chapter planning guide - glencoeglencoe.com/ebooks/social_studies/wgc_2012_nat/twe/chap24.pdf ·...

Chapter Planning Guide

604A

Levels Resources Chapter Opener

Section 1

Section2

Section 3

Chapter AssessBL OL AL ELL

FOCUSBL OL AL ELL Daily Focus Skills Transparencies 24-1 24-2 24-3

TEACHBL ELL Guided Reading Activity, URB* p. 31 p. 32 p. 33

BL ELL Vocabulary Activity, URB* p. 24

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

OL Enrichment Activity, URB p. 29

BL OL AL ELL Location Activity, URB p. 1

OL World Literature Contemporary Selection, URB p. 11

BL ELL Reading Essentials and Note-Taking Guide* pp. 178–180

pp. 181–183

pp. 184–186

OL Foods Around the World p. 30 p. 32

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

BL OL AL ELL Political Map Transparencies, Strategies, and Activities p. 17

BL OL AL ELL Map Overlay Transparencies, Strategies, and Activities 8-1, 8-4

BL OL AL ELL World Cultures Transparencies, Strategies, and Activities 14 13

BL OL AL ELLWorld Art and Architecture Transparencies, Strategies, and Activities

16, 29, 30

GIS Simulations, Strategies, and Activities p. 30

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

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

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

National Geographic World Regions Video Program ✓ ✓ ✓ ✓ ✓

BookLink for Social Studies ✓ ✓ ✓ ✓ ✓

StudentWorks™ Plus ✓ ✓ ✓ ✓ ✓

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

BL Below Level OL On Level

AL Above Level ELL English Language Learners

Print Material Transparency CD-ROM or DVD

Key to Teaching ResourcesKey to Ability Levels

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604B

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

Section 3

Chapter AssessBL OL AL ELL

TEACH (continued)

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 ✓ ✓ ✓ ✓ ✓

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. 293 p. 294 p. 295 p. 297

BL OL AL ELL Authentic Assessment With Rubrics p. 54

BL OL AL ELL ExamView Assessment Suite 24-1 24-2 24-3 Ch. 24

CLOSEBL ELL Reteaching Activity, URB p. 25

BL OL ELL Dinah Zike’s Reading and Study Guide Foldables p. 66

Graphic Organizer Transparencies, Strategies, and Activities

pp. 63–64

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

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Chapter Integrating Technology

604C

Visit glencoe.com and enter code WGC2630C24T for Chapter 24 resources.

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

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

• Section Audio ● ● ●

• Spanish Chapter Audio Summaries ● ● ●

• Section Spotlight Videos ● ● ●

• StudentWorks™ Plus Online ● ● ●

• Multilingual Glossary ● ● ●

• Study-to-Go ● ● ●

• Chapter Overviews ● ● ●

• Self-Check Quizzes ● ● ●

• Student Web Activities ● ● ●

• ePuzzles and Games ● ● ●

• Vocabulary eFlashcards ● ● ●

• In-Motion Animations ● ● ●

• Study Central™ ● ● ●

• Nations of the World Atlas ● ● ●

• Glencoe Graphing Tool ● ● ●

• btw — Current Events Web Site ● ● ●

• Web Activity Lesson Plans ●

• Vocabulary PuzzleMaker ●

• Beyond the Textbook ● ● ●

Geography ONLINE

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

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

The Lesson Planner is a feature of TeacherWorks™ Plus.

Using the Lesson Planner

Teach With Technology

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http://www.glencoe.com

Additional Resources

604D

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

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

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

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

The following videotape programs are available from Glencoe as supplements to Chapter 24:

• Mahatma Gandhi: Pilgrim of Peace

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

A&E Television: www.aetv.com

The History Channel: www.historychannel.com

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

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

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

• A brief summary of each selection is included.

Leveled reading suggestions for this chapter:

For students at a Grade 7 reading level:• Benazir Bhutto: Prime Minister, by Elizabeth Bouchard• Miss Youghal’s Sais, by Rudyard Kipling

For students at a Grade 8 reading level:• Ancient Transportation: From Camels to Canals,

by Michael Woods & Mary B. Woods

For students at a Grade 9 reading level:• Gandhi’s Truth on the Origins of Militant Nonviolence, by

Erik H. Erikson

ReadingList Generator

CD-ROM

Index to National Geographic Magazine:

The following articles relate to this chapter:• “Bhutan’s Enlightened Experiment,” by Brook Larmer,

March 2008.

• “Early Humans Settled India before Europe, Study Suggests,” by Brian Vastag, November 2005.

• “Struggle for the Soul of Pakistan,” by Don Belt, September 2007.

• “Faces of the Divine,” by Tom O’Neill, January 2008.

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

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http://www.aetv.com

http://www.historychannel.com

http://www.jamestowneducation.com

http://www.nationalgeographic.com

http://www.nationalgeographix.com/maps

INTRODUCTIONCHAPTER CHAPTER

604 Unit 8

CULTURAL GEOGRAPHY OF

South Asia

Women celebrate Holi, the Hindu festival of colors, in Allahabad, India.

Cultures are held together by shared beliefs and common prac-tices and values. A study of the cultural geography of South Asia will reveal how the region’s history is tied to its ancient past through lan-guage and social structures.

EssentialEssential QuestionsQuestions

Section 1: IndiaWhat things can one learn about a country by studying its people?

Section 2: Pakistanand BangladeshIn what ways can conflict shape a country?

Section 3: Nepal, Bhutan, Maldives, and Sri LankaHow might the location of a country influence its culture?

Geography ONLINE

Visit glencoe.com and enter code WGC9952C24 for Chapter 24 resources.

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FocusMore About the PhotoVisual Literacy Hindus cele-brate the coming of spring with the colorful festival known as Holi. The festivities encourage revelers to literally “paint the town” and each other with colored water and powders.

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 1India Essential Essential Question Question What things can one learn about a country by studying its people? (its history, religious and ethnic makeup, political and social systems, culture) Explain to students that in Section 1 they will learn how the peo-ple of India have shaped its rich culture from ancient to modern times. OL

Section 2Pakistan and Bangladesh Essential Essential Question Question In what ways can con-flict shape a country? (Invaders from other countries conquer territory and impose their ideas and systems; religious and ethnic diversity can lead to conflict over boundaries and govern-ment systems.) Explain to students that in Section 2 they will learn about how conflict has influenced and continues to influence Pakistan and Bangladesh. OL

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INTRODUCTIONCHAPTER

Essential Questions

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SOUTH

ASIA

Summarizing Information Makea bound Trifold Book to help you summarize information about the cultural geography of the countries of South Asia.

Reading and Writing As you read the chapter, use your Foldable to summarize the cultural histories of each country in South Asia.

Chapter 24 605

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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.

Section 3Nepal, Bhutan, Maldives, and Sri Lanka Essential Essential Question Question How might the location of a country influence its culture? (The locations of some countries encourage migration, which influences the ethnic and religious makeup of the populations.) Explain to students that because of their locations, Nepal, Bhutan, Maldives, and Sri Lanka have experienced considerable migration from surrounding areas. As a result, these coun-tries have diverse peoples and cultures. OL

Dinah Zike’sFoldables

Purpose This Foldable helps students understand the cul-tural histories of the countries in South Asia. The completed foldable can be used to review important ideas in the chapter and help students prepare for assessment.

Geography ONLINE

Visit glencoe.com and enter code WGC2630C24T

for Chapter 24 resources.



Section 1CHAPTER SECTION 1Guide to ReadingEssentialEssential QuestionQuestionWhat things can one learn about a country by studying its people?

Content Vocabulary

Academic Vocabulary• identify (p. 607)• facility (p. 607)• requires (p. 608)

Places to Locate• Mumbai (Bombay) (p. 607)• Kolkata (Calcutta) (p. 607)• Delhi (p. 607)• Khyber Pass (p. 608)

Reading StrategyCategorizing Complete a chart similar to the one below by describ-ing India’s major cities.

• jati (p. 607)• megalopolis

(p. 607)• dharma (p. 608)• reincarnation

(p. 608)• karma (p. 608)

• mercantilism (p. 608)

• imperialism (p. 608)

• raj (p. 608)• guru (p. 609)

IndiaThe culture of today’s India is making an impact on the global community. While most Westerners have never seen a Bollywood film, the name given to Mumbai’s thriving center of film production, India’s film industry is the largest in the world.

Voices Around the World“Bollywood has become a globally recognized brand; like Darjeeling tea or the Taj Mahal, it has become an emblem of India. Its films are popular in the Middle East, Central Asia, Africa, Latin America — and now the U.S. and Europe, where immigrants from Bollywood-loving countries make up most of the audiences and provide more than 60 percent of overseas revenues. With the recent buzz surrounding Bollywood-inspired films like Bride and Prejudice and Monsoon Wedding, and the nomination of one—Lagaan — for a 2001 Oscar, even Hollywood is starting to take notice of its rival.”

— Suketu Mehta, “Welcome to Bollywood,” National Geographic,

February 2005

City Description

Mumbai

Kolkata

Delhi

606 Unit 8

A young fan in Mumbai with movie postcards

sectionaudio

spotlightvideo

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MAIN Idea

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FocusDaily Focus Transparency 24.1

Guide to ReadingAnswers to Graphic Organizer:

Resource Manager

City Description

Mumbai India’s main port on the Arabian Sea and largest city

Kolkata port city on a branch of the Ganges and center of India’s iron and steel industries

Delhi India’s third-largest city, part of a megalopolis

Teacher Edition• Activating Prior

Knowledge, p. 607• Identifying, p. 609

Additional Resources• Guided Reading 24-1,

URB, p. 31• RENTG, pp. 178–180

Teacher Edition• Compare/Contrast,

p. 608• Analyzing Info., p. 609• Cause and Effect, p. 610

Additional Resources• World Lit., URB, p. 11• GIS Simulations, p. 30• Quizzes and Tests, p. 293

Teacher Edition• English Learners, p. 609

Additional Resources• Enrichment Act.,

URB p. 29• Foldables, p. 66

Teacher Edition• Expository Writing,

p. 608

Additional Resources• World Art & Arch.

Trans. 16, 29, 30

Teacher Edition• Reading a Map, p. 607

Additional Resources• Daily Focus Skills

Trans. 24-1• Reinforcing Skills Act.,

URB, p. 27• World Cultures Trans. 14

Reading Strategies

Critical Thinking

Differentiated InstructionR C D W SWriting

SupportSkill Practice

To generate student interest and provide a springboard for class discussion, access the Chapter 24, Section 1 video at glencoe.com.



Section 1CHAPTER

Essential Question

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ArabianSea

Bay ofBengal

80°E 90°E70°E60°E

20°N

30°N

10°N

TROPIC OF CANCER

CENTRAL ASIA EAST ASIA

IndoreBhopal

Rawalpindi

Vadodara

Hyderabad

Mumbai(Bombay)

Kolkata(Calcutta)

DhakaKarachi

Chennai(Madras)

Bengaluru(Bangalore)

Coimbatore

Colombo

Lahore

Hyderabad

Ahmadabad

Pune

Chittagong

Kanpur

JaipurDelhi

Lucknow

LudhianaFaisalabadMultan

Nagpur

PatnaAgra

Surat

N

S

W E

400 miles

400 kilometers

0

0

Albers Equal-Area projection

Cities(Statistics reflect

metropolitan areas.)

Over 10,000,000

5,000,000–10,000,000

2,000,000–5,000,000

1,000,000–2,000,000

POPULATIONPer sq. kmPer sq. mi.

1,250 and over

250–1,249

63–249

25–62

2.5–24

Less than 2.5

500 and over

100–499

25–99

10–24

1–9

Less than 1

Chapter 24 607

Population PatternsMAINMAIN IdeaIdea Population density and distribution,

as well as urbanization, continue to shape India’s population patterns.

GEOGRAPHY AND YOU What has influenced the growth of cities in your region of the United States? Read to learn how India’s largest cities are growing.

One of the most significant characteristics of India’s population is its size. Over 1.1 billion people — more than 15 percent of the world’s population — live in the country. Besides being large, India’s population is also ethnically diverse.

The PeopleThe largest number of Indians are descended

from the Dravidians, who have lived in the south of India for 8,000 years, and the Aryans, who entered from Central Asia more than 3,000 years ago. Many Indians traditionally identify them-selves by their religion — as Hindus, Muslims, Buddhists, Sikhs, Jains, or Christians. Hindus also identify themselves by a jati, a group that defines one’s occupation and social position.

Density and DistributionWith 1,020 people per square mile (394 peo-

ple per sq. km), India’s average population den-sity is about seven times the world average. Although population densities are generally high throughout India, the distribution of pop-ulation varies from place to place. Factors such as climate, vegetation, and physical features affect the number of people the land can sup-port. The Thar Desert is sparsely populated, while the highest population concentrations are found on the fertile Gangetic Plain and along the monsoon-watered coasts of southern India. Within parts of these agriculturally productive areas, densities exceed more than 2,000 people per square mile (772 people per sq. km).

Most of India’s population is rural — about 70 percent of people live in villages. They farm and struggle to grow enough food for their families. Part of their crops often goes to the owners of the fields they farm.

In recent years growing numbers of Indians have been migrating to urban areas, drawn by the hope of better jobs and higher wages. As

urban populations grow, however, they strain public resources and facilities. India’s cities are among the world’s most densely populated. Mumbai (Bombay) is India’s main port on the Arabian Sea as well as its largest city, with a pop-ulation of more than 20 million. Kolkata (Calcutta), a thriving port city on a branch of the Ganges River, is the center of India’s iron and steel industries. Delhi (DEH•lee), India’s second-largest city, is part of a megalopolis, or chain of closely linked metropolitan areas.

Human-Environment InteractionWhy is population density high on the Gangetic Plain?

1. Place Which parts of India have the highest population density?

2. Place How do population densities in India compare to those in Pakistan?

Use StudentWorks™ Plus or glencoe.com.

South Asia: Population Density

R

S

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TeachR Reading Strategy

Activating Prior Knowledge Before reading, have students recall their study of India’s physical geography. Ask: Where do the majority of the people of India live? (Gangetic Plain) OL

S Skill PracticeReading a Map Have students study the map on this page. Ask: How many cities in the region have more than 10 million peo-ple? What are they? (three: Kolkata, Delhi, Mumbai) OL

AdditionalSupport

Answers1. along the Ganges River

2. India is more densely populated.

Answer: It is the most fertile area in the region.

Activity: Collaborative Learning

Analyzing Organize the class into 6 groups. Assign each group one of the population density levels indicated in the map key of the map on this page. Have each group use the textbook, as well as library and Internet resources, to determine the physical, climatic, or political factors respon-sible for the population density pattern in India.

Remind students that population density areas cross political borders, and factors may vary in different parts of India and in different parts of the larger region of South Asia. Have groups present the results of their research to the class. OL AL



Section 1CHAPTER

CENTRAL ASIA

EAST ASIA

80°E 100°E60°E

20°N

0°

TROPIC OF CANCER

EQUATOR

INDIANOCEAN

ArabianSea

Bay of Bengal

800 miles

800 kilometers

0

0


N

S

WE

Indian Empires Mauryan Empire Gupta Empire

Present-dayboundaries

Unconqueredterritories

608 Unit 8

A caste, or jati, is the position in life one is born into. The Aryans’ sacred writings, the Vedas, outline Aryan ideas about social structure and religion. Understanding India’s religions is key to understanding its history and culture.

Hinduism Hindu belief requires every person to carry out his or her dharma (DUHR•muh), or moral duty. Hindus also believe that after death people undergo reincarnation, or rebirth as another living being until overcoming personal weaknesses and earthly desires. In the law of karma, good deeds — actions in accord with one’s dharma — move one toward this point.

Buddhism Siddhartha Gautama became known as the Buddha, or the Awakened One, after per-ceiving the true nature of human existence. The Buddha taught that people suffer because they are too attached to material things. Buddhism teaches people to think clearly, work diligently, and show compassion for all living things.

Invasions and EmpiresAfter the Aryans, other groups with new cultures

entered northwestern India through the Khyber Pass in the Hindu Kush mountains. The Mauryan Empire maintained control from about 320 b.c. to 180 b.c. The Gupta Empire ruled from about a.d. 320 to a.d. 500 and became one of the most advanced civilizations in the world. After this empire came the Muslim-led Mogul Empire, dur-ing which many Indians converted to Islam.

The final invaders were Europeans. The British employed a policy of mercantilism, an economic system of using colonies for supplying materials and markets to the colonizing country. The British practiced imperialism, or political and economic domination. They called their Indian empire the British raj, the Hindi word for “empire.” The British introduced the English language, restruc-tured the educational system, built railroads, and developed a civil service.

IndependenceIndia’s fight for independence was led by

Mohandas K. Gandhi. Using nonviolent meth-ods, he inspired people to seek self-rule. Indians won freedom in 1947. Britain divided the land into Hindu India and Muslim Pakistan. Today India is the world’s largest democracy.

Place Which group brought the caste system to India?

History and GovernmentMAINMAIN IdeaIdea India’s ancient history continues to

influence its populations today.

GEOGRAPHY AND YOU How far back can you trace your family’s history? Read to learn how India’s past continues to influence its people.

India’s history dates back more than 4,500 years to the Indus Valley civilization, located in what is now Pakistan. Today India is becoming increas-ingly integrated into the modern world.

First CivilizationsThe Indus Valley civilization was followed by

the Aryan people, a group of hunters and herd-ers from the northwest who settled in India in the 2000s b.c. The Aryans created a rigid social structure that Europeans called the caste system.

South Asian Empires

1. Location Which empire was limited to the Ganges River valley?

2. Human-Environment Interaction Which geographic factors may have aided the cultural advances of the Gupta Empire?

W

C

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MAIN Idea

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608

W Writing SupportExpository Writing Have interested students research the caste system and write an essay explaining the various positions within its structure. AL

C Critical ThinkingComparing and Contrasting Ask: What teachings of Hinduism and Buddhism are similar? (Both emphasize the need to overcome earthly attachments.) OL

Answers1. Gupta Empire

2. location along fertile plains

Answer: the Aryans

Additional Support

History Have students work with teachers of American and world history to research and compare two incidents of civil disobedience that strengthened independence movements against British rule: the American colonists’ 1773 Boston Tea Party and Gandhi’s 1930 Salt March. Have students prepare a chart listing

similarities and differences between the two actions. It might be pointed out that the Boston Tea Party was sparked by a British decision to allow the East India Company operating in India to sell its tea cheaply and directly to the American colonies, an action that undercut American colonial traders and merchants. OL

Activity: Interdisciplinary Connection


Section 1CHAPTER

MAIN Idea

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Teen Life

inCultureMAINMAIN IdeaIdea India’s people share an amazingly

diverse culture rooted in religious traditions.

GEOGRAPHY AND YOU What has influenced the language and religion of the United States? Read to learn about the influences on India’s culture.

India’s rich culture can be seen in its many religious expressions, its native art forms, and its wholehearted embrace of movies.

Education and Health Care Children are required to attend school for

9 years. India’s average literacy rate is 61 per-cent, with literacy rates in rural areas somewhat lower. The government is committed to extend-ing educational opportunities to women and members of the lower social classes.

India’s state-run hospital system has improved in recent years. Diseases such as malaria — which were once widespread — have been brought under control. Other health problems continue, such as HIV infection and AIDS.

Language and ReligionThe people of India speak 22 official languages

and hundreds of local dialects, with Hindi the most widely spoken. English, the common lan-guage of international business and tourism, is also widely spoken in parts of India that were once under British rule.

Most people in India are Hindus. Other reli-gions practiced in the country include Islam, Buddhism, Christianity, and Sikhism. Sikhism, founded in the early a.d. 1500s by a guru, or teacher, named Nanak, teaches that there is one God and that good deeds and meditation bring release from the cycle of reincarnation. Most of South Asia’s Sikhs live in northwestern India, and many want an independent Sikh state there.

The ArtsArtistic expression is as much a part of Indian

life as religious practice. Two great epic poems — the Mahabharata (muh•hah•BAH•ruh•tuh) and the Ramayana (rah•MAH•yah•nuh) — combine Hindu social and religious beliefs. India has numer-ous classical dance styles, most of which are based on themes from Hindu mythology.

India is a country of great diversity and rich cultural heritage. The lives teens live are largely influenced by the caste or social class into which they are born. Those in the lowest classes have less opportunity for education and recreation. They often work long days on farms or in shops. In spite of this, most teens enjoy sports, games, and spending time with friends, just like teens in the United States.

Did you know . . . Nearly 400 languages are spoken in India. Hindiand English are used in government communications.

One of the most popular sports is cricket, a game similar to baseball.

The diet of many Indians is largely vegetarian. Most people in India follow either the Hindu or Muslim religions. The Hindu religion forbids the eating of beef, and Muslims do not eat pork.

Indian children in urban areas wear uniforms to school and often attend school at least two Saturdays a month in addition to weekly attendance.

American movies are very popular with Indian teens and adults. They also enjoy Bollywood films produced by the Indian film industry.

Unlike drivers in the United States, Indians drive on the left side of the road.

India

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Making a Travel Brochure

Step 1: Traveling Through India Student groups will assume the role of travel company writers responsible for cre-ating a travel brochure of the cultural attractions found throughout South Asia.

Essential Question How do the various cultures in South Asia influence our percep-tion of the region?

Directions Write the Essential Question on the board and have groups look at a map of India to determine three locations to focus on in their brochure. Provide examples of travel brochures as models, then have groups design their own brochures. Groups should draw information from the text or conduct research to learn about the culture of their chosen locations. Their goal is to determine what information and pictures

will successfully illustrate India’s rich culture. Students should use that information to complete the first section of their brochure.

Putting It Together Groups should share their perceptions of India’s culture. Groups will use the cultural information in Section 2 to complete another section of their brochures. OL

(Chapter Project continued on page 614.)

Hands-On Chapter Project

Step 1

R Reading StrategyIdentifying Ask: What two social issues are highlighted in this section? (improving educational opportunities and health care) BL

C Critical ThinkingAnalyzing Information Ask: Why would the Sikhs want their own state?(to form their own gov-ernment based on their beliefs and values) OL

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

D Differentiated InstructionEnglish Learners Ask ELL stu-dents to read this section and use context clues to define the com-pound noun artistic expression (imaginative representation). ELL


Section 1CHAPTER

Vocabulary 1. Explain the significance of: jati, megalopolis, dharma, reincar-

nation, karma, mercantilism, imperialism, raj, guru.

Main Ideas 2. How does India’s ancient history influence its people today?

Give examples. 3. Describe aspects of India’s culture that have been influenced

by religious beliefs and traditions. 4. Complete a table like the one below by listing examples of

how population density, population distribution, and urban-ization shape India’s population patterns.

Critical Thinking 5. Answering the EssentialEssential QuestionQuestion How is life in urban

areas in India different from life in rural areas? How is it similar? 6. Making Generalizations How has the physical geography of

South Asia contributed to the development of diverse cultures? 7. Analyzing Visuals Study the population density map on

page 607. In which parts of South Asia is population density the highest?

Writing About Geography 8. Descriptive Writing How might Gandhi’s promotion of nonvi-

olence and self-rule have helped the country achieve indepen-dence from the British? Describe how Gandhi might have affected the people’s drive toward independence.

SECTION 1 REVIEW

Since 1896, when motion pictures first arrived in India, movies have been a popular form of entertainment. India’s film industry is the world’s largest, producing more full-length feature films each year than any other country. It is centered in Mumbai and is nicknamed “Bollywood,” a combination of Bombay and Hollywood.

Family Life and LeisureFamily is the most important social unit for

most people in India. Extended families live together, sharing household chores and finances. Arranged marriages based on caste, economic status, and education have been the traditional path to marriage for most Indians. However, this is slowly changing. In many instances, a bride will go to live with her husband and his extended family. Within the family, there is a clear order of influence based on gender and age, and in the case of women, the number of male children.

Leisure time in India is spent in various ways. For the middle class, it means going to the movies and watching television. In rural areas, a break during the agricultural season allows families to attend weddings and other family celebrations.

Place How has Hinduism influ-enced Indian literature?

Geography ONLINE

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

610 Unit 8

Influences Examples

Population density

Population distribution

Urbanization

India is home to the world’s largest motion-

picture industry, producing 1,091 films in 2006 compared to 485 produced in the United States.

Location Where is the center of India’s film industry located?

C

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610

Answers

Section 1 Review

C Critical ThinkingDetermining Cause and Effect Ask: Why, most likely, is the path to marriage changing? (The caste system is too restrictive and elitist for modern Indians.) OL

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

2. Many still follow the same religious and social beliefs, such as Hinduism and the caste system.

3. the caste system, literature, dance 4. Population density: about 7 times the

world average; Population distribution: depends on number of people the land can support; Most are distributed along

the coasts and the fertile Gangetic Plain.Urbanization: increasing as people seek better jobs and higher wages

5. rural areas: farming is dominant economic activity; cities: more densely populated; simi-larities: variety of services offered through-out country, many languages, religions

6. physical barriers such as deserts and moun-tains have allowed for distinct cultures to develop

7. along the Ganges 8. Essays will vary but should address Gandhi’s

influence on the people of India.

Answer: Two epic poems combine Hindu social and religious beliefs.

AssessGeography ONLINE

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

CloseSummarizing Ask: What fac-tors strongly influence India’s culture? (large, ethnically and reli-giously diverse population, rich history)

Caption Answer: Mumbai



Section 2CHAPTER

SOUTH

ASIA

Chapter 24 611

SECTION 2Guide to ReadingEssential Essential QuestionQuestionIn what ways can conflict shape a country?

Content Vocabulary• total fertility rate (p. 612)• Sikh (p. 613)

Academic Vocabulary• technique (p. 612)• overseas (p. 613)• confirmed (p. 613)

Places to Locate• Dhaka (p. 612)• Islamabad (p. 612) • Karachi (p. 612)• Mohenjo Daro (p. 613)• Harappa (p. 613)

Reading StrategyTaking Notes As you read about the history of Pakistan and Bangladesh, use the major head-ings of the section to create an out-line similar to the one below.

Pakistan and BangladeshPakistan and Bangladesh share a similar history of Muslim influence, British colonialism, and the pursuit of independence. Today, sweeping events like the global war on terrorism have put countries like Pakistan in the world spotlight, revealing a people accustomed to hardship throughout history. The peo-ple of Pakistan live at an international crossroads between two cultural regions: Islam and Hindu India.

Voices Around the World“Mohmand is not a friendly place either. Nearly every house is a castle built on steeples of rock, and every farmer toiling in his field has a rifle strapped to his back. Still, the rules of hospitality apply, and one day a local chieftain named Iftikhar Chandar invites us, and our police escort, to his house for lunch. Rope-strung cots are set out in a courtyard under the shade of an ancient grapevine arbor, and we feast on roasted goat and okra. Bees drone lazily around us.”

— Tim McGirk, “Tracking the Ghost of bin Laden in the Land of the Pashtun,”

National Geographic, December 2004

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

A Pakistani soldier along the Pakistan-Afghanistan border

sectionaudio

spotlightvideo

611-615_C24_S2_879995.indd 611 1/28/10 9:08:58 AM

Resource Manager

I. Population Patterns A. The People B. Density and Distribution II. History and Government A. The Indus Valley Civilization B. Islam’s Impact C. Conflicts and Governments III. Culture A. Education and Health Care B. Language and Religion C. The Arts D. Family Life


Guide to ReadingAnswers to Graphic:

Teacher Edition• Outlining, p. 614


URB, p. 32• RENTG, pp. 181–183

Teacher Edition• Drawing Conclusions,

pp. 612, 613• Making Inferences,

p. 614

Additional Resources• Quizzes and Tests, p. 294

Teacher Edition• Auditory/Musical,

p. 615

Additional Resources• Diff. Instr. for the Geo.

Classroom, pp. 93–95

Teacher Edition• Descriptive Writing,

p. 613

Additional Resources• Graphic Organizer

Trans., pp. 63–64

Teacher Edition• Reading a Graph, p. 612


Trans., 24-2• Location Act., URB p. 1• Map Overlay Trans. 8,

8-1, 8-4

Reading Strategies

Critical Thinking






Section 2CHAPTER

612 Unit 8

Population PatternsMAIN MAIN IdeaIdea Population movement and popula-

tion growth have had profound impacts on Pakistan and Bangladesh.

GEOGRAPHY AND YOU How has your community changed over the last several years? Read to learn how cities in Pakistan and Bangladesh are changing.

Most people in Pakistan and Bangladesh share the Muslim faith as well as a rural existence.

The PeoplePakistan and Bangladesh became separate coun-

tries because of their diverse ethnic heritages. Pakistan is diverse in large part because it experi-enced invasions and migrations over many centu-ries. Five main ethnic groups live there: Punjabis, Sindhis, Pashtuns, Mohajirs, and Baluchis. Ethnic identity is complex and can be based on a combi-nation of ethnicity, religion, and language.

In Bangladesh most people are Bengali, an eth-nic background they share with some of their Hindu neighbors in the Indian state of Bengal. However, most people in Bangladesh are Muslim.

Density and DistributionBangladesh is the most densely populated coun-

try in South Asia, with 3,227 people per square mile (1,246 people per sq. km). The highest

population densities occur in cities such as Dhaka,one of the most densely populated cities in the world. Despite its rich soil and improved farming techniques, Bangladesh still has difficulty feeding its population. In 1991 the total fertility rate, the average number of children a woman has in her lifetime, was 4. By 2009, the average had decreased to 2.5 children per woman. Fertility rates have declined as women have become more educated. To encourage Bengali women to have fewer chil-dren, both private and government programs give women small loans to start their own businesses. The programs have achieved some success.

In Pakistan, one of South Asia’s most urbanized countries, about 35 percent of the population lives in urban areas. As in India, many people are moving to cities where growing populations are straining resources. Shortages of housing and jobs are serious problems, along with pollution. Rural Pakistanis are drawn to the modern capital, Islamabad, where new housing projects struggle to keep up with a growing population, and to the booming port city of Karachi.

Place Where do most people in Bangladesh live?

Percentage of Population Source: U.S. Census Bureau, International Data Base 2009.

0

Age

Male Female

80+75–7970–7465–6960–6455–5950–5445–4940–4435–3930–3425–2920–2415–1910–14

5–90–4

1214 10 8 6 24 2 4 6 8 10 12 14

Pakistan

Age

Percentage of Population

Male Female

Source: U.S. Census Bureau, International Data Base 2009.

80+75–7970–7465–6960–6455–5950–5445–4940–4435–3930–3425–2920–2415–1910–14

5–90–4

1214 10 8 6 24 0 2 4 6 8 10 12 14

Bangladesh

Population by Age and Sex

1. Place In which age group is the greatest percentage of Pakistan’s population concentrated?

2. Place How does the shape of Bangladesh’s popula-tion pyramid differ from that of Pakistan?


S

C

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MAIN Idea

611-615_C24_S2_879995.indd 613 1/28/10 9:09:15 AM

612

Differentiated Instruction

BL Reading Essentials/Note-Taking Guide, p. 181

OL Reinforcing Skills Activity 24, URB, p. 27

AL Differentiated Instruction, p. 94

ELL Vocabulary Activity 24, URB p. 24

Copy

right

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Chapter 24, Section 2 (Pages 611–615)

Essential QuestionEssential QuestionIn what ways can conflict shape a country?

As you read about the history of Pakistan and Bangladesh, use the major

headings of the section to create an outline similar to the one below.

Population Patterns

First, skim the les-son. Then write a sentence or two explaining what you think you will be learning. After you have finished reading, revise your statements as necessary.

Most people in Bangladesh and Pakistan are rural Muslims. Five main ethnic groups live in Pakistan and ethnic identity can be based on a combination of ethnicity, language, and religion. Most people in Bangladesh are Bengali and Muslim.

Bangladesh is the most densely populated country in South Asia, with 3,227 people per square mile. Dhaka is one of the most densely populated cities in the world. Bangladesh has difficulty feeding its population. The total fertility rate, the average number of children a woman has in her lifetime, has decreased since 1991. Bengali women are encouraged by the government to have fewer children through small business loans for women.

Pakistan is South Asia’s most urbanized country. Many people are moving to urban areas and straining resources.

Name Date Class

One of the most challenging elements of research is determining which sourcesto use. Often, crucial information will differ from one source to another. It isalways best to use reliable sources such as encyclopedias and library materialsthat have been edited and checked by experts and selected by libraries. Yet,sometimes new sources can add fresh details to a report. A thorough evaluationof information from sources includes the steps represented by the questionsasked below.

How do these sources differ?

What is the most important factual difference?

Reliability: Source A is a professional consulting service that provides factualinformation about a wide range of serious issues. Source B is an entertainmentsite that contains numerous spelling errors and appears to be unedited.

Which of these sources might be more reliable?

What is a good way of checking the information in these sources?

Copyright © Glencoe/M

cGraw-Hill Companies, a division of The M

cGraw-Hill Companies, Inc.

Independence Time Line

Have pairs of students create a time line that shows when the following South Asian countries gained their independence:

IndiaSri LankaMaldivesBangladesh

Pakistan and Bangladesh

Social Identity

Transportation in India

Many Religions

Pakistan and BangladeshPakistan and Bangladesh

Social IdentitySocial Identity

Transportation in IndiaTransportation in India

Many ReligionsMany Religions

Name Date Class

A defines one’s occupation and social position.

A chain of closely linked metropolitan areas is sometimes referred to as a .

Someone’s moral duty is considered his or her .

are a religious group that incorporates elements of Hinduism and Islam.

is another word for empire.

Nanak, the founder of Sikhism, was a , or teacher.

A Buddhist monk will send out invocations by chanting a , or

repetitive prayer.

The average number of children a woman has in her lifetime forms a statistic known

as .

An economic system that uses colonies to supply materials and markets to the colonizing country

is called .

A is a fortified monastery.

A Buddhist shrine is called a .

The belief in rebirth as another living being is called .

According to the law of , good deeds move a person toward the point

at which that person can leave the cycle of rebirth.

Leveled Activities

TeachC Critical Thinking

Drawing Conclusions Explain that the Grameen Bank system has loaned money to millions of poor Bangladeshis; most loans are very small, and more than 95 percent are repaid. The system, which involves no collateral requirement and is based on mutual trust, has spread to other developing countries and has even been adapted for the United States. Ask: Do you think the Grameen Bank system can suc-ceed in the United States? Have the class discuss their conclusions. OL

S Skill PracticeReading a Graph Ask: Pakistan’s 15 to 19-year-old females make up about what percentage of the population? (about 11 percent) OL

Answers1. 5–9

2. Bangladesh’s pyramid has a more erratic shape.

Answer: cities



Section 2CHAPTER

MAIN Idea

611-615_C24_S2_879995.indd 612 1/28/10 9:09:11 AM

Lothan

Somnath

Alladino

Mohenjo Daro

Harappa

Kalibhangan

Arabian Sea

H I M A L A Y A

THAR

DESER

T

KhyberPass

Indus

Riv

er

20°N

30°N

80°E70°E60°E

TROPIC OF CANCER

CENTRALASIA

N

S

W E

Indus Valley civilization Probable Aryan migration route Present-dayboundariesMajor city

300 miles

300 kilometers

0

0


Chapter 24 613

History and GovernmentMAIN MAIN IdeaIdea Similarities and differences have driven

the histories of Pakistan and Bangladesh.

GEOGRAPHY AND YOU How is the history of the United States similar to that of Canada? Read to learn about the similarities and differences between Pakistan and Bangladesh.

While Pakistan and Bangladesh share many historical experiences, their differences eventu-ally drove them apart.

The Indus Valley CivilizationAround 2500 b.c. one of the world’s great

civilizations arose in the Indus River valley in the area that is now Pakistan. This culture devel-oped a writing system, a strong central govern-ment, and a thriving overseas trade. People built what may have been the world’s first cities, Mohenjo Daro and Harappa. These cities boasted plumbing and other technology that would not be matched again for centuries.

Environmental changes may have ended this civilization between 1700 b.c. and 1500 b.c. The cities were most likely lost to flooding or drought as the Indus River changed its course. After this period, the Aryans moved into the region.

Islam’s ImpactMuslim invaders and traders settled in south-

east Pakistan in the a.d. 700s. In the area that is now Bangladesh, Islamic teachers converted many of the people to Islam. Ever since, Islam has played an important role in both areas, continuing through the Muslim dynasty that ruled from about the 1500s to the 1800s. In the nineteenth century the Sikhs (SEEKS), a religious group that incorporates elements of Hinduism and Islam, conquered parts of northern Pakistan and India. The British eventually retook the land.

Muslim national identity continued to grow in the region throughout the first half of the 1900s. The idea of a separate Muslim state began to emerge in the 1930s. When Hindu and Muslim leaders could not agree on a constitu-tion, the British granted independence to two states, India and Pakistan. The latter consisted

of two isolated sections — East Pakistan and West Pakistan — separated by about 1,000 miles (1,069 km) of Indian land.

Conflicts and GovernmentsFor centuries, Kashmir, in the northern areas of

Pakistan and India, was part of the Indian king-doms ruled by maharajas, or princes. When this land was declared to be in Pakistan, the Hindu prince fled to Delhi, where he signed his state over to India. India claimed a legal right to Kashmir, but Pakistan insisted it would be a bet-ter homeland for Kashmir’s Muslim residents. The result has been decades of war and fighting.

In 1998 first India, then Pakistan confirmed the world’s worst fears by conducting underground nuclear weapons tests. Although tensions con-tinue today between nuclear-armed India and Pakistan as they vie for Kashmir, limited trade between the Indian- and Pakistani-administered parts of Kashmir resumed in 2008.

1. Location Where were the majority of cities in the Indus Valley civilization located?

2. Movement What route did the Aryans use to reach India?

Indus Valley Civilization

C

W

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613

W Writing SupportDescriptive Writing Have interested students research Mohenjo Daro and Harappa and write an essay describing what life was like for people living during this time period. AL

C Critical ThinkingDrawing Conclusions Ask: Why would Kashmir’s location make it a source of conflict? (India: a buffer against China; Pakistan: a source of water) OL


Answers1. along waterways

2. through the Khyber Pass

Additional Support

• Highest Battleground History’s highest battleground is part of contested Kashmir. Soldiers from both India and Pakistan have been stationed and some-times have clashed on the ice fields at altitudes greater than 20,000 feet (6,096 m).

• Separatists Tensions in Kashmir are further heightened by the presence of thousands of militants representing

neither Pakistan nor India. These insur-gent groups include Kashmiris fighting for an independent state as well as rep-resentatives of international Islamic movements.

• Young People The despair caused by the region’s continuing tensions is felt most strongly by Kashmir’s younger generation. Children growing up in dis-puted Kashmir have never known peace.

With few social services available, the many orphans of this ongoing conflict are forced to work as child laborers in the region’s textile industries.

• Cashmere Cashmere is woven from the hair of rare mountain goats that are raised in Kashmir.

Did You Know?Did You Know?


Section 2CHAPTER

614 Unit 8

The majority of people in East Pakistan are Muslim but are ethnically different from the Muslims in West Pakistan. They are ethnic Bengali and speak the language Bangla. After indepen-dence, West Pakistan wanted to impose a national language, Urdu, on all of Pakistan. In response, Bengali leaders formed a protest movement.

After wins in the 1970–1971 elections, Bengali nationalists declared independence from Pakistan by declaring the Bengali region the People’s Republic of Bangladesh. Meaning “Bengal coun-try,” Bangladesh was born after a hard civil war.

Like India, Pakistan is a parliamentary repub-lic, but instability and military rule have prevailed since 1971. In 1999 charges of official corruption led to a military coup, with General Pervez Musharraf assuming the presidency. Asif Ali Zardari, the widower of former prime minister Benazir Bhutto, was elected president in 2008.

Bangladesh is also a parliamentary republic. Political and ethnic rivalries have made stable rule difficult. Violence has continued in recent years.

Regions Why did East Pakistan want to separate from West Pakistan?

CultureMAIN MAIN IdeaIdea Although the people of Pakistan and

Bangladesh share cultural similarities, there are also distinct differences between them.

GEOGRAPHY AND YOU What is health care like in the United States? Read to learn about health-care challenges in Pakistan and Bangladesh.

While the quality of life for many in Pakistan and Bangladesh has improved in recent years, the people of both countries face future challenges as they work to improve their education and health-care systems for growing populations.

Education and Health Care Education in Pakistan and Bangladesh has

lagged far behind that in most South Asian coun-tries. Literacy rates average 49 percent in Pakistan and 47 percent in Bangladesh. The per-centage of literate females in Pakistan, however, is only 36 percent. Social and cultural barriers make education in rural areas difficult. In some areas of Pakistan, the education of girls is pro-hibited on religious grounds. In Bangladesh, most child ren attend elementary school, but only about 43 percent go on to secondary school.

Health care in the two countries is also very poor. Pakistan experienced a devastating earth-quake in the fall of 2005 near Islamabad, destroying 85 percent of the city’s infrastructure, including health-care facilities and schools. Because Bangladesh lies mostly in a vast river floodplain, its people face serious health threats from waterborne diseases.

Language and ReligionThe main language spoken in Bangladesh is

Bangla. Even though Urdu is the official language of Pakistan, only 8 percent of the population speaks it. More Pakistanis speak Punjabi than any other language. Pakistanis and Bangladeshis who have attended universities and those who work in government also speak English.

Though Hinduism is practiced in Pakistan and in Bangladesh, Islam is the main religion in both countries. To a lesser extent, people in both countries practice Christianity and Buddhism. Sikhism is practiced in northern Pakistan.

Geography ONLINE

Student Web Activity Visit glencoe.com, select the

click on Student Web Activities—Chapter 24 for an activ-ity about Kashmir.

Soldiers patrol the border to stop Muslim rebels in Pakistan from

moving into the Indian-controlled area of Kashmir.

Regions Which two groups are involved in the dispute over Kashmir?

R

C

World Geography and Cultures Web site, and

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Essential Question

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614

R Reading StrategyOutlining Have students out-line the changes that occurred in the governments of Pakistan and Bangladesh since 1970. OL

C Critical ThinkingMaking Inferences Ask: Why is education such an important issue for the people of these countries? (Education in Pakistan and Bangladesh lags far behind that of most South Asian countries.) OL

Answer: West Pakistan wanted to impose a national language on all of Pakistan, and East Pakistan wanted to remain culturally distinct.

Caption Answer:Pakistan and India


Step 2


Step 2: Traveling Through Pakistan and Bangladesh Groups will continue the cultural tour of South Asia begun in Step 1.

Directions Write the Essential Question on the board and instruct groups to look at maps of Pakistan and Bangladesh to deter-mine two locations on which to focus — one from each country. Groups should draw

from information in the text or conduct research to learn about the culture of their chosen locations. Again, their goal is to determine what information and pictures they will include in their brochure to illus-trate the rich cultures of Pakistan and Bangladesh. They should use the informa-tion to complete the second section of their brochure.

Putting It Together Groups should share their perceptions of the cultures

of Pakistan and Bangladesh. Groups will use the cultural information in Section 3 to complete another section of their brochures. OL (Chapter Project continued on page 619.)

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.




Section 2CHAPTER

MAIN Idea

611-615_C24_S2_879995.indd 614 1/28/10 9:09:20 AM

SOUTH

ASIA

SECTION 2 REVIEWVocabulary 1. Explain the significance of: total fertility rate, Sikh.

Main Ideas 2. How have population movement and population growth influ-

enced population patterns in Pakistan and Bangladesh? Give examples.

3. List examples of cultural similarities shared by Pakistan and Bangladesh. List examples of cultural differences.

4. Use a Venn diagram like the one below to identify similarities and differences in the histories and governments of Pakistan and Bangladesh.

Critical Thinking 5. Answering the EssentialEssential QuestionQuestion How do present-day

political borders in Pakistan and Bangladesh reflect ethnic and religious conflicts?

6. Predicting Consequences How might life in Pakistan and Bangladesh be affected in the next 50 years if present popula-tion growth rates and urbanization trends continue?

7. Analyzing Visuals Study the population pyramid for Pakistan on page 612. What challenges might this age distribution present for Pakistan’s future?

Writing About Geography 8. Summary Writing Write a paragraph summarizing how India,

Pakistan, and Bangladesh are similar and different.

The ArtsSouth Asians have used the visual arts to express

religious beliefs and to document daily life. Stone carving and sculpture exist from as far back as the Indus Valley civilization, and some Mauryan Empire techniques for polishing marble have never been duplicated. Under Mogul emperors, traditional Muslim restrictions against depicting the human form loosened, and portraits and dec-orative paintings flourished.

Literature and dance are important in Bangla-deshi culture. In 1913 Bengali Rabin dranath Tagore was the first non-European writer to be awarded the Nobel Prize for literature. The poetry and plays of Kazi Nazrul Islam, known as the “voice of Bengali nationalism,” have inspired poor farmers for decades through polit-ical and historical themes about the oppression of Muslims. Bangladesh is home to original and creative indigenous dances.

Music and literature are the richest of all Pakistani art forms. Qawwali, a form of devo-tional singing, is very popular. People recite poetry at public musha’irahs that are organized like music concerts. The classical music tradition can be traced to the thirteenth-century poet and musi-cian Amir Khosrow, who composed the tradi-tional rhythmic form known as the raga.

Family LifeFamily life in Pakistan and Bangladesh is the

center of social life. Extended families live in close proximity, often with more than one house-hold sharing a home. Many marriages are arranged. However, increasing numbers of edu-cated men and women are choosing their own partners. The wife of a newly married couple typically lives with the husband’s family. Smaller families are more common in urban areas.

Place What is the main religion of Pakistan and Bangladesh?

Geography ONLINE


Chapter 24 615

Henna, which stains the skin, is used as skin art commonly worn

for special occasions, such as weddings.

Regions What art forms are popular in the subregion?

Pakistan Bangladesh

D

611-615_C24_S2_879995.indd 615 1/28/10 9:09:22 AM

615615

Answers

Section 2 Review

D Differentiated InstructionAuditory/Musical Encourage interested students to find record-ings of Pakistani music to share with the class. OL

Caption Answer:stone carving, sculpture, plays, literature, dance


2. Population growth and urbanization (move-ment) are straining cities’ resources. Examples include housing and job short-ages and increasing pollution.

3. Similarities: importance of literature, Islam, and extended families; Differences: Bangladeshis speak Bangla, Pakistanis speak Urdu and Punjabi, dance is more important in Bangladesh, music more in Pakistan.

4. Similarities: Muslim invaders and traders settled in both. Both are parliamentary gov-ernments. Instability has marked both coun-tries. Differences: Pakistan was invaded numerous times, resulting in an ethnically diverse population. Bangladesh shares more in common with Hindu neighbors.

5. They are divided along religious and ethnic boundaries.

6. Population may overwhelm the ability of cities to provide services to everyone.

7. As younger generations grow older, access to schooling and jobs may become a problem.

8. Paragraphs will vary but should address population density, urbanization, and the Indus Valley civilization.

Answer: Islam



CloseSynthesizing Ask: What are key cultural issues facing Pakistan and Bangladesh? (dense population, poverty, low literacy, poor health care, territorial conflict)



Section 3CHAPTER SECTION

Guide to ReadingEssentialEssential QuestionQuestionHow might the location of a country influence its culture?

Content Vocabulary

Academic Vocabulary• reveal (p. 617)• rely (p. 620)

Places to Locate• Nepal (p. 617)• Bhutan (p. 617)• Maldives (p. 617)• Sri Lanka (p. 617)• Kathmandu Valley (p. 617)

Reading StrategyOrganizing As you read about this subregion, fill in a chart like the one below with information about each of the countries.

3

• lama (p. 618)• mantra (p. 620)

• stupa (p. 620)• dzong (p. 620)

Nepal, Bhutan, Maldives, and Sri LankaThe cultural histories of Nepal, Bhutan, Maldives, and Sri Lanka are widely varied. Each country’s unique history and geographic location have determined the current political situation and religious practices. The rhythms of many ages are unmistakable in places such as Kathmandu, Nepal. Religion is interwoven with and essentially inseparable from daily life.

Voices Around the World“ . . . The eternal snows of the Himalaya glisten on the far horizon above Kathmandu all year round, but it snows in the city, on average, only once in a Nepalese lifetime. It’s a sight to remember: the snow shimmering on the multi-tiered pagodas, dusting the bare bodies of the . . . sculptures. Ringing temple bells and the Sanskrit chanting of Hindu priests echo down the alleys of a medieval city. . . .”

— T. D. Allman, “Nepal: Changed for good, for bad, forever,”

National Geographic, November 2000

Nepali girl worshiping the Hindu deity Kali

Country Early History

ModernHistory

Government

Nepal

Bhutan

Maldives

Sri Lanka

616 Unit 8

sectionaudio

spotlightvideo

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MAIN Idea

616-621_C24_S3_879995.indd 617 1/28/10 9:10:40 AM


Guide to ReadingAnswers to Graphic:

Country Early History Modern History Government

Nepal 400 A.D. Licchavi dynasty established, collapsed in 9th Century. Shah dynasty expanded south, British reduced Nepal to current size

Late 1700s, ruler of small principality combined states into a country. Conflict is occurring between the country’s ruling party and Maoists calling for democracy.

Monarchical

Bhutan Tibetan Buddhism intro-duced by monks fleeing Tibet in 800s

1600s: Tibetan lama consolidated power. Chaos after his death until 1800s when ties were established with the British.

Constitutional monarchy with a representative government

Maldives Settled by Buddhists from Southern Asia. 12th century, Islam introduced. Portuguese arrived in the late 1400s.

Sultans ruled mostly since 1100s. Portuguese and British ruled from late 1500s–1965.

Independent republic

Sri Lanka Sinhalese arrived from India, 500s B.C. Established trade route known to Arab, Greek, and Roman sailors

British took control, but Dutch law is the basis of law. Independence gained in 1948.

Parliamentary republic

Resource Manager

Teacher Edition• Predicting, p. 618


URB, p. 33• RENTG, pp. 184–186• Vocab. Act., URB p. 24

Teacher Edition• Comparing and

Contrasting, p. 617

Additional Resources• Quizzes and Tests, p. 295

Teacher Edition• Visual/Spatial, p. 618• Kinesthetic, p. 619

Additional Resources• Reteaching Act.,

URB p. 25

Teacher Edition• Expository Writing,

p. 620

Additional Resources• World Cultures

Trans. 13• Authentic Assess.,

p. 54

Teacher Edition• Reading a Graph, p. 617


Trans. 24-3• Pol. Map Trans., p. 17

Reading Strategies

Critical Thinking






Section 3CHAPTER

Essential Question

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Nepal

Maithili: 10.8% Bhojpuri: 7.9%

Tharu: 4.4% Tamang: 3.6% Newar: 3.0%

Awadhi: 2.7% Magar: 2.5% Gurkha: 1.7%

Other: 7.6%

Nepalese:55.8%

Maldives

Sinhalese:0.7% Maldivian:

98.5%

Other:0.8%

Source: Encyclopaedia BritannicaAlmanac 2009.

SOUTH

ASIA

Chapter 24 617

Population PatternsMAINMAIN IdeaIdea The mountainous and the island cul-

tures of South Asia reveal differences among peo-ples throughout the subregion.

GEOGRAPHY AND YOU How would life on a small island differ from life in a mountainous area? Read to learn how these physical environments influence life in Nepal, Bhutan, Maldives, and Sri Lanka.

The countries on the northeast edge of India and the islands to the south reveal the ethnic and religious differences that reflect centuries of influence from surrounding regions. Ethnic diversity has sometimes led to clashes between certain groups, but it has also contributed to unique and fascinating cultures.

The PeopleNepal is home to a complex mix of ethnic

groups. The two main groups are the Indo-Nepalese, whose ancestors migrated into the country from the south, and the Tibeto-Nepalese, whose ancestors migrated from the north. The group most familiar to those outside of Nepal are the Sherpas, a Tibeto-Nepalese people known for their mountaineering skills.

The Bhote (BO•tay) people make up the majority of the population of Bhutan. They are descendants of Tibetan peoples and live mostly in the northern, central, and western parts of the country. The Bhote speak Tibetan dialects and practice Tibetan Buddhism, as do the Sharchops, who inhabit eastern Bhutan. People of Nepalese ancestry, who make up about 35 percent of the population in Bhutan, live in southern Bhutan. The Gurung, as these peoples are called, speak Nepali and practice Hinduism.

Another island country, Maldives, includes a mix of peoples and cultures from southern India, Sri Lanka, East Africa, and Arab countries. The earliest-known settlers on the islands were prob-ably from southern India, followed by Sri Lankan people. Later, East African and Arab sailors set-tled on the islands.

The island country of Sri Lanka has two main ethnic groups, which are fiercely divided along ethnic and religious lines. They speak different languages and live on different parts of the island. The Buddhist Sinhalese are the majority and con-

trol the government. The other group —Hindu Tamils — fought for an independent Tamil state in northern Sri Lanka from the early 1980s to 2009. During this time more than 70,000 Sri Lankans were killed or disappeared.

Density and DistributionIn southern Bhutan and Nepal, average popu-

lation densities vary between 47 and 497 people per square mile (18 and 192 people per sq. km). To the north, however, population decreases as elevation increases. For example, only about 25 people per square mile (10 people per sq. km) make their homes in the Himalayan highlands because of the area’s unfavorable climate condi-tions. In Nepal, the most densely populated area is the Kathmandu Valley.

The number of people per square mile in Sri Lanka is 821 (317 per sq. km). The 1,190 tiny coral islands of Maldives are packed with 2,609 people per square mile (1,007 people per sq. km).

Place What are the two main eth-nic groups of Sri Lanka?

Ethnic Composition of Bhutan, Sri Lanka, Nepal, and Maldives

1. Regions Which country is the least ethnically diverse? The most?

2. Location How does location help explain why Nepal and Bhutan have significant numbers of Nepalese people?


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617

AdditionalSupport

TeachS Skill Practice

Reading a Graph Have stu-dents study the circle graphs on this page. Ask: What group besides the Nepalese can be found in more than one country? (the Sinhalese) BL

C Critical ThinkingComparing and Contrasting Ask: How does the average pop-ulation density of Sri Lanka com-pare to that of Maldives? (Maldives has about 1,788 more people per square mile [690 people per sq. km] than Sri Lanka.) OL


Activity: Collaborative Learning

Making Connections Students should note that the influence of religion has been culturally significant in all of the countries they have stud-ied in this region. Have the class form three groups. Assign each group one of South Asia’s important religious traditions: Hinduism, Buddhism, or Islam. Tell the groups that they are South Asian representatives of these religions and have been invited to give presentations to

U.S. high schools. Assign tasks and have group members work together to research and answer the following questions: (1) When and where did your religious tradition start? (2) Who began it? (3) What are your major beliefs and rituals? (4) Where in South Asia is your religious tradi-tion practiced today? Have each group present its report to the class. OL

Answers1. Maldives; Nepal

2. The two countries are close to each other.

Remind students to con-

sider their audience as they

prepare their presentations.

They should assume they

are addressing students

who have little or no back-

ground with this material.

Answer: Sinhalese and Tamil



Section 3CHAPTER

618 Unit 8

History and GovernmentMAINMAIN IdeaIdea Internal and external influences have

determined much of the histories of Nepal, Bhutan, Sri Lanka, and Maldives.

GEOGRAPHY AND YOU How have religious beliefs shaped U.S. history? Read to learn how religious beliefs and ethnic backgrounds have shaped the histories of Nepal, Bhutan, Sri Lanka, and Maldives.

India, Arab countries, and European powers shaped the histories of Nepal, Bhutan, Sri Lanka, and Maldives.

Early HistoryThe early histories of Nepal, Bhutan, Sri Lanka,

and Maldives are widely varied. In about a.d. 400 the Licchavi dynasty was established in Nepal’s Kathmandu Valley. Rulers of this dynasty probably came from India. Around the ninth cen-tury, the Licchavi dynasty ceased to exist, and Nepal moved into a period in which three sepa-rate dynasties were established.

These dynasties were later conquered by the Shah dynasty, under which Nepal began a south-ward expansion in the late 1700s. This expan-sion brought them face to face with the British. The Anglo-Nepalese War (1814–1816) reduced Nepal to its current size, but the country retained its independence.

Little is known of Bhutan’s early history before the introduction of Tibetan Buddhism from monks fleeing Tibet in the a.d. 800s. Since then, Bhutan’s political and religious histories have been tied together and connected to the monas-teries and monastic schools.

The Sinhalese are believed to have arrived in Sri Lanka from India during the 500s b.c. The strong Sinhalese civilization that developed on a sea trade route between 200 b.c. and a.d. 1200 was known to Arab, Greek, and Roman sailors.

The Maldive Islands were first settled by Buddhist peoples from southern Asia. Islam came to the islands in the twelfth century. Portuguese traders arrived in the late 1400s.

Toward Modern TimesIn Bhutan in the early 1600s, a Tibetan lama,

or Buddhist monk, consolidated his power over both religious and political realms. He also developed a system of law for ruling the country. After his death, civil war and chaos enveloped the country until the late 1800s, when another ruler established ties with the British in India. Both India and Britain respected the sovereignty of the nation, which is now evolving into a con-stitutional monarchy with a representative government.

Today’s Nepal was formed in the latter half of the 1700s when the ruler of a small principality combined a group of states into a country. The country achieved stability after periods of inter-nal political strife. Because of its isolation, Nepal was not colonized by European powers. For

Independence in South Asia

1. Regions Which country in South Asia was never colonized?

2. Regions Which country was the first to gain its independence?


R

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MAIN Idea

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618

Differentiated Instruction

TeachR Reading Strategy

Predicting Before reading, ask students to look at the political map on this page. Ask: How might the locations of these countries be a factor in another country’s attempt to colonize them? (Nepal and Bhutan might be too hard to reach. Maldives and Sri Lanka may be sought after because of their loca-tion on trade routes.) OL

D Differentiated InstructionVisual/Spatial Divide students into four groups and have each group create a visual representa-tion of the early history of their assigned country: Nepal, Bhutan, Sri Lanka, or Maldives. They may choose to do a time line, a chart, or some other visual of their choice. Have groups share visuals with the class. OL

Differentiated Instruction Strategies BL Have students select an artifact and create a

flow chart showing how its materials are gath-ered, processed, and converted into final form.

AL

Have students select an artwork or craft from the region and show how and why its materials and production have changed over time.

ELL Have students create flash cards for terms such as materials, artisan, traditional, and craft.

Objective: To understand how resource availability impacts artisans and artists.

Focus: Have students select three traditional art-works or crafts from the region.

Teach: Ask students to compile a data sheet list-ing the materials used to create each arti-fact and where they are found locally.

Assess: Evaluate student data sheets for accuracy. Close: Discuss results of the research and any

similarities across regions.

Understanding How Resources Affect Artistic ExpressionName Date Class

Archaeologists perform digs that reveal cluesabout the culture of the people who lived in aregion. Some of the physical evidence, or culturalartifacts, that archaeologists discover can informus about the form of government, family structure,economy, and beliefs of these former residents.All cultures have artifacts that help other peopleunderstand who they are and what they believe.

• Make replicas of relics or artifacts that will offerclues about the history, religion, social structure,and geography of a South Asian country.

• Present your artifacts in an organized way, suchas grouped by the age of the objects, theregion where they were located, or theirimportance as cultural objects.

Your job is to create a collection of culturalartifacts that convey to your audience an under-standing of your assigned country and its people.Your goal is to help your audience understandyour country’s beliefs and values.

Your classmates and other students are theaudience for your artifact collection.

• Cardboard, clay, wood, or other craft materials

• Markers

• Paper

• Pen

• Resource materials

• Computer (optional)

• Internet access (optional)

Refer to the Classroom Assessment List for aScrap Book or Artifact Collection on page131 to help you plan your project.

Research your assigned country. Use thelibrary, the Internet, or other researchsources. You must go beyond the materialcontained in the textbook.

Compile a list of possible artifacts for yourcollection.

Share your list with a classmate, and addnew ideas.

Create your artifacts. Each one must becrafted by you. You may use purchasedmaterials, but you may not purchase or usegenuine artifacts from your country. Thegoal is to create your own.

Share your artifacts with a classmate forfeedback.

Design the box or container for your collection.

Use the Classroom Assessment List for aScrap Book or Artifact Collection to makesure that you have included all necessaryelements.

Add any missing elements, or improve those elements you have.

Perform a final self-assessment before youhand in your artifact box.

A South Asian Artifact Collection

Answers1. Nepal

2. India and Pakistan

Authentic Assessment, p. 54



Section 3CHAPTER

MAIN Idea

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Chapter 24 619

decades, Nepal’s government has wavered between attempting representative government and monarchical rule with a king as head of state. After periods of civil strife and Maoist rebel groups calling for the restoration of democ-racy, the country’s ruling party and rebel groups are discussing peace.

From the 1500s onward, profits from the spice trade soared in Europe. Portuguese, Dutch, and British colonial powers discovered and fought each other over control of Sri Lanka and its strategic trade route location. Portugal and Spain became involved in the maritime trade in South Asia in the 1500s. The Dutch became the dominant colonial power in the region in the 1600s. The British were the major power by the 1700s. Though the British came to rule the island, Dutch law remains the basis of law in Sri Lanka, where the British devel-oped a plantation economy for tea, rubber, and coconuts. One year after granting India self-rule, Britain gave independence to Ceylon in 1948. In 1972 the island took back its ancient name, Sri Lanka.

Today Sri Lanka is a parliamentary republic. The country has been marked by periods of civil unrest, revolt, and division between the Buddhist Sinhalese majority and the Hindu Tamils. A ceasefire has held since 2003, amidst intermit-tent and informal peace talks.

In 2004 the island’s southern and eastern coasts were hit by a deadly tsunami, a huge wave caused by an underwater earthquake. Sri Lanka was one of the hardest-hit countries in Asia, with more than 30,000 people reported dead or missing. Millions of others lost everything and were in need of food, water, shelter, and medical care. Disputes between the Sri Lankan govern-ment and the Tamil Tiger rebels delayed the delivery and distribution of international aid to those in need.

Arab and Muslim influence has been strong in the Maldive Islands since the mid-1100s, and sultans have ruled the islands for most of this time. The Portuguese ruled the islands for a brief period in the late 1500s, and then the British ruled from the late 1800s to 1965. Maldives became an independent republic in 1965.

Location How was the country of Nepal formed?

CultureMAINMAIN IdeaIdea Great variety exists among the cul-

tures of Nepal, Bhutan, Sri Lanka, and Maldives.

GEOGRAPHY AND YOU How has religion shaped the culture in your community? Read to learn about the multiple influences on the cultures of Nepal, Bhutan, Sri Lanka, and Maldives.

While the different languages, religions, and arts reveal the rich cultures of this South Asian region, differences in health care and education reveal cur-rent and future challenges their peoples face.

Religion and LanguageMost people in Nepal are Hindu. A smaller num-

ber of people in Bhutan and Sri Lanka also prac-tice Hinduism. Buddhism is dominant in Bhutan and Sri Lanka, but is also practiced in Nepal.

80°E100°E60°E

20°N

0°

TROPIC OF CANCER

0°EQUATOREQUATOR

ArabianSea

INDIAN OCEAN

Bay of Bengal

AndamanIslands

Lakshadweep

NicobarIslands

I N D I A

PAKISTAN

SRILANKA

MALDIVES

NEPAL BHUTAN

BANGLADESH

CENTRALASIA EAST ASIA

800 miles

800 kilometers

0

0


N

S

W E

Major Religions BuddhismChristianityHinduismIndigenousreligionsIslamSikhism

1. Regions Which countries in South Asia are predominantly Muslim?

2. Location Where are indigenous religions located?

South Asia: Religion

D

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619

D Differentiated InstructionKinesthetic Explain to students that both Hinduism and Buddhism have contributed to the world sys-tems of physical training that began as forms of spiritual disci-pline. Have interested students research some of the simpler pos-tures of Hindu yoga or Buddhist circumambulation and teach them to the class. OL


Step 3: Traveling Through Nepal, Bhutan, Maldives, and Sri Lanka Groups will continue the cultural tour of South Asia begun in Step 1.

Directions Write the Essential Question on the board and have groups look at maps of the four countries in this section to deter-mine one location per country on which to focus. Groups should draw from information

in the text or conduct research to learn about the culture of their chosen locations. Again, their goal is to select information and pictures illustrating the rich culture to be found upon traveling to these countries. They should then use that information to complete the third section of their brochure.

Putting It Together Groups should now have a completed brochure highlight-ing interesting cultural features of each of the countries in South Asia. Allow time for

groups to share their brochures with the class as a whole. OL

(Chapter Project continued on Visual Sum-mary page.)


Step 3

Answers1. Pakistan, Bangladesh

2. mostly in northeastern India and in the Andaman and Nicobar Islands

Answer: A ruler of a small principality com-bined a group of states into a country in the late 1700s.


Section 3CHAPTERIn Bhutan and Nepal, people fly colorful prayer flags, and prayer wheels twirl on many corners, sending out invocations. Monks chant mantras, or repetitive prayers. The Maldive Islands were founded as an Islamic state after Muslim traders established commerce on these islands.

The official languages of Nepal, Sri Lanka, and Maldives have Indo-European roots. In Nepal the majority of people speak Nepali, but there are about 12 other languages spoken. Sri Lankans speak Sinhalese, the official language, and Tamil. The roots of the Tamil language extend from the Dravidian family of languages, which are present in southern India. People of Maldives speak the official language of Dhivehi, as well as English. The peoples of Bhutan speak Dzongka, which is Tibetan in origin.

Education and Health CareEducation levels are uneven throughout South

Asia. In Maldives, where literacy reaches 96 percent, traditional schools teach the Quran, and English-language schools teach children through the secondary level. Sri Lankans receive free education from primary through university levels. By the end of the twentieth century, the government of Bhutan began contributing a

Geography ONLINE


620 Unit 8

3Vocabulary 1. Explain the significance of: lama, mantra, stupa, dzong.

Main Ideas 2. How are the populations of the island cultures and the moun-

tainous cultures similar? How are they different? 3. Describe examples of the great variety and differences that

exist among the cultures of Nepal, Bhutan, Sri Lanka, and Maldives.

4. Complete a diagram like the one below for each of the four countries in this subregion. Identify the internal and external influences that have determined much of the histories of Nepal, Bhutan, Sri Lanka, and Maldives.

Critical Thinking 5. Answering the EssentialEssential QuestionQuestion How does the loca-

tion and physical environment of Nepal help explain why the country was never colonized by the Europeans?

6. Making Generalizations What physical features might account for the areas of low population density in Nepal and Bhutan?

7. Analyzing Visuals Study the religion map on page 619. Which country in the region has the widest variety of religions?

Writing About Geography 8. Narrative Writing Think about each of the countries

described in this section. Then write a brief essay describing which country you think would be the most interesting to visit and why. Include information from the section and any addi-tional information you know about the country.

SECTION REVIEW

Influences

major portion of its national budget to educa-tion. As a result, school enrollment and literacy rates have gradually increased.

The quality and availability of health care are low. In some countries, such as Nepal, people relymostly on traditional medicine. Hospitals and health-care professionals are too few to meet the needs of the population, especially in rural areas. Lower life expectancies are often the result. Only in Maldives and Sri Lanka does life expectancy come close to that of the United States. The scar-city of clean water makes waterborne diseases such as cholera and dysentery common.

The ArtsThe artistic spirit is seen in everyday life all over

South Asia. The Buddhist stupas, or domed shrines, of Nepal and Sri Lanka, and the fortified monasteries, or dzong, of Bhutan illustrate this spirit. Dance is popular in Bhutan and Nepal and often tells religious and historical stories. In liter-ature, Michael Ondaatje, born in Sri Lanka but now living in Canada, won England’s prestigious Booker Prize for his novel The English Patient, which became an Academy Award–winning film.

Regions What impact has the low quality of health care had on this subregion?

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620

Answers

Section 3 Review

W Writing SupportExpository Writing Have interested students read Michael Ondaatje’s memoir Running in the Family, about growing up in Ceylon (now known as Sri Lanka). Then have students write an expository essay explaining what the memoir tells the reader about life in Sri Lanka. AL

Answer: low life expectancies



CloseSummarizing Ask: What are major health care issues for the countries of South Asia? (scarcity of clean water, too few health-care professionals)


2. Although the island countries and the mountain countries both have diverse pop-ulations, the island countries include peo-ples from other world regions as a result of their location on ocean trade routes.

3. Bhutan and Sri Lanka are mostly Buddhist with some Hindu, Nepal is mostly Hindu, and Maldives is mostly Islamic. People in each country speak a variety of languages.

4. Nepal: mountainous location, dynastic rul-ers, contact with British; Bhutan: Tibetan Buddhism, politics tied to religion, British and Indian influence; Maldives: contact with different cultures, Arab and Muslim influence, sultan and British rule; Sri Lanka: internal conflict, contact with European colonial powers, location on sea trade route

5. Nepal is far inland and mountainous, making it difficult for invading forces to gain access.

6. mountains 7. India 8. Essays will vary according to country, but

they should address things such as culture and location.



VISUAL SUMMARY

Essential Question

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SOUTH

ASIA

Chapter 24 621

Study anywhere, anytime by downloading quizzes and flashcards to your PDA from glencoe.com.CHAPTER VISUAL SUMMARY 24

POPULATION AND CULTURE• The population of South Asia exceeds 1 billion and

continues to grow.• South Asia has an ethnically diverse population.• There are several hundred languages spoken in the

region, and most of the world’s major religions are practiced here.

CONFLICT AND GOVERNMENT• Ethnic and religious diversity in South Asia often leads

to conflict.• After India and Pakistan gained their independence,

Hindus and Muslims on the wrong side of the border often faced violence against them.

• In Sri Lanka the minority Hindus are using violence to try to gain independence from the majority Buddhists in the south.

THE IMPACT OF COLONIALISM• Most of South Asia was ruled by the British under its

colonial empire.• The colony of India was divided into Pakistan, which

was comprised mostly of Muslims, and India, which was mostly Hindu.

• Pakistan was divided into East and West Pakistan. East Pakistan later broke from West Pakistan to become Bangladesh.

• Issues from the colonial era still exist today as India and Pakistan fight over who should control the Kashmir region.

BuddhistChristian

HinduIndigenous

MuslimSikh

Other

Religion in South Asia

Percentage of Population

Maldives

Sri Lanka

Pakistan

Bangladesh

India

Nepal

Bhutan

0 20 40 60 80 100

Source: Encyclopaedia Britannica Almanac 2009.

Popu

latio

n (in

mill

ions

)

Source: www.un.org, United Nations.

BangladeshBhutan

IndiaMaldives

NepalSri Lanka

100

700600200150

800900

10001100

13001200

50101

0.50

Year

South Asia: Population Growth

2010200520001995199019851980

Victoria Memorial, a museum of British colonial history, Kolkata, India

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621

Hands-On Chapter ProjectStep 4: Wrap-Up

Listing Write the headings Language, Religion, Art, Education, and Health on the board. Invite students to list as many details as they can about the countries in South Asia under each heading. OL

Determining Cause and Effect Have students use the information on this page, as well as their recollection of the infor-mation in the chapter, to answer these questions about the region: Ask: What effects has South Asia’s population growth had on its urban areas? (rapid growth, high population density, strain on resources and facilities, shortages of housing and jobs, pollution) What was the main effect of colonial-ism? (division and religious conflict) What causes most of the conflict in the region? (ethnic and religious divisions) OL


Step 4: Traveling Through South Asia: Students will synthesize what they have learned in Steps 1, 2, and 3.

Directions Write the Essential Question on the board. Write the names of the seven countries in the region across the top of the board. Have students list the cultural attractions they featured in their brochures under the appropriate countries.

Putting It Together After this, examine these attractions as a whole group and dis-cuss how they would influence an outsider’s perception of the region. Ask: What does the cultural geography of South Asia tell you about its people? Does the culture inspire you to want to travel to the region? Why or why not? Finally, have students write a paragraph expressing what they learned about the culture of South Asia as a result of creating their travel brochure. OL


CHAPTER 24ASSESSMENT

TEST-TAKING TIPBe sure to read all the choices before you answer a question. A choice may seem to fit because it deals with South Asia, but a later choice may really be the best answer.

622 Unit 8

CHAPTER 24

STANDARDIZED TEST PRACTICE

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

1. In traditional India, everyone is born into a social and occupa-tional position called a .

A dharma

B jati

C karma

D Veda

2. The British practiced , or political and economic domination, to control markets in India for their products.

A Hinduism

B imperialism

C reincarnation

D socialism

3. The average number of children a woman has in her lifetime is the .

A total fertility rate

B birthrate

C death rate

D infant mortality rate

4. A Tibetan Buddhist monk is called a .

A Veda

B lama

C karma

D stupa

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

Section 1 (pp. 606–610)5. Where are the highest concentrations of population in India?

A Thar Desert

B interior of the Deccan Plateau

C Gangetic Plain and monsoon-watered coasts of southern India

D mountains of Kashmir

Section 2 (pp. 611–615)6. What event in 1998 made the confl ict between India and

Pakistan more serious?

A Pakistani terrorists blew up the parliament buildings in New Delhi.

B Indian terrorists attacked a shrine in Pakistan.

C India and Pakistan both conducted underground nuclear tests.

D India and Pakistan declared war on each other.

Section 3 (pp. 616–620)7. Which South Asian country was never a colony?

A Bhutan

B Sri Lanka

C Bangladesh

D Nepal

GO ON

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Answers, Analyses, and TipsReviewing Vocabulary1. B All of the answers are con-cepts associated with India’s belief system. The Vedas are writings that outline this belief system. Of the three remaining choices, only jati refers to a social position.

2. B This question requires mak-ing a distinction between politics and religion, two concepts that are closely connected in this region. Of the answer choices, only imperi-alism and socialism are political designations.

3. A The most challenging dis-tracter in this question is birthrate, as C and D both have to do with death, not birth. Birthrate has to do with the fertility of the total population and not with the fertil-ity of an individual woman.

Reviewing Main Ideas5. C Students may struggle between choices B and C. Both represent areas of fertile soil where rain is plentiful. Remind students that the plain and the southern coast are more agriculturally productive areas and are there-fore more densely populated.

6. C While the chapter does state that Pakistan and India have been fighting over Kashmir for decades, the only answer choice specifically discussed in the chapter is the nuclear tests conducted by both countries.

7. D Students may remember the indepen-dence map in this chapter. With the exception of Nepal, all of the other countries were colo-nized by European powers.

4. B All of the choices are words discussed in the chapter in rela-tion to Buddhism. Students may be familiar with the term Dalai Lama and be able to make the connection to the correct answer.

TEST-TAKING TIPTell students that looking over the test is a good way to jump-start their brain. While they are busy answer-ing the test questions at the beginning, their brain can be thinking about the later questions. In addition, if there is an essay question, they can read it at the begin-ning of the test so that their brain will be ready to answer it by the time they get to the end.

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CHAPTER 24ASSESSMENT

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Chapter 24 623

ASSESSMENT

Geography ONLINE

For additional test practice, use Self-Check Quizzes—Chapter 24 on glencoe.com.

Need Extra Help?

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

8. What problem do farmers in most parts of South Asia face?

A They produce so much that much of it goes to waste.

B They lack markets for their production.

C They struggle to produce enough food for their families.

D The government restricts how much they can produce.

Base your answer to question 9 on the map and on your knowledge of Chapter 24.

9. What language family dominates southern India?

A Dravidian

B Indo-European

C Sino-Tibetan

D Nilo-Saharan

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

When India became independent in 1947, the central govern-ment made many decisions for the entire country. People began to question this system and look for alternatives. An American reporting from India in 1960 described a shift back to a more tra-ditional way of making decisions.

The panchayat or village council is an ancient institution in India, to which Indians are now looking as a way of counter-balancing the topheavy bureaucracy of the socialist state. Indian scholars say local democracy was so thoroughly prac-ticed in ancient times that this actually led to the weakness in the central government which allowed India to be conquered by one invader after another. But now, having established a strong central government, Indian leaders fi nd that local ini-tiative is being inhibited. . . . So they are trying to revive the panchayats. Already there is some evidence that they may succeed. In Rafasthan, where they have been working for a year or so, good results are said to be visible. Villagers are planning and working on their own initiative instead of expecting government to provide everything for them.

[Mohandas Gandhi], of course, had great faith in the villages, and it was his hope that they would become self-reliant and self-governing. Indeed, his creed of non-violence depended upon a society which was strong at the local level, and where the people provided for their own needs instead of relying upon a powerful national government which would have to build up all the instruments of power to support itself.

—Bradford Smith, “Is a New Form of Democracy Evolving in India?”

10. Why is the panchayat a particularly suitable institution to deal with problems in rural India?

Extended Response11. Exploring the BiG BiG Idea Idea

Compare Pakistan and Bangladesh. How are their cultures similar? How are they different?

India: Language Families

If you missed questions. . . 1 2 3 4 5 6 7 8 9 10 11Go to page. . . 607 608 612 618 607 614 619 607 623 623 613–614

STOP

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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 24 and take the Self-Check Quiz.

Extended Response11. Both countries are Islamic. Bangladesh and Pakistan have dif-ferent languages and cultures. Bangladeshis speak Bangla and Pakistanis speak Urdu and Punjabi. Literature is important in both countries. Dance is more important in Bangladesh, and music is more important in Pakistan. Both cultures focus on extended families. Muslim invad-ers and traders settled in both Bangladesh and Pakistan. Both have parliamentary governments. Instability has marked both countries.

Critical Thinking8. C Students need only remember how densely populated the region is to rule out both A and B. And while South Asian govern-ments may be restrictive in other ways, there is no mention in the chapter of restrictions placed on agricultural production.

9. A If students use the key, the compass, and the map, they shouldn’t struggle with this question.

Document-Based Questions10. The panchayat allows local people to deal with their problems instead of expecting the large central government, which lacks resources, to help them.

TEST-TAKING TIPIn order to help students focus on the main idea of challenging questions, sug-gest they identify key words. For example, the key words in question 10 would be Panchayat, suitable, deal, and problems.

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CONNECTING TO

THE UNITED STATES

w

624 Unit 8

Just the Facts: • 4.9 percent of medical doctors in the United States

are Indian.• The single largest group of Muslim immigrants to the

United States is from South Asia.• The first Hindu temple in the United States was estab-

lished in Penn Hills, Pennsylvania, in 1976.• California, New York, and New Jersey boast the larg-

est Indian American populations in the United States.

CONNECTING TO

THE UNITED STATES

Source: Food and Agricultural Organization of the United Nations.

World Spice Production, 2007

India 72%

Bangladesh 8%

Pakistan 3%

Other countries 17%

Women in Los Angeles celebrate a springtime Hindu New Year.

Actors and actresses of the Indian film industry are becoming more recognizable in the United States.

Actress Aishwarya Rai (right), pictured with American actresses Kerry Washington and Andie MacDowell, enjoys increasing popularity in mainstream cinema.

C

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Visual Literacy — HinduismHinduism In America Most U.S. followers of Hinduism are attracted to the religious phi-losophy as it was introduced to American cul-ture in the nineteenth century. This philosophy emphasizes self-help through the ancient prac-tices of yoga and meditation. Hindu Indians liv-ing in the United States, however, longed for the more ritualistic worship practiced in India. To accommodate this, American Hindus began building temples of worship in the 1970s.

Hindu Indians celebrate their religion both in and out of the temple. Although India’s national calendar identifies the Hindu New Year as Diwali, celebrated in November, here the women are celebrating in the spring. This is most likely because different regions of India celebrate the New Year at different times throughout the year, including in April.

FocusIntroducing the Feature Have students skim the material presented in the feature. Ask: What most clearly connects South Asia to the United States? (immigration) What is one signifi-cant benefit of this connection? (It has made the country more cul-turally diverse.) OL

TeachC Critical Thinking

Drawing Conclusions Ask: What conclusion can be drawn from the fact that nearly five per-cent of doctors in the United States are Indian? (They are moti-vated, most likely by a higher income, to practice their profession outside their own country.) OL


Additional Support

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CONNECTING TO

THE UNITED STATES

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Chapter 24 625

Making the ConnectionSouth Asia is one of the most populous regions in the world. The region, which includes Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan, and Sri Lanka, is home to almost five times as many peo-ple as the United States. In recent years immigra-tion, outsourcing, and the entertainment industry have helped South Asia and the United States become more closely connected than ever before.

Food—Spices Many spices native to this region are exported to countries around the world. Cinnamon is made from the ground bark of the cinnamon tree, which is native to Sri Lanka and southern India. Other regional spices include nut-meg, cardamom, and cloves.

Religion Recent immigration to the United States from countries such as India has made Hinduism one of the fastest-growing religions in the coun-try. Hindu temples can be found throughout the United States, including prominent temples in Malibu, California, and Lanham, Maryland, located just outside of Washington, D.C.

Cinema—Hollywood and Bollywood The Indian film industry annually produces more films than the United States. These films usually feature song-and-dance segments, a style not seen in U.S. films. Still, the industries in both countries affect each other. As Indian films become more Westernized, including some Western actors and plotlines, the style and music of Indian cinema, in turn, influence American films.

THINKING GEOGRAPHICALLY

1. Human Systems Compare the two charts on this page. What effect might higher education have upon Indian immigration to the United States?

2. Places and Regions What are some of the major similarities and differences between the Indian and the American film industries?

Cinnamon is used in the United States to flavor cereals and desserts.

U.S. Immigration from South Asia, 2008

India 63,352

Pakistan 19,719

Bangladesh 11,753

Nepal 4,093

Sri Lanka 1,935

Bhutan 42

Maldives NA

Source: U.S. Department of Homeland Security.

International College Students in the United States

Country of Origin Number of Students

India 94,563

China 81,127

South Korea 69,124

Japan 33,974

Canada 29,051

Source: www.iie.org, Institute of International Education, “Open Doors Report of International Educational Exchange, 2008.”

The highest number of international college and university students in the United States comes from India. India has held the top position since it surpassed China in 2002.

SOUTH

ASIA

R

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R Reading StrategyMaking Inferences Ask: What is outsourcing? (subcontracting work to outside, usually foreign, companies) How would U.S. out-sourcing benefit South Asia? (by providing employment) OL

Assess/CloseIdentifying Have students identify all the foods they eat that depend on one or more of the spices imported from South Asia for their flavor.

Answers1. Answers may vary, but

might make the connection that Indians come to the United States to attend col-lege then decide to stay.

2. Plotlines and styles are similar, but Indian films feature more song-and-dance segments. India also produces more films.

THINKING GEOGRAPHICALLY

Activity: Collaborative LearningComparing and Contrasting Divide the class into four groups. Assign each group one of the following topics to research: traditional Bollywood film conventions; singing and dancing in Bollywood films; Western film influences in Indian cinema; Indian film influences in American cinema. Groups should use the library and the Internet to locate at least three sources of infor-mation on their topic. Groups should also watch

an age-appropriate Bollywood film. Students will use the information to prepare a brief class presentation. Each member of the group should be involved in the presentation. Groups may want to show appropriate film clips to illustrate their presentation points. After all groups have presented, draw a Venn diagram on the board for the class to complete. OL

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