Lecture Notes For The Cultural Landscape: An Introduction to Human Geography, 11th Edition

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I NSTRUCTOR ’S
R ESOURCE M ANUAL
Michael Pretes
Chandler S. White, IV
University of North Alabama
The Cultural Landscape
An Introduction to Human Geography
Twelfth Edition
James Rubenstein

ii
Contents
Preface........................................................................................................................................... iii
Sample Syllabus ........................................................................................................................... iv
Chapter 1: Basic Concepts ............................................................................................................1
Chapter 2: Population and Health .............................................................................................21
Chapter 3: Migration...................................................................................................................40
Chapter 4: Folk and Popular Culture........................................................................................57
Chapter 5: Languages..................................................................................................................77
Chapter 6: Religions ....................................................................................................................98
Chapter 7: Ethnicities ................................................................................................................124
Chapter 8: Political Geography ................................................................................................144
Chapter 9: Food and Agriculture .............................................................................................167
Chapter 10: Development..........................................................................................................187
Chapter 11: Industry and Energy ............................................................................................205
Chapter 12: Services and Settlements ......................................................................................229
Chapter 13: Urban Patterns .....................................................................................................243

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Preface
This Instructor’s Resource Manual for The Cultural Landscape: An Introduction to Human Geography
features a detailed outline of each chapter which highlights the key terms and core learning objectives.
The Instructor’s Resource Manual includes Icebreakers to start classroom discussion, Challenges to
Comprehension exercises, and Review/Reflection Questions. The answers to the Pause and Reflect and
Thinking Geographically questions found in the text are also included in the Instructor’s Resource
Manual. Additional resources to utilize during classroom instruction and to assign to the students are also
found in the Instructor’s Resource Manual.

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Geography 002: Cultural Elements of Geography
Sample Syllabus
Instructor:
E-Mail:
Tuesday 6:50–10:00 P. M.
Phone: Classroom:
Course Description
This is an introductory course in Cultural Geography. Topics included as part of the curriculum for this
course are the global distribution of population, health and nutrition, religions, races, geopolitics,
settlement patterns, urbanization, and economic systems.
Course Outline and Reading Assignments
Date Topic (s) Reading (s)
August 28 Course Introduction
September 4 Geographic Concepts Handouts
September 11 Time & Weather Handouts
September 18 Quiz #1/Climate Zones & Plate Tectonics Handouts
September 25 Quiz #2/Biomes Handouts
October 2 Quiz #3/Folk and Popular Culture Chapter 4
October 9 Population Chapter 2
October 16 Quiz #4/Migration Chapter 3
October 23 Religion Chapter 6
October 30 Midterm
November 6 Political Geography Chapter 8
November 13 Development Chapter 9
November 20 Industry Chapter 11
November 27 Services Chapter 12
December 4 Cities Chapter 13
December 11 Final Exam (7:30-9:30pm)

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Text
The Cultural Landscape: An Introduction to Human Geography, 12th Edition by James Rubenstein. You
may use a copy of an earlier edition, but when you use an earlier edition, you do so at your own risk!
Exams
There will be two noncumulative examinations. Each will be worth 100 points. Bring Scantron form #
882-E to class each time there is an exam. You are not allowed to leave the class during an exam unless
you have completed it.
Quizzes
There will be four quizzes during this course. Each quiz is worth 25 points. Each quiz covers a very
specific topic. You are not allowed to leave the class during a quiz unless you have completed it. You do
not need to bring a scantron for the quizzes.
Term Paper and Assignments
A hands-on paper that will require students to do research in the field will be assigned early in the
semester. The paper will be due on the last day of class. A few smaller assignments will be randomly
handed out throughout the semester and their due dates will vary. That is why it is critical that you attend
class regularly.
Course Grading
Exams (2) 100 points per exam =200 points
Quizzes (4) 25 points per quiz =100 points
Term Paper (1) 50 points =50 points
Assignments (?) 50 points =50 points
Total =400 points
Semester Grades Are Determined Using This Scale
400-360 100-90% =A
359-320 89-80% =B
319-280 79-70% =C
279-240 69-60% =D
239 or less 59% or less =F

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Attendance and Withdrawals: Attendance is your responsibility. Students are expected to attend class
meetings and an attendance roster is maintained. This is a fast-paced course and failure to attend class
results in your missing valuable information and material. All students are solely responsible for the
material missed as a result of absences. In other words, it is your responsibility to find out what you
missed from your classmates. If you do not drop prior to the deadline to receive a “W”, students may
receive an “F” for the semester. I am permitted to drop students after three absences and will do so when I
am confident that these absences indicate that a student is no longer participating in the course.
Drop with a refund by September 9
Drop without a “W” grade by September 9
Elect C/NC grading by October 5
Drop with a “W” grade by November 18
Incompletes: Must be approved by the Geography Department Chair. Taking an incomplete is very
strongly discouraged and even more rarely granted. Only in extreme cases of emergency beyond the
student’s control will the Geography Department Chair consider an incomplete.
Make up Work: No exams or quizzes may be made up without my consent and all work MUST be
completed PRIOR to the time that I return exams or quizzes to the class.
Classroom Policies: I expect you to behave decently towards your fellow students. That means, among
other things, carry on personal conversations outside of class instead of during the lecture, turn off your
cell phones, and don’t read magazines or do work for other classes in my class. Students are not permitted
to wear an iPod or Walkman in the classroom. Don’t chronically arrive late or leave early unless you have
a special circumstance and get my permission ahead of time. If you do arrive late or have to leave early,
sit near the door and don’t create a distraction for everyone else in the room. Disruptive students will be
asked to leave the classroom. No Food or Drinks are permitted in the classroom.
Cheating: Cheating is a serious offense and will not be tolerated. It is also a violation of the East Los
Angeles College Academic Honesty/Dishonesty Policy and will be subject to all appropriate disciplinary
action. All students enrolled in my class should carefully read this policy found in the East Los Angeles
College General Catalog. Furthermore, students caught cheating during any quiz or exam in this class will
receive a zero for that activity and the offense will be reported to the Vice President of Student Services.
Students are expected to refrain from engaging in the following behaviors:
1. Using, receiving, or providing unauthorized information during quizzes or exams.
2. Changing the answers on assignments after the work has been graded.
3. Using unauthorized electronic devices, such as cell phones, PDAs, electronic dictionaries, etc.
4. Plagiarizing or presenting someone else’s work as your own.

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Tips for Being Successful in Geography 002
 Attend class regularly.
 Take notes in class and follow along in your textbook.
 Partner up with another student in the class.
 Read the assigned readings. For every one hour of class you should spend two hours outside of
the class reading the textbook and reviewing your notes.
 Review your notes on a daily basis. Research indicates that you forget 80 percent of what you
read after two weeks time.
 Grading mistakes can happen. It is your responsibility to save all graded quizzes and exams until
the end of the semester when grades are completed.
 Speak to me if you have any language difficulties or disabilities.
 Communicate with me if you need help in class or if you have any issues or concerns. I will be
more than happy to help you.

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Basic Concepts
Learning Outcomes
After reading, studying, and discussing the chapter, students should be able to:
Learning Outcome 1.1.1: Summarize differences between geography and history.
Learning Outcome 1.1.2: Understand how cartography developed as science.
Learning Outcome 1.1.3: Identify geography’s contemporary analytic mapping tools.
Learning Outcome 1.1.4: Understand the role of map scale and projection in reading maps.
Learning Outcome 1.1.5: Explain how latitude and longitude are used to locate points on Earth’s
surface.
Learning Outcome 1.2.1: Identify the distinctive features of a place, including toponym, site, and
situation.
Learning Outcome 1.2.2: Identify the three types of regions.
Learning Outcome 1.2.3: Describe two geographic definitions of culture.
Learning Outcome 1.3.1: Understand global- and local-scale changes in economy and culture.
Learning Outcome 1.3.2: Identify the three properties of distribution across space.
Learning Outcome 1.3.3: Describe different ways in which geographers approach aspects of
cultural identity such as gender, ethnicity, and sexuality.
Learning Outcome 1.3.4: Summarize geographic thought, with application to the geography of
inequality.
Learning Outcome 1.3.5: Describe the various ways that features can spread through diffusion.
Learning Outcome 1.3.6: Explain how places are connected through networks, though inequality
can hinder connections.
Learning Outcome 1.4.1: Describe the three pillars of sustainability.
Learning Outcome 1.4.2: Describe Earth’s three abiotic physical systems.
Learning Outcome 1.4.3: Explain how the biosphere interacts with abiotic systems.
Learning Outcome 1.4.4: Compare ecosystems in the Netherlands and California.
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The Cultural Landscape: An Introduction to Human Geography
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Chapter Outline
Introduction Geography is more than rote memorization: Geographers ask where things are and why
they are where they are. What are the defining elements of geography, and how have they developed over
the course of human history? Cartography is the science of map making, and has evolved from
prehistoric humans making rudimentary maps of their local environment, to today’s societies utilizing
electronic devices to make high-quality, precise maps. Geographers use the concepts of space, place, and
region to describe unique characteristics of locations on Earth as they happen across different scales.
They study of the connections between human activities and the physical environment, the how these
connections impact sustainability, are integral to the discipline of Geography.
Key Issue 1: Why Is Geography a Science?
Although the earliest humans were practicing Geography, it wasn’t until the ancient Greek philosopher
Eratosthenes that the discipline was bestowed the name it is known by today—geo, from the Greek,
meaning “Earth,” and the Greek word graphy, meaning “to write,” were combined to describe the study
of where things are found on Earth’s surface and the reasons for the locations. To contrast history with
geography, one could view history as posing questions of when and why, while geographers ask questions
of where and why.
Two features of human activity encompass the field of human geography as it is covered in this text:
culture and economy. Two basic concepts are used by geographers to explain what makes a certain place
unique: place and region. A place is a specific point on Earth, distinguished by a set of particular traits.
Every place occupies a unique geographic location, or position, on Earth’s surface. A region is an area of
Earth defined by one or more defining features. The Earth is partitioned into a number of regions by
Geographers, such as the Midwest and Latin America.
To explain the relationships between places, geographers employ three basic concepts: scale, space,
and connection. Scale is the relationship between the portion of Earth being studied and Earth as a
whole. Geographers study a variety of scales, from local to global. Space refers to the physical gap or
interval between two objects. Connection refers to relationships among people and objects across the
barrier of space.
A map is a two-dimensional or flat-scale model of the real world, made small enough to work with on a
desk or computer. Cartography is the science of making maps. Maps are used for reference (where
things are located) and for communication of the distribution of some feature or features.
Geography in the Ancient World Maps have been created for thousands of years. The earliest maps
were used as reference tools—simple navigation devices designed to show a traveler how to get from
Point A to Point B. Following the mapmakers of the ancient eastern Mediterranean world, European
mapmaking and geographic thought became less mathematical and more fanciful, displaying Earth as a
flat disk surrounded by mythical figures and fierce animals.

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Chapter 1: Basic Concepts
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Geography’s Revival Mapmaking as a reference tool was revived during the Age of Exploration and
Discovery. Explorers who sailed across the oceans in search of trade routes and resources in the
fifteenth and sixteenth centuries required accurate maps to reach their desired destinations without
wrecking their ships.
Contemporary Mapping Maps are used by geographers primarily for displaying geographic information
and for offering geographic explanation. Maps are the geographer’s most essential tool.
Pinpointing Location: GPS The Global Positioning System (GPS) uses satellites to reference locations
on the ground. GPS is most commonly used for navigation. Pilots of aircraft and ships stay on course with
GPS. On land, GPS detects a vehicle’s current position, the motorist programs the desired destination into
a GPS device, and the device provides instructions on how to reach the destination. GPS can also be used
to find the precise location of a vehicle or person. Geographers find GPS to be particularly useful in
coding the precise location of objects collected in fieldwork.
Analyzing Data: GI-Science Geographic Information Science (GIScience) is the examination of data
relating to Earth acquired through satellite and other electronic information technologies. A geographic
information system (GIS) is a complex computer system which stores and presents geographically
referenced data. GIS is more efficient than pen and ink for making a map: Objects can be added or
removed, colors brightened or toned town, and mistakes corrected without having to tear up the paper and
start from scratch. Each type of information can be stored in a layer. Separate layers could be created for
boundaries of countries, bodies of water, roads, and names of places. Most maps combine several layers
and GIS maps permits construction of much more complex maps than can be drawn by hand.
The acquisition of data about Earth’s surface from a satellite orbiting Earth or from airplanes is known as
remote sensing. At any moment a satellite sensor records the image of a tiny area called a picture
element, or pixel. A map created by remote sensing is essentially a grid that contains many rows of pixels.
Geographers use remote sensing to map the changing distribution of a wide variety of features, such as
agriculture, drought, and sprawl.
Collecting and Sharing Data: VGI Electronic devices such as smart phones, tablets, and computers are
ubiquitous parts of culture the world over today. These electronic devices allow individuals to produce
maps and share them with others. Volunteered geographic information (VGI) is the creation and
dissemination of geographic data contributed voluntarily and for free by individuals utilizing these
electronic devices. VGI is part of the wider trends of citizen science, which is scientific research
conducted by amateur scientists, and participatory GIS (PGIS), which is community-based mapping.
The term mashup refers to the practice of overlaying data from one source on top of one of the mapping
services. Computer users have the ability to do their own GIS because mapping services provide access to
the application programming interface, which is the language that links a database such as an address list
with software such as mapping. A mashup map can show the locations of businesses and activities within
a neighborhood in a city. The requested information could be all pizza parlors within a mile of a certain
address. Mapping software can also show the precise locations of gas stations with the lowest prices or
current traffic tie-ups on highways.

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The Cultural Landscape: An Introduction to Human Geography
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Map Scale The map’s scale is the relationship between map units and the actual distance on Earth.
Ratio or fraction scale gives the relationship as a ratio, for example, 1:100,000 is that 1 unit on the map
equals 100,000 units on the ground. In a written scale units are expressed in a convenient way, for
example, “1 centimeter equals 1 kilometer.” A graphic scale is given by a scale bar showing the
distance represented on Earth’s surface.
Projection Maps are a planar (flat) representation of Earth’s curved surface. Earth is nearly a sphere and
is therefore only accurately represented on a globe. Thus, some distortion must result when using maps,
especially at small scales (continental or whole-Earth maps). Cartographers must choose a projection that
results in some set of distortions between shape, distance, relative size, and direction.
Latitude and Longitude Mathematical location describes a place’s location using a coordinate system
such as latitude and longitude. Longitude is culturally defined as starting at Greenwich, England, and
measures degrees of east and west of that line of longitude, or meridian. The zero degree longitude line
in Greenwich, England, is known as the prime meridian. Latitude measures north and south distance
with the equator (0° latitude) being the line of latitude halfway between the North Pole (90° north
latitude) and the South Pole (90° south latitude). A latitude line is known as a parallel because all latitude
lines are parallel to the equator. The equator is the parallel with the greatest circumference and is the
baseline for measuring latitude.
Telling Time Longitude plays an important role in calculating time. If we let every fifteenth degree of
longitude represent one time zone, and divide 360 degrees by 15 degrees, we get 24 time zones. As the
Earth rotates eastward, any place to the east of you always passes under the Sun earlier. Thus as you
travel eastward from the prime meridian you are catching up with the Sun, so you must turn your clock
ahead 1 hour by each 15 degrees. If you travel westward from the prime meridian, you are falling behind
the Sun, so you turn your clock back by 1 hour for each 15 degrees. During the summer, many places in
the world, including most of North America, move the clocks ahead 1 hour. Greenwich Mean Time
(GMT), or Universal Time (UT), is the master reference time for all points on Earth.
When you cross the International Date Line you move the clock back one entire day, if you are heading
eastward, toward America. You turn the clock ahead 24 hours if you are heading westward, toward Asia.
The International Date Line for the most part follows 180 degrees longitude. However, several islands in
the Pacific Ocean belonging to the countries of Kiribati and Samoa, as well as to New Zealand’s Tokelau
territory, moved the International Date Line several thousand kilometers to the east.
Key Issue 2: Why Is Each Point on Earth Unique?
Place: A Unique Location An essential aspect of geography is the process of describing the features of a
place. Through these descriptions, similarities, differences, and changes across Earth may be explained by
geographers. The component parts, or features, that make each place on Earth distinct may be examined
to assist in these descriptions. A feature’s place on the Earth may be identified by its location, the
position that something occupies on Earth’s surface.

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Chapter 1: Basic Concepts
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Place Names A place name, or toponym, is the most common way of describing a location. Many
uninhabited places are even named. Place names sometimes reflect the cultural history of a place, and a
change in place name is often culturally motivated. Examining changes in place name geography is a
useful insight into the changing cultural context of a place. The Board of Geographical Names was
established in the late nineteenth century to be the final arbiter of names on U.S. maps. In recent years the
board has been especially concerned with removing offensive place names.
Site The term site makes reference to the physical characteristics of a place. Important site characteristics
include climate, water sources, topography, soil, vegetation, latitude, and elevation. The combination of
physical features gives each place a distinctive character. People disagree on the attributes of a good
location for settlement. What is considered a good site depends on cultural values.
Situation The term situation describes a place in terms of its location relative to other places.
Understanding situation can help locate an unfamiliar place in terms of known places, or it can help
explain the significance of a place. We give directions to people by referring to the situation of a place.
We identify important buildings, streets, and other landmarks to direct people to the desired location.
Region: A Unique Area An area of Earth defined by one or more distinctive characteristics is a region.
A particular place can be included in more than one region, depending on how the region is defined.
A region gains uniqueness from possessing not a single human or environmental characteristic but a
combination of them. The cultural landscape is a recurrent theme throughout this text. It represents
the total sum of cultural, economic, and environmental forces combining to make distinctive landscapes
across Earth.
Formal Region A formal region, also called a uniform region, is a region with a predominant or
universal characteristic. Formal regions commonly have well-defined boundaries. The shared feature
could be a cultural value such as a common language or an environmental property such as climate. In a
formal region, the selected characteristic is present throughout the region. Some formal regions are easy
to identify, such as countries or local government units. A characteristic may just be predominant rather
than universal. For example, the North American wheat belt is a formal region in which wheat is the most
commonly grown crop, but other crops are grown there as well.
Functional Region A functional region, also known as a nodal region, is defined by an area of use or
influence of some feature. Often used in economic geography, functional regions have “fuzzy”
boundaries as the influence of the central feature decreases over distance. The functional region is
organized around a focal point. A good example of a functional region is the reception area of a television
station. A television station’s signal is strongest at the center of its service area and becomes weaker at the
edge and eventually can no longer be distinguished. At some distance from the center, more people are
watching a station originating in another city. That place is the boundary between functional regions of
two TV market areas.
Vernacular Region A vernacular region, or perceptual region, is the most ambiguously defined as
they rely on a mental conception of a place as belonging to a common region for complex cultural
reasons. Such regions emerge from people’s informal sense of place rather than scientific models

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The Cultural Landscape: An Introduction to Human Geography
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developed through geographic thought. A vernacular region is an individual’s mental map, which is an
internal representation of a portion of Earth’s surface. A mental map depicts what an individual knows
about a place, containing personal impressions of what is in the place and where the place is located.
Culture Regions One of the defining characteristics of a region that helps geographers identify regions is
culture. Culture is a body of customary beliefs, material traits, and social forms that together constitutes
the distinct tradition of a group of people. The word culture originates from the Latin cultus, meaning “to
care for.” Culture is a complex concept, comprising two different meanings: to care about (to adore or
worship something) and to take care of (to nurse or look after something). Region is analyzed by
geographers using both of these aspects of the concept of culture.
Culture: What People Care About Important cultural values derive from a group’s language, religion,
and ethnicity. These three cultural traits are both an excellent way of identifying the location of a culture
and the principle means by which cultural values become distributed around the world. These cultural
traits are covered in detail in chapters 5, 6, and 7.
Culture: What People Take Care Of Another element of culture of interest to geographers is production
of material wealth—the food, clothing, and shelter that humans need to survive and thrive. All people
consume food, wear clothing, and build shelter, but different cultural groups obtain their wealth in
different ways. Various characteristics—such as per capita income, literacy rates, and TVs per capita—
distinguish developed regions and developing ones. Most people in developing countries are engaged in
agriculture, whereas most people in developed countries earn their living through performing services in
exchange for wages. These concepts are discussed in chapters 9, 10, 11, 12, and 13.
Spatial Association Different levels of regional analysis can demonstrate dramatically different
characteristics. Geographers attempt to explain regional differences by looking for factors with similar
distributions. Spatial association arises if the distribution of one feature located in a region is related to
the distribution of another feature.
Key Issue 3: Why Are Different Places Similar?
Scale: Global and Local Scale is an integral element of geographical analysis, especially as it concerns
issues of globalization. Globalization is a force or process that engages the world as a whole and results
in making something worldwide in scope.
Economic Globalization and Local Diversity The globalization of economic activities has come as a
result of increasing connections between places and the rapid movement of goods and information around
the world. Every place in the world is part of the global economy. Transnational corporations are often
seen as emblematic of this globalization. Transnational corporations conduct research, operate factories,
and sell products in many countries, not just where its headquarters and principle shareholders are
located. Each place in the world plays a distinctive role in the global economy based on its local assets, as
assessed by transnational corporations.

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Chapter 1: Basic Concepts
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Cultural Globalization and Local Diversity Economic globalization is matched with an increasing
global influence and spread of some cultures, resulting in more uniform cultural landscapes across the
world. Groups with distinctive local cultures may feel threatened by the globalization of culture, causing
conflict or a sense of loss. The survival of a local culture’s distinctive beliefs, forms, and traits may be
threatened by interaction with social customs as wearing jeans and Nike shoes, consuming Coca-Cola and
McDonald’s hamburgers, and communicating using cell phones and computers. Yet despite globalization,
cultural differences among places not only persist but actually flourish in many places.
Space: Distribution of Features Geographers think about the arrangement of people and activities found
in space and try to understand why those people and activities are distributed across space as they are.
Geographers use the concept of distribution to describe the spatial arrangement of objects across Earth’s
surface. Three aspects of spatial arrangement may be used to further describe distribution: density,
concentration, and pattern.
Distribution Properties: Density Density measures the number of features per area of land. Other
measures, such as physiological or agricultural density, are based on a subgroup of people or a subtype of
land.
Distribution Properties: Concentration The extent of a feature’s spread over space is its concentration.
If the objects in an area are close together, they are clustered; if they are far apart they are dispersed.
Geographers use concentration to explain distribution. In a dispersed neighborhood, each house has a
large private yard, whereas in a clustered neighborhood, the houses are close together and open space is
shared as a community park.
Distribution Properties: Pattern The term pattern describes whether features are arranged along
geometric or other predictable arrangements. Geographers observe that many objects form a linear
distribution, such as the arrangement of houses along a street or stations along a subway line. Many
American cities contain a regular pattern of streets, known as a grid pattern, which intersect at right
angles at uniform intervals to form square or rectangular blocks.
Cultural Identity and Distribution across Space Humans often arrange their activities in space
according to gender, ethnicity, and sexuality. Most concepts of difference among humans are culturally
constructed and changes in cultural concepts of difference are sometimes reflected in changing
arrangements. People sharing a common ethnic identity tend to cluster in urban areas. Openly homosexual
men and lesbian women may be attracted to some locations to reinforce spatial interactions with other
LGBTQQIAAP (Lesbian, Gay, Bisexual, Transgender, Queer, Questions, Intersex, Asexual, Allies, and
Pansexual)-identifying people. Inequality remains a focus for geographers studying distribution by gender.
Space: Inequality Cultural traits, such as gender, ethnicity, and sexuality, impact the distribution and
movement of people across space.
Cultural Identity and Contemporary Geography Thought The experiences of women differ from
those of men, blacks from whites, gays from straights, and boys from girls. Geographers employ a variety

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The Cultural Landscape: An Introduction to Human Geography
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of methods to understand cultural identity and space, including those of poststructuralist, humanistic, and
behavioral geography.
Poststructuralist geography examines how the powerful in a society dominate, or seek to control, less
powerful group, how the dominated groups occupy space, and confrontations that result from the
domination. Poststructuralist geographers conceptualize space as the product of ideologies or value
systems of ruling elites.
Humanistic geography is a branch of human geography that emphasizes the different ways that
individuals perceive their surrounding environment.
Behavioral geography emphasizes the importance of understanding the psychological basis for
individual human actions in space. Distinctive spatial patterns by gender, race, and sexual orientation are
constructed by the attitudes and actions of others. Although it is illegal to discriminate against people of
color, spatial segregation persists. In many places in the world, it is legal to discriminate against gays. For
geographers, concern for cultural diversity in not merely a political expediency; it lies at the heart of
geography’s spatial tradition.
Unequal Access In the modern world, barriers to interaction are more likely to derive from unequal
access to electronics. Internet access depends on availability of electricity to power the computer and a
service provider. A person must be able to afford to pay for the communications equipment and service.
Countries in Africa, Asia, and Latin America find themselves on a periphery with respect to wealthier
core regions of North America, Europe, and Japan. The increasing gap in economic conditions between
regions in the core and periphery that results from globalization is known as uneven development. In a
global culture and economy, every area of the world plays some role intertwined with the roles played
by other regions.
Connections: Diffusion Recalling the concept of connections from the beginning of the chapter,
geographers may analyze three different outcomes of these relationships between people and objects that
cross the barrier of space: assimilation, acculturation, and syncretism. Assimilation is the process by
which a group’s cultural features are altered to resemble those of another group. The cultural features of
one group may come to dominate the culture of the assimilated group. Acculturation is the process of
changes in culture that result from the meeting of two groups. Changes may be experienced by both of the
interacting cultural groups, but the two groups retain two distinct culture features. Syncretism is the
combination of elements of two groups into a new cultural feature. The two cultural groups come together
to form a new culture.
Diffusion Diffusion is the process by which a feature spreads across space from one place to another over
time. A feature originates at a hearth and diffuses from there to other places. A hearth is a place from
which an innovation emerges.
Relocation Diffusion The term connection refers to the relationships among people and objects across the
barrier of space. Diffusion refers to the spread of anything from a cultural trait, people, things, or ideas
from some point of origin (a hearth). Geographers document the location of hearths and the processes by

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Chapter 1: Basic Concepts
9
which diffusion carries things elsewhere over time. The spread of an idea through the physical movement
of people from one place to another is termed relocation diffusion. When people move, they carry with
them their culture, including language, religion, and ethnicity.
Expansion Diffusion The spread of a feature from one place to another in an additive process is
expansion diffusion. Expansion diffusion refers to the growth of an idea to new areas through a hierarchy
(hierarchical diffusion), popular notions or even contact (contagious diffusion), or the spread of an
underlying idea divorced from its original context (stimulus diffusion).
Connections: Spatial Interaction Some places are well-connected by communications or transportation
networks, other are not as much. Contact diminishes with increasing distance and eventually disappears.
This trailing-off phenomenon is called distance decay. In the contemporary world, distance decay is
much less severe because connection between places takes less time. Geographers apply the term space-
time compression to describe the reduction in time it takes for something to reach another place.
Interaction takes place through a network, which is a chain of communication that connects places. Ideas
that originate in a hearth are now able to diffuse rapidly to other areas through communication networks.
Distant places seem less remote and more accessible to us.
Key Issue 4: Why Are Some Actions Not Sustainable?
A resource is a substance in the environment that is useful to people, economically and technologically
feasible to access, and socially acceptable to use. A renewable resource is produced in nature more
rapidly than it is consumed by humans. A nonrenewable resource is produced in nature more slowly
than it is consumed by humans. The use of Earth’s renewable and nonrenewable natural resources in ways
that ensure resource availability in the future is sustainability.
Three Pillars of Sustainability According to the United Nations, sustainability rests on three pillars:
environment, economy, and society. Sustainability requires curtailing the use of nonrenewable resources
and limiting the use of renewable resources to the level at which the environment can continue to supply
them indefinitely. The sustainable use and management of Earth’s natural resources to meet human needs
such as food, medicine, and recreation is conservation. Conservation differs from preservation, which is
the maintenance of resources in their present condition, with as little human impact as possible.
Preservation does not regard nature as a resource for human use.
Sustainability’s Critics Biologically productive land is defined as the amount of land required to
produce the resources currently consumed and handle the wastes currently generated by the world’s 7
billion people at current levels of technology. The Earth has only 11.4 billion hectares of biologically
productive land, so humans are already using all of the productive land and none is left for future growth.
Others have said that resource availability has no maximum, and Earth’s resources have no absolute limit
because the definition of resources changes drastically and unpredictably over time.
Sustainability and Earth’s Physical Systems A biotic system is composed of living organisms. An
abiotic system is composed of nonliving or inorganic matter. Three of Earth’s four systems are abiotic.
The atmosphere is a thin layer of gases surrounding Earth. The hydrosphere is all the water on Earth or

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near Earth’s surface. The lithosphere is Earth’s crust and a portion of upper mantle directly above the
crust. Only one of Earth’s systems is biotic. The biosphere is all living organisms on Earth, including
plants and animals, as well as microorganisms.
The long-term average weather condition at a particular location is climate. Climate may be classified
into one of five main climate regions, devised by the German climatologist Wladimir Köppen:
 A: Humid low-latitude climates.
 B: Dry climates.
 C: Warm mid-latitude climates.
 D: Cold mid-latitude climates.
 E: Polar climates.
These five main climate regions may be further subdivided, based on the amount of precipitation and the
season in which it falls.
Ecology and the Biosphere A group of living organisms and abiotic spheres with which they interact is
an ecosystem. The scientific study of ecosystems is ecology. Living organisms in the biosphere interact
with each of the three abiotic systems. Human geographers are especially interested in ecosystems
involving the interaction of humans with the rest of the biosphere and the three abiotic spheres. If the
atmosphere contains pollutants or its oxygen level is reduced, humans have trouble breathing. Without
water, humans waste away and die. A stable lithosphere provides humans with materials for buildings and
fuel for energy. The rest of the biosphere provides humans with food.
Cultural Ecology: Integrating Culture and Ecology Human geographers are especially interested in
the fact that different cultural groups modify the natural environment in distinctive ways. The
geographic study of human-environmental relationships is known as cultural ecology. Environmental
determinism, largely dismissed by modern geographers, states that physical factors cause cultures to
develop and behave as they do. Environmental determinists believe that human geographers should
apply laws from the natural sciences to understanding relationships between the physical environment
and human actions. Possibilism recognizes the constraints of the physical environment while also
crediting human cultures with the ability to adapt to the environment in many ways—including by
changing it.
Sustainable Ecosystem: The Netherlands A polder is a piece of land that is created by draining water
from an area. All together, the Netherlands has 2600 square miles of polders. The Dutch government has
reserved most of the polders for agriculture to reduce the country’s dependence on imported food. The
Dutch have also constructed massive dikes to prevent the North Sea from flooding much of the country. A
second ambitious project in the Netherlands is the Delta Plan. The low-lying delta in the southwestern
part of the country is very vulnerable to flooding. The Delta Plan called for the construction of several
dams to close off most of the waterways from the North Sea.
The lowlands in South Florida are environmentally sensitive areas, but have been modified less
sensitively than those in the Netherlands. The U.S. Army Corps of Engineers built a levee around Lake
Okeechobee during the 1930s, drained the northern one-third of the Everglades during the 1940s, and

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diverted the Kissimmee River into canals during the 1950s. These modifications opened up hundreds of
thousands of hectares of land for growing sugarcane and protecting farmland as well as the land occupied
by the growing South Florida population from flooding. Polluted water, mainly from cattle grazing along
the banks on the canals, flowed into Lake Okeechobee. The modification of barrier islands along South
Florida’s coast by humans has caused a lot of damage.
Icebreaker
This chapter may seem superficial to many instructors, but keep in mind it is new ground for many
students. For example, a 2006 National Geographic/Roper poll of Americans aged 18–24 found the
following: “48% of young Americans believe the majority population in India is Muslim. . . . Half of
young Americans can’t find New York on a map.”
This illustrates the challenge you face as a geography educator. Instead of calling attention to these
statistics to your students, consider being positive in your introduction, as introducing this chapter will set
the tone for the remainder of the course. This is your chance to emphasize the importance of geographic
knowledge of all of your students, regardless of their eventual fields of study.
What is geography? Why is it important?
A class discussion of what geography is, and why it is important, is always a useful place to start with any
geography course. Reasons for the importance of geography will vary by instructor, but a useful example
of inquiry is provided in this chapter’s presentation of the ways in which the Dutch have altered their
environment. Here are some other events to use as examples of geographic relevance at your own
discretion:
 The Japanese earthquake and tsunami of 2011. This example is another great one, like the
Netherlands, to show the interrelatedness of human and physical geography.
 The September 11, 2001, attack on the World Trade Center (and other targets).
 Ask your students where their footwear, clothing, or cars come from. Is there anything
geographic about this?
What is the name of your town? Where is that? What is it like?
The terminology associated with place and region may be difficult for students to grasp. Explaining how
we describe places every day will help build an understanding of how geographers think about place.
Try this method in class: Ask the students individually where they are from until a place name not in
the immediate area is encountered. If you are not familiar with the place (or even if you are), ask,
“Where is that?”
Explain that the students are using place names, or toponyms, to describe where they are from, but the
place name is only useful as long as everyone knows where the place name is referring to.

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When a place name is unfamiliar, we need to refer to situation factors (and sometimes site factors) to tell
people where a place is.
Mathematical location might seem quite abstract to students, but ask how many can list their addresses
and zip codes. While not mathematical in the same way as latitude and longitude or UTM coordinates,
the street address does represent a unique description of a discrete place. An Internet mapping program
(e.g., Google Maps) can be used to demonstrate these concepts.
Challenges to Comprehension
Scale
Many, including professional geographers, confuse large and small scales. The smaller the scale, the
larger the area covered. For example a globe is a very small-scale representation of Earth. Yet many
persist in referring to global issues as occurring at a “large scale.”
To avoid confusion, consider referring to scales as “local”, “regional”, or “global.” This also helps
emphasize the text’s themes of global vs. local contrasts.
These concepts are reinforced in Chapter 1’s Key Issue 3, Why Are Different Places Similar?
Understanding Geographic Information Systems (GIS)
Students often confuse a geographic information system (GIS) with the Global Positioning System (GPS).
Students rarely understand the importance of GIS to many processes that we take for granted in society.
However, there are a variety of Internet resources which demonstrate how much a part of our everyday
lives GIS are becoming. Some online examples include:
 Zillow (see “Resources” section)
 Real property databases managed by county or city governments (e.g., the King County parcel
viewer at www.kingcounty.gov/operations/GIS/PropResearch/ParcelViewer.aspx
 Numerous “mashups” available on an ever-changing basis (try googlemapsmania.blogspot.com)
Vernacular Regions
Some have a difficult time with the idea of a vernacular region. The example in the textbook uses a
number of overlapping formal regions in an attempt to describe the vernacular region of the South.
Consider using another example, especially one without a direction, as these examples can be confusing
(students think that a vernacular region must contain compass direction).

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Cultural Landscapes
The concept of a cultural landscape can be misunderstood as a principally environmental landscape. Help
students learn about how pervasive cultural landscapes are by showing them some examples from around
the world. Note that an Internet search for “cultural landscape” returns a number of results about
extraordinary, famous, or unique landscapes; but cultural landscapes are pervasive and students will
benefit from being able to interpret the cultural landscape of everyday places like their home towns.
The Great Mirror: Dr. Bret Wallach of the University of Oklahoma has posted a remarkable collection of
photographs for the purpose of displaying cultural landscapes at his website The Great Mirror,
www.greatmirror.com.
Another great option is the user-generated content featured on Panoramio (www.panoramio.com), which
is also on Google Maps (maps.google.com), indexed under the “More . . . Photos” option. These photos
are usually “scenic” features, but it’s possible to find more mundane cultural landscapes, too.
Assignments
Review/Reflection Questions
These questions can be used in addition to the “thinking geographically” questions at the end of each
chapter. Students can be assigned these questions as homework, they can be given as essay questions on
exams, or they can serve as focus questions for in-class discussions.
 Describe the site, situation, and mathematical location of our school (alternative—your hometown).
 Name three formal regions that this school is located within and give a reason for each. Do the
same for functional and vernacular regions.
 Describe an element of your culture that appears to be environmentally determined (caused by the
natural environment). Can you now provide evidence that this cultural element is only one of
many possibilities in the given environment?
 Give a local example of not-so-sensitive environmental modification, as demonstrated in the
book’s discussion of the Everglades. Are there multiple ways to achieve the desired result of an
environmental modification? Discuss.
For additional review and test prep materials, have your students visit MasteringGeography™ to access
a variety of resources, including interactive maps, videos, GoogleEarth activities, RSS feeds, flashcards,
web links, and self-study quizzes.
Thinking Geographically Questions
1. Using geographic tools such as maps and GIS is not simply a mechanical exercise. Nor are decisions
confined to scale, projection, and layers. For example, should the European country be labeled Czech
Republic or Czechia? Czech authorities and citizens do not agree on the proper translation of the
country’s Czech name Česky into English.

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Well, I can see how Czech Republic is a sensible solution, as it is a compromise between both parties on the
translation of Česky into English. It would also depend on the language used in the rendering of a map – for
English maps, Czech Republic may make sense, whereas Czechia or Česky may be better suited for other
languages.
2. What criteria should geographers use to label maps?
Geographers must use critical thinking skills to best label features on a map. For example, geographers
must consider the origin of place names (toponyms), and examine whether the site of a place played a role
in it receiving its name, or if cultural factors impacted its naming.
3. What are elements of the site and situation of your hometown?
A couple elements of site of my hometown, Chicago, IL, are the Chicago River and Lake Michigan. The
Chicago River runs through the city and is dyed green every year for St. Patrick’s Day. Chicago is located
on the banks of Lake Michigan and significantly influences local weather patterns, producing lake-effect
wind and snow. Relative to the rest of Illinois, the situation of my hometown is unique – it is the largest
city in the state and is a major hub of economic, political, and cultural activity.
4. Can you name another place to which your hometown has strong connections?
My hometown has strong connections to Northwest Indiana, known affectionately as ‘The Region.’ The
South Shore Line runs into another town that I lived in in the area, Chesterton, Indiana, providing public
rail access to Chicago. It was also a neat place, as Chesterton was also located on the banks of Lake
Michigan, and the skyline of the city was visible from the beach on clear days.
5. What is an example of a feature that connects your town to another?
Site: My hometown is located in the northern and western hemisphere. It is located in the midlatitudes.
My hometown is in the Mediterranean climatic zone dominated by chaparral vegetation. My hometown
borders the Pacific Ocean. I live on a coastal plain with alfisol soils.
Situation: My hometown is about 45 miles from Disneyland and 75 miles from Downtown Los Angeles
and Hollywood. Interstate 5 and Pacific Coast Highway run through my hometown and these are very
important roads on the West Coast of the United States. My hometown is 5 miles from the San Onofre
Nuclear Generating Station, which is one of the major sources of electricity in Southern California. The
Camp Pendleton Marine Base is located two miles away from my hometown and is one of the largest
military bases on the West Coast of the United States.
6. If you could live anyplace on Earth, where would it be? Why?
If I could live any place on Earth, I would live in Talkeetna, Alaska. I first learned of Talkeetna after
reading that it was based on Cicely, Alaska, the town featured in the 1990s television drama Northern
Exposure. After researching more about the town, I learned that they have a vibrant community, with an
excellent public radio affiliate. I worked in a radio station for 6 years; ideally, I would have a job at their
affiliate and explore the surrounding outdoors during my free time.

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7. How might your choice be altered if you had access to a transportation device (such as available to
Harry Potter) that enabled you to travel instantaneously to any place on Earth?
If this transportation device existed, a lot fewer people would live in urban areas. Many people in the
developed world live in an urban area because they need to live near their place of employment. Workers
don’t want the expense and hassle of very long commutes so they choose to live near their job. If they
could instantaneously commute, many workers with families would choose to live in somewhat rural
areas. Living in a less congested area is appealing to many people, but rural areas rarely offer many well-
paying jobs.
More people would live in temperate climates. Imagine if you could work a well-paying job in Fairbanks,
Alaska, but not actually have to move to Fairbanks. You could live in Hawaii, but instantaneously
commute to Fairbanks every day during the week. Many people live in the severe climates because they
have a good job and family and friends in the area, not because they like subzero temperatures. With
instantaneous travel, they could still see family and friends and continue to work their job, but not have to
shovel snow to get out of their driveway most mornings.
8. What activities in your community appear to promote sustainability?
Southern California has numerous Recycling Centers. Recycling Centers are usually located in the back
of large grocery stores. People get money for used plastic and glass bottles at these Recycling Centers.
Some of these Recycling Centers will also pay people for their aluminum cans too. There was a tax credit
program in California recently that essentially gave money to homeowners who installed solar panels on
the roofs of their homes. Wind turbines have recently been built in the nearby desert areas. California
promotes sustainability more than a lot of states.
Pause and Reflect Questions
1.1.1: What are the principal connections from your hometown to other places?
The principal connections from my hometown, Chicago, IL, to other places is Lake Michigan and the
Interstate Highway System.
1.1.2: What is one main difference between the world maps of Ptolemy (Figure 1-7) and of Ortelius
(Figure 1-9)?
The shapes of the continents are much more developed in the Ortelius map as compared to those in the
Ptolemy map.
1.1.3: State a question you have about the area where you live. Describe a mashup that you could create
using GIS that would answer your question.
Where are all of the grocery stores located in my town, within a 5-mile radius of my home address? I
could find out latitude/ longitude coordinates of all of the grocery stores in my town, upload the
coordinates to ArcGIS Online, and run the geoprocessing tool ‘Near’ to determine the answer.

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1.1.4: Compare the sizes of Greenland and South America on the three maps in Figure 1-13. Which of the
two landmasses is actually larger? How do you know?
South America is much larger in area than Greenland. I know this, because in Figure 1-13(a) the world is
projected in an equal area manner, and area can be accurately examined.
1.1.5: Where in the world, other than Newfoundland, is standard time on the half-hour rather than the
hour? Why might that country prefer not to be on the hour?
Iran and the central region of Australia observe standard time on the half-hour. In Australia’s case, they
may prefer to observe multiple time zones (with one occurring on the half-hour) because their country
encompasses such a large area and the half-hour happens to be when the sun is at its highest point during
the day.
1.2.1: What is the origin of the toponym of your hometown?
My hometown, Chicago, IL, is rooted in the French translation of a Native American word, ‘shikaakwa’,
referring to a wild onion plant that grows in the area.
1.2.2: What environmental and cultural features might help to define the region of the U.S. Midwest?
The physical region of the U.S. Midwest is noted for its plains landscape, along with the presence of the
Great Lakes. The cultural features of the U.S. Midwest can be noted from the National Public Radio
program A Prairie Home Companion – the region is known for its Scandinavian immigrant history,
prowess in college basketball, and industrial economic history.
1.2.3: Describe differences that you see between U.S. and South Africa suburbs in Figure 1-23.
U.S. suburbs appear to be solidly-built homes with years and access for motor vehicles, while suburbs in
South Africa are compact, with homes built right next to one another, with no access for motor vehicles.
1.3.1: Give examples of changes in economy and culture occurring at global and local scales.
One recent change in the global economy is the exit of the United Kingdom from the European Union –
this change signaled significant shifts in economic policy and trade relations between states in the E.U.
and the U.K. At the local scale, the state government of Alabama is proposing a state lottery so that
deficits can be reduced. Culturally, we are seeing a growing dependence on mobile communications – this
change is evident in places all over the world where political unrest is present, and mobile
communications are used for organizing purposes. At the local scale, the arrival of Latino/ Latina
migrants to the U.S. South over the past thirty years is becoming more apparent, with locally-owned
businesses geared toward this population growing in number.
1.3.2: How would you describe the density, concentration, and pattern of chairs in your classroom?
In my classroom, the distribution of the chairs is spread throughout the room somewhat evenly – 10
chairs around a central meeting table, and eight office chairs at the perimeter of the room with computers
located at each station.

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1.3.3: Using your own campus or school as the example, describe how movement across space varies
during the day for students and faculty.
Depending on whether you’re an undergraduate student, graduate student, or faculty member, one’s
movement across space will vary during a regular day. If you are an undergraduate, movement across
wide spaces of campus is regular, as your classes are typically held in multiple buildings. As a graduate
student, your classes and office are generally confined to a single building. As a faculty member, you may
only split your time between your office and one or two classrooms.
1.3.4: How does region where you live compare in the percentage of children in poverty?
Referring to Figure 1-37, the income compared to national average (age 26) is more than 5% below for
my region.
1.3.5: U.S. coins are minted in either Denver or Philadelphia. Take a look at your coins. Do you have
more from the mint closer to you?
Actually, I have more coins from Denver than from Philadelphia, and Denver is located farther away from
me than Philadelphia.
1.3.6: Is your nearest airport a hub? If not, to what hub do most flights go from you nearest airport?
The nearest airport to me is the Northwest Alabama Regional Airport, which is not a hub. Flights from
this airport go to either Nashville, TN or Atlanta, GA – both major hubs.
1.4.1: What do you think might be the reaction of the men in Figure 1-46b to tourists such as those in
Figure 1-46c?
As the caption of the photo indicates, the men in Figure 1-46b are watching tourists pass by, so I can
imagine based on their reaction in that photo that they are not especially excited when tourists such as
those featured in Figure 1-46c pass by.
1.4.2: Why would maps of Earth’s hydrosphere, lithosphere, and biosphere be important in the quest for
sustainability?
These types of maps help illustrate the distribution and density of features contained in these maps,
allowing for pertinent analysis to be undertaken such that resources are responsibly and sustainably
managed.
1.4.3: How might a bird interact with each of the four spheres?
A bird, such as a seagull, may fly through the atmosphere, fish for food in the hydrosphere, search for
other sustenance in the biosphere, and nest in the lithosphere.
1.4.4: Which is better positioned to face future threats to sustainability, the Netherlands or California?
Why?
It appears as if the Netherlands is better suited to face future threats to sustainability, as they are more
committed financially and socially to combat resource depletion and the effects of climate change (despite
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Explore
Use Google Earth to explore the Netherlands coast.
Fly to Ouddorp, Netherlands.
1. Using the ruler, what is the distance (in kilometers or miles) from the pin marking Ouddorp to the
coast?
The distance from the pin making Ouddorp to the coast is approximately 1.5 miles (I measured
1.64 miles).
2. How many damns do you see in the image?
At eye alt 11.85 mi, I see one dam.
3. Drag to enter street view on the dam to the north of the image. What occupies the top of the dam?
A small wind farm is located at the top of the dam.
4. Which side of the dam is the open sea, and which side is the protected inland waterway? Which
side of the dam contains the marinas filled with boats? Why would the boats be on that side?
The open sea is to the northwest, and the protected inland waterway is to the southeast. The
marina is on the southeastern-facing side of the dam. These boats would not have to deal with the
tide everyday – if they wanted access to the open sea, they could go through the lock in the dam.
5. What is the elevation of Ouddorp? What is the elevation of Visschershoek to the west of Ouddorp
right on the coast? What is the elevation of Melissant to the east of Ouddorp further inland?
Based on these observations, is the elevation further inland higher or lower than on the coast?
Why is that the case?
Ouddorp has an elevation of 5 feet above sea level. Visschershoek has an elevation of 3 feet
above sea level. Melissant has an elevation of 2 feet above sea level. The elevation is relatively
lower in Visschershoek and Melissant, with Melissant being the lowest elevation. This is the case
because this land was reclaimed from the sea (they are polders).
GeoVideo Questions
1. Describe the infrastructure that supports GPS devices.
The infrastructure that supports GPS devices is made up of a network of 27 satellites in medium
Earth orbit. Four of these satellites transmit information to a device on the Earth, determining the
device’s location by triangulation.
2. According to the video, how accurate is the current GPS system? What are the limits of GPS
technology?
The current GPS system is accurate, considering that it is operating on technology that is over
thirty years old. Accuracy of these systems is dependent on Rubidium atomic clocks that are
onboard satellite platforms. These clocks may limit the accuracy of GPS technology; the Galileo
project, developed by scientists in the European Union, will send up satellites with clocks that are
ten times more accurate than current technology.

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3. Based on what you learned in the video, why do you think the U.S. Navy has decided to reinstate
celestial navigation? Explain.
The U.S. Navy is reinstating celestial navigation as a means to diversify its navigation techniques
for its officers, in the event that GPS systems are compromised by a security threat or a
technological failure. This is wise, as technology is always being undermined, whether it be by
hackers or obsolescence of technology.
Google Earth Questions
GOOGLE EARTH 1.1 What are the precise latitude and longitude of the U.S. Capitol building?
38 o 53’ 22.73” N 77 o 00’ 31.79” W
GOOGLE EARTH 1.2 What characteristics of site and situation are visible in an aerial view of New
Orleans?
Site is low-lying area along the Mississippi River. Situation is near the mouth of the river where it flows
into the Gulf of Mexico.
GOOGLE EARTH 1.3 Fly to Spring Valley, Nevada. Click on the time slider to view historical imagery.
How have the properties of distribution of Spring Valley, Nevada, changed over time?
Density: the site was undeveloped desert in the 1950s and 1960s, and density started to increase in the
1970s. Concentration: housing is clustered on the north side of the image. Pattern: subdivisions have
rectangular shapes inside curved shapes.
GOOGLE EARTH 1.4 How many dams do you see along the southwestern coast of the Netherlands, in
the vicinity of the town of Stellendam?
Three.
Resources
Zillow (www.zillow.com)
Zillow’s mapping interface demonstrates some of the increasingly sophisticated geographic information
available over the Internet. Zillow uses data from property records, street addresses, and sales histories to
create estimates of property values. This site can be used to demonstrate a number of geographic concepts
in addition to the uses of GIS. For example, amenities and/or disamenities are shown to have an influence
on property values.
Not all locations are available on this service, but a view of the United States as a whole is an
immediately engaging demonstration of how geography matters, as median prices on houses in
Midwestern states are significantly lower than east or west coast states.

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Connections between Chapters
Chapter 1 does not spend much time introducing the structure and organization of the book, which allows
for your own organization. Emphasizing the overarching structure of the book may help your students to
approach the subject as holistic rather than just one chapter at a time.
The concepts in Chapter 1 lay the foundations for the remainder of the text. Especially important in
Chapter 1 is the vocabulary associated with key geographic concepts, as the concepts associated with
distribution, spatial association, and regions recur throughout the text.
Another fundamental concepts introduced with culture is the division between more and less developed
countries. This idea is continued in the first paragraphs of Chapter 2. You can reinforce these concepts by
providing previews for future chapters. You can also emphasize these concepts by explicitly referring
back to the definition when they occur in subsequent chapters.
An overarching theme throughout the text and frequently referenced in the beginning of each chapter is
the tension between forces of globalization and attempts to preserve local diversity. Each chapter
introduction also references places, regions, where and why questions of geography, and spatial
connections.

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Population and Health
Learning Outcomes
After reading, studying, and discussing the chapter, students should be able to:
Learning Outcome 2.1.1: Understand the distribution of the world’s people.
Learning Outcome 2.1.2: Understand why some regions have clustered populations and other
regions are sparsely inhabited.
Learning Outcome 2.1.3: Define three types of density used in population geography.
Learning Outcome 2.2.1: Understand historical and recent rates of natural increase.
Learning Outcome 2.2.2: Recognize regional variations in fertility and mortality.
Learning Outcome 2.2.3: Describe the stages of the demographic transition.
Learning Outcome 2.3.1: Understand reasons for varying sex ratios and for reduced birth rates.
Learning Outcome 2.3.2: Understand the impact of the demographic transition on the percentages
of young and old.
Learning Outcome 2.3.3: Understand variations in health-care services between developed and
developing nations.
Learning Outcome 2.3.4: Summarize the four stages of the epidemiologic transition.
Learning Outcome 2.4.1: Summarize arguments supporting and opposing Malthus’s theory of the
connection between population and resources.
Learning Outcome 2.4.2: Understand the future population of the world’s most populous countries
and elements of a possible stage 5 of the demographic transition.
Learning Outcome 2.4.3: Understand reasons for a possible stage 5 of the epidemoiologic
transition.
Learning Outcome 2.4.4: Understand reasons for declining birth rates.
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Chapter Outline
Introduction More people are presently alive than at any other point in Earth’s history, with population
growth mostly concentrated in developing countries. Can Earth sustain more than the 7 billion people that
currently call it home, let alone the added billions in the future? Geographers have unique perspectives on
the ability of people to live on Earth. Population growth in developing countries, such as Indonesia (the
fourth most populous country in the world), will greatly affect the future population of the world as a whole.
Key Issue 1: Where Are the World’s People Distributed?
Introducing Population and Health Geographers examine population problems by first identifying
where people are found across the Earth. The location of Earth’s 7 billion people forms a regular
distribution. Chapter 2 explains the spatial variation in population growth rates. With the rate of world
population growth slowing in the twenty-first century, geographers have turned their attention to the
global differences in access to health-care. The study of population geography is especially important for
three reasons:
 More people are alive at this time than at any other point in Earth’s long history.
 Virtually all global population growth is concentrated in developing countries.
 The world’s population increased at a faster rate during the second half of the twentieth century
than ever before in history; the rate has slowed in the twenty-first century but is still high by
historical standards.
Overpopulation occurs when the number of people in an area surpasses the ability of the environment to
support life at an adequate standard of living. The capacity of the Earth to sustain appreciable population
growth differs at varying scales; some regions may feature a favorable balance between people and
resources, whereas others may not. The census is the data source most readily used for analysis in
population geography. Despite its importance, two issues relating to the census have been identified:
 Nonparticipation. Homeless (unsheltered) people, ethnic minorities, and citizens of other
countries who do not possess proper immigration documentation may be less likely to participate
in the census.
 Sampling. Statistical sampling techniques can be used to get a more accurate count, as well as to
identify detailed characteristics of people, housing, and businesses. People sympathetic to the
needs of the homeless and immigrants have been in support of sampling in contrast to people
from more rural areas.
Distribution of the World’s People The world’s population is not distributed uniformly; two properties
may be employed by Geographers to understand this distribution: concentration and density. These
concepts can be displayed cartographically many ways, such as looking at concentration using a
cartogram.
Population Concentrations Two-thirds of the Earth’s population are clustered in four regions. These
four regions are characterized by low-lying terrain, with fertile soil and temperate climate. Concentrations
of people are found near oceans (or rivers with easy access to an ocean) rather than in the interior of
major landmasses.

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Chapter 2: Population and Health
23
Four Clusters The four aforementioned population clusters – East Asia, South Asia, Europe, and
Southeast Asia, exhibit differences in the pattern of the occupancy of the land.
East Asia Nearly a quarter of the Earth’s population is centered in East Asia. East Asia’s population is
mostly concentrated in China, but also Japan, North and South Korea, and Taiwan. Population is clustered
near fertile river valleys and the Pacific Coast. About half of China’s population reside in urban areas.
South Asia Roughly a quarter of the world population lives in South Asia, comprising the countries of
India, Pakistan, Bangladesh, and Sri Lanka. Population is concentrated along the Indus and Ganges rivers,
and also along the two coasts of India (the Arabian Sea to the west and the Bay of Bengal to the east).
Europe Four dozen countries constitute Europe, ranging from Monaco (with 1 square kilometer in land
area) to Russia (the world’s largest country by land area, including its Asian part). People occupy mostly
cities, with three-quarters of Europe’s inhabitants living in urban areas.
Southeast Asia Approximately 600 million people live in Southeast Asia, with population concentrated
on a series of islands that lie between the Indian and Pacific oceans. This concentration is distinguished
by a high percentage of people working as farmers in rural areas.
Other Clusters Africa’s two largest population clusters amount to roughly 300 million people, are
located along the west coast between Senegal and Mogeroa and along the east coast between Eritrea and
South Africa. Most Africans work as farmers. In the Western Hemisphere, northeastern United States, and
southeastern Canada make up the largest population cluster, with 100 million people.
Sparsely Populated Regions The ecumene describes the areas of permanent human habitation. Examining
the changes in ecumene reveal some areas where humans do not live in large numbers. The ecumenes that are
sparsely populated are very dry areas, very wet areas, very cold areas, and mountains. There are large cities in
the mountains of Mexico and along the Andes because the climate is more temperate in the mountains in
Latin America than in the lowlands. Africa also has some populations living at higher altitudes.
Dry Lands Twenty percent of Earth’s land surface is covered by areas too dry for farming. While deserts
cannot support agricultural activity due to insufficient water supplies, some populations have adapted to
these circumstances, raising animals that are tolerant to the climate.
Wet Lands Poor soil conditions, caused by very high levels of precipitation and extreme heat, hinder
human occupation near the equator.
Cold Lands Few humans live near the North and South poles, as much of the land is permanently frozen
(permafrost) and few animals capable of domestication are tolerant to the extreme cold temperatures.
High Lands Many high elevation areas in the world are inhospitable to human settlement due to the
mountains dominating these landscapes being steep and snow covered. Some plateau and mountain
regions can support human settlement, especially those at low altitudes (near the equator) where
agriculture is possible at high elevations.

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Lecture Notes For The Cultural Landscape: An Introduction to Human Geography, 11th Edition

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