UNIT 8 RESOURCES South Asia CHAPTER 23 Physical Geography of South Asia CHAPTER 24 Cultural Geography of South Asia CHAPTER 25 the Region Today: South Asia

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UNIT 8 RESOURCES South Asia CHAPTER 23 Physical Geography of South Asia CHAPTER 24 Cultural Geography of South Asia CHAPTER 25 The Region Today: South Asia

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Book Organization Glencoe offers resources that accompany World Geography and Cultures to expand, enrich, review, and assess every lesson you teach and for every student you teach. Now Glencoe has organized its many resources for the way you teach.

HOW THIS BOOK IS ORGANIZED Each resources book offers blackline masters at unit, chapter, and section levels for each unit. Each book is divided into three parts—unit-based resources, chapter-based resources, and section-based resources. Glencoe has included tabs at the side of every activity page in this book to help you navigate.

UNIT-BASED RESOURCES We have organized this book so that all unit resources appear in the first part of the unit resources book. Although you may choose to use the specific activities at any time during the course of unit study, Glencoe has placed these resources up front so that you can review your options. For example, although World Literature Contemporary Selection 8 appears in the front part of this book, you may plan to use this activity in class during the study of the cultural geography of South Asia in Chapter 24.

CHAPTER-BASED AND SECTION-BASED RESOURCES Chapter-based resources follow the unit materials. For example, Chapter 23 blackline masters appear in this book immediately following Unit 8 materials. The materials appear in the order you teach—Chapter 23 activities; Chapter 23, Section 1 activities; Chapter 23, Section 2 activities; and so on. Following the end of the last section activity for Chapter 23, the Chapter 24 resources appear.

A COMPLETE ANSWER KEY A complete answer key appears at the back of this book. This answer key includes answers for every activity in the book in the order in which the activities appear in the book.

Copyright © by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such material be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with World Geography and Cultures. Any other reproduction, for sale or other use, is expressly prohibited.

Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, Ohio 43240-4027

ISBN: 978-0-07-895495-5 MHID: 0-07-895495-9

Printed in the United States of America

1 2 3 4 5 6 7 8 9 10 12 11 10

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Table of Contents

To the Teacher ...... v

Unit 8 Resources ...... vi Location Activity 8...... 1 Real-Life Applications and Problem Solving Activity 8...... 3 GeoLab Activity 8...... 5 Environmental Issues Case Study 8...... 9 World Literature Contemporary Selection 8...... 11

Chapter 23 Resources...... 13 Vocabulary Activity 23...... 14 Reteaching Activity 23...... 15 Reinforcing Skills Activity 23...... 17 Enrichment Activity 23...... 19

Chapter 23 Section Resources...... 20 Guided Reading Activity 23-1...... 21 Guided Reading Activity 23-2...... 22

Chapter 24 Resources...... 23 Vocabulary Activity 24...... 24 Reteaching Activity 24...... 25 Reinforcing Skills Activity 24...... 27 Enrichment Activity 24...... 29

Chapter 24 Section Resources...... 30 Guided Reading Activity 24-1...... 31 Guided Reading Activity 24-2...... 32 Guided Reading Activity 24-3...... 33

iii

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Chapter 25 Resources...... 34 Vocabulary Activity 25...... 35 Reteaching Activity 25...... 37 Reinforcing Skills Activity 25...... 39 Enrichment Activity 25...... 41

Chapter 25 Section Resources...... 42 Guided Reading Activity 25-1...... 43 Guided Reading Activity 25-2...... 44

Answer Key ...... 45

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To the Teacher

THE TOTAL PACKAGE—WORLD GEOGRAPHY AND CULTURES CLASSROOM RESOURCES Glencoe’s Unit Resources books are packed with activities for the varied needs of all your students. They include the following activities.

ACTIVITIES FOUND IN UNIT RESOURCES BOOKLETS • Location Activities • Vocabulary Activities These activities help students master the These review and reinforcement activities locations of countries, important cities, and help students master unfamiliar terms major physical features in the region of used in the Student Edition. The worksheets study. These activities also reinforce students’ emphasize identification of word meanings awareness of the relationships among places and provide visual and kinesthetic reinforce- in the region. ment of language skills.

• Real-Life Applications and Problem • Reteaching Activities Solving Activities These are a variety of activities designed to These activities present a series of realistic enable students to visualize the connections geographic issues and problems that students among facts in the text. Graphs, charts, tables, are asked to solve. The activities are designed and concept maps are among the many types to utilize the kinds of critical thinking and of graphic organizers used. geography skills that students need to make judgments, develop their own ideas, and apply • Reinforcing Skills Activities what they have learned to new situations. These activities correspond to lessons in the SkillBuilder Handbook at the back of the • GeoLab Activities Student Edition. The activities give students These activities give students the opportunity the opportunity to gain additional skills to explore, through hands-on experience, the practice. In addition, students are challenged various geographic topics presented in the text. to apply the skills to relevant issues in the region of study. • Environmental Issues Case Studies These case studies provide students with the • Enrichment Activities opportunity to actively explore environmental These activities introduce students to content issues that affect each of the world’s regions. that is different from, but related to, the Case studies include critical thinking questions themes, ideas, and information in the Student and activities designed to extend students’ Edition. Enrichment activities help students knowledge and appreciation of environmental develop a broader and deeper understanding challenges. of the physical world and global community.

• World Literature Contemporary • Guided Reading Activities Selections These activities provide help for students These readings provide students with the who are having difficulty comprehending opportunity to read literature by or about the student text. Students fill in missing people who live in each of the world’s geo- information in the guided reading outlines, graphic regions. Each selection is preceded sentence completion activities, or other by background information and a guided information-organizing exercises as they reading suggestion, and followed by com- read the text. prehension and critical thinking questions.

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Unit 8 Resources

Location Activity 8 South Asia ...... 1

Real-Life Applications and Problem Solving Activity 8 Increasing Industrial Productivity ...... 3

GeoLab Activity 8 Floods ...... 5

Environmental Issues Case Study 8 Disappearing Forests: Land Use in Sri Lanka ...... 9

World Literature Contemporary Selection 8 South Asia ...... 11

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Name Date Class

Location Activity 8A

Use with Unit 8

DIRECTIONS: Label each country and city using the maps on pages 582–585 of World Geography and Cultures.

South Asia 8 UNIT

TROPIC OF CANCER

20°N

0 mi. 400

0 km 400

70°E 90°E

(continued)

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90 11 8 5 7. 8. 9. 10 11. 12. 10. 1 South Asia 9 7 2 6 4 3

70 400 Write the correct name for each numbered physical each numbered correct name for the Write

N 400

TROPIC OF CANCER

N mi. km ° 0 0

10 Location Activity 8B Activity Location 6. 3. 4. 5. 1. 2. 2 DIRECTIONS: blank below. feature in the corresponding Name Date Class

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Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. aeDt Class Date Name materials usedtomakethesaris.) as youcan.(Forexample,landincludesthefactorybuildingandraw elementsthatmakeupeachfactorofproduction to identifyasmanydifferent you identifywaystodothisatKolkataSariManufacturing,usethechartbelow to improvetheproductivityofeachfourfactorsproduction.To help finished products. every factory,it Kolkata SariManufacturingCompanyaboutimprovingitsproductivity.Like job involvestravelingworldwidetofactoriesthatwantbecomemoreefficient. geography and Assume theroleofaproductivityexpert.You mustuseyourknowledgeof Increasing Productivity Industrial Real-Life Applications To improvetheproductivityoffactoryasawhole,youlookforways 4. 3. 2. 1. Recently youtraveledtoKolkata(Calcutta),India,consultwiththe finished goods) Capital (money,machinery,equipment,andtoolsusedtoproduce Management (thepeoplewhomakedecisionsaboutrunningthefactory) Labor (thepeoplewhoworkinthefactory) Land (includinganynaturalresources) adLbrMngmn Capital Management Labor Land economics tohelpbusinessesincreasetheirproductivity.Your uses the four factors of production to turn rawmaterialsinto uses thefourfactorsofproductiontoturn Factors ofProduction inKolkataSariManufacturing The fourfactorsofproductionare: & Problem Solving D (continued) 3

UNIT 8 n_Files_8 9 9 n_Files_8

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. D Capital Management of Production Ideas to Increase Productivity by Factor Productivity & Problem Solving & Problem Land Labor In the space below, write a paragraph in which you recommend the In the space below, write a paragraph in which you recommend the Now that you have identified the elements involved in each factor of involved in each the elements you have identified Now that Real-Life Applications Applications Real-Life 4 Name Date Class and how this is good for the company. three most important steps the factory’s management can take to increase three most important steps the factory’s management can take to increase productivity. Explain how each step will improve the factory’s productivity both. Record your ideas for improvement in the diagram below. ideas for improvement in the diagram both. Record your production, try to think of ways to increase productivity within each factor of think of ways to increase productivity production, try to efficiently, involves producing goods productivity not production. Remember, costs, or may involve increasing output, reducing quantities. This just in large

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Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Floods aeDt Class Date Name O O BJECTIVES VERVIEW downstream floodingisreduced. onto afloodplainandawayfromthemainriverchannel,dangerof Whenexcesswatercanflow of theriverthatabsorbswaterduringaflood. causing floods. drain properly.Suchexcesswaterincreaseslevelsdownstream, river orstream,receivessomuchwaterthatitswaterwayscannot amounts ofwater. 2. 1. areas also can overflow ontoa areas alsocanoverflow wetlands, whichactasaspongetosoakupexcesswater. Riversinnatural One reasonless-developedareasarenotaslikelytofloodisthepresenceof way andreleasethefloodwaters. exerts greatpressureonthebanksoflevees.Sometimesleveesgive forcing ittorunatahigherlevel.Asthewaterlevelrises,extra floodwaters. Leveesrestricttherisingwater’sabilitytospreadout,thereby Materials control floodwaters. To makepredictionsaboutpropertiesaleveeshouldhavetoeffectively To understandwhathappenswhentheflowofwaterisrestricted. Engineers buildwall-likestructurescalled Floods occurwhenrainormeltingsnowproducesunusuallylarge Floods causemoredamageindevelopedareasthannaturalregions. • gardenhose • two 12-footsquaresheetsofclearplastic, with itsdepth. In thisGeoLabActivityyouwillexperiencehowtheforceofwatervaries 6 milorthicker Sometimes a GeoLab ee levee levee watershed, floodplain —a flatareaoneitherorbothsides the areaoflandthatdrainsintoa river levees Activity that holdback • writingmaterials • supplyofwater (for scale) person D (continued) 5

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Name Date Class

GeoLab Activity

Procedures • Choose a level, soft, outdoor surface near a water faucet. Attach the hose to the faucet. Put the plastic sheet flat on the ground. A second layer of plastic

UNIT may be used for added strength. • Have eight or more people stand an equal distance apart around the perimeter

8 of the plastic sheet and grasp the sheet firmly in both hands, forming a bowl. • Start filling the plastic bowl with water from the hose. The goal is to see how much water the bowl will hold without any water escaping. Each person can move in any way to increase the water capacity. Participants may use their legs to bunch up the plastic a little. • Repeat the process, moving the plastic in or out in different ways to make it deeper or wider. Pay close attention to changes in the force of the water. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

(continued)

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Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. aeDt Class Date Name L Critical Thinking AB flood controlstrategies? of about floods,whatconclusionsmightyoumake theeffectiveness Drawing Conclusions A 3. 2. 1. CTIVITY watersheds whenleveesarebuilttoconstrictrivers? fromthechallengesfacingactual How isthisactivitysimilartoanddifferent tocontrol? most difficult Inwhichpositionwastheforceofwater water withtheleasteffort? What methodofadjustingtheplasticbowlallowsyoutoholdmost How deepwereyouabletomakethewaterpool? R EPORT According toyourobservationsandwhatyouknow GeoLab Activity D 7

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Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. your answersifnecessary. questions under DIRECTIONS: could begrownforexport,andtheeconomyofSriLankawouldbenefit. couldmaintainlarger morecashcrops hopesthatiffarmers farms, ernment to large corporations,orwillsell thetimberinremainingforests.Thegov- willselltheirland thatfarmers lease ormortgage.Manypeopleareconcerned tohavetitletheirland,whichtheycouldthensell, it possibleforfarmers other undevelopedareastosurvive. mustmovetocitiesor support morepeople,sothechildrenofmostfarmers cannotbeenlargedrity toborrowmoneybuyseedorfertilizers.Farms to cannotbuyorselltheland,anduselandassecu- ing. Thefarmers Class areverysmall,andusedforsubsistencefarm- pied bythefarmers tocolonizetheforests.Theplotsoccu- and hasencouragedfarmers people furtherintoforestedareas. large pushing areasofforestlandtobe bombed andburned, the HinduSinhalesepeopleandMuslimTamils hascaused Date ethnicconflictbetween toresettle;andlong-term ing farmers buildup ofsaltsinfreshwatersourcesnearcoastalareasisforc- ed areasinordertoimprovethecountry’sfoodsecurity;a inpreviouslyforest- and moreethnicSinhalesepeopletofarm isallowingmore three reasons:TheSriLankangovernment ing rapidly.Muchoftheforestareaisdisappearingdueto and ashabitatsdisappear, species ontheislandaredisappear- about 70percentto24ofthetotallandarea, Since 1900,theforestareaofSriLankahasshrunkfrom island countryisoneofthemostbiodiverseareasonEarth. comparable insizetothestateofWest Virginia. Thissmall Sri Lanka,atabout25,332squaremiles(65,610sq.km),is Forests:Disappearing Lanka LandUseinSri Name Environmental Issues PRO With thehelpofWorld wantstomake Bank,theSriLankangovernment ofSriLankaownsabout80percenttheland, The government the farmers.This,itargued, wouldenhance be developedbyissuingsaleableorfree titlesto small holdingswhichare noteconomical. use ofgrantedlandhasresulted infragmented tural production whilerestrictions onthesaleand It recommended thattheland marketshould ventions...had onlyresulted inlowered agricul- “The [World] Bankargued...that stateinter- Read theproandconargumentsbelow. Thenanswerthe Examining theIssue Cas e S . Useanadditionalsheetofpaperfor t u more income.” machinery, leadingtobetterproductivity and technologyand vate largerplotsusingmodern farmers’ abilitytobuyupmore landandculti- di Map ofSriLankanForests —Saruka Dissanayake,“SaleOrSellOut? es www.panos.org.uk. Panos Features, March 27,2006, Sri Lanka’s FarmersAnd LandReform,” D area Forested 9

UNIT 8 n_Files_8 9 on_Files_

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. D Rainforest Rescue InternationalRainforest www.mongabay.com November 6, 2006, —Dr. Ranil Senanayake, Chairman of Ranil Senanayake, —Dr. and biocides (Sri Lanka enjoys the dubious title and biocides (Sri Lanka the highest rates of pesti- of the country with deaths in the world) has created cide related biodiversity.” havoc with our native es di u t e S After reviewing the pro and con arguments above, do you believe it is more After reviewing the pro and con arguments Why do you believe the Sri Lankan government is allowing the Sinhalese Cas “I have personally witnessed many World “I have personally [Food Bank, FAO Bank, Asian Development and Agriculture Organization of the United and Agriculture internationalNations] and other donor aid critical and destroy being used to change name of ‘Agricultural or ecosystems in the The influx of weedicides Development.’ Forestry people to farm in previously forested areas? important to help the farmers by by giving them title to their land, or to protect biodiversity making sure farm plots are small? Inferences Making Making Judgments Making What is Sri Lanka proposing to do with government-ownedWhat is Sri Lanka proposing to do land? What are three of the reasons that Sri Lankan farmersWhat are three of the reasons that are farming in forested areas? Working in small groups, research environmental issues in one other area in the world where ethnic in small groups, research environmental Working 4. 3. 2. 1. CON Investigating Further Critical Thinking Skills Recalling Facts Environmental Issues Environmental 10 Examining the Issue Name Date Class After your group has gathered information, make a short presentation to the class illustrating the issue. conflict or government helped to change the environment and the way that land is used. resettlement

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Name Date Class

World Literature: South Asia

About the Author

R. K. Narayan was born in 1906 in Madras, India. He learned to speak English at an early age and has written all his novels and short stories in that language. Perhaps for this reason, his works are widely read outside India. Many of his works of fiction are set in the fictional village of Malgudi, 8 which is based on his childhood home. In addition to his original works of prose fiction, Narayan has translated two great verse classics of Indian litera- UNIT ture, the Ramayana and the Mahabharata.

G UIDED R EADING As you read the following excerpt, think about the role the garden plays in the story.

from “A Snake in the Grass” On a sunny afternoon, when the inmates of laid low. What could not be trimmed was cut to the bungalow were at their siesta,1 a cyclist rang the root. The inner walls of the house brightened his bell at the gate frantically and announced: “A with the unobstructed glare streaming in. . . . big cobra has got into your compound. It crossed . . . . An old beggar cried for alms3 at the gate. my wheel.” He pointed to its track under the gate, They told her not to pester when they were and resumed his journey. engaged in a snake hunt. On hearing it, the old The family, consisting of the mother and her woman became happy. “You are fortunate. It is four sons, assembled at the gate in great agitation. God Subramanya4 who has come to visit you. The old servant, Dasa, was sleeping in the shed. Don’t kill the snake.” Mother was in hearty They shook him out of his sleep and announced agreement: “You are right. I forgot all about to him the arrival of the cobra. “There is no cobra,” the promised Abhishekam.5 This is a reminder.” he replied and tried to dismiss the matter. They She gave a coin to the beggar, who promised swore at him and forced him to take an interest to send down a snake-charmer as she went. in the cobra. “The thing is somewhere here. If it Presently an old man appeared at the gate and is not found before the evening, we will dismiss announced himself as a snake-charmer. . . . “If you. Your neglect of the garden and the lawns is you show me the snake, I’ll at once catch it. responsible for all these dreadful things coming Otherwise what can I do? The moment you see in.” . . . “I have been asking for a grass-cutter for it again, send for me. I live nearby.” He gave months,” Dasa said. In one voice they ordered his name and address and departed. him to manage with the available things and learn At five in the afternoon, they threw away not to make demands. He persisted. They began their sticks and implements and repaired6 to the to speculate how much it would cost to buy a veranda7 to rest. They had turned up every stone grass-cutter. . . . [T]he college boy of the house in the garden and cut down every grass blade butted in with: “I read in an American paper that and shrub, so that the tiniest insect coming into 30,000 people die of snake bite every year. . . . the garden should have no cover. They were

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. I have worked it out, 83 a day. That means every loudly discussing the various measures they twenty minutes someone is dying of cobra bite.” would take to protect themselves against reptiles . . . .They tucked up their dhoties,2 seized every in the future when Dasa appeared before them available knife and crowbar, and began to hack carrying a water-pot whose mouth was sealed the garden. Creepers, bushes, and lawns were with a slab of stone. He put the pot down and (continued)

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Name Date Class

World Literature: South Asia

(continued)

said: “I have caught him in this. I saw him peeping to look at the gathering in the veranda with its out of it . . . . I saw him before he could see hood half open. It crawled under the gate and me.”. . . Dasa picked up the pot cautiously and disappeared along a drain. When they recovered

UNIT walked off saying that he would leave the pot from the shock they asked, “Does it mean that with its contents with the snake-charmer living there are two snakes here?” The college boy nearby. He became the hero of the day. They murmured: “I wish I had taken the risk and 8 watched him in great admiration and decided to knocked the water-pot from Dasa’s hand; we reward him adequately. might have known what it contained.” It was five minutes since Dasa was gone when 1 5 the youngest son cried: “See there!” Out of a hole afternoon nap offering or anointment 2garments worn by men 6went back in the compound wall a cobra emerged. It glided 3money or food given to the poor 7porch along towards the gate, paused for a moment 4Hindu god with power to defeat ignorance

DIRECTIONS: Use the information from the reading to answer the following questions. If necessary, use a separate sheet of paper.

I NTERPRETING THE R EADING 1. What did the garden look like at the beginning of the story? What does it look like at the end? Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

2. Given India’s tropical climate, would you expect the family to keep the garden the way it was after all the trimming and cutting?

3. What do the various reactions to the cobra suggest about its importance in Indian life and culture?

C RITICAL T HINKING 4. Problem/Solution What would you have done in the family’s place?

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Chapter 23 Resources

Vocabulary Activity 23 Physical Geography of South Asia ...... 14

Reteaching Activity 23 Physical Geography of South Asia ...... 15

Reinforcing Skills Activity 23 Reading an Elevation Profile ...... 17

Enrichment Activity 23 The Abode of Snow ...... 19

D on_Files_

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. D alluvial plain subcontinent cyclone tsunami monsoon ONOD A. B. C. D. E. 23 Study the following block of letters. Locate and circle the five vocabulary terms Study the following block of letters. locate and circle the names of the seven listed above. Then as an extra challenge, of South Asia. The words may be horizontal, countries that make up the region vertical, diagonal, forward, or backward. Match each description in the first column with the correct item in the second in the first column with the Match each description on the left of each description. letter of the answer in the blank the column. Write NNOCI LNLNKOKC T L BHUTANNE R SO BANGLADESHSNI RPUREOPOTNCBR REOFSNIYKSDNA VRORACPAK I ETB NO I V I C EO I SAHTODARNCRTET RNA ALLUVIALPLAIN OETAS TANSO I CA I EMACAN TK OMAS OAHUR POPALAUA MALDMOIMANUST ACTIVITY storm and heavy rain with high winds large landmass joined to a continent large deposited by area of fertile soil river flood waters caused by huge tidal waves underwater earthquakes seasonal wind 5. 1. 2. 3. 4. OCABULARY V DIRECTIONS: DIRECTIONS: Physical Geography of South Asia Physical Geography 14 Name Date Class

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Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. aeDt Class Date Name Working withGeography Terms andConcepts 7. 5. 4. 3. 2. 6. 1. RETEACHING ACTIVITY RETEACHING DIRECTIONS: DIRECTIONS: the DeccanPlateau. Describe theclimatesandvegetationoffollowing: theHimalaya,IndusRiverregion,and barrierbetweenChinaandSouthAsia. provideaformidable who liveintheregion. blockthemonsoons,keepingthemfromreachingDeccanPlateau. Describe thethreemainriversystemsofSouthAsia,andtellhoweachoneisusefultopeople . arenearthesoutheastcoastofIndiansubcontinent. The , The by the regionsareseparated andsouthern India hasdevelopedtwodistinctculturesbecauseitsnorthern The border ofSouthAsia. The Himalaya,the Western Ghats Hindu Kush Answer thefollowingquestionsaboutphysicalgeographyofSouthAsia. Write eachofthefollowingmountainrangesinappropriatespacebelow. Karakoram Mountains Vindhya Range n h makeupthenorthern and the 23 Eastern Ghats Himalaya Physical Geography D of SouthAsia (continued) 15

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Name Date Class

RETEACHING ACTIVITY 23

Visualizing Information DIRECTIONS: Label each South Asian country on the map. Then write the name of each numbered geographical feature where it belongs on the map.

8. Bangladesh 15. Arabian Sea 22. Great Indian Desert 9. Bhutan 16. Bay of Bengal 23. Himalaya 10. India 17. Brahmaputra River 24. Indus River

CHAPTER 11. Maldives 18. Deccan Plateau 25. Khyber Pass 12. Nepal 19. Eastern Ghats 26. Mount Everest 13. Pakistan 20. Ganges Plain 27. Vindhya Range 14. Sri Lanka 21. Ganges River 28. Western Ghats 23

20°N

0 mi. 400

0 km 400

15°N

70°E 90°E

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Name Date Class

CHAPTER 23 REINFORCING SKILLS ACTIVITY

Reading an Elevation Profile Most maps are two-dimensional representations of three-dimensional geography and represent how an area would look as seen from above. An elevation profile provides a cross-sectional side view of the land it describes and uses a vertical Elevation Profile of Hiking Trail scale to illustrate elevations measured from sea level. The profile can be read like a line Anai Kerala graph, with each rise and fall of the land 3,000 m 9,843 ft. shown as you follow the profile. Crater Lake

The x-axis often measures the length 2,000 m 6,562 ft. Hut 3 of the route or area shown, with specific 23 points labeled along the way. The y-axis Hut 2 Hut 4 1,000 m 3,281 ft. measures the height, or elevation above sea level in feet and meters, of the Hut 1 area shown. Sea Level 0 10 mi. 20 mi. 30 mi. 40 mi. 16 km 32 km 48 km 64 km CHAPTER Practicing the Skill DIRECTIONS: Examine the elevation profile above that shows some of the terrain you might encounter on a typical hike in the Western Ghats of India. Then answer the questions that follow. 1. Standing at the bottom of this hiking trail, would you be able to see the summit of Anai Kerala? Explain your answer.

2. At what elevation would Crater Lake be found?

3. Which part of this trail might be very difficult to cover? Why?

5. What is the distance between Hut 2 and Hut 3?

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Enrichment Activity 23

The Abode of Snow The Himalaya The Himalaya mountain ranges form the northern border of the KA M RA Indian subcontinent and include OU KOR NT AM CHINA the highest mountains in the world. AINS The name Himalaya comes from er Kashmir iv R two Sanskrit words meaning “the s u H d Tibet abode [dwelling place] of snow.” n I Ancient Indian travelers gave the PAKISTANPPAKISTANAKISTAN I Br Mt. Everest ahm mountains this name because a 29,028 ft. (8848 m) M pu BHUTAN many are so tall that their peaks tra R. are covered in snow year-round. A 23 G L A a n A Y The Himalaya ranges are more g e s than 1,000 miles (1,609 km) long, R NEPAL i ve reaching from the Karakoram r BANGLADESHBANGLADESH Mountains in northern Pakistan INDIA CHAPTER to the eastern part of India. The MYANMARMYANMAR ranges vary from 125 to 250 miles (201 to 402 km) in width. The Bay of summit of Mount Everest, the Bengal tallest of the Himalaya, is an astounding 29,028 feet (8,848 m) above sea level. The sources of great rivers, including the Indus, Ganges, and Brahmaputra, lie high in the Himalaya. Because the mountains of the Himalaya are so high, they affect the climate of surrounding areas. The monsoon winds that blow northward through India are forced by rising elevation to release their precipitation before they can pass over the mountains. The result is a rainy season in India, with up to 120 inches (305 cm) of rain per year, and an arid climate in Tibet, on the other side of the mountains, with only 3 to 6 inches (8 to 15 cm) of rain per year. India also has a hot climate because the Himalaya block the cold air from the north. DIRECTIONS: Use the article and study the map to complete the sentences and answer the questions below. 1. is the tallest 5. Which countries contain parts of the Himalaya? mountain in the Himalaya and in the world. 2. Travelers from gave the Himalaya mountain ranges their name. 3. India has a great deal of because the Himalaya block the monsoon winds. 6. What effects may the Himalaya have had on the 4. What is the relationship between the height of history of the region? Consider the map as well these mountain ranges and the meaning of the as what you know about the position, height, Sanskrit word Himalaya? and climate of these mountain ranges. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

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Chapter 23 Section Resources

Guided Reading Activity 23-1 The Land ...... 21

Guided Reading Activity 23-2 Climate and Vegetation ...... 22

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Guided Reading Activity 23-1

For use with textbook pages 590–593. The Land Fill In the Blanks DIRECTIONS: Use the information in your textbook to fill in the blanks for the following sentences.

1. The seven countries of South Asia are India, Pakistan, Bangladesh, Bhutan, , Sri Lanka, and Maldives.

2. South Asia is called a because mountains separate it from the rest of Asia.

3. The mountain ranges were created when the Indian plate collided with the Asian plate.

4. The Plain of India is home to one-tenth of the world’s population.

5. India’s two distinct cultures arose on either side of the Ranges, which divide 23-1 the subcontinent.

6. Although the Plateau has rich soil, mountains block rainfall from the region. SECTION 7. is a teardrop-shaped island that broke off the Indian landmass.

8. The three major rivers of northern South Asia are the Ganges, the Brahmaputra, and the .

9. Hindus consider the River to be sacred.

10. Almost all of the Gangetic Plain has been cleared to make way for crops such as rice, sugarcane, and .

11. The Brahmaputra and Ganges Rivers meet to form a at the Bay of Bengal.

12. The region’s many rivers make generating energy from plants promising.

13. India is a major exporter of , a mineral used to make electric equipment.

15. Nepal’s abundant timber resources are threatened by of forests.

16. To protect its forests, Sri Lanka has banned of timber since 1977.

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Guided Reading Activity 23-2

For use with textbook pages 596–600. Climate and Vegetation Outline DIRECTIONS: Use the information in your textbook to complete the following outline.

I. Climate Regions

A. (1.)

1. Tropical rain forest climate

2. (2.)

B. (3.)

SECTION 1. Humid subtropical climate

2. Little vegetation at highest elevations

3. Temperate zone features trees, grasslands, bamboo 23-2 (4.)

1. Desert climate

2. (5.)

II. Seasonal weather patterns

A. (6.)

1. Hot: warm temperatures change wind direction

2. Wet: monsoon rains

3. (7.)

4. Monsoon rains bring needed rainfall for crops

B. (8.)

1. Some areas receive little rain.

2. (9.) are caused by too much rain

3. (10.) are catastrophic storms with high winds

4. Earthquakes and tsunamis

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Chapter 24 Resources

Vocabulary Activity 24 Cultural Geography of South Asia ...... 24

Reteaching Activity 24 Cultural Geography of South Asia ...... 25

Reinforcing Skills Activity 24 Evaluating Information and Sources ...... 27

Enrichment Activity 24 Art of South Asia: Motion Pictures in India ...... 29

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V OCABULARY 24 ACTIVITY

Cultural Geography of South Asia

DIRECTIONS: Choose a word or phrase from the box to complete each sentence.

Word Bank

dharma karma raj total fertility dzong mantra reincarnation rate

CHAPTER guru megalopolis Sikhs jati mercantilism stupa

24 1. A defines one’s occupation and social position.

2. A chain of closely linked metropolitan areas is sometimes referred to as a .

3. Someone’s moral duty is considered his or her .

4. are a religious group that incorporates elements of Hinduism and Islam.

6. Nanak, the founder of Sikhism, was a , or teacher.

7. A Buddhist monk will send out invocations by chanting a , or repetitive prayer.

8. The average number of children a woman has in her lifetime forms a statistic known as .

9. An economic system that uses colonies to supply materials and markets to the colonizing country is called .

10. A is a fortified monastery.

11. A Buddhist shrine is called a .

12. The belief in rebirth as another living being is called .

13. According to the law of , good deeds move a person toward the point at which that person can leave the cycle of rebirth.

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Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. aeDt Class Date Name Visualizing Information Terms andConcepts 3 idim1.Bdhs 5 Islam Buddhism 15. Hinduism14. 13. RETEACHING ACTIVITY RETEACHING history, beliefs, ortraditionsofeachreligion. DIRECTIONS: DIRECTIONS: 12. 11. 10. 9. 8. 7. 6. 5. 4. 3. 2. 1. Delhi Kolkata (Calcutta) Mumbai Dhaka Kathmandu Valley Vedas colonialism stupa Sinhalese jati self-rule Indus RiverValley Look atthediagrambelow. Write atleastfourfactsaboutthe Match eachtermfromChapter24withthecorrectdefinition. Primary ReligionsofSouthAsia j. i. h. g. f. e. d. c. b. a. l. k. religious shrinecommonthroughoutSouthAsia capital cityofBangladesh the mostdenselypopulatedareainNepal Buddhist majorityinSriLanka city inwhichmorethanamillionpeopleliveonthestreets colonialists independence forIndiafromwestern ancient Aryanwritings India’s mainportontheArabianSea site ofSouthAsia’searlygreatcivilization center ofIndia’sironandsteelindustry rule ofIndiabyEuropeangovernments group thatdefinesone’soccupationandsocialposition 24 Cultural Geography D of SouthAsia (continued) 25

CHAPTER 24 on_Files_ on_Files_

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. D 24 A Crowded Train in Bangladesh Train A Crowded Write a description of the photograph below that answers the of the photograph below that a description Write your new life in the city will be like. You may need to use your text for ideas. may need to use your new life in the city will be like. You Some of the people on this train may be traveling from rural villages to settle in the capital city Some of the people on this train may be traveling from rural villages write a paragraph from the point of view of one of these of Dhaka. On a separate sheet of paper, about what you think travelers, giving the reasons for your move. Then write a second paragraph Why might these people be traveling on this train? Why might these DIRECTIONS: the people and the train? What details do you notice about following questions: RETEACHING ACTIVITY Working with Geography Working 17. 16. 26 Name Date Class

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CHAPTER 24 REINFORCING SKILLS ACTIVITY

Evaluating Information from Sources One of the most challenging elements of research is determining which sources to use. Often, crucial information will differ from one source to another. It is always best to use reliable sources such as encyclopedias and library materials that have been edited and checked by experts and selected by libraries. Yet, sometimes new sources can add fresh details to a report. A thorough evaluation of information from sources includes the steps represented by the questions asked below.

Source A states: The first movie shown in India was in 1896 at the Watson Hotel

in Bombay (now Mumbai). The first movie made by an Indian was in 1899 by Harishchandra 24 Bhatvadekar. Dada Saheb Phalke was responsible for the first film produced entirely in India in 1913. This film, Raja Harishchandra, is considered the birth of India’s film industry.

Source B states: In 1886, the Lumiere brothers projected six short films in Bombay— CHAPTER Hiralal Sen and H.S. Bhatavdekar made India’s first films in 1899—began what is now known as “Bollywood.”

Practicing the Skill DIRECTIONS: Evaluate these conflicting sources of information about India’s film industry by answering the questions. 1. How do these sources differ?

2. What is the most important factual difference?

Reliability: Source A is a professional consulting service that provides factual information about a wide range of serious issues. Source B is an entertainment site that contains numerous spelling errors and appears to be unedited.

3. Which of these sources might be more reliable?

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Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 4. 3. 2. 1. DIRECTIONS: Class Date also builtastudioandfilm-processinglaboratory. 1913, DhundirajGovindPhalkehadmadeIndia’sfirstfeature-lengthfilm.He mime. Long,dramaticspeechesoftenweremadebythefilms’heroes.By “B nickname to worksoon of shortfilmsinBombay(nowMumbai).Indianfilmmakerswent pioneering FrenchfilmmakersLouisandAugusteLumièreshowedexamples produces asmany1,000filmseveryyear—evenmorethanHollywood. industry, featurefilmsaremadeallovertheworld.India,forexample, Although mostpeoplethinkofHollywoodasthecapitalmovie MotionPicturesinIndia Art ofSouthAsia: Name movements byleadinghungerstrikesandpeacemarches. Otherspromoteresistance popular moviestarsworkforthegovernment. political involvementremainsapartofIndia’sfilmindustrytoday.Some of films duringthistimewereappealsagainstsocialinjustices.Thistradition an erainwhichthecountrywasmovi social andpoliticalissues.Thissociopoliticalfilmmakingdominatedthe1930s, languages toappealabroadvarietyofIndianmoviegoers. where thefilmwasreleased.Today, Indianfilmsareproducedin16different a talkingmoviefeaturingtheHindilanguage,gatheredatBombaytheater toherfamilyandmarryayoungprince.Largeto return crowds,eagertosee the storyofaking’sdaughterwhowasexiledasyounggirlbutmanages makers makepartoftheirmovies? What theatricaltraditionsdidearlyIndianfilm- Where doesthename“Bollywood”comefrom? in India? In whatyearwasthefirstmotionpictureshown each year? About howmanyfilmsareproducedinIndia The firsttalkingpictureinIndia, Indians firstsawmotionpicturesin1896,whenarepresentativeofthe With theonsetofsynchronizedsound,Indianfilmsbegantodealwith Enrichment Activity24 ollywood.” ManyearlyIndianfilmsincludedsong,dance,and afterward. Bombay became the movie capital of India, earning the afterward. BombaybecamethemoviecapitalofIndia,earning Use thearticletoanswerquestionsbelow. Alam Ara, ng away from ng awayfrom was releasedin1931.Ittold British contr 6. 5. concern forsocialissues? concern How doIndianmoviestarstodayshowtheir the culturaldiversityofcountry? How doesdialogueinIndianfilmstodayreflect ol. Many D 29

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Chapter 24 Section Resources

Guided Reading Activity 24-1 India ...... 31

Guided Reading Activity 24-2 Pakistan and Bangladesh ...... 32

Guided Reading Activity 24-3 Nepal, Bhutan, Maldives, and Sri Lanka ...... 33

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Guided Reading Activity 24-1

For use with textbook pages 606–610. India Underline the Correct Words DIRECTIONS: Underline the word or phrase in parentheses that best completes the following sentences.

1. About percent of the world’s population lives in India. (5/15)

2. The people, a group of hunters and herders, settled in India in the

2000s B.C. (Aryan/Mongol)

3. Most of India’s people live in areas, where life has changed little in centuries. (urban/rural)

4. India’s main port on the Arabian Sea, is its largest city. (Mumbai/Delhi)

5. Kolkata (Calcutta), is the center of India’s iron and steel industries, located on a branch of the 24-1 (Ganges/Indus) River.

6. India’s second-largest city, , is part of a megalopolis. (Delhi/Calcutta) SECTION 7. taught that people suffer because they are too attached to material things. (The Buddha/Gandi)

8. Indians won their freedom from Great Britain in . (1933/1947)

9. India is the world’s largest . (monarchy/democracy)

10. Most people in India are . (Hindus/Buddhists)

11. India’s large film industry, nicknamed , is centered in Mumbai. ( jati/Bollywood)

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Guided Reading Activity 24-2

For use with textbook pages 611–615. Pakistan and Bangladesh Fill In the Blanks DIRECTIONS: Use the information in your textbook to fill in the blanks for the following sentences.

1. In Bangladesh, most people are , an ethnic background they share with some of their neighbors in the Indian state of Bengal.

2. By 2009, the average woman in Bangladesh gave birth to children.

3. In Pakistan, about 35% of the population lives in areas.

4. One of the world’s greatest ancient civilizations developed writing and trade in South Asia’s

SECTION .

5. The religion has had an enormous influence on the society and culture of both Pakistan and Bangladesh. 24-2 6. The idea of a separate state in the region began to emerge in the 1930s. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

7. Conflict over control of has caused decades of war and fighting between India and Pakistan.

8. In , Pakistan conducted underground nuclear weapons tests.

9. After East Pakistan broke away from its western counterpart, it took the name .

10. Both Bangladesh and Pakistan have forms of government, but are plagued by instability, violence, and military rule.

11. Instability led to a takeover in Pakistan in 1999.

12. The percentage of literate females in Pakistan is only .

13. Although Hinduism is practiced in both countries, is the main religion in Pakistan and Bangladesh.

14. , a form of devotional singing, is very popular in Pakistan.

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Guided Reading Activity 24-3

For use with textbook pages 616–620. Nepal, Bhutan, Maldives, and Sri Lanka Underline the Correct Words DIRECTIONS: Underline the word or phrase in parentheses that best completes the following sentences.

1. The country of Sri Lanka has main ethnic groups. (two/three)

2. The people make up the majority of the population of Bhutan. (Sinhalese/Bhote)

3. is the major religion of Bhutan. (Tibetan Buddhism /Hinduism)

4. Sherpas are a group of Tibeto-Nepalese people best known for their skills. (sailing/mountaineering)

5. Only about 25 people per square mile make their homes in the because of the area’s unfavorable climate. (Himalayan highlands/Kathmandu Valley) 24-3 6. The Maldive Islands were first settled by peoples from Southern Asia. (Arab/Buddhist)

7. A Tibetan developed a system of law for ruling Bhutan in the early 1600s. SECTION (lama/king)

8. Because of its isolation, Nepal was never colonized by . (China/Europe)

9. Sri Lanka has experienced periods of civil unrest due to divisions between the Sinhalese and the . (Tamils/Sikhs)

10. The Maldives became an independent republic in . (1948/1968)

11. receive free education from primary through university levels. (Sri Lankans/Nepalese)

12. Cholera and dysentery are common diseases in the region because of its lack of . (doctors/clean water)

13. The official languages of Nepal, Sri Lanka, and Maldives have roots. (Indo-European/Chinese) Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 14. Monks in Bhutan chant , or repetitive prayers. (dharmas/mantras)

15. Much of South Asia’s ancient art is found in Buddhist shrines, called . (dzongs/stupas)

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Chapter 25 Resources

Vocabulary Activity 25 The Region Today: South Asia ...... 35

Reteaching Activity 25 The Region Today: South Asia ...... 37

Reinforcing Skills Activity 25 Predicting Consequences ...... 39

Enrichment Activity 25 On the Road in South Asia ...... 41

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Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. aeDt Class Date Name The Region Today: SouthAsia DIRECTIONS: DIRECTIONS: 6. 5. 4. 3. 2. 1. V aypol nSuhAi eyo odadaia ug ald ,as isabusinessthatemploysworkerswithintheirhomes. setanexampleofmultinationalagriculturalcooperation. their mainenergy source. Many peopleinSouthAsiarelyonwoodandanimaldung,called . A In the1960s, An agriculturalproductacountrygrowsforsaleorexportiscalled OCABULARY 10. 11. 9. 8. 7. the lowestsocialcaste atomic weapons the spreadingdevelopmentof an Indian“tree-hugger”movement the illegalkillingofprotectedanimals does notdepletethem using resourcesataratethat jute biomass Word Bank ACTIVITY column. Write theletterofanswerinblankatlefteachdescription. Match eachdescriptioninthefirstcolumnwithcorrectitemsecond Choose awordorphrasefromtheboxtocompleteeachsentence. , afiberusedtomakestring,rope,andcloth,iscashcrop. encourages responsibleinteractionbetweenhumansandtheirenvironment. cash crop green revolution 25 E. D. C. B. A. sustainable development poaching nuclear proliferation Dalits Chipko ecotourism cottage industry D 35

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RETEACHING ACTIVITY 25 The Region Today: South Asia

Terms and Concepts DIRECTIONS: Match each term from Chapter 25 with the correct definition. 1. Tamils a. balancing economic growth with environmental policy 2. Chipko b. wood and other burnable vegetation 3. sustainable development c. disputed area between Pakistan and India 4. soil erosion d. result of slash-and-burn farming and timber harvesting 5. biomass e. people in conflict with the Sinhalese in Sri Lanka

6. Kashmir f. movement known for its reforestation projects 25

Working with Geography

DIRECTIONS: You are a South Asian delegate to the United Nations. You have CHAPTER been asked to give a speech about the relationship between Pakistan and India, including the situation in Kashmir. Write a draft of the speech on a sheet of paper. Explain the history of the situation, describe the situation as it stands today, and tell your concerns and hopes for the future.

(continued)

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Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. D 10. Mining and Fishing lobsters. food source. family’s People make furniture, cloth, and jewelry in their homes. Industrialization in India began under British rule. Rice is the major food crop of South Asia. Shipbreakers recycle iron Shipbreakers recycle and steel. Bangladesh produces shrimp and frogs’ legs. Indian computer profes- sionals are in high demand worldwide. for crops is some- Water times carried by hand for miles. Sri Lanka and Pakistan export fish, shrimp, and . Drought can destroy a W X. Y. Z. R. S. T. U. V. 12. Service Economy 9. High-Tech South Asian 25 Bhutan has coal, lead, marble, zinc, and copper. Service industries include transportation, real estate, tourism, and banking. Pakistan and India have petroleum reserves. During the green revolution, scientists developed new varieties of rice. Traditional fishers face Traditional large competition from oceangoing fisheries. In the Himalayan highlands, farmers terrace steep slopes. have provided Textiles incomes for hundreds of years. Wholesale and retail trade are important in India. has iron ore, coal, India bauxite, and copper reserves. N. O. P. Q. I. J. K. L. M. 11. Industry Read the Fact Bank statements about the economy of South statements about the economy Read the Fact Bank exporter 8. Farming Fact Bank and coconut plantations. Fruit is grown in Pakistan, jute in Bangladesh. India is the world’s leading of software services. Sri Lanka has tea, rubber, Most people in South Asia practice subsistence farming. The service industry became increasingly important in the 1990s. Bhutan’s mountains Bhutan’s make mineral extraction difficult. After independence, many industries were run by the Indian government. The Indian government and provides health care education to its people. DIRECTIONS: correct category box below. the letter of each statement in the Asia. Then write RETEACHING ACTIVITY F. G. H. D. E. B. C. A. Organizing Information 38 Name Date Class

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CHAPTER 25 REINFORCING SKILLS ACTIVITY

Predicting Consequences Sound planning often requires an educated guess. When you make an educated guess, you are making a prediction based on the information you have. Study the responses to three challenges faced by countries in South Asia. Then predict consequences, using educated guesses.

Practicing the Skill DIRECTIONS: The following table presents information about three challenges found in South Asia. Complete the table by predicting two possible consequences for each response. 25 Challenge Response Possible Possible Consequence Consequence

1. South Asia More productive needs to feed varieties of rice CHAPTER its ever-growing are introduced, but population. they require modern technology to be successful.

2. Deforestation, Countries create overhunting, wildlife reserves to and irrigation save endangered endanger many animals. animals.

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Enrichment Activity 25

On the Road in South Asia The countries of South Asia vary widely in the development of their road systems. The table below reflects some of these differences. Physical geography plays an important role in the extent and condition of the road systems in these countries. Study the table below. Then, answer the questions that follow. (Note that the Maldives are not listed in the table because the only roadways in these islands are a few miles of city streets in the capital city.)

Country Total Paved Percent Unpaved Percent Km of Road Roads Roads Paved Roads Unpaved per Square Km 25 Bangladesh 239,226 km 22,726 km 9.5% 216,500 km** 90.5% 1.79 Bhutan 8,050 km 4,991 km 62% 3,059 km* 38% 0.17 India 3,851,440 km 2,411,001 km 63% 1,440,439 km** 37% 1.17

Nepal 15,905 km 8,573 km 54% 7,332 km* 46% 0.11 CHAPTER Pakistan 255,856 km 157,975 km*** 62% 97,881 km**** 38% 0.32 Sri Lanka 97,287 km 78,802 km 81% 18,485 km** 19% 1.48

*2002, **2003, ***including 367 km of expressways, ****2004 Source: CIA World Factbook 2006

1. Which two countries have the fewest roads 6. Which country has the highest percentage of per square kilometer? paved roads?

7. What role might size have played in helping this country accomplish this feat? 2. What geographic feature might affect the building of roads in these two countries?

3. Which country has more than 1 million kilome- ters of unpaved roads? 8. Which country has a relatively small system of paved roads for its size that includes those near urban areas that allow high-speed travel? 4. Which country has the highest percentage of What are these roads called? unpaved roads? Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 5. What weather pattern might have a strong neg- ative effect on travel and road maintenance in this country?

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Chapter 25 Section Resources

Guided Reading Activity 25-1 The Economy ...... 43

Guided Reading Activity 25-2 People and Their Environment ...... 44

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Guided Reading Activity 25-1

For use with textbook pages 628–633. The Economy Fill In the Blanks DIRECTIONS: Use the information in your textbook to fill in the blanks for the following sentences.

1. In South Asia wooden plows usually are pulled by water buffalo or .

2. In the Himalayan highlands, is a widespread farming method.

3. In much of South Asia, farmers work in flooded fields to grow .

4. exports of plantation crops have declined as other economic activities have increased.

5. India and Pakistan are major growers of .

6. In Bangladesh, is grown and used to make rope and string. 25-1

7. Despite increased agricultural , South Asia struggles to feed its people.

8. The green revolution introduced new and more productive of crops to SECTION South Asia.

9. Bangladesh has untapped wealth in the form of reserves.

10. Among the abundant fish and shellfish in South Asia are lobster, , and fish.

11. Industrialization in India began when it was a colony.

12. In an economic crisis led India toward major economic reforms.

13. and pashmina come from a rare breed of goats native to the Jamma and Kashmir region.

14. Banking and other industries are gaining ground in India.

16. Tourism brings needed revenue into , which people visit to see the magnificent Himalaya Mountains.

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Name Date Class

Guided Reading Activity 25-2

For use with textbook pages 636–640. People and Their Environment Underline the Correct Words DIRECTIONS: Underline the word or phrase in parentheses that best completes the following sentences.

1. In South Asia, a key to successful resource management is development. (sustainable/limited)

2. Dams can reroute water for irrigation and by holding water in reserve for times of drought. (change river courses/control flooding)

3. Dam building deprives downstream areas of that nourishes the soil. (silt/wildlife) SECTION

4. South Asia faces an environmental crisis because of . (deforestation/habitat loss) 25-2 5. In Bangladesh, disappearance of the mangrove forests has led to devastating Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. from storm floods. (erosion/drought)

6. Severe coastal erosion in repeatedly displaces people from their homes. (Pakistan/Bangladesh)

7. The habitats of South Asia’s wildlife have been reduced because of and irrigation. (industrialization/deforestation)

8. Scientists want to predict the timing and of the monsoon rains in the Bay of Bengal. (direction/intensity)

9. Since 1998, nuclear capability has escalated the potential danger in the conflict between India and over the region of Kashmir. (Pakistan/Afghanistan)

10. The accuse the Sinhalese who control Sri Lanka’s government of discrimination. (Tamils/Muslims)

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Answer Key

Unit 8 Location Activity pp. 1–2 Critical Thinking: Generally, the less developed A. Labeling should be consistent with the Unit 8 the floodplain is and the wider apart the levee Regional Atlas on pages 582–585. walls are, the less damage will occur during B. a flood. 1. Deccan Plateau 2. Hindu Kush Unit 8 Environmental Issues pp. 9–10 3. Indus River 1. to improve Sri Lankan food security; because 4. Great Indian Desert coastal area water supplies are contaminated 5. Ganges River with salt; people are being forced into 6. Malabar Coast forested areas by ethnic conflict 7. Western Ghats 2. The Sri Lankan government wants to give 8. Himalaya farmers the title to the land they are farm- 9. Narmada River ing, so that they will be able to buy, sell, 10. Eastern Ghats and mortgage land. 11. Bay of Bengal 3. Student answers may vary. Pro answers may 12. Brahmaputra River include that farmers would become more prosperous, and that farmers would be more Unit 8 Real-Life Applications pp. 3–4 likely to protect land that they own. Con Possible answers: Land: locating less expensive answers may include that giving farmers the or closer sources of raw materials; Labor: title to their land is a short-term solution, instituting worker welfare programs or improving since farmers who sell their land will proba- working conditions to heighten employee loyalty; bly move into the cities, where they will Management: instituting manager training pro- need to find jobs, educational opportunities, grams, using workers’ input in management and places to live. decisions; Capital: purchasing newer, faster, 4. Student answers may vary. The Sri Lankan more reliable, or more efficient machinery government is run mainly by the ethnic Sinhalese. Because of the conflict with the Answers will vary but should demonstrate Tamils, the government wants to increase knowledge of the four factors of production the number of Sinhalese in the area. and how those factors relate to productivity. Investigating Further GeoLab Activity 8 pp. 5–7 Conflicts described may include examples such 1. Answers will vary from about 2 to 4 feet deep, as the Ituri conflict between the Hema and depending on how successful participants Lendo people of the Democratic Republic of are in holding the sides of the plastic sheet. Congo; the devastating oil spill off the coast of 2. Students should find that making the bowl Lebanon caused when Israeli missiles destroyed with low sides by standing far apart requires a Lebanese power plant during the August 2006 the least effort and results in the most water conflict; large dam projects such as the Narmada volume. Attempts to fill a smaller diameter Valley in India; or the problem with elevated sul- bowl with higher sides will cause greater fur dioxide levels in and around the growing difficulty as the water level increases. cities of Beijing, Chongqing, and Benxi in China. 3. Similar: The sides of the bowl allow an increase in water level, similar to what hap- Unit 8 World Literature pp. 11–12 pens when a levee is built. Water pressure 1. It had creepers, lawns, and bushes, and it increases as the water level increases, and shaded the house. After the destruction, the water can escape wherever a weak spot inner walls of the house were brightened occurs. Different: The plastic does not allow with unobstructed glare. There was no cover the water seepage and soil erosion that for even the tiniest insect. would occur in a levee.

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2. Possible answers include the following: The and hydroelectric power. The Ganges flows family might restore the shade to the house east from the Himalaya through the Ganges to keep out the heat; they might let the Plain, which is India’s most agriculturally garden grow back because they enjoy its productive area. The Ganges has immense beauty; or they might keep the garden bare cultural and religious importance to India’s because they fear more snakes. people. 3. The people feared the cobra, but they also 7. The climate of the Himalaya varies with believed it was the god Subramanya who altitude. The lower regions have a temperate had come to visit them. They felt a mixture climate and coniferous trees; the highest of terror and respect for the power associated regions have no vegetation and are cold with the snake. year-round. Most of the Indus River region 4. Student answers will vary but should take has a desert climate with desert scrub and into consideration the family’s immediate low thorny trees, except for close to the frightened reaction to the danger posed by river. The Deccan Plateau has an arid steppe the cobra. climate. 8.–28.

Vocabulary Activity 23 p. 14 25 1. B 2. A 23 3. D 24 26 `4. E 13 12 9 17 5. C 22 10 20 21 27 N 8 T L BHUTANNE R SO 20°N 18 OAHUR POPALAUA 15 RPUREOPOTNCBR 19 16 OETAS TANSO I CA 0 mi. 400 28 0 km 400

LNLNKOKC IONOD 15°N 11 R EOF SN I YK SDNA 14 OMA S EMA C A N I T K 70°E 90°E ALLUVIALPLAIN NO I V I C EO I S RNA Reinforcing Skills Activity 23 p. 17 AHTODARNCR T E T 1. No; the steep initial slope would block the view of the summit. BANGLADESHSNI 2. at about 6,562 feet (about 2,000 m) VRORACPAK I E TB 3. the first part of the climb, because sections MALDMOIMANUST of it are very steep 4. the very end, because the profile shows that Reteaching Activity 23 pp. 15–16 the trail levels out and becomes almost flat 1. Karakoram Mountains; Hindu Kush 5. about 10 miles (16 km) 2. Eastern Ghats 3. Vindhya Range Enrichment Activity 23 p. 19 4. Western Ghats 1. Mount Everest 5. Himalaya 2. India 6. The Indus River flows through Pakistan 3. rain and empties into the Arabian Sea. It is an 4. Possible response: Because many peaks are important waterway and provides water for so tall that they remain snow-covered all year, fruit orchards. The Brahmaputra flows west Indian travelers referred to them as “the and south from the Himalaya through India abode of snow.” into Bangladesh, where it joins with the 5. India, Pakistan, China, Tibet, Nepal, and Ganges. It is important for inland shipping Bhutan

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6. Students should recognize that the Himalaya Reteaching Activity 24 pp. 25–26 ranges are almost impassable because of 1. b their height and intense cold. Students 2. e should see that this is not only a barrier to 3. k immigration, travel, and cultural exchange, 4. g but also a protection for countries on both 5. j sides of the mountains against enemy armies. 6. l 7. d Guided Reading Activity 23-1 p. 21 8. h 1. Nepal 9. i 2. subcontinent 10. c 3. Himalaya 11. a 4. Ganges 12. f 5. Vindhya and the Satpura 13. Hinduism: main religion of India; sadhus 6. Deccan wear yellow robes and carry begging bowls; 7. Sri Lanka grew out of Aryan culture; dharma is moral 8. Indus duty; karma explains how good deeds move 9. Ganges a person forward or how bad deeds hold a 10. jute person back; reincarnation refers to the 11. delta cycle of rebirth; many gods and goddesses; 12. hydroelectric many Hindus tolerant of other religions 13. mica 14. Buddhism: based on teachings of Gautama 14. graphite Siddhartha; suffering comes from attachment 15. overcutting to material things; believe in reincarnation; 16. exports believe that enlightenment, or attaining nir- vana, is possible Guided Reading Activity 23-2 p. 22 15. Islam: primary religion of Pakistan, Maldives, 1. Tropical regions and Bangladesh; women often wear 2. Tropical savanna climate enveloping robes called chadors; Muslim 3. Midlatitude and highland regions traders came to the region in the 700s; 4. Dry regions Muslims conquered northern India by the 5. Steppe climate 1100s, and many converted to Islam; the Taj 6. Monsoon rains Mahal is an Islamic tomb 7. Cool: dry monsoon winds 16. Students’ descriptions may include the 8. Natural disasters following: a large number of people hanging 9. Floods on the outside of the train; the people on 10. Cyclones the left who appear to want to get on; almost all the people shown seem to be Vocabulary Activity 24 p. 24 boys and men; many are barefoot; and 1. jati many of the men are wearing white caps. 2. megalopolis 17. Reasons for the move may include rural 3. dharma unemployment, lack of food, desire for 4. Sikhs excitement, hopes for a good job. Paragraphs 5. Raj on expectations about life in the city should 6. guru show an understanding of the characteristics 7. mantra of Asian cities. 8. total fertility rate 9. mercantilism Reinforcing Skills Activity 24 p. 27 10. dzong 1. different dates, different spellings of names 11. stupa 2. Source A says that the first time films were 12. reincarnation shown in India was in 1896. Source B cites 13. karma 1886 for this milestone.

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3. Source A Guided Reading Activity 24-3 p. 33 4. Check other sources such as encyclopedias 1. two or film industry histories to confirm facts. 2. Bhote 3. Tibetan Buddhism Enrichment Activity 24 p. 29 4. mountaineering 1. about 1,000 5. Himalayan highlands 2. 1896 6. Buddist 3. Possible response: Hollywood is the film 7. lama capital of the U.S.; Bombay (now Mumbai) 8. Europe became the center of the Indian film indus- 9. Tamils try. “Bollywood” combines these two place 10. 1968 names. 11. Sri Lankans 4. song, dance, mime, and long dramatic 12. clean water speeches 13. Indo-European 5. Possible response: Dialogue in Indian films 14. mantras reflects the cultural diversity of the country 15. stupas because Indian films are produced in 16 different languages. Vocabulary Activity 25 p. 35 6. Possible response: Some Indian movie stars 1. cash crop work for the government; others lead 2. Jute hunger strikes and peace marches. 3. green revolution 4. cottage industry Guided Reading Activity 24-1 p. 31 5. Ecotourism 1. 15 6. biomass 2. Aryan 7. E 3. rural 8. D 4. Mumbai 9. A 5. Ganges 10. C 6. Delhi 11. B 7. The Buddha 8. 1947 Reteaching Activity 25 pp. 37–38 9. democracy 1. e 10. Hindus 2. f 11. Bollywood 3. a 12. caste 4. d Guided Reading Activity 24-2 p. 32 5. b 1. Bengali 6. c 2. 2.5 7. Speeches should cover the following 3. urban points: religious and ethnic disagreements 4. Indus River valley and conflicts between Hindus and Muslims 5. Islamic since 1967; conflict over borders and rule 6. Muslim of Kashmir; present threat of nuclear 7. Kashmir proliferation. 8. 1998 8.–12. Order of answers within each category 9. Bangladesh may vary. 10. parliamentary republic 8. D, F, H, J, Q, U, W, Z 11. military 9. G, T 12. 36 percent 10. B, I, M, N, P, S, V 13. Islam 11. C, E, K, R, X, Y 14. Qawwali 12. A, L, O

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Reinforcing Skills Activity 25 p. 39 Guided Reading Activity 25-1 p. 43 1. Possible answers include the following: 1. oxen Large increases in rice and wheat production 2. terracing mean more food can be stored and exported. 3. rice Some areas cannot implement new methods; 4. Sri Lanka’s monsoons limit planting seasons in some 5. cotton areas; modernization is expensive. 6. jute 2. Possible answers include the following: 7. productivity Protected animals leave reserves and damage 8. varieties farmers’ crops. Reserves have an economic 9. natural gas impact on logging, hunting, and poaching. 10. shrimp 3. Possible answers include the following: 11. British Dams change courses of rivers, reroute 12. 1991 water for irrigation, and control flooding as 13. Cashmere well as hold water in reserve for times of 14. service drought. Drawbacks include trapping silt that 15. high-technology otherwise would flow downriver to enrich 16. Nepal the soil. Reservoirs can trap bacteria, which is a source of disease. Wildlife and human Guided Reading Activity 25-2 p. 44 communities are affected by the rerouting 1. sustainable of rivers. 2. control flooding 3. silt Enrichment Activity 25 p. 41 4. deforestation 1. Bhutan (0.17) and Nepal (0.11) 5. erosion 2. the Himalaya 6. Bangladesh 3. India 7. deforestation 4. Bangladesh 8. intensity 5. monsoon rains 9. Pakistan 6. Sri Lanka 10. Tamils 7. Sri Lanka is a small island nation. 8. Pakistan; expressways