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To learn more about the people andplaces of the Andean countries, viewThe World and Its PeopleChapter 9 video.

Chapter Overview Visit The World and ItsPeople Web site at twip.glencoe.com andclick on Chapter 9—Chapter Overviews topreview information about the Andeancountries.

Social StudiesSocial StudiesSocial StudiesSocial Studies

The AndeanCountries

The AndeanCountries

Chapter

99

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http://twip.glencoe.com

Monastery of San Francisco, Quito, Ecuador

▼

Monastery of San Francisco, Quito, Ecuador

▼

Fold the leftedge over2 inches.

The tab can’t beseen when thepaper is folded.

Gluehere.

Gluehere.

Colombia,Peru,Ecuador Bolivia, Chile

Step 1 Fold a 2-inch tab along thelong edge of a sheet of paper.

Step 2 Fold the paper in half so the tab ison the inside.

Step 3 Open the paper pocketfoldable and glue the edges of thepockets together.

Step 4 Label the pockets as shown.

Summarizing Information Make this foldable and use it toorganize note cards with information about the people and places of theAndean countries of South America.

Reading and Writing As you read the chapter, summarize key facts aboutthe Andean countries on note cards or on quarter sheets of notebook paper.Organize your notes by placing them in your pocket foldable inside the appropriatepockets. (Glue your foldable from Chapter 8 on the front cover of this foldable toform a four-pocket foldable on South America.)

Wealth in the AndesThe Andes form the spine of

South America and are the longestmountain chain on Earth. Thesehigh, rocky peaks are the source ofsome of the world’s most highlydesired substances, including oil,emeralds, gold, silver, coffee, and“Colombian Gold”—the illegal drug,cocaine. Worldwide demand forthese products has causedcorruption and instability in thecountries of this region.

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254 CHAPTER 9

Colombia was named after Christopher Columbus. The lofty Andesmountain ranges at the northwestern edge of South America runthrough Colombia. These mountains continue south through fiveother countries—Ecuador, Peru, Bolivia, Chile, and Argentina.

Colombia’s Landscape Colombia—almost three times larger than Montana—has coasts on

both the Caribbean Sea and the Pacific Ocean. The Andes rise in thewestern part of Colombia. Here they become a cordillera—mountainranges that run side by side. Nearly 80 percent of Colombia’s peoplelive in the valleys and highland plateaus of the Andes. Thick forestsspread over lowlands along the Pacific coast. Few people live there.

Only a few Native American groups live in the hot, steamy tropicalrain forests of the southeast. In the northeast, ranchers drive cattleacross the llanos, which, as you recall, are grassy plains.

In a thin vein of black shale, a miner

in Colombia spots a glistening

green stone. He is not the

first Colombian to mine

the precious gemstones

we call emeralds. The

Colombian mine called

Muzo has been pro-

ducing top-quality

emeralds for a thou-

sand years. Early

Native American rulers

would offer these

gems—more rare than

diamonds—to their gods.

Colombia

Advantages Challenges

11 Colombia’s Cultureand Challenges

Guide to Reading

Main Idea

Although it has manyresources, Colombiafaces political andeconomic unrest.

Terms to Know

• cordillera • cash crop • mestizo • campesino

Reading Strategy

Create a chart like theone below and listadvantages thatColombia enjoys in the left column. In the right column, listthe challenges that it faces.

252-258 U3 CH09 S1 TWIP-860976 3/25/04 1:17 AM Page 254

Colombia lies within the Tropics. Temperatures are very hot, andheavy rains fall along the coasts and in the interior plains. In the highelevations of the Andes, temperatures are very cool for a tropical area.Bogotá, Colombia’s capital and largest city, lies on an Andean plateau.High temperatures there average only 67ºF (19ºC).

Where do most of Colombia’s people live?

Colombia’s Economic Resources Colombia has many natural resources.The mountains hold valuable

minerals and precious stones, and Colombia has more coal than anyother country in South America. Second only to Brazil in its potentialhydroelectric power, Colombia also has large petroleum reserves in

90°W

10°N

0°

10°S

20°S

30°S

40°S

50°S

80°W 70°W 60°W 50°W 40°W

TROPIC OF CAPRICORN

EQUATOR

ATLANTICOCEAN

ATLANTICOCEAN

Caribbean Sea

PACIFICOCEAN

Guaviar

e R.

Ucayali R

.Caquetá R.

Cau

caR.

LakePoopó

LakeTiticaca La Paz Santa

Cruz

Quito

Cartagena

Barranquilla

CúcutaMedellín

Guayaquil

Cali

Trujillo

Cuzco

Bogotá

Sucre

Santiago

Concepción

Lima

Arequipa

Valparaíso

Ecua.

COLOMBIA

ECUADOR

PERU

CHILE

BOLIVIA

GALAPAGOSISLANDS

S O U T H A M E R I C A

Azimuthal Equidistant projection800

8000

0

mi.

km

N

S

EW

The Andean Countries: Political

National capitalMajor city

Applying Map Skills

1. What bodies of waterdoes Colombia border?

2. What country has a namethat sounds like“Equator”?

Find NGS online map resources @www.nationalgeographic.com/maps

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http://www.nationalgeographic.com/maps

256 CHAPTER 9

the lowlands. In addition, the country is amajor supplier of gold and the world’s num-ber one source of emeralds. Factories pro-duce clothing, leather goods, food products,paper,chemicals,and iron and steel products.

Agriculture The coastal regions and thehighlands have good soil for growing a vari-ety of crops. Coffee is the country’s majorcash crop—a product sold for export.Colombian coffee is known all over theworld for its rich flavor.

Colombia exports bananas as well ascacao, sugarcane, rice, and cotton. Hugeherds of cattle roam large estancias, orranches, in the llanos. The rain forests alsosupply a valuable resource—lumber.

Economic Challenges Despite manynatural resources, Colombia faces economicchallenges. Since the 1980s, drug dealershave been a major force in Colombia. The dealers pay farmers more to grow cocaleaves—which are used to make the illegaldrug cocaine—than the farmers earn grow-

ing coffee.Much of this cocaine is smuggled into the United States andwestern Europe. The drug dealers have used their immense profits tobuild private armies. They have threatened—and even killed—govern-ment officials who have tried to stop them.

With U.S. support, the government of Colombia has stepped up itsefforts to break the power of the drug dealers. In addition, the gov-ernment has tried to persuade thousands of farmers to switch back togrowing other crops. See TIME Reports: Focus on World Issues onpages 259–265 for an in-depth study of the drug problem.

What crop has been a problem in Colombia? Why?

Colombia’s History and PeopleAbout 44.2 million people live in Colombia. Nearly all Colombians

are mestizos (meh•STEE•zohs). This means they have mixedEuropean and Native American backgrounds. Most speak Spanish andfollow the Roman Catholic faith.

In 1810 Colombia was one of the first Spanish colonies in theAmericas to declare independence. Simón Bolívar, whom you readabout in Chapter 8, led this struggle for independence. In 1819Colombia became part of New Granada, an independent country thatincluded Venezuela, Ecuador, and Panama. Later, these other regionsbroke away and became separate countries.

Colombia today is a republic with an elected president.Political vio-lence has scarred the country’s history, though. During the late 1800s

On Location•

Many historiansbelieve that coffeewas “discovered” in Ethiopia, Africa.Eventually, Spanishmissionaries broughtthe first coffee plantsto Colombia.

Economics Whatother crops doesColombia export?

ColombianCoffee

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The Andean Countries 257

AssessmentAssessment11

alone,Colombia suffered through more than 50 revolts and 8 civil wars.Fighting broke out again in 1948. About 250,000 people died in this conflict, which ended in the late 1950s.

To prevent further unrest, the two main political parties agreed togovern the country together.Efforts were made to improve the lives ofpoor farmers by giving them more land. Factories and industrial jobsopened up. Still, a wide gap between rich and poor remained, causingfurther disturbances.

In the 1960s, rebels in the countryside began fighting the govern-ment. This latest civil war is still being fought. It has left more than100,000 people dead. In 2003 the United States responded to theColombian government’s call for help. It sent U.S. special forces toColombia to train Colombian soldiers and to protect an oil pipeline.

A Diverse Culture Colombia has a rapidly growing urban popula-tion. Colombian farmers, or campesinos, and their families have jour-neyed to cities to look for work or to flee the fighting in thecountryside. Thirty cities have more than 100,000 people each.

You can see Colombia’s Spanish, Native American, and African her-itages reflected in its culture. Native American skills in weaving andpottery date back before the arrival of Columbus. Caribbean Africanrhythms blend with Spanish-influenced music.

What is a mestizo?


Web Activity VisitThe World and ItsPeople Web site attwip.glencoe.com andclick on Chapter 9—Student WebActivities to learnmore about Colombia.

Defining Terms 1. Define cordillera, cash crop, mestizo,

campesino.

Recalling Facts 2. Economics Colombia is the world’s number

one source of what resource?

3. Culture What language do most Colombiansspeak? What religion do they practice?

4. History Who led Colombia’s struggle for independence from Spain?

Critical Thinking 5. Analyzing Cause and Effect Why does

Bogotá, which is located in the Tropics, havean average temperature of only 67ºF (19ºC)?

6. Drawing Conclusions Why do you thinkit is so difficult for Colombian farmers tostop growing coca?

Graphic Organizer 7. Organizing Information Create a time

line like this one. Then put the following events and their dates in the correct order on it: U.S. special forces sent to Colombia,groups of rebels fight the government,Colombia declares independence from Spain,Colombia suffers 50 revolts and 8 civil wars,Colombia becomes part of New Granada.

Applying Social Studies Skills

8. Analyzing Maps Study the political map onpage 255. What rivers run through Colombia?What are Colombia’s major cities?

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266 CHAPTER 9

Peru and Ecuador lie along the Pacific coast of South America, westof Brazil and south of Colombia. The Andes form the spine of thesecountries. Peru—a Native American word that means “land of abun-dance”—is rich in mineral resources.

PeruDry deserts, the snowcapped Andes, and hot, humid rain forests

greet you in Peru.Most of Peru’s farms and cities lie on a narrow coastalstrip of plains and deserts.The cold Peru Current in the Pacific Oceankeeps temperatures here fairly mild even though the area is very nearthe Equator. Find the Peru Current on the map on page 57.

The Andes,with their highland valleys and plateaus,sweep throughthe center of Peru. On Peru’s border with Bolivia, you can see LakeTiticaca (TEE•tee•KAH•kah), the highest navigable lake in the world.Navigable means that a body of water is wide and deep enough to

Peru Ecuador

2 Land and People ofPeru and Ecuador

2Guide to ReadingMain Idea

Peru and Ecuador sharesimilar landscapes,climates, and history.

Terms to Know

• navigable• foothills• empire

Reading Strategy

Create two ovals likethese. Under eachheading, list factsabout Peru andEcuador in the outerparts of the ovals.Where the ovalsoverlap, write factsthat apply to bothcountries.

They built thousands of miles of

roads. They built a city on moun-

tain peaks and were expert

bridge builders. The Inca

accomplished these feats

in western South

America during the

1400s and 1500s. The

ruins of their ancient

city of Machu Picchu

(MAH•choo PEEK•choo),

built nearly 8,000 feet

(2,438 m) high in the

Andes, were not even known

to modern people until 1911.

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allow ships to travel in it.East of the Andes you descend to the foothillsand flat plains of the Amazon Basin. Foothills are the low hills at thebase of a mountain range. Rainfall is plentiful here, and thick, hot rainforests cover almost all of the plains area.

Mining, Fishing, and Farming Peru’s economy relies on a varietyof natural resources. The Andes contain many minerals, includingcopper, silver, gold, and iron ore. Peru’s biggest export is copper. Thesecond-largest export—fish—comes from the Peru Current.

About one-third of Peru’s people farm the land. Some grow sugar-cane, cotton, and coffee for export. Like Colombia, Peru grows cocaleaves. Most people, however, work on subsistence farms, where theygrow only enough food to meet their family’s needs. Some of thesefarms are terraced, or stair-stepped, up the mountainsides of theAndes. The chief crops are rice, plantains (a kind of banana), and corn.Native Americans in the Andes were the first people ever to growpotatoes. Today potatoes are Peru’s main food crop, and farmers growhundreds of varieties in different colors and shapes. Refer back to page 228 to see how the potato was part of the Columbian Exchange.

From Empire to Republic During the 1400s, a Native Americanpeople called the Inca had a powerful civilization in the area that isnow Peru. Their empire, or group of lands under one ruler, stretchedmore than 2,500 miles (4,023 km) along the Andes.

The Incan emperor developed courts, military posts, trade inspec-tions,work rules,and a complex system of record keeping. Work crewsbuilt irrigation systems, roads, and suspension bridges that linked theregions of the empire to Cuzco,the capital city of the Inca.You can stillsee the remains of magnificent fortresses and buildings erected cen-turies ago by skilled Incan builders.The photograph on page 266 showsthe ruins of one of the Inca’s most famous cities—Machu Picchu.

In the early 1500s, Spaniards arrived in Peru. They desired the goldand silver found here. The Spaniards defeated the Inca and made Perua Spanish territory. Peru gained its freedom from Spain in the 1820s.After independence, Peru fought wars with neighboring Chile andEcuador over land.

Peru is now a republic with an elected president. In recent years,the country’s economy has grown very rapidly. Many of Peru’s people,however, still live in poverty and cannot find steady jobs.

Peru’s Culture Peru’s 27.1 million people live mostly along thePacific coast. Lima (LEE•mah), with more than 7 million people, is thecapital and largest city. In recent years, many people from the country-side have moved to Lima in search of work.Because of this sudden risein population, the city has become overcrowded, noisy, and polluted.

About half of Peru’s people are Native American. In fact, Peru hasone of the largest Native American populations in the WesternHemisphere. Many live in the Andean highlands or eastern rain forestswhere they follow a traditional way of life. Most of them blend theCatholic faith, Peru’s main religion, with beliefs of their ancestors.

The QuipuThe Inca did not have a

written language. To keep

records, they used a system

of knotted strings called the

quipu. The strings were of

various lengths and colors,

and each knot meant a

different item or number.

Men in charge of the quipu

used the knots to record all

the taxes brought each year

to the Inca. They recorded

the number of men who

went to war and how many

were born and died every

year. In short, it might be

said that they recorded on

their quipu everything that

could be counted.

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268 CHAPTER 9

Peruvians also include many people of mixed or European ances-try. People of Asian heritage form a small but important part of thepopulation. Although a minority, Peruvians of European ancestry(mainly Spanish) control most of Peru’s wealth and political power.

Spanish is Peru’s official language, but about 70 Native Americanlanguages also are spoken. You can hear Quechua (KEH•chuh•wuh),the ancient language of the Inca, in many Native American villages.Another sound you may hear is the flutelike tones of the panpipe. Anancient instrument, panpipes are made from different lengths of bam-boo stalks tied together.

Who built a huge empire centered in Peru?

EcuadorEcuador is one of the smallest countries in South America.Can you

guess how it got its name? Ecuador is the Spanish word for “Equator,”which runs right through Ecuador. West of Ecuador and also on theEquator are the Galápagos Islands. Owned by Ecuador since 1832,these scattered islands are known for their rich plant and animal life.Turn to page 270 to learn more about the unusual Galápagos Islands.

Ecuador’s land and climate are similar to Peru’s. Swamps and fertileplains stretch along Ecuador’s Pacific coast. The Peru Current in thePacific Ocean keeps coastal temperatures mild.The Andes run throughthe center of the country. The higher you climb up these mountains,the colder the climate gets. In contrast, hot, humid rain forests coverthe lowlands of eastern Ecuador. Few people live in the rain forests.

An Agricultural Economy Agriculture is Ecuador’s most importanteconomic activity. Because of the mild climate, bananas, cacao, coffee,

SportsSports have been played in Peru for centuries.

Ancient vases show the Inca playing early forms ofbadminton and basketball. Today soccer, called fútbol, is the national sport of Peru. Boys and girlslearn the sport at a young age, and every village has alocal soccer team. Peruvians also enjoy baseball andbasketball. In addition, volleyball has become verypopular since 1988. That was the year the women’svolleyball team from Peru won an Olympic medal.

Looking Closer How is the game shown here similarto and different from an American soccer game?

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Country

Land

Climate

Economy

People

rice, sugarcane, and other export crops grow plentifully in the coastallowlands. Farther inland, farms in the Andean highlands grow coffee,beans, corn, potatoes, and wheat. The eastern lowlands yield petro-leum, Ecuador’s major mineral export.

Ecuador’s People Mestizos and Native Americans each make upabout 40 percent of Ecuador’s population. Spanish is the official lan-guage, but many Native Americans speak their traditional languages.About half of Ecuador’s 12.6 million people live along the coast.The port of Guayaquil (GWY•ah•KEEL) is the most populous city.Theother half of the population live in the valleys and plateaus of the Andes. Quito (KEE•toh), Ecuador’s capital, lies more than 9,000feet (2,743 m) above sea level. From the heart of Quito, you can seeseveral snowcapped volcanoes. The city’s historic center has Spanishcolonial churches and old whitewashed houses with red-tiled roofs.These houses are built around central courtyards. You will not findflashing neon signs here because the construction of modern build-ings has been strictly controlled since 1978. In that year, the UnitedNations Educational, Scientific, and Cultural Organization (UNESCO)declared the “old town” section of Quito a protected world culturalheritage site. Quito does have a “new town” section, though, in thenorth. This area has modern offices, embassies, and shopping centers.

Why are Ecuador’s eastern lowlands important economically?

Defining Terms1. Define navigable, foothills, empire.

Recalling Facts2. History Who were the first people to grow

potatoes?

3. Culture What has been the result of Lima’ssudden population growth?

4. Economics What is Ecuador’s major mineralexport?

Critical Thinking5. Analyzing Information Why is Peru’s

name, which means “land of abundance,”appropriate? Why is it also inappropriate?

6. Analyzing Cause and Effect What effectdoes the Peru Current have on the coastalareas of Peru?

Graphic Organizer7. Organizing Information Create two dia-

grams like this one, one for Peru and one forEcuador. Under each heading, list facts aboutthe countries.


8. Analyzing Maps Turn to the political map onpage 255. What Andean capital city lies closestto the Equator?

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A t first glance, Bolivia and Chile seem very different. Bolivia lacksa seacoast, while Chile has a long coastline on the Pacific Ocean. TheAndes, however, affect the climate and cultures of both countries.

BoliviaBolivia lies near the center of South America. It is a landlocked

country, which means it has no sea or ocean that touches its land.Fortunately, in 1993 Peru agreed to give Bolivia a free trade zone in theport city of Ilo. This gave Bolivia better access to the free flow of peo-ple, goods, and ideas. Bolivia is the highest and most isolated countryin South America. Why? The Andes dominate Bolivia’s landscape. Lookat the map on page 180.You see that in western Bolivia, the Andes sur-round a high plateau called the altiplano. Over one-third of Bolivia isa mile or more high. Unless you were born in this area, you would findthat the cold, thin air makes it difficult to breathe. Few trees grow on

271

The woman hides her face from the

gusting wind as she follows her

herd of sheep across the

plains of Bolivia. She wor-

ries about her teenage

children, who want to

leave their home to

find work in the

city. The woman

is part of a

Native American

group called the

Chipaya, who raise

sheep and farm in the

dusty altiplano of Bolivia.

Bolivia Chile

Land

Climate

Economy

People

Guide to Reading

Main Idea

Bolivia and Chile sharethe Andes, but theireconomies and peopleare different.

Terms to Know

• landlocked• altiplano• sodium nitrate

Reading Strategy

Create a chart like theone below. In eachrow, write at least onefact about Bolivia andone about Chile.

3 The Boliviansand Chileans

3

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272 CHAPTER 9

On Location

Chile’sContrasts

Chile has a wide vari-ety of climates andlandforms. The mod-erate capital city ofSantiago in centralChile (above) con-trasts sharply with the icy southernregion (right).

Location What groupof islands lies at thesouthern tip of Chile?

••

the altiplano, and most of the land is too dry to farm. Still, the vastmajority of Bolivians live on this high plateau. Those areas that havewater have been farmed for many centuries.

Bolivia also has lowland plains and tropical rain forests in the eastand north. Most of this area has a hot, humid climate. South-centralBolivia,however,has more fertile land, and many farms dot this region.

A Struggling Economy Bolivia is rich in minerals such as tin, silver,and zinc.Miners remove these minerals from high in the Andes.Workersin the eastern lowlands draw out gold, petroleum, and natural gas.

Still, Bolivia is a poor country. About two-thirds of the people livein poverty. Throughout the highlands, many villagers practice subsis-tence farming. They struggle to grow wheat, potatoes, and barley. Athigher elevations, herders raise animals such as alpacas and llamas forwool and for carrying goods. In the south, farmers plant soybeans, agrowing export. Timber is another important export. Unfortunately,one crop that can be grown for sale is coca,which is made into cocaine.

Bolivia’s People Bolivia was part of the Incan Empire until Spainconquered the Inca. The country won independence in 1825 and wasnamed after Simón Bolívar. What is unusual about Bolivia’s capital?There is not just one capital city, but two. The official capital is Sucre(SOO•kray). The administrative capital and largest city is La Paz (lahPAHZ). Both capital cities are located in the altiplano. La Paz—at12,000 feet (3,658 m)—is the highest capital city in the world.

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The Andean Countries

Most of Bolivia’s 8.6 million people live in the Andean highlands.About half are of Native American ancestry,and another 30 percent aremestizos. In the cities, most people follow modern ways of living.In the countryside, you may hear traditional sounds, such as musicplayed with panpipes and other flutelike instruments.

What is the altiplano?

ChileChile is almost twice the size of California. Although its average

width is only 110 miles (177 km), Chile stretches 2,652 miles (4,267km) along the Pacific Ocean.

About 80 percent of Chile’s land is mountainous. The high Andesrun along Chile’s border with Bolivia and Argentina.Except in the alti-plano area of Chile’s north, very fewChileans live in the Andes.

Also in the north is the AtacamaDesert. It is one of the driest places on theearth.Why? This area is in the rain shadowof the Andes. Winds from the AtlanticOcean bring precipitation to regions eastof the Andes, but they carry no moisturepast them. In addition, the cold PeruCurrent in the Pacific Ocean does notevaporate as much as a warm currentdoes.As a result,only dry air hits the coast.

A steppe climate zone lies just northof Santiago, Chile’s capital. Most ofChile’s people live in a central regioncalled the Central Valley. With a mildMediterranean climate, the fertile valleyshere have the largest concentration ofcities, industries, and farms.

The lake region, also knownas “the south,”has a marine westcoast climate that supportsthick forests. Chile’s far south isa stormy, wind-swept region ofsnowcapped volcanoes, thickforests, and huge glaciers. TheStrait of Magellan separatesmainland Chile from a group ofislands known as Tierra delFuego (FWAY•goh)—or “Landof Fire.” This region is shared by bothChile and Argentina. Cold ocean watersbatter the rugged coast around CapeHorn, the southernmost point of SouthAmerica.

80°W 70°W 60°W90°W

0°

10°N

10°S

20°S

30°S

40°S

50°S

TROPIC OF CAPRICORN

EQUATOR

PACIFICOCEAN

ATLANTICOCEAN

Gal´apagosIslands

Bogot´a

Llanos

Santiago

Quito

Guayaquil

La Paz

Sucre

ArequipaIlo

Callao

Santa Cruz

Barranquilla

Medellín

Lima

AtacamaDesert

Altiplano

AmazonBasin

COLOMBIA

ECUADOR

PERU

CHILE

BOLIVIA

S O U T HA M E R I C AN

S

EW

Azimuthal Equidistant projection800

8000 mi.

0 km

The Andean Countries: Climate

Applying Map Skills

Tropical rain forestTropical savanna

SteppeDesert

Marine west coastMediterraneanHumid subtropicalHighlands (climatevaries with elevation)

Tropical

Dry

Mid-Latitude

1. What climate zones arefound in Bolivia?

2. What types of climatesdoes Chile have?

Find NGS online map resources @www.nationalgeographic.com/maps

271-274 U3 CH09 S3 TWIP-860976 3/25/04 2:23 AM Page 273

http://www.nationalgeographic.com/maps

274 CHAPTER 9


Main Idea: Bolivia is rich in minerals but is still a poor country.

Chile’s Economy In recent years, Chile has had high economicgrowth, and the number of people below the poverty line has fallenby half. Mining forms the backbone of Chile’s economy. The Atacamaregion is rich in minerals. Chile ranks as the world’s leading copperproducer. The country also mines and exports gold, silver, iron ore,and sodium nitrate—a mineral used in fertilizer and explosives.

Agriculture is also a major economic activity. Farmers producewheat, corn, beans, sugar, and potatoes. The grapes and apples you eatin winter may come from Chile’s summer harvest. (Remember that theseasons here in the Southern Hemisphere are opposite of those youexperience in the Northern Hemisphere.) Many people also raise cat-tle, sheep, and other livestock.

Chile has factories that process fish and other foods. Other work-ers manufacture wood products, iron, steel, vehicles, cement, and tex-tiles. Service industries such as banking and tourism also thrive.

Chile’s Culture Of the 15.8 million people in Chile, most are mestizos. A large minority are of European descent, and some NativeAmerican groups live in the altiplano and “the south.” Nearly all thepeople speak Spanish, and most are Roman Catholic. Some 80 percentof Chile’s population live in urban areas. Chile has been a democraticrepublic since the end of strict military rule in 1990.

What are the three cultural backgrounds of Chile’s 15.8 million people?

Defining Terms1. Define landlocked, altiplano, sodium nitrate.

Recalling Facts2. Economics What part of Bolivia’s population

lives in poverty?

3. Geography What makes La Paz unusual?4. Economics Chile is the world’s leading

producer of what mineral?

Critical Thinking5. Analyzing Cause and Effect Why is the

Atacama Desert one of the world’s driestplaces?

6. Making Comparisons What are differ-ences and similarities between theeconomies of Bolivia and Chile?

Graphic Organizer7. Organizing Information Create a diagram

like this one. Under each arrow, list supportingfacts for the main idea.


8. Analyzing Maps Study the physical map onpage 180. The southernmost tip of SouthAmerica is part of what country? What is thename of the group of islands at the southern tipof South America? What does the name mean?

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Chapter

99 Reading ReviewReading Review


Land and People of Peru and EcuadorTerms to Know navigable foothillsempire

Main Idea Peru and Ecuador share similar landscapes, climates,and history. ✓History The Inca had a

powerful civilization in the area that is now Peru. Theydeveloped a complex system of record keeping.

✓Economics Peru’s mainexports are copper and fish.Many people farm. Ecuador’seconomy is focused on agriculture.

✓Culture Most people in Peru and Ecuador live alongthe coast.

Section 2Section 2

The Bolivians and ChileansTerms to Know landlocked altiplano sodium nitrate

Main Idea Bolivia and Chile share the Andes, but their economies and people aredifferent. ✓Human/Environment Interaction Bolivia is a poor country consisting

mainly of the towering Andes and a high plateau that is difficult to farm.✓Culture Most of Chile’s people speak Spanish and follow the Roman

Catholic religion.✓Economics Chile has a diverse economy that includes mining—especially

copper and sodium nitrate—farming, and manufacturing.

Section 3Section 3

h Dancers in Peru

Terms to Know cordillera cash crop mestizo campesino

Main Idea Although it has many resources, Colombia faces political and economicunrest. ✓Economics Colombia is rich in hydroelectric power, gold, and emeralds.✓Government The government of Colombia is struggling to combat the

power of drug dealers who make huge fortunes from selling cocaine, whichcomes from the coca plant.

✓Culture Most Colombians speak Spanish and follow the Roman Catholic religion.

✓History Civil war in Colombia is still being fought today.

Section 1 Colombia’s Culture and ChallengesSection 1

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276 CHAPTER 9

1. Colombia

2. Peru

3. Chile

4. Andes

5. Lake Titicaca

6. Quito

7. Bogotá

8. Strait of Magellan

9. Lima

10. Bolivia

The Andean Countries

Azimuthal Equidistant projection

F

C

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800

8000 mi.

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Using Key Terms Match the terms in Part A with their definitions in Part B.

A.1. cordillera 6. foothills 2. campesino 7. empire 3. cash crop 8. sodium nitrate 4. altiplano 9. landlocked 5. navigable 10. mestizo

B.a. person of mixed Native American and

European ancestry

b. crop grown to be sold, often for export c. mineral used in making fertilizer d. group of lands under one ruler e. group of mountain ranges that run side

by side

f. when a body of water is wide and deepenough for ships to pass through

g. land that does not have a sea or an ocean touching it

h. low hills at the base of a mountain range i. farmer in Colombia j. large highland plateau

Reviewing the Main Ideas Section 1 Colombia’s Culture andChallenges 11. Economics List four of Colombia’s natural

resources.12. History What is the heritage of most of

Colombia’s people? 13. History What type of activities have

scarred Colombia’s history?

Section 2 Land and People of Peru andEcuador 14. Place What is the highest navigable lake

in the world? 15. History What ancient Native American

civilization of the Andes lived in Peru? 16. Government Which country owns the

Galápagos Islands?

Section 3 The Bolivians and Chileans17. Culture What is life like for about two-

thirds of Bolivia’s people? 18. Government What type of government

does Chile have?19. Culture What is the ethnic background of

most Chileans?

Place Location ActivityOn a separate sheet of paper, match the letters onthe map with the numbered places listed below.

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Self-Check Quiz Visit The World and ItsPeople Web site at twip.glencoe.com andclick on Chapter 9—Self-Check Quizzesto prepare for the Chapter Test.

Standardized Test PracticeDirections: Read the paragraphs below, andthen answer the question that follows.

Simón Bolívar, an aristocrat fromVenezuela, led many of South America’slands to independence. He believed inequality and saw liberty as “the only objectworth a man’s life.” Called “the Liberator,”Bolívar devoted his life to freedom for LatinAmericans.

Bolívar was the son of a rich family inNew Granada, or what is today Colombia,Venezuela, Panama, and Ecuador. In 1805 hewent to Europe. There he learned about theFrench Revolution and its ideas of democ-racy. He returned home, vowing to free hispeople from Spanish rule. In 1810 Bolívarstarted a revolt against the Spaniards inVenezuela. Spanish officials soon crushedthe movement, but Bolívar escaped andtrained an army. During the next 20 years,Bolívar and his forces won freedom for the present-day countries of Venezuela,Colombia, Panama, Bolivia, and Ecuador.

1. What is the main idea of the paragraphsabove?A Bolívar was the son of a rich family. B Bolívar traveled to Europe and learned

about democracy. C Simón Bolívar was called “the Liberator.”D Bolívar devoted his life to freedom for

Latin Americans.

Test-Taking Tip: This question asks youto f ind the main idea, or to make a general-ization. Most of the answer choices providespecific details, not a general idea. Which ofthe answers is more of a general statement?

H

Critical Thinking 20. Making Inferences Why are Native

Americans who live in the Andean high-lands more likely to follow a traditionalway of life than those who live in thecities?

21. Analyzing Cause and Effect On a diagram like the one below, list factors that have led to political violence duringColombia’s history.

Comparing Regions Activity22. Geography Compare the features of the

Andes to the Himalaya in South Asia. Write a travel article for a mountain climbing magazine to tell potential climbers whichregion might be best for them to try.

Mental Mapping Activity 23. Focusing on the Region Create a simple

outline map of South America, and thenlabel the following:

• Pacific Ocean • Galápagos Islands• Peru • Strait of Magellan• Andes • Lake Titicaca• Colombia • Chile• Atacama Desert • Ecuador

Technology Skills Activity24. Building a Database Create a fact sheet

about the Andean countries by building adatabase. Create fields for such categories as physical features, natural resources, capitalcities, population, and type of government.When you have entered data for each field,print your fact sheet.

Political Violencein Colombia

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HISTORY AND GEOGRAPHY ACTIVITIES GEOGRAPHY AND THE WORLD

Guided Reading Activity 1

THE ANDEAN COUNTRIES

Colombia’s Culture and Challenges

DIRECTIONS: Filling in the Blanks Reading the section and completingthe summary paragraphs below will help you learn more about the country ofColombia. Refer to your textbook to fill in the blanks.

Colombia has a coast on both the (1)

and the (2) .

A mountain range called the (3) runs through the

(4) side of Colombia. The mountains become a

(5) , which is where a group of mountain ranges run side

by side.

Colombia is the world’s number one source of (6) .

It also has more (7) than any other country in South America.

The major crop sold for export, also known as a (8) crop, is

(9) . Other items Colombia exports are

(10) , cacao, (11) ,

(12) , and cotton. (13)

became a major force in the 1980s. The government is trying

to break their power.

Most Colombians are (14) , which means they

have mixed European and (15)

backgrounds. Today Colombia is a (16) with an elected

(17) . Most of the people live in cities. The farmers, or

(18) , fled to cities for work or to avoid the fighting in the

countryside. The culture reflects the (19) , Native American,

and African heritages.

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Land and People of Peru and Ecuador

DIRECTIONS: Answering Questions Reading the section and answeringthe questions below will help you learn more about the countries of Peru andEcuador. Refer to your textbook to write answers to the questions.

1. What are the major land areas of Peru?

2. What are the major exports of Peru?

3. What are the chief crops of the subsistence farmers?

4. What Native American empire flourished in Peru in the 1400s?

5. What types of people make up Peru’s population?

6. How did Ecuador get its name?

7. What is the most important economic activity in Ecuador, and what is produced?

8. Where do most of the people of Ecuador live?

9. What is the cultural background of most of the people of Ecuador?

10. What is Ecuador’s capital and what is its elevation?

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The Bolivians and Chileans

DIRECTIONS: Reading for Accuracy Reading the section and completing theactivity below will help you learn more about Bolivia and Chile. Use your textbookto decide if a statement is true or false. Write T or F, and if a statement is false,rewrite it correctly.

1. Bolivia is the highest country in Latin America.

2. There are no fertile farming areas in Bolivia.

3. Because Bolivia is so isolated, it cannot export anything.

4. Bolivia has two capital cities.

5. Bolivians are mostly of Spanish ancestry.

6. Fishing is the backbone of Chile’s economy.

7. The Atacama Desert is one of the driest places on Earth.

8. Chile is the world’s leading copper producer.

9. Most Chileans are of Spanish ancestry.

10. Chile is a democratic republic.

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chap09 (without extras)The World and Its People: Western Hemisphere, Europe, and RussiaTable of ContentsPreviewing Your TextbookScavenger HuntReading Skills HandbookIdentifying Words and Building VocabularyReading for a ReasonUnderstanding What You ReadThinking About Your ReadingUnderstanding Text Structure

National Geographic Reference AtlasThe World: PoliticalNorth America: PoliticalNorth America: PhysicalUnited States: PoliticalUnited States: PhysicalCanada: Physical/PoliticalMiddle America: Physical/PoliticalSouth America: PoliticalSouth America: PhysicalEurope: PoliticalEurope: PhysicalAfrica: PoliticalAfrica: PhysicalAsia: PoliticalAsia: PhysicalMiddle East: Physical/PoliticalPacific Rim: Physical/PoliticalArctic Ocean: PhysicalAntarctica: Physical

National Geographic Geography HandbookHow Do I Study Geography?How Do I Use Maps and Globes?Understanding Latitude and LongitudeFrom Globes to MapsCommon Map ProjectionsParts of MapsTypes of MapsUsing Graphs, Charts, and DiagramsGeographic Dictionary

Be an Active ReaderUnit 1: The WorldChapter 1: Looking at the EarthSection 1: Thinking Like a GeographerSection 2: The Earth in SpaceSection 3: Forces Shaping the EarthSection 4: Landforms and WaterwaysChapter 1 Reading ReviewChapter 1 Assessment and Activities

Chapter 2: Water, Climate, and VegetationSection 1: The Water PlanetSection 2: ClimateSection 3: Climate Zones and VegetationSection 4: An Environmental BalanceChapter 2 Reading ReviewChapter 2 Assessment and Activities

Chapter 3: The World's PeopleSection 1: Understanding CultureSection 2: Population PatternsSection 3: Resources and World TradeSection 4: Technology “Shrinks” the WorldChapter 3 Reading ReviewChapter 3 Assessment and Activities

Unit 2: The United States and CanadaNational Geographic Regional AtlasChapter 4: The United StatesSection 1: From Sea to Shining SeaSection 2: An Economic LeaderSection 3: The AmericansChapter 4 Reading ReviewChapter 4 Assessment and Activities

Chapter 5: CanadaSection 1: A Resource-Rich CountrySection 2: The CanadiansChapter 5 Reading ReviewChapter 5 Assessment and Activities

Unit 3: Latin AmericaNational Geographic Regional AtlasChapter 6: MexicoSection 1: Mexico’s Land and EconomySection 2: Mexico’s HistorySection 3: Mexico TodayChapter 6 Reading ReviewChapter 6 Assessment and Activities

Chapter 7: Central America and the Caribbean IslandsSection 1: Central AmericaSection 2: Cultures of the CaribbeanChapter 7 Reading ReviewChapter 7 Assessment and Activities

Chapter 8: Brazil and Its NeighborsSection 1: Brazil—Emerging GiantSection 2: Argentina to VenezuelaChapter 8 Reading ReviewChapter 8 Assessment and Activities

Chapter 9: The Andean CountriesSection 1: Colombia’s Cultures and ChallengesSection 2: Land and People of Peru and EcuadorSection 3: The Bolivians and ChileansChapter 9 Reading ReviewChapter 9 Assessment and Activities

Unit 4: EuropeNational Geographic Regional AtlasChapter 10: Europe—Early HistorySection 1: Classical Greece and RomeSection 2: Medieval EuropeSection 3: From Renaissance to RevolutionChapter 10 Reading ReviewChapter 10 Assessment and Activities

Chapter 11: Europe—Modern HistorySection 1: The Modern Era EmergesSection 2: A Divided ContinentSection 3: Moving Toward UnityChapter 11 Reading ReviewChapter 11 Assessment and Activities

Chapter 12: Western Europe TodaySection 1: The British IslesSection 2: France and the Benelux CountriesSection 3: Germany and the Alpine CountriesSection 4: The Nordic NationsSection 5: Southern EuropeChapter 12 Reading ReviewChapter 12 Assessment and Activities

Chapter 13: The New Eastern EuropeSection 1: Poland and the Baltic RepublicsSection 2: Hungarians, Czechs, and SlovaksSection 3: Rebuilding the Balkan CountriesSection 4: Ukraine, Belarus, and MoldovaChapter 13 Reading ReviewChapter 13 Assessment and Activities

Unit 5: Russia and the Eurasian RepublicsNational Geographic Regional AtlasChapter 14: Russia’s Landscape and HistorySection 1: A Vast LandSection 2: A Troubled HistoryChapter 14 Reading ReviewChapter 14 Assessment and Activities

Chapter 15: The New Russia and Independent RepublicsSection 1: From Communism to Free EnterpriseSection 2: Russia’s People and CultureSection 3: The Republics EmergeChapter 15 Reading ReviewChapter 15 Assessment and Activities

AppendixWhat Is an Appendix?Exploring Eastern World RegionsNations of the World Data BankStandardized Test Skills HandbookHonoring AmericaGazetteerGlossarySpanish GlossaryIndexAcknowledgements

FeaturesNational Geographic Eye on the EnvironmentNational Geographic Geography & HistorySkillsSocial Studies SkillsCritical Thinking SkillsTechnology SkillsStudy and Writing Skills

Making ConnectionsArtScienceCultureTechnology

Exploring CultureExploring GovernmentTeen SceneBelieve It or Not!Primary SourceLiteratureBuilding CitizenshipExploring EconomicsTime Reports: Focus on World IssuesMapsCharts and Graphs

Student WorkbooksActive Reading Note-Taking Guide - Student EditionChapter 1: Looking at the EarthSection 1: Thinking Like a GeographerSection 2: The Earth in SpaceSection 3: Forces Shaping the EarthSection 4: Landforms and Waterways

Chapter 2: Water, Climate, and VegetationSection 1: The Water PlanetSection 2: ClimateSection 3: Climate Zones and VegetationSection 4: An Environmental Balance

Chapter 3: The World's PeopleSection 1: Understanding CultureSection 2: Population PatternsSection 3: Resources and World TradeSection 4: Technology “Shrinks” the World

Chapter 4: The United StatesSection 1: From Sea to Shining SeaSection 2: An Economic LeaderSection 3: The Americans

Chapter 5: CanadaSection 1: A Resource-Rich CountrySection 2: The Canadians

Chapter 6: MexicoSection 1: Mexico’s Land and EconomySection 2: Mexico’s HistorySection 3: Mexico Today

Chapter 7: Central America and the Caribbean IslandsSection 1: Central AmericaSection 2: Cultures of the Caribbean

Chapter 8: Brazil and Its NeighborsSection 1: Brazil—Emerging GiantSection 2: Argentina to Venezuela

Chapter 9: The Andean CountriesSection 1: Colombia’s Cultures and ChallengesSection 2: Land and People of Peru and EcuadorSection 3: The Bolivians and Chileans

Chapter 10: Europe—Early HistorySection 1: Classical Greece and RomeSection 2: Medieval EuropeSection 3: From Renaissance to Revolution

Chapter 11: Europe—Modern HistorySection 1: The Modern Era EmergesSection 2: A Divided ContinentSection 3: Moving Toward Unity

Chapter 12: Western Europe TodaySection 1: The British IslesSection 2: France and the Benelux CountriesSection 3: Germany and the Alpine CountriesSection 4: The Nordic NationsSection 5: Southern Europe

Chapter 13: The New Eastern EuropeSection 1: Poland and the Baltic RepublicsSection 2: Hungarians, Czechs, and SlovaksSection 3: Rebuilding the Balkan CountriesSection 4: Ukraine, Belarus, and Moldova

Chapter 14: Russia’s Landscape and HistorySection 1: A Vast LandSection 2: A Troubled History

Chapter 15: The New Russia and Independent RepublicsSection 1: From Communism to Free EnterpriseSection 2: Russia’s People and CultureSection 3: The Republics Emerge

Activity Workbook - Student EditionChapter 1: Looking at the EarthActivity A: Recognizing Our Solar SystemActivity B: Identifying Landforms

Chapter 2: Water, Climate, and VegetationActivity A: Understanding the Water CycleActivity B: Charting Climate Characteristics

Chapter 3: The World's PeopleActivity A: Recognizing the Culture RegionsActivity B: Identifying Renewable and Nonrenewable Resources

Chapter 4: The United StatesActivity A: Identifying Major Landforms in the United StatesActivity B: Recognizing the Features of Your Region

Chapter 5: CanadaActivity: Identifying Characteristics of the Canadian Provinces and Territories

Chapter 6: MexicoActivity A: Identifying Mexico's Altitude ZonesActivity B: Understanding Mexico's Native American Heritage

Chapter 7: Central America and the Caribbean IslandsActivity A: Recognizing Central American CapitalsActivity B: Recognizing the Physical Characteristics of the Caribbean Islands

Chapter 8: Brazil and Its NeighborsActivity A: Identifying Landforms in BrazilActivity B: Identifying the History and Cultures of Caribbean South America

Chapter 9: The Andean CountriesActivity: Recognizing the Mineral Resources of the Andean Countries

Chapter 10: Europe—Early HistoryActivity A: Understanding the History of Early EuropeActivity B: Identifying Important Figures of the Renaissance and Reformation

Chapter 11: Europe—Modern HistoryActivity A: Analyzing Changes in European HistoryActivity B: Understanding the Cold War

Chapter 12: Western Europe TodayActivity A: Charting the Economies of Western EuropeActivity B: Identifying the Geographic Characteristics of Western EuropeActivity C: Identifying the Populations of Countries in Northern EuropeActivity D: Recognizing the Physical Characteristics of Southern Europe

Chapter 13: The New Eastern EuropeActivity A: Locating Eastern European Countries and Their Capital CitiesActivity B: Identifying Characteristics of Eastern Europe

Chapter 14: Russia’s Landscape and HistoryActivity A: Identifying Major Geographic Features of RussiaActivity B: Appreciating the History of Russia

Chapter 15: The New Russia and Independent RepublicsActivity A: Identifying Russia's Economic RegionsActivity B: Recognizing the Capitals of the Caucasus and Central Asia

Haitian Creole SummariesChapit 1: Le n'ap gade Latè aChapit 2: Dlo, Klima ak VejetasyonChapit 3: Pèp Monn nanChapit 4: LèzetaziniChapit 5: KanadaChapit 6: MeksikChapit 7: Amerik Santral ak Zil Karayib yoChapit 8: Brezil ak Vwazen Li yoChapit 9: Peyi Zann yoChapit 10: Ewòp - Istwa AnsyenChapit 11: Ewòp - Istwa ModènChapit 12: Ewòp De Lwès Jodi aChapit 13: Nouvo Ewòp de Lès laChapit 14: Peyizaj ak Istwa LarisiChapit 15: Nouvo Risi an ak Repiblik Endepandan yo

Reading Essentials and Study Guide - Student EditionChapter 1: Looking at the EarthStudy Guide 1: Thinking Like a GeographerStudy Guide 2: The Earth in SpaceStudy Guide 3: Forces Shaping the EarthStudy Guide 4: Landforms and Waterways

Chapter 2: Water, Climate, and VegetationStudy Guide 1: The Water PlanetStudy Guide 2: ClimateStudy Guide 3: Climate Zones and VegetationStudy Guide 4: An Environmental Balance

Chapter 3: The World's PeopleStudy Guide 1: Understanding CultureStudy Guide 2: Population PatternsStudy Guide 3: Resources and World TradeStudy Guide 4: Technology “Shrinks” the World

Chapter 4: The United StatesStudy Guide 1: From Sea to Shining SeaStudy Guide 2: An Economic LeaderStudy Guide 3: The Americans

Chapter 5: CanadaStudy Guide 1: A Resource-Rich CountryStudy Guide 2: The Canadians

Chapter 6: MexicoStudy Guide 1: Mexico’s Land and EconomyStudy Guide 2: Mexico’s HistoryStudy Guide 3: Mexico Today

Chapter 7: Central America and the Caribbean IslandsStudy Guide 1: Central AmericaStudy Guide 2: Cultures of the Caribbean

Chapter 8: Brazil and Its NeighborsStudy Guide 1: Brazil—Emerging GiantStudy Guide 2: Argentina to Venezuela

Chapter 9: The Andean CountriesStudy Guide 1: Colombia’s Cultures and ChallengesStudy Guide 2: Land and People of Peru and EcuadorStudy Guide 3: The Bolivians and Chileans

Chapter 10: Europe—Early HistoryStudy Guide 1: Classical Greece and RomeStudy Guide 2: Medieval EuropeStudy Guide 3: From Renaissance to Revolution

Chapter 11: Europe—Modern HistoryStudy Guide 1: The Modern Era EmergesStudy Guide 2: A Divided ContinentStudy Guide 3: Moving Toward Unity

Chapter 12: Western Europe TodayStudy Guide 1: The British IslesStudy Guide 2: France and the Benelux CountriesStudy Guide 3: Germany and the Alpine CountriesStudy Guide 4: The Nordic NationsStudy Guide 5: Southern Europe

Chapter 13: The New Eastern EuropeStudy Guide 1: Poland and the Baltic RepublicsStudy Guide 2: Hungarians, Czechs, and SlovaksStudy Guide 3: Rebuilding the Balkan CountriesStudy Guide 4: Ukraine, Belarus, and Moldova

Chapter 14: Russia’s Landscape and HistoryStudy Guide 1: A Vast LandStudy Guide 2: A Troubled History

Chapter 15: The New Russia and Independent RepublicsStudy Guide 1: From Communism to Free EnterpriseStudy Guide 2: Russia’s People and CultureStudy Guide 3: The Republics Emerge

Spanish Reading Essentials and Study Guide - Student EditionCapítulo 1: Observar la TierraGuía de estudio 1: Pensar como un geógrafoGuía de estudio 2: La Tierra en el espacioGuía de estudio 3: Las fuerzas que dan forma a la Tierra Guía de estudio 4: Accidentes geográficos y vías fluviales

Capítulo 2: El agua, el clima y la vegetaciónGuía de estudio 1: El planeta del aguaGuía de estudio 2: ClimaGuía de estudio 3: Zonas climáticas y la vegetaciónGuía de estudio 4: Un equilibrio ambiental

Capítulo 3: La población mundialGuía de estudio 1: Comprender la culturaGuía de estudio 2: Los patrones de poblaciónGuía de estudio 3: Recursos y comercio mundialGuía de estudio 4: La tecnología “encoge” el mundo

Capítulo 4: Los Estados UnidosGuía de estudio 1: Un territorio extenso y pintorescoGuía de estudio 2: Un líder de la economíaGuía de estudio 3: Los estadounidenses

Capítulo 5: CanadáGuía de estudio 1: Un país rico en recursosGuía de estudio 2: Los habitantes de Canadá

Capítulo 6: MéxicoGuía de estudio 1: Geografía física y economía de MéxicoGuía de estudio 2: Historia de MéxicoGuía de estudio 3: México hoy

Capítulo 7: América Central y las islas del CaribeGuía de estudio 1: América CentralGuía de estudio 2: Las culturas del Caribe

Capítulo 8: Brasil y sus vecinosGuía de estudio 1: Un gigante que emergeGuía de estudio 2: De Argentina a Venezuela

Capítulo 9: Los países andinosGuía de estudio 1: La cultura y los desafíos de ColombiaGuía de estudio 2: Los territorios y pueblos de Perú y EcuadorGuía de estudio 3: Los bolivianos y los chilenos

Capítulo 10: Europa: historia antiguaGuía de estudio 1: Grecia y Roma clásicasGuía de estudio 2: Europa medievalGuía de estudio 3: Del Renacimiento a la revolución

Capítulo 11: Europa: historia modernaGuía de estudio 1: Comienzo de la era modernaGuía de estudio 2: Un continente divididoGuía de estudio 3: Hacia la unidad

Capítulo 12: Europa occidental hoy en díaGuía de estudio 1: Las islas británicasGuía de estudio 2: Francia y los países del BeneluxGuía de estudio 3: Alemania y los países alpinosGuía de estudio 4: Los países nórdicosGuía de estudio 5: Sur de Europa

Capítulo 13: Europa oriental hoy en díaGuía de estudio 1: Polonia y las repúblicas bálticasGuía de estudio 2: Húngaros, checos y eslovacosGuía de estudio 3: La reconstrucción de los países balcánicosGuía de estudio 4: Ucrania, Bielorrusia y Moldavia

Capítulo 14: Relieve e historia de RusiaGuía de estudio 1: Una vasta tierraGuía de estudio 2: Una historia de conflictos

Capítulo 15: La nueva Rusia y las repúblicas independientesGuía de estudio 1: Del comunismo a la libre empresaGuía de estudio 2: El pueblo y la cultura de RusiaGuía de estudio 3: Las repúblicas emergen

Spanish SummariesCapítulo 1: Observar la TierraCapítulo 2: El agua, el clima y la vegetaciónCapítulo 3: La población mundialCapítulo 4: Los Estados UnidosCapítulo 5: CanadáCapítulo 6: MéxicoCapítulo 7: América Central y las islas del CaribeCapítulo 8: Brasil y sus vecinosCapítulo 9: Los países andinosCapítulo 10: Europa: historia antiguaCapítulo 11: Europa: historia modernaCapítulo 12: Europa occidental hoy en díaCapítulo 13: Europa oriental hoy en díaCapítulo 14: Relieve e historia de RusiaCapítulo 15: La nueva Rusia y las repúblicas independientes

Standardized Test Skills Practice Workbook - Student EditionObjectives Addressed in the ActivitiesWorkbook OverviewPreparing for a Standardized TestActivity: Reading a Map ScaleActivity: Interpreting DiagramsActivity: Making InferencesActivity: Interpreting a Visual ImageActivity: Using a Bar Graph to Interpret DataActivity: Analyzing a Political CartoonActivity: Recognizing a Point of ViewActivity: Analyzing Graphs and TablesActivity: Comparing and ContrastingActivity: Making GeneralizationsActivity: Interpreting EditorialsActivity: Interpreting Charts and TablesActivity: Using Time LinesActivity: Perceiving Cause-and-Effect RelationshipsActivity: Solving a ProblemActivity: Distinguishing Between Fact and OpinionActivity: Identifying and Evaluating SourcesActivity: Making DecisionsActivity: Interpreting GraphsActivity: Identifying the Main IdeaActivity: Recognizing Forms of PropagandaActivity: Persuasive Writing About an IssueActivity: Classifying Facts and DetailsActivity: Forming HypothesesActivity: Drawing ConclusionsActivity: Detecting BiasActivity: Predicting Outcomes

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