Geography: People and Places in a Changing World
Some of the most conspicuous improvements in the 1995 book
involve cartography. A number of the small, skimpy maps that
appeared in the 1990 book have been replaced by full-bodied
spreads which have visual appeal and convey more information.
One of the new maps, "World Climates" (pages 58-59), is
especially praiseworthy because it uses the Köppen
system for designating climatic regions; this system, a rarity in
high-school geography books, achieves much greater precision than
is possible with other schemes. The 1995 book also has new
thematic maps that incorporate the dimension of time. A prime
example is the map on page 74, which predicts how the global
distribution of rainfall will change as global warming
continues.
Many of the regional maps have been enlarged (and have benefited
from improvements in the use of colors and textures), and the
book continues to provide historical maps and graphs that depict
important economic developments, such as the growth of railroads,
coal production and iron production during the years 1850 through
1910.
Unfortunately, some of the best maps are inadequately exploited,
from a pedagogical standpoint. For example, a fine map of land
use in Europe has a legend but no caption; it cries out for a
caption that would pose some questions about what the map shows.
There are many end-of-chapter questions that require the student
to inspect maps, but most of the questions are very simple: The
student merely finds capital cities, or determines which
countries border on some other country, or estimates the distance
between one place and another. I see no attempt to teach the
student how to use maps in constructing correlations, such as
correlations between terrain and land use, or correlations
between land use and population density.
Like the 1990 version, the 1995 book has twelve units -- an
opening unit about geographic themes and concepts, then eleven
units in which the globe is divided into eleven "world culture"
regions." Nine regions carry the same names that they had in the
1990 book: "Western Europe," "The United States and Canada," "The
Pacific World," "Latin America," "Africa South of the Sahara,"
"The Middle East and North Africa," "China," "South Asia" and
"Southeast Asia." On the other hand, the region that was called
"Japan and Korea" in the 1990 book is now labeled "Japan and the
Two Koreas," and the region that previously was called "The
Soviet Union and Eastern Europe" is now "The Commonwealth of
Independent States and Eastern Europe."
There are some obvious puzzles here. For example:
Such difficulties, however, are small in comparison with the
book's attempt to perpetuate the Soviet Union and to promote a
completely imaginary "culture region" called "The Commonwealth
of Independent States and Eastern Europe." This matter merits
some serious elaboration.
The largest empire of modern times was the one forged by Russia,
and most of that empire was eventually incorporated into the
Soviet Union. The Soviet Union was a pseudofederation of diverse
states which shared only one significant feature: They all were
ruled from the Kremlin. The Soviet Union was neither a physical
unit nor a cultural unit, because it spanned many physical
regions and many discrete cultural regions. But it certainly was
a political unit, and the writers of geography texts used this as
a justification for lumping all the Soviet states together and
treating them as a single geographic entity, even in those books
that purported to view the world in terms of physical or cultural
realms.
That justification evaporated when the Soviet Union
disintegrated, in 1991, and the textbook-writers were left with
some serious work to do: They would have to discard their old
chapters about the Soviet Union, adopt new perspectives, and
formulate a rational way of dealing with the various cultural
regions that formerly had lain under Russian rule.
Most textbook-writers, however, have refused to do those things.
Instead, they have invented a convenient fiction: They pretend
that the Soviet Union still exists but is now called the
Commonwealth of Independent States. They employ that fiction as
an excuse for recycling their old material about the Soviet Union
and Russia, with minimal changes in wording here and there.
This is the tactic used by the writers of West's Geography.
West's book leads the student to believe that the Commonwealth of
Independent States is the Soviet Union operating under a new
name, and it even says outright that the CIS was "formerly the
Soviet Union" (page 173).
In reality, the CIS is just a sort of Eurasian discussion group.
Russia, no doubt, views the CIS as a device for furthering the
reconstitution of the Russian empire, but several of the states
that belonged to that empire have refused to join the CIS or have
refused to grant legal recognition to it, and the CIS has no
status as anything but a talk show. It is not a physical unit or
region, it is not a cultural unit or region, and it is not a
political unit or region. It is not a state, either, and it has
no citizens. West's book mentions "commonwealth citizens" (page
193), but that is a conceptual absurdity.
The 1990 version of West's book had a unit called "The Soviet
Union and Eastern Europe," comprising chapters 6, 7 and 8. In
the 1995 version, chapters 6, 7 and 8 form a unit called "The
Commonwealth of Independent States and Eastern Europe." The new
chapter 6 (titled "The Lands and Peoples of the Commonwealth of
Independent States") is devoted almost entirely to Russia and is
much the same as the old chapter 6 ("Russia Becomes the Soviet
Union"). The new Chapter 7 ("The Commonwealth of Independent
States in Transition") is rather different from the old chapter 7
("The Soviet Union Today"), but the writers again dwell on Russia
and retain a Russian point of view. For example, they seem to
regard Ukraine not as a real nation but as a den of "ethnic"
upstarts who perversely resented being subjugated. The new
chapter 8 ("Eastern Europe") is very much the same as the old
chapter 8 ("Eastern Europe"). The material about agriculture has
been retouched, and the last section of text has been revised to
give Eastern Europe a "hopeful" future instead of an "uncertain"
one.
In the chapters that supposedly deal with the CIS, the heavy
emphasis on Russia and on Russian perspectives creates the
impression that West Publishing has devised its own foreign
policy, founded on a naive Russophilia. West's writers seem to
have decided that the Russian empire should be rebuilt, and they
seem to have embraced Russia's old imperial principle: States
that border upon Russia are to be regarded as Russian property.
The unit on "The Middle East and North Africa" is good. The
writers make a real effort to encapsulate the history and
culture of this Islamic realm, paying close attention to the
relations between humans and environmental factors. In chapter
22, the section titled "The Arabs and the Israelis" is
even-handed and avoids partisanship, while the section about
"Petroleum Politics in the Arabian-Persian Gulf" strives for
balance and shows that politics in the Gulf area is affected by
the interests of the United States and the other industrialized
nations.
The unit called "Africa South of the Sahara" is a mixed bag. The
writers offer excellent discussions of shifting cultivation,
problems of adaptation, and islands of development, but they do
not explore correlations between environmental factors (such as
physique, climate, vegetation and soils) and the distribution of
African societies. They could have done this easily, and they
could have shown why Africa's large, organized societies have
been associated with the savannas and the steppes. The African
deserts are inhospitable to the development of complex societies,
of course, but so are the rain forests (which classically have
been called "regions of debilitation"). Because traditional
foods, fibers and fabrics decay quickly in the hot, wet climates
of the rain forests, the accumulation of wealth is impossible;
the leached soils of rain-forest areas cannot support any
extensive, permanent agricultural settlements; and parasites and
pathogens abound.
As a whole, the unit is pedestrian. It sets out the things that
most high-school geography books say about SubSaharan Africa
nowadays, overemphasizing the past while paying insufficient
attention to recent times and to the present. There is no
reference to the great African genocides that have been carried
out during the past 30 years or so, there is no account of how
the flow of foreign aid to SubSaharan countries dwindled after
the Soviet Union collapsed, and the writers don't ask the
student to consider how SubSaharan countries could try to free
themselves from poverty and dependency.
Like the 1990 version, this new version of Geography is
accompanied by a workbook; and once again, the workbook is bad.
The worksheets are loaded with what and where questions,
presented in a fill-in-the-blanks format, but there are very few
why questions. The entire workbook has only fourteen maps (one
of which has been printed upside-down), and there is no
significant attempt to lead the student toward correlational
reasoning or geographic synthesis.
All told, the 1995 version of Geography is a good textbook, even
if the unit about SubSaharan Africa is undistinguished. The unit
about the CIS and Eastern Europe, however, cannot be used. It
is, in effect, a lot of Russophilic propaganda -- and though it
would do Boris Yeltsin proud, it has no educational value.
Geography is filled with colorful photographs and other
illustrations that relate well to the text and are attractively
presented, and there are many useful feature articles. About 50
of these are "Discovering" articles, which seek to illuminate
basic geographic concepts by examining selected topics -- e.g.,
"What Is a Region?," "Super Dike: The Dutch Battle the Sea,"
"Life on a Slovakian Collective Farm," "Where Our Water Supply Is
Running Out," "The Vertical Layering of Tropical Rain Forests,"
"Mountains Change Climate" and "Drought Is Shattering Ways of
Living in the Sahel."
After an initial unit about Earth and the principles of
geography, the book presents eleven units about "world culture
regions." The unit on "Japan and the Two Koreas" is typical and
exemplifies how each regional unit is structured:
An opening spread gives an overview of the region and a list of
objectives that the student should achieve in studying the unit.
This is followed by three more introductory items: a page of
"Keys to Knowing Japan and the Two Koreas" (comprising ten
important points that the student should look for as the unit
unfolds), a "Miniatlas" (providing a political map, a physical
map and a population-density map of the region), and an "At a
Glance" table (which lists the countries that lie within the
region and shows each country's capital city, area in square
miles, population, and so on).
The body of the unit consists of two chapters, well organized and
pleasingly presented. The first deals with Japan, blending
current geography with historical material about Japan's
emergence as a modern industrialized country, its period of
expansion and imperialism, and its defeat in World War 2. The
second chapter describes today's Japan and emphasizes
urbanization, industrial prowess, agriculture, and the problems
that Japan faces as a technological society. This chapter also
has five pages about the Korean Peninsula, with the emphasis on
some social and economic differences between "North Korea:
Communism" and "South Korea: Capitalism." Included within the
two chapters are regional maps, beautiful photographs, and focus
articles that tell how location influenced Japan's history, how
samurai played a role in Japan's early industrialization, how
Japan's reliance on rice has influenced Japan's culture, and how
Japan hopes to retain its status as an economic power. This is
cultural geography that should hold the student's attention.
While this textbook keeps faith with its People and Places
subtitle by emphasizing cultural matters, I do question West
Publishing's promotional claim that "each unit is devoted to one
world culture region." Dividing the world into cultural regions
is always a challenge, but the writers of West's textbook have
missed a great opportunity, and have done a real disservice to
students, by presenting a "culture region" named "The
Commonwealth of Independent States and Eastern Europe."
Virtually the only thing that the countries in this region have
in common is their former political status: Each country was once
a part of, or a satellite of, the Soviet Union. That status, we
need to remember, was maintained by force. The many peoples of
these countries don't speak the same language, don't share a
religion, don't recognize the same government, and don't adhere
to the same cultural practices. How can anyone justify
continuing to study these countries as if they all were parts of
a single cultural region? Every day, events taking place in that
quarter of the world emphasize that these countries are not parts
of a single cultural region.
The breakup of the Soviet Union is already history to the
high-school audience for which this textbook was written, and a
geography book has to deal with the world of today, not of
yesterday! It would make much more sense to consider all of
Europe -- both east and west -- as one region, and to consider
Russia as a region unto itself. This would also make it easier
to deal with the former Soviet states which, realistically,
belong to southwest Asia. Kazakhstan, Uzbekistan, Turkmenistan,
Kyrgyzstan and Tajikistan have more in common, culturally, with
Afghanistan and even with Iran than with Russia or eastern
Europe. (In the present book, Afghanistan and Iran -- despite
their greater cultural affinities to southwest Asia -- are
treated as parts of "The Middle East and North Africa.")
The writers occasionally overstate their objectives or
expectations. For example, I seriously doubt that completing
Unit 1 will equip the students to "Describe Earth's varied
landforms and types of vegetation, and learn how they are
developing and changing" or to "Understand that climate, . . .
varies because of topography, latitude, and circulation systems
in the atmosphere and oceans." Likewise, I question whether
studying the maps on pages 42 and 43 will really enable students
to "understand the relationship between [tectonic] plates,
earthquakes, and volcanic activity."
Some other unsatisfactory aspects of West's book involve the
careless use of words and the needless invention of new terms.
An example is the writers' coining of "the Environmental
Transformation" as a replacement for the Agricultural Revolution,
a long-accepted and widely used term that signifies all the
changes associated with the domestication of plants and animals.
Inventing a new name for the Agricultural Revolution serves no
educational purpose. I believe that it will serve chiefly as a
source of confusion, especially for students who have read (or
will read) history books in which the Agricultural Revolution
retains its accepted name.
On page 28 the writers say that "Relative location is the
position of a location on Earth's surface in relation to other
locations." To say that location is the position of a location
is not instructive, and the writers should know better than to
"define" something in terms of itself.
On page 97 the writers name Venezuela as one of Latin America's
"beacons of progress." That is hard to justify, given the
deteriorating social, economic and political conditions that
have characterized Venezuela during the past decade. Later in
the book, on page 447, the writers themselves describe
Venezuela's plight: "Because the country's standard of living
depends more on oil than on its productive capacity, Venezuela is
facing low economic growth, lower standards of living, high
levels of inflation and unemployment, and, with the two coups it
experienced in 1992, the real threat of political instability."
On page 204 an article about environmental degradation in the
former Soviet Union is titled "Death by Ecology: The Poisoning
of the Soviet Empire." What does "death by ecology" mean?
Ecology, as any dictionary will disclose, is a branch of science
dealing with the relationships of organisms to their
environments. How could the pursuit of this science cause the
poisoning of the Soviet empire?
On page 400 the student reads about forest dwellers who practice
"shifting cultivation," in which they "plant crops in areas
cleared of trees and then abandon these fields after several
years." Later, on page 454, the student encounters
"slash-and-burn agriculture," defined as "the practice of clearing and
burning trees off the land which is then cultivated for a short
period of time." The writers do not tell that "shifting
cultivation" and "slash-and-burn agriculture" are two names for
the same thing.
There are also some cases of carelessness in the creation of
illustrations and captions. In the map on page 133, for example,
the legend shows a symbol for "major railroad," but that symbol
does not coincide with the one that is used on the map itself.
On page 337 a photograph shows a scene that is obviously urban,
but the caption refers to "a rural area of Honshu"; this can only
cause confusion about the meanings of urban and rural, two basic
geographic terms. On page 444 a map shows South America divided
into three regions called "Brazil," "Andes Mountains" and
"Middle-Latitude South," the first of which includes most of
Venezuela. In the text, however, Venezuela is said to be one of
the "Andean Nations" (page 446).
These errors are minor, and they can easily be cleared up. They
should not be allowed to persist and to detract from what is
essentially a good cultural-geography textbook.
The reference material at the back of the book includes a
glossary, a "Pronunciation Guide" to place names, and a list of
"Spanish Equivalencies" for geographic terms. The "Pronunciation
Guide" is a valuable addition. The Spanish-equivalents list is
clearly meant to cater to prospective customers in Texas,
California and the southwestern states, but it seems to lack any
educational rationale. If high-school students do not understand
English well enough to read the rest of the book, what will they
gain from a four-page Spanish addendum? It is a poor substitute
for learning the language of this country.
Apparently it is not enough for a company to produce just a
textbook, so West has also published a workbook to accompany
Geography. The best thing that can be said about the workbook is
that its attractive cover matches the cover of the textbook.
Inside, the workbook is merely a black-and-white compilation of
activity sheets that generate some "busy work" by asking students
to fill blanks and to copy answers directly from the textbook's
chapters. No original thought is required, and there is no
indication that West's writers made any attempt to develop
challenging questions about the textbook's geographic content.
There is such a sharp contrast between the good textbook and the
very poor workbook that I find it difficult to believe that these
two products are dedicated to the same educational goals.
Paul F. Thomas is a professional geographer, a specialist in
geography education, and a member of the Faculty of Education at
the University of Victoria (in Victoria, British Columbia,
Canada).
Jerry R. Williams, a specialist in cultural geography, is a
professor in the Department of Geography at California State
University, Chico. He is also a district coordinator for the
California Geographic Alliance, which supports the teaching of
geography in the public schools, and he has directed various
teacher-education projects.
Reviewing a high-school book in geography
1995. 734 pages. ISBN of the student's edition: 0-314-02905-2.
The West Publishing Company, P.O. Box 64526, St. Paul, Minnesota
55164.This Good Book Is Marred
by Russophilic PropagandaPaul F. Thomas
The 1995 version of West Publishing's Geography replaces the
version that was dated in 1990. The newer book incorporates some
major revisions while retaining the earlier book's strengths: a
dynamic treatment of textual material, a mature pedagogical tone
(enhanced by the use of headlines that are substantive rather
than glitzy), a credible skills-building program, and the posing
of review questions that elicit higher-order thinking [see the note below].
The new book is badly marred, however, by a refusal to deal honestly with
the disintegration of the Soviet Union. West's writers pretend
that the Soviet Union still exists, and they appear to promote
the revival of Russian imperialism.
Puzzling "Culture Regions"
Pretense and Fiction
Good and Not-So-Good
A Generally Good Book,
Harmed by CarelessnessJerry R. Williams
As a cultural geographer whose professional interests have
centered on geographic education, I think that West Publishing's
Geography is long overdue. Here is a book whose text is well
written and generally makes sense. This, in itself, means that
the book is a welcome addition to our stock of instructional
materials.
A False "Region"
Confusion and Carelessness
Making "Busy Work"
Note The 1990 book was titled
Geography: Our Changing World. It was the subject of reviews
that ran in TTL for May-June 1990, under these headlines: "An
Attractive, Useful Book That Needs Supplementing" and "A Geography
Book of Variable Quality."
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