Chapter Planning Guide

164A

Levels Resources Chapter Opener

Section 1

Section2

Chapter AssessBL OL AL ELL

FOCUSBL Daily Focus Skills Transparencies 7-1 7-2

TEACHBL ELL Guided Reading Activity, URB* p. 41 p. 42

BL ELL Vocabulary Activity, URB* p. 34

BL OL AL ELL Reinforcing Skills Activity, URB p. 37

OL Enrichment Activity, URB p. 39

AL Real-Life Applications and Problem Solving Activity, URB p. 3

OL Environmental Issues Case Study, URB p. 9

BL ELL Reading Essentials and Note-Taking Guide* pp. 49–51

pp. 52–54

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

BL OL AL ELL Map Overlay Transparencies, Strategies, and Activities 2-6

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

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

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

National Geographic World Regions Video Program ✓ ✓ ✓ ✓

BookLink for Social Studies ✓ ✓ ✓ ✓

StudentWorks™ Plus ✓ ✓ ✓ ✓

BL OL AL ELL Section Spotlight Video Program ✓ ✓

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

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

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

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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164B

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)

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. 75 p. 76 p. 77

BL OL AL ELL Authentic Assessment With Rubrics p. 37

BL OL AL ELL ExamView Assessment Suite 7-1 7-2 Ch. 7

CLOSEBL ELL Reteaching Activity, URB p. 35

BL OL ELL Dinah Zike’s Reading and Study Guide Foldables p. 49

Graphic Organizer Transparencies, Strategies, and Activities pp. 29–30

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

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Chapter Integrating Technology

164C

Visit glencoe.com and enter code WGC2630C7T for Chapter 7 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 Section Audio?Section Audio is a recording of each section of the textbook and helps students learn the content.

How can Section Audio help my students?Section Audio allows students to:• read and listen simultaneously to improve content comprehension• practice reading skills• review important concepts for struggling readers• improve listening comprehension

Visit glencoe.com to access the Media Library, and enter a QuickPass™ code to go to Section Audio Recordings.

Using Section Audio

Teach With Technology

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Additional Resources

164D

Use this database to search more than 30,000 titles to create 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:• America’s Wetlands, by Frank Staub

For students at Grade 8 reading level:• Portrait of a Farm Family, by Raymond Bial

For students at Grade 9 reading level:• Endangered Mammals of North America,

by Victoria Sherrow

For students at Grade 10 reading level:• Future Shock, by Alvin Toffler

For students at Grade 11 reading level:• The Company We Keep: American Endangered Species,

by Douglas H. Chadwick & Joel Sartore

ReadingList Generator

CD-ROM

Index to National Geographic Magazine:

The following articles relate to this chapter:

• “Muskwa-Kechika,” by John Vaillant, November 2008.

• “Scraping Bottom,” by Robert Kunzig, March 2009.

• “It Starts at Home,” by Peter Miller, March 2009.

• “Last Days of the Ice Hunters”, by Scott David McLain, January 2006.

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

The following videotape programs are available from Glencoe as supplements to Chapter 7:

• The Stock Exchange (ISBN 0-76-700562-7)

• The Great Depression (ISBN 0-76-700859-6)

• The Telephone (ISBN 0-76-700136-2)

• The Television: Window to the World (ISBN 0-76-700137-0)

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

A&E Television: www.aetv.com

The History Channel: www.historychannel.com

• 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

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INTRODUCTIONCHAPTER CHAPTER

164 Unit 2

The busy port of Vancouver, British Columbia, handles much of Canada’s trade with Asia.

THE REGION TODAY

The United States and Canada

Geography and the environment play an important role in how a society is shaped over time. Thephysical geography of the United States and Canada has shaped eco-nomic activities, which in turn have impacted the region’s environment.

EssentialEssential QuestionsQuestions

Section 1: The EconomyHow have the economies of the United States and Canada grown and changed according to where and how people live?

Section 2: People and Their EnvironmentHow have human actions modified the environment in the United States and Canada?

Geography ONLINE

Visit glencoe.com and enter code WGC9952C7 for Chapter 7 resources.

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164

FocusMore about the PhotoVisual Literacy The photo shows overhead cranes unloading a ship at Vaterm, one of three ter-minals at the Port of Vancouver, British Columbia. Vancouver han-dles more than $40 billion worth of goods each year. It is Canada’s largest port and the third-largest port on North America’s west coast. About 20 percent of its cargo is shipped in containers that can be easily loaded onto railroad cars and trucks. The rest of the port’s cargo includes forest products destined for Asian markets.

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 the Big Idea.

Section 1The Economy Essential Essential Question Question How have the econo-mies of the United States and Canada grown and changed according to where and how people live? (Service and high-tech industries dominate the economies of both countries. Service and industry workers may live close to

commercial centers in urban areas, where many jobs are located. High-tech workers may also live close by their jobs, which could be anywhere, or may work from home.) Point out that in Section 1 students will learn about how the economies of the United States and Canada have affected where and how workers live. OL

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INTRODUCTIONCHAPTER

Essential Questions

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Chapter 7 165

Summarizing Information Createa Four-Door Book to summarize information about four important aspects of life in the United States and Canada today.

Reading and Writing As you read this chapter, write down key details about the region’s economic activities, transportation and communications, trade and interde-pendence, and ways of managing resources under the appropriate door.

UNITED

STATES A

ND

CAN

AD

A

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165

Geography ONLINE

Visit glencoe.com and enter code WGC2630C7T

for Chapter 7 resources.

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 summarize informa-tion about four aspects of life in the United States and Canada today. The completed Foldable will help students prepare for assessment. OL

Section 2People and Their Environment Essential Essential Question Question How have human actions modified the environment in the United States and Canada? (Industries have polluted air and water. Natural resources have

been mismanaged.) Point out that in Section 2 students will learn about past activities that damaged the environment and about plans to change this situation. OL

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Section 1CHAPTER

MAIN Idea

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SECTION 1Guide to ReadingEssentialEssential QuestionQuestionHow have the economies of the United States and Canada grown and changed according to where and how people live?

Content Vocabulary

Academic Vocabulary• decline (p. 168)• domestic (p. 170)• monitoring (p. 171)

Places to Locate• Silicon Valley (p. 167)• Manufacturing Belt (p. 167)• Wheat Belt (p. 168)• Corn Belt (p. 168)• Ohio River (p. 168)• Trans-Canada Highway (p. 168)

Reading StrategyCategorizing Complete a graphic organizer similar to the one below by identifying the location of the “belt” regions listed.

Modern potato farming in North Dakota

“Belt” Region Location

Wheat Belt

Corn Belt

Rust Belt

Manufacturing Belt

166 Unit 2

• market economy (p. 167)

• postindustrial (p. 167)

• central business district (p. 167)

• retooling (p. 167)

• commodity (p. 168)

• arable (p. 168)

• monopoly (p. 169)

• global economy (p. 170)

• trade deficit (p. 170)

• tariff (p. 170)• trade surplus

(p. 170)• outsourcing

(p. 170)

The EconomyThe United States and Canada have businesses and service industries that thrive in urban areas. Although the economies of the two countries are no longer pri-marily agricultural, they also continue to be important producers of agricultural products. Many farms are owned by families who keep alive the traditions of previous generations while using new technologies.

Voices Around the World“ . . .Paris Penfold, a third-generation farmer, agrees to take a break from harvesting his 800 acres of seed potatoes and packing them into a half dozen of the giant Quonset-hut cellars that pepper the valley. He leads me into one of the dark cellars like a proud parent. Standing before a towering mound of spuds, I can feel the heat coming off them. ‘They’re alive,’ Penfold says. ‘We have to manage the temperature with com-puters to keep them from sprouting in here.’ . . . In the spring these disease-free

seed potatoes will be shipped to grow-ers in the Pacific Northwest, to be

cut—one eye per piece—for planting.”

—Tom Dworetzky, “All Eyes on Idaho’s Finest,”

National Geographic, February 2003

sectionaudio

spotlightvideo

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Resource Manager

“Belt” Region Location

Wheat Belt

Prairie Provinces of Canada; and western, southern, and midwestern United States

Corn BeltFrom Ohio to Nebraska

Rust BeltExtending east from the Great Lakes

Manufacturing BeltOccupies same area as the Rust Belt

Teacher Edition• Making Connections,

pp. 168, 170• Academic Vocab., p. 170

Additional Resources• Guided Reading 7-1,

URB, p. 41• RENTG, pp. 49–51• Vocab. Act., URB, p. 34

Teacher Edition• Making Generalizations,

p. 168

Additional Resources• Real-Life Applications,

URB, p. 3• Quizzes and Tests, p. 75

Teacher Edition• English Learners, p. 167• Below Grade Level,

p. 167

Additional Resources• Foldables, p. 49

Teacher Edition• Narrative Writing,

p. 169

Additional Resources• Graphic Organizer

Trans., pp. 29–30

Teacher Edition• Using Geo. Skills, p. 169

Additional Resources• Daily Focus Skills

Trans. 7-1• Map Overlay Trans. 2,

2-6

Reading Strategies

Critical Thinking

Differentiated InstructionR C D W SWriting

SupportSkill Practice

FocusDaily Focus Transparency 7.1

Guide to ReadingAnswers to Graphic:

To generate student interest and provide a springboard for class discussion, access the Chapter 7, Section 1 video at glencoe.com.

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Section 1CHAPTEREconomic ActivitiesMAINMAIN IdeaIdea The United States and Canada have

market economies based on growing service and high-tech industries, as well as on manufacturing and agriculture.

GEOGRAPHY AND YOU What kinds of jobs do the people in your family and in your community have? Read to learn about the activities that shape the economies of the United States and Canada.

The United States and Canada have market economies, which allow people to own, operate, and profit from their own businesses. A market economy allows businesses to hire employees and pay them for their work. In addition, there are laws to protect private property rights, employment opportunities, and the health and safety of workers.

Like other developed countries, the United States and Canada have moved from mostly agricultural to mostly industrialized economies. As technology transforms the workplace, both countries are developing postindustrial econo-mies, which place less emphasis on heavy indus-try and traditional manufacturing and more emphasis on service and high-tech businesses.

Postindustrial Economies The largest area of economic growth in the

United States and Canada is in service industries. About 77 percent of the region’s workers are employed in service jobs, such as government, edu-cation, health care, and banking. Many of these jobs are located in the central business districtof urban areas where the high concentration of office buildings and retail shops is easily accessible from the industrial areas as well as from the sub-urbs. A city’s central business district is its tradi-tional business and commercial center and is referred to as downtown.

The rising postindustrial economy is best reflected in the region’s high-tech industries. In contrast to manufacturing and agriculture, whose locations depend on such factors as access to nat-ural resources and transportation, high-tech industries are less dependent on location. The decision making that influences where they are located is similar to that of a person’s choice of where to live: weather, proximity to work, and

Chapter 7 167

access to recreational facilities. For example, California’s Silicon Valley—the third-largest U.S. high-tech center after New York and Washington, D.C.—is near a cosmopolitan urban center, has year-round pleasant weather, and offers nearby housing.

ManufacturingManufacturing accounts for about 20 percent

of both the U.S. and Canadian economies. However, advanced technologies such as robot-ics and computerized automation have trans-formed manufacturing in the region. Factories now produce greater quantities of goods with fewer workers than in the past.

In the late 1900s the trend away from heavy industry left cities in the Manufacturing Belt, an area extending east from the Great Lakes, with-out their major economic bases. As companies began to move south to the Sunbelt, some older industrial areas were left with abandoned facto-ries and rusting steel mills. Collectively, they acquired the derogatory nickname the “Rust Belt.” Today, however, many of the cities in this area have converted old factories for use in new industries, a process called retooling.

Transportation equipment and machinery account for a significant amount of the region’s manufacturing and resulting export activities. Aircraft and aerospace equipment are produced in California and Washington, and factories in the Midwest assemble most of the country’s automobiles. Food processing is an important manufacturing activity in California and in the Northeast. Canada, especially Quebec, manu-factures and exports wood-based products drawn from its timber resources.

The Changing U.S. Workplace

1900 2007

Source: Encyclopaedia Britannica Almanac, 2009.

Service:26.7%

Agriculture:37.5%

Industry:35.8%

Service:76.7%

Agriculture:0.7%

Industry:22.6%

UNITED

STATES A

ND

CAN

AD

A

D 1

D 2

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Essential Question

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167

TeachD 1 Differentiated

InstructionEnglish Learners Instruct stu-dents to examine the word parts in the word postindustrial. The prefix post- means “after,” and indicates a time period after the “industrial” age. ELL

D 2 Differentiated

InstructionBelow Grade Level Tell stu-dents that some people lose their jobs to robotics and computer automation, but others are not affected. Ask: Could a coal miner be replaced by a robot? Could a surgeon? A teacher? Draw a two-column table on the board, and label the columns “Jobs that could be done by robots” and “Jobs that could not be done by robots.” Have students name jobs they think fall into each category. Discuss each suggestion, and if the class agrees, write it in the appropriate column. L

AdditionalSupport

Activity: Collaborative LearningDisplaying Organize students into three groups, one for each of the major industries (service, manufacturing, agriculture) in the United States and Canada. Instruct each group to create a bulletin board display illustrating the development of technology in their indus-try over the last century. The display should include captioned drawings or photographs and may also include maps, time lines, charts,

or other visuals. Each group member should have an active role in preparing thebulletin board, such as gathering the visuals and other materials, researching and writing captions, or laying out the display. Have group members take turns presenting their contribu-tions to the bulletin board and guide the class in a discussion of how new technology changed each industry. OL AL

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Section 1CHAPTER

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168 Unit 2

AgricultureFarming in the United States and Canada is

overwhelmingly commercial, with agricultural commodities, or goods, produced for sale. Large commercial corporations, however, account for only a small percentage of farm ownership. Most farms in the region are still owned by families, many of whom have formed cooperative operations.

Large areas of the region are involved in agri-cultural activities. About 920 million acres (372,311,120 ha) of land are used for agricul-ture in the United States. Although it has much less arable land, or land suited for farming, than the United States, Canada still devotes 167 mil-lion acres (67,586,739 ha) to agriculture.

While the average size of farms in the United States and Canada has increased since the 1950s, the number of farmers has decreased. Among the factors contributing to this decline are the high cost of farming, unpredictable consumer demand, the risk of natural disasters, and the time and hard work needed to run a farm.

Key Agricultural Products Cattle ranches operate mostly in the western, southern, and midwestern United States and in Canada’s Prairie Provinces. Other important livestock-producing areas include the north-central United States, Quebec, and Ontario. Wheat is grown in the Prairie Provinces of Canada and on the Great Plains of the United States, a region often called the Wheat Belt. The Corn Belt stretches from Ohio to Nebraska. Corn is also grown in Quebec, Ontario, and Manitoba.

Agricultural Technology In the past, geographic factors often limited where certain types of agri-culture could be carried out. Cattle ranching, for example, needed the wide-open spaces and natu-ral grasses of the western prairies and plains. Most American dairy farms were concentrated in a belt of land stretching from upper New York State to Minnesota. This region, known as America’s Dairyland, has cooler summers and native grasses ideal for dairy cattle.

The development of breeds of cattle that need less room to graze has opened up the southern United States to cattle ranching. Because of improved feed sources and automation, dairy farms can now be found in every American state and many Canadian provinces.

Place In what types of jobs are most of the region’s workers employed?

Transportation and CommunicationsMAINMAIN IdeaIdea People in the United States and Canada

depend on reliable and continually improving trans-portation and communications systems.

GEOGRAPHY AND YOU What kind of transporta-tion do you use to get to school? Read to learn how the United States and Canada depend on transpor-tation and communications systems to sustain their economies.

The development of reliable transportation and communications systems in the United States and Canada was essential because of the large land area of both countries, their population distribu-tion, and their need to move goods and services.

The AutomobileSince World War II, the most popular means of

personal transportation in the region has been the automobile. This extensive reliance on cars has required heavy investment in highways, roads, and bridges, which are also important in the transport of goods. Mirroring population density, the network of U.S. roads is densest along the east and west coasts, as well as along the Mississippi and Ohio River valleys. Canada’s smaller, more concentrated population relies on a smaller network of roads, most of which are located in the southern part of the country. The Trans-Canada Highway runs 4,860 miles (7,821 km) from Victoria, British Columbia, to St. John’s, Newfoundland.

Reliance on the automobile, however, creates air pollution through the burning of gasoline that affects most urban areas. Automakers and gov-ernment agencies are working together to reduce the use of autos in certain urban districts and to find cleaner, more efficient ways to use fuel.

Another challenge posed by auto use is traffic congestion in the region’s cities. Mass public transportation reduces the number of vehicles. Cities such as Montreal and New York now have well-established subway systems. Los Angeles continues to expand a system that combines sub-ways with elevated trains, and Seattle and Dallas both have monorail systems. Buses and commuter trains are also used to ease congestion.

C

R

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168168

TeachC Critical Thinking

Making Generalizations Tell students that one of the reasons farm size has increased while the number of farmers has decreased is the introduction of new, more efficient farm tools. For example, milking machines, larger tractors, and other mechanical advance-ments have eliminated the need for much human labor. Have stu-dents name other jobs that employ fewer people due to advances in technology. OL

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

R Reading StrategyMaking Connections Assign a different state to each student in the class and ask students to research the kinds of agricultural goods their state produces. Stu-dents may choose to look up the state online or in an encyclopedia. Then have students share their discoveries with the class. OL

Answer: service jobs

Additional Support

Activity: Interdisciplinary ConnectionMusic Research Route 66 and prepare a map of it to present to the class. Then play the theme song to the television show “Route 66”. Explain that Route 66 no longer exists as such but that it continues to be a symbol of the love many people in the United States have for the open road. Encourage students to think of other

songs that express this love, and list them on the board. You may also wish to ask students about other television programs or movies in which a road trip is the structuring element. Ask: Why do you think many Americans are so fascinated with the open road? AL

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Section 1CHAPTER

Chapter 7 169

Other Means of Transportation

For long-distance travel, many people use the region’s busy net-work of airports. Atlanta’s Hartsfield and Chicago’s O’Hare International Airports vie for the title of the busiest U.S. airport. Toronto’s Pearson International Airport is Canada’s busiest. Passenger railroads and long-distance buses account for only a small portion of the region’s passenger travel.

The transport systems of the region also move goods. Rail-roads haul about 36 percent of the region’s freight, while about 13 percent is carried along inland waterways. The Great Lakes–St. Lawrence Seaway System is used by both the United States and Canada to transport goods. Barges and ships on the Missis-sippi River system transport U.S. grain and petroleum products. Long-haul trucks carry about 28 percent of the region’s freight. Airplanes carry only a small por-tion of the region’s heavy freight, but handle a growing amount of overnight delivery business. Pipelines carry about 20 percent of the region’s freight in the form of gas and oil.

CommunicationsThe success of the region’s

economy has been influenced by the development of communica-tions networks. Cellular and dig-ital services have made telephone communication more mobile. Business transactions and per-sonal communications can be completed instantaneously using e-mail and the Internet. Thousands of television stations, radio stations, newspapers, and magazines provide local, national, and international news. While Canada’s broadcasting and publishing services are publicly owned, private companies operate these services in

the United States. Federal government regulations, however, ensure that there is no monopoly, the total control of an industry by one person or one company.

Movement What are the primary methods for moving goods throughout the region?

Interstate highways in the United States are used to move both people and goods.

1. Place Compare the maps above. How did the distri-bution of highways change from 1950 to 2009?

2. Location Which part of the country has the most highways? Why do you think this is so?

Chicago New York City

Boston

Washington, D.C.

Miami

Atlanta

Denver

Seattle

LosAngeles

Las Vegas

Houston

Source: www.fhwa.dot.gov/interstate

2009

Chicago New York City

Boston

Washington, D.C.

Miami

Atlanta

Denver

Seattle

LosAngeles

Las Vegas

Houston

1950

The U.S. Interstate Highway System

Use StudentWorks™ Plus or glencoe.com.

W

S

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MAIN Idea

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169

W Writing SupportNarrative Writing Have students choose one of the trans-portation professions suggested by this paragraph: driver, airline pilot, or ship captain. Ask stu-dents to write a paragraph describing some aspect of the job, such as difficulties encoun-tered, the excitement of travel, seeing new places, and so on. OL

S Skill PracticeUsing Geography Skills Ask: Why are there fewer highways in the west and southwest? (These subregions have very few urban centers and low population densities.) OL

Answer: railroads, inland waterways, air-planes, pipelines

Answers1. There were only planned

highways in 1950. In 2009, they were reality.

2. east of the Mississippi; higher population densities

Answers1. There were only planned

highways in 1950. In 2009, they were reality.

2. east of the Mississippi; higher population densities

Hands-On Chapter Project

Step 1

Mapping Industries in the United States and Canada

Step 1: Making an Industries Map Pairs of students will gather information to create a poster-sized map that indicates types of industries and their locations in the United States and Canada. For each location, the map will have an inset with a brief paragraph profiling the industry’s interaction with the environment.

Essential Question: What industries make up the economies of the United States and Canada?

Directions Write the Essential Question on the board. Tell pairs of students to review the section together to find information on the industries in the United States and Canada and where they are based. Students may also use library or Internet resources to find additional information. Then have students decide how they will represent this

information on a map, complete with a key. Give students 8½-x-11-inch outline maps of the United States and Canada to use for a first draft of their maps.

Describing Allow time for pairs to de -scribe what they learned about a location or industry while working on the first draft of their maps. OL

(Chapter Project continues on page 175.)

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Section 1CHAPTER

170 Unit 2

Trade and Interdependence MAINMAIN IdeaIdea The United States and Canada are

connected to other countries through trade and in facing the challenges of global terrorism and build-ing a more peaceful world.

GEOGRAPHY AND YOU Do you know where your shoes were made? Was it in another country? Read to learn how the economies of the United States and Canada are connected to other countries.

Expanded trade between countries around the world has led to a global economy, the merging of economies in which countries are interconnected and become dependent on one another for goods and services. The United States and Canada, which are among the world’s major trading countries, play a pivotal role in this new global economy.

Exports and ImportsThe United States spends more on imports

than it earns from exports. The resulting trade deficit, the difference in value between a coun-try’s imports and exports, is hundreds of billions of dollars. The U.S. trade deficit results from the country’s large consumer population and grow-ing industries that require costly energy pur-chases. Also, some countries charge high tariffs,or taxes, on imports, thus raising the price of U.S. products and reducing their sales abroad.

Canada, by contrast, enjoys a trade surplus, earning more from exports than it spends for imports. Canada’s smaller population makes its energy needs less costly. Although both countries are spending more on imports, Canada’s annual export revenues are closer in total amount to imports than those of the United States.

NAFTAAs part of the global economy, the United States

and Canada are involved in trade agreements. In 1989, the two countries signed the U.S.-Canada Free Trade Agree ment (FTA) removing trade restrictions between them. A 1994 pact—the North Ameri can Free Trade Agreement (NAFTA)—included these two countries and Mexico. The implemen-tation of NAFTA created one of the world’s largest trading blocs. It eliminated trade bar-riers, increased economic activity among the three coun-tries, and strengthened their political and economic posi-tions in the global economy.

In recent years, businesses in the United States and other developed countries have changed the geography of production and manufactur-ing. They have sought lower production and labor costs by outsourcing, or setting up plants, service industries, and other businesses abroad to produce parts and products for domestic use or sale.

17,759,000CanadianVisitors

13,371,000U.S. Visitors

$335.6 Billion in Imports

from Canada

$260.9 Billion in Imports

from the U.S.

$159 Billion inInvestmentsfrom Canada

$289 Billion inInvestmentsfrom the U.S.

22,366Canadian

Immigrants

10,442U.S.

Immigrants

Note: Figures are given in U.S. dollars.Sources: U.S. Department of Homeland Security, Office of the U.S. Trade Representative, U.S. State Department, Statistics Canada.

The United States and Canada have a tradition of exchanging goods and people.

1. Movement Which country benefits more from the trading relationship? Why?

2. Movement The diagram indicates that there is more immigration from Canada to the United States than from the United States to Canada. What might account for this difference?

U.S.-Canadian Interdependence, 2007–2008

R 1

R 2

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Essential Question

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R 1 Reading StrategyMaking Connections Bring a newspaper to class and ask students to look through it and see if there are any stories on the global economy. What issues are the focus of major headlines? Discuss in class. OL

R 2 Reading StrategyAcademic Vocabulary Tell students that the word domestic comes from the Latin word domus, meaning “house.” The word domes-tic can refer to a home or to a home country. OL

Answers1. Canada; Canada receives

more in investments from the United States. The United States also imports more from Canada than it exports to Canada.

2. Lower taxes, better jobs, and warmer climate are all possi-ble answers.

Answers1. Canada; Canada receives

more in investments from the United States. The United States also imports more from Canada than it exports to Canada.

2. Lower taxes, better jobs, and warmer climate are all possi-ble answers.

Differentiated Instruction

BL Reading Essentials/Note-Taking Guide, p. 50

OL Real-Life Applications & Problem Solving, URB, p. 3

AL Differentiated Instruction, p. 26

ELL Vocabulary Activity, URB, p. 34

Copyright © Glencoe/M

cGraw-Hill, a division of The McGraw-Hill Com

panies, Inc.

1. The most popular form of passenger travel isa. by railroad.b. by automobile.c. by mass transit.d. by airplane.

2. U.S. broadcasting is owned bya. the government.b. a monopoly.c. private companies.d. universities.

Transportation and Communications

The road network in the U.S. is densest along the east and west coasts and along the Mississippi and Ohio River valleys. Most of Canada’s roads are in the southern part of the country. Burning gasoline causes air pollution that affects most urban areas. Mass public transportation in some areas reduces the number of vehicles. The region’s airports are used for long-distance travel. Passenger railroads and buses account for a small portion of the region’s passenger travel.

Freight is carried by railroads, along inland waterways, and by long-haul trucks. Airplanes handle overnight deliveries. Gas and oil are carried by pipelines.

The region’s communication networks include cellular and digital services. Business transactions and personal communica-tions are also handled over the Internet. The region has thou-sands of television stations, radio stations, newspapers, and magazines. Canada’s broadcasting and publishing services are publicly owned, while private companies operate these services in the United States. U.S. government regulations ensure that there is no communications monopoly, or total control of an industry by one person or company.

Use the key words and phrases from the text to write statements explain-ing the lesson content.

The United States and Canada are part of the global economy, the merging of economies in which countries are interconnected and become dependent on one another for goods and services.

The U.S. has a trade deficit because it spends more on imports than it earns from exports. Some countries charge tariffs, or taxes on imports, that raise the price of U.S. products. Canada has a trade surplus because it earns more from exports than it spends on imports. The 1989 U.S.–Canada Free Trade Agreement (FTA) removed trade restrictions between the countries. In 1994 the North American Free Trade Agreement (NAFTA) eliminated trade barriers between the United States, Canada, and Mexico. Some businesses are now outsourcing to produce parts and products for domestic use or sale.

The Smart Border action plan between the U.S. and Canada enhances border security by encouraging the monitoring of the flow of people and goods, securing infrastructure, and sharing information. The Free and Secure Trade (FAST) program estab-lishes complete and reliable records for all cargo.

Trade and Interdependence

049_054_RENTG_CH07_878389.indd 50 4/3/07 11:13:21 AM

Name Date Class

Assume the role of an executive in the Corporate Development Departmentof SeaFair Corporation, a large seafood distribution company. SeaFair is inter-ested in opening a small fish cannery that will employ about 50 people onthe coastline of the northern Pacific Ocean. Before your company can buildthe cannery, it must decide on a suitable location. They have asked you toevaluate the area and decide on a site. For this task, you must utilize yourknowledge of geography and how it affects development. Complete the chartbelow to help you identify the most important considerations for choosing anoptimum site for the SeaFair fish cannery.

Copyright © Glencoe/M

cGraw-Hill Companies, a division of The M

cGraw-Hill Companies, Inc.

Regional Flag or Quilt

Exports and Imports

The Smart Border Plan

Have students use the Internet to research the Smart Border Plan created by the United States and Canada to combat terrorism. They can describe the technology involved to make the plan work and report on specific plans for conducting ter-rorism that were prevented by the plan.

Economic Disparity

Canadian Media

Have students conduct an Internet search and find the Web pages for Canadian television stations and major newspapers. They should find the major stories that talk about issues and events in Canada and compile a list of the ten most important news stories that illustrate life in that country.

Regional Flag or QuiltRegional Flag or Quilt

Exports and ImportsExports and Imports

Economic DisparityEconomic Disparity

Name Date Class

What allows people to own, operate, and profit from their own businesses?

most favored nation status rich natural resources

market economy trade surplus

What has transformed the workplace in the United States and Canada into a post-industrial economy?

agriculture manufacturing

technology retooling

What do cities use to convert old industries into new factories and other buildings?

retooling demolishing

revising detoxifying

What word indicates total control of a type of industry by one person or one company?

tariff diversity

regulation monopoly

Water pollution is responsible for speeding up what process and causing an overgrowthof small plants?

acid rain eutrophication

clear-cutting smog production

A developed country produces and sells agricultural , or goods.

land is land suited for farming.

A occurs when a country imports more than it exports.

Chemical emissions from industries and automobiles react with water vapor to cause

.

Air pollution created when the sun’s rays interact with exhaust gases and industrial emissions

is called .

Leveled Activities

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Section 1CHAPTER

MAIN Idea

164-171_C07_S1_879995.indd 170 1/22/10 12:33:57 PM

Although NAFTA does not allow the free flow of labor from one country to another, it does allow U.S. companies to set up assembly plants in Mexico, where labor costs are lower.

United Against TerrorismAs technology, communications, and travel

improve and worldwide trading and financial systems become more integrated, terrorist orga-nizations can easily collect and move funds, assets, and people around the world. After the terrorist attacks of September 11, 2001, the United States and Canada created the Smart Border action plan to enhance border security. The plan focuses on monitoring the flow of peo-ple and goods, securing infrastructure, and shar-ing information. The Free and Secure Trade (FAST) program establishes complete and reli-able records for all cargo. Tunnels, bridges, and other infrastructure in the border region are watched by both countries, and X-ray machines are used to screen people and cargo. Intelligence sharing and coordination between U.S. and Canadian law enforcement agencies have increased greatly under the Smart Border plan.

Movement How are the United States and Canada connected to other nations?

1Vocabulary1. Explain the significance of: market economy, postindustrial,

central business district, retooling, commodity, arable, monopoly, global economy, trade deficit, tariff, trade surplus, outsourcing.

Main Ideas2. What are the reliable and continually improving transportation

and communications systems that help sustain the economies of the United States and Canada?

3. How are the United States and Canada connected to other countries through trade? How does the threat of terrorism bring the United States and Canada together?

4. Use a table like the one below to organize details about the growing service and high-tech industries in the market econo-mies of the United States and Canada.

Critical Thinking 5. Answering the EssentialEssential QuestionQuestion What effects has the

shift from heavy industry and manufacturing to service indus-tries had on the United States and Canada?

6. Describe the types of businesses and industries that are key to the economies of the United States and Canada.

7. Analyzing Maps Study the economic activity map on page 124 of the Regional Atlas. Near what type of natural feature are most manufacturing and trade centers located? Explain.

Writing About Geography8. Expository Writing Think about issues related to global trade

and the United States and Canada. Then write an essay in which you either support the idea of a global economy or explain the problems of a global economy.

Geography ONLINE

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

Chapter 7 171

SECTION REVIEW

Geography ONLINE

Student Web Activity Visit glencoe.com, select the

click on Student Web Activities—Chapter 7 for an activ-ity on the economic interdependence of Canada and the United States.

United States and Canada

Service Industries

High-tech Industries

Checkpoints along the U.S.-Canada border help monitor the movement

of people and goods between the two countries.

Regions What actions have the United States and Canada taken to prevent terrorist attacks?

UNITED

STATES A

ND

CAN

AD

A

World Geography and Cultures Web site, and

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171

Caption Answer:monitoring people and goods, securing infrastructure, and sharing intelligence

Answer: connected by the global economy

AssessGeography ONLINE

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

CloseDescribing Ask: What are characteristics of a postindustrial economy? (more emphasis on service and high-tech industries and less on heavy industry)

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.

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.

Answers

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

2. the highway system, mass transit systems, airports, and cellular and digital services

3. by importing and exporting goods and ser-vices; Because of the need to protect their shared borders, both countries work together to secure their nations from terrorist attacks.

4. Service Industries: makes up more than 75 percent of the U.S. economy, made up of government, education, health care, and banking, often located in a central business district; High-tech Industries: less depen-dent on location than agriculture and man-ufacturing, often located in large urban areas with pleasant weather and nearby housing.

5. Old manufacturing cities have lost jobs and people, and factories have had to be retooled for new industries.

6. high-tech or service industries 7. waterways; They make transporting goods

easier. 8. Essays will vary depending on each stu-

dent’s point of view, but should reflect an understanding of the global community.

Section 1 Review

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Section 2CHAPTER SECTION 2 People and Their EnvironmentIn the United States and Canada today, years of industrial emissions, automobile exhaust gases, and the use of natural resources have taken their toll on the environment. Curbing dependency on nonrenewable energy sources is an important issue. More and more people are exploring alternative energy sources that are both clean and renewable.

Voices Around the World“Freedom! I stand in a cluttered room surrounded by the debris of electrical enthusiasm: wire peelings, snippets of copper, yellow connectors, insulated pli-ers. For me these are the tools of freedom. I have just installed a dozen solar panels on my roof, and they work. A meter shows that 1,285 watts of power are blasting straight from the sun into my system, charging my batteries, cool-ing my refrigerator, humming through my computer, liberating my life. The euphoria of energy freedom is addictive. . . . Maybe that’s because for me, as for most Americans, one energy crisis or another has shadowed most of the past three decades.”

—Michael Parfit, “Powering the Future,”

National Geographic, August 2005

Guide to ReadingEssentialEssential QuestionQuestionHow have human actions modified the environment in the United States and Canada?

Content Vocabulary• clear-cutting (p. 173)• overfishing (p. 173)• acid rain (p. 174)• smog (p. 174)• eutrophication (p. 175)

Academic Vocabulary• conversion (p. 173)• cooperative (p. 174)

Places to Locate• New Orleans (p. 173)• Rio Grande (p. 175)• Alaska (p. 176)

Reading StrategyCategorizing As you read about the types of pollution affecting the United States and Canada, com-plete a graphic organizer similar to the one below by listing the causes of pollution.

Energy conservation using an alternative energy source

Causes of Pollution

Acid rain Water pollutionSmog

•••

•••

•••

172 Unit 2

sectionaudio

spotlightvideo

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MAIN Idea

172-177_C07_S2_879995.indd 173 1/22/10 12:35:08 PM

To generate student interest and provide a springboard for class discussion, access the Chapter 7, Section 2 video at glencoe.com.

FocusDaily Focus Transparency 7.2

Guide to ReadingAnswers to Graphic:

Resource Manager

cars, power plants, and factories releasing chemical emissions that react with water vapor in the air

automobile exhaust and industrial emissions interact with the sun’s rays

introduction of sewage and industrial and agriculture wastes into the water system, heated wastewater contributes

Acid rain Smog Water pollution

Causes of Pollution

Teacher Edition• Using Word Parts,

p. 173

Additional Resources• Guided Reading 7-2,

URB, p. 42• RENTG, pp. 52–54

Teacher Edition• Compare/Contrast,

p. 175• Predict. Conseq., p. 176

Additional Resources• Environ. Issues Case

Study, URB p. 9• Quizzes and Tests, p. 76

Teacher Edition• Gifted and Talented,

p. 174

Additional Resources• Diff. Instr. for the Geo.

Classroom, pp. 25–27• Reteaching Act., URB

p. 35

Teacher Edition• Personal Writing,

p. 175

Additional Resources• Enrichment Act., URB

p. 39• Authentic Assess.,

p. 37

Teacher Edition• Visual Literacy, p. 174

Additional Resources• Daily Focus Skills

Trans. 7-2• Reinforcing Skills Act.,

URB, p. 37

Reading Strategies

Critical Thinking

Differentiated InstructionR C D W SWriting

SupportSkill Practice

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Section 2CHAPTER

Essential Question

172-177_C07_S2_879995.indd 172 1/22/10 12:34:55 PM

Managing ResourcesMAINMAIN IdeaIdea People in the United States and Canada

are evaluating the negative effects of human activity on the environment and realizing the importance of managing natural resources wisely.

GEOGRAPHY AND YOU Do you and your family recycle and use products made from recycled mate-rials? Read to learn about the importance of respon-sibly managing different types of natural resources.

The natural resources of the United States and Canada have not always been managed respon-sibly. Clear-cutting, or taking out whole forests when harvesting timber, has destroyed many of the region’s old-growth forests, endangered wildlife, and left the land subject to erosion and flooding. Many wetland areas, which include marshes, ponds, and swamps, are disappearing due to conversion to agricultural or urban land uses and pollution. Wetlands protect important water supplies and fisheries and in many cases buffer coastal areas from storms and floods. In New Orleans, for example, the building of levees, or raised embankments, around the city has destroyed nearby wetlands that once protected the area from flooding.

Resource mismanagement also includes ignor-ing the delicate balance between species in vari-ous ecosystems. Overfishing, which occurs when the amount of fish caught exceeds the amount that can be resupplied by natural reproduction, has depleted many of the region’s fisheries. The hunting and driving away of certain types of wildlife, such as wolves in western Canada, has led to overpopulation of other types of wildlife. For example, without wolves to prey on elk in some areas of Canada, the elk population has grown out of control. The accidental or deliber-ate introduction of nonnative plant and animal species, on the rise because of increased global travel and trade, causes a host of environmental problems. These problems include blocked water-ways, crop destruction, and displacement of cru-cial native species. Although efforts to reverse the damage to the environment have begun, the region has a long way to go toward achieving the sustainable use of its natural resources.

Human-Environment InteractionHow have wetlands been mismanaged?

Chapter 7 173

Deliberate fires, known as con-trolled burns, are used to clear

dry brush before it becomes too dense.

Human-Environment Interaction How can controlled burns help avoid the devastation that wildfires cause?

An untouched forest with dense underbrush

A controlled burn clears excess brush.

Forest regrowth without the dense underbrush

UNITED

STATES A

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173

TeachR Reading Strategies

Using Word Parts Point out the following compound words in the text: clear-cutting, wildlife, and wetlands. Help students define the words by breaking them down into their component words. Have students find and define these other compound words on the page: overfishing, overpopulation, waterways, wild-fires, and underbrush. BL ELL

Caption Answer:by burning away excess underbrush that would make wildfires even more intense

Answer: They have been converted to agriculture or urban areas or contaminated by pollution.

AdditionalSupport

Activity: Technology Connection

Illustrating Ask: What are the topics dis-cussed in the two paragraphs on this page? List students’ answers on the board. Then organize the class into two groups, one for each paragraph. Tell students that they will use the Internet to do further research on the topics discussed in their paragraph and to prepare illustrations related to their research. Students

may use drawings, photographs, maps, charts, time lines, or other visuals. Emphasize that any material from the Internet should have a label or caption indicating the Web site from which it was drawn. Have groups present their illustra-tions, then display the illustrations in the classroom or gather them in a folder or binder that will be available to other students. OL

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Section 2CHAPTER

174 Unit 2

Human ImpactMAINMAIN IdeaIdea Human-made pollution has damaged

the region’s environment in various ways, leading people to actively seek solutions to the problem.

GEOGRAPHY AND YOU Does your community have problems with air or water pollution? Read to learn how economic activities have caused pollution in the United States and Canada and how people in the region are dealing with the issue.

One of the unfortunate consequences of indus-trial development in the United States and Canada has been the increase in human-made pollution.

Acid RainAcid rain, precipitation carrying high amounts

of acidic material, affects a large area of the east-ern United States and Canada. Acid rain forms when cars, power plants, and factories release chemical emissions such as sulfur dioxide and nitrogen oxide that react with water vapor in the air. Acid rain corrodes stone and metal buildings, damages crops, and pollutes the soil. It is espe-cially damaging to the region’s waters, as plant life and fish cannot survive in highly acidic waters. Over time, lakes can become biologically dead, or unable to support most organisms.

As the map on page 125 indicates, the winds that carry acid rain do not respect local or national boundaries. The source of the pollution may be quite distant from the place where acid rain falls. For example, emissions from the United States result in acid rain in Canada, threatening timber and water resources.

Much of the acid rain in Canada comes from the United States. As a result, in the early 1990s the two countries signed a cooperative agree-ment outlining a gradual reduction of emissions. Despite some progress, large parts of eastern Canada still suffer from the effects of acid rain.

SmogThe chemicals that create acid rain also contrib-

ute to smog. As the sun’s rays interact with auto-mobile exhaust gases and industrial emissions, a visible haze forms, damaging or killing plants and harming people’s eyes, throats, and lungs.

Officials in many of the region’s metropolitan areas measure air quality on a daily basis. When

emissions interact with climate conditions and create dangerous levels of smog, officials issue air quality alerts urging children, the elderly, and people with respiratory problems to stay indoors. Authorities may prohibit nonessential driving and the use of other gasoline-powered engines.

Clean-air practices have substantially reduced air pollution in some major cities, and still more is being done. Car manufacturers are producing fuel-efficient hybrid vehicles that have both an electric motor and a gasoline motor that work together. Engineers continue to research fuel cell vehicles, which produce electricity using hydrogen fuel and oxygen; biofuel vehicles, which use fuel from organic sources such as plant oils; and solar-powered cars. Legislation requires the reduction of sulfur and other pollutants in fuels. Smog can also be reduced by using alternatives to automobiles—walking, bicycling, or public transportation.

Denver, Colorado, seen on a clear day (top) and

on a smoggy day (bottom) is one of many cities in the region coping with the problem of smog.

Human-Environment Interaction What can be done to decrease air pollution and smog in urban areas?

D

S

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D Differentiated InstructionGifted and Talented Have students write a short research paper on acid rain, detailing when it was first recognized as a prob-lem, when the United States and Canada signed their agreement, and any improvements in the situ-ation since then. AL

S Skill PracticeVisual Literacy Ask students to research the causes of smog in Denver and share their findings with the class. OL

Differentiated Instruction

Caption Answer:prohibiting nonessential driv-ing and gas-powered engines, using cleaner-burning fuels, reducing pollutants emitted from factories, and encourag-ing the use of mass-transit

BL Differentiated Instruction, p. 25

OL Teaching Strategies, Political Map Transparencies, p. 5

AL Critical Thinking Activity, Polit-ical Map Transparencies, p. 5

ELL Vocabulary Activity, URB, p. 34

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Key Terms and Reinforcement

U.S.–Canadian Interdependence

Border Crossings

Key Terms and ReinforcementKey Terms and Reinforcement

U.S.–Canadian InterdependenceU.S.–Canadian Interdependence

Border CrossingsBorder Crossings

CHAPTER7

As you project Transparency 3, ask students what theUnited States and Canada have in common as aregion. If students have difficulty with this, ask themwhy Mexico is not considered part of the region. Ask:

Point out that, in addition to language, thesetwo countries have similar histories; for example, bothwere once part of the British Empire. You may alsomention that the two countries have similar systems ofeducation. Each province and territory of Canada, likeeach state in the United States, has its own school sys-tem. Students typically attend eight years of public ele-mentary school and four years of high school.

Ask a student to go to the map and point to the statewhere your school is located. Have other students taketurns indicating the states or country that border yourstate.

Ask for volunteers to trace and name major UnitedStates rivers on the map. (Colorado, Rio Grande,Mississippi, Ohio, Missouri) Ask students if they canidentify the source and mouth of each of these rivers.

Next, remind students that rivers often createboundaries between states and countries. Ask volun-teers to name the rivers that form partial or entireboundaries between states. As one student states thename of the river, have another student trace the riveron the map with a finger. For help in identifying thestates, students may turn to appropriate maps in theirtextbook. (The Colorado separates part of Californiaand part of Nevada from Arizona; the Rio Grande sep-arates Texas from part of Mexico; the Mississippi formspart of the boundary for the following states:Louisiana, Mississippi, Arkansas, Tennessee, Missouri,Illinois, Iowa, Minnesota, and Wisconsin; the Ohioforms part of the boundary for the following states:Kentucky, Illinois, Indiana, Ohio, and West Virginia;the Missouri forms part of the boundary for the follow-ing states: Missouri, Nebraska, South Dakota, andIowa.)

Ask students: (Answers may include lakes and mountains.)

Have students indicate two northern states that are

known for their lakes. (Answers may includeMinnesota and Michigan.) Ask volunteers to come tothe map and point out the regions that have well-known mountain ranges. (Answers may include:Rocky Mountains primarily in Colorado; SierraNevada in California; Blue Ridge Mountains inTennessee; Appalachian Mountains in eastern NorthAmerica.)

Tell students that latitude and longitude are addi-tional ways to separate political units. Create a tablewith the following columns.

60°N Yukon and Northwest Territoriesfrom British Columbia

40°N Nebraska and Kansas

120°W Part of British Columbia from part ofAlberta and part of California frompart of Nevada

110°W Alberta from Saskatchewan

Ask four volunteers to come to the map and indi-cate the territories that are separated by the lines of lat-itude and longitude on the table.

Invite students to estimate and compare the size ofAlaska to the total size of the continental United States.Provide the following clues: The greatest distances inthe United States, excluding Alaska and Hawaii, east towest is 2,807 miles (4,517 kilometers); north to south is1,598 miles (2,572 kilometers). The greatest distance inAlaska east to west is 2,200 miles (3,540 kilometers);north to south is 1,200 miles (1,930 kilometers).

Have a group of student volunteers trace the out-line of Alaska on transparent paper, cut it out, andplace it over the continental United States to comparethe sizes of the two regions. Ask students to name agroup of states that would likely fit into the territory ofAlaska.

The student activity on the following page gives stu-dents the opportunity to review the lesson on theUnited States and Canada.

As you project Transparency 3, ask students what theUnited States and Canada have in common as aregion. If students have difficulty with this, ask themwhy Mexico is not considered part of the region. Ask:

Point out that, in addition to language, thesetwo countries have similar histories; for example, bothwere once part of the British Empire. You may alsomention that the two countries have similar systems ofeducation. Each province and territory of Canada, likeeach state in the United States, has its own school sys-tem. Students typically attend eight years of public ele-mentary school and four years of high school.

Ask a student to go to the map and point to the statewhere your school is located. Have other students taketurns indicating the states or country that border yourstate.

Ask for volunteers to trace and name major UnitedStates rivers on the map. (Colorado, Rio Grande,Mississippi, Ohio, Missouri) Ask students if they canidentify the source and mouth of each of these rivers.

Next, remind students that rivers often createboundaries between states and countries. Ask volun-teers to name the rivers that form partial or entireboundaries between states. As one student states thename of the river, have another student trace the riveron the map with a finger. For help in identifying thestates, students may turn to appropriate maps in theirtextbook. (The Colorado separates part of Californiaand part of Nevada from Arizona; the Rio Grande sep-arates Texas from part of Mexico; the Mississippi formspart of the boundary for the following states:Louisiana, Mississippi, Arkansas, Tennessee, Missouri,Illinois, Iowa, Minnesota, and Wisconsin; the Ohioforms part of the boundary for the following states:Kentucky, Illinois, Indiana, Ohio, and West Virginia;the Missouri forms part of the boundary for the follow-ing states: Missouri, Nebraska, South Dakota, andIowa.)

Ask students: (Answers may include lakes and mountains.)

Have students indicate two northern states that are

known for their lakes. (Answers may includeMinnesota and Michigan.) Ask volunteers to come tothe map and point out the regions that have well-known mountain ranges. (Answers may include:Rocky Mountains primarily in Colorado; SierraNevada in California; Blue Ridge Mountains inTennessee; Appalachian Mountains in eastern NorthAmerica.)

Tell students that latitude and longitude are addi-tional ways to separate political units. Create a tablewith the following columns.

60°N Yukon and Northwest Territoriesfrom British Columbia

40°N Nebraska and Kansas

120°W Part of British Columbia from part ofAlberta and part of California frompart of Nevada

110°W Alberta from Saskatchewan

Ask four volunteers to come to the map and indi-cate the territories that are separated by the lines of lat-itude and longitude on the table.

Invite students to estimate and compare the size ofAlaska to the total size of the continental United States.Provide the following clues: The greatest distances inthe United States, excluding Alaska and Hawaii, east towest is 2,807 miles (4,517 kilometers); north to south is1,598 miles (2,572 kilometers). The greatest distance inAlaska east to west is 2,200 miles (3,540 kilometers);north to south is 1,200 miles (1,930 kilometers).

Have a group of student volunteers trace the out-line of Alaska on transparent paper, cut it out, andplace it over the continental United States to comparethe sizes of the two regions. Ask students to name agroup of states that would likely fit into the territory ofAlaska.

The student activity on the following page gives stu-dents the opportunity to review the lesson on theUnited States and Canada.

Name Date Class

What allows people to own, operate, and profit from their own businesses?

most favored nation status rich natural resources

market economy trade surplus

What has transformed the workplace in the United States and Canada into a post-industrial economy?

agriculture manufacturing

technology retooling

What do cities use to convert old industries into new factories and other buildings?

retooling demolishing

revising detoxifying

What word indicates total control of a type of industry by one person or one company?

tariff diversity

regulation monopoly

Water pollution is responsible for speeding up what process and causing an overgrowthof small plants?

acid rain eutrophication

clear-cutting smog production

A developed country produces and sells agricultural , or goods.

land is land suited for farming.

A occurs when a country imports more than it exports.

Chemical emissions from industries and automobiles react with water vapor to cause

.

Air pollution created when the sun’s rays interact with exhaust gases and industrial emissions

is called .

Leveled Activities

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Section 2CHAPTER

MAIN Idea

172-177_C07_S2_879995.indd 174 1/22/10 12:35:14 PM

Water Pollution Water systems in the region have also become

polluted by the introduction of sewage and indus-trial and agricultural wastes. Industrial wastes may be illegally dumped into rivers and streams or may find their way through small, unnoticed leaks into the groundwater. Industries also cause thermal pollution by releasing heated industrial wastewater into cooler lakes and rivers. Runoff from agricultural chemicals, such as fertilizers and pesticides, also pollutes the region’s water.

Water pollution has harmful effects on marine life and on the birds and other animals that feed on fish or breed in wetlands. The toxic chemi-cals and wastes that pollute the water supply also endanger humans. In 2000, seven people in Walkerton, Ontario, died and thousands became ill after groundwater contaminated with animal wastes entered Walkerton’s water supply.

Water pollution also speeds eutrophication(yu•troh•fuh•KAY•shuhn), the process by which a body of water becomes rich in dissolved nutrients, encouraging overgrowth of small plants, especially algae. The algae growth can deplete the water’s oxygen, leaving none for fish. Algae overgrowth can also turn a lake first into a marsh and over many years into dry land.

Reversing the Effects of Pollution

In 1972 the United States and Canada signed the Great Lakes Water Quality Agreement to combat pollution in the lakes. The United States also passed the Clean Water Act, mandating measures to restore the quality of U.S. waters.

In New England, this law forced an end to asbestos dumping in the Nashua River and spurred the construction of wastewater treat-ment plants. These facilities protected the river from paper pulp, chemical dyes, and other indus-trial wastes. Like many of the country’s water-ways, the Nashua River slowly regained its health. Today it is once again safe for wildlife and people.

The passage of NAFTA, however, has shifted some environmental concerns south to the U.S.-Mexico border. Along the Rio Grande, rapid industrial growth threatens the environment. Various agencies are monitoring the environ-mental effects of NAFTA and suggesting ways to reduce pollution.

Human-Environment Interaction What is one source of water and air pollution in the United States and Canada?

NUCLEAR ENERGYBenefits:• does not emit greenhouse gases• stable energy prices

Drawbacks:• spent radioactive fuel takes thousands

of years to become inactive• potential for an accident or attack

Energy Benefits and Drawbacks

FOSSIL FUELSBenefits:• easiest energy to transport and store

Drawbacks:• emit greenhouse gases• extraction can cause destruction

of land• nonrenewable

SOLAR/WINDBenefits:• do not produce waste• usable in remote areas• renewable

Drawbacks:• initial costs are expensive • power depends on amount of

sunlight/wind available

Chapter 7 175

HYDROELECTRIC POWERBenefits:• fairly low operating and maintenance

costs• emits very little carbon dioxide• long life span

Drawbacks:• requires lots of space • can threaten recreation, disrupt flow

of rivers, and endanger aquatic lifeCooling tower at a nuclear power plant

C W

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175

C Critical ThinkingComparing and Contrasting Assign small groups to study the benefits and drawbacks of the energy sources in the diagram. Have groups rank each energy source according to how much they would like to see the world rely on it in the future. Students should note the similarities and differences from current energy sources as part of their rankings. Have each group present its rank-ings, then lead further discussion to determine the view of the whole class. OL

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

W Writing SupportPersonal Writing Have stu-dents write a paragraph stating their preferred energy source and justifying their preference with examples and facts. OL

Answer: Answers may include sewage, industrial or agricultural wastes, heated wastewater, agricultural runoff.

Hands-On Chapter Project

Step 2

Mapping Industries in the United States and Canada

Step 2: Preparing the Final Draft of the Map Pairs of students will continue to prepare a poster-sized map that they began planning in Step 1.

Directions Tell pairs of students to use the first draft of their map to prepare the

final draft. Then write the Essential Question on the board. Have students review the sec-tion together to find information in the text on damage to the environment by specific industries. Remind students they will be writing a brief paragraph on this informa-tion for the insets on their map. Encourage students to reflect on environmental dam-age due to high population density, which might be caused by the service industry, as

well as direct damage, such as industrial dumping, other pollution, or irresponsible use of agricultural land.

Putting It Together Ask volunteers to share what they learned about the Essential Question while working on the final draft of their maps. OL

(Chapter Project continues on Visual Summary page.)

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Section 2CHAPTER

176 Unit 2

Future Challenges MAINMAIN IdeaIdea Responding to global warming and

developing clean, efficient, renewable energy sources are challenges for the future of the region.

GEOGRAPHY AND YOU What kind of environmen-tal challenges does your community face? Read to learn about the challenges that lie ahead for the United States and Canada.

People in the United States and Canada are con-cerned about the possible effects of global warm-ing. Natural forces, such as volcanic eruptions, account for some, but not all, of the climate changes. Most experts agree that human activity has most likely accelerated warming trends. The clearing of forests and the burning of fossil fuels result in the greenhouse effect. In fact, the level of carbon dioxide in the atmosphere is higher now than it has been for thousands of years.

The effects of global warming can be seen in the Arctic regions of Alaska and Canada. Thinning sea ice has forced caribou, polar bears, and seals, on which the hunting lifestyle of the Inuit depends, to move farther north. The per-mafrost is beginning to thaw, buckling the land, weakening the foundations of houses, and caus-ing villages to sink.

In response to global warming and greenhouse gases, the United States and Canada are working to diversify energy sources to lessen the depen-dence on fossil fuels. Governments offer subsidies and put pressure on utility companies to limit emissions and include renewable energy sources in their future plans. Solar panels and biofuels made from corn and other organic sources are among the potential renewable energy sources. Dependability, efficiency, and cost are factors as people examine whether these sources can keep up with the region’s energy needs.

Human-Environment InteractionWhat types of human activities have contributed to global warming?

Vocabulary 1. Explain the significance of: clear-cutting, overfishing, acid rain,

smog, eutrophication.

Main Ideas 2. Describe specific situations that are helping people in the

United States and Canada realize the importance of managing natural resources wisely.

3. What are the environmental challenges for the future? How is the region beginning to respond to these challenges?

4. Use a flowchart like the one below to list the causes of human-made pollution and its effects on the environment in the United States and Canada. Then describe the solutions people have used to solve these pollution problems.

Critical Thinking 5. Answering the EssentialEssential QuestionQuestion Describe the effects

of water pollution on the region’s environment.6. Predicting Consequences Why is it important for the region

to manage resources responsibly? 7. Analyzing Information Why is it important for Canada and

the United States to work together to reduce pollution?

Writing About Geography 8. Descriptive Writing Pollution and the overuse of resources

affect areas of the region in different ways. Write a descriptive paragraph about one setting within the United States or Canada, explaining how an environmental problem has affected it.

2

Geography ONLINE

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

REVIEWSECTION

Problem Causes Effects Solutions

A sign marks a glacier’s extent in 1978, which

has since receded due to global warming.

Human-Environment Interaction What effects of global warming have occurred in Alaska and Canada?

C

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176

C Critical ThinkingPredicting Consequences Ask: What are some other conse-quences of continued increases in the amount of greenhouse gases in the atmosphere? (melt-ing polar ice caps, rising sea levels, changes in climate patterns) OL

Caption Answer:receding glaciers, thinning sea ice, thawing of permafrost

Answer: clear-ing of forests, burning of fossil fuel

AssessGeography ONLINE

Study Central provides summa-ries, interactive games, and online graphic organizers to help students review content.

CloseProblem Solving Discuss with students different ways they can conserve energy around the house.

Answers

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

2. eroded lands, flooding, nonnative plants harming agriculture, global warming

3. dealing with global warming, acid rain, and smog. Passing laws intended to help keep the environment cleaner and to release less pollution into the air, water and soil.

4. Problem: smog, global warming, acid rain, eutrophication Causes: burning fossil fuels,

dumping of pollutants Effects: ice melting floods, fish kills, trees dying, Solutions: laws restricting what may be released into the atmosphere or into waterways, cleaner fuels, different energy sources

5. Water pollution causes eutrophication. Eutrophication causes plant life in rivers to grow, depriving fish of oxygen, killing them off. The plants can choke a river turning it into marshland and eventually into dry land.

6. so that future generations will be able to utilize the resources as well

7. Because pollution from one country can affect the other country as well; they must work together to be effective.

8. This essay will have multiple responses. Students’ responses should reflect their understanding of human-environment interaction.

Section 2 Review

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VISUAL SUMMARY MAIN Idea

Essential Question

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Section AFriday

The Region Today

Chapter 7 177

2009• Service industries dominate the econo-

mies of the United States and Canada.• Many industrial jobs have been outsourced

or can now be done with robots.• Advanced

communica-tions and transportation have helped the United States and Canada become world leaders.

7CHAPTER VISUAL SUMMARY Study anywhere, anytime by downloading quizzes and flashcards to your PDA from glencoe.com.

Changing Economies

• The United States and Canada have misman-aged resources in the past.

• Pollutants were released into the air that have since caused acid rain, smog, and water pollution.

• New technologies, alternative energy sources, and stricter environmental standards are some of the ways the United States and Canada are repairing the environment.

Environmental Crisis?

1900• New technologies brought about a shift in the economy.• Mass production made goods cheaper to produce

and buy.• Farming technology allowed fewer people to produce

more crops.

Wetlands in the United States

UNITED

STATES A

ND

CAN

AD

A

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177

Formulating Questions Have students read the Changing Economies lists. For each bullet point, ask them to write a ques-tion on the board. Model by ask-ing this question for the first point: How have the economies of the United States and Canada shifted over the last hundred years? (first, agricultural to indus-trial; later, industrial to service) Continue with the remaining points, encouraging students to ask more questions. As questions are asked, help the class answer them. Tell students that they may refer to the chapter to help them answer questions. OL

Classifying Have students classify the information on the “Wetlands in the United States” map by identifying the states in each category on the map key. Ask: Which states have lost the most wetlands? (California, Iowa, Missouri, Illinois, Indiana, Ohio, Kentucky) Which state or states have lost the least? (New Hampshire) BL

Hands-On Chapter ProjectStep 3: Wrap-Up

Mapping Industries in the United States and Canada

Step 3: Present and Discuss the Maps After pairs of students present their maps, the class will engage in a discussion synthe-sizing what they learned in Steps 1 and 2.

Directions Have students review the Big Idea for each section. Ask them to draw on information from the maps and their insets to give specific examples illustrating each Big Idea. Encourage students to ask ques-tions or share any personal experiences or

thoughts they might have that give another perspective on each Big Idea. For example, students may wish to discuss the industries that their families work in or natural or environmental disasters that have affected them. OL

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CHAPTER 7ASSESSMENT

Eliminate answers that do not make sense. For instance, if an answer refers to a region of the world other than the United States and Canada, you know it cannot be correct.

TEST TAKING TIP

178 Unit 2

CHAPTER 7

TEST-TAKING TIP

STANDARDIZED TEST PRACTICE

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

1. Setting up plants abroad to produce parts and products for domestic use or sale is known as .

A retooling

B eutrophication

C outsourcing

D clear-cutting

2. A country has a when it earns more from exports than it spends for imports.

A trade defi cit

B trade surplus

C tariff

D market economy

3. Water pollution speeds , the process by which a body of water becomes rich in dissolved nutrients.

A gentrifi cation

B retooling

C clear-cutting

D eutrophication

4. is the total control of a type of industry by one person or one company.

A Oligopoly

B Partnership

C Monopoly

D Theocracy

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

Section 1 (pp. 166 –171)

5. Both the United States and Canada have a economic system.

A socialist

B pure capitalist

C market

D command

6. Air pollution and increased traffi c congestion are both results of the reliance of the United States and Canada upon .

A fossil fuels

B automobile transportation

C mass public transportation

D a market economy

Section 2 (pp. 172 –176)

7. The clear-cutting of forests in the United States and Canada has caused .

A destruction of old-growth forests

B a loss of fertile farmland

C the creation of new wetland areas

D an increase in the wildlife population

8. The majority of human-made water pollution in the United States and Canada has been caused by .

A acid rain and the introduction of sewage and industrial and agricultural wastes to the water systems

B a decrease in eutrophication and an increase in overfi shing

C smog and the clear-cutting of the region’s forests

D increased environmental regulations

GO ON

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BiG Idea

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178

Answers, Analyses, and Tips

TEST-TAKING TIPRemind students to check word roots. If students don’t recognize the word, they may recognize its parts. Does the root word remind them of a familiar word? Does the prefix or suffix affect the meaning of the root word? If the word can’t be broken down, students should move to the next choice.

Reviewing Vocabulary1. C The answer to this question will be a business activity. Choice A refers to a process of converting a single factory for a new use. Choice B is an environmental pro-cess. Choice D refers to the pro-cess of removing whole forests when harvesting timber.

2. B This challenging question can be approached logically. Choices C and D are distracters because exporting and importing are trade activities. Students need to know the difference between a deficit and a surplus to answer this question correctly.

3. D Of the answer choices, only eutrophication is an environmen-tal process.

4. C Students can use their knowl-edge of word parts to eliminate distracters. To determine the correct answer students should remember that mono- means “one.”

Reviewing Main Ideas5. C Of the four answer choices, the only economic system mentioned in the section is market economy.

6. B Students should remember that the prevalence of automobiles significantly impacts air pollution and traffic congestion. Fossil fuels contribute to air pollution, but do not in themselves contribute to traffic congestion.

7. A Students should understand that clear-cutting is a method of harvesting timber.

8. A Water pollution causes eutrophication to increase, not decrease. Smog is a result of air pollution, not water pollution. Environmental regulations protect bodies of water from pollution.

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CHAPTER 7ASSESSMENT

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ASSESSMENT

Geography ONLINE

For additional test practice, use Self-Check Quizzes—Chapter 7 on glencoe.com.

Chapter 7 179

Need Extra Help?

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

9. How has the agricultural industry of the region changed over the last 50 years?

A There is a growing dependence upon small farms.

B The average size of farms has increased, while the num-ber of farmworkers has decreased.

C Canada’s land percentage has surpassed that of the U.S.

D Most farms are owned by commercial corporations rather than by families.

Base your answers to question 10 on the map below and your knowledge of Chapter 7.

10. Which cities shown are most affected by acid rain?

A Detroit, Chicago, Montreal, and Quebec

B Detroit, Chicago, and Cleveland

C Cleveland, Pittsburgh, Buffalo, and Toronto

D Montreal, Detroit, Buffalo, and Pittsburgh

Document-Based QuestionsDirections: Analyze the document and answer the short-answer question that follows the document.

In January 1994, the United States, Canada, and Mexico formed the North American Free Trade Agreement (NAFTA), one of the world’s largest trading blocs. The document below is an excerpt from the preamble to the agreement.

The Government of Canada, the Government of the United Mexican States and the Government of the United States of America, resolve to: • STRENGTHEN the special bonds of friendship and cooperation

among their nations; • CONTRIBUTE to the harmonious development and expansion

of world trade and provide a catalyst to broader international cooperation;

• CREATE an expanded and secure market for the goods and services produced in their territories;

• REDUCE distortions to trade; • ESTABLISH clear and mutually advantageous rules governing

their trade; • ENSURE a predictable commercial framework for business

planning and investment; . . .• CREATE new employment opportunities and improve working

conditions and living standards in their respective territories;• UNDERTAKE each of the preceding in a manner consistent with

environmental protection and conservation;• PRESERVE their fl exibility to safeguard the public welfare;• PROMOTE sustainable development;• STRENGTHEN the development and enforcement of environ-

mental laws and regulations; and• PROTECT, enhance and enforce basic workers’ rights; . . .

11. NAFTA provides for cooperation on issues other than trade. What are some of these issues? Why might they be included in a trade agreement?

Extended Response12. Exploring the BiGBiG IdeaIdea

Explain how the interaction of economic activities and the environment has had a positive result in the United States and Canada.

If you missed questions. . . 1 2 3 4 5 6 7 8 9 10 11 12Go to page. . . 170 170 175 169 167 168 173 175 168 179 179 174–175

Toronto

ChicagoDetroit

Cleveland Pittsburgh

Ottawa

Quebec

Montreal

Buffalo

Toronto

ChicagoDetroit

Cleveland Pittsburgh

Buffalo

Ottawa

Quebec

Montreal

400 miles

400 kilometers

0

0

Lambert Azimuthal Equal-AreaprojectionSource: Environment Canada

Mean pHof Rainfall

Below 4.4

4.6–4.4

4.8–4.6

Over 4.8

Prevailingwind

N

S

W E

United States and Canada: Acid Rain

STOP

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179

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 7 and take the Self-Check Quiz.

Extended ResponseStudents’ answers will vary. Possible answers include: Environmental treaties have been signed and laws have been passed to increase fuel efficiency. Exploration of alternative energy sources—such as solar energy and biofuels—is intended to help reduce greenhouse gas emissions. The move toward a postindustrial economy has decreased the emphasis on heavy industry, which in turn reduces industrial pollutions and uses fewer natural resources.

Critical Thinking9. B The section devotes a paragraph to the increase in average farm size and the decrease in farm workers.

10. C Students should understand that acid rain lowers pH of rainfall. Therefore, areas with the lowest pH levels have been most affected by acid rain.

Document-Based Questions11. They pledged to undertake enforcement of this document in a manner that was consistent with environmental protection and conserva-tion. The second part of this question could have multiple answers. One possible answer is that the costs of pollution could outweigh the benefits of unrestricted trade. Students should read the document carefully to arrive at the correct answers.

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STUDYCASE

Additional Support 180 Unit 2

STUDYCase THE GLOBAL ECONOMY: What happens when people overseas are used to fill jobs that Americans have been doing?

Factories close and operations move to another country. Office work is also being done by people in foreign countries. When you call tech support for help with your computer, there is a good chance you are talking to someone in India. When you board a plane and the gate agent scans your boarding pass, someone in another country compiles the information and e-mails it back to the airline. This transfer of work to people in other countries is called outsourcing.

Understanding the IssueOutsourcing, and the involvement of the United

States in this business practice, can be examined from various perspectives.

A Moral Issue Some people argue that U.S. compa-nies have an obligation to keep their employees working and that laying them off, even for economic reasons, is morally wrong. Workers may have diffi-culty finding new jobs that offer the same pay and benefits as the jobs they lost. Older workers may not be able to find new jobs of any kind.

An Economic Dilemma U.S. companies today face competition from countries where wage rates are much lower and companies do not have to provide health insurance, which can be extremely expensive. Companies try to find the least expensive places to conduct business. Modern transportation and com-munications technology often make it cheaper to have goods made where wage rates are low and then transported to market than to make them in the United States. Information can be sent electronically in a split second at almost no cost, and many foreign countries are educating more of their people to higher levels than ever before. U.S. consumers benefit from lower prices, and shareholders benefit from larger corporate profits.

A Political Problem Laid-off workers in the United States face a lower standard of living. They often demand that the government provide such help as unemployment benefits and job training. They may become angry at immigrants who seem to be taking jobs at lower wages. People who believe that gov-ernment aid simply makes people lazy and unwilling to work will oppose their demands.

U.S. Inflation and UnemploymentRates, 1975–2009

Perc

ent

14

10

12

4

6

8

2

–2

0

1975 1980 199519901985 2000 2009*2005

*Note: Data through September 2009.Sources: www.inflationdata.com; Bureau of Labor Statistics, www.bls.gov

Inflation rateUnemployment rate

Above right: Call center employees work in Bengaluru, India.Above: Employees of General Motors strike in Flint, Michigan.

S

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180

FocusIntroducing the Case Study Ask: What kinds of jobs are held by people you know? (Answers will vary.) Which of these jobs could be done by people over-seas? (Students might name jobs that do not involve face-to-face contact with people.) OL

TeachS Skill Practice

Reading a Graph Have students study the graph on this page. Ask them to describe the trends in infla-tion and unemployment within any 2- to 3-year period. (Answers will vary.) Then have them explain this in terms of Americans during that period. (Answers will vary depend-ing on the period, but should reflect the relative impacts of inflation and unemployment on daily life. Sample answer: In the period 1977–1979 food, housing, and fuel became increasingly expensive, but during the same period, jobs became more plentiful.) AL

Outsourcing to India India’s call cen-ters got their start in the 1990s when new technologies such as satellite phone sys-tems allowed U.S. businesses to easily route customer service calls overseas. India was an attractive location for these call centers because its highly educated, English-speak-ing population would work for only a few hundred dollars per month. Call centers are

generally staffed by young people in their twenties. Each person takes an American name and learns to speak with a more American accent. The call centers have had an effect on youth culture in India. Young people who work together also often socialize together. They may adopt American customs, and emphasize friends and work over family. The economic and

cultural benefits of call centers are debated in India. Some claim that call-center jobs give young Indians confidence and eco-nomic opportunity. However, others claim that call-center jobs are demoralizing and waste the talents of the college-educated people who take these jobs.

Background: Call Centers in India

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STUDYCASE

AdditionalSupport

180-183_U2_CS_879995.indd 180 1/21/10 8:59:13 AM

Unit 2 181

Possible SolutionsOutsourcing and its role in the global economy

vary from one industry to another, as well as from region to region. So several solutions are possible.

Improved technology Technology such as comput-ers and robots can make workers more productive. Companies that find moving overseas difficult have been active in developing such technology.

Educated workforce Advanced technology requires training to be used to its fullest potential. Better-educated workers can also solve problems more quickly, develop more efficient work routines, and produce higher quality goods and services.

Shifting to person-to-person services Some jobs are difficult to outsource. You cannot easily get a haircut in another country, for example. Concentrating on services that must be done where people are, while moving other jobs to a more cost-effective location, assures that workers have jobs.

A computer-operated robot is used to manufacture power tools in Louisiana.

WC

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181

Drawing Conclusions The World Trade Organization (WTO) is the only interna-tional body dealing with the rules of trade between countries. It also permits the outsourcing of jobs and the creation of international trade agreements, in which centralized rule-making bodies can trump or defeat national laws and interests. The WTO has been criticized by many people

who believe the world is increasingly becoming one huge labor pool with rela-tively few barriers to using workers from the cheapest labor markets. Some concerns are that those markets should pay fair wages, ensure worker safety, prohibit child labor and sweatshops, provide benefits like health care and retirement plans, or prohibit their factories from polluting the

air, land, and water. Have students learn about the World Trade Organization at www.WTO.org. Ask students if they think that the WTO supports outsourcing. If so, discuss whether students think the WTO should be responsible for ensuring compa-nies that outsource jobs be routinely checked for human rights violations and environmental protection standards. OL

Activity: Technology Connection

W Writing SupportPersuasive Writing Have students imagine they are work-ing for a large company. Have each student write a letter designed to persuade the head of the company whether it would be better to outsource or not to out-source some of its services. AL

C Critical ThinkingPredicting Consequences Have students read the possible solutions to problems related to outsourcing. Ask each student to choose an industry and then pre-dict which solutions are likely to be utilized by that industry. Lead a class discussion based on student ideas. OL

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

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STUDYCASE

Additional Support

Understanding the Case Prim

ary Sources

182 Unit 2

The primary sources listed below give information about the effects of out-sourcing. Use these resources, along with what you learned in Unit 2, to complete the activities listed on the next page.

The SituationPrimary Source 1

Excerpt from “Offshoring,” www.economist.com, August 27, 2009.

There are differing opinions on the positive nature of outsourcing.

Offshoring—the wholesale shifting of corporate functions and jobs . . . to overseas territories—is what gave outsourcing a bad name. It is important, however, to note a crucial distinction between the two:

• Outsourcing need not necessarily result in job losses in a particular territory or country. A job can simply be handed over to another organisation [organization] of the same nationality and geographical location where . . . it can be carried out more efficiently. Sometimes that other organisation may be in another coun-try, but more often than not it is not.

• Offshoring, however, does involve shifting jobs to another country, but it may not involve transferring jobs to another organisation. For example, a company may simply decide to move its local customer services operation to one of its own subsidiaries abroad. That is offshoring, but it is not outsourcing.

Possible CausesPrimary Source 2

Excerpt from “A Grand Goal for More U.S. Manufacturing Jobs,” by Jessie Scanlon, BusinessWeek, August 31, 2009.

The problem with the loss of American jobs is the current U.S. trade policy of encouraging consumption of imports and incentives for outsourcing jobs.

The July employment report released on Aug. 7 by the Bureau of Labor Statistics, while better than expected, showed that the [manufacturing] sector had lost 52,000 jobs in July. That brings the total drop since December 2007 to 2 million jobs, or roughly 14.2% of that sector’s employment. . . . The Alliance for American Manufacturing (which last month published a book, Manufacturing a Better Future for America, laying most of the blame for the current state of affairs on U.S. trade policy) estimates that more than 40,000 factories across the nation have closed in the past decade.

Employees in Manufacturingin the United States, 1968–2008

Empl

oyee

s (in

thou

sand

s)

YearSource: Bureau of Labor Statistics,www.bls.gov/ces/home.htm#tables, Table B-1.

1968

1972

1976

1980

1984

1988

1992

1996

2000

2004

2008

2005

2006

2007

02,0004,0006,0008,000

10,00012,00014,00016,00018,00020,000

S

C

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182

C Critical ThinkingDistinguishing Fact from Opinion Tell students to read Primary Source 1. Ask: What is one opinion stated in the para-graph? (Offshoring has given out-sourcing a bad name.) Why is your choice an opinion and not a fact? (It is an opinion because it cannot be proven by facts.) BL

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

S Skill PracticeReading a Graph Have stu-dents study the bar graph. Ask: How has the number of U.S. employees working in manu-facturing changed since 1980? (It has fallen from almost 19 million to just under 14 million.) OL

Comparing and Contrasting Ask students to report on the loss of manufac-turing jobs by state between 1995 and 2005. Organize students into four groups, and assign each to a subregion of the United States (northeast, south, midwest, and west). Have students use the U.S. Bureau of Labor Statistics Web site (http://www.bls.gov/eag/home.htm) to gather

data on manufacturing jobs for each state in their assigned region. Students should note the change in both total number and percent change of manufacturing jobs for the period. Have students use a large U.S. map to display the percent of manufactur-ing jobs lost in each state. Students should include a color-coded map key categoriz-ing jobs lost for each 10 percentage points

(for example, 0–10%, 10–20%), and code their states accordingly. Ask: Why display results by percentage rather than total numbers? (Total jobs lost can be misleading, since more populous states or states with a large manufacturing sector would have larger numbers. Percentages allow for a less biased comparison.) OL

Activity: Collaborative Learning

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STUDYCASE

Analyzing the Case

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LATIN

AM

ERICA

Unit 2 183

Prim

ary S

ourc

es

Possible SolutionsPrimary Source 3

Excerpt from “Furniture makers mull moving back home,” by Emily Kaiser, Reuters UK (www.uk.reuters.com), July 28, 2008.

Changes in the U.S. economy, as well as rising fuel and energy costs, have pushed some manufacturers to bring their operations back to the United States.

Furniture maker Carol Gregg got some puzzled looks when she went looking for a U.S. factory to make her Chinese antique reproductions.

. . . She used to ship American wood to a factory in China, which would make the furniture and then ship it back to the United States. Three years ago, even before oil hit $140 per barrel, she decided that was “really silly” and decided to move manufacturing back to the United States.

. . . In addition to cost, distance is also becoming a factor. Jobi Blachy, president of upscale furniture makers Edward Ferrell and Lewis Mittman, said one reason why his company manufactures in the United States is speed. Custom orders would take weeks longer if he had to ship them from overseas.

Blachy’s customers spend as much as $26,000 for a dining room table, so paying a bit more for U.S. labor is no big deal. But even for lower-priced furniture retailers, which have scant pricing power when demand is weak, distance is starting to factor into the sourcing decision.

. . . “Retailers are trying to figure out how they can buy more products domesti-cally and still not lose some of the economic value that imports bring to them,” he said.

“That’s quite a shift in some of the retail thinking because up until probably within the last year or two years, the retailers were continuing to import more and more directly from Asia and to be less dependent on domestic products.”

Geog

raph

ic L

ocat

ion

PercentSource: “Made in North America” a Deloitte Research Manufacturing Study.

Other AfricaSouth AfricaMiddle East

Other S. AmericaBrazil

Central AmericaOther Asia

S. KoreaJapanIndia

ChinaRussia

C&E EuropeW. Europe

MexicoCanada

USA

0 10 20 30 40 50 60

Expansion Plans of North American ManufacturersWhere will you be expanding production?

Analyzing the Case

1. Drawing Conclusions Review the information in the primary sources above. How is outsourcing related to unemployment in the United States?

2. Making Predictions Is the trend of more man-ufacturing jobs moving back to the United States likely to continue? Explain your answer.

3. Conducting a Debate Use the following ques-tions to conduct a class debate on outsourcing:

• Why do companies want to close American facilities and open new facilities overseas?

• What effects do these changes have on American families?

• What role, if any, can the federal and state gov-ernments play in easing the problems that families face in these situations?

4. Writing About the Case Write an essay in which you argue for or against government action to halt the movement of jobs to other countries.

UNITED

STATES A

ND

CAN

AD

A

S

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183

S Skill PracticeReading a Graph Have stu-dents study the bar graph. Ask: What is the source of the graph on this page? (“Made in North America,” a Deloitte Research Manufacturing Study) What are the top three countries to which North American manufactureers plan to expand production? (USA, Mexico, and China) BL

AssessHave students complete the Analyzing the Case questions.

CloseSummarizing Ask: What could an American worker do to protect himself or herself from unem-ployment due to outsourcing? (Enter a profession that would be difficult to outsource because of the skills required for that job. Acquire new skills or education so that finding a new profession is possible if outsourcing occurs. Demand that laws are enacted that either limit outsourcing or provide job training when outsourcing occurs.)

1. Outsourcing causes people to lose their jobs and be unemployed until they can find another source of employment. The more jobs that are outsourced, the more people will be unem-ployed for at least a short period of time.

2. Answers will vary. Students should be able to defend their answer.

3. Answers will vary but may include: it often costs less to run companies overseas; workers must find new jobs, possibly having to relocate or receive more training; providing education sub-sidies for laid-off workers.

4. Essays will vary according to students’ opinions, but should be supported with details from the primary sources and other research.

Answers

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