chapter planning guide - glencoeglencoe.com/ebooks/social_studies/wgc_2012_nat/twe/chap22.pdf ·...

Chapter Planning Guide

554A

LevelsResources Chapter

OpenerSection

1Section

2Chapter AssessBL OL AL ELL

FOCUSBL Daily Focus Skills Transparencies 22-1 22-2

TEACHBL ELL Guided Reading Activity, URB* p. 45 p. 46

BL ELL Vocabulary Activity, URB* p. 37

BL OL AL ELL Reinforcing Skills Activity, URB p. 41

OL Enrichment Activity, URB p. 43

OL GeoLab Activity, URB p. 5

OL Environmental Issues Case Study, URB p. 9

BL ELL Reading Essentials and Note-Taking Guide* pp. 166–168

pp. 169–171

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

BL OL AL ELL Map Overlay Transparencies, Strategies, and Activities 7-6

GIS Simulations, Strategies, and Activities p. 26

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 ✓ ✓ ✓ ✓

BL OL AL ELL Section Spotlight Video Program ✓ ✓

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

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

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

BL Below Level OL On Level

AL Above Level ELL English Language Learners

Print Material Transparency CD-ROM or DVD

Key to Teaching ResourcesKey to Ability Levels

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554B

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 Section

2Chapter AssessBL OL AL ELL

TEACH (continued)

TeacherResources

High School Character Education ✓ ✓ ✓ ✓

Inclusion for the High School Social Studies Classroom Strategies and Activities ✓ ✓ ✓ ✓

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

Success with English Learners ✓ ✓ ✓ ✓

Differentiated Instruction for the Geography Classroom ✓ ✓ ✓ ✓

Literacy Strategies in Social Studies ✓ ✓ ✓ ✓

Standards-Based Instruction ✓ ✓ ✓ ✓

Presentation Plus! with MindJogger CheckPoint ✓ ✓ ✓ ✓

TeacherWorks™ Plus ✓ ✓ ✓ ✓

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

ASSESSBL OL AL ELL Section Quizzes and Chapter Tests p. 267 p. 268 p. 269

BL OL AL ELL Authentic Assessment With Rubrics p. 52

BL OL AL ELL ExamView Assessment Suite 22-1 22-2 Ch. 22

CLOSEBL ELL Reteaching Activity, URB p. 39

BL OL ELL Dinah Zike’s Reading and Study Guide Foldables p. 64

BL OL AL ELL World Geography in Graphic Novel pp. 45–51

Graphic Organizer Transparencies, Strategies, and Activities pp. 59–60

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

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Chapter Integrating Technology

554C

Visit glencoe.com and enter code WGC2630C22T for Chapter 22 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 a Student Web Activity?A Student Web Activity uses the Internet to enrich chapter content. It also helps students enhance their online research skills.

How can a Student Web Activity help my students?A Student Web Activity can teach students how to conduct research online and extends the content provided in the textbook. Features include:• a research topic based on the chapter• links to Web sites with more information on the topic

• short-answer questions to assess comprehension• a form to e-mail answers to you or themselves

Visit glencoe.com and enter a QuickPass™ code to go to a Student Web Activity.

Teach With Technology

UsingStudent Web

Activities

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http://www.glencoe.com


Additional Resources

554D

• Timed Readings Plus in Social Studies helps students 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 22:

• Nelson Mandela: Journey to Freedom(ISBN 0-76-700113-3)

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 create a customized reading list for your students.

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

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

• A brief summary of each selection is included.

Leveled reading suggestions for this chapter:

For students at a Grade 7 reading level:• Ethiopia, by Angela Grunsell

For students at a Grade 8 reading level:• Songhay, by Adeleke Tunde

For students at a Grade 9 reading level:• Ghana: A Study of An Economically Developing Country,

by Steve Brace

For students at a Grade 10 reading level:• Footprints on the Planet: A Search for an Environmental

Ethic, by Robert Cahn

ReadingList Generator

CD-ROM

Index to National Geographic Magazine:

The following articles relate to this chapter:• “Ivory Wars: Last Stand in Zakouma,” by J. Michael Fay,

March 2007.

• “Living with Aids,” by Gideon Mendel, September 2005.

• “We Just Want Enough,” by Alexandra Fuller, September 2005.

• “Who Murdered the Virunga Gorillas?” by Mark Jenkins, July 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

CHAPTER INTRODUCTION

Geography ONLINE

Visit glencoe.com and enter code WGC9952C22 for Chapter 22 resources.

CHAPTER

554 Unit 7

THE REGION TODAY

Africa South of the Sahara

Table Mountain rises behind Cape Town, South Africa, an economic and industrial center in the region.

The characteristics and distribu-tion of human populations affect human and physical systems. A study of Africa south of the Sahara today will explain the immense chal-lenges the region faces in gaining economic independence and stabil-ity while finding the best use of its natural resources, which are key to the region’s development.

Essential Essential QuestionsQuestions

Section 1: The EconomyHow might economic activities in Africa south of the Sahara be affected by the environment?

Section 2: People and Their EnvironmentHow do human actions contribute to environmental problems like desertification and deforestation?

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FocusMore About the Photo Visual Literacy Cape Town is a major center for banking, tourism, and manufacturing. Recently, however, suburban areas have been invaded by large groups of baboons that live in the moun-tains. The baboons, whose natural habitat has become smaller and smaller, are no longer afraid of contact with humans and some-times break into houses in search of food.

TeachAs you begin teaching

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

Section 1The Economy Essential Essential Question Question How might economic activities in Africa south of the Sahara be affected by the environment? (poor farming conditions are causing more people to move to cities; natural resources hold promise but have not benefited most people; the shift to industrial-

ization has been slowed by difficulties harnessing hydroelectric power; building and maintaining roads is difficult given the physical geography of the region) Explain that in Section 1, students will read about the move from an economy based on subsistence farming to one that is part of the global economy. OL

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INTRODUCTIONCHAPTER

Essential Questions

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Chapter 22 555

Identifying Information Use a Four-Door Book to identify and describe four problems facing Africa south of the Sahara today.

Reading and Writing As you read the chapter, identify and describe in the appropriate place in your Foldable four problems facing the region today. After you name and describe each problem on the front of each door, present possible solutions to each problem inside the Foldable.

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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.

Dinah Zike’sFoldables

Purpose This Foldable helps students identify and describe four problems facing the region today, as well as possible solutions.

Section 2People and Their Environment Essential Essential Question Question How do human actions contribute to environmental problems like desertification and deforestation? (Economic activities and the need to survive often result in the clearing of forests and the need to graze live-

stock. War and poor farming methods have con-tributed to famine. Human actions have also devastated wildlife in the region.) Tell students that in Section 2 they will learn about how human activities have impacted life and the physical environment in Africa south of the Sahara. OL

Geography ONLINE

Visit glencoe.com and enter code WGC2630C22T

for Chapter 22 resources.



CHAPTER Section 1 SECTION 1

• subsistence farming (p. 557)

• shifting cultivation (p. 557)

• sedentary farming (p. 557)

• commercial farming (p. 557)

• cash crop (p. 557)

• conservation farming (p. 558)

• infrastructure (p. 559)

• e-commerce (p. 561)

The EconomyThe lives of people throughout Africa south of the Sahara are changing as the region becomes more closely involved in the global economy. Like the coun-tries in which they live, individual Africans face tough odds, yet changing economic activities also offer new opportunities. For many young Africans, this has meant leaving their rural villages for large cities in search of work.

Voices Around the World“‘I can hold on like this for about 15 minutes,’ says day laborer Charles Mutuku Mutulili, who commutes to and from his home in Kibera by hopping a packed train, the cheapest way to get around. Most mornings Mutulili heads into down-town Nairobi looking for construction jobs. ‘There are a lot of people like me, a lot of them, looking for work.’”

— Binyavanga Wainaina, “Inventing a City: Nairobi,”

National Geographic, September 2005

Guide to ReadingEssential Essential QuestionQuestionHow might economic activities in Africa south of the Sahara be affected by the environment?

Content Vocabulary

Academic Vocabulary• erosion (p. 558)• income (p. 559)• fee (p. 561)

Places to Locate• Zimbabwe (p. 558)• South Africa (p. 559)• Nigeria (p. 559)

Reading StrategyOrganizing As you read about this region’s economic activities, use a web diagram like the one below to identify the obstacles farmers face in Africa south of the Sahara.

Day laborer, Nairobi, Kenya

Farming Obstacles

556 Unit 7

sectionaudio

spotlightvideo

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MAIN Idea

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FocusDaily Focus Transparency 22.1

Guide to ReadingAnswers to Graphic Organizer:

Farming Obstacles

dependence on cash crops

droughts

conflicts over land ownership

overgrazing

overworked soils

soil erosion

desertification

Resource Manager

Teacher Edition• Identifying p. 557 • Predicting p. 560

Additional Resources• Guided Reading 22-1,

URB, p. 45• RENTG, pp. 166–168

Teacher Edition• Determining Cause and

Effect, p. 558

Additional Resources• GeoLab, URB p. 5• Quizzes and Tests, p. 267

Additional Resources• Diff. Instr. for the Geo.

Classroom, pp. 85–87• Foldables, p. 64

Teacher Edition• Expository Writing,

p. 559

Additional Resources• Enrichment Act., URB

p. 43

Teacher EditionReading a Graph, p. 557

Additional Resources• Daily Focus Skills

Trans. 22-1• Map Overlay Trans. 7,

7-6• Reinforcing Skills Act.,

URB p. 41

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 22, Section 1 video at glencoe.com.



Section 1CHAPTER

Essential Question

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Source: www.cia.gov, The World Factbook 2009.

Niger

Angola

Mozambique

Ethiopia

Nigeria

Gabon

Ghana

Namibia

South Africa

0 10 20 30 40 50Percentage of Workforce

60 70 80 90 100

AFRICA

SOUTH

OF TH

E SAH

ARA

Chapter 22 557

Economic ActivitiesMAIN MAIN IdeaIdea Africa south of the Sahara is making

the transition from an economy based on farming to one that is part of the global economy.

GEOGRAPHY AND YOU How does the physical environment affect economic activities in Latin America? Read to learn how it affects economic development in Africa south of the Sahara.

The uneven distribution of natural resources has caused economic imbalances among the countries in Africa south of the Sahara. Although development has occurred, the economic activi-ties of the region remain mostly agricultural.

AgricultureFarming is the main economic activity in Africa

south of the Sahara. More than two-thirds of the working population is involved in some form of agriculture. Some countries still depend on single-crop economies. Others, however, pro-duce a variety of agricultural goods.

Farming Methods and Export Crops Most Africans south of the Sahara engage in subsistence farming, or small-scale agriculture that provides primarily for the needs of a family or village. After they meet their own needs, farmers often sell or trade any extra harvest or animals at a local market.

Farmers use various methods to work the land. The Masai in Kenya and Tanzania and the Fulani in Nigeria and other parts of West Africa practice pastoralism, or the raising of livestock. In forest areas, farmers support themselves by shifting cultivation, a method in which farmers move every one to three years to find better soil. People practicing this method engage in slash-and-burn-farming . They burn the trees and brush they cut down and then plant seeds in the ash-enriched soil. When the soil is no longer fertile, they move on, returning to a location after the soil has had time to renew itself.

Other farmers depend on sedentary farming, or agriculture conducted at permanent settlements. Sedentary farming is most common in areas with good soil. The Kikuyu in Kenya and the Hausa in Nigeria, for instance, farm permanent plots. Many people of European descent who have made their homes in South Africa, Kenya, and Zimbabwe also practice sedentary farming.

A small percentage of the population works at commercial farming, in which farms produce crops on a large scale. These cash crops are grown and sold for profit. Most commercial farms, such as those in Zimbabwe and South Africa, are large foreign-owned plantations. They supply palm oil, peanuts, cacao, and sisal, a vegetable fiber used in rope, to the world.

The colonial economic systems played an important role in the growth of commercial crops in the region. Today these same crops are the region’s main agricultural exports. Côte d’Ivoire (koht dee•VWAHR), Nigeria, Ghana, and Cameroon, for instance, depend heavily on the sale of cacao, which is used to make cocoa and chocolate. Kenya, Tanzania, and Madagascar are large producers of tea and coffee. Most of today’s cash crops leave Africa to be processed elsewhere, just as during the colonial period.

The continued practice of cash-crop production has created problems for African economies. Reliance on one or two export crops is extremely risky. An unfavorable growing season or a drop in prices on the world market can have a disas-trous effect on a country’s economy.

Agricultural Workforce (selected countries)

1. Place Which country has the greatest percentage of its workforce employed in agriculture?

2. Place How does the agricultural workforce in Niger compare to that of South Africa?

Use StudentWorks™ Plus or glencoe.com.

R

S

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TeachR Reading Strategy

Identifying Ask students to list and describe the four main types of farming in the region. BL

S Skill PracticeReading a Graph Ask students to compare the figures in the bar graph to the vegetation regions for the countries as shown on the map on page 502 of the Regional Atlas. Ask: What seems surprising about the number of agricultural workers in a country when one looks at its vegetation? (Niger has the most workers even though the country has a large amount of des-ert scrub; Gabon has relatively fewer workers even though it is largely tropical rainforest) OL

Answers1. Niger

2. Niger’s workforce is about 90 percent agricultural; South Africa’s is less than 10 percent.

Answers1. Niger

2. Niger’s workforce is about 90 percent agricultural; South Africa’s is less than 10 percent.

Hands-On Chapter Project

Step 1

The Region Today: T-Chart Assessment

Step 1: Assessing the Future of the Region Partners will evaluate each sub-section within Section 1 and decide whether the situation is mostly positive or mostly negative.

Essential Question Is the situation in the region today mostly positive or mostly negative?

Directions Write the Essential Question on the board. Assign partners to label index cards for each subsection within Section 1 (Agriculture, Logging and Fishing, and so on). Partners will read each subsection and decide whether they think the situation is mostly positive or negative, based on the progress that has been made and the chal-lenges people still face. Partners will then write one or two sentences summarizing their conclusion, using one index card per

subsection. Instruct partners to put a plus (+) or a minus (-) sign in the upper right-hand corner and write their names on the front of each card.

Putting it Together Ask students to summarize their assessment about the entire section on a separate index card. OL

(Chapter Project continues on page 565.)



CHAPTER Section 1

558 Unit 7

10°W 0°20°W

30°E10°E 20°E 40°E 50°E 60°E 70°E 80°E 90°E

20°S

10°S

10°N

20°N

30°N

0°EQUATOR

TROPIC OF CAPRICORN

TROPIC OF CANCER

CapeTown

Luanda

Accra

Dakar

Dar es Salaam

Nairobi

Khartoum

Kano

INDIANOCEAN

ATLANTICOCEAN

ATLANTIC OCEAN

Red Sea

Mediterranean Sea

MAURITANIAMALI

NIGERCHAD

ETHIOPIA

TANZANIA

BURUNDI

RWANDA

UGANDA

MADAGASCAR

MOZAMBIQUE

COMOROS

SOUTHAFRICA

LESOTHO

SWAZILAND

ZIMBABWE

ZAMBIA

MALAWI

NAMIBIABOTSWANA

ANGOLA

DEMOCRATICREPUBLIC

OF THE CONGOCONGO

GABON

EQUATORIAL GUINEA

SÃO TOMÉ& PRÍNCIPE

GHANATOGO

BENIN

LIBERIA

BURKINAFASOGUINEA

SIERRALEONE

GAMBIA

GUINEA-BISSAU

SENEGAL

COTED’IVOIRE

CAMEROON

NIGERIACENTRALAFRICANREPUBLIC

SOMALIA

ERITREA

SUDAN

KENYA

DJIBOUTI

CABINDA

NORTH AFRICA

SOUTHWESTASIA

600 miles

600 kilometers

Lambert Azimuthal Equal-Area projection 0

0

N

S

W E

Zimbabwe: Conflict Over Land Cash-crop pro-duction also creates problems for farmers trying to meet their own food needs because planta-tions and other large-scale farms take all the best land. For example, in Zimbabwe, a country with more than 13 million people, white farm-ers, who comprise less than 1 percent of the population, owned 70 percent of the land. In 2000 Zimbabwe’s President Mugabe began a fast-track land reform program to distribute land more evenly. However, violence has broken out as small-scale farmers have tried to take over large-scale farms, many of which have been seized by force without compensation to the farmers. Zimbabwe’s farmers — white and black — supported land reform measures to cor-rect past inequalities, but the government’s forced seizures and the resulting chaos, violence, and corruption have caused the collapse of Zimbabwe’s agriculture-based economy.

Meeting Challenges Farmers in the region face many challenges. Overgrazing, overworked soils, and a lack of technology make farming difficult. The use of heavy farm machinery, frequent tilling, and the clearing of forests have caused erosionand desertification. Most subsistence farming depends largely on human labor alone. Although men work primarily in cash-crop production, women often work at subsistence farming, using basic tools. Food production has fallen short of the needs of the region’s population.

However, farmers are employing new meth-ods. For example, they have started to practice conservation farming, a land-management

Africa South of the Sahara: Economic Activity

1. Location What resources are located in South Africa?

2. Place How can you explain the lack of agriculture in sections of countries bordering North Africa?


C


558

Differentiated Instruction

C Critical ThinkingDetermining Cause and Effect Ask: What was the origi-nal land problem in Zimbabwe? (The white minority owned most of the farmland.) What solution was tried? (Land was redistributed to all farmers.) What new problem resulted? (Violence and corruption caused the agricultural economy to collapse.) OL

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

Answers1. gems, petroleum, zinc,

iron ore, natural gas, coal, uranium, manganese, nickel, gold, copper

2. They are located along the Sahara.

Answers1. gems, petroleum, zinc,

iron ore, natural gas, coal, uranium, manganese, nickel, gold, copper

2. They are located along the Sahara.

BL Reading Essentials/Note-Taking Guide, p. 166

OL Reinforcing Skills Activity, URB, p. 41

AL Differentiated Instruction, p. 87

ELL Vocabulary Activity 22, URB, p. 37

Copyright © Glencoe/M

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

panies, Inc.

Chapter 22, Section 1 (Pages 556–561)

Essential QuestionEssential QuestionHow might economic activities in Africa south of the Sahara be affected by

the environment?

As you read about this region’s economic activities, use a web diagram

like the one below to identify the obstacles farmers face in Africa south of

the Sahara.

Economic Activities

Write the letter of the correct definition next to the correct term.

a. crop grown to be soldb. resources such as trained workersc. farming at perma-nent settlementsd. large-scale farm

___ 1. sedentary

___ 2. commercial

___ 3. cash

___ 4. infrastructure

Most of the people in Africa south of the Sahara engage in subsistence farming, or small-scale agriculture that provides primarily for the needs of a family or village. In forest areas, farmers use shifting cultivation, moving every one to three years to find better soil. Other farmers depend on sedentary farming, conducted at permanent settlements.

Some people work at commercial farming, in which farms produce cash crops, grown and sold for profit. In Zimbabwe, efforts to redistribute land belonging to large-scale farms more evenly caused the collapse of the country’s agriculture-based economy. Farmers have started to practice conservation farming, a land-management technique that helps protect farmland.

Commercial fishing represents only a small portion of the region’s economic activity. Mining is important in the region. Nigeria has immense oil reserves. Most countries never devel-oped manufacturing industries, and lack the infrastructure, resources such as trained workers, facilities, and equipment, to process natural resources.

Name Date Class

Tables are one way to present data. They present statistics efficiently. Whenstatistical information is shown in paragraph form, you must scan the para-graph to find the information you need. If the same information is shown in atable, you need only look at the column and row headings in order to locatethe information you need. You can use tables to identify similarities and dif-ferences among data.

When reading a table, make sure that you understand what information isbeing presented. Look up unfamiliar terms or symbols.

Which of these countries has the largest land area?

Which country has the lowest life expectancy?

What is the population of Chad, and how does it compare to South Africa’s population?

Which country has a higher population density, Chad or South Africa? Explain your answer.

Given the information in this table, write a sentence describing the relationship between GDP per capita and the percentage of a population that lives in urban areas.

Does this table show a clear relationship between GDP per capita and life expectancy? Explain your answer.

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Name Date Class

Slash-and-burn farming, or , is practiced in forest areas where farmers

move to new land every few years.

Some farmers in Africa south of the Sahara work at producing

on a large scale for sale or export.

Game preserves encourage , a growing business which brings millions

of dollars into African economies.

Most farmers in the region engage in , raising crops mainly for their

own needs.

Those who farm permanent plots are engaged in .

is a land-management technique aimed at protecting farmland.

In order for a country to manufacture raw materials, it must possess the

necessary to train workers and provide equipment.

Animals whose are destroyed are threatened with .

, or illegal hunting, is another threat to the region’s wildlife.

, a new way of buying and selling using the Internet, has presented new

opportunities to craftspeople.

Countries with more people than the land can support have exceeded their .

Leveled Activities



Section 1CHAPTER

AFRICA

SOUTH

OF TH

E SAH

ARA

Chapter 22 559

technique that helps protect farmland. By plant-ing different crops where they will grow best, farmers actually conserve, or save, land for farm-ing. Better fertilizers and seeds and irrigation have increased crop yields and production.

Logging and FishingLogging creates serious consequences, but the

lumber industry maintains a relatively small out-put. Logging in the region accounts for less than 10 percent of the world’s lumber supply. Coastal countries with rain forests, such as Gabon and Côte d’Ivoire, do export significant amounts of valuable hardwoods, such as Rhodesian teak, ebony, African walnut, and rosewood.

Commercial fishing also represents only a small portion of the region’s economic activity. Few countries build and support commercial fishing fleets. Africa also has a very narrow continental shelf, the shallow ocean area near the coast that usually contains abundant fish. Along the south-western coast, however, commercial fishing vessels catch herring, sardines, and tuna for export.

Mining ResourcesThough difficult and risky, mining is impor-

tant in the region. Many mine workers continue their dangerous jobs to support their families.

The Witwatersrand, a gold deposit 300 miles (483 km) long, makes South Africa the world’s largest producer of gold. The country is also a leader in the production of gems and industrial diamonds. South Africa’s mineral wealth makes it one of the region’s richest countries. However, foreign investors and companies owned by white South Africans reap the most benefits.

The uneven distribution of mineral resources causes an economic imbalance in the region. Most known mineral deposits lie along the Atlantic coast and south of the Equator. For example, immense oil reserves make Nigeria the region’s only member of the Organization of the Petroleum Exporting Countries (OPEC). However, oil fields off the coast of Equatorial Guinea have recently boosted the country’s economy.

In spite of rich mineral resources, many people in these countries do not benefit directly. Govern-ments have mismanaged the income from min-eral wealth, and foreign mine owners often send their profits abroad. Chad, which became one of Africa’s oil-producing states in 2003, is trying to

learn from Nigeria’s mistakes. Its goal is to pro-duce oil profitably with concern for the environ-ment and to use the profits to reduce poverty. However, Chad’s oil production has just begun, and few citizens have benefited so far.

IndustrializationMost of the region’s countries never devel-

oped manufacturing industries and lack the infrastructure, resources such as trained work-ers, facilities, and equipment, to process natural resources. Today many countries receive foreign loans to industrialize, but progress is slow.

Since the 1960s, African governments have encouraged industrial expansion. Demand for manufactured goods has increased, and locally produced goods have replaced some imported items. Today the region’s industrial workers pro-cess food or produce textiles, paper goods, leather products, and cement. Some assemble electric motors, tractors, and automobiles. Yet compared to other developing regions, such as Latin America, the economic role of manufacturing is small.

The region faces many obstacles to industrializa-tion, including the lack of skilled workers. Educational systems are still developing, and more people must gain new skills through training pro-grams. Hydro electric resources are plentiful but untapped, and power shortages occur. Political conflicts interrupt economic planning and divert resources from development projects. Some coun-tries must import food for growing populations.

Regions What is the main economic activity in Africa south of the Sahara?

Côte d’Ivoire is noted for its exports of tropical hardwoods.

Human-Environment Interaction What portion of the world’s lumber supply comes from the region?

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W Writing SupportExpository Writing Ask stu-dents why South Africa’s gold has not helped the black majority in the country. (Foreign investors and white company owners retain most of the wealth.) Have students write a paragraph explaining the situa-tion from the point of view of a black South African. AL

Caption Answer:Less than 10 percent of the world’s lumber comes from the region.

Answer: farming

Differentiated Instruction Strategies BL Ask students to compile a list of the various

peoples and countries that traded in Tanzanian ports throughout history.

AL

In addition to the main project, ask students to research the origins and continued use of Kiswahili in the subregion.

ELL Asks students to prepare colored maps of the

locations of Tanzania’s various trading partners.

Objective: To understand the history of urban cen-ters that grew from Indian Ocean trade.

Focus: Have students research the history of trading centers in Tanzania, such as Kilwa Kiswani.

Teach: Provide research sources for students and ask them to focus on the economic impact of trade.

Assess: Evaluate student reports. Close: Discuss research results as a class.

Researching A History of Sea TradingName Date Class

Enrichment Activity 22

Visitors to Nairobi, Kenya’s capital, are often impressed by its skyscrapers, cafés, andmuseums. Nairobi is one of Africa’s largest andmost cosmopolitan cities, but many visitors areunaware of the city’s colonial-era origins as afrontier town with policies of racial segregation.

In the late 1800s, British engineers began building a railroad through Kenya. By 1899, they had built 317 miles of track with the help of 32,000 Indian laborers. The railroad ownersdecided to build a depot, a rail yard, and a campfor the workers near the Galana River. This tentcity was called Nairobi, after a nearby wateringhole. By 1905 Nairobi had grown into a smalltown and was the capital of British East Africa,as the British called what is now the independent country of Kenya.

In colonial Nairobi, Europeans, Asians, andAfricans lived in separate areas of the city. In the European sections, one house per acre of land was common. Asians lived in more crowdedneighborhoods. Africans were left to live in over-crowded slums without clean water or sanitation.These conditions contributed to a series of deadlyplagues between 1901 and 1913.

Beginning in 1918 the British regulated migration to Nairobi. Africans were allowed tocome into the city on work permits temporarily.Anyone who stayed longer than the date on thework permit was forced to leave. In 1922 Africanworkers in the city went on strike to protest thesepolicies, which the colonial government eventuallyeased.

After Kenya achieved independence in 1963,Nairobi continued to grow larger and more prosperous. During the 1970s the populationincreased so quickly that no housing was availablefor newcomers, and shantytowns developed onthe city’s outskirts. Nairobi’s population doubledduring the 1990s, and housing has continued to be a major problem. Although the Kenyan government has made efforts to address the issueof permanent housing, city agencies have sometimes simply destroyed the shantytowns.

When and why was Nairobi founded?

According to the article, what is the greatestproblem facing Nairobi today?

What was life like for an African in Nairobi under British rule?

What relationship does the map show betweenthe railroad lines and the locations of Kenya’smajor population centers?

Suppose the people of Marsabit want the population and economy of their city to grow.What change could you suggest given the information in this passage and the map?

INDIANOCEAN

Nairobi: From Watering Hole to Metropolis

DifferentiatedInstruction

Enrichment Activity 22, URB, p. 43

CHAPTER Section 1

560 Unit 7

Transportation and CommunicationsMAIN MAIN IdeaIdea Developments in transportation and

communications will have positive effects on the region’s economy, but the physical environment has made such development difficult.

GEOGRAPHY AND YOU What physical features might make it difficult for people to move about and to communicate with one another? Read to learn about the development of transportation and communications in Africa south of the Sahara.

Well-developed transportation and communi-cations systems are essential to industry and trade in Africa south of the Sahara. However, creating and maintaining such systems is diffi-cult. Roads and railways must cross vast dis-tances and changing terrain. Water transportation

South Africa has about 45 million cell phone users but only about

4 million landlines.

Regions Why are many in the region turning to cell phones rather than landline telephones?

is limited because some rivers cannot be navi-gated from source to mouth, and the region has few natural harbors.

Roads and RailroadsSeveral countries, however, consider roads and

railroads a top priority. Nigeria plans to link all parts of its railroad system. Kenya is building roads that connect to the Trans-African Highway, which runs from Mombasa, Kenya, to Lagos, Nigeria. Mauritania, Senegal, and the North African country of Morocco are completing the construction of a highway between Tangier, Morocco, and Dakar, Senegal, that will eventu-ally reach Lagos — a distance of 1,875 miles (3,017 km). The Trans-Sahara Highway, opened at the end of 2003, links people and ideas in dif-ferent parts of Africa and provides a vital link to markets within Africa as well as Europe. Another new highway stretches from Dakar, Senegal, to N’Djamena, Chad.

CommunicationsThe region has long relied on radio, with state-

run stations providing global programming. Television reaches fewer people because the land-relay systems for transmitting TV signals are very costly outside urban areas. New satellite technol-ogy will improve the reach of television, however. Low literacy rates limit the use of traditional media such as newspapers and magazines, and in some countries, governments restrict the number of issues that can be published.

Telephone service is also limited, especially in rural areas. Across the region, however, the num-ber of main telephone lines and cell phones con-tinues to increase. According to a UN report, Africa has the highest growth rate of cell phone subscription. Satellite and wireless technology are helping to improve access to phone service and the Internet. Internet use increased more than ten times between 2000 and 2009. Because it is easier and less expensive to set up cell-phone towers than to connect telephone wire over vast distances, some parts of Africa now have cell-phone service where they never before had access to a telephone.

Regions Why has it been difficult to develop transportation and communications networks in Africa south of the Sahara?

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MAIN Idea

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R Reading StrategyPredicting Ask students, prior to reading this paragraph, to think of reasons why most Africans get news and information by radio. (geographical barriers to TV trans-mission, limited circulation of printed media, illiteracy) Then have students read to confirm or correct their predictions. OL

Caption Answer:It is easier and less expensive to set up cell-phone towers than to connect telephone wire over vast distances.

Answer: the vast distances and ever-changing terrain, the lack of natural harbors, and the fact that most rivers can-not be navigated from source to mouth

Activity: Collaborative Learning

Comparing and Contrasting Ask stu-dents whether they or their parents get their news primarily from the newspaper, television, radio, the Internet, or other sources. Discuss the possible benefits or drawbacks of each media source. Then have students form groups. Each group’s task is to compare and contrast radio news to other

media news and to present their findings to the class. Help students define criteria to be compared, such as length and depth of news stories, ease of understanding, avail-ability, and so on. Then direct them to listen to local and national radio and TV news programs, to read local newspapers, and to read Internet news sources. Ask: What was

it like to only listen to the radio for news? Did television or printed news offer a different experience? What might it be like for Africans to have to rely on the radio for news? When they have con-ducted their research and reached their conclusions, have them share their findings with the class. OL

AdditionalSupport


Section 1CHAPTER

MAIN Idea

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AFRICA

SOUTH

OF TH

E SAH

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SECTION 1 REVIEWVocabulary 1. Explain the significance of: subsistence farming, shifting culti-

vation, sedentary farming, commercial farming, cash crop, conservation farming, infrastructure, e-commerce.

Main Ideas 2. Describe the developments in transportation and communica-

tions in the region. How has the physical environment made such developments difficult?

3. List examples of expanding trade and interdependence that are helping develop economies in the region.

4. Use a web diagram like the one below to describe the chal-lenges faced in each economic sector as Africa south of the Sahara makes the transition from an economy based on sub-sistence farming to one that is part of the global economy.

Critical Thinking 5. Answering the Essential Essential Question Question How do the region’s

mineral resources affect the people and economic activities of Africa south of the Sahara?

6. Identifying Cause and Effect Why has industrial develop-ment been slow in Africa south of the Sahara?

7. Analyzing Visuals Study the economic activity map on page 558. Describe the distribution of gold, diamonds, copper, and petroleum resources. What generalization can you make about the distribution of these resources?

Writing About Geography 8. Expository Writing Write a brief essay describing one of the

most critical challenges to economic development in the region.

Trade and InterdependenceMAIN MAIN IdeaIdea Countries in Africa south of the Sahara

are trying to develop their economies through trad-ing relationships.

GEOGRAPHY AND YOU What does the United States import from Africa south of the Sahara? Read to learn about the region’s global trading partners.

Some countries in the region trade with Japan and the United States, but most rely on trading ties established with Western European countries before independence. China, meanwhile, contin-ues to expand its economic involvement in Africa. Since 2003, the average increase in trade between the two has been about 40 percent. Trade within the region is also increasing. Various countries have formed regional trading associations, such as the Economic Community of West African States (ECOWAS).

Africa south of the Sahara is the poorest region in the world and owes billions of dollars in debt to foreign countries. Carrying such enormous

Geography ONLINE

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

Chapter 22 561

Geography ONLINE

Student Web Activity Visit glencoe.com, select the

click on Student Web Activities—Chapter 22 for an activ-ity about economic development in Africa south of the Sahara.

debt makes economic development difficult. In 2005 the leaders of G8 member nations (France, Germany, Italy, Japan, the United Kingdom, the United States, Canada, and Russia) agreed to cancel the debt of Africa’s 18 poorest nations. With the help of Bono, lead singer of the Irish rock band U2, debt relief and fair trade for Africa have been put in the worldwide spotlight.

Some Africans run small businesses selling locally made products such as baskets, art, and jewelry. Using e-commerce, or selling and buy-ing on the Internet, people sell their products to customers around the world. For a fee, cyber-cafés provide Internet access to people who lack such technology at home. The Internet broadens the market for locally made products.

Regions What effect does heavy foreign debt have on the region’s economy?

Africa South of the Sahara

Agriculture Mining Industry

Logging Fishing

World Geography and Cultures Web site, and

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Answers

Geography ONLINE

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

Answer: It makes economic development difficult.

AssessGeography ONLINE

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

CloseSummarizing Ask: What are the greatest challenges facing development in the region? (farming, industrialization, eco-nomic development)

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

2. Railroads and roads are being built and repaired, cell-phone towers are bringing phone service to remote areas; the vast differences and changing terrain make building and maintaining transportation and communication networks difficult.

3. Trade is expanding outside of Western Europe, to Japan, the United States and China. Regional trade associations have helped expand trade.

4. Logging: expanding output while protecting forests; Fishing: avoiding overfishing, building and supporting fleets; Agriculture: diversify-ing crops, settling land conflicts, practicing conservation techniques to avoid desertifica-tion and erosion, better technology to boost production; Mining: managing income responsibly and keeping profits in the region; Industry: gaining the infrastructure needed to compete in the global market.

5. Mineral resources have provided jobs, but they are often dangerous. Most of the

wealth is sent overseas or mismanaged. 6. It takes time to build the necessary infra-

structure to industrialize. Education and training systems are still developing, and power is often unreliable.

7. Most of the resources are along coastal areas. 8. Essays will vary depending on the challenge

chosen.

Section 1 Review





WHY GEOGRAPHY MATTERS

562 Unit 7


Conservation

TheProblem:Within ten years, rhinos could be extinct in the wild. After 50 million years only five species of rhinoceros remain, and all are threatened with or on the verge of extinction.

Poaching Poaching—the illegal killing of animals—is profitable. Rhinoceros horn is a valuable ingredi-ent in traditional Asian medicine.

Humans Refugees fleeing civil wars and floods seek shelter and food, which can destroy wildlife and wildlife habitats.

Rhino skulls left by poachers Refugees in Mozambique

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Visual Literacy Rhinos are killed primarily for their horns, which are then sold for orna-mental or medicinal use. In Yemen, for example, rhino horns are used to create handles for dag-gers. The daggers, or jambiyas, are considered a status symbol. In some Asian countries, rhino horns are ground into medicine used to treat fever, despite the fact that there is no clinical basis to support this traditional treatment.

Rhino poaching reached its peak in 1995, when the rhino population declined to nearly 2,400. Since then, increased patrols and penalties for poaching have helped reestablish the spe-cies in specially created conservation areas. Poachers can receive as much as 5 to 10 years in prison for their crime. For more information see http://www.worldwildlife.org/rhinos/

More About the Photo

Additional Support

FocusIntroducing the FeatureHelp students approach this topic by asking them why we should or should not care about efforts to conserve rhinos in the region. (con-servation of one species might work for others, loss of a species might have long-term consequences, coop-eration might establish peaceful relationships among countries) Ask students to name other animals facing extinction. (elephants, goril-las) Remind students that issues of animal conservation often require balancing the needs of wildlife and the needs of humans. OL

TeachW Writing SupportPersuasive Writing Have students write two paragraphs persuading people who care about animals and the environ-ment to visit a peace park. Students should explain how people can help endangered species by taking this kind of trip. AL

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http://www.worldwildlife.org/rhinos/


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Great Limpopo Transfrontier ParkAt almost 13,500 square miles (35,000 sq. km), the Great Limpopo Transfrontier Park is the largest park of this type, spanning the borders of Mozambique, South Africa, and Zimbabwe. The GLTP joined five national parks to provide the diverse ecosystems needed for a variety of species to survive.

What is a Transfrontier Park? Parknations form transfrontier parks by join-ing their national parks. Recognizing that ecosystems do not end at national bor-

ders, the countries remove fences and other barri-ers to allow wildlife to follow ancient migration routes.

Why are they called peace parks? Transfrontierparks are called peace parks because nations must cooperate to create and manage the parks. Besides protecting wildlife and the environment, the parks promote regional peace through socioeconomic development. The local people living in or near the parks are being taught how to benefit from wildlife conservation. If tourism, game farming, and con-trolled hunting produce jobs and income, the out-come should be economic stability and peace.

How does the creation of the GLTP help the rhino? The Great Limpopo Transfrontier Park will bring rhinos together in a safe environment with ample grazing, allowing them to repopulate and avoid extinction.

INDIANOCEAN

Limpopo R.

Limpopo R.

Olifants

R.

Save R.

Runde R.

Mwenezi R.

ChanganeR.

Chefu

R.

SWAZILAND

ZIMBABWE

SOUTHAFRICA MOZAMBIQUE

ZinaveN.P.

BanhineN.P.

LimpopoN.P.

KrugerN.P.

GonarezhouN.P.

N

S

W E

Letaba

Nelspruit

Maputo

Komatipoort

Pafuri

Massingir

Town/village

Park gate

Road

River

Great Limpopo Transfrontier Park

Existing park

Conservation area

100 miles

100 kilometers

0

0

Lambert Azimuthal Equal-Area projection

Chapter 22 563

OneSolution:Transfrontier parks, or peace parks, bring together formerly warring countries. These neighbors coopera-tively manage the parks to protect the biodiversity of the region.

THINKING GEOGRAPHICALLY

1. Environment and Society Research Africa’s rhinos in more depth. What factors have caused them to become endangered?

2. Places and Regions Study other transfrontier parks. What benefits do they offer the envi-ronment and wildlife?

Africa: Parks and Conservation Areas

Transfrontier parks, like Great Limpopo, protect animals like the white rhinoceros and help the economy by bringing tour-ism to the area.

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R Reading StrategyMaking Connections Ask: For what reasons might the peace parks not succeed? (Answers will vary but might include: ethnic fight-ing leads to border conflicts; poor farming sometimes leads to poach-ing for food and income; increased population competes with wildlife for use of land.) OL

D Differentiated InstructionVisual/Spatial Invite students to create a symbol expressing the goal of the peace parks. OL

Assess/CloseAsk students to cite the main points of the feature. (need to protect endangered animal species, need for land for humans, establish-ment of peace parks)

Answers1. poaching; the destruction of their

habitat

2. Animals do not recognize national boundaries that overlap their natural

ranges. Transfrontier parks allow animals to be secure throughout their entire habitat, making the parks more effective at protecting the species.

THINKING GEOGRAPHICALLY

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CHAPTER Section 2 SECTION 2

564 Unit 7

• carrying capacity (p. 565)

• habitat (p. 567)• extinction

(p. 567)

• poaching (p. 567)

• ecotourism (p. 568)

People and Their EnvironmentThe people of Africa south of the Sahara face tremen-dous difficulties in achieving a better life. Many envi-ronmental challenges threaten the region’s supply of food, its health care, and its plant and animal life. Yet Africans south of the Sahara, like their neighbors around the globe, look to the future with hope.

Voices Around the World“This is the place where, two and a half million years ago, humans and animals first converged, sharing some of Earth’s most spectacular ground. Today, with competi-tion for resources on the rise, conver-gence has become collision, fueling war, disease, and extinction. Yet despite such calamities, Africa is alive with stories of renewal.”

— David Quammen, “Africa: Views of the Continent,” National Geographic,

September 2005

Guide to ReadingEssentialEssential QuestionQuestionSection PreviewHow do human actions contribute to environmental problems like desertification and deforestation?

Content Vocabulary

Academic Vocabulary• sustained (p. 565)• pursue (p. 567)• positive (p. 568)

Places to Locate• Somalia (p. 565)• Ethiopia (p. 565)• Djibouti (p. 565)• Côte d’Ivoire (p. 567)• Madagascar (p. 567)

Reading StrategyIdentifying As you read, complete a graphic organizer like the one below by identifying the environ-mental challenges facing the people of Africa south of the Sahara.

Shop owner in Accra, Ghana

Challenges

sectionaudio

spotlightvideo

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MAIN Idea

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FocusDaily Focus Transparency 22.2

Guide to ReadingAnswers to Graphic:

ResourceManager

Challenges

forests and endangered species

hunger and malnutrition

war

desertification

Teacher Edition• Identifying, p. 566

Additional Resources• Guided Reading 22-2,

URB, p. 46• RENTG, pp. 169–171• Vocab. Act., URB p. 37• World Geo. in Graphic

Novel, pp. 45–51

Teacher Edition• Making Infer., p. 565

Additional Resources• GIS Simulations, p. 26• Quizzes and Tests, p. 268

Teacher Edition• Visual/Spatial, p. 567

Additional Resources• Reteaching Act., URB

p. 39• Graphic Organizer

Trans., pp. 59–60

Teacher Edition• Personal Writing,

p. 565

Additional Resources• Environ. Issues Case

Study, URB p. 9• Authentic Assess.,

p. 52

Teacher Edition• Using Geo. Skills, p. 568

Additional Resources• Daily Focus Skills

Trans., 22-2

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 22, Section 2 video at glencoe.com.



Section 2CHAPTER

Essential Question

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INDIANOCEAN

ATLANTICOCEAN

Mediterranean Sea

Red Sea

NORTH AFRICA

SOUTHWESTASIA

20°E 40°E

0°20°W0°

20°S

20°N

EQUATOR

TROPIC OF CANCER

TROPIC OF CAPRICORN

Sources: World Bank; United Nations Development Program; Food and Agriculture Organization; Bread for the World Institute.

500 miles

500 kilometers


0

0

N

S

W E

AFRICA

SOUTH

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Chapter 22 565

Managing ResourcesMAINMAIN IdeaIdea In Africa south of the Sahara, factors

such as poverty, population growth, war, and drought have caused a severe strain on the environment.

GEOGRAPHY AND YOU In what other regions of the world are natural resources severely strained? Read to learn about the causes of food shortages in Africa south of the Sahara.

Today millions of people in Africa south of the Sahara must focus on survival. Poverty and hun-ger are their bitterest enemies. In the 1990s, for example, many thousands of people died of star-vation in the Horn of Africa — the bulge of land that juts into the Indian Ocean and includes the countries of Somalia, Ethiopia, and Djibouti (jih•BOO•tee). Drought and human activities, such as wars, contributed to the famine, an extreme scarcity of food. Today famine threatens many parts of Africa, and over 14 million people in the Horn of Africa alone are in dire need of food aid.

DesertificationAlthough never as fertile as land to the south

and east, the Sahel region once supported life. Not so long ago, pastoral peoples grazed live-stock in the Sahel. Their animals helped fertilize the soil, and farming was possible. Today, how-ever, a wide area of the Sahel has turned into desert. As the climate has become drier and as people and animals have stripped the Sahel of its vegetation, the desert has crept farther south, spreading into the countries of Mauritania, Mali, Niger, Chad, and Sudan. In this region of the world, carrying capacity — the number of people an area of land can support on a sustainedbasis — has already been greatly exceeded.

Droughts, which have always occurred in the semiarid Sahel, have recently become severe there and in other parts of Africa south of the Sahara. Beginning in the 1970s, severe droughts in these areas helped turn farmland into wasteland. Since 1998, drought has killed crops and livestock across East Africa, threatening the lives of mil-lions of people. Throughout the region, most people earn a living as subsistence farmers. Drought, like the one in East Africa in 2009, can therefore lead to a serious food crisis. It left about 10 million people in need of food aid.

‘‘Still, the long-term causes of the hunger remain, such as the relentless spread of desert and drought. ‘As the Sahara comes, the farms get smaller,’ says Abdou Bellas Marafa, chief of Canton Kyibir, a town in southern Niger.’’ — Abraham McLaughlin and Christian Allen Purefoy,

“Hunger Is Spreading in Africa,” The Christian Science Monitor, August 1, 2005

In 2000 the United Nations Food and Agriculture Organization (FAO) warned that famine could become a problem in central Africa because of unpredictable weather patterns and large numbers of refugees. In West Africa, good harvests have boosted food supplies in most countries. Civil war, however, threatens to disrupt the distribution of food in Sierra Leone, Liberia, and Guinea.

Carrying Capacity in Africa South of the Sahara

1. Human-Environment Interaction Compare this map to the physi-cal map on page 498 of the Regional Atlas. What relationship do you see between the physical geography of Africa south of the Sahara and its carrying capacity?

2. Location In what part of the region is the carrying capacity unlikely to be exceeded until after 2050?


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TeachC Critical Thinking

Making Inferences Ask stu-dents to define the term carrying capacity in their own words. Then have them list three factors that would contribute to the carrying capacity of the land. (available water, quality of the soil for farming, amount of grass for grazing, and so on) OL

W Writing SupportPersonal Writing Ask students to imagine that the farmland that their family has worked on for decades was being threatened by desertification. Have them write a two- to three-paragraph story about how they would feel about such a crisis. OL

Answers1. Areas near deserts are likely

to have exceeded their carrying capacity.

2. Central Africa

Answers1. Areas near deserts are likely

to have exceeded their carrying capacity.

2. Central Africa

Hands-On Chapter Project

Step 2


Step 2: Assessing the Future of the Region Partners will evaluate each sub-section within Section 2 and decide whether the situation is mostly positive or mostly negative.

Essential Question: Is the situation in the region today mostly positive or mostly negative?

Directions: Write the Essential Question on the board. Assign partners to label index cards for each subsection within Section 2 (Desertification, Conflict and Hunger, and so on). Partners will read each subsection and decide whether they think the situa-tion is mostly positive or negative, based on the progress that has been made and the challenges people still face. Partners should write one or two sentences summa-rizing their conclusion, using one index

card per subsection. Have partners put a plus (+) or minus (-) sign in the upper right hand corner and write their names on the front of each card.

Putting it Together: Ask students to summarize their assessment of the entire section, People and Their Environment, on a separate index card. OL

(Chapter Project continues on the Visual Summary page.)



CHAPTER Section 2Mediterranean Sea

INDIANOCEANATLANTIC

OCEAN

Red Sea

SOUTHWESTASIA

NORTH AFRICA

Source: American Association for the Advancement of Science.

20°E40°E

20°W

0°

0°

20°S

20°N

EQUATOR

TROPIC OF CANCER

TROPIC OF CAPRICORN

500 miles

500 kilometers


0

0

N

S

W E

566 Unit 7

Conflict and HungerWar continues to be a major cause of hunger

and malnutrition in Africa south of the Sahara. Since 1990, conflicts in countries such as Liberia, Sudan, Somalia, and Rwanda have halted eco-nomic growth, caused widespread starvation, and cost the lives of countless Africans. Huge refugee populations fleeing war-torn areas and crossing borders into neighboring countries strain already meager food resources. Ongoing civil conflict in Somalia, which has been without a government since 1991, endangers more than two million people, including relief workers. Looting and fighting severely hamper food distribution.

In Sudan about 6 million people need urgent food aid. Most of Sudan’s people depend on sub-sistence farming, making them vulnerable to the country’s periodic droughts. In addition, more than 20 years of civil war between the Muslim

Hunger in Africa South of the Sahara

1. Place Which countries in Africa south of the Sahara are most seriously affected by food shortages?

2. Regions Compare this map to the map of carrying capacity on page 565. What relationships do you see?

Arab government in the north and non-Muslim rebels in the south have torn Sudan apart and created the world’s largest refugee population. Inter national aid workers have tried to meet the enormous food needs of the refugees, but warring factions continue to raise obstacles. In 2000, for example, rebel groups began to tax relief work, forcing many aid agencies to leave the country. A peace deal was signed in 2005 between the warring factions, but in the Darfur region of western Sudan there is a separate, ongoing con-flict, which the UN has described as the world’s worst humanitarian crisis.

If the problem of hunger is to be solved, peace within the region is critical. Some countries and groups are moving toward peace. Ethiopia and Eritrea signed a peace agreement in 2000 after two years of conflict. Tensions remain high, and maintaining peace will be a great challenge. However, the Eritreans and Ethiopians have been working to undo the damage caused by drought and civil war.

Farming in PeaceAfter Eritrea gained its independence from

Ethiopia in 1993, farmers in both countries worked to improve the land. Farmers in the northern Ethiopian province of Tigray terraced more than 250,000 acres (about 101,250 ha) of land and planted 42 million young trees to hold soil in place. They also built earthen dams to store precious rainwater. Grain crops thrived in their fields. In Eritrea crops were so abundant that the government was able to reduce its request for relief from other countries by 50 percent.

When Ethiopia and Eritrea went to war over their shared border, however, many people lost their homes or lives. Then one of the worst droughts in years struck the region. Although drought con-tinues, a shaky peace is allowing farmers to restore the land, bringing hope to the area’s people.

Humanitarian organizations like Doctors Without Borders (Médecins Sans Frontières) and the International Red Cross have helped by sending medical teams and relief workers. Feeding centers, for example, have nursed many malnourished children and adults back to health in war-torn countries.

Regions How has conflict affected food production and supply in Africa south of the Sahara?

Use StudentWorks™ Plus or glencoe.com. R

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R Reading StrategyIdentifying Ask: What three things did farmers in Ethiopia and Eritrea do to increase crops? (terraced the land, planted trees, built dams to store water) What negatively affected their work? (drought and war) BL

Answers1. those in eastern and central

Africa

2. People in places that have exceeded their carrying capacity are likely to have low caloric intake.

Answer: Conflict has hampered food production and distribution by endangering relief workers and by creating large numbers of refugees who cross borders, straining the food reserves of neighboring countries.

Additional Support

Activity: Collaborative Learning

Identifying Central Issues Challenge groups of students to research the organi-zation Doctors Without Borders (Médecins Sans Frontières) by visiting their Web site, www.doctorswithoutborders.com. Instruct groups to report on the places the organiza-tion is working in Africa south of the Sahara. The report should describe the work and the

philosophy of the organization. Students should click on the link “Field News”. Ask: How do these firsthand accounts relate to what you have learned about the region, such as ethnic conflicts, famine, drought, disease, and so on? Ask students whether they believe this is an organization they or their school would be interested in support-

ing. If so, encourage students to learn more about ways they could offer support. Remind students that the organization is not without its critics. Ask students to research this aspect as well and report on their findings. The group report can take the form of a slide pre-sentation, an oral report, an essay, or an informational poster. OL


http://www.doctorswithoutborders.com


Section 2CHAPTER

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AFRICA

SOUTH

OF TH

E SAH

ARA

Chapter 22 567

Human ImpactMAINMAIN IdeaIdea Human activities have destroyed rain

forests, threatened wildlife, and raised questions about land use in Africa south of the Sahara.

GEOGRAPHY AND YOU How have human activi-ties affected the environment in other regions of the world? Read to learn about the human impact on the environment in Africa south of the Sahara.

People in Africa south of the Sahara are strug-gling with problems of land use. At the beginning of the twenty-first century, tropical forests were disappearing at a rate of more than 12 million acres (4.9 million ha) per year. The impact of hunt-ing and tourism has also raised difficult questions about the region’s land use.

Tropical ForestsIn 1990 tropical forests covered almost 1.5 bil-

lion acres (608 million ha) in the region. By 2000, 126 million acres (51 million ha) had disappeared, due mostly to the clearing of land by loggers and farmers. Côte d’Ivoire and Madagascar have each lost more than 90 percent of their forests. On the continent as a whole, about half of the original tropical forests are gone.

In response, various countries have created for-est reserves to protect tropical forests. Logging companies are also getting involved, using scien-tific tree farming and replanting projects to pro-tect and renew forests.

Endangered AnimalsDeforestation destroys animal habitats, or liv-

ing areas. Today hundreds of animal species in Madagascar that exist nowhere else in the world are in danger of extinction, or disappearance from the Earth. The threat to wildlife exists else-where, too. As the region’s population grows, farmers have moved into some forested areas to find land for farming. Some savannas, home to huge herds of animals — such as elephants, giraffes, antelopes, and lions — are being plowed for farm-ing. Brush fires also have played a part. As a result, many species have greatly decreased in number.

Hunting also threatens the region’s wildlife. During the colonial period, European hunters reduced animal populations significantly. In recent years, hunters have continued to pursue

African game for sport and profit. Two million elephants roamed the region in the early 1970s. Today fewer than 600,000 remain, largely because of poaching, or illegal hunting. Other animals at risk include the Cape Mountain zebra, the mountain gorilla, and the rhinoceros.

The Ivory TradeAfrican elephants once roamed in great num-

bers across the continent. Biologists estimate that in 1930, Africa was home to 5 to 10 million ele-phants. During the last century, however, ele-phants were slaughtered by the tens of thousands for meat, for sport, and especially for their ivory. Both male and female African elephants grow tusks — the world’s main source of ivory. When the price of ivory soared in the 1970s, elephant tusks became very valuable. Gun-carrying poach-ers began illegally killing elephants for their tusks. As many as 80,000 elephants a year were shot.

In 1989, African elephants were placed on the endangered species list. Trade in ivory was banned worldwide. In 1997, however, Botswana, Namibia, and Zimbabwe were given approval to sell their government stockpiles of ivory to Japan. The sales went forward, but not without controversy. Supporters stressed that only government stock-piles were sold and that no elephants were killed. Opponents feared that even a partial lifting of the ban would lead to more poaching.

Regions What actions are being taken to protect Africa’s tropical forests?

Elephant conservation efforts focus on controlling ivory stockpiles and

preventing poaching.

Human-Environment Interaction Why do some people oppose the sale of government stockpiles of ivory?

D

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D Differentiated InstructionVisual/Spatial Instruct stu-dents to create a chart illustrating the elephant population in the 1930s, the 1970s, and today. Population should be represented by symbols that illustrate the dra-matic decrease in numbers. OL

Caption Answer:They fear an increase in poaching if a partial lifting of the ban occurs.

Answer: the creation of forest reserves, tree farming, and replanting projects

Differentiated Instruction Strategies BL Ask students to write their piece using five

words from the list.

AL

To expand on the basic activity, ask stu-dents to add the academic vocabulary words from Sections 1 and 2 to their written piece.

ELL Ask students to select one word from the

list and create a written scenario around it.

Objective: To use chapter vocabulary. Focus: Have students use the vocabulary words to

write a story, report, or letter. Teach: Direct students to create a hypothetical situ-

ation in which they would have to write a message using the vocabulary words.

Assess: Evaluate writing for correct word usage. Close: Have students read their work aloud and

discuss who was able to use the most words successfully.

Directed Creative Writing

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right

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Differentiated Instruction for the Geography Classroom 85

Key Terms Reinforcement

Talking Drums

Identifying Dominant Religions

Ask students to identify the two dominant religions of East Africa. (Islam and Christianity) Ask them which of these two religions are indigenous, or native to that region. (neither) Discuss how Islam and Christianity came to East Africa. (Both religions were introduced by missionaries.)

Key Terms and ReinforcementKey Terms and Reinforcement

Talking DrumsTalking Drums

CHAPTER22

DifferentiatedInstruction

Differentiated Instruction, p. 85


CHAPTER Section 2

Vocabulary 1. Explain the significance of: carrying capacity, habitat, extinc-

tion, poaching, ecotourism.

Main Ideas 2. How have poverty, population growth, war, and drought caused

severe strain on the environment in Africa south of the Sahara? 3. What kinds of human activities have destroyed large areas of

the region’s tropical forests and threatened wildlife? 4. Create a diagram like the one below to show the environmen-

tal challenges facing Africa south of the Sahara. List the causes and effects of each challenge. Be sure to consider the positive and negative impacts of each challenge.

Critical Thinking 5. Answering the EssentialEssential QuestionQuestion How do you think

war has contributed to desertification in the region? 6. Summarizing Information What is the central issue in the

debate over the renewal of the ivory trade? 7. Analyzing Visuals Study the map of carrying capacity in

Africa south of the Sahara on page 565. In what parts of the region has the land’s carrying capacity not been exceeded?

Writing About Geography8. Expository Writing Think about the challenges Africa south of

the Sahara faces today. Choose one problem in the region that might have an impact on the rest of the world. Write a paragraph explaining why the problem is a global issue.

SECTION 2 REVIEW

Challenges for the FutureMAINMAIN IdeaIdea As Africa south of the Sahara faces the

future, human activities continue to have both posi-tive and negative impacts on the environment.

GEOGRAPHY AND YOU What environmental chal-lenges does the United States face? Read to find out about the future outlook for Africa south of the Sahara.

People in Africa south of the Sahara are work-ing to overcome some of the region’s serious chal-lenges. The region has already taken important steps, however, toward preserving the environ-ment. Democratic reforms are taking root in countries such as Ghana, Nigeria, and Liberia. Efforts to encourage private enterprise have also had positive results. New ranching laws, for example, have allowed people to engage in croco-dile farming, a highly profitable business that has brought this species back from low numbers due to trapping and hunting. Rhinoceroses and ele-phants are also beginning to thrive again as their

Geography ONLINE

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

568 Unit 7

Cause

Cause

Cause

Effect

Effect

Effect

CHALLENGE

habitats are protected and as poaching is discour-aged by stricter laws.

To save endangered species, some countries have created huge game reserves. These reserves — which include Tanzania’s Serengeti National Park, Kenya’s Masai Mara, and Ghana’s Kakum National Park — have helped some animals make a comeback. The parks also attract millions of tourists each year. Ecotourism, or tourism based on concern for the environment, has become a big business in parts of the region, bringing millions of dollars into African economies. Governments give rural peoples an economic stake in the reserves. Some train to work in the reserves as trail guides or become involved in development planning.

Increasingly, the protection of tropical forests is a priority in the region. In 1999 leaders from six central African countries signed an agree-ment to preserve the forests. The effects of this and similar efforts have yet to be seen, but they are a strong signal that Africans today are mov-ing toward a more positive future.

Human-Environment InteractionWhat has helped bring crocodiles back from low numbers due to trapping and hunting in the region?

S


568

S Skill PracticeUsing Geography Skills Ask students to locate Serengeti National Park, Masai Mara, and Kakum National Park on a map. Instruct students to create an ad for ecotourism by drawing and labeling a map indicating eco-tourism sites in the region. BL

Answer: encouraging crocodile farming

AssessGeography ONLINE

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

CloseSummarizing Ask students to recall the major challenges facing the region today. (desertification, famine, war, drought, preserving wildlife) Have students rank these in order of importance and explain their reasons.

Answers

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

2. Poverty has forced people to find ways of sustaining themselves: cutting down forests for fertile land or for the timber, or poach-ing animals for the profits they bring. Population growth has forced people to use more land for agriculture and for urban areas, destroying the original environment. Drought has hastened desertification. War has forced refugees into neighboring coun-tries, overtaxing their resources.

3. poaching, logging, farming 4. Students should list a variety of challenges

they learned about in this chapter, as well as how those challenges came about and the effects of those challenges on Africa. Answers will vary based on the challenges chosen.

5. War has resulted in the deaths of some peo-ple and forced others from their homes into refugee camps. War also leads to countries exceeding their carrying capacity, exhaust-ing the soil, and risking desertification.

6. the poaching of elephants and their status as endangered animals

7. Central Africa 8. Paragraphs will vary based on the problem

chosen.

Section 2 Review



VISUAL SUMMARY

Essential Question

MAIN Idea

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Section AFriday

The Region Today

Slowly IndustrializingAGRICULTURAL

LIFE• Most African farmers

are subsistence farmers that provide food only for their family or village.

• If there is a drought and crops fail, subsis-tence farmers do not have food or money to survive.

MAKING THE CHANGE• Many countries are trying to shift

from an agricultural economy to an industrial economy.

• Although Africa is rich in minerals it lacks the infrastructure to process and manufacture the minerals.

• Some manufacturing has taken place, but continued expansion will be a challenge due to a lack of skilled workers, frequent power outages, and political conflicts.

Protecting Endangered Species

• Most African countries have set up large parks and game reserves to protect endangered species.

• These parks and reserves also serve as a source of income for the countries as tourists come from around the world to see Africa’s wildlife.

• Private enterprise has also helped save endangered spe-cies. For example, crocodile farmers earn money selling crocodile leather. However, they also release crocodiles into the wild, increasing the population.

INDIANOCEAN

ATLANTICOCEAN

Mediterranean Sea

Red Sea

NORTH AFRICA

SOUTHWESTASIA

20°E40°E

20°W

0°

0°

20°S

20°N

EQUATOR

TROPIC OF CANCER

TROPIC OF CAPRICORN

500 miles

500 kilometers


0

0

N

S

W EGame reservesNational parks

Africa South of the Sahara: National Parks and Game Reserves

AFRICA

SOUTH

OF TH

E SAH

ARA

Study anywhere, anytime by downloading quizzes and flashcards to your PDA from glencoe.com.CHAPTER VISUAL SUMMARY 22

Chapter 22 569

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Hands-On Chapter ProjectStep 3: Wrap-Up

Predicting Instruct students to read the “Slowly Industrializing section.” Ask: What steps should happen next? (shift to industrial economy should include plans for providing a secure source of food, infrastructure for processing minerals should be built). OL

Making Inferences Have students read the “Protecting Endangered Species” section. Ask: Without ecotourism, how could tourists who visit these parks and reserves endanger the animals that live there? (Answers will vary but may include: destruc-tion of habitats, overhunting, dis-ruption of normal animal behavior patterns, and so on.) OL


Step 3: Assessing the Region Today Create a large T-chart on butcher paper and post it in the classroom. The T chart should indicate “mostly positive” and “mostly negative” and allow space for each section and subsection students evaluated. If space does not permit this, create and post smaller T-charts, one per subsection.

Directions Have partners attach the index cards they created in Steps 1 and 2. Then ask students to review their class-mates’ findings and tally their classmates’ opinions. What do most students believe about the situation in the region today?

Putting It Together Referring to specific index cards, ask partners to discuss reasons for their conclusions. Engage the class in a discussion about why most people con-cluded one way or the other. Ask students

what criteria they used to assess a situation as mostly positive or mostly negative. Remind them that information may contain bias. Ask students what additional information they might need in order to come to a more accurate conclusion. Finally, ask students whether they believe this kind of additional information would likely change their evaluation. OL


CHAPTER 22ASSESSMENT

CHAPTER 22

When you have answered all the questions, go back and check your work. If you have several answers in succession that are the same letter, look to be sure they are all cor-rect. Most tests are constructed so that this does not happen.

570 Unit 7

TEST-TAKING TIP

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

1. farming provides mainly for the family and the village of the farmer.

A Pastoral

B Subsistence

C Commercial

D Plantation

2. Resources such as trained workers, facilities, and equipment make up .

A subsistence farming

B cash crops

C infrastructure

D e-commerce

3. The number of people a region can support on a sustained basis is its ______.

A population

B population density

C arable land

D carrying capacity

4. is illegal hunting of animals.

A Poaching

B Leaching

C Slash-and-burn

D Pastoralism

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

Section 1 (pp. 556–561)

5. What was a result of the colonial economic systems in Africa?

A They developed more effi cient food production for native people.

B They increased production of commercial crops, which are still the countries’ main agricultural exports.

C They replaced agriculture with industry.

D They replaced agriculture with tourism.

6. How has mineral wealth affected Africa?

A It has made all Africans wealthy.

B It has produced profi ts for foreign owners and fi rms.

C It has produced profi ts that governments have invested wisely.

D It has been unprofitable.

Section 2 (pp. 564–568)

7. In which country has war halted economic growth, caused widespread starvation, and cost the lives of countless people since 1990?

A Kenya

B Liberia

C South Africa

D Ghana

8. Desertifi cation has caused the land to exceed its carrying capacity in which part of Africa?

A South Africa

B the Sahel

C East Africa

D Central Africa

STANDARDIZED TEST PRACTICE

GO ON

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BiG Idea

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Answers, Analyses, and TipsReviewing Vocabulary1. B Of these options, commercial and plantation farming each produce a single cash crop which is usually exported rather than consumed locally. Pastoral refers to raising herds of animals rather than farming.

2. C Infrastructure refers to having the resources to manufac-ture goods from natural resources. Subsistence farming and cash crops are related to agriculture. E-commerce is a way of marketing goods, not manufacturing them.

3. D Students may recall that the carrying capacity in the Sahel region has been exceeded due to desertification, climate change, and drought, resulting in famine. Population and population den-sity refer to the number of people who live in an area. Arable land is land that is good for farming.

4. A Students may recall that poaching in Africa has caused great loss of wildlife. People who practice pastoralism take care of herds of animals. Slash-and-burn refers to a form of farming. Leaching is not referred to in this chapter.

Reviewing Main Ideas

5. B Industry was usually developed in the colo-nizing country rather than the colony itself, thus industrialization occurred much later. Choices A and D can be ruled out because they were not addressed in the section.6. B Oil and mineral wealth have yet to benefit most Africans themselves; huge profits continue to leave the country in favor of foreign owners, or they are squandered by corrupt and ineffi-cient government officials.

7. B Kenya and Ghana have remained rela-tively peaceful, while South Africa’s internal struggle to end apartheid has resulted in limited economic growth and improvement for the lives of its black majority.

8. B While South Africa, East Africa, and Central Africa all remain vulnerable to the threat of desertification, the ability of the land to support its population has been exceeded in much of the Sahel.

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CHAPTER 22ASSESSMENT

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Chapter 22 571

ASSESSMENT

Geography ONLINE

For additional test practice, use Self-Check Quizzes—Chapter 22 on glencoe.com.

Need Extra Help?

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

9. In order for Africa’s hunger problems to be resolved, within the region is critical.

A climate change

B a political union of all countries

C peace

D population growth

Base your answer to question 10 on the map and on your knowledge of Chapter 22.

10. Which sentence best describes most roads and railroads in Africa south of the Sahara?

A They provide links from one country to another along coastal areas.

B They extend from the coast to inland areas.

C They span the continent from north to south and from east to west.

D They follow old caravan routes.

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

The issue of assistance to Africa often focuses on short-term aid. But some emphasize that promoting long-term trade and invest-ment is the only real solution.

Few will deny that there is a clear moral imperative for humanitarian and charity-based aid to step in when neces-sary, such as during the 2004 tsunami in Asia. Nevertheless, it’s worth reminding ourselves what emergency and charity-based aid can and cannot do. . . . This kind of aid can provide band-aid solutions to alleviate immediate suffering, but by its very nature cannot be the platform for long-term sustainable growth.

. . . The good news is we know what works; what delivers growth and reduces poverty. We know that economies that rely on open-ended commitments of aid almost universally fail, and those that do not depend on aid succeed. The latter is true for economically successful countries such as China and India, and even closer to home, in South Africa and Botswana. Their strategy of development fi nance emphasizes the impor-tant role of entrepreneurship and markets . . . .

. . . Governments need to attract more foreign direct invest-ment by creating attractive tax structures and reducing the red tape and complex regulations for businesses. African nations should also focus on increasing trade; China is one promising partner.

—Dambisa Moyo, “Why Foreign Aid Is Hurting Africa”

11. How do trade and investment differ from short-term aid as they relate to addressing poverty in Africa?

Extended Response12. Exploring the BiG BiG Idea Idea

Explain why war continues to be a major cause of hunger and malnutrition in Africa south of the Sahara. What measures are being taken to solve these problems?

Africa South of the Sahara: Transportation

If you missed questions. . . 1 2 3 4 5 6 7 8 9 10 11 12Go to page. . . 557 559 565 567 557 559 566 567 566 571 566 566

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 22 and take the Self-Check Quiz.

Critical Thinking9. C Students may have trouble deducing the right answer. Climate change may lead to increased drought and speed up the rate of desertification, leading to increased famine. Population growth may faster deplete Africa’s resources, again leading to increased famine. While a political union of all countries might resolve the problem, peace among the exist-ing countries is the best way to end conflicts that lead to famine and starvation.

10. B It is not possible to identify old caravan routes on the map shown. Nor do the rail lines span the continent in any direction. However, it is clear that railroads do not follow coastal areas, but rather head inland.

Document-Based Questions11. Trade and investment can provide long-term solutions for fighting poverty by helping to build infrastructure, and generate jobs and income. In contrast, food aid is a short-term solution that provides food for hungry people for a certain period of time.

Extended Response12. War disrupts farming and destroys crops. Warring factions often cut off food and water sup-plies to the people they are fight-ing, resulting in famine and starvation. The United Nations has continued to intervene in situa-tions to negotiate peace, while international aid organizations have attempted to bring food, water, and supplies to people who are facing starvation.

TEST-TAKING TIP Although there are three good answers to question 9, students should consider the one that is most likely to end hun-ger. Answer B might lead to eventual solutions to hunger. Answer D might seem correct, but careful reading shows that it means the population would grow. Answer C would lead to political cooper-ation and the ability of people to share food and water resources.

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STUDYCASE

STUDYCase

WOMEN AND DEVELOPMENT: Why is it necessary to involve women in economic development projects?

In traditional societies, men and women have different roles. Generally, women look after the home and children, and men earn a living to support the family. In many African countries, however, men have moved away from home to look for jobs, leaving the women behind to take over the traditionally male tasks. In many societies, there are few jobs that women may hold to earn money. However, this is changing. Women are beginning to enter professions and establish microbusi-nesses like selling vegetables in the local market or opening a small beauty salon. These small businesses give women some income and, more importantly, some control over their lives.

Understanding the IssueThe issue of empowering women can be seen from

several perspectives.

A Moral Issue Many cultures in Africa south of the Sahara believe that women must limit their work to certain activities and that these activities be under the direction and supervision of men. Women are expected to bear and raise children. The number of children in a family sometimes determines the status of the male: the more children he has, the higher his status is. This belief that women must have many children has helped to fuel the rapid population growth in many countries in the region. Experience shows that when women have more education and more possibility of earning an income, they have fewer children.

An Economic Dilemma Helping women to estab-lish microbusinesses increases incomes for their families. Women can use the money they earn to obtain pure drinking water, better food, medical and dental care, and to pay fees for their children to go to school. Families may also be able to enjoy better housing.

A Political Problem Women who earn their own money gain a feeling of control over their lives. They may participate in the political life of their communities and their countries, working for improvements in education and health care. In some countries, men have tried to keep women from gaining political power because they feel that changes in the status of women threaten their cul-ture and way of life.

572 Unit 7

Country Children per

woman

Birthrateper 1,000

people

Annualgrowth

rate

Literacy rate

Men Women

Congo,Dem. Rep.

6.5 44 3.1% 80.9% 54.1%

Kenya 4.9 39 2.7% 90.6% 79.7%

Mali 6.0 43 2.8% 53.5% 39.6%

Nigeria 5.7 41 2.6% 75.7% 60.6%

South Africa 2.7 23 0.8% 87.0% 85.7%

Uganda 6.7 47 3.4% 76.8% 57.7%

Source: Population Reference Bureau, 2009 World Population Data Sheet;www.cia.gov, The World Factbook 2009.

Population Dynamics in Africa South of the Sahara (selected countries)

Above right: A seamstress sews clothes for her microbusiness.Above: A family outside their home in Kenya.

C

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572

Additional Support

FocusIntroducing the Case Study Ask students to think about and discuss the roles of women in the United States and in their commu-nity. Ask: Have women taken on roles traditionally held by men? (Answers will vary.) Ask students to consider a society where women were not allowed to work or have any political power. Discuss with students how this might affect their families and communities. What concerns might some peo-ple have about women taking on traditionally male roles? OL

TeachC Critical Thinking

Determining Cause and Effect Before students read “Understanding the Issue,” Ask: Why do women with more edu-caiton have fewer children than those with less education? (more aware of family planning options, more career options, later marriage) Then have them read to confirm or correct their answers. OL

Comparing The most well-known gain for African women in politics was likely the 2005 election of Africa’s first elected female president, Ellen Johnson-Sirleaf, president of Liberia. But women have gained consid-erable political power in smaller roles across the continent as well. Ten years after the slaughter of some 800,000 people in ethnic fighting in Rwanda, that country now leads the world in the number of women holding

seats in parliament. Fifty-six percent of par-liamentary seats are held by women, com-pared to a worldwide average of 18 percent. In South Africa women account for 44 per-cent of parliamentary representation. In Rwanda, where women head approxi-mately one-third of all households, 45 of the 80 seats in the lower parliamentary house are reserved for women. Rwanda is one of 30 countries worldwide that uses a

quota system for women in government, and these reserved seats are guaranteed in their constitution. Critics from both sides of the argument are concerned about these quotas. Traditionalists argue the quotas are artificial and unfair. Women’s rights activists have expressed concern that reserving par-liamentary seats might actually create a “glass ceiling” for women in politics.

Background: Women in Government

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STUDYCASE

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Possible ApproachesEmpowerment of women as a means of economic

development depends on several strategies.

Education Opportunities for girls to get an education beyond primary school is a key to the empowerment of women. Women who have more education have fewer children than those with little education. They marry later and pursue work outside the home. They are also more aware of family planning options.

Career Options Social rules about the kinds of work that are appropriate for women need to change if a country is to develop. Economic development requires that the skills and talents of all people are available to everyone in society. Women must also be able to control their own money and how it is used.

Health Care Women need to be healthy in order to perform their best at home and at work. The health care provided by clinics plays an important role in empowering women and developing a country.

Unit 7 573

Female students attend class at a school near Lagos, Nigeria.

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W Writing SupportPersonal Writing Ask students to define the term glass ceiling using a dictionary. Have them ask family members if they have ever experienced similar job discrimi-nation in their careers. Students should create their own personal definition of glass ceiling based on their research. OL

R Reading StrategyActivating Prior Knowledge Ask: What kinds of health issues would need to be addressed if women were to gain economic empowerment? (HIV/AIDS preven-tion, diet, family planning) OL

AdditionalSupport

Drawing Conclusions Invite interested students to identify and explore jobs and careers held by women in their community. A local chamber of commerce might be a good resource. Be sure to remind students that these need not necessarily be highly visible or high-paying jobs. Encourage students to identify a wide range of jobs women hold in their community. Then, have students con-tact and interview two or three women in

these positions. In preparation, help students create a list of interview questions. Lists should include such questions as the type and amount of education required, the duties and responsibilities of the position, and the particular talents or skills involved. Next, help students arrange a shadow day with at least one woman if possible. Students should strive to learn as much about the job as they can, including opportunities for advancement

and examples of how the job does or does not empower women in the community. Finally, have students present their findings in an oral report or essay. Students should attempt to show any correlation they find between education and job opportunities. Students should also attempt to answer the question: Does having a job or career give women more power and influence in their community? AL

Activity: Connecting with the United States


STUDYCASE Understanding the Case

Primary Sources

574 Unit 7

The primary sources listed below provide information about women and eco-nomic development in Africa south of the Sahara. Use them and the information you have gained in Unit 7 to complete the activities on the next page.

Support for Women’s EnterprisesPrimary Source 1

Excerpt from “Voices of Women Entrepreneurs in Kenya,” International Finance Corporation, World Bank Group (www.ifc.org).

Women in Kenya and throughout Africa depend on microfinance to support growing businesses and the resulting contribution to the economy.

Mary Okello has a long record of breaking barri-ers for women in business—she was the first woman bank manager in Kenya, one of the founders of the Kenya Women’s Finance Trust, the first Kenyan representative of Women’s World Banking, and has served on numerous boards. Mary Okello is also the executive director of Makini Schools, a cluster of private schools offering education from kindergar-ten to college that she founded with her husband in 1978. . . .

Ms. Okello and her husband started Makini Schools with their savings. In 1996 they received an IFC loan of US$503,000 for expansion. . . . Yet, while hers is a success story, Mary recognizes that women entrepreneurs in Kenya face a variety of obstacles and discrimination. For Mary, access to finance is a major issue. “The main reason why access to finance is an issue is because of requirements of collateral. In Kenya only 1% of women own property and that makes it very difficult for women to provide collateral for banks. We have to look for different instruments to address access to finance issues for women.” Mary has been doing this through her decades of work in the women’s rights movement. Today she also mentors women, helps them prepare proposals for bank funding, and sometimes even pro-vides a guarantee for banks for their businesses.

ResultsPrimary Source 2

Excerpt from “Record number of women contest Malawi elections,” from Mail & Guardian,www.mg.co.za, May 17, 2009.

Women who have control over their lives and situations may expand their activities to community and national politics.

A record 220 women are running in Malawi’s presidential and parliamentary polls on Tuesday, representing about 20% of all candidates for the 193 seats. Women are also at the top of the ticket for the first time: Loveness Gondwe is Malawi’s first female presidential candidate, incumbent President Bingu wa Mutharika has tapped foreign minister Joyce Banda as his running mate.

Year Number of Active

Members

LoanDisbursement

(KSh)

Number of Outstanding

Loans

2005 78,786 2,433,000,000 62,970

2006 101,883 3,606,000,000 85,163

2007 164,581 5,982,000,000 153,128

2008 226,662 9,082,000,000 247,538

Note: Kenya Women Finance Trust is the only micro-credit institution exclusively for women.KSh=Kenyan shilling; 1 US$=74.6 KshSource: www.kwft.org, Kenya Women Finance Trust.

Kenya Women Finance Trust Loan Portfolio

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S Skill PracticeReading a Chart Instruct stu-dents to study the chart showing business loans to women in Kenya. Ask: Approximately how much did the number of active members and the total amount of loans increase from 2005–2008? (The number of members more than doubled. The total amount of loans more than tripled.) OL

R Reading StrategyQuestioning Have students read Primary Source 2. Ask: What made the Malawi presidential and parliamentary elections a record-breaking event? (It was the first time that so many women were running for office. And it was the first time a woman was running for the highest office of president.) OL

African Women in Microbusiness Ask students to brainstorm a list of small businesses owned or run by women in their community. Discuss how and why some women become involved in these smaller forms of business, many of which are home-based. (Answers may include: flexible hours, ability to care for their own children, limited educational requirements.) Discuss the dif-ference between a small business and a

microbusiness, the type of business that growing numbers of women in Africa are engaged in, where they are able to make money for their families while still main-taining many traditional female roles in society. Some of these businesses include selling vegetables or clothing in local markets. Instruct students to work with a partner to research types of microbusi-nesses run by women in Africa south of the

Sahara. Encourage them to find a variety of examples. If possible, have students read interviews conducted with these women to find out more about their experiences, their struggles, their successes, and their needs for the future. Students may report on their findings in an oral presentation, an informa-tional poster, or a written report targeted for their school or local newspaper. OL

Activity: Economics Connection

Additional Support


STUDYCASE

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Prim

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The outgoing Parliament included 27 female lawmakers, but the ministry of women and child development has launched a donor-backed scheme to encourage more female candidates with the goal of women winning half the seats, a plan they call the 50:50 campaign. “Women in Malawi ... have been given very lit-tle room to participate in decision-making posi-tions,” Maxwell Matewere, a leader of the campaign, told AFP [Agence France-Presse]. Under the programme, the candidates were drilled in campaign tactics and given seed money of about $800 each. “The ministry is looking forward to a new Parliament with at least 96 women in Parliament,” Anna Kachikho, Women and Child Development Minister, told AFP. Kachikho, herself a lawmaker, said the pick of Joyce Banda as a vice-presidential candidate had “inspired women’s spirits” in this male-dominated society.

Future NeedsPrimary Source 3

Excerpt from “In Africa, women turn to microfinance,” by Anne-Laure Buffard, from TheWashington Times, November 20, 2008.

Gender equity is a major concern for many international development groups.

As [an entrepreneur and] vice president of the American Chamber of Commerce in Cameroon, [Kah] Walla is . . . a strong advocate of female entrepreneurs in her coun-try, a nation ranked by the World Bank as No. 137 out of 154 countries in a gender-equity index.

“Many studies suggest that incomes put in the hands of women are more likely to positively impact family welfare, nutrition and girls’ education,” Amanda Ellis, the World Bank’s lead specialist on gender equality said in a recent interview. . . .

Agriculture is another area where women can excel, said former U.N. World Food Program chief Catherine Bertini. . . .

“Efforts at reducing poverty by boosting agriculture in the developing world should be aimed more at women,” Ms. Bertini said. . . .

Rural women are responsible for half of the world’s food production, and in devel-oping countries, they produce 60 percent to 80 percent of the food, according to the International Center for Research on Women.

Analyzing the Case

1. Drawing Conclusions Review the information in the primary sources above. How is the changing status of women helping development in Africa?

2. Making Predictions What is the likely result of more women becoming economically independent?

3. Conducting a Debate Use the following ques-tions to conduct a class debate on the contribu-tions of women to the African economy:

• How has the introduction of women into the workforce changed politics in Africa?

• What effect does education have on the suc-cess of women’s businesses?

• What changes have helped empower women in Africa?

4. Writing About the Case Write an essay on how investment in the microbusinesses of women may help the economies of African countries.

Joyce Hilda Banda, Malawi’s first female vice president, is also known for her work to fight hunger and to provide schools and education.

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1. Women have access to more opportunities such as loans to start businesses, the ability to run for public office, and inclusion in policies to improve agriculture.

2. Women will have a greater say in African society. 3. Students should debate the questions, supporting

their viewpoints with facts from the primary sources.

4. Essays will vary but should discuss how additional revenues benefit economies as a whole.

Answers

Analyzing the Case

C Critical ThinkingDrawing Conclusions Have students read Primary Source 3. Ask: Why does the chief of the U.N. World Food Program sug-gest that policies to boost agri-culture in the developing world be aimed at women? (Women in the developing world are heavily involved in food production.) OL

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

AssessHave students complete the Analyzing the Case questions.

CloseHave students summarize the main areas in which women in the region have begun to gain influ-ence. (education, politics, economic influence, health care) Ask students how they would prioritize these and why.
