Chapter Planning Guide

472A

LevelsResources Chapter

OpenerSection

1Section

2Chapter AssessBL OL AL ELL

FOCUSBL Daily Focus Skills Transparencies 19-1 19-2

TEACHBL ELL Guided Reading Activity, URB* p. 45 p. 46

BL ELL Vocabulary Activity, URB* p. 37

BL OL AL ELL Reinforcing Skills Activity, URB p. 41

OL Enrichment Activity, URB p. 43

AL Real-Life Applications and Problem Solving Activity, URB p. 3

OL GeoLab Activity, URB p. 5

OL Environmental Issues Case Study, URB p. 9

BL ELL Reading Essentials and Note-Taking Guide*pp. 139–141

pp. 142–144

BL OL AL ELL National Geographic World Atlas* ✓ ✓ ✓

BL OL AL ELL Map Overlay Transparencies, Strategies, and Activities 6-6

GIS Simulations, Strategies, and Activities p. 22

BL OL AL ELL National Geographic World Desk Map ✓ ✓ ✓ ✓

BL OL AL ELL Writer’s Guidebook for Social Studies ✓ ✓ ✓ ✓

OL AL World History Primary Source Documents Library ✓ ✓ ✓ ✓

National Geographic World Regions Video Program ✓ ✓ ✓ ✓

BookLink for Social Studies ✓ ✓ ✓ ✓

StudentWorks™ Plus ✓ ✓ ✓ ✓

BL OL AL ELL Section Spotlight Video Program ✓ ✓

BL OL AL ELL World Music: A Cultural Legacy ✓ ✓ ✓ ✓

BL OL AL ELL High School Writing Process Transparencies ✓ ✓ ✓ ✓

✓ Chapter- or unit-based activities applicable to all sections in this chapter. *Also available in Spanish

BL Below Level

OL On Level

AL Above Level ELL English Language Learners

Print Material Transparency CD-ROM or DVD

Key to Teaching ResourcesKey to Ability Levels

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472B

Plus

All-In-One Planner and Resource Center

• Interactive Lesson Planner • Interactive Teacher Edition • Fully editable blackline masters • Section Spotlight Videos Launch• Differentiated Lesson Plans

• Printable reports of daily assignments

• Standards Tracking System

Levels Resources Chapter Opener

Section 1

Section2

Chapter AssessBL OL AL ELL

TEACH (continued)

TeacherResources

High School Character Education ✓ ✓ ✓ ✓

Inclusion for the High School Social Studies Classroom Strategies and Activities ✓ ✓ ✓ ✓

High School Reading in the Content Area Strategies and Activities ✓ ✓ ✓ ✓

Success with English Learners ✓ ✓ ✓ ✓

Differentiated Instruction for the Geography Classroom ✓ ✓ ✓ ✓

Literacy Strategies in Social Studies ✓ ✓ ✓ ✓

Standards-Based Instruction ✓ ✓ ✓ ✓

Presentation Plus! with MindJogger CheckPoint ✓ ✓ ✓ ✓

TeacherWorks™ Plus ✓ ✓ ✓ ✓

National Geographic Focus on Geography Literacy Teacher Guide ✓ ✓ ✓ ✓

ASSESSBL OL AL ELL Section Quizzes and Chapter Tests p. 227 p. 228 p. 229

BL OL AL ELL Authentic Assessment With Rubrics p. 49

BL OL AL ELL ExamView Assessment Suite 19-1 19-2 Ch. 19

CLOSEBL ELL Reteaching Activity, URB p. 39

BL OL ELL Dinah Zike’s Reading and Study Guide Foldables p. 61

Graphic Organizer Transparencies, Strategies, and Activities pp. 53–54

✓ Chapter- or unit-based activities applicable to all sections in this chapter. *Also available in Spanish

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Chapter Integrating Technology

472C

Visit glencoe.com and enter code WGC2630C19T for Chapter 19 resources.

You can easily launch a wide range of digital products from your computer’s desktop with the McGraw-Hill widget.

Student Teacher ParentWorld Geography and Cultures Online Learning Center (Web Site)

• Section Audio ● ● ●

• Spanish Chapter Audio Summaries ● ● ●

• Section Spotlight Videos ● ● ●

• StudentWorks™ Plus Online ● ● ●

• Multilingual Glossary ● ● ●

• Study-to-Go ● ● ●

• Chapter Overviews ● ● ●

• Self-Check Quizzes ● ● ●

• Student Web Activities ● ● ●

• ePuzzles and Games ● ● ●

• Vocabulary eFlashcards ● ● ●

• In-Motion Animations ● ● ●

• Study Central™ ● ● ●

• Nations of the World Atlas ● ● ●

• Glencoe Graphing Tool ● ● ●

• btw — Current Events Web Site ● ● ●

• Web Activity Lesson Plans ●

• Vocabulary PuzzleMaker ●

• Beyond the Textbook ● ● ●

Geography ONLINE

What is Study Central™?Study Central™ is an interactive, online tool that helps students understand and remember content section-by-section. It can be used alongside lessons or before a test.

How can Study Central™ help my students?Study Central™ contains fun activities that students can use to review important content and reinforce effective study habits. Using the format of the Guide to Reading that opens each section in the textbook, Study Central™ has students write main idea statements as questions, review academic and content vocabulary, and take notes using online graphic organizers. Students can also read section summaries, take multiple-choice quizzes, and find Web links for more information.

Visit glencoe.com and enter a QuickPass™ code to go to Study Central™.

Using Study Central™

Teach With Technology

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Additional Resources

472D

• Timed Readings Plus in Social Studies helps stu-dents increase their reading rate and fluency while maintaining comprehension. The 400-word passages are similar to those found on state and national assessments.

• Reading in the Content Area: Social Studies concentrates on six essential reading skills that help students better comprehend what they read. The book includes 75 high-interest nonfiction passages written at increasing levels of difficulty.

• Reading Social Studies includes strategic reading instruction and vocabulary support in Social Studies content for both ELLs and native speakers of English.

• Content Vocabulary Workout (Grades 6-8) acceler-ates reading comprehension through focused vocabu-lary development. Social Studies content vocabulary comes from the glossaries of Glencoe’s Middle School Social Studies texts. www.jamestowneducation.com

The following videotape programs are available from Glencoe as supplements to Chapter 19:

• The Crusades (ISBN 1-56-501505-3)

• Legends of the Arabian Nights (ISBN 0-7670-0232-6)

To order, call Glencoe at 1-800-334-7344. To find class-room resources to accompany many of these videos, check the following pages:

A&E Television: www.aetv.com

The History Channel: www.historychannel.com

Use this database to search more than 30,000 titles to create a customized reading list for your students.

• Reading lists can be organized by students’ reading level, author, genre, theme, or area of interest.

• The database provides Degrees of Reading Power™ (DRP) and Lexile™ readability scores for all selections.

• A brief summary of each selection is included.

Leveled reading suggestions for this chapter:

For students at a Grade 5 reading level:• A Beggar in Jerusalem, by Elie Wiesel

For students at a Grade 6 reading level:• The House of Wisdom, by Florence Parry Heide and

Gillian Heide

For students at a Grade 7 reading level:• Egypt: A Study of an Economically Developing Country,

by Alasdair Tenquist

For students at a Grade 8 reading level:• The Opening of the Suez Canal, by Carol Zeman

Rothkopf

For students at a Grade 9 reading level:• Heritage: Civilization and the Jews, by Abba Eban

ReadingList Generator

CD-ROM

Index to National Geographic Magazine:

The following articles relate to this chapter:• “Dubai: Sudden City,” by Afshin Molavi, January 2007.

• “Saving Afghan Culture,” by Andrew Lawler, December 2004.

• “The Outsiders,” by Phil Zabriskie, February 2008.

• “A Separate Peace,” by Matthew Teague, March 2009.

• “World Oil,” by Paul Roberts, June 2008.

National Geographic Society Products To order the following, call National Geographic at 1-800-368-2728

• National Geographic Atlas of the World (Book).

Access National Geographic’s new dynamic MapMachine Web site and other geography resources at:

www.nationalgeographic.com

www.nationalgeographic.com/maps

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INTRODUCTIONCHAPTER CHAPTER

472 Unit 6

THE REGION TODAY

North Africa, Southwest Asia, and Central Asia

Dubai, the largest city in the United Arab Emirates, is the main center of trade for the entire Persian Gulf region.

Countries are affected by their relationships with each other. North Africa, Southwest Asia, and Central Asia contain a large share of the world’s oil and natural gas. A study of the region will explain how its natural resources influence the global economy and what chal-lenges the region faces.

Essential Essential QuestionsQuestions

Section 1: The EconomyHow has the presence of oil affected the economies of the countries in North Africa, Southwest Asia, and Central Asia?

Section 2: People and Their EnvironmentHow have technology and war impacted the environment in North Africa, Southwest Asia, and Central Asia?

Geography ONLINE

Visit glencoe.com and enter code WGC9952C19 for Chapter 19 resources.

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472

FocusMore About the Photo Visual Literacy Although oil has brought it prosperity, Dubai’s reserves are smaller than those of its neighbors. Dubai has, therefore, diversified its economy. This pros-perity is reflected in its buildings, which will soon include the world’s largest hotel and the world’s tallest building.

TeachAs you begin teaching

this chapter, read the Big Idea out loud to students. Explain that the Big Idea is a broad, or high-level, concept that will help them under-stand what they are about to learn. Use the Essential Question for each section to help students focus on the Big Idea.

Section 1The Economy Essential Essential Question Question How has the presence of oil affected the economies of the countries in North Africa, Southwest Asia, and Central Asia? (influenced international trade, built indus-try, caused development of shipping and trans-portation, provided money to build cities) Point

out to students that in Section 1 they will learn about the geographical factors affecting the economies of North Africa, Southwest Asia, and Central Asia. OL

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INTRODUCTIONCHAPTER

Essential Questions

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NO

RTH A

FRICA, SO

UTHW

EST ASIA

, AN

D CEN

TRAL A

SIA

Identifying Information Create a Shutter Fold to identify the causes and effects of environmental prob-lems in North Africa, Southwest Asia, and Central Asia today.

Reading and Writing As you read the chapter, identify and describe in the appropriate place in your Foldable the causes and effects of the region’s environmental problems, such as the scarcity of freshwater in many parts of the region.

Chapter 19 473

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473

Previewing the RegionIf you have not already done so, engage students in the Regional Atlas and Country Profiles activi-ties to help them become familiar with the general content of the region.

Dinah Zike’sFoldables

Purpose This Foldable helps students to easily connect the causes of environmental problems with their effects. The completed Foldable will aid students in reviewing and preparing for assessment. OL

Section 2People and Their Environment Essential Essential Question Question How have technology and war impacted the environment in North Africa, Southwest Asia, and Central Asia? (Desalination plants and irrigation systems help provide the water needed for everyday use and agriculture. Dams have been built to control floods, but have trapped fertile soil. War has

brought the burning of oil wells, which have damaged wildlife and the natural environment.) Point out to students that in Section 2 they will learn about the environmental issues affecting North Africa, Southwest Asia, and Central Asia. OL

Geography ONLINE

Visit glencoe.com and enter code WGC2630C19T

for Chapter 19 resources.

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CHAPTER Section 1 SECTION 1Guide to ReadingEssential Essential QuestionQuestionHow has the presence of oil affected the economies of the countries in North Africa, Southwest Asia, and Central Asia?

Content Vocabulary

Academic Vocabulary• economic (p. 475)• energy (p. 475)• strategic (p. 477)

Places to Locate• I·stanbul (p. 477)• Gulf of Aqaba (p. 477)• Strait of Hormuz (p. 477)• Baku (p. 478)• Batumi (p. 478)

Reading StrategyTaking Notes As you read about the region’s economy, create an outline like the one below by using the major headings of the section.

• arable (p. 475)• commodity

(p. 475)• crude oil

(p. 476)

• petrochemical (p. 476)

• landlocked (p. 477)

• embargo (p. 479)

The EconomyThe oil-producing countries in North Africa, Southwest Asia, and Central Asia have experienced greater economic growth than other countries in the region. Tremendous wealth from oil and natural gas has brought many positive changes. For some coun-tries, such as Saudi Arabia and Kuwait, vast oil reserves have defined their economic history.

Voices Around the World“The fulcrum of Saudi history can be pinpointed exactly: the Persian Gulf city of Dammam on March 3, 1938, when American engineers unleashed the kingdom’s first commercially viable oil gusher after 15 months of drill-ing. The joint venture between U.S. petro-leum companies and Saudi Arabia’s ruler, King Abdul Aziz ibn Saud, put the fledgling nation on the global economic map.”

— Frank Viviano, “Saudi Arabia

on Edge,” National Geographic,

October 2003

I. Economic Activities A. B. II. Transportation and Communications A. B.

474 Unit 6

A Saudi man at an oil refinery

sectionaudio

spotlightvideo

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MAIN Idea

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I. Economic Activities A. Agriculture and Fishing B. Industry 1. Oil, Natural Gas, and Mining 2. Service Industries II. Transportation and Communications A. Roads, Railroads, and Airlines B. Waterways and Pipelines C. Communications D. Two New Silk Roads III. Trade and Interdependence

ResourceManager

Teacher Edition• Inferring, p. 478

Additional Resources• Guided Reading 19-1,

URB, p. 45• RENTG, pp. 139–141

Teacher Edition• Analyzing Information,

p. 477• Drawing Conclusions,

p. 478

Additional Resources• Real-Life Applications,

URB p. 3• Quizzes and Tests, p. 227

Teacher Edition• Visual/Spatial, p. 476

Additional Resources• Diff. Instr. for the Geo.

Classroom, pp. 73–75• Foldables, p. 61

Teacher Edition• Expository Writing,

p. 475

Additional Resources• Enrichment Act.,

URB p. 43

Teacher Edition• Reading a Chart, p. 475

Additional Resources• Daily Focus Trans. 19-1• Map Overlay Trans. 6,

6-6• Reinforcing Skills Act.,

URB p. 41

Reading Strategies

Critical Thinking

Differentiated InstructionR C D W SWriting

SupportSkill Practice

FocusDaily Focus Transparency 19.1

Guide to ReadingAnswers to Graphic:

To generate student interest and provide a springboard for class discussion, access the Chapter 19, Section 1 video at glencoe.com.

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CHAPTER Section 1

Essential Question

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NO

RTH A

FRICA, SO

UTHW

EST ASIA

, AN

D CEN

TRAL A

SIA

Chapter 19 475

Economic ActivitiesMAIN MAIN IdeaIdea Economic activities in North Africa,

Southwest Asia, and Central Asia are influenced by oil, natural gas, and water.

GEOGRAPHY AND YOU What natural resources are important to the U.S. economy? Read to learn how the vast oil and natural gas reserves in North Africa, Southwest Asia, and Central Asia affect global affairs and economic activities.

Oil and water are two key natural resources for economic activities in North Africa, Southwest Asia, and Central Asia. Those coun-tries rich in oil generally have scarce water sup-plies; those countries with abundant water supplies generally lack oil resources.

Agriculture and FishingAs the chart at the right shows, only a small

part of the region’s land is arable, or suitable for farming, yet a large percentage of the population works in agriculture. In Afghanistan, for exam-ple, where only 12 percent of the land is arable, 80 percent of the people farm for a living. Agriculture plays a smaller role in countries that have economies based on oil, such as Kuwait.

Areas of North Africa and Southwest Asia that have a Mediterranean climate are best suited for growing cereal crops, citrus fruits, grapes, olives, and dates. When rainfall is below normal, how-ever, harvests of major crops such as wheat, barley, and corn seldom meet people’s needs. Countries that grow these crops must often import additional grains to feed their people. Other crops like citrus fruits are important exports. For exam-ple, Georgia’s humid subtropical climate is good for growing citrus fruits, grapes, and cotton.

The steppes of Central Asia provide fertile soil for growing crops and grasslands for grazing livestock. Uzbekistan is one of the world’s larg-est cotton producers. Both Uzbekistan and Turkmenistan are important centers for raising silkworms. Wheat, cotton, potatoes, and tea earn Azerbaijan substantial export income, even though only 21 percent of the country’s land is arable. Kazakhstan is a major grain producer.

Fish are an important food source in the region. Moroccan vessels bring in sardines and mackerel from the Atlantic Ocean. The majority of Israel’s

annual fish catch consists of freshwater fish raised in artificial ponds. Fishers from other countries harvest fish from the Persian Gulf, which is home to about 150 species. The size of fish catches has declined in the Caspian Sea because of overfishing and pollution. Still, Iran and several other countries bordering this sea have flourishing fishing industries.

IndustryPetroleum and oil products are the main export

commodities, or economic goods, of the region. It holds over 60 percent of the world’s oil and is likely to continue to supply much of the world’s oil. In addition to significant oil reserves, the region also holds about 50 percent of the world’s natural gas reserves.

Oil has brought unimagined riches to the Persian Gulf countries. Trapped in pockets beneath the region’s sandy soils are two-thirds of the world’s known petroleum reserves. This “black gold” provides the raw material for every-day products, such as compact discs, crayons, and house paint. In addition, oil supplies more than half of the energy used worldwide. Almost overnight, oil profits transformed villages in Saudi Arabia, Kuwait, Bahrain, and other Persian Gulf countries into gleaming, modern cities.

Total Land Area vs. Arable Land (selected countries)

Country Total Land Area Arable Land Percent Arable

Afghanistan 251,885 sq. mi.652,230 sq. km

30,226 sq. mi.78,267 sq. km

12%

Azerbaijan 31,903 sq. mi.82,629 sq. km

6,699 sq. mi.17,352 sq. km

21%

Georgia 26,911 sq. mi.69,700 sq. km

3,229 sq. mi.8,364 sq. km

12%

Iran 591,352 sq. mi.1,531,595 sq. km

59,135 sq. mi.153,159 sq. km

10%

Iraq 168,868 sq. mi.437,367 sq. km

21,953 sq. mi.56,858 sq. km

13%

Israel 8,356 sq. mi. 21,642 sq. km

1,253 sq. mi.3,246 sq. km

15%

Kazakhstan 1,042,360 sq. mi.2,699,700 sq. km

83,389 sq. mi.215,976 sq. km

8%

Saudi Arabia 829,999 sq. mi.2,149,690 sq. km

16,599 sq. mi.42,994 sq. km

2%

Turkey 297,156 sq. mi.769,632 sq. km

89,147 sq. mi.230,889 sq. km

30%

Turkmenistan 181,441 sq. mi.469,930 sq. km

9,072 sq. mi.23,497 sq. km

5%

Source: www.cia.gov, The World Factbook 2009.

W

S

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TeachW Writing SupportExpository Writing Have students write two paragraphs explaining what makes soil arable, and what geographical conditions in the region limit the amount of arable land, and thus limit its agri-cultural potential. AL

S Skill PracticeReading a Chart Have stu-dents study the chart on this page. Ask: Which country listed in the chart contains the largest area of arable land? (Turkey) How large is this area? (89,147 sq. mi. [230,889 sq. km]) OL

Hands-On Chapter Project

Step 1

Preserving Water-Related Resources

Step 1: Regional Fishing Pairs of stu-dents will conduct a preliminary study of fishing resources for the coastal countries of the region.

Essential Question How can fishing be maintained at a sustainable level for long-term prosperity?

Directions Have each pair of students select a country in the region that borders a sea, gulf, inland sea, or ocean. They should then research the principle kinds of fish caught, the annual amounts caught, and whether this number of each type of fish caught in the adjacent seas is exces-sive. The students will then consolidate their findings in a chart or other visual aid.

Putting It Together Students will show and explain their charts to the class. OL (Chapter Project continued on page 481.)

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CHAPTER Section 1

476 Unit 6

Oil, Natural Gas, and Mining Wealth from oil has helped build industry in the region. Iran and Saudi Arabia operate oil-refining and oil-shipping facilities. Most other oil-producing countries export crude oil — petroleum that has not yet been refined — to industrialized countries. Natural gas has also advanced the region, power-ing steel, textile, and electricity production.

Industries using petrochemicals — products derived from petroleum or natural gas — make fertilizers, medicines, plastics, and paints. The economic growth brought by such industries pro-vides jobs and improves the standard of living.

Coal and copper mining and cement produc-tion are important in both Southwest Asia and Central Asia. In North Africa, Morocco is the largest exporter of phosphate, an essential ingre-dient in agricultural fertilizers.

Service Industries Service industries play signifi-cant roles in the region’s economies. For exam-ple, the banking, real estate, and insurance industries amount to more than 60 percent of Bahrain’s gross domestic product (GDP).

North Africa and Southwest Asia are popular travel destinations because of their historical importance. Ancient monuments and religious sites attract followers of the three major religions that originated in the region. Christians and Jews visit Israel, Jordan, and other countries whose past is linked to the Bible. Muslims make a hajj to Makkah, Saudi Arabia. Other visitors come to enjoy sunny Mediterranean beaches.

Some countries, however, discourage visitors to limit foreign influences. After the Islamic revolu-tion in 1979, the Iranian government placed restric-tions on tourists from non-Muslim countries. Conflicts and instability in Algeria, Syria, Iraq, Israel, and Lebanon have also affected tourism.

Regions What economic activity has brought the greatest development to the region?

MOROCCO

WESTERNSAHARA

Mor.

TUNISIA

TURKEY

LEBANONISRAEL

EGYPTLIBYA

SYRIA

GEORGIA

ARMENIA

AZERBAIJAN

IRAQ

SAUDI ARABIA

YEMEN

OMAN

IRAN

AFGHANISTAN

TURKMENISTAN

KAZAKHSTAN

RUSSIA

UZBEKISTAN

UNITEDARABEMIRATES

ALGERIA JORDAN

TAJIKISTAN

BAHRAIN

KUWAIT

QATAR

KYRGYZSTAN

AFRICA

ASIAEUROPE

West Bank

GazaStrip

Black Sea

RedSea

MediterraneanSea

Caspian Sea

INDIANOCEAN

ATLANTICOCEAN

Persian Gulf (Arabian Gulf)

40ºW 20ºW 0º 20ºE 40ºE 60ºE 80ºE

20ºN

40ºN

60ºN

Casablanca

Agadir

Rabat Oran Algiers

Tunis

Tripoli Benghazi

Cairo

AswanRiyadh

Basra

Baghdad

Tehran

Dubai

AnkaraI·stanbul

Qaraghandy

Farghona

Ashkhabad

Jedda

Annaba

300 miles

300 kilometers

Lambert Azimuthal Equal-Area projection0

0

N

SW

E

Land Use

Subsistence farming

Commercial farming

Livestock raising

Nomadic herding

Manufacturing and trade

Commercial fishing

Little or no activity

ResourcesCoal

Petroleum

Natural gas

Uranium

Iron ore

Zinc

Bauxite

Copper

Lead

Manganese

Gold

Hydroelectricpower

1. Location What is common about the location of most of the region’s manufacturing and trading centers?

2. Regions What type of land use is most common in the region of North Africa, Southwest Asia, and Central Asia?

Use StudentWorks™ Plus or glencoe.com.

North Africa, Southwest Asia, Central Asia: Economic Activity

D

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MAIN Idea

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476

Differentiated Instruction

D Differentiated InstructionVisual/Spatial Have students study the map on this page. Ask: Where and over what dis-tance is most of the coal in the region located? (in Afghanistan, Uzbekistan, Tajikistan, Kyrgyzstan, and Kazakhstan; for about 850 miles [1,400 km]) OL

Answer: oil refining and exporting

Did You Know?The emirate of Dubai, a part of the United Arab Emirates (UAE), does not depend on oil for its income. Instead, Dubai’s wealth depends on tourism, banking and finance, information technology, and ship-ping. About 80 percent of Dubai’s population of almost one million is made up of expatriates—citizens of other countries who are living and working in Dubai.

Answers1. They are along the coast or

a river.

2. nomadic herding

Answers1. They are along the coast or

a river.

2. nomadic herding

Leveled Activities

BL Differentiated Instruction, p. 74

OL Political Map Transparencies, p.14

AL Differentiated Instruction, p. 75

ELL Vocabulary Activity, URB, p. 37

Copyright © Glencoe/M

cGraw-Hill Companies, a division of The M

cGraw-Hill Companies, Inc.

Sizes of Central Asian Countries

Country Landmass Population

Humans and the Environment

Tell students that Soviet leaders were successful in their attempts to grow cotton in Central Asia. However, this success came at a heavy price. Ask students to identify the body of water that borders Uzbekistan and Kazakhstan and that has shrunk due to irrigation of cotton fields. (Aral Sea) As a class, discuss some of the consequences of growing cotton in such an arid climate.

Arts in Daily Life

Sizes of Central Asian CountriesSizes of Central Asian Countries

Arts in Daily LifeArts in Daily Life

Name Date Class

Copy

right

© G

lenc

oe/M

cGra

w-Hi

ll Co

mpa

nies

, a d

ivis

ion

of T

he M

cGra

w-Hi

ll Co

mpa

nies

, Inc

.

Water, Water Everywhere? Water, Water Everywhere? Water, Water Everywhere?

Name Date Class

are economic products or goods.

A counry that is almost or entirely surrounded by land is .

Petroleum that has not been refined is called .

When land is , it can be farmed.

Scientists remove salt from seawater using a process called .

are underground layers of porous materials that contain water.

are products made from natural gas or petroleum used to make plastics,

paints, and fertilizers.

Another word for restriction is .

Petroleum and oil products are the region’s main .

Much of the region’s freshwater comes from rivers, oases, and .

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CHAPTER Section 1

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Chapter 19 477

Transportation and CommunicationsMAIN MAIN IdeaIdea Advancements in transportation and

communications are improving throughout the region, but the physical environment and govern-ment control have limited some development.

GEOGRAPHY AND YOU What physical features must be crossed to link major cities, oil fields, and ports in North Africa, Southwest Asia, and Central Asia? Read to learn how the physical environment has slowed the development of transportation and communications in the region.

Advances in transportation and communications systems in the region are bringing people closer together. Countries in the eastern Mediterranean have experienced the greatest expansion in trans-portation and communications.

Roads, Railroads, and AirlinesRoad systems are unevenly distributed across

the region. Extensive systems cross Iran, Turkey, and Egypt, connecting major cities with oil fields and seaports. In some countries, though, moun-tains and deserts make road building difficult and costly. In recent years, however, economic development and the growing number of vehicles demand the construction of more road systems.

In parts of the Caucasus area, roads provide the only access to the outside world. In Central Asia, the countries of Afghanistan, Kyrgyzstan, and Tajikistan are surrounded by formidable mountain ranges such as the Hindu Kush, Tian Shan, and Pamirs. Landlocked countries— those almost or entirely surrounded by land — such as these do not have access to the sea for transpor-tation and trade.

To ease traffic congestion in crowded urban areas and to improve urban-rural connections, some governments have built rapid-transit sys-tems and railroads. A new subway in I∙stanbul,Turkey, a city of more than 10 million people, carries commuters to and from the city’s center. National rail lines also connect urban areas and seaports. In 2006 Tajikistan began working on the Anzob Highway Tunnel, which would pro-vide a year-round link between the northern and southern parts of the country.

Since World War II, the growth of the air travel industry has benefited North Africa and Southwest Asia. In recent years, Central Asia has also bene-fited from increased air traffic. Before the breakup of the Soviet Union, Central Asian countries relied on the Soviet airline Aeroflot, but now some Central Asian countries have their own airlines.

Waterways and PipelinesWater transportation is vital to the region. Ships

load and unload cargo at ports on the Mediterra-nean and Black Seas. The Strait of Tıiran — between the Gulf of Aqaba and the Red Sea — and the Strait of Hormuz — linking the Persian Gulf with the Arabian Sea — are of strategic and economic importance. Oil tankers entering and leaving the Persian Gulf must pass through the Strait of Hormuz. The Suez Canal, a major human-made waterway located between the Sinai Peninsula and the rest of Egypt, enables ships to pass from the Mediterranean Sea to the Red Sea.

1. Location In which countries is the greatest concentration of oil pipelines located?

2. Regions Why are waterways such as the Strait of Hormuz and the Suez Canal of economic importance?

Waterways and Oil Pipelines

C

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477

AdditionalSupport

C Critical ThinkingAnalyzing Information Have students study the political map on page 414 of the Regional Atlas. Ask: What countries have access to the Caspian Sea, but not to any oceans? (Azerbaijan, Kazakhstan, Turkmenistan) BL

For additional practice on this skill, see the Skills Handbook.

Answers1. Saudi Arabia, Iraq, and Iran

2. The Suez Canal allows resources to be shipped from the Red Sea and Gulf of Aden up into Europe, while the Strait of Hormuz allows resources from the Persian Gulf to be shipped to Asia. It would be more expensive to ship the goods on the ground.

Answers1. Saudi Arabia, Iraq, and Iran

2. The Suez Canal allows resources to be shipped from the Red Sea and Gulf of Aden up into Europe, while the Strait of Hormuz allows resources from the Persian Gulf to be shipped to Asia. It would be more expensive to ship the goods on the ground.

Analyzing Information Central Asia has relied on trade routes such as the Silk Road to connect it to both eastern Asia and southeastern Europe. Ask: Given the agri-cultural and mineral resources of Central Asia, why do you think this subregion has depended on contact with outside areas?(The need for processed goods and materials

unavailable in Central Asia has made outside trade essential.) Have groups of students research the current plans to develop and expand railroad, ferry, and highway trans-portation through the various parts of Central Asia. They should note in particular the economic and physical challenges (such as negotiating right-of-way with

other countries and building in severe ter-rain), as well as the advantages, of such a project. Students should use reliable Internet sources for their information. Students may then prepare presentations (for example, oral reports, charts, poster projects) of their findings. OL

Activity: Economics Connection

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CHAPTER Section 1

478 Unit 6

An elaborate system of pipelines transports oil overland to ports on the Mediterranean and Red Seas and the Persian Gulf. In Central Asia, pipe-lines carry oil from Baku, Azerbaijan, to Batumi, Georgia, on the Black Sea coast. Discovery of large oil and natural gas reserves in the Caspian Sea in the 1990s prompted governments to build underwater pipelines.

CommunicationsThroughout the region, television and radio

broadcasting is expanding, although government control of the media in many places limits pro-gramming. Communication is difficult in some areas because of vast stretches of desert. Satellite technology, however, is helping countries improve communications services. Technologies such as wireless service and solar-powered radiophones are bringing telephone service to more people. Cellular phones are a common sight on the streets of the region’s major cities. Although service is limited, more and more people in the region have computer and Internet access. In Dubai, a terri-tory of the United Arab Emirates, a computer-based “cybercity” that includes a free trade zone, a research center, a science and technology park, and a university was built in 2000.

Two New Silk RoadsThe year 1998 marked the opening of the

world’s longest telecommunications highway. The “highway” is actually a 16,767-mile (26,984-km) cable that follows the route of the Silk Road, the ancient trade route that linked Europe, Central Asia, and China. The cable provides the 20 countries along its path with digital circuits for voice, data, fax, and video transmissions.

The creation of a vast network of road, rail, and air transportation systems tracing the Silk Road’s path is under way. The Transport Corridor Europe-Caucasus-Asia (TRACECA) will extend east from Europe, across the Black Sea, through the Caucasus Mountains and the Caspian Sea to Central Asia. The project will promote peace and regional cooperation, enhance access to world markets, develop corridors for landlocked coun-tries, and open access to newly discovered oil and gas deposits in the Caspian region.

Regions Why has it been difficult to develop transportation and communications net-works in the region?

Oil Reserves in North Africa,Southwest Asia, and Central Asia, 2009

Billions of barrels200

AzerbaijanKazakhstan

AlgeriaQatarLibya

United Arab EmiratesKuwait

IraqIran

Saudi Arabia

0 50 100 150 250 300

Source: Energy Information Administration,www.eia.doe.gov

Trade and InterdependenceMAIN MAIN IdeaIdea Interdependence among the countries

of North Africa, Southwest Asia, and Central Asia is growing, as is the region’s interdependence with the rest of the world.

GEOGRAPHY AND YOU On what natural resources from the region does the United States depend? Read to learn how resources have increased inter-action within the region and with the world.

Interdependence is growing within the region, as more developed countries provide aid, trade deals, and development loans to less developed countries. After the breakup of the Soviet Union, for example, Turkey, Iran, and Saudi Arabia helped the new Central Asian republics make a smooth transition to independence.

Good transportation and communications net-works are also increasing the interaction between North Africa, Southwest Asia, and Central Asia and the rest of the world. In 2004 the United States signed an agreement with Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan to establish a U.S.-Central Asia trade council and to strengthen relations between the United States and Central Asia.

Eight of the region’s oil-producing countries — Algeria, Libya, Iran, Iraq, Kuwait, Qatar, Saudi Arabia, and United Arab Emirates — have become a majority in the 11-member Organization of the Petroleum Exporting Countries (OPEC). Founded in 1960, OPEC has given member countries more control over oil production and prices.

RC

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Essential Question

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Differentiated Instruction

R Reading StrategyInferring Have students read the text and then discuss the importance of telecommunica-tions in remote areas. OL

C Critical ThinkingDrawing Conclusions Have students discuss the problems that may occur when a resource’s price suddenly changes. OL

For additional practice on this skill, see the Skills Handbook.

Answer: There are mountains and deserts cross-ing through much of the region that make the development of communication and transporta-tion infrastructure expensive.

Understanding Currency Exchange RatesName Date Class

19

Currency and Exchange RatesThe term currency refers to the money used in a country. Every country has a basic unit of currency.For example, the basic unit of currency in the United States is the dollar ($). Sometimes a unit of currency can be divided into smaller units. In the United States, a dollar is divided into cents. Theexchange rate defines how much one country’s money is worth in another country’s money. Whenpeople travel from one country to another, they exchange their home country’s currency for the local currency. Because of changes in world markets, exchange rates continually change.

How many Kazakhstani tiyn are equal to

3 tenges?

On December 8, 2009, approximately how muchU.S. money would you have had to exchange to

receive one Kuwaiti dinar?

On December 8, 2009, how many Turkish lirawould you have received in exchange for

U.S. $2?

Suppose that you were traveling to Egypt onDecember 8, 2009. You wanted 100 Egyptianpounds. How much U.S. money would you

need for the exchange?

On December 8, 2009, which was worth themost in U.S. dollars: a Kuwaiti dinar, a Jordanian

dinar, or a Libyan dinar?

How many U.S. dollars would you receive for

35.43 Jordanian dinars?

It is December 8, 2009. You will be traveling toKazakhstan in May 2010. Economists predict that1,000 Kazakhstani tenges will be worth aroundU.S. $10 at that time. Should you exchangeyour money now or wait until May? Explain.

Why are exchange rates calculated so exactly?

� �

� �

� �

� �

� �

� �

Exchange Rate Country Currency

(as of December 8, 2009) Objective: Help students understand currency and exchange rates.

Focus: To have students compare the exchange rate of the U.S. dollar to other currencies.

Teach: Discuss the exchange table and explain why the dollar can be strong or weak in a particular country.

Assess: Check to see if students answer the questions correctly.

Close: Discuss written answers orally.

Differentiated Instruction Strategies BL Make up U.S. and foreign currency so stu-

dents can exchange among themselves.

AL

Group students into countries listed on the table. Send around an object with a U.S. price tag. Have students determine its price in their country.

ELL Ask students to research and make a list of

what currencies are called in other parts of the world, excluding what is in the table.

Enrichment Activity 19, URB, p. 43

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CHAPTER Section 1

MAIN Idea

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, AN

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SECTION 1 REVIEWVocabulary 1. Explain the significance of: arable, commodity, crude oil,

petrochemical, landl ocked, embargo.

Main Ideas 2. Describe examples of advancements in transportation and com-

munications in North Africa, Southwest Asia, and Central Asia. How have the physical environment and government control limited such advancements in some parts of the region?

3. Describe the region’s interdependence with the rest of the world. How is interdependence among the region’s countries growing? Give examples.

4. Use a graphic organizer like the one below to explain how resources such as oil, natural gas, and water encourage economic activities in North Africa, Southwest Asia, and Central Asia.

Critical Thinking 5. Answering the EssentialEssential QuestionQuestion What is the connec-

tion between OPEC and this region? Why does OPEC have such considerable influence in global affairs?

6. Identifying Cause and Effect Why do oil prices rise and fall? How do these changes affect global consumers?

7. Analyzing Visuals Study the economic activity map on page 476. Which countries use oil and natural gas resources for economic activities? Which countries most likely depend on water as a resource for economic activities?

Writing About Geography 8. Expository Writing List recent changes in global communica-

tions in North Africa, Southwest Asia, and Central Asia. Then write a paragraph explaining how these changes have affected and will continue to affect everyday life in the region.

Pric

e pe

r bar

rel (

in d

olla

rs)

2000 20091990

Note: Figures are given in U.S. dollars.Source: Energy Information Administration, www.eia.doe.gov.

Year19800

102030405060708090

100

Because other countries depend heavily on the region’s oil, OPEC has considerable influence in global affairs. During the 1973 Arab-Israeli War, OPEC exercised political muscle by restricting oil shipments to the United States because of its aid to Israel. OPEC also raised oil prices during the 1970s. It placed an embargo, or restriction, on oil shipments to the United States and other industri-alized countries. In 1999 and 2000, OPEC cut back oil production, forcing a rise in oil prices around the world. In 2006 and 2008, oil prices rose sharply due to the ongoing conflict in Iraq and tensions over Iran’s nuclear power ambitions.

The countries of North Africa, Southwest Asia, and Central Asia and the rest of the world depend on one another. Industrialized countries need oil from the region, and the region needs industrial products for its markets. However, the region’s heavy dependence on oil income has led to wide disparities between the oil-rich and the oil-poor countries. In addition, industrialized countries such as the United States and Japan that depend on the region for oil are exploring alternative sources less sensitive to price increases.

Regions Why does OPEC have considerable influence in global affairs?

Geography ONLINE

Study Central™ To review this section, go to glencoe.com and click on Study Central.

Chapter 19 479

Geography ONLINE

Student Web Activity Visit glencoe.com, select the

click on Student Web Activities—Chapter 19 for an activ-ity about OPEC.

Economic Activities

Oil Natural Gas

Water

World Oil Prices, 1980–2009

1. Place In which year was the world price for oil the lowest?

2. Place By how much did the price for oil change between 2000 and 2008?

World Geography and Cultures Web site, and

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479

Answers

Geography ONLINE

Objectives and answers to the Student Web Activity can be found at glencoe.com under the Web Activity Lesson Plan for this program.

Answer: They have a near monopoly on oil pro-duction and prices.

AssessGeography ONLINE

Study Central™ provides sum-maries, interactive games, and online graphic organizers to help students review content.

CloseSummarizing Ask students to use their graphic organizers to review the section’s key topics.

Answers1. 1998

2. It increased by about $25 a barrel.

Answers1. 1998

2. It increased by about $25 a barrel.

Section 1 Review

1. Definitions for the vocabulary terms are found in the section and the Glossary.

2. Railroads and new roads are being built. Pipelines help transport petroleum. Cell phones allow communications in areas where landlines would be too expensive. Deserts and mountains can limit the build-ing of infrastructure.

3. The world’s developed countries rely on oil to fuel their economies. The countries of the region rely on other countries to allow oil pipelines to cross their soil. They are also connected through OPEC.

4. The world’s largest deposits of oil are found here. Countries have become wealthy exporting oil. Dams and irrigation canals divert water for agriculture, electricity, and consumption. These activities cut off some flow to countries downriver, which can cause conflicts. Natural gas is important for power, but is not as easily transportable.

5. Eight of the region’s oil-producing countries are members of OPEC. Other countries depend heavily on the region’s oil.

6. in response to the amount of oil being pro-duced versus the demand for the oil; Higher

gas prices make prices of products increase due to the increase in transportation and production costs.

7. Algeria, Tunisia, Libya, Egypt, Saudi Arabia, Yemen, Oman, UAE, Qatar, Bahrain, Kuwait, Syria, Iraq, Iran, Azerbaijan, Afghanistan, Tajikistan, Turkmenistan, Uzbekistan, Kyrgyzstan, Kazakhstan; Egypt, Turkey, Iraq, Iran, Morocco

8. Essays will vary but should discuss the introduction of cellular technology.

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CHAPTER Section 2

MAIN Idea

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SECTION 2 People and Their EnvironmentLike human actions in many places, those in North Africa, Southwest Asia, and Central Asia often threaten the environment. These actions take many forms — oil spills, urban sprawl, overuse of water supplies, and destructive wars. The dilemma people face is how to meet human needs while trying to restore the already damaged environment and protect it from further devastation.

Voices Around the World“After 23 years of conflict Afghanistan is the neediest of all, a gutted shell of a state with millions of land mines embedded in its earth. . . .

Consider the arithmetic of Afghanistan: A million and a half people killed. Nearly four million living as refu-gees, including most of the veneer of educated men and women. Land mines preventing the use of thousands of acres of precious farmland. Kabul all but destroyed, the university in rubble. Highways, bridges — gone. Experts say it will take at least a decade to rebuild Afghanistan merely to its spare 1960s development level. And many more years to bring it into the 21st century.”

— Mike Edwards, “Central Asia Unveiled,” National Geographic, February 2002

Guide to ReadingEssentialEssential QuestionQuestionHow have technology and war impacted the environment in North Africa, Southwest Asia, and Central Asia?

Content Vocabulary• aquifer (p. 481)• desalination (p. 481)

Academic Vocabulary• capacity (p. 481)• project (p. 482)• regime (p. 483)

Places to Locate• Aswan High Dam (p. 482)• Elburz Mountains (p. 483)• Aral Sea (p. 483)

Reading StrategyOrganizing As you read about the environmental concerns of the region, complete a graphic organizer like the one below by describing the environmental challenges of the Caspian Sea, the Dead Sea, and the Aral Sea.

An Afghan man wounded by a land mine

Body of Water Challenges

Caspian Sea

Dead Sea

Aral Sea

480 Unit 6

sectionaudio

spotlightvideo

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Body of Water Challenges

Caspian Seapollution and overfishing threaten fish

Dead Seadiversion of feeder rivers has caused it to shrink

Aral Seashrinkage due to the diversion of feeder rivers

ResourceManager

Teacher Edition• Taking Notes, p. 482

Additional Resources• Guided Reading 19-2,

URB, p. 46• RENTG, pp. 142–144• Vocab. Act., URB p. 37

Teacher Edition• Ident. Cen. Issues, p. 482

Additional Resources• GIS Simulations, p. 22• GeoLab, URB p. 5• Quizzes and Tests, p. 228

Teacher Edition• Visual/Spatial, p. 483

Additional Resources• Reteaching Act.,

URB p. 39• Graphic Organizer

Trans., pp. 53–54

Teacher Edition• Personal Writing,

p. 481

Additional Resources• Environ. Issues Case

Study, URB p. 9• Authentic Assess.,

p. 49

Teacher Edition• Visual Literacy, p. 483

Additional Resources• Daily Focus Skills

Trans. 19-2

Reading Strategies

Critical Thinking

Differentiated InstructionR C D W SWriting

SupportSkill Practice

FocusDaily Focus Transparency 19.2

Guide to ReadingAnswers to Graphic:

To generate student interest and provide a springboard for class discussion, access the Chapter 19, Section 2 video at glencoe.com.

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CHAPTER Section 2

QATAR

KUWAIT

BAHRAIN

KYRGYZSTAN

MOROCCO

WESTERNSAHARA

Mor.

TUNISIATURKEY

LEBANONISRAEL

EGYPTLIBYA

EUROPE

AFRICA SOUTH OFTHE SAHARA

RUSSIA

SYRIA

GEORGIA

ARMENIA

AZERBAIJAN

IRAQ

SAUDI ARABIA

YEMEN

OMAN

IRAN

AFGHANISTAN

TURKMENISTAN

KAZAKHSTAN

UZBEKISTAN

UNITED ARABEMIRATES

ALGERIAJORDAN

TAJIKISTAN

West Bank Gaza Strip

Black Sea

RedSea

MediterraneanSea

NorthSea

Caspian Sea

INDIAN OCEAN

ATLANTICOCEAN

Balt

icSe

a

Persian Gulf(Arabian Gulf)

20ºN

40ºN

60ºN

40ºE20ºE

20ºW

60ºE

300 miles

300 kilometers

Lambert Azimuthal Equal-Area projection0

0

N

S

W

E

Sources: Global Water Intelligence;Oregon State UniversityDepartment of Geosciences;National Geospatial-IntelligenceAgency (NGA)

Chapter 19 481

Managing ResourcesMAINMAIN IdeaIdea Growing populations in North Africa,

Southwest Asia, and Central Asia severely strain the already scarce water resources.

GEOGRAPHY AND YOU What human actions impact water resources in the United States? Read to learn about solutions to the lack of freshwater in North Africa, Southwest Asia, and Central Asia.

According to the World Health Organization, more than 1 billion of the world’s people cannot obtain clean drinking water. About 884 million people still use an unimproved source for drink-ing water.

Water ResourcesMuch freshwater in North Africa, Southwest

Asia, and Central Asia comes from rivers, oases, and aquifers — underground layers of porous rock, gravel, or sand that contain water. As populations grow, demand for water taxes water resources.

The Nile, Tigris, Euphrates, Jordan, Amu Dar’ya, and Syr Dar’ya are the region’s only major rivers, so only a few of the region’s countries have enough freshwater for irrigation. Israel, for example, uses an elaborate system of human-made canals to fun-nel the freshwater of the Jordan River from north to south. In the rest of the region, people turn to smaller rivers and other sources for water.

DesalinationLimited water resources have prompted scien-

tists to develop ways to remove salt from seawater, a process called desalination. As the world’s popu-lation increases and becomes more concentrated in urban areas, desalination helps meet the need for more freshwater. The region now has about 75 percent of the world’s freshwater-production capacity. Many countries, particularly those near the Persian Gulf, depend heavily on desalination plants. The costs to build and maintain such plants, however, are too much for some countries. These countries still face the challenge of acquiring enough freshwater for the needs of their people and industries.

The Importance of Freshwater in North Africa, Southwest Asia, and Central Asia

Aquifer

Pipeline (oil or water)

Dam

Desalination plant

1. Regions In which part of the region are desalination plants most prevalent?

2. Location Which portion of North Africa, Southwest Asia, and Central Asia holds most of the region’s freshwater aquifers?

W

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Essential Question

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Hands-On Chapter Project

Step 2

TeachW Writing SupportPersonal Writing Have stu-dents write two paragraphs in which they indicate what they believe are the advantages and the disadvantages of drawing water from aquifers. AL

Did You Know?Aquifers can cover thousands of square miles. The world’s largest aquifer, the Ogallala aquifer, is in the United States and extends from northern Texas north into South Dakota.

Answers1. Southwest Asia

2. Large aquifers exist in North Africa and Southwest Asia.

Answers1. Southwest Asia

2. Large aquifers exist in North Africa and Southwest Asia.

Preserving Water-Related Resources

Step 2: Water Sources Pairs of students will discuss sources of freshwater in the region, with the intent of reasoning which is the best source overall.

Essential Question: What source of freshwater is best in terms of overall cost, environmental effect, and ease of access?

Directions Have each pair of students consider various sources of freshwater (rivers, aquifers, desalination of sea water), and using research and discussion, decide which source is most suitable. Factors to consider are the initial and long-term costs of water development projects, environ-mental effects and problems, and the long-term availability of water from the source.

Putting It Together Students will pres-ent their choices and reasoning to the class. AL

(Chapter Project continues on Visual Summary page.)

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CHAPTER Section 2

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The Great Man-Made RiverLibya’s Great Man-Made River is an ambitious

effort to supply freshwater. This multibillion-dol-lar project uses two pipelines to carry water from large aquifers beneath the Sahara to farms near the Mediterranean. The first two phases of the project, completed in 1993 and 1996, bring freshwater across eastern and western Libya. The second pipeline carries water to areas near Tripoli (TRIH•puh•lee), the country’s capital. The third phase of the project, which was com-pleted in 2009, links the pipelines of the first two phases. Already, the project has had a posi-tive effect on daily life in Libya.

The Great Man-Made River may, however, create environmental challenges. Scientists fear that the pipelines could drain aquifers in Libya and neighboring countries. They also fear that pumping aquifers near the Mediterranean could draw in salt water from the sea, contaminating the freshwater.

Regions Why do only a few of the region’s countries have enough freshwater for irrigation?

Human ImpactMAINMAIN IdeaIdea New technologies and destructive

wars have increased environmental problems in North Africa, Southwest Asia, and Central Asia.

GEOGRAPHY AND YOU In what other regions of the world have the effects of past and present con-flicts created environmental challenges? Read to find out how wars in the region have resulted in environmental problems.

In recent decades, both new technologies and destructive wars have heightened environmental concerns in the region. Today, countries must balance accessing their natural resources with preserving the environment.

The Aswan High DamIn 1970 Egypt completed the Aswan High

Dam, located about 600 miles (966 km) south of Cairo. Started in the 1950s, the 364-foot (111-m) dam controls the Nile’s floods, irrigates around 3 million acres (1.2 million ha) of land, and supplies some of Egypt’s electricity. To boost the fishing industry, the dam also created the world’s largest human-made lake, Lake Nasser.

In spite of these successes, the project also had a negative impact on the environment. Before the dam’s construction, the annual Nile floods deposited fertile alluvial soil along the flood-plain and washed away salt from the soil. Now the dam traps the soil, and Egyptian farmers must use expensive fertilizers. The land also retains salt because floodwaters no longer cleanse the soil.

The health of people and their livestock also suffers. After the dam was completed, parasite-related diseases and deaths around the dam and downriver increased. With aid from other coun-tries and international organizations, however, Egypt is overcoming many of these difficulties.

Impact of WarWar in the region has also had a negative effect

on the environment. During the Persian Gulf War (1990–1991), Iraqi troops retreating from Kuwait set fire to more than 700 oil wells. Huge black clouds of smoke polluted the area. Iraqi troops also dumped about 250 million gallons (946 million l) of oil into the Persian Gulf.

482 Unit 6

Libya’s pipeline carries 8.5 million cubic yards (6.5 million cubic m)

of freshwater a day.

Human-Environment Interaction What environmental challenges might the Great Man-Made River create?

R

C

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R Reading StrategyTaking Notes Have students read and take notes about the benefits and problems caused by building the pipelines of the Great Man-Made River. BL

C Critical ThinkingIdentifying Central Issues Have students read about the Aswān High Dam. Ask: What benefits does the Aswān High Dam bring to the people of Egypt? (controls Nile River floods, irrigates land, supplies electricity, helps the fishing industry) What are the disadvantages? (traps alluvial soil, farmers use more fertilizers, soil retains salt, more parasite-related diseases) OL

Caption Answer:could drain aquifers in Libya and neighboring countries; could draw in salt water from the Mediterranean that would contaminate the freshwater

Answer: There are only a few major rivers in the region.

Activity: Collaborative Learning

AdditionalSupport

Problem Solving Explain that, along with irrigation problems and the reduction of water to Syria and Iraq, the Ataturk Dam on the Euphrates River poses potential disaster in the event of an earthquake. Turkey, which lies in an area of high seismic activity, claims that the dam was built to

withstand quakes measuring 8.0 on the Richter scale. If the dam should ever break, however, the resulting flooding could be catastrophic. Ask: How can countries be protected from such dangers? Have small groups of students work together to answer this question. They may need to use Internet

or library resources to learn more about the situation. Tell students that there may be more than one way to approach this prob-lem. Have groups share their suggestions with the class. OL

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CHAPTER Section 2

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Chapter 19 483

Thousands of fish and other marine life died when the oil spill spread 350 miles (563 km) along the Persian Gulf coastline. Smoke from oil well fires threatened millions of birds. Oil pollu-tion from routine shipping also adversely affects the Persian Gulf environment.

Meanwhile, more conflicts continue to erupt throughout the region. In March 2003, the United States led an invasion into Iraq to end the regimeof Saddam Hussein. Coalition forces remain in Iraq amidst violent attacks from insurgents, and many fear the violence will evolve into civil war.

In 2006, after a Hezbollah raid from Lebanon into Israel, tensions between the two countries again escalated. Hezbollah is an Islamic movement that wants to drive Israeli troops from Lebanon. Israel launched air strikes at Hezbollah targets in southern Lebanon and pushed its offensive further into the country, causing massive destruction. In one Israeli air strike, bombs hit a power station and caused an oil slick that damaged the Lebanese coast and spread into the Mediterranean Sea.

Three Troubled SeasThe Caspian Sea, the Aral Sea, and the Dead

Sea face severe environmental challenges. Pollution at the Caspian Sea’s southern end, near the Elburz Mountains of Iran, is especially severe. Pollution and overfishing threaten fish, like stur-geon, whose products are important exports.

The Aral Sea has had water diverted from feeder rivers to irrigate croplands. These changes destroyed the sea’s fishing industries, and dust storms have spread polluted soil. People living by the Aral Sea are now working to revive their sea as a chain of lakes that can support fish.

The Dead Sea has lost 33 percent of its surface area over the last 55 years. Water levels have dropped at a rate of about 3 feet (0.9 meters) a year. Much of the water from the sea’s feeder rivers is diverted for irrigation and to hydroelec-tric plants. Scientists have suggested pumping water into the Dead Sea from the Gulf of Aqaba, but the cost is too high. To reduce the amount of water diverted from the Dead Sea, some recom-mend building a desalination plant on Israel’s Mediterranean coast. Some believe the best hope for the Dead Sea’s survival is to build a canal connecting it to the Red Sea, but the mix of salt water and seawater could cause other environ-mental problems.

The Aral Sea has shrunk drama-tically over the last 10 years. The

right “half” of the sea is gone.

Human-Environment Interaction How has agriculture affected the size of the Aral Sea?

2006

2009

1999

D

S

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MAIN Idea

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483

S Skill PracticeVisual Literacy Ask: How can the images, along with statistical information, tell more specifically what is happening to the Aral Sea? (Images from every year, along with annual water depth information, indicate exactly how much the Aral Sea is shrinking.) AL

D Differentiated InstructionVisual/Spatial Demonstrate the problem of inland sea shrinkage by placing water in an aluminum pie pan. Show the normal inflow of water by pouring water in at a steady rate. Show how water from the source is diverted by slowing or stopping the pouring of water into the pan. Show how water can be drained by punching holes in the pan. Explain that the natural evaporation of water contributes to the shrinking of the sea, just as leaving the pan in the sunlight will slowly cause the water to evaporate. BL

Caption Answer:It has diverted water from its feeder rivers for irrigation.

Additional Support

Activity: Connecting with the United States

Identifying Have students use Internet and library resources to find out about the health of rivers that affect their state or community. If the rivers are polluted, have students explore the sources of pollution and find out what measures, if any, are

being taken to clean the rivers. Ask: Are the waters being dammed or diverted? What other communities or states are affected by the human alterations to the natural flow of the rivers? Have students write a letter to the editor of the local news-

paper with suggestions for cleanup or cor-rection of problems. Have a class discussion about other ways students can help address the problem. OL

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CHAPTER Section 2

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KAZAKHSTAN

TURKMENISTAN TAJIKISTANKYRGYZSTAN

UZBEKISTAN

RUSSIA

CHINA

IRAN PAK.INDIA

AFGHANISTAN

Casp

ianSea

AralSea

LakeBalkhashSyr Dar’ya

Ura

lR

iver

Irtysh

River

Am

uDar’ya

Former nuclear test siteActive nuclear power plantUranium mining facility

Radioactive waste storagesiteNon-radioactive waste site

N

S

W E400 miles

400 kilometers

0

0

Lambert Conformal Conic projection

Vocabulary 1. Explain the significance of: aquifer, desalination.

Main Ideas 2. Describe the impact that new technologies, such as the Aswan

High Dam, have had on the region. 3. How has war contributed to the environmental problems in

North Africa, Southwest Asia, and Central Asia? Give examples. 4. How do growing populations in North Africa, Southwest Asia,

and Central Asia severely strain the already scarce water resources? Use a web diagram like the one below to explain the ways in which the region meets its freshwater needs.

Critical Thinking 5. Answering the EssentialEssential QuestionQuestion What impact has the

Aswan High Dam had on Egypt’s environment? 6. Predicting Consequences What problems might occur if bet-

ter use and conservation practices for freshwater sources are not found for the region?

7. Analyzing Visuals Study the map of the importance of fresh-water on page 481. What generalization can you make about the relationship between the location of desalination plants and the level of economic development in the region?

Writing About Geography 8. Expository Writing Think about the challenges the region

faces in managing its freshwater resources. Write a plan to address the future water needs of North Africa, Southwest Asia, and Central Asia.

SECTION 2 REVIEW

Nuclear and Chemical DangersCentral Asia inherited the Soviet era’s environ-

mental problems. Kazakhstan was once home to Soviet nuclear bases. During the Cold War, the Soviets tested nuclear, chemical, and biological weapons there. Northeastern Kazakhstan remains severely affected by radiation after the Soviets tested nearly 500 nuclear weapons in the area. In many instances, local populations were not warned nor evacuated before the testing took place. In 1989 it was found that this weap-ons testing had caused radiation leaks. Scientists think many years will pass before all the result-ing contamination disappears.

Soviet planners also chose Kazakhstan as a site for heavy industry, which polluted the air with toxic chemicals. Scientists have linked increased infant mortality, or death before a child’s first birthday, in Kazakhstan directly to industrial pollution. The people of Kyrgyzstan, another site of Soviet heavy industry, have suf-fered similar effects.

Human-Environment InteractionWhat are two of the major causes of environmental problems in the region?

Geography ONLINE

Study Central™ To review this section, go to glencoe.com and click on Study Central.

484 Unit 6

Meeting Freshwater Needs

Radioactive and Chemical Hazards in Central Asia

1. Location In which country are most radioactive waste storage sites located?

2. Place Where does most uranium mining take place?

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Answers

Section 2 Review

Answer: dam building, irrigation canals, war, nuclear waste

AssessGeography ONLINE

Study Central™ provides sum-maries, interactive games, and online graphic organizers to help students review content.

CloseAnalyzing Information Ask:What overall environmental problem exists in the region? (obtaining clean water, and devel-oping and maintaining sources of clean water)

Answers1. Kyrgyzstan

2. Kazakhstan and Uzbekistan

Answers1. Kyrgyzstan

2. Kazakhstan and Uzbekistan

1. Definitions for the vocabulary terms are found in the section and the Glossary.

2. They have supplied Egypt with energy, boosted fishing, but harmed farming along the Nile by cutting down on alluvial soil deposits and causing the land to retain salt; also parasite-related diseases and deaths around the dam and downriver increased.

3. Soldiers have set fire to oil wells and dumped oil in the Persian Gulf, killing fish and marine life. Air strikes have also hit

storage containers, releasing oil into the Mediterranean.

4. damming rivers; irrigation canals; aquifers; oases; desalination

5. It caused the land to retain salt. Farmers must use fertilizers because there are no annual floods to bring fertile alluvial soil. Increased use of fertilizer leads to increased contamination of soil and water. Parasite-related diseases and deaths around the dam and down river increased.

6. Seas may continue to shrink. Rivers may be diverted and no longer flow into some areas. Aquifers may dry up.

7. More developed countries tend to have more desalination plants because the pro-cess of desalination is so expensive.

8. Essays will vary but should reflect an under-standing of how water is being managed in the region.

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VISUAL SUMMARY

Section AFriday

The Region Today

NO

RTH A

FRICA, SO

UTHW

EST ASIA

, AN

D CEN

TRAL A

SIA

Study anywhere, anytime by downloading quizzes and flashcards to your PDA from glencoe.com.CHAPTER VISUAL SUMMARY 19

Chapter 19 485

Black Gold!• The region of North Africa, Southwest

Asia, and Central Asia contains more oil than all other world regions combined.

• As more and more countries become industrialized, the demand for oil has increased, making countries with large oil reserves very wealthy.

• Most of the oil-producing countries in the region have joined OPEC and help set the supply and price of oil around the world.

CHALLENGES• The region is mostly composed of desert areas.• The population centers of the region are

located along rivers and coasts.• There are few major rivers to provide water to

the region and coastal water is salty.• Aquifers supply some water, but the growing

population in the region means a growing demand for water.

SOLUTIONS• Desalination plants have been built to remove

salt from coastal waters.• Human-made canals divert the flow of major

rivers to drier areas.• Dams along rivers create reservoirs of water

used for irrigation.• Water pipelines draw water from distant aqui-

fers into populated areas.

Water in the Desert?

Crude Oil Reserves by Region

Crude oil reserves(billion barrels)

Oceania

South Asia

Southeast Asia

East Asia

Africa S. of Sahara

N. Africa, SW Asia,Central Asia

Russia

Europe

Latin America

U.S. and Canada

0 100 200 300 400 500 600 700 900800

Source: Energy Information Administration, www.eia.doe.gov.

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Essential Question

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Hands-On Chapter ProjectStep 3: Wrap-Up

Making Connections Have students research the origins of OPEC. Have students write about the function of the Texas Railroad Commission, and how OPEC was modeled on this administra-tive body. AL

Reading a Graph Instruct students to examine the graph of crude oil reserves. Ask: How large are the oil reserves in the region of study? (850 gigabarrels) What are the total oil reserves outside the region of study? (between 500 and 600 gigabarrels) OL

Did You Know?Of the five founding members of the Organization of the Petroleum Exporting Countries (OPEC), only one, Venezuela, lies outside the region. Although oil production and pricing is still controlled to a large extent through OPEC, six of the world’s ten largest oil producers—Russia, the United States, Mexico, China, Norway, and Canada—are not OPEC member countries.

Preserving Water-Related Resources

Step 3 Students will synthesize what they have completed in Steps 1 and 2.

Directions Have the pairs of students consider the demands on water and water-

related resources in the region. Because water is essential to all lives and to many livelihoods in the region, students should be able to infer some of the problems that arise from development and management of this resource. In particular, they should be aware of the various conflicts that can

arise over different needs and uses of water resources. To help them keep track of the various ideas, students may want to use one of several types of graphic organizers. After students have had enough time to think about the problem, have them discuss these issues in class. OL

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CHAPTER 19ASSESSMENT

486 Unit 6

CHAPTER 19

Skim the entire test first, and then begin with the questions that you find easiest to answer. You can return to the more difficult questions later.

TEST-TAKING TIP

Reviewing VocabularyDirections: Choose the word or words that best complete the sentence.

1. land is land that is good for farming.

A Commodity

B Arable

C Reg

D Wadi

2. Products that are derived from petroleum or natural gas are .

A crude oil

B commodities

C petrochemicals

D arable

3. A(n) is an underground layer of porous rock, gravel, or sand that contains water.

A wadi

B oasis

C kum

D aquifer

4. Removing salt from seawater so that it can be used for drinking and other purposes is .

A commodity

B arable

C pastoralism

D desalination

Reviewing Main IdeasDirections: Choose the best answers to complete the sentences or to answer the following questions.

Section 1 (pp. 474–479)

5. What kind of climate is best for producing cereal crops, citrus fruits, grapes, olives, and dates?

A desert

B steppe

C Mediterranean

D humid subtropical

6. The “new Silk Road” that opened in 1998 is a .

A superhighway

B railroad

C cable

D hiking trail

Section 2 (pp. 480–484)

7. What is Libya’s Great Man-Made River?

A a canal

B diversion of the Nile

C a pipeline

D a desalinization plant

8. Why has the Aral Sea shrunk in the last 40 years?

A The climate has become warmer, evaporating more water.

B More sand and silt have washed into the sea, fi lling it up.

C Water has been pumped out of the sea in order to reclaim the land under it.

D Water from the rivers that feed the sea has been diverted for irrigation.

STANDARDIZED TEST PRACTICE

GO ON

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BiG Idea

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486

Answers, Analyses, and TipsReviewing Vocabulary1. B Students should recall that a large percentage of the people in the region make their living from agriculture, but only a small por-tion of the land is arable, or suit-able for farming.

2. C Three of the four choices relate to petroleum. Petrochemicals are products derived from crude oil. Crude oil is a raw material, not a product. Oil and natural gas and products made from petroleum are commodities.

3. D The terms wadi, oasis, and aquifer relate to water, but only oasis and aquifer refer to a steady source of water. The term oasis was not discussed in the chapter.

4. D Students can determine the correct answer by remembering the Latin root sal for salt. Saline describes water that is salty, so the process of removing salt from water is desalination.

Reviewing Main Ideas5. C Desert and steppe climates are too dry for citrus fruits, grapes, olives, and dates. Fruits are grown in both Mediterranean and humid subtropical climates. Students must recall from the section that cereal crops are grown in the Mediterranean climate of North Africa and Southwest Asia, but not in Georgia’s humid subtropical climate.

6. C The quotation marks around “new Silk Road” means that this is not a literal road, railroad, or high-way. The only choice that fits this metaphorical description is a cable for information transmission.

7. C Students may need to assess each word in the project’s title. River suggests flowing water, which eliminates desalination plant. The Nile does not lie within Libya’s borders. Water loss from evaporation makes an open canal an unlikely choice. This leaves C as the correct answer.

8. D Students should realize that the best answer must account for fairly rapid change. Evaporation is a major cause of the Aral Sea’s shrinking, but warmer climate alone would not cause such rapid shrinkage. The accumulation of silt would fill the basin gradually, but also would raise water levels. Land reclamation does account for the loss of some bodies of water in the region, but not the Aral Sea. Only the diversion of its source rivers accounts for the shrinkage of the Aral Sea.

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CHAPTER 19ASSESSMENT

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Chapter 19 487

ASSESSMENT

Geography ONLINE

For additional test practice, use Self-Check Quizzes—Chapter 19 on glencoe.com.

Need Extra Help?

Critical ThinkingDirections: Choose the best answers to complete the sentences or to answer the following questions.

9. In what ways has the use of technology addressed the envi-ronmental problems facing North Africa, Southwest Asia, and Central Asia?

A There has been no effect on the environment.

B The projects have had a good effect on the environment but often cause additional problems.

C The projects have had negative environmental impacts.

D The projects have had only good effects on the environment.

Base your answer to question 10 on the map and on your knowledge of Chapter 19.

10. Which region has the greatest oil resources?

A Central Asia

B Arabian Peninsula

C North Africa

D the Northeast

Document-Based QuestionsDirections: Analyze the document and answer the short-answer questions that follow the document.

The Organization of the Petroleum Exporting Countries (OPEC) was organized in Baghdad in 1960 by Iran, Iraq, Kuwait, Saudi Arabia, and Venezuela. The OPEC Statute, last revised in 2006, explains its purpose.

The Organization of the Petroleum Exporting Countries (OPEC), hereinafter referred to as “the Organization”, created as a permanent intergovernmental organization . . . shall carry out its functions in accordance with the provisions set forth hereunder.

A. The principal aim of the Organization shall be the co-ordination and unifi cation of the petroleum policies of Member Countries and the determination of the best means for safeguarding their interests, individually and collectively.

B. The Organization shall devise ways and means of ensuring the stabilization of prices in international oil markets with a view to eliminating harmful and unnecessary fl uctuations.

C. Due regard shall be given at all times to the interests of the producing nations and to the necessity of securing a steady income to the producing countries; an effi cient, economic and regular supply of petroleum to consuming nations; and a fair return on their capital to those investing in the petroleum industry.

11. What is the principal aim of OPEC?

12. Why would OPEC be concerned about an effi cient, eco-nomic, and regular supply of petroleum to consuming nations?

Extended Response13. Exploring the BiG BiG Idea Idea

Describe how the physical environment of the region has hampered transportation and communications. How might this affect relationships among the region’s countries?

Southwest Asia: Oil Resources

If you missed questions. . . 1 2 3 4 5 6 7 8 9 10 11 12 13Go to page. . . 475 476 481 481 475 478 482 484 482 487 487 487 477–478

STOP

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487

Have students refer to the pages listed if they miss any of the questions.

Need Extra Help?

Geography ONLINE

Have students visit the Web site at glencoe.com to review Chapter 19 and take the Self-Check Quiz.

12. Answers may vary, but should note that a steady supply of petro-leum to consuming nations will produce a steady income for the producing countries.

Extended Response13. Answers may vary, but may note that mountains and deserts have made road-building difficult. Many countries in the region are landlocked. Limited communica-tions and lack of transportation among countries in the region could affect the ability of peoples and governments to understand one another’s needs and to estab-lish firm relationships.

9. B This question is best answered by avoid-ing the choices that are statements of an absolute nature. It is unlikely that any action has no effect at all, and technology rarely has only positive or only negative effects. The only qualified answer is B.

10. B Students should remember that each symbol represents location, but not the amount of the given resource. The region with the most individual oil reserves is the Arabian

Peninsula, as is indicated by the greatest num-ber of oil derrick symbols.

Document-Based Questions11. The principal aim of OPEC is the coordina-tion and unification of the petroleum policies of Member Countries and the determination of the best means for safeguarding their inter-ests, individually and collectively. This is stated explicitly in article A.

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STUDYCASE

488 Unit 6

STUDYCase SUNNI AND SHIA MUSLIMS: Why are there two branches of Islam, and how do they relate to each other?

There are two main branches of Islam—Sunni and Shia. The main difference between the two is their belief about how the leader, or caliph, should be chosen. Sunni Muslims believe that the caliph should be chosen by the Islamic commu-nity. Shia Muslims believe that the caliph should be a descendant of Muhammad, the prophet of Islam.

The split dates from about a.d. 680. Both groups accept the first four caliphs who followed Muhammad. Sunnis believe that heirs of all four are legitimate leaders. Shias, however, believe that only heirs of the fourth caliph are legitimate. In a.d. 931 the twelfth caliph disappeared. This was an important event in Shia history, because the Shias believed they lost their divinely guided political leader.

Most Muslims in the world are Sunni. Only in Iran, Iraq, Bahrain, and Azerbaijan are the majority of the people Shia.

Understanding the IssueThe relations between Sunni and Shia Muslims

can be understood from a variety of perspectives.

A Moral Issue Religions teach rules of conduct that one must follow in order to be in harmony with the world and to live a good life. Followers of many religions believe that they should work for the orga-nization of their entire society according to these rules. When the rules of different groups are not the same, conflicts between the groups can become very pronounced, even violent.

A Cultural Issue Because religious belief deals with some of the deepest questions of human experience, it becomes a part of culture that people use to define their identity. Followers of one religion or religious branch may distrust people from other groups, based on their membership and identity.

A Political Problem Groups of people who identify with particular religious groups may form political factions. They want to see their particular group in power, or at least in an equal position with their rivals. In areas where one religious group has been favored and others disadvantaged, the disadvan-taged group may become demanding of greater power if given the chance. For example, after Iraqi dictator Saddam Hussein (a Sunni) was driven from power, the Shia saw an opportunity to assume power. The Sunnis, fearing they would be disadvantaged, fought back in a violent insurgency.

Above right: Shrine of Imam Reza in Mashhad, Iran’s holiest cityAbove: Muslim men attend Friday prayer.

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488

Additional Support

FocusIntroducing the Case Study Ask students what distinguishes Sunni Islam from Shia Islam, and why differences, however small they may seem, in religious beliefs can lead to violent conflicts. Ask students to think of other exam-ples of divisions that have occurred within a religion. Remind students that the division between the two branches of Islam is only part of the cause of conflict within and between Muslim countries. National identity and degrees of religious orthodoxy add to the friction in different locations. OL

Making Connections The political prob-lem between a faction with power and one without power in Iraq is not without paral-lels. The Protestants in Northern Ireland had long maintained control of the region, dis-enfranchising the smaller, but still sizeable, Catholic population. Attempts to balance

this situation stimulated Protestant fears, much like the fears of the Sunni minority in Iraq. A similar situation existed in India prior to World War II. When Great Britain was pre-paring to give up control of India after the war, Muslim fears of oppression led to the partitioning of the country into regions that

were either predominantly Hindu (now India) or Muslim (now Pakistan and Bangladesh). Political conflicts between these countries today stems from this fun-damental issue and the not altogether satisfactory solution.

Background: Political Factions

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STUDYCASE

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Unit 6 489

Possible SolutionsThe division of Muslims between Sunni and Shia

has become an important issue as political and reli-gious factions emerge.

Democratic Government In countries where there are many religious and ethnic groups, democratic political institutions help ensure that all groups have a say in the government. Groups may form political parties, which work to win votes at the ballot box instead of through violence.

Human Rights Laws Along with democratic govern-ment, where the will of the majority prevails, laws protect the interests of the minority. If members of the minority feel they have been wrongly treated, they can take their problems to an impartial court, where the issue is decided on the basis of laws.

Economic Development People whose lives are improving economically are less likely to become frustrated and violent. They see that their lives are getting better and that fighting will simply destroy

everything they have worked for. They are less likely to follow extremist leaders, especially when they see that they can retain the most important parts of their religious beliefs along with economic development.

Muslim women in France march during a demonstration in support of wearing head coverings.

W

C

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489

TeachW Writing SupportExpository Writing Have stu-dents write a brief essay stating what they think are the prob-lems of establishing democratic government among cultures inexperienced with democratic processes. OL

C Critical ThinkingDrawing Conclusions Have students consider and discuss countries (such as Singapore) where economic progress and prosperity offset the demands for democracy and social reform. AL

For additional practice on this skill, see the Skills Handbook.

AdditionalSupport

Activity: Collaborative Learning

Analyzing Information Separate the class into pairs of students who will each research the various steps taken over the past 30 years to bring peace, self-government, and guaranteed rights to the citizens of Northern Ireland. Among the factors that should be taken into consideration is how changes in the economic conditions of Northern Ireland have affected the

dissatisfaction, and thus the level of violence, that has occurred there. The pairs of students will then prepare a presentation of their choosing, in which they assess how well negoti-ation and compromise has worked in bringing stability to Northern Ireland, and whether such an approach might be applied effectively in Iraq. AL

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STUDYCASE Understanding the Case Prim

ary Sources

490 Unit 6

The primary resources listed below provide information about Sunni and Shia Muslims. Use these resources, along with what you have learned in Unit 6, to complete the activities listed on the next page.

Conflict Between Sunnis and Shias in IraqPrimary Source 1

Excerpt from “Sunni-Shia schism ‘threatening to tear Iraq apart,’ says conflict group,” by Michael Howard, www.guardian.co.uk, February 27, 2006.

People in Iraq identify strongly with the branch of Islam to which they belong. These groups are forming the basis for conflicting groups struggling for power.

Iraq is on the verge of breaking up along religious, ethnic and tribal lines—a process bloodily amplified by the Shia versus Sunni violence in the wake of last week’s bomb attack on the gold-domed shrine in Samarra, the International Crisis Group [ICG] says in a report out today.

[IGC] warns that, left unchecked, the widen-ing fissures in Iraqi society that have been exposed since the removal of the Ba’athist regime in 2003 could bring further “instability and violence to many areas, especially those with mixed populations”. . . .

Five days of violence in the wake of the Samarra bombing, have left more than 200 dead and many mosques smashed. . . .

There were further ominous signs of the “cleansing” of once mixed neighbourhoods in and around Baghdad. Scores of Shia families were reported to have fled homes in the restive western Sunni suburb of Abu Ghraib. Shia community leaders said they were being housed temporarily in schools and other buildings in Shia areas. In the latest round of attacks, a bomb destroyed a minibus as it was leaving a bus station in the mostly Shia town of Hilla, 60 miles south of Baghdad, killing five people and wounding three.

In Baghdad at least 18 people were killed and more than 50 injured when mortar rounds slammed into houses in two mainly Shia neighbourhoods. Also, two US sol-diers were killed by a roadside bomb. Iraq’s political leadership staged a show of unity by appearing on TV on Saturday night.

The prime minister Ibrahim al Jaafari said that all or most of the leaders “expressed the importance of accelerating the political process without any delay”. Sunni leaders who pulled out of talks to form a national unity government hinted they may soon rejoin the process. . . .

Joost Hiltermann, the director of the ICG’s Middle East Project . . . said it was encouraging that Shia and Sunni religious leaders had called for unity and calm.

40°E 50°E

30°N

35°N

45°E

Persian Gulf

(Arabian Gulf)

Euphrates R.

Tigris

R.

Baghdad

An Najaf

Basra

Kirkuk

Mosul

Tikrıt

TURKEY

SYRIA

IRAN

SAUDI ARABIA KUWAIT

SYRIAN DESERT

N

S

W E

Sunni Kurd Sunni Arab Shia Arab Sunni Kurd/ Sunni Arab Sunni Arab/ Shia Arab Sparselypopulated

100 miles

100 kilometers

0

0

Lambert Conformal Conic projection

Muslims in Iraq

R

S

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490

Did You Know?Did You Know?

R Reading StrategyReading Primary Sources Have students read Primary Source 1. Ask: What examples are described as signs that cleansing is occurring in mixed Sunni-Shia neighborhoods? (Shia families have fled the neighborhoods and were being sheltered in schools and other community buildings. A bomb had destroyed a bus as it was leav-ing the station in a predominantly Shia town.) OL

S Skill PracticeReading a Map Have students study the map on this page. Ask: In what parts of Iraq would you expect most conflicts to occur? (in those areas with mixed popula-tions, such as Kurds and Arabs or Sunni and Shia Arabs) OL

Modern Iraq The religious makeup of Iraq is largely the result of the work of Gertrude Bell, who served as the British Oriental Secre-tary during and after World War I. In 1921 she helped draw the boundaries of modern Iraq, making sure to include the potential oil fields of the Kurdish north and the Shiite south. Although the Shia were a majority, Bell and T. E. Lawrence persuaded the British to endorse

a Sunni Arab, Faisal bin Hussein, the deposed King of Syria, as king of Iraq.

Ayatollah Ayatollah, or “sign of God,” is the title given to major clerics in Shia Islam. Those who carry the title are scholars and teachers who have studied Islamic law, ethics, and phi-losophy. In 2009, Iran’s spiritual leader and highest authority was Ayatollah Ali Khamenei, and the Grand Ayatollah Ali al-Sistani was the

most important religious leader in Iraq.

Baath Party The Baath Party, an Arab nationalist political group, came to power in Iraq in 1963. The party was secular—not affiliated with either Sunni or Shia religious factions—and was run on Marxist principles. Although it was originally a civilian organiza-tion, under Saddam Hussein the Baath Party became heavily militarized.

Additional Support

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STUDYCASE

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LATIN

AM

ERICA

Unit 6 491

Prim

ary S

ourc

es

Attempts to Control ViolencePrimary Source 2

U.S. military forces, sent to Iraq to topple Saddam Hussein’s govern-ment and set the country on a path to democracy, find themselves caught between the fighting Sunni and Shia factions. U.S. forces try to keep the violence contained and the factions separate from each other.

A Turning Point?Primary Source 3

Excerpt from “National Unity Is Rallying Cry in Iraq Elections,” by Steven Lee Myers, The New York Times, October 1, 2009.

A truce between Sunni and Shia Muslims in Iraq seems possible.

Iraqi politics has a new catchphrase, the “yes, we can” of the country’s coming parliamentary elections. It is “national unity,” and while skepticism abounds, it could well signal the decline of the religious and sectarian parties that have fractured Iraq since 2003.

Across the political spectrum—Sunni and Shiite, secular and Islamic—party leaders have jettisoned explicit appeals to their traditional followers and are now scrambling to reach across ethnic or sectarian lines. . . .

Prime Minister Nuri Kamal al-Maliki, a conservative Shiite whose party has deep Islamic roots, has enlisted support from Sunni tribal leaders in areas that once were—and might again be—the heartland of opposition to the central government. . . .

“I do believe that there is genuine opportunity for restoring our coexistence, our historical coexistence,” said Vice President Tariq al-Hashimi, who broke with the main Sunni party, the Iraqi Islamic Party, this year. “I mean, in the past, we used to live together here. What we need, in fact, is real and genuine reconciliation.”

. . . [M]any people view the apparent transformations of some parties cynically. Even as Iraq’s political leaders all pledge national unity, Parliament remains so para-lyzed by infighting that [it is] unable to pass any significant legislation. . . .

Source: Steve Sack, Minnesota, The Minneapolis Star-Tribune 5/5/06

Analyzing the Case

1. Drawing Conclusions Review the information in the primary sources above. How do religious traditions and beliefs combine with political upheaval to increase the conflict between Sunnis and Shias in Iraq?

2. Making Predictions How might the conflict between Sunnis and Shias eventually be resolved?

3. Forming a Peace Team. Divide the class into two teams, one representing Sunnis and one representing Shias. Teams should research the following questions:

• What is the origin of the split between Sunni and Shia Muslims?

• Where in the world is each group dominant?• Do the groups have different degrees of politi-

cal power? Why?Teams should then conduct a negotiation ses-sion to come to an understanding of how to begin to resolve their differences.

4. Writing About the Case Write a one-page essay in which you discuss one of the issues addressed in #3 above.

NO

RTH A

FRICA, SO

UTHW

EST ASIA

, AN

D CEN

TRAL A

SIA

R

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491

1. Answers will vary. Students should be able to defend their answer.

2. Answers will vary. Students should be able to defend their answer.

3. The origin of the split was a dispute over how to choose leaders after Muhammad’s death. The Shia believe that Muhammad and his descen-dants, the Imams, are the only rightful suc-cessors of Muhammad, while the Sunni acknowledge the first four caliphs as rightful

successors of Muhammad; Shia are found mostly in Iran and part of Iraq, Sunni are the dominant group in the rest of North Africa, Southwest Asia, Central Asia; Yes, due to their distribution in different countries. Students should try to discuss how to resolve these differences.

4. Essays will vary depending on the issue chosen. Students should support their thoughts with details from the primary sources.

Answers

Analyzing the Case

R Reading StrategyReading Primary Sources Ask: How does the author of Primary Source 3 reinforce his observations? (by providing a quo-tation from an Iraqi leader) OL

AssessHave students complete the Analyzing the Case questions.

CloseMaking Inferences Have students write a brief essay in which they give reasons why they believe the conflict between Sunni and Shia Muslims has been more violent in Iraq than in other Islamic countries.

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