Social Studies Study Guide
(Test Date: _________________)
Unit 3: Human Geography in the United States - Migration and
Human-Environment Interaction
1.
Historians are like detectives. They use primary and secondary
sources to learn about the past. They also focus on WHEN events
happened. Give two examples of each below:
Primary Sources
 _____________________________________
 _____________________________________
Secondary Sources

_____________________________________

_____________________________________
2.
Geographers use THEMES to organize their study of the Earth.
Of the five themes of geography that you learned in Unit 1, what
theme do geographers use to help them understand how people,
goods, and ideas get from one place to another?
3.
Geographers ask questions when they study the Earth. List 3
questions geographers might ask.
a. ________________________________
b. ________________________________
c. ________________________________
4.
One of the five THEMES of geography is movement. Geographers
use this theme to understand how people, goods, and ideas get
from one place to another. During this unit, we studied FIVE
different major movements or migrations of population in
American History. List them below.
a. _________________________________________
b. _________________________________________
c. _________________________________________
d. _________________________________________
e. _________________________________________
5.
What is a pull factor? Give an example.
6.
What is a push factor? Give an example.
7.
We read a book called The Great Migration by
Jacob Lawrence. In this book, millions of African
Americans moved from the South to the North
during the early 1900s. What are some pull
factors for this movement and some push
factors?
Pull:
Push:
8.
We also read The Train to Somewhere by Eve Bunting. In this
book, we learned about the movement of homeless or orphaned
children from cities like New York and Boston to places in the
Midwest or further west.
a. What type of primary source is this?
_____________________________________
b. When and where was this document written?
______________________________________
c. Why do you think this document was written?
9.
Not only do people move, but materials and goods also move. Port
cities are cities that are near the ocean. What would be an
important factor of a “port city” that helps with the movement of
materials and goods?
10.
In our last unit, we learned about the THEME of regions. How is a
region different than a state?
11.
What would be some consequences of too many people living in a
region?
12.
With the movement or migration of people, we learned that people
often need to adapt to their environment by changing their
housing styles, recreational choices, and the natural resources
they use. List 2 ways that people adapt their home to their
environment? (For example, building a sloped roof to allow for
snow and water to run off).
13.
What region of the United States might you find each of the
following homes:
Region: ______________
Region: ____________________
14.
We also learned that humans not only adapt to their environment,
but they modify or change it. (For example, plowing fields for
crops or digging canals to help irrigate, or get water to, dry lands).
List 2 others ways you learned about during this unit.
15.
How did Americans change the land to get more water in places
that did not have adequate water resources?
16.
During this unit, we learned how
humans
modified
the
environment by building
the
Hoover
the
Dam.
What
purpose of a dam?
is
17.
What are some positive (good) consequences and some negative
(bad) consequences of building dams?
Positive
Negative
18.
What are 3 ways that humans have changed the earth and the
consequences of those changes?
Ways People Changed Earth
Consequences
19.
Imagine another state wanted to buy some of our fresh water
from the Great Lakes. Name two reasons for selling the water and
two reasons against selling some of the water.
For selling our water
Against selling our water