Chapter 17: North Africa Today - Boone County Schools

Chapter 17: North Africa TodayTo learn more about the people and places of North Africa, view The World and Its People Chapter 16 video. Chapter Overview Visit The World and Its
People Web site at twip.glencoe.com and click on to preview information about North Africa.
Social StudiesSocial StudiesSocial StudiesSocial Studies
Chapter 17—Chapter Overviews
482-489 U6 CH17 S1 TWIP-860976 3/24/04 1:42 AM Page 482
http://twip.glencoe.com
TWIP-482
null
12.068603

Transitions North Africa is made up of five
independent countries. In past centuries, however, a series of powerful empires ruled in this part of the world. Arabs brought the religion of Islam to North Africa. In the twentieth century, the discovery of oil brought great wealth to parts of the region. Today these countries are struggling to preserve their traditions while also adapting to the modern world.
Fold a triangle. Cut off the extra
edge.
that creates four equal sections.
Egy pt
The Maghreb
Step 1 Fold the paper from the top right corner down so the edges line up. Cut off the leftover piece.
Step 2 Fold the triangle in half. Unfold.
Step 3 Cut up one fold line and stop at the middle. This forms two triangular flaps.
Step 4 Draw an X on one tab and label the other three the following: Egypt, Libya, and The Maghreb.
TheMaghreb
three-sided pyramid.
Step 5 Fold the X flap under the other flap and glue together.
Reading and Writing As you read, write main ideas inside the foldable under each appropriate pyramid wall.
Identifying Main Ideas Make this foldable to help you identify key facts about the people and places of North Africa.
482-489 U6 CH17 S1 TWIP-860976 3/24/04 1:43 AM Page 483
484 CHAPTER 17
→
→
→
→
→
Main Idea
Egypt’s Nile River and desert landscape have shaped the lives of the Egyptian people for hundreds of years.
Terms to Know
Reading Strategy
Draw a chart like this one. Then list five physical features of Egypt and their effects on life in Egypt.
For centuries, four giant stone statues
of Ramses II guarded the entrance
to an ancient cliff temple in
Egypt. When the Aswan High
Dam was built, the lake it
created—Lake Nasser—
original location. In all, some
16,000 blocks were moved.
Egypt lies in Africa’s northeast corner. Vast deserts sweep over most of the country. On the map on page , notice the Nile River running through Egypt. The Nile River, along with Egypt’s location and deserts, has shaped life in Egypt for thousands of years.
Egypt’s Land and Climate Egypt is a large country that is about the same size as Texas and
New Mexico together. Yet most of it is desert. Egypt’s people crowd into less than 4 percent of the land, which is an area about twice the size of Maryland. The lifeline of Egypt is the Nile River, which supplies 85 percent of the country’s water. Along the Nile’s banks, you can see mud-brick villages, ancient ruins, and, once in a while, a city or town of modern buildings. The Nile River empties into the Mediterranean Sea, forming the Nile’s delta.This fertile, low-lying land is built up from the soil carried downstream.
For centuries, the Nile’s waters would rise in the spring. The swollen river carried silt, or small particles of rich soil. When it reached Egypt, the Nile flooded its banks. As the floodwaters withdrew, the
485
482-489 U6 CH17 S1 TWIP-860976 3/24/04 1:45 AM Page 484
TWIP-484
null
109.503586
485
silt was left behind, making the land better for farming. Today dams and channels control the river’s flow for use in irrigation and in gen- erating electric power.
Sinai Peninsula The triangle-shaped Sinai (SY•NY) Peninsula lies southeast of the Nile delta. This area is a major crossroads between Africa and Southwest Asia. A human-made waterway called the Suez Canal separates the Sinai Peninsula from the rest of Egypt. Egyptians and Europeans built the canal in the mid-1860s. The Suez Canal is still one of the world’s most important waterways. Ships use the canal to pass from the Mediterranean Sea to the Red Sea. In making this jour- ney, they avoid traveling all the way around Africa.
Desert Areas East of the Nile River spreads the Eastern Desert, also known as the Arabian Desert. West of the Nile is the much larger Libyan (LIH•bee•uhn) Desert, which covers about two-thirds of the country. Dotting both deserts are oases. An oasis is a fertile or green area in a desert.Plants grow here,giving these spots lush green growth in the midst of the hot sands.
10°W 10°E 20°E 30°E0°20°W
40°N
30°N
20°N
r
N ile
Peak of Tenerife 12,198 ft. (3,718 m)
AHAGGAR MOUNTAINS
LIBYAN DESERT
Sinai PeninsulaQattara
EA STER
N D
ESER T
A T L A S M O U N T A I N S
Canary Islands Sp.
A LG ER I A
MOROCCO
Morocco
Lambert Azimuthal Equal-Area projection 500
5000
0
mi.
km
N
S
EW
Cairo
Alexandria
0
Elevations
Applying Map Skills
1. Which bodies of water border the region of North Africa?
2. What physical feature runs through Morocco, Algeria, and Tunisia?
Find NGS online map resources @ www.nationalgeographic.com/maps
482-489 U6 CH17 S1 TWIP-860976 3/24/04 1:46 AM Page 485
http://www.nationalgeographic.com/maps
TWIP-485
null
73.71769
486 CHAPTER 17
The Eastern and Libyan Deserts are part of the Sahara, which is the largest desert in the world.Sahara comes from the Arabic word mean- ing “desert.” The Sahara is about the size of the United States.It stretches from Egypt westward across North Africa to the Atlantic Ocean.
A Desert Climate Wherever you go in Egypt, you find a dry desert climate with hot summers and mild winters. Egypt as a whole receives little rainfall. Cairo, the capital, averages only about 0.4 inch (1 cm) a year. In fact, some areas receive no rain for years at a time.
Springtime in Egypt brings hot winds instead of cooling rains. These winds move west across Egypt, reaching up to 87 miles (140 km) per hour. The powerful winds can harm crops and damage houses.
Why is the Suez Canal one of the world’s most important waterways?
Egypt’s Economy Egypt has a developing economy that has grown considerably in
recent years. Although only about 2 percent of Egypt’s land is used for farming, about 29 percent of Egypt’s people work in agriculture. The best farmland lies in the fertile Nile River valley. Egypt’s major crops include sugarcane, grains, vegetables, fruits, and cotton. Raw cotton, cotton yarn, and clothing are among the country’s main exports.
Some farmers still work the land using the simple practices and tools of their ancestors.Many use modern methods and machinery. All, however, rely on dams to control the water needed for their fields.The largest dam is called the Aswan High Dam. Find it on the map on page
. The dams give people control over the Nile’s floodwaters. They can store the water for months behind the dams.Then they can release it several times during the year, rather than having just the spring floods.This control allows farmers to harvest two or three crops a year.
The dams bring challenges as well as benefits.Dams block the flow of silt, which means farmland is becoming less fertile. Farmers now rely more heavily on chemical fertilizers to grow crops. In addition, the dams prevent less freshwater from reaching the delta. So salt water from the Mediterranean Sea now flows deeper into the delta, making the land there less fertile.
Industry The Aswan High Dam provides hydroelectric power, which Egypt uses to run its growing industries. The largest industrial centers are the capital city of Cairo and the seaport of Alexandria. Egyptian factories make food products, textiles, and consumer goods. Tourism is another industry that is important to Egypt’s economy. Vis- itors come to see the pyramids and majestic temples of ancient Egypt.
Egypt’s main energy resource is oil, found in and around the Red Sea. Petroleum products make up almost half the value of Egypt’s exports. Egypt is developing a gas export market as well. The country also has phosphates. A phosphate is a mineral salt used in fertilizer.
On what crop are many of Egypt’s exports based?
Web Activity Visit The World and Its People Web site at twip.glencoe.com and click on Chapter Student Web Activities to learn more about Egypt’s history.
485
17—
482-489 U6 CH17 S1 TWIP-860976 3/24/04 1:46 AM Page 486
http://twip.glencoe.com
TWIP-486
null
196.33986
North Africa Today 487
The Egyptians In Chapter , you learned about the ancient Egyptians. Their
advanced civilization included powerful pharaohs, the building of temples and pyramids, and advances in science and technology. From 300 B.C. to A.D. 300, however, Egypt fell under the influence of Greece and Rome. You may have heard of Cleopatra, an Egyptian queen who ruled during the time of the rise of the Roman Empire.
In A.D. 641, Arabs from Southwest Asia took control of Egypt. They practiced Islam, a religion based on the belief in one God known as Allah. Most of Egypt’s people began to speak the Arabic language and became Muslims, as the followers of Islam are called. Today about 94 percent of Egypt’s people are Muslims.
Egypt’s Modern History By the end of the 1800s, all of Egypt, including the Suez Canal, had become part of the British Empire. Unhappy with British rule, the people of Egypt protested many times. Finally, in 1952 a group of army officers overthrew the British- supported king,and Egypt became independent. One of the army lead- ers, Gamal Abdel Nasser (guh•MAHL AHB•duhl NAH•suhr), was Egypt’s president from 1954 to 1970. Nasser made Egypt one of the most powerful countries in the Muslim world.
Egypt is a republic, or a government headed by a president. A legislature makes the laws,but the president has broad powers in running the country. In the 1990s, some Islamic political and religious groups opposed the government. These groups used violence in an effort to reach their political goals.By the early 2000s,however, the government had stopped these attacks.
Rural and Urban Life Look at the population density map in the Geography Handbook on page 10. Most of Egypt’s 72.1 million
Food Most Egyptian meals include fava beans that have been
boiled for hours to make them soft. Egypt’s national dish, ful, includes fava beans mixed with garlic, lemon juice, olive oil, onions, and parsley. Cubes of veal or lamb meat cooked on skewers are known as kabobs. Egyptians also eat tahini—a smooth paste made of sesame seeds that is eaten as a dip or sandwich spread. Babaganoush is another dip- ping paste, but it is made with eggplant and sesame. Instead of spoons, Egyptians usually use aysh, or bread, to scoop up food.
Looking Closer How does Egyptian bread differ from the bread you eat?
16
482-489 U6 CH17 S1 TWIP-860976 3/24/04 1:47 AM Page 487
TWIP-487
null
119.89978
AssessmentAssessment11
people live within 20 miles (32 km) of the Nile River. More than half of Egypt’s people live in rural areas along this narrow valley. Most are peasant farmers called fellahin (FEHL•uh•HEEN). They live in villages and farm small plots of land that they rent from landowners. Many fellahin raise only enough food to feed their families. Any food left over is sold in towns at a bazaar, or marketplace.
Life is more modern in Egypt’s cities. Many city dwellers live in high-rise apartments and have jobs in manufacturing, construction, or service industries. Service industries provide services to people rather than producing goods. In bustling ports like Alexandria and Port Said (sah•EED), people engage in trade.
Cairo is a huge and rapidly growing city. Almost 8 million people are crowded into its central area, with another 7 million living in its suburbs. It is the largest city in Africa. For centuries, Cairo has been a leading center of the Muslim world. Throughout the city you see schools, universities, and mosques, or places of worship for followers of Islam.
Cairo’s population is increasing at a rapid rate. Why? First, Egypt is a country with a high birthrate. Second, many fellahin have moved to Cairo to find work. The crowded city cannot provide enough houses, schools, and hospitals for all of its people. Poverty, snarled traffic, and pollution have resulted.
When did Egypt become fully independent?
Defining Terms 1. Define silt, oasis, phosphate, republic, fellahin,
bazaar, service industries, mosque.
the Nile River important to Egypt?
3. History Who was Gamal Abdel Nasser, and what did he do for Egypt?
4. Culture What are the major language and religion of Egypt?
Critical Thinking 5. Understanding Cause and Effect How
has the Aswan High Dam helped and hurt Egypt?
6. Problem Solving What are some ways that the Egyptian government could help solve overcrowding in Cairo?
Graphic Organizer 7. Organizing Information In a chart like the
one below, fill in three facts about Egypt for each category.
Agriculture Industry
1. 1.
2. 2.
3. 3.
Applying Social Studies Skills
8. Analyzing Maps Study the physical/political map on page . In what direction would you go to get from Cairo to Alexandria?
485
482-489 U6 CH17 S1 TWIP-860976 3/24/04 1:47 AM Page 488
TWIP-488
null
96.3908
ARTART SCIENCESCIENCE CULTURECULTURE TECHNOLOGYTECHNOLOGY
scolding voice, . . .“How dare you ride that skinny donkey when the two of you together have flesh and bones weighing more than that poor beast?”
Goha said to his son,“I think now we had better let the donkey lead the way while we both follow on foot. . . .”
It was not long, however, before they became the prey to a crowd of jokers and jesters, who hooted and said,“. . . Either let this poor weary donkey ride on one of you, or both of you carry him. That way he shall be spared the misery of walking.” . . .
From a nearby tree [Goha] cut a strong stout branch about three yards long. Next, taking some strong rope he had with him, he tied the donkey’s front hoofs together, and then his hind hoofs together. He then slipped the branch between the donkey’s legs so that the two ends of the branch stuck out at either end.
That done, Goha called his son, and said, “Now you put one end of this branch on your shoulder, and I will bear the other end.” . . .
When finally they arrived at the market, a great crowd gathered . . . following the strange sight . . . until at last a policeman managed to break through the group. The policeman addressed Goha, saying, “You will accompany me to the police station, and from there, my fine cracked friends, you may expect to go straight to the madhouse.”
Goha turned to this son, and said,“This, my son, is the result of troubling yourself over what other people will say.”
From The Black Prince and Other Egyptian Folk Tales, told by Ahmed and Zane Zagloul. Copyright © 1971. Doubleday & Company, Inc., Garden City, NY.
In many rural areas of modern Egypt, storytellers entertain the fellahin. Here is one Egyptian folktale in which a father tries to teach his son a valuable lesson.
What Will People Say?
Goha had a naughty son who would never do as he was told. When asked to do something, the boy had one ready answer.“But what will people say?” he would shake his head and say. Goha decided one day that it was time to teach his son a useful lesson, and prove to the boy that pleas- ing everyone was an impossible thing. This is what Goha did:
He mounted his donkey and started to the market, after ordering his son to follow him along behind on foot. In a little while they came across a group of women doing their washing at the bank of the river.
The women bawled over to Goha,“Do you have a rock instead of a heart, you merciless man? How do you have the shamelessness to ride while that poor boy of yours runs along behind?”
So, Goha got off the donkey and ordered the boy to mount, while he himself followed on foot. After some time they came across a group of old men sunning themselves at the corner of a field. One of the old men . . . yelled out in a loud and shaky voice,“I do declare! If that ain’t the way to bring up an ingrate. Yes sir-ree, if you want no respect from your boy, that’s the way to get it.” . . .
Goha said to his son.“Have you heard? Let us both ride now.”
So, father and son mounted the donkey and they continued on their way. Soon they met with some animal lovers, who called out in a
1. What happens to Goha and his son at the end?
2. Who do you think should have ridden the donkey? Explain.
3. Summarizing Information Write the moral, or lesson, of this folktale in your own words.
An Egyptian boy leads his donkey. m
482-489 U6 CH17 S1 TWIP-860976 3/24/04 1:47 AM Page 489
TWIP-489
null
191.32385
Libya, Tunisia, Algeria, and Morocco make up the rest of North Africa. Like Egypt, these countries have economies based on oil and other resources in the Sahara. Unlike Egypt, however, none of these nations enjoys the benefits of a life-giving river such as the Nile.
Libya Libya is slightly larger than Alaska. Except for coastal lowlands,
Libya is a desert area with only a few oases. In fact, the Sahara covers more than 90 percent of Libya. During the spring and fall, dust-heavy winds blow from the desert. When these fierce winds strike, tempera- tures in coastal areas can reach 110ºF (43ºC).
Libya has no permanent rivers, but aquifers lie beneath the vast desert. Aquifers are underground rock layers that store large amounts of water. In the 1990s, the government built pipelines to carry underground water from the desert to coastal areas.
490 CHAPTER 17
2
Main Idea
The countries of Libya, Tunisia, Algeria, and Morocco share a desert environment and a mostly Arab culture.
Terms to Know
monarchy
Reading Strategy
Draw a diagram like this one. In the four outer ovals, list facts about each country. In the center oval, write two facts that all four countries have in common.
The Sahara is the world’s largest hot
desert. Some of its sand dunes
reach 1,000 feet (305 m) high.
Thousands of years ago,
trees covered the region.
seen in 7,000-year-old
490-494 U6 CH17 S2 TWIP-860976 3/24/04 1:51 AM Page 490
TWIP-490
null
96.75649
The discovery of oil in Libya in 1959 brought the country great wealth. Libya’s government uses oil money to import food, build schools and hospitals, and maintain a strong military.
Libya’s People and History Almost all of Libya’s 5.5 million people have mixed Arab and Berber heritage. The Berbers were the first people known to live in North Africa. During the A.D. 600s, Arabs brought Islam and the Arabic language to North Africa. Since then, Libya has been a Muslim country, and most of its people speak Arabic.
About 86 percent of Libyans live along the Mediterranean coast. Most live in two modern cities—Tripoli, the capital, and Benghazi (behn•GAH•zee). Libya became independent in 1951 under a king. In 1969 a military officer named Muammar al-Qaddhafi (kuh•DAH•fee) gained power and overthrew the king.Qaddhafi set up a dictatorship, or a government under the control of one all-powerful leader.
How has Libya been governed since 1969?
Tunisia Tunisia, Algeria, and Morocco form a region known as the
Maghreb. Maghreb means “the land farthest west” in Arabic. These three countries were given this name because they are the western- most part of the Arabic-speaking Muslim world.
About the size of the state of Georgia, Tunisia is North Africa’s smallest country. Find it on the map on page . Northern and central Tunisia have Mediterranean or steppe climates, which provide some rainfall. Along the fertile eastern coast, farmers grow wheat, olives, citrus fruits, and vegetables.
Tunisian factories produce food products, textiles,and oil products. In addition, tourism is a growing industry.Many visitors enjoy Tunisia’s sunny shores and explore its Roman ruins and outdoor markets.
Past and Present Tunisia’s coastal location has drawn people, ideas,and trade throughout the centuries. In ancient times, Phoenician sailors founded the city of Carthage in northern Tunisia. This city was the center of a powerful trading empire and challenged Rome for control of the Mediterranean. Rome defeated and destroyed Carthage.
During the following centuries, Tunisia was part of several Muslim empires. It was a colony of France until becoming an independent republic in 1956. You can still see French influence in the cities.
Almost all of Tunisia’s 9.9 million people are of mixed Arab and Berber ancestry. They speak Arabic and practice Islam. Tunis, with more than 1,000,000 people, is the capital and largest urban area.
Why can farming take place in Tunisia?
Algeria About one and a half times the size of Alaska, Algeria is the largest
country in North Africa. Along the Mediterranean coast, you find hills, plains, and Algeria’s best farmland. Inland, the land slopes up to the
Bazaar! Taha Hammam makes
pottery to sell at the bazaar. “Going to the bazaar is a lot like going to an American mall,” he says. “It’s a big party where everyone talks and eats and buys and sells things.” Taha lives in Algiers. Although Taha wears jeans and sneakers, his parents dress in traditional clothes. His mother wears a black outer dress over a bright housedress and covers her hair with a long veil that reaches the ground. Taha’s father dresses in a long robe. In school, Taha studies Arabic, religion, social studies, arithmetic, science, and art.
490-494 U6 CH17 S2 TWIP-860976 3/24/04 1:51 AM Page 491
TWIP-491
null
190.69685
492 CHAPTER 17
Atlas Mountains. Another range—the Ahaggar (uh•HAH•guhr)—lies in southern Algeria. Between these mountain ranges are areas of the Sahara known as ergs, or huge, shifting sand dunes.
Like neighboring Libya, Algeria must import about one-third of its food.It pays for this food by sell- ing oil and natural gas pumped from the Sahara.These deposits have helped Algeria’s industrial growth, but widespread poverty remains. Many Algerians have moved to European countries to find work.
The Algerians About 31.7 million people live in Algeria. They have mixed Arab and Berber heritage. Most of them are Muslim and speak Arabic. If you visited Algeria, you would discover centuries-old Muslim traditions blending with those of France. Why? From 1834 to 1962, Algeria was a French colony. In 1954, Algerian Arabs wanting freedom rose up against the French. A bloody civil war, or conflict between different groups inside a country, erupted. When the fighting ended in 1962, Algeria won inde- pendence. Many of the French fled to France.
Today Algeria is a republic, with a strong president and a legislature. In the early 1990s, Muslim political parties opposed many of the government’s
secular, or nonreligious,policies.The Muslims gained enough support to win a national election.The government,however, rejected the election results and imprisoned many Muslim opponents. An ongoing civil war has taken many lives.
Algiers, the country’s capital and largest city,has nearly 2.2 million people. Many of them live in the newer sections of the city, with modern buildings and broad streets. They enjoy visiting the older sections of the city, though, which are called casbahs. There they walk down narrow streets, stopping to bargain with merchants in bazaars.
What conflict has affected Algeria since the early 1990s?
Morocco Slightly larger than California, Morocco borders two bodies of
water—the Mediterranean Sea on the north and the Atlantic Ocean on the west. The map on page shows that Morocco’s northern tip almost touches Europe. Here you will find the Strait of Gibraltar. It separates Africa and Europe by only 8 miles (13 km).
Farmers on Morocco’s fertile coastal plains grow sugar beets, grains, fruits, and vegetables for sale to Europe. Many raise livestock, especially sheep. Morocco is a leading producer of phosphates, and tourism has grown as well. Visitors flock to cities like Marrakech and Casablanca. In marketplaces called souks (SOOKS), sellers in traditional hooded robes offer wares made of leather, copper, and brass.
Morocco
Even though North Africa is mostly hot, snow can fall high in the Atlas Mountains where this Berber lives.
•
490-494 U6 CH17 S2 TWIP-860976 3/24/04 1:51 AM Page 492
TWIP-492
null
176.85062
AssessmentAssessment22
Country
secular, casbah, constitutional monarchy.
Recalling Facts 2. History Who were the Berbers?
3. Culture Why do many Algerians speak French?
4. History Why is there a dispute over control of Western Sahara?
Critical Thinking 5. Making Generalizations How have the
physical features of North Africa affected where people live?
6. Identifying Alternatives How might the countries studied in this section improve their economies?
Graphic Organizer 7. Organizing Information Draw a diagram
like the one below. Choose one country from this section and fill in each outer part of the diagram with a fact about that country.
Applying Social Studies Skills
8. Analyzing Maps Study the map on page . Rabat is located on the coast of which country? Along what body of water is it located?
485
Morocco’s History and People Morocco was first settled by the Berbers thousands of years ago. Their descendants still herd and farm in the foothills of the Atlas Mountains. During the A.D. 600s, Arab invaders swept into Morocco. A century later, Arabs and Berbers together crossed the Strait of Gibraltar and conquered Spain. Their descendants, called Moors, ruled parts of Spain and developed an advanced civilization. Christian Spanish rulers drove them out in the late 1400s. Many descendants of the Moors live in Morocco today.
In the early 1900s, the Moroccan kingdom weakened, and France and Spain gained control. In 1956 Morocco became independent once again.Today the country is a constitutional monarchy, where a king or queen is head of state, but elected officials run the government. In Morocco, the monarch still holds many powers, however.
Beginning in the 1970s, Morocco claimed the desert region of Western Sahara. The discovery of minerals there sparked a costly war between Morocco and a rebel group that wanted Western Sahara to be independent. The United Nations had tried to sponsor a vote to allow the people of Western Sahara to decide their own future, but nothing has been resolved.
Morocco has about 30.7 million people. Casablanca,the largest city, is home to about 3.4 million people.Rabat, with 2.3 million, is the capital. Moroccan culture is based on Arab, Berber, and African traditions. Their music blends rhythms of these groups. Artists here are known for their carpets, pottery, jewelry, brassware, and woodwork.
Who were the Moors?
490-494 U6 CH17 S2 TWIP-860976 3/24/04 1:52 AM Page 493
TWIP-493
null
117.54888
494 CHAPTER 17
A spreadsheet is an electronic work- sheet that can manage numbers quickly and easily. Spreadsheets are powerful tools because you can change or update information, and the spreadsheet automatically per- forms the calculations.
Learning the Skill All spreadsheets follow a basic design of
rows and columns. Each column is assigned a letter, and each row is assigned a number. Each point where a column and a row inter- sect is called a cell. The cell’s position on the spreadsheet is labeled according to its corre- sponding column and row—A1 is column A, row 1; B2 is column B, row 2; and so on.
Spreadsheets use formulas to calculate numbers. To create a formula, highlight the cell you want the results in. Type an equal sign () and then build the formula, step-by- step. If you type the formula B4B5B6 in cell B7, the numbers in these cells are added together, and the sum shows up in cell B7.
To use division, the formula would look like this: A5/C2. This divides A5 by C2. An asterisk (*) signifies multiplication: (B2*C3)D1 means that you want to multiply B2 times C3, and then add D1.
Practicing the Skill Use these steps to create a spreadsheet.
1. In cells B1, C1, and D1, type the years 1980, 1990, and 2000. In cell E1, type the word Total.
2. In cells A2 through A6, type the names of North Africa’s countries. In cell A7, type the word Total.
3. In row 2, enter the number of tons of oil produced by Algeria in 1980, 1990, and 2000.
4. Repeat step 3 in rows 3 through 6 for each country. You can find the information you need for each country in a world almanac or an encyclopedia.
5. Create a formula that tells which cells to add together so the computer can calculate the number of tons of oil for each country. For example, in cell E2, you should type B2C2D2 to find the total amount of oil that Algeria produced in those years.
Applying the Skill
Using a Spreadsheet
h The computer highlights the cell in which you are working.
Use the spreadsheet you have created to answer these questions: Which country is the largest producer of oil? Has it always been number one? Are countries in North Africa together producing more oil or less oil today than they did 20 years ago?
490-494 U6 CH17 S2 TWIP-860976 2/23/05 1:23 PM Page 494
Chapter
Terms to Know silt oasis phosphate republic fellahin bazaar service industries mosque
Main Idea Egypt’s Nile River and desert landscape have shaped the lives of the Egyptian people for hundreds of years. Location Most people in Egypt live along the Nile River or in its delta. Economics About 29 percent of Egypt’s people work in agriculture, but
industry has grown in recent years. Culture Most people in Egypt are Muslims who follow the religion of Islam. Culture More Egyptians live in rural areas than in cities, but Cairo is the
largest city in Africa.
Section 1 EgyptSection 1
Libya and the Maghreb Terms to Know aquifer dictatorship erg civil war secular casbah constitutional
monarchy
Main Idea The countries of Libya, Tunisia, Algeria, and Morocco share a desert environment and a mostly Arab culture. Region North Africa includes Libya and the three countries called the
Maghreb—Tunisia, Algeria, and Morocco. Location These countries are all located on the Mediterranean Sea. Morocco
also has a coast along the Atlantic Ocean. Region The landscape of this region is mostly desert and mountains. Economics Oil, natural gas, and phosphates are among the important
resources in these countries. Culture Most of the people in these countries are Muslims and speak Arabic.
Most also are of mixed Arab and Berber heritage.
Section 2Section 2
1717
495-497 U6 CH17 RR TWIP-860976 3/24/04 9:11 AM Page 495
Chapter
5000 mi.
0 km
N
S
EW
Place Location Activity On a separate sheet of paper, match the letters on the map with the numbered places listed below.
Using Key Terms Match the terms in Part A with their definitions in Part B.
A. 1. oasis 6. dictatorship
2. secular 7. silt
3. mosque 8. erg
4. casbah 9. aquifer
5. bazaar 10. republic
B. a. government under an all-powerful leader
b. underground rock layer that stores water
c. old area of cities with narrow streets and small shops
d. marketplace
f. fertile or green area in a desert
g. nonreligious
j. government headed by a president
Reviewing the Main Ideas Section 1 Egypt
11. Place What is the capital of Egypt? 12. Movement Which two bodies of water
does the Suez Canal connect? 13. Place Describe the climate and rainfall in
Egypt. 14. Economics Name four of Egypt’s
agricultural products. 15. Government What type of government
does Egypt have today?
Section 2 Libya and the Maghreb
16. Human/Environment Interaction Why must Libya depend on aquifers for water?
17. Region What does maghreb mean? 18. History Who founded the city of
Carthage in Tunisia? 19. History What foreign country controlled
Algeria from 1834 to 1962? 20. Economics What energy resource is
important to almost all of North Africa’s countries?
Algeria 21.1%
Egypt 48%
Standardized Test Practice
Test-Taking Tip: When analyzing circle or pie graphs, first look at the title to see what the graph shows. Next read each section of the “pie” and compare the sections to one another. Notice that no actual population figures are given on the pie graph, only percentages. All the pie sections are different sizes, but together they add up to 100 percent.
497
Self-Check Quiz Visit The World and Its People Web site at and click on to prepare for the Chapter Test.
twip.glencoe.com Chapter 17—Self-Check Quizzes
1. According to the graph above, which one of the following statements is true? F Almost half of the people of North
Africa live in Egypt. G Almost half of the people of North
Africa live in Algeria. H Egypt’s land area is much larger than
Algeria’s land area. J Algeria’s land area is much larger than
Libya’s land area.
Directions: Study the graph, and then answer the question that follows.
H
Critical Thinking 21. Understanding Cause and Effect Why are
the most densely populated areas of North Africa along the Mediterranean Sea and the Nile River?
22. Sequencing Information On a time line like the one below, label five events or eras in Egyptian history. Include their dates.
Comparing Regions Activity 23. Geography Turn the page to read about
the severe shortages of water in the regions of North Africa and Southwest Asia. It is likely that your region does not currently face this challenge. For an entire day, notice all the different ways you use water. Write a paragraph about how your day would change if you lived in a region where water shortages were common. What might you have to do differently?
Mental Mapping Activity 24. Focusing on the Region Draw a simple
outline map of North Africa, then label the following:
• Mediterranean Sea • Egypt • Red Sea • Libya • Atlantic Ocean • Morocco • Nile River • Tunisia • Atlas Mountains • Algeria
Technology Skills Activity 25. Using the Internet Use the Internet to
research life in the desert. Besides the Sahara, what other large deserts are there in the world? What kinds of life do deserts support? How do humans adapt to life in the desert? Are deserts changing in size and shape? Why? Use your research to create a bulletin board display on “Desert Life.”
498 UNIT 6
ttttttttttttttt ttttttttttttttt ttttttttttttttton the Environmenton the EnvironmentIEYE
Draining the Rivers The ball game is over. You are hot, sweaty, and thirsty. You press the button on the drinking fountain, but no water comes out. A crisis? Consider this: Many people in Southwest Asia and North Africa never have enough water to meet their needs.
Most of the usable water in this region comes from aquifers—underground areas that store large amounts of water—and from the Jordan, Tigris, Euphrates, and Nile Rivers. Despite these great rivers, water is scarce. The rivers flow through several countries. As each country takes its share of water, less remains for those who are downstream. A few countries have desalinization plants that turn seawater into freshwater. Desalinization is expensive, though. Water resources are further strained by many factors.
Population growth — By 2025, about 570 million people will inhabit the region. That is too many people for the existing water supplies.
Irrigation — About 90 percent of water supplies in Southwest Asia are used to irrigate crops.
Pollution — River water in many places is polluted by salt, sewage, and chemicals.
Finding Solutions Faced with growing demand and decreasing supplies, countries in this region are looking for creative solutions to the water crisis.
Some countries are recycling wastewater to use on crops.
Advances in technology are making desalinization more affordable.
Countries are building dams to regulate water. They are also construct- ing pipelines to carry water to where it is most needed.
Nile R.
498-499 U6 CH17 EE TWIP-860976 3/24/04 1:57 AM Page 498
Wise Water Ways Scientist Sandra Postel is trying to edu- cate others on ways to use water more wisely. In her book, Last Oasis: Facing Water Scarcity, Postel argues that we can no longer meet rising demands for water by building larger dams and drilling deeper wells. Instead of reaching out for more water, Postel argues, everyone needs to do more with less water. People need to conserve and recycle water and to use it more efficiently. Through her research, Postel has found that farmers, industries, and cities could cut their water use by as much as 50 percent. Water could be saved by practicing water conservation methods such as drip irrigation and water recycling. Postel hopes that governments around the world will work together to protect one of the earth’s most precious resources.
Meeting Demand A group in Southwest Asia and North Africa is studying ways to ease water shortages in the region. The Water Demand Management Research Network (WDMRN) is made up of scien- tists and government representatives who are studying ways to meet the growing needs for water. The WDMRN shares information with other water researchers and holds meetings to encourage
cooperation between all countries in
the region.
ttttttttttttttt ttttttttttttttt ttttttttttttttt
`````````````````````````
What Can You Do? Conserve WaterSaving water is as easy as turning off a faucet.
Practice water conservation by taking shorter
showers and by turning off the water while
brushing your teeth. What other ways can you
conserve water at home or at school? Find Out MoreInvestigate the pathway drinking water takes
in your community. Collaborate with class-
mates to create a bulletin board display
showing how water gets from its source to a
drinking fountain in your school.
498-499 U6 CH17 EE TWIP-860976 3/24/04 1:58 AM Page 499
The World and Its People - Kentucky Edition
Kentucky Core Content for Social Studies Assessment
Table of Contents
Correlation to the Core Content for Social Studies Assessment
Preparing for Standardized Tests
Reading for a Reason
Understanding What You Read
Thinking About Your Reading
How Do I Use Maps and Globes?
Understanding Latitude and Longitude
From Globes to Maps
Geographic Dictionary
Section 4: Landforms and Waterways
Chapter 1 Reading Review
Chapter 2: Water, Climate, and Vegetation
Section 1: The Water Planet
Section 2: Climate
Section 4: An Environmental Balance
Section 1: Understanding Culture
Section 2: Population Patterns
Unit 2: The United States and Canada
National Geographic Regional Atlas
Section 1: From Sea to Shining Sea
Section 2: An Economic Leader
Section 3: The Americans
Chapter 5: Canada
Section 2: The Canadians
Unit 3: Latin America
Section 2: Mexico’s History
Section 3: Mexico Today
Chapter 7: Central America and the Caribbean Islands
Section 1: Central America
Chapter 8: Brazil and Its Neighbors
Section 1: Brazil—Emerging Giant
Section 2: Argentina to Venezuela
Section 1: Colombia’s Cultures and Challenges
Section 2: Land and People of Peru and Ecuador
Section 3: The Bolivians and Chileans
Unit 4: Europe
Section 1: Classical Greece and Rome
Section 2: Medieval Europe
Section 1: The Modern Era Emerges
Section 2: A Divided Continent
Section 3: Moving Toward Unity
Section 2: France and the Benelux Countries
Section 3: Germany and the Alpine Countries
Section 4: The Nordic Nations
Section 5: Southern Europe
Chapter 13: The New Eastern Europe
Section 1: Poland and the Baltic Republics
Section 2: Hungarians, Czechs, and Slovaks
Section 3: Rebuilding the Balkan Countries
Section 4: Ukraine, Belarus, and Moldova
Unit 5: Russia and the Eurasian Republics
Section 1: A Vast Land
Section 2: A Troubled History
Chapter 15: The New Russia and Independent Republics
Section 1: From Communism to Free Enterprise
Section 2: Russia’s People and Culture
Section 3: The Republics Emerge
Unit 6: North Africa and Southwest Asia
Section 1: Mesopotamia and Ancient Egypt
Section 2: Three World Religions
Section 1: Egypt
Chapter 18: Southwest Asia
Section 2: Israel and the Palestinian Territories
Section 3: The Arabian Peninsula
Section 4: Iraq, Iran, and Afghanistan
Unit 7: Africa South of the Sahara
Chapter 19: West Africa
Section 2: The Sahel and Coastal West Africa
Chapter 20: Central and East Africa
Section 1: Central Africa
Section 3: Uganda, Rwanda, and Burundi
Section 4: The Horn of Africa
Chapter 21: Southern Africa—A Varied Region
Section 1: The New South Africa
Section 2: Zambia, Malawi, Zimbabwe, Botswana
Section 3: Coastal and Island Countries
Unit 8: Asia
Section 2: Pakistan and Bangladesh
Section 3: Mountain Kingdoms, Island Republics
Chapter 23: China and Its Neighbors
Section 1: China’s Land and New Economy
Section 2: Dynasties to Communism
Section 3: China’s Neighbors
Chapter 24: Japan and the Koreas
Section 1: Japan—Past and Present
Section 2: The Two Koreas
Chapter 25: Southeast Asia
Section 2: Diverse Island Cultures
Unit 9: Australia, Oceania, and Antarctica
Section 2: New Zealand
Section 1: Pacific Island Cultures and Economies
Section 2: The Frozen Continent
Appendix
Standardized Test Skills Handbook
National Geographic Geography & History
Maps
Section 4: Landforms and Waterways
Section 1: The Water Planet
Section 2: Climate
Section 4: An Environmental Balance
Chapter 3: The World's People
Section 1: Understanding Culture
Section 2: Population Patterns
Chapter 4: The United States
Section 1: From Sea to Shining Sea
Section 2: An Economic Leader
Section 3: The Americans
Section 2: The Canadians
Section 2: Mexico’s History
Section 3: Mexico Today
Section 1: Central America
Section 1: Brazil—Emerging Giant
Section 2: Argentina to Venezuela
Chapter 9: The Andean Countries
Section 1: Colombia’s Cultures and Challenges
Section 2: Land and People of Peru and Ecuador
Section 3: The Bolivians and Chileans
Chapter 10: Europe—Early History
Section 1: Classical Greece and Rome
Section 2: Medieval Europe
Chapter 11: Europe—Modern History
Section 1: The Modern Era Emerges
Section 2: A Divided Continent
Section 3: Moving Toward Unity
Chapter 12: Western Europe Today
Section 1: The British Isles
Section 2: France and the Benelux Countries
Section 3: Germany and the Alpine Countries
Section 4: The Nordic Nations
Section 5: Southern Europe
Section 1: Poland and the Baltic Republics
Section 2: Hungarians, Czechs, and Slovaks
Section 3: Rebuilding the Balkan Countries
Section 4: Ukraine, Belarus, and Moldova
Chapter 14: Russia’s Landscape and History
Section 1: A Vast Land
Section 2: A Troubled History
Section 1: From Communism to Free Enterprise
Section 2: Russia’s People and Culture
Section 3: The Republics Emerge
Chapter 16: Birthplace of Civilization
Section 1: Mesopotamia and Ancient Egypt
Section 2: Three World Religions
Chapter 17: North Africa Today
Section 1: Egypt
Section 2: Israel and the Palestinian Territories
Section 3: The Arabian Peninsula
Section 4: Iraq, Iran, and Afghanistan
Section 2: The Sahel and Coastal West Africa
Section 1: Central Africa
Section 3: Uganda, Rwanda, and Burundi
Section 4: The Horn of Africa
Section 1: The New South Africa
Section 2: Zambia, Malawi, Zimbabwe, Botswana
Section 3: Coastal and Island Countries
Chapter 22: South Asia
Section 2: Pakistan and Bangladesh
Section 3: Mountain Kingdoms, Island Republics
Section 1: China’s Land and New Economy
Section 2: Dynasties to Communism
Section 3: China’s Neighbors
Section 1: Japan—Past and Present
Section 2: The Two Koreas
Section 2: Diverse Island Cultures
Chapter 26: Australia and New Zealand
Section 1: Australia—Land Down Under
Section 2: New Zealand
Section 1: Pacific Island Cultures and Economies
Section 2: The Frozen Continent
Activity Workbook - Student Edition
Activity B: Identifying Landforms
Activity B: Charting Climate Characteristics
Activity A: Recognizing the Culture Regions
Activity B: Identifying Renewable and Nonrenewable Resources
Activity A: Identifying Major Landforms in the United States
Activity B: Recognizing the Features of Your Region
Chapter 5: Canada
Chapter 6: Mexico
Activity B: Understanding Mexico's Native American Heritage
Activity A: Recognizing Central American Capitals
Activity B: Recognizing the Physical Characteristics of the Caribbean Islands
Activity A: Identifying Landforms in Brazil
Activity B: Identifying the History and Cultures of Caribbean South America
Activity: Recognizing the Mineral Resources of the Andean Countries
Activity A: Understanding the History of Early Europe
Activity B: Identifying Important Figures of the Renaissance and Reformation
Activity A: Analyzing Changes in European History
Activity B: Understanding the Cold War
Activity A: Charting the Economies of Western Europe
Activity B: Identifying the Geographic Characteristics of Western Europe
Activity C: Identifying the Populations of Countries in Northern Europe
Activity D: Recognizing the Physical Characteristics of Southern Europe
Activity A: Locating Eastern European Countries and Their Capital Cities
Activity B: Identifying Characteristics of Eastern Europe
Activity A: Identifying Major Geographic Features of Russia
Activity B: Appreciating the History of Russia
Activity A: Identifying Russia's Economic Regions
Activity B: Recognizing the Capitals of the Caucasus and Central Asia
Activity A: Recognizing Early Civilizations
Activity B: Identifying Religions of Southwest Asia
Activity A: Interpreting an Economic Activity Map of North Africa
Activity B: Creating and Interpreting a Pictograph
Activity B: The Cities and People of Southwest Asia
Activity A: Recognizing the Physical Characteristics of Central Africa
Activity B: Recognizing the History of East Africa
Activity: Recognizing the Resources in Southern Africa
Activity A: Identifying the Landforms of China
Activity B: Recognizing China's People and Culture
Activity C: Identifying China's Neighbors and New Territories
Activity A: Understanding Japan's History
Activity B: Recognizing the Location of Korea
Activity A: Recognizing the Varied Features of Southeast Asian Countries
Activity B: Locating the Capital of Southeast Asia
Activity: Understanding the Unique Characteristics of Australia and New Zealand
Chapter 27: Oceania and Antarctica
Activity A: Identifying the Geographic and Economic Characteristics of Oceania
Activity B: Recognizing the Unique Characteristics of Antarctica
Haitian Creole Summaries
Chapit 2: Dlo, Klima ak Vejetasyon
Chapit 3: Pèp Monn nan
Chapit 4: Lèzetazini
Chapit 5: Kanada
Chapit 6: Meksik
Chapit 8: Brezil ak Vwazen Li yo
Chapit 9: Peyi Zann yo
Chapit 10: Ewòp - Istwa Ansyen
Chapit 11: Ewòp - Istwa Modèn
Chapit 12: Ewòp De Lwès Jodi a
Chapit 13: Nouvo Ewòp de Lès la
Chapit 14: Peyizaj ak Istwa Larisi
Chapit 15: Nouvo Risi an ak Repiblik Endepandan yo
Chapit 16: Bèso Sivilizasyon an
Chapit 17: Afrik Dinè Jodi a
Chapit 18: Azi Di Sidwès
Chapit 19: Afrik De Lwès
Chapit 20: Afrik Sentral ak Afrik De Lès
Chapit 21: Sid Afrik la -Yon Rejyon Varye
Chapit 22: Lazi Disid
Chapit 24: Japon ak Kore yo
Chapit 25: Lazi di Sidès
Chapit 26: Ostrali ak Nouvèl Zelann
Chapit 27: Oseyani ak Antatik la
Reading Essentials and Study Guide - Student Edition
Chapter 1: Looking at the Earth
Study Guide 1: Thinking Like a Geographer
Study Guide 2: The Earth in Space
Study Guide 3: Forces Shaping the Earth
Study Guide 4: Landforms and Waterways
Study Guide 1: The Water Planet
Study Guide 2: Climate
Study Guide 4: An Environmental Balance
Study Guide 1: Understanding Culture
Study Guide 2: Population Patterns
Study Guide 3: Resources and World Trade
Study Guide 4: Technology “Shrinks” the World
Study Guide 1: From Sea to Shining Sea
Study Guide 2: An Economic Leader
Study Guide 3: The Americans
Chapter 5: Canada
Study Guide 2: The Canadians
Chapter 6: Mexico
Study Guide 2: Mexico’s History
Study Guide 3: Mexico Today
Study Guide 1: Central America
Study Guide 2: Cultures of the Caribbean
Study Guide 1: Brazil—Emerging Giant
Study Guide 2: Argentina to Venezuela
Study Guide 1: Colombia’s Cultures and Challenges
Study Guide 2: Land and People of Peru and Ecuador
Study Guide 3: The Bolivians and Chileans
Study Guide 1: Classical Greece and Rome
Study Guide 2: Medieval Europe
Study Guide 3: From Renaissance to Revolution
Study Guide 1: The Modern Era Emerges
Study Guide 2: A Divided Continent
Study Guide 3: Moving Toward Unity
Study Guide 1: The British Isles
Study Guide 2: France and the Benelux Countries
Study Guide 3: Germany and the Alpine Countries
Study Guide 4: The Nordic Nations
Study Guide 5: Southern Europe
Study Guide 1: Poland and the Baltic Republics
Study Guide 2: Hungarians, Czechs, and Slovaks
Study Guide 3: Rebuilding the Balkan Countries
Study Guide 4: Ukraine, Belarus, and Moldova
Study Guide 1: A Vast Land
Study Guide 2: A Troubled History
Study Guide 1: From Communism to Free Enterprise
Study Guide 2: Russia’s People and Culture
Study Guide 3: The Republics Emerge
Study Guide 1: Mesopotamia and Ancient Egypt
Study Guide 2: Three World Religions
Study Guide 1: Egypt
Study Guide 2: Israel and the Palestinian Territories
Study Guide 3: The Arabian Peninsula
Study Guide 4: Iraq, Iran, and Afghanistan
Study Guide 2: The Sahel and Coastal West Africa
Study Guide 1: Central Africa
Study Guide 2: People of Kenya and Tanzania
Study Guide 3: Uganda, Rwanda, and Burundi
Study Guide 4: The Horn of Africa
Study Guide 1: The New South Africa
Study Guide 2: Zambia, Malawi, Zimbabwe, Botswana
Study Guide 3: Coastal and Island Countries
Study Guide 2: Pakistan and Bangladesh
Study Guide 3: Mountain Kingdoms, Island Republics
Study Guide 1: China’s Land and New Economy
Study Guide 2: Dynasties to Communism
Study Guide 3: China’s Neighbors
Study Guide 1: Japan—Past and Present
Study Guide 2: The Two Koreas
Study Guide 2: Diverse Island Cultures
Study Guide 1: Australia—Land Down Under
Study Guide 2: New Zealand
Chapter 27: Oceania and Antarctica
Study Guide 1: Pacific Island Cultures and Economies
Study Guide 2: The Frozen Continent
Spanish Reading Essentials and Study Guide - Student Edition
Capítulo 1: Mirar la Tierra
Guía de estudio 1: Pensar como un geógrafo
Guía de estudio 2: La Tierra en el espacio
Guía de estudio 3: Las fuerzas que dan forma a la Tierra
Guía de estudio 4: Accidentes geográficos y vías fluviales
Capítulo 2: Agua, clima y vegetación
Guía de estudio 1: El planeta del agua
Guía de estudio 2: Clima
Guía de estudio 3: Zonas climáticas y la vegetación
Guía de estudio 4: Un equilibrio ambiental
Capítulo 3: Los pueblos del mundo
Guía de estudio 1: Comprender la cultura
Guía de estudio 2: Los patrones de población
Guía de estudio 3: Recursos y comercio mundial
Guía de estudio 4: La tecnología “encoge”el mundo
Capítulo 4: Estados Unidos
Guía de estudio 3: Los estadounidenses
Capítulo 5: Canadá
Guía de estudio 2: Los habitantes de Canadá
Capítulo 6: México
Guía de estudio 1: Geografía física y economía de México
Guía de estudio 2: Historia de México
Guía de estudio 3: México hoy
Capítulo 7: América Central y las islas del Caribe
Guía de estudio 1: América Central
Guía de estudio 2: Las culturas del Caribe
Capítulo 8: Brasil y sus vecinos
Guía de estudio 1: Un gigante que emerge
Guía de estudio 2: De Argentina a Venezuela
Capítulo 9: Los países Andinos
Guía de estudio 1: La cultura y los desafíos de Colombia
Guía de estudio 2: Los territorios y pueblos de Perú y Ecuador
Guía de estudio 3: Los bolivianos y los chilenos
Capítulo 10: Europa: historia antigua
Guía de estudio 1: Grecia y Roma clásicas
Guía de estudio 2: Europa medieval
Guía de estudio 3: Del Renacimiento a la revolución
Capítulo 11: Europa, su historia moderna
Guía de estudio 1: Comienzo de la era moderna
Guía de estudio 2: Un continente dividido
Guía de estudio 3: Hacia la unidad
Capítulo 12: Europa occidental en la actualidad
Guía de estudio 1: Las islas británicas
Guía de estudio 2: Francia y los países del Benelux
Guía de estudio 3: Alemania y los países alpinos
Guía de estudio 4: Los países nórdicos
Guía de estudio 5: Sur de Europa
Capítulo 13: La nueva Europa del este
Guía de estudio 1: Polonia y las repúblicas bálticas
Guía de estudio 2: Húngaros, checos y eslovacos
Guía de estudio 3: La reconstrucción de los países balcánicos
Guía de estudio 4: Ucrania, Bielorrusia y Moldavia
Capítulo 14: La geografía y la historia de Rusia
Guía de estudio 1: Una vasta tierra
Guía de estudio 2: Una historia de conflictos
Capítulo 15: La nueva Rusia y las repúblicas independientes
Guía de estudio 1: Del comunismo a la libre empresa
Guía de estudio 2: El pueblo y la cultura de Rusia
Guía de estudio 3: Las repúblicas emergen
Capítulo 16: Nacimiento de la civilización
Guía de estudio 1: Mesopotamia y Egipto antiguo
Guía de estudio 2: Tres religiones mundiales
Capítulo 17: África del norte en la actualidad
Guía de estudio 1: Egipto
Guía de estudio 2: Libia y el Magreb
Capítulo 18: Sudoeste de asia
Guía de estudio 1: Turquía, Siria, Líbano y Jordania
Guía de estudio 2: Israel y los territorios palestinos
Guía de estudio 3: La Península Arábiga
Guía de estudio 4: Irak, Irán y Afganistán
Capítulo 19: África Occidental
Guía de estudio 1: Nigeria: El gigante africanoe
Guía de estudio 2: El Sahel y la costa de África occidental
Capítulo 20: África central y del este
Guía de estudio 1: África central
Guía de estudio 2: Los habitantes de Kenia y Tanzania
Guía de estudio 3: Uganda, Ruanda y Burundi
Guía de estudio 4: El cuerno de África
Capítulo 21: África meridional: Una región variada
Guía de estudio 1: La nueva Sudáfrica
Guía de estudio 2: Zambia, Malawi, Zimbabwe y Botswana
Guía de estudio 3: Los países de la costa y de las islas
Capítulo 22: El sur de Asia
Guía de estudio 1: India: Pasado y presente
Guía de estudio 2: Paquistán y Bangladesh
Guía de estudio 3: Reinos en las montañas y repúblicas en las islas
Capítulo 23: China y países vecinos
Guía de estudio 1: El territorio de China y la nueva economía
Guía de estudio 2: De las dinastías al comunismo
Guía de estudio 3: Los países vecinos de China
Capítulo 24: Japón y las Coreas
Guía de estudio 1: Japón: pasado y presente
Guía de estudio 2: Las dos Coreas
Capítulo 25: El sudeste Asiático
Guía de estudio 1: La vida en el continente
Guía de estudio 2: La diversidad de las culturas isleñas
Capítulo 26: Australia y Nueva Zelanda
Guía de estudio 1: Australia: “La tierra del sur”
Guía de estudio 2: Nueva Zelanda
Capítulo 27: Oceanía y la Antártida
Guía de estudio 1: Culturas y economía de las islas del Pacífico
Guía de estudio 2: El continente helado
Spanish Summaries
Capítulo 2: El agua, el clima y la vegetación
Capítulo 3: La población mundial
Capítulo 4: Los Estados Unidos
Capítulo 5: Canadá
Capítulo 6: México
Capítulo 8: Brasil y sus vecinos
Capítulo 9: Los países andinos
Capítulo 10: Europa: historia antigua
Capítulo 11: Europa: historia moderna
Capítulo 12: Europa occidental hoy en día
Capítulo 13: Europa oriental hoy en día
Capítulo 14: Relieve e historia de Rusia
Capítulo 15: La nueva Rusia y las repúblicas independientes
Capítulo 16: La Cuna de la civilization
Capítulo 17: África del norte
Capítulo 18: El sudoeste asiático
Capítulo 19: África Occidental
Capítulo 21: África del sur: una región variada
Capítulo 22: El sureste asiático
Capítulo 23: China y sus vecinos
Capítulo 24: Japón y las Coreas
Capítulo 25: El sudeste asiático
Capítulo 26: Australia y Nueva Zelanda
Capítulo 27: Oceanía y la Antártida
Standardized Test Skills Practice Workbook - Student Edition
Objectives Addressed in the Activities
Workbook Overview
Activity: Interpreting Diagrams
Activity: Making Inferences
Activity: Using a Bar Graph to Interpret Data
Activity: Analyzing a Political Cartoon
Activity: Recognizing a Point of View
Activity: Analyzing Graphs and Tables
Activity: Comparing and Contrasting
Activity: Using Time Lines
Activity: Perceiving Cause-and-Effect Relationships
Activity: Solving a Problem
Activity: Identifying and Evaluating Sources
Activity: Making Decisions
Activity: Interpreting Graphs
Activity: Persuasive Writing About an Issue
Activity: Classifying Facts and Details
Activity: Forming Hypotheses
Activity: Drawing Conclusions
Activity: Detecting Bias
Activity: Predicting Outcomes
Previous Document
Search - Document
Search - Full *available on OS X and Windows in Reader 6.0.1*
Page Navigator

Documents

Chapter 17: North Africa Today - Boone County Schools