Answer Key
Water
local industry. Accept all reasonable estimations
of consequences, rationing proposals, and compromise suggestions.
Activity 1: The Geography of Water
1. mountains or land higher in elevation than the
river basin
2. Not necessarily. A watershed can be in a dry climate region. For example, the Nile River, which
drains from the mountains in Central Africa,
runs through arid North Africa on its way to the
Mediterranean.
3. Australia
4. Population is not always located in watershed
regions. People tend to cluster where water is
readily available, but climate is also a factor.
Population tends to be sparse if water is lacking
and the climate is unsuitable for agriculture
(too dry, cold, wet, or mountainous).
5. North Africa, the Saudi Peninsula, Australia,
Central Asia
Activity 2: Water Use Around the World
1. Africa uses 22 percent more of its water supply
for agriculture, and 37 percent less of its water
supply for industry as compared to North
America. This means that Africa still relies on
agriculture as a major economic activity, and is
far less industrialized than North America.
2. Students might reason that Europe has less land
suitable for agriculture, or that Europe grows
crops that need less water.
3. People on continents containing more developing nations tend to use less water for domestic
purposes than people on continents containing
more developed nations.
1. Senegal, Gabon, Côte d’Ivoire
2. Sierra Leone, Chad
3. In some countries aquifers and rivers have been
drained; droughts occur; developing countries
may lack the technology or wealth to create purification and distribution systems to make safe
water accessible to many people.
4. Students may mention famine, diseases such as
cholera, or high infant mortality rates.
Activity 4: Local Water Use
1. Answers will vary.
2. In North African countries, much less water is
used for domestic purposes. A person there might
not use a dishwasher, wash a car, or water a lawn.
3–6. For all questions in this section, make sure students do sufficient and accurate research about
1–5. Look for answers that indicate students understand the issues and see the necessity of weighing competing factors in assessing each solution.
Global Interdependence
Activity 1: Trade in a Global Economy
1. the United States and Japan
2. aircraft
3. Aircraft. The United States dominates the export
market, with 51 percent.
4. Rankings:
Automobiles: 1 Japan; 2 Germany; 3 Canada;
4 France; 5 Belgium; 6 U.S.; 7 Sweden, Italy, Spain,
Other
Data Processing: 1 U.S.; 2 Japan; 3 Other; 4 Germany; 5 France, UK; 6 Ireland; 7 Singapore, Italy,
Canada
Telecommunications: 1 Japan; 2 Other; 3 U.S.;
4 Germany; 5 France, UK; 6 Canada, Hong Kong,
Sweden; 7 Italy
Aircraft: 1 U.S.; 2 UK; 3 Other; 4 Germany;
5 France; 6 Canada; 7 Italy
Answers may vary. Students may suggest that Japan
has the healthiest position because it has a leading
share in three of the four industries. Alternatively,
they may suggest that the United States has the
healthiest position, since it so dominates the aircraft
industry and has a strong market share in each of the
other industries as well.
Activity 2: The Internet: A Wired World
1.
2.
3.
4.
The United States ranks fourth.
159,899,330 Internet users
Africa and South America
Answers will vary but may include: falling behind in technology, lack of awareness of world
events and new ideas, and poorer quality of
education.
Activity 3: The Global Refugee Crisis
1. Africa, East Asia and the Pacific, and South and
Central Asia
2. Students should point to overall negative conditions such as war, famine, poverty, and disease.
3. Europe, the Americas and the Caribbean, and
the Middle East
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Activity 3: Access to Safe Water
Activity 5: Evaluating Solutions
Answer Key
4. Students should point to overall positive conditions such as peace, high wages, and social
services.
5. Almost all of Africa’s refugees come from within
Africa; that is, most African refugees move from
one part of Africa to another.
Activity 4: Immigration Across National
Borders
1. Answers may include: racism, police harassment, lack of employment, and lack of dignity.
2. The people and the economies in Africa depended on money sent from France by the
Sans-Papiers.
3. The Sans-Papiers hoped to gain dignity, public
awareness of their situation, negotiations with
the French authorities, and the right to stay in
France.
4. Answers will vary but should include information about the relationship between France and
its former African colonies.
Activity 5: Invasive Species
1. Lake St. Clair to Lake Huron to Lake Michigan to
the Illinois River to the Mississippi River
2. about 250 miles per year
3. Answers may include: scraping the bottoms of
boats; importing predators to eat zebra mussels;
using chemicals to kill zebra mussels.
Urbanization
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Activity 1: Urban Population, Past and
Projected
1. 75 years
2. 40 years
3. The world will rapidly become more urbanized
overall. Developing countries are becoming urbanized at a faster rate than developed countries.
Activity 2: Nickel-and-Diming
1. It becomes progressively more strained.
2. Possible answers include São Paulo, Brazil,
and Kolkata, India. Accept all other reasonable
answers.
3. Answers will vary. Commend answers that
indicate logical and effective plans for dealing
with rapid urbanization. Make sure that all proposals are supported by statements regarding
their potential effectiveness.
Activity 3: Free Trade and Urban Slums
1. People have come for jobs and wages that are
higher than in the rest of Mexico.
2. Corporations have come for tax breaks and
wages that are much lower than in the United
States.
3. Negative effects include poor housing and lack
of water, sewage, and sanitation services.
4. The wealth created by the maquiladoras goes
mostly to the corporations, not to the workers
or the city government.
Activity 4: Seeking Solutions
Students’ evaluations of the given solutions, and
their suggestions for alternative solutions, will vary.
Responses should be supported by logic and accurate
facts.
Environmental Change
Activity 1: Greenhouse Gases and
Global Warming
1. Far East and Oceania, North America, and Western Europe
2. Africa, the Middle East, and Central & South
America
3. Regions with high carbon dioxide emissions are
likely to be highly industrialized.
4. Americans consume much more energy per
capita than most other people in the world.
5. Answers will vary. A factory owner may think
that the treaty would slow down the U.S. economy, or force Americans to make do with less
energy and a lower standard of living. An environmentalist might point out the responsibility
of the world’s leading polluter to limit emissions,
or the need to cooperate with other nations in an
international effort.
Activity 2: What’s in a Landfill?
1. Construction and demolition debris, glass, and
metal decreased in volume, possibly as a result
of fewer construction projects and increased recycling. Paper and organic matter increased in
volume.
2. Since paper takes up the most landfill space, students will probably say paper. Recycling and
source reduction are two ways to reduce waste
paper.
3. The newspaper exposed to the elements will
have decomposed more. Several tons of earth
and debris on top of the buried newspaper
would slow decomposition.
Answer Key
4. Students are likely to predict decreases in the
proportion of paper, glass, and metal.
Activity 3: Desertification
1.
2.
3.
4.
arable farming
Europe
Asia
overgrazing
Activity 4: A Personal Application
1. Answers will vary. Sample responses might include paper towels or napkins (use cloth items
instead) or an overpackaged item.
2. Answers will vary. Sample responses might
include metal, glass, cardboard, or plastic food
containers (wash and reuse as storage containers).
3. Answers will vary. Sample responses might include glass, plastic, or metal food containers;
cardboard boxes; and newspapers, writing paper, and magazines. (All could be taken to a recycling center to be reprocessed.)
4. Answers will vary. Commend plans that show
effective, easy-to-follow steps, and encourage
students to put their plans into action.
Activity 5: The Loss of Species
1.
2.
3.
4.
mammals, birds, and plants
Malaysia and the United States
Egypt
Answers will vary, but should include the high
level of industrialization in the United States,
which can lead to the extinction of species, and
the likelihood that American scientists have
identified more species than have scientists in
many other countries.
Activity 1: Why Do Wars Begin?
1. Answers will vary but should be supported by
facts and reasons gleaned from the reading or accurately reported from history or current events.
Students may elect to add such other reasons as
feelings of superiority, survival needs, or defense of home or beliefs. Additional reasons
should be supported by examples from specific
conflicts.
2. Answers will vary. Look for thoughtful responses
containing practical solutions for maintaining
Activity 2: Genocide in the Balkans
1. Stupni Do was attacked because Croatian
paramilitaries wanted to eliminate the Muslims
in the town.
2. The attackers were trying to murder members
of a specific religious group.
3. The tribunal might have difficulties finding the
people behind the attack.
4. Answers include conflict resolution and learning respect for diversity.
Activity 3: Conflict and Quality of Life
1. Generally, the presence of conflict raises the
percentage of the GDP that a nation spends
on defense.
2. Poland and Bosnia and Herzegovina.
3. Paragraphs will vary. Students should accurately describe the data, pointing out that in
terms of both life expectancy and infant mortality, Guyana and Venezuela defy trends.
4. Answers will vary. Students should recognize
that conflict takes lives, lowering life expectancy;
is costly, lowering per capita GDP; and creates
health risks that may contribute to a high rate of
infant mortality. However, students may also
point out that a variety of conditions other than
conflict have an effect on these factors.
Activity 4: Profile of a Peacemaker
1. Mandela is recognized as a peacemaker largely
because of his role in organizing the first nonracial elections in South Africa and in negotiating
the end of apartheid.
2. Students may speculate that in the United States,
citizens may feel less motivated to vote because
of the many freedoms that the Constitution has
long afforded them, the relative absence of domestic conflict within the nation, and the nation’s position as a world leader.
3. Answers will vary. Look for thoughtful responses supported by logical, effectively
expressed reasons.
4. Students may state that the power of the ballot
box reveals itself in the individual’s ability to
elect responsible leaders and to remove from
office leaders who do not effectively avoid or
resolve conflicts.
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Conflict
peace—among nations and within one’s
personal life.
Answer Key
Energy and Resources
Activity 1: World Oil Reserves
1. about 66 percent
2. North America (54.3 billion barrels) has approximately the same amount of oil reserves as Eastern Europe and the former Soviet Union (59.0
billion barrels). However, North America’s reserves will be used up sooner (in 6.3 years) because North America consumes oil at a far faster
rate than Eastern Europe and the former Soviet
Union. Reserves in this region will last 74.4 more
years at their current rate of consumption.
3. Answers may vary. Nations with large oil reserves gain power by controlling the production
and price of oil; world peace may be affected
when nations get into conflicts regarding the
availability and size of reserves.
4. Answers may vary. Depending on one region
makes nations vulnerable to the domestic problems of the supplier and the political conflicts in
the region. Oil availability is relatively uncertain
when there is only one source. Students may
suggest that long-term methods for lessening
such risks might include development of alternative, renewable energy sources (solar, wind,
and so on); short-term methods might include
exploring and developing domestic petroleum
sources.
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Activity 2: The Imbalance of Energy
Consumption
1. Australia and Japan
2. Answers will vary. Accept answers that show
accurate understanding of the map data. There
is often an inverse relationship between country
size and oil consumption (United Kingdom,
France, Japan); a high degree of industrialization, however, is correlated to heavy oil consumption.
3. Answers will vary. Look for practical and personal cutbacks, such as biking or walking for local trips rather than traveling by car, turning off
electric lights on a regular basis, and so on.
Activity 3: Personal Energy Use
Check students’ logs for completeness. Hold a discussion in which students examine personal energy
use and suggest areas for conservation.
Activity 4: Using Nuclear Power
1. the United States
2. Answers will vary. Developed countries use nuclear power to generate electricity for industry.
They also have the financial ability to build expensive nuclear power plants.
3. Evaluate students’ work on the basis of content,
not visual appeal.
Activity 5: Alternative Sources of Energy
1. Nonrenewable energy resources are limited and
will run out.
2. Wind and solar energy was used least. Wind energy is dependent on steady, strong winds. The
technology to harness solar energy needs more
development.
3. Answers will vary, but possibilities include the
following: Sunlight is not available after sundown and in bad weather. Geothermal energy
can be produced only where hot rock lies near
the earth’s surface. Wind energy depends on a
steady supply of strong winds. Burning fuels
may cause air pollution. Water energy requires
dams, which are expensive to build and disruptive of the natural environment.
Environmental Degradation
Activity 1: Deforestation
Chart entries should include: Brazil, 0.4 percent;
Ecuador, 1.3 percent; Indonesia, 1.2 percent; Philippines, 1.5 percent; Mexico, 1.1 percent; Democratic
Republic of the Congo, 0.4 percent.
1. Students’ sentences should include the correct
data for each country.
2. Brazil, 236; Ecuador, 77; Indonesia, 80;
Philippines 65; Mexico, 88; Dem. Rep. of the
Congo, 254.
Activity 2: Destruction and Restoration
1. In Niger, trees have been planted as windbreaks.
The people in Ethiopia have built hills made of
earth and rock. In China’s Huang He Valley,
trees and grasses have been planted and hillside
terraces have been built.
2. People are killed. Survivors often have injuries
and terrible illnesses. People are evacuated and
must start new lives elsewhere. Soil is contaminated, and so is anything grown in it. Eating contaminated produce and drinking toxic water
cause sickness in humans and animals alike.
Answer Key
3. It caused erosion, which further cut into the
food supply by damaging fisheries and causing
floods. With no trees to cut for fuel, people
started to burn animal dung. Without animal
dung for fertilizer, agriculture suffered more.
Activity 3: An Environmental Mural
Murals will differ. Commend work that illustrates
thorough research into the local community’s significant forms of pollution, as well as its sources and
effects.
Activity 4: Healthy Environment—
Healthy Economy?
Check the accuracy and appropriateness of all facts
that panelists use to support their various positions.
Activity 5: Making a Difference
1. No special qualifications are needed. Ordinary
people can become successful activists.
2. The people in the selections variously demonstrated persistence, patience, courage, strong
convictions, the ability to work well with both
adversaries and supporters, leadership, and the
ability to persuade.
3–5. Answers will vary. Commend students whose
work illustrates thoughtful analysis of local environmental needs and logical plans for implementing relevant projects.
Population
Activity 1: Population Density
Activity 2: Population and Environment
1. Population growth causes greater demands on
drylands and mountainous areas, which would
otherwise be sparsely populated. Cultivation,
grazing, wood gathering, and clearing of land
degrade these areas.
2. It wears out, becoming unable to support adequate agriculture.
3. Answers will vary. Accept all reasonable proposals that are adequately supported.
1. Children represent security and social worth.
2. a. Through greater access to education and financial security, women might feel that their status is not solely or primarily connected to their
role as child bearers; therefore, they might have
fewer children.
b. Women might not feel that they had to have
many children to ensure that at least some
would survive.
3. The government has instituted a population policy to try to control the number of children people have.
4. Many people wanted to have sons, or children of
both genders, and resented such limited family
planning choices.
5. Charts should include careful analysis of the
pros and cons of each solution; paragraphs
should be adequately supported.
Human Rights
Activity 1: The Rights of Women and
Children
1. equal rights and access to vocational training;
vocational advancement; remuneration; paid
leave; and privileges regarding retirement, unemployment, and disability benefits
2. Children are unable to speak up for themselves;
they also need special care and nurturing.
3. so that children are not abused, intimidated, or
compromised by the commercial interests of
adults
Activity 2: The Universal Declaration of
Human Rights
1. Rights: recognition as a person before the law; a
fair and public trial. Protections: from torture or
cruel, inhuman, or degrading treatment or punishment; from arbitrary arrest, detention, or exile.
2. food, clothing, housing, medical care, and necessary social services
3. Answers will vary. Accept answers that cite the
excerpted Articles and show that the student is
able to compare the ideals of the Declaration
with the realities of his or her experiences.
Activity 3: Analysis of Human Rights
Violations
Explanations may vary, but students should list the
following specific citations.
1. Declaration of the Rights of the Child, Principle 9
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1. New York and Los Angeles
2. Size measures how many people there are in a
given area; density measures how crowded the
area is.
3. New York and Chicago
4–6. Answers will vary.
Activity 3: Evaluating Solutions
Answer Key
2. Universal Declaration of Human Rights,
Article 5
3. Universal Declaration of Human Rights,
Articles 6, 9, 10
4. Universal Declaration of Human Rights,
Article 12
5. Declaration on Elimination of Discrimination
Against Women, Article 10
6. Universal Declaration of Human Rights,
Article 25; Declaration of the Rights of the Child,
Principle 4
7. Declaration on Elimination of Discrimination
Against Women, Article 10(a)
8. Declaration on Elimination of Discrimination
Against Women, Article 10(a)
9. Declaration on Elimination of Discrimination
Against Women, Article 10(c)
10. Universal Declaration of Human Rights,
Article 12
Activity 4: The Role of the United States
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Debates should address the specific issues given,
with many concrete examples to back up positions.
Activity 5: Controversy in China
1. The Chinese government, as well as others,
agrees that there are some elements of religion to
Falun Gong. As an atheist country, it would discourage the belief in or practice of any religion.
2. Answers will vary but should be based on the
content or sources of some of the quotations.
3. Answers will vary but should reflect realistic
ideas about the motives or goals of sources. Possible answers may include: CNN tries to be a reliable and balanced reporter of news; the Chinese government wants to justify its actions; the
Chinese citizen wishes to defend himself or
other practitioners of Falun Gong from harm;
the U.S. commission may have political motives
for criticizing China; Amnesty International
wishes to expose and document human rights
abuses.
4. Possible answers may include: doing research
on the Internet or at a library; interviewing Chinese Americans; looking up international human rights laws and standards; learning more
about Buddhism and Taoism; researching the recent history of political and economic relations
between the United States and China.