map of Australia and its sur-roundings. Then ask:

(There are four dif-ferent bodies of water.) Have a volunteer come to themap and point to each one and state its geographicallocation. (Timor Sea on the northwest; Coral Sea on thenortheast; Tasman Sea on the southeast; and IndianOcean on the west and south.) What is distinct aboutthe size of Australia compared to other islands in theSouth Pacific? (It is by far the largest in size and land-mass.) Ask two students to come to the map. Have onepoint to and name the large islands located to thesoutheast of Australia. (New Zealand) Have the otherstudent point to and name the large island located tothe northeast of Australia. (Papua New Guinea)

Organize students into four groups of tourists and tellthem that Canberra, Australia will be their point ofdeparture. They must plan a trip through the islands ofOceania, including at least four stops that may notexceed 6,000 miles (3,720 km) in total. Hawaii is theirfinal destination. Then give each group 15 minutes tochoose their route and measure the approximate dis-tances using the mileage scale on the map. When thetime is up, have them share their itinerary with the restof the class, including tracing the route on the map.(Example: Canberra, Australia to Suva, Fiji Islands =approximately 2,000 miles [1,240 km]; Suva, FijiIslands to Apia, Samoa = approximately 500 miles [310km]; Apia, Samoa to Majuro, Marshall Islands =approximately 1,300 miles [806 km]; Majuro, MarshallIslands to Hawaii = approximately 2,000 miles [1,240km]; four places totaling 5,800 miles [3,596 km])

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Dreamtime Creation Dreamtime Creation

Name Date Class

Australian English

a blend of English and an indigenous language

a family group

a heavy throwing stick that curves in flight

a dependent area placed under temporary control of a foreign country

a largely self-governing country within the British Empire

growing only enough for one’s own needs

raising of plants and fruits on small plots

subsistence farming

clan

pidgin English

dominion

trust territory

horticulture

boomerang

Strine

Leveled Activities

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Section 2CHAPTER

MAIN Idea

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Chapter 33 827

other Pacific Islands and from more distant areas, such as South Asia. The resulting mix of cultures weakened indigenous societies and eventually led to violent ethnic conflicts in countries such as Fiji and the Solomon Islands. Meanwhile, Europeans sought to replace traditional ways of life with European beliefs and customs.

During the late 1800s and early 1900s, Britain, France, Germany, Spain, and the United States struggled for control of various Pacific Islands. These countries wanted to acquire or expand their influences in the region and gain new sources of raw materials.

The two world wars changed the course of Oceania’s history. After World War I, many of Germany’s Pacific colonies came under Japanese rule. During World War II, some Pacific Islands, such as Guadalcanal and Iwo Jima, were the sites of fierce battles. After Japan’s defeat in the war, its South Pacific possessions, such as the islands of Micronesia, were turned over to the United States as trust territories. Trust territorieswere dependent areas that the United Nations placed under the temporary control of a foreign country. Since the 1970s most of these islands, including Palau, the Marshall Islands, and the Federated States of Micronesia, have become independent countries.

IndependenceMost South Pacific islands achieved indepen-

dence by the end of the 1900s. Beginning in the 1960s, a number of the small islands in Oceania moved toward independence. In 1962 Samoa — formerly Western Samoa — became the first Pacific Island to win freedom, after periods of rule by Germany and New Zealand. Today most of the South Pacific islands enjoy some form of independent government.

In some countries in Oceania, such as the Solomon Islands, traditional beliefs are starting to resurface and guide decision making. Some countries are looking within their borders for input on economic and social issues. Social structure is a high priority. People in the Solomon Islands are once again valuing egalitarian rela-tionships, subsistence farming — growing only enough for their own needs — and a strong rela-tionship to the land.

Regions When did most of the South Pacific islands achieve independence?

CultureMAINMAIN IdeaIdea Today’s Oceanic societies have been

shaped by European cultural traditions as well as indigenous practices.

GEOGRAPHY AND YOU Can you trace elements of your local culture to two or more foreign lands? Read to learn about cultural practices today on the islands of Oceania.

South Pacific countries practice a blend of European, Asian, and indigenous traditions. Indigenous peoples developed lifestyles in har-mony with their natural environment. Later, European colonizers introduced new customs, social structures, and cultures.

Sports and LeisureSports and leisure activities reflect the region’s

diversity. Western-style resorts attract tourists to the beaches, where they and the local people enjoy the traditional Pacific Island sport of surf-ing. Other traditional sports, such as outrigger canoe racing or spearfishing, are popular. In for-mer American territories, islanders play base-ball. The French introduced cycling and archery to islands they controlled. Even small communi-ties often have facilities for these and other sports, such as soccer, volleyball, and tennis.

Competitors in an outrigger canoe wait to begin a race in

Papeete, Tahiti.

Regions How did European colonizers influence sports and leisure in Oceania?

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AdditionalSupport

W Writing SupportPersonal Writing Ask students to compare European colonization of Oceania to that of the United States and Canada. Have them write a one-page position paper on their views of the methods and effects of colonization. OL

D Differentiated InstructionEnglish Learners Review the word independent. Ask: Using context clues, what does tempo-rary mean? (lasting for a limited time) BL ELL

Answer: by the end of the 1900s

Caption Answer:Europeans introduced cycling, archery, and Western-style resorts.

Evaluating Help students understand how the movement of people, human interaction, and cultural and economic understanding all play roles in changing and diffusing cultures. Have students work in the same groups that developed the var-ious restaurant menus in the last section. Ask: Did you give a value to the items on

your menus? If not, have them use the ideas of currency developed in this section.

Each group will give a value to the menu items in shells, turtles, coconuts, or what-ever they deem valuable. Have them add up the total cost of their entire menu and print up currency. Each group member will

receive that amount of currency to dine at another “restaurant” in the class. Have stu-dents now examine other menus and attempt to make purchases with the cur-rency they have developed. Ask: How do you decide what the exchange rate is between shells and coconuts? AL

Activity: Economics Connection

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Section 2CHAPTER

828 Unit #

Vocabulary 1. Explain the significance of: horticulture, trust territory, subsis-

tence farming, pidgin English.

Main Ideas 2. What three areas of Oceania were shaped by years of migrat-

ing peoples? 3. What outside influence has most shaped Oceania? How has

outside influence affected indigenous cultures in Oceania? 4. Use a chart like the one below to describe the factors that

shaped the different languages listed.

Critical Thinking 5. Answering the EssentialEssential QuestionQuestion How is subsistence

farming different from the commercial farming that European countries established in Oceania? What are the benefits and drawbacks of each?

6. Drawing Conclusions Why might decision making on some islands be moving toward more local control instead of remaining centralized?

7. Analyzing Visuals Study the map of European colonies on page 826. Which European country ruled the smallest area?

Writing About Geography 8. Expository Writing Write a brief essay suggesting ways to

improve education in areas of Oceania that have limited access to teachers, supplies, and teacher training.

SECTION REVIEW

In 2003 Fiji hosted an international sports event. The South Pacific Games drew participants from around the region.

Language and ReligionBefore the era of modern transportation and

advanced communications, vast distances of open ocean separated the peoples of the South Pacific from the rest of the world. As a result, isolated groups developed many different languages with-out outside interference. Of the world’s 3,000 languages, 1,200 are spoken in Oceania alone, some by only a few hundred people.

European colonization brought European lan-guages to the region. Today French is widely spoken in Oceania. In many areas of the region, varieties of pidgin English, a blend of English and an indigenous language, developed to allow better communication among different groups.

The peoples of the South Pacific islands prac-tice various forms of Christianity. Often these practices are combined with traditional religious beliefs. In general, however, Christianity is the most widely practiced religion in Oceania today.

On some islands, religions were introduced by immigrants many years ago. For example, when thousands of Indians were brought to Fiji to

work on plantations, they brought Hinduism with them. This explains why over 30 percent of Fijians practice this religion.

Education and Health Care The quality of education varies throughout

Oceania. In the Solomon Islands, missionary schools provided primary education until the mid-1970s. Today secondary schools and uni-versities are common in the Solomon Islands, Fiji, and Papua New Guinea. Differences in edu-cation throughout the region can be seen in dif-fering rates of literacy. For example, Fiji has the high rate of 93 percent for its entire population. Papua New Guinea, on the other hand, has the low rates of 62 percent for women and 57 per-cent for men.

Health care is uneven on the islands as well. Many Pacific Islanders suffer from poor econo-mies and low standards of living. On remote islands, fresh food, electricity, schools, and hospitals are often inadequate. Recently, island countries have begun to improve their quality of life with international assistance.

Place How do some indigenous languages reflect the use of English?

Geography ONLINE

Study Central™ To review this section, go to glencoe.com and click on Study Central.

1,200 indigenous languages French pidgin English

828 Unit 11

2

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828

Answers

Section 2 Review

S Skill PracticeUsing Geography Skills Ask: How has the movement of peo-ple affected the languages of Oceania? (It has resulted in the blending of indigenous and foreign languages.) OL

Answer: using pidgin English, which was devel-oped to allow better communica-tion among different groups

AssessGeography ONLINE

Study Central™ provides sum-maries, interactive games, and online graphic organizers to help students review content.

CloseInterpreting Tell students that differences in education can be seen in different rates of literacy. Ask: What does this statement imply about the region? (The region has varying literacy rates because of differences in the quality and availability of education.)

1. Definitions for the vocabulary terms are found in the section and the Glossary.

2. Micronesia, Melanesia, and Polynesia 3. Colonization; It has shaped their languages,

leisure activities, and education systems. 4. 1,200 indigenous languages: developed

out of the geographic seclusion provided by the island groups; French: brought by European colonization; pidgin English:

English introduced by European coloniza-tion, pidgin English is used to communicate between people with different languages

5. Subsistence farming is growing enough food for one’s own needs. Commercial farm-ing is growing produce for profit. The draw-backs to subsistence farming is that if there is a drought or other disaster, you will not have enough food. The drawback to planta-tion farming is that often the produce is

exported, forcing the country to import food supplies.

6. it is easier than having a central govern-ment controlling territory spread out across several islands

7. French 8. Essays will vary, but should reflect students’

knowledge of education needs in the region.

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VISUAL SUMMARY

Essential Question

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Study anywhere, anytime by downloading quizzes and flashcards to your PDA from glencoe.com.CHAPTER VISUAL SUMMARY

Chapter 33 829

• The islands of Oceania were first settled by peoples from Asia.• European explorers and settlers arrived in the 1500s.

European powers quickly colonized the region and extracted its resources.

• Australia and New Zealand gained their independence in the early 1900s. The rest of Oceania gradually gained indepen-dence after World War II.

SETTLEMENT AND INDEPENDENCE

180°160°E140°E120°E

0°

20°S

20°N

40°S

TROPIC OF CAPRICORN

TROPIC OF CANCER

EQUATOR

PACIFIC OCEAN

CoralSea

TasmanSea

PAPUANEW GUINEA

NEWZEALAND

NAURU

SOLOMONISLANDS

PALAU

VANUATU

TUVALU

TONGA

SAMOA

KIRIBATI

FEDERATED STATES OF MICRONESIA

MARSHALLISLANDS

FIJI

(1994) (1986)

(1986)

(1978)

(1979)(1968)

(1901)

(1907)

(1975)

(1962)

(1970)

(1970)

(1980)

(1978)

A U S T R A L I A

NORTHERN MARIANA ISLANDS U.S.

GuamU.S.

NewCaledonia

Fr.

Tasmania

Wake Island U.S.

1,000 miles

1,000 kilometers

0

0

Mercator projection

N

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33

King George Topou V of Tonga

• Australia and Oceania have very distinct cultures.• Australia and New Zealand are overwhelmingly

made up of people with European heritage. The Aboriginal and Maori peoples are minorities in their countries.

• The peoples of Oceania settled into three major groups—Melanesians, Micronesians, and Polynesians.

PEOPLE AND CULTURE

• Australia and New Zealand both have a parliamentary system of government that closely resembles that of Great Britain.

• The Aborigines and Maori have won greater recognition of their cultures.

• Oceania has a variety of governing styles. Some countries have monarchies, while others are democratic republics.

GOVERNMENT AND SOCIETY

Oceania

Micronesian:5.5%

Polynesian:21.5%

Melanesian:51.5%Asian: 0.4%

White: 0.5%

Indian:16.6%

Other:4.0%

New Zealand

Source: Encyclopedia Britannica,2009.

Other: 1.7%

Polynesian: 6.9%

Asian: 9.2%

Maori:14.6%

White:67.6%

Papua New Guinea

Papuan:84.0%

Melanesian:15.0%

Other:1.0%

Australia

White:92.0%Asian:

6.0%Aboriginal:

2.0%

Ethnicity in Australia and Oceania

Australia and Oceania: Independence

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829

Hands-On Chapter ProjectStep 3: Wrap-Up

Summarizing Have students consider how the movement of people within this region, as well as the migration of peoples from Europe and the Americas, have changed this region over the course of several thousands of years. Ask: Will these groups stay the same over the next 100 years? 300 years? Explain your answers. (Students’ answers will vary. Students should support their answers with knowledge gained from the chapter.) OL

Reading a Graph Have stu-dents study the circle graphs on this page. Ask: Which has the largest percentage of indigenous peoples, Australia or New Zealand? (New Zealand, with 14.6 percent Maori, as opposed to Australia’s 2 percent Aborigines.) OL

Cultural Exchange

Step 3: Presenting the Cultures Students will synthesize what they have learned in Steps 1 and 2.

Directions Have the student groups make their various cultural presentations.

As each group makes its presentation, have the other students make note of questions and comments regarding the presentation. Have students pay particular attention to details of how the information is unique, as well as details that may be similar to what they learned in their own research.

Putting It Together When the groups are done with their presentations, have them work together to make a class display of the cultural information they collected in their research. OL

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CHAPTER 33ASSESSMENT

830 Unit 11

CHAPTER 33

Read all the choices before you select your answer. The first choice may seem to “fit” because it deals with Australia, New Zealand, and Antarctica, but a later choice may actually be the best answer.

TEST-TAKING TIP

Reviewing VocabularyDirections: Choose the word or words that best complete the sentence.

1. Australian Aborigines developed the , a heavy throwing stick that curves in fl ight, as a tool for hunting.

A spear

B arrow

C boomerang

D mace

2. A largely self-governing country within the British Empire is a .

A colony

B dominion

C state

D plantation

3. are dependent areas that the United Nations places under the temporary control of another country.

A States

B Trust territories

C Colonies

D Counties

4. is the unique language of Australia, made up of contributions from the country’s various cultural groups.

A English

B Strine

C Palawa

D Maori

Reviewing Main IdeasDirections: Choose the best answers to complete the sentences or to answer the following questions.

Section 1 (pp. 818–823)

5. Before the coming of European settlers, Australian Aborigines made a living by .

A farming

B raising livestock

C mining

D hunting and gathering

6. Who were the fi rst European settlers in Australia?

A fur traders

B prisoners

C religious dissenters

D industrialists

Section 2 (pp. 824–828)

7. The fi rst people to live in the islands of Oceania probably came from .

A South America

B North America

C Africa

D Asia

8. Many ethnic confl icts in Oceania stem from .

A the colonial practice of bringing in workers for plantations

B the mix of ethnic groups that came to the islands before the Europeans

C arguments about what crops can be grown on local soils

D disagreements about moral questions

STANDARDIZED TEST PRACTICE

GO ON

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BiG Idea

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830

Answers, Analyses, and Tips

Reviewing Vocabulary1. C All responses are weapons, but the boomerang is the only one that originated in this region.

2. B While students might be tempted to answer “colony,” they should remember that colonies are generally not self-governed as dominions are.

3. B Students should remember that World War II played a big role in changing this region and that after the war, many islands became trust territories.

4. B Strine is made up of Aboriginal words and terms used by early settlers and slang created by modern Australians. English and Maori are not unique to Australia. Reviewing Main Ideas

5. D Students should remember that the dif-ference between the Aborigines and the Maoris is that the Aborigines were hunter-gatherers and the Maoris were farmers.

6. B Australia was settled as a British penal colony.

7. D Oceania was probably settled by peoples from Asia more than 30,000 years ago.

8. A European diseases had reduced indige-nous populations, so they had to bring in workers from outside, which often caused eth-nic conflict.

TEST-TAKING TIPRemind students to scan through the entire test before starting to answer questions. After they have scanned the entire test, tell them that it is good practice to answer the questions they consider easy first.

Remind students to review their tests before handing them in to ensure they have put their name on the test and that they are comfort-able with their work.

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CHAPTER 33ASSESSMENT

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Chapter 33 831

ASSESSMENT

Geography ONLINE

For additional test practice, use Self-Check Quizzes—Chapter 33 on glencoe.com.

Need Extra Help?

Critical ThinkingDirections: Choose the best answers to complete the sentences or to answer the following questions.

9. How are Australia and New Zealand alike?

A They have similar landforms.

B They have similar climates.

C They have the same indigenous cultures.

D They were both settled by the British and have recently attracted immigrants from elsewhere.

Base your answer to question 10 on the map and on your knowledge of Chapter 33.

10. Which European power ruled Fiji?

A Britain

B Germany

C France

D Spain

Document-Based QuestionsDirections: Analyze the document and answer the short-answer ques-tions that follow the document.

Aboriginal land rights has been a political issue in Australia for many years. The movement claimed a victory with the ruling of an Australian federal court.

A federal court decision has granted Aborigines a title claim over one of Australia’s major cities, Perth.

The decision is the fi rst in which a large metropolitan area in Australia has been determined to belong to the indigenous people who lived there before white settlers arrived. . . .

Prime Minister John Howard [said] Wednesday that the fed-eral government would consider joining an appeal against the ruling. ‘’My initial reaction is one of some considerable concern,’’ he said.

An Aboriginal leader, Noel Pearson, welcomed the ‘’absolutely extraordinary’’ decision by the court, saying it restored native rights to Aborigines . . . in the cities and southern . . . Australia.

Judge Wilcox said the decision to grant native title was ‘’neither the pot of gold for the indigenous claimants nor the disaster for the remainder of the community that is sometimes painted.’’

The judge found that the Noongar people had proven native title over more than 2,300 square miles covering Perth and its surrounding area by continuing to observe traditional customs despite being largely dispossessed by white settlement in 1829.

The ruling gives the Noongar people the rights to access the land and to carry out traditional activities.

—“Australian Court Rules That the City of Perth Belongs to Aborigines,” The New York Times, September 21, 2006.

11. How does Prime Minister Howard’s reaction compare to that of Noel Pearson?

Extended Response12. Exploring the BiG BiG Idea Idea

Describe the effect of European colonization on indigenous peoples in Australia and New Zealand.

Australia and Oceania: Colonization

If you missed questions. . . 1 2 3 4 5 6 7 8 9 10 11 12Go to page. . . 820 821 827 822 819 821 825 827 820 831 831 821–823

STOP

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831

Have students refer to the pages listed if they miss any of the questions.

Need Extra Help?

Geography ONLINE

Have students visit the Web site at glencoe.com to review Chapter 33 and take the Self-Check Quiz.

Extended Response12. Students should discuss the weakening of social structures, diseases, and violence brought on by European colonization.

Critical Thinking9. D Both have differing landforms and cli-mates, and their indigenous cultures are different. Both were settled by the British and attract immigrants.

10. A Students need to read the map legend carefully and locate Fiji in order to answer the question correctly.

Document-Based Questions11. Howard is uncomfortable with the ruling, while Pearson supports the court’s decision.

TEST-TAKING TIPRemind students to read the extended response question carefully and formulate their answers in their minds before starting to write on the test paper. Remind students to write carefully and legibly. Have students re-read their answers to make sure that they make sense.

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CONNECTING TO

THE UNITED STATES

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Just the Facts: • Both the United States and Australia were colonized

by Great Britain. Both countries have English city names such as Sydney and Melbourne.

• New Zealand is a popular locale for shooting U.S. films because of its landscape variety.

• Hawaii is a state in the United States but is culturally connected to Oceania.

• Pacific Islander Americans were the smallest racial group counted in the 2000 U.S. Census, making up 0.3 percent of the United States population.

832 Unit 11

CONNECTING TO

THE UNITED STATES

Troy Polamalu is one of several players in the NFL of Samoan descent.

Dancers at Hawaii’s Polynesian Culture Center

R

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AdditionalSupport

FocusIntroducing the FeatureExplain that for many citizens of the world, the South Pacific Islands are viewed as “tropical par-adises.” Some of this is due to the work of French painter Paul Gauguin, who left France in 1891 and spent his last years painting vibrant images of serene women in French Polynesia. Ask students to share their impressions of the region and explain why a connec-tion to Australia, New Zealand, and Oceania is so appealing. OL

TeachR Reading Strategy

Predicting Ask students to read over the items in the “Just the Facts” box and predict the topics they will read more about on the next page. BL ELL

Visual Literacy There are several dance forms celebrated in Hawaii. The form that traces its origins more recently to Polynesia is fast, rhythmic, and often accompanied by drums. The gentler motions of hula are performed to accompaniment by song or ukulele.

It is well known that the hula, like many cul-tural dances, has a visual language all its own.

More About the Photo

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CONNECTING TO

THE UNITED STATES

Chapter 33 833

Making the ConnectionThe United States, Australia, New Zealand, and some of the islands in Oceania were originally British colo-nies, so the language, foods, culture, and many of the customs are shared. However, the Pacific Islands have many unique cultural attributes as well.

Sports—Samoans in the NFL Samoa produces a high proportion of NFL players, considering more than 200 of the 500,000 Samoans in the world play Division I college football. Players of Samoan descent are estimated to be 40 times more likely to make it to the NFL than any other player.

Arts—The Film Industry Many recent movies have been filmed in New Zealand, including King Kong and The Lord of the Rings trilogy. New Zealand is also the birthplace of several world-famous directors and actors, including Peter Jackson, Sam Neill, Anna Paquin, and Russell Crowe. Actors from Australia include Cate Blanchett, Hugh Jackman, Nicole Kidman, Heath Ledger, and Naomi Watts.

Food—Similarities and Differences The diets of Australians and Americans are very similar largely due to British influence. Many U.S. fast-food chains have franchises in Australia. Instead of calling it fast food, Australians often refer to this food as take-away.

The food of Oceania is quite different. Commonly referred to as Polynesian, this food has an Asian influence. It often makes use of foods readily avail-able on the islands such as coconut and fish.

THINKING GEOGRAPHICALLY

1. Human Systems Research the contributions of an American sports figure of Pacific Islander descent. Relay your findings to the class.

2. Physical System Research the landscape of New Zealand. What features make the coun-try so popular with the film industry?

The coconut

The Summer Olympics were held in Sydney, Australia, in 2000.

Academy Award–winning actor Russell Crowe was born in Wellington,

New Zealand.

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W Writing SupportDescriptive Writing Have stu-dents write a paragraph describ-ing a Polynesian dish. Ask students to include the recipe, if available. Try making a few of the dishes as a class. OL

Assess/ClosePersonal Writing Have stu-dents write a one-page essay that explains how Pacific culture affects their lives. Before they write, have them review the chap-ter and think about how its sub-ject relates to their daily lives.

Answers1. Answers will vary accord-

ing to the athlete chosen.

2. Students should share their research findings. Responses may note the lush vegetation, sandy beaches, and mountains and volcanoes.

THINKING GEOGRAPHICALLY

Analyzing Information Divide the class into small groups. Have student groups use the Internet to research daily newspapers from the capitals of various countries in Australia, New Zealand, or Oceania. Have them identify a single newspaper and navi-gate to the editorial and opinions pages. Tell them that letters to the editor are also a

good place to get opinions. Now have stu-dents identify opinions that relate to the United States. Also, have them identify opinions that relate to issues that are important in the country they are research-ing. Ask: What are issues that we share? Is there a difference of opinions between the U.S. and the region you are examining?

Have students share a short presentation about their opinions with the rest of the class. Have them decide what opinions the various newspapers in the region share with each other regarding the United States. AL

Activity: Collaborative Learning

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