Contemporary Human Geography, 5th edition James M. Rubenstein Test Bank

Type:

Test Bank

Contemporary Human Resource: Geography Edition:

5th Edition

Author(s):

James M. Rubenstein

Contemporary Human Geography, 5e (Rubenstein) Chapter 1 This Is Geography 1) Which of the following do geographers NOT do?

A) They identify the location of important places.

B) They organize material chronologically.

C) They explain why one human activity is found near another.

D) They ask where and why.

E) They organize material spatially.

Answer: B Diff: 1 Section: 1.1 Welcome to Geography Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS1 How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 1.1 Compare and contrast geography and history in terms of what geographers and historians do.

2) To explain why different places are interrelated, geographers have three basic concepts A) place, region, and connection.

B) place, region, and space.

C) place, scale, and space.

D) scale, space, and connection.

E) scale, space, and region.

Answer: D Diff: 1 Section: 1.1 Welcome to Geography Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS1 How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 1.2 Summarize geography's five most basic concepts.

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3) History and geography differ in one especially important matter.

A) History is a much older discipline than geography.

B) A geographer can travel to a different place, but a historian cannot travel back in time.

C) A geographer is limited because most places are inaccessible.

D) History is constantly changing, but geography remains static.

E) Geography studies from a temporal perspective while history examines events from a spatial perspective.

Answer: B Diff: 1 Section: 1.1 Welcome to Geography Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS17 How to apply geography to interpret the past Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 1.1 Compare and contrast geography and history in terms of what geographers and historians do.

4) The first person to use the word geography was A) Aristotle.

B) Eratosthenes.

C) Strabo.

D) Thales of Miletus.

E) Thucydides.

Answer: B Diff: 1 Section: 1.3 Making Maps Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS17 How to apply geography to interpret the past Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 1.3 Trace the development of geography in the ancient world through the Middle Ages to the Age of Exploration.

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5) Who was the first to conclude the Earth was spherical based upon empirical evidence?

A) Aristotle B) Anaximander C) Strabo D) Ptolemy E) Pei Xiu Answer: A Diff: 1 Section: 1.3 Making Maps Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS17 How to apply geography to interpret the past Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 1.3 Trace the development of geography in the ancient world through the Middle Ages to the Age of Exploration.

6) The science of taking measurements of the Earth's surface is known as A) demography.

B) photogrammetry.

C) topography.

D) geotagging.

E) meteorology.

Answer: B Diff: 1 Section: 1.2 Contemporary Geographic Tools Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS1 How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 1.4 Identify contemporary analytic tools of geographers, including remote sensing, GPS, and GIS.

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7) GIS stands for A) General Information System.

B) Geocoded Information Satellite.

C) Geographic Information System.

D) Geographic Intended Science.

E) Geotagged Informative Situation.

Answer: C Diff: 1 Section: 1.2 Contemporary Geographic Tools Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS1 How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 1.4 Identify contemporary analytic tools of geographers, including remote sensing, GPS, and GIS. 8) A map that overlays data from one source on top of a map provided by a mapping service (such as Google Maps) is known as a A) mashup.

B) VGI. C) GPS. D) GIS. E) citizen science project.

Answer: A Diff: 1 Section: 1.2 Contemporary Geographic Tools Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS1 How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 1.5 Describe the role of Volunteered Geographic Information (VGI) and mashups in contemporary geography.

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9) A computer system that stores, queries, and displays geographic data is known as a A) GIS. B) GPS. C) remote sensing system.

D) USGS. E) mashup.

Answer: A Diff: 1 Section: 1.2 Contemporary Geographic Tools Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS1 How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 1.4 Identify contemporary analytic tools of geographers, including remote sensing, GPS, and GIS. 10) The acquisition of data about Earth's surface from a satellite orbiting the planet or from another long-distance method is A) GIS. B) GPS. C) remote sensing.

D) aerial photography.

E) USGS. Answer: C Diff: 1 Section: 1.2 Contemporary Geographic Tools Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS1 How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 1.4 Identify contemporary analytic tools of geographers, including remote sensing, GPS, and GIS.

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11) Map scale is A) the system used by geographers to transfer locations from a globe to a map.

B) the extent of spread of a phenomenon over a given area.

C) the difference in elevation between two points in an area.

D) the relationship between the length of a feature's size on a map to its actual size on Earth.

E) the ratio of the largest to smallest areas on a map.

Answer: D Diff: 1 Section: 1.4 The Geographic Grid Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS1 How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 1.6 Explain three ways of representing scale on a map: ratio scales, written scales, and graphic scales.

12) 1:24,000 is an example of what kind of scale?

A) Bar line B) Metric scale C) Graphic scale D) Written scale E) Ratio Answer: E Diff: 1 Section: 1.4 The Geographic Grid Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS1 How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information Global Science Standard: GSLO4 Demonstrate the quantitative skills needed to succeed in Geography Learning Outcome: 1.6 Explain three ways of representing scale on a map: ratio scales, written scales, and graphic scales.

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13) What is the major problem cartographers face when making a map of the world?

A) Scale B) Size C) Distortion D) Location E) Place Answer: C Diff: 1 Section: 1.4 The Geographic Grid Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS1 How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 1.8 Discuss how map projections are used to solve the problem of distortion in flat maps.

14) Which of the following cannot happen as a result of distortion when making a map of the world?

A) The shape of an area can be distorted, so that an area may appear elongated or squat.

B) The distance between two points may increase or decrease.

C) The relative size of different areas may be altered, so that one area may appear larger than another on a map when in reality it is smaller.

D) The direction from one place to another can be askew.

E) An area which is north of another area may appear to be south of that same area on a map.

Answer: E Diff: 1 Section: 1.4 The Geographic Grid Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS1 How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 1.8 Discuss how map projections are used to solve the problem of distortion in flat maps.

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15) If the scale of a map is 1:100,000, then 1 centimeter on the map represents ________ on Earth's surface. (Hint — there are 100 centimeters in a meter, and 1,000 meters in a kilometer.)

A) 1 kilometer B) 10 kilometers C) 10,000 kilometers D) 100,000 kilometers E) It depends on the size of the map.

Answer: A Diff: 2 Section: 1.4 The Geographic Grid Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS1 How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information Global Science Standard: GSLO4 Demonstrate the quantitative skills needed to succeed in Geography Learning Outcome: 1.6 Explain three ways of representing scale on a map: ratio scales, written scales, and graphic scales.

16) In terms of map scale, a ratio of 1:2,000,000 means A) 1 unit on the map represents 2 million of the same unit on the ground.

B) 1 unit on the ground represents 2 million of the same unit on the map.

C) the ratio between the smallest and largest features on the map.

D) the ratio between the largest and smallest features on the map.

E) the number of maps in print.

Answer: A Diff: 2 Section: 1.4 The Geographic Grid Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS1 How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information Global Science Standard: GSLO4 Demonstrate the quantitative skills needed to succeed in Geography Learning Outcome: 1.6 Explain three ways of representing scale on a map: ratio scales, written scales, and graphic scales.

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17) Which world region(s) has the greatest gender gap between men and women?

A) North America B) South America C) Europe D) North Africa and Southwest Asia E) Southeast Asia and Australia Answer: D Diff: 2 Section: 1.10 Space: Inequality Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 1.22 Illustrate how distribution and patterns in space can vary according to gender, sexuality, and ethnicity.

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18) Compared to a globe, Greenland would appear on a Mercator projection as A) in the opposite hemisphere.

B) relatively small as compared to Africa.

C) relatively large as compared to Africa.

D) possessing much more topographical features.

E) exactly the same relative size to the other land masses.

Answer: C Diff: 2 Section: 1.4 The Geographic Grid Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS1 How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 1.8 Discuss how map projections are used to solve the problem of distortion in flat maps.

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19) The following projection is a

A) Mercator projection.

B) Winkel projection.

C) Goode Homolosine projection.

D) Gall-Peters projection.

E) mashup projection.

Answer: D Diff: 2 Section: 1.4 The Geographic Grid Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS1 How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 1.8 Discuss how map projections are used to solve the problem of distortion in flat maps.

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20) You have a fractional scale of 1:100,000. Which of the following written scales is correct?

(Hints — there are 100 centimeters in a meter, and 1,000 meters in a kilometer. There are 12 inches in a foot and 5280 feet in a mile.)

A) One inch equals one mile.

B) One foot equals one mile.

C) One centimeter equals one meter.

D) One centimeter equals one kilometer.

E) One centimeter equals one hundred kilometers.

Answer: D Diff: 2 Section: 1.4 The Geographic Grid Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS1 How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information Global Science Standard: GSLO4 Demonstrate the quantitative skills needed to succeed in Geography Learning Outcome: 1.6 Explain three ways of representing scale on a map: ratio scales, written scales, and graphic scales.

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21) The following projection is a

A) Mercator projection.

B) Winkel projection.

C) Goode Homolosine projection.

D) Gall-Peters projection.

E) mashup projection.

Answer: B Diff: 2 Section: 1.4 The Geographic Grid Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS1 How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 1.8 Discuss how map projections are used to solve the problem of distortion in flat maps.

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22) You are making a map of Africa. The land area of Africa is enormous in size. Which of the following maps scales would be appropriate to use?

A) 1/1,000 B) 1/10 C) 1/10,000,000 D) 1/24,000 E) 10/1 Answer: C Diff: 3 Section: 1.4 The Geographic Grid Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS1 How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information Global Science Standard: GSLO4 Demonstrate the quantitative skills needed to succeed in Geography Learning Outcome: 1.6 Explain three ways of representing scale on a map: ratio scales, written scales, and graphic scales.

23) There are 12 inches in a foot and 5280 feet in a mile. Your map has a written scale of "one inch equals one mile." What is the fractional scale?

A) 1/12 B) 1/1,000 C) 1/5,280 D) 1/63,360 E) 1/440 Answer: D Diff: 3 Section: 1.4 The Geographic Grid Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS1 How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information Global Science Standard: GSLO4 Demonstrate the quantitative skills needed to succeed in Geography Learning Outcome: 1.6 Explain three ways of representing scale on a map: ratio scales, written scales, and graphic scales.

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24) Greenwich Mean Time is measured from A) 0° latitude.

B) 0° longitude.

C) 90° latitude.

D) 180° longitude.

E) 90° longitude.

Answer: B Diff: 1 Section: 1.4 The Geographic Grid Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS1 How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 1.13 Explain how we use longitude to establish time zones.

25) The International Date Line mostly follows A) 0° latitude.

B) 0° longitude.

C) 90° latitude.

D) 180° longitude.

E) 90° longitude.

Answer: D Diff: 1 Section: 1.4 The Geographic Grid Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS1 How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 1.11 Compare and contrast the characteristics of both latitude lines and longitude lines.

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26) Which of the following best describes the racial distribution patterns in the Twin Cities of Minneapolis and St. Paul?

A) Minneapolis is overwhelmingly nonwhite, while St. Paul is overwhelmingly white.

B) Minneapolis has an intense degree of racial clustering, but St. Paul does not.

C) St. Paul has an intense degree of racial clustering, but Minneapolis does not.

D) Nonwhite people are clustered south of the Mississippi River, while whites are clustered north of the river.

E) Intense degrees of clustering by race are evident in both Minneapolis and St. Paul.

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Answer: E Diff: 2 Section: 1.9 Space: Identity Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 1.22 Illustrate how distribution and patterns in space can vary according to gender, sexuality, and ethnicity.

27) Time changes by one hour for each 15° change in longitude; this is because A) it was determined by how fast seventeenth century ships could travel.

B) 15° ensures that major population centers have unique time zones.

C) early navigation instruments did not allow better accuracy than 15°.

D) 15° was chosen arbitrarily.

E) twenty-four latitude lines were chosen so that 24 hours represents a 360° revolution around the planet.

Answer: E Diff: 1 Section: 1.4 The Geographic Grid Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS1 How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information Global Science Standard: GSLO4 Demonstrate the quantitative skills needed to succeed in Geography Learning Outcome: 1.13 Explain how we use longitude to establish time zones.

28) You have a geographic coordinate of 65°N, 100°E. What is the only continent where this geographic location could be found?

A) Asia B) South America C) Antarctica D) Australia E) North America Answer: A Diff: 2 Section: 1.4 The Geographic Grid Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS1 How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 1.12 Explain how latitude and longitude are used to locate points on Earth's surface.

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29) Philadelphia, Pennsylvania is located at approximately

A) 39° 57' N, 75° 9'S. B) 39° 57' S, 75° 9'E. C) 39° 57' N, 75° 9'W. D) 39° 57' N, 75° 9'E. E) 39° 57' S, 75° 9'W. Answer: C Diff: 2 Section: 1.4 The Geographic Grid Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS1 How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 1.12 Explain how latitude and longitude are used to locate points on Earth's surface.

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30) The name given to a place on Earth is known as a A) location.

B) site.

C) situation.

D) toponym.

E) jargon.

Answer: D Diff: 1 Section: 1.5 Place: A Unique Location Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS4 The physical and human characteristics of places Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 1.14 Explain how geographers can use characteristics such as location, site, situation, and toponyms to describe the unique nature of place.

31) Site identifies a place by its A) location relative to other objects.

B) mathematical location on Earth's surface.

C) nominal location.

D) unique physical characteristics.

E) primary dimensions.

Answer: D Diff: 1 Section: 1.5 Place: A Unique Location Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 1.14 Explain how geographers can use characteristics such as location, site, situation, and toponyms to describe the unique nature of place.

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32) Situation identifies a place by its A) location relative to other places.

B) mathematical location on Earth's surface.

C) nominal location.

D) unique physical characteristics.

E) primary dimensions.

Answer: A Diff: 1 Section: 1.5 Place: A Unique Location Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 1.14 Explain how geographers can use characteristics such as location, site, situation, and toponyms to describe the unique nature of place.

33) An area distinguished by one or more distinctive characteristics is a(n) A) biome.

B) landscape.

C) region.

D) uniform unit.

E) ecosystem.

Answer: C Diff: 1 Section: 1.6 Region: A Unique Area Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS5 That people create regions to interpret Earth's complexity Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 1.16 Classify regions as functional, formal, or vernacular.

34) Which is NOT an example of a functional region?

A) The circulation area of a newspaper B) The area of dominance of a television station C) The market area of a supermarket D) The area dominated by a particular crop E) The area served by a sports franchise Answer: D Diff: 1 Section: 1.6 Region: A Unique Area Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS5 That people create regions to interpret Earth's complexity Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 1.16 Classify regions as functional, formal, or vernacular.

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35) The state of Montana is BEST considered a formal region because A) only one language is spoken everywhere in the region.

B) the same state laws apply everywhere in the region.

C) the climate is the same everywhere in the region.

D) it is a part of the United States.

E) the whole state is mountainous.

Answer: B Diff: 1 Section: 1.6 Region: A Unique Area Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS5 That people create regions to interpret Earth's complexity Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 1.16 Classify regions as functional, formal, or vernacular.

36) A formal region defines an area A) which has a centralized government.

B) which has variation in human or physical geographic characteristics.

C) in which everyone shares in common one or more distinctive characteristics.

D) which is connected by established transportation routes.

E) which is organized around a node.

Answer: C Diff: 1 Section: 1.6 Region: A Unique Area Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS5 That people create regions to interpret Earth's complexity Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 1.16 Classify regions as functional, formal, or vernacular.

37) Which of the following is NOT a characteristic that can be used to define a formal region?

A) A common language B) The production of a specific crop throughout the region C) The practicing of a specific religious faith D) The service area of an Internet provider E) A specific cultural taboo practiced by the vast majority within the region Answer: D Diff: 1 Section: 1.6 Region: A Unique Area Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS5 That people create regions to interpret Earth's complexity Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 1.16 Classify regions as functional, formal, or vernacular.

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38) The Midwest of the United States is an example of a A) formal region.

B) uniform region.

C) cultural landscape.

D) functional region.

E) vernacular (or perceptual) region.

Answer: E Diff: 1 Section: 1.6 Region: A Unique Area Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS5 That people create regions to interpret Earth's complexity Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 1.16 Classify regions as functional, formal, or vernacular.

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39) The global region least receptive to LGBTQ people (in terms of criminalizing LGBTQ people for their sexual orientation) is

A) Australia.

B) East Asia.

C) North Africa and Southwest Asia.

D) Canada and the United States.

E) Europe.

Answer: C Diff: 2 Section: 1.9 Space: Identity Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 1.22 Illustrate how distribution and patterns in space can vary according to gender, sexuality, and ethnicity.

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40) To geographers, the spread of McDonald's around the world represents A) a popular fad.

B) a unique taste in nearly every location.

C) the relocation diffusion of restaurants.

D) globalization.

E) local diversity.

Answer: D Diff: 1 Section: 1.7 Scale: From Global to Local Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 1.17 Explain how the process of globalization impacts the cultural landscape, local diversity, and access to communication.

41) The Ford Motor Company has assembly plants in many countries, conducts product research on multiple continents and sells its vehicle around the world. Ford is an example of A) relocation diffusion.

B) a transnational company.

C) spatial association.

D) geographic diversity.

E) a corporate fad.

Answer: B Diff: 1 Section: 1.7 Scale: From Global to Local Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 1.18 Cite examples of changes in economy and culture occurring at global and local scales.

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42) Overdose deaths involving opioids and opioid prescriptions, by county, are displayed for the United States. What spatial association is present?

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A) There is a spatial association between opioid prescriptions per capita and opioid deaths.

Counties in the eastern half of the United States have a higher opioid prescription rate, while counties in the western half of the United States have a higher death rate from opioids.

B) There is a spatial association between opioid prescriptions per capita and opioid deaths.

Counties in the western half of the United States have a higher opioid prescription rate, while counties in the eastern half of the United States have a higher death rate from opioids.

C) There is a spatial association between opioid prescriptions per capita and opioid deaths.

Counties with higher rates of opioid prescriptions have higher death rates from opioids.

D) There is a spatial association between opioid prescriptions per capita and opioid deaths.

Counties with higher rates of opioid prescriptions have lower death rates from opioids.

E) No spatial associations exist between opioid prescriptions per capita and opioid deaths.

Answer: C Diff: 3 Section: 1.7 Scale: From Global to Local Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 1.19 Explain how geographers use spatial association to study the relationships among features of a region.

43) The arrangement of a feature in space is known as its A) regional analysis.

B) spatial analysis.

C) spatial association.

D) distribution.

E) regional dissociation.

Answer: D Diff: 1 Section: 1.8 Space: Distribution of Features Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 1.20 Define density, concentration, and pattern as properties of distribution across space.

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44) The frequency with which something occurs in space is known as A) concentration.

B) density.

C) distribution.

D) pattern.

E) dispersion.

Answer: B Diff: 1 Section: 1.8 Space: Distribution of Features Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 1.20 Define density, concentration, and pattern as properties of distribution across space.

45) The extent of a feature's spread over space is its A) concentration.

B) density.

C) distribution.

D) pattern.

E) diffusion.

Answer: A Diff: 1 Section: 1.8 Space: Distribution of Features Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 1.20 Define density, concentration, and pattern as properties of distribution across space.

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46) The three main properties of distribution are A) location, place, and time.

B) density, place, and diffusion.

C) location, diffusion, and concentration.

D) concentration, pattern, and place.

E) density, concentration, and pattern.

Answer: E Diff: 1 Section: 1.8 Space: Distribution of Features Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 1.20 Define density, concentration, and pattern as properties of distribution across space.

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47) What has occurred with respect to the distribution of Major League Baseball teams from 1952 to 2022?

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A) The number of teams has increased, and as a result, the density has also increased, and the distribution has become more concentrated.

B) The number of teams has increased, but as a result, the density has decreased, and the distribution has become more dispersed.

C) The number of teams has increased, and as a result, the density has also increased, and the distribution has become more dispersed.

D) The number of teams has decreased, and as a result, the density has also decreased, and the distribution has become more dispersed.

E) The number of teams has decreased, but the density has increased, and the distribution has become more concentrated.

Answer: C Diff: 3 Section: 1.8 Space: Distribution of Features Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS18 How to apply geography to interpret the present and plan for the future Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 1.21 Describe how patterns can vary in time and space.

48) Which statement is correct concerning race and ethnicity?

A) Race is tied to a particular place, whereas ethnicity is a social construct built around perception of a physiological trait, such as skin color.

B) Ethnicity is tied to a particular place, whereas racial identity is a social construct built around perception of a physiological trait, such as skin color.

C) Race is closely tied to the cultural traditions of specific locations on Earth.

D) Neither race nor ethnicity is used as a means to engage in segregation or other discriminatory practices.

E) Neither race nor ethnicity is social constructs; they are permanent features that do not change over time as perceptions change.

Answer: B Diff: 1 Section: 1.9 Space: Identity Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 1.22 Illustrate how distribution and patterns in space can vary according to gender, sexuality, and ethnicity.

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49) Global income has

A) steadily decreased from 1980 to 2020.

B) remained stable from 1980 to 2020.

C) seen a reduction in the gap between developed countries and developing countries from 1980 to 2020.

D) seen an increase in the gap between developed countries and developing countries from 1980 to 2020.

E) declined precipitously in developed countries and declined by small amounts in developing countries from 1980 to 2020.

Answer: D Diff: 2 Section: 1.10 Space: Inequality Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 1.23 Discuss the impact of electronic communications in the context of the inequality between core and periphery and the problem of uneven development.

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50) The share of U.S. wealth held by the wealthiest 1% of the population is currently at roughly

A) 1%.

B) 5%.

C) 10%.

D) 15%.

E) 40%.

Answer: E Diff: 2 Section: 1.10 Space: Inequality Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 1.23 Discuss the impact of electronic communications in the context of the inequality between core and periphery and the problem of uneven development.

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51) The spread of an innovation but with only its underlying principles intact is an example of A) expansion diffusion.

B) stimulus diffusion.

C) distance decay.

D) space-time compression.

E) spatial interaction.

Answer: B Diff: 1 Section: 1.11 Connection: Diffusion & Interaction Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 1.24 Identify diffusion, hearth, and spatial interaction.

52) Which is a form of expansion diffusion?

A) Contagious B) Relocation C) Distance-decay D) Syncretism E) Hearth diffusion Answer: A Diff: 1 Section: 1.11 Connection: Diffusion & Interaction Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 1.24 Identify diffusion, hearth, and spatial interaction.

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53) The process by which a group's cultural features are altered to resemble those of another group is known as A) assimilation.

B) acculturation.

C) syncretism.

D) spatial networking.

E) distance-decay.

Answer: A Diff: 1 Section: 1.11 Connection: Diffusion & Interaction Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 1.25 State three ways in which cultural groups can change as a result of connections across space.

54) The process of changes in culture that result from the meeting of two groups is known as A) assimilation.

B) acculturation.

C) syncretism.

D) spatial networking.

E) distance-decay.

Answer: B Diff: 1 Section: 1.11 Connection: Diffusion & Interaction Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 1.25 State three ways in which cultural groups can change as a result of connections across space.

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55) The combination of elements of two groups into a new cultural feature is known as A) assimilation.

B) acculturation.

C) syncretism.

D) spatial networking.

E) distance-decay.

Answer: C Diff: 1 Section: 1.11 Connection: Diffusion & Interaction Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 1.25 State three ways in which cultural groups can change as a result of connections across space.

56) A cultural innovation originates at a node known as a(n) A) diffusion.

B) distance-decay.

C) hearth.

D) assimilation.

E) network.

Answer: C Diff: 1 Section: 1.11 Connection: Diffusion & Interaction Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 1.26 Describe the role of networks, distance decay, and space-time compression in spatial interactions.

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57) The reduction in the time it takes to diffuse something to a distant place is known as A) relocation diffusion.

B) distance-decay theory.

C) space-time compression.

D) acculturation.

E) expansion diffusion.

Answer: C Diff: 1 Section: 1.11 Connection: Diffusion & Interaction Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 1.26 Describe the role of networks, distance decay, and space-time compression in spatial interactions.

58) New York is a center of global fashion. A global elite living in Tokyo or Los Angeles will be quicker to adopt a new fashion than a poor resident of New York. This is an example of what type of diffusion.

A) Contagious B) Hierarchical C) Stimulus D) Fashion E) Distance-decay Answer: B Diff: 2 Section: 1.11 Connection: Diffusion & Interaction Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 1.24 Identify diffusion, hearth, and spatial interaction.

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59) The concept of space-time compression means A) as an object moves faster through space, time slows for that object.

B) people no longer have time to read books.

C) today it is harder than ever to keep track of what is happening in distant places.

D) distant places in the world are becoming effectively closer together because connections are faster.

E) there is more space in smaller places than ever.

Answer: D Diff: 2 Section: 1.11 Connection: Diffusion & Interaction Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 1.26 Describe the role of networks, distance decay, and space-time compression in spatial interactions.

60) The spread of an innovation through the physical movement of people between places is known as A) contagious diffusion.

B) relocation diffusion.

C) hierarchical diffusion.

D) expansion diffusion.

E) stimulus diffusion.

Answer: B Diff: 2 Section: 1.11 Connection: Diffusion & Interaction Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 1.24 Identify diffusion, hearth, and spatial interaction.

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61) For May 2002, how would you best explain the map color difference between the cities of Nantes and Paris?

A) A higher percentage of people in Paris as compared to Nantes possessed Euro coins that were issued by a country other than France.

B) A higher density of people in Paris as compared to Nantes possessed Euro coins that were issued by a country other than France.

C) People in Nantes possessed fewer coins that were issued by a country other than France, as compared to Paris, probably because they tended to use credit cards more.

D) People in Nantes possessed more coins that were issued by a country other than France, as compared to Paris, probably because they tended to use credit cards less.

E) A lower density of people in Paris as compared to Nantes possessed Euro coins that were issued by a country other than France.

Answer: A Diff: 3 Section: 1.11 Connection: Diffusion & Interaction Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS1 How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 1.26 Describe the role of networks, distance decay, and space-time compression in spatial interactions.

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62) Of the four major Earth systems, which one is composed of living organisms?

A) Atmosphere B) Hydrosphere C) Lithosphere D) Biosphere E) Cryosphere Answer: D Diff: 1 Section: 1.12 Connection: Sustainability Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS7 The physical processes that shape the patterns of Earth's surface Global Science Standard: GSLO5 Demonstrate an understanding of the impact of science on society.

Learning Outcome: 1.27 Explain how the three aspects of sustainability are connected to each other.

63) An ecosystem is best described as A) a system that is composed of nonliving or inorganic matter.

B) a system composed of living organisms.

C) a group of living organisms and the abiotic spheres with which they interact.

D) all living organisms in the atmosphere, hydrosphere, and lithosphere.

E) a group of living plants and the soil types that is present.

Answer: C Diff: 1 Section: 1.12 Connection: Sustainability Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS8 The characteristics and spatial distribution of ecosystems and biomes on Earth's surface Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 1.29 Explain how the ecosystems that make up the biosphere interact with Earth's abiotic systems.

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64) The use of Earth's resources in ways that ensure their availability in the future is known as A) environmental determinism.

B) an ecosystem.

C) sustainability.

D) an environmental pillar.

E) conservation.

Answer: C Diff: 1 Section: 1.12 Connection: Sustainability Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS8 The characteristics and spatial distribution of ecosystems and biomes on Earth's surface Global Science Standard: GSLO5 Demonstrate an understanding of the impact of science on society.

Learning Outcome: 1.27 Explain how the three aspects of sustainability are connected to each other.

65) Earth's crust and the adjacent portion of the upper mantle belong to the A) atmosphere.

B) biosphere.

C) hydrosphere.

D) lithosphere.

E) three pillars of sustainability.

Answer: D Diff: 1 Section: 1.12 Connection: Sustainability Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS8 The characteristics and spatial distribution of ecosystems and biomes on Earth's surface Global Science Standard: GSLO5 Demonstrate an understanding of the impact of science on society.

Learning Outcome: 1.28 Identify the four spheres of the Earth system.

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66) According to environmental determinism A) the physical environment causes social development.

B) the physical environment sets limits on human actions.

C) people can adjust to the physical environment.

D) people can choose a course of action from many alternatives offered by the physical environment.

E) people determine their physical environment.

Answer: A Diff: 1 Section: 1.13 Humans & Their Environment Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS15 How physical systems affect human systems Global Science Standard: GSLO5 Demonstrate an understanding of the impact of science on society.

Learning Outcome: 1.30 Compare and contrast environmental determinism and possibilism.

67) The concept that the physical environment limits human actions, but that people have the ability to adjust to the physical environment is A) climate.

B) environmental determinism.

C) possibilism.

D) spatial association.

E) cultural relativism.

Answer: C Diff: 1 Section: 1.13 Humans & Their Environment Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS15 How physical systems affect human systems Global Science Standard: GSLO5 Demonstrate an understanding of the impact of science on society.

Learning Outcome: 1.30 Compare and contrast environmental determinism and possibilism.

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68) The following is a

A) dot distribution map.

B) choropleth map.

C) isoline map.

D) graduated symbol map.

E) cartogram.

Answer: B Diff: 2 Section: 1.3 Making Maps Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS1 How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 1.7 Identify the five types of maps: choropleth, graduated symbols, dot distribution, isoline, and cartograms.

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69) Why do the people of the Netherlands have a big stake in curtailing climate change?

A) They don't have enough fresh drinking water.

B) A rise of the sea level would threaten their dike systems and could cause a significant loss of land created from polders and developed infrastructure.

C) They welcome climate change because it is so cold there.

D) They rely on wind energy, and climate change might alter the direction and intensity of the wind.

E) They are responsible for causing much of the climate change and feel responsible.

Answer: B Diff: 3 Section: 1.13 Humans & Their Environment Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS15 How physical systems affect human systems Global Science Standard: GSLO5 Demonstrate an understanding of the impact of science on society.

Learning Outcome: 1.31 Evaluate sustainability and environmental modifications of ecosystems in the Netherlands and Florida 70) You are wishing to make a map where you want to display population data for each country on Earth. The larger the area of the country on the map indicates a large population, irrelevant of the actual physical size of the country. Which map type would you use to make such a map?

A) Dot distribution map B) Choropleth map C) Isoline map D) Graduated symbol map E) Cartogram Answer: E Diff: 2 Section: 1.3 Making Maps Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS1 How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 1.7 Identify the five types of maps: choropleth, graduated symbols, dot distribution, isoline, and cartograms.

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71) Discuss the differences between the disciplines of history and geography.

Answer: Varies Diff: 3 Section: 1.1 Welcome to Geography Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS1 How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 1.1 Compare and contrast geography and history in terms of what geographers and historians do.

72) What are the some of the contemporary tools used in analytical mapping? Identify at least three tools in your response, which are used by geographers to collect and/or analyze geographic data.

Answer: Varies Diff: 3 Section: 1.2 Contemporary Geographic Tools Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS1 How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 1.4 Identify contemporary analytic tools of geographers, including remote sensing, GPS, and GIS. 73) List the five primary ways in which data can be displayed on a map. If you were to make a map displaying COVID-19 deaths over time, which of the five types of maps would be best suited for your display, and why?

Answer: Varies Diff: 3 Section: 1.3 Making Maps Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS1 How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 1.7 Identify the five types of maps: choropleth, graduated symbols, dot distribution, isoline, and cartograms.

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74) Why is a Mercator projection a poor choice for a map of high-latitude regions of the world?

Answer: Varies Diff: 3 Section: 1.4 The Geographic Grid Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS1 How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 1.8 Discuss how map projections are used to solve the problem of distortion in flat maps.

75) Explain the difference between site and situation when discussing location.

Answer: Varies Diff: 3 Section: 1.5 Place: A Unique Location Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 1.14 Explain how geographers can use characteristics such as location, site, situation, and toponyms to describe the unique nature of place.

76) Discuss the concept of a region in geography.

Answer: Varies Diff: 3 Section: 1.6 Region: A Unique Area Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS5 That people create regions to interpret Earth's complexity Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 1.16 Classify regions as functional, formal, or vernacular.

77) List each type of region described in the textbook, and give an example of each.

Answer: Formal, functional, and vernacular. Examples will vary.

Diff: 3 Section: 1.6 Region: A Unique Area Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS5 That people create regions to interpret Earth's complexity Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 1.16 Classify regions as functional, formal, or vernacular.

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78) Discuss the differences among the three properties of distribution: density, concentration, and pattern.

Answer: Varies Diff: 3 Section: 1.8 Space: Distribution of Features Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 1.20 Define density, concentration, and pattern as properties of distribution across space.

79) Describe the differences among contagious, hierarchical, and relocation diffusion. Please ensure you give an example of each in your response.

Answer: Varies Diff: 3 Section: 1.11 Connection: Diffusion & Interaction Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 1.24 Identify diffusion, hearth, and spatial interaction.

80) Define what is sustainability, making sure to address the Three Pillars of Sustainability in your response.

Answer: Varies Diff: 3 Section: 1.12 Connection: Sustainability Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS15 How physical systems affect human systems Global Science Standard: GSLO5 Demonstrate an understanding of the impact of science on society.

Learning Outcome: 1.27 Explain how the three aspects of sustainability are connected to each other.

81) What are the main differences between the environmental determinist and possibilist approaches to cultural ecology?

Answer: Varies Diff: 3 Section: 1.13 Humans & Their Environment Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS15 How physical systems affect human systems Global Science Standard: GSLO5 Demonstrate an understanding of the impact of science on society.

Learning Outcome: 1.30 Compare and contrast environmental determinism and possibilism.

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82) Discuss the spatial aspects of race and ethnicity in urban areas across the United States, and how segregation contributes to inequality and discrimination.

Answer: Varies Diff: 3 Section: 1.9 Space: Identity Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 1.22 Illustrate how distribution and patterns in space can vary according to gender, sexuality, and ethnicity.

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Contemporary Human Geography, 5e (Rubenstein) Chapter 2 Population & Health 1) India, Pakistan, and Bangladesh form a major part of what world population cluster?

A) South Asia B) East Asia C) Europe D) Southeast Asia E) North America Answer: A Diff: 1 Section: 2.2 Population Concentrations Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS4 The physical and human characteristics of places Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 2.2 Identify the four major population concentrations or regions in the world.

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2) Human beings generally avoid all but which of these regions?

A) Cold lands B) Dry lands C) Warm lands D) Wet lands E) High lands Answer: C Diff: 1 Section: 2.2 Population Concentrations Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 2.3 Explain the main reasons for the uneven distribution of the world's human population.

3) The world's most populous country is A) China.

B) India.

C) the United States.

D) Russia.

E) Italy.

Answer: A Diff: 1 Section: 2.2 Population Concentrations Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS4 The physical and human characteristics of places Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 2.2 Identify the four major population concentrations or regions in the world.

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4) Which of the following is NOT one of the world's largest population concentrations?

A) East Asia B) South Asia C) Southeast Asia D) Europe E) North America Answer: E Diff: 1 Section: 2.2 Population Concentrations Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 2.2 Identify the four major population concentrations or regions in the world.

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5) What percentage of the global population lives in the East Asia cluster?

A) 10% B) 15% C) 25% D) 50% E) 75% Answer: C Diff: 1 Section: 2.2 Population Concentrations Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 2.1 Describe the distribution of human population as represented using regional maps and a cartogram.

6) The portion of the Earth's surface occupied by permanent human settlement is the A) population cluster.

B) cartogram.

C) ecumene.

D) population region.

E) population concentration.

Answer: C Diff: 1 Section: 2.2 Population Concentrations Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 2.1 Describe the distribution of human population as represented using regional maps and a cartogram.

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7) What could be said about the distribution of population concentration in Australia?

A) It is very evenly distributed throughout the country.

B) People tend to live near the coastal regions.

C) It is mostly in the northern part of the country.

D) It is in the central desert.

E) It is almost exclusively in the western half.

Answer: B Diff: 2 Section: 2.2 Population Concentrations Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 2.3 Explain the main reasons for the uneven distribution of the world's human population.

8) Physiological density is the number of A) acres of farmland.

B) farmers per area of farmland.

C) people per area of land.

D) people per unit area of arable land.

E) farm animals per area suitable for agriculture.

Answer: D Diff: 1 Section: 2.1 Population Density Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO4 Demonstrate the quantitative skills needed to succeed in Geography Learning Outcome: 2.4 Compare and contrast the three types of population density.

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9) The measure of density that is the number of people per area of land is known as ________ density.

A) arithmetic B) physiological C) mathematic D) geometric E) agricultural Answer: A Diff: 1 Section: 2.1 Population Density Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO4 Demonstrate the quantitative skills needed to succeed in Geography Learning Outcome: 2.4 Compare and contrast the three types of population density.

10) Land suited for agriculture is called A) population density.

B) agricultural density.

C) physiological density.

D) arid land.

E) arable land.

Answer: E Diff: 1 Section: 2.1 Population Density Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS8 The characteristics and spatial distribution of ecosystems and biomes on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 2.5 Evaluate the strengths and weaknesses of each type of population density for a geographer.

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11) A country with a high physiological density has A) a lot of people.

B) a lot of people for every unit of farmland.

C) a lot of farmers for every unit of farmland.

D) a lot of farmland.

E) a lot of farmland for every farmer.

Answer: B Diff: 2 Section: 2.1 Population Density Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO4 Demonstrate the quantitative skills needed to succeed in Geography Learning Outcome: 2.4 Compare and contrast the three types of population density.

12) A country with a large amount of arable land and a small number of farmers will have a A) high physiological density.

B) low physiological density.

C) high agricultural density.

D) low agricultural density.

E) low arithmetic density.

Answer: D Diff: 2 Section: 2.1 Population Density Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO4 Demonstrate the quantitative skills needed to succeed in Geography Learning Outcome: 2.4 Compare and contrast the three types of population density.

13) If a nation has a high arithmetic density A) the physiological density will be lower.

B) the physiological density will be higher.

C) the physiological density will be the same as the arithmetic density.

D) the agricultural density will be very low.

E) the agricultural density must also be high.

Answer: B Diff: 2 Section: 2.1 Population Density Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO4 Demonstrate the quantitative skills needed to succeed in Geography Learning Outcome: 2.4 Compare and contrast the three types of population density.

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14) Why is physiological density sometimes used by geographers instead of arithmetic density to describe how many people are in a given area?

A) Physiological density takes into account how the people feel about where they live.

B) Physiological density takes into account the number of people supported by arable land.

C) Physiological density and arithmetic density mean the same thing.

D) Physiological density takes into account migration patterns.

E) Physiological density is more reliable because it is based on census calculations.

Answer: B Diff: 3 Section: 2.1 Population Density Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 2.5 Evaluate the strengths and weaknesses of each type of population density for a geographer.

15) Country X has a population of 1,000,000 people and has a land area of 200,000 square miles.

What is the arithmetic density of Country X? A) 1,000,000 people per square mile B) 200,000 people per square mile C) 500 people per square mile D) 5 people per square mile E) 0.2 people per square mile Answer: D Diff: 3 Section: 2.1 Population Density Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO4 Demonstrate the quantitative skills needed to succeed in Geography Learning Outcome: 2.4 Compare and contrast the three types of population density.

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16) Country X has a population of 1,000,000 people and has a land area of 200,000 square miles.

Five percent (5%) of the land area of Country X is arable. What is the physiologic density of Country X? A) 1,000,000 people per square mile B) 200,000 people per square mile C) 100 people per square mile D) 5 people per square mile E) 0.002 people per square mile Answer: C Diff: 3 Section: 2.1 Population Density Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO4 Demonstrate the quantitative skills needed to succeed in Geography Learning Outcome: 2.4 Compare and contrast the three types of population density.

17) The current natural increase rate (NIR) of the world is A) 0.1%.

B) 1.0%.

C) 2.0 %.

D) 15.1%.

E) 66%.

Answer: B Diff: 1 Section: 2.3 Population Change Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 2.6 Define natural increase, doubling time, crude birth rate, and crude death rate.

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18) One important feature of the world's population with the most significant future implications is that A) the natural increase rate (NIR) is larger every year.

B) there are fewer people in the world now than at the peak in the middle of the twentieth century.

C) the most rapid growth is occurring in developing countries.

D) people are uniformly distributed across Earth.

E) the developed nations of the world account for the fastest natural increase rate (NIR).

Answer: C Diff: 2 Section: 2.3 Population Change Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 2.7 Explain how the indicators natural increase, crude birth rate and crude death rate are used by geographers to measure population change.

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19) The continent with the highest natural increase rate (NIR) by far is

A) North America.

B) South America.

C) Africa.

D) Asia.

E) Europe.

Answer: C Diff: 2 Section: 2.3 Population Change Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 2.6 Define natural increase, doubling time, crude birth rate, and crude death rate.

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20) The continent with the highest crude birth rate (CBR) is

A) North America.

B) South America.

C) Africa.

D) Asia.

E) Europe.

Answer: C Diff: 2 Section: 2.3 Population Change Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 2.6 Define natural increase, doubling time, crude birth rate, and crude death rate.

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21) Fifty-one percent (51%) of the world's total population growth since 1980 has come from which two regions?

A) North America and Latin America B) South Asia and Sub-Saharan Africa C) Sub-Saharan Africa and Europe/Russia D) South Asia and Europe/Russia E) North America and Europe/Russia Answer: B Diff: 2 Section: 2.3 Population Change Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO4 Demonstrate the quantitative skills needed to succeed in Geography Learning Outcome: 2.6 Define natural increase, doubling time, crude birth rate, and crude death rate.

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22) Which of the following regions has the highest crude death rates (CDRs)?

A) Australia B) South America C) East Asia D) Sub-Saharan Africa E) South Asia Answer: D Diff: 2 Section: 2.3 Population Change Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 2.6 Define natural increase, doubling time, crude birth rate, and crude death rate.

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23) Country X has a crude birth rate of 40 and a crude death rate of 15, while Country Y has a crude birth rate of 20 and a crude death rate of 9. Which country has a higher natural increase rate?

A) Country X B) Country Y C) The rate is the same in both countries.

D) The rate depends on total population, so it can't be computed from this information.

E) The rate depends on immigration, so it can't be computed from this information.

Answer: A Diff: 3 Section: 2.3 Population Change Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO4 Demonstrate the quantitative skills needed to succeed in Geography Learning Outcome: 2.6 Define natural increase, doubling time, crude birth rate, and crude death rate.

24) For the vast majority of human history, populations were in what stage of the demographic transition?

A) Stage 1 B) Stage 2 C) Stage 3 D) Stage 4 E) It is impossible to know which stage because of a lack of historical evidence.

Answer: A Diff: 1 Section: 2.4 The Demographic Transition Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 2.8 Describe the stages of the demographic transition model (DTM).

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25) In which stage of the demographic transition is the United Kingdom?

A) Stage 1 B) Stage 2 C) Stage 3 D) Stage 4 E) The United Kingdom is not located anywhere within the demographic transition.

Answer: D Diff: 1 Section: 2.4 The Demographic Transition Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 2.9 Determine which countries fulfill the characteristics of each stage of the demographic transition model.

26) Benin, a nation located in sub-Saharan Africa, is an example of a nation in which stage of the demographic transition?

A) Stage 1 B) Stage 2 C) Stage 3 D) Stage 4 E) Benin is not located anywhere within the demographic transition.

Answer: B Diff: 1 Section: 2.4 The Demographic Transition Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 2.9 Determine which countries fulfill the characteristics of each stage of the demographic transition model.

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27) The highest natural increase rates are found in countries in which stage of the demographic transition?

A) Stage 1 B) Stage 2 C) Stage 3 D) Stage 4 E) All four stages have the same rate of natural increase.

Answer: B Diff: 2 Section: 2.4 The Demographic Transition Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 2.9 Determine which countries fulfill the characteristics of each stage of the demographic transition model.

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28) Stage 2 of the Demographic Transition is characterized by a high ________ rate.

A) natural increase B) death C) life D) natural decrease E) longevity Answer: A Diff: 2 Section: 2.4 The Demographic Transition Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 2.8 Describe the stages of the demographic transition model (DTM).

29) The lowest crude birth rates are found in countries in which stage of the demographic transition?

A) Stage 1 B) Stage 2 C) Stage 3 D) Stage 4 E) All stages have the same crude birth rate.

Answer: D Diff: 2 Section: 2.4 The Demographic Transition Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 2.9 Determine which countries fulfill the characteristics of each stage of the demographic transition model.

30) Rapidly declining crude death rates are found in which stage of the demographic transition?

A) Stage 1 B) Stage 2 C) Stage 3 D) Stage 4 E) The death rates are identical in all stages of the demographic transition.

Answer: B Diff: 2 Section: 2.4 The Demographic Transition Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 2.8 Describe the stages of the demographic transition model (DTM).

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31) Stages 1 and 4 of the Demographic Transition are similar in that A) both have low rates of natural increase (NIR).

B) both have high dependency ratios.

C) both have low life expectancies.

D) neither is presently observed.

E) both have very fast doubling times.

Answer: A Diff: 2 Section: 2.4 The Demographic Transition Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 2.8 Describe the stages of the demographic transition model (DTM).

32) The lowest crude death rates are found in countries at which stage of the demographic transition?

A) Stage 1 B) Stage 2 C) Stage 3 D) Stage 4 E) All stages of the demographic transition have the same crude death rates.

Answer: D Diff: 2 Section: 2.4 The Demographic Transition Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 2.8 Describe the stages of the demographic transition model (DTM).

33) The standard sex ratio at birth between males and females is A) 97 males for every 100 females.

B) 100 males for every 100 females.

C) 105 males for every 100 females.

D) 109 males for every 100 females.

E) 116 males for every 100 females.

Answer: C Diff: 1 Section: 2.6 Gender & Health Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 2.10 Explain health risks faced by baby girls in China and India.

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34) What is the only nation in the developed world where maternal mortality has increased since 1990?

A) Sweden B) Switzerland C) Italy D) The United States E) Japan Answer: D Diff: 1 Section: 2.6 Gender & Health Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 2.11 Explain health risks faced by mothers, and how those risks differ between the developed and the developing world.

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35) Which two nations have extremely high male-to-female sex ratios, where >110 males are born for every 100 females?

A) The United States and Canada B) The United States and China C) Australia and China D) China and India E) The United States and Australia Answer: D Diff: 2 Section: 2.6 Gender & Health Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 2.10 Explain health risks faced by baby girls in China and India.

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36) The highest overall maternal mortality rates are found on which continent?

A) Africa B) Asia C) Europe D) North America E) South America Answer: A Diff: 2 Section: 2.6 Gender & Health Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 2.11 Explain health risks faced by mothers, and how those risks differ between the developed and the developing world.

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37) The number of people who are too young or too old to work in a society compared to the number of working age people is the A) dependency ratio.

B) life expectancy.

C) population pyramid.

D) sex ratio.

E) demographic ratio.

Answer: A Diff: 1 Section: 2.5 Aging & Health Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 2.12 Explain how changes in infant mortality rates and life expectancy affect population structure, the potential support ratio, and the dependency ratio.

38) Arranging a country's population along a bar graph representing ages and genders creates a population A) pyramid.

B) graph.

C) demograph.

D) map.

E) line.

Answer: A Diff: 1 Section: 2.5 Aging & Health Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 2.13 Interpret population pyramids to understand changes in population structure.

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39) For every 1,000 babies born in India in 2021, an estimated 27 of them will have died before reaching their first birthday. The rate of 27 deaths per 1,000 births is known as the A) crude death rate.

B) infant mortality rate.

C) life expectancy.

D) total fertility rate.

E) terminal population rate.

Answer: B Diff: 1 Section: 2.5 Aging & Health Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 2.12 Explain how changes in infant mortality rates and life expectancy affect population structure, the potential support ratio, and the dependency ratio.

40) To calculate a country's elderly support ratio, one needs to know the country's population and A) the number of children still receiving financial support from their parents.

B) the number of people who are actively looking for work but are unable to find it.

C) all of a country's population younger than age 15 or older than age 64.

D) the number younger than age 15.

E) the number older than age 64.

Answer: C Diff: 2 Section: 2.5 Aging & Health Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO4 Demonstrate the quantitative skills needed to succeed in Geography Learning Outcome: 2.12 Explain how changes in infant mortality rates and life expectancy affect population structure, the potential support ratio, and the dependency ratio.

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41) Which of the featured population pyramids is of a nation is Stage 2 of the demographic transition?

A) The United Kingdom B) The United States C) Benin D) Mexico E) There is not enough information present in the graph to determine which nation is in Stage 2 of the demographic transition.

Answer: C Diff: 2 Section: 2.5 Aging & Health Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO4 Demonstrate the quantitative skills needed to succeed in Geography Learning Outcome: 2.13 Interpret population pyramids to understand changes in population structure.

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42) Which of the featured population pyramids has the youngest overall population?

A) The United States B) Benin C) Mexico D) The United Kingdom E) There is not enough information present in the graph to determine which nation has the youngest overall population.

Answer: B Diff: 2 Section: 2.5 Aging & Health Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 2.13 Interpret population pyramids to understand changes in population structure.

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43) Which two featured population pyramids have the oldest overall population?

A) The United States and Mexico B) Benin and the United Kingdom C) Mexico and Benin D) The United Kingdom and the United States E) There is not enough information present in the graph to determine which nation has the youngest overall population.

Answer: D Diff: 2 Section: 2.5 Aging & Health Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 2.13 Interpret population pyramids to understand changes in population structure.

44) What does a wide base in a population pyramid suggest?

A) Likely Stage 3 or 4 because people are living longer B) Likely Stage 1 or 2 because of very low CBR C) Likely Stage 1 or 2 because of the high percentage of very young people D) A strong economy that provides the means for large families E) Very high infant mortality rates Answer: C Diff: 2 Section: 2.5 Aging & Health Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 2.13 Interpret population pyramids to understand changes in population structure.

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45) Which region has the lowest overall quality of medical services, based on health care expenditures per capita, the number of available hospital beds per 10,000 people and the number of doctors per total population?

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A) Sub-Saharan Africa B) East Asia C) Europe D) North America E) Australia Answer: A Diff: 2 Section: 2.7 Medical Services Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 2.14 Compare and contrast health care expenditures and medical facilities in developing and developed countries.

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46) The Black Plague of 1347—1350 killed about 25 million people in Europe. The Black Plague occurred when Europe was in which stage of the epidemiological transition?

A) Stage 1 B) Stage 2 C) Stage 3 D) Stage 4 E) Stage 1 and Stage 3 Answer: A Diff: 1 Section: 2.8 Epidemiologic Transition Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 2.15 Describe the stages of the epidemiologic transition, including the leading cause of death in each.

47) Which stage of the epidemiological transition is known as the stage of "pestilence and famine"?

A) Stage 1 B) Stage 2 C) Stage 3 D) Stage 4 E) Stage 2 and Stage 4 Answer: A Diff: 1 Section: 2.8 Epidemiologic Transition Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 2.15 Describe the stages of the epidemiologic transition, including the leading cause of death in each.

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48) Which stage of the epidemiological transition is known as the stage of "receding pandemics"?

A) Stage 1 B) Stage 2 C) Stage 3 D) Stage 4 E) Stage 3 and Stage 4 Answer: B Diff: 1 Section: 2.8 Epidemiologic Transition Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 2.15 Describe the stages of the epidemiologic transition, including the leading cause of death in each.

49) Which stage of the epidemiological transition is known as the stage of "delayed degenerative and lifestyle diseases"?

A) Stage 1 B) Stage 2 C) Stage 3 D) Stage 4 E) Stage 1 and Stage 2 Answer: D Diff: 1 Section: 2.8 Epidemiologic Transition Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 2.15 Describe the stages of the epidemiologic transition, including the leading cause of death in each.

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50) Dr. John Snow found that cholera cases in London were A) spatially associated with certain public water pumps.

B) being punished for their sins.

C) transmitted through the air in contagious diffusion.

D) spread through trade routes by infected rats.

E) randomly distributed across London.

Answer: A Diff: 1 Section: 2.8 Epidemiologic Transition Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 2.15 Describe the stages of the epidemiologic transition, including the leading cause of death in each.

51) The epidemiological transition focuses on distinctive ________ at different stages of the demographic transition.

A) patterns of growth B) health threats C) rates of growth D) life expectancies E) fertility rates Answer: B Diff: 1 Section: 2.8 Epidemiologic Transition Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 2.15 Describe the stages of the epidemiologic transition, including the leading cause of death in each.

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52) Opioid use is most common

A) in sub-Saharan African nations.

B) in developed nations, such as the United States and Russia.

C) in China and India.

D) in Southeast Asia.

E) in all developing nations.

Answer: B Diff: 2 Section: 2.8 Epidemiologic Transition Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 2.15 Describe the stages of the epidemiologic transition, including the leading cause of death in each.

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53) Which of the following epidemiological scenarios is most likely with the epidemiological transition?

A) A child in sub-Saharan Africa dying of cholera B) A higher rate of cancer among males in sub-Saharan Africa than in Russia C) A Black Death style pandemic killing more than 50% of the population of Europe in the early twenty-first century D) A higher rate of obesity-related mortality in India than in the United States E) Large numbers of Americans dying of a cholera pandemic in the twenty-first century Answer: A Diff: 3 Section: 2.8 Epidemiologic Transition Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 2.15 Describe the stages of the epidemiologic transition, including the leading cause of death in each.

54) The Malthusian Theory argues that if food resources grow at an arithmetic rate of (1,2,3,4,5) then population will grow at a geometric rate of (1,2,4,8…?) What will be the next number in the population sequence according to Malthus?

A) 6 B) 9 C) 16 D) 32 E) 64 Answer: C Diff: 2 Section: 2.12 Population & Resources Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 2.16 Summarize Malthus's population theory.

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55) Thomas Malthus concluded that A) population increased arithmetically while food production increased geometrically.

B) the world's rate of population increase was higher than the development of food supplies.

C) moral restraint was producing lower crude birth rates.

D) population growth was outpacing available resources in every country.

E) crude birth rates must balance crude death rates.

Answer: B Diff: 2 Section: 2.12 Population & Resources Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 2.16 Summarize Malthus's population theory.

56) In comparing Malthus's theory to actual world food production and population growth during the past half-century, the principal difference is that A) actual food production has been much higher than Malthus predicted.

B) Malthus's theory predicted much higher food production than has actually occurred.

C) actual population growth has been much higher than Malthus predicted.

D) Malthus's theory predicted much lower population growth than has actually occurred.

E) population increased geometrically while food production increased arithmetically.

Answer: A Diff: 3 Section: 2.12 Population & Resources Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 2.17 Explain how modern supporters or dissenters of Malthus have used his theory to predict recent population-related changes.

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57) The average number of births women bear in their lifetimes is the A) crude birth rate.

B) crude death rate.

C) total fertility rate.

D) natural increase rate.

E) increasing in more developed countries.

Answer: C Diff: 1 Section: 2.9 Population Futures Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 2.19 Explain the significance of the total fertility rate in estimates of the world's future population.

58) The future may hold a new stage of the demographic transition marked by A) a return to Stage 1 conditions.

B) a negative natural increase rate.

C) increasing family size.

D) a reversal of the stages.

E) population stability at Stage 4.

Answer: B Diff: 1 Section: 2.9 Population Futures Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS18 How to apply geography to interpret the present and plan for the future Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 2.18 Describe the population characteristics of a country that enters a possible stage 5 of the demographic transition.

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59) Which of the following is NOT a reason offered as to why Africa has had relatively few COVID-19 cases as compared to Europe and North America?

A) The percentage of younger people is higher in Africa than in Europe and North America.

B) Africans are generally immune to COVID-19.

C) Many African countries took drastic measures early during the pandemic, such as shutting their international borders.

D) Compliance to local health mandates (such as masking) was higher in Africa than in Europe and North America.

E) Poor or inadequate COVID-19 testing in Africa allowed for many cases to go unrecorded.

Answer: B Diff: 2 Section: 2.11 Epidemiologic Futures Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 2.24 Discuss the global distribution of COVID-19 cases, and why there are differences in prevalence between the developed and developing world.

60) The One Child Policy was effective at reducing the natural increase rate in A) India.

B) Nigeria.

C) Sierra Leone.

D) China.

E) Cape Verde.

Answer: D Diff: 1 Section: 2.9 Population Futures Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 2.20 Predict what countries with large populations like India, China, and Japan will look like (population-wise) in the future.

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61) Which continent has the highest overall total fertility rate (TFR)?

A) Africa B) Asia C) Europe D) North America E) South America Answer: A Diff: 2 Section: 2.9 Population Futures Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 2.19 Explain the significance of the total fertility rate in estimates of the world's future population.

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62) A future Stage 5 nation will be characterized by all but which one of the following?

A) A low birth rate B) An increased number of elderly people in the society as compared to children C) A negative rate of natural increase D) A CDR higher than the CBR E) A high rate of natural increase Answer: E Diff: 3 Section: 2.9 Population Futures Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS18 How to apply geography to interpret the present and plan for the future Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 2.18 Describe the population characteristics of a country that enters a possible stage 5 of the demographic transition.

63) Which stage of the epidemiological transition is known as the stage where there is a reemergence of infectious and parasitic diseases?

A) Stage 1 B) Stage 2 C) Stage 3 D) Stage 4 E) Stage 5 Answer: E Diff: 1 Section: 2.11 Epidemiologic Futures Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 2.22 Describe a possible stage 5 of the epidemiologic transition and state reasons why such a stage might emerge.

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64) The most lethal epidemic in recent years—even more than COVID-19—has been A) avian flu.

B) AIDS. C) malaria.

D) cholera.

E) SARS. Answer: B Diff: 1 Section: 2.11 Epidemiologic Futures Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 2.23 Discuss reasons for the emergence (or reemergence) of infectious diseases, including malaria, tuberculosis, and HIV/AIDS. 65) Infectious diseases have developed resistance to ________ in recent decades.

A) drugs and insecticides B) people C) infants D) degeneration E) viruses Answer: A Diff: 1 Section: 2.12 Population & Resources Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 2.22 Describe a possible stage 5 of the epidemiologic transition and state reasons why such a stage might emerge.

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66) Which of the following are a set of reasons for the reemergence of infectious diseases?

A) Poverty, evolution, and improved medicines B) Poverty, evolution, and increased connections C) Evolution, poverty, and improved medicines D) Poverty, increased connections, and improved medicines E) Evolution, increased connections, and improved medicines Answer: B Diff: 1 Section: 2.11 Epidemiologic Futures; 2.12 Population & Resources Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS18 How to apply geography to interpret the present and plan for the future Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 2.23 Discuss reasons for the emergence (or reemergence) of infectious diseases, including malaria, tuberculosis, and HIV/AIDS.

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67) The highest incidence of AIDS cases in the United States are found in

A) Alaska and Hawaii.

B) the states which share a border with Canada.

C) highly populous states, such as California, New York, Texas, and Florida.

D) the Pacific Northwest.

E) in states which are overwhelmingly rural, such as the Mountain West.

Answer: C Diff: 2 Section: 2.11 Epidemiologic Futures Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 2.23 Discuss reasons for the emergence (or reemergence) of infectious diseases, including malaria, tuberculosis, and HIV/AIDS.

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68) One effective approach to decreasing birth rates is to increase the education of A) children.

B) senior citizens.

C) women.

D) men.

E) college graduates.

Answer: C Diff: 1 Section: 2.10 Family Futures Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS18 How to apply geography to interpret the present and plan for the future Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 2.25 Evaluate the role of education and health care in reducing birth rates in developed and developing countries.

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69) The region of the world where family planning methods are least utilized is

A) North America.

B) South America.

C) Europe.

D) Sub-Saharan Africa.

E) East Asia.

Answer: D Diff: 2 Section: 2.10 Family Futures Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 2.26 Evaluate the role of contraception in reducing birth rates in developed and developing countries.

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70) The world has seen a steady decline in the crude birth rate since 1990. Which region of the world has seen the steepest drop between 1990 and 2015?

A) Western Europe B) West Africa C) Southwest Asia D) North America E) South America Answer: C Diff: 2 Section: 2.10 Family Futures Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 2.25 Evaluate the role of education and health care in reducing birth rates in developed and developing countries.

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71) Which world region has the highest overall prevalence of HIV?

A) North America B) Europe C) East Asia D) Sub-Saharan Africa E) Australia Answer: D Diff: 2 Section: 2.11 Epidemiologic Futures Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 2.23 Discuss reasons for the emergence (or reemergence) of infectious diseases, including malaria, tuberculosis, and HIV/AIDS.

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72) Which country is the most likely to be the first to enter a fifth stage of the demographic transition?

A) Benin B) China C) India D) Japan E) Mexico Answer: D Diff: 1 Section: 2.9 Population Futures Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 2.22 Describe a possible stage 5 of the epidemiologic transition and state reasons why such a stage might emerge.

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73) The highest rate of COVID-19 cases per population, according to the figure, are found in

A) East Asia (ex. China and Japan) B) Europe and the United States C) Australia and New Zealand D) Russia E) Sub-Saharan Africa Answer: B Diff: 2 Section: 2.11 Epidemiologic Futures Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 2.24 Discuss the global distribution of COVID-19 cases, and why there are differences in prevalence between the developed and developing world.

74) Why does Mexico have a lower crude death rate than Benin, and why does Benin have a higher crude birth rate than the United Kingdom?

Answer: Varies Diff: 3 Section: 2.4 The Demographic Transition Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 2.9 Determine which countries fulfill the characteristics of each stage of the demographic transition model.

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75) Summarize the main stages of the demographic transition.

Answer: Varies Diff: 3 Section: 2.4 The Demographic Transition Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 2.8 Describe the stages of the demographic transition model (DTM).

76) How has the birth control policies in China changed from 1980 to the present? What have been some of the consequences of the former Chinese birth control policies?

Answer: Varies Diff: 3 Section: 2.9 Population Futures Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS18 How to apply geography to interpret the present and plan for the future Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 2.20 Predict what countries with large populations like India, China, and Japan will look like (population-wise) in the future.

77) India is predicted to be the most populous country in the world by 2030. Do you think they should adopt a One Child Policy similar to the one China implemented in 1980? Explain.

Answer: Varies Diff: 3 Section: 2.9 Population Futures Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS18 How to apply geography to interpret the present and plan for the future Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 2.20 Predict what countries with large populations like India, China, and Japan will look like (population-wise) in the future.

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78) According to Malthus, population increases geometrically, while food supply increases arithmetically. What was the basis for this argument?

Answer: Varies Diff: 3 Section: 2.12 Population & Resources Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 2.16 Summarize Malthus's population theory.

79) What are the arguments made by modern-day supporters of Malthus's thesis? What are the arguments made by Malthus's critics?

Answer: Varies Diff: 3 Section: 2.12 Population & Resources Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 2.17 Explain how modern supporters or dissenters of Malthus have used his theory to predict recent population-related changes.

80) What evidence is there for an emergence of Stage 5 of the epidemiologic transition?

Answer: Varies Diff: 3 Section: 2.11 Epidemiologic Futures Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS18 How to apply geography to interpret the present and plan for the future Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 2.22 Describe a possible stage 5 of the epidemiologic transition and state reasons why such a stage might emerge.

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81) Identify and evaluate two different methods to decrease the birth rate in less developed countries.

Answer: Varies Diff: 3 Section: 2.10 Family Futures Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 2.25 Evaluate the role of education and health care in reducing birth rates in developed and developing countries.

82) What is the difference between arithmetic density and physiologic density? Why is physiologic density a better indicator of population density? Why does the Netherlands have a lower agricultural density than Egypt despite having a much higher arithmetic density?

Answer: Varies Diff: 3 Section: 2.1 Population Density Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 2.4 Compare and contrast the three types of population density.

83) What are some of the key demographic and economic challenges facing countries such as Japan, Germany, and Russia as they start to experience a negative NIR? Answer: Varies Diff: 3 Section: 2.9 Population Futures Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS18 How to apply geography to interpret the present and plan for the future Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 2.18 Describe the population characteristics of a country that enters a possible stage 5 of the demographic transition.

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Contemporary Human Geography, 5e (Rubenstein) Chapter 3 Migration 1) Migration is a A) form of expansion diffusion.

B) temporary move, but for longer than one day.

C) form of contagious diffusion.

D) permanent move to a new location.

E) form of hierarchical diffusion.

Answer: D Diff: 1 Section: 3.1 Migration Principles Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.3 Describe the global pattern of migrant distribution.

2) Cyclical movement that recurs on a regular basis is known as A) mobility.

B) circulation.

C) migration.

D) immigration.

E) push and pull factors.

Answer: B Diff: 1 Section: 3.1 Migration Principles Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.2 Identify the basic types of migration based on distance and destination.

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3) Wilbur Zelinsky's model of migration predicted A) women are more likely to migrate than men.

B) long migration distances are more likely than short.

C) migration characteristics vary with the demographic transition.

D) intraregional migration is more important than interregional.

E) migrants move most frequently for economic reasons.

Answer: C Diff: 1 Section: 3.1 Migration Principles Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.1 Explain the Wilbur Zelinsky migration model.

4) The migration transition model predicts that high international emigration and interregional rural-to-urban migration reaches a peak at ________ of the demographic transition.

A) Stage 1 B) Stage 2 C) Stage 3 D) Stage 4 E) All stages have similar migration patterns.

Answer: B Diff: 1 Section: 3.1 Migration Principles Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.1 Explain the Wilbur Zelinsky migration model.

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5) Emigration is A) a permanent move to a new location.

B) a move that is for less than one year.

C) internal migration.

D) migration from a location.

E) migration to a location.

Answer: D Diff: 1 Section: 3.2 Global Migration Distribution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.3 Describe the global pattern of migrant distribution.

6) The Migration Transition characterized by high daily or seasonal mobility in search of food, is best categorized as A) Stage 1.

B) Stage 2.

C) Stage 3.

D) Stage 4.

E) Stages 3 and 4.

Answer: A Diff: 1 Section: 3.1 Migration Principles Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.1 Explain the Wilbur Zelinsky migration model.

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7) A country has net in-migration if emigration ________ immigration.

A) equals B) exceeds C) is closer to net migration than D) is less than E) varies more than Answer: D Diff: 1 Section: 3.2 Global Migration Distribution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.3 Describe the global pattern of migrant distribution.

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8) People from the southern Mexican states of Oaxaca and Guerrero when they migrate are most likely to

A) migrate to countries in Asia.

B) migrate to Baja California.

C) migrate north into border states like Chihuahua.

D) migrate east into the Yucatan Peninsula.

E) emigrate to neighboring countries in Central America.

Answer: C Diff: 2 Section: 3.1 Migration Principles Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 3.3 Describe the global pattern of migrant distribution.

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9) Which of the following is NOT presently a migration flow?

A) From Western Europe to East Asia B) From Mexico to the United States C) From China and the Philippines to the United States D) From South Asia to the Middle East E) From the Caribbean Basin to the United States Answer: A Diff: 2 Section: 3.1 Migration Principles Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS2 How to use mental maps to organize information about people, places, and environments in a spatial context Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 3.3 Describe the global pattern of migrant distribution.

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10) Sharbat fled from her home in rural Afghanistan where the Taliban were terrorizing the local populace and relocated to the relative safety of Kabul. Sharbat is an example of a(n) A) internally displaced person (IDP).

B) refugee.

C) asylum seeker.

D) guest worker.

E) unauthorized immigrant.

Answer: A Diff: 1 Section: 3.7 Political Reasons for Migrating Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.3 Describe the global pattern of migrant distribution.

11) José is from the southern Mexican state of Oaxaca. He migrates to the northern state of Sonora to take a temporary job in a factory where he plans to work for six months before returning home to Oaxaca. José is engaging in A) international migration.

B) internal migration.

C) interregional migration.

D) intraregional migration.

E) chain migration.

Answer: C Diff: 1 Section: 3.1 Migration Principles Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.3 Describe the global pattern of migrant distribution.

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12) What source region dominated migration to the United States in the nineteenth century?

A) Latin America B) Asia C) Europe D) Africa E) North Africa and Southwest Asia Answer: C Diff: 1 Section: 3.2 Global Migration Distribution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.5 Identify the principal sources of immigrants during each of the three historical stages of U.S. migration.

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13) During the nineteenth century, which part of Europe was the primary source region of immigration to the United States?

A) Western Europe B) Eastern Europe C) Russia D) Southern Europe E) All regions of Europe were major source regions during the nineteenth century.

Answer: A Diff: 1 Section: 3.2 Global Migration Distribution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.5 Identify the principal sources of immigrants during each of the three historical stages of U.S. migration.

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14) What source region(s) dominated migration to the United States in the second part of the twentieth century?

A) Europe B) Latin America C) Asia D) Africa E) Both Asia and Latin America Answer: E Diff: 1 Section: 3.2 Global Migration Distribution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.5 Identify the principal sources of immigrants during each of the three historical stages of U.S. migration.

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15) Which two regions have had more immigrants than emigrants between 1990 and 2020?

A) Europe and Asia B) Africa and Asia C) Europe and Africa D) North America and Europe E) North America and Latin America Answer: D Diff: 2 Section: 3.2 Global Migration Distribution Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 3.3 Describe the global pattern of migrant distribution.

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16) Period starting between 1840 and 1850 and ending between 1900 and 1910, how did the demographic composition of American immigration change?

A) At the start of the period, the majority of immigrants came from Europe, but by the end of the time period, the majority of immigrants came from Latin America and Asia.

B) At the start of the period, the majority of immigrants were from Southern or Eastern Europe, but by the end of the time period, the majority of immigrants were from Western Europe.

C) At the start of the period, the majority of immigrants came from Asia, but by the end of the time period, the majority of immigrants came from Latin America.

D) At the start of the period, the majority of immigrants came from Western Europe, but by the end of the time period, the majority of immigrants came from southern or eastern Europe.

E) At the start of the period, the majority of immigrants were from Africa, but by the end of the time period, the majority of immigrants were from Western Europe.

Answer: D Diff: 3 Section: 3.2 Global Migration Distribution Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 3.5 Identify the principal sources of immigrants during each of the three historical stages of U.S. migration.

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17) The U.S. center of population has moved steadily to the A) north and east.

B) north and west.

C) east and south.

D) west and south.

E) center.

Answer: D Diff: 1 Section: 3.3 Interregional Migration Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.6 Describe the history of interregional migration in the U.S.

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18) Which region of the United States currently is the largest recipient of interregional migration within the United States?

A) The Northeast B) Alaska and Hawaii C) The Midwest D) The South E) The West Answer: D Diff: 1 Section: 3.3 Interregional Migration Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.6 Describe the history of interregional migration in the U.S.

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19) The percentage of Americans who move every year

A) has steadily increased from 1950 to 2020.

B) has steadily decreased from 1950 to 2020.

C) has remained consistent from 1950 to 2020.

D) decreased from 1950 to 1990 but has steadily increased since 1990.

E) has consistently remained above 20% Answer: B Diff: 2 Section: 3.4 Intraregional Migration Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 3.6 Describe the history of interregional migration in the U.S.

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20) What percentage of the world's total population are currently international migrants?

A) 0.4% B) 1% C) 4% D) 14% E) 40% Answer: C Diff: 1 Section: 3.1 Migration Principles Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.10 Discuss Ravenstein's three reasons for migrating and the role of intervening obstacles.

21) Roughly one-third of all elderly Americans who select to migrate from one state to another, select which state as their destination?

A) Arizona B) California C) Florida D) Hawaii E) Texas Answer: C Diff: 1 Section: 3.5 Reasons for Migrating Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.6 Describe the history of interregional migration in the U.S.

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22) Which Pacific Island nation has a plan to relocate all of its 120,000 residents due to rising sea levels?

A) Fiji B) Papua New Guinea C) Timor-Leste D) Kiribati E) Tonga Answer: D Diff: 1 Section: 3.5 Reasons for Migrating Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.12 Provide examples of environmental and economic push and pull factors.

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23) Which province in western Canada has seen a positive flow of in-migration in recent decades?

A) Nova Scotia B) Quebec C) Manitoba D) Newfoundland and Labrador E) Alberta Answer: E Diff: 2 Section: 3.3 Interregional Migration Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 3.7 Describe interregional migration in Canada and Europe.

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24) Today in developed countries, the principal type of interregional migrations is from ________ to ________.

A) rural; cities B) suburbs; cities C) cities; suburbs D) suburbs; rural E) cities; rural Answer: C Diff: 1 Section: 3.4 Intraregional Migration Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.8 Explain the differences between the three forms of intraregional migration (urbanization, suburbanization, and counterurbanization) as it relates to developed countries and developing countries.

25) Worldwide, rural to urban migration is A) the major trend in developing countries.

B) driven by a desire for a simpler lifestyle.

C) the major trend today in the United States and Canada.

D) a thing of the past.

E) driven by population growth.

Answer: A Diff: 1 Section: 3.4 Intraregional Migration Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.8 Explain the differences between the three forms of intraregional migration (urbanization, suburbanization, and counterurbanization) as it relates to developed countries and developing countries.

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26) Counterurbanization has occurred primarily in A) California.

B) the Southern states (e.g., Florida, Georgia).

C) New England (e.g., Massachusetts, New Hampshire).

D) the Midwestern states (e.g., Illinois, Wisconsin).

E) the Rocky Mountain states (e.g., Colorado, Idaho).

Answer: E Diff: 1 Section: 3.4 Intraregional Migration Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.8 Explain the differences between the three forms of intraregional migration (urbanization, suburbanization, and counterurbanization) as it relates to developed countries and developing countries.

27) Counterurbanization is A) the move from urban core to suburban areas.

B) due to expanding suburbs.

C) migration to rural areas and small towns.

D) the trend of the elderly retiring to rural locations.

E) decline of the inner-city infrastructure.

Answer: C Diff: 1 Section: 3.4 Intraregional Migration Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.8 Explain the differences between the three forms of intraregional migration (urbanization, suburbanization, and counterurbanization) as it relates to developed countries and developing countries.

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28) Between 1950 and 2021, the percentage of people in Latin America living in urban areas has increased from A) 10% to 41%.

B) 40% to 79%.

C) 5% to 82%.

D) 15% to 52%.

E) There has been a decrease in the percent of people in Latin America living in urban areas between 1950 and 2021.

Answer: B Diff: 1 Section: 3.4 Intraregional Migration Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.8 Explain the differences between the three forms of intraregional migration (urbanization, suburbanization, and counterurbanization) as it relates to developed countries and developing countries.

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29) The primary intraregional migration trend in the nation of Timor-Leste (East Timor) has been

A) from the north coast to the south coast.

B) from the west end of the nation to the eastern part of the nation.

C) from rural areas into the capital and largest city of Dili.

D) from the capital city of Dili into the rural areas of Timor-Leste.

E) from Timor-Leste into neighboring Indonesia.

Answer: C Diff: 2 Section: 3.4 Intraregional Migration Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 3.8 Explain the differences between the three forms of intraregional migration (urbanization, suburbanization, and counterurbanization) as it relates to developed countries and developing countries.

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30) Which of the following is NOT a driving factor for pulling Americans from urban to suburban areas?

A) More employment opportunities in the suburbs B) A safer playing environment for children in a private backyard C) The opportunity to live in a detached house instead of an apartment in a high-density neighborhood D) Safer and more modern schools E) The ability to park for free off the street in one's own driveway or garage Answer: A Diff: 3 Section: 3.4 Intraregional Migration Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.8 Explain the differences between the three forms of intraregional migration (urbanization, suburbanization, and counterurbanization) as it relates to developed countries and developing countries.

31) Which of the following countries is a major source of refugees?

A) China B) Syria C) Russia D) Turkey E) Mexico Answer: B Diff: 1 Section: 3.7 Political Reasons for Migrating Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.11 Distinguish among the three categories of people forced to migrate for political reasons.

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32) Which of the following events would be considered a migration pull factor?

A) Religious persecution B) Failed harvest C) Flooding of a river D) Opening of a new factory E) Civil war Answer: D Diff: 1 Section: 3.5 Reasons for Migrating Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.9 Distinguish between push and pull factors of migration.

33) Someone who has migrated to another country in the hope of being recognized as a refugee is known as A) an immigrant.

B) a job seeker.

C) an asylum seeker.

D) an internally displaced person (IDP).

E) a seasonal migrant worker.

Answer: C Diff: 1 Section: 3.7 Political Reasons for Migrating Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.11 Distinguish among the three categories of people forced to migrate for political reasons.

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34) Which of the following events would NOT be considered a migration pull factor?

A) Opportunity to get an education B) Living on a floodplain with frequent catastrophic floods C) Religious freedom D) A new industry that requires workers E) Opportunity to join family members already living in another country Answer: B Diff: 1 Section: 3.5 Reasons for Migrating Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.12 Provide examples of environmental and economic push and pull factors.

35) An environmental or political feature that hinders migration is known as A) a visa.

B) a pull factor.

C) a push factor.

D) an intervening obstacle.

E) both a pull and push factor.

Answer: D Diff: 1 Section: 3.7 Political Reasons for Migrating Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.12 Provide examples of environmental and economic push and pull factors.

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36) A person who has been forced to migrate to another country to avoid war, general violence, human rights abuses, and cannot return for fear of persecution is known as a(n) A) asylum seeker.

B) internally displaced person (IDP).

C) refugee.

D) immigrant.

E) tourist.

Answer: C Diff: 1 Section: 3.7 Political Reasons for Migrating Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.11 Distinguish among the three categories of people forced to migrate for political reasons.

37) Ravenstein cites three factors that compel most people to migrate. These are A) economic, environmental, and cultural.

B) environmental, cultural, and political.

C) political, cultural, and economic.

D) political, environmental, cultural.

E) economic, environmental, and sociological.

Answer: A Diff: 1 Section: 3.5 Reasons for Migrating Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.12 Provide examples of environmental and economic push and pull factors.

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38) What is the most common environmental threat facing migrants?

A) Pollution B) Loss of biodiversity C) Water (be it too much or too little) D) Earthquakes and volcanism E) Encroaching urbanization Answer: C Diff: 1 Section: 3.5 Reasons for Migrating Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.12 Provide examples of environmental and economic push and pull factors.

39) The transfer of money by workers to people in the country from which they emigrated is known as a(n) A) wire transfer.

B) bond.

C) remittance.

D) dowry.

E) account deduction.

Answer: C Diff: 1 Section: 3.6 Economic Reasons for Migrating Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.13 Evaluate the benefits of remittances to receiving countries.

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40) Which two nations are major sources of remittances?

A) India and China B) Mexico and Guatemala C) Egypt and Pakistan D) Vietnam and the Philippines E) Saudi Arabia and the United States Answer: E Diff: 2 Section: 3.6 Economic Reasons for Migrating Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 3.13 Evaluate the benefits of remittances to receiving countries.

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41) Many of the Gulf States (e.g., Qatar, Bahrain, and the UAE) rely heavily on immigrant labor in the petroleum industry. Which two countries would be likely sources of labor for these petroleum-producing countries?

A) China and Japan B) India and Pakistan C) Saudi Arabia and Israel D) Russia and Ukraine E) Australia and New Zealand Answer: B Diff: 1 Section: 3.6 Economic Reasons for Migrating Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.13 Evaluate the benefits of remittances to receiving countries.

42) When did the gender pattern of migrants to the United States switch from more men than women to more women than men?

A) The 1920s B) The 1950s C) The 1970s D) The 1990s E) The 2000s Answer: C Diff: 1 Section: 3.5 Reasons for Migrating Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.15 Discuss the various factors that have affected the percentages of male and female migrants to the United States.

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43) Which nation has more than 5% of its GDP reliant upon remittances?

A) China B) The United States C) Saudi Arabia D) Mexico E) Nigeria Answer: E Diff: 2 Section: 3.6 Economic Reasons for Migrating Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 3.13 Evaluate the benefits of remittances to receiving countries.

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44) Elderly immigrants to the United States A) do not have any requirements to enter the country.

B) represent the majority of all immigrant age groups.

C) represent a minority of all immigrants.

D) typically only stay for a few years and return back to their country of origin.

E) must be accompanied with a family or be deported.

Answer: C Diff: 1 Section: 3.5 Reasons for Migrating Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills; GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 3.14 Describe the age profile of immigrants to the United States.

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45) In which region of the world do the majority of the countries have policies to reduce immigration?

A) South America B) North America C) Russia and Eastern Europe D) Southwest Asia E) China Answer: D Diff: 2 Section: 3.8 Government Migration Policies Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 3.16 Describe global patterns in government policies that restrict immigration.

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46) Historically, the demographic group that has constituted the largest majority of long-distance migrants have been A) small children.

B) adult males.

C) adult females.

D) elderly males.

E) elderly females.

Answer: B Diff: 1 Section: 3.5 Reasons for Migrating Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills; GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 3.14 Describe the age profile of immigrants to the United States.

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47) In which region of the world do male immigrants still outnumber female immigrants?

A) East and Southeast Asia B) Mexico C) Russia D) South Asia E) The developing world Answer: D Diff: 2 Section: 3.5 Reasons for Migrating Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 3.15 Discuss the various factors that have affected the percentages of male and female migrants to the United States.

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48) What percent of the entire U.S. civilian labor force is comprised of unauthorized immigrants?

A) Less than 1% B) 4% C) 7% D) 11% E) 37% Answer: B Diff: 1 Section: 3.9 U.S. Immigration Policies Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.21 Summarize data on the number and characteristics of unauthorized immigrants.

49) Brain drain is A) the large-scale emigration of talented people.

B) the process by which people are given reference for migration.

C) people forced to migrate for political reasons.

D) a cultural feature that hinders migration.

E) a net decline in literacy.

Answer: A Diff: 1 Section: 3.9 U.S. Immigration Policies Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.18 Identify the types of immigrants who are given quota preference to enter the United States.

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50) Mehmet is a guest worker in Germany where he engages in seasonal construction projects, but returns home to his family in Turkey on a regular basis. Mehmet is engaging in A) relocation migration.

B) asylum.

C) step migration.

D) reverse migration.

E) circular migration.

Answer: E Diff: 1 Section: 3.8 Government Migration Policies Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.22 Summarize the history of guest worker programs in Europe in the 1960s and 1970s.

51) An unauthorized immigrant living in the United States is most likely to be employed in A) higher education.

B) food service or construction.

C) finance.

D) law enforcement.

E) health care.

Answer: B Diff: 1 Section: 3.9 U.S. Immigration Policies Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.21 Summarize data on the number and characteristics of unauthorized immigrants.

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52) What are three preferences that Congress established to select the immigrants that would fulfill the established quota?

A) Diversity, clean criminal records, and an ability to receive remittances B) Skilled workers, number of children, and religious background C) Family reunification, skilled workers, and the diversity lottery D) Family reunification, economic means, and passing medical exams E) The brain drain, family reunification, and asylum seekers Answer: C Diff: 1 Section: 3.9 U.S. Immigration Policies Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 3.17 Describe current U.S. immigration policies and the quota system.

53) The Pew Hispanic Center estimates that 40% of all unauthorized immigrants reside in which two states?

A) New York and California B) California and Texas C) Texas and Florida D) New York and Texas E) Alaska and Hawaii Answer: B Diff: 1 Section: 3.9 U.S. Immigration Policies Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 3.21 Summarize data on the number and characteristics of unauthorized immigrants.

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54) What policy allows children who were brought into the United States as unauthorized immigrants to legally remain in the country?

A) Deferred Action for Childhood Arrivals (DACA) B) The diversity lottery C) Immigration and Nationality Act (INA) D) U.S. Refugee Resettlement Process E) Secure Fence Act Answer: A Diff: 1 Section: 3.9 U.S. Immigration Policies Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 3.20 Summarize contrasting American positions on border security, DACA, and the legal status on unauthorized immigrants.

55) The most common means by which the United States grants an immigrant visa is to A) reunify a family, such as spouses or unmarried children of lawful permanent U.S. residents.

B) recruit a highly talented person who has a specific set of technical skills desired by a U.S. corporation.

C) provide sanctuary for asylum seekers who are fleeing war, genocide, or some other form of conflict in their home country.

D) ensure the quota of diversity lottery is met.

E) fulfill the requirements set forth by DACA. Answer: A Diff: 1 Section: 3.9 U.S. Immigration Policies Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.18 Identify the types of immigrants who are given quota preference to enter the United States.

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56) The U.S. Department of Homeland Security estimated in 2018 that there were about ________ unauthorized immigrants living in the United States.

A) 6.6 million B) 8.2 million C) 11.3 million D) 15.1 million E) 22.5 million Answer: C Diff: 1 Section: 3.9 U.S. Immigration Policies Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.21 Summarize data on the number and characteristics of unauthorized immigrants.

57) A majority of unauthorized immigrants to the United States come from A) China.

B) Mexico.

C) Canada.

D) Europe.

E) Africa.

Answer: B Diff: 1 Section: 3.9 U.S. Immigration Policies Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.21 Summarize data on the number and characteristics of unauthorized immigrants.

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58) The principal reason for unauthorized immigration to the United States is A) to seek employment.

B) to go on welfare.

C) to give birth to a baby so that the child becomes an automatic U.S. citizen.

D) to commit crimes.

E) to escape political persecution.

Answer: A Diff: 1 Section: 3.9 U.S. Immigration Policies Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.21 Summarize data on the number and characteristics of unauthorized immigrants.

59) The major reason the number of unauthorized immigrants living in the United States started to decline after 2007 is because of A) increased enforcement on the U.S.—Mexico border.

B) greater economic opportunities in Canada as opposed to the United States.

C) the severe economic recession that started in 2008.

D) the general amnesty granted to unauthorized immigrants, which gave them clemency and path to citizenship.

E) improved economic conditions in Mexico, which decreased the need to immigrate to the United States.

Answer: C Diff: 1 Section: 3.9 U.S. Immigration Policies Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.21 Summarize data on the number and characteristics of unauthorized immigrants.

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60) The Pew Hispanic Center estimates that 40% of all unauthorized immigrants have been in the United States for at least ________ year(s).

A) one B) two C) three D) five E) ten Answer: E Diff: 1 Section: 3.9 U.S. Immigration Policies Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 3.21 Summarize data on the number and characteristics of unauthorized immigrants.

61) Which of the following statements best captures the majority opinion of Americans concerning unauthorized immigration and the border between the United States and Mexico?

A) A majority of Americans want to see an increase in border security, but only a minority are supportive of establishing a means by which unauthorized immigrants can remain legally within the United States.

B) A majority of Americans want to see an increase in border security, but only a minority want to see DACA recipients be granted permanent immigration status.

C) A minority of Americans want to see an increase in border security, but a large majority want to see unauthorized immigrants, and DACA recipients have a means to legally remain within the United States.

D) A majority of Americans want to see an increase in border security, and an even larger majority want to see DACA recipients be granted permanent immigration status.

E) A majority of Americans want to see an increase in border security, and a similar majority want to see unauthorized immigrants, and DACA recipients expelled from the United States.

Answer: D Diff: 3 Section: 3.10 U.S.—Mexico Border Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 3.20 Summarize contrasting American positions on border security, DACA, and the legal status on unauthorized immigrants.

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62) Voluntary migration is usually for what reason?

A) Economic B) Political C) Environmental D) Asylum E) Legal Answer: A Diff: 1 Section: 3.1 Migration Principles Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.3 Describe the global pattern of migrant distribution.

63) Europe has less than ________ of the world's population but is home to more than ________ of the world's migrants.

A) 20%; 25% B) 10%; 30% C) 10%; 90% D) 5%; 10% E) 5%; 95% Answer: B Diff: 1 Section: 3.3 Interregional Migration Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 3.23 Identify the sources of recent European migrants.

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64) A person from a poorer country who is allowed to temporarily immigrate to a wealthier country to obtain a job is known as a(n) A) asylum seeker.

B) unauthorized immigrant.

C) refugee.

D) guest worker.

E) migrant laborer.

Answer: D Diff: 1 Section: 3.8 Government Migration Policies Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 3.22 Summarize the history of guest worker programs in Europe in the 1960s and 1970s.

65) The European nation with the largest total population of immigrants is A) Luxembourg.

B) Switzerland.

C) Russia.

D) Italy.

E) Germany.

Answer: E Diff: 1 Section: 3.3 Interregional Migration Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.23 Identify the sources of recent European migrants.

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66) The European nation that is the largest source for immigrants to other nations in Europe is A) Russia.

B) Germany.

C) Poland.

D) Sweden.

E) Switzerland.

Answer: A Diff: 1 Section: 3.3 Interregional Migration Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.23 Identify the sources of recent European migrants.

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67) Which two nations have produced more than one million refugees and IDPS in recent years?

A) Afghanistan and Pakistan B) Iraq and Iran C) Kenya and Ethiopia D) Syria and Afghanistan E) Turkey and Egypt Answer: D Diff: 1 Section: 3.7 Political Reasons for Migrating Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.11 Distinguish among the three categories of people forced to migrate for political reasons.

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68) Which is the least likely place to which an Indian will migrate?

A) Saudi Arabia or the United Arab Emirates B) Bangladesh C) Canada D) The United Kingdom E) The United States Answer: B Diff: 2 Section: 3.3 Interregional Migration Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 3.3 Describe the global pattern of migrant distribution.

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69) Which of the following nations is NOT a major destination for migrants coming to Europe?

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A) Germany B) Romania C) The United Kingdom D) France E) Italy Answer: B Diff: 2 Section: 3.3 Interregional Migration Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 3.23 Identify the sources of recent European migrants.

70) European nations, until recently, welcomed immigrants into the labor force. The main reason they were welcomed was A) Europe's population had been shattered by war and was need of a replacement population.

B) Europe has long had an open-border policy, dating back to the mid-seventeenth century.

C) most European nations are in Stage 4 or 5 of the demographic transition with aging populations unable (or unwilling) to engage in low-status, low-skill jobs.

D) the United States had closed its doors to immigration and thus Europe had to open its doors to immigration.

E) the immigrants were largely from Muslim nations, and Europe wanted to diversify its population with people from a vastly different cultural and linguistic background.

Answer: C Diff: 3 Section: 3.8 Government Migration Policies Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 3.24 Identify the factors that have led to the rise of anti-immigrant attitudes in Europe.

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71) Describe the differences between international migration, internal migration, interregional migration, and intraregional migration, making sure to give an example of each.

Answer: Varies Diff: 3 Section: 3.1 Migration Principles Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.2 Identify the basic types of migration based on distance and destination.

72) Describe the changing patterns in immigration to the United States between 1820 and 2021, making certain to identify which regions of the world people came from in each historical period.

Answer: Varies Diff: 3 Section: 3.2 Global Migration Distribution Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.5 Identify the principal sources of immigrants during each of the three historical stages of U.S. migration.

73) Describe changes in the movement of the U.S. center of population and reasons for those changes.

Answer: Varies Diff: 3 Section: 3.3 Interregional Migration Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.4 Identify the three historical stages of U.S. migration.

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74) Describe the reasons why people have moved to the suburbs in the United States.

Answer: Varies Diff: 3 Section: 3.4 Intraregional Migration Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 3.8 Explain the differences between the three forms of intraregional migration (urbanization, suburbanization, and counterurbanization) as it relates to developed countries and developing countries.

75) List the major push and pull factors in migration and give examples of each.

Answer: Varies Diff: 3 Section: 3.5 Reasons for Migrating Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.12 Provide examples of environmental and economic push and pull factors.

76) Define what is a remittance. Identify at least two major global remittance flows, making certain to name both the source nation as well as the destination nation(s) of the remittance flow.

Answer: Varies Diff: 3 Section: 3.6 Economic Reasons for Migrating Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.13 Evaluate the benefits of remittances to receiving countries.

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77) A plurality of Mexican migrants to the United States are now female as compared to the past.

Explain what cultural and socioeconomic factors have emerged in Mexico to facilitate this gender shift.

Answer: Varies Diff: 3 Section: 3.5 Reasons for Migrating Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.15 Discuss the various factors that have affected the percentages of male and female migrants to the United States.

78) Flooding is considered the most common environmental threat as to why people are forced to migrate. Using the city of New Orleans as an example, explain how race and socioeconomic issues determine who lives in urban floodplains within the United States, and how that impacts the decision whether or not to migrate.

Answer: Varies Diff: 3 Section: 3.5 Reasons for Migrating Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 3.12 Provide examples of environmental and economic push and pull factors.

79) What are the arguments that people make when it comes to U.S.—Mexico border security?

How do these arguments differ from those that support a path to legal citizenship for unauthorized immigrants and for permanent status for DACA recipients?

Answer: Varies Diff: 3 Section: 3.10 U.S.—Mexico Border Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 3.20 Summarize contrasting American positions on border security, DACA, and the legal status on unauthorized immigrants.

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80) What were the reasons as to why Europe encouraged guest workers in the 1960s and 1970s?

Why have attitudes toward immigration hardened in Europe in recent years?

Answer: Varies Diff: 3 Section: 3.8 Government Migration Policies Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO7 Demonstrate the ability to make connections between concepts across Geography Learning Outcome: 3.22 Summarize the history of guest worker programs in Europe in the 1960s and 1970s.

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Contemporary Human Geography, 5e (Rubenstein) Chapter 4 Culture & Social Media 1) Popular culture A) is traditionally practiced by small, homogeneous groups living in relative isolation.

B) is found in large, heterogenous societies and often has widespread global appeal.

C) is a repetitive act that a particular individual performs.

D) is a repetitive act of a group that is performed often enough it becomes a characteristic of that group.

E) usually spreads via relocation diffusion.

Answer: B Diff: 1 Section: 4.1 Material Culture & Geography Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.1 Define and identify culture, folk culture, popular culture, habit, and custom.

2) The main effect of modern communications has been to A) preserve folk cultures, by increasing awareness of their uniqueness.

B) stimulate the diffusion of folk cultures around the world.

C) spread popular culture through expansion diffusion.

D) prevent the diffusion of social customs.

E) slow the rate of change.

Answer: C Diff: 1 Section: 4.1 Material Culture & Geography Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.1 Define and identify culture, folk culture, popular culture, habit, and custom.

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3) Folk cultures are spread primarily by A) contagious diffusion.

B) hierarchical diffusion.

C) relocation diffusion.

D) expansion diffusion.

E) epidemic diffusion.

Answer: C Diff: 1 Section: 4.1 Material Culture & Geography Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.2 Compare and contrast the origin, diffusion, and distribution of folk and popular culture.

4) A repetitive act performed by an individual is a A) custom.

B) popular culture.

C) habit.

D) taboo.

E) character trait.

Answer: C Diff: 1 Section: 4.1 Material Culture & Geography Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.1 Define and identify culture, folk culture, popular culture, habit, and custom.

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5) The frequent repetition of an act, to the extent that it becomes characteristic of a group of people is a A) custom.

B) popular culture.

C) habit.

D) taboo.

E) character trait.

Answer: A Diff: 1 Section: 4.1 Material Culture & Geography Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.1 Define and identify culture, folk culture, popular culture, habit, and custom.

6) In contrast to popular culture, folk cultures A) are traditionally practiced primarily by small homogeneous groups living in relative isolation from other groups.

B) are found in large, heterogenous societies that share certain customs.

C) tend to be similar across vast regions of Earth.

D) are traceable to an individual or a corporation in a particular place.

E) tend to change rapidly as popular culture changes.

Answer: A Diff: 1 Section: 4.1 Material Culture & Geography Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.2 Compare and contrast the origin, diffusion, and distribution of folk and popular culture.

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7) Culture originates at a(n) A) habit.

B) process.

C) custom.

D) hearth.

E) innovation.

Answer: D Diff: 1 Section: 4.1 Material Culture & Geography Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.1 Define and identify culture, folk culture, popular culture, habit, and custom.

8) ________ culture is transmitted from one location to another relatively slowly and on a small scale, primarily through relocation ________.

A) Folk; diffusion B) Folk; distribution C) Popular; diffusion D) Popular; distribution E) Popular; activities Answer: A Diff: 1 Section: 4.1 Material Culture & Geography Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.1 Define and identify culture, folk culture, popular culture, habit, and custom.

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9) Popular culture A) has a distinctive distribution influenced by a combination of local physical and cultural factors.

B) is distributed widely across many countries with little regard for physical factors.

C) spreads primarily through relocation diffusion.

D) is transmitted slowly from one location to the next on a small scale.

E) often has anonymous hearths and originates from anonymous sources.

Answer: B Diff: 2 Section: 4.1 Material Culture & Geography Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.2 Compare and contrast the origin, diffusion, and distribution of folk and popular culture.

10) Jeans provide a good example of material culture that is adopted by a number of different societies. This refers to what type of material culture?

A) Punk culture B) Popular culture C) Folk culture D) Western culture E) Traditional culture Answer: B Diff: 2 Section: 4.4 Diffusion of Clothing Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.6 Compare and contrast clothing preferences in folk and popular culture.

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11) The use of traditional and distinctive clothing by the Amish in the United States is an example of a A) folk culture.

B) habit.

C) popular culture.

D) taboo.

E) technological innovation.

Answer: A Diff: 2 Section: 4.4 Diffusion of Clothing Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.2 Compare and contrast the origin, diffusion, and distribution of folk and popular culture.

12) Popular music is written A) mostly for one group in one place.

B) only for the younger generation of a population.

C) by specific individuals for the purpose of being sold to a large number of people.

D) to endure for a long period of time, forever if possible.

E) without purpose and becomes popular by accident.

Answer: C Diff: 1 Section: 4.5 Diffusion of Music Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.3 Compare and contrast folk music and popular music in terms of origin, diffusion, and distribution.

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13) Folk songs are distinguished from popular songs because they A) tell a story or convey information about life-cycle events, such as birth, death, or issues pertaining to agriculture.

B) can be understood only by one small group, usually living in relative isolation.

C) are never changed from one generation to the next.

D) are always written down and usually can be found in songbooks.

E) are written by specialists for commercial distribution.

Answer: A Diff: 1 Section: 4.5 Diffusion of Music Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.3 Compare and contrast folk music and popular music in terms of origin, diffusion, and distribution.

14) Folk songs usually originate ________ and are transmitted ________.

A) by the government; by decree B) anonymously; orally C) through music; in written form D) in recording studios; by commercial sales E) in urban areas; by radio Answer: B Diff: 1 Section: 4.5 Diffusion of Music Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.3 Compare and contrast folk music and popular music in terms of origin, diffusion, and distribution.

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15) Nashville is known for which form(s) of popular music?

A) Reggae B) Dixieland jazz C) Vietnamese music D) Motown blues E) Country music and gospel Answer: E Diff: 1 Section: 4.5 Diffusion of Music Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.3 Compare and contrast folk music and popular music in terms of origin, diffusion, and distribution.

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16) Which city has the highest concentration of people who work in the music industry as a percentage of their total labor force?

A) Austin B) Los Angeles C) Nashville D) New York E) San Francisco Answer: C Diff: 2 Section: 4.5 Diffusion of Music Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 4.3 Compare and contrast folk music and popular music in terms of origin, diffusion, and distribution.

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17) Which of these sports is the most global in its extent?

A) Football (soccer) B) American football C) Baseball D) Golf E) Cricket Answer: A Diff: 1 Section: 4.6 Diffusion of Sports Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.4 Describe how soccer became a good example of popular culture despite originating as folk culture.

18) Lacrosse has created a strong regional identity for which cultural group?

A) The Amish B) The Iroquois Confederation of Six Nations C) The British D) The Vietnamese E) Africans Answer: B Diff: 1 Section: 4.6 Diffusion of Sports Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.5 Identify examples of sports that are preferred by specific cultural groups.

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19) Cricket is primarily played in A) the United States.

B) China.

C) the United Kingdom and its former colonies.

D) Mediterranean Europe, such as Spain, Italy, and Greece.

E) colder climates, such as Canada and Russia.

Answer: C Diff: 1 Section: 4.6 Diffusion of Sports Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.5 Identify examples of sports that are preferred by specific cultural groups.

20) The spatial distribution of soccer during the twentieth century is an example of A) folk culture.

B) habit.

C) popular culture.

D) taboo.

E) relocation diffusion.

Answer: C Diff: 1 Section: 4.6 Diffusion of Sports Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.4 Describe how soccer became a good example of popular culture despite originating as folk culture.

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21) On which continent are both McDonald's and Subway franchises largely absent?

A) Asia B) North America C) South America D) Africa E) Europe Answer: D Diff: 2 Section: 4.2 Popular & Folk Food Customs Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 4.20 Discuss, citing examples, how popular culture spreads uniformity as well as diversity across the cultural landscape.

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22) Kansas City barbecue is centered on ________, while North Carolina barbecue will be ________.

A) smoked beef brisket in sweet thick sauce; smoked pork shoulder in vinegar sauce B) hickory-smoked beef in sweet tomato sauce; mutton in vinegar sauce C) chicken in vinegar sauce; smoked beef in mustard sauce D) smoked pork shoulder in mustard sauce; hickory-smoked beef in sweet tomato sauce E) beef in mustard sauce; mutton in vinegar sauce Answer: A Diff: 2 Section: 4.2 Popular & Folk Food Customs Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 4.9 Describe the impact of cultural traditions on food preferences.

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23) The Muslim taboo against pork is in part attributed to A) the fact that Christians consume pork, and thus Muslims must not consume any food which Christians eat.

B) Muslims being vegetarian.

C) pigs being unsuitable for the arid environment of the Arabian Peninsula.

D) popular culture encouraging Muslims to eat less meat.

E) a belief that pigs are sacred and cannot be killed for food.

Answer: C Diff: 1 Section: 4.2 Popular & Folk Food Customs Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.8 Explain the relationship between food taboos and preferences and the environment.

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24) The nations with the majority of Men's World Cup final round qualifications are primarily from

A) Asia and Australia.

B) Africa and Asia.

C) Europe and Australia.

D) Europe and South America.

E) Asia and South America.

Answer: D Diff: 2 Section: 4.6 Diffusion of Sports Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 4.4 Describe how soccer became a good example of popular culture despite originating as folk culture.

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25) Soccer is considered the most global of sports. What led the folk sport of soccer to become so global?

A) Clubs were founded in the United Kingdom to provide factory workers with organized recreation during leisure hours.

B) Brazil invented the game because it was easy to implement nationally.

C) It became part of the Olympics and therefore became popular.

D) It was a folk sport in so many regions in the world that global popularity was inevitable.

E) It is still considered a folk sport that just happens to be globally enjoyed.

Answer: A Diff: 3 Section: 4.6 Diffusion of Sports Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.4 Describe how soccer became a good example of popular culture despite originating as folk culture.

26) Popular clothing habits tend to be a reflection of A) culture.

B) religious preferences.

C) occupation and income level.

D) evolving folk clothing trends.

E) ethnicity.

Answer: C Diff: 1 Section: 4.4 Diffusion of Clothing Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.6 Compare and contrast clothing preferences in folk and popular culture.

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27) What relationship is revealed in the map displaying cell phone usage in Africa?

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A) There is a demographic relationship between cell phone usage and access to electricity in Africa—the more populous the country the greater the usage of cell phones and the greater percentage of people who have access to electricity.

B) There is an inverse relationship between cell phone usage and access to electricity in Africa— the greater the rate of cell phone usage, the lower the percentage of people who have electricity.

C) There is a direct relationship between cell phone usage and access to electricity in Africa— the greater the rate of cell phone usage, the higher the percentage of people who have access electricity.

D) There is a latitudinal relationship between cell phone usage and access to electricity in Africa—the more northerly the country, the greater the rate of cell phone usage and access to electricity.

E) There is an economic relationship between cell phone usage and access to electricity in Africa—the wealthier the country, the greater the rate of cell phone usage and access to electricity.

Answer: C Diff: 2 Section: 4.3 Distribution of Electronic Communications Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 4.13 Explain how access to media, including television and the Internet, influence folk and popular culture.

28) In cultures with strong folk clothing preferences, people A) will wear clothing suitable to the local environmental conditions and for cultural reasons.

B) will reject the folk clothing preferences of their society.

C) are likely to create their own unique clothing fashion style.

D) will paying close attention to international styles.

E) will quickly adopt popular culture clothing preferences from overseas.

Answer: A Diff: 2 Section: 4.4 Diffusion of Clothing Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.6 Compare and contrast clothing preferences in folk and popular culture.

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29) Which of the following is NOT an example of folk clothing?

A) Wooden shoes crafted in the Netherlands B) Fur-lined boots worn by Inuit people in the Arctic C) Clothing that is practical for agricultural practices in that society, such as the clothing worn by the Amish D) Indigenous people opting to go barefoot in a tropical, equatorial climate E) Jeans sold in a Hollister shop in New York Answer: E Diff: 2 Section: 4.4 Diffusion of Clothing Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.6 Compare and contrast clothing preferences in folk and popular culture.

30) The average person spent how much time daily on the Internet in 2020?

A) 30 minutes B) 1 hour C) About 2.5 hours D) About 5.5 hours E) About 10 hours Answer: C Diff: 1 Section: 4.7 Electronic Diffusion of Culture Bloom's Taxonomy: Remembering/Understanding National Geography Std.: TBA Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.13 Explain how access to media, including television and the Internet, influence folk and popular culture.

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31) The unique combination of soil, climate, and other environmental features determine A) terroir.

B) taboo.

C) folk culture.

D) food preferences.

E) popular culture.

Answer: A Diff: 1 Section: 4.10 Maintaining Unique Folk Culture Landscapes Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.10 Describe the French concept of "terroir" and explain how it influences wine production and distribution.

32) A restriction on behavior imposed by social custom is a A) folk culture.

B) habit.

C) popular culture.

D) taboo.

E) tariff.

Answer: D Diff: 1 Section: 4.2 Popular & Folk Food Customs Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.8 Explain the relationship between food taboos and preferences and the environment.

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33) The most important house style in the United States since the 1960s is known as A) minimal traditional.

B) contemporary.

C) split-level.

D) neo-eclectic.

E) saltbox.

Answer: D Diff: 1 Section: 4.1 Material Culture & Geography Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.12 Identify and describe the three hearths of folk housing in the eastern United States and describe how they differ in style and distribution.

34) The New England house A) was usually two or three stories tall.

B) spread throughout much of the Deep South of the United States.

C) is box-shaped with a central hall and spread throughout the Great Lakes region.

D) usually featured a steep roof with chimneys on either end of the house.

E) spread throughout the Ohio Valley via the Appalachian trails.

Answer: C Diff: 1 Section: 4.1 Material Culture & Geography Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.12 Identify and describe the three hearths of folk housing in the eastern United States and describe how they differ in style and distribution.

35) Older homes in the United States display evidence of A) expansion diffusion as it applies to popular culture.

B) expansion diffusion as it applies to folk culture.

C) relocation diffusion as it applies to popular culture.

D) relocation diffusion as it applies to folk culture.

E) mass production from construction companies.

Answer: D Diff: 1 Section: 4.1 Material Culture & Geography Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.11 Illustrate the key difference between how folk and popular culture vary using housing styles as an example.

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36) What is NOT a reason for the absence of wine production across most of the African continent (except for South Africa)?

A) Many African countries are predominately Muslim where consumption of alcohol is prohibited.

B) The soils and climate of much of Africa are not conducive to the growing of grapes.

C) There is not a tradition of winemaking in much of Africa.

D) The African population largely is unable to afford the purchase of wine.

E) The African continent is too flat and does not have hillsides on which vineyards can be established.

Answer: E Diff: 1 Section: 4.10 Maintaining Unique Folk Culture Landscapes Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.8 Explain the relationship between food taboos and preferences and the environment.

37) Modern homes in the United States are best distinguished by A) being split-level.

B) stark divisions of the distinct regions of the country.

C) being mass-produced by construction companies.

D) latitudinal variations based on climate differences between the various regions, such as color and roofing styles.

E) the decade in which they were built.

Answer: C Diff: 2 Section: 4.1 Material Culture & Geography Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.12 Identify and describe the three hearths of folk housing in the eastern United States and describe how they differ in style and distribution.

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38) What sport is under serious consideration for inclusion into future Summer Olympic Games?

A) Soccer B) Lacrosse C) Rugby D) American football E) Esports Answer: E Diff: 1 Section: 4.6 Diffusion of Sports Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.5 Identify examples of sports that are preferred by specific cultural groups.

39) U.S. folk housing styles demonstrate a distribution best explained by A) different time periods of popularity for each style.

B) ideal designs for different climates.

C) locally available building materials.

D) migration patterns (e.g., relocation diffusion).

E) popular culture choices.

Answer: D Diff: 3 Section: 4.1 Material Culture & Geography Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.11 Illustrate the key difference between how folk and popular culture vary using housing styles as an example.

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40) The principal obstacle to the diffusion of popular culture is A) the physical environment.

B) the lack of access to electronic media.

C) cultural taboos.

D) folk culture.

E) overpopulation.

Answer: B Diff: 1 Section: 4.7 Electronic Diffusion of Culture Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.13 Explain how access to media, including television and the Internet, influence folk and popular culture.

41) Which of the following is cited as the primary factor as to why some people lack access to electronic media?

A) Oppressive government systems who wish to limit access B) Lack of phone service C) Lack of electricity D) Lack of income E) Geopolitical turmoil, such as war and civil strife Answer: D Diff: 1 Section: 4.7 Electronic Diffusion of Culture Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.14 Compare and contrast the diffusion of the television and the Internet.

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42) Which nation in the world was home to a majority of all televisions in the world in 1954?

A) The United States B) The United Kingdom C) China D) India E) Russia Answer: A Diff: 2 Section: 4.7 Electronic Diffusion of Culture Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 4.14 Compare and contrast the diffusion of the television and the Internet.

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43) Which continent still lags behind the rest of the world in access to television?

A) Africa B) Asia C) Australia D) Europe E) South America Answer: A Diff: 2 Section: 4.7 Electronic Diffusion of Culture Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 4.14 Compare and contrast the diffusion of the television and the Internet.

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44) What percentage of the U.S. population was using the Internet by 2019?

A) 7% B) 19% C) 75% D) 90% E) 99% Answer: D Diff: 1 Section: 4.7 Electronic Diffusion of Culture Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.14 Compare and contrast the diffusion of the television and the Internet.

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45) Who currently accounts for the largest video streaming market share in the United States?

A) YouTube B) Hulu C) Amazon Prime D) Netflix E) Tencent Answer: A Diff: 2 Section: 4.7 Electronic Diffusion of Culture Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 4.14 Compare and contrast the diffusion of the television and the Internet.

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46) Which of the following statements is TRUE regarding the global diffusion of both TV and the Internet?

A) The United States was an early adopter of both TV and the Internet and continues to present day to dominate the percentage of both users of these two forms of electronic media.

B) The United States was a late adopter of both TV and the Internet and remains a region of the world where these forms of electronic media are not in widespread use.

C) The United States was an early adopter of both TV and the Internet, but no longer comprises the majority of users of these two forms of electronic media as they have been adopted by the rest of the world.

D) The global diffusion of TV was extremely rapid, whereas the global diffusion of the Internet has been slow in comparison to TV. E) The global diffusion of the Internet, starting with its early adoption in Africa, has been faster than TV, but is now reaching places such as the United States and Europe, both of whom were the last to adopt the Internet.

Answer: C Diff: 3 Section: 4.7 Electronic Diffusion of Culture Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.14 Compare and contrast the diffusion of the television and the Internet.

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47) What is the most popular global social media app by market share?

A) Amazon B) Pinterest C) Instagram D) Facebook E) Twitter Answer: D Diff: 2 Section: 4.3 Distribution of Electronic Communications Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 4.15 Discuss the origin, diffusion, and global distribution of social media.

48) Which three countries, according to Freedom House, are the worst global offenders when it comes to violating the rights of people who access electronic media?

A) Canada, the United States, and Mexico B) Ethiopia, the Gambia, and South Africa C) China, Japan, and South Korea D) China, Iran, and Syria E) Russia, Pakistan, and India Answer: D Diff: 1 Section: 4.8 Challenges in Accessing Electronic Media Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.16 Describe how various groups and governments have attempted to restrict social media access and Internet use.

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49) Which major world nation has limited its population access to Facebook, Twitter, and Instagram?

A) Japan B) Canada C) China D) France E) The United States Answer: C Diff: 1 Section: 4.3 Distribution of Electronic Communications Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.16 Describe how various groups and governments have attempted to restrict social media access and Internet use.

50) What percentage of Americans between the ages of 18 and 29 currently own a smartphone?

A) 20% B) 50% C) 70% D) 75% E) More than 95% Answer: E Diff: 1 Section: 4.3 Distribution of Electronic Communications Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.15 Discuss the origin, diffusion, and global distribution of social media.

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51) Which country is most frequently the origin of cyberattacks?

A) India B) China C) Russia D) The United States E) Israel Answer: D Diff: 1 Section: 4.9 Spatial Dimensions to Cyberattacks Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.17 Describe the various forms of cyberattacks and the challenges they pose to users of the Internet and social media.

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52) The most popular social media site in North America, South America, Africa, and Europe is

A) Twitter.

B) Instagram.

C) Facebook.

D) Weibo.

E) Q-Zone.

Answer: C Diff: 2 Section: 4.3 Distribution of Electronic Communications Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 4.15 Discuss the origin, diffusion, and global distribution of social media.

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53) Which of the following is an example of a food taboo?

A) Muslims refrain from consuming fish.

B) Hindus refrain from consuming vegetables.

C) Christians refrain from consuming fish.

D) Muslims refrain from consuming pork.

E) Jews refrain from consuming alcohol.

Answer: D Diff: 1 Section: 4.2 Popular & Folk Food Customs Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.8 Explain the relationship between food taboos and preferences and the environment.

54) Which of the following statements is FALSE regarding the global diffusion of television?

A) Television remains the most popular leisure activity in the world.

B) Television is the most important mechanism by which popular culture rapidly diffuses.

C) Other forms of electronic media (such as video streaming) have supplanted television as the dominant mechanism by which popular culture is transmitted.

D) Television diffused from the United States and then to Europe before diffusing to the developing world.

E) Television remains more common in the developed world than in the developing world.

Answer: C Diff: 3 Section: 4.7 Electronic Diffusion of Culture Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.14 Compare and contrast the diffusion of the television and the Internet.

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55) The practice of posting deliberately inflammatory and extraneous messages online to provoke people to respond is known as A) cyber espionage.

B) trolling.

C) malware.

D) ransomware.

E) fake news.

Answer: B Diff: 1 Section: 4.9 Spatial Dimensions to Cyberattacks Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.17 Describe the various forms of cyberattacks and the challenges they pose to users of the Internet and social media.

56) Which major world nation has been aggressive in its restriction of foreign social media providers and their applications?

A) The United States B) China C) Australia D) Japan E) France Answer: B Diff: 1 Section: 4.8 Challenges in Accessing Electronic Media Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.16 Describe how various groups and governments have attempted to restrict social media access and Internet use.

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57) Which two countries have witnessed a severe decline of Internet freedom in recent years?

A) China and Japan B) Iran and Pakistan C) Canada and the United States D) Russia and Turkey E) Australia and New Zealand Answer: D Diff: 1 Section: 4.8 Challenges in Accessing Electronic Media Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.16 Describe how various groups and governments have attempted to restrict social media access and Internet use.

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58) The regions of the world deemed "not free" with respect to Internet freedom are

A) North and South America.

B) England, France, and Australia.

C) India and Japan.

D) Russia, China, and the Middle East.

E) Canada and the United States.

Answer: D Diff: 2 Section: 4.8 Challenges in Accessing Electronic Media Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 4.16 Describe how various groups and governments have attempted to restrict social media access and Internet use.

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59) Which of the following is NOT a common tactic used by a repressive government to control the flow of information on social media?

A) Requiring transnational corporations to maintain a local server within the country, which allows the government of that country to access the data on that server B) Violent intimidation, and imprisonment, of citizens who frequent websites and social media content which the government deems to be subversive C) Suing corporations in international courts of law in order to access data on international servers D) Blocking content the government deems subversive or inappropriate E) Banning specific electronic technology and/or regulating the underlying technology platforms Answer: C Diff: 3 Section: 4.8 Challenges in Accessing Electronic Media Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.16 Describe how various groups and governments have attempted to restrict social media access and Internet use.

60) Which statement best captures the conflicts between folk and popular culture?

A) Folk culture is threatened by popular culture more than the reverse.

B) Popular culture is threatened by folk culture more than the reverse.

C) Folk and popular culture represent equal threats to one another.

D) Folk traditions usually produce more uniform landscapes.

E) Popular culture usually produces very unique landscapes.

Answer: A Diff: 1 Section: 4.10 Maintaining Unique Folk Culture Landscapes Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.19 Hypothesize as to why popular culture may threaten folk culture more so than vice versa.

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61) A sizeable percentage of the Pennsylvania Amish migrated from what European country (or countries) in the early 1700s?

A) England B) Germany and Switzerland C) Russia D) Italy E) Ireland Answer: B Diff: 1 Section: 4.4 Diffusion of Clothing Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.18 Discuss the challenges faced by folk culture using the dowry in India as an example.

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62) The distribution of the Amish population

A) is largely coastal.

B) tends to favor southern states like Alabama, Mississippi, and Arkansas, where the largely agricultural economy allows the Amish to thrive.

C) is overwhelmingly urban in large cities like New York, Chicago, and Los Angeles.

D) is over a wide swath of the upper Midwest, with large concentrations in Pennsylvania, Ohio, and Wisconsin.

E) is largely in New England since it is the cultural hearth of the United States.

Answer: D Diff: 2 Section: 4.4 Diffusion of Clothing Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 4.6 Compare and contrast clothing preferences in folk and popular culture.

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63) News reporting which is false but disseminated under the guise of an authentic news report is known as A) cyber espionage.

B) trolling.

C) malware.

D) ransomware.

E) fake news.

Answer: E Diff: 1 Section: 4.9 Spatial Dimensions to Cyberattacks Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.17 Describe the various forms of cyberattacks and the challenges they pose to users of the Internet and social media.

64) Which of the following has been cited as a result of the diffusion of popular culture into the institutions of folk culture?

A) Popular culture has challenged the subservience of women to men in many traditional cultures.

B) Popular culture has resulted in the widespread migration of people who adhere to folk culture and traditional institutions.

C) Popular culture has led to an increase in nutritional standards in traditional societies, which adhere to folk culture.

D) Popular culture has led to a reduction in literacy rates in traditional folk cultures.

E) Popular culture usually results in an erosion of democratic values and the imposition of a dictatorship in folk cultures.

Answer: A Diff: 3 Section: 4.10 Maintaining Unique Folk Culture Landscapes Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.19 Hypothesize as to why popular culture may threaten folk culture more so than vice versa.

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65) Why has the government of India tried to ban dowries?

A) Because dowries can have a negative impact on women, such as women being thrown out on the street if their families cannot pay the expected dowry B) Because it takes away from the government's tax base C) Because India is trying to become more a part of the global popular culture D) Because the government and people of India want to return to the traditional foundations of the dowry, that was originally the groom's family providing the dowry to the spouse's family E) Because it no longer makes sense because of other sources of income available to Indians Answer: A Diff: 3 Section: 4.10 Maintaining Unique Folk Culture Landscapes Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.18 Discuss the challenges faced by folk culture using the dowry in India as an example.

66) Golf serves as a good example of A) popular cultural preferences imposing a particular landscape without regard to environment.

B) a folk sport requiring relatively little equipment.

C) a sport with more courses in warm, sunny places than cool or wet locations.

D) the relocation diffusion of popular sports.

E) a sport invented in the twentieth century to make better use of the outdoors.

Answer: A Diff: 1 Section: 4.11 Uniform Landscapes of Popular Culture Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.21 Explain how popular leisure activities, such as golf, alter the physical landscape.

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67) The process of reduction of local cultural diversity through the diffusion of popular culture is known as A) cultural hegemony.

B) cultural homogenization.

C) cultural heterogenization.

D) cultural diffusion.

E) cultural decline.

Answer: B Diff: 1 Section: 4.11 Uniform Landscapes of Popular Culture Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.20 Discuss, citing examples, how popular culture spreads uniformity as well as diversity across the cultural landscape.

68) The distribution of popular culture around the world A) results in less tourism.

B) tends to produce more uniform landscapes.

C) discourages consumption.

D) comes in tandem with greater environmental protections.

E) is a primary reason for global military conflicts.

Answer: B Diff: 1 Section: 4.11 Uniform Landscapes of Popular Culture Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.20 Discuss, citing examples, how popular culture spreads uniformity as well as diversity across the cultural landscape.

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69) A franchise A) is an agreement between a corporation and a business to market that corporation's product(s) in a local area.

B) is a payment made by a bride's family in South Asia to her husband's family.

C) is a common feature found within the oral tradition of a folk culture.

D) is a food taboo which forbids people to consume fast-food products.

E) is a series of multinational corporations who work in tandem to promote their products.

Answer: A Diff: 1 Section: 4.2 Popular & Folk Food Customs Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.20 Discuss, citing examples, how popular culture spreads uniformity as well as diversity across the cultural landscape.

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70) Which countr(ies) had the most annual international arrivals prior to the COVID-19 global lockdown?

A) Australia and New Zealand B) India, Saudi Arabia, and Egypt C) China, the United States, Mexico, France, and Italy D) Russia E) Argentina and Brazil Answer: C Diff: 2 Section: 4.11 Uniform Landscapes of Popular Culture Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 4.22 Discuss how travel spreads popular culture and the impacts of overtourism on popular destinations.

71) What is the difference between a custom and a habit?

Answer: Varies Diff: 3 Section: 4.1 Material Culture & Geography Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.1 Define and identify culture, folk culture, popular culture, habit, and custom.

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72) What is one of the major differences in the process of diffusion of popular culture compared to the spread of folk customs?

Answer: Varies Diff: 3 Section: 4.1 Material Culture & Geography Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.2 Compare and contrast the origin, diffusion, and distribution of folk and popular culture.

73) What is one of the major differences in the origin of popular music compared to folk music?

Answer: Varies Diff: 3 Section: 4.5 Diffusion of Music Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.3 Compare and contrast folk music and popular music in terms of origin, diffusion, and distribution.

74) Explain how soccer (football) grew to become a global sport.

Answer: Varies Diff: 3 Section: 4.6 Diffusion of Sports Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.4 Describe how soccer became a good example of popular culture despite originating as folk culture.

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75) Describe three forms of cyberattacks, and how they can impact our daily lives and influence our opinions on complex issues.

Answer: Varies Diff: 3 Section: 4.9 Spatial Dimensions to Cyberattacks Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.17 Describe the various forms of cyberattacks and the challenges they pose to users of the Internet and social media.

76) Explain why the proliferation of social media platforms poses a challenge to authoritarian governments. Describe some of the strategies these governments have used to control social media.

Answer: Varies Diff: 3 Section: 4.8 Challenges in Accessing Electronic Media Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.16 Describe how various groups and governments have attempted to restrict social media access and Internet use.

77) Why do leaders of some developing countries fear the loss of folk culture?

Answer: Varies Diff: 3 Section: 4.10 Maintaining Unique Folk Culture Landscapes Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.19 Hypothesize as to why popular culture may threaten folk culture more so than vice versa.

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78) What are some of the negative impacts of the diffusion of popular culture?

Answer: Varies Diff: 3 Section: 4.10 Maintaining Unique Folk Culture Landscapes Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.20 Discuss, citing examples, how popular culture spreads uniformity as well as diversity across the cultural landscape.

79) How has popular culture created an increased demand for dowries in India? Explain.

Answer: Varies Diff: 3 Section: 4.10 Maintaining Unique Folk Culture Landscapes Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.18 Discuss the challenges faced by folk culture using the dowry in India as an example.

80) Why do promoters of popular customs, such as fast-food restaurants, seek to create a uniform landscape appearance?

Answer: Varies Diff: 3 Section: 4.11 Uniform Landscapes of Popular Culture Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 4.20 Discuss, citing examples, how popular culture spreads uniformity as well as diversity across the cultural landscape.

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Contemporary Human Geography, 5e (Rubenstein) Chapter 5 Languages 1) From most distant to closest relatives, languages can be classified into A) families, branches, and groups.

B) branches, families, and groups.

C) branches, groups, and families.

D) families, groups, and branches.

E) groups, branches, and families.

Answer: A Diff: 1 Section: 5.1 Classifying Languages Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.2 Differentiate among language families, branches, and groups.

2) Ethnologue estimates the world has more than ________ languages.

A) 10 B) 1,000 C) 7,000 D) 10,000 E) 7,000,000 Answer: C Diff: 1 Section: 5.1 Classifying Languages Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.2 Differentiate among language families, branches, and groups.

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3) A language still used by older people but is NOT in the process of being transmitted to younger generations is known as A) an elderly language.

B) an endangered language.

C) a threatened language.

D) a vigorous language.

E) a developing language.

Answer: B Diff: 1 Section: 5.1 Classifying Languages Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.24 Define endangered languages and list the United Nations' levels of endangerment 4) A language used in education, work, mass media, and government with a literary tradition is known as A) an institutional language.

B) a developing language.

C) an official language.

D) a dying language.

E) a vigorous language.

Answer: A Diff: 1 Section: 5.1 Classifying Languages Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.18 Explain the term "official language," and hypothesize as to why a government might adopt an official or a standardized dialect.

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5) A collection of languages within a family related through a common ancestral language is a A) language family.

B) language branch.

C) language group.

D) language tree.

E) literary tradition.

Answer: B Diff: 1 Section: 5.1 Classifying Languages Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.2 Differentiate among language families, branches, and groups.

6) Two-thirds of the people in the world speak a language that belongs to A) the Indo-European family.

B) the Sino-Tibetan family.

C) the Indo-European or Turkic family.

D) the Sino-Tibetan or Turkic family.

E) the Indo-European or Sino-Tibetan family.

Answer: E Diff: 1 Section: 5.1 Classifying Languages Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.4 On the language family tree, locate the largest language families and explain their geographic distribution.

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7) A language spoken in daily use by people of all ages, including children, is known as A) a pidgin language.

B) a developing language.

C) a stable language.

D) a language branch.

E) a lingua franca.

Answer: C Diff: 1 Section: 5.1 Classifying Languages Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.2 Differentiate among language families, branches, and groups.

8) A group of languages that share a common origin but have since evolved into individual languages is a A) dialect.

B) language branch.

C) language family.

D) language group.

E) language root.

Answer: D Diff: 1 Section: 5.1 Classifying Languages Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.2 Differentiate among language families, branches, and groups.

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9) A group of languages that share a common ancestor before recorded history is a A) dialect.

B) language branch.

C) language family.

D) language group.

E) language root.

Answer: C Diff: 1 Section: 5.1 Classifying Languages Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.2 Differentiate among language families, branches, and groups.

10) Tens of thousands of years ago, languages may have been joined together as A) branches.

B) superfamilies.

C) groups.

D) lingua franca.

E) families.

Answer: B Diff: 1 Section: 5.1 Classifying Languages Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.2 Differentiate among language families, branches, and groups.

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11) Sino-Tibetan is an example of A) a language family.

B) a language branch.

C) a language group.

D) an official language.

E) an endangered language.

Answer: A Diff: 1 Section: 5.1 Classifying Languages Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.3 Categorize major languages using the language family tree's branches and groups.

12) What type of language has a literary tradition?

A) A language family B) A language branch C) A Romance language D) An institutional language E) An endangered language Answer: D Diff: 1 Section: 5.1 Classifying Languages Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.2 Differentiate among language families, branches, and groups.

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13) The most commonly spoken language family in the world is

A) Indo-European.

B) Sino-Tibetan.

C) Afro-Asiatic.

D) Austronesian.

E) Dravidian.

Answer: A Diff: 2 Section: 5.1 Classifying Languages Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 5.4 On the language family tree, locate the largest language families and explain their geographic distribution.

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14) When languages are depicted as leaves on trees, the roots of the trees below the surface represent

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A) dialects.

B) language groups.

C) language sects.

D) language families.

E) possible prehistoric superfamilies.

Answer: E Diff: 2 Section: 5.1 Classifying Languages Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 5.3 Categorize major languages using the language family tree's branches and groups.

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15) Most people residing in Europe, Russia, North Africa, and Southwest Asia use one of the three following principal writing systems.

A) Cyrillic, Latin, and Arabic B) Greek, Latin, and Germanic C) Latin, Arabic, and Indo-European D) Latin, English, and Greek E) Cyrillic, Latin, and Chinese Answer: A Diff: 1 Section: 5.2 Distribution of Languages Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.1 Summarize the distribution of writing systems in Europe and nearby parts of North Africa and the Middle East.

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16) The most important language family of Southwest Asia and North Africa is

A) Khoisan.

B) Niger-Congo.

C) Nilo-Saharan.

D) Afro-Asiatic.

E) Altaic.

Answer: D Diff: 2 Section: 5.2 Distribution of Languages Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 5.4 On the language family tree, locate the largest language families and explain their geographic distribution.

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17) The two most dominant language families in Africa are

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A) Niger-Congo, Altaic.

B) Niger-Congo, Afro-Asiatic.

C) Nigerian, Arabic.

D) Arabic, Persian.

E) Afro-Asiatic, Altaic.

Answer: B Diff: 2 Section: 5.2 Distribution of Languages Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 5.4 On the language family tree, locate the largest language families and explain their geographic distribution.

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18) Mandarin Chinese is found within which language family?

A) Indo-European B) Sino-Tibetan C) Altaic D) Austronesian E) Tai-Kadai Answer: B Diff: 2 Section: 5.2 Distribution of Languages Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 5.4 On the language family tree, locate the largest language families and explain their geographic distribution.

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19) Arabic is found within which language family?

A) Indo-European B) Afro-Asiatic C) Altaic D) Austronesian E) Dravidian Answer: B Diff: 2 Section: 5.2 Distribution of Languages Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 5.4 On the language family tree, locate the largest language families and explain their geographic distribution.

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20) Hindi, Urdu, and Farsi are all found within which language family?

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A) Indo-European B) Afro-Asiatic C) Altaic D) Sino-Tibetan E) Dravidian Answer: A Diff: 2 Section: 5.3 Distribution of Indo-European Languages Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 5.6 Identify the eight branches of the Indo-European language family on the language family tree.

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21) The three most commonly spoken languages in the Western Hemisphere—English, Spanish, and Portuguese—are all found within which language family?

A) Indo-European B) Afro-Asiatic C) Altaic D) Sino-Tibetan E) Dravidian Answer: A Diff: 2 Section: 5.3 Distribution of Indo-European Languages Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 5.6 Identify the eight branches of the Indo-European language family on the language family tree.

22) Which of the following is NOT one of the four most commonly spoken branches of IndoEuropean?

A) Balto-Slavic B) Germanic C) Romance D) Greek E) Indo-Iranian Answer: D Diff: 1 Section: 5.3 Distribution of Indo-European Languages Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.7 Describe the geographic distribution of the four largest branches of the Indo-European language family on the language family tree.

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23) Russian is part of what language branch?

A) Balto-Slavic B) Germanic C) Indo-Iranian D) Romance E) Altaic Answer: A Diff: 1 Section: 5.3 Distribution of Indo-European Languages Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.7 Describe the geographic distribution of the four largest branches of the Indo-European language family on the language family tree.

24) The Romance languages evolved from ________ spoken by the ________ 2,000 years ago.

A) Latin; Romans B) Greek; Greeks C) Romania; Romanian people D) Latin; monks E) Greek; Romans Answer: A Diff: 1 Section: 5.3 Distribution of Indo-European Languages Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.7 Describe the geographic distribution of the four largest branches of the Indo-European language family on the language family tree.

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25) English is part of which language group?

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A) Germanic B) North Germanic C) West Germanic D) Indo-European E) Romance Answer: C Diff: 2 Section: 5.3 Distribution of Indo-European Languages Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 5.9 Describe the origin and diffusion of English.

26) Which of the following is NOT a Romance language?

A) Bulgarian B) Italian C) Portuguese D) Romanian E) French Answer: A Diff: 2 Section: 5.3 Distribution of Indo-European Languages Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 5.7 Describe the geographic distribution of the four largest branches of the Indo-European language family on the language family tree.

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27) Which of the following is NOT a Germanic language?

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A) German B) Dutch C) Danish D) Norwegian E) French Answer: E Diff: 2 Section: 5.3 Distribution of Indo-European Languages Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 5.7 Describe the geographic distribution of the four largest branches of the Indo-European language family on the language family tree.

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28) The predominant language branch of Russia and Central Europe is

A) Finno-Ugric.

B) Romance.

C) Celtic.

D) Scandinavian.

E) Balto-Slavic.

Answer: E Diff: 2 Section: 5.3 Distribution of Indo-European Languages Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 5.7 Describe the geographic distribution of the four largest branches of the Indo-European language family on the language family tree.

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29) Polish, Czech, Bulgarian, and Ukrainian are all part of which Indo-European language branch?

A) Albanian B) Balto-Slavic C) Celtic D) Indo-Iranian E) Romance Answer: B Diff: 2 Section: 5.3 Distribution of Indo-European Languages Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 5.7 Describe the geographic distribution of the four largest branches of the Indo-European language family on the language family tree.

30) Marija Gimbutas' theory points to the first speakers of the Indo-European language as the ancient A) Celts.

B) Germans.

C) Kurgans.

D) Russians.

E) Dravidians.

Answer: C Diff: 1 Section: 5.4 Into & Out of Africa Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS17 How to apply geography to interpret the past Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.10 Compare and contrast the "Nomadic Warrior" theory and "Sedentary Farmer" theory of the origin and diffusion of Indo-European Languages.

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31) According to Colin Renfrew's Sedentary Farmer Theory, Indo-European languages diffused across Europe A) entirely by sea.

B) by way of the Kurgan homeland.

C) by warriors on horseback.

D) with the diffusion of agriculture.

E) following the silk road.

Answer: D Diff: 1 Section: 5.4 Into & Out of Africa Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS17 How to apply geography to interpret the past Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.10 Compare and contrast the "Nomadic Warrior" theory and "Sedentary Farmer" theory of the origin and diffusion of Indo-European Languages.

32) The first speakers of the language that evolved into English were tribes that lived in presentday A) France.

B) Denmark.

C) United States.

D) Italy.

E) Switzerland.

Answer: B Diff: 1 Section: 5.5 Origin & Diffusion of English Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS17 How to apply geography to interpret the past Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.9 Describe the origin and diffusion of English.

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33) Biologist Quentin Atkinson argues the reason why languages on this continent are more diverse and complex than on other continents is because languages originated on this continent.

A) Africa B) Asia C) Australia D) Europe E) North America Answer: A Diff: 1 Section: 5.4 Into & Out of Africa Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS17 How to apply geography to interpret the past Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.10 Compare and contrast the "Nomadic Warrior" theory and "Sedentary Farmer" theory of the origin and diffusion of Indo-European Languages.

34) The languages on the southeastern African island nation of Madagascar originated in A) West Africa.

B) East Africa.

C) Europe.

D) Indonesia.

E) China.

Answer: D Diff: 1 Section: 5.4 Into & Out of Africa Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS17 How to apply geography to interpret the past Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.8 Summarize the diffusion and present distribution of Austronesian languages.

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35) A lingua franca is A) an English word that has entered the French language.

B) a language that is mutually understood by people who have different native languages.

C) an extinct language that has been revived.

D) an official language in a region of the world different from where the language originated.

E) a language used by French colonial administrations.

Answer: B Diff: 1 Section: 5.5 Origin & Diffusion of English Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.11 Define lingua franca and pidgin language.

36) All but which are TRUE about the English language?

A) It is a lingua franca.

B) It is a pidgin language.

C) It is an Indo-European language.

D) It is in the Germanic branch of the Indo-European language family.

E) It is the leading language of the Internet.

Answer: B Diff: 1 Section: 5.5 Origin & Diffusion of English Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.11 Define lingua franca and pidgin language.

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37) All statements below are true about a lingua franca EXCEPT A) the leading lingua franca today is English.

B) a lingua franca is a language that is mutually understood by people who have different native languages.

C) Swahili in East Africa is an example of a lingua franca.

D) Hindi in South Asia is an example of a lingua franca.

E) a lingua franca is a language that was originated by French speakers and used as a mutually understood language.

Answer: E Diff: 1 Section: 5.5 Origin & Diffusion of English Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.11 Define lingua franca and pidgin language.

38) A form of speech that adopts a simplified grammar and limited vocabulary of a lingua franca is known as a(n) A) creolized language.

B) threatened language.

C) isogloss.

D) pidgin language.

E) toponym.

Answer: D Diff: 1 Section: 5.5 Origin & Diffusion of English Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.11 Define lingua franca and pidgin language.

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39) What percent of all websites are currently written in English?

A) 7.3% B) 8.0% C) 25.0% D) 61.3% E) 97.1% Answer: D Diff: 1 Section: 5.5 Origin & Diffusion of English Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.12 Discuss the role of English as a lingua franca on the Internet.

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40) Which language is poised to become the next global lingua franca?

A) French B) Spanish C) Chinese D) Arabic E) Russian Answer: C Diff: 1 Section: 5.5 Origin & Diffusion of English Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.13 Identify reasons for the global distribution of English and the possible emergence of Chinese as a new lingua franca.

41) A logogram A) is a threatened language.

B) are the letters of the Arabic alphabet.

C) are symbols that represent words, or meaningful parts of words.

D) are what alphanumeric characters are called on a computer keyboard.

E) are heavily incorporated in the written English language.

Answer: C Diff: 1 Section: 5.5 Origin & Diffusion of English Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.3 Categorize major languages using the language family tree's branches and groups.

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42) How many people globally live in a country where English is an official language?

A) 500 million B) 1 billion C) 1.5 billion D) 2 billion E) 5 billion Answer: D Diff: 1 Section: 5.5 Origin & Diffusion of English Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.13 Identify reasons for the global distribution of English and the possible emergence of Chinese as a new lingua franca.

43) English is the leading language on the Internet A) and is growing in its share of users.

B) but a decreasing share of Internet users speak English.

C) because English characters are the only language on computer keyboards.

D) because the Internet is written exclusively in English.

E) because the United Nations agreed in 1998 that all websites would be in English.

Answer: B Diff: 3 Section: 5.5 Origin & Diffusion of English Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.12 Discuss the role of English as a lingua franca on the Internet.

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44) Which two countries are home to almost 20% of all the world's languages?

A) India and China B) Canada and the United States C) China and Russia D) Indonesia and Papua New Guinea E) Japan and South Korea Answer: D Diff: 1 Section: 5.7 Dialect or Language?

Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS17 How to apply geography to interpret the past Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.22 Describe how language diversity may produce challenges for a country, citing examples.

45) British and American English differ in all but which of the following?

A) Alphabet B) Pronunciation C) Spelling D) Vocabulary E) Dialects Answer: A Diff: 1 Section: 5.6 Dialects Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.15 Illustrate, citing examples, the differences between British and American English.

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46) A regional variation of a language spoken in a local area with a distinctive vocabulary, spelling, and pronunciation is a A) dialect.

B) language branch.

C) language family.

D) language group.

E) language root.

Answer: A Diff: 1 Section: 5.6 Dialects Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.14 Identify and define the terms "dialect" and "isogloss."

47) An isogloss is A) a form of a language spoken in a local area.

B) a collection of unique words.

C) a boundary between language regions.

D) a blending of two language families.

E) a pidgin language that has become a dialect.

Answer: C Diff: 1 Section: 5.6 Dialects Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.14 Identify and define the terms "dialect" and "isogloss."

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48) When people who speak a given language migrate to a different location and become isolated from other members of their group A) their language remains the same as compared to those in their group who did not migrate.

B) they immediately develop a literary tradition.

C) various dialects may develop.

D) they lose their linguistic abilities.

E) their language becomes threatened with extinction.

Answer: C Diff: 1 Section: 5.6 Dialects Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.14 Identify and define the terms "dialect" and "isogloss."

49) The following are all true about isogloss EXCEPT A) isogloss is a word-usage boundary.

B) an isogloss can be constructed for each word.

C) every word has a unique isogloss.

D) boundary lines of different words coalesce in some locations to form regions.

E) isogloss only describes boundaries for nouns and verbs, not adjectives.

Answer: E Diff: 1 Section: 5.6 Dialects Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.14 Identify and define the terms "dialect" and "isogloss."

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50) Dialects developed within the United States primarily because of A) diffusion going westward.

B) differences in the dialects among the original settlers along the Atlantic Coast colonies.

C) the Civil War. D) a lack of available transportation between the regions.

E) differences in the climate between the regions.

Answer: B Diff: 1 Section: 5.6 Dialects Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS17 How to apply geography to interpret the past Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.16 Explain why there are regional differences in the English dialects in the United States and the United Kingdom.

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51) If you order a soft drink in a restaurant in the Southeast, you will likely ask for a "________," but if you order the soft drink in a restaurant in the Northeast, you will probably ask for a "________."

A) pop; soda B) coke; soda C) soda; coke D) coke; pop E) soda; pop Answer: B Diff: 2 Section: 5.6 Dialects Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 5.16 Explain why there are regional differences in the English dialects in the United States and the United Kingdom.

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52) This language was once considered a dialect of Spanish, is now classified as a distinct language, and is widely spoken in the city of Barcelona as well as the neighboring country of Andorra.

A) Barcelonan B) Catalán C) Valencian D) Galician E) Portuguese Answer: B Diff: 1 Section: 5.7 Dialect or Language?

Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.17 Explain, citing examples from the Romance branch, how a dialect can become a language.

53) Valencian is currently A) classified as a dialect of Catalán.

B) classified as a distinct language by a law passed by the Spanish government.

C) classified as a threatened language because there are so few speakers.

D) the official language of Spain.

E) a dead language since no one speaks it any longer.

Answer: A Diff: 1 Section: 5.7 Dialect or Language?

Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.17 Explain, citing examples from the Romance branch, how a dialect can become a language.

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54) A creolized language is A) extinct.

B) a mix of indigenous and colonial languages.

C) an isolated language family.

D) a possible prehistoric superfamily.

E) a revived formerly extinct language.

Answer: B Diff: 1 Section: 5.7 Dialect or Language?

Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.22 Describe how language diversity may produce challenges for a country, citing examples.

55) Many African-Americans speak a form of English recognized as a distinct dialect informally known as A) Creole English.

B) a pidgin language.

C) an isogloss.

D) Spanglish.

E) African American Vernacular English.

Answer: E Diff: 1 Section: 5.7 Dialect or Language?

Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.19 Discuss African American Vernacular English as a dialect; how English has been combined with other languages; and creolized languages.

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56) Which country is the most multilingual in the world?

A) Switzerland B) The United States C) Nigeria D) Canada E) Papua New Guinea Answer: E Diff: 1 Section: 5.8 Multilingual Countries Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.20 Discuss the concept of a multilingual state and provide examples from the chapter.

57) Official languages in Switzerland include all but which of the following?

A) Italian B) Spanish C) Romansh D) French E) German Answer: B Diff: 1 Section: 5.8 Multilingual Countries Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.20 Discuss the concept of a multilingual state and provide examples from the chapter.

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58) The Flemings and Walloons live in what country?

A) Belgium B) France C) South Africa D) Switzerland E) Liechtenstein Answer: A Diff: 1 Section: 5.8 Multilingual Countries Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.21 Compare and contrast how various multilingual states deal with the problems created by multiple languages.

59) To minimize the use of English, Québec has acted to protect the French language by A) outlawing the use of English in public.

B) prohibiting English-speaking leaders from public office.

C) accepting only French-speaking immigrants.

D) declaring independence from Canada.

E) requiring the use of French on all commercial signs.

Answer: E Diff: 1 Section: 5.8 Multilingual Countries Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.21 Compare and contrast how various multilingual states deal with the problems created by multiple languages.

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60) Nigeria's cultural diversity is summed up by A) the diverse ecosystems that make up the country.

B) the more than 500 distinct languages spoken there.

C) its location in western Africa.

D) its colonial history under the British.

E) the movement of the capital from Lagos to Abuja.

Answer: B Diff: 1 Section: 5.8 Multilingual Countries Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.21 Compare and contrast how various multilingual states deal with the problems created by multiple languages.

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61) Which statement is TRUE regarding Nigeria's linguistic diversity?

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A) Hausa-speaking people dominate the southwest, Yoruba-speaking people dominate the north, and Igbo-speaking people dominate the southeast.

B) Hausa-speaking people dominate the south, Igbo-speaking people dominate the north, and Yoruba-speaking people dominate the southeast.

C) Hausa-speaking people dominate the north, Yoruba-speaking people dominate the southwest, and Igbo-speaking people dominate the southeast.

D) Hausa-speaking people dominate the southwest, Yoruba-speaking people dominate the southeast, and Igbo-speaking people dominate the north.

E) Hausa-speaking people dominate the north, Yoruba-speaking people dominate the southeast, and Igbo-speaking people dominate the southwest.

Answer: C Diff: 2 Section: 5.8 Multilingual Countries Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 5.21 Compare and contrast how various multilingual states deal with the problems created by multiple languages.

62) Switzerland has four official languages. Which of the following has occurred in Switzerland that allows the peaceful coexistence of the four official languages?

A) The flat terrain allowed for a great deal of historical contact between communities.

B) Switzerland created a government that places considerable power in small communities.

C) The German occupation of Switzerland in WWII required the Swiss to establish a multilingual constitution per the dictates of Germany.

D) The people of Switzerland voted for a law that says that if a given language represents 10% of the total, the language will become an official language.

E) A strong centralized government in Switzerland mandated there would be four official languages.

Answer: B Diff: 3 Section: 5.8 Multilingual Countries Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.20 Discuss the concept of a multilingual state and provide examples from the chapter.

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63) Ethnologue estimates how many languages have become extinct since 1950?

A) 36 B) 367 C) 3,670 D) 36,700 E) 367,000 Answer: B Diff: 1 Section: 5.9 Endangered & Extinct Languages Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.23 Define and give examples of extinct languages.

64) A language without known language relatives is a(n) A) lingua franca.

B) vulgar Latin.

C) isolated language.

D) isogloss.

E) pidgin language.

Answer: C Diff: 1 Section: 5.2 Distribution of Languages Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.25 Explain the concept of an isolated language and provide examples.

65) Languages that have recently gone extinct in North America A) are largely those located along the Atlantic Seaboard.

B) include pidgin languages such as Creole French and Spanglish.

C) tend to be Austronesian languages.

D) mainly are languages spoken by Native Americans.

E) are German, Irish, and Japanese, once spoken by many immigrants to the United States.

Answer: D Diff: 1 Section: 5.9 Endangered & Extinct Languages Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.23 Define and give examples of extinct languages.

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66) Japanese is a good example of a(n) A) language family.

B) language group.

C) lingua franca.

D) isolated language.

E) creolized language.

Answer: D Diff: 1 Section: 5.2 Distribution of Languages Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.25 Explain the concept of an isolated language and provide examples.

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67) In which country does a sizeable percentage of the population speak a Celtic language?

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A) England B) France C) Ireland D) Northern Ireland E) Scotland Answer: C Diff: 2 Section: 5.10 Preserving & Reviving Languages Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 5.26 Explain how and why languages are revived, citing examples.

68) Hebrew is an example of A) an isolated language.

B) an extinct language.

C) a revived language.

D) a language family.

E) an Altaic language.

Answer: C Diff: 1 Section: 5.10 Preserving & Reviving Languages Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.26 Explain how and why languages are revived, citing examples.

69) Why did Israel choose to revive Hebrew when Israel was established as an independent country in 1948?

A) The refugees and migrants who arrived in Israel were already fluent in Hebrew.

B) They did it for purely religious motives.

C) The population of Israel consisted of refugees and migrants from many different countries, and Hebrew was still used in Jewish prayers.

D) They wanted to separate themselves from their Arabic speaking neighbors.

E) There was already a full modern Hebrew dictionary that made the transition straightforward.

Answer: C Diff: 3 Section: 5.10 Preserving & Reviving Languages Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.26 Explain how and why languages are revived, citing examples.

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70) Which continent has the most linguistic diversity?

A) Africa B) Australia C) Europe D) North America E) South America Answer: A Diff: 2 Section: 5.7 Dialect or Language?

Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 5.22 Describe how language diversity may produce challenges for a country, citing examples.

71) What are the major differences between the Nomadic warrior and Sedentary Farmer theories with respect to the origins and diffusion of Indo-European languages?

Answer: Varies Diff: 3 Section: 5.4 Into & Out of Africa Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS17 How to apply geography to interpret the past Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.10 Compare and contrast the "Nomadic Warrior" theory and "Sedentary Farmer" theory of the origin and diffusion of Indo-European Languages.

72) What is the core premise behind Quentin Atkinson's theory as to why languages are more diverse and complex in Africa as compared to other continents?

Answer: Varies Diff: 3 Section: 5.4 Into & Out of Africa Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS17 How to apply geography to interpret the past Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.10 Compare and contrast the "Nomadic Warrior" theory and "Sedentary Farmer" theory of the origin and diffusion of Indo-European Languages.

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73) Discuss the implications of the increasing role of English as the world's lingua franca.

Answer: Varies Diff: 3 Section: 5.5 Origin & Diffusion of English Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.12 Discuss the role of English as a lingua franca on the Internet.

74) What are the primary reasons why Chinese seems to be poised to become the next global lingua franca?

Answer: Varies Diff: 3 Section: 5.5 Origin & Diffusion of English Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.13 Identify reasons for the global distribution of English and the possible emergence of Chinese as a new lingua franca.

75) Why do people in different regions of the United States speak different dialects of English?

Answer: Varies Diff: 3 Section: 5.6 Dialects Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.16 Explain why there are regional differences in the English dialects in the United States and the United Kingdom.

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76) How may have the approaches to language diversity in Belgium and Switzerland contributed to the relative stability or antagonism in each case? Which country has had less antagonism, and why?

Answer: Varies Diff: 3 Section: 5.8 Multilingual Countries Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.21 Compare and contrast how various multilingual states deal with the problems created by multiple languages.

77) Nigeria has 529 distinct languages with only three of them used by more than 10 percent of the population. Describe what problems that may have caused, and what the government has done to reduce tensions that may be promoted because of this language diversity.

Answer: Varies Diff: 3 Section: 5.8 Multilingual Countries Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.22 Describe how language diversity may produce challenges for a country, citing examples.

78) What are the future prospects for different groups of speakers of Native American languages in North America?

Answer: Varies Diff: 3 Section: 5.9 Endangered & Extinct Languages Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.27 Identify ways of preserving endangered languages, citing examples.

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79) Explain why Hebrew became the official language of Israel upon its founding in 1948, and how the use of Hebrew has helped forge a national identity.

Answer: Varies Diff: 3 Section: 5.10 Preserving & Reviving Languages Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS17 How to apply geography to interpret the past Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.26 Explain how and why languages are revived, citing examples.

80) Do you see linguistic diversity as a preserver of cultural diversity, or an impediment to bringing the peoples of the world closer together when they need to solve international problems? Please be certain to support your opinion with examples from the textbook.

Answer: Varies Diff: 3 Section: Varies Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 5.22 Describe how language diversity may produce challenges for a country, citing examples.

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Contemporary Human Geography, 5e (Rubenstein) Chapter 6 Religions 1) Which world religion is NOT among the largest four on Earth in terms of estimated number of adherents?

A) Christianity B) Islam C) Judaism D) Hinduism E) Buddhism Answer: C Diff: 1 Section: 6.1 Distribution of Religions Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.1 Summarize the numbers of people adhering to various religions worldwide.

2) An ethnic religion is A) based on only one language.

B) appealing mostly to one cultural group of people in one place.

C) based on belief in one particular spiritual leader.

D) younger than a universalizing religion.

E) is based on the physical characteristics of a particular location on Earth.

Answer: B Diff: 1 Section: 6.1 Distribution of Religions Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.2 Distinguish universalizing and ethnic religions and describe their global distribution.

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3) A universalizing religion A) is based on the physical characteristics of a particular location on Earth.

B) appeals to people living in a wide variety of locations.

C) is rarely transmitted through missionaries.

D) has celebrations based on seasonal changes.

E) is less likely to be used as a reason for violence than ethnic religions.

Answer: B Diff: 1 Section: 6.1 Distribution of Religions Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.2 Distinguish universalizing and ethnic religions and describe their global distribution.

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4) The world's largest universalizing religion is

A) Buddhism.

B) Christianity.

C) Hinduism.

D) Islam.

E) Shintoism.

Answer: B Diff: 2 Section: 6.1 Distribution of Religions Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 6.2 Distinguish universalizing and ethnic religions and describe their global distribution.

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5) The world's largest ethnic religion is A) Judaism.

B) Christianity.

C) Hinduism.

D) Buddhism.

E) Islam.

Answer: C Diff: 1 Section: 6.1 Distribution of Religions Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.2 Distinguish universalizing and ethnic religions and describe their global distribution.

6) Which of the following pairs are both universalizing religions?

A) Buddhism and Hinduism B) Judaism and Islam C) Islam and Hinduism D) Judaism and Hinduism E) Christianity and Islam Answer: E Diff: 1 Section: 6.1 Distribution of Religions Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.2 Distinguish universalizing and ethnic religions and describe their global distribution.

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7) The predominant religion in Latin America is

A) Islam.

B) Christianity.

C) Judaism.

D) Animism.

E) Buddhism.

Answer: B Diff: 2 Section: 6.1 Distribution of Religions Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 6.1 Summarize the numbers of people adhering to various religions worldwide.

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8) Which continent is split between Muslims and Christians along a broad latitudinal axis?

A) North America B) Europe C) Africa D) Asia E) Australia Answer: C Diff: 2 Section: 6.1 Distribution of Religions Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 6.2 Distinguish universalizing and ethnic religions and describe their global distribution.

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9) Christians and Muslims combined make up what percentage of the global population?

A) 5.7% B) 6.9% C) 24.3% D) 37.9% E) 56.6% Answer: E Diff: 2 Section: 6.1 Distribution of Religions Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 6.1 Summarize the numbers of people adhering to various religions worldwide.

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10) Muslims are largely found on which two continents?

A) Africa and Australia B) South America and North America C) Europe and North America D) Asia and Europe E) Africa and Asia Answer: E Diff: 2 Section: 6.1 Distribution of Religions Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 6.6 Describe the major branches of Islam and Buddhism and their distribution.

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11) Which characteristic distinguishes religion in Latin America from North America?

A) Latin America has a Roman Catholic majority.

B) Latin America has a Protestant majority.

C) Latin America is predominately Muslim.

D) Latin America is dominated by ethnic religions.

E) The cultural hearth of Judaism is located in Latin America.

Answer: A Diff: 1 Section: 6.2 Distribution of Christians Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.4 Describe the major branches of Christianity and their distribution.

12) Lutheranism is an example of a Christian A) branch.

B) denomination.

C) religion.

D) sect.

E) family.

Answer: B Diff: 1 Section: 6.2 Distribution of Christians Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.3 Distinguish among branches, denominations and sects.

13) Roman Catholics comprise approximately what percentage of the world's Christians?

A) 12% B) 14% C) 37% D) 50% E) 77% Answer: D Diff: 1 Section: 6.2 Distribution of Christians Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.4 Describe the major branches of Christianity and their distribution.

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14) Eighty-seven percent (87%) of people in the Western Hemisphere claim adherence to A) Christianity.

B) Buddhism.

C) Hinduism.

D) Eastern Orthodoxy.

E) Islam.

Answer: A Diff: 1 Section: 6.2 Distribution of Christians Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.4 Describe the major branches of Christianity and their distribution.

15) With a universalizing religion, the order of divisions, from largest to smallest, are A) branch, congregation and denomination.

B) congregation, branch and denomination.

C) division, branch and sect.

D) branch, denomination and congregation.

E) denomination, branch and congregation.

Answer: D Diff: 1 Section: 6.2 Distribution of Christians Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.3 Distinguish among branches, denominations and sects.

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16) A large and fundamental division within a religion is a A) branch.

B) denomination.

C) sect.

D) dialect.

E) family.

Answer: A Diff: 1 Section: 6.2 Distribution of Christians Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.3 Distinguish among branches, denominations and sects.

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17) Adherents of Christianity in Poland, Italy and Ireland all predominantly belong to which branch?

A) Protestant B) Roman Catholic C) Orthodox D) Lutheran E) Judaism Answer: B Diff: 2 Section: 6.2 Distribution of Christians Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 6.4 Describe the major branches of Christianity and their distribution.

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18) Adherents of Christianity in Greece, Serbia, Bulgaria and Russia all predominantly belong to which branch?

A) Protestant B) Roman Catholic C) Orthodox D) Lutheran E) Judaism Answer: C Diff: 2 Section: 6.2 Distribution of Christians Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 6.4 Describe the major branches of Christianity and their distribution.

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19) Which of the following statements is TRUE regarding the distribution of Catholics on the island of Ireland?

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A) Catholics form a majority in both the Republic of Ireland (Eire) and Northern Ireland.

B) Catholics form a majority in the Republic of Ireland (Eire) but are in the minority in Northern Ireland.

C) Catholics form a majority in Northern Ireland but are in the minority in the Republic of Ireland (Eire).

D) Catholics are in the minority in both the Republic of Ireland (Eire) and Northern Ireland.

E) There are roughly the same percentage of Catholics in both the Republic of Ireland (Eire) and Northern Ireland.

Answer: B Diff: 2 Section: 6.2 Distribution of Christians Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 6.4 Describe the major branches of Christianity and their distribution.

20) Buddhism's adherents are A) dispersed evenly around the world.

B) mostly in India and the west coast of North America.

C) concentrated in East Asia and Southeast Asia.

D) distributed in a narrow band from Nepal through North Africa.

E) not divided into any branches.

Answer: C Diff: 1 Section: 6.3 Distribution of Buddhists & Muslims Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.6 Describe the major branches of Islam and Buddhism and their distribution.

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21) Which is NOT true about Buddhism?

A) It has three main branches: Theravada, Mahayana and Vajrayana.

B) It is practiced today mostly in India.

C) It is clustered primarily in East Asia and Southeast Asia.

D) Most Chinese adherents belong to the Mahayana branch.

E) Most Cambodian adherents belong to the Theravada branch.

Answer: B Diff: 1 Section: 6.3 Distribution of Buddhists & Muslims Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.6 Describe the major branches of Islam and Buddhism and their distribution.

22) Nearly 40% of all Shiite (Shia) Muslims live in which country?

A) Iran B) Iraq C) India D) Indonesia E) Yemen Answer: A Diff: 1 Section: 6.3 Distribution of Buddhists & Muslims Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.6 Describe the major branches of Islam and Buddhism and their distribution.

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23) Islam is divided into how many principal branches?

A) Two B) Three C) Four D) Five E) Six Answer: A Diff: 1 Section: 6.3 Distribution of Buddhists & Muslims Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.6 Describe the major branches of Islam and Buddhism and their distribution.

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24) The four most populous Muslim countries in the world are

A) Saudi Arabia, Iran, Iraq and Yemen.

B) Egypt, Libya, Algeria and Morocco.

C) Saudi Arabia, Qatar, Oman and Yemen.

D) Turkey, Iran, Syria and Jordan.

E) India, Pakistan, Bangladesh and Indonesia.

Answer: E Diff: 2 Section: 6.3 Distribution of Buddhists & Muslims Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 6.6 Describe the major branches of Islam and Buddhism and their distribution.

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25) Mahayana Buddhism is found in

A) Thailand, Laos and Cambodia.

B) Japan, eastern China and the Korean Peninsula.

C) Thailand, Japan and Mongolia.

D) Mongolia, China and Laos.

E) Thailand, Cambodia and Vietnam.

Answer: B Diff: 2 Section: 6.3 Distribution of Buddhists & Muslims Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 6.6 Describe the major branches of Islam and Buddhism and their distribution.

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26) Islam

A) is widely and evenly distributed around the world.

B) is the predominant religion of East Asia.

C) is divided into ten branches.

D) predominates in Central Asia, Southwest Asia, North Africa, but has more adherents overall in South and Southeast Asia.

E) has more adherents than Christianity.

Answer: D Diff: 2 Section: 6.3 Distribution of Buddhists & Muslims Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 6.6 Describe the major branches of Islam and Buddhism and their distribution.

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27) Why is Hinduism not considered a universalizing religion?

A) It does not have enough adherents to be classified as a universalizing religion.

B) It is primarily concentrated in one geographic region.

C) It is polytheistic and universal religions must be monotheistic.

D) There are just too many sects in Hinduism to count it as a universal religion.

E) The number of adherents is difficult to count.

Answer: B Diff: 1 Section: 6.4 Distribution of Ethnic Religions Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.2 Distinguish universalizing and ethnic religions and describe their global distribution.

28) The vast majority (97%) of Hindus reside in which country?

A) Nepal B) China C) India D) Japan E) Iran Answer: C Diff: 1 Section: 6.4 Distribution of Ethnic Religions Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.7 Describe the distribution of ethnic religions, including Hinduism, Chinese traditional religions, primal-indigenous religions and African traditional and diasporic religions.

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29) Especially important in Taoism is to A) perform public service.

B) study nature to find one's place in the world.

C) strive to change the world.

D) believe in one all-powerful God. E) read the holy texts daily.

Answer: B Diff: 1 Section: 6.5 Distribution of Other Religions Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.8 Describe the distribution of other important religions, including Sikhism, Spiritism, Judaism, Baha'i, Jainism, Shinto, Cao Dai, Confucianism and Tenrikyo.

30) A religion that combines ideas from several traditions is known as A) universalist.

B) ethnic.

C) animist.

D) syncretic.

E) fundamentalist.

Answer: D Diff: 1 Section: 6.4 Distribution of Ethnic Religions Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.8 Describe the distribution of other important religions, including Sikhism, Spiritism, Judaism, Baha'i, Jainism, Shinto, Cao Dai, Confucianism and Tenrikyo.

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31) Which of the following is the dominant ethnic religion of Japan?

A) Buddhism B) Confucianism C) Shintoism D) Taoism E) Hinduism Answer: C Diff: 1 Section: 6.5 Distribution of Other Religions Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.8 Describe the distribution of other important religions, including Sikhism, Spiritism, Judaism, Baha'i, Jainism, Shinto, Cao Dai, Confucianism and Tenrikyo.

32) The belief that inanimate objects, such as plants and stones, or natural events such as wind storms, have discrete spirits and conscious life is known as A) paganism.

B) syncretism.

C) animism.

D) shamanism.

E) landscape worship.

Answer: C Diff: 1 Section: 6.4 Distribution of Ethnic Religions Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.7 Describe the distribution of ethnic religions, including Hinduism, Chinese traditional religions, primal-indigenous religions and African traditional and diasporic religions.

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33) The remaining adherents of folk religions within Africa are primarily located

A) overwhelmingly in southern Africa.

B) largely in northern coastal Africa.

C) along with coastlines of the continent.

D) in a latitudinal belt which separates the Muslim north from the Christian south.

E) in a longitudinal belt which separates the Muslim west from the Christian east.

Answer: D Diff: 2 Section: 6.4 Distribution of Ethnic Religions Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 6.7 Describe the distribution of ethnic religions, including Hinduism, Chinese traditional religions, primal-indigenous religions and African traditional and diasporic religions.

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34) Sikhs are found predominantly in which region of India?

A) Guru Nanak B) Pakistan C) Punjab D) Arjan E) Lahore Answer: C Diff: 1 Section: 6.5 Distribution of Other Religions Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.8 Describe the distribution of other important religions, including Sikhism, Spiritism, Judaism, Baha'i, Jainism, Shinto, Cao Dai, Confucianism and Tenrikyo.

35) Cao Dai is most associated with A) France.

B) China.

C) Japan.

D) The United States.

E) Vietnam.

Answer: E Diff: 1 Section: 6.5 Distribution of Other Religions Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.8 Describe the distribution of other important religions, including Sikhism, Spiritism, Judaism, Baha'i, Jainism, Shinto, Cao Dai, Confucianism and Tenrikyo.

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36) The belief in the existence of only one god is A) animism.

B) cosmogony.

C) monotheism.

D) polytheism.

E) pagan.

Answer: C Diff: 1 Section: 6.5 Distribution of Other Religions Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.2 Distinguish universalizing and ethnic religions and describe their global distribution.

37) Four-fifths (80%) of the world's Jewish population live in which two countries?

A) Israel and Iran B) Israel and the United States C) Israel and Saudi Arabia D) Israel and Jordan E) Egypt and Jordan Answer: B Diff: 1 Section: 6.5 Distribution of Other Religions Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.8 Describe the distribution of other important religions, including Sikhism, Spiritism, Judaism, Baha'i, Jainism, Shinto, Cao Dai, Confucianism and Tenrikyo.

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38) The place where Jews assemble for study and prayer is known as a A) church.

B) stupa.

C) synagogue.

D) mosque.

E) gurdwara.

Answer: C Diff: 1 Section: 6.9 Sacred Spaces Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.13 Describe places of worship (Christianity, Judaism and Hinduism) and pilgrimage (Buddhism, Islam) for several religions.

39) Hinduism, as an ethnic religion A) was founded by the Buddha.

B) has unknown or unclear origins.

C) has a monotheistic belief system.

D) has a lack of any holy texts.

E) has a precise birthplace in modern-day Saudi Arabia.

Answer: B Diff: 1 Section: 6.6 Geographic Origin of Religions Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.9 Describe the origins of the four largest religions and the locations of their geographic hearths.

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40) To which modern day country can Islam trace its roots?

A) China B) Egypt C) India D) Saudi Arabia E) Iran Answer: D Diff: 1 Section: 6.6 Geographic Origin of Religions Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.9 Describe the origins of the four largest religions and the locations of their geographic hearths.

41) In which religion do both Christianity and Islam claim to have roots?

A) Confucianism B) Animism C) Hinduism D) Monotheism E) Judaism Answer: E Diff: 1 Section: 6.6 Geographic Origin of Religions Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.9 Describe the origins of the four largest religions and the locations of their geographic hearths.

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42) Adherents of which religion controlled much of present-day Spain from the eighth century until 1492?

A) Buddhism B) Christianity C) Hinduism D) Islam E) Druze Answer: D Diff: 1 Section: 6.7 Historical Diffusion of Religions Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.10 Explain how the three main universalizing religions have diffused beyond their places of origin.

43) Christianity first diffused from its hearth throughout the Roman Empire through A) contagious diffusion.

B) hierarchical diffusion.

C) relocation diffusion.

D) expansion diffusion.

E) cultural syncretism.

Answer: A Diff: 1 Section: 6.7 Historical Diffusion of Religions Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.10 Explain how the three main universalizing religions have diffused beyond their places of origin.

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44) Which statement is correct regarding the diffusion of the three major universalizing religions?

A) Christianity, Islam and Buddhism all shared the same geographic hearth.

B) Christianity was the only universalizing religion to diffuse to the Western Hemisphere.

C) Christianity, Islam and Buddhism all diffused extensively into Africa.

D) Islam and Buddhism diffused into Europe, but Christianity did not.

E) Buddhism had the widest geographic reach of the three universalizing religions, diffusing to every continent.

Answer: B Diff: 2 Section: 6.7 Historical Diffusion of Religions Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 6.10 Explain how the three main universalizing religions have diffused beyond their places of origin.

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45) Missionaries spread the teachings of Christianity through A) relocation diffusion.

B) expansion diffusion.

C) selective diffusion.

D) contagious diffusion.

E) hierarchical diffusion.

Answer: A Diff: 3 Section: 6.7 Historical Diffusion of Religions Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.11 Describe the type of spatial diffusion associated with universalizing religions.

46) Unlike other universalizing religions, Buddhism A) diffused from India but has remained largely concentrated in East Asia and Southeast Asia.

B) was brought to the Western Hemisphere by Indian merchants.

C) was founded in China.

D) worships more than one god.

E) diffused primarily by colonization.

Answer: A Diff: 3 Section: 6.7 Historical Diffusion of Religions Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.10 Explain how the three main universalizing religions have diffused beyond their places of origin.

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47) In terms of percentages, adherents of which major world religion are most likely to migrate to another country?

A) Christians B) Muslims C) Jews D) Hindus E) Buddhists Answer: C Diff: 1 Section: 6.8 Recent Diffusion of Religions Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.12 Describe the recent migration patterns of several religious groups (Christians, Muslims and Jews).

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48) Almost half of all international migrants are

A) Christian.

B) Muslim.

C) Jewish.

D) Hindu.

E) Buddhist.

Answer: A Diff: 2 Section: 6.8 Recent Diffusion of Religions Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 6.12 Describe the recent migration patterns of several religious groups (Christians, Muslims and Jews).

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49) The nation that attracts the largest number of Muslim migrants is A) Germany.

B) France.

C) England.

D) the United States.

E) Saudi Arabia.

Answer: E Diff: 1 Section: 6.8 Recent Diffusion of Religions Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.12 Describe the recent migration patterns of several religious groups (Christians, Muslims and Jews).

50) Which of the following statements is FALSE regarding Jewish settlement patterns and migration?

A) Israel is the primary destination for contemporary Jewish migrants.

B) Jews were often forced to live in ghettos, which were segregated neighborhoods located within major European cities.

C) A century ago, 10% of all Jews lived in Europe, but today more than 90% reside in Europe.

D) The Romans expelled the Jews from Israel 2000 years ago, forcing them to disperse throughout the world.

E) Jews have historically faced persecution at the hands of other nationalities.

Answer: C Diff: 3 Section: 6.8 Recent Diffusion of Religions Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.12 Describe the recent migration patterns of several religious groups (Christians, Muslims and Jews).

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51) Sikhs worship at a A) church.

B) mosque.

C) pagoda.

D) synagogue.

E) gurdwara.

Answer: E Diff: 1 Section: 6.9 Sacred Spaces Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.13 Describe places of worship (Christianity, Judaism and Hinduism) and pilgrimage (Buddhism, Islam) for several religions.

52) The holiest city in Islam is A) Madinah (Medina).

B) Jerusalem.

C) Makkah (Mecca).

D) Amritsar.

E) Rome.

Answer: C Diff: 1 Section: 6.9 Sacred Spaces Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.13 Describe places of worship (Christianity, Judaism and Hinduism) and pilgrimage (Buddhism, Islam) for several religions.

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53) Which two major world religions place a strong emphasis on pilgrimages to holy sites?

A) Christianity and Islam B) Buddhism and Islam C) Hinduism and Islam D) Hinduism and Buddhism E) Christianity and Judaism Answer: B Diff: 1 Section: 6.9 Sacred Spaces Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.13 Describe places of worship (Christianity, Judaism and Hinduism) and pilgrimage (Buddhism, Islam) for several religions.

54) A structure containing relics that Buddhists believe to be a portion of the Buddha's body or clothing are known as A) churches.

B) synagogues.

C) temples.

D) pagodas.

E) mosques.

Answer: D Diff: 1 Section: 6.9 Sacred Spaces Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.16 Illustrate how toponyms might be reflective of religious imprints on the cultural landscape.

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55) The Muslim pilgrimage to Mekkah (Mecca) is known as a A) Ka'ba.

B) hajj.

C) mosque.

D) stupa.

E) diaspora.

Answer: B Diff: 1 Section: 6.9 Sacred Spaces Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.13 Describe places of worship (Christianity, Judaism and Hinduism) and pilgrimage (Buddhism, Islam) for several religions.

56) Two examples of hierarchical religions are A) Roman Catholicism and Islam.

B) Buddhism and Hinduism.

C) Roman Catholicism and Latter-Day Saints (Mormons).

D) Judaism and Islam.

E) Sikhism and Cao Dai. Answer: C Diff: 1 Section: 6.10 Religious Settlements & Administration Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.14 Distinguish between hierarchical religions and local autonomous religions.

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57) A mosque differs from a church because a mosque A) is not a sanctified place but a place for public ceremony.

B) is not a place of worship.

C) displays a variety of architectural styles.

D) contains relics of the founder.

E) is decorated with scenes from the life of the founder.

Answer: A Diff: 1 Section: 6.9 Sacred Spaces Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.13 Describe places of worship (Christianity, Judaism and Hinduism) and pilgrimage (Buddhism, Islam) for several religions.

58) Beliefs concerning the origin of the universe are known as A) animism.

B) cosmogony.

C) monotheism.

D) astronomy.

E) polytheism.

Answer: B Diff: 1 Section: 6.11 Religions & the Physical Environment Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.16 Illustrate how toponyms might be reflective of religious imprints on the cultural landscape.

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59) The lunisolar Jewish calendar is based on the ________ cycle and must add an extra ________ periodically to keep in step with the agricultural calendar.

A) solar; month B) solar; day C) lunar; month D) lunar; year E) agricultural cycle; week Answer: C Diff: 1 Section: 6.11 Religions & the Physical Environment Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.17 Examine relationships of ethnic and universalizing religions to the physical environment (Hinduism and South Asia's landscape) and the calendar (pagan religions and the solstice, calendars in Christianity, Islam and Judaism).

60) The agricultural calendar is relatively unimportant to which type of religions?

A) Animist B) Ethnic C) Pagan D) Universalizing E) Syncretic Answer: D Diff: 1 Section: 6.11 Religions & the Physical Environment Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.17 Examine relationships of ethnic and universalizing religions to the physical environment (Hinduism and South Asia's landscape) and the calendar (pagan religions and the solstice, calendars in Christianity, Islam and Judaism).

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61) The winter solstice A) falls on June 21 or June 22.

B) is the longest day of the year.

C) holds special significance to both Christians and Muslims.

D) is both the shortest day and longest night of the year.

E) depends on the full moon.

Answer: D Diff: 1 Section: 6.11 Religions & the Physical Environment Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.17 Examine relationships of ethnic and universalizing religions to the physical environment (Hinduism and South Asia's landscape) and the calendar (pagan religions and the solstice, calendars in Christianity, Islam and Judaism).

62) Mount Kailash and the Ganges River are both pilgrimage sites for A) Christians.

B) Buddhists.

C) Hindus.

D) Muslims.

E) Sikhs.

Answer: C Diff: 1 Section: 6.11 Religions & the Physical Environment Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.16 Illustrate how toponyms might be reflective of religious imprints on the cultural landscape.

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63) In which nation is there acute conflict between communism and Buddhism?

A) Russia B) China C) Japan D) Germany E) Israel Answer: B Diff: 1 Section: 6.12 Religions & Social Change Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.19 Interpret some challenges faced by religions in society, for example, Hinduism and social equality; religion and communism; and Tibetan Buddhism within China.

64) What is the broad definition of religious fundamentalism?

A) The global push to syncretize the various religions of the world B) A campaign to eliminate religion from society C) The literal interpretation coupled with a strict adherence to the basic principles of a religion D) The conflict that arises when cultural diversity comes into contact with religion E) The belief that all religious views are correct Answer: C Diff: 1 Section: 6.12 Religions & Social Change Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.18 Discuss religious fundamentalism and its role in contemporary society.

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65) The spiritual leader of the Tibetan people is A) Confucius.

B) Cao Dai. C) Laozi.

D) Dalai Lama.

E) Siddhartha Gautama.

Answer: D Diff: 1 Section: 6.12 Religions & Social Change Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.19 Interpret some challenges faced by religions in society, for example, Hinduism and social equality; religion and communism; and Tibetan Buddhism within China.

66) A vulnerable aspect of the Hindu religion is A) the caste system, in which each Hindu is assigned to a distinct hierarchical class which segregates people.

B) the continued British occupation of India, which frowns upon Hinduism.

C) its roots in racial Aryan philosophy.

D) the fact it is polytheistic.

E) its violent intolerance of all other religions found on the Indian continent.

Answer: A Diff: 3 Section: 6.12 Religions & Social Change Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.19 Interpret some challenges faced by religions in society, for example, Hinduism and social equality; religion and communism; and Tibetan Buddhism within China.

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67) Palestinians include all but which of the following groups?

A) People who fled Israel after the 1948—49 war B) Residents of territories captured by Israel in 1967 C) Citizens of other neighboring states (such as Jordan and Syria) D) Jewish citizens of Israel E) Arab citizens of Israel Answer: D Diff: 1 Section: 6.13 Geographic Perspectives in Israel Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.22 Discuss Israeli and Palestinian perspectives on territorial changes in Israel and its neighbors.

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68) Which territory did Israel return to Egypt after capturing it in the 1967 Six-Day War?

A) Golan Heights B) Jordan C) West Bank D) Sinai Peninsula E) Gaza Strip Answer: D Diff: 2 Section: 6.13 Geographic Perspectives in Israel Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 6.22 Discuss Israeli and Palestinian perspectives on territorial changes in Israel and its neighbors.

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69) Israel has controlled all of Jerusalem since A) partition of Palestine by the United Nations in 1947.

B) the withdrawal of British rule in 1948.

C) the Arab-Israeli armistice of 1949.

D) the Six-Day War in 1967.

E) the Egyptian and Israeli peace treaty of 1979.

Answer: D Diff: 1 Section: 6.13 Geographic Perspectives in Israel Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.21 Explain how the geography of Jerusalem makes it difficult to settle long-standing religious conflicts.

70) Jerusalem's geography represents a particularly difficult religious conflict to resolve because A) sacred sites to Jews and Muslims are literally built one on top the other.

B) the population of Jerusalem is majority Christian but surrounded by majority Jewish and Muslim populations on either side.

C) the Israeli government has separated the most sacred sites with a massive concrete wall.

D) Israel captured the Sinai Peninsula from Egypt.

E) Jews and Muslims have never coexisted peacefully.

Answer: A Diff: 3 Section: 6.13 Geographic Perspectives in Israel Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.21 Explain how the geography of Jerusalem makes it difficult to settle long-standing religious conflicts.

71) Describe the general geographic distribution of Protestants, Orthodox Christians and Roman Catholics within Europe.

Answer: Varies Diff: 3 Section: 6.2 Distribution of Christians Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.4 Describe the major branches of Christianity and their distribution.

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72) What has been the primary cause of the disappearance of folk religions from Africa? Explain what has contributed to its current geographic distribution pattern.

Answer: Varies Diff: 3 Section: 6.4 Distribution of Ethnic Religions Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.7 Describe the distribution of ethnic religions, including Hinduism, Chinese traditional religions, primal-indigenous religions and African traditional and diasporic religions.

73) Detail the expansion of Islam from its source region to its present-day boundaries.

Answer: Varies Diff: 3 Section: 6.7 Historical Diffusion of Religions Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.10 Explain how the three main universalizing religions have diffused beyond their places of origin.

74) Explain the various historical phases of diffusion of the Christian faith.

Answer: Varies Diff: 3 Section: 6.7 Historical Diffusion of Religions Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.10 Explain how the three main universalizing religions have diffused beyond their places of origin.

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75) List the primary historical reasons why Jews are more likely to migrate internationally than adherents of other major world faiths.

Answer: Varies Diff: 3 Section: 6.8 Recent Diffusion of Religions Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.12 Describe the recent migration patterns of several religious groups (Christians, Muslims and Jews).

76) Compare the impact of Christianity and Islam on the landscape, especially their holy sites.

Answer: Varies Diff: 3 Section: 6.9 Sacred Spaces Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.13 Describe places of worship (Christianity, Judaism and Hinduism) and pilgrimage (Buddhism, Islam) for several religions.

77) How do different religions incorporate natural features into their cosmogony?

Answer: Varies Diff: 3 Section: 6.11 Religions & the Physical Environment Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.16 Illustrate how toponyms might be reflective of religious imprints on the cultural landscape.

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78) How did communism challenge organized religion in both Russia and China in the twentieth century and how has China handled the question of Buddhism and Tibetan sovereignty in contemporary times?

Answer: Varies Diff: 3 Section: 6.12 Religions & Social Change Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.19 Interpret some challenges faced by religions in society, for example, Hinduism and social equality; religion and communism; and Tibetan Buddhism within China.

79) How has religion been a source of territorial conflict in Israel?

Answer: Varies Diff: 3 Section: 6.13 Geographic Perspectives in Israel Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.22 Discuss Israeli and Palestinian perspectives on territorial changes in Israel and its neighbors.

80) Do you believe there is a workable solution to the territorial claims of the Palestinians and Israelis? What approach would you take if you were asked to serve as an arbitrator between these two countries?

Answer: Varies Diff: 3 Section: 6.13 Geographic Perspectives in Israel Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 6.20 Discuss the religious importance of Israel and Palestine and the city of Jerusalem in Judaism, Christianity and Islam.

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Contemporary Human Geography, 5e (Rubenstein) Chapter 7 Ethnicity & Race 1) Geographers are concerned with ethnicity because A) it is a concept that is place-based.

B) it is another term for race.

C) ethnicities are always changing.

D) folk and popular ethnicities sometimes come into conflict.

E) it is the best way to divide people into countries.

Answer: A Diff: 1 Section: 7.1 Ethnicity, Race, & Nationality Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.1 Distinguish among ethnicity, race, and nationality.

2) Which of the following is NOT a feature of culture and cultural diversity?

A) Language B) Religion C) Cuisine D) Race E) Art Answer: D Diff: 1 Section: 7.1 Ethnicity, Race, & Nationality Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.1 Distinguish among ethnicity, race, and nationality.

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3) Race is A) characterized by Caucasian, African American, and Hispanic/Latino.

B) identity with a group of people who are perceived to share a physiological trait, such as skin color.

C) identity with a group of people who share a physiological attachment to a particular country.

D) evenly distributed around the world.

E) defined by statute in most states.

Answer: B Diff: 1 Section: 7.1 Ethnicity, Race, & Nationality Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.1 Distinguish among ethnicity, race, and nationality.

4) The Brazilian Institute of Geography and Statistics conducts the official census differently as compared to the way the U.S. Bureau of the Census conducts the U.S. official census by asking Brazilians to A) identify themselves as belonging to one of five so-called races.

B) take DNA tests.

C) identify themselves based upon the ethnicity of their father.

D) identify themselves by region.

E) only count the head of the household.

Answer: A Diff: 1 Section: 7.1 Ethnicity, Race, & Nationality Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.2 Describe how multiethnic Brazil classifies people by race.

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5) Which of the following statements is TRUE regarding the distribution of races in Brazil?

A) Whites form a majority in the north and central states of Brazil.

B) Browns only form a majority in the central states of Brazil.

C) Browns form a majority in the southern states of Brazil.

D) Browns form a majority in the northern states of Brazil.

E) No racial majority is found in the southern states of Brazil.

Answer: D Diff: 2 Section: 7.1 Ethnicity, Race, & Nationality Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 7.2 Describe how multiethnic Brazil classifies people by race.

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6) Comparing ethnicity and race reveals A) they are very similar concepts.

B) ethnicity is part of a person's cultural identity but race is not.

C) race is a better indicator of what someone is like than ethnicity.

D) it is possible not to have an ethnicity but everyone belongs to a race.

E) both are biologically determined but only race involves skin color.

Answer: B Diff: 3 Section: 7.1 Ethnicity, Race, & Nationality Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.1 Distinguish among ethnicity, race, and nationality.

7) Racism is the belief in A) race being the primary determinant of human traits and that racial differences produce inferior and superior peoples based on their race.

B) nationalism being the primary determinant of race.

C) ethnic identity taking precedence over nationalism.

D) the distribution of skin color by geographers.

E) the combination of race, ethnicity, and nationality.

Answer: A Diff: 3 Section: 7.1 Ethnicity, Race, & Nationality Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.1 Distinguish among ethnicity, race, and nationality.

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8) What are some differences between ethnicity and race?

A) Ethnicity is primarily determined by genetics.

B) Ethnicity is important to geographers because the U.S. Bureau of the Census does not keep track of race.

C) Race is the preferred basis for distinguishing among people.

D) Ethnicity is identity with a group of people who share the cultural traditions of a particular homeland or hearth, while the definition of race involves physical traits, such as skin color.

E) There are no differences between ethnicity and race–the two terms are interchangeable.

Answer: D Diff: 3 Section: 7.1 Ethnicity, Race, & Nationality Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.1 Distinguish among ethnicity, race, and nationality.

9) Most people in the United States who identify as Hispanic have ancestry from which country?

A) Mexico B) Puerto Rico C) Cuba D) Dominican Republic E) El Salvador Answer: A Diff: 1 Section: 7.2 Distribution of U.S. Ethnicities Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.3 Using maps, describe the regional distributions of the most populous ethnic groups in in the United States.

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10) More than half of all people in the United States who identify as Asian have ancestry from one of which three countries?

A) China, India, and Philippines B) China, Japan, and Korea C) Japan, Korea, and Vietnam D) India, Vietnam, and Philippines E) China, India, and Korea Answer: A Diff: 1 Section: 7.2 Distribution of U.S. Ethnicities Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.3 Using maps, describe the regional distributions of the most populous ethnic groups in in the United States.

11) Most Blacks in the United States can trace their ancestry to which part of the African continent?

A) Eastern Africa B) Western Africa C) Southern Africa D) Northern Africa E) Madagascar Answer: B Diff: 1 Section: 7.3 Migration Patterns of U.S. Blacks Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.5 Explain how the forced migration of enslaved Africans contributed to the current distribution of Black Americans.

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12) The process of financial institutions drawing lines on a map and refusing to lend money to people (e.g., minorities) wishing to purchase properties within those lines is known as A) blockbusting.

B) redlining.

C) gerrymandering.

D) apartheid.

E) mortgaging.

Answer: B Diff: 1 Section: 7.3 Migration Patterns of U.S. Blacks Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.6 Explain how redlining and blockbusting are responsible for the current clustering of Black Americans in cities.

13) The internal migration of Blacks within the United States during the twentieth century was characterized by A) interregional migration from northern cities into the U.S. South during the first half of the twentieth century.

B) interregional migration from the U.S. South into northern cities during the second half of the twentieth century.

C) intraregional migration from suburbs into the inner city during the second half of the twentieth century.

D) interregional migration from the U.S. South into northern cities during the first half of the twentieth century.

E) intraregional migration from the inner city into the suburbs during the first half of the twentieth century.

Answer: D Diff: 3 Section: 7.3 Migration Patterns of U.S. Blacks Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.4 Describe the three major migration flows that have shaped the current distribution of African Americans within the United States.

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14) Blacks are clustered in what area of the United States?

A) The Southeast B) The Southwest C) The Midwest D) The Pacific Northwest E) The Northeast Answer: A Diff: 2 Section: 7.2 Distribution of U.S. Ethnicities Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 7.3 Using maps, describe the regional distributions of the most populous ethnic groups in in the United States.

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15) Asian Americans are clustered in what area of the United States?

A) The Southwest B) The West C) The Midwest D) The Northeast E) The Southeast Answer: B Diff: 2 Section: 7.2 Distribution of U.S. Ethnicities Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 7.3 Using maps, describe the regional distributions of the most populous ethnic groups in in the United States.

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16) Hispanics are clustered in what areas of the United States?

A) The Northeast B) The West and Southwest C) The Southwest and Southeast D) The Midwest E) The Pacific Northwest and Midwest Answer: B Diff: 2 Section: 7.2 Distribution of U.S. Ethnicities Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 7.3 Using maps, describe the regional distributions of the most populous ethnic groups in in the United States.

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17) Native Americans are clustered in what areas of the United States?

A) The Northeast B) The West and Southwest C) The Southeast D) The Midwest E) Native Americans are distributed evenly throughout the United States.

Answer: B Diff: 2 Section: 7.2 Distribution of U.S. Ethnicities Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 7.3 Using maps, describe the regional distributions of the most populous ethnic groups in in the United States.

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18) What was the informal name given to laws enacted in the American South to legalize segregation between Whites and Blacks?

A) White flight B) Jim Crow C) Apartheid D) Redlining E) Blockbusting Answer: B Diff: 1 Section: 7.4 Ethnic & Racial Segregation Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.7 Compare and contrast how races were legally segregated in the United States and South Africa.

19) Most monuments and memorials for the Confederate States of America (CSA) were erected around A) 1861, at the start of the Civil War. B) 1865, at the end of the Civil War. C) 1900, at the time Jim Crow laws were enacted.

D) 1965, at the start of the Civil Rights Era. E) 2020, following the murder of George Floyd.

Answer: C Diff: 1 Section: 7.5 Black Lives Matter Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.8 Describe how spatial interactions between Blacks and Whites in the United States were affected by the notion of "separate but equal;" how the civil rights movement, Supreme Court decisions, and Federal laws outlawed segregation; and how the problem of racial discrimination continues.

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20) The lead contamination of the drinking water in Flint, a city in central Michigan, which is predominantly Black, is an example of A) redlining.

B) blockbusting.

C) racial profiling.

D) Jim Crow segregation.

E) environmental racism.

Answer: E Diff: 1 Section: 7.5 Black Lives Matter Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.9 Describe how examples of environmental racism persist on the contemporary American landscape.

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21) Based on the maps displaying concentrations of Hispanics, Blacks, and Asian-Americans, what is the only state in which all three of these groups have significant representation?

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A) Alaska B) Florida C) California D) Texas E) Michigan Answer: C Diff: 1 Section: 7.2 Distribution of U.S. Ethnicities Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.3 Using maps, describe the regional distributions of the most populous ethnic groups in in the United States.

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22) What is the largest ethnic group within Afghanistan?

A) Pashtun B) Hazara C) Tajik D) Uzbek E) Baluchi Answer: A Diff: 1 Section: 7.7 Ethnic Diversity in Asia Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 7.17 Describe the distribution of ethnicities in West—Central Asia.

23) The mass killing of a group of people in an attempt to eliminate the entire group from existence is known as A) blockbusting.

B) ethnic cleansing.

C) redlining.

D) genocide.

E) racism.

Answer: D Diff: 1 Section: 7.8 Ethnic Cleansing in Asia Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.19 Define ethnophobia, xenophobia, ethnic cleansing, and genocide.

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24) Which of the following statements is TRUE concerning the former Yugoslav republic of Kosovo?

A) Kosovo was about 82% Serbian and 10% Albanian at the time Yugoslavia fractured.

B) Albanians engaged in a campaign of ethnic cleansing against Serbs.

C) Kosovo controlled much of Serbia between the twelfth and fourteenth centuries.

D) NATO attacked Serbian forces within Kosovo due to Serb ethnic cleansing of Albanians.

E) Russia recognizes the sovereignty of Kosovo but the United States does not.

Answer: D Diff: 1 Section: 7.10 Ethnic Cleansing in Europe Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.21 Describe the role of ethnic cleansing in recent Balkan history.

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25) As part of the triangular slave trade system, ships bound for Europe carried

A) cloth and trinkets.

B) rum and molasses.

C) slaves.

D) gold and silver.

E) corn and potatoes.

Answer: B Diff: 2 Section: 7.3 Migration Patterns of U.S. Blacks Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 7.5 Explain how the forced migration of enslaved Africans contributed to the current distribution of Black Americans.

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26) In the immediate aftermath of the Civil War, most Blacks in the latter decades of the nineteenth century A) migrated fairly uniformly to the Northeast and West.

B) stayed in the rural South where many worked as sharecroppers.

C) migrated primarily to the Northeast.

D) migrated in two separate waves to the Northeast by a boom in jobs.

E) began to return to Africa.

Answer: B Diff: 1 Section: 7.3 Migration Patterns of U.S. Blacks Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.4 Describe the three major migration flows that have shaped the current distribution of African Americans within the United States.

27) The ethnic heritage of many U.S. Blacks has roots in A) forced migration from Africa.

B) common language traditions.

C) skin color, facial features, and hair type.

D) living in central urban locations.

E) migration from Europe to North America.

Answer: A Diff: 1 Section: 7.3 Migration Patterns of U.S. Blacks Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.5 Explain how the forced migration of enslaved Africans contributed to the current distribution of Black Americans.

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28) Which is the most dramatic change in the geographic distribution of Blacks in the United States?

A) Rural to urban within the state B) Change to sharecropping C) Relocation to Northern cities D) Movement out of inner cities E) Relocation to coastal cities Answer: C Diff: 2 Section: 7.3 Migration Patterns of U.S. Blacks Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 7.4 Describe the three major migration flows that have shaped the current distribution of African Americans within the United States.

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29) Which of the statements below is the best explanation for the pattern of the diffusion of Blacks in Baltimore?

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A) Early migrants were reluctant to move into the countryside since the city was all they knew.

B) Blacks first migrated to neighborhoods where other Blacks lived.

C) Baltimore passed a law in 1940 allowing Blacks to migrate.

D) Growth resulted from natural increase in the Black population.

E) Baltimore was the destination of large numbers of refugees.

Answer: B Diff: 2 Section: 7.3 Migration Patterns of U.S. Blacks Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 7.6 Explain how redlining and blockbusting are responsible for the current clustering of Black Americans in cities.

30) Blacks migrated out of the American South as a consequence of A) the removal of travel visa requirements for Blacks.

B) increased farm mechanization leading to a decreased demand for farm labor, coupled with an increase in the demand for factory labor in the northern and western states.

C) the development of better highways, allowing for rapid and efficient travel.

D) increasing opportunities to work in northern coal mines and the California gold rush.

E) the Civil War, in which Southern states forcibly expelled Blacks.

Answer: B Diff: 3 Section: 7.3 Migration Patterns of U.S. Blacks Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.4 Describe the three major migration flows that have shaped the current distribution of African Americans within the United States.

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31) The expansion of the concentrations of Blacks in many inner-city neighborhoods of Northern cities was made possible mostly by A) the emigration of whites known as "white flight" coupled with the predatory practice known as "blockbusting."

B) government assistance for housing in these areas.

C) the building of high-density housing units.

D) the existence of open urban land that was previously not used for housing.

E) the emigration of Hispanics into suburban neighborhoods.

Answer: A Diff: 3 Section: 7.3 Migration Patterns of U.S. Blacks Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.6 Explain how redlining and blockbusting are responsible for the current clustering of Black Americans in cities.

32) The "separate but equal" doctrine was legally established by A) the individual states of the United States.

B) Plessy v. Ferguson.

C) Brown v. Board of Education.

D) the Missouri Compromise.

E) the Fourteenth Amendment to the Constitution.

Answer: B Diff: 1 Section: 7.4 Ethnic & Racial Segregation Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.8 Describe how spatial interactions between Blacks and Whites in the United States were affected by the notion of "separate but equal;" how the civil rights movement, Supreme Court decisions, and Federal laws outlawed segregation; and how the problem of racial discrimination continues.

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33) What was apartheid?

A) The dialect of Dutch that is spoken in South Africa B) The name given to people of mixed race in South Africa C) The existence of landlocked states in southern Africa D) The legal separation of races in South Africa into different geographic areas E) The kinship system of Sub-Saharan Africa Answer: D Diff: 1 Section: 7.4 Ethnic & Racial Segregation Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.11 Describe the geographic effect of apartheid laws in South Africa.

34) Under apartheid, the South African government A) allowed Blacks to vote but not to own property.

B) allowed Blacks and Whites to attend school together but not to work together.

C) created "homelands" for Blacks to legitimize discrimination.

D) continued the slave trade.

E) supported the goals of the African National Congress.

Answer: C Diff: 1 Section: 7.4 Ethnic & Racial Segregation Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.11 Describe the geographic effect of apartheid laws in South Africa.

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35) Which of the following has been a legacy of apartheid in South Africa?

A) Segregation was abolished and Blacks and Whites live in racially balanced communities per government directives.

B) Blacks in South Africa have achieved economic equality, but remain politically disadvantaged and unable to vote or hold positions in government.

C) Blacks in South Africa have achieved political equality but remain economically disadvantaged compared to Whites.

D) Blacks now dominate the wine industry in South Africa and own most of the wineries located there.

E) Whites were forced to leave South Africa and surrender all of their land ownership to Blacks.

Answer: C Diff: 1 Section: 7.4 Ethnic & Racial Segregation Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.11 Describe the geographic effect of apartheid laws in South Africa.

36) What was the Supreme Court's legal justification of Plessy v. Ferguson in upholding the Louisiana law that required Black and White passengers to ride in separate railway cars?

A) It was too expensive to enforce mixed race policies.

B) It provided separate, but equal, treatment of Blacks and Whites.

C) States have the right to discriminate as they please.

D) Trains were a special case that fell under the department of transportation jurisdiction.

E) It was permissible to have separate Black and White railway cars on nonpublic trains only.

Answer: B Diff: 3 Section: 7.4 Ethnic & Racial Segregation Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.8 Describe how spatial interactions between Blacks and Whites in the United States were affected by the notion of "separate but equal;" how the civil rights movement, Supreme Court decisions, and Federal laws outlawed segregation; and how the problem of racial discrimination continues.

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37) The Brown v. Board of Education court decision ruled A) separate schools for Blacks and Whites were unconstitutional.

B) "white flight" was illegal but there was no way to prove a move was motivated by racism.

C) discriminatory lending practices and restrictive covenants were unconstitutional.

D) separate facilities for Blacks and Whites were acceptable so long as they were of the same quality.

E) the Fourteenth Amendment to the Constitution was unconstitutional and had to be repealed.

Answer: A Diff: 3 Section: 7.4 Ethnic & Racial Segregation Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.8 Describe how spatial interactions between Blacks and Whites in the United States were affected by the notion of "separate but equal;" how the civil rights movement, Supreme Court decisions, and Federal laws outlawed segregation; and how the problem of racial discrimination continues.

38) Loyalty and devotion to a nationality is A) nationalism.

B) ethnicity.

C) apartheid.

D) racism.

E) multiculturalism.

Answer: A Diff: 1 Section: 7.6 Ethnicities & Nationalities Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.12 Distinguish between the concepts of ethnicity and nationality, citing examples.

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39) Which of the following groups is a nationality?

A) Germans B) Blacks C) Whites D) Arabs E) Females Answer: A Diff: 1 Section: 7.6 Ethnicities & Nationalities Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.12 Distinguish between the concepts of ethnicity and nationality, citing examples.

40) Which of the following is NOT a trait associated with nationalism?

A) Loyalty and devotion to a nationality B) Nationalism promotes and emphasizes its own culture and interests over those of other cultures and nationalities.

C) Nationalism can be a centripetal force.

D) Nationalism may be symbolized by flags and songs.

E) Nationalism can be a centrifugal force.

Answer: E Diff: 1 Section: 7.6 Ethnicities & Nationalities Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.14 Explain the concept of a centripetal force and its relationship to nationalism.

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41) In the United States, which is shared by all Americans?

A) Nationality B) Language C) Ethnicity D) Race E) Gender Answer: A Diff: 1 Section: 7.6 Ethnicities & Nationalities Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.12 Distinguish between the concepts of ethnicity and nationality, citing examples.

42) Which of the following ethnic groups does NOT share the nationality of the others?

A) English B) Normans C) Welsh D) Scots E) Irish Answer: B Diff: 1 Section: 7.6 Ethnicities & Nationalities Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.13 Explain how the United Kingdom is an example of a multiethnic state.

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43) The ability of a U.S. citizen to obtain a passport is a function of their A) race.

B) ethnicity.

C) nationality.

D) gender.

E) redlining.

Answer: C Diff: 1 Section: 7.6 Ethnicities & Nationalities Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.12 Distinguish between the concepts of ethnicity and nationality, citing examples.

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44) The region which Kurds wish to consolidate into an independent state of Kurdistan includes territory of all the following nations EXCEPT

A) Iran.

B) Iraq.

C) Israel.

D) Syria.

E) Turkey.

Answer: C Diff: 2 Section: 7.6 Ethnicities & Nationalities Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 7.16 Describe the geographic distribution of the Kurds and hypothesize about how they came to be a stateless ethnicity.

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45) The Kurds A) are living in a new country created for them among Iraq, Iran, and Turkey.

B) are a group that long ago migrated from Anatolia to the Balkans.

C) have no wish to become a nationality, only to remain an ethnicity.

D) have a large population but are divided among enough countries that they are a minority in every one.

E) form a majority of the population of Iran and Iraq, but are a minority in Turkey.

Answer: D Diff: 1 Section: 7.6 Ethnicities & Nationalities; 7.7 Ethnic Diversity in Asia Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.16 Describe the geographic distribution of the Kurds and hypothesize about how they came to be a stateless ethnicity.

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46) You are visiting Baghdad, capital city of Iraq. Which two groups of people are you most likely to encounter?

A) Sunni Arabs and Kurds B) Shiite Arabs and Kurds C) Sunni Arabs and Shiite Arabs D) Sunni Arabs and Persians E) Persians and Kurds Answer: C Diff: 2 Section: 7.7 Ethnic Diversity in Asia Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 7.15 Discuss the distribution of ethnicities found in West Asia.

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47) Which ethnicity is absent from Afghanistan?

A) Pashtun B) Hazara C) Persian D) Tajik E) Uzbek Answer: C Diff: 2 Section: 7.7 Ethnic Diversity in Asia Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 7.17 Describe the distribution of ethnicities in West—Central Asia.

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48) Which two ethnicities dominate most of Turkey?

A) Turk and Chechen B) Chechen and Kurdish C) Sunni Arab and Shiite Arab D) Turk and Azerbaijani E) Turk and Kurdish Answer: E Diff: 2 Section: 7.7 Ethnic Diversity in Asia Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 7.15 Discuss the distribution of ethnicities found in West Asia.

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49) Western Asia and West—Central Asia consists of multiple nationalities and dozens of ethnicities. The region is characterized by A) a major religious fault line between the majority Christians and the minority Muslim populations.

B) a severe lack of correspondence and subsequent ethnic conflicts between the territories occupied by ethnicities and by nationalities.

C) strong unity because of a few common languages.

D) having 99% of all inhabitants identified as Muslims.

E) relative harmony between all groups.

Answer: B Diff: 1 Section: 7.7 Ethnic Diversity in Asia Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.15 Discuss the distribution of ethnicities found in West Asia.

50) Which country in Asia has been complicit in the forced removal of Uyghurs?

A) Afghanistan B) Myanmar C) China D) Bangladesh E) Turkey Answer: C Diff: 1 Section: 7.8 Ethnic Cleansing in Asia Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.19 Define ethnophobia, xenophobia, ethnic cleansing, and genocide.

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51) Which of the following statements is TRUE regarding the ethnic geography of West Asia?

A) Persians are most likely to be found in Turkey.

B) There is a deep split between Sunni and Shiite Arabs within Turkey.

C) Kurds are spread evenly among Georgia, Armenia, and Azerbaijan.

D) There is a large Sunni Arab population within Iran.

E) Iraq is home to large numbers of Sunni Arabs, Shiite Arabs, and Kurds.

Answer: E Diff: 2 Section: 7.7 Ethnic Diversity in Asia Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 7.15 Discuss the distribution of ethnicities found in West Asia.

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52) What nation has engaged in a campaign of ethnic cleansing and genocide against the Rohingya?

A) China B) India C) Myanmar D) Thailand E) Rakhine Answer: C Diff: 1 Section: 7.8 Ethnic Cleansing in Asia Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.19 Define ethnophobia, xenophobia, ethnic cleansing, and genocide.

53) Afghanistan A) has been a largely peaceful country since 1979.

B) is divided roughly in half between Shiite and Sunni Muslims.

C) is back under the control of the Taliban, who also controlled the country between 1996 and 2001.

D) is composed mostly of the Afghan ethnicity.

E) is split evenly among Georgians, Armenians, and Azerbaijanis Answer: C Diff: 1 Section: 7.7 Ethnic Diversity in Asia Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.17 Describe the distribution of ethnicities in West—Central Asia.

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54) The majority of the population of Iran is

A) Arab.

B) Persian.

C) Kurdish.

D) Turkish.

E) Baluchi.

Answer: B Diff: 2 Section: 7.7 Ethnic Diversity in Asia Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 7.17 Describe the distribution of ethnicities in West—Central Asia.

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55) The population of Pakistan is comprised of people from which four ethnic groups?

A) Afghan, Pakistani, Indian, and Iranian B) Arab, Persian, Turkish, and Tajik C) Punjabi, Pashtun, Baluchi, and Sindhi D) Pashtun, Tajik, Persian, and Uyghur E) Punjabi, Tajik, Uyghur, and Uzbek Answer: C Diff: 2 Section: 7.7 Ethnic Diversity in Asia Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 7.17 Describe the distribution of ethnicities in West—Central Asia.

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56) What is the major difference between the Rohingya and the majority of the people of Myanmar?

A) The Rohingya are Theravada Buddhists who speak an Indo-European language, while the majority of the people of Myanmar are Sunni Muslims who speak Sino-Tibetan languages.

B) The Rohingya are Theravada Buddhists who speak a Sino-Tibetan language, while the majority of the people of Myanmar are Sunni Muslims who speak Indo-European languages.

C) The Rohingya are Sunni Muslims who speak an Indo-European language, while the majority of the people of Myanmar are Theravada Buddhists who speak Sino-Tibetan languages.

D) The Rohingya are Sunni Muslims who speak a Sino-Tibetan language, while the majority of the people of Myanmar are Theravada Buddhists who speak Indo-European languages.

E) The Rohingya occupy the wealthiest state within Myanmar, while the majority of the people within Myanmar live in parts of the country, which are much poorer.

Answer: C Diff: 3 Section: 7.8 Ethnic Cleansing in Asia Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.19 Define ethnophobia, xenophobia, ethnic cleansing, and genocide.

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57) The most common destination to which Rohingya have fled to escape persecution is

A) Saudi Arabia.

B) Bangladesh.

C) India.

D) Pakistan.

E) Thailand.

Answer: B Diff: 2 Section: 7.8 Ethnic Cleansing in Asia Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 7.19 Define ethnophobia, xenophobia, ethnic cleansing, and genocide.

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58) Iran

A) is a largely Sunni Arab state.

B) speaks an Indo-European language.

C) has excellent geopolitical relations with the United States.

D) fought a recent war against Turkey which enabled them to take over Kurdish regions of eastern Turkey.

E) is a multiethnic state comprised of Tajiks, Uzbeks, Kyrgyz, and Hazara.

Answer: B Diff: 2 Section: 7.7 Ethnic Diversity in Asia Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 7.17 Describe the distribution of ethnicities in West—Central Asia.

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59) Which of the following statements is TRUE regarding the ethnic geography of West— Central Asia?

A) Hazara are found mainly in Iran.

B) Pakistan is home to a large Uzbek minority.

C) Pashtuns are split between Afghanistan and Pakistan.

D) Afghanistan is divided between a Persian north and a Punjabi south.

E) Iran, Afghanistan, and Pakistan are largely populated by Sunni Arabs.

Answer: C Diff: 2 Section: 7.7 Ethnic Diversity in Asia Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 7.17 Describe the distribution of ethnicities in West—Central Asia.

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60) The process when one ethnicity or religious group forcibly and violently removes another ethnic and/or religious group is called A) war.

B) migrational push factors.

C) racism.

D) ethnic cleansing.

E) white flight.

Answer: D Diff: 1 Section: 7.8 Ethnic Cleansing in Asia Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.19 Define ethnophobia, xenophobia, ethnic cleansing, and genocide.

61) Josip Broz Tito A) encouraged ethnic cleansing in Bosnia and Herzegovina of Bosnian Muslims.

B) was instrumental in forging a national identity for Yugoslavia.

C) was elected to lead a newly independent Kosovo.

D) created the term "Balkanization."

E) was born in Albania but claimed Serbian ethnicity.

Answer: B Diff: 1 Section: 7.10 Ethnic Cleansing in Europe Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.21 Describe the role of ethnic cleansing in recent Balkan history.

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62) The breakup of Yugoslavia during the 1990s was caused by A) ethnic cleansing.

B) the assassination in Sarajevo of the heir to the throne of Austria-Hungary.

C) rivalries among ethnicities.

D) NATO bombardment.

E) espionage by Russian agents.

Answer: C Diff: 1 Section: 7.10 Ethnic Cleansing in Europe Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.20 Identify ethnicities of the former Yugoslavia.

63) Which republic was the most ethnically diverse within the former Yugoslavia?

A) Slovenia B) Bosnia & Herzegovina C) Croatia D) Kosovo E) Serbia Answer: B Diff: 1 Section: 7.10 Ethnic Cleansing in Europe Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.20 Identify ethnicities of the former Yugoslavia.

64) Which ethnic group was a target of ethnic cleansing in Kosovo in the 1990s?

A) The Albanian majority B) The Serbian minority C) Greeks D) Turks E) Croatians Answer: A Diff: 1 Section: 7.10 Ethnic Cleansing in Europe Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.21 Describe the role of ethnic cleansing in recent Balkan history.

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65) What do the following maps of Bosnia and Herzegovina reveal?

A) Areas with no ethnic majority increased in size after ethnic cleansing.

B) Croats lost territory between 1991 and 1998 as a result of ethnic cleansing.

C) Serbs and Croat territory became more congruent and continuous as a result of ethnic cleansing.

D) Bosniaks and Croats united against Serbs who were aggressors.

E) Ethnic cleansing did not alter the ethnic geography of Bosnia and Herzegovina.

Answer: C Diff: 2 Section: 7.10 Ethnic Cleansing in Europe Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 7.21 Describe the role of ethnic cleansing in recent Balkan history.

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66) In which region of Sudan has there been widespread ethnic cleansing and genocide?

A) Darfur B) South Sudan C) Nuer D) Khartoum E) Juba Answer: A Diff: 1 Section: 7.9 Ethnic Cleansing in Africa Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.22 Discuss civil wars in Sudan and Mali that have involved ethnic cleansing and/or genocide.

67) Which two groups in Mali have recently engaged in ethnic cleansing?

A) Bambara and Fulani B) Bambara and Bozo C) Fulani and Dogon D) Bambara and Dogon E) Fulani and Malinké Answer: B Diff: 1 Section: 7.9 Ethnic Cleansing in Africa Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.22 Discuss civil wars in Sudan and Mali that have involved ethnic cleansing and/or genocide.

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68) The conflict between Hutus and Tutsis spilled over into which giant African nation?

A) South Africa B) Ethiopia C) Mali D) Sudan E) Democratic Republic of Congo (DRC) Answer: E Diff: 1 Section: 7.9 Ethnic Cleansing in Africa Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.23 Describe the long-standing conflict between the Hutus and Tutsis in Rwanda and Burundi.

69) The genocide in Rwanda A) consisted of mass killings of Tutsis by Hutus.

B) was triggered by a Hutu invasion of Rwanda in 1990.

C) consisted of mass killings of Hutus by Tutsis.

D) developed from differences that occurred only after independence from colonialism.

E) began in 2001.

Answer: A Diff: 3 Section: 7.9 Ethnic Cleansing in Africa Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.23 Describe the long-standing conflict between the Hutus and Tutsis in Rwanda and Burundi.

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70) What has been a primary agent for ethnic violence within contemporary Africa?

A) A lack of access to water has resulted in widespread ethnic conflict.

B) European imposed boundaries in the nineteenth century with little regard to ethnic distributions created a host of twentieth century nations with a large collection of dissimilar ethnicities.

C) English and French colonial wars pitted Africans against each other, and those hatreds still simmer to present day.

D) Too many nationalities are present in Africa for too few ethnic groups.

E) African nations tend to be mono-ethnic, and thus overt nationalism has led to ethnic violence.

Answer: B Diff: 3 Section: 7.9 Ethnic Cleansing in Africa Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.24 Hypothesize why Africa has suffered multiple instances of ethnic cleansing or genocide in recent decades.

71) Explain the difference between race and ethnicity.

Answer: Race is self-identification with a biological ancestor; ethnicity is self-identification with a cultural hearth or homeland. Race is inherited and ethnicity is learned. Race may also be socially constructed based on certain physical features.

Diff: 3 Section: 7.1 Ethnicity, Race, & Nationality Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.1 Distinguish among ethnicity, race, and nationality.

72) What are the problems that Brazil has encountered when its government attempts to classify people by race?

Answer: Varies Diff: 3 Section: 7.1 Ethnicity, Race, & Nationality Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.2 Describe how multiethnic Brazil classifies people by race.

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73) Describe the migration patterns that have shaped Black ethnic identity in the United States.

Answer: Varies Diff: 3 Section: 7.3 Migration Patterns of U.S. Blacks Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.4 Describe the three major migration flows that have shaped the current distribution of African Americans within the United States.

74) Describe the key differences between "separate but equal" in the United States and apartheid in South Africa.

Answer: Varies Diff: 3 Section: 7.4 Ethnic & Racial Segregation Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.7 Compare and contrast how races were legally segregated in the United States and South Africa.

75) How is ethnicity different from nationality?

Answer: Nationality is identification with a country while ethnicity is identification with a cultural hearth or homeland. For example, it is possible for different ethnicities to share one nationality.

Diff: 3 Section: 7.6 Ethnicities & Nationalities Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.12 Distinguish between the concepts of ethnicity and nationality, citing examples.

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76) What are some of the potential negative aspects associated with nationalism?

Answer: Varies Diff: 3 Section: 7.6 Ethnicities & Nationalities Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.14 Explain the concept of a centripetal force and its relationship to nationalism.

77) Describe the region in which Kurds comprise an ethnic majority. Please be certain to list the countries they occupy in your response.

Answer: Kurds occupy a wide mountainous swath of the Middle East and are found in eastern Turkey, northern Iraq, northeastern Syria, and northwest Iran.

Diff: 3 Section: 7.7 Ethnic Diversity in Asia Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.16 Describe the geographic distribution of the Kurds and hypothesize about how they came to be a stateless ethnicity.

78) Discuss the legacy of racism on the American landscape, and how movements such as Black Lives Matter have succeeded in educating the general public about the challenges Blacks face within the United States.

Answer: Varies Diff: 3 Section: 7.5 Black Lives Matter Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.9 Describe how examples of environmental racism persist on the contemporary American landscape.

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79) Describe the ethnic conflicts that happened after the breakup of Yugoslavia.

Answer: Varies Diff: 3 Section: 7.10 Ethnic Cleansing in Europe Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.21 Describe the role of ethnic cleansing in recent Balkan history.

80) Africa has been the site of several recent genocides and ethnic conflicts. Describe the historical background that led to this situation in Africa.

Answer: Varies Diff: 3 Section: 7.9 Ethnic Cleansing in Africa Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 7.24 Hypothesize why Africa has suffered multiple instances of ethnic cleansing or genocide in recent decades.

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Contemporary Human Geography, 5e (Rubenstein) Chapter 8 Political Geography 1) An area organized into an independent political unit is a A) colony.

B) nationality.

C) satellite.

D) state.

E) suburb.

Answer: D Diff: 1 Section: 8.1 A World of States Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS5 That people create regions to interpret Earth's complexity Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.1 Identify the defining attributes of a state, and explain the concept of sovereignty.

2) A state with control over its internal affairs has A) centripetal forces.

B) nationality.

C) suffrage.

D) sovereignty.

E) ethnicity.

Answer: D Diff: 1 Section: 8.2 Sovereignty of States Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.1 Identify the defining attributes of a state, and explain the concept of sovereignty.

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3) A global organization created after WWII that provides a forum for the discussion of international problems is called A) the World Trade Organization.

B) sovereignty.

C) International Tribunal.

D) the World Court.

E) the United Nations.

Answer: E Diff: 1 Section: 8.1 A World of States Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.2 Summarize the origin and purpose of the United Nations, the range of land areas of member states, and the growth in United Nations membership since 1945.

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4) The newest member of the United Nations is (the)

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A) Kazakhstan.

B) North Korea.

C) South Sudan.

D) Taiwan.

E) Soviet Union.

Answer: C Diff: 1 Section: 8.1 A World of States Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.2 Summarize the origin and purpose of the United Nations, the range of land areas of member states, and the growth in United Nations membership since 1945.

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5) The current membership of the United Nations, as of 2011, consists of how many states?

A) 40 B) 51 C) 67 D) 193 E) 200 Answer: D Diff: 1 Section: 8.1 A World of States Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.2 Summarize the origin and purpose of the United Nations, the range of land areas of member states, and the growth in United Nations membership since 1945.

6) A state comprising an extremely small land area is known as a A) microstate.

B) dependency.

C) vassal state.

D) satellite state.

E) sovereign state.

Answer: A Diff: 1 Section: 8.1 A World of States Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS5 That people create regions to interpret Earth's complexity Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.1 Identify the defining attributes of a state, and explain the concept of sovereignty.

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7) Attributes of a state include all of the following EXCEPT A) sovereignty.

B) an area organized into a political unit and ruled by an established government that has control over its internal and foreign affairs.

C) it is synonymous to the term country.

D) it must possess a military.

E) it occupies a defined territory on Earth's surface and contains a permanent population.

Answer: D Diff: 1 Section: 8.1 A World of States Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS5 That people create regions to interpret Earth's complexity Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.1 Identify the defining attributes of a state, and explain the concept of sovereignty.

8) Taiwan can be considered a sovereign state (even though it is not represented in the United Nations) because A) China recognizes its sovereignty.

B) its government carries on diplomatic relations with many other countries.

C) the Nationalist party rules both China and Taiwan.

D) its size meets the minimum geographic threshold for independence.

E) it is no longer a British colony.

Answer: B Diff: 1 Section: 8.2 Sovereignty of States Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.3 Citing examples from the section, explain the challenges geographers face in defining states.

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9) Which country claims the Sahrawi Republic (known as Western Sahara) as their own territory?

A) Mauritania B) Morocco C) Spain D) The United States E) Polisario Front Answer: B Diff: 1 Section: 8.7 Boundary Disputes Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.3 Citing examples from the section, explain the challenges geographers face in defining states.

10) The Law of the Seas A) has standardized the territorial limits of most countries to 12 nautical miles.

B) regulates the amount of pollution that can be tolerated in the seas.

C) has been signed by fewer than 50 countries.

D) requires that all maritime disputes be taken to the UN. E) only applies to island countries.

Answer: A Diff: 1 Section: 8.6 Boundaries Between States Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.4 Citing examples, describe disputes among states on defining territorial waters and access to ocean resources, and explain how the Law of the Sea Treaty can help resolve those disputes.

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11) The Senkaku/Diayou Islands are disputed among A) Russia, China, and the United States.

B) China, Taiwan, and Vietnam.

C) China, Taiwan, and Japan.

D) Taiwan, Russia, and Japan.

E) South Korea, North Korea, and Japan.

Answer: C Diff: 1 Section: 8.7 Boundary Disputes Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.4 Citing examples, describe disputes among states on defining territorial waters and access to ocean resources, and explain how the Law of the Sea Treaty can help resolve those disputes.

12) The most populous state who is NOT a member of the United Nations is A) Taiwan.

B) Russia.

C) North Korea.

D) South Sudan.

E) Monaco.

Answer: A Diff: 1 Section: 8.1 A World of States Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.2 Summarize the origin and purpose of the United Nations, the range of land areas of member states, and the growth in United Nations membership since 1945.

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13) Which three nations, formerly part of the Soviet Union, are known as the Baltic states?

A) Kazakhstan, Tajikistan, and Uzbekistan B) Ukraine, Belarus, and Moldova C) Russia, Ukraine, and Belarus D) Latvia, Lithuania, and Estonia E) Finland, Estonia, and Russia Answer: D Diff: 1 Section: 8.4 New Nation-States Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS5 That people create regions to interpret Earth's complexity Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.6 Define and then identify examples of nations, nation-states, and multinational states.

14) After the fall of the Roman Empire, Europe A) became more unified under the British Empire.

B) divided into city-states along the Fertile Crescent.

C) gained military dominance over Asia and northern Africa.

D) was fragmented into rival estates held by nobility.

E) consisted of unorganized territory.

Answer: D Diff: 1 Section: 8.3 Evolution of States Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.5 Beginning with the development of city-states in the ancient Middle East, trace the development of states from the Roman Empire to Medieval states to the current configuration of states in Europe.

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15) Which of the following statements is FALSE regarding the Fertile Crescent?

A) The Fertile Crescent includes the region known as Mesopotamia.

B) The Fertile Crescent extended in an arc from the Persian Gulf to the Mediterranean Sea. C) The Fertile Crescent was the location of the first city-states in the Middle East.

D) The Fertile Crescent was at the core of the Roman Empire.

E) The Fertile Crescent was situated at the crossroads of Europe, Asia, and Africa.

Answer: D Diff: 1 Section: 8.3 Evolution of States Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.5 Beginning with the development of city-states in the ancient Middle East, trace the development of states from the Roman Empire to Medieval states to the current configuration of states in Europe.

16) The first states in ancient Mesopotamia were A) city-states.

B) colonies.

C) empires.

D) nation-states.

E) patron-states.

Answer: A Diff: 1 Section: 8.3 Evolution of States Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS5 That people create regions to interpret Earth's complexity Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.5 Beginning with the development of city-states in the ancient Middle East, trace the development of states from the Roman Empire to Medieval states to the current configuration of states in Europe.

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17) Political unity in the ancient Mediterranean world reached its height with the establishment of A) the Fertile Crescent.

B) Egypt.

C) the Roman Empire.

D) Western Europe.

E) the Alexandrian Empire.

Answer: C Diff: 1 Section: 8.3 Evolution of States Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.5 Beginning with the development of city-states in the ancient Middle East, trace the development of states from the Roman Empire to Medieval states to the current configuration of states in Europe.

18) In which of the following states would a unitary government be most suitable?

A) A large nation that spans several time zones and is comprised of dozens of different ethnic and linguistic groups B) A nation scattered across thousands of islands with several different ethnic groups C) A small, compact nation that has a deep divide between two different ethnic groups who adhere to different religions D) An elongated nation that stretches thousands of miles from north to south where the people speak different languages E) A small, compact monolingual nation with one dominant ethnic group with a strong sense of national identity Answer: E Diff: 3 Section: 8.2 Sovereignty of States Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.17 Compare and contrast unitary and federal states as forms of local government and provide examples of both.

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19) Which geopolitical change is evident in the maps of Europe in 1924 and 1980?

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A) The German-speaking area of Europe has changed significantly from 1924 to 1980.

B) The territorial boundaries of the German state have changed significantly between 1924 and 1980.

C) Germany was divided between two nations in 1924 but was reunified by 1980.

D) The German political boundary in 1980 coincided with the extent of the German-speaking areas of Europe in 1914.

E) The western half of Europe underwent more geopolitical boundary changes between 1924 and 1980 than did the eastern half of Europe.

Answer: B Diff: 2 Section: 8.3 Evolution of States Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 8.5 Beginning with the development of city-states in the ancient Middle East, trace the development of states from the Roman Empire to Medieval states to the current configuration of states in Europe.

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20) The territorial ambitions of the Nazi party in the 1930s attempted to A) create a multinational state.

B) unify all of Europe into one gigantic state.

C) divide the country into eastern and western sections.

D) invade and conquer Italy.

E) unify all German speakers into one state.

Answer: E Diff: 3 Section: 8.3 Evolution of States Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.5 Beginning with the development of city-states in the ancient Middle East, trace the development of states from the Roman Empire to Medieval states to the current configuration of states in Europe.

21) The world's former largest multinational state was A) China.

B) Canada.

C) the Soviet Union.

D) Alaska.

E) India.

Answer: C Diff: 1 Section: 8.4 New Nation-States Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS5 That people create regions to interpret Earth's complexity Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.6 Define and then identify examples of nations, nation-states, and multinational states.

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22) The concept that nations have the right to govern themselves is called A) multinational state.

B) self-determination.

C) nation-state.

D) self-rule.

E) ethnocentrism.

Answer: B Diff: 1 Section: 8.3 Evolution of States Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.1 Identify the defining attributes of a state, and explain the concept of sovereignty.

23) The 1991 breakup of the Soviet Union resulted in the creation of how many new nations?

A) 3 B) 15 C) 39 D) 45 E) 200 Answer: B Diff: 1 Section: 8.4 New Nation-States Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.8 Summarize the distribution of ethnicities in the former Soviet Union.

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24) Which nation-state broke away peacefully from the multinational nation of Yugoslavia in 1991?

A) Slovenia B) Croatia C) Serbia D) Bosnia and Herzegovina E) Ukraine Answer: A Diff: 1 Section: 8.4 New Nation-States Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.6 Define and then identify examples of nations, nation-states, and multinational states.

25) Which European power had the most extensive colonial empire, often remarking that the "Sun never set" on their extensive set of colonies?

A) The United Kingdom B) The United States C) France D) Germany E) Italy Answer: A Diff: 1 Section: 8.5 Colonies Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS5 That people create regions to interpret Earth's complexity Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.9 Explain the notion of a colony, and describe reasons for European colonialism.

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26) The government designates 185 different ethnic groups within Russia. The most prominent and widespread group are

A) Russians.

B) Karelians.

C) Ukrainians.

D) Ingush.

E) Buryats.

Answer: A Diff: 2 Section: 8.4 New Nation-States Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 8.8 Summarize the distribution of ethnicities in the former Soviet Union.

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27) Which of the following statements is TRUE regarding the ethno-linguistic geography of Ukraine?

A) Western Ukraine largely speaks Russian while eastern Ukraine largely speaks Ukrainian.

B) Western Ukraine largely speaks Ukrainian while eastern Ukraine largely speaks Russian.

C) The Crimean Peninsula is dominated by ethnic Ukrainians.

D) The capital city of Kiev sits in a part of Ukraine where Russian is the dominant language.

E) The percentages of Russian and Ukrainian speakers within Ukraine remain unchanged regardless of where one travels in Ukraine.

Answer: B Diff: 2 Section: 8.4 New Nation-States Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 8.8 Summarize the distribution of ethnicities in the former Soviet Union.

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28) Which concept is FALSE regarding nations?

A) Nations seek to govern themselves without outside interference.

B) Nations seek self-determination.

C) Nations often are composed of people with a common cultural heritage, language, and/or ethnicity.

D) Nations are usually governed from abroad by city-states.

E) Nations often attempt to preserve and enhance their distinctive cultural characteristics.

Answer: D Diff: 3 Section: 8.3 Evolution of States Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.1 Identify the defining attributes of a state, and explain the concept of sovereignty.

29) The only large area of the world which is NOT part of a sovereign state is A) the South Polar land mass.

B) Australia.

C) Siberia.

D) Borneo.

E) Africa.

Answer: A Diff: 1 Section: 8.7 Boundary Disputes Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS5 That people create regions to interpret Earth's complexity Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.11 Explain the role of international treaties over the possession of polar regions.

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30) The Antarctic Treaty established that A) states may establish research stations in Antarctica, but militaries are not permitted.

B) countries can submit claims to Antarctica until 2009.

C) Argentina, Chile, and the United Kingdom claimed portions of Antarctica.

D) Russia and Argentina have claimed portions of Antarctica.

E) The United States would have complete control of Antarctica.

Answer: A Diff: 1 Section: 8.7 Boundary Disputes Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.11 Explain the role of international treaties over the possession of polar regions.

31) A territory tied to a state rather than being completely independent is a A) nation.

B) state.

C) nation-state.

D) colony.

E) patron-state.

Answer: D Diff: 1 Section: 8.5 Colonies Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.9 Explain the notion of a colony, and describe reasons for European colonialism.

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32) The attempt by one country to impose political and economic control over another territory is known as A) colonialism.

B) constitutionality.

C) self-determination.

D) sovereignty.

E) suffrage.

Answer: A Diff: 1 Section: 8.5 Colonies Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.9 Explain the notion of a colony, and describe reasons for European colonialism.

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33) By 1914, most of Latin America

A) was under the colonial control of Spain and Portugal.

B) was part of the Protectorate of Mexico.

C) had formed independent states.

D) had converted to Protestantism.

E) was being colonized in the search for gold and other riches.

Answer: C Diff: 1 Section: 8.5 Colonies Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 8.9 Explain the notion of a colony, and describe reasons for European colonialism.

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34) The only nation-state who had colonies on five different continents at the outbreak of WWI in 1914 was

A) the United States.

B) the United Kingdom.

C) Spain.

D) France.

E) Belgium.

Answer: B Diff: 2 Section: 8.5 Colonies Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 8.9 Explain the notion of a colony, and describe reasons for European colonialism.

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35) On which continent did France maintain the majority of its colonial empire in 1914?

A) Africa B) Asia C) Australia D) North America E) South America Answer: A Diff: 2 Section: 8.5 Colonies Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 8.9 Explain the notion of a colony, and describe reasons for European colonialism.

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36) Which of the following was NOT considered a prime motive for European states to establish colonies in other parts of the world?

A) The promotion of the Christian faith B) National prestige C) Resource extraction D) The creation of captive markets for their own manufactured products E) Defensive measures to protect the European homeland Answer: E Diff: 3 Section: 8.5 Colonies Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.9 Explain the notion of a colony, and describe reasons for European colonialism.

37) Which two nations have had a superimposed boundary dispute over Kashmir?

A) India and China B) India and Pakistan C) China and Pakistan D) Iran and Pakistan E) China and Russia Answer: B Diff: 1 Section: 8.7 Boundary Disputes Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.13 Differentiate among physical, cultural, consequent, and geometric boundaries, and list the various types of each.

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38) Which two nations are routinely classified as suspect states due to their illicit pursuit of nuclear weapons?

A) Russia and China B) Iran and Israel C) Iran and North Korea D) China and North Korea E) India and Pakistan Answer: C Diff: 1 Section: 8.11 States in War & Peace Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.27 Define terrorism, and list its distinctive characteristics.

39) A feature of the physical environment commonly used to separate states includes all but which of the following?

A) Deserts B) Farmland C) Mountains D) Oceans E) Rivers Answer: B Diff: 1 Section: 8.6 Boundaries Between States Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.12 Explain the difference between boundaries and frontiers and provide examples of each.

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40) The United States and Canada share A) a physical water boundary between the countries that is 1,300 miles long.

B) a 1,300-mile long mountain boundary through the Rockies.

C) two geometric boundaries, one that runs along the 49-degree north latitude, and the other between Alaska and Canada.

D) a religious boundary with mostly Protestants on the U.S. side.

E) a cultural boundary, English and Spanish on the U.S. side, French and English on the Canada side.

Answer: C Diff: 1 Section: 8.6 Boundaries Between States Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.13 Differentiate among physical, cultural, consequent, and geometric boundaries, and list the various types of each.

41) A tangible geographic area in which no state exercises complete political control is called a(n) A) frontier.

B) ethnic border.

C) colony.

D) commonwealth.

E) buffer.

Answer: A Diff: 1 Section: 8.6 Boundaries Between States Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.12 Explain the difference between boundaries and frontiers and provide examples of each.

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42) The boundaries between the states comprising the former Yugoslavia are examples of which boundary type?

A) Superimposed boundaries B) Geometric boundaries C) Relic boundaries D) Subsequent boundaries E) Linguistic boundaries Answer: D Diff: 1 Section: 8.6 Boundaries Between States Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.13 Differentiate among physical, cultural, consequent, and geometric boundaries, and list the various types of each.

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43) Which of the following statements is TRUE about the political geography of the island of Cyprus?

A) Cyprus is a multiethnic nation-state with a single government that controls the entire island.

B) Cyprus is divided along ethnic lines, with Greeks inhabiting the southern two-thirds of the island, and Turks inhabiting the northern third of the island.

C) Cyprus is a monoethnic nation-state comprised entirely of Greeks.

D) Cyprus is a monoethnic nation-state comprised entirely of Turks.

E) Cyprus is divided along ethnic lines, with Greeks inhabiting the eastern half of the island, and Turks inhabiting the western half of the island.

Answer: B Diff: 2 Section: 8.6 Boundaries Between States Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 8.13 Differentiate among physical, cultural, consequent, and geometric boundaries, and list the various types of each.

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44) The Gambia is an example of a(n) ________ state.

A) elongated B) fragmented C) landlocked D) compact E) prorupted Answer: A Diff: 1 Section: 8.8 Shapes of States Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.14 Identify the five basic shapes of states, and provide an example of each.

45) Angola is an example of a(n) ________ state.

A) elongated B) fragmented C) landlocked D) compact E) prorupted Answer: B Diff: 1 Section: 8.8 Shapes of States Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.14 Identify the five basic shapes of states, and provide an example of each.

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46) Kenya, Uganda, Rwanda, and Burundi are examples of ________ states.

A) elongated B) fragmented C) landlocked D) compact E) prorupted Answer: D Diff: 1 Section: 8.8 Shapes of States Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.14 Identify the five basic shapes of states, and provide an example of each.

47) Which shape most easily fosters the establishment of effective internal communications for a smaller state?

A) Compact B) Elongated C) Fragmented D) Prorupted E) Prolonged Answer: A Diff: 1 Section: 8.8 Shapes of States Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.15 Determine the advantages or disadvantages the shape of a state might pose.

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48) An example of a perforated state is A) South Africa.

B) Sahrawi Republic.

C) Slovenia.

D) Borneo.

E) Namibia.

Answer: A Diff: 1 Section: 8.8 Shapes of States Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.14 Identify the five basic shapes of states, and provide an example of each.

49) Which of the following is FALSE regarding landlocked states?

A) Landlocked states lack direct access to the sea.

B) Landlocked states must cooperate with immediate neighbors to engage in trade.

C) Landlocked states are common in sub-Saharan Africa.

D) Landlocked states include Mali, Niger, Chad, and Ethiopia.

E) All island nations are, by default, landlocked states.

Answer: E Diff: 1 Section: 8.8 Shapes of States Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.16 Explain the problems associated with being a landlocked state.

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50) Namibia and the Democratic Republic of Congo are examples of states, which are A) compact.

B) elongated.

C) fragmented.

D) prorupted.

E) prolonged.

Answer: D Diff: 1 Section: 8.8 Shapes of States Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.14 Identify the five basic shapes of states, and provide an example of each.

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51) Mali, Chad, and Niger are examples of ________ states.

A) elongated B) fragmented C) landlocked D) compact E) prorupted Answer: C Diff: 2 Section: 8.8 Shapes of States Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 8.16 Explain the problems associated with being a landlocked state.

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52) The Germans established the Caprivi Strip in present-day Namibia for which of the following reasons?

A) To ensure a seaport along the Atlantic Ocean B) To disruption the continuity of the French colonial empire C) To fight Apartheid in neighboring South Africa D) To access the Zambezi river E) To ensure a long and continuous border with Angola Answer: D Diff: 3 Section: 8.8 Shapes of States Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.14 Identify the five basic shapes of states, and provide an example of each.

53) A country that is NOT fully democratic but also not fully autocratic is described as a(n) A) dictatorship.

B) anocracy.

C) totalitarian state.

D) socialist group.

E) corptocracy.

Answer: B Diff: 1 Section: 8.11 States in War & Peace Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.19 Distinguish among the three types of national government regimes.

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54) Which of the following is more typical of a democracy than an autocracy?

A) Leaders are selected according to clear rules of succession.

B) Citizen participation is sharply restricted.

C) There are constraints on the exercise of power by the executive.

D) Leaders exercise power with no meaningful checks from other institutions.

E) Leaders are selected from within the established political elite.

Answer: C Diff: 1 Section: 8.11 States in War & Peace Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.19 Distinguish among the three types of national government regimes.

55) A state which places most power in the hands of a central government is a A) federal state.

B) nation-state.

C) fragmented state.

D) unitary state.

E) compact state.

Answer: D Diff: 1 Section: 8.2 Sovereignty of States Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.17 Compare and contrast unitary and federal states as forms of local government and provide examples of both.

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56) An increasing number of states have adopted a federal form of government primarily to A) allocate significant power to local government.

B) encourage the breakup of the superpower alliances.

C) govern compact states more effectively.

D) deploy scarce resources efficiently.

E) consolidate all power within the national capital.

Answer: A Diff: 1 Section: 8.2 Sovereignty of States Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.18 Discuss why there is a current global trend away from unitary government in favor of federal government.

57) Which of the following nation-states is an example of a unitary state?

A) Russia B) France C) Canada D) The United States E) India Answer: B Diff: 1 Section: 8.2 Sovereignty of States Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.17 Compare and contrast unitary and federal states as forms of local government and provide examples of both.

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58) On which continent are the majority of the world's unstable states located?

A) Africa B) Asia C) Europe D) North America E) Australia Answer: A Diff: 2 Section: 8.11 States in War & Peace Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 8.20 Use the map of the State Fragility Index to identify the location of failed or weakened states.

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59) Which kind of nation-state would be best suited to adopt a federal form of government?

A) A small compact state B) A state with only one ethnicity, which all speaks the same language C) A large, multiethnic state, where ethnic minorities may form a majority in isolated pockets of the state but are not numerous enough to gain large representation at the national level D) A poor and rural nation that has recently emerged from war and has no democratic traditions E) A colony of a unitary nation-state Answer: C Diff: 3 Section: 8.2 Sovereignty of States Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.18 Discuss why there is a current global trend away from unitary government in favor of federal government.

60) The process of redrawing legislative boundaries to benefit the party in power is called A) gerrymandering.

B) stacking.

C) packing.

D) cracking.

E) blockbusting.

Answer: A Diff: 1 Section: 8.9 Gerrymandering Boundaries Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.21 Explain the process of gerrymandering and its effect on legislative boundaries.

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61) What U.S. state has succeeded in avoiding the practice of gerrymandering?

A) Ohio B) Kansas C) Alabama D) Louisiana E) Maryland Answer: B Diff: 1 Section: 8.9 Gerrymandering Boundaries Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.21 Explain the process of gerrymandering and its effect on legislative boundaries.

62) A form of gerrymandering where the opposition is spread across many districts to prevent them from reaching a majority within any district is known as A) cracking.

B) packing.

C) stacking.

D) scoring.

E) districting.

Answer: A Diff: 1 Section: 8.9 Gerrymandering Boundaries Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.22 Compare two forms of gerrymandering: cracking and packing.

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63) Redistricting so that the opposition is concentrated in a few districts is known as A) cracking.

B) packing.

C) stacking.

D) scoring.

E) districting.

Answer: B Diff: 1 Section: 8.9 Gerrymandering Boundaries Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.22 Compare two forms of gerrymandering: cracking and packing.

64) What gerrymandering strategy can be seen from the Florida Congressional map in the fifth District, which is largely comprised of Black voters?

A) White voters are the victims of cracking.

B) White voters are the victims of packing.

C) Black voters are the victims of cracking.

D) Black voters are the victims of packing.

E) There is no evidence of gerrymandering present in Florida.

Answer: D Diff: 2 Section: 8.9 Gerrymandering Boundaries Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 8.22 Compare two forms of gerrymandering: cracking and packing.

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65) The main task of the European Union A) is to build a counterterrorism police force.

B) is to promote economic and political cooperation.

C) is to expand into neighboring Africa and Asia.

D) is to monitor European elections.

E) is to provide a military defense against Russia.

Answer: B Diff: 1 Section: 8.2 Sovereignty of States Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.24 Describe the roles of the European Union.

66) The two primary military alliances within Europe during the Cold War were A) NATO and Warsaw Pact.

B) The European Union and Warsaw Pact.

C) The European Union and NATO. D) The European Common Market and NATO. E) COMECON and Warsaw Pact.

Answer: A Diff: 1 Section: 8.2 Sovereignty of States Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.26 Describe the geographic influence of military alliances in Europe from 1949 to the present.

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67) Which European nation voted in 2016 to withdraw from the European Union?

A) The United Kingdom B) France C) Germany D) Greece E) Switzerland Answer: A Diff: 1 Section: 8.2 Sovereignty of States Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.25 Determine the degree of success of the Eurozone since its creation.

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68) Which of the following nations was not an original 1958 member state of the European Economic Community (the forerunner of the EU)?

A) Spain B) France C) Germany D) Belgium E) Italy Answer: A Diff: 2 Section: 8.2 Sovereignty of States Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 8.24 Describe the roles of the European Union.

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69) What was the most dramatic step taken by the European Union to build integration between members?

A) The creation of a common currency known as the euro.

B) The requirement all states within the European Union adopt English as their official language.

C) The mandate all members of the European Union join NATO. D) The movement of the national capital of the European Union to London.

E) The closing of all land and maritime borders to non-European Union members.

Answer: A Diff: 3 Section: 8.2 Sovereignty of States Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.24 Describe the roles of the European Union.

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70) Which of the following statements is TRUE regarding the types of government found in different regions around the world?

A) Autocracies are the primary form of government found in North America and South America.

B) Democracies are more frequently found in Africa than in Europe.

C) The majority of the world's autocracies are located in Asia.

D) Anocracies are the primary form of government found in North America and Europe.

E) Democracies are completely absent from Asia.

Answer: C Diff: 2 Section: 8.11 States in War & Peace Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 8.19 Distinguish among the three types of national government regimes.

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71) Terrorism A) is almost always state sponsored.

B) is the use of violence to attain a political, economic, or religious goal through fear or intimidation.

C) usually is directed at military targets.

D) is strictly directed against American citizens.

E) is solely a domestic issue; acts of international violence are by default categorized as acts of war.

Answer: B Diff: 1 Section: 8.10 Terrorism Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.27 Define terrorism, and list its distinctive characteristics.

72) In which two nations did Islamic State control wide swaths of territory?

A) Iran and Syria B) Saudi Arabia and Yemen C) Iran and Iraq D) Iraq and Syria E) Afghanistan and Iraq Answer: D Diff: 1 Section: 8.10 Terrorism Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.30 Describe the origin, development, methods, and goals of the so-called "Islamic State" (or ISIS).

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73) The terrorist group Boko Haram is most associated with which nation?

A) Saudi Arabia B) Syria C) Iraq D) Yemen E) Nigeria Answer: E Diff: 1 Section: 8.10 Terrorism Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.29 Identify the four most active current terrorist organizations–the Taliban, Boko Haram, Islamic State, and Al-Shabaab–and how they differ from each other.

74) Why does the United Nations not classify Puerto Rico or Greenland as colonies?

Answer: Varies Diff: 3 Section: 8.5 Colonies Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.10 Identify the remaining colonial possessions in the world.

75) Discuss the development and evolution of the modern concept of the state.

Answer: Varies Diff: 3 Section: 8.3 Evolution of States Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.5 Beginning with the development of city-states in the ancient Middle East, trace the development of states from the Roman Empire to Medieval states to the current configuration of states in Europe.

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76) Why are the Baltic states considered good examples of new nation-states, as compared to other new states, which have emerged from the breakup of the Soviet Union?

Answer: Varies Diff: 3 Section: 8.4 New Nation-States Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.6 Define and then identify examples of nations, nation-states, and multinational states.

77) What are the major types of physical and cultural boundaries, and what conflicts can occur between states because of the manner in which boundaries are drawn?

Answer: Varies Diff: 3 Section: 8.6 Boundaries Between States Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.13 Differentiate among physical, cultural, consequent, and geometric boundaries, and list the various types of each.

78) What is devolution? Using the United Kingdom as an example, explain how the forces of devolution have shaped the United Kingdom in recent decades?

Answer: Varies Diff: 3 Section: 8.2 Sovereignty of States Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.3 Citing examples from the section, explain the challenges geographers face in defining states.

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79) What special problems do landlocked states face?

Answer: Varies Diff: 3 Section: 8.8 Shapes of States Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.16 Explain the problems associated with being a landlocked state.

80) Why are many countries moving from unitary to federal forms of government?

Answer: Protect the rights of nationalities and place more power at governmental levels closest to the people.

Diff: 3 Section: 8.2 Sovereignty of States Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.18 Discuss why there is a current global trend away from unitary government in favor of federal government.

81) Define gerrymandering and explain how it has been used in contemporary times in the American electoral process.

Answer: Varies Diff: 3 Section: 8.9 Gerrymandering Boundaries Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.21 Explain the process of gerrymandering and its effect on legislative boundaries.

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82) What is the difference between "cracking" and "packing" with respect to the process known as gerrymandering? Please be certain to give an example of each.

Answer: Varies Diff: 3 Section: 8.9 Gerrymandering Boundaries Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.22 Compare two forms of gerrymandering: cracking and packing.

83) What are the core arguments for inclusion into the European Union? What are the arguments opponents to the European Union make? If you were a citizen of the United Kingdom, would you have voted to stay with the European Union, or would you have voted in favor of Brexit?

Answer: Varies Diff: 3 Section: 8.2 Sovereignty of States Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS13 How the forces of cooperation and conflict among people influence the division and control of Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 8.25 Determine the degree of success of the Eurozone since its creation.

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Contemporary Human Geography, 5e (Rubenstein) Chapter 9 Food & Agriculture 1) In contrast to practitioners of agriculture, hunters and gatherers A) travel frequently.

B) domesticate animals.

C) live in large groups.

D) live near the center of world settlements.

E) cultivate plants from a variety of hearths.

Answer: A Diff: 1 Section: 9.3 The First Agriculture Revolution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.1 Explain how humankind survived before the invention of agriculture.

2) Which statement is incorrect with respect to hunting and gathering?

A) All humans obtained their food by hunting and gathering before the invention of agriculture.

B) Hunting and gathering were performed by both sexes.

C) One quarter-million people (0.005% of the world's population) still survive by hunting and gathering.

D) Contemporary hunters and gatherers live in small groups on the periphery of world settlement.

E) A sizeable percentage of the world's contemporary population still engages in hunting and gathering.

Answer: E Diff: 1 Section: 9.3 The First Agriculture Revolution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.1 Explain how humankind survived before the invention of agriculture.

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3) The Agricultural Revolution began because of A) environmental factors.

B) cultural factors.

C) the industrial revolution.

D) biotechnology.

E) a combination of environmental and cultural factors.

Answer: E Diff: 1 Section: 9.3 The First Agriculture Revolution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.2 Determine whether environmental or cultural factors were the most important determinant of the first agricultural revolution.

4) The earliest known domesticated wheat, barley, and rice crops are thought to have originated in Asia A) 1,000 years ago.

B) 10,000 years ago.

C) 100,000 years ago.

D) 1.1 million years ago.

E) 10 million years ago.

Answer: B Diff: 1 Section: 9.3 The First Agriculture Revolution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS17 How to apply geography to interpret the past Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.3 Identify the primary agricultural hearths, and summarize when and how they began.

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5) What percent of the world's population still engages in hunting and gathering?

A) 15% B) 1.5% C) 0.15% D) 0.05% E) 0.005% Answer: E Diff: 1 Section: 9.3 The First Agriculture Revolution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS10 The characteristics, distribution, and complexity of Earth's cultural mosaics Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.1 Explain how humankind survived before the invention of agriculture.

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6) Which of the following was not an important agricultural hearth?

A) Southeast Asia B) Southwest Asia C) Sub-Saharan Africa D) East Asia (especially northern China) E) Australia Answer: E Diff: 2 Section: 9.3 The First Agriculture Revolution Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS17 How to apply geography to interpret the past Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 9.3 Identify the primary agricultural hearths, and summarize when and how they began.

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7) From which agriculture hearth did domesticated coffee emerge?

A) Latin America B) Southeast Asia C) Sub-Saharan Africa D) East Asia E) Central Asia Answer: C Diff: 2 Section: 9.3 The First Agriculture Revolution Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS17 How to apply geography to interpret the past Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 9.3 Identify the primary agricultural hearths, and summarize when and how they began.

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8) Farming for the primary purpose of feeding one's family is known as A) commercial farming.

B) family farming.

C) subsistence agriculture.

D) small-scale farming.

E) targeted agriculture.

Answer: C Diff: 1 Section: 9.4 The Second Agricultural Revolution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.5 Compare and contrast subsistence and commercial agriculture with regard to farm size, percentage of farmers in society, and use of machinery, scientific information, and electronic technology.

9) The transfer of plants, animals, people, culture, and technology between the Western Hemisphere and Europe during the colonial era was known as A) the first agricultural revolution.

B) the second agricultural revolution.

C) the Columbian Exchange.

D) the green revolution.

E) shifting cultivation.

Answer: C Diff: 1 Section: 9.3 The First Agriculture Revolution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.4 Explain how the diffusion of agriculture during the Columbian Exchange influences dietary choices in Europe, Africa, and the Americas.

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10) Where is obesity least common in the world?

A) North America B) South America C) Russia D) East Asia E) Europe Answer: D Diff: 2 Section: 9.1 How Much We Eat Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS17 How to apply geography to interpret the past Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 9.7 Explain why consumption of food varies around the world.

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11) Which of the following tools will most likely be used in subsistence agriculture?

A) GPS B) Heavy machinery (such as combines) C) Wooden plow and oxen D) Herbicides E) Satellite imagery Answer: C Diff: 1 Section: 9.4 The Second Agricultural Revolution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.5 Compare and contrast subsistence and commercial agriculture with regard to farm size, percentage of farmers in society, and use of machinery, scientific information, and electronic technology.

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12) The continent with the highest percentage of its labor force engaged in agriculture is

A) Africa.

B) Australia.

C) Europe.

D) North America.

E) South America.

Answer: A Diff: 2 Section: 9.4 The Second Agricultural Revolution Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 9.6 Explain why subsistence agriculture is associated with developing countries and not developed countries.

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13) Which of the following statements is TRUE regarding agriculture?

A) Subsistence agriculture tends to be found in developed countries.

B) Commercial agriculture tends to be found in developing countries.

C) Commercial agriculture tends to employ relatively few people in developed countries.

D) Subsistence agriculture tends to employ relatively few people in developing countries.

E) Subsistence agriculture is heavily mechanized.

Answer: C Diff: 3 Section: 9.4 The Second Agricultural Revolution Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.6 Explain why subsistence agriculture is associated with developing countries and not developed countries.

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14) The lowest caloric intake is found on which continent?

A) Africa B) Australia C) Europe D) North America E) South America Answer: A Diff: 2 Section: 9.1 How Much We Eat Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 9.9 Compare and contrast developed countries and developing countries in terms of ability to meet dietary needs.

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15) Consumption of food is dependent upon all of the following variables EXCEPT A) race.

B) level of development.

C) physical conditions (such as climate).

D) cultural preferences.

E) physical, social, and economic access to food.

Answer: A Diff: 1 Section: 9.1 How Much We Eat Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.7 Explain why consumption of food varies around the world.

16) What percent of global food is wasted, according to the United Nations?

A) 1% B) 13% C) 17% D) 26% E) 61% Answer: C Diff: 1 Section: 9.1 How Much We Eat Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.9 Compare and contrast developed countries and developing countries in terms of ability to meet dietary needs.

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17) In terms of dietary energy, what do Mexico and East Africa have in common?

A) Maize is their leading energy source.

B) Wheat is their leading energy source.

C) They both average 1,500 calories per day per capita.

D) Rice is their leading energy source.

E) Meat is their leading energy source.

Answer: A Diff: 2 Section: 9.2 Diet Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 9.8 Describe the distribution of the three major cereal grasses that fulfill the kilocalorie needs of world's inhabitants.

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18) The majority of people in East Asia, South Asia, and Southeast Asia get the majority of their dietary energy from

A) maize.

B) wheat.

C) rice.

D) beans.

E) fish.

Answer: C Diff: 2 Section: 9.2 Diet Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 9.8 Describe the distribution of the three major cereal grasses that fulfill the kilocalorie needs of world's inhabitants.

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19) What percentage of income is spent on food in developed countries?

A) Less than 2% B) Less than 20% C) About 30% D) About 40% E) More than 50% Answer: B Diff: 1 Section: 9.1 How Much We Eat Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.11 Describe the extent of undernourishment, and identify the regions and/or countries where it is most prevalent.

20) Residents of developed countries where commercial agriculture is prevalent rely on ________ as the leading source of protein.

A) meat (beef, pork, and poultry) B) fish C) dairy D) cereal E) sugar Answer: A Diff: 1 Section: 9.2 Diet Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.7 Explain why consumption of food varies around the world.

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21) Developing countries obtain most of their protein from A) imports from developed countries.

B) cereal grains.

C) meat.

D) beans.

E) fish.

Answer: B Diff: 1 Section: 9.2 Diet Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.9 Compare and contrast developed countries and developing countries in terms of ability to meet dietary needs.

22) Food security, as defined by the United Nations, is A) having a minimum three-day supply of food at all times in the event of a natural disaster.

B) having a caloric intake of at least 3,800 kilocalories per day.

C) physical, social, and economic access at all times to safe and nutritious food.

D) having a diet where at least one-fourth is based on some form of animal or plant protein.

E) the ability to eat out at a restaurant at least once in a month.

Answer: C Diff: 1 Section: 9.1 How Much We Eat Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.9 Compare and contrast developed countries and developing countries in terms of ability to meet dietary needs.

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23) One-third of the world's undernourished people reside in A) Mexico and the United States.

B) China and Japan.

C) China and India.

D) India and the United States.

E) China and the United States.

Answer: C Diff: 1 Section: 9.1 How Much We Eat Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.11 Describe the extent of undernourishment, and identify the regions and/or countries where it is most prevalent.

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24) The continent where a resident is least likely to derive their daily protein intake from meat is

A) Africa.

B) Australia.

C) Europe.

D) North America.

E) South America.

Answer: A Diff: 2 Section: 9.2 Diet Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 9.9 Compare and contrast developed countries and developing countries in terms of ability to meet dietary needs.

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25) What percent of the world's undernourished population resides in developing countries?

A) 9% B) 25% C) 33% D) 50% E) 98% Answer: E Diff: 1 Section: 9.1 How Much We Eat Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.11 Describe the extent of undernourishment, and identify the regions and/or countries where it is most prevalent.

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26) The two largest producers of rice in the world are

A) China and the United States.

B) China and India.

C) India and Australia.

D) Canada and the United States.

E) China and Russia.

Answer: B Diff: 2 Section: 9.5 Comparing Subsistence & Commercial Agriculture Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 9.8 Describe the distribution of the three major cereal grasses that fulfill the kilocalorie needs of world's inhabitants.

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27) Which of the following is NOT an agricultural region usually found in developing countries?

A) Intensive subsistence, wet rice dominant B) Pastoral nomadism C) Shifting cultivation D) Plantation E) Dairying Answer: E Diff: 1 Section: 9.5 Comparing Subsistence & Commercial Agriculture Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.12 Identify and describe agricultural regions in developed and developing countries.

28) Shifting cultivation tends to dominate in which major climate zone?

A) Tropical B) Dry C) Cold D) Polar E) Highland Answer: A Diff: 1 Section: 9.4 The Second Agricultural Revolution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.13 Summarize the relationship between climate and agriculture.

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29) Which form of agriculture is prevalent in the dry regions of the western United States?

A) Pastoral nomadism B) Shifting cultivation C) Dairying D) Plantation E) Ranching Answer: E Diff: 2 Section: 9.4 The Second Agricultural Revolution Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 9.12 Identify and describe agricultural regions in developed and developing countries.

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30) North Africa and Southwest Asia is dominated by what form of agriculture?

A) Wet rice dominant B) Pastoral nomadism C) Shifting cultivation D) Plantation E) Ranching Answer: B Diff: 2 Section: 9.4 The Second Agricultural Revolution Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 9.12 Identify and describe agricultural regions in developed and developing countries.

31) On which two crops has the Green Revolution focused its efforts to increase yields?

A) Maize (corn) and barley B) Maize (corn) and wheat C) Rice and wheat D) Rice and maize (corn) E) Olives and strawberries Answer: D Diff: 1 Section: 9.6 The Third Agricultural Revolution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.32 Explain, citing examples, how the Green Revolution helped to increase food supply in the 1970s.

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32) East Asia is dominated by which form of agriculture?

A) Wet rice dominant B) Pastoral nomadism C) Shifting cultivation D) Plantation E) Ranching Answer: A Diff: 2 Section: 9.4 The Second Agricultural Revolution Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 9.8 Describe the distribution of the three major cereal grasses that fulfill the kilocalorie needs of world's inhabitants.

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33) According to the von Thünen model, what are the two primary factors a farmer considers when selecting an agricultural enterprise?

A) The climate and the elevation B) The latitude and the distance to market C) The cost of the land and the distance to market D) The cost of animals and the climate E) The length of the growing season and the distance to market Answer: C Diff: 1 Section: 9.6 The Third Agricultural Revolution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.23 Illustrate how the von Thünen Model determines the choice of crops grown on commercial farms.

34) Development agencies such as the World Bank have supported the elimination of shifting cultivation in lieu of A) pastoral nomadism.

B) cattle ranching and logging.

C) intensive rice cultivation.

D) dairying.

E) suburbanization.

Answer: B Diff: 1 Section: 9.9 Threatened Subsistence Agriculture Practices Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.29 Discuss the supply of agricultural land in relation to changes in world population and food production.

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35) The most common form of agriculture practiced on Earth is A) hunting and gathering.

B) shifting cultivation.

C) pastoral nomadism.

D) intensive subsistence.

E) plantation.

Answer: D Diff: 1 Section: 9.5 Comparing Subsistence & Commercial Agriculture Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.14 Describe the five most common agricultural practices, including forms of subsistence agriculture, in developing countries.

36) What form of agriculture depends upon animals for its survival?

A) Wet rice cultivation B) Shifting cultivation C) Pastoral nomadism D) Intensive subsistence E) Plantation agriculture Answer: C Diff: 1 Section: 9.9 Threatened Subsistence Agriculture Practices Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.22 Explain the relationship between type of agriculture practiced and the physical geography of a region.

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37) The largest proportion of farmers in East Asia, South Asia, and Southeast Asia practice A) hunting and gathering.

B) intensive subsistence.

C) pastoral nomadism.

D) shifting cultivation.

E) plantation agriculture.

Answer: B Diff: 1 Section: 9.5 Comparing Subsistence & Commercial Agriculture Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.14 Describe the five most common agricultural practices, including forms of subsistence agriculture, in developing countries.

38) Which is NOT a form of subsistence agriculture?

A) Dairy farming B) Shifting cultivation C) Pastoral nomadism D) Intensive subsistence E) Wet rice production Answer: A Diff: 1 Section: 9.5 Comparing Subsistence & Commercial Agriculture Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.14 Describe the five most common agricultural practices, including forms of subsistence agriculture, in developing countries.

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39) A flooded rice field is also known as a A) paddy.

B) sawah.

C) plantation.

D) shifting field.

E) rice zone.

Answer: B Diff: 1 Section: 9.5 Comparing Subsistence & Commercial Agriculture Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.14 Describe the five most common agricultural practices, including forms of subsistence agriculture, in developing countries.

40) A distinctive feature found in shifting cultivation is A) it is practiced exclusively in polar climates.

B) its reliance upon goats and sheep to clear the land.

C) its widespread practice on plantations.

D) slash and burn land-clearing techniques.

E) its widespread use in aquaculture.

Answer: D Diff: 1 Section: 9.9 Threatened Subsistence Agriculture Practices Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.14 Describe the five most common agricultural practices, including forms of subsistence agriculture, in developing countries.

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41) A shepherd moves his flock of sheep into higher elevations during the summer months and then migrates with them back down into lowland valleys during the winter. What is the shepherd practicing?

A) Pastoral nomadism B) Transhumance C) Shifting cultivation D) Slash-and-burn E) Livestock ranching Answer: B Diff: 1 Section: 9.9 Threatened Subsistence Agriculture Practices Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.22 Explain the relationship between type of agriculture practiced and the physical geography of a region.

42) The most important crop to the densely populated regions of East, South, and Southeast Asia is A) tea.

B) wet rice.

C) wheat and barley.

D) corn.

E) cotton.

Answer: B Diff: 1 Section: 9.5 Comparing Subsistence & Commercial Agriculture Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.14 Describe the five most common agricultural practices, including forms of subsistence agriculture, in developing countries.

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43) Cultivation of seafood under controlled conditions is called A) controlled fish production.

B) environmentally controlled seafood production.

C) aquaculture.

D) overfishing.

E) seafood culture.

Answer: C Diff: 1 Section: 9.7 International Trade: Meat Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS15 How physical systems affect human systems Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.16 Explain the contribution of fishing to our food supply.

44) Which nation is currently responsible for one-third of the global yield of fish?

A) Japan B) Iceland C) Norway D) The United States E) China Answer: E Diff: 1 Section: 9.7 International Trade: Meat Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS15 How physical systems affect human systems Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.16 Explain the contribution of fishing to our food supply.

45) Which oceanic region(s) have been hit hard by overfishing?

A) South Atlantic Ocean B) North Pacific Ocean and North Atlantic Ocean C) South Pacific Ocean D) Mediterranean Sea and South Pacific Ocean E) Indian Ocean and South Atlantic Ocean Answer: B Diff: 1 Section: 9.7 International Trade: Meat Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.17 Describe how water-based foods are acquired, the world's major fishing regions, and the global distribution of fish production.

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46) The fishing zone with the largest global yield is the

A) Pacific, Eastern Central.

B) Pacific, Northwest.

C) Atlantic, Southeast.

D) Atlantic, Southwest.

E) Mediterranean and Black Seas.

Answer: B Diff: 2 Section: 9.7 International Trade: Meat Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS15 How physical systems affect human systems Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 9.17 Describe how water-based foods are acquired, the world's major fishing regions, and the global distribution of fish production.

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47) Which of the following statements is TRUE regarding global consumption of fish?

A) The demand for fish has risen sharply in developed countries.

B) The demand for fish has risen sharply in developing countries.

C) Global demand for fish has increased at the same rate in both developed and developing countries.

D) Global demand for fish has decreased in developing countries.

E) Global demand for fish has decreased in developed countries.

Answer: B Diff: 2 Section: 9.7 International Trade: Meat Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 9.18 Discuss the relationship between growth in fish consumption and production and their effects on fish populations.

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48) The agricultural practice most dependent on being close to consumers is A) mixed crop and livestock farming.

B) livestock ranching.

C) commercial gardening and fruit farming.

D) grain farming.

E) dairy farming.

Answer: E Diff: 1 Section: 9.5 Comparing Subsistence & Commercial Agriculture Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.22 Explain the relationship between type of agriculture practiced and the physical geography of a region.

49) The Mediterranean agricultural zone produces A) cattle and dairy products.

B) fruits, vegetables, and flowers.

C) rice.

D) wheat and corn.

E) dairy and aquaculture.

Answer: B Diff: 1 Section: 9.8 Trade in Commercial Crops Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.22 Explain the relationship between type of agriculture practiced and the physical geography of a region.

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50) The system of commercial farming found in developed countries is sometimes also known as A) subsidized agriculture.

B) agribusiness.

C) slash and burn agriculture.

D) mixed crop and livestock.

E) plantation agriculture.

Answer: B Diff: 1 Section: 9.8 Trade in Commercial Crops Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.20 Identify the six main types of commercial agriculture, and describe their distinguishing features.

51) The ring surrounding a city from which milk can be supplied without spoiling is known as A) von Thünen rings.

B) a milking zone.

C) a milkshed.

D) a dairy boundary.

E) a distance-decay model.

Answer: C Diff: 1 Section: 9.5 Comparing Subsistence & Commercial Agriculture Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.23 Illustrate how the von Thünen Model determines the choice of crops grown on commercial farms.

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52) Truck farming is often associated which of the following products?

A) Rice and wheat B) Fruits and vegetables C) Aquaculture D) Meat and poultry E) Corn (maize) Answer: B Diff: 1 Section: 9.8 Trade in Commercial Crops Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.22 Explain the relationship between type of agriculture practiced and the physical geography of a region.

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53) The two largest producers of maize (corn) in the world are

A) Mexico and the United States.

B) China and India.

C) Russia and the United States.

D) China and the United States.

E) Mexico and Australia.

Answer: D Diff: 2 Section: 9.5 Comparing Subsistence & Commercial Agriculture Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 9.8 Describe the distribution of the three major cereal grasses that fulfill the kilocalorie needs of world's inhabitants.

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54) Using the von Thünen Model, the agricultural zone farthest from a city will usually be

A) horticulture and dairy zones.

B) grazing lands.

C) forestry zone.

D) crop rotation zone.

E) rivers.

Answer: B Diff: 2 Section: 9.6 The Third Agricultural Revolution Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 9.23 Illustrate how the von Thünen Model determines the choice of crops grown on commercial farms.

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55) Which region is NOT a major center for ranching?

A) The western United States B) Argentina and Brazil C) Australia D) Central Asia E) China and Japan Answer: E Diff: 2 Section: 9.7 International Trade: Meat Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 9.22 Explain the relationship between type of agriculture practiced and the physical geography of a region.

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56) What has enabled the dramatic increase in milk production in developing countries?

A) Refrigerated trucks that make the milkshed irrelevant B) Rising incomes that permit urban residents to buy more milk products C) Genetically modified cows that can produce more milk in harsh conditions D) Global warming that causes more ideal land for dairy farms E) Much more land dedicated to dairy farming Answer: B Diff: 3 Section: 9.5 Comparing Subsistence & Commercial Agriculture Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.20 Identify the six main types of commercial agriculture, and describe their distinguishing features.

57) The source of nearly 90% of the global opium supply is A) Afghanistan.

B) Myanmar (Burma).

C) Laos.

D) Colombia.

E) the United States.

Answer: A Diff: 1 Section: 9.8 Trade in Commercial Crops Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.25 Discuss the global trade in crops that can be converted to drugs and which regions of the world supply these drugs.

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58) The greatest challenge to world food supply in the twenty-first century has been A) overpopulation.

B) distribution of the food supply.

C) overgrazing.

D) food prices.

E) climate change.

Answer: D Diff: 1 Section: 9.1 How Much We Eat Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.27 Explain factors that influence global food prices.

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59) Major net exporters of food include

A) China and the United Kingdom.

B) China and Japan.

C) Brazil, Argentina, and Australia.

D) Sub-Saharan African nations.

E) China and Russia.

Answer: C Diff: 2 Section: 9.7 International Trade: Meat Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 9.24 Explain the global trade in food products among net exporters and importers, and how it has affected subsistence farmers in developing countries.

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60) The primary source region for cocaine production is

A) Mexico and the United States.

B) Peru and Bolivia.

C) Europe.

D) Afghanistan.

E) Southeast Asia.

Answer: B Diff: 2 Section: 9.8 Trade in Commercial Crops Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 9.25 Discuss the global trade in crops that can be converted to drugs and which regions of the world supply these drugs.

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61) What has been the primary culprit in the loss of prime agricultural land in the eastern United States?

A) Climate change B) Desertification C) Encroachment of urban areas D) Ridge tillage E) Slash-and-burn agricultural practices Answer: C Diff: 1 Section: 9.10 Agriculture & Resource Depletion Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.30 Discuss the supply of agricultural land in relation to environmental changes such as desertification and urban growth.

62) Which of the following methods does NOT lead to the intensification of food production with subsistence farming?

A) Crop rotation B) Double-cropping C) The adoption of more modern farming tools D) More productive land through terraces and/or irrigation E) Urbanization Answer: E Diff: 1 Section: 9.6 The Third Agricultural Revolution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.28 Explain why, despite rapidly growing populations in developing countries, food supplies continue to increase.

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63) The invention and rapid diffusion of more productive agricultural techniques during the 1970s and 1980s is known as A) desertification.

B) the agricultural revolution.

C) agribusiness.

D) the green revolution.

E) the GMO breakthrough.

Answer: D Diff: 1 Section: 9.6 The Third Agricultural Revolution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.32 Explain, citing examples, how the Green Revolution helped to increase food supply in the 1970s.

64) The Green Revolution employed which two of the following methods to increase crop yields?

A) High-yield seeds and fertilizers B) GMO and fertilizers C) Mechanized farm equipment and GMO D) Irrigation and fertilizers E) Irrigation and high-yield seeds Answer: A Diff: 1 Section: 9.6 The Third Agricultural Revolution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.32 Explain, citing examples, how the Green Revolution helped to increase food supply in the 1970s.

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65) The following graph helps to explain that for the last half century the increase in food production has largely come from

A) expanding agricultural land.

B) expanding exports.

C) discovering new foods.

D) increasing agricultural productivity.

E) increasing fish harvests.

Answer: D Diff: 2 Section: 9.10 Agriculture & Resource Depletion Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 9.33 Describe how commercial farmers have increased productivity in recent years.

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66) Many regions of the world are at high risk of desertification. The risk is highest for

A) Russia.

B) the eastern United States.

C) eastern China.

D) Southwest Asia.

E) Europe.

Answer: D Diff: 2 Section: 9.10 Agriculture & Resource Depletion Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 9.30 Discuss the supply of agricultural land in relation to environmental changes such as desertification and urban growth.

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67) Which nation has seen a rapid growth of its land area devoted to organic farming?

A) Australia B) The United States C) Canada D) France E) Japan Answer: A Diff: 1 Section: 9.11 Biotechnology & Sustainability Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.35 Discuss the growth in demand for organic foods, the distribution of organic farming worldwide, and the distinctive characteristics of organic farming practices.

68) Which of the following is NOT a principal practice of sustainable agriculture?

A) Ridge tillage B) Limited use of chemicals C) Better integration of crops and livestock D) Heavy usage of pesticides E) Conservation tillage Answer: D Diff: 1 Section: 9.11 Biotechnology & Sustainability Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.36 Describe three methods of sustainable land management that help conserve soil.

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69) Which of the following statements regarding confined livestock is FALSE? A) Confined livestock leads to surface and ground water pollution as concentrated animal waste seeps into the ground.

B) If the animals are not confined, manure can contribute to soil fertility.

C) Confined livestock are reared in cages.

D) There is a moral and ethical debate surrounding the practice of confined livestock.

E) The practice of confined livestock has been banned in the United States.

Answer: E Diff: 1 Section: 9.11 Biotechnology & Sustainability Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.35 Discuss the growth in demand for organic foods, the distribution of organic farming worldwide, and the distinctive characteristics of organic farming practices.

70) Two major crops for human consumption which have largely been genetically modified within the United States are A) potatoes and rice.

B) soybeans and maize (corn).

C) tomatoes and peaches.

D) wheat and rice.

E) amaranth and quinoa.

Answer: B Diff: 1 Section: 9.11 Biotechnology & Sustainability Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.34 Summarize the controversy over the use of genetically modified organisms (GMOs) in food production.

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71) How does commercial agriculture differ from subsistence agriculture?

Answer: Varies Diff: 3 Section: 9.4 The Second Agricultural Revolution Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.5 Compare and contrast subsistence and commercial agriculture with regard to farm size, percentage of farmers in society, and use of machinery, scientific information, and electronic technology.

72) Why does the consumption of food vary around the world? What are some of the key factors that cause variances in consumption patterns?

Answer: Varies Diff: 3 Section: 9.1 How Much We Eat Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS9 The characteristics, distribution, and migration of human populations on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.7 Explain why consumption of food varies around the world.

73) How is plantation farming different from other forms of commercial agriculture? What types of crops are generated from plantation farming?

Answer: Varies Diff: 3 Section: 9.8 Trade in Commercial Crops Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.15 Explain how plantation agriculture differs from other types of agriculture found in developing regions and identify the most important plantation crops.

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74) What is the relationship between agricultural practices and climate?

Answer: Varies Diff: 3 Section: 9.4 The Second Agricultural Revolution Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.22 Explain the relationship between type of agriculture practiced and the physical geography of a region.

75) What are the contemporary threats facing people who engage in shifting cultivation?

Answer: Varies Diff: 3 Section: 9.9 Threatened Subsistence Agriculture Practices Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.31 Identify farming methods that subsistence farmers can use to increase the food supply.

76) You are a dairy farmer in Germany in 1900 before the advent of motorized vehicles. Using the von Thünen model as your guide, how far from a major urban center would you place your dairy farm, and why?

Answer: Varies Diff: 3 Section: 9.6 The Third Agricultural Revolution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.23 Illustrate how the von Thünen Model determines the choice of crops grown on commercial farms.

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77) Explain how government policies may impact food supply, cost, and distribution problems.

How does the U.S. government assist the financial well-being of farmers, and how do these policies impact food supply?

Answer: Varies Diff: 3 Section: 9.8 Trade in Commercial Crops Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.26 Describe U.S. government policies to address the challenges of overproduction in the food supply.

78) What is organic farming, and what key farming innovations are used in organic farming and practicing sustainable land management?

Answer: Varies Diff: 3 Section: 9.11 Biotechnology & Sustainability Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.35 Discuss the growth in demand for organic foods, the distribution of organic farming worldwide, and the distinctive characteristics of organic farming practices.

79) How did the Green Revolution lead to an increase in food in the developing world? What have been the primary agricultural effects in the developing world as a result of the Green Revolution?

Answer: Varies Diff: 3 Section: 9.6 The Third Agricultural Revolution Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.32 Explain, citing examples, how the Green Revolution helped to increase food supply in the 1970s.

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80) What are the pros and cons of GMO (genetically modified organisms) with respect to the future of commercial agriculture?

Answer: Varies Diff: 3 Section: 9.11 Biotechnology & Sustainability Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 9.34 Summarize the controversy over the use of genetically modified organisms (GMOs) in food production.

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Contemporary Human Geography, 5e (Rubenstein) Chapter 10 Development 1) The UN's Human Development Index (HDI) takes into account three factors. These are A) a decent standard of living, access to knowledge, and a long and healthy life.

B) crude birth rates, crude death rates, and the percentage of women in the workforce.

C) life expectancy, percentage of population under 15, and the availability of clean drinking water.

D) doctor/patient ratio, infant mortality rates, and good governance.

E) absence of corruption, developed infrastructure, and national debt as a ratio of GDP. Answer: A Diff: 1 Section: 10.1 Human Development Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.2 Distinguish between the HDI and the Inequality-adjusted HDI as measures of development.

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2) Which of the following regions has the lowest HDI?

A) East Asia B) Europe C) North America D) Sub-Saharan Africa E) Latin America Answer: D Diff: 2 Section: 10.1 Human Development Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 10.3 Identify the nine world regions, specifying which are considered developed and which are considered developing.

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3) Which two regions are considered developed based on their HDI scores?

A) North America and Southeast Asia B) North America and Latin America C) North America and Europe D) Central Asia and South Asia E) Europe and North Africa Answer: C Diff: 2 Section: 10.1 Human Development Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.3 Identify the nine world regions, specifying which are considered developed and which are considered developing.

4) Latin America is considered to be a developing region, yet Chile and Argentina have HDI rankings > 0.80. How can both be true?

A) Chile and Argentina are barely ranked as developed.

B) Latin America as a whole compared to other defined regions is considered developing. Each region may have a few countries within them that have very different HDI rankings.

C) The data was collected twenty years ago and is no longer valid.

D) It gives evidence that the ranking system is not very consistent.

E) The HDI data is flawed and biased.

Answer: B Diff: 3 Section: 10.1 Human Development Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.1 Clarify the concept of development, developed, and developing countries.

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5) The United Nations measures the average income in countries through a complex index called A) gross domestic product.

B) gross national income per capita at purchasing power parity.

C) gross national income at HDI. D) annual gross national product at average income.

E) development index at purchasing power parity.

Answer: B Diff: 1 Section: 10.2 A Decent Standard of Living Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.5 Contrast developed and developing countries with regard to income, economic structure, productivity (including the concept of value added), and goods produced.

6) The value of the output of goods and services produced in a country in a year, including money that leaves and enters the country, is known as the A) gross domestic product.

B) purchasing power parity.

C) gross national income.

D) human development index.

E) gross empowerment product.

Answer: C Diff: 1 Section: 10.2 A Decent Standard of Living Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.5 Contrast developed and developing countries with regard to income, economic structure, productivity (including the concept of value added), and goods produced.

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7) In which of the following sectors of jobs does manufacturing fall?

A) Primary B) Secondary C) Tertiary D) Quaternary E) Special Answer: B Diff: 1 Section: 10.2 A Decent Standard of Living Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.6 Identify the three major sectors into which jobs fall, citing examples from each sector.

8) The value of a product compared to the amount of labor needed to make it is known as A) purchasing power.

B) value added.

C) impact factor.

D) productivity.

E) profit index quotient.

Answer: D Diff: 1 Section: 10.2 A Decent Standard of Living Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.5 Contrast developed and developing countries with regard to income, economic structure, productivity (including the concept of value added), and goods produced.

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9) The measure of the value of the output of goods and services produced in a country in a year is known as A) productivity.

B) value added.

C) gross domestic product.

D) gross national income.

E) purchasing power parity.

Answer: C Diff: 1 Section: 10.2 A Decent Standard of Living Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.5 Contrast developed and developing countries with regard to income, economic structure, productivity (including the concept of value added), and goods produced.

10) Resource extraction jobs, such as mining, fishing, and forestry, fall into which economic sector?

A) Primary B) Secondary C) Tertiary D) Quaternary E) Special Answer: A Diff: 1 Section: 10.2 A Decent Standard of Living Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.6 Identify the three major sectors into which jobs fall, citing examples from each sector.

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11) Jim is a coal miner. Mary is a lawyer. Jim has a job in the ________ sector, while Mary works in the ________ sector.

A) primary; secondary B) primary; tertiary C) secondary; tertiary D) secondary; primary E) tertiary; primary Answer: B Diff: 2 Section: 10.2 A Decent Standard of Living Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.6 Identify the three major sectors into which jobs fall, citing examples from each sector.

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12) Which of the following two regions has the world's highest GNI per capita PPP?

A) North America and Europe B) East Asia and Sub-Saharan Africa C) Sub-Saharan Africa and South Asia D) South Asia and Europe E) Latin America and North America Answer: A Diff: 2 Section: 10.2 A Decent Standard of Living Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 10.4 Explain standard of living as a factor in the HDI.

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13) The vast majority of nations with annual incomes below $5,000 are found on which continent?

A) North America B) South America C) Africa D) Europe E) Australia Answer: C Diff: 2 Section: 10.2 A Decent Standard of Living Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 10.5 Contrast developed and developing countries with regard to income, economic structure, productivity (including the concept of value added), and goods produced.

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14) Jean is from the United States and makes $12.60/hr. Mark is from Canada and makes $14.00/hr. A Big Mac costs $4.25 in the United States and costs $7.00 in Canada. Which of the following statements is TRUE? A) Mark makes more money than Jean and has greater purchasing power.

B) Jean makes more money than Mark and has greater purchasing power.

C) Mark makes more money than Jean but has less purchasing power.

D) Jean makes more money than Mark but has less purchasing power.

E) Mark makes more money than Jean, but they have the same amount of purchasing power.

Answer: C Diff: 3 Section: 10.2 A Decent Standard of Living Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.5 Contrast developed and developing countries with regard to income, economic structure, productivity (including the concept of value added), and goods produced.

15) The United Nations considers ________ to be the most critical measure of the ability of an individual to gain access to knowledge needed for development.

A) years of schooling B) the quality of instruction C) the income of the family D) the quality of a government E) the availability of jobs Answer: A Diff: 1 Section: 10.3 Access to Health & Knowledge Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.8 Explain how the quantity and quality of schooling has an effect on the process of development.

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16) A baby born today in sub-Saharan Africa can expect to live on average to age 62. What are the two main factors that influence this relatively short lifespan expectation?

A) Limited access to medical services and public assistance B) Lower levels of nutrition and education C) Limited access to medical services and a warmer climate D) Limited access to medical services and more people working in the tertiary sector E) Higher elevations where it is harder to breathe and lower levels of nutrition Answer: A Diff: 1 Section: 10.3 Access to Health & Knowledge Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.7 Identify two factors that the UN uses in the HDI as indicators of health.

17) Adults have spent an average of ________ years in school in developed countries, and an average of ________ years in school in developing countries.

A) 25; 16.3 B) 16.3; 9.3 C) 12.2; 7.5 D) 16.3; 10.1 E) 10.1; 9.3 Answer: C Diff: 1 Section: 10.3 Access to Health & Knowledge Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.8 Explain how the quantity and quality of schooling has an effect on the process of development.

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18) The continent with the lowest overall literacy rates is

A) Africa.

B) Australia.

C) Europe.

D) North America.

E) South America.

Answer: A Diff: 2 Section: 10.3 Access to Health & Knowledge Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 10.8 Explain how the quantity and quality of schooling has an effect on the process of development.

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19) Which world region (or area) has the highest overall life expectancy?

A) North America B) Japan and South Korea C) Latin America D) South Asia E) Sub-Saharan Africa Answer: B Diff: 2 Section: 10.3 Access to Health & Knowledge Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 10.7 Identify two factors that the UN uses in the HDI as indicators of health.

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20) The lowest pupil-to-teacher ratios are found in

A) Latin America and South Asia.

B) Europe and South Asia.

C) Europe and the United States.

D) Sub-Saharan Africa and the United States.

E) East Asia and South Asia.

Answer: C Diff: 2 Section: 10.3 Access to Health & Knowledge Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 10.8 Explain how the quantity and quality of schooling has an effect on the process of development.

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21) Perfect equality, as measured by the United Nations, is when the A) HDI exceeds the IHDI. B) IHDI exceeds the HDI. C) HDI and the IHDI are the same.

D) gap between the HDI and the IHDI is more than 2-to-1.

E) IHDI is zero.

Answer: C Diff: 1 Section: 10.4 Inequality-Adjusted HDI Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.9 Explain how the HDI and IHDI may be used to determine the degree of inequality within a country.

22) A country where only a few people have high incomes, college degrees, and good health care will have A) a low IHDI. B) a high IHDI. C) perfect equality.

D) a very small gap between the HDI and the IHDI. E) an IHDI score of 1.

Answer: A Diff: 1 Section: 10.4 Inequality-Adjusted HDI Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.9 Explain how the HDI and IHDI may be used to determine the degree of inequality within a country.

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23) The Multidimensional Poverty Index (MPI) is high across much of which continent?

A) North America B) South America C) Africa D) Europe E) Asia Answer: C Diff: 2 Section: 10.4 Inequality-Adjusted HDI Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 10.11 Describe the factors used in the UN's Multidimensional Poverty Index (MPI)

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24) The areas of the highest inequality are found in

A) Europe.

B) Canada and the United States.

C) Australia.

D) Japan and South Korea.

E) Africa and South Asia.

Answer: E Diff: 2 Section: 10.4 Inequality-Adjusted HDI Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 10.9 Explain how the HDI and IHDI may be used to determine the degree of inequality within a country.

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25) Which of the following is TRUE today with respect to inequality in the United Kingdom?

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A) Gross annual incomes are roughly equal across the United Kingdom.

B) The lowest gross annual incomes are found in coastal regions of the United Kingdom.

C) The highest gross annual incomes are concentrated around London.

D) Scotland has a consistently higher gross annual income than does England.

E) Wales has a higher gross annual income than does England.

Answer: C Diff: 2 Section: 10.4 Inequality-Adjusted HDI Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 10.12 State the long-term trend with regard to inequality in developed countries.

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26) The main reason most people in Sub-Saharan Africa are in poverty is

A) lack of education.

B) poor living standards.

C) poor health.

D) lack of access to credit.

E) the hot climate.

Answer: B Diff: 2 Section: 10.4 Inequality-Adjusted HDI Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 10.11 Describe the factors used in the UN's Multidimensional Poverty Index (MPI)

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27) The United Nations measurement of a country's gender inequality is the country's A) Gender Bias Quotient (GBQ).

B) Gender Empowerment Parity (GEP).

C) Gender Inequality Index (GII).

D) Gender Equality Coefficient (GEC).

E) Gender Measuring Measure (GMM).

Answer: C Diff: 1 Section: 10.5 Gender Inequality Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.14 Describe the UN's measures of gender inequality.

28) The maternal mortality ratio is the number of women who die giving birth per ________ births A) 1,000 B) 10,000 C) 100,000 D) 1,000,000 E) 10,000,000 Answer: C Diff: 1 Section: 10.5 Gender Inequality Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.15 Explain the role of women's reproductive health as a factor in the Gender Inequality Index (GII).

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29) The United Nations measurement of a country's Gender Inequality Index (GII) combines measures of A) reproductive health, empowerment, and the labor market.

B) reproductive health, education, and empowerment.

C) education, the labor market and the fertility rate, and upward mobility.

D) education, the labor market, and the head of household.

E) education, salary, and reproductive health.

Answer: A Diff: 1 Section: 10.5 Gender Inequality Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.14 Describe the UN's measures of gender inequality.

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30) Which of the following major world regions has a very high Gender Inequality Index, indicating high amounts of inequality between men and women?

A) North America B) Russia C) East Asia D) Africa E) Europe Answer: D Diff: 2 Section: 10.5 Gender Inequality Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 10.14 Describe the UN's measures of gender inequality.

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31) Which continent has the highest adolescent fertility rate?

A) Africa B) Asia C) Europe D) North America E) South America Answer: A Diff: 2 Section: 10.5 Gender Inequality Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 10.15 Explain the role of women's reproductive health as a factor in the Gender Inequality Index (GII).

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32) The Gender Social Norms Index (GSNI) is measured by all the following indices EXCEPT A) political empowerment.

B) educational empowerment.

C) economic empowerment.

D) physical integrity.

E) total fertility rate.

Answer: E Diff: 1 Section: 10.6 Gender Development Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 10.17 Explain how the Gender Social Norms Index (GSNI) is calculated and what factors are used in its calculation.

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33) What region of the world has the greatest disparity between male and female income?

A) North America B) North Africa and Southwest Asia C) Europe D) Russia E) East Asia Answer: B Diff: 2 Section: 10.6 Gender Development Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 10.16 Describe empowerment related components of gender inequality.

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34) Which of the following is an accurate description of the female labor force participation rate?

A) The percentage of the female population unemployed and underemployed B) The percentage of female college graduates employed in the field of their degree C) The percentage of women employed in any given year D) The percent of women holding full-time jobs outside the home E) The likelihood of a female high school graduate getting a job within 2 years of graduation Answer: D Diff: 1 Section: 10.5 Gender Inequality Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.18 Discuss worldwide variations in women's labor force participation rates in developed and developing countries.

35) In developing countries, boys compete ________ years of schooling on average, whereas girls complete ________ years of schooling on average.

A) 12; 12 B) 6.9; 8.3 C) 8.3; 6.9 D) 12; 8.3 E) 12; 6.9 Answer: C Diff: 1 Section: 10.6 Gender Development Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.8 Explain how the quantity and quality of schooling has an effect on the process of development.

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36) Which major world nation has the highest Gender Development Index (close to 1)?

A) Australia B) China C) Canada D) Russia E) The United States Answer: D Diff: 2 Section: 10.6 Gender Development Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 10.14 Describe the UN's measures of gender inequality.

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37) In the context of gender inequality, empowerment refers to the ability of women to achieve A) economic and political power.

B) a high school education.

C) purchasing power.

D) the right to vote.

E) the right to work outside of the home.

Answer: A Diff: 1 Section: 10.5 Gender Inequality Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.16 Describe empowerment related components of gender inequality.

38) On average, how many children are there for every older person in developing countries?

A) Two B) Three C) Four D) Five E) Six Answer: E Diff: 1 Section: 10.3 Access to Health & Knowledge Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.7 Identify two factors that the UN uses in the HDI as indicators of health.

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39) The world region with the lowest overall percentage of women in the labor force is

A) North America.

B) Europe.

C) North Africa and Southwest Asia.

D) Sub-Saharan Africa.

E) East Asia.

Answer: C Diff: 2 Section: 10.5 Gender Inequality Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 10.18 Discuss worldwide variations in women's labor force participation rates in developed and developing countries.

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40) Countries do all but which one of the following when pursuing the self-sufficiency approach to development?

A) Impose tariffs B) Spread investment as equally as possible across all sectors of a country's economy and in all regions C) Restrict foreign imports through fixed quotas D) Nurse fledgling businesses by restricting foreign multinational corporations E) Allow foreign multinational corporations to operate without restrictions Answer: E Diff: 1 Section: 10.7 Two Paths to Development Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.19 Identify and explain the two models (paths) for development and provide examples for each.

41) A leading example of a country that pursued the self-sufficiency development model is A) the United States.

B) Singapore.

C) Taiwan.

D) South Korea.

E) India.

Answer: E Diff: 1 Section: 10.8 World Trade Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.19 Identify and explain the two models (paths) for development and provide examples for each.

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42) The world-systems theory argues all of the following EXCEPT A) global investment originates from core countries and diffuses to countries in the periphery.

B) core countries tend to be clustered in Europe, and also include Japan and the United States.

C) Africa, Latin America, and most of Asia is located in the periphery.

D) the line between core and periphery is permanent, and a country cannot change its status.

E) particular core and periphery regions have special connections often predicated on geography and former colonial relationships.

Answer: D Diff: 3 Section: 10.8 World Trade Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.23 Summarize Wallerstein's world-systems theory with respect to the core-periphery model.

43) Which of the following is TRUE of the international trade approach to development?

A) The country opens itself up to foreign investment and international markets.

B) High tariffs are placed on foreign imports.

C) Government ownership of industry is commonplace.

D) Businesses are kept afloat through government subsidies.

E) Businesses are required to obtain permits in order to modernize a factory or hire new workers.

Answer: A Diff: 3 Section: 10.7 Two Paths to Development Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.20 Analyze reasons for the success of the international trade model, including the shortcomings of self-sufficiency and the effects of converting to international trade.

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44) Which of the following is most likely to occur with the self-sufficiency path to development?

A) The government eliminates tariffs and import quotas.

B) The nation becomes a major exporter of goods onto the world market.

C) Unprofitable private companies are subsidized and protected because of isolation from competition from large international companies.

D) Rapid economic growth is expected.

E) Globally competitive products are produced.

Answer: C Diff: 3 Section: 10.7 Two Paths to Development Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.20 Analyze reasons for the success of the international trade model, including the shortcomings of self-sufficiency and the effects of converting to international trade.

45) A country like Japan or South Korea has shifted away from heavy industry to the production of consumer goods, such as automobiles. Japan and South Korea are, according to Rostow's International Trade Model, in which phase?

A) Traditional society B) Preconditions for takeoff C) Takeoff D) Drive to maturity E) Age of mass consumption Answer: E Diff: 3 Section: 10.7 Two Paths to Development Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.19 Identify and explain the two models (paths) for development and provide examples for each.

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46) According to the international trade model, how can a country develop economically?

A) The country can sell large amounts of natural resources on the world market in exchange for foreign currency.

B) The country can ban foreign imports in order to develop local industries.

C) The country can concentrate its resources on the expansion of distinctive local industries, which it can then sell on the global market for revenue.

D) The country can ban its currency from being converted into foreign currencies, thus shielding it from global currency fluctuations.

E) The country can nationalize all of its industries and place them under government control.

Answer: C Diff: 3 Section: 10.7 Two Paths to Development Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.19 Identify and explain the two models (paths) for development and provide examples for each.

47) To promote the international trade development model, most countries have joined the A) International Monetary Fund (IMF).

B) Organization for Economic Cooperation and Development (OECD).

C) World Trade Organization (WTO).

D) United Nations (UN).

E) International Bank for Reconstruction and Development (IBRD).

Answer: C Diff: 1 Section: 10.7 Two Paths to Development Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.21 Explain how the World Trade Organization works to reduce barriers to trade.

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48) Countries throughout the world rejected the self-sufficiency model of development in lieu of the international trade model for all of the following reasons EXCEPT A) self-sufficiency encouraged inefficient industries.

B) self-sufficiency promoted a lack of competitiveness within industries.

C) self-sufficiency bred corruption.

D) self-sufficiency gave rise to local back markets.

E) self-sufficiency led to expulsion from the World Trade Organization.

Answer: E Diff: 1 Section: 10.7 Two Paths to Development Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.20 Analyze reasons for the success of the international trade model, including the shortcomings of self-sufficiency and the effects of converting to international trade.

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49) The majority of the countries that are part of the core in the world-systems theory are located in the

A) Northern Hemisphere.

B) Southern Hemisphere.

C) Eastern Hemisphere.

D) Western Hemisphere.

E) tropical regions of the world.

Answer: A Diff: 2 Section: 10.8 World Trade Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 10.23 Summarize Wallerstein's world-systems theory with respect to the core-periphery model.

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50) The WTO can do all of the following EXCEPT A) enforce trade agreements.

B) work to eliminate subsidies, quotas, and tariffs.

C) work to reduce barriers to international trade.

D) order rich member nations to bail out weaker member nations.

E) negotiate the restrictions on the international movement of money by banks.

Answer: D Diff: 1 Section: 10.7 Two Paths to Development Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.21 Explain how the World Trade Organization works to reduce barriers to trade.

51) India implemented a self-sufficiency model after they gained independence from the United Kingdom. In the 1990s, they switched to an international trade model that resulted in A) a remarkably unresponsive economy.

B) a substantial increase in GDP per capita.

C) higher tariffs on imported products.

D) a lowering of the GDP per capita.

E) a proliferation of monopolies.

Answer: B Diff: 3 Section: 10.8 World Trade Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.20 Analyze reasons for the success of the international trade model, including the shortcomings of self-sufficiency and the effects of converting to international trade.

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52) What two organizations are major lenders to developing countries?

A) the IMF and the World Bank B) the UN and the WTO C) the WTO and the World Bank D) the UN and the World Bank E) the WHO and the WTO Answer: A Diff: 1 Section: 10.9 Financing Development Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.24 Explain how developing countries finance development through foreign direct investment (FDI) and loans by international lending agencies.

53) Which three regions/countries are the leading sources of foreign direct investment (FDI)?

A) North America, Europe, and Japan B) Japan, East Asia, and Southeast Asia C) Latin America, Southeast Asia, and Japan D) Sub-Saharan Africa, Russia, and Latin America E) Europe, Sub-Saharan Africa, and South Asia Answer: A Diff: 2 Section: 10.9 Financing Development Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 10.24 Explain how developing countries finance development through foreign direct investment (FDI) and loans by international lending agencies.

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54) Half of all foreign direct investment (FDI) destined for developing countries goes to A) Russia.

B) India.

C) Mexico.

D) Brazil.

E) China.

Answer: E Diff: 1 Section: 10.9 Financing Development Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.24 Explain how developing countries finance development through foreign direct investment (FDI) and loans by international lending agencies.

55) The major source of foreign direct investment (FDI) is/are A) governments.

B) transnational corporations.

C) private banks.

D) the World Trade Organization.

E) private donors and philanthropists.

Answer: B Diff: 1 Section: 10.9 Financing Development Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.24 Explain how developing countries finance development through foreign direct investment (FDI) and loans by international lending agencies.

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56) An alternative source for loans in developing countries where a business owner is too poor to qualify for a standard bank loan is/are A) subsidies.

B) government assistance.

C) microfinance.

D) foreign direct investment.

E) structural adjustment programs.

Answer: C Diff: 1 Section: 10.9 Financing Development Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.26 Explain how microfinance has enabled people in developing countries to build small businesses.

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57) World Bank loans are concentrated in

A) Canada and the United States.

B) Europe.

C) Africa.

D) Australia.

E) Latin America and Asia.

Answer: E Diff: 2 Section: 10.9 Financing Development Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 10.24 Explain how developing countries finance development through foreign direct investment (FDI) and loans by international lending agencies.

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58) Many countries have debt burdens that can equal half of their overall GNI. Countries that are in heavy debt to organizations such as the World Bank and IMF are largely concentrated in

A) Europe.

B) East Asia.

C) Australia and New Zealand.

D) the developed world.

E) the developing world.

Answer: E Diff: 2 Section: 10.9 Financing Development Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 10.25 Explain how "structural adjustment programs" work and how the IMF and World Bank respond to criticisms of these programs.

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59) Which of the following is a common criticism made of structural adjustment programs in developing countries?

A) Structural adjustment programs will cause runaway inflation.

B) Structural adjustment programs lead to corruption and overinfluence by the local government.

C) Structural adjustment programs cut government spending on basic social service programs (like medical care and education), which increase poverty.

D) Structural adjustment programs have too many strings attached, making it impossible to secure international loans.

E) Structural adjustment programs curtail economic growth, leading to poverty.

Answer: C Diff: 3 Section: 10.9 Financing Development Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.25 Explain how "structural adjustment programs" work and how the IMF and World Bank respond to criticisms of these programs.

60) What is the rationale behind lenders providing loans to developing countries?

A) They will receive higher interest rates in return because of the higher risk.

B) They will enable new infrastructure that will lead more domestic and foreign businesses to open and expand.

C) They do it for purely humanitarian reasons.

D) The lenders will be able to foreclose on the loans when the country fails to pay it back and thus take over the entire country.

E) The huge growth potential will ensure high returns.

Answer: B Diff: 3 Section: 10.9 Financing Development Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.25 Explain how "structural adjustment programs" work and how the IMF and World Bank respond to criticisms of these programs.

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61) ________ is trade that provides greater equity to small businesses and workers in developing countries.

A) Free trade B) Fair trade C) Equal trade D) Sustainable trade E) Humane trade Answer: B Diff: 1 Section: 10.11 Fair Trade Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.27 Explain how the fair trade model of development applies to producer practices and worker standards.

62) A shirt is made in India which is to be sold on the U.S. market at a retail store. What percent of the American retail price of that shirt will the Indian laborer who sewed that shirt likely receive?

A) 0.1% B) 1% C) 10% D) 25% E) 50% Answer: B Diff: 1 Section: 10.11 Fair Trade Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.22 Assess criticisms of the international trade model put forth by progressives and conservatives.

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63) Which of the following is NOT a Fair Trade requirement?

A) Protected by high environmental and safety standards B) Permitted to organize a union C) Paid fair wages D) Housing needs to be provided by employer E) Have the right to collective bargaining Answer: D Diff: 1 Section: 10.11 Fair Trade Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.28 Determine the extent to which fair trade benefits producers, workers, and consumers.

64) Fair Trade attempts to achieve all of the following EXCEPT A) raising incomes of small-scale farmers and artisans by elimination of some of the middlemen.

B) distribution of both profits as well as risks between producers, distributors, retailers, and financiers.

C) increase the entrepreneurial skills of producers.

D) assist producers in expanding their local business into a multinational enterprise.

E) promote safe working conditions and sustainable farming methods.

Answer: D Diff: 1 Section: 10.11 Fair Trade Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.28 Determine the extent to which fair trade benefits producers, workers, and consumers.

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65) A cooperative has all of the following advantages EXCEPT A) it can qualify for credit.

B) materials can be purchased at a lower cost.

C) the people who grow or make the products can democratically manage resource allocation.

D) the reinvestment of profits into the local community.

E) the imposition of tariffs and quotas on their goods when sold to overseas markets.

Answer: E Diff: 1 Section: 10.11 Fair Trade Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.28 Determine the extent to which fair trade benefits producers, workers, and consumers.

66) Critics contend that the international trade development approach does not place a high priority on workers' rights, charging all of the following EXCEPT A) oversight of working conditions by the local government and international lending agencies is minimal or nonexistent.

B) workers are forced to work long hours for low pay in poor conditions.

C) injured (or ill) workers are not compensated.

D) women are not allowed to take jobs in such industries as textiles, food processing, or farming.

E) child (or forced) labor may be in the workforce.

Answer: D Diff: 1 Section: 10.11 Fair Trade Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.27 Explain how the fair trade model of development applies to producer practices and worker standards.

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67) The UN defines extreme poverty as living on less than how much per day?

A) $0.19 B) $1.90 C) $19 D) $190 E) $1,900 Answer: B Diff: 1 Section: 10.10 Sustainable Development Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.4 Explain standard of living as a factor in the HDI. 68) Which of the following is NOT one of the UN's Sustainable Development Goals?

A) End poverty in all of its forms.

B) Ensure access to water and sanitation for all.

C) Achieve gender equality and empower women and girls.

D) Take urgent action to combat climate change.

E) End wars between countries over resources.

Answer: E Diff: 1 Section: 10.10 Sustainable Development Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS18 How to apply geography to interpret the present and plan for the future Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.30 Summarize the Sustainable Development Goals adopted by the United Nations in 2015.

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69) Which of the following statements is TRUE with respect to the changes in HDI since 1980?

A) HDI has improved everywhere, but the improvements have been more pronounced in developing countries.

B) HDI has improved everywhere, but the improvements have been more pronounced in developed countries.

C) HDI has improved in developed countries, but has gotten worse in developing countries.

D) HDI has improved in developing countries, but has gotten worse in developed countries.

E) HDI has remained consistent everywhere since 1980.

Answer: A Diff: 2 Section: 10.10 Sustainable Development Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 10.29 Describe the overall progress made in development since 1980 in terms of gross national income (GNI), life expectancy, and education.

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70) Which of the following statements is TRUE about developed and developing countries concerning the three factors used to measure HDI? A) GNI per capita has increased faster in developed countries since 1980, but life expectancy has increased faster in developing countries in that same period of time.

B) GNI per capita has increased faster in developing countries since 1980, but years of education has increased faster in developed countries in that same period of time.

C) Life expectancy has increased faster in the developed countries since 1980, but GNI per capita has increased faster in developing countries in that same period of time.

D) Life expectancy and years of education have increased at the same rate for developed and developing countries since 1980, but GNI has increased faster in developed countries in that same period of time.

E) Life expectancy and years of education have increased at the same rate for developed and developing countries since 1980, but GNI has increased faster in developing countries in that same period of time.

Answer: D Diff: 3 Section: 10.10 Sustainable Development Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.29 Describe the overall progress made in development since 1980 in terms of gross national income (GNI), life expectancy, and education.

71) What is the human development index (HDI), and how does it differ from the inequalityadjusted HDI (the IDHI)?

Answer: Varies Diff: 3 Section: 10.1 Human Development Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.2 Distinguish between the HDI and the Inequality-adjusted HDI as measures of development.

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72) Why is purchasing power parity (PPP) important to incorporate into a discussion on gross national income (GNI)?

Answer: Varies Diff: 3 Section: 10.2 A Decent Standard of Living Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.5 Contrast developed and developing countries with regard to income, economic structure, productivity (including the concept of value added), and goods produced.

73) Compare and contrast the economic structures of developed and developing countries.

Answer: Varies Diff: 3 Section: 10.2 A Decent Standard of Living Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.5 Contrast developed and developing countries with regard to income, economic structure, productivity (including the concept of value added), and goods produced.

74) How is access to knowledge or education important to development?

Answer: Varies Diff: 3 Section: 10.3 Access to Health & Knowledge Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.8 Explain how the quantity and quality of schooling has an effect on the process of development.

75) What is Gender Inequality Index (GII), and how is it measured?

Answer: Varies Diff: 3 Section: 10.5 Gender Inequality Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.14 Describe the UN's measures of gender inequality.

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76) To promote development, poor countries typically follow one of two models of development.

Describe them both, making certain to list their strengths as well as their shortcomings.

Answer: Varies Diff: 3 Section: 10.7 Two Paths to Development Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.19 Identify and explain the two models (paths) for development and provide examples for each.

77) What is microfinance, and how does it assist individuals and small businesses in the developing world?

Answer: Varies Diff: 3 Section: 10.9 Financing Development Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.26 Explain how microfinance has enabled people in developing countries to build small businesses.

78) What are structural adjustment programs, and what are the major criticisms levied against them?

Answer: Varies Diff: 3 Section: 10.9 Financing Development Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.25 Explain how "structural adjustment programs" work and how the IMF and World Bank respond to criticisms of these programs.

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79) What is fair trade, and what does it hope to achieve?

Answer: Varies Diff: 3 Section: 10.11 Fair Trade Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.27 Explain how the fair trade model of development applies to producer practices and worker standards.

80) Explain what a cooperative is, and list the benefits farmers and artisans have by working within a cooperative.

Answer: Varies Diff: 3 Section: 10.11 Fair Trade Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 10.28 Determine the extent to which fair trade benefits producers, workers, and consumers.

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Contemporary Human Geography, 5e (Rubenstein) Chapter 11 Industry 1) The term "cottage industries" was used to refer to A) industries located exclusively in rural areas.

B) industries that produced only cheeses and other foods.

C) home-based manufacturing.

D) village-based manufacturing.

E) the collaboration between village and city manufacturing.

Answer: C Diff: 1 Section: 11.1 Industrial Regions Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.1 Explain what is meant by the term "Industrial Revolution."

2) What invention was most important to the development of factories at the start of the Industrial Revolution?

A) The combustible engine B) The steam engine C) The waterwheel D) The railroad E) The cotton gin Answer: B Diff: 1 Section: 11.1 Industrial Regions Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.1 Explain what is meant by the term "Industrial Revolution."

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3) Which country was at the hearth of the Industrial Revolution?

A) The United Kingdom B) Germany C) France D) The United States E) Russia Answer: A Diff: 1 Section: 11.1 Industrial Regions Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.2 Describe current and past distributions of industry.

4) The diffusion of the Industrial Revolution in the nineteenth century was spurned by the development and expansion of A) hospitals.

B) transportation, in particular railroads.

C) banking services.

D) democratic governments.

E) electricity.

Answer: B Diff: 1 Section: 11.1 Industrial Regions Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.1 Explain what is meant by the term "Industrial Revolution."

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5) This region was Europe's fastest-growing manufacturing area during the late twentieth century.

A) Northeastern Spain, centered on Barcelona B) Western Portugal, centered on Lisbon C) South-Central Germany, around Munich D) Southern United Kingdom, near the English Channel E) Western Russia, centered on Moscow Answer: A Diff: 2 Section: 11.1 Industrial Regions Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 11.2 Describe current and past distributions of industry.

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6) North America's manufacturing was traditionally located in A) California.

B) the border regions between the United States and Mexico.

C) the former states of the Confederacy, such as Alabama and Mississippi.

D) the northeastern United States and southeastern Canada.

E) the Caribbean Basin.

Answer: D Diff: 1 Section: 11.1 Industrial Regions Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.2 Describe current and past distributions of industry.

7) By most measures, the leading manufacturing nation in the world is A) The United States.

B) The United Kingdom.

C) China.

D) Japan.

E) Russia.

Answer: C Diff: 1 Section: 11.1 Industrial Regions Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.2 Describe current and past distributions of industry.

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8) Which of the following countries has both the world's largest supply of low-cost labor and the world's largest market for many consumer products?

A) Thailand B) Russia C) China D) India E) The United States Answer: C Diff: 1 Section: 11.1 Industrial Regions Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.2 Describe current and past distributions of industry.

9) The Industrial Revolution resulted in the formation of clusters. Specific areas within these clusters such as Rhine-Ruhr Valley in Rotterdam, the Mohawk Valley in New York, and the Po Basin near the Alps developed because of nearby A) population centers.

B) inexpensive and abundant energy sources to run the factories.

C) existing transportation.

D) skilled labor force.

E) favorable climate.

Answer: B Diff: 3 Section: 11.1 Industrial Regions Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.2 Describe current and past distributions of industry.

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10) What was the first major world region to industrialize?

A) North America B) Africa C) Russia D) China E) Europe Answer: E Diff: 1 Section: 11.1 Industrial Regions Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.2 Describe current and past distributions of industry.

11) The most important site factor on a global scale is A) labor.

B) raw materials.

C) transportation.

D) land.

E) capital.

Answer: A Diff: 1 Section: 11.3 Site Factors in Industry Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.4 Explain the concept of a site factor and provide an example of how labor concerns can influence location of a factory.

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12) Labor constitutes what percentage of the overall manufacturing cost in the United States?

A) 1% B) 5% C) 11% D) 31% E) 72% Answer: C Diff: 1 Section: 11.3 Site Factors in Industry Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.4 Explain the concept of a site factor and provide an example of how labor concerns can influence location of a factory.

13) A ________ is one in which wages and other compensation paid to employees constitutes a high percentage of expenses.

A) labor-friendly workplace B) labor-intensive industry C) profit-sharing industry D) working-class industry E) well-run industry Answer: B Diff: 1 Section: 11.3 Site Factors in Industry Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.4 Explain the concept of a site factor and provide an example of how labor concerns can influence location of a factory.

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14) One-fourth of all capital in the United States is currently spent A) on acquisition of raw materials for industry.

B) on labor-intensive industries.

C) on the development of new industrial plants in suburban zones.

D) on the development of new high-tech industries in Silicon Valley.

E) making investments in developing nations.

Answer: D Diff: 1 Section: 11.3 Site Factors in Industry Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.5 Discuss the relationship of capital availability to the placement of industries.

15) The site factor that cities have always lacked for industry is A) available land.

B) a population center for a labor source.

C) proximity to a large local market.

D) sources for capital.

E) proximity to major transportation routes.

Answer: A Diff: 1 Section: 11.3 Site Factors in Industry Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.6 Describe the types of land that are typically most valuable for the location of a factory.

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16) A common place where factories cluster in developed countries are A) the centers of major cities.

B) rural areas, far from major population centers and markets.

C) suburban industrial parks located near to major highway junctions.

D) in multistory buildings since they are cheaper than single-story buildings that spread over a larger area.

E) in rugged mountainous regions.

Answer: C Diff: 1 Section: 11.3 Site Factors in Industry Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.6 Describe the types of land that are typically most valuable for the location of a factory.

17) A labor-intensive industry would be best located A) near a major population center where there is access to workers.

B) in a developed nation with high labor costs.

C) in a developing nation with low labor costs.

D) in a nation with lax safety regulations.

E) in a rural region far from both population centers and global markets.

Answer: C Diff: 3 Section: 11.3 Site Factors in Industry Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.4 Explain the concept of a site factor and provide an example of how labor concerns can influence location of a factory.

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18) You are the owner of a manufacturing plant that is extremely labor intensive. All other factors aside, the most cost-effective country in which to locate your plant would be A) Germany.

B) the United States.

C) Japan.

D) the United Kingdom.

E) India.

Answer: E Diff: 3 Section: 11.3 Site Factors in Industry Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.4 Explain the concept of a site factor and provide an example of how labor concerns can influence location of a factory.

19) Which of the following is a prominent example of an industry that generally requires lessskilled, low-cost workers?

A) Textiles B) Steel C) Auto D) Education E) Publishing Answer: A Diff: 1 Section: 11.4 Changing Site Factors: Clothing Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.7 Explain why textile and apparel manufacturing is classified as a laborintensive industry.

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20) Of the three principal steps involved in textile and apparel production, developed countries have a bigger role in the ________ because they account for the biggest market for assembled products.

A) spinning B) assembly C) weaving D) sewing E) looming Answer: B Diff: 1 Section: 11.4 Changing Site Factors: Clothing Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.8 Describe the steps involved in textile and apparel production, and how each step relates to the distribution of clothing production.

21) China and India are the leading fabric producers because ________ offset(s) the expense of shipping inputs and transporting the products to faraway customers.

A) low labor costs B) lack of environment regulations C) government subsidies D) advanced technology E) a very inexpensive means of transporting goods long distances Answer: A Diff: 1 Section: 11.4 Changing Site Factors: Clothing Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.8 Describe the steps involved in textile and apparel production, and how each step relates to the distribution of clothing production.

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22) Which two countries produce two-thirds of the world's cotton thread?

A) China and India B) India and the United States C) Pakistan and India D) Mexico and the United States E) Argentina and Brazil Answer: A Diff: 1 Section: 11.4 Changing Site Factors: Clothing Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.7 Explain why textile and apparel manufacturing is classified as a laborintensive industry.

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23) In which of the following places will Nike shoes NOT be manufactured?

A) China B) Indonesia C) Thailand D) The United States E) Vietnam Answer: D Diff: 2 Section: 11.4 Changing Site Factors: Clothing Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 11.7 Explain why textile and apparel manufacturing is classified as a laborintensive industry.

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24) Textiles account for ________ of global manufacturing employment.

A) 6% B) 14% C) 30% D) 60% E) 90% Answer: B Diff: 1 Section: 11.4 Changing Site Factors: Clothing Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.7 Explain why textile and apparel manufacturing is classified as a laborintensive industry.

25) An industry in which the inputs weigh more than the final products is a A) bulk-gaining industry.

B) bulk-reducing industry.

C) perishable industry.

D) situation-neutral industry.

E) bulk-product industry.

Answer: B Diff: 1 Section: 11.5 Situation Factors: Locating Near Inputs Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.9 Explain what a bulk-reducing industry is, and explain its relationship to cost of inputs and cost of transportation.

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26) A ferrous product contains A) copper.

B) gold.

C) iron.

D) silver.

E) zinc.

Answer: C Diff: 1 Section: 11.5 Situation Factors: Locating Near Inputs Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.10 Summarize the characteristics and distribution of mineral resources.

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27) Which region of Earth is NOT a major source of important minerals or precious metals?

A) North America B) Australia C) Middle East and North Africa D) Russia E) Southern Africa Answer: C Diff: 2 Section: 11.5 Situation Factors: Locating Near Inputs Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 11.10 Summarize the characteristics and distribution of mineral resources.

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28) Which of the following is FALSE regarding the site of an industrial location?

A) The farther something is transported, the higher the cost.

B) A manufacturer tries to locate its factory as close as possible to both buyers and sellers.

C) If inputs, such as raw materials for production (metal ores, coal, water, etc.), are more expensive to transport than the products, the optimal location for a factory is near the source of inputs.

D) If the cost of transporting the product to customers exceeds the cost of transporting inputs, then the optimal plant location is as close as possible to the customer.

E) If the cost of transporting the product to customers exceeds the cost of transporting inputs, then the optimal plant location is as close as possible to the source of raw materials.

Answer: E Diff: 3 Section: 11.5 Situation Factors: Locating Near Inputs Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.4 Explain the concept of a site factor and provide an example of how labor concerns can influence location of a factory.

29) Copper production involves five important steps. Which one is NOT bulk reducing, and thus located near its market?

A) Mining B) Concentration C) Smelting D) Refining.

E) Manufacturing Answer: E Diff: 1 Section: 11.5 Situation Factors: Locating Near Inputs Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.9 Explain what a bulk-reducing industry is, and explain its relationship to cost of inputs and cost of transportation.

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30) Which of the following is TRUE regarding bulk-reducing industries?

A) Bulk-reducing industries generally will locate far from its sources of input.

B) Bulk-reducing industries generally will locate close to its sources of input.

C) A bulk-reducing industry is an industry where the inputs weight less than the final products.

D) Textiles are a classic example of a bulk-reducing industry.

E) The most critical factor for a bulk-reducing industry is its proximity to its target market.

Answer: B Diff: 3 Section: 11.5 Situation Factors: Locating Near Inputs Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.9 Explain what a bulk-reducing industry is, and explain its relationship to cost of inputs and cost of transportation.

31) A beverage bottling plant is an example of which of the following?

A) Bulk-gaining industry B) Bulk-reducing industry C) Perishable industry D) Situation-neutral industry E) Cottage industry Answer: A Diff: 1 Section: 11.6 Situation Factors: Locating Near Customers Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.11 Explain what a bulk-gaining industry is, and why some industries locate near markets.

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32) A producer of buttons, zippers, or another specialized component for clothing is known as a A) tailor.

B) single-market manufacturer.

C) just-in-time manufacturer.

D) bulk-gaining industry.

E) bulk-reducing industry.

Answer: B Diff: 1 Section: 11.6 Situation Factors: Locating Near Customers Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.12 Identify the three types of industries for which cost of transportation is critical to determining location. Provide examples.

33) Single-market manufacturers generally locate A) in suburban industrial parks.

B) near the source of their raw materials.

C) in developing countries since single-market manufacturers are always labor-intensive in nature.

D) in close proximity to their customers.

E) in developed nations since single-market manufacturers are generally in need of skilled labor.

Answer: D Diff: 1 Section: 11.6 Situation Factors: Locating Near Customers Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.12 Identify the three types of industries for which cost of transportation is critical to determining location. Provide examples.

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34) A bulk-gaining industry generally locates A) near the source of their raw materials.

B) near the location where their product is sold.

C) in a developing country where labor costs are low.

D) in a developed nation so they have access to skilled labor.

E) in a rural area due to low cost of land.

Answer: B Diff: 1 Section: 11.6 Situation Factors: Locating Near Customers Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.11 Explain what a bulk-gaining industry is, and why some industries locate near markets.

35) Which of the following industries must be located very close to their markets?

A) Bulk-reducing industries B) Cottage industries C) Steel manufacturers D) Perishable product companies (ex. milk, bread) E) Textiles Answer: D Diff: 1 Section: 11.6 Situation Factors: Locating Near Customers Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.12 Identify the three types of industries for which cost of transportation is critical to determining location. Provide examples.

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36) Car assembly plants tend to be located A) near their destined markets.

B) in developing countries with low labor costs because car assembly is labor-intensive.

C) in developed countries where skilled labor can be found for car assembly.

D) in rural areas near the source of raw materials.

E) next to steel mills.

Answer: A Diff: 1 Section: 11.6 Situation Factors: Locating Near Customers Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.12 Identify the three types of industries for which cost of transportation is critical to determining location. Provide examples.

37) Most vehicles assembled in North America are sold in A) North America.

B) Japan.

C) China.

D) Europe.

E) developing countries in Asia, Latin America, and Africa.

Answer: A Diff: 1 Section: 11.6 Situation Factors: Locating Near Customers Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.12 Identify the three types of industries for which cost of transportation is critical to determining location. Provide examples.

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38) What is the spatial relationship among Coca-Cola bottling plants, their distribution centers, and major population centers in the southeastern United States?

A) Coca-Cola bottling plants are located far from major population centers, but distribution centers are located near to major population centers.

B) Coca-Cola bottling plants and distribution centers are both located far away from population centers.

C) Coca-Cola bottling plants are always located near to distribution centers.

D) Coca-Cola bottling plants are located near major population centers.

E) There is no spatial relationship among the Coca-Cola bottling plants, distribution centers, and major population centers.

Answer: D Diff: 2 Section: 11.6 Situation Factors: Locating Near Customers Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 11.12 Identify the three types of industries for which cost of transportation is critical to determining location. Provide examples.

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39) Which nation leads the world in car assembly?

A) Brazil B) Germany C) The United States D) China E) Japan Answer: D Diff: 2 Section: 11.6 Situation Factors: Locating Near Customers Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 11.12 Identify the three types of industries for which cost of transportation is critical to determining location. Provide examples.

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40) The steel industry traditionally located near which two major inputs?

A) Coal and silicon B) Population centers and iron ore C) Coal and iron ore D) Water and iron ore E) Silicon and iron ore Answer: C Diff: 1 Section: 11.7 Changing Situation Factors: Steel Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.13 Describe how the optimal location for steel mills has changed in the United States through the nineteenth and twentieth centuries, noting the reasons for those changes.

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41) In the late nineteenth century, steel mills were built around which one of the following places?

A) Atlantic Coast B) Pacific Coast C) Mesabi Range D) Appalachians E) Great Lakes Answer: E Diff: 2 Section: 11.7 Changing Situation Factors: Steel Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 11.13 Describe how the optimal location for steel mills has changed in the United States through the nineteenth and twentieth centuries, noting the reasons for those changes.

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42) Most large U.S. steel mills built during the early years of the twentieth century were located

A) along the southern end of Lake Michigan.

B) in the Mesabi Range.

C) along the Atlantic and Pacific seaboard.

D) close to the ports of Louisiana.

E) in and around Pittsburgh.

Answer: A Diff: 2 Section: 11.7 Changing Situation Factors: Steel Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 11.13 Describe how the optimal location for steel mills has changed in the United States through the nineteenth and twentieth centuries, noting the reasons for those changes.

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43) The shift of world manufacturing to new industrial regions can be seen most clearly in the manufacture of A) steel.

B) prefab housing.

C) beverages.

D) canned foods.

E) pharmaceuticals.

Answer: A Diff: 1 Section: 11.7 Changing Situation Factors: Steel Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.14 Explain how the worldwide steel industry has restructured and identify the cause of that change.

44) Which of the following is NOT true about the changing distribution of U.S. steel production?

A) Minimills have become widespread.

B) Minimills have scrap metal inputs, and this allows them to be located near their market.

C) Steel production has moved to locations abundant in heavy iron ore and coal.

D) Minimills are generally limited to one step in the process.

E) Proximity to market began to become more important than the traditional situation factor of proximity to inputs.

Answer: C Diff: 1 Section: 11.7 Changing Situation Factors: Steel Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.13 Describe how the optimal location for steel mills has changed in the United States through the nineteenth and twentieth centuries, noting the reasons for those changes.

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45) The primary reason for the growth of the steel industry in China has been A) access to primary inputs such as iron ore and coal.

B) low-cost labor since steel is a labor-intensive industry.

C) its proximity to countries with a high demand for steel, such as Japan and South Korea.

D) a growing demand for steel by Chinese industries, such as the assembly of motor vehicles.

E) the preference for bulk-reducing industries to migrate to developing countries.

Answer: D Diff: 1 Section: 11.7 Changing Situation Factors: Steel Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.14 Explain how the worldwide steel industry has restructured and identify the cause of that change.

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46) The leading steel producer in the world in 1980 was

A) Argentina.

B) Russia.

C) China.

D) The United States.

E) Brazil.

Answer: D Diff: 2 Section: 11.7 Changing Situation Factors: Steel Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 11.14 Explain how the worldwide steel industry has restructured and identify the cause of that change.

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47) The leading two steel producers in the world in 2020 were

A) Argentina and Brazil.

B) Russia and China.

C) China and India.

D) The United States and China.

E) Brazil and the United States.

Answer: C Diff: 2 Section: 11.7 Changing Situation Factors: Steel Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 11.14 Explain how the worldwide steel industry has restructured and identify the cause of that change.

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48) Which of the following modes of transportation are usually reserved for speedy delivery of small-bulk, high-value packages?

A) Airplanes B) Ships C) Trains D) Trucks E) Barge Answer: A Diff: 1 Section: 11.2 Shipping Raw Materials & Products Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.15 Identify the four methods of transporting products, and explain the benefits of each.

49) Which of the following modes of transportation is usually attractive for very long distances because the cost per kilometer is very low?

A) Airplanes B) Ships C) Motorcycles D) Trucks E) Bicycle messengers Answer: B Diff: 1 Section: 11.2 Shipping Raw Materials & Products Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.15 Identify the four methods of transporting products, and explain the benefits of each.

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50) Which of the following modes of transportation is most often used for short-distance delivery because they can be loaded and unloaded quickly and cheaply?

A) Airplanes B) Cargo ships C) Freight trains D) Trucks E) Speedboats Answer: D Diff: 1 Section: 11.2 Shipping Raw Materials & Products Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.15 Identify the four methods of transporting products, and explain the benefits of each.

51) A ________ point is a location where transfer among transportation modes is possible.

A) break-of-bulk B) switch C) natural relay D) transport management E) central place logistical Answer: A Diff: 1 Section: 11.2 Shipping Raw Materials & Products Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.16 Explain what a break-of-bulk point is, and why they exist.

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52) Which of the following would be considered a capital-intensive industry?

A) Automobile manufacturing B) Beverage bottling C) Mining D) Software production E) Textiles Answer: D Diff: 1 Section: 11.3 Site Factors in Industry Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.5 Discuss the relationship of capital availability to the placement of industries.

53) A supplier of parts and materials who engages in just-in-time delivery A) must rely on skilled labor to ensure the quick response time.

B) usually relies on air transport as the primary means of shipment of the supplies.

C) usually relies on ship transport as the primary means of shipment of the supplies.

D) tends to locate near the source of raw materials needed to make the supplies.

E) must be located close to the factories and/or customer base to deliver parts and supplies quickly.

Answer: E Diff: 1 Section: 11.2 Shipping Raw Materials & Products Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.17 Explain the advantages of just-in-time delivery, and describe the problems that can disrupt it.

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54) Which of the following has helped facilitate the speed of transfer of goods at break-of-bulk points?

A) Low cost labor B) Containerization C) Just-in-time delivery D) Bulk-reducing industries E) Bulk-gaining industries Answer: B Diff: 1 Section: 11.2 Shipping Raw Materials & Products Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.16 Explain what a break-of-bulk point is, and why they exist.

55) What is the primary reason that companies implement just-in-time practices?

A) Frequent deliveries ensure that the factory will run smoothly.

B) Large inventories are needed to insure no bottlenecks in production.

C) Inventory is expensive; just in time reduces the time that materials, and components are in inventory.

D) They want to be less vulnerable to natural hazards, traffic, and labor unrest.

E) They allow suppliers to be located a farther distance from their manufacturing facility.

Answer: C Diff: 3 Section: 11.2 Shipping Raw Materials & Products Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.17 Explain the advantages of just-in-time delivery, and describe the problems that can disrupt it.

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56) You need to send a large shipment of coal from central Pennsylvania to an industrial plant in southern California. What would be the best option to minimize cost and maximize the speed of transport?

A) Truck B) Rail C) Boat D) Air E) Subway Answer: B Diff: 3 Section: 11.2 Shipping Raw Materials & Products Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.15 Identify the four methods of transporting products, and explain the benefits of each.

57) The practice of corporations controlling all phases of production is called A) outsourcing.

B) complete manufacturing.

C) horizontal integration.

D) vertical integration.

E) top-down manufacturing.

Answer: D Diff: 1 Section: 11.9 Emerging Industrial Regions Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.18 Discuss how the new international division of labor contributes to the creation of nontraditional industrial locations.

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58) Goldman Sachs coined the acronym BRIC, which are four countries where manufacturing is expected to cluster. Which country is NOT part of BRIC? A) Brazil B) China C) Russia D) Canada E) India Answer: D Diff: 1 Section: 11.9 Emerging Industrial Regions Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.21 Identify the "BRIC" countries, and explain why they are expected to dominate global manufacturing in the twenty-first century.

59) What is the key provision in the United States-Mexico-Canada Agreement (USMCA) with respect to trade?

A) The USMCA eliminates tariffs among the three countries of North America.

B) The USMCA creates tariffs among the three countries of North America.

C) The USMCA prohibits lower-priced goods from overseas from entering the three countries of North America.

D) The USMCA gives residents of Canada, Mexico, and the United States a discount on any product produced within the three countries of North America.

E) The USMCA requires half of all goods produced in North America be sold to markets abroad.

Answer: A Diff: 3 Section: 11.8 Industrial Change in Developed Regions Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.20 Explain how the ratification of NAFTA has led to an increase in manufacturing in Mexico.

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60) How has manufacturing shifted in Europe within the past two decades?

A) Manufacturing has increased in Germany and the United Kingdom.

B) Manufacturing has increased in Spain and Portugal.

C) Manufacturing has increased in several central European nations, such as Austria, Hungary Czechia, and Poland.

D) Manufacturing has declined in Germany but has increased in the United Kingdom.

E) Manufacturing has declined across the entirety of Europe.

Answer: C Diff: 2 Section: 11.8 Industrial Change in Developed Regions Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 11.24 Describe and give reasons for recent intraregional shifts in industrial production in Europe.

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61) The allocation of production by transnational corporations to low-wage countries is known as A) vertical integration.

B) selective labor transfer.

C) outsourcing.

D) resourcing.

E) situation factors.

Answer: C Diff: 1 Section: 11.9 Emerging Industrial Regions Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.19 Explain the concept of outsourcing and how it affects the global distribution of industry.

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62) The three largest centers of global industrial output are

A) India, China, and the United States.

B) Japan, China, and the United States.

C) Germany, France, and China.

D) Germany, Japan, and the United States.

E) China, Brazil, and India.

Answer: B Diff: 2 Section: 11.9 Emerging Industrial Regions Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 11.18 Discuss how the new international division of labor contributes to the creation of nontraditional industrial locations.

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63) Which of the following statements is TRUE regarding manufacturing and its share of total economic output?

A) Manufacturing has increased as a share of GNI in developed countries since 1970.

B) Manufacturing currently accounts for a greater share of GNI in developed countries than in developing countries.

C) Manufacturing has decreased as a share of GNI in developing countries since 1970.

D) Manufacturing currently accounts for a greater share of GNI in developing countries than in developed countries.

E) Manufacturing accounted for a greater share of GNI in developing countries in 1970, but by 2010, it accounted for a greater share of GNI in developed countries.

Answer: D Diff: 2 Section: 11.9 Emerging Industrial Regions Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 11.18 Discuss how the new international division of labor contributes to the creation of nontraditional industrial locations.

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64) What has been the rate of increase in income per capita in China between 2000 and 2020?

A) There has been a twofold increase.

B) There has been a threefold increase.

C) There has been a fourfold increase.

D) There has been a fivefold increase.

E) There has been a tenfold increase.

Answer: D Diff: 1 Section: 11.9 Emerging Industrial Regions Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.26 Explain how the location of industries within China has changed with shifts in site and situation factors.

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65) Which of the following is TRUE of manufacturing jobs in the United States?

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A) They have been shifting within the United States from the Northeast to the South and West.

B) They have been shifting within the United States from the South and West to the Northeast.

C) They have been shifting within the United States from the coastal regions to the central interior.

D) They have been shifting within the United States from the South to the North.

E) They have been shifting within the United States from the West to the East.

Answer: A Diff: 2 Section: 11.8 Industrial Change in Developed Regions Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.22 Illustrate how the distribution of manufacturing in the United States has changed.

66) A typical so-called ________ requires a factory to maintain an "open shop" and prohibits a "closed shop."

A) right-to-work law B) auto-industry law C) generous-work industry D) poor "Southern-law" state E) progressive law Answer: A Diff: 1 Section: 11.8 Industrial Change in Developed Regions Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.23 Explain the relationship between the change in location of Industries in the USA and "right-to-work" laws.

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67) In a so-called ________, a union and a company may not negotiate a contract that requires workers to join a union as a condition of employment.

A) "open shop" B) "closed shop" C) labor-controlled management factory D) vertical integration factory E) socialist union Answer: A Diff: 1 Section: 11.8 Industrial Change in Developed Regions Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.23 Explain the relationship between the change in location of Industries in the USA and "right-to-work" laws.

68) Most automobile production in the United States occurs in A) Michigan, especially around the metropolitan area of Detroit.

B) California.

C) a corridor between Interstate 65 and Interstate 75 between Alabama and Michigan.

D) along the border with Mexico so as to take advantage of low-cost Mexican labor.

E) major cities such as New York, Chicago, and Los Angeles.

Answer: C Diff: 1 Section: 11.6 Situation Factors: Locating Near Customers Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.22 Illustrate how the distribution of manufacturing in the United States has changed.

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69) Which of the following is associated with Fordist production?

A) Relying on multiple skills, including computer literacy when applicable B) Problem solving through consensus C) Teamwork D) Working one task repeatedly E) Performing a variety of tasks Answer: D Diff: 1 Section: 11.3 Site Factors in Industry Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.25 Evaluate skilled labor and post-Fordist production as factors in the changing distribution of industry in developed regions.

70) Outsourcing runs counter to which form of production?

A) Vertical integration B) Post-Fordist C) Just-in-time delivery D) Single-market manufacturing E) Bulk-gaining industries Answer: A Diff: 1 Section: 11.9 Emerging Industrial Regions Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.19 Explain the concept of outsourcing and how it affects the global distribution of industry.

71) What are site factors, and why are they important?

Answer: Varies Diff: 3 Section: 11.3 Site Factors in Industry Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.4 Explain the concept of a site factor and provide an example of how labor concerns can influence location of a factory.

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72) What are some of the factors that would influence a firm to locate close to its market?

Answer: Varies Diff: 3 Section: 11.3 Site Factors in Industry Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.3 Explain what a situation factor is, and how it contributes to determining the optimal location for a factory.

73) What factors would influence a firm to locate closer to its inputs rather than closer to its market?

Answer: Varies Diff: 3 Section: 11.3 Site Factors in Industry Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.3 Explain what a situation factor is, and how it contributes to determining the optimal location for a factory.

74) You own a copper smelting plant. Describe where you would locate your smelter, and explain why you chose the location.

Answer: Varies Diff: 3 Section: 11.5 Situation Factors: Locating Near Inputs Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.11 Explain what a bulk-gaining industry is, and why some industries locate near markets.

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75) How have site factors influenced the location of U.S. steel mills, and how have those factors changed over the past 150 years?

Answer: Varies Diff: 3 Section: 11.7 Changing Situation Factors: Steel Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.13 Describe how the optimal location for steel mills has changed in the United States through the nineteenth and twentieth centuries, noting the reasons for those changes.

76) What is just-in-time delivery? What are some of its advantages and disadvantages?

Answer: Varies Diff: 3 Section: 11.2 Shipping Raw Materials & Products Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.17 Explain the advantages of just-in-time delivery, and describe the problems that can disrupt it.

77) List the different modes of transporting goods and describe their comparative advantages.

Answer: Varies Diff: 3 Section: 11.2 Shipping Raw Materials & Products Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.15 Identify the four methods of transporting products, and explain the benefits of each.

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78) What is a break-of-bulk point? How has containerization facilitated transfer of goods at break-of-bulk points?

Answer: Varies Diff: 3 Section: 11.2 Shipping Raw Materials & Products Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.16 Explain what a break-of-bulk point is, and why they exist.

79) You own a company that makes a product which requires a lot of low-skilled labor at the start of the manufacturing process, but then needs high-skilled labor at the end of the manufacturing process. Where would you place your factory (or factories), and explain why you locate them.

Answer: Varies Diff: 3 Section: 11.9 Emerging Industrial Regions Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.4 Explain the concept of a site factor and provide an example of how labor concerns can influence location of a factory.

80) Why has China become an attractive place for both industries that wish to locate near to their customers, and for industries that wish to locate near their inputs?

Answer: Varies Diff: 3 Section: 11.9 Emerging Industrial Regions Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 11.26 Explain how the location of industries within China has changed with shifts in site and situation factors.

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Contemporary Human Geography, 5e (Rubenstein) Chapter 12 Services & Settlements 1) An activity that fulfills a human want or need and returns money to those who provide it is known as A) a favor.

B) a transaction.

C) a service.

D) an activity.

E) a kickback.

Answer: C Diff: 1 Section: 12.2 Types of Services Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.1 Explain what a service is, and identify the three basic types of services.

2) Services generate more than ________ of GDP in most developed countries, compared to around ________ in most developing countries.

A) two-thirds; half B) three-quarters; two-thirds C) three quarters; half D) half; two-thirds E) two-thirds; three-quarters Answer: A Diff: 1 Section: 12.2 Types of Services Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.1 Explain what a service is, and identify the three basic types of services.

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3) The U.S. financial services provide ________ of all jobs.

A) 6.0% B) 8.3% C) 10.7% D) 14.6% E) 15.9% Answer: A Diff: 2 Section: 12.2 Types of Services Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 12.2 Explain the economic importance of services, and how their distribution relates to settlements.

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4) Retail, education, health and leisure all examples of A) agricultural services.

B) public services.

C) consumer services.

D) business services.

E) manufacturing and construction services.

Answer: C Diff: 1 Section: 12.2 Types of Services Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.2 Explain the economic importance of services, and how their distribution relates to settlements.

5) The largest single employment sector in the United States is A) agricultural services.

B) public services.

C) consumer services.

D) business services.

E) manufacturing and construction services.

Answer: C Diff: 1 Section: 12.2 Types of Services Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.3 Describe how employment in the various job sectors has grown in the United States.

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6) A permanent collection of buildings where people reside, work, and obtain services is known as a A) settlement.

B) city.

C) town.

D) urban corridor.

E) metropolitan region.

Answer: A Diff: 1 Section: 12.1 Urban Settlements Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.2 Explain the economic importance of services, and how their distribution relates to settlements.

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7) Which of the following statements is TRUE regarding the percent of national GDP derived from services?

A) Africa has the highest percentage of GDP derived from services.

B) India and China, since they have the most services, have the greatest percentage of their GDP derived from services.

C) The developing world derives a greater percentage of its GDP from services than does the developed world.

D) The developed world derives a greater percentage of its GDP from services than does the developing world.

E) China derives a greater percentage of its GDP from services than does the United States.

Answer: D Diff: 2 Section: 12.2 Types of Services Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 12.3 Describe how employment in the various job sectors has grown in the United States.

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8) ________ explains how services are distributed, and why a regular pattern of settlements exists, at least in developed countries such as the United States.

A) The von Thünen model B) The concentric model C) Central place theory D) The sector model E) The distance tolerance model Answer: C Diff: 1 Section: 12.3 Central Place Theory Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.4 Explain what "central place theory" is, and how it explains the distribution of services in a region.

9) The maximum distance people are willing to travel to use a service is known as the A) threshold.

B) range.

C) distance.

D) hierarchy.

E) law of equidistance.

Answer: B Diff: 1 Section: 12.3 Central Place Theory Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.5 Distinguish between a range of a service and a threshold of a service, citing examples.

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10) The minimum number of people needed to support a service is called the A) range.

B) threshold.

C) distance.

D) hierarchy.

E) law of equidistance.

Answer: B Diff: 1 Section: 12.3 Central Place Theory Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.5 Distinguish between a range of a service and a threshold of a service, citing examples.

11) Geographers use ________ to represent market areas because of their geometric properties compared with those of circles and squares.

A) octagons B) hexagons C) pentagons D) triangles E) heptagons Answer: B Diff: 1 Section: 12.3 Central Place Theory Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.6 Explain why geographers use hexagons to represent market areas.

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12) The area surrounding a service from which customers are attracted is known as the A) range.

B) threshold.

C) market area (or hinterland).

D) hierarchy.

E) central place.

Answer: C Diff: 1 Section: 12.3 Central Place Theory Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.5 Distinguish between a range of a service and a threshold of a service, citing examples.

13) Central place theory was first proposed by A) Brian Berry.

B) Walter Christaller.

C) August Lösch.

D) James Rubenstein.

E) Baron von Thünen.

Answer: B Diff: 1 Section: 12.3 Central Place Theory Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.4 Explain what "central place theory" is, and how it explains the distribution of services in a region.

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14) To determine the extent of a market area, geographers need to know the A) range and threshold of the service.

B) range and hinterland of the service.

C) threshold and central place of the service.

D) hinterland and threshold of the service.

E) hexagon and circle of the service.

Answer: A Diff: 1 Section: 12.3 Central Place Theory Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.5 Distinguish between a range of a service and a threshold of a service, citing examples.

15) Using the rank-size rule, a country's fourth largest city is expected to be about ________ of the size of the largest city.

A) one-half B) two-thirds C) one-third D) one quarter E) one-sixteenth Answer: D Diff: 1 Section: 12.4 Hierarchy of Consumer Services Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.8 Apply the rank size rule and primate city rule to developed and developing countries.

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16) Generally, if the settlement hierarchy does not graph as a straight line, then the society does NOT follow A) an urbanized enough population.

B) the rank-size rule.

C) enough cities for the people to have a good standard of living.

D) any problems with crime and homelessness.

E) a migration problem.

Answer: B Diff: 1 Section: 12.4 Hierarchy of Consumer Services Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.7 Compare and contrast the rank-size rule and the primate city rule.

17) According to the primate city rule, the largest settlement has A) about the same size as the second ranking settlement.

B) slightly more people than the second ranking settlement.

C) more than twice as many people as the second ranking settlement.

D) about three times the population of the second ranking settlement.

E) about four times the population of the second ranking settlement.

Answer: C Diff: 1 Section: 12.4 Hierarchy of Consumer Services Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.7 Compare and contrast the rank-size rule and the primate city rule.

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18) The following map is of north-central North Dakota. Where would be the logical location for a Wal-Mart superstore?

A) Rugby B) Sherwood C) Maxbass D) Minot E) Bottineau Answer: D Diff: 2 Section: 12.4 Hierarchy of Consumer Services Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 12.9 Describe how central place theory accounts for the distribution of services in terms of the nesting of services and settlements.

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19) The distribution of settlements of varying sizes in North Dakota adheres to the following pattern: larger settlements are fewer and farther apart, whereas smaller settlements are more frequent and closer together. This is an example of A) rank-size rule.

B) range.

C) central place theory.

D) primate city rule.

E) range of service rule.

Answer: C Diff: 3 Section: 12.4 Hierarchy of Consumer Services Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.10 Assess the applicability of the central place theory to the current arrangements of services in the United States.

20) The absence of a rank-size distribution in a nation is a potential indicator A) that there is also an absence of a primate city.

B) that services are evenly distributed.

C) that people rarely have to travel far to seek services.

D) of a highly developed nation.

E) of a developing nation where rural people have to travel long distances to access services.

Answer: E Diff: 3 Section: 12.4 Hierarchy of Consumer Services Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.8 Apply the rank size rule and primate city rule to developed and developing countries.

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21) Geographers apply ________ to create market area studies that assist service providers with opening and expanding their facilities.

A) rank-size rule B) range C) central place theory D) primate city rule E) range of service rule Answer: C Diff: 1 Section: 12.5 Market Area Analysis Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.12 Explain the steps used by central place theory in determining the profitability of a consumer service and the best location to build retail stores.

22) Geographers can estimate the ________ of many services by using the ZIP codes of creditcard customers.

A) market share B) threshold C) range D) number of post offices E) profitability Answer: C Diff: 1 Section: 12.5 Market Area Analysis Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.12 Explain the steps used by central place theory in determining the profitability of a consumer service and the best location to build retail stores.

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23) The gravity model A) argues that people will be gravitationally attracted to a new store more so than an existing one.

B) states that once people have become attracted to one store, it is very difficult to pull them away to a new store.

C) argues that the farther people are from a particular service, the less likely they are to use it.

D) argues the fewer the number of people who reside near a service, the greater the number of people who will frequent that service; the use of services are inversely proportional to the population base.

E) argues that people randomly access services, and that location plays no role in their selection, only the physical force of gravity.

Answer: C Diff: 1 Section: 12.5 Market Area Analysis Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.11 State the two main predictions the gravity model makes about consumer behavior and the optimal location of a service.

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24) What is the spatial correlation between the distribution of Amazon fulfillment centers and population density in the United States?

A) Amazon fulfillment centers are largely located in states with low population density.

B) Amazon fulfillment centers are largely located in states with higher population density.

C) Amazon fulfillment centers are largely located in northern states.

D) Amazon fulfillment centers are largely located in southern states.

E) There is no spatial correlation between the distribution of Amazon fulfillment centers and population density in the United States.

Answer: B Diff: 2 Section: 12.5 Market Area Analysis Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 12.13 Explain how central place theory influences location factor for ecommerce distribution centers.

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25) Which of the following is NOT a component of market analysis when determining the location of a new supermarket or department store?

A) The market area must be defined.

B) The range must be estimated.

C) The threshold must be estimated.

D) The market share must be predicted since competitors will exist.

E) The rank-size rule must be followed.

Answer: E Diff: 1 Section: 12.5 Market Area Analysis Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.12 Explain the steps used by central place theory in determining the profitability of a consumer service and the best location to build retail stores.

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26) Which of the following is TRUE regarding Dayton, Ohio?

A) Family Dollar stores are located in areas of Dayton where the median household income is greater than $50,000, whereas Target stores are located in areas of Dayton where median household income is less than $50,000.

B) Target stores tend to cluster in areas of Dayton where median household income is less than $50,000, whereas Family Dollar stores are located all across Dayton.

C) Family Dollar stores tend to cluster in areas of Dayton where the median household income is greater than $50,000, whereas Target stores are located all across Dayton.

D) Family Dollar stores tend to cluster in areas of Dayton where median household income is less than $50,000, whereas Target stores are located in areas of Dayton where median household income is greater than $50,000.

E) There are no spatial correlations within Dayton for Target stores or Family Dollar stores.

Answer: D Diff: 2 Section: 12.5 Market Area Analysis Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 12.12 Explain the steps used by central place theory in determining the profitability of a consumer service and the best location to build retail stores.

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27) Which of the following is most relevant to the concept of threshold?

A) A department store has more than 50 employees.

B) A survey reveals that people are prepared to drive 30 minutes to get to a department store.

C) A large "big-box" department store typically needs a threshold of 100,000 people.

D) A department store only carries female products.

E) A drugstore has a loyalty card that is extremely generous.

Answer: C Diff: 3 Section: 12.5 Market Area Analysis Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.11 State the two main predictions the gravity model makes about consumer behavior and the optimal location of a service.

28) What is a major concern about house sharing services, such as Airbnb?

A) Airbnb promotes criminal activity.

B) Airbnb causes property taxes to increase.

C) Airbnb results in a loss of affordable rental units for people with limited incomes.

D) Airbnb results in redlining and blockbusting practices, which discriminate against minorities.

E) Airbnb limits the accommodation choices of travelers.

Answer: C Diff: 1 Section: 12.6 Periodic & Sharing Services Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.15 Discuss the concept of sharing services, and why it's challenging to classify them as either consumer services or business services.

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29) Which two world regions dominate revenues generated by Airbnb?

A) North America and Latin America B) Latin America and Asia C) North America and Europe D) Europe and Asia E) Europe and Latin America Answer: C Diff: 2 Section: 12.6 Periodic & Sharing Services Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 12.15 Discuss the concept of sharing services, and why it's challenging to classify them as either consumer services or business services.

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30) What is the primary function of periodic markets in developing countries?

A) To increase employment opportunities among those who build markets B) To combat food desertification C) To conform to cultural traditions D) To provide consumers who are rural and dispersed with services in locations that cannot be supported by a full-time market E) To test the viability of a permanent market at the location Answer: D Diff: 1 Section: 12.6 Periodic & Sharing Services Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.14 Describe periodic markets and the role they play in the economies of developing countries.

31) Which of the following statements is FALSE regarding Uber and Lyft?

A) Uber and Lyft are commonly referred to as rideshare services.

B) Uber and Lyft rely heavily upon smartphone apps.

C) Uber considers their drivers as employees while the government considers them independent contractors.

D) Uber considers their drivers as independent contractors while the government considers them employees.

E) Uber and Lyft compete with traditional taxi services.

Answer: C Diff: 1 Section: 12.6 Periodic & Sharing Services Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.15 Discuss the concept of sharing services, and why it's challenging to classify them as either consumer services or business services.

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32) Generally, global cities are divided into A) categories, called developed cities and developing cities.

B) two levels, called primate and nonprimate cities.

C) three levels, called alpha, beta, and gamma.

D) four levels, called alpha, beta, gamma, and delta.

E) five levels, called alpha, beta, delta, gamma, and zeta.

Answer: C Diff: 1 Section: 12.7 Hierarchy of Business Services Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.16 Explain how cities of the world are characterized.

33) The only Alpha ++ global city in the Americas is A) Los Angeles.

B) Sao Paulo.

C) Mexico City.

D) New York.

E) Chicago.

Answer: D Diff: 1 Section: 12.7 Hierarchy of Business Services Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.16 Explain how cities of the world are characterized.

34) Global cities are defined by all of the following EXCEPT A) economic factors.

B) political factors.

C) cultural factors.

D) infrastructural factors.

E) geological factors.

Answer: E Diff: 1 Section: 12.7 Hierarchy of Business Services Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.16 Explain how cities of the world are characterized.

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35) A global city needs to have all of the following EXCEPT A) headquarters of major financial institutions and multinational corporations.

B) a mild climate suitable for agriculture.

C) major museums, influential media outlets and renown educational institutions.

D) headquarters for international organizations (or the national capital of a country which plays a leading role in world affairs).

E) a major international airport and health-care facilities.

Answer: B Diff: 1 Section: 12.7 Hierarchy of Business Services Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.17 Describe and cite examples of the types of consumer, public, and business services found in global cities.

36) Why are Thailand and Indonesia considered poor choices for a multinational corporation seeking to outsource its back-office functions?

A) Wages in Indonesia and Thailand are extremely high.

B) There is widespread political instability in Thailand and Indonesia.

C) Thailand and Indonesia are located in the same time zones as Europe.

D) English is not widely spoken in either Thailand or Indonesia.

E) There are too many national holidays in both countries where the people refuse to work.

Answer: D Diff: 1 Section: 12.7 Hierarchy of Business Services Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.19 Explain how and why developing countries increasingly provide business process outsourcing (BPO) services.

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37) Global cities are most closely integrated into the global economic system because they A) are major centers of the provision of services in the global economy.

B) control the flow of labor and technology.

C) contribute money to local, regional, and national candidates for elective officers.

D) are at the heart of the supply chain and make sure goods move freely.

E) are integral to the functioning of democracy.

Answer: A Diff: 1 Section: 12.7 Hierarchy of Business Services Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.17 Describe and cite examples of the types of consumer, public, and business services found in global cities.

38) Which of the following do developing countries specialize in?

A) Raw material production and high finance B) Offshore financial services and back office functions C) High finance and transportation D) Transportation and manufacturing E) Medical tourism and manufacturing Answer: B Diff: 1 Section: 12.8 Business Services in Developing Countries Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.18 Explain the functions of offshore financial services in the circulation of global capital.

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39) Which of the following will a company in the United States not typically outsource to a developing country?

A) Payroll management B) Processing insurance claims C) Transcription work D) Customer service phone banks E) Legal representation in the United States Answer: E Diff: 1 Section: 12.8 Business Services in Developing Countries Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.19 Explain how and why developing countries increasingly provide business process outsourcing (BPO) services.

40) Selected developing countries have attracted back offices because of their A) low wages and fluency in English.

B) technical skills and low wages.

C) low wages and good telecommunications infrastructure.

D) stable government, government subsidies.

E) technical skills and education level.

Answer: A Diff: 1 Section: 12.8 Business Services in Developing Countries Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.19 Explain how and why developing countries increasingly provide business process outsourcing (BPO) services.

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41) Which of the following will a company in the United States most likely outsource as a backoffice function to a developing country?

A) Product development B) Human resources C) Interviewing of new executives D) Legal representation in the United States E) A call center for customer billing inquiries Answer: E Diff: 1 Section: 12.8 Business Services in Developing Countries Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.19 Explain how and why developing countries increasingly provide business process outsourcing (BPO) services.

42) A nation in Asia that is used heavily for back-office services due to its low wages and English proficiency is A) China.

B) Japan.

C) India.

D) Indonesia.

E) Thailand.

Answer: C Diff: 1 Section: 12.8 Business Services in Developing Countries Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.19 Explain how and why developing countries increasingly provide business process outsourcing (BPO) services.

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43) Which of the following statements is FALSE regarding offshore financial services?

A) Taxes on income, profits, and capital gains are low or nonexistent.

B) Offshore financial services often are located on small island nations.

C) Bank secrecy laws allow individuals and corporations to hide assets in offshore accounts.

D) Offshore financial services usually are located in countries with high taxes and strict banking laws.

E) The Caribbean Basin is a world region well known for offshore financial services.

Answer: D Diff: 3 Section: 12.8 Business Services in Developing Countries Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.18 Explain the functions of offshore financial services in the circulation of global capital.

44) Enterprises whose customers live in the same settlement are known as A) basic businesses.

B) nonbasic businesses.

C) social services.

D) human services.

E) temporary services.

Answer: B Diff: 1 Section: 12.9 Economic Specialization of Settlements Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.20 Compare and contrast basic industries and nonbasic industries and explain their role in the economic development of settlements.

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45) The concept of basic businesses originally referred to A) manufacturing.

B) trapping.

C) mining.

D) services like police and firefighters.

E) banking.

Answer: A Diff: 1 Section: 12.9 Economic Specialization of Settlements Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.20 Compare and contrast basic industries and nonbasic industries and explain their role in the economic development of settlements.

46) Attracting talented individuals is important for a city because these individuals are A) those who make the city famous.

B) responsible for promoting economic innovation.

C) those who pay taxes.

D) those who run for political office.

E) responsible for the high-tech jobs created.

Answer: B Diff: 1 Section: 12.9 Economic Specialization of Settlements Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.21 Discuss the role of the distribution of job-related talents in developing the economic base of U.S. cities, along with factors that may affect that distribution.

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47) Which of the following cities will a recent college graduate in a STEM field likely NOT seek work?

A) Atlanta B) Boston C) Detroit D) Seattle E) Austin Answer: C Diff: 1 Section: 12.9 Economic Specialization of Settlements Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.21 Discuss the role of the distribution of job-related talents in developing the economic base of U.S. cities, along with factors that may affect that distribution.

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48) You need to attract talented people to your insurance firm. In which city should you locate your headquarters to solicit talent as well as network with other insurance corporations?

A) New York B) Miami (South Florida) C) Las Vegas D) Hartford E) Los Angeles Answer: D Diff: 2 Section: 12.9 Economic Specialization of Settlements Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 12.21 Discuss the role of the distribution of job-related talents in developing the economic base of U.S. cities, along with factors that may affect that distribution.

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49) In which one of the following sectors does the Boston metropolitan area not specialize?

A) Entertainment industry B) Mutual funds C) Biotechnology D) Software development and networking E) Venture capital firms Answer: A Diff: 2 Section: 12.9 Economic Specialization of Settlements Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 12.21 Discuss the role of the distribution of job-related talents in developing the economic base of U.S. cities, along with factors that may affect that distribution.

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50) You own a new biotechnology start-up company. To where would you ideally locate to access venture capital, recruit talent from renowned universities, as well as cluster with businesses, which compliment your own?

A) Detroit B) Los Angeles C) Wichita D) Omaha E) Boston Answer: E Diff: 2 Section: 12.9 Economic Specialization of Settlements Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 12.21 Discuss the role of the distribution of job-related talents in developing the economic base of U.S. cities, along with factors that may affect that distribution.

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51) An agricultural-based community in which a number of families live in close proximity to each other, with fields surrounding the collection of houses and farm buildings is known as a A) clustered rural settlement.

B) dispersed rural settlement.

C) clustered linear rural settlement.

D) clustered circular rural settlement.

E) main street settlement.

Answer: A Diff: 1 Section: 12.10 Services in Rural Settlements Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.22 Compare and contrast clustered and dispersed rural settlements, giving examples.

52) ________ feature buildings clustered along a road or body of water to facilitate communications.

A) Clustered rural settlements B) Dispersed rural settlements C) Clustered linear rural settlements D) Clustered circular rural settlements E) Main street settlements Answer: C Diff: 1 Section: 12.10 Services in Rural Settlements Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.22 Compare and contrast clustered and dispersed rural settlements, giving examples.

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53) A characteristic of the contemporary North American rural landscape is farmers living on individual farms isolated from neighbors rather than alongside other farmers in settlements. This is known as a A) clustered rural settlement.

B) dispersed rural settlement.

C) clustered linear rural settlement.

D) clustered circular rural settlement.

E) main street settlement.

Answer: B Diff: 1 Section: 12.10 Services in Rural Settlements Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.22 Compare and contrast clustered and dispersed rural settlements, giving examples.

54) A ________ consists of a central open space surrounded by structures.

A) clustered rural settlement B) dispersed rural settlement C) clustered linear rural settlement D) circular clustered rural settlement E) main street settlement Answer: D Diff: 1 Section: 12.10 Services in Rural Settlements Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.22 Compare and contrast clustered and dispersed rural settlements, giving examples.

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55) A clustered rural settlement typically does NOT include A) homes, barns, and tool sheds.

B) farm structures and schools.

C) religious structures and shops.

D) public and business services.

E) museums and sporting venues for entertainment.

Answer: E Diff: 1 Section: 12.10 Services in Rural Settlements Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.22 Compare and contrast clustered and dispersed rural settlements, giving examples.

56) Most rural settlements in the United States are A) clustered.

B) dispersed.

C) linear.

D) clustered circular.

E) enclosed.

Answer: B Diff: 1 Section: 12.10 Services in Rural Settlements Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.22 Compare and contrast clustered and dispersed rural settlements, giving examples.

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57) A kraal is A) a linear clustered rural settlement, often found in Quebec.

B) a dispersed rural settlement found in the United Kingdom and is a legacy of the enclosure movement.

C) a circular clustered rural settlement constructed by the Maasai people.

D) a dispersed rural settlement found in the United States.

E) a cluster of nonbasic business services found within a settlement.

Answer: C Diff: 1 Section: 12.10 Services in Rural Settlements Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.22 Compare and contrast clustered and dispersed rural settlements, giving examples.

58) The first urban settlements established prior to the beginning of recorded history date back how long ago?

A) 500 years ago B) 1,000 years ago C) 2,000 years ago D) 4,000 years ago E) 5,000 years ago Answer: E Diff: 1 Section: 12.11 Services in Early Urban Settlements Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.24 Identify the most populous cities and the regions where they were located in different historical periods.

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59) In what region were the world's first urban settlements established?

A) China B) Fertile Crescent C) Indus Valley D) Mexico E) Egypt Answer: B Diff: 1 Section: 12.11 Services in Early Urban Settlements Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.24 Identify the most populous cities and the regions where they were located in different historical periods.

60) A consumer service provided by the first permanent settlements may have been a place for A) burial of the dead.

B) election of political leaders.

C) exchange of technological innovations.

D) grain repositories.

E) domesticating animals.

Answer: A Diff: 1 Section: 12.11 Services in Early Urban Settlements Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.23 Describe the type of services found in early urban settlements.

61) What ancient civilization encouraged the growth of urban settlements?

A) Egypt B) Aztec Mexico C) Mesopotamia D) Roman Empire E) Russia Answer: D Diff: 1 Section: 12.11 Services in Early Urban Settlements Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.24 Identify the most populous cities and the regions where they were located in different historical periods.

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62) The first city in the world to reach a population of one million people was

A) Baghdad.

B) New York.

C) Constantinople.

D) Memphis.

E) Rome.

Answer: A Diff: 2 Section: 12.11 Services in Early Urban Settlements Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 12.24 Identify the most populous cities and the regions where they were located in different historical periods.

63) A business service provided by early urban settlements was A) a place to bury and worship dead ancestors.

B) protection from bandits and marauders.

C) a place for women and children to stay while males hunted for food.

D) a place to store and trade surplus food.

E) a place to house political leaders.

Answer: D Diff: 1 Section: 12.11 Services in Early Urban Settlements Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.23 Describe the type of services found in early urban settlements.

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64) The world's population of urban settlements exceeded that of rural settlements for the first time in human history in A) 1990.

B) 1995.

C) 2000.

D) 2004.

E) 2008.

Answer: E Diff: 1 Section: 12.1 Urban Settlements Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.25 Compare developing and developed countries in terms of the percentage of people in cities and the total number of people living in cities.

65) The percentage of people living in cities increased from 14 percent in 1900 to about ________ percent in 2000.

A) 90 B) 60 C) 45 D) 37 E) 18 Answer: C Diff: 1 Section: 12.1 Urban Settlements Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.25 Compare developing and developed countries in terms of the percentage of people in cities and the total number of people living in cities.

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66) The developed world has a higher percentage of urbanization than the developing world.

Which region in the developing world is an exception to this global pattern?

A) South Asia B) Southeast Asia C) Latin America D) Sub-Saharan Africa E) Central Asia Answer: C Diff: 1 Section: 12.1 Urban Settlements Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.25 Compare developing and developed countries in terms of the percentage of people in cities and the total number of people living in cities.

67) What population must a city reach before it may be classified as a megacity?

A) 10,000 B) 100,000 C) 1 million D) 10 million E) 20 million Answer: D Diff: 1 Section: 12.1 Urban Settlements Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.27 Explain why the majority of megacities are now located in developing countries

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68) What has been the primary source for the population increase into cities over the past two centuries?

A) Migration from the countryside seeking work in urban areas B) Natural increase C) The reclassification of rural land as part of the urban area D) War refugees from neighboring countries E) Government subsidies to encourage people to migrate to cities Answer: A Diff: 1 Section: 12.1 Urban Settlements Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.26 Describe how the largest urban settlements are distributed between developed and developing countries.

69) What percentage of people live in urban areas in developed countries?

A) 13% B) 25% C) 50% D) 79% E) 90% Answer: D Diff: 1 Section: 12.1 Urban Settlements Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.26 Describe how the largest urban settlements are distributed between developed and developing countries.

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70) Which continent is the least urbanized?

A) Africa B) Australia C) Europe D) North America E) South America Answer: A Diff: 2 Section: 12.1 Urban Settlements Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 12.25 Compare developing and developed countries in terms of the percentage of people in cities and the total number of people living in cities.

71) Briefly discuss the three types of services.

Answer: Varies Diff: 3 Section: 12.2 Types of Services Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.1 Explain what a service is, and identify the three basic types of services.

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72) Briefly discuss the range of a service.

Answer: Varies Diff: 3 Section: 12.3 Central Place Theory Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.5 Distinguish between a range of a service and a threshold of a service, citing examples.

73) How does the concept of threshold help a business to decide on the right location?

Answer: Varies Diff: 3 Section: 12.3 Central Place Theory Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.5 Distinguish between a range of a service and a threshold of a service, citing examples.

74) Why are primate cities generally found in developing countries, and how do they affect the role of providing services to a rural population?

Answer: Varies Diff: 3 Section: 12.4 Hierarchy of Consumer Services Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS3 How to analyze the spatial organization of people, places, and environments on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.7 Compare and contrast the rank-size rule and the primate city rule.

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75) House sharing services have advantages for travelers but often have negative impacts upon communities in which they cluster. Describe two negative impacts from house sharing services, and how certain cities have attempted to regulate those services.

Answer: Varies Diff: 3 Section: 12.6 Periodic & Sharing Services Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.15 Discuss the concept of sharing services, and why it's challenging to classify them as either consumer services or business services.

76) Rideshare services such as Uber and Lyft have challenged the traditional taxi industry. Do you consider Uber and Lyft drivers to be independent business service contractors or consumer service employees? Why? Answer: Varies Diff: 3 Section: 12.6 Periodic & Sharing Services Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.15 Discuss the concept of sharing services, and why it's challenging to classify them as either consumer services or business services.

77) What is business-process outsourcing (BPO)? What are some common tasks performed by "back-office" workers? What countries do these services locate, and why do they locate there?

Answer: Varies Diff: 3 Section: 12.8 Business Services in Developing Countries Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.19 Explain how and why developing countries increasingly provide business process outsourcing (BPO) services.

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78) Briefly describe offshore financial services. What clientele do they attract and why?

Answer: Varies Diff: 3 Section: 12.8 Business Services in Developing Countries Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.18 Explain the functions of offshore financial services in the circulation of global capital.

79) You wish to start a biotechnology firm in the United States. Choose which city you would opt to locate, and explain why you chose that city?

Answer: Varies Diff: 3 Section: 12.9 Economic Specialization of Settlements Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS11 The patterns and networks of economic interdependence on Earth's surface Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.21 Discuss the role of the distribution of job-related talents in developing the economic base of U.S. cities, along with factors that may affect that distribution.

80) Compare and contrast the developing world and the developed world with regard to the percentage of people living in urban areas.

Answer: Varies Diff: 3 Section: 12.1 Urban Settlements Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 12.25 Compare developing and developed countries in terms of the percentage of people in cities and the total number of people living in cities.

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Contemporary Human Geography, 5e (Rubenstein) Chapter 13 Urban Patterns 1) The U.S. Office of Management and Budget has created a method of measuring the functional area of a city, known as A) the city-state.

B) the megalopolis.

C) the metropolitan statistical area (MSA).

D) the metropolitan influence zone.

E) the functional city limit.

Answer: C Diff: 1 Section: 13.1 Defining Urban Settlements Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.2 Define metropolitan statistical area.

2) According to the U.S. Census Bureau, what percentage of Americans in 2010 lived in either an urbanized area or an urban cluster?

A) 15% B) 35% C) 50% D) 60% E) 70% Answer: E Diff: 1 Section: 13.1 Defining Urban Settlements Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.3 Identify types of overlapping urban areas defined by the U.S. Bureau of the Census.

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3) Which of the following cities is NOT part of the Megalopolis along the northeastern seaboard of the United States?

A) Boston B) New York C) Philadelphia D) St. Louis E) Washington, D.C. Answer: D Diff: 1 Section: 13.1 Defining Urban Settlements Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.4 Identify three examples of urban corridors that can be classified as a megalopolis.

4) A μSA is the designation for a A) metropolitan statistical area.

B) micropolitan statistical area.

C) combined statistical area.

D) core based statistical area.

E) primary census statistical area.

Answer: B Diff: 1 Section: 13.1 Defining Urban Settlements Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.2 Define metropolitan statistical area.

5) A metropolitan statistical area (MSA) must include all of the following EXCEPT A) an urbanized area with a population of at least 50,000.

B) a well-defined CBD with skyscrapers exceeding ten stories.

C) the county within which the city is located.

D) adjacent counties with a high population density and where a large percentage of the residents work in the central city's county.

E) a central city.

Answer: B Diff: 1 Section: 13.1 Defining Urban Settlements Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.2 Define metropolitan statistical area.

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6) Which of the following statements is TRUE regarding the municipalities seen in the image?

A) Municipality A is not part of an urbanized area.

B) Municipality B is part of a metropolitan statistical area (MSA) but not a micropolitan statistical area (μSA).

C) Municipality C belongs to an urban cluster within a micropolitan statistical area (μSA).

D) Municipality D is a central city located within a metropolitan statistical area (MSA).

E) All of the municipalities in the image are located in a rural area.

Answer: C Diff: 2 Section: 13.1 Defining Urban Settlements Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 13.3 Identify types of overlapping urban areas defined by the U.S. Bureau of the Census.

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7) The best-known and most visually distinctive area of most cities is the A) Central Business District (CBD).

B) Central Residential Area (CRA).

C) Government Ministerial Region (GMR).

D) Suburban Retail District (SRD).

E) Metro Transitional Area (MTA).

Answer: A Diff: 1 Section: 13.2 The Central Business District Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.5 Identify and define the attributes of the central business district (CBD).

8) Which of the following is the main reason why consumers, businesses, and public services are attracted to the CBD? A) Accessibility B) Congestion C) Cheap rent D) Security and safety E) Variety Answer: A Diff: 1 Section: 13.2 The Central Business District Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.5 Identify and define the attributes of the central business district (CBD).

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9) Business services are centrally located mainly to A) take advantage of the safe environment.

B) be at the focal point of the regional transportation network.

C) facilitate the speedy movement of manufactured goods.

D) maintain a presence in the seat of government.

E) allow for easier commuting to and from the countryside.

Answer: B Diff: 1 Section: 13.2 The Central Business District Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.5 Identify and define the attributes of the central business district (CBD).

10) What sector no longer has a significant presence in the central business district (CBD)?

A) Finance B) Transportation networks C) Government D) Manufacturing E) Other business services such as advertising, journalism, and law Answer: D Diff: 1 Section: 13.2 The Central Business District Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.5 Identify and define the attributes of the central business district (CBD).

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11) Which of the following is TRUE concerning Central Business Districts in the early twentyfirst century?

A) Finance institutions once dominated the CBD but have been replaced with factories.

B) Business services that compliment certain public and professional services, such as law and government, are well represented within the CBD. C) Land values have become cheaper in the CBD as the suburbs expand.

D) Retailers with high thresholds and high ranges are well represented within the CBD. E) There are virtually no business services left within the CBD. Answer: B Diff: 1 Section: 13.2 The Central Business District Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.5 Identify and define the attributes of the central business district (CBD).

12) Which of the following is generally not found within a contemporary CBD? A) Loft-style apartments and condos B) City government buildings (e.g., City Hall and public library) C) A major water feature, such as a river or a port, which was once used as a transportation route and/or means to unload freight D) Large single-family homes with large lawns E) Specialty shops catering to visitors as well as consumer services geared to the local business community Answer: D Diff: 3 Section: 13.2 The Central Business District Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.5 Identify and define the attributes of the central business district (CBD).

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13) Which model of the internal social structure of the city explains that a city grows outward from a central area in a series of five rings, like the growth rings of a tree?

A) The concentric zone model B) The sector model C) The multiple nuclei model D) The adaptive concentric model E) The successive hierarchy model Answer: A Diff: 1 Section: 13.3 Models of Urban Structure Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.6 Identify the four models of urban structure used to describe where groups typically cluster within urban areas.

14) Which model of the internal social structure of the city explains that growth develops in a series of sectors?

A) The concentric model B) The sector model C) The multiple nuclei model D) The adaptive concentric model E) The successive hierarchy model Answer: B Diff: 1 Section: 13.3 Models of Urban Structure Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.6 Identify the four models of urban structure used to describe where groups typically cluster within urban areas.

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15) Geographers Chauncey Harris and Edward Ullman developed which model in 1945?

A) Concentric model B) Sector model C) Multiple nuclei model D) Adaptive concentric model E) Successive hierarchy model Answer: C Diff: 1 Section: 13.3 Models of Urban Structure Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.6 Identify the four models of urban structure used to describe where groups typically cluster within urban areas.

16) According to the peripheral model, an urban area consists of an inner city surrounded by A) large industrial parks far removed from any residential neighborhoods.

B) small clusters of suburban malls and run-down shanties (shacks).

C) large suburban residential and business areas tied together by a beltway or ring road.

D) wealthy residential neighborhoods with no access to the inner city.

E) a beltway of connected roads all leading to small rural areas where the rich live.

Answer: C Diff: 1 Section: 13.3 Models of Urban Structure Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.7 Compare the characteristics of the rings, sectors, and nuclei in the four models of urban structure.

17) Incompatible land-use activities avoid clustering in the same locations is explained by the A) sector model.

B) peripheral model.

C) concentric zone model.

D) multiple nuclei model.

E) location model.

Answer: D Diff: 1 Section: 13.3 Models of Urban Structure Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.8 Explain how geographers use the four models of urban structure in social area analysis.

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18) An edge city is represented within which urban model?

A) Concentric zone model B) Sector model C) Multiple nuclei model D) Galactic (or peripheral) model E) CBD model Answer: D Diff: 1 Section: 13.3 Models of Urban Structure Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.8 Explain how geographers use the four models of urban structure in social area analysis.

19) Rosemont is a community located near Chicago. Rosemont is situated on a beltway and is a node of consumer and business services that serve the surrounding suburbs. Rosemont is an example of a(n) A) CBD. B) edge city.

C) ring road.

D) zone of transition.

E) Megalopolis.

Answer: B Diff: 1 Section: 13.3 Models of Urban Structure Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.8 Explain how geographers use the four models of urban structure in social area analysis.

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20) Which of the following is most likely to be found in the second ring of a city in the concentric model?

A) A transition zone from the CBD to a zone of independent workers' homes B) Affluent neighborhoods C) City hall D) Universities E) The commuter zone Answer: A Diff: 2 Section: 13.3 Models of Urban Structure Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 13.7 Compare the characteristics of the rings, sectors, and nuclei in the four models of urban structure.

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21) Atlanta is encircled by highway I-285. Which urban structure model would be the most appropriate to understand the relation of the highway to the urban area?

A) Concentric zone model B) Urban model C) Galactic (or peripheral) model D) Multiple nuclei model E) Sector model Answer: C Diff: 2 Section: 13.3 Models of Urban Structure Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 13.8 Explain how geographers use the four models of urban structure in social area analysis.

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22) Chapel Hill is home to the University of North Carolina. According to the multiple nuclei model, which of the following will likely NOT be located near to the university campus in downtown Chapel Hill?

A) Well-educated residents in loft apartments B) Pizzerias C) Museums D) Bookstores and coffee houses E) A heavy industrial plant Answer: E Diff: 3 Section: 13.3 Models of Urban Structure Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.8 Explain how geographers use the four models of urban structure in social area analysis.

23) Effective use of the social area analysis model depends on the availability of data at the scale of the A) national and state level.

B) state and municipal level.

C) municipal and city level.

D) individual neighborhood level.

E) individual household level.

Answer: D Diff: 1 Section: 13.4 Applying the Models in North America Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.9 Identify the limitations of the four models of urban structure.

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24) A division of an urban area into a geographic unit of approximately 5,000 people with defined neighborhood boundaries is known as a A) census tract.

B) census unit.

C) MSA. D) residency.

E) concentric zone.

Answer: A Diff: 1 Section: 13.4 Applying the Models in North America Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.3 Identify types of overlapping urban areas defined by the U.S. Bureau of the Census.

25) A family with several children living in a newer home likely A) lives adjacent to a major industrial zone.

B) lives in an inner ring of the concentric zones of a city.

C) lives in an outer ring of the concentric zones of a city.

D) lives in an edge city.

E) lives in the CBD. Answer: C Diff: 1 Section: 13.4 Applying the Models in North America Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.8 Explain how geographers use the four models of urban structure in social area analysis.

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26) You are an Asian-American family residing in the San Antonio metropolitan area. Based on the three models of social area analysis, you will most likely live

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A) inside of the I-410 corridor in an older home in a neighborhood where the average annual household income is below $50,000.

B) outside of the I-410 corridor in a newer home in a neighborhood on the southwest side of the city where the average annual household income is below $50,000.

C) outside of the I-410 corridor in a newer home in a neighborhood on the east side of the city where the average annual household income is below $50,000.

D) outside of the I-410 corridor in a newer home in a neighborhood on the north-northwest side of the city where the average annual household income is above $90,000.

E) outside of the I-410 corridor in a newer home in a neighborhood on the southeast side of the city where the average annual household income is above $90,000.

Answer: D Diff: 2 Section: 13.4 Applying the Models in North America Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 13.8 Explain how geographers use the four models of urban structure in social area analysis.

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27) You are a Hispanic family residing in the San Antonio metropolitan area. Based on the three models of social area analysis, you will most likely live

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A) inside of the I-410 corridor in an older home in a neighborhood where the average annual household income is below $50,000, or outside the I-410 corridor on the southwest side of the city where the average annual household income is below $50,000.

B) in either the Helotes or Live Oak neighborhoods.

C) outside of the I-410 corridor in a newer home in a neighborhood on the east side of the city where the average annual household income is below $50,000.

D) outside of the I-410 corridor in a newer home in a neighborhood on the north-northwest side of the city where the average annual household income is above $90,000.

E) outside of the I-410 corridor in a newer home in a neighborhood on the southeast side of the city where the average annual household income is above $90,000.

Answer: A Diff: 2 Section: 13.4 Applying the Models in North America Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 13.8 Explain how geographers use the four models of urban structure in social area analysis.

28) Which of the following is NOT one of the limitations of the three models on the internal social structure of the city?

A) The models are too simple and fail to consider the variety of reasons that lead people to select particular residential locations.

B) The three models are all based entirely on conditions in the United States in the mid-twentieth century.

C) Critics question their relevance to contemporary urban patterns in the United States and in other countries.

D) The models when taken individually cannot explain why different types of people live in distinctive parts of a city.

E) The models all assume that over time, cities will evolve to accommodate critical changes in demography and adapt to the growing needs of the urban poor.

Answer: E Diff: 3 Section: 13.4 Applying the Models in North America Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.9 Identify the limitations of the four models of urban structure.

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29) Which of the following is a major difference between the CBD in Europe and those in the United States?

A) Very few people live in European CBDs as compared to the United States.

B) Wealthy people tend to avoid living in the CBD in Europe.

C) More people live in European CBDs as compared to the United States.

D) Property values are much lower in European CBDs as compared to the United States where property values are highest.

E) European CBDs make no attempt to preserve their historic buildings.

Answer: C Diff: 1 Section: 13.5 Structure of European Cities Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.10 Illustrate the differences between the central business district of European and U.S. cities.

30) What type of consumer service will not usually be found in a European CBD? A) A small corner grocery store B) A wine and spirits shop C) A large department store D) A pub E) A bakery Answer: C Diff: 1 Section: 13.5 Structure of European Cities Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.10 Illustrate the differences between the central business district of European and U.S. cities.

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31) What spatial patterns are present in London with respect to household income?

A) The highest household incomes are located in the city center and get lower at the peripheries of London.

B) The lowest household incomes are located in the city center and get higher at the peripheries of London.

C) Higher household incomes tend to be clustered in the western half of London, while lower household incomes tend to be found more frequently in the eastern half of London.

D) Higher household incomes tend to be clustered in the eastern half of London, while lower household incomes tend to be found more frequently in the western half of London.

E) There are no spatial patterns present in London with respect to household income.

Answer: C Diff: 2 Section: 13.5 Structure of European Cities Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 13.11 Apply the four models of urban structure to European cities.

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32) The most prominent structures within the European CBD are often A) skyscrapers.

B) single-family homes.

C) public parks, churches, and former royal palaces.

D) industrial parks and factories.

E) low-income housing developments.

Answer: C Diff: 1 Section: 13.5 Structure of European Cities Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.10 Illustrate the differences between the central business district of European and U.S. cities.

33) Service providers often wish to be in the center of European cities. Which of the following is NOT true regarding the realities faced by service providers within the European CBD? A) Crime is generally much worse within the CBD. B) Construction of new buildings is extremely difficult.

C) A service provider may have to engage in costly renovations of existing buildings.

D) Space within the CBD is extremely limited and may not be large enough to accommodate service providers.

E) Rent within the CBD is extremely high as compared to American cities of a similar size.

Answer: A Diff: 1 Section: 13.5 Structure of European Cities Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.10 Illustrate the differences between the central business district of European and U.S. cities.

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34) You are a recently arrived Bangladeshi immigrant in London. Where will you likely live?

A) In neighborhoods east of the city center B) In the southern suburbs C) The western suburbs D) The northern suburbs E) In a rural bedroom community far from London Answer: A Diff: 2 Section: 13.5 Structure of European Cities Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 13.11 Apply the four models of urban structure to European cities.

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35) Which of the following is TRUE about the age of housing in London?

A) Older housing in London is north of the Thames River, while newer housing is south of the Thames River.

B) Older housing in London is in the outer rings, while newer housing is in the city center.

C) Newer housing in London is in the outer rings, while older housing is in the city center.

D) Newer housing in London is north of the Thames River, while older housing is south of the Thames River.

E) Newer housing is primarily found on the west end of London, while older housing is clustered on the east end.

Answer: C Diff: 2 Section: 13.5 Structure of European Cities Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 13.11 Apply the four models of urban structure to European cities.

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36) The colonial city plan that the Spaniards followed for conquered Latin American cities included all of the following EXCEPT A) it was built around a main center square.

B) the streets were laid out in a grid pattern.

C) a large church was built on or near the center square.

D) a prominent government building or "National Palace" was built on or near the main center square.

E) monuments to honor the religious temples of the previous inhabitants were erected.

Answer: E Diff: 1 Section: 13.7 Changing Structure of Mexico City Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.13 Show how colonialism influenced the development of Mexico City.

37) South Africa cities under during the apartheid era followed which urban model?

A) Concentric zone B) Galactic (peripheral) C) Multiple nuclei D) Sector E) Edge city Answer: C Diff: 1 Section: 13.6 Urban Structure Models in Developing Countries Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.14 Relate the models of urban structure to urban areas in developing countries.

38) The original founders of Mexico City (formerly known as Tenochtitlán) were the A) Aztec.

B) Chapultepec.

C) Maya.

D) Spanish.

E) Texcoco.

Answer: A Diff: 1 Section: 13.7 Changing Structure of Mexico City Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.13 Show how colonialism influenced the development of Mexico City.

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39) Where are the lowest socioeconomic levels within modern Mexico City?

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A) In the city center B) Around the peripheries of the city C) Exclusively north of the city center D) Exclusively south of the city center E) Largely to the west of the city center Answer: B Diff: 2 Section: 13.7 Changing Structure of Mexico City Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 13.13 Show how colonialism influenced the development of Mexico City.

40) What was the prime reason wealthy people gravitated to the southwest sector of Mexico City during the second half of the nineteenth century?

A) The Mexican government gave tax breaks to people who opted to move into the southwest sector of the city.

B) Lake Texcoco was located in the southwest sector of the city, offering wealthy people the ability to build a home with lakeside access.

C) The southwestern sector of Mexico City is built atop more geologically stable ground, which is more resistant to earthquakes.

D) The emperor of Mexico resided in the southwest sector of the city, and wealthy people wished to reside close to the emperor.

E) The southwest sector of Mexico City is on higher ground, and thus wastewater flowed away from this sector of the city.

Answer: E Diff: 1 Section: 13.7 Changing Structure of Mexico City Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.13 Show how colonialism influenced the development of Mexico City.

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41) In developing countries A) care is taken to make sure no poor person lives in the suburbs.

B) there is no discernible urban pattern.

C) the wealthy are accommodated in the outer rings, whereas the poor live near the center of cities as well as in a sector extending from the center.

D) the poor are accommodated in the outer rings, whereas the wealthy live near the center of cities as well as in a sector extending from the center.

E) the majority of the population lives in suburbs, as is the case in the United States.

Answer: D Diff: 1 Section: 13.6 Urban Structure Models in Developing Countries Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.14 Relate the models of urban structure to urban areas in developing countries.

42) Geographers Griffin and Ford show that in Latin American cities, wealthy people A) push out from the center in a well-defined elite residential sector.

B) push into the center in a well-defined elite residential sector.

C) have always lived exclusively in the center.

D) have always lived in the peripheries away from the center.

E) abhor the city center because of the high marginal tax rates.

Answer: A Diff: 1 Section: 13.6 Urban Structure Models in Developing Countries Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.14 Relate the models of urban structure to urban areas in developing countries.

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43) Cities in developing countries containing a complex mix of ethnic groups show evidence of which urban structure model?

A) Multiple nuclei B) Concentric zones C) Griffin-Ford model D) Informal settings E) Sectors Answer: A Diff: 1 Section: 13.6 Urban Structure Models in Developing Countries Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.14 Relate the models of urban structure to urban areas in developing countries.

44) Where will informal (squatter) settlements most likely be found in a city in a developing country?

A) Within the old colonial center B) Adjacent to the modern CBD C) Within an industrial zone D) In the outer concentric rings of the city E) In governmental zones because everyone has access to the public land Answer: D Diff: 1 Section: 13.6 Urban Structure Models in Developing Countries Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.15 Explain how and why cities in developing countries develop informal squatter settlements.

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45) Which of the following is FALSE regarding informal (squatter) settlements?

A) Squatter settlements usually are found in the outer concentric rings of the city, far from the urban core.

B) Squatter settlements usually lack amenities such as schools, paved roads, and public sanitation.

C) The occupants of squatter settlements have no legal claim to the land.

D) Squatter settlements usually have well-made homes and often contain the finest homes in the city.

E) Squatter settlements often have little to no access to existing public transportation networks.

Answer: D Diff: 1 Section: 13.6 Urban Structure Models in Developing Countries Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.15 Explain how and why cities in developing countries develop informal squatter settlements.

46) The multiple nuclei model established by T.G. McGee argues in Southeast Asia that A) cities will have a well-defined CBD. B) there will be several nodes of "alien zones" where newcomers live and work.

C) there will be large suburbs from which the city residents will commute.

D) people will be segregated into different neighborhoods by race.

E) there will be a well-defined spine where the elite will live near to high-end commercial shopping districts.

Answer: B Diff: 1 Section: 13.6 Urban Structure Models in Developing Countries Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.14 Relate the models of urban structure to urban areas in developing countries.

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47) The process of legally adding land area to a city is called A) stealing.

B) encroachment.

C) gerrymandering.

D) confiscation.

E) annexation.

Answer: E Diff: 1 Section: 13.8 Sprawl Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.16 Describe the processes of annexation and fragmentation and their roles in the growth of cities and suburbs.

48) What percentage of Americans today live in suburbs?

A) 90% B) 70% C) 60% D) 40% E) 30% Answer: C Diff: 1 Section: 13.8 Sprawl Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.17 Explain the concept of sprawl, and describe how it affects the landscape, local governments, and the lives of people in suburbs.

49) The number of local government units in the United States exceeds A) 200.

B) 5,000.

C) 30,000.

D) 90,000.

E) 200,000.

Answer: D Diff: 1 Section: 13.8 Sprawl Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.17 Explain the concept of sprawl, and describe how it affects the landscape, local governments, and the lives of people in suburbs.

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50) Which of the following is NOT a result of suburban sprawl?

A) Urban gentrification B) Loss of agricultural land C) More fuel is consumed due to longer commuting distances.

D) Utilities extend longer distances to connect isolated new developments.

E) New housing is created that is not contiguous to the existing urban area, resulting in fragmentation.

Answer: A Diff: 1 Section: 13.8 Sprawl Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.17 Explain the concept of sprawl, and describe how it affects the landscape, local governments, and the lives of people in suburbs.

51) Legislation and regulations to limit suburban growth and preserve farmland has been called A) annexation.

B) sprawl.

C) smart growth.

D) social area analysis.

E) communism.

Answer: C Diff: 1 Section: 13.8 Sprawl Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.18 Explain the process of smart growth, and how it impacts suburban development patterns.

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52) Which of the following statements is TRUE regarding suburbanization in the United States during the twentieth century?

A) Fewer Americans lived in suburbs in 2000 than did in 1900.

B) More Americans lived in suburbs in 2000 than did in 1900.

C) Suburbanization caused the density gradient to increase within inner cities throughout the twentieth century.

D) The majority of Americans who migrated to the suburbs during the twentieth century were Black, Hispanic, or other people of color.

E) Suburbs annexed cities throughout the twentieth century.

Answer: B Diff: 3 Section: 13.8 Sprawl Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.16 Describe the processes of annexation and fragmentation and their roles in the growth of cities and suburbs.

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53) Which of the following statements is TRUE regarding the density gradient in Cleveland between 1900 and 2020?

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A) The number of persons per square mile in central Cleveland increased during the first half of the twentieth century.

B) The density gradient for Cleveland is at its greatest extreme in 2020.

C) The number of persons per square mile increased in central Cleveland throughout the twentieth century, while the number of persons per square mile in the periphery decreased throughout the twentieth century.

D) The number of persons per square mile decreased in central Cleveland throughout the twentieth century, while the number of persons per square mile in the periphery increased throughout the twentieth century.

E) Cleveland has seen no changes to its density gradient between 1900 and 2020.

Answer: D Diff: 2 Section: 13.8 Sprawl Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 13.19 Illustrate how suburban sprawl has affected the density gradients of cities in the United States.

54) Which of the following is TRUE regarding suburbanization in the United States?

A) Suburban communities are often built for people from different socioeconomic classes.

B) Most Americans do not reside in suburbs.

C) Zoning ordinances are not permitted in suburban communities.

D) Suburban communities are often segregated by race and social class due to unaffordable housing prices and the unwelcoming attitudes of the local residents.

E) Suburbs are attractive destinations for low-income people due to the affordable housing found within those communities.

Answer: D Diff: 3 Section: 13.8 Sprawl Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.17 Explain the concept of sprawl and describe how it affects the landscape, local governments, and the lives of people in suburbs; 13.21 Describe the role of motor vehicles in American life and their impact on land use in urban areas.

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55) What percentage of motor vehicle journeys in the United States are work related?

A) Less than one-fourth B) Less than one-third C) More than one-half D) More than three-fourths E) Almost all motor vehicle journeys are work-related.

Answer: C Diff: 1 Section: 13.9 Urban Transportation Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.21 Describe the role of motor vehicles in American life and their impact on land use in urban areas.

56) Before the advent of streetcars, commuter trains, and subways, the growth of suburbs was A) constrained by the lack of transportation.

B) accelerated by excellent transportation.

C) hindered by industrial expansion.

D) limited by the laws governing building new side streets.

E) accelerated by the lack of rules involving the construction of side roads.

Answer: A Diff: 1 Section: 13.9 Urban Transportation Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.20 Discuss the 5 epochs of transportation in relation to the changing structure of U.S. cities.

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57) Rome and Utica are two mid-sized cities in upstate New York. They are both located on the Erie Canal, which was a major inland shipping route. Rome and Utica achieved their greatest economic prosperity during which transportation epoch?

A) 1790—1830 B) 1830—1870 C) 1870—1920 D) 1920—1970 E) 1970—present Answer: B Diff: 2 Section: 13.9 Urban Transportation Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.20 Discuss the 5 epochs of transportation in relation to the changing structure of U.S. cities.

58) The U.S. government has paid for 90 percent of the cost of limited-access A) nuclear-powered passenger ships and barges.

B) major airports to support the struggling airline industry.

C) subway and light rail systems in urban areas.

D) high-speed interstate highways.

E) passenger trains.

Answer: D Diff: 1 Section: 13.9 Urban Transportation Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.22 Summarize the history and ongoing debate regarding public transport versus private motor vehicles in the U.S. cities.

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59) What has been the major contributor to the decline in public transportation ridership in the United States since the end of WWII in the 1940s?

A) A decline in the overall population of metropolitan areas in the United States B) Public transportation has become too expensive to use.

C) The rise of the automobile as the primary form of transportation in the United States D) The elimination of funding for the building and maintenance of public transportation networks E) Public transportation is too slow.

Answer: C Diff: 3 Section: 13.9 Urban Transportation Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.22 Summarize the history and ongoing debate regarding public transport versus private motor vehicles in the U.S. cities.

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60) The largest ridership on public transport networks in American cities is in

A) the Southeast.

B) Texas.

C) the Northeast.

D) cities in the interior West, such as Denver, Las Vegas, and Salt Lake City.

E) Alaska and Hawaii.

Answer: C Diff: 2 Section: 13.9 Urban Transportation Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 13.22 Summarize the history and ongoing debate regarding public transport versus private motor vehicles in the U.S. cities.

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61) Which of the following actions is helpful in reducing traffic congestion in urban areas?

A) Building freeways and interchanges which slice through the CBD B) Building extensive parking lots and/or above-ground parking lots within the CBD C) Government policies that keep fuel prices artificially low D) Building a new subway system, which can handle 100,000 passengers at rush hour E) Rezoning the CBD to allow for more construction of roads Answer: D Diff: 3 Section: 13.9 Urban Transportation Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.22 Summarize the history and ongoing debate regarding public transport versus private motor vehicles in the U.S. cities.

62) The process by which middle-class people move into deteriorated inner-city neighborhoods and renovate the housing is known as A) gentrification.

B) gerrymandering.

C) redlining.

D) annexation.

E) kleptocracy.

Answer: A Diff: 1 Section: 13.10 Challenges & Hopes for Cities Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.24 Describe the process of gentrification and its effect on inner-city neighborhoods.

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63) Which of the following is NOT a reason why middle-class people are attracted to the U.S. inner city?

A) Houses may be larger and better constructed, yet cheaper in the inner city than in the suburbs.

B) Houses may possess attractive architectural details such as ornate fireplaces and wood trim.

C) Those who work downtown can enjoy their proximity to work.

D) There is proximity to theaters, restaurants, and other cultural and recreational facilities located downtown.

E) Downtown public schools are superior, with quality instruction and high graduation rates.

Answer: E Diff: 1 Section: 13.10 Challenges & Hopes for Cities Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.24 Describe the process of gentrification and its effect on inner-city neighborhoods.

64) Which of the following is a key issue to the inability of inner-city residents to find stable employment?

A) Inner-city residents are usually overqualified for the jobs, which are available in their local community.

B) The urban density of the inner-city neighborhoods is too great, and there are too many people seeking too few jobs within the inner city.

C) The population of most inner-city neighborhoods is largely comprised of elderly people who no longer are able to work.

D) Urban gentrification does not permit employers from advertising open positions within innercity neighborhoods.

E) The jobs for which inner-city residents may qualify are often located in suburban areas, and many inner-city residents lack transportation.

Answer: E Diff: 3 Section: 13.10 Challenges & Hopes for Cities Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.23 Identify major inner-city challenges.

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65) How large is the homeless population in the United States?

A) Roughly 5,800 people B) Roughly 58,000 people C) Roughly 580,000 people D) 5.8 million people E) 58 million people Answer: C Diff: 1 Section: 13.10 Challenges & Hopes for Cities Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.23 Identify major inner-city challenges.

66) Which of the following is NOT an example of smart growth?

A) State laws that discourage the building of new highways B) City laws that allow annexation of lands only found within the current urban growth area C) State laws that define specific growth boundaries in which development may occur D) City laws that give tax incentives to developers to build a housing development on former industrial land E) State laws that give real estate developers huge tax breaks for developing rural land Answer: E Diff: 3 Section: 13.8 Sprawl Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.18 Explain the process of smart growth, and how it impacts suburban development patterns.

67) Unwed mothers give birth to what percentage of the babies in American inner-city neighborhoods?

A) One-tenth B) One-third C) One-half D) Two-thirds E) Three quarters Answer: D Diff: 1 Section: 13.10 Challenges & Hopes for Cities Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.23 Identify major inner-city challenges.

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68) Poor inner city residents in the United States face all of the following EXCEPT A) crime.

B) drugs.

C) lack of jobs commensurate to their skill sets.

D) lack of basic public services.

E) sprawl.

Answer: E Diff: 1 Section: 13.10 Challenges & Hopes for Cities Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.23 Identify major inner-city challenges.

69) Which of the following statements is TRUE regarding urban gentrification?

A) Gentrification tends to attract young, childless, and gainfully employed people into the inner city.

B) Bars, theaters, and cultural attractions tend to avoid locating in gentrified neighborhoods.

C) The homes in gentrified neighborhoods are usually new or have been built within the last five years.

D) Gentrification largely is a phenomenon found in suburban neighborhoods.

E) Gentrification tends to attract lower middle class working families with large numbers of children.

Answer: A Diff: 1 Section: 13.10 Challenges & Hopes for Cities Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.24 Describe the process of gentrification and its effect on inner-city neighborhoods.

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70) Which of the following individuals would be most likely to choose to reside in a gentrified inner-city neighborhood?

A) A recently-arrived immigrant from a developing country with few job skills B) A family with three small school-age children where both parents have jobs in the suburbs C) A single male in his 20s without children and a well-paying job at a downtown IT firm D) An elderly farmer who is now in need of round-the-clock medical care E) An unemployed college student in her freshman year at a major state university Answer: C Diff: 3 Section: 13.10 Challenges & Hopes for Cities Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.24 Describe the process of gentrification and its effect on inner-city neighborhoods.

71) Briefly describe the characteristics of the concentric zone model.

Answer: Varies Diff: 3 Section: 13.3 Models of Urban Structure Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.6 Identify the four models of urban structure used to describe where groups typically cluster within urban areas.

72) Briefly describe the sector model for the internal social structure of cities.

Answer: Varies Diff: 3 Section: 13.3 Models of Urban Structure Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.6 Identify the four models of urban structure used to describe where groups typically cluster within urban areas.

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73) Briefly describe the multiple nuclei model for the internal social structure of cities.

Answer: Varies Diff: 3 Section: 13.3 Models of Urban Structure Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.7 Compare the characteristics of the rings, sectors, and nuclei in the four models of urban structure.

74) What are the primary characteristics of European CBD, and how do they differ from the typical CBD in the United States?

Answer: Varies Diff: 3 Section: 13.5 Structure of European Cities Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.10 Illustrate the differences between the central business district of European and U.S. cities.

75) Describe what services are located within the contemporary CBD, and the advantages they have by locating within that part of the city.

Answer: Varies Diff: 3 Section: 13.2 The Central Business District Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.5 Identify and define the attributes of the central business district (CBD).

76) Compare and contrast the precolonial, colonial, and postcolonial structure of Mexico City.

Answer: Varies Diff: 3 Section: 13.7 Changing Structure of Mexico City Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.13 Show how colonialism influenced the development of Mexico City.

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77) What are informal (squatter) settlements, and what are some of the major challenges their residents face?

Answer: Varies Diff: 3 Section: 13.6 Urban Structure Models in Developing Countries Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.15 Explain how and why cities in developing countries develop informal squatter settlements.

78) Explain why most Americans prefer private automobiles instead of public transportation.

Why do they perceive public transportation is more expensive, and why is that perception incorrect?

Answer: Varies Diff: 3 Section: 13.9 Urban Transportation Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.22 Summarize the history and ongoing debate regarding public transport versus private motor vehicles in the U.S. cities.

79) What are some of the challenges that low-income residents of inner cities face in the United States?

Answer: Varies Diff: 3 Section: 13.10 Challenges & Hopes for Cities Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.23 Identify major inner-city challenges.

80) What is gentrification? What are some of the drivers of gentrification, and how may it impact low-income inner-city residents?

Answer: Varies Diff: 3 Section: 13.10 Challenges & Hopes for Cities Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS12 The processes, patterns, and functions of human settlement Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 13.24 Describe the process of gentrification and its effect on inner-city neighborhoods.

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Contemporary Human Geography, 5e (Rubenstein) Chapter 14 Resource Issues 1) Energy demand in the United States comes from all of the following principal sources EXCEPT A) industry.

B) transportation.

C) homes.

D) services.

E) agriculture.

Answer: E Diff: 1 Section: 14.1 Energy Supply & Demand Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.1 Identify the three fossil fuels from which most energy is derived and list two other contemporary energy sources.

2) A substance in the physical environment that has value to human beings is A) energy.

B) a reserve.

C) a resource.

D) power.

E) a mineral.

Answer: C Diff: 1 Section: 14.1 Energy Supply & Demand Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.1 Identify the three fossil fuels from which most energy is derived and list two other contemporary energy sources.

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3) Which region consumes 20 percent of the world's energy, while only making up five percent of Earth's population?

A) North America B) China C) India D) Europe E) Russia Answer: A Diff: 1 Section: 14.1 Energy Supply & Demand Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.2 State the two main, global inequalities in the demand for, and supply of, fossil fuels.

4) Prior to the Industrial Revolution, humans relied mostly on what kind of power?

A) Animate B) Inanimate C) Nonrenewable D) Proven E) Articulated Answer: A Diff: 1 Section: 14.1 Energy Supply & Demand Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.1 Identify the three fossil fuels from which most energy is derived and list two other contemporary energy sources.

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5) Before the widespread use of fossil fuels, the most important source of energy was A) biomass.

B) coal.

C) natural gas.

D) petroleum.

E) alcohol.

Answer: A Diff: 1 Section: 14.4 Energy Alternatives Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.1 Identify the three fossil fuels from which most energy is derived and list two other contemporary energy sources.

6) The quantity of something producers have for sale is known as the ________ whereas the ________ is the quantity that people wish to consume and are able to buy.

A) demand; supply B) demand; resource C) resource; supply D) supply; resource E) supply; demand Answer: E Diff: 1 Section: 14.1 Energy Supply & Demand Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.3 Hypothesize as to why the consumption of fossil fuels in developing countries has surpassed that in the developed countries.

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7) The United States converted wood to what form of energy in the late nineteenth century?

A) Solar B) Coal C) Wind D) Petroleum E) Nuclear Answer: B Diff: 1 Section: 14.1 Energy Supply & Demand Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.4 Identify the three types of consumption that create the most demand for energy in the United States.

8) China has recently surpassed the United States as the world leader for A) the supply of energy.

B) the per capita consumption of energy.

C) the overall consumption of energy.

D) the cleanest urban air quality.

E) highest efficiency automobiles.

Answer: C Diff: 1 Section: 14.1 Energy Supply & Demand Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.3 Hypothesize as to why the consumption of fossil fuels in developing countries has surpassed that in the developed countries.

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9) Which source of energy has become obsolete in the United States?

A) Nuclear power B) Wood C) Petroleum D) Coal E) Natural gas Answer: B Diff: 2 Section: 14.1 Energy Supply & Demand Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 14.1 Identify the three fossil fuels from which most energy is derived and list two other contemporary energy sources.

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10) Which of the following continents has the lowest overall level of energy consumption per capita?

A) Africa B) Asia C) Europe D) North America E) South America Answer: A Diff: 2 Section: 14.1 Energy Supply & Demand Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 14.3 Hypothesize as to why the consumption of fossil fuels in developing countries has surpassed that in the developed countries.

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11) Which two regions account for one-half of the world's petroleum?

A) Russia and the United States B) China and North America C) China and Southwest Asia D) Russia and Southwest Asia E) North America and Southwest Asia Answer: E Diff: 1 Section: 14.2 Energy Production Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.5 Describe the geographic distribution of coal, gas, and petroleum production.

12) Why is coal typically found at mid-latitudes and not evenly distributed across the globe?

A) Coal formed preferentially in the mid-latitudes 250 million years ago.

B) Coal was formed in the tropical regions a long time ago and relocated to the mid-latitudes due to continental drift.

C) Coal turned to petroleum or natural gas in other parts of the world 250 million years ago.

D) Coal is distributed fairly uniformly but exploration has focused on the mid-latitudes.

E) The mid-latitudes had the ideal swampy conditions that initiated the long process of turning dead organisms into coal.

Answer: B Diff: 1 Section: 14.2 Energy Production Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.5 Describe the geographic distribution of coal, gas, and petroleum production.

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13) Fossil fuels are A) infinite resources.

B) evenly distributed around the world.

C) overwhelmingly found in tropical latitudes.

D) resources such as wind, hydroelectric and solar power.

E) unevenly distributed around the world.

Answer: E Diff: 1 Section: 14.2 Energy Production Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.5 Describe the geographic distribution of coal, gas, and petroleum production.

14) OPEC is largely comprised of countries A) in the Western Hemisphere.

B) of countries possessing petroleum reserves, largely in Southwest Asia and North Africa.

C) in the developed world.

D) which export large quantities of natural gas.

E) that export coal to the developing world.

Answer: B Diff: 1 Section: 14.2 Energy Production Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.6 Examine the role of OPEC in the global supply of petroleum.

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15) The largest producers of coal in the world is

A) Russia.

B) the United States.

C) Canada.

D) China.

E) Australia.

Answer: D Diff: 2 Section: 14.2 Energy Production Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 14.5 Describe the geographic distribution of coal, gas, and petroleum production.

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16) The two largest producers of natural gas are

A) Russia and the United States.

B) China and the United States.

C) China and Saudi Arabia.

D) Saudi Arabia and the United States.

E) Russia and Saudi Arabia.

Answer: A Diff: 2 Section: 14.2 Energy Production Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 14.5 Describe the geographic distribution of coal, gas, and petroleum production.

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17) The largest single source for petroleum within the United States is

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A) Saudi Arabia.

B) Canada.

C) Mexico.

D) Venezuela.

E) domestic oil production.

Answer: E Diff: 2 Section: 14.2 Energy Production Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 14.7 Illustrate how the source of petroleum products changed for the United States.

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18) Which one of the following statements is TRUE concerning the global petroleum trade?

A) Saudi Arabia is a key petroleum destination, and China is a key petroleum source.

B) Saudi Arabia is a key petroleum source, and the United States is a key petroleum destination.

C) Russia and Canada are both key petroleum destinations.

D) China, India, and Japan are all key petroleum sources.

E) Europe is a key petroleum source, and Iran is a key petroleum destination.

Answer: B Diff: 2 Section: 14.2 Energy Production Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 14.7 Illustrate how the source of petroleum products changed for the United States.

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19) Saudi Arabia has relatively large proven reserves of A) coal.

B) petroleum.

C) natural gas.

D) tar sandstone.

E) hydraulic fracking.

Answer: B Diff: 1 Section: 14.3 Fossil Fuel Futures Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.8 Identify proven fossil fuel reserves and the main countries where they are found, and explain how potential reserves differ from proven reserves.

20) The amount of energy in fields not yet discovered but thought to exist is a A) nonrenewable energy.

B) potential reserve.

C) proven reserve.

D) resource.

E) future commodity.

Answer: B Diff: 1 Section: 14.3 Fossil Fuel Futures Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.8 Identify proven fossil fuel reserves and the main countries where they are found, and explain how potential reserves differ from proven reserves.

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21) Which four nations have the largest proven reserves of coal?

A) China, Russia, Australia, and the United States B) Saudi Arabia, Iran, Libya, and Russia C) China, India, Russia, and the United States D) Canada, Russia, China, and the United States E) Australia, Russia, Japan, and South Africa Answer: A Diff: 1 Section: 14.3 Fossil Fuel Futures Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.8 Identify proven fossil fuel reserves and the main countries where they are found, and explain how potential reserves differ from proven reserves.

22) China has relatively large proven reserves of A) coal.

B) petroleum.

C) natural gas.

D) tar sandstone.

E) geothermal energy.

Answer: A Diff: 1 Section: 14.3 Fossil Fuel Futures Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.8 Identify proven fossil fuel reserves and the main countries where they are found, and explain how potential reserves differ from proven reserves.

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23) At current rates of use, the proven reserves of petroleum will last how long?

A) 4.3 years B) 43 years C) 430 years D) 4,300 years E) 1.7 trillion years Answer: B Diff: 1 Section: 14.3 Fossil Fuel Futures Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.8 Identify proven fossil fuel reserves and the main countries where they are found, and explain how potential reserves differ from proven reserves.

24) Canada possesses massive deposits of an unconventional resource called A) high technology extraction reserves.

B) unprofitable reserves.

C) potential reserves.

D) fracking.

E) oil sands.

Answer: E Diff: 1 Section: 14.3 Fossil Fuel Futures Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.9 Give examples of two types of unconventional fossil fuel resources.

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25) The practice of extracting more gas from reserves by pumping water at high pressure is called A) fracking.

B) high pressure extraction.

C) hydraulic removal.

D) liquid phase extraction.

E) cracking.

Answer: A Diff: 1 Section: 14.3 Fossil Fuel Futures Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.9 Give examples of two types of unconventional fossil fuel resources.

26) Three nations account for almost half of the proven natural gas reserves. They are A) Canada, Russia, and the United States.

B) China, Russia, and the United States.

C) Iran, Qatar, and the United States.

D) Iran, Qatar, and Russia.

E) China, Canada, and Saudi Arabia.

Answer: D Diff: 1 Section: 14.3 Fossil Fuel Futures Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.8 Identify proven fossil fuel reserves and the main countries where they are found, and explain how potential reserves differ from proven reserves.

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27) What are the three principal fossil fuels on Earth?

A) Coal, petroleum, and water B) Coal, wind, and water C) Solar, wind, and water D) Petroleum, natural gas, and nuclear E) Coal, petroleum, and natural gas Answer: E Diff: 1 Section: 14.1 Energy Supply & Demand Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.1 Identify the three fossil fuels from which most energy is derived and list two other contemporary energy sources.

28) Of the following common alternatives to fossil fuel resources, which is NOT renewable?

A) Hydroelectric B) Nuclear C) Solar D) Wind E) Geothermal Answer: B Diff: 1 Section: 14.4 Energy Alternatives Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.12 Differentiate between renewable and nonrenewable energy.

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29) The ultimate renewable resource for sustainable development is A) hydroelectric.

B) nuclear.

C) solar.

D) wind.

E) geothermal.

Answer: C Diff: 1 Section: 14.4 Energy Alternatives Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.13 Identify alternative energy sources and discuss their benefits and drawbacks.

30) Elaborate safety measures must be taken to store nuclear waste primarily because the waste is A) convertible into a nuclear weapon.

B) expensive.

C) radioactive.

D) scarce.

E) highly flammable.

Answer: C Diff: 1 Section: 14.3 Fossil Fuel Futures Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.13 Identify alternative energy sources and discuss their benefits and drawbacks.

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31) A greenhouse is a good example of a building heated by A) direct active solar energy.

B) nuclear fusion.

C) passive solar energy.

D) photovoltaic cells.

E) indirect active solar energy.

Answer: C Diff: 1 Section: 14.4 Energy Alternatives Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.14 Explain the difference between an active and a passive solar energy system.

32) Where is an optimal location to generate geothermal energy?

A) Plate boundaries where volcanism is present B) Tropical latitudes where there is constant sunshine C) A coastal location where strong winds are constantly available D) A major river over which a dam can be erected E) An orbiting satellite that can absorb solar radiation Answer: A Diff: 1 Section: 14.4 Energy Alternatives Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.13 Identify alternative energy sources and discuss their benefits and drawbacks.

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33) The countries that are most dependent upon nuclear power are clustered in A) Asia.

B) Africa.

C) Europe.

D) South America.

E) the developing world.

Answer: C Diff: 1 Section: 14.3 Fossil Fuel Futures Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.13 Identify alternative energy sources and discuss their benefits and drawbacks.

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34) On which two continents does hydroelectric power constitute a significant portion of their generation of electricity?

A) North America and Australia B) South America and Africa C) South America and Asia D) Africa and Australia E) Europe and Asia Answer: B Diff: 2 Section: 14.4 Energy Alternatives Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 14.13 Identify alternative energy sources and discuss their benefits and drawbacks.

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35) Which of the following is a pollutant at the global scale?

A) Carbon dioxide B) Carbon monoxide C) Sulfur oxides D) Particulates E) Acid precipitation Answer: A Diff: 1 Section: 14.5 Air Pollution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.15 Identify the three spatial scales of air pollution, citing examples.

36) Air pollution is A) a form of photochemical smog.

B) gaseous sulfur and phosphorus.

C) a concentration of a trace substance at a level greater than occurs in average air.

D) a concentration of a trace substance at a level greater than one percent.

E) concentrated in tropical regions.

Answer: C Diff: 1 Section: 14.5 Air Pollution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.15 Identify the three spatial scales of air pollution, citing examples.

37) The combination of sulfur oxides and nitrogen oxides, when combined with oxygen and water, produces A) acid precipitation.

B) chlorofluorocarbon.

C) greenhouse effects.

D) photochemical smog.

E) ammonia.

Answer: A Diff: 1 Section: 14.5 Air Pollution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.16 Describe the environmental impacts from acid precipitation, and why its effects are worse far from its source region.

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38) Which of the following is a pollutant at the local scale?

A) Carbon dioxide B) Carbon monoxide C) Acid precipitation D) Sulfur oxides E) Chlorofluorocarbons Answer: B Diff: 1 Section: 14.5 Air Pollution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.15 Identify the three spatial scales of air pollution, citing examples.

39) The increase in Earth's temperature caused by carbon dioxide trapping radiation is A) thermal feedback.

B) isothermic depletion.

C) the greenhouse effect.

D) photochemical smog.

E) the anaerobic process.

Answer: C Diff: 1 Section: 14.5 Air Pollution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.17 Explain why global-scale issues such as global climate change and ozone damage are significant.

40) A condition in which sunlight causes hydrocarbons and nitrogen oxides to react in the atmosphere produces A) acid deposition.

B) chlorofluorocarbon.

C) greenhouse effect.

D) photochemical smog.

E) ammonia.

Answer: D Diff: 1 Section: 14.5 Air Pollution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.15 Identify the three spatial scales of air pollution, citing examples.

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41) Which of the following is a pollutant at the regional scale?

A) Carbon dioxide B) Carbon monoxide C) Acid precipitation D) Particulates E) Chlorofluorocarbons Answer: C Diff: 1 Section: 14.5 Air Pollution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.16 Describe the environmental impacts from acid precipitation, and why its effects are worse far from its source region.

42) Which of the following pollutants is threatening the Earth's ozone layer?

A) Sulfur dioxides B) Chlorofluorocarbons C) The greenhouse effect D) Photochemical smog E) Nitrous oxide Answer: B Diff: 1 Section: 14.5 Air Pollution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.17 Explain why global-scale issues such as global climate change and ozone damage are significant.

43) The worst urban air pollution in the world is concentrated within cities on which continent?

A) Africa B) Asia C) Europe D) North America E) South America Answer: B Diff: 1 Section: 14.5 Air Pollution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.15 Identify the three spatial scales of air pollution, citing examples.

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44) The average surface temperature of the Earth has increased by how many degrees since 1880.

A) 0.01°C B) 0.1°C C) 1.0°C D) 10.0°C E) 100.0°C Answer: C Diff: 1 Section: 14.5 Air Pollution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.17 Explain why global-scale issues such as global climate change and ozone damage are significant.

45) The worst air pollution occurs when A) winds are strong, and skies are overcast.

B) winds are strong, and skies are clear.

C) winds are strong, skies are overcast, and a temperature inversion exists.

D) winds are slight, skies are clear, and a temperature inversion exists.

E) winds are slight, skies are overcast, and a temperature inversion exists.

Answer: D Diff: 1 Section: 14.5 Air Pollution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.15 Identify the three spatial scales of air pollution, citing examples.

46) Steel, food processing, and chemical industries are major industrial polluters of water primarily because they A) are major users of municipal sewage systems.

B) release runoffs of pesticides.

C) generate large amounts of warm wastewater harmful to aquatic life.

D) require small amounts of water in the manufacturing process.

E) generate superheated steam.

Answer: C Diff: 1 Section: 14.6 Water Pollution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.18 List the three main sources that generate the most water pollution.

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47) Water polluted by a farmer's poor irrigation control of fertilized lands is an example of A) nonpoint source pollution.

B) point source pollution.

C) biochemical oxygen demand pollution.

D) municipal sewage pollution.

E) industrial pollution.

Answer: A Diff: 1 Section: 14.6 Water Pollution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.20 Compare and contrast point-source and nonpoint-source water pollution and the geographic impact of both.

48) When water is returned to nature as a liquid after being used, it is known as A) point source.

B) nonpoint source.

C) consumptive.

D) nonconsumptive.

E) biochemical.

Answer: D Diff: 1 Section: 14.6 Water Pollution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.20 Compare and contrast point-source and nonpoint-source water pollution and the geographic impact of both.

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49) The heaviest demand for water comes from A) industry.

B) home usage.

C) agriculture.

D) fishing.

E) desalination plants.

Answer: C Diff: 1 Section: 14.6 Water Pollution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.19 Explain how the demand for water affects agriculture and the biodiversity of aquatic life.

50) The most common strategy for solid waste disposal in the United States is A) incineration.

B) recycling.

C) disposal at sea.

D) reuse in another process.

E) burial in a sanitary landfill.

Answer: E Diff: 1 Section: 14.7 Solid Waste Pollution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.21 Explain how landfills are used to dispose of solid waste.

51) Which of the following is NOT a hazardous waste?

A) Heavy metals B) PCB oils C) Cyanides D) Strong solvents E) Biomass Answer: E Diff: 1 Section: 14.7 Solid Waste Pollution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.23 Explain why the disposal of hazardous waste is especially difficult.

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52) Hazardous waste is especially problematic because improper disposal A) may pollute air or water resources.

B) is performed at the global scale.

C) is easily done at sanitary landfills.

D) is impossible.

E) is too costly for most industries to afford.

Answer: A Diff: 1 Section: 14.7 Solid Waste Pollution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.23 Explain why the disposal of hazardous waste is especially difficult.

53) The largest producer of hazardous waste in the United States is (the) A) military.

B) mining industry.

C) steel industry.

D) agriculture.

E) electronics manufacturing.

Answer: B Diff: 1 Section: 14.7 Solid Waste Pollution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.22 Speculate about how solid waste disposal affects the environment.

54) The average American produces how many pounds of solid waste per day?

A) 0.5 pounds B) 1 pound C) 2 pounds D) 5 pounds E) 10 pounds Answer: D Diff: 1 Section: 14.7 Solid Waste Pollution Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.22 Speculate about how solid waste disposal affects the environment.

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55) In contrast to air and water pollution, solid waste pollution is A) burned or incinerated.

B) recycled into new materials.

C) concentrated in landfills.

D) emitted into the Earth's ozone layer.

E) dispersed into the oceans.

Answer: C Diff: 3 Section: 14.7 Solid Waste Pollution Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.21 Explain how landfills are used to dispose of solid waste.

56) The separation, collection, processing, marketing, and reuse of the unwanted material is known as A) point-processing.

B) fracking.

C) cracking.

D) recycling.

E) sustainability.

Answer: D Diff: 1 Section: 14.8 Recycling & Remanufacturing Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.24 Define recycling, and explain how it benefits the environment.

57) What European nation is a leader in recycling, with almost 67% of all solid waste recycled?

A) Germany B) Italy C) Spain D) England E) Poland Answer: A Diff: 1 Section: 14.8 Recycling & Remanufacturing Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.24 Define recycling, and explain how it benefits the environment.

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58) Which of the following is NOT a common way in which discarded materials are normally recycled?

A) Curbside programs B) Drop-off centers C) Buy-back centers D) Deposit programs E) Government tax credits Answer: E Diff: 1 Section: 14.8 Recycling & Remanufacturing Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.25 Describe the strategies and activities involved in the process of recycling.

59) Which of the following is NOT a recycled product routinely used as an input into manufacturing?

A) Paper B) Plastic C) Concrete D) Aluminum E) Glass Answer: C Diff: 1 Section: 14.8 Recycling & Remanufacturing Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.26 Identify materials that are recycled, and explain how manufacturer utilize these materials.

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60) The most commonly recycled product is

A) metal.

B) paper.

C) glass.

D) plastic.

E) rubber.

Answer: B Diff: 2 Section: 14.8 Recycling & Remanufacturing Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 14.26 Identify materials that are recycled, and explain how manufacturer utilize these materials.

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61) What are three key elements of the UN strategy to reduce carbon dioxide (CO2) emissions?

A) Ban all nonelectric vehicles, engage in carbon capture/storage (CCS), and reduce global poverty B) Increase temperature inversions, engage in carbon capture/storage (CCS), and increase the use of chlorofluorocarbons (CFCs) C) Sharply decrease reliance on fossil fuels, increase the use of renewable energy, and engage in carbon capture/storage (CCS) D) Increase reliance on fossil fuels, reduce nonpoint source pollution, and increase the use of chlorofluorocarbons (CFCs) E) Increase reliance on nuclear energy, engage in carbon capture/storage (CCS), and invest more heavily in hydraulic fracking Answer: C Diff: 1 Section: 14.9 The Car of the Future Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.31 Evaluate whether strategies to decrease global pollution and fossil fuel dependency will succeed.

62) What is the core disadvantage of a fully electric vehicle?

A) They do not work in inclement weather.

B) They do not contain any of the safety features that governments require.

C) They are banned in most countries, including the United States.

D) They cannot exceed 50MPH due to the limitations of the battery.

E) They must be frequently recharged.

Answer: E Diff: 1 Section: 14.9 The Car of the Future Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.27 Evaluate the pros and cons of alternative energy sources for cars of the future.

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63) Sustainable development is implemented through A) place and region.

B) scale and space.

C) conservation and connection.

D) conservation and preservation.

E) preservation and connection.

Answer: D Diff: 1 Section: 14.10 Revisiting Geography's Key Concepts Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.30 Compare and contrast conservation and preservation as two different ways of regarding resources.

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64) Which part of the continental United States relies the most heavily upon hydroelectric?

A) Northeast B) Southeast C) Midwest D) Southwest E) Pacific Northwest Answer: E Diff: 2 Section: 14.9 The Car of the Future Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 14.28 Identify reasons for regional variations in electricity in the United States.

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65) Which of the following statements is TRUE concerning global carbon dioxide (CO2) emissions and world population?

A) The developing world comprises a minority of the world population but the majority of global CO2 emissions.

B) The developed world comprises both a majority of the world population and the majority of global CO2 emissions.

C) The developing world generates a greater share of global CO2 emissions than its share of the world population.

D) The developed world generates a greater share of global CO2 emissions than its share of the world population.

E) The developed and developing world generates an equal share of global CO2 emissions.

Answer: D Diff: 2 Section: 14.9 The Car of the Future Bloom's Taxonomy: Applying/Analyzing National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO3 Read and interpret graphs and data Learning Outcome: 14.31 Evaluate whether strategies to decrease global pollution and fossil fuel dependency will succeed.

66) Conservation is A) the sustainable use and management of natural resources.

B) maintenance of resources in their present condition.

C) invention and diffusion of new agricultural practices.

D) breeding programs to rebuild endangered species.

E) maintaining wild environments.

Answer: A Diff: 1 Section: 14.10 Revisiting Geography's Key Concepts Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.30 Compare and contrast conservation and preservation as two different ways of regarding resources.

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67) Preservation is A) the sustainable use and management of natural resources.

B) maintenance of resources in their present condition.

C) invention and diffusion of new agricultural practices.

D) breeding programs to rebuild endangered species.

E) recycling natural resources.

Answer: B Diff: 1 Section: 14.10 Revisiting Geography's Key Concepts Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.30 Compare and contrast conservation and preservation as two different ways of regarding resources.

68) Which of the following statements is TRUE concerning the challenges facing the small nations of Luxembourg and Timor-Leste?

A) Microbial diseases, such as typhoid and cholera, impact Luxembourg more than Timor-Leste.

B) Acid precipitation is a greater problem in Timor-Leste than in Luxembourg.

C) Sea-level rise due to climate change is a more dire issue for Luxembourg than it is for TimorLeste.

D) Internal travel within Timor-Leste is more difficult than internal travel within Luxembourg.

E) Industrial pollution is a greater problem in Timor-Leste than in Luxembourg.

Answer: D Diff: 1 Section: 14.10 Revisiting Geography's Key Concepts Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.32 Review the five basic concepts of geography as they apply to the example countries of Luxembourg and Timor-Leste.

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69) Which of the following is NOT a key concept in the study of human geography?

A) Place B) Space C) Scale D) Population E) Connection Answer: D Diff: 1 Section: 14.10 Revisiting Geography's Key Concepts Bloom's Taxonomy: Remembering/Understanding National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.32 Review the five basic concepts of geography as they apply to the example countries of Luxembourg and Timor-Leste.

70) The belief that the rate at which trees should be cut down should not exceed the rate that they are replaced is representative of what kind of approach?

A) Preservation B) Wilderness C) Conservation D) Industrial E) Biodiversity Answer: C Diff: 3 Section: 14.10 Revisiting Geography's Key Concepts Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.30 Compare and contrast conservation and preservation as two different ways of regarding resources.

71) What are the three main fossil fuels? Describe their general distribution across the planet.

Answer: Varies Diff: 3 Section: 14.2 Energy Production Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.1 Identify the three fossil fuels from which most energy is derived and list two other contemporary energy sources.

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72) Nuclear power is often viewed as an alternative to fossil fuels. What are the challenges associated with using nuclear power?

Answer: Varies Diff: 3 Section: 14.3 Fossil Fuel Futures Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.13 Identify alternative energy sources and discuss their benefits and drawbacks.

73) What is the difference between a proven reserve and a potential reserve?

Answer: Varies Diff: 3 Section: 14.3 Fossil Fuel Futures Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.8 Identify proven fossil fuel reserves and the main countries where they are found, and explain how potential reserves differ from proven reserves.

74) Describe the various ways in which solar energy may be harnessed.

Answer: Varies Diff: 3 Section: 14.4 Energy Alternatives Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.14 Explain the difference between an active and a passive solar energy system.

75) Describe the three basic components of local-scale urban air pollution.

Answer: Varies Diff: 3 Section: 14.5 Air Pollution Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.15 Identify the three spatial scales of air pollution, citing examples.

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76) What factors and processes go into the formation of acid precipitation? What are the effects of acid precipitation felt most acutely?

Answer: Varies Diff: 3 Section: 14.5 Air Pollution Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.16 Describe the environmental impacts from acid precipitation, and why its effects are worse far from its source region.

77) Identify and describe the differences between point-source and nonpoint-source water pollution.

Answer: Varies Diff: 3 Section: 14.6 Water Pollution Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.20 Compare and contrast point-source and nonpoint-source water pollution and the geographic impact of both.

78) Explain why the disposal of hazardous waste is especially difficult.

Answer: Varies Diff: 3 Section: 14.7 Solid Waste Pollution Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.23 Explain why the disposal of hazardous waste is especially difficult.

79) The gasoline-powered car is slowly giving way to electric-powered vehicles. Describe the benefits of electric vehicles as well as their current drawbacks.

Answer: Varies Diff: 3 Section: 14.9 The Car of the Future Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS16 The changes that occur in the meaning, use, distribution, and importance of resources Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.27 Evaluate the pros and cons of alternative energy sources for cars of the future.

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80) Using the five key concepts of human geography, explain why Luxembourg and Timor-Leste have different challenges, despite their similarity in size.

Answer: Varies Diff: 3 Section: 14.10 Revisiting Geography's Key Concepts Bloom's Taxonomy: Evaluating/Creating National Geography Std.: NGS14 How human actions modify the physical environment Global Science Standard: GSLO2 Demonstrate the ability to think critically and employ critical thinking skills Learning Outcome: 14.32 Review the five basic concepts of geography as they apply to the example countries of Luxembourg and Timor-Leste.

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