H I G H
S C H O O L
Sample Chapter
Welcome to Geography Alive! This document contains everything you
need to teach the sample chapter “Life in the Central Andes: Adapting to
a Mountainous Region.” We invite you to use this sample chapter today
to discover how the TCI Approach can make geography come alive for
your students.
Contents
See Geography Alive!
Letter from Bert Bower, TCI Founder and CEO
2
in action in a real
Benefits of Geography Alive!
3
TCI Technology
4
Program Contents
6
www.teachtci.com
classroom!
Program Components
10
How to Use This Chapter
11
Student Edition:
Sample Chapter 13: Life in the Central Andes: Adapting to a Mountainous Region
13
Lesson Guide
24
Lesson Masters
32
Interactive Student Notebook
38
Placards
43
Visuals
46
Welcome!
G e o g ra p hy A l i ve ! Re g i o n s a n d Pe o p l e
W
elcome to the second edition of Geography Alive! Regions and People.
Since the program first was released, I’ve been snapping photos of my
students in action at Mission High School in San Francisco Unified and asking
other teachers to send me photos of their students using the program as well.
Despite the great diversity of classes in which the images were taken—in both
middle and high school classes, in urban and suburban settings, in mainstream
and English Language Development classes—one similarity always strikes me:
welcome
students are actively involved in geography and having a great time.
2
Together we will
creatively challenge
students to use the
tools of geography
to view, analyze, and
understand the world
around them.
Our goal in creating Geography Alive! was to rescue the study of geography from
a mind‐numbing, encyclopedic romp around the globe. So we created an engaging, case‐study approach worthy of the high standards set by the professional
geographers at the National Council for Geographic Education. Each activity not
only aligns with the National Geography Standards, but is framed by an Essential
Question and built around an interactive classroom activity.
I encourage you to try this sample lesson from Geography Alive! with your
students today. And I’d love one day to receive a photo of your students in action,
totally absorbed in the study of geography, and to welcome you to the growing
TCI community of inspired, active social studies teachers.
Best,
Bert Bower
TCI Founder and CEO
Benefits of Geography Alive!
Geography Alive! was created by teachers,
for teachers in partnership with scholars
from the National Council for Geographic
Education. The program is flexible and easy
to use, providing a variety of ways to meet
diverse student needs and curriculum
configurations. Teachers can
•Select the regions and chapters they
wish to cover with their students.
Teachers can choose one chapter per
region or teach any number of chapters
in a region to build student knowledge.
•Modify instruction for English language
learners, learners reading and writing
below grade level, learners with special
education needs, and advanced learners.
T
he TCI program is the most stimulating geography program anywhere
because students learn in the course of
investigating real geographic challenges
that the world faces today. This casestudy approach hooks students and keeps
them engaged all year long. For example,
students
•Analyze statistics on pollution, invasive
species, and habitat loss in the Great
Lakes ecosystem.
benefits
•Explore the impact of population trends
by creating and analyzing population
pyramids.
3
•Study three women micro-entrepreneurs
to learn how they are changing the
human characteristics of their African
communities.
•Engage students further with Global
Connections readings that help students
explore the Essential Question on a
worldwide scale.
•Add Mapping Laps, in which students
simulate the use of geographic information systems and apply the geography
inquiry process in depth to one of seven
world regions.
Geography Alive! will help you ignite your
students’ passion for geography—and
re-ignite your passion for teaching it!
G e o g ra p hy A l i ve ! Re g i o n s a n d Pe o p l e
Think like a geographer. At TCI, we want to turn students into geographic thinkers
by teaching them how to view, analyze, and understand the world around them.
Geography Alive! Regions and People asks students to use the skills and strategies
of real geographers to look at critical, contemporary geographic issues.
TeachTCI
Technology for Teachers
TeachTCI is the most dynamic social studies technology ever created for
teachers. It delivers a wealth of teaching materials directly to teachers via the
Internet. Using TeachTCI technology, you can plan, present, and manage your
TCI lessons all in one place. Access the technology online, at your convenience,
at www.teachtci.com.
PLAN
Here you’ll find everything you need to conduct a memorable, knock-their-socks-off
lesson—Lesson Guides, Student Handouts, Visuals, and more—in pdf format, all in
one place and organized by chapter. Other features include:
• Customized state correlations
• Easy-to-use assessment tool—use TCI’s assessments or customize your own
• Enrichment Resources to enhance instruction
• Discussion Groups—share best practices with teachers nationwide
TEACH
TCI’s state-of-the-art Classroom Presenter slideshows translate the printed Lesson
Guide into a visual format that teachers can use with students. The Classroom
Presenter has:
• Rich images that are the hallmark of TCI lessons
• Concise, step-by-step instructions for each chapter’s classroom activity
• A powerful toolbar to enhance presentations—zoom, draw, and write on slides to
emphasize important information
LEARNTCI
technology
See what your students see in LearnTCI before assigning it to them.
LearnTCI includes:
4
• The Student Edition text
• Game-like Reading Challenges in which students show what they know
• A highlighter, Main Idea Viewer, in-text key term definitions, text-to-audio
features, and more
MANAGE
In one easy-to-use place, you can:
• Set up digital classes
• Assign chapters
• View your students’ Reading Challenge results individually and by class
• Manage accessibility features for individual students
G e o g ra p hy A l i ve ! Re g i o n s a n d Pe o p l e
TCI’s cutting-edge technology solutions for both teachers and students are designed to
enhance teaching and learning.
LearnTCI—www.learntci.com —enables students to interact with content
online and apply what they’ve learned in a fun and engaging way. LearnTCI
motivates students to read—and they enjoy it more when it’s online!
As students read their Student Edition online, they can:
• Highlight the main ideas and then check their understanding using the
Main Idea Viewer
• Click on key terms to see their definitions, right in line with the text
• Have the text read to them
Reading Challenges use game-like settings to engage students’ interest
through visuals, primary sources, maps, and audio cues. Students are
challenged to think about the content of a chapter in ways that stimulate
learning.
technology
Students’ Reading Challenge scores are recorded in TeachTCI so teachers can
learn which topics may need reinforcement and which students may need
extra help. Assignments can be monitored from any computer at a teacher’s
convenience.
5
G e o g ra p hy A l i ve ! Re g i o n s a n d Pe o p l e
LearnTCI
Technology for Students
Welcome!
Program Contents
Unit 1: The Geographer’s World
1 The Tools of Geography
How do geographers show information
on maps?
In a Social Studies Skill Builder, students
develop the basic map-reading skills they
will need for success in this program.
2 A Spatial Way of Thinking
Why do geographers use a variety of maps
to represent the world?
A Visual Discovery activity helps students
read and analyze six types of thematic
maps that geographers use to represent
the world.
4 The Great Lakes: The U.S. and Canada’s Freshwater Treasures
How can people best use and protect
Earth’s freshwater ecosystems?
Students analyze data about the state of
the Great Lakes today and apply what they
learn about the lakes’ current status and
future prospects in a Writing for
Understanding activity.
5 Urban Sprawl in North America:
Where Will It End?
How does urban sprawl affect people and
the planet?
In an Experiential Exercise, students work
in policy-planning groups to debate and
recommend possible policies for how to
best address growth and urban sprawl in
the cities of Portland, Toronto, and Atlanta.
6 National Parks: Saving the Natural Heritage of the U.S. and Canada
What features make national parks
special and worth preserving?
In a Response Group activity, students plan
adventure tours to learn about the topography and characteristics of North American
national parks as well as challenges to their
preservation.
7 Consumption Patterns in the United States: The Impact of Living Well
Unit 2: Canada and the United States
contents
3 Settlement Patterns and Ways of Life in Canada
6
How does where you live influence
how you live?
In a Social Studies Skill Builder, students
explore how location influences ways of life
by looking at population, climate, language,
buildings, and economic activity in the five
regions of Canada.
How do American consumption patterns
affect people and the planet?
A Response Group activity introduces
students to consumption patterns in
the United States and around the world
through analysis of a series of cartograms
depicting global consumption patterns and
gross domestic product.
G e o g ra p hy A l i ve ! Re g i o n s a n d Pe o p l e
In Geography Alive! Regions and People, an Essential Question organizes each chapter
and its corresponding activity. By reading the Student Edition and participating in the
classroom activity, students gain a deeper understanding of the content.
Welcome!
How should the resources of rainforests
be used and preserved?
8 Migration to the United States:
The Impact on People and Places
How does migration affect the lives of
people and the character of places?
In an Experiential Exercise, students
conduct interviews to learn about the
push and pull factors that cause people to
migrate to the United States.
Unit 3: Latin America
9 Spatial Inequality in Mexico City: From Cardboard to Castles
Why does spatial inequality exist in
urban areas?
In a Writing for Understanding activity,
students study the process of urbanization
and the patterns of inequality that exist in
urban areas such as Mexico City.
10 Indigenous Cultures: The Survival of the Maya of Mesoamerica
How do indigenous peoples preserve
their traditional culture while adapting to
modern life?
In a Problem Solving Groupwork activity,
students dramatize five aspects of life in
a highland Maya village to learn how the
Maya of the Guatemalan highlands
and Chiapas have preserved their
traditional ways of life while adapting
to modern society.
contents
11 Dealing with Extreme Weather: Hurricanes in the Caribbean
7
What causes extreme weather, and how
do people deal with it?
In a Visual Discovery activity, students
analyze images that represent key stages
in the life of a hurricane to learn about
extreme weather and how people plan for
and deal with hurricanes in the Caribbean.
In a Response Group activity, students
learn and then create news reports about
groups with competing interests in how
to preserve and use the resources of the
Amazon rainforest.
13 Life in the Central Andes: Adapting to a Mountainous Region
How do people adapt to living in a
mountainous region?
Students engage in a Social Studies Skill
Builder to learn how people have adapted
to living in the varied environments of the
Andes Mountains and other mountainous
regions around the world.
Unit 4: Europe and Russia
14 Supranational Cooperation in the European Union
What forces work for and against
supranational cooperation among nations?
In an Experiential Exercise, students
explore the economic, political, and
cultural forces that work for and against
supranational cooperation in the EU.
15 Population Dilemmas in Europe
How do population trends affect a
country’s future?
In a Response Group activity, students explore
the effects of population trends by creating
and analyzing population pyramids for three
countries with different levels of growth.
16 Invisible Borders: Transboundary Pollution in Europe
How can one country’s pollution become
another country’s problem?
In a Visual Discovery activity, students explore the impact of one country’s pollution on
other countries, analyzing images and maps
to understand the causes and results of
radioactive pollution from Chernobyl, acid rain
from the “Black Triangle” region, and water
pollution in the Tisza and Danube rivers.
G e o g ra p hy A l i ve ! Re g i o n s a n d Pe o p l e
12 Land Use Conflict in the Amazon Rainforest
Welcome!
How do physical processes shape Earth’s
landscape?
A Social Studies Skill Builder invites
students to explore the regional differences
within Nigeria by designing an educational
Web page about the country’s three
distinct regions.
18 New Nation-States from the Old Soviet Empire: Will They Succeed?
23 Resources and Power in Post-apartheid South Africa
To understand why political maps can
change, students in a Writing for Understanding activity analyze economic and political information from five nation-states that formed
after the breakup of the Soviet Union.
Unit 5: Africa
19 The Nile River: A Journey from Source to Mouth
How do rivers change as they flow across
Earth’s surface?
In a Social Studies Skill Builder, students
examine key features along the Nile River
to learn how physical features and human
activity affect river systems as they flow
across Earth’s surface.
20 Life in the Sahara and the Sahel: Adapting to a Desert Region
How might ethnic group differences affect
who controls resources and power in
a society?
In a Visual Discovery activity, students
examine photographs of the new South
Africa and evaluate how much progress
South Africa has made toward achieving
racial equality since the end of apartheid.
Unit 6: Southwest and Central Asia
24 Oil in Southwest Asia: How “Black Gold” Has Shaped a Region
How might having a valuable natural
resource affect a region?
In a Response Group activity, students analyze geographic data to answer a series of
critical thinking questions about how oil has
affected ten countries in Southwest Asia.
25 Istanbul: A Primate City Throughout History
How do people adapt to living in a
desert region?
Where are primate cities located, and why
are they important?
Students in a Response Group activity
investigate the ways people have adapted
to living in the varied environments of a
desert region.
In an Experiential Exercise, students
examine the city of Istanbul to learn about
the unique traits of primate cities and to
develop an appreciation for the importance
of location, as defined by site and situation.
21 Micro-entrepreneurs: Women’s Role in the Development of Africa
contents
How can dividing a diverse country into
regions make it easier to understand?
A Social Studies Skill Builder asks students
to examine how four physical processes
shape Earth and to identify examples of
their effects on the landscape of Russia.
What factors contribute to the success or
failure of new nation-states?
8
22 Nigeria: A Country of Many Cultures
How are women micro-entrepreneurs
in developing countries changing their
communities?
In a Writing for Understanding activity,
students study three women microentrepreneurs to learn how they are
changing the human characteristics of
their African communities.
26 The Aral Sea: Central Asia’s Shrinking Water Source
How are humans affected by changes they
make to their physical environment?
Students participate in a Problem Solving
Groupwork activity to examine how the
shrinking of the Aral Sea in Central Asia has
affected the nearby physical environment
and the humans who live there.
G e o g ra p hy A l i ve ! Re g i o n s a n d Pe o p l e
17 Russia’s Varied Landscape: Physical Processes at Work
Welcome!
27 Waiting for the Rains: The Effects of Monsoons in South Asia
How does climate influence human activity
in a region?
Students in this Social Studies Skill Builder
learn how monsoons influence the climate
of South Asia and affect the lives of the
people who live there.
28 Tech Workers and Time Zones:
India’s Comparative Advantage
A Visual Discovery activity leads students
to understand globalization by investigating the key stages in the production of an
athletic shoe.
Unit 8: Oceania and Antarctica
33 Relative and Absolute Location:
What Makes Australia Unique?
How does a country’s location shape life
within its borders?
As reporters in a Writing for Understanding
activity, students explore the global revolution in information technology (IT) and the
factors that give countries such as India a
comparative advantage in attracting IT jobs.
Students complete a Social Studies Skill
Builder to discover how the absolute and
relative locations of Australia have helped
shape many aspects of life there.
How can people both experience and
protect the world’s special places?
An Experiential Exercise takes students
on a simulated climb of Mount Everest to
discover some of the challenges faced by
real climbers and the environmental impact
of climbing expeditions.
30 China: The World’s Most Populous Country
How does a country meet the challenges
created by a large and growing population?
In a Response Group activity, students
analyze the ways China has tried to
address the challenges created by its
large and increasing population.
31 Population Density in Japan: Life in a Crowded Country
How does population density affect the
way people live?
contents
What is globalization, and how does it affect people and places?
What factors give some countries a comparative advantage in the global IT revolution?
29 Mount Everest: Climbing the World’s Tallest Physical Feature
9
32 The Global Sneaker: From Asia to Everywhere
In an Experiential Exercise, students
discover the effects of population density
on life in Japan and around the world.
34 The Pacific Islands: Adapting to Life Surrounded by Ocean
How do people adapt to life in an
island region?
In a Problem Solving Groupwork activity,
students learn how physical and human
geography affect life on three types of
islands in the Pacific Ocean: continental
islands, volcanic islands, and atolls.
35 Antarctica: Researching Climate Change at the Coldest Place on Earth
How might global warming affect the environment in the world’s coldest places?
In a Writing for Understanding activity,
students explore how Antarctica is affected
by world climate changes and why this
unique land is ideal for the study of
global warming.
G e o g ra p hy A l i ve ! Re g i o n s a n d Pe o p l e
Unit 7: Monsoon Asia
Program Components
•Helps students demonstrate mastery of new
concepts and skills with Processing activities
•Builds student vocabulary with Geoterms
Lesson Masters
•Contain reproducible student and teacher
masters for classroom activities, organized
by chapter
Student Edition
•Provides considerate text that is uncluttered
and easy to navigate for students at all levels
•Organizes each chapter around an Essential
Question to focus student learning
•Provides powerful graphic elements that support visual learning and spark student interest
•Places focus on Geoterms and other key
geography concepts
components
•Offers Global Connections to help students
analyze each chapter’s Essential Question on a
worldwide scale
10
•Include Student Handouts, Information
Masters, and assessments
Visuals
•Provide vibrant, colorful images
•Build and enhance visual literacy skills
•Offer data in visual and graphic formats to
promote critical thinking skills
•Offer a meaningful glimpse into other places
Placards
•Include full-color, laminated picture cards to
promote critical thinking skills
Lesson Guide
•Support hands-on activities
•Provides simple, step-by-step procedures for
each lesson
•Tap students’ visual skills during active learning
sessions
•Lists materials for each lesson
Sounds of Geography CD
•Includes easy-to-use assessments
•Stimulates learning with musical recordings,
dramatic readings, and sound effects
•Provides recommendations for differentiating instruction for English language learners,
students reading and writing below grade level,
learners with special education needs, and
advanced learners
•Enhances the drama and realism of many
student activities
Mapping Labs
Interactive Student Notebook
•Introduce students to the basics of seven
world regions
•Engages student interest with Preview
activities
•Contain a Lesson Guide with Lesson Masters,
Visuals, and Placards
•Enhances student understanding through
graphically organized Reading Notes
•Include five geography challenges, spiraled
in difficulty, that encourage students to
investigate the region’s physical and human
geography
G e o g ra p hy A l i ve ! Re g i o n s a n d Pe o p l e
All the components of Geography Alive! Regions and People fit together to deliver
powerful and memorable learning experiences. These components can be purchased in
print format, digital format with a TeachTCI subscription, or a combination of both.
How to Use This Chapter
S t u d i e s
S k i l l
B u i l d e r
Step 1
C H A P T E R
13
Life in the Central
Andes: Adapting to a
Mountainous Region
Plan Instruction
How do people adapt to living
in a mountainous region?
Overview
Materials
In this chapter, students learn how people have adapted to the varied environments of the Andes Mountains. In a Social Studies Skill Builder, they assume
the role of magazine editors organizing a feature article on life in the central
Andes. They read about the physical characteristics of four elevation zones—
tierra caliente, tierra templada, tierra fría, and tierra helada—and categorize
photographs and other geographic information on how people have adapted
to life in each zone. Afterward, they extend their learning by researching how
people have adapted to living in other mountainous regions around the world.
Geography Alive!
Regions and People
Visuals 13A and 13B
Placards 13A–13C
(3 sets; print additional
sets from TeachTCI)
Lesson Masters
• Information Master 13
(1 transparency)
• Student Handout 13
(cut apart)
Objectives
Students will
• describe the physical characteristics of four elevation zones: tierra caliente,
tierra templada, tierra fría, and tierra helada.
1
Review the Lesson Guide (pages 24–31) to familiarize yourself with the chapter
objectives, Geoterms, and step-by-step procedures for the classroom activity.
Be sure to review the materials list (page 24) and prepare materials as needed.
Consider the options for differentiating instruction (page 29).
Interactive Student
Notebooks
• identify ways in which people of the central Andes have adapted to life in
each of the four elevation zones.
• analyze the impact of retreating mountain glaciers on people living in
mountainous regions around the world.
Geoterms
Students will define and explain the importance of these key geographic terms:
altitudinal zonation, snow line, terracing, tree line, vertical trade.
153
Life in the Central Andes: Adapting to a Mountainous Region
V i s u a l
13 A
A Village in the Andes Mountains
Step 2
Preview the Chapter with Students
2
Follow the steps under Preview in the Lesson Guide to explain to students what
they will be learning in this lesson.
25,000
Highest point in the Andes
(23,000 feet)
Elevation (feet)
20,000
15,000
Chinchero, Peru
(12,340 feet)
10,000
Denver, Colorado
(5,600 feet)
5,000
Chicago, Illinois
(600 feet)
0
Geography Alive! Regions and People
© Teachers’ Curriculum Institute
61
Step 3
Introduce the Essential Question and Geoterms
3
Introduce students to Chapter 13 in the Student Edition by following the steps in
this section of the Lesson Guide. These steps prepare students with a clear
thesis to explore as well as a way to organize their learning throughout the rest of
the lesson.
P l a c a r d
1 3 A
Step 4
Graphics for Station 1
Graphic A
Graphic B
World Banana Exporters, 2003–2007
Rest of the
world, 29%
Ecuador, 29%
Guatemala, 7%
Colombia, 10%
Costa Rica, 13%
Conduct the Social Studies Skill Builder
Ecuador’s Cut-Flower
Exports, 2005
Carnations, chrysanthemums,
and others, 6%
Philippines, 12%
Roses, 94%
Source: Food and Agriculture Organization of the United Nations.
Source: Stratega Business Development Services.
Graphic D
Graphic C
Mineral Content of Quinoa and Other Crops
flower
Mineral Content
(parts per million) Quinoa
leaf
1,274
880
Phosphorus
3,869
4,200
Iron
Potassium
Sodium
eye
how to use
Zinc
11
Crop
Barley
Calcium
Beans
Wheat
1,191
550
3,674
4,700
20
50
86
50
6,967
5,600
10,982
8,700
115
200
103
115
48
15
32
14
potato
roots
© Teachers’ Curriculum Institute
Geography Alive! Regions and People 7
4
This section of the Lesson Guide leads you step-by-step through the heart of a
TCI classroom activity—in this case, a Social Studies Skill Builder. Here, students
circulate among three stations set up in the classroom that simulate a magazine
publishing company preparing a feature article on life in the central Andes. During
this activity, students read the chapter in the Student Edition as research and
complete Reading Notes in their Interactive Student Notebooks to finish their
feature article. Wrap up the activity using the Guide to Reading Notes 13
(pages 30–31) to check students’ work.
G e o g ra p hy A l i ve ! Re g i o n s a n d Pe o p l e
S o c i a l
How to Use This Chapter
1 3 B
Step 5
Graphic G
A sugarcane field
A small farm
Graphic H
A coffee plantation
A herd of llamas
Graphic F
Graphics for Station 2
Graphic E
Explore the Global Connections
Geography Alive! Regions and People 8
© Teachers’ Curriculum Institute
Step 6
Direct the Processing Activity
Have students complete the Processing activity in their Interactive Student
Notebooks (page 42).
A s s e s s m e n t
Step 7
1 3
Applying Geography Skills:
Analyzing a Circle Graph and a Climate Map
Use the circle graph, climate map, and your knowledge of geography to complete the
tasks below.
World Banana Exporters, 2003–2007
Ecuador, 29%
90°W
100°W
80°W
70°W
60°W
N
Costa Rica, 13%
W
GUATEMALA
10°N
E
S
Climate Zones
Highlands
Arid
Semiarid
COSTA
RICA
COLUMBIA
Tropical wet and dry
Tropical wet
Guatemala, 7%
Colombia, 10%
Philippines, 12%
0°
Equator
0
500
1,000 miles
ECUADOR
0
500
1,000 kilometers
Lambert Azimuthal Equal-Area projection
1. Calculate the percentage of the world’s bananas that comes from the four Latin
American countries of Ecuador, Costa Rica, Columbia, and Guatemala.
Have students complete the Chapter 13 Assessment from the Lesson Masters
(pages 34–37).
2. Identify the two climate zones that are found in all four of these countries.
3. Describe the climate that seems best suited for growing bananas.
how to use
134 Chapter 13
12
6
7
Conduct the Assessment
Climate Zones of Latin America
p
Rest of the
world, 29%
5
Instruct students to read the “Beginning to Think Globally” section of the Student
Edition (Section 13.7) to learn more about the role of glaciers in the lives of
people living in mountainous regions around the world. Follow the instructions in
the Lesson Guide (pages 26–27) for facilitating a class discussion and having
students read the “Global Connections” section (Section 13.8).
© Teachers’ Curriculum Institute
Geography Alive!
will help you
ignite your
students’ passion
for geography—
and re-ignite
your passion for
teaching it!
G e o g ra p hy A l i ve ! Re g i o n s a n d Pe o p l e
P l a c a r d
| Stu d e n t E d i ti o n | L e s s o n G u i d e | L e s s o n M a s te rs | I n te ra c ti ve Stu d e n t N o te b o o k | P l a c a rd s | V i s u a l s
C H AP TE R
13
Life in the Central
Andes: Adapting to a
Mountainous Region
13.1 Introduction
La Paz, Bolivia, is the highest big city in the world, sitting at 12,000 feet above
sea level in the central Andes Mountains of South America. This high elevation can produce some odd effects. Golfers in La Paz can hit a golf ball much
farther than they can at sea level. At a nearby ski resort, a skier may need to
wear an oxygen tank to go skiing.
These effects are the result of thin air. The air is thinner at high elevations
because the force of gravity pulls air downward, which means that there is less
oxygen in the air at high elevations. This is why the skier in La Paz requires
an oxygen tank. The thin air is also the reason a golf ball will travel farther at
12,000 feet. At that elevation, there is less air to cause friction on the ball and
slow it down.
The people of La Paz are accustomed to living at high elevations. Like
all of the people who live in the Andes Mountains, they have had to adapt to
the effects of high elevation. The Andes include some of the highest mountain
peaks in the world, with many of them rising much higher than La Paz. The
various elevation levels in these mountains influence the way people live.
In this chapter, you will read about life in the central Andes. You will
also learn about altitudinal zonation, a term that refers to the division of
mountainous land into zones based on altitudes, or elevations. You will find
out about the four main elevation zones in the Andes and how the people
living there have adapted to each zone.
E s s e n t i a l Q u e s t i on
G r a p h i c O r g a n i ze r
How do people adapt to living
in a mountainous region?
▲
This diagram represents the
Andes Mountains of South
America. Notice that the
mountain is divided into four
zones based on elevation.
Each zone has its own range
of temperatures. It also has its
own distinct plant and animal
life. The features of each zone
influence how people live. Think
about this diagram as you try to
answer the Essential Question.
A mountain valley and snow-covered volcano in Ecuador
13
Elevation
12,000–15,000 feet
6,000–12,000 feet
Tierra Helada
20°F–55°F
3,000–6,000 feet
0–3,000 feet
Tierra Fría
55°F–65°F
Tierra Templada
65°F–75°F
Tierra Caliente
75°F–80°F
191
South America, the world’s fourth largest continent, encompasses 12
countries and a wide range of environments. The continent has deserts,
tropical rainforests, and several mountain ranges, with the greatest
mountains being the Andes.
The Andes: Backbone of South America The Andes consist of
several mountain ranges that are known in Spanish as cordilleras. These
cordilleras form the longest chain of high mountains on Earth, stretching for approximately 4,500 miles from north to south, along the west
coast of South America. The Andes have appropriately been nicknamed
the backbone of South America.
The Andes Mountains pass through seven countries, featuring many
different landscapes along the way. Some parts of the Andes are covered
with dense forest, whereas other regions are rocky and bare. More than
50 mountains within the Andes reach elevations of more than 20,000
feet. These lofty peaks are always covered with snow and ice.
The Andes can be grouped in three sections. The northern Andes
cross Venezuela and Colombia. The southern Andes run through Chile
and Argentina. The central Andes cover Ecuador, Peru, and Bolivia. This
chapter focuses on the central Andes.
The Four Elevation Zones of the Andes In the introduction, you
A Mountain City
La Paz, Bolivia, is the highest big city
in the world. It is located at 12,000 feet
in the heart of the Andes Mountains.
The Andes run the length of South
America. The only higher mountains
in the world are the Himalayas of
Asia. The people of the Andes have
had to adapt to life at high elevations.
192 Chapter 13
read about altitudinal zonation, learning that there are four main elevation zones in the Andes. These elevation zones are also called climate
zones because elevation helps determine climate. The four elevation
zones are illustrated in the diagram on the next page.
The elevation zones in the Andes are known by their Spanish names.
The lowest zone is called tierra caliente, or hot country. Above that is a
zone known as tierra templada, or cool country. Next comes tierra fría,
or cold country. The highest elevation zone is known as tierra helada,
which means frost country.
The link between climate and elevation is based on two factors. The
first factor is solar energy, which is the heat and light emitted by the
sun. This energy from the sun warms Earth’s surface. Some solar energy
is also reflected by Earth back into the atmosphere, with the air closest
to the surface absorbing most of the reflected heat.
The second factor is the force of gravity. Gravity pulls air in the
atmosphere down toward Earth. As a result of this process, the air
becomes denser at lower elevations. The denser the air, the more heat it
can absorb. As you move higher, the air becomes thinner and holds less
heat. For every 1,000-foot rise in elevation, the temperature of the air
drops by around 3.5°F.
The higher you go in the Andes Mountains, the cooler the temperature becomes. This is true even in regions that are near the equator. For
example, both of Ecuador’s two largest cities, Guayaquil and Quito, lie
near the equator. Guayaquil has an annual average temperature of 77°F,
but Quito’s average temperature is much cooler, just 55°F. The reason
for the difference is elevation. Guayaquil is located at sea level, whereas
Quito sits at an elevation of 9,350 feet. One city lies in tierra caliente, the
other in tierra fría.
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13.2 The Geographic Setting
14
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▲
Geoterms
altitudinal zonation the division of land into zones
based on elevation, which in turn helps determine climate
and vegetation
snow line the lowest elevation on mountains where snow
remains year-round
terracing the creation of flat areas on mountain slopes
for the purpose of farming
tree line the highest elevation where trees grow on a
mountain
vertical trade the trading of crops between lowland and
highland areas
Tierra Helada
20°F–55°F
Tierra Fría
55°F–65°F
15
Tierra Templada
65°F–75°F
Tierra Caliente
75°F–80°F
Altitudinal Zonation in the Andes
This diagram shows the four elevation zones of the Andes. Notice how
the climate cools the higher you go. That’s because the air gets thinner
and holds less heat.
Life in the Central Andes: Adapting to a Mountainous Region
193
A worker is picking bananas on a plantation in Ecuador. The temperature
is high, so he stops frequently to wipe the sweat from his brow. He also
must watch out for spiders because tarantulas often hide within banana
stalks. A tarantula bite may not be deadly, but it is extremely painful.
This banana plantation is located in the tierra caliente. Consisting
mostly of tropical lowlands, this elevation zone lies at the foot of the
Andes on both the eastern and western sides. People who live in the
tierra caliente must adapt to a hot year-round climate.
Physical Characteristics The tierra caliente is the lowest of the four
Tierra Caliente
75°F–80°F
The Tierra Caliente
The tierra caliente is the lowest
elevation zone in the central Andes.
Conditions here are tropical. People
dress in light clothing and live in
houses open to the air. They also
have to cope with tropical diseases
like malaria.
elevation zones of the Andes, extending from sea level to approximately
3,000 feet. The climate of this zone is generally hot and humid, with the
average temperature ranging from 75°F to 80°F.
Broadleaf evergreen forests cover the eastern slopes of the Andes
Mountains heading into the Amazon River basin. On the western slopes
of the Andes, the natural vegetation ranges from lush rainforests to
tropical grasslands.
The Pacific coast of Peru is different. This area is also situated within
the tropics, but it receives little rainfall. Here the land is mostly desert.
Great sand dunes rise up in some places, whereas other parts are flat and
rocky. Where there is water from rivers or streams, however, the vegetation is tropical.
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13.3 The Tropical Lowlands: Tierra Caliente
16
Banana Plantation
Bananas thrive in the tierra caliente.
They are grown on large plantations
like this one. Many plantation workers are descended from Africans
brought to South America as slaves.
194 Chapter 13
Tierra Templada
65°F–75°F
13.4 The Pleasant Uplands: Tierra Templada
In the rolling hills of Ecuador’s tierra templada, gardeners are raising
flowers, tending long rows of carnations, daisies, and roses. The flowers
they grow will be shipped to buyers thousands of miles away. In fact,
many of the roses enjoyed by Americans on Valentine’s Day come from
Ecuador because the mild weather of Ecuador provides the perfect climate for cultivating flowers.
Physical Characteristics The tierra templada is the second elevation
The Tierra Templada
The tierra templada is the second
elevation zone in the Andes. It has
a pleasant, springlike climate yearround. This mild weather appealed
to European settlers. Some of the
largest cities in Latin America are
found here.
zone of the Andes. It lies between approximately 3,000 and 6,000 feet
above sea level. At these elevations, the climate is temperate, with temperatures ranging from 65°F to 75°F, with rarely any frost. This pleasant
weather lasts throughout the year, which is why people often call the
tierra templada “the Land of Eternal Spring.”
In this zone, the types of vegetation change with elevation. At the
lower elevations, tropical plants such as palms, bamboo, and jungle vines
are quite common. At the higher elevations, broadleaf evergreen forests
are typical.
Human Adaptations The mild climate of the tierra templada makes
it a good place to live. As a result, this elevation zone is more populated
than the tierra caliente. Many of the people who live here are mestizos.
Mestizos are a mixture of indigenous and European peoples. European
cultural influences are strong within the tierra templada.
Farmers in this zone choose their crops based on elevation. At lower
levels, they grow heat-loving crops, like bananas and oranges. Higher up,
they grow corn, beans, and other vegetables. They also grow flowers for
export. However, the main commercial crop of the tierra templada is coffee because the conditions here are ideal for growing high-quality coffee
beans. Most of the coffee is grown on small farms, but there are also
large coffee plantations.
People who live in the tierra templada have adapted their housing
and dress to the comfortable climate. They live in solid homes made of
concrete brick or plaster and covered with tile roofs. More well-off residents may live on large estates called haciendas. During the heat of the
day, people wear light clothing, but they switch to warmer clothing for
the cool mornings and evenings.
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Human Adaptations The tropical heat of the tierra caliente can make it
an extremely difficult place to live. As a result, the area is less populated
than the cooler, higher elevation zones. Some inhabitants are descended
from the Africans who were brought by the Spanish to labor on large
plantations as slaves. Indigenous peoples also live in some parts of the
tropical rainforest.
People in this elevation zone have adapted to life within the tropics.
Farmers plant crops that can do well in the heat, with some of the most
common crops being bananas, rice, and sugarcane. People dress in light
clothing, and they live in houses that are open to the cooling breezes.
Their houses are often constructed of bamboo or wood, with palm-thatch
roofs, and some houses have been raised on stilts to provide protection
against flooding.
17
Flower Growing
Flowers like these roses are an important crop in the tierra templada. Most
flowers are shipped to Europe and the
United States. Flower prices rise and
fall depending on events in those markets. Flowers are one of the first things
people stop buying in hard times.
Life in the Central Andes: Adapting to a Mountainous Region
195
A woman rises early in the highland city of Cuzco, Peru. This is tierra
fría, and the morning air is cold. The woman puts on a warm sweater
and shawl and heads off to the market to buy food, walking down
ancient stone streets built by her ancestors, the Incas. A light frost on
the stones makes them slippery, so she steps carefully. She is accustomed
to life in the highlands.
Tierra Fría
55°F–65°F
The Tierra Fría
The tierra fría reaches elevations of
12,000 feet. Many native peoples live
in this zone. They have developed
larger lungs to take in more oxygen
from the thin air at these heights. Five
hundred years ago, the centers of the
Inca Empire were located here.
Market Day in Peru
The people at this market are wearing
the dress of highland Indians. Highland markets are centers of vertical
trade. Potatoes and wheat from the
highlands are traded here for bananas
and oranges from the lowlands.
196 Chapter 13
Physical Characteristics Covering much of the central Andes Moun-
tains, the tierra fría elevation zone lies between 6,000 and 12,000 feet.
The average temperatures within this zone vary from 55°F to 65°F, but
the nights are colder. At higher elevations, the temperatures often dip
below freezing.
Mountains and valleys are the main physical features of the tierra
fría elevation zone. The mountains are steep and rugged, but flat basins
and plateaus can be found among the peaks.
A high plateau called the Altiplano lies at an average elevation of
over 11,000 feet between Peru and Bolivia. This plateau contains Lake
Titicaca, the world’s highest navigable lake. A navigable lake is one that
is large and deep enough for large boats. Lake Titicaca is rumored to
hold hidden treasure, according to legends that say the Incas threw gold
into the lake to protect it from the Spanish invaders.
Vegetation within the tierra fría depends partly on the amount of
rainfall. In some places, enough precipitation occurs to support dense
forests of pines and other conifers. In other places the land is so dry that
only shrubs and grasses can survive there.
Elevation is another factor that affects what grows where. The tree
line in the central Andes lies between 10,000 and 12,000 feet. The tree
line is the highest elevation at which trees will grow.
Human Adaptations Approximately half the population of the central
Andes are indigenous peoples. Most of these people live in the tierra fría.
The two main indigenous groups are the Quechua and the Aymara. Both
of these groups were once part of the mighty Inca Empire.
Over the centuries, the native peoples of the Andes have adapted to
life at high elevations. They wear warm woolen clothes to
protect themselves from the cold. They also build thickwalled houses out of stone or adobe brick. Even their bodies have adapted to high elevations, as they have developed
larger lungs that can draw more oxygen from the thin
mountain air.
Farmers have adapted their practices to the highland
environment. They grow crops that do well at high elevations. These crops include potatoes, wheat, barley, corn,
apples, and pears.
Farmers also use terracing to carve fields out of steep
hillsides, building walls on the slopes and filling them in
with soil to create flat land for planting. They irrigate these
terraces with mountain streams. This method of farming
goes back many centuries. The Incas used terracing to build
a great civilization.
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13.5 The Cool Highlands: Tierra Fría
18
Another sign of adaptation to life at high elevations is vertical
trade. This is the trade of farm products between the higher and lower
elevation zones of the Andes Mountains. Highland farmers cannot grow
crops from the lower zones, such as bananas, oranges, and tomatoes.
Therefore, traders bring those products up to the highland markets. The
traders also take highland crops, such as potatoes and wheat, down to
the lowland markets. Through vertical trade, people who live in one
elevation zone can have access to foods grown in other elevation zones.
In this way, they are able to achieve a more balanced and varied diet.
19
Making Freeze-Dried Potatoes
Long ago, Indians in the high Andes learned how to make chuño,
or freeze-dried potatoes. They leave the potatoes out in the cold
night air to freeze. The next day, they squeeze the water out of the
thawing potatoes. They rinse them in the riverbed and then leave
them out to dry. Chuño can be stored for years without spoiling.
Life in the Central Andes: Adapting to a Mountainous Region
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Inca Terraces
In the 1400s, the Incas created an
advanced civilization in the Andes.
These are the ruins of Machu Picchu,
an Inca city in Peru. Notice the terraced fields at the edge of the city.
197
Tierra Helada
20°F–55°F
Every year, many Quechua Indians hike to a shrine in the mountains
high above the city of Cuzco. They travel there to worship the apus, or
mountain gods. “We make offerings to the mountains,” says one pilgrim,
“asking them to send water for our crops and livestock.”
The shrine above Cuzco is set in the tierra helada, the highest elevation zone of the Andes. The pilgrims who make this journey have to be
careful to walk slowly because the air is very thin. If people move too
quickly at this high elevation, they can experience altitude sickness from
a lack of oxygen. Altitude sickness can cause headaches, fatigue, shortness of breath, and nausea.
Physical Characteristics The tierra helada lies between 12,000 and
The Tierra Helada
The tierra helada is the highest zone
of the central Andes. Conditions here
can be harsh. The climate is cold, and
vegetation is sparse. People grow
hardy crops like quinoa, a grain that
is rich in protein. They also work in
mines. The mines of Bolivia were
once among the richest in the world.
15,000 feet, with average temperatures varying from 20°F to 55°F. This
is an extreme environment. The climate is very cold and windy. It often
freezes at night, and snow falls at the higher elevations. At the upper
edge of this zone lies the snow line, which is the elevation at which
permanent snow and ice begin. Above the snow line, snow remains on
the ground year-round.
Most of the tierra helada lies above the tree line, which means that
trees are very rare in this elevation zone. The most common forms of
plant life are low-lying shrubs and hardy grasses, which are found in
alpine meadows called paramos or punas.
Human Adaptations The tierra helada is a challenging environment
for humans, which is why relatively few people live at these extreme
elevations. Most of the people who live here are indigenous peoples like
the Quechua and the Aymara.
Spinning Wool
These highland women are spinning
wool from an alpaca into yarn. The
yarn will then be woven into cloth.
Alpaca wool is finer and straighter
than sheep wool. It is one of the best
fibers for making soft, warm garments.
198 Chapter 13
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13.6 The Icy High Elevations: Tierra Helada
20
Above the Snow Line The highest part of the Andes lies just
above the tierra helada. This area extends from the snow line to
the tops of the tallest mountain peaks. In this cold and rocky
region, snow and ice cover much of the land.
This part of the Andes is generally not inhabited, but it still
plays a key role in Andean life. The reason is glaciers. These
large ice fields cover the highest peaks in the Andes, storing
large amounts of water above the snow line. In the summer,
water from melting glaciers flows down to people living at lower
elevations. Streams fed by these glaciers form a crucial part of
the water supply.
Glaciers are very sensitive to changes in climate. They can grow or
shrink, depending on the changes in temperature and precipitation that
occur over time. If glaciers melt too fast, the result can be disastrous
for the people who are living below them. “Glaciers don’t always behave
nicely,” said a scientist who studies them. “Some glaciers have a nasty
habit of storing up large amounts of water and then releasing it suddenly
in a massive melt…which may involve floods, landslides, or avalanches.”
Shrinking Andes Glaciers
This satellite image shows a shrinking glacier in the Andes. There is
still enough ice in this glacier to feed
mountain streams year round. But if
the glacier disappears, some of those
streams may run dry part of the year.
13.7 Beginning to Think Globally
In this chapter, you read about the four elevation zones in the central
Andes Mountains. Each of these elevation zones has its own climate
and vegetation. You have also learned how people have adapted to the
conditions in each zone.
In other parts of the world, people have made different adaptations
to mountain living. In general, however, relatively few people in the
world live at high elevations because the conditions of life there are just
too difficult.
In the future, mountains may become more attractive to people as
places to live. There are signs that the world’s climate is getting warmer,
and if this warming trend continues, life will change at higher elevations.
For example, tree lines and snow lines are likely to rise. As mountains
become warmer, more people may choose to live at higher elevations.
At the same time, a warmer climate is likely to have a negative effect
on mountain glaciers. Keep this in mind as you look at glaciers in the
next section.
Life in the Central Andes: Adapting to a Mountainous Region
199
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People have adapted to life in the tierra helada in various
ways. As in the tierra fría, they dress in warm clothing. They
plant the few crops that will grow at high elevations, including a
native grain called quinoa, along with certain types of potatoes.
They also raise llamas and alpacas, two types of animals that
are related to the camel. Llamas and alpacas produce thick wool
for blankets, bags, and clothing. Llamas also make good pack
animals for transporting heavy loads across the mountains.
Some of the people who live in this elevation zone work in
mines. The high Andes have many mineral deposits, including
tin, lead, copper, and silver. Working conditions in the mines
are quite dangerous, with many miners contracting lung disease
or getting injured on the job. However, mining does provide one
of the few sources of cash income in this harsh environment.
21
Glaciers Around the World, 2007
60°N
120°W
80°W
100°W
60°W
NORTH
AMERICA
Plains
ou n t a i n s
Tropic of Cancer
20°N
Equator
0°
SOUTH
AMERICA
An d es
M
ou
20°S
nta
Tropic of Capricorn
Brazilian
Highlands
ins
200 Chapter 13
140°W
Gr
40°N
Glaciers
Ice sheets
Pampas
40°S
Why are some mountain glaciers
retreating? Most scientists blame
climate change for the shrinking of
glaciers. These scientists say that Earth’s
climate has been slowly warming. These
rising temperatures are causing glaciers
to melt more than they have in the past.
As their ice turns to water, the glaciers
retreat.
What impact do retreating
glaciers have on people living
in mountainous regions?
Approximately 75 percent of the world’s
fresh water is frozen inside glaciers.
When glaciers melt, they provide water
for people to use. For example, the glaciers near Quito, Ecuador, supply about
80 percent of this South American city’s
water. If Quito’s glaciers continue to
shrink, they will provide less and less
water to the city. “It’s kind of like a
bank account,” said one scientist.
“When you’ve withdrawn all the
water, there isn’t any more.”
M
ck y
Ro
What is happening to mountain
glaciers around the world? Many
mountain glaciers are retreating, or
shrinking. Look at the image of the
Gangotri Glacier on the next page, which is
a mountain glacier that is located in the
Himalayas. The lines on the photograph
show how Gangotri Glacier has retreated
over time. Not all glaciers are shrinking,
however. Some are staying the same
size or even expanding.
160°W
80°N
ea t
The map to the right shows glaciers
around the world. There are about
160,000 glaciers worldwide today.
Some of these glaciers are found in
lowland cold areas such as Antarctica,
whereas others have formed on high
mountain peaks. Can you find examples
of both lowland glaciers and mountain
glaciers on the map?
0
0
1,000
2,000 miles
1,000 2,000 kilometers
Robinson projection
22
60°S
80°S
160°W
140°W
120°W
100°W
80°W
1.2 miles
Village
1 mile
1996
+100 ft.
1986
Lake level
–100 feet
–200 feet
–300 feet
262 feet
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13.8 Global Connections
351 feet
60°W
20°W
0°
20°E
40°E
60°E
80°E
100°E
120°E
140°E
160°E
80°E
ts.
lM
Ura
60°N
ASIA
EUROPE
ps
Al
G
Hi
ma
Atlas.
Mts
S a h a r a
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40°W
la y
i
ob
De
se
rt
40°N
as
Arabian
Peninsula
Tropic of Cancer
20°N
Deccan
Plateau
AFRICA
Ethiopian
Highlands
Congo
Basin
Equator
0°
N
W
ividing
at D ng
Gre Ra e
E
S
Kalahari
Desert
20°S
Tropic of Capricorn
AUSTRALIA
40°S
23
60°S
ANTARCTICA
20°W
▲
40°W
0°
20°E
40°E
60°E
80°E
100°E
120°E
140°E
80°S
160°E
Lake Raphstreng Tsho
This diagram shows changes in
Raphstreng Tsho, a glacial lake in the
Himalaya mountain range of Asia. As the
glaciers that feed the lake melt, its water
level rises. Between 1986 and 1996, the
lake’s water level rose by 89 feet.
1780
1935
1956
1964
1971
2001
Ga
0.5
1 mile
1 kilometer
r
0
0.5
cie
0
la
G
ri
ot
ng
▲
Gangotri Glacier
This satellite image shows the Gangotri
Glacier in 2001. It is one of the largest
glaciers in the Himalayas. The lines added
to the image show how this glacier has
shrunk since 1780.
Life in the Central Andes: Adapting to a Mountainous Region
201
S t u d i e s
S k i l l
B u i l d e r
Life in the Central
Andes: Adapting to a
Mountainous Region
C H A P T E R
13
How do people adapt to living
in a mountainous region?
Overview
Materials
In this chapter, students learn how people have adapted to the varied environments of the Andes Mountains. In a Social Studies Skill Builder, they assume
the role of magazine editors organizing a feature article on life in the central
Andes. They read about the physical characteristics of four elevation zones—
tierra caliente, tierra templada, tierra fría, and tierra helada—and categorize
photographs and other geographic information on how people have adapted
to life in each zone. Afterward, they extend their learning by researching how
people have adapted to living in other mountainous regions around the world.
Geography Alive!
Regions and People
Objectives
Students will
• describe the physical characteristics of four elevation zones: tierra caliente,
tierra templada, tierra fría, and tierra helada.
Interactive Student
Notebooks
Visuals 13A and 13B
Placards 13A–13C
(3 sets; print additional
sets from TeachTCI)
Lesson Masters
• Information Master 13
(1 transparency)
• Student Handout 13
(cut apart)
• identify ways in which people of the central Andes have adapted to life in
each of the four elevation zones.
• analyze the impact of retreating mountain glaciers on people living in
mountainous regions around the world.
Geoterms
Students will define and explain the importance of these key geographic terms:
altitudinal zonation, snow line, terracing, tree line, vertical trade.
Life in the Central Andes: Adapting to a Mountainous Region
153
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S o c i a l
24
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P r o c e d u r e s
Preview
1 Have students complete Part 1 of Preview 13 in their Interactive Student
Notebooks. Ask several volunteers to share their responses.
2 Project Visual 13A: A Village in the Andes Mountains. On the elevation
profile, point out the approximate elevation of this location—Chinchero,
Peru. Have students complete Part 2 of Preview 13 and share their ideas.
3 Explain the connection between the Preview and the upcoming activity.
Tell students that our physical environment is one influence on how we live.
For example, people in a desert might live very differently from people in a
tropical rainforest because the physical environments are so different. Students may have noted that they would likely have different routines and
activities if they lived in the Andes. In this chapter, they will learn about the
physical characteristics of the central Andes and how people have adapted to
the varied environments in this mountainous region.
Visual 13A
Essential Question and Geoterms
1 Introduce Chapter 13 in Geography Alive! Regions and People. Explain that
in this chapter, students will learn about ways in which people of the central
Andes have adapted to living in a mountainous region. Have students read
Section 13.1. Afterward, ask them to identify at least four details in the photograph of the Andes Mountains that reflect ideas in the text they just read.
2 Introduce the Graphic Organizer and the Essential Question. Have students
examine the diagram of elevation zones in the Andes Mountains. Ask,
25
• What do you see?
• What landform is represented in this diagram?
• How is the mountain divided? How do these four zones differ from one
another?
• What might life be like for people living in each of these elevation zones?
Have students read the accompanying text. Make sure they understand the
Essential Question, How do people adapt to living in a mountainous region?
You may want to post the Essential Question in the room or write it on the
board for the duration of the activity.
154 Chapter 13
Station 2
Station 1
Station 3
• Create a “magazine publishing company” by setting up three identical sets
of graphics stations: three stations on one side of the room, three on the
other, and three in the back. Place two desks together to create each station.
Station 2
1 Arrange the classroom and prepare materials.
Station 1
Social Studies Skill Builder
Station 3
3 Have students read Section 13.2. Then have them work individually or in
pairs to complete Geoterms 13 in their Interactive Student Notebooks. Have
them share their answers in pairs, or have volunteers share their answers with
the class.
Station 3
Station 2
Station 1
• Place graphics at each station. Place Placard 13A at each Station 1, Placard 13B
at each Station 2, and Placard 13C at each Station 3. (Note: Print additional
sets of placards from TeachTCI.)
• Cut the cards from a copy of Student Handout 13: Zone Cards.
2 Place students in pairs. You may want to prepare a transparency that shows
students with whom they will work and where they will sit.
3 Introduce the activity.
class will now be the publishing company where they work.
e
• Explain that the magazine is preparing a feature article on life in the central
Andes, but the graphics for the article have been accidentally scattered
about the room. It is the editors’ job to label and organize the graphics for
the article. First they will read and take notes about the physical characteristics of one of four elevation zones of the central Andes and the ways in
ey will then examine
the graphics—photographs and other geographic information—and determine which belong in that section of the feature article.
Placards 13A–13C
• Assign one third of the pairs to use the stations in each part of the room.
4 Project a transparency of Information Master 13: Creating a Feature Article
on Life in the Central Andes. Review the directions with students.
rst Zone Card from Student Handout 13, and have
them begin. Allow ample time (about two class periods) for completing the
activity. Remind pairs to have you check their completed “feature article
layout” (Reading Notes) for each zone before they begin work on another.
Alternatively, circulate around the room to check students’ work.
Student Handout 13
26
er the activity, review the entire set of Reading Notes as a class. Use
Guide to Reading Notes 13 to check that students categorized the graphics
correctly.
7 Wrap up the activity. Ask students to rank the four elevation zones according
to where they would most want to live, using 1 for the most desirable and 4
for the least desirable. Encourage them to think about the types of adaptations
people have made in each zone. Ask several volunteers to share their ranking
and the reasoning behind it.
Information Master 13
Global Connections
1 Introduce the Global Connections.
en
explain that they will now examine the role of glaciers in the lives of people
living in mountainous regions around the world.
2 Project Visual 13B: Global Connections. Reveal only the map, and ask,
• What interesting details do you see?
• Where are glaciers located around the world?
nd glaciers?
Visual 13B
Life in the Central Andes: Adapting to a Mountainous Region
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P r o c e d u r e s
155
3 Reveal the satellite image of the Gangotri Glacier. Help students analyze the
image by asking,
• In what mountain range is the Gangotri Glacier located?
• What happened to the glacier between 1780 and 2001?
• About how many miles did the glacier retreat in those years?
4 Have students read Section 13.8 and examine the rest of the information
in the section. Then lead a discussion of the questions that follow. Use the
additional information given to enrich the discussion.
• What is happening to mountain glaciers around the world?
Most of the world’s mountain glaciers are retreating. According to NASA’s
National Snow and Ice Data Center, Glacier National Park in Montana has
lost 110 of its glaciers over the past 150 years. Scientists predict that in the
next 25 years the park will lose the remaining 26. A similar phenomenon is
happening in the Canadian Rockies and the mountains of Alaska.
Retreating mountain glaciers are not unique to North America. Peru’s
mountain glaciers have lost nearly 25% of their area, and scientists predict
that the majority will disappear by 2015. The glacial area in the Ruwenzori
Mountains of Uganda has decreased by 75% since the 1990s.
Not all mountain glaciers are retreating. Visitors to the Moreno Glacier in
Argentina are awed by the sight of blocks of ice dropping into the lake below
the advancing glacier, which moves at a rate of 30 centimeters per day.
• Why are some mountain glaciers retreating?
Most scientists blame climate change for this phenomenon. Glaciers are
particularly sensitive to changes in temperature and precipitation. During
warmer, drier seasons, glaciers melt more rapidly. During colder, rainy
seasons, they melt more slowly. Scientists track these changes by measuring
individual glaciers and comparing their size over time. For a variety of
reasons, climate records show that the Earth’s climate is slowly warming.
Many scientists believe that this trend is responsible for the increased rate
at which glaciers are retreating.
• What impact do retreating glaciers have on people in mountainous
regions?
People in these regions depend on glaciers as a water source. Up to 95% of
the water in the river systems of dry countries is supplied by glaciers. Even
Germany, which has a more temperate climate, derives 40% of its natural
water supply from mountain glaciers.
Scientists are also concerned that melting mountain glaciers have the
potential to cause devastating natural disasters. Glaciers typically store large
amounts of water; when this water is released suddenly, it can cause flooding,
landslides, and avalanches. In 1941, a chunk of the glacier overlooking Lake
Palcacocha in the city of Huaraz, Peru, fell into the lake, triggering a massive
flood that killed 5,000 to 7,000 people and destroyed one third of the city.
156 Chapter 13
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P r o c e d u r e s
27
Processing
Have students complete Processing 13 in their Interactive Student Notebooks.
Enrichment Resources
For related research materials on life in the central Andes, refer students to the
Geography Alive! Regions and People Enrichment Resources at www.learntci.com.
Assessment
Masters for the chapter assessment appear in the Lesson Masters. You may want to
distribute Student Handout 36: Test Terms Glossary and Rubrics before assigning
the assessment.
Mastering the Content
1. C
5. B
2. D
6. A
3. C
7. B
4. A
8. B
Applying Geography Skills
1. 59%
Student Handout 36
2. tropical wet and tropical wet and dry
3. Bananas are best grown in a hot and humid climate. They like a lot of sunlight
and rain.
28
Exploring the Essential Question
Step 1: One elevation zone should be circled.
Step 2: The letter should include the elements listed in the prompt. These elements are identified by letter in the sample response below. Note the transition
words in this response.
a. Dear friend,
b. When you move to Ecuador, you should live in the tierra fría.
c. To begin with, you won’t have to worry about getting too hot even though
you will be living on the equator. Temperatures in the tierra fría average
between 55 and 65 degrees. Just be sure to bring winter clothes with you. This
area also has a good mix of vegetation. You will find forests and mountain
meadows. In addition, farmers there raise foods that you like, including
potatoes, apples, and corn. Finally, I think you will like living where the Incas
used to live. You will have fun visiting Inca ruins.
d. In closing, I think the terra fría will be the coolest, prettiest, and most historic
place you could choose in Ecuador.
e. Your friend,
Life in the Central Andes: Adapting to a Mountainous Region
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P r o c e d u r e s
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I n s t r u c t i o n
English Language Learners
In Step 5 of the Social Studies Skill Builder, students visit three stations to view
placards with assorted graphics and to categorize the graphics by elevation zone.
When students visit the stations for the first time, circulate around the room
to make sure they are making correct connections between the images and the
categories.
Learners Reading and Writing Below Grade Level
In Part 1 of the Reading Notes, students read about and take notes on the physical characteristics of each elevation zone. Provide photocopies of Sections 13.3 to
13.6 of the book. As students read these pages, have them highlight or underline
important details they will need to complete Part 1 of the Reading Notes.
In the Processing, instead of having students read and respond to researched
articles about mountainous regions around the world, have them create a cover
for a magazine about life in the central Andes. Have them follow these guidelines:
• Create an imaginative subtitle.
• Include three photographs or drawings of human adaptations from at least
two elevation zones.
• Write a brief caption for each picture explaining what the adaptation is and
why it is important.
• Add creative touches to make the magazine cover catch people’s attention.
Learners with Special Education Needs
For the Processing assignment, instead of having students research to find an
article about life in a mountain range of their choice, provide a selection of
screened articles from which they can choose.
Advanced Learners
After the Social Studies Skill Builder, have pairs of students actually create the
feature article, following these guidelines:
• Create an imaginative title and introduction.
• Include one page for each elevation zone: tierra helada, tierra fría, tierra
templada, and tierra caliente. Each page should have one paragraph about
the physical characteristics of the zone and one paragraph about human
adaptations to the zone.
• Include at least two pictures for each page. Students can use the ones from
the activity or create their own. Each picture should be accompanied by a
brief caption.
• Add creative touches to make the article appealing to readers.
158 Chapter 13
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D i f f e r e n t i a t i n g
29
t o
R e a d i n g
N o t e s
1 3
Part 1: Physical Characteristics
Read the section of Chapter 13 that corresponds with your assigned elevation zone. Record the
elevation range and at least two other physical characteristics of that zone. Illustrate each of
those two items.
13.6 The Icy High Elevations: Tierra Helada
12,000 –15,000
Elevation range: (________
________) feet above sea level
Physical characteristics: Possible answer: Extreme environment; cold, windy climate; often
freezes at night; snow falls at the highest elevations; snow line lies at the upper edge of this
zone; trees are rare; the most common plants are low-lying shrubs and hardy grasses.
13.5 The Cool Highlands: Tierra Fría
6,000 –12,000
Elevation range: ( ________
________) feet above sea level
Physical characteristics: Possible answer: Average temperatures vary from 55°F to 65°F; night
temperatures dip below freezing at higher elevations; steep, rugged mountains; flat basins and
plateaus lie between the mountains; a high plateau, the Altiplano, lies between Peru and Bolivia and
contains Lake Titicaca; pines and other conifers grow where there is enough rain; only shrubs and
grasses grow in dry areas.
13.4 The Pleasant Uplands: Tierra Templada
3,000 – ________)
6,000
Elevation range: ( ________
feet above sea level
Physical characteristics: Possible answer: Climate is temperate; temperatures range from
65°F to 75°F; frost is rare; pleasant weather lasts all year; palms, bamboo, and jungle vines
are common at lower elevations; broadleaf evergreen forest is typical at higher elevations.
13.3 The Tropical Lowlands: Tierra Caliente
0 – 3,000
Elevation range: ( ________
________) feet above sea level
Physical characteristics: Possible answer: Climate is generally hot and humid; average
temperature ranges from 75°F to 80°F; broadleaf evergreen forests cover the eastern
slopes of the Andes; natural vegetation on the western slopes ranges from lush rainforest
to tropical grassland; Peru’s coast gets little rainfall and is a desert.
160 Chapter 13
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G u i d e
30
t o
R e a d i n g
N o t e s
1 3
Part 2: Human Adaptations
Find the three graphics that show human adaptations in your assigned elevation zone. Write
their letters below. Check your answers with your managing editor (teacher). Then write a short
caption that explains how each graphic shows how people have adapted to living in this zone.
Graphic ___
D Caption: This shows nutritional information on quinoa. Farmers in the tierra
helada plant quinoa because it is one of the few crops that will grow at high elevations.
G Caption: This shows a herd of llamas. People raise llamas in the tierra helada
Graphic ___
because they produce thick wool and make good pack animals for carrying heavy loads across
the mountains.
J Caption: This is a copper mine. The high Andes have many mineral deposits,
Graphic ___
and many mines are located in the tierra helada.
Graphic ___
C Caption: This is a diagram of a potato plant. Farmers in the tierra fría plant
potatoes because they grow well at high elevations.
Graphic ___
F Caption: This shows farmers plowing fields. Farmers in the tierra fría use
terracing to carve fields out of the steep hillsides.
I Caption: This is an adobe house. People in the tierra fría build thick-walled homes
Graphic ___
out of stone or adobe brick.
31
Graphic ___
B Caption: This shows information on Ecuador’s flower exports. Farmers in the
tierra templada grow carnations, daisies, and roses in Ecuador because the weather is mild.
Graphic ___
E Caption: This is a coffee plantation. Farmers in the tierra templada raise this
crop because the conditions are ideal for growing high-quality coffee.
L Caption: This is a hacienda, which is a large estate. People in the tierra templada
Graphic ___
build solid homes made of concrete brick or plaster and covered with tile roofs.
A Caption: This shows information on banana production. Farmers in the tierra
Graphic ___
caliente plant bananas because they do well in the heat.
H Caption: This is a sugarcane field. Farmers in the tierra caliente plant sugarcane
Graphic ___
because it does well in the heat.
K Caption: This is a bamboo house. People in the tierra caliente live in open-air
Graphic ___
houses; some are raised on stilts to protect against flooding.
Life in the Central Andes: Adapting to a Mountainous Region
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G u i d e
161
H a n d o u t
1 3
Zone Cards
tierra
caliente
tierra
templada
tierra
fría
tierra
helada
tierra
caliente
tierra
templada
tierra
fría
tierra
helada
| Stu d e n t E d i ti o n | L e s s o n G u i d e | L e s s o n M a s te rs | I n te ra c ti ve Stu d e n t N o te b o o k | P l a c a rd s | V i s u a l s
S t u d e n t
32
tierra
caliente
tierra
templada
tierra
fría
tierra
helada
tierra
caliente
tierra
templada
tierra
fría
tierra
helada
© Teachers’ Curriculum Institute
Life in the Central Andes: Adapting to a Mountainous Region 131
M a s t e r
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I n f o r m a t i o n
1 3
Creating a Feature Article
on Life in the Central Andes
Step 1: Get a Zone Card—for tierra caliente, tierra templada, tierra fría, or tierra
helada—from the “managing editor” (your teacher). Read the section of Chapter 13
that matches the card.
Step 2: Turn to Reading Notes 13 in your Interactive Student Notebook. Complete
Part 1 of the Reading Notes for that elevation zone.
Step 3: Visit the three graphics stations on your side of the magazine publishing
company. Use the information in your Reading Notes and your book to identify
one graphic at each station that corresponds to the elevation zone you read about.
Write the letter of each graphic you select in Part 2 of your Reading Notes.
Step 4: Complete Part 2 of your Reading Notes for that elevation zone.
Step 5: Have the managing editor check your feature article layout (your Reading
Notes) for that elevation zone. Then get a new Zone Card and repeat these steps.
33
132 Chapter 13
© Teachers’ Curriculum Institute
1 3
Mastering the Content
Fill in the circle by the best answer to each question.
1.
O
O
O
O
2.
O
O
O
O
The Andes Mountains line the west coast of
A. Canada.
B. Mexico.
C. South America.
D. Central America.
5. What is the main commercial crop grown in the
tierra templada?
O A. bananas
O B. coffee
O C. tomatoes
O D. wheat
6. At which of these elevation zones is the tree line
found in the Andes?
O A. tierra fría
O B. tierra helada
O C. tierra caliente
O D. tierra templada
Vertical trade is the trading of goods between
A. poor and wealthy areas.
B. farming and urban areas.
C. northern and southern areas.
D. lowland and highland areas.
3. Which factor explains why low elevations have
denser air than high elevations?
O A. condensation
O B. evaporation
O C. gravity
O D. latitude
7. Terracing is a farming method that makes it
possible to raise crops
O A. above the snow line.
O B. on steep hillsides.
O C. in tropical lowlands.
O D. below forest canopies.
4. Quito, the capital of Ecuador, is located at 9,250
feet above sea level. According to the diagram
below, Quito is in which elevation zone?
8. Which of these elevation zones lies mostly above
the tree line?
O A. tierra fría
O B. tierra helada
O C. tierra caliente
O D. tierra templada
Elevation
12,000–15,000 feet
6,000–12,000 feet
Tierra Helada
20°F–55°F
3,000–6,000 feet
0–3,000 feet
Tierra Fría
55°F–65°F
Tierra Templada
65°F–75°F
Tierra Caliente
75°F–80°F
O
O
O
O
A.
B.
C.
D.
tierra fría
tierra helada
tierra caliente
tierra templada
© Teachers’ Curriculum Institute
Life in the Central Andes: Adapting to a Mountainous Region 133
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A s s e s s m e n t
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1 3
Applying Geography Skills:
Analyzing a Circle Graph and a Climate Map
Use the circle graph, climate map, and your knowledge of geography to complete the
tasks below.
World Banana Exporters, 2003–2007
Climate Zones of Latin America
p
Rest of the
world, 29%
Ecuador, 29%
80°W
90°W
100°W
70°W
60°W
N
Costa Rica, 13%
W
GUATEMALA
10°N
E
S
Climate Zones
Highlands
Arid
Semiarid
COSTA
RICA
COLUMBIA
Tropical wet and dry
Tropical wet
Guatemala, 7%
Colombia, 10%
Philippines, 12%
0°
Equator
0
500
1,000 miles
ECUADOR
0
500
1,000 kilometers
Lambert Azimuthal Equal-Area projection
1. Calculate the percentage of the world’s bananas that comes from the four Latin
American countries of Ecuador, Costa Rica, Columbia, and Guatemala.
35
2. Identify the two climate zones that are found in all four of these countries.
3. Describe the climate that seems best suited for growing bananas.
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A s s e s s m e n t
© Teachers’ Curriculum Institute
1 3
Exploring the Essential Question
How do people adapt to living in a
mountainous region?
In Chapter 13, you explored how people live in the four
elevation zones of the Andes Mountains. Now you
will use what you learned. Use the information on
the diagram and your knowledge of geography to
complete this task.
The Task: Writing a Letter About
Where to Live in the Andes
This diagram shows the four elevation
zones of the Andes Mountains. Your task
is to decide which zone you would most
recommend to a friend who is moving
to Ecuador.
Tierra Helada
20°F–55°F
Tierra Fría
55°F–65°F
Tierra Templada
65°F–75°F
Tierra Caliente
75°F–80°F
Step 1: Look at the climate data and
vegetation in each elevation zone on the
diagram. Circle the zone that you think would be best to live in.
Step 2: On another sheet of paper, write a letter to a friend with your thoughts about
the best place to live in Ecuador. Make sure your letter has these things:
a. a greeting, such as “Dear friend,” followed by a comma
b. an opening that states which zone you think your friend should move to
c. several supporting sentences that justify your choice. Your supporting sentences
should contain details about
• the climate of the zone you chose.
• the clothing your friend should pack to live in that zone.
• the vegetation and crops that grow in that zone.
You may also add other details to justify your choice.
d. a conclusion that restates what elevation zone you are recommending to your friend
e. a closing such as “Sincerely,” or “Regards,” and your signature
© Teachers’ Curriculum Institute
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A s s e s s m e n t
36
H a n d o u t
3 6
Test Terms Glossary and Rubrics
analyze to study a subject to understand its parts
examine to study something in detail
calculate to use math to find an answer
explain to make something clear, such as a meaning
or a process
compare to consider how two things are alike
conclusion a judgment reached after looking at
the facts
explore to investigate possibilities related to a subject
contrast to consider how two things are different
generalization a conclusion that is based on a
number of cases or examples
counterargument an argument against another
argument
identify to be able to say who or what something is
justify to give reasons to support a position
decide to make a choice or come to a conclusion
about something
mental map a map you form in your mind
defend to support a position with facts, reasons,
or examples
predict to say what is likely to happen based on what
you already know
describe to provide details about something, such
as what it is for or how it works
determine to find something out, usually after
examining some data
discuss to talk about different sides of a question
or problem
estimate to make a rough count of something
observe to study or watch something carefully
rank to evaluate someone or something according to
a scale of values
sequence to put things in an order, such as by time
or size
state to briefly tell in words
summarize to briefly present the main points
or events
Applying Geography Skills
Score
General Description
2
Student responds to all parts of the task. Response is correct and clear.
1
Student responds to some parts of the task. Response is mostly correct.
0
Response does not match the task or is incorrect.
Exploring the Essential Question
Score
General Description
3
Student responds to all parts of the task. Response is correct, clear, and supported
by details.
2
Student responds to most or all parts of the task. Response is generally correct
but may lack details.
1
Student responds to at least one part of the task. Response may contain errors
and lack details.
0
Response does not match the task or is incorrect.
© Teachers’ Curriculum Institute
Test Terms Glossary and Rubrics 323
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S t u d e n t
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1 3
Part 1: In the space below, list or draw six things you typically do every day.
You might include daily routines, such as riding the bus to school. Or you might
include activities like going to soccer practice.
Part 2: Examine the visual that your teacher is projecting.
• List or draw three details about the physical geography of this location.
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P r e v i e w
38
• How might your routines and activities change if you lived here? Why might
they change?
• How do you think the physical geography of this location influences the
routines and activities of the people who live here?
106 Chapter 13
© Teachers’ Curriculum Institute
1 3
Read Sections 13.1 and 13.2. Then create an illustrated dictionary of the
Geoterms by completing these tasks:
• Create a symbol or an illustration to represent each term.
• Write a definition of each term in your own words.
• Write a sentence that includes the term and the words mountainous region.
Geoterm and Symbol
Definition
Sentence
altitudinal zonation
snow line
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G e o t e r m s
39
terracing
tree line
vertical trade
© Teachers’ Curriculum Institute
Life in the Central Andes: Adapting to a Mountainous Region
107
N o t e s
1 3
Part 1: Physical Characteristics
Read the section of Chapter 13 that corresponds with your assigned elevation zone. Record the
elevation range and at least two other physical characteristics of that zone. Illustrate each of
those two items.
13.6 The Icy High Elevations: Tierra Helada
Elevation range: (________ – ________) feet above sea level
Physical characteristics:
13.5 The Cool Highlands: Tierra Fría
Elevation range: ( ________ – ________) feet above sea level
Physical characteristics:
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R e a d i n g
40
13.4 The Pleasant Uplands: Tierra Templada
Elevation range: ( ________ – ________) feet above sea level
Physical characteristics:
13.3 The Tropical Lowlands: Tierra Caliente
Elevation range: ( ________ – ________) feet above sea level
Physical characteristics:
108 Chapter 13
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N o t e s
1 3
Part 2: Human Adaptations
Find the three graphics that show human adaptations in your assigned elevation zone. Write
their letters below. Check your answers with your managing editor (teacher). Then write a short
caption that explains how each graphic shows how people have adapted to living in this zone.
Graphic ___ Caption:
Graphic ___ Caption:
Graphic ___ Caption:
Graphic ___ Caption:
Graphic ___ Caption:
41
Graphic ___ Caption:
Graphic ___ Caption:
Graphic ___ Caption:
Graphic ___ Caption:
Graphic ___ Caption:
Graphic ___ Caption:
Graphic ___ Caption:
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R e a d i n g
Life in the Central Andes: Adapting to a Mountainous Region
109
1 3
The World
PS
AL
CAUCASUS MTS.
AP
MO PAL
UN A
Y MOUNTAINS
CK
RO
N
IA
CH INS
TA
N
HA
NS
TIA
HINDU
KUSH
HIM
A
LAYAS
ETHIOPIAN
HIGHLANDS
N
W
E
S
0
2,000
4,000 miles
0
2,000
4,000 kilometers
Robinson projection
1. On the map, circle or highlight a mountainous region you would like to learn
more about.
2. Read a newspaper, magazine, or Internet article about how people live in this
region. Attach the article to this page.
3. Near this mountainous region on your map, draw and label symbols to
represent at least two physical characteristics of the region.
4. Briefly describe the adaptations people have made to life in this region.
5. In what ways is life in this region similar to life in the central Andes? In what
ways is it different? What might explain these similarities and differences?
110 Chapter 13
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P r o c e s s i n g
42
1 3 A
Graphics for Station 1
Graphic A
Graphic B
World Banana Exporters, 2003–2007
Rest of the
world, 29%
Ecuador’s Cut-Flower
Exports, 2005
Ecuador, 29%
Guatemala, 7%
Colombia, 10%
Costa Rica, 13%
Carnations, chrysanthemums,
and others, 6%
Philippines, 12%
Roses, 94%
Source: Food and Agriculture Organization of the United Nations.
Source: Stratega Business Development Services.
Graphic D
Graphic C
Mineral Content of Quinoa and Other Crops
flower
Mineral Content
(parts per million) Quinoa
leaf
Barley
Beans
Wheat
Calcium
1,274
880
1,191
550
Phosphorus
3,869
4,200
3,674
4,700
20
50
86
50
6,967
5,600
10,982
8,700
115
200
103
115
48
15
32
14
Iron
Potassium
Sodium
eye
Crop
Zinc
potato
roots
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Geography Alive! Regions and People
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P l a c a r d
43
A herd of llamas
Graphic G
A coffee plantation
Graphic E
44
Graphics for Station 2
Graphic F
A small farm
Graphic H
A sugarcane field
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8
Geography Alive! Regions and People
© Teachers’ Curriculum Institute
1 3 B
P l a c a r d
A bamboo house on stilts
Graphic K
An adobe brick house
Graphic I
45
Graphics for Station 3
Graphic J
A copper mine
Graphic L
A hacienda
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9
Geography Alive! Regions and People
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1 3 C
P l a c a r d
13 A
A Village in the Andes Mountains
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V i s u a l
46
25,000
Highest point in the Andes
(23,000 feet)
Elevation (feet)
20,000
15,000
Chinchero, Peru
(12,340 feet)
10,000
Denver, Colorado
(5,600 feet)
5,000
Chicago, Illinois
(600 feet)
0
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Geography Alive! Regions and People 61
13 B
Global Connections
Glaciers Around the World, 2007
80°N
60°W 40°W 20°W
0°
40°E
60°E
EUROPE
NORTH
AMERICA
40°N
20°E
80°E
100°E 120°E
s.
l Mt
Ura
Plains
eat
Gr
Mountains
ck y
Ro
60°N
160°W 140°W 120°W 100°W 80°W
Hi
m
Mts.
Atlas
Tropic of Cancer
S a h a r a
Arabian
Peninsula
An de
SOUTH
AMERICA
s
W
ou
40°N
yas
Tropic of Cancer
20°N
Equator
Kalahari
Desert
Tropic of Capricorn
0
Glaciers
Ice sheets
60°S
80°S
40°S
1,000 2,000 miles
0
2,000 kilometers
Robinson projection
60°S
ANTARCTICA
160°W 140°W 120°W 100°W 80°W
60°W 40°W 20°W
0°
20°E
40°E
20°S
AUSTRALIA
Pampas
40°S
0°
E
S
ntains
Tropic of Capricorn
ala
bi
Ethiopian
Highlands
Congo
Basin
N
Brazilian
Highlands
Go
rt
ividin
at D
Gre Range g
M
20°S
60°N
se
De
Deccan
Plateau
AFRICA
Equator
80°E
ASIA
s
Alp
20°N
0°
140°E 160°E
60°E
80°E
100°E 120°E 140°E 160°E
80°S
47
Gangotri Glacier in the Himalayas
1780
1935
1956
1964
1971
2001
0
0.5
0.5
1 mile
1 kilometer
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© 2010 by Teachers’ Curriculum Institute
r
cie
la
G
ri
ot
ng
Ga
0
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V i s u a l
Geography Alive! Regions and People 62