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Full Download pdf of Test Bank for Globalization and Diversity: Geography of a Changing World, 6th Edition, Marie Price, Lester Rowntree Martin Lewis William Wyckoff all chapter
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3) Which of the following groups is most likely to disrupt local ecosystems as they search for
natural resources and manufacturing sites?
A) governments
B) transnational firms
C) indigenous ethnic groups
D) international organizations such as the United Nations
E) non-governmental organizations, such as Greenpeace
Answer: B
Diff: 3
Topic/section: 1.1 Converging Currents of Globalization
Bloom's Taxonomy: Comprehension
GeoStandard1: 11. The patterns and networks of economic interdependence on earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.2: Identify the controversial aspects of globalization
2
6) What part of the world has had its economy reoriented to drug smuggling and money
laundering as the result of globalization?
A) Eastern Europe
B) Sub-Saharan Africa
C) the Caribbean
D) North America
E) South Asia
Answer: C
Diff: 2
Topic/section: 1.1.2 Globalization and Changing Human Geographies
Bloom's Taxonomy: Comprehension
GeoStandard1: 11. The patterns and networks of economic interdependence on earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.2: Identify the controversial aspects of globalization
7) What part of the world has become a major source of both pornography and prostitution as a
result of globalization?
A) the Caribbean
B) Eastern Europe
C) Sub-Saharan Africa
D) North America
E) South Asia
Answer: B
Diff: 5
Topic/section: 1.1.2 Globalization and Changing Human Geographies
Bloom's Taxonomy: Comprehension
GeoStandard1: 11. The patterns and networks of economic interdependence on earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.2: Identify the controversial aspects of globalization
8) What do the World Bank, the International Monetary Fund (IMF), and the World Trade
Organization (WTO) do?
A) They strictly regulate all the international commercial transactions in the world.
B) They make possible the flow of goods and capital across international boundaries.
C) They make the banking and trade laws of the member countries of the United Nations.
D) They are "think tanks" that advise countries on international banking and trade.
E) They are the banking systems of (respectively) Europe, Asia, and the United Nations.
Answer: B
Diff: 3
Topic/section: 1.1.5 Controversy about Globalization
Bloom's Taxonomy: Analysis
GeoStandard1: 11. The patterns and networks of economic interdependence on earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.2: Identify the controversial aspects of globalization
3
9) All of the following are arguments against globalization, EXCEPT
A) globalization is not a "natural" process.
B) globalization is a policy promoted by free-trade advocates, capitalist countries, and
multinational firms, all of which benefit from the process.
C) policies of globalization increase the differences between rich and poor in the world.
D) globalization will lead to the use of nuclear weapons.
E) globalization is dangerously unstable.
Answer: D
Diff: 4
Topic/section: 1.1.5 Controversy about Globalization
Bloom's Taxonomy: Synthesis
GeoStandard1: 13. How the forces of cooperation and conflict among people influence the
division and control of earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.2: Identify the controversial aspects of globalization
10) What is the middle position on globalization, according to your text's authors?
A) Globalization will eventually fail.
B) Globalization is avoidable with cooperative effort.
C) Globalization will bring more good than bad.
D) Globalization is probably unavoidable, but it can be managed.
Answer: D
Diff: 4
Topic/section: 1.1.5 Controversy about Globalization
Bloom's Taxonomy: Analysis
GeoStandard1: 11. The patterns and networks of economic interdependence on earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.2: Identify the controversial aspects of globalization
11) At the most basic level, geography can be broken into two complementary pursuits. These
are:
A) physical and human geography.
B) social and political geography.
C) economic and environmental geography.
D) map making and GIS.
E) describing places and finding their causes.
Answer: A
Diff: 2
Topic/section: 1.2 Geography Matters: Environments, Regions, Landscapes
Bloom's Taxonomy: Knowledge
GeoStandard1: 3. How to analyze the spatial organization of people, places, and environments
on earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.5 Summarize the major tools used by geographers to study Earth's
surface
4
12) This is the study of how places interact with one another.
A) areal differentiation
B) areal integration
C) areal concentration
D) core-periphery geography
E) spatial analysis
Answer: B
Diff: 3
Topic/section: 1.2.1 Areal Differentiation and Integration
Bloom's Taxonomy: Comprehension
GeoStandard1: 6. How culture & experience influence peoples' perceptions of places & regions
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.5 Summarize the major tools used by geographers to study Earth's
surface
5
14) Most of the current and future world population growth is occurring in which part of the
world?
A) North and South America
B) European Union countries of Eastern and Western Europe
C) Australia and Oceania
D) developing countries of Africa, Asia, and South America
E) Islamic countries of Southwest and Southeast Asia
Answer: D
Diff: 3
Topic/section: 1.5 Population and Settlement: People on the Land
Bloom's Taxonomy: Comprehension
GeoStandard1: 9. The characteristics, distribution, and migration of human populations on
earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.7 Explain the metrics used to document changes in global population
and settlement patterns.
15) In which of the following cases will the total fertility rate (TFR) be highest?
A) when women marry early and have one or two children
B) when women marry in their late 30s, and then have children
C) when women marry in their late 20s, then have several children
D) when women marry early, have children, then die in their late 20s
E) when women marry early and have many children over a long span of years
Answer: E
Diff: 4
Topic/section: 1.5 Population and Settlement: People on the Land
Bloom's Taxonomy: Synthesis
GeoStandard1: 9. The characteristics, distribution, and migration of human populations on
earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.7 Explain the metrics used to document changes in global population
and settlement patterns.
6
16) The world's population is projected to increase by how many people by the year 2025?
A) 2 billion
B) 1 billion
C) 500 million
D) 250 million
E) 125 million
Answer: C
Diff: 5
Topic/section: 1.5 Population and Settlement: People on the Land
Bloom's Taxonomy: Analysis
GeoStandard1: 9. The characteristics, distribution, and migration of human populations on
earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.6 Explain the concepts used to document changes in global population
and settlement patterns.
17) What is the current total fertility rate (TFR) for the world as a whole?
A) 1.8 children
B) 2.1 children
C) 2.4 children
D) 3.1 children
E) 3.8 children
Answer: C
Diff: 2
Topic/section: 1.5.1 Population Growth and Change
Bloom's Taxonomy: Comprehension
GeoStandard1: 9. The characteristics, distribution, and migration of human populations on
earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.6 Explain the concepts used to document changes in global population
and settlement patterns.
7
18) In which world region is life expectancy about the same today as it was in 1975?
A) North America
B) Europe
C) Australia
D) Sub-saharan Africa
E) East Asia
Answer: D
Diff: 2
Topic/section: 1.5.1 Population Growth and Change
Bloom's Taxonomy: Comprehension
GeoStandard1: 9. The characteristics, distribution, and migration of human populations on
earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.6 Explain the concepts used to document changes in global population
and settlement patterns.
19) Which of the following provides the annual growth rate for a country or region as a
percentage?
A) population growth
B) rate of natural increase
C) crude birth rate
D) population transition
E) total fertility rate
Answer: B
Diff: 3
Topic/section: 1.5.1 Population Growth and Change
Bloom's Taxonomy: Analysis
GeoStandard1: 9. The characteristics, distribution, and migration of human populations on
earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.8 Describe the themes and concepts used to study the interaction
between globalization and the world's cultural geographies
8
20) Which of the following measurements of human population is very similar to the average
number of children per family?
A) rate of natural increase
B) crude birthrate
C) refined birthrate
D) total fertility rate
E) birthrate per capita
Answer: D
Diff: 3
Topic/section: 1.5.1 Population Growth and Change
Bloom's Taxonomy: Application
GeoStandard1: 9. The characteristics, distribution, and migration of human populations on
earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.7 Explain the metrics used to document changes in global population
and settlement patterns.
21) What does a total fertility rate (TFR) that is less than 2.1 indicate?
A) that a population is not growing naturally
B) that a population is growing slowly
C) that a population is growing quickly
D) that a population has reached its peak
E) A TFR that is less than 2.1 has no particular significance.
Answer: A
Diff: 3
Topic/section: 1.5.1 Population Growth and Change
Bloom's Taxonomy: Application
GeoStandard1: 9. The characteristics, distribution, and migration of human populations on
earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.6 Explain the concepts used to document changes in global population
and settlement patterns.
9
22) In which stage of the Demographic Transition are birthrate and death rate both high?
A) stage 1
B) stage 2
C) stage 3
D) stage 4
E) all of the answer choices are correct
Answer: A
Diff: 3
Topic/section: 1.5.1 Population Growth and Change
Bloom's Taxonomy: Comprehension
GeoStandard1: 9. The characteristics, distribution, and migration of human populations on
earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.7 Explain the metrics used to document changes in global population
and settlement patterns.
23) In which stage of the Demographic Transition are birthrate and death rate both low?
A) stage 1
B) stage 2
C) stage 3
D) stage 4
E) stages 1 and 4
Answer: D
Diff: 3
Topic/section: 1.5.1 Population Growth and Change
Bloom's Taxonomy: Knowledge
GeoStandard1: 9. The characteristics, distribution, and migration of human populations on
earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.6 Explain the concepts used to document changes in global population
and settlement patterns.
10
24) In which stages of the Demographic Transition is the rate of natural increase (RNI) low?
A) stage 1 and stage 3
B) stage 1 and stage 4
C) stage 2 and stage 3
D) stage 2 and stage 4
E) stage 3 and stage 4
Answer: B
Diff: 3
Topic/section: 1.5.1 Population Growth and Change
Bloom's Taxonomy: Application
GeoStandard1: 9. The characteristics, distribution, and migration of human populations on
earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.6 Explain the concepts used to document changes in global population
and settlement patterns.
25) What stage of the Demographic Transition produces a rapid rise in the rate of natural
increase?
A) stage 1
B) stage 2
C) stage 3
D) stage 4
E) stage 5
Answer: B
Diff: 3
Topic/section: 1.5.1 Population Growth and Change
Bloom's Taxonomy: Application
GeoStandard1: 9. The characteristics, distribution, and migration of human populations on
earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.7 Explain the metrics used to document changes in global population
and settlement patterns.
11
26) Which of the following is NOT shown in a population pyramid?
A) a general, graphic indication of the growth rate
B) males in the population
C) females in the population
D) age distribution of the population
E) birth and death rates
Answer: E
Diff: 4
Topic/section: 1.5.1 Population Growth and Change
Bloom's Taxonomy: Comprehension
GeoStandard1: 9. The characteristics, distribution, and migration of human populations on
earth's surface
Gl. Sc. Lea. Out: 1. Demonstrate an understanding of the principles of scientific inquiry
Learn. Outcomes: L.O 1.7 Explain the metrics used to document changes in global population
and settlement patterns.
12
28) Today, about how many people in the world live outside the country of their birth?
A) 190,000
B) 1 million
C) 19 million
D) 190 million
E) 1 billion
Answer: D
Diff: 3
Topic/section: 1.5.2 Global Migration
Bloom's Taxonomy: Comprehension
GeoStandard1: 9. The characteristics, distribution, and migration of human populations on
earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.7 Explain the metrics used to document changes in global population
and settlement patterns.
13
30) What does a negative net migration rate in a country tell us?
A) that more people are moving to the country than leaving it
B) that the number of people leaving the country is equal to the number moving there
C) that more people are dying in the country than are being born
D) that more people are leaving the country than moving to it
E) A negative net migration rate does not tell us anything.
Answer: D
Diff: 3
Topic/section: 1.5.2 Global Migration
Bloom's Taxonomy: Comprehension
GeoStandard1: 9. The characteristics, distribution, and migration of human populations on
earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.7 Explain the metrics used to document changes in global population
and settlement patterns.
31) What measure of migration tells whether more people are entering or leaving a country?
A) rate of in-migration
B) rate of out-migration
C) emigration rate
D) immigration rate
E) net migration rate
Answer: E
Diff: 4
Topic/section: 1.5.2 Global Migration
Bloom's Taxonomy: Comprehension
GeoStandard1: 9. The characteristics, distribution, and migration of human populations on
earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.7 Explain the metrics used to document changes in global population
and settlement patterns.
14
32) What is the average rate of urbanization for developing countries?
A) about 15%
B) approximately 20%
C) between 30% and 40%
D) a little less than 50%
E) more than 60%
Answer: D
Diff: 2
Topic/section: 1.5.3 Settlement Geography
Bloom's Taxonomy: Comprehension
GeoStandard1: 9. The characteristics, distribution, and migration of human populations on
earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.6 Explain the concepts used to document changes in global population
and settlement patterns.
15
35) What is cultural syncretism?
A) the blending of popular culture with local cultural traditions
B) the adoption of popular culture by a local ethnic group
C) the replacement of local cultural traditions with popular culture
D) the rejection of popular culture by a local ethnic group
E) the elimination of local cultures caused by the spread of popular culture
Answer: A
Diff: 3
Topic/section: 1.6.1 Culture in a Globalizing World
Bloom's Taxonomy: Comprehension
GeoStandard1: 10. The characteristics, distribution, and complexity of earth's cultural mosaics
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.8 Describe the themes and concepts used to study the interaction
between globalization and the world's cultural geographies
16
37) What country is well known for its official prohibition against unwanted cultural traits,
especially in its language?
A) France
B) United States
C) Australia
D) India
E) Japan
Answer: A
Diff: 3
Topic/section: 1.6.1 Culture in a Globalizing World
Bloom's Taxonomy: Knowledge
GeoStandard1: 10. The characteristics, distribution, and complexity of earth's cultural mosaics
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.8 Describe the themes and concepts used to study the interaction
between globalization and the world's cultural geographies
17
39) Which of the following characteristics often best defines cultural groups?
A) politics
B) religion
C) language
D) commerce
E) customs
Answer: C
Diff: 4
Topic/section: 1.6.2 Gender and Globalization
Bloom's Taxonomy: Comprehension
GeoStandard1: 10. The characteristics, distribution, and complexity of earth's cultural mosaics
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.8 Describe the themes and concepts used to study the interaction
between globalization and the world's cultural geographies
40) What is the distinctive form of a language that is associated with different regions?
A) lingua franca
B) official language
C) language group
D) dialect
E) language family
Answer: D
Diff: 2
Topic/section: 1.6.3 Language and Culture in a Global Context
Bloom's Taxonomy: Comprehension
GeoStandard1: 10. The characteristics, distribution, and complexity of earth's cultural mosaics
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.7 Explain the metrics used to document changes in global population
and settlement patterns.
18
42) In what world region is Swahili a lingua franca?
A) Eastern Africa
B) North Africa
C) South Asia
D) Southeast Asia
E) Latin America
Answer: A
Diff: 3
Topic/section: 1.6.3 Language and Culture in a Global Context
Bloom's Taxonomy: Comprehension
GeoStandard1: 10. The characteristics, distribution, and complexity of earth's cultural mosaics
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.8 Describe the themes and concepts used to study the interaction
between globalization and the world's cultural geographies
19
44) What is a universalizing religion?
A) a religion that attempts to appeal to all peoples regardless of location or culture
B) a metaphysical religion that seeks inner peace through contact with extraterrestrial beings
C) a religion that seeks to identify the common elements of all religions of the world in order to
bring worldwide religious unity
D) a global movement to promote interfaith cooperation, similar to the United Nations
E) Hinduism
Answer: A
Diff: 3
Topic/section: 1.6.4 The Geography of World Religions
Bloom's Taxonomy: Comprehension
GeoStandard1: 10. The characteristics, distribution, and complexity of earth's cultural mosaics
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.6 Explain the concepts used to document changes in global population
and settlement patterns.
20
47) Which of the following religions are most closely related to Judaism?
A) Christianity and Islam
B) Hinduism and Sikhism
C) Shinto and Buddhism
D) Animism and Zoroastrianism
E) Taoism and Confucianism
Answer: A
Diff: 3
Topic/section: 1.6.4 The Geography of World Religions
Bloom's Taxonomy: Comprehension
GeoStandard1: 10. The characteristics, distribution, and complexity of earth's cultural mosaics
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.6 Explain the concepts used to document changes in global population
and settlement patterns.
48) Which of the following focuses on the interaction between power, territory, and space at
different scales?
A) political science
B) geopolitics
C) comparative politics
D) international relations
E) geomorphology
Answer: B
Diff: 2
Topic/section: 1.7 Geopolitical Framework: Unity and Fragmentation
Bloom's Taxonomy: Knowledge
GeoStandard1: 13. How the forces of cooperation and conflict among people influence the
division and control of earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.9 Explain how different aspects of globalization have interacted with
global geopolitics form the colonial period to the present day
21
49) What is colonialism?
A) the temporary occupation of another country
B) the formal establishment of rule over a foreign population
C) the establishment of trade relations with another country
D) the introduction of popular consumer culture in a traditional society
E) all of the above
Answer: B
Diff: 3
Topic/section: 1.7.2 Colonialism, Decolonialization and Neocolonialism
Bloom's Taxonomy: Application
GeoStandard1: 13. How the forces of cooperation and conflict among people influence the
division and control of earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.9 Explain how different aspects of globalization have interacted with
global geopolitics form the colonial period to the present day
50) What is the process of a colony's gaining (or regaining) control over its territory and
establishing a separate, independent government?
A) revolution
B) imperialism
C) colonization
D) decolonialization
E) autonomy
Answer: D
Diff: 3
Topic/section: 1.7.2 Colonialism, Decolonialization and Neocolonialism
Bloom's Taxonomy: Comprehension
GeoStandard1: 13. How the forces of cooperation and conflict among people influence the
division and control of earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.9 Explain how different aspects of globalization have interacted with
global geopolitics form the colonial period to the present day
22
51) Which of the following groups of people is considered a nation without a state?
A) Turks
B) Kazakhs
C) Azeris
D) Kurds
E) Estonians
Answer: D
Diff: 2
Topic/section: 1.7.3 Global Conflict
Bloom's Taxonomy: Comprehension
GeoStandard1: 13. How the forces of cooperation and conflict among people influence the
division and control of earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.9 Explain how different aspects of globalization have interacted with
global geopolitics form the colonial period to the present day
23
53) What does MDC stand for?
A) major democratic countries
B) minor democratic countries
C) more democratic country
D) more developed country
E) member of the democratic commonwealth
Answer: D
Diff: 1
Topic/section: 1.8.1 More and Less Developed Countries
Bloom's Taxonomy: Knowledge
GeoStandard1: 11. The patterns and networks of economic interdependence on earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.10a: Identify the concepts and data important to documenting changes
in the economic development of more developed countries
54) According to the core-periphery model, which of the following countries is part of the core?
A) Japan
B) India
C) China
D) Brazil
E) Indonesia
Answer: A
Diff: 3
Topic/section: 1.8.1 More and Less Developed Countries
Bloom's Taxonomy: Analysis
GeoStandard1: 13. How the forces of cooperation and conflict among people influence the
division and control of earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.8 Describe the themes and concepts used to study the interaction
between globalization and the world's cultural geographies
24
55) According to the core-periphery model, which of the following countries is part of the
periphery?
A) United States
B) Canada
C) Japan
D) United Kingdom
E) India
Answer: E
Diff: 5
Topic/section: 1.8.1 More and Less Developed Countries
Bloom's Taxonomy: Analysis
GeoStandard1: 13. How the forces of cooperation and conflict among people influence the
division and control of earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.8 Describe the themes and concepts used to study the interaction
between globalization and the world's cultural geographies
25
57) If the less developed world is called "The Third World," then what are "The First World" and
"The Second World"?
A) The wealthiest countries are the First World; the middle-income countries are the Second
World.
B) Capitalist, democratic countries are the First World; communist countries are the Second
World.
C) Countries of the Americas are the First World; countries of Eurasia are the Second World.
D) The world leaders in technology comprise the First World; the world leaders in natural
resources comprise the Second World.
E) There are no First and Second Worlds; the "Third World" designation is merely an indication
of how poor these less developed countries are.
Answer: B
Diff: 5
Topic/section: 1.8.1 More and Less Developed Countries
Bloom's Taxonomy: Analysis
GeoStandard1: 13. How the forces of cooperation and conflict among people influence the
division and control of earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.11 Identify the concepts and data important to documenting changes in
the economic development of less developed countries
58) How does Purchasing Power Parity (PPP) adjust Gross National Income per capita?
A) PPP takes into account the age and productivity of the local populations.
B) PPP takes into account the rise and fall of the Dow Jones Industrial Average.
C) PPP takes into account the 2008-2009 economic decline.
D) PPP takes into account the strength or weakness of local currencies.
E) It is a composite indicator that takes into account all of the above features.
Answer: D
Diff: 2
Topic/section: 1.8.2 Indicators of Economic Development
Bloom's Taxonomy: Comprehension
GeoStandard1: 11. The patterns and networks of economic interdependence on earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.12 Identify the concepts and data important to documenting changes in
the social development of less developed countries
26
59) What does Gross National Income (GNI) measure?
A) the value of all final goods and services produced in a country
B) the value of all final goods and services produced in a country plus the net income from
abroad
C) the value of all final goods and services produced in a country plus the net income from
abroad, taking into account nonmarket economic activity
D) the value of all final goods and services produced in a country, including all nonmarket
economic activities
E) the value of a country's stock market
Answer: B
Diff: 3
Topic/section: 1.8.2 Indicators of Economic Development
Bloom's Taxonomy: Comprehension
GeoStandard1: 11. The patterns and networks of economic interdependence on earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.12 Identify the concepts and data important to documenting changes in
the social development of less developed countries
60) What is the primary value of using GNI per capita, rather than GNI?
A) GNI per capita is readily available on the Internet.
B) It permits a valid comparison of the GNI of countries regardless of the difference in
population size.
C) GNI per capita includes the value of the informal sector of a country.
D) GNI per capita takes into account the value of each country's stock exchange.
E) all of the above
Answer: B
Diff: 3
Topic/section: 1.8.2 Indicators of Economic Development
Bloom's Taxonomy: Comprehension
GeoStandard1: 11. The patterns and networks of economic interdependence on earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.12 Identify the concepts and data important to documenting changes in
the social development of less developed countries
27
61) What does the Economic Growth Rate measure?
A) the annual rate of expansion for Purchasing Power Parity (PPP)
B) average annual rate of growth in Gross Domestic Product (GDP)
C) the annual rate of expansion for the New York Stock Exchange
D) the annual rate of expansion for Gross National Income (GNI)
E) It is a composite indicator that measures all of the above.
Answer: B
Diff: 3
Topic/section: 1.8.2 Indicators of Economic Development
Bloom's Taxonomy: Comprehension
GeoStandard1: 11. The patterns and networks of economic interdependence on earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.12 Identify the concepts and data important to documenting changes in
the social development of less developed countries
28
63) What does Gross Domestic Product measure?
A) the value of all final goods and services produced in a country
B) the value of all final goods and services produced in a country plus the net income from
abroad
C) the value of all final goods and services produced in a country plus the net income from
abroad, taking into account nonmarket economic activity
D) the value of all final goods and services produced in a country, including all nonmarket
economic activities
E) the value of a country's stock market
Answer: A
Diff: 5
Topic/section: 1.8.2 Indicators of Economic Development
Bloom's Taxonomy: Comprehension
GeoStandard1: 11. The patterns and networks of economic interdependence on earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.11 Identify the concepts and data important to documenting changes in
the economic development of less developed countries
29
65) Which of the following is NOT likely to be reflected in the "under age 5 mortality
indicator?"
A) heart disease
B) food availability
C) basic health services
D) public sanitation
E) accidents
Answer: A
Diff: 3
Topic/section: 1.8.3 Indicators of Social Development
Bloom's Taxonomy: Comprehension
GeoStandard1: 11. The patterns and networks of economic interdependence on earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.12 Identify the concepts and data important to documenting changes in
the social development of less developed countries
30
2) According to your text's authors, globalization is the most fundamental reorganization of the
planet's social and economic structures since the Renaissance.
Answer: FALSE
Diff: 2
Topic/section: 1.1 Converging Currents of Globalization
Bloom's Taxonomy: Comprehension
GeoStandard1: 3. How to analyze the spatial organization of people, places, and environments
on earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.1: Identify the different components of globalization
3) Most scholars agree that the economic reorganization of the world is the most significant
component of globalization.
Answer: TRUE
Diff: 2
Topic/section: 1.1 Converging Currents of Globalization
Bloom's Taxonomy: Knowledge
GeoStandard1: 3. How to analyze the spatial organization of people, places, and environments
on earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.3: List several ways in which globalization is changing world
geographies
4) The World Trade Organization helps to make possible the flow of goods and capital across
international boundaries.
Answer: TRUE
Diff: 3
Topic/section: 1.1.5 Controversy about Globalization
Bloom's Taxonomy: Comprehension
GeoStandard1: 13. How the forces of cooperation and conflict among people influence the
division and control of earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.2: Identify the controversial aspects of globalization
31
5) Map projections are techniques used by cartographers to limit distortions in the process of
mapping the globe onto a piece of paper.
Answer: TRUE
Diff: 4
Topic/section: 1.3.2 Map Projection
Bloom's Taxonomy: Knowledge
GeoStandard1: 1. How to use maps and other geographic representations, geospatial
technologies, and spatial thinking to understand and communicate information
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.5 Summarize the major tools used by geographers to study Earth's
surface
6) A map scale is the mathematical ratio between the map and the surface area being mapped.
Answer: TRUE
Diff: 2
Topic/section: 1.3.3 Map Scale
Bloom's Taxonomy: Knowledge
GeoStandard1: 9. The characteristics, distribution, and migration of human populations on
earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.5 Summarize the major tools used by geographers to study Earth's
surface
7) Information about Earth that comes from electromagnetic images taken from aircraft or
satellites is referred to as remote sensing.
Answer: TRUE
Diff: 2
Topic/section: 1.3.5 Aerial Photographs and Remote Sensing
Bloom's Taxonomy: Comprehension
GeoStandard1: 1. How to use maps and other geographic representations, geospatial
technologies, and spatial thinking to understand and communicate information
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.5 Summarize the major tools used by geographers to study Earth's
surface
32
8) GIS stands for Geologic Information Satellites.
Answer: FALSE
Diff: 2
Topic/section: 1.3.6 Geographic Information System
Bloom's Taxonomy: Knowledge
GeoStandard1: 9. The characteristics, distribution, and migration of human populations on
earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.5 Summarize the major tools used by geographers to study Earth's
surface
9) In terms of total numbers, the greatest migration occurred 100 years ago.
Answer: FALSE
Diff: 2
Topic/section: 1.5 Population and Settlement: People on the Land
Bloom's Taxonomy: Comprehension
GeoStandard1: 9. The characteristics, distribution, and migration of human populations on
earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.8 Describe the themes and concepts used to study the interaction
between globalization and the world's cultural geographies
11) Total fertility rate (TFR) is high when women marry early and have many children over a
long span of years.
Answer: TRUE
Diff: 2
Topic/section: 1.5.1 Population Growth and Change
Bloom's Taxonomy: Comprehension
GeoStandard1: 9. The characteristics, distribution, and migration of human populations on
earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.6 Explain the concepts used to document changes in global population
and settlement patterns.
33
12) Japan has a high total fertility rate.
Answer: FALSE
Diff: 2
Topic/section: 1.5.1 Population Growth and Change
Bloom's Taxonomy: Comprehension
GeoStandard1: 9. The characteristics, distribution, and migration of human populations on
earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.6 Explain the concepts used to document changes in global population
and settlement patterns.
13) The rate of natural increase (RNI) depicts the annual population growth rate for a country as
a percentage increase.
Answer: TRUE
Diff: 3
Topic/section: 1.5.1 Population Growth and Change
Bloom's Taxonomy: Comprehension
GeoStandard1: 12. The processes, patterns, and functions of human settlement
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.7 Explain the metrics used to document changes in global population
and settlement patterns.
14) The percentage of a population under age 15 is a poor indicator of the momentum (or lack
thereof) for continued population growth.
Answer: FALSE
Diff: 3
Topic/section: 1.5.1 Population Growth and Change
Bloom's Taxonomy: Application
GeoStandard1: 9. The characteristics, distribution, and migration of human populations on
earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.7 Explain the metrics used to document changes in global population
and settlement patterns.
34
15) Total fertility rate (TFR) can be thought of as the average number of children per family.
Answer: TRUE
Diff: 3
Topic/section: 1.5.1 Population Growth and Change
Bloom's Taxonomy: Comprehension
GeoStandard1: 9. The characteristics, distribution, and migration of human populations on
earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.6 Explain the concepts used to document changes in global population
and settlement patterns.
16) A population pyramid with a wide base and a narrow peak is characteristic of a slow growth
rate.
Answer: FALSE
Diff: 4
Topic/section: 1.5.1 Population Growth and Change
Bloom's Taxonomy: Comprehension
GeoStandard1: 9. The characteristics, distribution, and migration of human populations on
earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.6 Explain the concepts used to document changes in global population
and settlement patterns.
17) A country that has a high life expectancy is also likely to have a high child mortality rate.
Answer: FALSE
Diff: 4
Topic/section: 1.5.1 Population Growth and Change
Bloom's Taxonomy: Application
GeoStandard1: 9. The characteristics, distribution, and migration of human populations on
earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.7 Explain the metrics used to document changes in global population
and settlement patterns.
35
18) The crude birthrate is the average number of children born to women of a hypothetical, yet
statistically valid, population.
Answer: FALSE
Diff: 5
Topic/section: 1.5.1 Population Growth and Change
Bloom's Taxonomy: Comprehension
GeoStandard1: 9. The characteristics, distribution, and migration of human populations on
earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.7 Explain the metrics used to document changes in global population
and settlement patterns.
19) Stage 2 of the Demographic Transition produces a rapid decrease in the rate of natural
increase.
Answer: FALSE
Diff: 5
Topic/section: 1.5.1 Population Growth and Change
Bloom's Taxonomy: Comprehension
GeoStandard1: 9. The characteristics, distribution, and migration of human populations on
earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.7 Explain the metrics used to document changes in global population
and settlement patterns.
36
21) Net migration rate, a statistic that indicates whether more people are entering or leaving a
country.
Answer: TRUE
Diff: 2
Topic/section: 1.5.2 Global Migration
Bloom's Taxonomy: Comprehension
GeoStandard1: 9. The characteristics, distribution, and migration of human populations on
earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.7 Explain the metrics used to document changes in global population
and settlement patterns.
37
25) Architecture is an example of a material dimension of culture.
Answer: TRUE
Diff: 2
Topic/section: 1.6.1 Culture in a Globalizing World
Bloom's Taxonomy: Comprehension
GeoStandard1: 10. The characteristics, distribution, and complexity of earth's cultural mosaics
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.6 Explain the concepts used to document changes in global population
and settlement patterns.
26) The active promotion of one cultural system at the expense of another is cultural nationalism.
Answer: FALSE
Diff: 2
Topic/section: 1.6.1 Culture in a Globalizing World
Bloom's Taxonomy: Comprehension
GeoStandard1: 10. The characteristics, distribution, and complexity of earth's cultural mosaics
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.7 Explain the metrics used to document changes in global population
and settlement patterns.
27) The blending of popular culture with local cultural traditions is cultural nationalism.
Answer: FALSE
Diff: 3
Topic/section: 1.6.1 Culture in a Globalizing World
Bloom's Taxonomy: Comprehension
GeoStandard1: 10. The characteristics, distribution, and complexity of earth's cultural mosaics
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.1: Identify the different components of globalization
28) The distinctive form of a language that is associated with different regions is called a dialect.
Answer: TRUE
Diff: 3
Topic/section: 1.6.3 Language and Culture in a Global Context
Bloom's Taxonomy: Comprehension
GeoStandard1: 10. The characteristics, distribution, and complexity of earth's cultural mosaics
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.6 Explain the concepts used to document changes in global population
and settlement patterns.
38
29) An agreed-upon common language to facilitate communication on specific topics, such as
business is called a language family.
Answer: FALSE
Diff: 3
Topic/section: 1.6.3 Language and Culture in a Global Context
Bloom's Taxonomy: Comprehension
GeoStandard1: 10. The characteristics, distribution, and complexity of earth's cultural mosaics
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.6 Explain the concepts used to document changes in global population
and settlement patterns.
39
33) Geopolitics focuses on the interaction between power, territory, and space at different scales.
Answer: TRUE
Diff: 2
Topic/section: 1.7 Geopolitical Framework: Unity and Fragmentation
Bloom's Taxonomy: Comprehension
GeoStandard1: 13. How the forces of cooperation and conflict among people influence the
division and control of earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.9 Explain how different aspects of globalization have interacted with
global geopolitics form the colonial period to the present day
34) A nation-state is a relatively diverse cultural group with its own fully independent political
territory.
Answer: FALSE
Diff: 2
Topic/section: 1.7.1 The Nation-State Revisited
Bloom's Taxonomy: Comprehension
GeoStandard1: 13. How the forces of cooperation and conflict among people influence the
division and control of earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.9 Explain how different aspects of globalization have interacted with
global geopolitics form the colonial period to the present day
40
37) Decolonization refers to the process of a colony's gaining (or regaining) control over its
territory and establishing a separate, independent government.
Answer: TRUE
Diff: 3
Topic/section: 1.7.2 Colonialism, Decolonialization and Neocolonialism
Bloom's Taxonomy: Comprehension
GeoStandard1: 13. How the forces of cooperation and conflict among people influence the
division and control of earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.9 Explain how different aspects of globalization have interacted with
global geopolitics form the colonial period to the present day
38) According to the core-periphery model, the United States is part of the periphery.
Answer: FALSE
Diff: 2
Topic/section: 1.8.1 More and Less Developed Countries
Bloom's Taxonomy: Comprehension
GeoStandard1: 11. The patterns and networks of economic interdependence on earth's surface
Gl. Sc. Lea. Out: 2. Demonstrate the ability to think critically and employ critical thinking skills
Learn. Outcomes: L.O 1.10a: Identify the concepts and data important to documenting changes
in the economic development of more developed countries
41
1.3 Essay Questions
2) Compare and contrast the arguments for and against globalization. In your opinion, is
globalization good for the world? Is it good for your region? Why, or why not?
Diff: 5
Topic/section: 1.1 Converging Currents of Globalization
Bloom's Taxonomy: Synthesis
GeoStandard1: 11. The patterns and networks of economic interdependence on earth's surface
Gl. Sc. Lea. Out: 8. Communicate effectively in writing.
Learn. Outcomes: L.O 1.3: List several ways in which globalization is changing world
geographies
3) Write an essay in which you discuss the various aspects that geographers examine in urban
settlements.
Diff: 5
Topic/section: 1.2.3 The Cultural Landscape: Space into Place
Bloom's Taxonomy: Synthesis
GeoStandard1: 12. The processes, patterns, and functions of human settlement
Gl. Sc. Lea. Out: 8. Communicate effectively in writing.
Learn. Outcomes: L.O 1.8 Describe the themes and concepts used to study the interaction
between globalization and the world's cultural geographies
4) Describe the statistics and measurements used in the text to examine and compare
populations.
Diff: 5
Topic/section: 1.5.1 Population Growth and Change
Bloom's Taxonomy: Synthesis
GeoStandard1: 9. The characteristics, distribution, and migration of human populations on
earth's surface
Gl. Sc. Lea. Out: 8. Communicate effectively in writing.
Learn. Outcomes: L.O 1.7 Explain the metrics used to document changes in global population
and settlement patterns.
42
5) Briefly explain the following terms:
Natural Population Increase
Crude Birth Rate
Crude Death Rate
Total Fertility Rate
Diff: 5
Topic/section: 1.5.1 Population Growth and Change
Bloom's Taxonomy: Synthesis
GeoStandard1: 9. The characteristics, distribution, and migration of human populations on
earth's surface
Gl. Sc. Lea. Out: 8. Communicate effectively in writing.
Learn. Outcomes: L.O 1.7 Explain the metrics used to document changes in global population
and settlement patterns.
7) Explain the push and pull factors that influence migration. How does that affect net migration?
Diff: 5
Topic/section: 1.5.2 Global Migration
Bloom's Taxonomy: Synthesis
GeoStandard1: 9. The characteristics, distribution, and migration of human populations on
earth's surface
Gl. Sc. Lea. Out: 8. Communicate effectively in writing.
Learn. Outcomes: L.O 1.7 Explain the metrics used to document changes in global population
and settlement patterns.
8) What is cultural imperialism? How prevalent has it been, and with what impacts? Is it more
prevalent now than 100 years ago?
Diff: 5
Topic/section: 1.6 Cultural Cohesion and Diversity: The Geography of Change and Tradition
Bloom's Taxonomy: Synthesis
GeoStandard1: 10. The characteristics, distribution, and complexity of earth's cultural mosaics
Gl. Sc. Lea. Out: 8. Communicate effectively in writing.
Learn. Outcomes: L.O 1.9 Explain how different aspects of globalization have interacted with
global geopolitics form the colonial period to the present day
43
9) Culture is an important aspect of the human experience. Define the term and then discuss and
analyze the four categories of culture presented in the text, along with an examination of the
phenomenon of cultural imperialism.
Diff: 5
Topic/section: 1.6 Cultural Cohesion and Diversity: The Geography of Change and Tradition
Bloom's Taxonomy: Synthesis
GeoStandard1: 10. The characteristics, distribution, and complexity of earth's cultural mosaics
Gl. Sc. Lea. Out: 8. Communicate effectively in writing.
Learn. Outcomes: L.O 1.9 Explain how different aspects of globalization have interacted with
global geopolitics form the colonial period to the present day
12) Discuss how global terrorism has forced geographers to redefine and expand our
conceptualization of globalization and geopolitics.
Diff: 5
Topic/section: 1.7.3 Global Conflict
Bloom's Taxonomy: Synthesis
GeoStandard1: 13. How the forces of cooperation and conflict among people influence the
division and control of earth's surface
Gl. Sc. Lea. Out: 8. Communicate effectively in writing.
Learn. Outcomes: L.O 1.9 Explain how different aspects of globalization have interacted with
global geopolitics form the colonial period to the present day
44
13) What is GNP and what are its shortcomings as an indicator of economic development and
social well-being?
Diff: 5
Topic/section: 1.8.2 Indicators of Economic Development
Bloom's Taxonomy: Synthesis
GeoStandard1: 11. The patterns and networks of economic interdependence on earth's surface
Gl. Sc. Lea. Out: 8. Communicate effectively in writing.
Learn. Outcomes: L.O 1.11 Identify the concepts and data important to documenting changes in
the economic development of less developed countries
45
Another random document with
no related content on Scribd:
Palacios with the junta had retired to Alcira, and in concert with the
friars of his faction had issued a manifesto, intended to raise a
popular commotion to favour his own restoration to the command,
but Blake was now become popular; the Valencians elated by the
successful resistance of Saguntum, called for a battle, and the
Spanish general urged partly by his courage, the only military
qualification he possessed, partly that he found his operations on the
French rear had not disturbed the siege, acceded to their desire.
Mahy and Bassecour’s divisions had arrived at Valencia, Obispo was
called in to Betera, eight thousand irregulars were thrown upon the
French communications, and the whole Spanish army amounting to
about twenty-two thousand infantry, two thousand good cavalry, and
thirty-six guns made ready for battle.
Previous to this, Suchet, although expecting such an event, had
detached several parties to scour the road of Tortoza, and had
directed Palombini’s division to attack Obispo and relieve Teruel.
Obispo skirmished at Xerica on the 21st, and then rapidly marched
upon Liria with a view to assist in the approaching battle; but Blake,
who might have attacked while Palombini was absent, took little
heed of the opportunity, and Suchet, now aware of his adversary’s
object, instantly recalled the Italians who arrived the very morning of
the action.
The ground between Murviedro and Valencia was a low flat,
interspersed here and there with rugged isolated hills; it was also
intersected by ravines, torrents, and water-cuts, and thickly studded
with olive-trees; but near Saguntum it became straitened by the
mountain and the sea, so as to leave an opening of not more than
three miles, behind which it again spread out. In this narrow part
Suchet resolved to receive the attack, without relinquishing the siege
of Saguntum; and he left a strong detachment in the trenches with
orders to open the fire of a new battery, the moment the Spanish
army appeared.
His left, consisting of Habert’s division, and some squadrons of
dragoons, was refused, to avoid the fire of some vessels of war and
gun-boats which flanked Blake’s march. The centre under Harispe,
was extended to the foot of the mountains, so that he offered an
oblique front, crossing the main road from Valencia to Murviedro.
Palombini’s division and the dragoons, were placed in second line
behind the centre, and behind them the cuirassiers were held in
reserve.
This narrow front was favourable for an action in the plain, but the
right flank of the French, and the troops left to carry on the siege,
were liable to be turned by the pass of Espiritus, through which, the
roads from Betera led to Gilet, directly upon the line of retreat. To
prevent such an attempt Suchet posted Chlopiski with a strong
detachment of infantry and the Italian dragoons in the pass, and
placed the Neapolitan brigade of reserve at Gilet: in this situation,
although his fighting troops did not exceed seventeen thousand men,
and those cooped up between two fortresses, hemmed in by the
mountain on one side, the sea on the other, and with only one
narrow line of retreat, the French general did not hesitate to engage
a very numerous army. He trusted to his superiority in moral
resources, and what would have been madness in other
circumstances, was here a proof of skilful daring.
Vol. 4 Plate 4.
Explanatory Sketch
OF THE SIEGE & BATTLE OF
SAGUNTUM,
1811.
London. Published by T. & W. BOONE.
B AT T L E O F S A G U N T U M .
The fight was commenced by Villa Campa, who was advancing
against the pass of Espiritus, when the Italian dragoons galloping out
overthrew his advanced guard, and put his division into confusion.
Chlopiski seeing this, moved down with the infantry, drove Mahy
from the Germanels, and then detached a regiment to the succour of
the centre, where a brisk battle was going on, to the disadvantage of
Suchet.
That general had not judged his ground well at first, and when the
Spaniards had crossed the Piccador, he too late perceived that an
isolated height in advance of Harispe’s division, could command all
that part of the field. Prompt however to remedy his error, he ordered
the infantry to advance, and galloped forward himself with an escort
of hussars to seize the hill; the enemy was already in possession,
and their guns opened from the summit, but the head of Harispe’s
infantry then attacked, and after a sharp fight, in which general Paris
and several superior officers were wounded, gained the height.
At this time Obispo’s guns were heard on the hills far to the right,
and Zayas passing through Puzzol endeavoured to turn the French
left, and as the day was fine, and the field of battle distinctly seen by
the soldiers in Saguntum, they crowded on the ramparts, regardless
of the besiegers’ fire, and uttering loud cries of Victory! Victory! by
their gestures seemed to encourage their countrymen to press
forward. The critical moment of the battle was evidently approaching.
Suchet ordered Palombini’s Italians, and the dragoons, to support
Harispe, and although wounded himself galloped to the cuirassiers
and brought them into action. Meanwhile the French hussars had
pursued the Spaniards from the height to the Piccador, where
however the latter rallied upon their second line and again advanced;
and it was in vain that the French artillery poured grape-shot into
their ranks, their march was not checked. Loy and Caro’s horsemen
overthrew the French hussars in a moment, and in the same charge
sabred the French gunners and captured their battery. The crisis
would have been fatal, if Harispe’s infantry had not stood firm while
Palombini’s division marching on the left under cover of a small rise
of ground, suddenly opened a fire upon the flank of the Spanish
cavalry, which was still in pursuit of the hussars. These last
immediately turned, and the Spaniards thus placed between two
fires, and thinking the flight of the hussars had been feigned, to draw
them into an ambuscade, hesitated; the next moment a tremendous
charge of the cuirassiers put every thing into confusion. Caro was
wounded and taken, Loy fled with the remainder of the cavalry over
the Piccador, the French guns were recovered, the Spanish artillery
was taken, and Lardizabal’s infantry being quite broken, laid down
their arms, or throwing them away, saved themselves as they could.
Harispe’s division immediately joined Chlopiski’s, and both together
pursued the beaten troops.
This great, and nearly simultaneous success in the centre, and on
the right, having cut the Spanish line in two, Zaya’s position became
exceedingly dangerous. Suchet was on his flank, Habert advancing
against his front, and Blake had no reserve in hand to restore the
battle, for the few troops and guns under Velasco, remained inactive
at El Puig. However such had been the vigour of the action in the
centre, and so inferior were Suchet’s numbers, that it required two
hours to secure his prisoners and to rally Palombini’s division for
another effort. Meanwhile Zayas, whose left flank was covered in
some measure by the water-cuts, fought stoutly, maintained the
village of Puzzol for a long time, and when finally driven out,
although he was charged several times, by some squadrons
attached to Habert’s division, effected his retreat across the
Piccador, and gained El Puig. Suchet had however re-formed his
troops, and Zayas now attacked in front and flank, fled along the
sea-coast to the Grao of Valencia, leaving his artillery and eight
hundred prisoners.
During this time, Chlopiski and Harispe, had pursued Mahy,
Miranda, Villa Campa, and Lardizabal, as far as the torrent of
Caraixet, where many prisoners were made; but the rest being
joined by Obispo, rallied behind the torrent, and the French cavalry
having outstripped their infantry, were unable to prevent the
Spaniards from reaching the line of the Guadalaviar. The victors had
about a thousand killed and wounded, and the Spaniards had not
more, but two generals, five thousand prisoners, and twelve guns
were taken; and Blake’s inability to oppose Suchet in the field, being
made manifest by this battle, the troops engaged were totally
dispirited, and the effect reached even to Saguntum, for the garrison
surrendered that night.
O B S E RVAT I O N S .
1º. In this campaign the main object on both sides was Valencia.
That city could not be invested until Saguntum was taken, and the
Spanish army defeated; hence to protect Saguntum without
endangering his army, was the problem for Blake to solve, and it was
not very difficult. He had at least twenty-five thousand troops,
besides the garrisons of Peniscola, Oropesa, and Segorbe, and he
could either command or influence the movements of nearly twenty
thousand irregulars; his line of operations was direct, and secure,
and he had a fleet to assist him, and several secure harbours. On
the other hand the French general could not bring twenty thousand
men into action, and his line of operation, which was long, and
difficult, was intercepted by the Spanish fortresses. It was for Blake
therefore to choose the nature of his defence: he could fight, or he
could protract the war.
2º. If he had resolved to fight, he should have taken post at
Castellon de la Plana, keeping a corps of observation at Segorbe,
and strong detachments towards Villa Franca, and Cabanes, holding
his army in readiness to fall on the heads of Suchet’s columns, as
they came out of the mountains. But experience had, or should have,
taught Blake, that a battle in the open field between the French and
Spanish troops, whatever might be the apparent advantage, was
uncertain; and this last and best army of the country ought not to
have been risked. He should therefore have resolved upon
protracting the war, and have merely held that position to check the
heads of the French columns, without engaging in a pitched battle.
3º. From Castellon de la Plana and Segorbe, the army might have
been withdrawn, and concentrated at Murviedro, in one march, and
Blake should have prepared an intrenched camp in the hills close to
Saguntum, placing a corps of observation in the plain behind that
fortress. These hills were rugged, very difficult of access, and the
numerous water-cuts and the power of forming inundations in the
place, were so favourable for defence, that it would have been nearly
impossible for the French to have dislodged him; nor could they have
invested Saguntum while he remained in this camp.
4º. In such a strong position, with his retreat secure upon the
Guadalaviar, the Spanish general would have covered the fertile
plains from the French foragers, and would have held their army at
bay while the irregulars operated upon their communication. He
might then have safely detached a division to his left, to assist the
Partidas, or to his right, by sea, to land at Peniscola. His forces
would soon have been increased and the invasion would have been
frustrated.
5º. Instead of following this simple principle of defensive warfare
consecrated since the days of Fabius, Blake abandoned Saguntum,
and from behind the Guadalaviar, sent unconnected detachments on
a half circle round the French army, which being concentrated, and
nearer to each detachment than the latter was to its own base at
Valencia, could and did, as we have seen, defeat them all in detail.
6º. Blake, like all the Spanish generals, indulged vast military
conceptions far beyond his means, and, from want of knowledge,
generally in violation of strategic principles. Thus his project of
cutting the communication with Madrid, invading Aragon, and
connecting Mina’s operations between Zaragoza and the Pyrenees,
with Lacy’s in Catalonia, was gigantic in design, but without any
chance of success. The division of Severoli being added to
Musnier’s, had secured Aragon; and if it had not been so, the
reinforcements then marching through Navarre, to different parts of
Spain, rendered the time chosen for these attempts peculiarly
unfavourable. But the chief objection was, that Blake had lost the
favourable occasion of protracting the war about Saguntum; and the
operations against Valencia, were sure to be brought to a crisis,
before the affair of Aragon could have been sufficiently
embarrassing, to recal the French general. The true way of using the
large guerilla forces, was to bring them down close upon the rear of
Suchet’s army, especially on the side of Teruel, where he had
magazines; which could have been done safely, because these
Partidas had an open retreat, and if followed would have effected
their object, of weakening and distressing the army before Valencia.
This would have been quite a different operation from that which
Blake adopted, when he posted Obispo and O’Donnel at Benaguazil
and Segorbe; because those generals’ lines of operations, springing
from the Guadalaviar, were within the power of the French; and this
error alone proves that Blake was entirely ignorant of the principles
of strategy.
7º. Urged by the cries of the Valencian population, the Spanish
general delivered the battle of the 25th, which was another great
error, and an error exaggerated by the mode of execution. He who
had so much experience, who had now commanded in four or five
pitched battles, was still so ignorant of his art, that with twice as
many men as his adversary, and with the choice of time and place,
he made three simultaneous attacks, on an extended front, without
any connection or support; and he had no reserves to restore the
fight or to cover his retreat. A wide sweep of the net without regard to
the strength or fierceness of his prey, was Blake’s only notion, and
the result was his own destruction.
8º. Suchet’s operations, especially his advance against Saguntum,
leaving Oropesa behind him, were able and rapid. He saw the errors
of his adversary, and made them fatal. To fight in front of Saguntum
was no fault; the French general acted with a just confidence in his
own genius, and the valour of his troops. He gained that fortress by
the battle, but he acknowledged that such were the difficulties of the
siege, the place could only have been taken by a blockade, which
would have required two months.
CHAPTER III.
Saguntum having fallen, Suchet conceived the plan of 1811.
enclosing and capturing the whole of Blake’s force, together Nov.
with the city of Valencia, round which it was encamped; and he was
not deterred from this project by the desultory operations of the
Partidas in Aragon, nor by the state of Catalonia. Blake however,
reverting to his former system, called up to Valencia, all the garrisons
and depôts of Murcia, and directed the conde de Montijo, who had
been expelled by Soult from Grenada, to join Duran. He likewise
ordered Freire to move upon Cuença, with the Murcian army, to
support Montijo, Duran, and the Partida chiefs, who remained near
Aragon after the defeat of the Empecinado. But the innumerable
small bands, or rather armed peasants, immediately about Valencia,
he made no use of, neither harassing the French nor in any manner
accustoming these people to action.
In Aragon his affairs turned out ill. Mazuchelli entirely defeated
Duran in a hard fight, near Almunia, on the 7th of November; on the
23d Campillo was defeated at Añadon, and a Partida having
appeared at Peñarova, near Morella, the people rose against it.
Finally Napoleon, seeing that the contest in Valencia was coming to
a crisis, ordered general Reille to reinforce Suchet not only with
Severoli’s Italians, but with his own French division, in all fifteen
thousand good troops.
Meanwhile in Catalonia Lacy’s activity had greatly diminished. He
had, including the Tercios, above sixteen thousand troops, of which
about twelve thousand were armed, and in conjunction with the junta
he had classed the whole population in reserves; but he was jealous
of the people, who were generally of the church party, and, as he
had before done in the Ronda, deprived them of their arms, although
they had purchased them, in obedience to his own proclamation. He
also discountenanced as much as possible the popular insurrection,
and he was not without plausible reasons for this, although he could
not justify the faithless and oppressive mode of execution.
He complained that the Somatenes always lost their arms and
ammunition, that they were turbulent, expensive, and bad soldiers,
and that his object was to incorporate them by just degrees with the
regular army, where they could be of service; but then he made no
good use of the latter himself, and hence he impeded the irregulars
without helping the regular warfare. His conduct disgusted the
Catalonians. That people had always possessed a certain freedom
and loved it; but they had been treated despotically and unjustly, by
all the different commanders who had been placed at their head,
since the commencement of the war; and now finding, that Lacy was
even worse than his predecessors, their ardour sensibly diminished;
many went over to the French, and this feeling of discouragement
was increased by some unfortunate events.
Henriod governor of Lerida had on the 25th of October surprised
and destroyed, in Balaguer, a swarm of Partidas which had settled
on the plain of Urgel, and the Partizans on the left bank of the Ebro
had been defeated by the escort of one of the convoys. The French
also entrenched a post before the Medas Islands, in November,
which prevented all communication by land, and in the same month
Maurice Mathieu surprised Mattaro. The war had also now fatigued
so many persons, that several towns were ready to receive the
enemy as friends. Villa Nueva de Sitjes and other places were in
constant communication with Barcelona; and the Appendix, No. I.
people of Cadaques openly refused to pay their Section 3.
contributions to Lacy, declaring that they had already paid the
French and meant to side with the strongest. One Guinart, a member
of the junta, was detected corresponding with the enemy; counter
guerillas, or rather free-booting bands, made their appearance near
Berga; privateers of all nations infested the coast, and these pirates
of the ocean, the disgrace of civilized warfare, generally agreed not
to molest each other, but robbed all defenceless flags without
distinction. Then the continued bickerings between Sarsfield, Eroles,
and Milans, and of all three with Lacy, who was, besides, on bad
terms with captain Codrington, greatly affected the patriotic ardour of
the people, and relieved the French armies from the alarm which the
first operations had created.
In Catalonia the generals in chief were never natives, nor identified
in feeling with the natives. Lacy was unfitted for open warfare, and
had recourse to the infamous methods of assassination. Campo
Verde had given some countenance to this horrible system, but Lacy
and his coadjutors have been accused of instigating the murder of
French officers in their quarters, the poisoning of wells, the drugging
of wines and flour, and the firing of powder-magazines, regardless of
the safety even of the Spaniards who might be within reach of the
explosion; and if any man shall doubt the truth of this allegation, let
him read “The History of the Conspiracies against the French Armies
in Catalonia.” That work, printed in 1813 at Barcelona, contains the
official reports of the military police, upon the different attempts,
many successful, to destroy the French troops; and when due
allowance for an enemy’s tale and for the habitual falsifications of
police agents is made, ample proof will remain that Lacy’s warfare
was one of assassination.
The facility which the great size of Barcelona afforded for these
attempts, together with its continual cravings and large garrison,
induced Napoleon to think of dismantling the walls of the city,
preserving only the forts. This simple military precaution has been
noted by some writers as an indication that he even then secretly
despaired of final success in the Peninsula; but the weakness of this
remark will appear evident, if we consider, that he had just
augmented his immense army, that his generals were invading
Valencia, and menacing Gallicia, after having relieved Badajos and
Ciudad Rodrigo; and that he was himself preparing to lead four
hundred thousand men to the most distant extremity of Europe.
However the place was not dismantled, and Maurice Mathieu
contrived both to maintain the city in obedience and to take an
important part in the field operations.
It was under these circumstances that Suchet advanced to the
Guadalaviar, although his losses and the escorts for his numerous
prisoners had diminished his force to eighteen thousand men while
Blake’s army including Freire’s division was above twenty-five
thousand, of which near three thousand were cavalry. He first
summoned the city, to ascertain the public spirit; he was answered in
lofty terms, yet he knew by his secret communications, that the
enthusiasm of the people was not very strong; and on the 3d of
November he seized the Grao, and the suburb of Serranos on the
left of the Guadalaviar. Blake had broken two, out of five, stone
bridges on the river, had occupied some houses and convents which
covered them on the left bank, and protected those bridges, which
remained whole, with regular works. Suchet immediately carried the
convents which covered the broken bridges in the Serranos, and
fortified his position there and at the Grao, and thus blocked the
Spaniards on that side with a small force, while he prepared to pass
the river higher up with the remainder of his army.
The Spanish defences on the right bank consisted of three posts.
1º. The city itself which was surrounded by a circular wall thirty
feet in height, and ten in thickness with a road along the summit, the
platforms of the bastions being supported from within by timber
scaffolding. There was also a wet ditch and a covered way with
earthen works in front of the gates.
2º. An intrenched camp of an irregular form five miles in extent. It
enclosed the city and the three suburbs of Quarte, San Vincente,
and Ruzafa. The slope of this work was so steep as to require
scaling ladders, and there was a ditch in front twelve feet deep.
3º. The lines, which extended along the banks of the river to the
sea at one side, and to the villages of Quarte and Manisses on the
other.
The whole line, including the city and camp, was about eight miles;
the ground was broken with deep and wide canals of irrigation, which
branched off from the river just above the village of Quarte, and the
Spanish cavalry was posted at Aldaya behind the left wing to
observe the open country. Suchet could not venture to force the
passage of the river until Reille had joined him, and therefore
contented himself with sending parties over to skirmish, while he
increased his secret communications in the city, and employed
detachments to scour the country in his rear. In this manner, nearly
two months passed; the French waited for reinforcements, and Blake
hoped that while he thus occupied his enemy a general insurrection
would save Valencia. But in December, Reille, having given over the
charge of Navarre and Aragon to general Caffarelli, marched to
Teruel where Severoli with his Italians had already arrived.
The vicinity of Freire, and Montijo, who now appeared near
Cuença, obliged Reille to halt at Teruel until general D’Armanac with
a detachment of the army of the centre, had driven those Spanish
generals away, but then he advanced to Segorbe, and as Freire did
not rejoin Blake, and as the latter was ignorant of Reille’s arrival,
Suchet resolved to force the passage of the Guadalaviar instantly.
Vol 4. Plate 5.
Explanatory Sketch
OF
The Siege & Battle of
VALENCIA,
1812.
London. Published by T. & W. BOONE.
S I E G E O F VA L E N C I A .
It was impossible for Blake to remain long in the camp; the 1812.
city contained one hundred and fifty thousand souls besides Januar
y.
the troops, and there was no means of provisioning them,
because Suchet’s investment was complete. Sixty heavy guns with
their parcs of ammunition which had reached Saguntum, were
transported across the river Guadalaviar to batter the works; and as
the suburb of San Vincente, and the Olivet offered two projecting
points of the entrenched camp, which possessed but feeble means
of defence, the trenches were opened against them in the night of
the 1st of January.
The fire killed colonel Henri, the chief engineer, but in the night of
the 5th the Spaniards abandoned the camp and took refuge in the
city; the French, perceiving the movement, escaladed the works, and
seized two of the suburbs so suddenly, that they captured eighty
pieces of artillery and established themselves within twenty yards of
the town wall, when their mortar-batteries opened upon the place. In
the evening, Suchet sent a summons to Blake, who replied, that he
would have accepted certain terms the day before, but that the
bombardment had convinced him, that he might now depend upon
both the citizens and the troops.
This answer satisfied Suchet. He was convinced the place would
not make any defence, and he continued to throw shells until the 8th;
after which he made an attack upon the suburb of Quarte, but the
Spaniards still held out and he was defeated. However, the
bombardment killed many persons, and set fire to the houses in
several quarters; and as there were no cellars or caves, as at
Zaragoza, the chief citizens begged Blake to capitulate. While he
was debating with them, a friar bearing a flag, which he called the
Standard of the Faith, came up with a mob, and insisted upon
fighting to the last, and when a picquet of soldiers was sent against
him, he routed it and shot the officer; nevertheless his party was
soon dispersed. Finally, when a convent of Dominicans close to the
walls was taken, and five batteries ready to open, Blake demanded
leave to retire to Alicant with arms, baggage, and four guns.
These terms were refused, but a capitulation guaranteeing
property and oblivion of the past, and providing that the unfortunate
prisoners in the island of Cabrera should be exchanged against an
equal number of Blake’s army, was negotiated and ratified on the
9th. Then Blake complaining bitterly of the people, gave up the city.
Above eighteen thousand regular troops, with eighty stand of
colours, two thousand horses, three hundred and ninety guns, forty
thousand muskets, and enormous stores of powder were taken; and
it is not one of the least remarkable features of this extraordinary
war, that intelligence of the fall of so great a city took a week to reach
Madrid, and it was not known in Cadiz until one month after!
On the 14th of January Suchet made his triumphal entry into
Valencia, having completed a series of campaigns in which the
feebleness of his adversaries somewhat diminished his glory, but in
which his own activity and skill were not the less conspicuous.
Napoleon created him duke of Albufera, and his civil administration
was strictly in unison with his conduct in the field, that is to say
vigorous and prudent. He arrested all dangerous persons, especially
the friars, and sent them to France, and he rigorously deprived the
people of their military resources; but he proportioned his demands
to their real ability, kept his troops in perfect discipline, was careful
not to offend the citizens by violating their customs, or shocking their
religious prejudices, and endeavoured, as much as possible, to
govern through the native authorities. The archbishop and many of
the clergy aided him, and the submission of the people was secured.
The errors of the Spaniards contributed as much to this object, as
the prudent vigilance of Suchet; for although the city was lost, the
kingdom of Valencia might have recovered from the blow, under the
guidance of able men. The convents and churches were full of
riches, the towns and villages abounded in resources, the line of the
Xucar was very strong, and several fortified places and good
harbours remained unsubdued; the Partidas in the hills were still
numerous, the people were willing to fight, and the British agents
and the British fleets were ready to aid, and to supply arms and
stores. The junta however dissolved itself, the magistrates fled from
their posts, the populace were left without chiefs; and when the
consul, Tupper, proposed to establish a commission of government,
having at its head the padre Rico, the author of Valencia’s first
defence against Moncey, and the most able and energetic man in
those parts, Mahy evaded the proposition; he would not give Rico
power, and shewed every disposition to impede useful exertion.
Then the leading people either openly submitted or secretly entered