Introduction HARDMC01 0130097276.QXD 5/11/07 6:47 PM Page 1

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1 Introduction HARDMC01_0130097276.QXD 5/11/07 6:47 PM Page 1

This book provides information on some of the key borderlands, along with their environmental and physi- environmental, cultural, economic, and political issues cal connections to the island of Greenland, we include in- that face North America. To provide a larger context for formation on the United States–Mexico borderlands understanding the patterns and processes shaping peo- region and Greenland. In today’s rapidly globalizing ple and places in North America today, we also include a world, with the ever-increasing economic and cultural discussion of the historical processes that have helped to linkages among places in North America, we believe that shape each region in North America in the chapters that it is essential to extend our discussion where possible to follow. Because of the physical, economic, and cultural include every corner of this vast continent as shown on linkages of the United States and Canada to the Mexican the map in Figure 1.1.

Why Study North America? Central to understanding the current politics and socioeconomic and cultural geographies of each of North America is huge! The two largest countries, these nation-states are the different ways that each Canada and the United States, cover more than 7.5 mil- emerged from its colonial past. In the United States, lion square miles (20 million square kilometers). North for example, a bloody Revolutionary War launched the America is the world’s third largest continent. Canada nation’s independence from England. Canada, in con- now has jurisdiction over almost 6.7 percent of the trast, remained loyal to Britain for a longer period, until world’s land area and the United States controls nearly the Dominion of Canada was ratified peacefully in 1867 6.4 percent. The territorial and political control of so and Canada began self-rule with a British parliamentary- much of the inhabited (and potentially inhabited) por- style democracy. The last of the continent’s political tion of Earth by only two governments makes the regions to break with its colonial past was Greenland. continent of particular importance. Added to the size In a nonviolent agreement, this island nation severed dimension of these two nations is the critical impor- its colonial relationship with Denmark in 1979 when tance of the very large island of Greenland. Not only is it was granted home rule (although the queen of 1 it the world’s largest island (at 2 2 times the size of the Denmark remains Greenland’s head of state). The head second largest island, New Guinea, and 52 times the of government is a prime minister, who is usually the size of Denmark), it is also the most northern country majority leader of parliament. on Earth. Similarly, at the southern edges of the United Each of these political regions also has unique but States border, the Mexican borderlands are also critical interconnected demographic and cultural characteris- to our story of North America. Both of these parts of the tics. Although an increasing number of Canadians, continent are important not only because of their large Americans, Europeans, and people from other parts size, close relationship, and proximity to Canada and of the world have immigrated to Greenland during the United States but also because their peoples, places, the past several decades, the vast majority of resi- and global economic connections make them distinct dents are a mixture of Inuit and Danish peoples. Their and fascinating places for geographic study in their impacts are evident everywhere—in the shops of own right. Greenland’s picturesque coastal towns, in the island’s Politically, all North Americans share a colonial past distinctive language patterns, and in its mixed music, with European countries and a related aboriginal her- native costumes, and other cultural expressions (see itage. After thousands of years of settlement by native Figure 1.2). Greenland is also connected to the geog- peoples who first came to the continent between 50,000 raphy of the rest of the continent of North America by and 25,000 years ago, the political structure and cultur- its physical location and by current political issues. al and economic foundation of post-colonial America In 2006, it continues to be embroiled in a sovereignty was primarily dominated by Great Britain; Canada by dispute with Canada over the tiny Hans Island the British and French; Greenland by Denmark; the (located between Canada and Greenland in the Arctic southwestern United States and Mexico by Spain. Each region). of these colonial foundations was imposed upon the Mexico also still carries the vestiges of a past domi- cultures and economies of groups of indigenous nated by Spain blended with its many indigenous peoples already in place. peoples and more recent migrants from Europe, Asia,

Whistler Village and Blackcomb Mountain in British Columbia, site of the 2010 Winter Olympic Games, demonstrates a successful mix of sustainable land uses. 1 HARDMC01_0130097276.QXD 5/11/07 6:47 PM Page 2

2 Chapter 1 Introduction

8 0°N Elevation in meters

80°N 70°N

4000+ c r RUSSIA i 2000–4000 C

ARCTIC c 500–2000 i t 200–500 c Sea Level OCEAN r 0–200 A Below sea level ICELAND

60°N GREENLAND

Prudhoe Bay Baffin R. kon Yu ALASKA Bay (U.S.) N Fairbanks 60°

Anchorage M a

e YUKON n Y z u i e k o n R. Iqaluit NUNAVUT

50° R

N Whitehorse NORTHWEST TERRITORIES Juneau Yellowknife 0 250 500 mi

S l R. a

0 250 500 km NEWFOUNDLAND

R . ce a Hudson AND e LABRADOR P Churchill Bay BRITISH ALBERTA 50°N PHYSICAL AND COLUMBIA . POLITICAL FEATURES OF ca R SASKATCHEWAN MANITOBA St. John's . s a b R a Island of h r t NORTH AMERICA A CANADA . Newfoundland e R s

a e r Edmonton QUEBEC c F n Prince Edward I. Over 1,000,000 e r PE Cape Breton I. Vancouver Calgary w a

L 500,000–1,000,000 ONTARIO . t NB Charlottetown Regina S (selected cities) Seattle Winnipeg NOVA SCOTIA Quebec St. John WASHINGTON Halifax ia MAINE Selected smaller cities Co mb Montreal lu R. Portland NORTH (National capitals shown in red) MONTANA VT. DAKOTA Ottawa MINN. N.H. °N OREGON Toronto Albany Boston 40 Minneapolis- M MA. R.I. is WIS. N.Y. IDAHO s MICH. Buffalo SOUTH St. Paul is CT. Providence R. s Milwaukee WYOMING DAKOTA ip Hartford PACIFIC p Detroit Cleveland PENN. UNITEDi N.J. New York Reno M Pittsburgh Philadelphia Sacramento Cheyenne IOWA Chicago OHIO i OCEAN s IND. Baltimore (MD.) NEVADA Salt Lake NEBRASKA s o Indianapolis Columbus City u DEL. San Francisco Denver ri R. Cincinnati UTAH ILL. Washington, D.C. Kansas City . W.VA. VA. 30°N CALIFORNIA COLORADO MO. o R Norfolk KANSAS St. Louis hi Louisville O KY. Richmond Las Vegas STATES N.C. Los Angeles Salton Nashville Charlotte ATLANTIC Sea ARIZONA Oklahoma City TENN. . S.C. ARK. R Atlanta 30°N Phoenix Albuquerque OKLAHOMA i Memphis OCEAN San Diego p p NEW i

s MISS. Birmingham s

MEXICO Dallas- i Tucson s ALA. GEORGIA

s Ft. Worth i 22°N TEXAS M Jacksonville Honolulu LA. New Orleans PACIFIC Rio G Houston Orlando r a Tampa- OCEAN n d San St. Petersburg e FLORIDA HAWAII Antonio Gulf of Miami 20°N 0 75 150 mi Mexico MEXICO er 20°N opic of Canc 0 75 150 km Tr 160°W 158°W 156°W 110°W 80°W

Figure 1.1 Physical and political features of North America

and Africa who have helped shaped MexAmerica’s dis- an increasingly large overlay of cultures and peoples tinctive landscapes and cultures. The people who live have relocated to both Canada and the United States in Canada and the United States are the most multicul- from Latin America, Asia, and Africa as well as a long tural, polyethnic, and polyracial of any part of North list of European countries. America. Canada’s major political and cultural distinc- The largest (in area) of the countries that make up tions are among the nation’s French-speaking and North America is Canada. It is also the closest trading English-speaking population and its aboriginal First partner of the United States and shares the longest Nations, Aleut, and Inuit peoples. And since the 1960s, peaceful political border in the world. Yet despite its HARDMC01_0130097276.QXD 5/11/07 6:47 PM Page 3

Why Study North America? 3

Figure 1.2 Greenlandic people perform traditional music wearing traditional island costumes on special occasions

importance in world affairs and close proximity to the lakes and rivers and it has three of the world’s United States geographically, culturally, politically, and 20 longest rivers. Overall Canada controls about 25 per- economically, the majority of the students who have cent of the world’s freshwater resources. Politically, taken our geography classes here in the United States Canada is divided into ten provinces and three north- seem to know very little about their own country’s ern territories. Its more than 30 million people mostly nearest northern neighbor. Canada stretches 3730 miles reside in towns and cities located near the border with (5500 kilometers) across the continent from the eastern the United States (Figure 1.3). edge of Newfoundland, west across the prairies to the Canada currently has the highest rate of immigra- Canadian Rockies, then across British Columbia to the tion (as a percent of total population) among the Pacific coast. Seven percent of Canada is covered with world’s industrialized nations. To address the needs

150°W 140°W 130°W 120°W 110°W 100°W 90°W 80°W 70°W Figure 1.3 Population distribution in Canada

ARCTIC OCEAN

60°N N

W S Hudson Bay

50°N

PACIFIC OCEAN

0 400 800 mi

ATLANTIC 40°N 40°N 0 400 800 km OCEAN HARDMC01_0130097276.QXD 5/11/07 6:47 PM Page 4

4 Chapter 1 Introduction

of foreign-born newcomers during the past 25 years of history, the desire to exploit natural resources in or so, the Canadian government has allocated gener- Alaska, and the promising boon of tourism dollars in ous funding for immigrant and refugee resettlement Hawai’i. efforts and also funded numerous studies of the The United States has a system of government that is settlement patterns, social processes, and adjustment based more loosely on the British than the Canadian experiences of Canada’s foreign-born residents. In- system. In both nations, the legal systems specifically deed, the word “multiculturalism” was first coined in provide for separation of powers between the federal Canada in the 1970s as a part of its many diversity governments on the one hand and state or provin- policy initiatives. cial governments on the other. Regional and provincial As in all other parts of North America, Canada also governments are much more self-sustaining in Canada has a long and colorful history of the settlement and than are state or the few regional governments in the survival of a diverse group of First Nations aboriginal United States. As shown on the diagram in Figure 1.5, people. In 1999, the new territory of Nunavut was ap- both Canada and the United States have a multi-tiered proved by the Canadian government, a remote but system of government with power flowing from the quite large area of land in Canada’s Far North. It is the federal level at the top down to city governments at only political region populated and governed entirely the bottom. One major difference in the political sys- by indigenous peoples on the North American conti- tems of these two North American countries is that the nent (Figure 1.4). Dominion of Canada is more closely connected to Great As mentioned above, the United States is the second Britain as one of its Commonwealth countries than the largest nation in North America. Its large land area is United States. As such, the queen of England is the divided into 48 coterminous (or continental) states and primary figurehead over Canadian affairs of state with two states, Hawai’i and Alaska, that are located far a Prime Minister serving as the elected, in-residence from the other states. This division is a result of the expansionist policies of the United States government and a desire to secure land at some distance from its UNITED STATES originally bounded area. This expansion was dictated by a long held belief in manifest destiny, the quirks Federal Government Territorial Government

State Government 0 300 600 mi Alert

0 300 600 km Ellesmere GREENLAND Island County Government ARCTIC (DENMARK) OCEAN City Government Grise Fiord Baffin City Government Devon Bay Island Resolute Arctic Bay Pond Inlet Da Nanisivik Clyde vi s S Victoria Island River tra Baffin Island it Qikiqtarjuaq Cambridge Taloyoak Igloolik CANADA Kugluktuk Bay Pelly Pangnirtung Gjoa Haven Bay Hall Beach Umingmaktok Federal Government A NUNAVUT rctic Circle . Repulse Bay Iqaluit Territorial Government Black R Cape Dorset Kimmirut Baker Lake Coral Harbour Provincial Government Hudson S NORTHWEST trai Chesterfield Inlet t TERRITORIES Rankin Inlet Ungava Whale Cove Bay Regional Government Arviat N

E Hudson W Bay County Government S Sanikiluaq

MANITOBA QUÉBEC City Government City Government SASKATCHEWAN James Bay ONTARIO

Figure 1.5 The differing governmental structures in the Figure 1.4 The newest Canadian territory, Nunavut United States and Canada HARDMC01_0130097276.QXD 5/11/07 6:47 PM Page 5

Why Study Regional Geography? 5

head of the federal government. In contrast, the United Working in tandem with the activist Geographic States depends upon its federal government (and to a Alliance movement nationwide are other ongoing much lesser extent state and local governments) for its efforts to bring geography back to American schools at political decision making. The geographic intricacies of the political level. A few states such as Colorado re- these political differences are discussed in more detail quire completion of a high school geography class for in Chapter 4 of this text. admission into state universities. The geographic education revolution also made big inroads into spreading the word about the importance of geographic literacy and learning by producing a Putting Geography Back set of national standards, Geography for Life: National on the Map Standards in Geography. Students’ knowledge and use of the standards are evaluated in classrooms with If you’re an American student, there’s a very good national examinations for 4th, 8th, and 12th graders as chance that you haven’t taken a geography class in part of the National Assessment of Education Progress many years. In contrast, in Canada, Greenland, and (NAEP). They also provide content for the develop- Mexico, geography is taught to students more thor- ment and national dissemination of a College Board- oughly during their precollege years. We applaud the approved Advanced Placement Human Geography course. political and educational decision makers in these and In sum, some of the readers of this textbook who may other countries in the world for realizing that it is criti- have taken a geography class before enrolling in this cally important to enhance global awareness in stu- one may have been the direct beneficiaries of this effort dents, as well as their understanding of local and to bring geography back to the schools, and to the regional people and places. attention of the nation and world. If so, then the effort In this era of intensified interconnections and rela- to bring geography back into school classrooms is mak- tionships on Earth, we believe that geography is one of ing progress. the most important subjects in any school curriculum. But much remains to be done. American students Each of us is linked to other people and places in the continue to rank near the bottom on Gallup Poll assess- world in ways we may take for granted as we shop for ments and other international examinations in geogra- groceries imported from around the world, eat in “for- phy. In the latest test, many students were unable to eign” restaurants, make cell phone calls to relatives and answer questions about the location of Mexico as friends who formerly were out of reach. We use trans- America’s nearest southern neighbor. If you’re one of portation connections that link the world’s peoples as these typical students who have never taken a geogra- never before. In sum: Bring on more geography! phy class at the high school, college, or university level In the United States, geography has been a part of before, we’re especially pleased to have you using the much broader social studies curriculum for more this text. And for others of you who have benefited than five decades. The result has been minimal atten- from the effects of the geographic education revolution tion to geographic learning for most American students by completing a course or courses before entering for a long time period. Thus, your parents may have higher education—or even by declaring your interest never learned much geography either. This problem in becoming a geography major or a professional geo- was attacked head on by a group of K–12 teachers, grapher after graduation—your knowledge and under- administrators, and geography professors beginning in standing of core geographic concepts, themes, and the mid-1980s and it continues to this day. The revolu- skills will no doubt prove invaluable in mastering the tion in geography education was funded in large part contents of this textbook. by the National Geographic Society and was carried out by teacher-members of statewide Geographic Alliances that were organized in all the states of the United States, Puerto Rico, and Canada. It provides Why Study Regional teachers with lesson plans, workshops, and institutes Geography? that offer support to learn (or re-learn) geographic concepts, themes, skills, and perspectives to teach to their This text was written to help support geography own students. With help from other professional orga- courses that focus on the regional geography of North nizations such as the National Council for Geographic America. There are two broad types of geography— Education, the American Geographical Society, the physical geography and human geography. Along Association of American Geographers, and the Geo- with these overarching subfields of the discipline are graphic Education National Implementation Project, courses that integrate information and skills from both as well as the National Geographic Society, the impacts human and physical geography with a focus on partic- of this revolution continue to be felt today, but only in ular places in the world. This approach is called selected school districts and classrooms across the regional geography. Most colleges and universities nation. offer human, physical, and regional courses as well HARDMC01_0130097276.QXD 5/11/07 6:48 PM Page 6

6 Chapter 1 Introduction

as techniques courses such as cartography and in common that help identify their distinctive geogra- Geographic Information Systems (GIS). phies. The government also uses a regional approach to This textbook is grounded in conceptually based divide up territories such as its census regions, national regional geography—the study of selected parts of parks and wilderness regions, and watershed regions. Earth that are defined and identified by certain unifying One example of these “regions within regions” at the characteristics. North America as a continent is a region urban level is shown on the image in Figure 1.6. unto itself. And this large region also can be divided Geographers often divide regions into formal, funct- into political regions such as its four nation-states— ional, and vernacular regions. A formal region usually Greenland, Canada, the United States, and Mexico. In has an institutional or political identity and distinct turn, these four large political regions can be divided boundaries (e.g., the New England region) whereas a into other, smaller regions such as the Pacific North- functional region is described according to its intercon- west, Mexamerica, and French Canada. This regionaliz- nections or usefulness (e.g., the Salt Lake City Metro- ing approach will help make it easier for you to learn politan Area). Vernacular regions such as “Dixie” are and apply the content of this book and make studying unified and distinctive areas defined by insiders who the geographies of each place more manageable. understand clearly their regional boundaries. These Likewise, within many of these varying levels of three types of regions can be homogeneous where their regions and subregions are parts of other well-bounded coalescent criteria are generally uniform (as in agricul- and popularly known places such as the Sun Belt or tural, religious, or linguistic regions), or nodal regions the San Francisco Bay Area. These places may also be (where a core or central zone is most important, such as called regions because they have certain characteristics in an urban region).

Figure 1.6 The San Francisco Bay region viewed from space. Urban areas appear in gray. The mysterious orange places are salt evaporation ponds in San Francisco and San Pablo Bays. HARDMC01_0130097276.QXD 5/11/07 6:48 PM Page 7

Approaches Used in This Book 7

• Coastal South and Caribbean Approaches Used • Great Plains in This Book • Rocky Mountains • Intermontane West This textbook, like many other regional geography • MexAmerica books, is divided into a set of preliminary chapters called • California thematic chapters. Each of these deals with a particular • The Pacific Northwest theme such as political economy or historical geogra- • Hawai’i phy. These thematic chapters are followed by a series of • Far North regional chapters that focus on one particular part or region of North America. Chapters 1 through 4 and our It is critically important to keep in mind that we concluding chapter (Chapter 19) are thematic chapters. could have defined the boundaries of the regions in this Chapters 5 through 18 are regional chapters that focus on text differently by using the criteria that form the best the regions that we have defined for this book. and most cohesive units of space to determine the We begin with geographic regions that are located regional boundaries for Chapters 5–18. That is one of along or near the north Atlantic coast and then move the exciting things about being a geographer! North across the continent from east to west using a broad America is a large and complex place with many brush approach (with a few “up close and personal” different internal physical and human characteristics. focal points along the way). The regions that we have Therefore, other geographers, historians, and popular defined to be discussed in this text and shown in Fig- writers have divided it into regions based on different ure 1.8 include: criteria—and ended up with very different results. One of the best known examples of this process is the cul- • The Atlantic Periphery tural regions of North America discussed in journalist • Quebec Joel Garreau’s book, The Nine Nations of North America • Megalopolis (1981), shown in Figure 1.7. • Great Lakes/Corn Belt Regional boundaries we have selected for these chap- • Inland South ters are based on a combination of physical, political,

80°N Figure 1.7 Garreau’s North

70°N America regions

60°N

50 ° N

N 50°

Quebec New 40°N England The Empty N Quarter W Ecotopia 40°N E The S Foundary The 30°N Breadbasket

N 30° Dixie

20° 0 500 1000 mi MexAmerica N The 0 500 1000 km Islands 20°N

140°W 130°W 120°W 110°W 80°W 70°W HARDMC01_0130097276.QXD 5/11/07 6:48 PM Page 8

8 Chapter 1 Introduction

cultural, and economic boundaries as shown in Fig- all of the key concepts embedded within the National ure 1.8 below. The unifying criteria that help create Geography Standards—and prepare you to enroll in boundaries for these regions are political, cultural, phys- another geography course or succeed as a geography ical, or economic—or some combination of these. major or minor at your university. Along with a discussion of a set of primary topics We begin by presenting you with some thematic included in each of the following chapters, we also background information on the entire North American embed a detailed coverage of key geography concepts continent in the following chapter on physical geogra- and themes throughout. To help you discern which of phy. Chapter 3 then provides a broad overview of the these are focused upon in each of the chapters, we iden- historical settlement of North America, beginning with tify them by using bolded text to set them off from the a discussion of the cultures, economies, social systems, rest of the narrative. We also list all of the concepts and settlement patterns of its diverse aboriginal peo- discussed in each chapter with definitions at the end ples, and then tracing the arrival and impact of later of the book in a Glossary. These conceptual links and Euro-American colonizers and settlers. Chapter 4 pre- lists should help you understand and be able to apply sents an overview of the political economy of North

80°N

0°

0 500 1000 mi

60°N 0 500 1000 km 60°

50° N T h e P a Far North c R

i o f i c c k 50°N

y N The

o M

r o

t u Quebec Atlantic h 40°N n w t e a Periphery i s

N n t s 40°N W Great I E n t S e Plains r Great Lakes/ m W Megalopolis C o Cornbelt e n a s t 30°N l t a if n o e r n i a Inland 30°N h South t Mexam u 22°N eri o ca S PACIFIC oastal OCEAN C 20°N Hawaii 20°N 0 75 150 mi 20°N

075150 km 160°W 158°W 156°W Caribbean 140°W 130°W 120°W 110°W 80°W 70°W

Figure 1.8 North American regions discussed in this textbook HARDMC01_0130097276.QXD 5/11/07 6:48 PM Page 9

Approaches Used in This Book 9

America. Here we discuss the impacts of globalization The first map divides up the continent according to its and other theories and concepts related to the politics landform regions, while the second map divides the and economies of the continent, along with a discussion same land area into agricultural regions. As you can see, of the four levels of economic production—primary, regions are a shifting concept and the regionalizing of secondary, tertiary, and quaternary. North America is not only ever changing but also can be As mentioned earlier, one of this book’s innovations accomplished in all kinds of different ways. is including the Mexican borderlands and Greenland in We invite you to begin your study of the geography our coverage of the geography of North America. We of North America by taking another look at the map hope you find the inclusion of these often lesser known shown in Figure 1.8 earlier in this chapter. What areas educational—as well as inducements to future regions might you change if you were asked to update travel to places you might not have considered within this book? How and why are your regions different or your reach before reading this text. the same as the regions shown on the maps in this As a conclusion to this first chapter, we invite you to chapter, and in some of the other regions mapped in examine and reflect upon some of the other ways we later chapters? These and other related questions might have divided up North America in this book. As will guide our discussion and analyses of some of the shown on the maps in Figures 1.9 and 1.10, there are peoples and places in North America in the chapters many different ways this could have been accomplished. that follow.

60°N 170°W160°W 150°W 140°W 130°W 120°W 110°W 100°W 90°W 80°W

H ARCTIC OCEAN IG H A R N C O T R IC TH YUKON BASIN W M E S O T U AND PLATEAUS E N R T N A IN S H I P G 60°N H L A A N C D S 50°N I

PACIFIC I OCEAN C C Hudson A N Bay C A R HUDS N O ON 50° O D 0 300 600 mi BA C I Y A I L K N A O W S Y 0 300 600 km T N L A M T E N D Gulf of St. Lawrence O

R ELEVATION U S

I H (meters) N

O I

T E S L -75–1 A R D D

I N

N R A 1–49 S L

40°N E P 50–99 I 40°N N P U

G 100–199 T L N E A

I R R A 200–299 I I E O M N G S H 300–499 O ATLANTIC N I C 500–699 O N A OCEAN N T L A A 700–899 N R S P E O D I P 900–1,099 R N N E A A I T L A N P N 1,100–1,299 I L 30°N U P L 30°N 1,300–1,499 A ST E 1,500–1,699 OA W N C TER S 1,700–1,999 SOUTHEAS 2,000–2,499 2,500–2,999 Gulf of Mexico 3,000 and above 120°W 90°W 80°W 70°W

Figure 1.9 Landform regions of North America HARDMC01_0130097276.QXD 5/11/07 6:48 PM Page 10

10 Chapter 1 Introduction

140°W 90°W 50°W

50°N

W W P F P W W S 40°N 40°N SB H SB W P H T F H S F R F S Co H Co SB Co S Co S S C SB S Co ATLANTIC V S W W W Co P PACIFIC S T T T S OCEAN T T T OCEAN Co W V C C Po C T F H S 30°N 30°N C C C PC C N C Po C F C C S C Po Po C C S C S C E C S P C C C P W Po P C C C C C C T S SC C R R F SC R er anc c of C C Tropi F Gulf of Mexico 0 250 500 mi

0 250 500 km

120°W 110°W 80°W 70°W

Specialty crop or livestock farming Feed grains and livestock (Corn Belt) Nonfarming C Cotton Co Corn Irrigated agriculture T Tobacco S Soybeans Varied crop specialties include fruits, P Peanuts Commercial wheat and other vegetables, cotton, sugarbeets, and rice. R Rice small grain farming S Soybeans SC Sugarcane Dairy farming SB Sugarbeets H Hay F Fruit V Vegetables General farming Po Poultry W Wheat Range livestock farming P Potatoes

Figure 1.10 Generalized agricultural regions of North America