The geo guide basisboek

www.degeo-online.nl

Geography Geography for bilingual education

Guide

Authors drs. W.B. ten Brinke drs. Chr. de Jong drs. J.H.A. Padmos

Editors drs. W.B. ten Brinke drs. Chr. de Jong drs. B.J. Maatman drs. J.H.A. Padmos

Overview of the English-language Geo course for 1-3 havo/vwo The Geo Guide

havo/vwo

978 90 06 43388 3

The Geo coursebock 1 havo/vwo The Geo workbook 1 havo/vwo Teacher’s manual 1 havo/vwo

978 90 06 43389 0 978 90 06 43390 6

The Geo coursebock 2 havo/vwo The Geo workbook 2 havo/vwo Teacher’s manual 2 havo/vwo

978 90 06 43391 3 978 90 06 43392 0

Geo coursebock Geo workbook Teacher’s manual

978 90 06 43393 7 978 90 06 43394 4

3 havo/vwo 3 havo/vwo 3 havo/vwo

All teacher’s manuals, including tests and answers, can be found at www.degeo-online.nl (restricted section for teachers).

The Geo coursebock 1 havo/vwo is part of the ‘De Geo’ geography course, which has been compiled by prof. dr. R. Tamsma, H. Dragt and W.A. Hofland (since 1968) and dr. J. Hofker and J. Bos (since 1970).

Design and layout HollandseWerken, Zwolle Translation Kathleen MeMillan for Taalcentrum-VU, Amsterdam English-language editors Caroline Sitskoorn and Jan Padmos Cartography EMK, Deventer Graphs and illustrations Tiekstra Media, Groningen Sittrop.nl, Nijmegen Wim Dasselaar, Drachten

ThiemeMeulenhoff develops materials for Primary Education, Secondary Education, Vocational and Adult and Higher Education More information about ThiemeMeulenhoff and an overview of our materials: www.thiememeulenhoff.nl or through our customer (088) 800 20 15 ISBN 978 90 06 43388 3 Second edition, second print, 2013 © ThiemeMeulenhoff, Amersfoort 2011 All rights reserved. No part of this publication may be reproduced, stored in an electronic retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the publisher.

The legally due remuneration for reproducing parts of this publication insofar as is permitted under Section 16 of the Copyright Act 1912 j° by the Decree of 23 August 1985, Statute 471 and article 17 of the Copyright Act 1912, should be paid to Stichting Publicatie- en Reproductierechten Organisatie (PRO), P.O. Box 3060, 2130 KB Hoofddorp, The Netherlands (www.stichting-pro.nl). The permission of the publisher is required for the replication of any part or parts of this publication in anthologies, readers and other compiled works. For more information www.auteursrechtenonderwijs.nl The publisher has sought to regulate under the copyright laws. Those who nevertheless feel certain rights to assert, can still refer to the publisher.

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That guarantees a responsible forestry management.

Table of contents How to use the Geo Guide?

6

1 What is geography?

8

G1 G2 G3 G4 G5 G6 G7 G8 G9 G10 G11 G12

Geography, a world science Geography and regions Describe and explain Natural and human factors Human factors Focus on…

Scale level Switching scale levels Research Plan Geographical questions Weighing things up Sources

9 10 10 12 12 12 14 14 16 16 16 17

2 Geographical tools

18

3 Weather and climate

30

G13 G14 G15 G16 G17 G18 G19 G20 G21 G22 G23 G24 G25 G26

G27 G28 G29 G30 G31 G32 G33 G34 G35 G36 G37 G38 G39 G40 G41 G42 G43 G44

Maps and aerial photos Reading, analysing and interpreting maps GIS Remote sensing Maps Types of thematic maps Diagrams Topographic maps Contour lines Globe Absolute and relative distance Geographical latitude Geographical longitude Time zones Weather Climate Temperature Temperature factors Precipitation Wind Latitude and temperature Temperature zones Temperature zones and isotherms Temperature above land and sea Onshore and offshore winds Ocean currents Location of the mountains The causes of precipitation Precipitation in mountains Wet tropics, dry deserts Buijs Ballot’s Law The wind systems

19 20 20 20 22 22 22 24 24 27 27 28 28 28

31 31 32 32 32 32 35 35 35 36 36 37 37 38 38 39 40 40

G45 G46 G47 G48 G49 G50 G51 G52 G53 G54 G55

High pressure and low pressure Cold fronts and warm fronts Monsoons Hurricanes How hurricanes happen Tornadoes Koppen’s climate classification system Köppen’s climate boundaries Climate diagrams Seasons Planet Earth

40 41 43 43 43 43 44 44 46 47 47

4 Moving Earth

48

5 Natural landscapes

62

G56 G57 G58 G59 G60 G61 G62 G63 G64 G65 G66 G67 G68 G69 G70 G71 G72 G73 G74 G75 G76 G77 G78 G79 G80 G81 G82 G83 G84 G85 G86 G87

Endogenic and exogenic forces Plates and fault lines Relief Folds, faults, horsts and graben Volcanism Earthquakes Damage caused by earthquakes Weathering Transportation of weathered materials Erosion Sedimentation Soil types Soil and soil formation Geology Ice ages Glacial landscapes Original vegetation Natural landscapes: from wet to dry Tropical rainforests Savannah Steppe Desert Natural landscapes: from cold to warm Land ice, drift ice and sea ice Tundra Coniferous forest (taiga) Deciduous forests Altitude belts Altitude and temperature Living conditions in polar regions Living conditions in tropical rainforest Living conditions in dry regions

49 51 51 51 52 54 55 56 57 57 59 59 59 60 60 60 63 64 64 65 65 65 66 66 66 67 67 68 68 71 71 71

6 Ecosystem G88 G89 G90 G91 G92 G93 G94 G95 G96 G97 G98 G99 G100 G101 G102 G103 G104 G105 G106

The Earth’s ecosystem Pollution, depletion and degradation The water cycle Glaciers Groundwater Drainage and irrigation Rivers Fall and drop Water pollution Cross-border pollution Soil erosion Deforestation and water management Desertification The atmosphere The carbon cycle Air pollution Greenhouse effect: global warming Climate change Sustainable energy

7 Population and culture G107 G108 G109 G110 G111 G112 G113 G114 G115 G116 G117 G118 G119 G120 G121 G122 G123 G124

Demography Numbers, density and distribution Changes in population size Population figures: absolute and relative numbers Demographic transitions Population chart Types of population charts Population ageing and dejuvenation Demographic pressure Life expectancy Immigration and emigration Push factors and pull factors Chain migration and remigration Newcomers and natives States and borders Ethnic groups Culture Multicultural society

72

73 73 74 74 75 75 76 76 77 77 78 78 78 81 81 81 82 82 82

84

85 85 86 86 86 88 88 89 89 89 90 90 90 90 92 92 93 93

8 Means of subsistence G125 G126 G127 G128 G129 G130 G131 G132 G133 G134 G135 G136 G137 G138 G139 G140 G141

Means of subsistence Agriculture Industry Services Means of production Raw materials Labour-intensive and capital-intensive Specialization and mechanization Intensive farming Extensive farming Agriculture and land use Resources or market Labour market Infrastructure Economies of agglomeration Modes of transport Bulk cargo and general cargo

9 Urban land use G142 G143 G144 G145 G146 G147 G148 G149 G150 G151 G152 G153 G154 G155 G156 G157 G158 G159 G160 G161 G162 G163 G164 G165

Cities and villages Conurbations Rural areas Urban or rural?

Urbanization Suburbanization New towns and cities Commuting and mobility Urban renewal Housing density and household size City formation and redevelopment Compact city and re-urbanization New city-dwellers Ethnic neighbourhoods Ghettos Model of a city Land prices and land use Spatial planning Redevelopment Water and development Daily services and specialized services Services: Catchment area Services: service level Potential customers, threshold population and range.

G166 Recreation and land use G167 Tourism G168 Mass tourism G169 Mass tourism and development

94

95 96 96 97 98 99 99 100 100 101 102 104 104 105 105 107 107

108

109 110 110 111 113 113 113 113 114 114 114 114 116 116 116 118 118 119 119 121 122 122 123 123 124 124 125 125

Table of contents

10 Levels of development G170 G171 G172 G173 G174 G175 G176 G177 G178 G179 G180 G181 G182 G183 G184 G185 G186 G187 G188 G189

Division in the world Differences in levels of development Development indicators Key development indicator: income Key development indicator: basic necessities Food Housing Education Healthcare Working population in the primary sector Working population in the secondary sector Working population in the tertiary sector Energy consumption Rate of population growth Percentage of city-dwellers Primate cities Internal and external factors Weak infrastructure Social structure Fast population growth

126

127 127 128 128 128 131 131 131 131 132 133 133 133 135 135 135 136 136 136 137

11 Globalization

138

Register

148

Acknowledgement of illustrations

152

G190 G191 G192 G193 G194 G195 G196 G197 G198 G199 G200 G201 G202 G203 G204 G205 G206

Globalization Multinationals International division of labour New industrialised countries (NIC’s) Colonization and decolonization Types of colonies Former colonies in the world trade Core and periphery Goods, money and information flows Balance of trade and balance of payments Tariff barriers Development cooperation European integration Economic power blocs Political system: centrally-governed countries Political system: federation Economic systems

139 140 140 141 142 142 142 143 144 144 144 144 146 146 147 147 147

6

How to use the Geo Guide What is the Geo Guide?

The Geo Guide explains terms that you need to understand when you study geography. A precise explanation of a term is called a definition. In the Geo Guide you will find: - blue terms: terms that are defined immediately, - black terms: terms that are defined on another page in the Geo Guide (you can find the page in the index).

Where can you find the terms?

- Each term in the Geo Guide has a Geo Guide number. Each Geo Guide number has a title. You can find all the titles in the Contents.

- When you want to find a Geo Guide number quickly, look at the bottom of the page and you will see the Geo Guide numbers of the terms that are on that page.

Blue term

Geo Guide number

28

29

2 • Geographical tools

Finding places on the map G 26 Time zones  Meridians are also used to create time zones. Time zones are

shown in figure 2.20, where you look at the Earth from a point above the North Pole. Because the sun can shine on only one half of the Earth at a time, it is daytime on one side of the world and night on the other. And because the Earth rotates on its own axis every 24 hours, (almost) every part of the world is light for a while (day) and dark for a while (night). The day doesn’t start everywhere at the same time. When the day starts in Europe, it’s still the middle of the night in America. So there is always a time difference between Europe and America.  The position of the sun determines the time at different places. The time of day when the sun is at the highest point in the sky is called noon. When it is noon on the prime meridian (see figure 2.19) it is earlier in the west and later in the east. Every meridian has a different time, but life would get very complicated if we paid attention to them all. That’s why the Earth is divided into time zones of 15 degrees of longitude (the 360 degrees of the Equator divided by 24 hours).

G 58 Relief

Divergence between plates

RN

 Endogenic forces cause faults in the Earth’s crust. The areas of

causes volcanic activity in Iceland.

NL

RTHE

the Earth’s crust between fault lines are called plates. The longest fault lines are shown in Figure 4.4. Fault lines form the edges of plates. The biggest plate is under the Pacific Ocean. It’s called the Pacific Plate.  The edges of the plates never stop moving. Some plates move past each other. Some slide above and beneath each other. Some move away from each other.  The plates on the fault line that crosses the Atlantic Ocean are moving apart. So, every year, America moves a little further away from Eurasia and Africa. (Millions of years ago these continents were joined together in one enormous piece of land.) The space between the plates then fills up with lava that rises from below and forms long mountain ridges on the seabed. These are called mid-oceanic ridges (figure 4.4).  The Earth never stops moving along these fault lines. This is where earthquakes and volcanic eruptions happen.

A geyser that ejects hot water is an example of volcanic activity.

LATIT

UD

E NL

SOUT

HE

RN

Equator

LATIT

UD

E

SL SL South Pole

SL

Geographical latitude North Pole B

hem weste isp rn here LON GITU DE

EL

pr im em er idi an LO NG ITU DE

EA

8,000 km

EL

Aegean Plate

North American Plate

Juan de Fuca Plate

Ira nia n Pl

E ST

Ar

South Pole

 FIGURE 2.21 Night

9 p.m.

Geographical latitude (A) and geographical longitude (B).

Time clocks of the world London

GG24 - GG25 - GG26

S

U

’

S

have names. They are shown on

Day

signs along the roads.

R

A

5 a.m.

Y

S

8 a.m.

1 p.m.

In

do

-A

Solomon Sea Plate

us

t ra

4 p.m.

lia n

Plate

Scotia Plate

Antarctic Plate

The time zones in the USA all

N

Philippine Sea Plate

Bismarck Plate

 FIGURE 2.23

evening meal.

Chinese plate

a te

Moscow

 FIGURE 2.20

other. When the day starts in New York, people in Tokyo are having their

ab P l ia n a te

African Plate

South American Plate

N te Pla ca az

7 a.m.

Cocos Plate

late cP cifi Pa

Geographical longitude Time differences on Earth

Car ib Platbean e

late cP cifi Pa

4,000

Earth’s surface. Folds, horsts and graben are all the result of endogenic forces.  Endogenic forces cause openings or fault lines to form on the Earth’s crust. Sometimes, parts of the Earth’s crust move past each other vertically or horizontally along a fault. When this happens some parts are pushed up – called horsts – and some parts are pushed down – called graben. Mountains that were formed through vertical movements on the Earth’s crust are called fault-block mountains.  When you push against a tablecloth with your hand, you make ripples or folds. The same thing happens to the Earth’s crust when two plates collide. The force is so great that folds form (see figure 4.6 on the next pages). Mountain ranges that were formed by this kind of activity are called fold mountains.  Deep openings can appear on the seabed when one plate slides under another. These openings – called trenches – are the deepest places on Earth. The Mariana Trench on the western edge of the Pacific plate is 11 km deep and the deepest point on the planet.

 FIGURE 4.4

RN

Equa Equator q ator

The sun lights up one half of the globe. Because the Earth rotates on

than others. The geographical name for height differences in a landscape is relief.  There are four main types of relief. Their names and heights are listed below.  High mountain ranges: most of the peaks are higher than 1500 metres.  Low mountain ranges: most of the peaks are between 500 and 1500 metres.  Hills: most of the peaks are between 200 and 500 metres.  Lowland: lower than 200 metres.  The height differences cause slopes and valleys – but height differences in lowland are never very big.  A region with very little relief or no relief at all is called a plain.

A plain that is lower than 500 metres is called a coastal plain.

A plain that is higher than 500 metres is called a plateau. The Tibetan Plateau in the Himalaya Mountains is 5,000 metres high.

 Endogenic forces do all sorts of things to the relief on the

easte hem rn isp here

Eurasian Plate

WEST ERN

NL

its axis every 24 hours, it is night in one half of the world and day in the

 The Earth’s crust isn’t flat, some parts are higher or lower

G 59 Folds, faults, horsts and graben

 FIGURE 2.19 Location of Amsterdam

G 25 Geographical longitude  The latitude of a place is not enough if you want to find it on the

map. Lots of places have the same latitude. So you need another fixed point.  The second fixed point is the meridian. Like a circle of latitude, a meridian is an imaginary line on the globe. Meridians run in a semicircle from the North Pole to the South Pole.  You can draw hundreds of meridians on the globe. It’s important to give them a number. The zero line runs through Greenwich (near London). It is called the prime meridian (0 meridian).  The prime meridian is the starting point when you measure distances to the east and west. The distance from east to west is called longitude. Geographical longitude is the distance between a place and the prime meridian. You can go in two directions from the prime meridian: east and west. So we use the terms Eastern Longitude (EL) for places to the east of the prime meridian and Western Longitude (WL) for places to the west. Amsterdam lies at 5˚ EL.

G 57 Plates and fault lines

 FIGURE 4.3

NL

NO

ern hemispher south e

longitude. This section is about geographical latitude. The next section, G25, is about geographical longitude.  The Earth is a sphere with the Equator around the middle.

The Equator is an imaginary line that divides the Earth into two halves called the northern hemisphere and the southern hemisphere. The North Pole is in the extreme north and the South Pole is in the extreme south.  The northern and the southern hemispheres are divided into degrees of latitude, which start with 0 at the Equator and end with 90 at each pole. Each degree of latitude is an imaginary circle around the Earth, parallel to the Equator. That’s why they are called circles of latitude or parallels.  People use degrees of latitude to work out exactly how far a place is from the Equator. This is called the latitude of a place.

Northern Latitude (NL) is used for places in the northern hemisphere and Southern Latitude (SL) is used for places in the southern hemisphere. Amsterdam lies at 52˚ NL.  Places near the Equator have a low latitude. Places far away from the Equator have a high latitude.

51

4 • Moving Earth

North Pole

re he isp em

no rth er n

h

G 24 Geographical latitude  You need two things to find a place on the map: latitude and

50

How mountains form A

 FIGURE 4.5 Iceland lies on the Mid-Atlantic Ridge, where two plates are moving

Plates and fault lines plate edge direction of the plate movement

10 p.m.

plates that move above and under each other (subduction)

volcano

away from each other. The people in the photo are walking through

plates that move away from each other (mid-ocean ridge)

earthquake

this ridge.

GG57 - GG58 - GG59

FIGURE 2.22 Time clocks for five different places in the world.

Black term

Geo Guide number

- The index in the back of the Geo Guide lists all the terms in alphabetical order. The blue number beside each term is the Geo Guide number of the section where you can find the definition of the term. Black Geo Guide numbers mean that the term is defined somewhere else.

148

149

Register

Register A abiotic elements absolute distance absolute numbers accommodation acid rain address density agglomeration agriculture air pollution alien alpine meadows altitude belt arable land area artificial border assimilation asylum seeker atmosphere automation automobility axis

G88 G23 G110, G112 G169, G168 G103 G145 G143, G147 G126 G103 G120 G83 G83 G72 G2, G13 G121 G124 G118 G88, G27, G31, G43, G84, G101, G103, G104 G131, G180 G149 G54

B balance of payment balance of trade bar chart basic necessities Beaufort Scale bilateral aid biomass biosphere biotic elements birth rate birth surplus boulder loam bulk cargo

G199 G199 G19 G174, G172 G32, G48 G201 G106 G88 G88 G110, G113, G183 G109 G71 G141

C capital G129 capital-intensive G131, G133 capitalist country G206 carbon cycle G102, G88 carbon dioxide G102 catchment area G163 Central Business District G157 central place G163 chain migration G119 chemical weathering G63 child labour G177 circle of latitude G24, G34, G54 city G142 city centre G157 city formation G152, G157 clay G67

Blue term

climate climate diagram coastal plain cold front colonial era colony commercial commercialization Common External Tariff communist country commuters compact city compass rose condensation coniferous forest belt container contour line conurbation convectional rainfall core Coriolis effect crater crop farming cross-border pollution crude raw materials cultural factors cultural minority cultural region culture

G28, G4, G53, G68 G53 G58 G46 G194, G187, G188 G194 G179 G179 G203 G206 G149 G153 G13 G90 G81, G83 G141 G21 G143 G42 G197, G192 G43, G49 G60 G126 G97 G130 G5 G124 G123, G120 G123, G122

D daily services G162 death rate G110 death surplus G109, G113 deciduous forest boundary G52 deciduous tree belt G82, G83 decolonization G194 deforestation G99, G102, G104 degree of latitude G24 delta G95 Delta Works G161 demographic factors G5 demographic pressure G115 demographic transition model G111, G113 demography G107 demolition and new building G150 depression G46 deprived neighbourhood G156 desert G77, G100 desert steppe G76, G100 desertification G100, G89, G105 deterioration of the terms of trade G196

developed countries G170, G171 developing countries G170, G171 development cooperation G201 discharge G94 diversification G196 drainage G93 drainage basin G94 drift ice G79 drip irrigation G93 drop G95 E earthquake G61, G56 eastern longitude G25 economic factors G5, G191 economic migrant G118 economic power block G203 economic reasons G118 economic refugees G118 economic system G206 economies of agglomeration G139 ecosystem G88 elite G188, G176 elite neighbourhoods G176 emergency aid G201 emigration G117 emigration surplus G109 endogenic forces G56, G57, G59 environmental degradation G89 environmental depletion G89, G106 environmental pollution G89 epicentre G61 equator G24 erosion G63, G56, G65, G105 eruption G60 estuary G95 ethnic group G122, G118, G155 ethnic minority G124 ethnic neighbourhood G155 EU G202, G203 European Union G202 evaporation G90 evapotranspiration G90 exogenic forces G56, G63, G65 exploitation colonies G195 extensive farming G134 eye G49 F factory farming fall family formation family planning family reunification

G133 G95 G119 G183 G119

Black term

fault fault line fault-block mountains federation fieldwork firn basin first-generation newcomer fjord focus on exports fold mountains folds forestry fossil fossil fuels free market economy front frontal rainfall

G57 G59 G59 G205 G12 G91 G120 G71, G65 G193 G59 G59 G126 G66 G106, G102, G104 G206 G46 G46

G GDP general cargo general map geographical longitude geological time scale geology geothermal energy ghetto GIS glacial glacial valley glacier glacier basin glacier river global shift globalization globe GNP graben green pressure green revolution greenhouse effect

G173, G189 G141 G17, G21 G25 G69 G69 G106 G156 G15 G70, G71, G105 G71 G91, G64, G71 G71 G94, G91 G193 G190, G192 G22 G173, G172 G59 G115 G179 G101, G104, G105, G106 grey pressure G115 Gross Domestic Product G173 Gross National Product G173, G172 ground level G92 ground moraine G71 ground plan G20 groundwater G92, G90 groundwater level G92 H heavy industry heterogeneous forest high latitude

G127, G130, G136 G74 G24, G33

high mountain range high pressure high pressure area high season hills holiday holliday participation horst horticulture household size housing density housing shortage human factor humus hunger hurricane hydropower hydrosphere hypocentre I ice age igneous rock illuvial horizon immigration immigration surplus import tax industrial industry infant mortality rate infiltrate informal sector infrastructure inner city integration intensification intensive farming intensive livestock farming interglacial international division of labour international migration internationalization irrigation isobar isotherm

G58 G43 G45, G43 G168 G58 G167 G167 G59 G126 G151 G151 G150 G4 G68, G86 G175 G48, G49 G106 G88 G61

G70, G105 G66 G68 G117 G109 G200 G180, G196 G125 G174 G92 G130, G128, G181 G138, G169, G187 G157 G124 G132 G133 G133 G70, G71, G105 G192 G117 G190 G93 G45 G35, G52

J joint venture

G201

K karst landscapes knowledge-intensive

G63 G193, G133, G192

L labour labour market labour-extensive labour-intensive ladang land consollidation land ice land reclamation landspout latitude lava layer leaching horizon leeward side legend leisure time level of development life expectancy light industry line chart literacy rate lithosphere livestock farming loess long cycle low latitude low mountain range low pressure low pressure area lower course lowland low-wage economies

G129 G137 G131, G196 G131, G133, G192 G86 G135 G79, G64, G83, G85, G105 G161 G50 G24, G25, G33 G60, G56, G57, G66 G74 G68 G41 G13 G166 G170, G171 G116, G178 G127 G19 G174, G177 G88 G126 G67, G64 G90 G24, G33 G58 G43, G49 G45, G43, G46 G95 G58 G192, G193, G131, G137

M magma main city malnutrition man-made elements man-made landscape map map projection market market gardening market-dependent mass production mass tourism mathematical zoning maximum means of production means of subsistence mechanical weathering mechanization Mediterranean climate megalopolis

G60, G56, G61, G66 G147, G143, G149 G175 G2 G2 G13 G22 G136 G126 G136 G127 G168 G34, G35 G43, G44 G129, G188 G125, G5, G194 G63 G132, G131, G179 G51 G143

7

How to use the Geo Guide

Symbols

Geo-online and the Geo Guide

What do the symbols mean in the Geo Guide? u main heading l sub-heading n extra 130

There is more information on Geo-online. Visit Geo-online for films or extra photos about certain terms. You can also make summaries of sections from the Geo Guide on Geo-online.

131

10 • Levels of development

Basic necessities G 175 Food u People need to eat every day. Food is basic necessity number

p FiGurE 10.7 Food for a family in Africa for one week.

one. There are countries where people are hungry because they don’t get enough to eat, this is called hunger. When people eat the same food all the time, they get malnutrition. l People with malnutrition get enough food but it’s always the same food. It hasn’t got enough proteins and vitamins so the quality is poor. Proteins come from meat, fish and dairy products.

We need proteins to grow and to stay healthy. Vitamins protect us against diseases. So food without enough proteins and vitamins is not good. The people who eat it get sick more quickly and many of them die young. They are also weaker, so they can’t work very hard. l People with hunger don’t get enough food to fill their stomachs and can starve to death. Famines (extreme shortages of food) can happen if harvests are destroyed by long, dry periods or by floods. Another cause of famine is war.

Food for a family in England for one week.

G 176 Housing u A decent place to live is another basic necessity. A good house

should have a flushing toilet and running water. It should also be well-built with enough space. l In rural areas in poor countries the simple, traditional huts and houses are reasonably strong. They protect families against heavy rain, strong sunshine and insects. The biggest problem is the lack of fresh water. In some places people have to walk for more than an hour to fetch water. It’s usually women who fetch the water, but sometimes young girls fetch it – and they should be at school. l The houses in the cities are not the same in all the neighbourhoods. There are very rich neighbourhoods with beautiful houses for the elite. These elite neighbourhoods are very different from the slums, where six or eight people may live in one room. The houses in the slums are very close together.

Most of them have got no fresh water, toilets or sewage. Some people even get water from the river. People use the rivers for three things: drinking water, washing, and sewage. The risk of disease is enormous.

n There are ‘good’ and ‘bad’ slums. It depends on the age of the neighbourhood. At first there were no neighbourhood amenities at all, but things are improving now. Some neighbourhoods have a central well for fresh water and a garbage collection service. The people are also gradually upgrading their houses (see G184).

G 177 Education u Reading and writing are the most important things that you

learn at primary school. But a lot of children in poor countries never go to school or they have to leave school before they can read and write well. So in poor countries the literacy rate is often low. There are two reasons for this: l First, there aren’t enough teachers, schools and materials such as desks, books, paper etc. Sometimes there are 100 pupils in one classroom. The schools are also very far away for children who live in rural areas. l Second, children must start work at a very young age because their parents don’t earn enough money to support the family.

Children work on the land, in the house or in a factory. City children work on the street as shoe-shiners or they sell water, lemonade, cigarettes or sweets. Worldwide, around 250 million children between 6 and 14 do some kind of work. Child labour describes work that is too heavy for children and/or work that costs so much time that they can’t go to school. n Some children work to pay for school. They work during the day and go to school in the evening. Aid organizations are setting up evening schools for these children.

G 178 Healthcare u Sick people need care. Healthcare is the fourth basic necessity.

People in poor countries get ill very easily. They live in poorly built houses without running water or a toilet. Many don’t get enough to eat or their diet is too one-sided. On average, people in poor countries don’t live as long as people in rich countries. Their life expectancy is much lower. l The best ‘cure’ is a good house and a balanced diet. But they haven’t got enough money for that or to visit a doctor or a hospital. l Another problem is that there aren’t enough doctors or hospitals (low physician distribution). Sometimes there’s only one hospital for a region as big as the Netherlands. Most of the doctors live in cities. It takes a long time to go there and the trip is too expensive for many people.

p FiGurE 10.8 Contrasts in housing, education and healthcare.

GG175 - GG176 - GG177 - GG178

Figures

You will find a lot of information in the photos, diagrams, maps and visuals in the figures.

38

39

3 • Weather and climate

Precipitation and drought WINDWARD SIDE

LEEWARD SIDE 3

4

2

5

1

1 Wind direction 2 Air rises and cools 3 Relief rainfall 4 Air goes down and gets warmer 5 Dry, rainshadow

 FIGURE 3.16

G 40 The causes of precipitation  Precipitation (rain, hail and snow) is connected with rising air.

The higher you go in the atmosphere, the colder it gets. So when air rises, it cools. Cool air can’t hold as much water as hot air.

That’s when it rains, hails or snows.  When air goes down it gets warmer. Warm air can hold more water than cold air so the clouds disappear, the sun shines, and there is no rain.

GG40 - GG41

G 41 Precipitation in mountains  The side of the mountain that the wind hits is called the

windward side. The air rises when it hits this side of the mountain and it cools. Then it rains. This kind of rain is called relief rainfall.  The other side of the mountain is called the leeward side. This side is away from the wind. The air goes down and gets warmer.

There is very little precipitation on the leeward side. You could say that the area behind the mountain is in the rain shadow.

G 42 Wet tropics, dry deserts  The sun shines vertically at the Equator. The heat makes the air

rise. When air rises it cools down. That’s why it rains a lot around the Equator. This kind of rain is called convectional rainfall.

It’s easy to identify regions that get convectional rainfall: more than 2,000 mm of rain falls there every year and they have a humid, tropical rainforest climate.  But the air doesn’t keep rising forever. When it reaches a high altitude, it goes north or south. It goes down again at 20 - 40° NL and SL. When air goes down the weather is warmer and there is hardly any rain. It is so dry in some places that the landscape is a desert.

2 1

1 Evaporation 2 Convectional rainfall

 FIGURE 3.17

GG42

The coursebook and the Geo Guide

- You use each coursebook for one year. In years 2 and 3 you get another coursebook. You use the Geo Guide in years 1, 2 and 3.

- The Geo Guide defines and explains common geographical terms. It’s a bit like a dictionary.

- The coursebooks tell you which Geo Guide numbers you need for each theme.

- You will also need Geo Guide numbers for some of the exercises in the workbooks.

8

1

What Wat is aardrijkskunde geography?

9

1 • What is geography?

G 1

Geography, a world science

u The world is full of different kinds of places. You can see

that in these photos. The big photo shows a desert landscape with a few houses. Very few people live in deserts. The green palm trees in this photo tell you that there is water here. This is an oasis. The people here live from agriculture. Most of them are poor because they don’t earn much money.

The small photo shows a completely different place! This is Hong Kong, a very rich and densely populated city in Asia.

Most of the people work in offices or factories. There is almost no agriculture. l When you study geography, you look at different regions.

You compare these regions to find out why some things are different and why other things are the same. When you look at the photos on this page you could ask: how and why is life at an oasis different from life in a busy city? l You could also find out if these two places are connected.

At first, you probably think they have no connections at all.

But the products used by the people at the oasis, such as buckets, irrigation pumps and tools, all come from Asia. n When you study geography, you find out key facts about a region so that you can make comparisons with other regions.

t FIGURE 1.1 An oasis on the edge of the Sahara in Morocco.

G1 p FIGURE 1.2 Hong Kong, China.

10

Describe, explain and weigh things up G 2

Geography and regions

u Geography is about regions. A region – or area – is a piece of

the Earth’s surface. Sometimes people call it a landscape. In a natural landscape everything you see is formed by nature (figure 1.3). In a man-made landscape people have built roads, buildings, fields etc. (figure 1.4).

l A landscape can consist of rivers, mountains, roads, fields, cities and lots of other things. These are some examples of elements in a landscape. In a natural landscape you see only natural elements.

Natural elements are made by nature, not by people (figure 1.3).

The things that people add to a landscape are called man-made elements (figure 1.4).

G 3

Describe and explain

u You can describe regions and explain regions.

l When you describe a region, it is important to ask: what can I see? You could describe the picture in figure 1.3 as a big forest on both sides of a river. You could describe 1.4 as a city on the bank of a river, with houses, businesses and busy roads. l When you explain the elements in a region it is important to ask: why is that element there? For example: why is there a deciduous forest in the landscape in figure 1.3?

When you explain something you say how it happened. You make a connection between two or more things. In figure 1.3 there is a connection between vegetation, temperature and precipitation.

The deciduous trees grow there because the temperature isn’t too low and because there is precipitation all year. Temperature and precipitation influence landscape. Something that influences or explains something else is called a factor. Temperature and precipitation are two factors that explain a natural landscape.

G2 - G3

p FIGURE 1.3 Natural landscape.

FIGURE 1.4 Man-made landscape.

1 • What is geography?

11

12

Geography: nature and people G 4

Natural and human factors

u Factors help you to explain things in geography (see GG3).

There are natural factors and human factors. Sometimes, you can explain something with natural factors. Sometimes you can explain them with human factors. And sometimes you need both.

The examples below will help you to understand. l If you want to explain why there are so many earthquakes in Japan, you must look at the natural factors. Japan lies on a fault on the edge of the Pacific plate. So a natural factor is enough to explain the earthquakes. l If you want to explain why a city has more facilities than a village, you must look at the human factors. There are enough people in a big city who use a theatre, a hospital, secondary schools and a shopping mall. Very few people live in a village so they only have a community centre, a doctor, a primary school and a small supermarket. A human factor is enough to explain the difference here. l You often need both natural and human factors to explain something. For example, how do you explain winter sports in the Alps? Natural factors (climate and relief) explain the snow.

Human factors (money, knowledge, politics) explain why the area has so many facilities for tourists

G 6

Focus on…

u When you study geography you describe regions and areas. If

someone asks you to describe the geography of the continent of Europe, what do you do? Which subjects (themes) do you choose?

There are three key themes in geography: topography, natural phenomena and human phenomena. The table below tells you more. l When you have collected information on these three themes, you can give a clear description of a country. But you need to work a bit harder to find good explanations. The description will help you to ask the right questions. Let’s look at Europe, for example: - Nature: Why is it colder in Northern Europe than in Southern Europe?

- Population: Why do more people live in Western Europe than in the rest of Europe?

- Economy: Why is Western Europe much richer than Eastern Europe?

TOPOGRAPHY 1 2 3

location of neighbouring countries, cities, rivers, etc. latitude, distances

percentage of land and water

NATURAL PHENOMENA climate

G 5

Human factors

u There are four types of human factors.

l Economic factors: how people earn money. When you study economic factors you look at means of subsistence. l Cultural factors: the language, religion, history and customs of a group of people. l Demographic factors: the size and composition of the population. l Political factors: laws and regulations. Laws and regulations have a big influence on how an area is developed. For example, there is a law that says you can’t park your car on a city square.

When there are no cars, there is plenty of space to build facilities (footpaths, benches, pavement cafes) for people. n Figure 1.6 shows you how these human factors influence the use of space.

4

temperature (zone)

5

precipitation

6

climate

landscape 7 8 9

original vegetation altitude

minerals and resources

HUMAN PHENOMENA population 10 11 12 13

number of inhabitants population growth population density conurbations

culture 14 15

language religion

politics 16

membership of international organizations

economy and development 17 18 19 20

means of subsistence infrastructure GNP

development indicators (literacy, infant mortality rate, number of doctors and/or food supply)

G4 - G5 - G6

p FIGURE 1.5 Focus on…

13

1 • What is geography?

Demography Houses everywhere, because lots of people live in a city

Culture The minaret of a mosque; there’s a place in the city for Islam too

Economy Offices in the city Economy and culture Hotel for tourists who visit the city for its culture

Demography Lots of small households; apartments for single people in the church Demography and politics Space for young people

Economics Shops in the city

Culture Religion is less important; church has been converted into apartments

Politics Officials in the town hall decide on the development plans for the city Culture Pavement cafe where people can relax in their spare time

Politics Parking places for disabled people

Politics Car-free city square

Politics Space for public transport

p FIGURE 1.6 How human factors influence organization and development.

14

Switching scale levels G 7

Scale level

u When you study geography, you look at regions and areas.

Some regions are very big, as big as a continent. Others are very small, as small as a neighbourhood. When you look at the world, you work on a different scale level from when you look at your own neighbourhood. There are five scale levels. l The highest scale level is the world. The lowest is your own neighbourhood. Each scale level has a name (see figure 1.7).

scale level local

region/area village, urban neighbourhood, city

regional

province, part of a country

national

country

international

different countries, continent

global

different continents, world

p FIGURE 1.7

G 8

Switching scale levels

u On each scale level you describe things differently, you explain

things differently and you weigh things up differently. l You describe things differently. When you describe a big region, you look only at the general facts. When you describe a small region, you look at the details. n When you describe population density in Europe as a whole, you could write that Western Europe is densely populated and Northern Europe is sparsely populated. The Netherlands is in Western Europe, so it is densely populated.

Switch to another scale level and look only at the Netherlands.

What do you see now? The west of the Netherlands is densely populated but the north of the Netherlands is sparsely populated. l You explain things differently too. The factors that influence a big region are different from the factors that influence a small region. n Climate is an important factor when you want to explain why Northern Europe is more sparsely populated than Western Europe. It is very cold in Northern Europe. n The reason why the north of the Netherlands is more sparsely populated than the west of the Netherlands has nothing to do with climate. The main reason is jobs. The geographical location of the west of the Netherlands is good for trade and business, so there is always more work in the west than in the north.

G7 - G8

n Some neighbourhoods in Rotterdam are more sparsely populated than others. That’s because neighbourhoods are used for different things. There are many harbours in the west of Rotterdam, so there are many factories there too. Fewer people live there than in urban neighbourhoods. l Scale level is also important when you weigh things up. You often get a different idea from the details than from the bigger picture. n Here’s an example. There are plans to build a new railway to transport goods between Rotterdam and Germany. This railway will cross the Betuwe. Most people say this railway is a good idea for the Netherlands as a whole. There will be fewer lorries on the road. But the people who live in the villages in the Betuwe near the railway say it’s a bad idea. All that noise behind their home!

15

1 • What is geography?

Population density in Europe number of inhabitants per km2 less than 65

Population density in the Netherlands number of inhabitants per km2 less than 260

65 - 260

260 - 670

more than 260

more than 670

p FIGURE 1.8 Population density in Europe.

p FIGURE 1.9 Population density in the Netherlands.

Population density in Rotterdam number of inhabitants per km2 less than 50 50 - 5,000 more than 5,000

p FIGURE 1.10 Population density in Rotterdam.

t FIGURE 1.11 The port of Rotterdam. The location at European scale level. The circle on the left zooms in on the location of the port in the Dutch delta. The circle on the right shows the port in detail.

16

Geography and research G 9

Research Plan

When you do geographical research you always follow the Research Plan.

Step 1 What are you going to do? – Ask questions.

What region are you researching?

What is the subject of the research?

What sources do you need?

What is the key question?

What are the sub-questions?

Step 2 How are you going to do it? – Plan.

How much time do you need?

Who are you going to work with?

Who will do what?

Step 3 Do it! – Collect and organize information.

Study the sources.

Answer the sub-questions.

Answer the key question Step 4 Present the results.

Present the results in a report, a PowerPoint presentation, a mini-exhibition, a talk, etc.

Step 5 Reflect.

Was the teamwork successful?

What have you learned? p FIGURE 1.12 Research Plan.

G 10 Geographical questions u When you answer key questions and sub-questions, always

remember that you are studying geography. So you must ask geographical questions. There are five types of questions you can ask.

Factual questions For example: What are tropical rainforests? Where are they? What do they look like?

Analytical questions Why are they there?

Exploratory questions What do the local people think? Will they keep the forests or will they fell the trees to get wood and make space for fields?

Hypothetical questions Will there still be tropical rainforests in fifty years?

Practical questions How can we stop tropical rainforests from disappearing? l You can answer ‘what’, ‘where’ and ‘why there’ questions in a geographical way.

G9 - G10 - G11

n Choose a scale level (switch levels by zooming in and out). For example, you could look at air pollution on a national scale or on a global scale. n Compare regions. For example, you could compare the growth of American cities with the growth of European cities. n Divide a big area into smaller areas. For example, you could divide a city into different neighbourhoods. n Show that an area is part of a bigger area. For example, show the location of the port of Rotterdam in relation to the European hinterland. n Look at different characteristics of regions or areas: - socio-political characteristics: society and politics - cultural characteristics: language, religion and customs - economic characteristics: how much a region costs and how much it earns - physio-geographical characteristics: nature and the environment.

G 11 Weighing things up u First you describe something, then you explain it, then you

weigh it up. When you weigh something up, you form an opinion.

The make-your-mind-up plan will help you (figure 1.13). l Figure 1.14 shows a piece of unused land in a city. The land is beside a school. People have different ideas about what to do with it. You’re going to form your own opinion with the makeyour-mind-up plan.

Step 1 What is the problem?

What to do with this unused piece of land?

Step 2 Who is affected?

Shopkeepers, local residents, the kids at the school and the municipal council Step 3 What do they think of the problem?

Shopkeepers: We need parking places in our street. If there aren’t enough parking places, we won’t get enough customers. We want parking places.

Local residents: The houses are very close together. There’s hardly any greenery. We want a park.

Students: Our school is surrounded by buildings. We hang around the street during our break. We want a half-pipe and a basketball pitch.

The municipal council: There’s a housing shortage in our city. We want to build apartments.

Step 4 What do you think?

Listen to what they all want and why they want it. Then form your own opinion.

p FIGURE 1.13 Make-your-mind-up plan.

17

1 • What is geography?

p FIGURE 1.14 What would you do with this piece of unused land?

G 12 Sources There are no ready-made answers to research questions in your coursebook. You must work out the answers yourself. First, search in the sources for the information you need. n You can search sources such as the coursebook, the Geo Guide, the atlas, Geo-online and the internet at any time. You can find lots of information on Wikipedia and by googling. n You can also find information in newspapers and magazine articles, reference books in the school library, the media centre and TV programmes. n One key source of information is the landscape around you and the things that happen there. That’s very useful for research in your own neighbourhood. You can answer a lot of questions just by looking around you. You could also ask your neighbours or passers-by to answer questions (questionnaires, interviews). This type of research is called fieldwork.

t FIGURE 1.15 Students taking soil samples.

G12