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WORLD REGIONS IN GLOBAL CONTEXT PEOPLES PLACES AND ENVIRONMENTS 6Th Ed By SALLIE A – Test Bank

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  • ISBN-10 ‏ : ‎ 0134183649
  • ISBN-13 ‏ : ‎ 978-0134183640

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WORLD REGIONS IN GLOBAL CONTEXT PEOPLES PLACES AND ENVIRONMENTS 6Th Ed By SALLIE A – Test Bank

World Regions in Global Context, 6e (Marston)
Chapter 6 The United States and Canada

1) The U.S. population is projected to increase to over ________ by mid-21st Century.
A) 250 million
B) 425 million
C) 400 million
D) 300 million
E) 1 billion
Answer: C
Diff: 2
Section: Culture and Populations
Geog. Standard: N9 The characteristics, distribution, and migration of human populations on Earth’s surface
Bloom’s Taxonomy: Remembering/Understanding
Global Sci Out: G2 Demonstrate the ability to think critically and employ critical thinking skills.
Learning Obj: 6.34 Analyze demographic changes projected for the United States and Canada, including changes in minority and immigrant populations.

2) What best describes the third wave of internal migration in the U.S.?
A) demand for skilled and unskilled labor
B) African American movement from South
C) 50% increase in Rustbelt
D) 98 % increase in Sunbelt
E) agricultural mechanization reducing jobs
Answer: D
Diff: 2
Section: Culture and Populations
Geog. Standard: N12 The processes, patterns, and functions of human settlement
Bloom’s Taxonomy: Remembering/Understanding
Global Sci Out: G2 Demonstrate the ability to think critically and employ critical thinking skills.
Learning Obj: 6.32 Identify the three waves of internal migration that created the current population geography of the United States.

3) In 2014, approximately what was the size of the U.S. economy?
A) $10.4 trillion
B) $17.4 trillion
C) $17.6 trillion
D) $14.7 trillion
E) none of the above
Answer: B
Diff: 3
Section: Future Geographies
Geog. Standard: N11 The patterns and networks of economic interdependence on Earth’s surface
Bloom’s Taxonomy: Remembering/Understanding
Global Sci Out: G2 Demonstrate the ability to think critically and employ critical thinking skills.
Learning Obj: 6.20 Assess the social impacts of increasing wealth inequality and income inequality in the United States and Canada since the Great Recession.
4) Where are immigrants to Canada likely to settle?
A) British Columbia
B) Quebec
C) Saskatchewan
D) Ontario
E) all of the above
Answer: C
Diff: 4
Section: Culture and Populations
Geog. Standard: N9 The characteristics, distribution, and migration of human populations on Earth’s surface
Bloom’s Taxonomy: Applying/Analyzing
Global Sci Out: G2 Demonstrate the ability to think critically and employ critical thinking skills.
Learning Obj: 6.34 Analyze demographic changes projected for the United States and Canada, including changes in minority and immigrant populations.

5) What body of water is an important source of moisture and hurricanes in the southeastern U.S.?
A) Gulf of Mexico
B) Great Lakes
C) Mississippi River
D) Colorado River
E) none of the above
Answer: A
Diff: 2
Section: Environment, Society, and Sustainability
Geog. Standard: N8 The characteristics and spatial distribution of ecosystems and biomes of Earth’s surface
Bloom’s Taxonomy: Applying/Analyzing
Global Sci Out: G2 Demonstrate the ability to think critically and employ critical thinking skills.
Learning Obj: 6.1 Discuss the main climate patterns across North America, with regard to the roles of mountain ranges and of oceans and other water bodies in influencing moisture gradients.

6) The major landform feature of the eastern United States and Canada is:
A) Gulf-Coastal Plain
B) Interior Lowlands
C) Interior Highlands
D) Appalachian Mountains
E) Rocky Mountains
Answer: D
Diff: 1
Section: Environment, Society, and Sustainability
Geog. Standard: N4 The physical and human characteristics of places
Bloom’s Taxonomy: Remembering/Understanding
Global Sci Out: G2 Demonstrate the ability to think critically and employ critical thinking skills.
Learning Obj: 6.3 Describe the physiograpic regions of the United States and Canada.
7) What two active crustal plates create friction on the west coast of North America?
A) Pacific Plate, Cocos
B) Pacific, Juan de Fuca
C) Juan de Fuca, Cocos
D) Pacific, Nazca
E) Juan de Fuca, Nazca
Answer: B
Diff: 2
Section: Environment, Society, and Sustainability
Geog. Standard: N4 The physical and human characteristics of places
Bloom’s Taxonomy: Remembering/Understanding
Global Sci Out: G2 Demonstrate the ability to think critically and employ critical thinking skills.
Learning Obj: 6.4 Explain the role of plate tectonics in creating the topography of the western United States and the region’s geologic, and other, hazards.

8) Where does the majority of illegal marijuana production take place in North America?
A) Western Coasts of the United States and Canada
B) Western Coast of the United States only
C) Appalachian Mountains
D) Rocky Mountains
E) Great Plains
Answer: A
Diff: 2
Section: Environment, Society, and Sustainability
Geog. Standard: N11 The patterns and networks of economic interdependence on Earth’s surface
Bloom’s Taxonomy: Applying/Analyzing
Global Sci Out: G2 Demonstrate the ability to think critically and employ critical thinking skills.
Learning Obj: 6.8 Evaluate the sustainability of contemporary agriculture in the southwestern United States, California, Pacific Northwest, Great Plains, and Canadian prairies.

9) The total amount of greenhouse gas emissions caused directly and indirectly by an individual is called:
A) acid rain
B) pollution
C) carbon footprint
D) cap and trade
E) GHGs
Answer: C
Diff: 2
Section: Environment, Society, and Sustainability
Geog. Standard: N14 How human actions modify the physical environment
Bloom’s Taxonomy: Remembering/Understanding
Global Sci Out: G2 Demonstrate the ability to think critically and employ critical thinking skills.
Learning Obj: 6.9 Give examples of environmental challenges related to the region’s energy use, such as efforts to reduce acid rain and greenhouse gas emissions.
10) All of the following is true about Canadian oil reserves, except:
A) second only to Saudi Arabia
B) extracted from tar sands
C) located in Alberta
D) degraded 1 million acres of forest
E) bitumen extraction is toxic
Answer: D
Diff: 3
Section: Environment, Society, and Sustainability
Geog. Standard: N11 The patterns and networks of economic interdependence on Earth’s surface
Bloom’s Taxonomy: Applying/Analyzing
Global Sci Out: G2 Demonstrate the ability to think critically and employ critical thinking skills.
Learning Obj: 6.5 Assess the region’s nonrenewable and renewable energy resources, including petroleum (oil), hydropower, solar power, and wind.

11) Most of the agricultural productivity of the United States and Canada is concentrated in which two physiographic regions?
A) Coastal Ranges and Intermontane Basin and Plateau
B) Coastal Ranges and Great Plains
C) Gulf-Atlantic Coastal Plain and Great Plains
D) Interior Highlands and Interior Lowlands
E) Interior Lowlands and Great Plains
Answer: E
Diff: 3
Section: Environment, Society, and Sustainability
Geog. Standard: N11 The patterns and networks of economic interdependence on Earth’s surface
Bloom’s Taxonomy: Remembering/Understanding
Global Sci Out: G2 Demonstrate the ability to think critically and employ critical thinking skills.
Learning Obj: 6.8 Evaluate the sustainability of contemporary agriculture in the southwestern United States, California, Pacific Northwest, Great Plains, and Canadian prairies.

12) What water source irrigates the agriculture of the Pacific Valley?
A) Mississippi River
B) Colorado River
C) Columbia River
D) Pacific Ocean
E) Rio Grande River
Answer: B
Diff: 3
Section: Environment, Society, and Sustainability
Geog. Standard: N8 The characteristics and spatial distribution of ecosystems and biomes of Earth’s surface
Bloom’s Taxonomy: Remembering/Understanding
Global Sci Out: G7 Demonstrate the ability to make connections between concepts across Geography.
Learning Obj: 6.8 Evaluate the sustainability of contemporary agriculture in the southwestern United States, California, Pacific Northwest, Great Plains, and Canadian prairies.
13) Shifting cultivation in North America referred to what major Indigenous foodstuffs?
A) squash, wild berries, deer
B) maize, tomatoes, potatoes
C) maize, squash, beans, tobacco
D) tobacco, fish, migrating birds
E) none of the above
Answer: C
Diff: 3
Section: Environment, Society, and Sustainability
Geog. Standard: N17 How to apply geography to interpret the past
Bloom’s Taxonomy: Remembering/Understanding
Global Sci Out: G2 Demonstrate the ability to think critically and employ critical thinking skills.
Learning Obj: 6.11 Summarize the distribution and subsistence patterns of the Indigenous peoples of the region before European colonization.

14) What is one of the effects of climate change in North America?
A) increase in storm-surge flooding
B) increase of wildfire risk
C) increase of mosquito-borne disease
D) all of the above
E) none of the above
Answer: D
Diff: 2
Section: Environment, Society, and Sustainability
Geog. Standard: N14 How human actions modify the physical environment
Bloom’s Taxonomy: Remembering/Understanding
Global Sci Out: G2 Demonstrate the ability to think critically and employ critical thinking skills.
Learning Obj: 6.2 Analyze climate change, its causes, and effects (including sea-level rise, temperature increases, droughts, and threats to boreal forest) as the region’s main environmental problem.

15) What physiographic region is rich in minerals from its geological age?
A) Canadian Shield
B) Hudson Bay Lowlands
C) Great Plains
D) Interior Lowlands
E) Volcanic Islands
Answer: A
Diff: 4
Section: Environment, Society, and Sustainability
Geog. Standard: N7 The physical process that shape the patterns of Earth’s surface
Bloom’s Taxonomy: Remembering/Understanding
Global Sci Out: G3 Read and interpret graphs and data.
Learning Obj: 6.3 Describe the physiograpic regions of the United States and Canada.
16) What the most navigable river system in the world?
A) Columbia
B) Colorado
C) Mississippi-Missouri
D) Great Lakes
E) Yukon
Answer: C
Diff: 3
Section: Environment, Society, and Sustainability
Geog. Standard: N8 The characteristics and spatial distribution of ecosystems and biomes of Earth’s surface
Bloom’s Taxonomy: Remembering/Understanding
Global Sci Out: G2 Demonstrate the ability to think critically and employ critical thinking skills.
Learning Obj: 6.3 Describe the physiograpic regions of the United States and Canada.

17) What is the most serious environmental challenge for Canadians and Americans?
A) acid rain
B) energy consumption
C) climate change
D) water conservation
E) industrial agriculture
Answer: B
Diff: 4
Section: Environment, Society, and Sustainability
Geog. Standard: N14 How human actions modify the physical environment
Bloom’s Taxonomy: Remembering/Understanding
Global Sci Out: G2 Demonstrate the ability to think critically and employ critical thinking skills.
Learning Obj: 6.9 Give examples of environmental challenges related to the region’s energy use, such as efforts to reduce acid rain and greenhouse gas emissions.

18) What are genetically modified organisms (GMO)?
A) modified in a controlled environment
B) produced close to where consumed
C) sourced without use of chemicals
D) response to global food industry
E) none of the above
Answer: A
Diff: 4
Section: Environment, Society, and Sustainability
Geog. Standard: N14 How human actions modify the physical environment
Bloom’s Taxonomy: Applying/Analyzing
Global Sci Out: G7 Demonstrate the ability to make connections between concepts across Geography.
Learning Obj: 6.8 Evaluate the sustainability of contemporary agriculture in the southwestern United States, California, Pacific Northwest, Great Plains, and Canadian prairies.
19) Estimates of Indigenous populations at the time of European contact range between ________ and ________.
A) 1 million; 2 million
B) 18 million; 25 million
C) 18 million; 50 million
D) 1 million; 18 million
E) 1 million; 6 million
Answer: D
Diff: 5
Section: History, Economy, and Territory
Geog. Standard: N17 How to apply geography to interpret the past
Bloom’s Taxonomy: Remembering/Understanding
Global Sci Out: G2 Demonstrate the ability to think critically and employ critical thinking skills.
Learning Obj: 6.11 Summarize the distribution and subsistence patterns of the Indigenous peoples of the region before European colonization.

20) In both Canada and the United States, ________ was far and away the most influential of the four colonial powers.
A) France
B) Great Britain
C) Spain
D) the Netherlands
E) none of the above
Answer: B
Diff: 1
Section: History, Economy, and Territory
Geog. Standard: N17 How to apply geography to interpret the past
Bloom’s Taxonomy: Applying/Analyzing
Global Sci Out: G2 Demonstrate the ability to think critically and employ critical thinking skills.
Learning Obj: 6.14 Compare and contrast the processes by which the United States and Canada gained independence from Great Britain.

21) The largest current source of immigrants to the United States is:
A) Canada
B) Mexico
C) Panama
D) Honduras
E) Japan
Answer: B
Diff: 1
Section: Culture and Populations
Geog. Standard: N9 The characteristics, distribution, and migration of human populations on Earth’s surface
Bloom’s Taxonomy: Remembering/Understanding
Global Sci Out: G2 Demonstrate the ability to think critically and employ critical thinking skills.
Learning Obj: 6.32 Identify the three waves of internal migration that created the current population geography of the United States.
22) Which non-Indigenous settlers dominated Canada into the 18th Century?
A) British
B) Dutch
C) French
D) Irish
E) American
Answer: C
Diff: 2
Section: Culture and Populations
Geog. Standard: N17 How to apply geography to interpret the past
Bloom’s Taxonomy: Remembering/Understanding
Global Sci Out: G2 Demonstrate the ability to think critically and employ critical thinking skills.
Learning Obj: 6.13 Sequence steps and events in the process of Europeanization in the colonies along the Atlantic seaboard of the United States and Canada.

23) Which group of people did Arizona’s Senate Bill 1070 target?
A) Central American migrants
B) Muslim immigrants from Africa
C) LGBT communities
D) second wave immigrants
E) pro-choice and women’s rights groups
Answer: A
Diff: 4
Section: Culture and Populations
Geog. Standard: N13 How the forces of cooperation and conflict among people influence the division and control of Earth’s surface
Bloom’s Taxonomy: Remembering/Understanding
Global Sci Out: G2 Demonstrate the ability to think critically and employ critical thinking skills.
Learning Obj: 6.31 Give examples of ways in which immigrants to the United States have been subjected to anti-immigrant prejudice and actions.

24) How much is the legal marijuana market worth in the U.S.?
A) 10.2 million
B) 10.2 billion
C) 2.7 billion
D) 2.7 million
E) none of the above
Answer: C
Diff: 2
Section: History, Economy, and Territory
Geog. Standard: N11 The patterns and networks of economic interdependence on Earth’s surface
Bloom’s Taxonomy: Applying/Analyzing
Global Sci Out: G2 Demonstrate the ability to think critically and employ critical thinking skills.
Learning Obj: 6.8 Evaluate the sustainability of contemporary agriculture in the southwestern United States, California, Pacific Northwest, Great Plains, and Canadian prairies.
25) Which of the following Indigenous tribes inhabited the southeastern U.S.?
A) Cherokee, Chickasaw, Mohawk
B) Cherokee, Chickasaw, Seminole
C) Choctaw, Seminole, Navajo
D) Mohawk, Chickasaw, Inuit
E) none of the above
Answer: B
Diff: 4
Section: History, Economy, and Territory
Geog. Standard: N17 How to apply geography to interpret the past
Bloom’s Taxonomy: Remembering/Understanding
Global Sci Out: G2 Demonstrate the ability to think critically and employ critical thinking skills.
Learning Obj: 6.11 Summarize the distribution and subsistence patterns of the Indigenous peoples of the region before European colonization.

26) The primary source of labor for America’s first tobacco, indigo, and cotton plantations were from:
A) African slaves
B) Indentured servants
C) Yeomen farmers
D) Native Americans
E) single women and children
Answer: B
Diff: 2
Section: History, Economy, and Territory
Geog. Standard: N17 How to apply geography to interpret the past
Bloom’s Taxonomy: Remembering/Understanding
Global Sci Out: G2 Demonstrate the ability to think critically and employ critical thinking skills.
Learning Obj: 6.13 Sequence steps and events in the process of Europeanization in the colonies along the Atlantic seaboard of the United States and Canada.

27) The North America Act of 1867:
A) dissolved the colonial status of the United States
B) dissolved the colonial status of Canada
C) dissolved the French claims to the Louisiana Purchase
D) abolished slavery in Canada
E) created a nationwide immigration quota system in the United States
Answer: B
Diff: 2
Section: History, Economy, and Territory
Geog. Standard: N17 How to apply geography to interpret the past
Bloom’s Taxonomy: Remembering/Understanding
Global Sci Out: G2 Demonstrate the ability to think critically and employ critical thinking skills.
Learning Obj: 6.14 Compare and contrast the processes by which the United States and Canada gained independence from Great Britain.
28) Which of the following cities is Canada’s largest employment hub?
A) Montreal
B) Vancouver
C) Toronto
D) Ottawa
E) Halifax
Answer: C
Diff: 2
Section: History, Economy, and Territory
Geog. Standard: N11 The patterns and networks of economic interdependence on Earth’s surface
Bloom’s Taxonomy: Applying/Analyzing
Global Sci Out: G2 Demonstrate the ability to think critically and employ critical thinking skills.
Learning Obj: 6.17 Compare and contrast the historical development of Canada’s economy and present-day GDP segments with those of the United States.

29) What was the basis of Canada’s atypical economy?
A) urban-based manufacturing
B) unprocessed resources for export
C) finance, insurance, real estate (FIRE)
D) public administration
E) professional and technical services
Answer: B
Diff: 2
Section: History, Economy, and Territory
Geog. Standard: N11 The patterns and networks of economic interdependence on Earth’s surface
Bloom’s Taxonomy: Remembering/Understanding
Global Sci Out: G2 Demonstrate the ability to think critically and employ critical thinking skills.
Learning Obj: 6.17 Compare and contrast the historical development of Canada’s economy and present-day GDP segments with those of the United States.

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