Chapter Planning Guide

834A

LevelsResources Chapter

OpenerSection

1Section

2Chapter AssessBL OL AL ELL

FOCUS

BL Daily Focus Skills Transparencies 34-1 34-2

TEACH BL ELL Guided Reading Activity, URB* p. 41 p. 42

BL ELL Vocabulary Activity, URB* p. 34

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

OL Enrichment Activity, URB p. 39

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

OL GeoLab Activity, URB p. 5

OL Environmental Issues Case Study, URB p. 9

BL ELL Reading Essentials and Note-Taking Guide* pp. 244–246

pp. 247–249

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

BL OL AL ELL Map Overlay Transparencies, Strategies, and Activities 11-6

GIS Simulations, Strategies, and Activities p. 42

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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834B

Plus

All-In-One Planner and Resource Center

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

• Printable reports of daily assignments

• Standards Tracking System

Levels Resources Chapter Opener

Section 1

Section2

Chapter AssessBL OL AL ELL

TEACH (continued)

TeacherResources

High School Character Education ✓ ✓ ✓ ✓

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

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

Success with English Learners ✓ ✓ ✓ ✓

Differentiated Instruction for the Geography Classroom ✓ ✓ ✓ ✓

Literacy Strategies in Social Studies ✓ ✓ ✓ ✓

Standards-Based Instruction ✓ ✓ ✓ ✓

Presentation Plus! with MindJogger CheckPoint ✓ ✓ ✓ ✓

TeacherWorks™ Plus ✓ ✓ ✓ ✓

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

ASSESSBL OL AL ELL Section Quizzes and Chapter Tests p. 415 p. 416 p. 417

BL OL AL ELL Authentic Assessment With Rubrics p. 64

BL OL AL ELL ExamView Assessment Suite 34-1 34-2 Ch. 34

CLOSEBL ELL Reteaching Activity, URB p. 35

BL OL ELL Dinah Zike’s Reading and Study Guide Foldables p. 76

Graphic Organizer Transparencies, Strategies, and Activities pp. 83–84

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

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Chapter Integrating Technology

834C

Visit glencoe.com and enter code WGC2630C34T for Chapter 34 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 Self-Check Quiz?A Self-Check Quiz is a set of 10 or more multiple-choice questions that assess student comprehension of the chapter.

How can a Self-Check Quiz help my students?A Self-Check Quiz is a quick and easy way for students to check how much they have learned and identify areas needing improvement. It allows students to:• view their results immediately• view the correct answers• e-mail their results to you or themselves

• receive feedback on each question for where students can go to review topics they missed or had trouble answering.

Visit glencoe.com and enter a QuickPass™ code to go to a Self-Check Quiz.

Using Self-Check

Quizzes Teach With Technology

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Additional Resources

834D

• 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 34:

• The War in the Pacific (ISBN 1-56-501994-6)

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:

• Australia, by David Lowe & Andrea Shimmen

• Our Endangered Planet: Antarctica, by Suzanne Winckler & Mary M. Rodgers

• Our Endangered Planet: Oceans, by Suzanne Winckler & Mary M. Rodgers

For students at a Grade 8 reading level:

• How the Future Began: Communications, by Anthony Wilson

For students at a Grade 9 reading level:

• Coral Reefs, by Sylvia A. Johnson

For students at a Grade 10 reading level:

• Lives at Stake: The Science and Politics of Environmental Health, by Laurence Pringle

ReadingList Generator

CD-ROM

Index to National Geographic Magazine:

The following articles relate to this chapter:• “The Big Thaw,” by Tom Appenzeller, June 2007.

• “Blue Haven,” by Kennedy Warne, April 2007.

• “Fiji’s Rainbow Reefs”, by Les Kaufman, November 2004.

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

• National Geographic Atlas of the World (Book).

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

www.nationalgeographic.com

www.nationalgeographic.com/maps

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INTRODUCTIONCHAPTER CHAPTER

834 Unit 11

THE REGION TODAY

Australia and Oceania

As the largest urban area in New Zealand, Auckland plays a dominant role in the region’s economy.

Places reflect the relationship between humans and the physi-cal environment. Australia and New Zealand are among the world’s leaders in exports of agricultural products. The region’s unique eco-systems have led to the growth of tourism. Although physical barriers and long distances can be obstacles for people in Australia and Oceania, improved transportation and com-munications have helped make the region more interdependent.

EssentialEssential QuestionsQuestions

Section 1: The EconomyHow might the landscape affect economic activities in Australia and Oceania?

Section 2: People and Their EnvironmentHow can human activity have a negative impact on the environment?

Geography ONLINE

Visit glencoe.com and enter code WGC9952C34 for Chapter 34 resources.

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834

FocusMore About the Photo Visual Literacy Tell students that today, one in three New Zealanders lives in or around the city of Auckland. The population of greater Auckland is more than 1.3 million people. Recent immi-grants from Fiji and Samoa give Auckland one of the world’s larg-est Polynesian populations.

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 EssentialEssential QuestionQuestion How might the land-scape affect economic activities in Australia and Oceania? (The environment offers pastures for raising livestock so people earn their living by

adapting to and utilizing the environment around them.) In Section 1, students will read and learn about how the varied environments of this region affect agriculture and industries such as mining and manufacturing, thereby affecting the various economies. OL

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CHAPTER INTRODUCTION

Essential Questions

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Chapter 34 835

Reading and Writing As you read, identify at least two environmental problems and possible solutions in Australia and Oceania. Use this information to predict which solutions might be most effective and why.

Organizing Information Create a Four-Door Book to identify environ-mental problems and possible solu-tions in Australia and Oceania.

EnvironmentalProblems

OceaniaEnvironmentalProblems

Australia

Solutions SolutionsA

USTRALIA

, OCEA

NIA

, AN

D A

NTA

RCTICA

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835

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 environmental problems and solutions in Australia and Oceania. The completed Foldable can help students prepare for assessment.

Section 2People and Their Environment EssentialEssential QuestionQuestion How can human activ-ity have a negative effect on the environ-ment? (Australia and Oceania have some of the world’s most diverse and unique wildlife, vegetation, and natural resources. Pollution,

adverse effects of tourism, and global warming all threaten the natural balance of this region.) Tell students that in Section 2 they will learn about how people impact the environment and natural resources of Australia and Oceania. OL

Geography ONLINE

Visit glencoe.com and enter code WGC2630C34T

for Chapter 34 resources.

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Section 1CHAPTER SECTION 1

836 Unit 11

Guide to ReadingEssentialEssential QuestionQuestionHow might the landscape affect economic activities in Australia and Oceania?

Content Vocabulary

Academic Vocabulary• devoted (p. 837)• involved (p. 838)

Places to Locate• Fiji (p. 837)• Papua New Guinea (p. 837)• Nauru (p. 838)

Reading StrategyOrganizing Complete a web dia-gram like the one below by identi-fying the service industries that have emerged in South Pacific countries.

• station (p. 837)• grazier (p. 837)

• copra (p. 837)

The EconomyAustralia and Oceania contain striking scenery composed of snowy mountain glaciers, ancient rock formations, coral reefs and their carnivals of sea life, unspoiled beaches, and bubbling geother-mal fields. With natural wonders such as these, it is easy to understand why despite its remote geo-graphic locations, tourism is a growing part of the region’s economies.

Voices Around the World“New Zealand is red-hot right now. Blazing onto the world stage in 2001 with the Lord of the Rings movies, which were made here, followed in 2005 by King Kong, this island nation surged to the top of travel lists as word of its epic scenery, high-test adventure sports, award-winning wines, and innovative art scene got out. . . . ‘New Zealand is the most beautiful country in the world,’ says actor Grant Roa, who plays Uncle Rawiri in the film Whale Rider. ‘It has spiritual places where you can get away from civilization, including beaches without roads or cell phone coverage.’ ”

— Carrie Miller, “Insiders New Zealand,”

National Geographic Traveler, March 2006

A hiker in New Zealand

Service Industries in the South Pacific

sectionaudio

spotlightvideo

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MAIN Idea

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FocusDaily Focus Transparency 34.1

Guide to ReadingAnswers to Graphic:

Service Industries in the South Pacific

banking investment tourism

ResourceManager

Teacher Edition• Summarizing, p. 837

Additional Resources• Guided Reading 34-1,

URB, p. 41• RENTG, pp. 244–246

Teacher Edition• Drawing Conclusions,

p. 838

Additional Resources• Real-Life Applications,

URB p. 3• Quizzes and Tests, p. 415

Teacher Edition• Visual/Spatial, p. 839

Additional Resources• Diff. Instr. for the Geo.

Classroom, pp. 133–135• Foldables, p. 76• Enrichment Act.,

URB p. 39

Additional Resources• Graphic Organizer

Trans., pp. 83–84

Teacher Edition• Visual Literacy, p. 838

Additional Resources• Daily Focus Skills

Trans. 34-1• Map Overlay Trans. 11,

11-6

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 34, Section 1 video at glencoe.com.

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Section 1CHAPTER

Essential Question

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In Australia’s Outback, ranchers often use helicopters to herd cat-

tle over thousands of acres of rough terrain.

Human-Environment Interaction Why are some Australian ranches so large?

Chapter 34 837

Economic ActivitiesMAINMAIN IdeaIdea Agriculture is the most important eco-

nomic activity in Australia and Oceania, but new industries are contributing to national economies.

GEOGRAPHY AND YOU In what parts of the United States do ranching and raising livestock take place? Read to find out why raising sheep and cattle is important to Australia’s economy.

The remote geographic locations and chal-lenging environments of Australia and Oceania influence how people earn their livings.

AgricultureAgriculture is by far the most important eco-

nomic activity in the South Pacific. For example, Australia and New Zealand export large quanti-ties of farm products. Australia is the world’s leading producer of wool.

Although less than 5 percent of Australians work in agriculture, much of the country’s vast land area is devoted to raising livestock. Because of the generally dry climate, animals need large areas to find enough vegetation to eat. As a result, some Australian ranches, called stations,are gigantic — as large as 6,000 square miles (15,540 sq. km), about the size of Connecticut.

As a result of Australia’s dry climate, less than 10 percent of its land is arable, or suitable for growing crops. Irrigation, fertilizers, and mod-ern technology help Australian farmers make the best use of the limited agricultural land.

More than half of New Zealand’s land is used for agriculture. New Zealand ranchers, known as graziers, raise sheep, cattle, and red deer. Surprisingly, the country has nearly 20 times more livestock than people! New Zealand’s soils, among the most fertile in the region, allow farmers to grow wheat, barley, potatoes, and fruits.

Throughout Oceania, the lack of arable land limits agriculture. Island farmers sometimes practice subsistence farming and fishing.

Some islands, however, have areas of rich, often volcanic soil and ample rainfall. The major cash crop is copra (KOH•pruh), or dried coco-nut meat. Among the island countries that export crops are Fiji, a producer of sugarcane, copra, and ginger; and Papua New Guinea, a supplier of coffee, copra, and cacao.

Mining and ManufacturingA variety of mineral deposits exists in some

parts of the South Pacific. Australia is a leading exporter of diamonds, gold, bauxite, opals, and iron ore. Extracting these minerals, however, is hampered by high transportation costs. In addi-tion, public debate about Aboriginal land rights limits where mining can occur.

With some exceptions, few significant mineral resources are found in other areas of the South Pacific. New Zealand has a large aluminum smelting industry, and Papua New Guinea’s rich deposits of gold and copper have only recently been exploited.

Australia and New Zealand are the South Pacific’s major producers of manufactured goods. Since agriculture is important in these two coun-tries, food processing is their most important manufacturing activity. Relatively isolated geo-graphically, Australia and New Zealand must import costly machinery and raw materials to set up manufacturing industries capable of produc-ing exports. As a result, consumer product indus-tries generally manufacture products such as appliances for home consumption.

The rest of the South Pacific is less industrial-ized than Australia and New Zealand. Manufacturing in Oceania is limited to small-scale enterprises such as apparel production.

R

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TeachR Reading Strategy

Summarizing Ask: Why are most goods manufactured in Australia and New Zealand only used regionally? (Because Australia and New Zealand are geographi-cally isolated, the cost of importing and exporting goods beyond the region is expensive.) OL

Caption Answer:Because of the dry climate, animals need large areas to find enough vegetation to eat.

Hands-On Chapter Project

Step 1

Made in Oceania

Step 1: Shopping Students will work in groups to put together an online catalog and mail order service that sells goods that are grown and manufactured in Oceania.

Essential Question What does this subregion have to offer the world consumer today?

Directions Have students work in groups to begin to collect a database/inventory of goods from Oceania that they can offer consumers via an online or catalog-based mail order business. Tell students that they can offer manufactured goods, agricultural goods, or any other product made or grown in this subregion that is capable of being shipped.

Putting It Together As students start to compile an inventory of goods, have them be sure to research the cost of their inventory, as well as shipping costs. OL

(Chapter Project continues on page 843.)

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Section 1CHAPTER

120°E 135°E 150°E 165°E

TROPIC OF CAPRICORN

EQUATOR

45°S

30°S

15°S

0°

INDIAN OCEAN

PACIFIC OCEAN

Tasman Sea

CoralSea

NEWZEALAND

AUSTRALIA

SOUTHEAST ASIA

Auckland

Sydney

Brisbane

Melbourne

Perth

N

S

W E1,000 miles

1,000 kilometers

0

0

Mercator projection

Resources

Coal

Petroleum

Natural gas

Iron ore

Zinc

Hydroelectricpower

Bauxite

Nickel

Copper

Lead

Manganese

Gold

Silver

Land Use

Commercial farming

Livestock raising

Hunting and gathering

Manufacturing and trade

Commercial fishing

Little or no activity

838 Unit 11

Australia and New Zealand: Economic Activities

Use StudentWorks™ Plus or glencoe.com.

1. Place Where are most of Australia’s coal deposits located?

2. Regions What type of land use dominates much of Australia?

Transportation and CommunicationsMAINMAIN IdeaIdea The physical environment creates

obstacles to transportation and communications in Australia and Oceania, but new technologies are helping to conquer these obstacles.

GEOGRAPHY AND YOU How might vast expanses of land affect the forms of transportation used to move people and goods? Read to learn how people overcome physical barriers and long distances in Australia and Oceania.

Australia and Oceania contain thousands of miles of coastlines, barren desert, rain forests, and vast expanses of rugged terrain. Physical barriers and long distances challenge the move-ment of people and goods in the region.

TransportationAustralia and New Zealand have the most devel-

oped road and rail systems in the region. In the coastal areas of these countries, highways are well maintained, and subways provide public transpor-tation in urban areas. Few roads, however, exist in the isolated Australian Outback.

In Oceania many island countries are too small, too poor, or too rugged to have well-developed road or rail systems. Some govern-ments, however, are improving these systems.

Long distances, harsh climates, or obstacles to land travel make air and water travel important. Cargo ships and planes move imports and exports to and from far-flung Pacific territories. Commer-cial airlines and cruise ships bring travelers.

CommunicationsIn the South Pacific region, the same geographic

obstacles that hinder land travel also make com-munications difficult. In the Australian Outback, some cattle stations are large enough to maintain their own post offices and telephone exchanges. The development of modern technology, however, has helped increase contacts within Australia and Oceania and with the rest of the world. Cellular, digital, and satellite communications and the Internet are becoming common in some areas.

Regions Why are air and water travel especially important to the region?

Service IndustriesThroughout Australia and Oceania, a range of

service industries have emerged as major con-tributors to national economies. In contrast, few countries in Oceania are large enough to sup-port extensive service industries other than tour-ism. Nauru, however, has become involved in international banking and investment compa-nies. In recent decades, the expansion of air travel has boosted tourism in Australia and Oceania. Among the South Pacific’s attractions are its indigenous cultures, unique wildlife, and contrasting physical features.

Movement What often limits agriculture in Australia and Oceania?

S

C

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Essential Question

MAIN Idea

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838

S Skill PracticeVisual Literacy Ask students to study the map and then explain that Australia is an island continent because it is surrounded by water. Ask: Which bodies of water sur-round it? (Indian Ocean, Tasman Sea, Coral Sea, and a small part of the Pacific Ocean) BL

C Critical ThinkingDrawing Conclusions Ask: What are the major challenges to moving people and goods in this region? (physical barriers and long distances) OL

Answer: generally dry climates and a lack of arable land

Answer: Long distances, harsh climates, and rugged terrain present obstacles to land travel.

Answers1. along the eastern coast

2. livestock raising

Answers1. along the eastern coast

2. livestock raising

Additional Support

Analyzing Information Remind students that many South Pacific islands depend on tour-ism. Have pairs of students choose one group of South Pacific islands and conduct research to identify the major factors that draw tourists to these islands. Students should then gather data on the number of annual tourists to the islands and what percentage of the islands’ economy is

based on tourism. In addition, ask students to analyze the effects—both positive and nega-tive—of tourism on ecology and traditional cul-tures. Have student pairs present their findings to the class. Then hold a class discussion com-paring and contrasting tourism in the South Pacific. OL AL

Activity: Collaborative Learning

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Section 1CHAPTER

MAIN Idea

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Impo

rts

and

Expo

rts

($m

illio

ns)

60

40

50

30

20

10

0

Japan

Imports Exports

China

South

Korea

United

State

s

New Ze

aland

United

Kingdo

m

Singa

pore

German

y

Source: Australian Bureau of Statistics.

Australia’s Trading Partners

SECTION 1 REVIEWVocabulary 1. Explain the significance of: station, grazier, copra.

Main Ideas 2. What is the most important economic activity in the South

Pacific region? What new industries are contributing to national economies in the region?

3. Describe the factors that have increased trade between Australia, Oceania, and other parts of the world. Give examples.

4. Use a table like the one below to identify ways in which the physical environment creates obstacles to transportation and communications in Australia and Oceania. Then describe the new technologies that are helping the region overcome these obstacles.

Critical Thinking 5. Answering the EssentialEssential QuestionQuestion How has the region’s

physical environment influenced the growth of tourism? 6. Summarizing Information How have changes in transporta-

tion and communications affected economic activities in the South Pacific region?

7. Analyzing Visuals Study the physical map on page 792 of the Regional Atlas and the economic activity map on page 838. Which parts of Australia are the most developed? Least developed?

Writing About Geography 8. Expository Writing Create a table that shows major eco-

nomic activities for five countries in the region. Then write a paragraph explaining why the economies of some countries focus on one major product.

Obstacles Technologies

Transportation

Communications Geography ONLINE

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

Trade and InterdependenceMAINMAIN IdeaIdea Trade between Australia, Oceania, and

other parts of the world has increased due to improve-ments in transportation and communications, as well as to the creation of trade agreements.

GEOGRAPHY AND YOU Why would transportation and communications links play a key role in boost-ing trade in a remote region? Read to learn how the South Pacific’s remote geographic location has affected its trade relations.

In recent decades, improved transportation and communications links have increased trade between the South Pacific region and other parts of the world. The region’s agricultural and min-ing products are its greatest sources of export income. Countries in Oceania export copra, tim-ber, fish, vegetables, many varieties of spices, and handicrafts.

During most of the 1900s, Australia and New Zealand traded mainly with the United Kingdom and the United States. In recent years, however, these South Pacific countries have increased trade

with their neighboring Asian countries of Japan, Taiwan, and China. Australia, for example, is a member of the Asia-Pacific Economic Cooperation forum (APEC) and is pursuing free trade agree-ments with China and the Association of Southeast Asian Nations (ASEAN).

Regions What are the South Pacific region’s greatest sources of export income?

Chapter 34 839

AUSTRA

LIA, O

CEAN

IA, A

ND

AN

TARCTICA

D

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839

D Differentiated InstructionVisual/Spatial Have students study the bar graph on this page. Ask: Which appears to be greater, Australia’s imports or exports? (imports) BL ELL

Answer: agricultural and mining products

AssessGeography ONLINE

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

CloseAnalyzing Visuals Have stu-dents study the import/export bar graph and pay close attention to how much Australia is currently trading with Asia.

Section 1 Review

Answers

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

2. agriculture; tourism, manufacturing, banking

3. Improved transportation and communica-tions links; cargo ships and planes, com-mercial airlines and cruise ships, cellular, digital, and satellite communications

4. Transportation: small islands, rugged terrain, large isolated areas; air travel, cruise ships, cargo ships

Communications: small islands, rugged ter-rain, large isolated areas; cellular, digital, and satellite communication, and the Internet

5. The region has warm beaches, interesting physical formations, and unique wildlife.

6. Tourism has become a bigger industry. Remote areas are becoming more con-nected to the global economy.

7. coastal areas, the interior deserts 8. Tables and paragraphs will vary, but should

reflect an understanding of the relationship between resources and economics.

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WHY GEOGRAPHY MATTERS

840 Unit 11

WHY GEOGRAPHY MATTERS

Changing Climate Global warming has led to increased water tempera-tures, which are killing coral, altering the underwater ecosystem, and shrinking the Great Barrier Reef.

➤➤

TheProblem:Increased water tempera-tures and environmental pollutants threaten the Great Barrier Reef. The survival of the reef and its marine life are at stake if this deterioration contin-ues at its current rate.

Coral Bleaching Extended exposure to unusually high water temperatures and pollution can kill coral reefs.

Bleached coral on the Great Barrier Reef

WW

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840

Additional Support

FocusIntroducing the FeatureExplain that the Great Barrier Reef is one of the most spectacular natural wonders of the world. It is, however, a victim of its own beauty. Tourists typically use motorized boats to view the area and some leave behind trash and pollutants. The reef also has problems with peo-ple who take home the specimens they find there. Ask students what they think should be done to pre-vent tourists from damaging the Great Barrier Reef. Ask: How is the changing global climate a prob-lem? (Global warming has increased the water temperature, which can be destructive to the coral that is home to thousands of marine species.) OL

TeachW Writing SupportPersuasive Writing Have stu-dents write a one-page essay explaining why the Great Barrier Reef should be saved. Make sure they use facts to support their persuasive plea. OL

Visual Literacy The Great Barrier Reef is the largest living organism on the planet. It is home to thousands of species of sea life and is the breeding ground for turtles, seabirds, and whales. The Great Barrier Reef is about 1,250 miles (2,000 km) long and stretches along the east coast of Australia. In July 2004, laws ban-ning the removal of anything from the reef went into effect and made it the largest fully

protected expanse of ocean in the world. “Coral reefs are arguably the most complex ecosystem on the planet,” said biologist Brian Huse, the executive director of Coral Reef Alliance in San Francisco. “They occupy less than 1 percent of the ocean, yet they are home to fully 25 percent of all marine species. And we don’t even know what all is there yet.”

More About the Photo

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WHY GEOGRAPHY MATTERS

➤➤

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Saving a Natural WonderLocated in the Coral Sea off the coast of north-east Australia, the Great Barrier Reef is the world’s largest coral reef system. It is home to a variety of plant and animal species. Currently, this natural wonder is threatened by an array of forces.

What is coral bleaching? Coral bleaching is a natural response to environmental stress. Stressing agents, including increased water temperatures and environmental pollution, cause the coral to lose its vibrant color. Sustained exposure to these elements can result in the death of the coral organism. The most widespread coral bleaching event to affect the Great Barrier Reef occurred in 2002. Continued monitoring of coral bleaching pro-vides important information about the health of the Great Barrier Reef.

What factors can we control? Several measures have been taken to address reef destruction. The Australian government has placed restrictions on fishing and has created sanctuaries to preserve the unique biodiversity of the area. The Reef Water Quality Protection Plan, another government mea-sure, reduces the amount of land-based pollution such as sediment and pesticide pollution from reaching the ocean.

Can the Great Barrier Reef be saved? With tour-ism making up a large portion of the region’s econ-omy, the reef’s survival is of paramount importance. The continued conservation efforts of the govern-ment and those who depend on the reef for their livelihood will go a long way toward restoring the resilience of the reef.

OneSolution:Environmental programs that protect and monitor the condition of the Great Barrier Reef are key to its survival.

THINKING GEOGRAPHICALLY

1. Environment and Society Why are conserva-tion efforts at the Great Barrier Reef important for the environment and the economy?

2. Places and Regions Investigate coral reefs throughout the world. Where are they located? Is coral bleaching a problem in these areas?

Increased observation, moni-toring, and environmental protection efforts will help sustain the ecosystem of the Great Barrier Reef.

Chapter 34 841

Cairns

Townsville

Mackay

Rockhampton

QUEENSLAND

Great

BarrierReef

20°S

15°S

CAPRICORNTROPIC OF

145°E 150°E

Coral Sea

PACIFIC OCEAN

Source: Great Barrier Reef Marine Park Authority.

Extreme: greater than 60%

Very high: 30–60%

High: 10–30%

Moderate: 1–10%

None: less than 1%

Reef

Levels of Coral Bleaching, 2002

200 miles

200 kilometers

0

0

Albers Equal-Area projection

N

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The Endangered Great Barrier Reef

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TeachC Critical Thinking

Comparing and Contrasting Help students understand the rela-tionship between the Great Barrier Reef and other coral reefs around the world. Have students work in groups to research other parts of the world where coral reefs are an important part of the environment. After they have identified these areas, ask the groups to write down some of the challenges these reefs face. Have students compare the problems and challenges of these reefs to the challenges faced by Australia’s Great Barrier Reef. Ask the groups to make short presenta-tions that compare and contrast these issues. Ask: Is there an issue that is shared by most, if not all, of the world’s coral reefs? OL

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

Assess/CloseQuestioning Have students note how the questions posed on this page help lead them through the text.

1. The reef is important to the environment because it is home to a wide variety of plant and animal species. It is important to the economy because ecotourism

contributes to a large part of the Australian economy.

2. Students should write about their research.

THINKING GEOGRAPHICALLY

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Section 2CHAPTER SECTION 2 People and Their EnvironmentAustralia is home to one of the most diverse and complex ecosystems on Earth — the Great Barrier Reef. The Australian government has taken steps to protect this complex ecosystem, but human activities on land impact what happens in the sea.

Voices Around the World“The Great Barrier Reef covers 135,000 square miles, an expanse greater than Poland. . . . In 1975 virtually the whole offshore nation was declared Great Barrier Reef Marine Park, one of the world’s first national marine sanctuaries and still the biggest. Intended mainly to prevent oil drilling and mining on the reef, the park remains open to many other uses. Commercial fishing, sportfishing, spearfish-ing, and the collecting of aquarium fish and shells are regulated, however, and some segments are set aside as no-take zones, research zones, or special reserves for troubled species. . . . On the other hand, the coral realm is not immune to the changes taking place in ecosystems on land. Cane fields, other croplands, and development along Queensland’s coastal plain have replaced many seaside wetlands, the natural filters for fresh water coming from the continent.”

— Douglas H. Chadwick, “Great Barrier Reef,”

National Geographic, January 2001

Guide to ReadingEssential Essential QuestionQuestionHow can human activity have a negative impact on the environment?

Content Vocabulary• marsupial (p. 843)• introduced species (p. 843)• food web (p. 844)• ozone layer (p. 845)• El Niño-Southern Oscillation

(ENSO) (p. 845)• diatom (p. 846)

Academic Vocabulary• restore (p. 843)• poses (p. 844)

Places to Locate• Tasmania (p. 843)• Murray-Darling River Basin (p. 844)• Great Barrier Reef (p. 844)

Reading StrategyCategorizing Use the major head-ings of the section to create an outline like the one shown below.

I. Human Impact on Resources A. B. C. II. Challenges for the Future

Croplands near Cape York, Australia, impact the reef

842 Unit 11

sectionaudio

spotlightvideo

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MAIN Idea

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To generate student interest and provide a springboard for class discussion, access the Chapter 34, Section 2 video at glencoe.com.

FocusDaily Focus Transparency 34.2

Guide to ReadingAnswers to Graphic:

I. Human Impact on Resources A. Unusual Animals B. Forest, Soil, and Water C. The Nuclear Legacy II. Challenges for the Future

ResourceManager

Teacher Edition• Academic Vocabulary,

p. 844

Additional Resources• Guided Reading 34-2,

URB, p. 42• RENTG, pp. 247–249• Vocab. Act., URB p. 34

Teacher Edition• Determining Cause and

Effect, p. 845

Additional Resources• GeoLab, URB p. 5• Environ. Issues Case

Study, URB p. 9• GIS Simulations, p. 43• Quizzes and Tests, p. 416

Additional Resources• Reteaching Act.,

URB p. 35

Teacher Edition• Expository Writing,

p. 844

Additional Resources• Authentic Assess.,

p. 64

Teacher Edition• Using Geo. Skills, p. 843

Additional Resources• Reinforcing Skills Act.,

URB, p. 37• Daily Focus Skills

Trans. 34-2

Reading Strategies

Critical Thinking

Differentiated InstructionR C D W SWriting

SupportSkill Practice

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Section 2CHAPTER

Essential Question

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Chapter 34 843

Human Impact on ResourcesMAIN MAIN IdeaIdea Australia and Oceania have many nat-

ural resources, but the region’s environment is threatened by human activities.

GEOGRAPHY AND YOU In what other regions of the world are freshwater sources threatened by human activity? Read to learn why the protection of freshwater resources is a major concern in the South Pacific.

Australia and Oceania hold some of the plan-et’s richest and most diverse natural resources. Unfortunately, these resources have not always been well managed, and today the region faces many environmental issues. Conservation efforts, however, are gaining recognition in the region.

Unusual AnimalsThe continent of Australia, separated for so

long from other landmasses, is home to many unique animal species. Kangaroos, koalas, and wallabies are just some of Australia’s 144 spe-cies of marsupials — mammals whose young must mature in a pouch after they are born. The Australian island of Tasmania gave its name to the Tasmanian devil, a powerful meat-eating marsupial about the size of a badger. Australia’s strangest wildlife may be the duck-billed platy-pus and the echidna — a spiny anteater — the only mammals in the world that lay eggs.

These unusual wildlife species, however, have been seriously threatened by the human intro-duction of various nonnative animals. These introduced species include the hunting dogs called dingoes brought from Asia by migrating Aborigines. European settlers brought sheep, cattle, foxes, cats, and rabbits to Australia. In the absence of natural predators, these animals have multiplied and taken over the habitats of Australia’s native species. Some of Australia’s native species have become extinct, and at least 16 kinds of marsupials are now endangered. Efforts to restore Australia’s ecological balance include the use of electric fencing to keep out nonnative animals, hunting and trapping pro-grams, the introduction of natural predators, and native wildlife reserves.

Because of its isolated, remote location sur-rounded by ocean, New Zealand is also home to many unique animal species — specifically sea-birds, which flourished without mammalian predators. Among New Zealand’s surprising and unlikely species is the penguin.

Many factors, including human settlement, threaten New Zealand’s animal species. However, as in Australia, the most serious threat to New Zealand’s native animals comes from introduced species, such as cats, rats, and ferrets.

To protect their endemic species from introduced predators, New Zealand is taking steps such as implementing predator-control techniques and establishing island sanctuaries. Island sanctuaries, some of which are still free of introduced species, have been key to New Zealand’s conservation efforts. Of the hundreds of small islands and islets along New Zealand’s coast, more than 200 are managed by the Department of Conservation as protected reserves.

Forest, Soil, and WaterThe protection of forest, soil, and freshwater

resources is a major concern throughout the South Pacific region. In Australia, many woodlands have been cleared for farms and grazing lands.

Although koalas are protected by law, their habitat, which is often

cleared for the construction of houses and roads, is not.

Human-Environment Interaction What are Australians doing to help restore the country’s ecological balance?

S

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TeachS Skill Practice

Using Geography Skills Ask students why they think Australia and New Zealand have such unique animal life. Have them pick a spe-cies unique to the region and ask them to write a short paper describ-ing the species they picked, where it originates from, and if it faces any current or future threat. OL

Caption Answer:using electric fencing to keep out nonnative animals, hunt-ing and trapping programs, the introduction of natural predators, and native wildlife reserves

Did You Know?In the 1880s, Australians built a “dingo fence” or “dog fence” to keep dingoes away from the sheep flocks of southern Queensland. Six feet high (1.8 m) and made of wire mesh, the fence has a gate every 7.3 miles (19 km) along its length. The fence is the longest structure in the world and is about twice as long as the Great Wall of China.

Hands-On Chapter Project

Step 2

Made in Oceania

Step 2: Marketing Now that students have spent time shopping for inventory to offer in their online catalog and mail order service (that sells goods grown in and man-ufactured in Oceania), it is time for them to develop a plan to take the goods to market.

Essential Question What is the most effective way to market this subregion’s offerings?

Directions Have students prepare their inventory of goods from this subregion for presentation. Ask: What do you have to offer? What are the costs associated with the goods? What challenges do you face in delivering the goods?

Putting It Together Have the groups present their goods to the class. OL

(Chapter Project continues on the Visual Summary page.)

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Section 2CHAPTER

844 Unit 11

This leaves little protection against erosion. When the soil surface is exposed to wind and water, ero-sion occurs. In Australia, soil erosion is a major problem, which has been compounded by over-grazing in arid areas and by the country’s worst drought in over a century. Soil conservation in the region is closely linked to reducing deforestation. Countries with valuable timber resources, such as New Zealand, Papua New Guinea, and Vanuatu, are developing plans to use forest resources with-out damaging the environment.

Drought, salt, irrigation, and agricultural run-off threaten Australia’s freshwater sources. In the fertile Murray-Darling River Basin, one of the world’s largest drainage basins, the use of water for agriculture and growing city popula-tions has dramatically reduced the rivers’ flow. Large areas within the basin are also at risk from increasing soil salinity, which is one of Australia’s

most pressing environmental problems today. One of the major causes of increasing salinity in Australia’s water and soil has been the replace-ment of native vegetation with pastures and nonnative shallow-rooted crops.

Oceania also faces challenges in managing its freshwater resources. Many small coral atolls and volcanic islands hold only limited supplies of fresh-water. Agricultural runoff and inadequate sanita-tion cause pollution that further threatens these freshwater supplies. The lack of clean drinking water keeps the standard of living low and posesbarriers to economic growth in some countries. Improvement will come with better management of runoff, construction of additional sanitation facilities, and development of less expensive ways of removing salt from ocean water.

Agricultural runoff, chemical fertilizers, and organic waste also threaten the region’s oceans. Toxic waste in particular endangers Australia’s Great Barrier Reef and other Pacific coral reefs. Coral environments are increasingly stressed by tourists, boaters, divers, oil shale mining, and increasing water temperatures. Coral bleaching—the breakdown of the relationship between coral and the algae that provide these organisms with nutrients—is often the result of such stress.

Pollution also affects all kinds of marine life, including the tiny organisms that make up coral reefs. Algae — on which these organisms thrive — and plankton are key parts of the ocean’s food web, the interlinking chains of predators and their food sources in an ecosystem. As these tiny living things are destroyed, the larger plants and animals that rely on them for food also die off.

The Nuclear LegacyThe testing of nuclear weapons has had major

effects on the region’s environment. In the late 1940s and 1950s, the United States and other countries with nuclear capability carried out aboveground testing of nuclear weapons in the South Pacific. The dangers of such testing were gravely underestimated at the time. In 1954 the United States exploded a nuclear device on Bikini Atoll in the Marshall Islands. The people of Bikini Atoll had been moved to safety, but those living on Rongelap Atoll, downwind of the explosion, were exposed to massive doses of radiation that resulted in deaths, illnesses, and genetic abnormalities.

1. Human-Environment Interaction In which year did inshore reefs suffer higher levels of coral bleaching?

2. Place Which type of reef has suffered higher levels of coral bleaching?

Levels of Coral Bleaching in the Great Barrier Reef

Use StudentWorks™ Plus or glencoe.com.

W

R

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MAIN Idea

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844

Differentiated Instruction

R Reading StrategyAcademic Vocabulary Point out the word poses to students.Ask them why they think the lack of clean drinking water poses bar-riers to economic growth in some countries. (Answers will vary but can include that a country that has not developed enough to construct a sanitary water system—which is vital for the health of its people—might have difficulty attracting and sustaining businesses.) OL

W Writing SupportExpository Writing Remind students that expository writing “exposes”, or explains an issue, problem, or situation. Ask students to read the text, then write brief expository statements using the circle graphs as a resource for their statements. OL

Answers1. 1998

2. inshore reefs

Answers1. 1998

2. inshore reefs

BL Reading Essentials/Note-Taking, p. 247

OL Differen tiated Instruction, p. 133

AL Differentiated Instruction, p. 134

ELL Vocabulary Activity, URB, p. 34

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Chapter 34, Section 2 (Pages 842–846)

Essential QuestionEssential QuestionHow can human activity have a negative impact on the environment?

Use the major headings of the section to create an outline like the one shown

below.

Human Impact on Resources

As you read this les-son, think about issues presented that you would be inter-ested in learning more about. Write down two questions about the issues that you would like to have answered.

1.

2.

Australia and Oceania have some of the Earth’s richest and most diverse natural resources.

Australia has many unique animal species, including 144 kinds of marsupials. These are mammals, such as kangaroos or koa-las, whose babies live in a pouch until they mature. Native ani-mals have been threatened by introduced species, or nonnative animals that have been brought to the continent by humans. The protection of forests, soil, and freshwater resources is another environmental concern in the region. In Australia, woodlands have been cleared for farms and grazing lands. This deforestation causes soil erosion.

Human activities endanger sea life in the great barrier reef and other coral reefs. Algae and plankton are key parts of the food web, an interlinking chain of predators and their food sources in the ecosystem.

In the late 1940s and early 1950s, the United States and other countries tested nuclear weapons in the South Pacific region. This testing has caused radiation exposure and environ-mental damage to the region. The U.S. gave money to help clean up this environment.

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CHAPTER34

Key Terms and Reinforcement

Describe Places

Overcoming Communication Difficulties

Tell students that most people outside the cities in Oceania live without electric-ity or telephones. Have students speculate what modern technologies may help people in this region have more regular contact with the outside world. (Possible answers: solar energy and cellular telephones)

Describe Places

Key Terms and Reinforcement

Copyright © Glencoe/M

cGraw-Hill Companies, a division of The M

cGraw-Hill Companies, Inc.

Unique Animals

Ozone

Identifying Transportation Systems

The fact that the region of Oceania is surrounded by water affects every aspect of life. Discuss with students how the people of this region have adapted their transportation systems to accommodate living around so much water.

Sources of Energy

Unique Animals

Ozone

Sources of Energy

Name Date Class

area of protective gases that blocks harmful solar rays

animals that are not native to a region

type of mammal that matures in a pouch after birth

rancher in New Zealand

huge Australian ranch

chain of predators and their food sources in an ecosystem

major South Pacific cash crop fromcoconuts

weather pattern

cold water plankton

Leveled Activities

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Section 2CHAPTER

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Chapter 34 845

Although the U.S. testing was stopped, the effects of radiation exposure and environmental damage have continued through several genera-tions. Today the atolls affected by the testing remain off-limits to human settlement. Recent studies, however, offer hopeful signs of eventual environmental recovery. In the 1990s the United States government provided $90 million to help decontaminate Bikini Atoll and set up a $45 mil-lion trust fund for blast survivors and their off-spring from Rongelap Atoll.

The nuclear legacy also has had political effects. Antinuclear activism is a major factor in regional politics. In 1985 New Zealand banned nuclear-powered ships and those with nuclear weapons from entering its waters. Because of this ban, which remains in effect today, the United States withdrew from a defense agreement with New Zealand. In the mid-1990s, French plans to con-duct nuclear tests on an atoll in French Polynesia aroused antinuclear demonstrations. The interna-tional outcry led to an early halt to the tests.

Human-Environment InteractionWhat contributes to increasing soil and water salin-ity in Australia?

Challenges for the FutureMAIN MAIN IdeaIdea Environmental concerns related to

atmosphere and climate changes threaten Australia and Oceania, as well as other world regions.

GEOGRAPHY AND YOU Why might global warm-ing have devastating effects around the world? Read to find out how climate changes are affecting Australia and Oceania.

Like other world regions, Australia and Oceania are threatened by global atmospheric and climate changes. In the 1970s scientists found a hole in the ozone layer over Antarctica. The ozone layer’s protective gases prevent harmful solar rays from reaching Earth’s sur-face. The ozone hole over Antarctica grew dramatically between 1975 and 1993, when it covered more than 9 million square miles (23 million sq. km). In October 2006, the average area of the ozone hole was the largest ever observed at 10.6 million square miles

(27.4 million sq. km).The loss of protective ozone

may be behind the global rise in the rates of skin cancer and cataracts, conditions caused by overexposure to the sun’s ultraviolet rays. Increased solar radiation that reaches Earth through the ozone hole may also contribute to global warming, the gradual rise in Earth’s temperatures.

Climate and weather in the South Pacific are highly sen-sitive to changes in the El Niño weather pattern called El Niño-Southern Oscillation (ENSO). This seasonal weather event can cause both droughts and powerful cyclonic storms in the South Pacific. These ENSO-related weather pat-terns are believed to be increasing in frequency and severity and may also be linked to global warming.

1. Regions How did the size and shape of the ozone hole change between 1979 and 2008?

2. Place Over which parts of Antarctica did the ozone hole not extend in 1979?

Use StudentWorks™ Plus or glencoe.com.

ANTARCTICA

1979

ANTARCTICA

Total Ozone (Dobson Units)

1100 220 330 440 550

Note: Dobson units are the standard way to express amounts of ozone in the atmosphere. The ozone hole is defined as the area having less than 220 Dobson units.

2008

The Ozone Hole

C

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845

AdditionalSupport

C Critical ThinkingDetermining Cause and Effect Ask: What are some of the ways in which the loss of ozone affects humans? (cataracts, skin cancer) OL

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

Answer: the replacement of native vegetation with pastures and nonnative shallow-rooted crops

Answers1. It grew larger and rounder.

2. None of the Antarctic land-mass. The ozone hole only extended over the Weddell Sea.

Answers1. It grew larger and rounder.

2. None of the Antarctic land-mass. The ozone hole only extended over the Weddell Sea.

Ozone Update: In October 2006 scientists for NASA and the National Oceanic and Atmospheric Administration (NOAA) reported that year’s ozone hole in the polar region of the Southern Hemisphere broke records for area and depth. Have students visit the NASA Web site: www.nasa.gov/vision/earth/lookingatearth/ozone_record.html.

After the students study the most recent pictures of the hole in the ozone layer, have them compare the pictures to the illustra-tions for 1979 and 2008 on this page. Ask: How does the updated photo compare to the illustrations? What conclusions can be drawn from the history shown in the documentation? OL

Activity: Technology Connection

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Section 2CHAPTER

Geography ONLINE

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

Some scientists claim that continued rises in Earth’s temperatures could be devastating. If polar ice caps were to melt and a rise in the level of ocean waters occurred, many of Oceania’s islands would be flooded. In addition, rising ocean temperatures affect certain types of plank-ton and algae that grow in warm waters, causing overgrowth and the choking out of other life-forms. Diatoms — plankton that flourish in cold ocean waters — would die if temperatures rose, affecting life-forms that feed on them. Scientists in the region, especially in Antarctica, are studying global warming and are hoping to discover causes, predict consequences, and provide solutions.

Human-Environment InteractionHow might the ozone hole over Antarctica affect people around the world?

Vocabulary 1. Explain the significance of: marsupial, introduced species, food

web, ozone layer, El Niño-Southern Oscillation (ENSO), diatom.

Main Ideas 2. Describe the environmental concerns related to atmosphere

and climate changes that threaten Australia and Oceania and other world regions.

3. Why are introduced species a threat to native animal species in Australia and New Zealand?

4. Use a table like the one below to show how the region’s many natural resources are threatened by human activities. List the resources and examples of their mismanagement in the region. Then list possible solutions.

Critical Thinking 5. Answering the EssentialEssential QuestionQuestion What human activi-

ties have contributed to increased wind and soil erosion in the region?

6. Drawing Conclusions What steps would you take to increase awareness about the risks of global warming? Explain.

7. Analyzing Visuals Study the physical map on page 792 and the political map on page 794 of the Regional Atlas. Which countries in the region are at the greatest risk from rising ocean levels as a result of continued global warming?

Writing About Geography8. Expository Writing Study the economic activity map on

page 838. Write a paragraph comparing a mineral-rich area shown on the map to a mineral-rich area in another region. Explain the effects of mining on both environments.

SECTION 2 REVIEW

Geography ONLINE

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

ResourceExample of

MismanagementPossible Solution

846 Unit 11

Geography ONLINE

Student Web Activity Visit glencoe.com, select the

click on Student Web Activities—Chapter 34 for an activ-ity about introduced species in the region.

Rising ocean temperatures have affected the endangered hawksbill

turtle, which makes its home in coral reefs.

Human-Environment Interaction How else might rising ocean temperatures affect life on Earth?

World Geography and Cultures Web site, and

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846

Answers

Section 2 Review

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.

Caption Answer:destruction of habitats; flooding caused by melting polar ice caps

Answer: It might raise skin cancer rates and cause cataracts.

AssessGeography ONLINE

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

ClosePredicting Ask: If all the diatoms in a habitat became extinct, what would happen to the creatures that feed on them? (they would eventually die off)

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

2. hole in the ozone layer, introduced species, deforestation, coral bleaching, increasing salinity of water and soil, nuclear testing

3. They compete for resources and prey on native animals that lack defenses against the introduced species. Introduced species also lack natural predators that could keep their population in check.

4. Forests: deforestation; develop plans to

use forest resources without damaging the environmentUnusual animals: introduced species; using electrical fencing to keep out nonnative animals, hunting and trapping nonnative animals, introducing natural predators, reserves for native animalsFreshwater reserves: pollution; better runoff management, replacing native vege-tation, construction of additional sanitation facilities, desalination projects

5. deforestation, overgrazing 6. Students’ steps may vary. 7. Palau, Federated States of Micronesia,

Marshall Islands, Nauru, Kiribati, Tuvalu, Tonga, and Samoa; Australia, New Zealand, Papua New Guinea, Solomon Islands, Fiji and Vanuatu all have elevations above 650 feet (200 m) so they are at less risk

8. Paragraphs will vary but should be sup-ported with details from the text.

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VISUAL SUMMARY

Essential Question

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

Chapter 34 847

SOLUTIONS• In the 1990s, the United States gave

$90 million to help decontaminate Bikini Atoll.

• Scientists are studying global warming to discover causes and solutions.

• Sanitation and runoff management pro-grams hope to solve Oceania’s water pollution problems.

• Environmental protection programs aim to save endangered wildlife, including the Great Barrier Reef.

Section BTuesday

The Region Today

Island Economies• Australia and New Zealand export large quan-

tities of agricultural products.

• South Pacific island farmers practice subsis-tence farming and raise pigs and chickens.

• Most people in Australia and New Zealand work in service industries.

• Tourism in the region is growing and its attrac-tions include indigenous cultures, unique wildlife, and interesting geographic features.

Cleaning UpCHALLENGES

• The testing of nuclear weapons in the 1940s, 1950s, and 1960s has resulted in lasting environmental effects in the region.

• Pollution is resulting in global warming and climate change, leading to drought in Australia and storms in the South Pacific.

• Agricultural runoff and inadequate sanitation pollute water in Oceania.

FRENCHPOLYNESIA

K I R I B AT I

MARSHALL ISLANDS

A U S T R A L I A

PACIFIC OCEAN

INDIANOCEAN

140°W160°W160°E140°E120°E

20°N

40°S

20°S

TROPIC OF CANCER

EQUATOR

TROPIC OF CAPRICORN

0°

180°

Johnston Atoll

Pacific Oceantest sites

Fangataufa Atoll

MururoaAtoll

Kiritimati

MaldenIsland

Montebello Islands

Emu FieldMaralinga(Woomera Prohibited Area)

Bikini AtollEnewetak Atoll

Nuclear test site

1,000 miles

1,000 kilometers

0

0

Mercator projection

N

S

W E

34

Australia and Oceania: Nuclear Testing Sites

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Hands-On Chapter ProjectStep 3: Wrap-Up

Drawing Conclusions Have students write an essay that draws conclusions about what the region may experience over the next 10 years regarding its economy and its environmental challenges. Point out that issues and solutions are indicated in the Visual Summary. Ask: What is your opinion? (Answers will vary but should detail the issues outlined.) OL

Making Predictions Ask: Will attempts to rescue the Great Barrier Reef succeed? (Answers will vary but should be supported by issues outlined in the chapter.) OL

Made In Oceania

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

Essential Question: What are some of the issues that businesses from the subre-gion face?

Directions Have students discuss what they learned about the subregion by researching the various goods and products available to the world market. Ask: What differences might these businesses face if they were to choose a different market-place (for example, selling in Japan as opposed to selling in the United States)?Have students review what makes products from this subregion unique, and why they would find a market in the United States.

Putting It Together Have groups pitch their businesses to the class. In their presentations, they should incor-porate what kind of business they are, what they are selling, and a persuasive argument explaining why U.S. custom-ers should patronize them. OL

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CHAPTER 34 ASSESSMENT

848 Unit 11

CHAPTER 34

When you have finished, check your work to make sure you have answered all the questions.

TEST-TAKING TIP

STANDARDIZED TEST PRACTICE

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

1. Australian ranches are called .

A plantations

B the Outback

C stations

D reserves

2. is dried coconut meat.

A Cane

B Jerky

C Ginger

D Copra

3. The young of must mature in the mother’s pouch after they are born.

A marsupials

B mammals

C birds

D reptiles

4. The is the interlinking chains of predators and their food sources in an ecosystem.

A food supply

B food chain

C food web

D food pyramid

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

Section 1 (pp. 836–839)

5. The dominant economic activity in Australia and Oceania is .

A agriculture

B mining

C industry

D fishing

6. Raising livestock takes up a large land area in Australia because .

A most Australians are ranchers

B the livestock take up a lot of space

C rich station owners like to own lots of property

D the livestock must roam large areas to find enough to eat

Section 2 (pp. 842–846)

7. A major threat to Australia’s native wildlife is .

A global warming

B other native wildlife

C introduced species

D plants

8. In 1985 banned nuclear-powered ships and those with nuclear weapons from its waters.

A Australia

B New Zealand

C Fiji

D Papua New Guinea

GO ON

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BiG Idea

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Answers, Analyses, and TipsReviewing Vocabulary1. C Students can use the process of elimination to find the right answer. Plantations grow crops. The Outback is a region of the country. Reserves are for wild ani-mals. The correct answer is stations.

2. D Again, the process of elimi-nation leads to the correct answer. Cane is sugar. Jerky is dried animal meat. Ginger is a root. This leaves copra as the correct answer.

3. A Students will probably think of kangaroos as they answer, since none of the other choices have pouches.

4. C The difference between “food chain” and “food web” is that the food web contains the inter-linking chains (as posed in the question), including food webs.

Reviewing Main Ideas5. A Students might recall that Australia is the world’s leading producer of wool. Students should know that ranching is considered agriculture.

6. D Because of the generally dry climate, animals need large areas to get enough to eat.

7. C Australia is home to some of the

world’s most unusual animals, which have been threatened by the introduction of ani-mals from other places such as the dingo (a wild dog), sheep, cattle, foxes, cats, and rab-bits. All of these animals threaten native spe-cies in various ways.

8. B Because of this 1985 ban, the United States withdrew from a defense agreement with New Zealand.

TEST-TAKING TIPRemind students to relax. Remember that it is not one test that determines who you are or what you know. Tell students to take their time. Read over the test care-fully. Don’t rush through it.

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CHAPTER 34 ASSESSMENT

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Chapter 34 849

ASSESSMENT

Geography ONLINE

For additional test practice, use Self-Check Quizzes—Chapter 34 on glencoe.com.

Need Extra Help?

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

9. How has distance to Europe and North America infl uenced Australia and New Zealand?

A It has made them poor.

B It has made imported goods expensive.

C It has left them unexplored and unsettled by Europeans.

D It has made them technologically backward.

Base your answer to question 10 on the map and on your knowledge of Chapter 34.

10. Where is most of New Zealand’s cropland?

A in the mountains

B in the central plateaus of the islands

C along the coasts

D New Zealand has no cropland.

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

New Zealand takes a somewhat independent attitude in world affairs. For example, it has declared itself a nuclear-free zone. A university professor from Auckland describes his country’s action.

In July 1984 a newly elected Labour government implemented a policy which dissociated New Zealand’s military establish-ment from the nuclear component of the then-Cold War con-frontation. In 1987 the New Zealand Nuclear Free Zone, Disarmament and Arms Control Act was passed, giving legal force to the policy. Although the passage of the Act was regarded by the United States as a near-hostile action on the part of New Zealand, none of its three explicit purposes would have been expected intrinsically to evoke international contro-versy. These purposes are:

(i) to establish a Nuclear Free Zone in New Zealand, (ii) to promote and encourage an effective contribution by New Zealand to international disarmament and arms control, and (iii) to implement locally a number of treaties to which New Zealand is party, specifi cally, the Partial Test Ban Treaty, the Nuclear Non-Proliferation Treaty, the Sea-bed Treaty, the Biological Weapons Convention and the Treaty of Rarotonga (which created the South Pacifi c Nuclear Free Zone).

—Peter R. Wills, “New Zealand’s Nuclear Free Status”

11. Besides avoiding the dangers of nuclear material in New Zealand, what did the country hope to accomplish by becoming a nuclear-free zone?

12. How does location help make it possible for New Zealand to take this step?

Extended Response13. Exploring the BiG BiG Idea Idea

Describe how human activity has affected the unusual ani-mals of Australia and New Zealand. What measures have these countries taken to protect these unique species?

New Zealand: Land Use

If you missed questions. . . 1 2 3 4 5 6 7 8 9 10 11 12 13Go to page. . . 837 838 843 844 837 837 843 845 838 849 849 849 843

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 34 and take the Self-Check Quiz.

Critical Thinking9. B The word distance is an important clue here. It costs a lot to ship goods great dis-tances over water.

10. C Students who carefully study the map legend and map will be able to answer the question correctly.

Document-Based Questions11. It wanted to disassociate itself from the Cold War.

12. It is located far away from Russia, Europe, and the United States, so it was not forced to choose sides in the conflict.

Extended Response13. Answers will vary, but should be well sup-ported by facts and reflect an understanding of material covered.

TEST-TAKING TIPFor short answer and extended answer questions, remind students to write or print clearly. When students finish writing, they should review what they wrote for clarity and to make sure they got their facts right.

TEST-TAKING TIPFor short answer and extended answer questions, remind students to write or print clearly. When students finish writing, they should review what they wrote for clarity and to make sure they got their facts right.

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STUDYCASE

Additional Support 850 Unit 11

STUDYCase CLASH OF CULTURES: What is the relationship between the indigenous peoples and Europeans in Australia and New Zealand?

People were living in Australia and New Zealand long before the Europeans arrived. The indigenous peoples of Australia are known as Aborigines. They have lived in Australia for at least 50,000 years. The Maori are the indigenous people of New Zealand. They originally came from Polynesia between a.d. 950 and 1350.

Understanding the ProblemAborigines and Maori suffer from lower incomes,

educational levels, and health conditions. In both countries, there are conflicts over landownership.

A Moral Dilemma European settlers came to Australia and New Zealand beginning around 1800 and developed very prosperous societies. Many of the indigenous peoples suffered from disease, war-fare, and cultural destruction as a result of European settlement. The Australian government tried to reform the Aborigines’ culture to make them European. The government also took Aborigine children and placed them in boarding schools. In New Zealand, the Maori and the Europeans dealt with each other more as equals, but the Maori were still disadvantaged. Even today the Aborigines and the Maori suffer varying degrees of disadvantage and discrimination.

An Economic Problem Aborigines and Maori have higher unemployment rates and lower levels of edu-cation. Thus, they do not achieve their highest potential in the workforce. Their rates of illness are higher, requiring more health services.

A Political Issue Aborigines and Maori have become a political force in their countries. They have orga-nized to press their governments for more rights and more aid. Both countries face the political problem of landownership. The Aborigines and the Maori claim that the land in their countries belongs to them and that European settlers took it illegally. The Maori, for example, point out that the Treaty of Waitangi in 1840 provided that the Maori would continue to own their land even as they were subject to the British government. The Aborigines have reservations, but most are in desert and tropical areas where few non-Aborigines want to live and where there are few ser-vices and markets for their products.

Above right: A woman from the Eastern Arrernte Aboriginal people sits amid carvings made by her ancestors.Above: The new Maori king Tuheitia Paki was coronated on August 21, 2006.

Characteristic Australia New Zealand

Non-Aborigine Aborigine Non-Maori Maori

Population 19,447,590 407,698 4,027,947 565,329

Number of unemployed

481,158 22,644 78,627 27,873

Number of uni-versity graduates

818,682 2,782 297,942 17,907

Source: Census of Australia, 2006; Census of New Zealand, 2006.

Indigenous Education and Employment

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850

FocusIntroducing the Case StudyAsk: What kind of effects do you think the European settlers had on the indigenous peoples of Australia and New Zealand? (Although the Europeans developed very prosperous societies, indigenous peoples probably suffered from disease, warfare, and cultural destruction.) OL

TeachC Critical Thinking

Identifying Central Issues Ask: What are some of the ways Aborigines and Maori are trying to improve their lives? (They have organized to press their governments for more rights and more aid.) OL

Quality of Life The major issues concerning the indigenous peoples of Australia and New Zealand are mainly about their quality of life. Prior to the arrival of European settlers in the two countries in the 1800s, the indigenous peo-ples lived in much the same way they had for hundreds—if not thousands—of years. While

the Aborigines and the Maori had very different ways of life, their lives were dramatically altered by the arrival of European settlers. Because these groups lost much in the way of farmland and hunting grounds, their lives were changed forever.

Background: Colonial Impact

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STUDYCASE

AdditionalSupport

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Unit 11 851

Possible SolutionsRaising levels of well-being of Aborigines and

Maori requires a combination of different strategies.

Health and Social Services The destruction of their cultures by European settlers left the Aborigines and Maori with economic and health problems. Both groups are still trying to find a way to live success-fully in a European society. To do so, they need social services that will improve their quality of life and their ability to participate fully in a modern society.

Education Education can also help Aborigines and Maori to participate in their traditional culture and to reap economic benefits. New Zealand has estab-

Incommunity

Less than 6.2 miles (10 km)

6.2–14.9 miles (10–24 km)

15.5–30.4 miles (25–49 km)

31.1–61.5 miles (50–99 km)

62.1–154.7 miles

(100–249 km)

More than 155.3 miles (250 km)

Nearest hospital 14,090 7,743 5,634 4,766 7,968 21,080 30,912

AboriginalPrimary Health Care Center

41,450 7,743 3,402 3,572 6,464 12,552 12,934

Source: Australia Bureau of Statistics.

Access to Health Care in Aboriginal Communities

lished schools in which lessons are taught in the Maori language. Both countries have programs to encourage Aborigine and Maori youth to pursue more education. Educating nonindigenous people about indigenous cultures is also important to creat-ing better intercultural relations.

Government In both countries, indigenous people can vote. Australia has elected a few Aborigines to Parliament, and New Zealand has elected a few Maori. Electing more members of these groups will help them win the resources they need to improve their status.

C

S

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851

TeachS Skill Practice

Visual Literacy Have students observe the “Access to Health Care” chart. Ask: How far does the larg-est group of Aborigines have to travel in order to get to the near-est hospital? (155.3 miles [250 km]) How far does the largest group of Aborigines have to go to get to a primary health care center? (most primary health care centers are in Aboriginal communities) OL

C Critical ThinkingMaking Inferences Ask: How would educating the nonindige-nous populations of Australia and New Zealand about indigenous cultures be important to improv-ing intercultural relations? (A better understanding of indigenous cultures could lead to a greater appreciation of the unique elements such cultures have to offer.) OL

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

Identifying Both the Maori of New Zealand and Aboriginals of Australia had certain beliefs of how the world was created. They handed their beliefs down to their ancestors through stories and customs. Students can learn a lot about the religious beliefs of these two cultures by searching the Internet. For more information on Maori cultural beliefs, students can visit

www.maori.org.nz. For more information on Aboriginal culture in Australia, students can visit www.aboriginalaustralia.com. Have stu-dents examine both Web sites and write an essay on the meaning of the Maori belief of “Tikanga” and the Aboriginal belief of “Dreamtime.” Are there similarities? AL

Activity: Technology Connection

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STUDYCASE

AdditionalSupport

Understanding the Case Prim

ary Sources

852 Unit 11

The primary sources below provide information about the indigenous peoples of Australia and New Zealand. Use these resources, along with what you have learned in Unit 11, to complete the activities on the next page.

The Apology—Aboriginal and Migrant ChildrenPrimary Source 1

Excerpt from “Apology to the Stolen Generations,” by Kevin Rudd, Prime Minister of Australia, February 13, 2008.

Between 1910 and 1970 approximately 100,000 Aboriginal and Torres Strait Islander children, later known as the Stolen Generations, were taken from their homes by decree of the Australian government to assimilate them into European society. They were not allowed any contact with their families or cul-ture and often were abused.

The time has now come for the nation to turn a new page in Australia’s history by righting the wrongs of the past and so moving forward with confidence to the future. We apologise for the laws and policies of suc-cessive Parliaments and governments that have inflicted profound grief, suffering and loss on these our fellow Australians. We apologise especially for the removal of Aboriginal and Torres Strait Islander children from their families, their communities, and their country. For the pain, suffering and hurt of these Stolen Generations, their descendants and for their families left behind, we say sorry. To the mothers and the fathers, the brothers and the sisters, for the breaking up of families and communities, we say sorry. And for the indignity and degradation thus inflicted on a proud people and a proud culture, we say sorry. We the Parliament of Australia respectfully request that this apology be received in the spirit in which it is offered as part of the healing of the nation.

Land Settlements—Maori and the CrownPrimary Source 2

Excerpt from Tui Tui Tuituia, Race Relations in 2008, by the Human Rights Commission of New Zealand, March 2009.

Settlements for the Maori from the Crown, based on the Treaty of Waitangi, are an ongoing process in New Zealand.

Treaty settlement agreements in 2008 resulted in the transfer of over $400 million to Maori claimant groups as well as an innovative form of redress over one of the country’s major waterways. To date $1,018,697 million has been committed to final and comprehensive settlements and several part settlements. . . .

An example of a settlement between the Maori and the Crown: Ngati Apa

In October [2008], a Deed of Settlement was signed between Ngati Apa (North Island) and the Crown. The signing follows the ratification by Ngati Apa of a draft Deed of Settlement initialled in September. The claims relate to the Crown’s purchase in

Australian Aboriginal flag

R

C

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R Reading StrategyReading Primary SourcesHave students read Primary Source 1. Ask: Who is speaking in this excerpt? (Kevin Rudd, the Prime Minister of Australia.) To whom is he apologizing? Why? (He is apologiz-ing to Aborigines and Torres Strait Islanders, who as children, were taken from their families and forced to assimilate into European society while ignoring their indigenous cultures.) OL

C Critical ThinkingAnalyzing Primary Sources Explain that some of the words and language used in Primary Source 2 may be difficult to understand. Have students read the excerpt and identify words or phrases that hindered their under-standing of the passage. Help stu-dents learn the meanings of such words or phrases by suggesting synonyms or looking closely at the context. Ask students to rewrite the passage using simple words and language that every-one can understand. AL

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

Comparing and Contrasting Remind stu-dents that the issues faced by the indigenous peoples of Australia and New Zealand are very similar to the issues faced by the Native American peoples of the United States. Have each student choose one Native American group to research. In their research, students should pay attention to the conflicts within the

group and how they dealt with European immigrants. Also, have students pay attention to the similar issues each group faces today. Once students have completed their research, they should compare and contrast the history of issues faced by their chosen Native American group, the Aborigines, and the Maori. AL

Activity: Connecting to the United States

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STUDYCASE

Analyzing the Case

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LATIN

AM

ERICA

Unit 11 853

Prim

ary S

ourc

es

1849 of the Rangitikei-Turakina Block, including the Crown’s subsequent failure to adequately protect approximately 35,000 acres of reserves set aside from this transaction. The deed includes a his-torical account, Crown acknowledgement of historical Treaty breaches, a Crown apology, a cultural redress package fea-turing the transfer of a number of cul-tural sites, including five papakainga properties (ancestral land pertaining to homes and marae [tribal ground]), $16 million in redress, and the opportunity to purchase 6500 hectares of Crown forest license land.

Inequalities to Address—the Situation in AustraliaPrimary Source 3

Excerpt from “Statement of the Special Rapporteur on the situation of human rights and fun-damental freedoms of indigenous people,” by James Anaya, August 27, 2009.

James Anaya is an independent expert authorized by the United Nations Human Rights Council to assess and make recommendations on the human rights situa-tion of indigenous peoples worldwide. To carry out this mandate, he visited Australia in 2009.

During my time in Australia, I have been impressed with demonstrations of strong and vibrant indigenous cultures and have been inspired by the strength, resilience and vision of indigenous communities determined to move toward a better future despite having endured tremendous suffering at the hands of historical forces and entrenched racism. It is clear that these historical forces continue to make their presence known today, manifesting themselves in serious disparities between indigenous and non-indigenous parts of society, including in terms of life expectancy, basic health, educa-tion, unemployment, incarceration, children placed under care and protection orders, and access to basic services. . . .

. . . I am concerned that there is a need to incorporate into government pro-grammes a more holistic approach to addressing indigenous disadvantage across the country, one that is compatible with the objective of the United Nations Declaration of securing for indigenous peoples, not just social and economic wellbeing, but also the integrity of indigenous communities and cultures, and their self-determination.

Analyzing the Case

1. Drawing Conclusions Review the information in the primary sources above. How is the situation of the Aborigines similar to that of the Maori?

2. Making Predictions What do you predict the situation of the Aborigines will be in 10 years? The Maori? Explain.

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

• What is the origin of the problems between the indigenous peoples and Europeans?

• How does a cultural and economic gap between Europeans and indigenous people hinder a country’s overall well-being?

• Should indigenous people be required to adopt the culture of European settlers? Explain.

4. Writing About the Case Write a one-page essay answering one of the questions in #3.

Percentage of Population

Maori Population by Age and Sex

Source: Maori Group Census, 2006.

Age

Male Female

85+80–8475–7970–7465–6960–6455–5950–5445–4940–4435–3930–3425–2920–2415–1910–14

5–90–4

8101214 6 24 20 4 6 148 10 12

AUSTRA

LIA, O

CEAN

IA, A

ND

AN

TARCTICA

R

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Answers

R Reading StrategyReading Primary SourcesHave students read Primary Source 3. Ask: According to James Anaya, how does the situation today in Australia reflect the suffer-ing of the past for Aborigines? (Anaya states that there are serious disparities between indigenous and non-indigenous groups in areas such as life expectancy, health, edu-cation, unemployment, and access to basic services.) OL

AssessHave students complete the Analyzing the Case questions.

CloseSummarizing Ask: What are the issues facing indigenous peoples in Australia and New Zealand? (poor health care, pov-erty, issues of status, the future of multiculturalism)

1. Both indigenous cultures, the Aborigines and the Maori, live at standards below that of the surrounding community of European ancestry.

2. Students’ answers will vary but should be supported with details from the Case Study.

3. Students’ responses in the debate should be supported with facts from the primary sources.

4. Students’ essays should reflect an understanding of the topic discussed in the Case Study.

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