Answer Keys Geography GEOGRAPHY ANSWER KEY Lessons 101 120 Note: The answers listed herein that follow a page number are from Introduction to Geography (Holt McDougal). Essential Questions are from the Lesson Manual. LESSON 102 Page 79 Analyzing Visuals: different flags and clothing styles Page 81 Analyzing Visuals: Shared traits include eating with friends, western style clothing; different traits include manner of eating and food eaten. Focus on Reading: Culture traits are frequently learned or passed down through generations. Page 82 Reading Check: language, religion, clothes, music, food, sports, traditions, laws Page 83 Reading Check: Some groups want to preserve their own culture or force others to abide by their ways. Analyzing Visuals: clothing, language, architecture Page 85 Analyzing Visuals: in New York; to Central and South America and Asia Reading Check: through the development of new ideas and contact with other societies Section 1 Assessment: 1a the set of beliefs, goals, and practices that a group of people share 1b traditions and laws passed down, immigration, historical events, the local environment 1c possible answers: fewer conflicts, uniform customs, foods, religion; fewer new ideas 2a regions in which people share a common religion, language, ethnic background, and lifestyle, such as the Arab culture region 2b creates a variety of ideas and practices, may cause conflict 3a when people move or when an idea or custom spreads 3b New ideas can change what people do, their work, leisure, worship, and so on. 3c possible answers: positive, because it provides new ideas and practices; negative, because it can cause a culture to lose its uniqueness 4 Answers should show an understanding to the topics covered in the section. Page 87 Map Zone: 1 Europe; Antarctica 2 Much of the northern part of the continent has a cold climate and harsh environment. Page 88 Reading Check: how crowded a place is, possibly the price and availability of land, type of buildings, traffic Connecting to Math: 2,460 people per square mile Page 89 Analyzing Graphs: 1851 Focus on Reading: Earth s population has increased greatly in the last 200 years; about 2,000 years ago, there were 300 million people, but by 1800, there were about 1 billion; better health care and improved food supplies helped more babies survive. Page 90 Analyzing graphs: about five billion Reading Check: population change (natural increase) and migration (movement) trends; to understand how population affects the elements of life (jobs, housing, schools, medical care, available food) Section 2 Assessment: 1a East Asia, South Asia, Europe, eastern North America 1b possible answers: the amount of open space, the price and availability of land, height of buildings, traffic on roads 1c possible answers: dense, because there are more options for working, shopping, and being around other people; sparse, because there is more open space and less traffic 2a rate at which population is changing (yearly birthrate minus the yearly death rate as a percentage); its growth and economic situation 2b It affects the population of countries. 2c possible answers: continued rapid growth; slowing of growth as resources diminish 3 possible answers: population patterns Geographers study how many people live in areas, where they live and why, and how populations change. Population change They study birthrate, death rate, and the rate of natural increase to find population trends. LESSON 104 Essential Question Sample answer: Geographers study many important concepts to understand the world s people. They study culture and population to understand how people live. They study governments and economies to understand the way different countries work. Finally, they study globalization to see how the world s people are interconnected. Page 92 Map Zone: North America, South America, Asia, Africa, Europe Focus on Reading: the last sentence 11
Reading Check: Democracies allow for rights and freedoms; dictatorships restrict rights and freedoms. Page 94 Reading Check: traditional, market, and command economies Contrasting: lower income, life expectancy, and literacy rate; fewer doctors Page 95 Reading Check: Developed countries are industrialized with strong economies; developing countries tend to be less industrialized and have weaker and poorer economies. Section 3 Assessment: 1a democracy, monarchy, dictatorship, communism 1b possible answer: democracy; people are free to worship and speak as they choose and elect leaders 2a primary, secondary, tertiary, quaternary 2b possible answer: market economy; It allows more freedom for buying and selling goods. 3a the value of all goods and services produced in a country in a single year 3b Developed countries are industrialized with strong economies, good education, high literacy rates, good health care, access to telecommunications; developing countries are less industrialized, have weaker and poorer economies, less access to education, health care, and telecommunications. 4 Chart should show an understanding of what they learned about government and economy in this section. Page 96 Practice and Apply: Graphic organizers should include the main idea of the passage, at least two subtopics, and facts and supporting details for each. Page 99 Analyzing Visuals: France, Germany, United States, Canada, Mexico, South Korea, Venezuela, Japan Reading Check: It linked people and businesses around the world and affected trade. Focus on Reading: The world community works together to solve conflicts; creation and purpose of UN. Page 100 Analyzing Primary sources: to prevent war, practice tolerance, promote security, and promote economic and social advancement of all people Reading Check: Countries work together to solve problems because a problem in one country often affects many countries. Section 4 Assessment: 1a a process in which countries are increasingly linked through culture and trade 1b It has spread culture traits such as food, music, sports, movies, and language around the world. 1c possible answers: helped globalization encourages understanding and cooperation; hurt destroys some individual culture traits 2a assistance to people in distress 2b provides more goods and services to help people, increases and improves communication to identify and relieve distress 2c possible answers: epidemic, drought, famine, war 3 possible answers: links people in different countries, connects businesses around the world, makes global trade and communication quicker and easier Note: The answers listed herein that follow a page number are from Africa (Holt McDougal). Essential Questions are from the Lesson Manual. LESSON 107 Page 13 Map Zone: 1 Mediterranean Sea, Red Sea, Dead Sea 2 Much of the region is desert so people had to rely on the Nile for drinking water and for growing crops. Page 15 Map Zone: 1 Western Desert, Eastern Desert 2 Upper Egypt is far to the south of the Mediterranean Sea; Lower Egypt borders the Mediterranean Sea. Reading Check: Without the Nile s gift of flooding that provided rich soil for crops, civilization probably would not have developed in Egypt. Page 17 Reading Check: plants, wild animals, and fish to eat; natural protection from invasion Analyzing Visuals: possible answer: similar methods as used in the past, relying on animal and human labor and simple tools as opposed to machines Focus on Reading: Possible answers: Menes; new capital city of Memphis; later First Dynasty rulers Page 18 Reading Check: Ruling over both kingdoms brought him and Egypt greater wealth, status, and power. Section 1 Assessment: 1a south of the Mediterranean and along the Nile River in northern Egypt 1b possible answer: provided fertile soil and abundant wildlife, was near the sea 1c provided protection against invasion, but made travel on the river difficult 2a wheat, barley, fruits, vegetables, beef, lamb, fish, goose, and duck 2b essential role provided water for crops and animals, fish, homes for wild geese and ducks 2c provided natural barriers against invasion 3a Menes 3b to symbolize the unification of Lower and Upper Egypt 4 possible answers: development along the Nile river coated land with silt, allowing for farming; Two Kingdoms: Lower Egypt and Upper Egypt each had its own capital and ruler; United Kingdoms 12
Menes brought kingdoms together and built new capital city, later called Memphis. LESSON 109 Page 20 Analyzing Visuals: nobles Reading Check: pharaoh at the top; nobles; scribes and craftspeople; farmers, servants, and slaves at the bottom Page 21 Focus on Reading: possible answers: gods, afterlife, burial practices Page 23 Analyzing Visuals: judged souls, allowed persons into the underworld, performed first steps in preparing a mummy Reading Check: Believing that the spirit, or ka, remained linked to the body and had needs, Egyptians developed mummification and filled tombs with food and other items the spirit may need in the afterlife. Page 25 Analyzing Visuals: brought them to the building site on boats, transported them to the pyramids on wooden sleds, hauled them up the pyramid on ramps Page 26 Reading Check: because the Egyptians believed that their own afterlife was linked to the eternal life of the pharaoh buried in the pyramid Section 2 Assessment: 1a the 500- year period in Egyptian history from 2700 to 2200 BC 1b The Egyptians thought of him as a god. 1c possible answer: needed help running the government, may have needed rich and powerful supporters if problems such as disease or invasion occurred 2a life after death 2b If a body was allowed to decay, the spirit would not recognize it in the afterlife. 3a the application of scientific knowledge for practical purposes 3b possible answer: that Egyptian society was capable of the complex skills, organization, and discipline required to build the pyramids 4 possible answers: Pharaoh was both king and god; officials expected everyone to worship the same gods; temples collected payments from government. ELEVENTH REVIEW LESSON Pages 101 102 (Introduction to Geography) Chapter 4 Review: 1 ethnic group 2 market economy 3 humanitarian aid 4 Migration 5 developed country 6a a variety of cultures existing in the same area 6b new ideas and contact with other cultures 6c types of food, music, holiday traditions, language, religion 7a how crowded a place is, availability of land, type of building, traffic on roads 7b They may have fertile soil, a source of water, and a favorable climate for agriculture. 7c possible answers: so that they can solve problems and understand and address current problems 8a an economic system on which the government decides what and how much to produce and what the prices will be 8b They may not have a developed economy to support services for businesses and consumers or educated workers to develop these systems. 8c possible answers: yes, because of the need for laws, regulation of business and trade, and provision of aid to people 9a through technology and communication 9b increased world trade, and interdependence, spread of popular culture around the world 9c possible answers: better understanding between people, increased trade, addressing world problems like famine 12 A 13 D 14 B Page 103 Standardized Test Prep: 1 A 2 D 3 A 4 C 5 D 6 B 7 C 8 possible answer: Singapore s per capita GDP is more than four times that of Ukraine. Although Ukraine has more TVs per 1,000 people than does Singapore, its people live about 12 years fewer than people in Singapore. Pages 41 42 (Africa) Chapter 1 Review: 11a in the Nile Delta 11b possible answers: because it was the capital city of Egypt s First Dynasty and was near the Nile Delta, a very fertile area 11c People would not have been able to farm in Egypt, so a civilization would have been less likely to develop. 12a Pharaohs were rulers who Egyptians believed were both kings and gods; they were responsible for ensuring that crops grew, keeping away diseases, making trade profitable, and preventing wars. 12b Items were placed in tombs to fulfill needs of the buried person s ka. 12c possible answers: cutting the stones, organizing and feeding the workers, keeping the dimensions of the pyramids correct 20 A Mediterranean Sea B Lower Egypt C Sinai Peninsula D Red Sea E Nile River F Upper Egypt LESSON 112 Page 28 Biography: possible answer: objections to a woman ruling, her desire to make her role as pharaoh more acceptable to the Egyptian people Reading Check: the Hyksos invasion and eventual conquest of Lower Egypt Page 29 Map Zone: 1 near Byblos 2 about 1,100 miles Reading Check: conquest and expansion, efforts by Hatshepsut 13
Page 30 Focus on Reading: possible answers: scribes, artisans, artists, architects, merchants, traders, soldiers, farmers, peasants Page 31 Analyzing Visuals: makeup, jewelry, perfume Page 32 Reading Check: priests, government officials, scribes, artisans, artists, architects, merchants, traders, soldiers, farmers, peasants Section 3 Assessment: 1a a period of order and stability from about 2050 to 1750 BC that began after a powerful pharaoh defeated his rivals 1b by driving the Hyksos out of Egypt 2a conquest and trade 2b increased trade, built many impressive temples and monuments 3a farming 3b the ability to own property, make contracts, and divorce their husbands 3c possible answer: because they were involved in religious procedures, which were very important to Egyptians, and because they portrayed history to later generations 4 possible answers: Middle Kingdom: rise powerful pharaoh defeats his rivals; fall Hyksos invade Egypt; New Kingdom: rise Ahmose defeats the Hyksos, Egypt becomes an empire through military conquest, trade expands; fall invasions by various peoples Page 33 Biography: possible answer: to impress possible invaders or rebels with his power, to make sure his fame lasted a long time LESSON 114 Essential Question Sample answer: Ancient Egypt was one of the world s earliest civilizations, developing along the banks of the Nile River in Africa. With an established food source and well-developed trade, the Egyptian kingdom was able to grow in wealth and influence. Some of Egypt s greatest achievements occurred in the areas of writing, including the development of a system of picture-writing (hieroglyphics) and a type of paper (papyrus). In the area of architecture, the Egyptians are known for building great temples and pyramids, as well as sphinxes and obelisks, and are also famous for their art, carvings, and jewelry. The culture of ancient Egypt is one of the best known in the world. Page 35 Analyzing Visuals: possible answer: a shepherd s crook, symbolizing the ruler as a shepherd of his or her people Reading Check: Letters stand for sounds, just as symbols in hieroglyphics stand for sounds. Page 36 Analyzing Visuals: columns covered by paintings and hieroglyphics, high windows Reading Check: sphinxes, obelisks, statues, a sanctuary, stone columns, paintings and hieroglyphic carvings Page 38 Focus on Reading: possible answer: paintings, carvings, jewelry Page 39 Analyzing Visuals: possible answer: clothing, jewelry, and furniture styles; artistic techniques; religious ceremonies Reading Check: paintings, carvings, statues, jewelry, clothing, burial masks Section 4 Assessment: 1a the Egyptian writing system 1b had more than 600 symbols, rather than the 26 in our alphabet; could be written horizontally or vertically, left to right, or right to left 1c enabled scholars to decipher hieroglyphics 2a possible answers: columns, obelisks, paintings, hieroglyphics, and statues 2b possible answers: to worship the gods, to display the pharaoh s power and wealth 3 The Egyptians believed that the dead enjoyed these items in the afterlife 4 possible answers: writing hieroglyphics, with more than 600 symbols, wrote on papyrus; architecture temples covered in hieroglyphics, many buildings were built for religious purposes; art people drawn in a distinctive style, animals drawn realistically Page 40 Practice: 1 Hollister quote secondary; Wings of the Falcon quote primary 2 yes, emotion and opinion, as the author describes the hardships soldiers face 3 secondary, to provide an objective overall view of the period, but primary to illustrate how some soldiers of the time thought and felt about events Apply: 1 It is a poem carved into a temple wall in praise of Ramses. 2 Ramses had the temple built, so he may have dictated the poem. Workers might have wanted to please Ramses. LESSON 117 Page 45 Map Zone: 1 Egypt 2 The people of Kush traveled by foot; they were active in trade. Page 47 Map Zone: 1 Nubia 2 They were natural barriers against invaders. Focus on Reading: possible answer: Kush; location of Kerma; importance of cataracts Reading Check: The flooding Nile provided fertile agricultural land; the land had gold, copper, and stone; and the river s cataracts served as barriers to invaders. 14
Page 48 Reading Check: The Kushite people began speaking Egyptian, using Egyptian names, wearing Egyptianstyle clothing, and adopting Egyptian religious practices. Page 49 Biography: It fueled his passion and made him dedicated to winning. It inspired his troops on the battlefield. Analyzing Visuals: gold rings, animal skins, live baboon, and fruit Page 50 Reading Check: Kashta, a Kushite king, attacked a weakened Egypt, conquering Upper Egypt and establishing relations with Lower Egypt. His son Piankhi continued attacks on Egypt eventually conquering the rest of the kingdom. Section 1 Assessment: 1a the Nile 1b Nubia s natural resources were in demand in Egypt, so they helped Kush grow in wealth and power. 2a a white material made from elephant tusks 2b The Kushites adopted Egyptian language, clothing, religion, and names. 2c possible answer: to eliminate a symbol of Kushite independence 3a north from Napata to the Nile Delta 3b possible answer: because Kushite leaders ruled and restored many ancient Egyptian cultural practices and traditions 3c They might have fought off the Assyrians. 4 possible answers: 2000 BC village leader becomes king of new kingdom of Kush; 1500 BC Egyptian pharaoh Thutmose I conquers Kush; mid-1000s BC Kush becomes independent again; 751 BC Kashta, king of Kush, conquers Upper Egypt; 716 BC Kingdom of Kush rules all of Egypt; 670s BC Assyrians invade Egypt, driving Kushites from region LESSON 119 Essential Question Sample answer: Kush began as an ancient kingdom in Nubia, south of Egypt. As Kush grew stronger, Egypt decided to conquer it. As Egypt declined in power, Kush fought back and conquered Egypt. After about forty years, however, the Assyrians drove the Kushites out of Egypt. After that, Kush became a powerful and wealthy country on its own. It developed a booming iron industry and a trade network that sent its many resources to other parts of the world. Kush also developed a unique culture that was partly Egyptian and partly its own. Eventually, however, the Kushites lost their resources and their trade and were conquered by neighboring Aksum. Page 52 Focus on Reading: Meroe was on the east bank of the Nile in Kush; gold, iron ore, and forests of ebony near Meroe. Analyzing Visuals: leopard skins, ostrich eggs, iron tools and weapons, jewelry, silk, glass Reading Check: the availability of resources such as wood and iron ore Page 53 Biography: possible answers: information about the death of her father or husband, her own accomplishments Reading Check: Their houses were made of palm wood or bricks; they hunted elephants, lions, and panthers; and the women played an active role in society, including working in fields, fighting in wars and rising to positions of power. Page 54 Analyzing Visuals: pyramids, wigs, clothing and jewelry styles, stone carvings Page 55 Reading Check: Overgrazing by cows led to the loss of fertile soil, and the using up of forests caused furnaces for iron to be shut down. With the loss of these resources, Kush s military and economic power declined. Section 2 Assessment: 1a gold, pottery, iron tools, slaves, ivory, leopard skins, ostrich feathers, and elephants 1b nearby gold, ebony, and other wood, iron ore deposits 2a possibly the first woman to rule Kush 2b had similar clothing and building styles, used title pharaoh, worshiped some similar gods, had some female rulers 2c We can read only what non-meroitic writers have recorded, so many details are missing, and we may have misinterpreted some information. 3a Aksum 3b Kush was weakened by loss of trade. 4 causes of rise fertile soil, valuable natural resources, iron, industry, trade; causes of fall overgrazing that led to loss of fertile soil, forests used up so iron weapons and trade goods no longer produced, new trade routes that bypassed Kush, weakness of Kush Page 56 Practice: 1 The phrases explaining how the Kushites dress, how and where they live, and how they eat are facts. The first sentence describing their mode of life as wretched is an opinion. 2 possible answer: because he considers himself to be civilized and the Kushites to be uncivilized 3 wretched; unfavorable Apply: Answer should reflect an understanding of bias, fact, and opinion. TWELFTH REVIEW LESSON Pages 41 42 Chapter 1 Review: 1 rapids in a river 2 important river in Egypt 3 title used by rulers of Egypt 4 people from powerful families 15
5 specifically treated body wrapped in cloth 6 to get 7 binding legal agreement 8 massive tombs with four triangle-shaped sides that meet in a point 9 the Egyptian writing system 10 imaginary stone creatures with the bodies of lions and the heads of other animals or people 13a Scribes kept records and accounts for the state and wrote and copied religious and literary texts. They did not have to pay taxes, so many became wealthy. 13b 1550 1050 BC; conquest and trade 13c Answers will vary, but should include both his military successes and his building projects as described in this section. 14a as a surface for writing 14b Hieroglyphics had more than 600 symbols, rather than the 26 in our alphabet. Hieroglyphics could also be written horizontally or vertically, left to right, or right to left. Our writing is horizontal and left to right. 14c The larger size of the pharaohs versus that of the servants reflected the Egyptian social hierarchy. Page 43 Standardized Test Prep: 1 D 2 A 3 C 4 A 5 D 6 B 7 C 8 B 9 possible answer: Government and religion were closely connected in ancient Egypt. The pharaoh, believed to be both a king and a god, was at the top. Below him were priests, who helped run the temples, and officials, who helped run the government. Below them were lesser government officials and others of the middle class. At the bottom were mostly farmers, who often did work for the pharaohs. Pages 57 58 Chapter 2 Review: 1 h 2 d 3 a 4 g 5 c 6 f 7 b 8 e 9a The Nile s annual flooding allowed Nubian farmers to plant both summer and winter crops, which allowed farming villages to thrive. Cataracts on the Nile provided some protection from invasion. 9b Egypt conquered and ruled Kush and later Kush conquered and ruled Egypt. 9c because Egypt conquered Kush above the fifth cataract, which could make it hard to determine whether the artifact was Kushite or Egyptian; also because Kush and Egypt shared styles 10a probably the first woman to rule Kush; because historians cannot read Meroitic writing 10b in common building styles, clothing styles, some gods, use of the title pharaohs, pyramids; in contrast housing styles, written languages, some unique gods, women had more power in Kush 10c Farmers allowed their cattle to overgraze the land, which led to soil erosion and a decrease in food production. Also, the destruction of the forest near Meroe caused wood to become scarce and furnaces to shut down. The Kushites could no longer produce enough weapons or trade goods to supply the military or feed the economy. 11 Piankhi 12 inscriptions found at Napata 13 gripped by fear, finest troops, great, merciful; favorable 14 A Mediterranean Sea B Blue Nile C Red Sea D Sahara E Egypt F Napata G Meroe H Aksum Page 59 Standardized Test Prep: 1 A 2 C 3 A 4 C 5 D 6 D 7 D 8 possible answers: Kushites, much like Egyptians, believed that their rulers were also gods. Both men and women could be rulers, with queens holding more importance in Kush than in Egypt. Kush s writing system was much like Egypt s system of hieroglyphics, but more difficult to decipher by experts. Also like the Egyptians, Kushite rulers had pyramids built, though the pyramids looked different and were not as large. 16