MasteringGeography An Introduction to Human Geography · 2018-02-08 · MasteringGeography is the most effective and powerful online geography tutorial, homework, and assessment system

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MasteringGeography

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Pre-Lecture Reading Quizzes are easy to customize & assignNEW! Reading Questions ensure that students complete the assigned reading before class and stay on track with reading assignments. Reading Questions are 100% mobile ready and can be completed by students on mobile devices.

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NEW! Dynamic Study Modules personalize each student’s learning experience. Created to allow students to acquire knowledge on their own and be better prepared for class discussions and assessments, this mobile app is available for iOS and Android devices.

Pearson eText in MasteringGeography gives students access to the text whenever and wherever they can access the internet. eText features include:

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An Introduction to Human Geography

324 t H E C U l t U r A l l A n D s C A P E

FishingLeArninG OUtcOme 9.3.5

Describe the contribution of fishing to the world food supply.

Food acquired from Earth’s waters includes fish, crusta-ceans (such as shrimp and crabs), mollusks (such as clams and oysters), and aquatic plants (such as watercress). Water-based food is acquired in two ways:

Fishing, which is the capture of wild fish and other seafood living in the waters.

Aquaculture, or aquafarming, which is the cultivation of seafood under controlled conditions.

Fishing and aquaculture are practiced in both subsistence and commercial agriculture.

Oceans are vast, covering nearly three-fourths of Earth’s surface and lying near most population concentrations. Historically the sea has provided only a small percentage of the world food supply. So at first glance, increased use of food from the sea is attractive. However, overfishing has reduced fish supplies in many regions.

Fish prODUctiOnThe world’s oceans are divided into 18 major fishing regions, including seven each in the Atlantic and Pacific oceans, three in the Indian Ocean, and one the Mediterranean (Figure 9-24). Fishing is also conducted in inland waterways, such as lakes and rivers. The areas with the largest yields are the Pa-cific Northwest and Asia’s inland waterways.

During the past half-century, global fish production has increased from approximately 36 to 158 million metric tons. The growth has resulted entirely from expansion of aqua-culture (Figure 9-25). The capture of wild fish in the oceans and lakes has stagnated since the 1990s, despite population

growth and increased demand to consume fish. The reason that production is higher than human consumption is that a large portion of the fish that is caught is converted to fish meal and fed to poultry and hogs. Only two-thirds of the fish caught from the ocean is consumed directly by humans (see Sustainability & Our Environment feature).

FiGUre 9-25 AQUAcULtUre Fish are raised inside the containers at this fish farm in Kassiopi, Corfu, Greece.

FiGUre 9-24 mAJOr FishinG reGiOns

FiGUre 9-26 GrOWth in Fish prODUctiOn

ATLANTIC OCEAN

ATLANTIC OCEAN

PACIFIC OCEANINDIAN OCEAN

Atlantic,Northeast

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Paci�c,Southeast

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Paci�c,Northwest

InlandAsia

Paci�c, WesternCentral

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Atlantic,Southwest

Inland Europe

Indian Ocean,Western

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Indian Ocean,Antarctic

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Atlantic,Northwest

Atlantic,Western

Central

Atlantic,EasternCentral

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ATLANTIC OCEAN

ATLANTIC OCEAN

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ARCTIC OCEAN

INDIAN OCEAN

INDIAN OCEAN

Gall Projection

Aquatic catch (million tons)

Inland waterOpen oceanFishing areas

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4. Added ocean label for Arctic Ocean, and label below India for Indian Ocean.

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The Cultural Landscape Program Components

AP Student Edition with MasteringGeography with Pearson eText (up to 6-years) 9780134270197

AP Student Edition with MasteringGeography with Pearson eText (up to 6-years) with Test Prep Workbook for AP® Human Geography

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Instructor’s Resource DVD for AP Includes: Instructor’s Manual; TestGen; Test Bank; PowerPoint® 9780134259420

Test Prep Workbook for AP® Human Geography 9780134277530

MasteringGeography with Pearson eText (1-year access) 9780134297125

MasteringGeography with Pearson eText (6-year access) 9781323240328

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Relevant to today’s world The Cultural Landscape strengthens readers’ connection to geography through active, discovery-based learning

9 7 8 0 1 3 4 2 7 0 1 9 7

ISBN-13:ISBN-10:

978-0-13-427019-70-13-427019-3

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ral Lan

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An Introduction to H

uman G

eography T

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The Cultural Landscape AP® Edition was designed to match the College Board’s AP Human Geography Curriculum Framework. The textbook combined with MasteringGeography provides AP teachers and students with an effective and engaging learning environment.

MasteringGeography is the most effective and powerful online geography tutorial, homework, and assessment system available, proven to improve results by helping students master human geography concepts quickly. Interactive, self-paced coaching activities provide individualized coaching to help students stay on track. With a wide range of activities available, students learn actively and master challenging course concepts.

The Pearson eText 2.0 gives students access to the text whenever and wherever they can access the Internet. Full eReader functionality includes page navigation, search, glossary, highlighting, note-taking, annotations, and seamlessly integrated videos and activities. A responsive design allows the eText to reflow and resize to the screen sizes of different devices. An in-context glossary offers instant access to definitions.

Students can access the MasteringGeography® Study Area for use on their own or in a group. Within the Study Area students can explore the most challenging geography topics, reinforced using, practice quizzes, flashcards, videos, GIS-inspired MapMaster interactive maps, In the News readings, animations, and much more.

GIS-inspired MapMaster Interactive Map Activities allow students to layer various thematic maps to analyze spatial patterns and data at regional and global scales. Now fully mobile, with enhanced analysis tools, Geolocation, and with the ability for students to upload their own data, MapMaster includes hundreds of map layers using recent data from sources such as the PRB, the World Bank, NOAA, NASA, USGS, United Nations, and the CIA.

Video Activities from the BBC, Financial Times, Television for the Environment, and other sources provide a sense of place and applied real-world examples of geography in action.

GeoTutor Coaching Activities help students master geography concepts with highly visual, data-rich, kinesthetic activities focused on critical thinking and the application of core geography concepts.

The MasteringGeography gradebook provides progress-monitoring tools that give quick results and easy-to interpret insights into student performance. Every assignment is automatically graded, and shades of red highlight vulnerable students and challenging assignments. With a single click, reporting tools summarize the most difficult problems, grade distribution, and even score improvement over the curve.

Teacher and student access to MasteringGeography is provided with the purchase of the textbook.

About the Cover A museum visitor

in Doha, Qatar looks across the Bay of

Doha at the city skyline. Human geography

embraces the contrasts between cultural

traditions, such as clothing and art, and

explores how globalization and local

diversity shape our world’s landscapes.

An Introduction to Human GeographyT W E L F T H E D I T I O N AP® Edition

The Cultural Landscape

James M. Rubenstein

AP®is a trademark registered and/or owned by the College Board, which was not involved in the production of, and does not endorse, this product.

Active, Discovery-Based Learning


Groundwater, which is water that is pumped out from the ground.

After several years of drought, the volume of water in California’s rivers, streams, and lakes has been severely reduced. In normal years 70 percent of California’s water comes from surface water, but after several years of drought the share dropped to 40 percent.

The distribution of water in California does not match the distribution of demand. Most of California’s water is in the north, whereas most of the demand is in the central and southern parts of the state. Urban areas use around 20 percent of the water that California dis-tributes, and most of the demand is in Los Angeles and adjacent smaller metropolitan areas in the south. Agri-culture uses around 80 percent of California’s distributed water, and the bulk of that demand is in the center of the state (Figure 9-45).

Conserving Agricultural ResourcesLeArninG OUtcOme 9.4.3

Understand the importance of water in agriculture.

Plants and animals need water to survive and thrive. Lack of water is causing stress on agriculture in many regions. Too much water can cause soil erosion.

AGricULtUre AnD WAter in cALiFOrniACalifornia’s limited water supply comes from two main sources:

Surface water, which is water that travels or gathers on the ground, like rivers, streams, and lakes.

California’s extended extreme drought is stressing agriculture, which uses 80 percent of the state’s

distributed water. Homeowners and busi-nesses in California have been required to make substantial cuts in their water usage. California farmers produce one-third of U.S. vegetables and two-thirds of fruits and nuts. It takes a lot of water to grow these fruits and vegetables. So if you are living in any of the 50 U.S. states, you are consum-ing California water indirectly through consuming produce. In fact, the average American consumes around 40 gallons of California water per day. Table 9-2 has examples of the amounts of California water that go into growing some fruits and vegetables.

2. What was your total consumption of California water from eating produce?

3. How does your total consumption compare to the national average of 40 gallons?

4. What factors might account for having consumption that is higher or lower than the national average?

What’s Your Food and Agriculture Geography?

California Agriculture and WaterDOING GEOGRAPhy

Your california Water consumption

How much California water did you consume today in your fruits and vegetables?

1. Determine from table 9-2 the quantities of the listed fruits and vegetables that you have consumed today (or another day specified for your class).

tABLe 9–2 Amount of Water Needed to Grow Selected Fruits and Vegetables in California

Fruits and nuts

Gallons

Your produce consumption

Your water consumption

1 apple, peach, pear, or plum, ¼ melon

7.0

5 strawberries 3.0

1 almond 1.0

1 walnut 5.0

3 grapes 1.0

1 lemon, orange, grapefruit, or clementine

20

1 avocado 40

Vegetables

1 broccoli or cauliflower floret 0.5

lettuce, cabbage, spinach [salad portion]

1.0

1 carrot or celery stalk 0.5

1 slice tomato, onion, or potato

0.5


supporting more rights for unauthorized immigrants—a movement known as “Sanctuary City.”

pAUse & reFLect 3.4.3

Why at border crossings is traffic entering the United States backed up further than traffic entering Mexico?

with Mexico, Alabama enacted a similar measure in 2011. The Alabama law also prohibited or restricted unauthorized im-migrants from attending public schools and colleges. On the other hand, Texas, which has the longest border with Mex-ico, has not enacted harsh anti-immigrant laws, and more than 100 localities across the country have passed resolutions

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tiGhten secUritY AnD DO nOt OFFer A pAth tO LeGAL stAtUs

the WrOnG messAGe. People breaking the law by crossing the U.S. border without proper documentation sends the wrong message to people who obey the law.

encOUrAGe Others. Rewarding people for illegal behavior will encourage others to enter without documents.

pOOr secUritY. The border is not sufficiently secure, especially in small towns and rural areas.

OFFer A pAth tO LeGAL stAtUs; secUritY is ALreADY tiGht enOUGh

imprActicAL. It would be a practical impossibility for law enforcement officials to actually find the 11 million unauthorized immigrants.

ecOnOmic impAct. Pulling unauthorized immigrants out of their jobs would cripple the U.S. economy.

AGents. The numbers of border agents and deportations of unauthorized immigrants have doubled since 2000.

LAW-ABiDinG. Unauthorized immigrants are productive and otherwise law-abiding members of U.S. society.

immigration reform: tougher controls or legal status?DEBATE IT!

FiGUre 3-41 U.s.–meXicO BOrDer (a) the border is 3,141 kilometers (1,951 miles) long. (b) some border crossings (such as tijuana) are congested. (c) Others can be crossed easily by foot.

Debate over authorized immigration centers on border security and on appropriateness of a path to legal status for unauthorized immigrants in the United States.

FiGUre 3-42 minimAL secUritY At the BOrDer Crossing from Palomas, Mexico, to Columbus, new Mexico.

105

FiGUre 3-43 BOrDer AGents rio Grande near laredo, texas.


neW! Doing Geography and the accompanying What’s Your Geography features discuss the geographic tools, techniques, and skills used to address real-world problems, and then ask students to put themselves in the role of geographers by applying these skills and techniques to their real-world experiences and environments, helping students connect the relevance of human geography to their everyday lives.

neW! Debate it presents two sides of a complex topic using a two-column pro vs. con format to help engage students in active debate and decision-making. Debate it can be used for homework, group work, and discussions.


NEW! Doing Geography features prominent contemporary geographers at work using geographic tools/techniques/skills to address real world problems.

NEW! Debate It features present two sides of a complex topic (e.g., how to deal with migration in the U.S.; pros and cons of sustainable energy; ), in a two-column pro vs. con format, to engage students in active debate and decision-making

log in to the Masteringgeography Study Area to view this video. geoVideo

KeY terMs

Mahāmīd, EgyptUse Google Earth to explore Mahāmīd, a town of 45,000 near the banks of the nile River. Fly to: Mahāmīd, Luxor, Egypt. Zoom in.

1. What color is most of the land immediately in and around the town? Does this indicate that the land is used for agriculture, or is it desert? Zoom out until you see the entire band of green surrounded by tan.

2. How wide is the green strip? What does the tan color represent? What feature is in the middle of the green strip?

Agricultural density (p. 50) The ratio of the num-ber of farmers to the total amount of arable land (land suitable for agriculture).

Arithmetic density (p. 50) The total number of people divided by the total land area.

Census (p. 46) A complete enumeration of a population.

Crude birth rate (CBR) (p. 54) The total number of live births in a year for every 1,000 people alive in the society.

Crude death rate (CDR) (p. 54) The total number of deaths in a year for every 1,000 people alive in the society.

Demographic transition (p. 56) The process of change in a society’s population from a condition of high crude birth and death rates and low rate of natural increase to a condition of low crude birth and death rates, low rate of natural increase, and higher total population.

Demography (p. 55) The scientific study of population characteristics.

Dependency ratio (p. 60) The number of people under age 15 and over age 64 compared to the number of people active in the labor force.

Doubling time (p. 52) The number of years needed to double a population, assuming a constant rate of natural increase.

Ecumene (p. 49) The portion of Earth’s surface occupied by permanent human settlement.

Elderly support ratio (p. 61) The number of working-age people (ages 15 to 64) divided by the number of persons 65 and older.

Epidemiologic transition (p. 64) The process of change in the distinctive causes of death in each stage of the demographic transition.

Epidemiology (p. 64) The branch of medical sci-ence concerned with the incidence, distribution, and control of diseases that are prevalent among a population at a special time and are produced by some special causes not generally present in the affected locality.

Industrial Revolution (p. 56) A series of improvements in industrial technology that transformed the process of manufacturing goods.

Infant mortality rate (IMR) (p. 61) The total number of deaths in a year among infants under 1 year of age for every 1,000 live births in a society.

Life expectancy (p. 52) The average number of years an individual can be expected to live, given current social, economic, and medical conditions. Life expectancy at birth is the average number of years a newborn infant can expect to live.

Maternal mortality rate (p. 59) The annual num-ber of female deaths per 100,000 live births from any cause related to or aggravated by pregnancy or its management (excluding accidental or inci-dental causes).

Medical revolution (p. 56) Medical technology invented in Europe and North America that has diffused to the poorer countries in Latin America, Asia, and Africa. Improved medical practices have eliminated many of the traditional causes of death in poorer countries and enabled more people to live longer and healthier lives.

Natural increase rate (NIR) (p. 52) The percent-age growth of a population in a year, computed as the crude birth rate minus the crude death rate.

Overpopulation (p. 46) A situation in which the number of people in an area exceeds the capacity of the environment to support life at a decent standard of living.

Pandemic (p. 64) Disease that occurs over a wide geographic area and affects a very high propor-tion of the population.

Physiological density (p. 50) The number of people per unit area of arable land, which is land suitable for agriculture.

Population pyramid (p. 60) A bar graph that represents the distribution of population by age and sex.

Sex ratio (p. 58) The number of males per 100 females in the population.

Total fertility rate (TFR) (p. 55) The average num-ber of children a woman will have throughout her childbearing years.

Zero population growth (ZPG) (p. 57) A decline of the total fertility rate to the point where the natural increase rate equals zero.

Looking for additional review and test prep materials?

Visit the Study Area in Masteringgeography™ to enhance your geographic literacy, satial rea-soning skills, and understanding of this chapter’s content by accessing a variety of resources, including MapMaster interactive maps, videos, In the News RSS feeds, flashcards, web links, self-study quizzes, and an eText version ofThe Cultural Landscape. www.masteringgeography.comWhite Horse Village Urbanization

new cities being constructed in rural China will bring better jobs and living conditions to millions of farmers and their families but also end an ancient way of life.

1. In general, would the village farmers prefer to work in a new factory or remain on their land? Explain.

2. do village residents have a choice about whether their land becomes a new industrial city? Explain.

3. In the view of China’s economic planners, why is urbanization of the countryside essential?

eXPLore

75


All maps have been thoroughly updated with current data and contemporary cartographic styles, for optimal spatial visualization and analysis. MapMaster Interactive Map Activities allow students to layer various thematic maps to analyze spatial patterns and data at regional and global scales. Approximately 200 Geography video clips are available to students and teacher in MasteringGeography.

Each chapter is organized around 4 Key Issues (1) that highlight the “big questions”. Learning Outcomes (2) at the beginning of each chapter emphasize the skills and knowledge students should gain from each section. Pause & Reflect (3) questions allow student to check and apply their understanding as they read each section. Check Ins (4) conclude each section, summarizing the main points of each Key Issue. Key Issues are summarized at the end of each chapter followed by NEW Thinking Geographically questions and NEW Explore activities using Google Earth.

Visualizing Earth’s People & Places

Enrich Lecture with Dynamic Media Teachers can incorporate dynamic media into lecture, such as Videos, MapMaster Interactive Maps, and Geoscience Animations.

To learn more about this program including components and MasteringGeography with Pearson eText, visit www.PearsonSchool.com/Advanced

Nations Population Fund estimates that overall 117 million females have gone “missing” throughout Asia over the past several decades. The females are “missing” either because the fetus was aborted before birth, the female baby was killed in infancy, or the newborn female was whisked away to some-where remote and not reported to census and health officials.

We know about the large number of “missing” females because of the sex ratio, which is the number of males per 100 females in the population. The standard biological level for humans at birth is around 105 male babies for every 100 female babies. Scientists are not sure why a few more males than females are born.

The standard biological ratio at birth of 105:100 (105 males to 100 females) is characteristic of the developed regions of North America and Europe, as well as in the developing regions of Latin America and sub-Saharan Africa (Figure 2-19). However, in the world’s two most pop-ulous countries—China and India—the sex ratio at birth is 112:100 (112 males to 100 females). The percentage of newborn females in the world’s two most populous coun-tries is much too low to be random (Figure 2-20).

The extremely low percentage of female babies in China and India results from cultural preference on the part of par-ents to have sons rather than daughters. Government poli-cies in these two countries to promote smaller families have encouraged parents to bring into life male babies rather than female babies. Access to ultrasound machines has enabled par-ents to know the sex of the fetus, and access to medical proce-dures has enabled them to abort unwanted female fetuses.

The governments of China and India have attempted to prohibit the use of technology and medical procedures. But the bans are ineffective because people instead seek out unregulated providers of these services. The United Nations concludes that a more effective approach is to ad-dress what it calls the “root cause” of sex selection—gen-der inequality. Many Chinese and Indians conclude that if they are going to have a small number of children, they want them to be boys.

Aside from the ethical question, the widespread practice of sex selection in China and India is creating a practical

58

KeY issUe 3Why Do some Places Face Health challenges?

Health and Gender Health and Aging Medical Services The Epidemiologic Transition

As world NIR slows and more countries move into stage 3 or 4 of the demographic transition, geographers increasingly turn their attention to the health of the record number of people who are alive. Countries in different stages of the demographic transition possess different resources to meet the needs of women, children, elderly people, and those with medical needs.

Health and GenderLeArning oUtcoMe 2.3.1

Understand reasons for varying sex ratios and for reduced birth rates.

Females face especially challenging health risks that pro-foundly affect the size and composition of the population of individual countries and the world as a whole. These health risks derive from the biological fact of being born female. The risk for females is especially acute at childbirth. Both the mother and the baby girl are at risk.

BABY girLs At risKAround 700,000 female babies are “missing” every year in China and India, as a result of gender-based selection. The United

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T R O P I C O F C A N C E R

0 °2 0 ° 2 0 °4 0 ° 4 0 °6 0 °8 0 ° 8 0 °1 0 0 ° 1 0 0 °1 2 0 ° 1 2 0 °1 4 0 ° 1 4 0 ° 1 6 0 °6 0 ° 1 8 0 °8 0 °

6 0 ° 8 0 ° 1 0 0 ° 1 2 0 °

ATLANTICOCEAN

ARCTICOCEAN

ATLANTICOCEAN

INDIANOCEAN

PACIFICOCEAN

PACIFICOCEAN

0 1,500

0 1,500

3,000 Miles

3,000 Kilometers

Sex ratio at birth(male(s) per female)

1.10 and above1.06–1.101.05below 1.05

FigUre 2-19 seX rAtio At BirtH The standard biological ratio is 105:100—that is, 105 male babies for 100 female babies.


2

1

C H A P T E R 2 Population and Health 65

Before Dr. Snow’s geographic analysis, many believed that epidemic victims were being punished for sinful be-havior and that most victims were poor because poverty was considered a sin. Now we understand that cholera affects the poor because they are more likely to have to use contami-nated water.

stAge 3: DegenerAtiVe DiseAsesStage 3 of the epidemiologic transition is characterized by a decrease in deaths from infectious diseases and an increase in chronic disorders associated with aging. The two especially important chronic disorders in stage 3 are cardiovascular diseases, such as heart attacks, and vari-ous forms of cancer. The global pattern of cancer is the op-posite of that for stage 2 diseases; sub-Saharan Africa and South Asia have the lowest incidence of cancer, primarily because of the relatively low life expectancy in those regions (Figure 2-32).

stAge 4: DeLAYeD DegenerAtiVe DiseAsesOmran’s epidemiologic transition was extended by S. Jay Olshansky and Brian Ault to stage 4, the stage of delayed degenerative diseases. The major degenerative causes of death—cardiovascular diseases and cancers—linger, but the life expectancy of older people is extended through medical advances. Through medicine, cancers spread more slowly or are removed altogether. Operations such as bypasses

FigUre 2-32 stAge 3 DiseAse: MALe cAncer Cancer is an example of a cause of death for men that is higher in developed countries than in developing ones.

repair deficiencies in the cardiovascular system. Also im-proving health are behavior changes such as better diet, re-duced use of tobacco and alcohol, and exercise. On the other hand, consumption of non-nutritious food and sedentary behavior have resulted in an increase in obesity in stage 4 countries (Figure 2-33).

PAUse & reFLect 2.3.4

How prevalent are the stage 4 causes of death in your family?

cHecK-in KeY issUe 3Why Do some Places Face Health challenges?

✔ Birth rates have declined in nearly all countries through a variety of family-planning approaches.

✔ The percentage of younger and older people in a country impacts its provision of health care.

✔ The provision of health care varies sharply between developed and developing countries.

✔ The epidemiologic transition has four stages of distinctive diseases.

FigUre 2-33 stAge 4 DiseAse: oBesitY Obesity is a health problem in the united States and in Southwest Asia & north Africa.

1 0 0 °

4 0 °

2 0 °

4 0 ° 4 0 °2 0 ° 2 0 °

0 °0 °

2 0 °

4 0 °

6 0 °

4 0 °

4 0 °

2 0 °

2 0 °

6 0 °8 0 °

1 2 0 °1 4 0 °1 6 0 °

0 ° 1 6 0 °1 4 0 ° 1 8 0 °

0 °2 0 ° 2 0 °4 0 ° 4 0 °6 0 °8 0 ° 8 0 °1 0 0 ° 1 0 0 °1 2 0 ° 1 2 0 °1 4 0 ° 1 4 0 ° 1 6 0 °6 0 ° 1 8 0 °8 0 °

6 0 ° 8 0 ° 1 0 0 ° 1 2 0 °

ATLANTICOCEAN

ARCTICOCEAN

ATLANTICOCEAN

INDIANOCEAN

PACIFICOCEAN

PACIFICOCEAN

Male cancerdeath rate per100,000 population

150 and above126–149100–125below 100no data

0 1,500

0 1,500

3,000 Miles

3,000 Kilometers

1 0 0 °

4 0 °

2 0 °

4 0 ° 4 0 °2 0 ° 2 0 °

0 °0 °

2 0 °

4 0 °

6 0 °

4 0 °

4 0 °

2 0 °

2 0 °

6 0 °8 0 °

1 2 0 °1 4 0 °1 6 0 °

0 ° 1 6 0 °1 4 0 ° 1 8 0 °

0 °2 0 ° 2 0 °4 0 ° 4 0 °6 0 °8 0 ° 8 0 °1 0 0 ° 1 0 0 °1 2 0 ° 1 2 0 °1 4 0 ° 1 4 0 ° 1 6 0 °6 0 ° 1 8 0 °8 0 °

6 0 ° 8 0 ° 1 0 0 ° 1 2 0 °

ATLANTICOCEAN

ARCTICOCEAN

ATLANTICOCEAN

INDIANOCEAN

PACIFICOCEAN

PACIFICOCEAN

0 1,500

0 1,500

3,000 Miles

3,000 Kilometers

* body mass index at least 30kg/m2

Percent obese*30 and above20–3010–19.9below 10no data


3

4

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Groundwater, which is water that is pumped out from the ground.

After several years of drought, the volume of water in California’s rivers, streams, and lakes has been severely reduced. In normal years 70 percent of California’s water comes from surface water, but after several years of drought the share dropped to 40 percent.

The distribution of water in California does not match the distribution of demand. Most of California’s water is in the north, whereas most of the demand is in the central and southern parts of the state. Urban areas use around 20 percent of the water that California dis-tributes, and most of the demand is in Los Angeles and adjacent smaller metropolitan areas in the south. Agri-culture uses around 80 percent of California’s distributed water, and the bulk of that demand is in the center of the state (Figure 9-45).

Conserving Agricultural ResourcesLeArninG OUtcOme 9.4.3

Understand the importance of water in agriculture.

Plants and animals need water to survive and thrive. Lack of water is causing stress on agriculture in many regions. Too much water can cause soil erosion.

AGricULtUre AnD WAter in cALiFOrniACalifornia’s limited water supply comes from two main sources:

Surface water, which is water that travels or gathers on the ground, like rivers, streams, and lakes.

California’s extended extreme drought is stressing agriculture, which uses 80 percent of the state’s

distributed water. Homeowners and busi-nesses in California have been required to make substantial cuts in their water usage. California farmers produce one-third of U.S. vegetables and two-thirds of fruits and nuts. It takes a lot of water to grow these fruits and vegetables. So if you are living in any of the 50 U.S. states, you are consum-ing California water indirectly through consuming produce. In fact, the average American consumes around 40 gallons of California water per day. Table 9-2 has examples of the amounts of California water that go into growing some fruits and vegetables.

2. What was your total consumption of California water from eating produce?

3. How does your total consumption compare to the national average of 40 gallons?

4. What factors might account for having consumption that is higher or lower than the national average?

What’s Your Food and Agriculture Geography?

California Agriculture and WaterDOING GEOGRAPhy

Your california Water consumption

How much California water did you consume today in your fruits and vegetables?

1. Determine from table 9-2 the quantities of the listed fruits and vegetables that you have consumed today (or another day specified for your class).

tABLe 9–2 Amount of Water Needed to Grow Selected Fruits and Vegetables in California

Fruits and nuts

Gallons

Your produce consumption

Your water consumption

1 apple, peach, pear, or plum, ¼ melon

7.0

5 strawberries 3.0

1 almond 1.0

1 walnut 5.0

3 grapes 1.0

1 lemon, orange, grapefruit, or clementine

20

1 avocado 40

Vegetables

1 broccoli or cauliflower floret 0.5

lettuce, cabbage, spinach [salad portion]

1.0

1 carrot or celery stalk 0.5

1 slice tomato, onion, or potato

0.5


supporting more rights for unauthorized immigrants—a movement known as “Sanctuary City.”

pAUse & reFLect 3.4.3

Why at border crossings is traffic entering the United States backed up further than traffic entering Mexico?

with Mexico, Alabama enacted a similar measure in 2011. The Alabama law also prohibited or restricted unauthorized im-migrants from attending public schools and colleges. On the other hand, Texas, which has the longest border with Mex-ico, has not enacted harsh anti-immigrant laws, and more than 100 localities across the country have passed resolutions

(a)

(b)

(c)

Gila

Rio Grande

Rio Grande

PecosM E X I C O


CALIFORNIA

TEXAS

COAHUILA

CHIHUAHUA

SONORA

BAJACALIFORNIA

NUEVOLEÓN

TAMAULIPAS

NEW MEXICO

PalmSprings

Yuma CasaGrande

Alamogordo

Las Cruces Carlsbad

Sabinas

NuevoCasas Grandes

PuertoPeñasco

CorpusChristi

Ensenada

SanDiego

Phoenix

Tucson

San Antonio

Chihuahua

Monterrey

El Paso

CiudadJuárez

Reynosa

Mexicali

Laredo

Brownsville

Piedras Negras

Matamoros

Nuevo Laredo

Ciudad Acuña

Nogales


Calexico

Del Rio

EaglePass

Tecate

AguaPrieta

San Luis

NogalesDouglas


Roma


Ojinaga

Naco

Presidio

NacoColumbus

Lukeville

SasabeSasabe


Los Algodones

Otay Mesa

SanYsidro

Tecate

SonoytaSanta

TeresaSanta

TeresaFabens

Tijuana

Palomas

NuevoProgreso

1

52

2

2

54

97

1710

45

16

85

53

8

2

101

15D

45D

57D

85D

40D

85

86

37

18

86

286

60

67

90

90

90

62

83

83

59

77

191

277

285

281

10

10

1019

8

20

10

10

25

35 37

Gila

Rio Grande

Rio Grande

Pecos

Gulf of Mexico

Gulf of California

PACIFICOCEAN

M E X I C O


CALIFORNIA

TEXAS

COAHUILA

CHIHUAHUA

SONORA

BAJACALIFORNIA

NUEVOLEÓN

TAMAULIPAS

NEW MEXICO

PalmSprings

Yuma CasaGrande

Alamogordo

Las Cruces Carlsbad

Sabinas

NuevoCasas Grandes

PuertoPeñasco

CorpusChristi

Ensenada

SanDiego

Phoenix

Tucson

San Antonio

Chihuahua

Monterrey

El Paso

CiudadJuárez

Reynosa

Mexicali

Laredo

Brownsville

Piedras Negras

Matamoros

Nuevo Laredo

Ciudad Acuña

Nogales


Calexico

Del Rio

EaglePass

Tecate

AguaPrieta

San Luis

NogalesDouglas


Roma


Ojinaga

Naco

Presidio

NacoColumbus

Lukeville

SasabeSasabe


Los Algodones

Otay Mesa

SanYsidro

Tecate

SonoytaSanta

TeresaSanta

TeresaFabens

Tijuana

Palomas

NuevoProgreso

tiGhten secUritY AnD DO nOt OFFer A pAth tO LeGAL stAtUs

the WrOnG messAGe. People breaking the law by crossing the U.S. border without proper documentation sends the wrong message to people who obey the law.

encOUrAGe Others. Rewarding people for illegal behavior will encourage others to enter without documents.

pOOr secUritY. The border is not sufficiently secure, especially in small towns and rural areas.

OFFer A pAth tO LeGAL stAtUs; secUritY is ALreADY tiGht enOUGh

imprActicAL. It would be a practical impossibility for law enforcement officials to actually find the 11 million unauthorized immigrants.

ecOnOmic impAct. Pulling unauthorized immigrants out of their jobs would cripple the U.S. economy.

AGents. The numbers of border agents and deportations of unauthorized immigrants have doubled since 2000.

LAW-ABiDinG. Unauthorized immigrants are productive and otherwise law-abiding members of U.S. society.

immigration reform: tougher controls or legal status?DEBATE IT!

FiGUre 3-41 U.s.–meXicO BOrDer (a) the border is 3,141 kilometers (1,951 miles) long. (b) some border crossings (such as tijuana) are congested. (c) Others can be crossed easily by foot.

Debate over authorized immigration centers on border security and on appropriateness of a path to legal status for unauthorized immigrants in the United States.

FiGUre 3-42 minimAL secUritY At the BOrDer Crossing from Palomas, Mexico, to Columbus, new Mexico.

105

FiGUre 3-43 BOrDer AGents rio Grande near laredo, texas.


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Documents

MasteringGeography An Introduction to Human Geography · 2018-02-08 · MasteringGeography is the most effective and powerful online geography tutorial, homework, and assessment system