Chapter 4, Section 1 & 2 World Geography Test
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| culture | the total knowledge, attitudes, and behaviors shared by and passed on by the members of a specific group; a group's way of life
🗑
|
||||
| dialect | versions of a language; reflects changes in speech patterns realated to class, region, or other cultural changes
🗑
|
||||
| fertility rate | average number of children a woman of childbearing years would have in her lifetime
🗑
|
||||
| cultural trait | single elements of normal practice in culture (includes beliefs, institutions, language, technology)
🗑
|
||||
| examples of cultural traits | silence, private space, touching, hand gestures, eye contact, greetings, perceptions of time, gift giving
🗑
|
||||
| language group | have common origins and shares similar grammar and vocabulary
🗑
|
||||
| examples of language group | Romance branch of Indo-European languages - Spanish, Portuguese, French, Italian, Catalan
🗑
|
||||
| lingua franca | type of language that's the 3rd language adopted by people from different language groups who cannot speak each other's language
🗑
|
||||
| lingua franca | language of international trade
🗑
|
||||
| dominant linguas francas | English, Spanish, Chinese
🗑
|
||||
| Why is English a dominant lingua franca? | British colonial empire
🗑
|
||||
| infant mortality rate | number of deaths among infants under the age of 1 per 1000 live births
🗑
|
||||
| cultural landscape | the distinct imprint of a culture on the land
🗑
|
||||
| cultural hearth | region where cultural traits such as religion and agriculture develop; site of innovation from which ideas diffuse to many cultures
🗑
|
||||
| language family | related to their prehistoric origin
🗑
|
||||
| example of a language family | Indo-European
🗑
|
||||
| demographic momentum | the phenomenon of continued population increase despite reduced reproductive rates beacuse a large portion of the population is growing into the reproductive years
🗑
|
||||
| pop culture | arts, entertainment, fads, beliefs and vaulues shared by large segments of society
🗑
|
||||
| folk culture | traditional practices of small groups, especially rural people with simple lifestyles
🗑
|
||||
| pidgin | simplified version of a language; used for informal changes between cultures who don't know each other's language
🗑
|
||||
| doubling time | the time it takes for a population to double
🗑
|
||||
| cultural realm | group of culture regions that share a common culture system
🗑
|
||||
| creole | occurs when pidgin is used enough to become a primary language
🗑
|
||||
| example of creole | Swahili in East Africa
🗑
|
||||
| push factor | causes people to migrate
🗑
|
||||
| examples of push factors | environmental conditions, natural disasters, droughts, war, persecution
🗑
|
||||
| society | a group that shares a geographic region, a sense of identity, and a culture
🗑
|
||||
| language group | have common origins and share similar grammar and vocabulary
🗑
|
||||
| example of a language group | romance branch of the Indo-European languages (Spanish, French, Poruguese, Italian, Catalan)
🗑
|
||||
| pull factor | draw and attract people to places
🗑
|
||||
| examples of pull factors | good economic opportunities, high salaries, favorable climate
🗑
|
||||
| diffusion | spread of ideas, inventions, and patterns of behavior
🗑
|
||||
| standard English | accepted form of English with proper syntax, pronunciation, and vocabulary
🗑
|
||||
| innovation | the use of existing technology to create something new to meet a need
🗑
|
||||
| transculturation | occurs when 2 strong cultures come together and create a blended culture (neither dominates)
🗑
|
||||
| possibilism | the idea that people is the major factor affecting culture
🗑
|
||||
| polytheistic | belief in many gods
🗑
|
||||
| acculturation | occurs when a society changes as it comes into contact with a dominnat culture
🗑
|
||||
| universalizing religion | a religion that seeks converts
🗑
|
||||
| examples of universalizing religions | Christianity, Buddhism, Islam
🗑
|
||||
| monotheistic | belief in one god
🗑
|
||||
| Buddhism | taken to East Asia along trade routes; monotheistic
🗑
|
||||
| Where is Buddhism practiced today? | East Asia, Japan, Southeast Asia, China, Japan, Korea
🗑
|
||||
| Where was Buddhism originated? | South Asia (India)
🗑
|
||||
| Christianity | spread to Eruope when adopted as official religion of the Romans, taken to European colonies during colonial rule; grew out of Judaism; monotheistic
🗑
|
||||
| Where is Christianity practiced today? | all the continents
🗑
|
||||
| Hinduism | has not spread outside South Asia in great numbers, British rule relocated many who took it with them; polytheistic
🗑
|
||||
| Where was Hinduism originated? | South Asia (India)
🗑
|
||||
| Where is Hinduism practiced today? | India (mostly)
🗑
|
||||
| Islam | early spread by conquest, later spread through trade and seeking converts; monotheistic
🗑
|
||||
| Where is Islam practiced today? | Africa, Central, South, and East Asia, and parts of the Balkans in Europe
🗑
|
||||
| Where was Islam originated? | Southwest Asia
🗑
|
||||
| Judaism | diaspora took place in 1st century, return to Israel in 20th century; monotheistic
🗑
|
||||
| Where was Judaism originated? | Israel (Southwest Asia)
🗑
|
||||
| Where is Judaism practiced today? | Israel, US, Canada, South America, some European cities
🗑
|
||||
| What is the 1st stage of the DTM? | rural/agrarian; birthrate and death rate are high, population grows slowly
🗑
|
||||
| What are some facts for the 1st stage of DTM? | little access to birth control, high infant mortality rate, state of equilibrium, machismo factor, high death rates among children, no longer found in any country
🗑
|
||||
| What is the 2nd stage of the DTM? | less DC; death rate drops and birth rate remains high (rapid increase in population)
🗑
|
||||
| What are some facts for the 2nd stage of DTM? | improvements in medical care, sanitation, water supply, quality and quanitity of food rises (better transport), decrease in infant mortality rate
🗑
|
||||
| What is the 3rd stage of the DTM? | more DC; birth rates decline, population growth is less rapid
🗑
|
||||
| What are some facts for the 3rd stage of DTM? | increased access to contraception, lower infant mortality rate leads to smaller family size, children become economic liablity (women follow career path), small family = improved quality of life
🗑
|
||||
| What is the 4th stage of the DTM? | urban/industrial; birthrates and death rates are both low, low rate of natural increase or even a decrease if death rates should exceed those of births
🗑
|
||||
| What are some facts for the 4th stage of DTM? | found in more developed countries, state of equilibrium (at lower levels)
🗑
|
||||
| How does language change? | can occur slowly, can occur with new contact with outside groups, can occur when new technologies call for new words;ie: slang, language of text messaging
🗑
|
||||
| What region of the world is experiencing the fastest population growth? | Africa
🗑
|
||||
| What is the approximate world population? | 6,706,993,152
🗑
|
||||
| What might cause a woman to limit the number of children she will have? | birth control, education, work, cost of having a large family
🗑
|
||||
| What caused a rapid increase in the population in the mid-1800s? | medicine, Green Revolution, vaccinations, advances in food production, water supply, sanitation, transportation, etc.
🗑
|
||||
| What are the advantages for countries to send their migrants to other countries? | benefit from remittances (boosts economy), bring greater amounts of training and experienc contributing to the social capital
🗑
|
||||
| What are the disadvantages for countries to send their migrants to other countries? | loss of trained and educated individuals to emigration ("brain drain"), lose money because of this,
🗑
|
||||
| What are the advantages for countries receiving migrants? | cheap and eager labor, fill low-wage jobs, (UK) contributed 10% more to public finances than they took out,
🗑
|
||||
| What are the disadvantages for countries receiving migrants? | decrease in domestic wages, add to public welfare burden, use social services twice the rate of native-born Americans, reduce wages (for native workers) to attract foreign workers,
🗑
|
||||
| Why do women in less developed countries have more children than those who live in developed countries? | uneducated, machismo factor, traditional role, no work, had more children because they expected some to die, had someone to care for you in old age
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
Tiffanyy
Popular Geography sets