Chapter 1 -- Introduction: Some Background Basics

Preface

This "Update" to the sixth edition of Human Geography was in part undertaken in response to helpful user suggestions for useful format modifications. Its major purpose, however, was to make needed content changes clearly required by rapidly developing new world economic patterns. The content review also, of course, provided the opportunity to revise some tables, maps, and text to reflect more current data and research conclusions. In all other regards, however, this sixth edition "Update" maintains the structure and objectives set by the book's earlier versions. It is appropriate, therefore, to repeat here the substance of the Preface introducing the basic sixth edition of the text.

Designed for students enrolled in a one-semester or one-quarter course, the volume seeks to introduce its users to the scope and excitement of human geography while making clear the relevance of its content to their daily lives and roles as citizens of an increasingly inter- related world community. To that end, the current Update builds on the extensive revisions that marked the earlier editions, making selective, significant changes in text but not in basic subject matter or topical sequence.

All textbook authors strive to be current in their data and relevant in their interpretations. The rapidity of turn-of-century changes in economic, political, social, and population structures and relationships makes those goals elusive and unrealistic. The time lapse between world events and the publication date of a book means inevitably that events will outpace analysis. Our goal in updating the text's sixth edition has been to minimize to the extent possible the disparities between text content and current conditions. They cannot, of course, be entirely eliminated and, as for all previous editions, we depend on the continuing partnership between geography textbook authors and classroom instructors to assure student understanding of the geographic background and significance of developing world events and patterns. We-and most importantly the students-rely on the instructor to provide the currency of information and the interpretation of new patterns of human geographic substance essential to correct a text overtaken by events.

These concerns with current events do not diminish the importance we place on the basic content and enduring values we seek to retain in the book. We recognize, for example, that for many of its readers their course in human geography may be their first or only work in geography and this their first or only textbook in the discipline. For those students, particularly, we take seriously the obligation not only to convey the richness and breadth of human geography, but also to give insight into the nature and intellectual challenges of the field of geography itself.

Chapter 1 addresses that goal of disciplinary overview, introducing geography as an enduring and meaningful orientation of intellect and action and identifying the place of human geography within the larger field of study. It reviews the scope, methods, and "background basics" of geography, including the unifying questions, themes, and concepts that structure all geographic inquiry and the tools-especially maps-that all geographers employ. It is supplemented by Appendix A that gives a more detailed treatment of map projections than is appropriate in a general introductory chapter. We realize, of course, that not all instructors will find either this chapter or the projections appendix necessary to the course as they teach it. Both are designed to be helpful, with content supportive of, not essential to, the later chapters of the text.

The arrangement of those chapters reflects our own sense of logic and teaching experiences and follows the ordering of material in earlier editions of Human Geography. The chapters are unevenly divided among five parts, each with a brief orienting introduction. We begin by examining the basis of culture, culture change, and cultural regionalism. We then proceed to a review of concepts and models of spatial interaction and spatial behavior, and complete Part I with a consideration of population structures, patterns, and change. Parts II through IV (Chapters 5 through 12) build on the fundamentals of the early chapters to examine the landscapes of culture and organization resulting from human occupance of the earth and from spatial similarities and differences that occupation has engendered. These include cultural patterns of linguistic, religious, ethnic, folk, and popular geographic differentiation of peoples and societies and those of economic, urban, and political organization of space.

Chapter 13-Part V-draws together in sharper focus selected aspects of the human-environmental interface, of the human impact on the natural landscape. It documents in some detail the relationships between human geographic patterns and processes and matters of current national and world environmental concern. Its purpose is to make clear to students the relevance of the earlier-studied human geographic concepts and landscapes to their lives and role as citizens in a complex, changing world.

Among those concepts, of course, is the centrality of gender issues. Socially created distinctions between male and female role assignments and rewards are cultural spatial variables that underlie all facets of human geographic inquiry. Because they are so pervasive and significant, we felt it unwise to relegate their consideration to a single separate chapter. To do so would artificially and arbitrarily isolate women and women's concerns from all the topics of human geography for which recognition of gender differences and concerns is relevant. Rather, we felt it much better and more meaningful to incorporate significant gender/female issues within the chapters where those issues apply-either within the running text of the chapter or, very often, highlighted in boxed discussions. Such broader incorporation, we believe, is more appropriate and pointed than segregating women and their interests to an isolated chapter and ignoring them in the remainder of the text.

By means of chapter clusters and sequence, we have tried to convey to students the logic and integration we recognize in the broad field of human geography. Our sense of organization and continuity, of course, is not necessarily that of instructors using this text. Recognizing that, we have designed each chapter to be reasonably self-contained, able to be assigned and discussed in any sequence or combination that satisfies the arrangement preferred by the instructor or found to be of greatest interest to students. It is our firm opinion that the format of any course should reflect the joint contributions of instructor and textbook and not be dictated by the structure of the text alone.

Instructor contributions are gratefully acknowledged by the content changes incorporated in the basic sixth edition and its current Update. They are found throughout the text, further expressions of the improvements and updating in text and illustrations that now as before owe so much to the helpful and instructive comments given by past and current users. The most noticeable and significant of the user-suggested format changes are to be found at the start and conclusion of each chapter. A chapter-opening page Focus Preview alerts students to the three, four, or five main themes of the chapter; a Focus Follow-up section included in the end-of-chapter segments restates those Preview points and summarizes the main concepts and facts the student should have garnered from the chapter content.

Neither these or other of the Update content changes and enhancements, however, have altered the basic structure of the book or its instructional philosophy and teaching aids. We have, for example, continued our practice of using map and photograph captions as teaching opportunities, conveying additional information and explanation as integral parts of the text. The attention aroused by the graphic is therefore used as an additional tool of instruction, not as a diversion.

As in earlier editions of Human Geography, chapter introductions take the form of vignettes designed to capture students' interest, arouse their curiosity in the sketch itself, and sustain their attention for the subject matter that follows. Several of the boxed inserts that are part of each chapter are extensively revised or new to this updated edition, although they perform the same function as before-expanding on ideas included within the text proper or introducing related examples of applications of chapter concepts and conclusions, often in gender-related contexts. The boxes are not just for "reader relief" but are designed to amplify and instruct. Instructors report that they are valuable as the basis for more extended classroom discussions or for additional lecture topics.

We have included in each chapter at least one special-purpose box labeled "Geography and Public Policy." These begin with a discussion of a topic of current national or international interest or debate and conclude with a set of questions designed to induce thought, discussion, and even class argumentation as students debate the subject and view it against the background of human geographic insights they have mastered. The Cairo Conference, the urban homeless, the Official English debate, the meaning of "race," and foreign aid are among the topics receiving that special treatment. Increasingly for today's students, the learning process is electronically based. In recognition of the growing reliance we are all placing on Internet and World Wide Web sources of information, we have included in each chapter a boxed discussion and preliminary guide to "websites" that either themselves provide data or serve as guides to other home page sources of data related to the contents of the chapter. These discussions have been revised and considerably expanded in this updated edition. Even so, because of constantly changing home page addresses and continual addition and deletion of individual sites, we do not pretend that the references given in those boxed presentations are exhaustive, represent the best sites available on the given topics, or accurately report latest addresses. We hope, however, they will be useful starting points for student exploration and for the modifications, corrections, and additions that instructors will be able to supply. The authors welcome suggested additions, deletions, or adjustments to the boxed discussions and lists; those received and reviewed will be made available to others through this book's home page maintained by the publisher and referenced in the "On-Line" boxes of each chapter.

The updated edition of Human Geography continues our practice of identifying new terms and special usages of common words and phrases by boldface or italic type. These are included in Key Words, a list at the end of each chapter. Boldfaced and italicized words and phrases are defined in an inclusive glossary at the end of the text. As a further student aid, many glossary definitions identify by cross-reference other, related terms that students can review to build up a more inclusive understanding of the item in question.

In addition to its key words list, each chapter also includes a repeated series of pedagogical aids. The new Focus Preview and Focus Follow-up segments have been identified and discussed earlier in this Preface. The other aids made part of earlier editions are retained in this Update. The Summary reiterates the main points and arguments of the chapter and provides a bridge linking it to the chapter that follows. For Review contains questions that again direct student attention to important concepts developed within the chapter; these questions may serve as study guides for the individual reader or, if the instructor chooses, as the basis for written assignments. Selected References suggests a number of book and journal articles that expand on topics presented within the chapter and provide the basis for further study or class paper preparation. Of course, new materials constantly appear, but the suggested titles can serve as a starting point for specific student interests and needs.

Appendix B at the end of the book is a modified version of the Population Reference Bureau's 1999 World Population Data Sheet containing economic and demographic data and projections for countries, regions, and continents. Although inevitably dated and subject to change, these statistics will provide for some years a wealth of useful comparative data for student projects, regional and topical analyses, and study of world patterns. Finally, Appendix C is a single-page "Anglo American Reference Map," providing name identification of all U.S. states and Canadian provinces and showing the location of principal cities.

Every new text is automatically packaged with access to Annual Editions Online: Geography. This website provides access to Dushkin/McGraw-Hill's online articles from the popular press related to geography. PowerWeb, an expanded site with additional articles, links, and quizzing is also available with the updated sixth edition. To assist the instructor, an Instructor's Manual highlights the main ideas of each chapter, offers topics for class discussions, and provides 50 suggested text questions for each chapter. The publisher also makes available a set of slides reproducing maps and drawings in the text; a set of acetate transparencies of key text illustrations, including an expanded collection of North American vernacular house types; computerized testing materials (MicroTest III) for instructors; and a Study Guide for students. In addition, instructors may order the text packaged with the following list of supplements at a significant savings: Nystrom's Desk Atlas, Rand McNally's Atlas of World Geography, Dushkin/McGraw-Hill's Student Atlas of World Geography, Dorling Kindersley's Eyewitness World Atlas CD-ROM, Rand McNally's New Millenium Atlas CD-ROM, Getis's You Can Make a Difference: Be Environmentally Responsible, Student Atlas of World Politics, and Base Map Collection.

It is with great pleasure that we repeat our previously acknowledged debts of gratitude to those who have given generously of their time and knowledge in response to our requests. Our departmental colleagues at the University of Illinois, Urbana-Champaign, and at both San Diego State University and the University of California, Santa Barbara-all willingly gave us guidance and help when asked. Among them, particular thanks are owed to Professors John A. Jakle and Colin E. Thorn for permitting us to reproduce some of the many excellent photographs from their personal collections; to John Jakle for advice and information on North American vernacular housing (although any retained errors of fact and interpretation are the authors', not his); to Geoffrey J. D. Hewings who read passages and gave counsel on economic geographic topics; and to Luc Anselin, Thomas J. Bassett, Ashok K. Dutt, and John Thompson for help on, respectively, matters European, African, Asian, and Latin American. Most of the maps, graphs, and charts in this edition still reflect the cartographic and design skills of James A. Bier, our close collaborator for all previous editions of Human Geography. Although other demands on his time prevent his continued association with the text, maps and graphs new to this Update have, we hope, retained the clarity of presentation and quality of design that characterize his work.

We wish to recognize with gratitude the advice, suggestions, corrections, and general assistance in matters of content and emphasis provided by the following reviewers of the manuscript for this edition.

Fiona Davidson, University of Arkansas
Bimal Paul, Kansas State University
Jeffrey Smith, Kansas State University
J. C. Alexander, University of Central Oklahoma
Thomas O. Graff, University of Arkansas
David J. Nemeth
Trevor Harris, West Virginia University
Tim Fisher, Indiana University-Northwest
David Sorensen, Augustana College

We appreciate their invaluable help, as we do that of the many other previous reviewers recognized in earlier editions of this book. We continue to be indebted to W. D. Brooks and C. E. Roberts, Jr., of Indiana State University for the modified van der Grinten projection used for many of the maps in the book. We gratefully thank these and unnamed others for their help and contributions; none, of course, is responsible for final decisions on content or for errors of fact or interpretation the reader may detect.

A final note of thanks is reserved for the publisher's "book team" members separately named on the copyright page. It is a privilege to emphasize here their professional competence, unflagging interest, and always courteous helpfulness. In particular, we acknowledge with greatest appreciation the personal commitment and extraordinary dedication and skills of Kay Brimeyer, Senior Project Manager, and the interest and support of Lu Ann Weiss and Kristine Fisher (Developmental Editors) and Daryl Bruflodt and Robert Smith (Sponsoring Editors).

J. D. F.
A. G.
J. G.

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