In the following activity, your globe will help you better understand the events that led to the historic expedition of Christopher Columbus in 1492.

On your globe, locate and circle the following locations:

A portion of Western Europe that includes the countries of the United Kingdom (of which England is a part), France, Spain, and Portugal. Center your circle at 45°N/7°W.

The Molucca Islands (part of the East Indies) at 5°S/127°E

Eastern China. Center your circle at 35°N/112°E and include the cities of Beijing, Tianjin, Jinan, Xi'an, Nanjing, Hangzhou, and Shanghai.

The Cape of Good Hope 35°S/18°E

The country of India 20°N/75°E

The country of Iran (ancient Persia) 33°N/50°E

All of the above locations will be used in the following activity. When they are mentioned, refer to them on your globe.

In the revival of learning that occurred during the Renaissance, more and more Europeans became aware of the rich trade goods that were available from Asia. As they learned about these goods it was natural that they should want some of these exotic things for themselves.

In western European countries such as England, France, Spain, and Portugal, two of the most sought after items were fine silks from China and spices from the Molucca Islands (also known as the Spice Islands). Unfortunately for the Europeans, these items were hard to obtain. In addition to the control of the Middle Eastern trade routes by the Ottoman Turks, there was another major reason that made it difficult to transport goods from Asia to Europe. What do you think this reason might have been? (1.) _____________________________________________ ______________________________________________________________________________ Use your globe to measure the distance between Spain and the Molucca Islands. How for is it? (2.) ________________________________________

Not only were Asian goods hard to get, but they were also very expensive. Middlemen bought and sold the goods many times as they moved in caravans along the Silk Road or while being transported over land and sea by way of India and Persia. These numerous sales increased the final cost of each and every item.

The difficulty of getting Asian goods to Western Europe, along with the high prices, provided a great economic opportunity for someone who could find a quicker and less expensive way to move the goods from their sources to the customer.

The Europeans knew that a direct sea route to Asia, if one existed, would offer the best opportunity to tap into this wealth. Even though a sea route might be longer, it would still be faster, and it would eliminate the numerous middlemen and thus lower the cost of the Asian goods.

On your globe draw the three sea routes from southern Spain to the Molacca Islands that would have been possible in the 1400s. Remember, the Suez Canal and Panama Canal were not built until hundreds of years later. (3.) ___________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

Which of these sea routes do you think would have been the best choice? (4.) _______________ _______________________________________________________________________________ Why do you think such voyages were not already being made in the mid 1400s? (5.) __________ _______________________________________________________________________________ _______________________________________________________________________________

In the mid 1400s none of the routes you drew on your globe had been discovered. Even though most educated people of the time new that the earth was round, they did not know if the surface of the earth was mostly land that surrounded the oceans or if the earth's surface was mostly water that surrounded the lands. As a result, until the opportunity to grow rich trading in Asian goods came along, there was not much reason for governments to put up money for risky voyages into unknown seas.

Imagine that you are the Queen or King of Spain and the year is 1492. You want your country to grow wealthy by being the first in Europe to establish direct sea trade with Asia. You have heard reports that your rivals, the Portuguese, have recently rounded the Cape of Good Hope and determined that the Atlantic and Indian Oceans are part of the same large body of water. They are presently planning additional voyages that might take them all the way to Asia. If successful, these voyages could enable the Portuguese to gain control of the silk and spice trade into Western Europe.

Now an Italian seaman by the name of Christopher Columbus is asking you again to fund an expedition that he claims will enable him to reach the riches of China and the East Indies by sailing west beyond the known limits of the Atlantic Ocean. He tells you that he can make the voyage in just a few weeks. The expedition will be costly with no guarantee of success, and very few of your close advisors agree with Columbus. What would be your decision?

In the following activity you will use your Cram Horizon Ring globe to learn more about one of the most significant events in the shaping of the modern world.

Place the globe ball of your Cram globe in its cradle so that the equator is even with the top of the mounting ring. Look at the mileage scale on ring. How many miles is it around the earth? (1.) ___________________

Now look at the outer scale on the ring. The scale is divided into one-hour segments. In the upper right-hand corner of each one-hour segment you will find a number that shows degrees. The number at the end of the first one-hour segment after the red line is "15°". Starting at the red line and moving your finger to the right you will find that the degrees increase as you move around the ring. Continue moving your finger along the mounting until you end up back at the red line. How many degrees are in the complete circle? 2. ______________________

If there are 25,000 miles in 360 degrees around the earth, how many miles would there be in one degree? Round off your answer. (3.) ________________ Since the earth is divided into 360 degrees of longitude, would it be accurate to say that, at the equator, one degree of longitude equals 69 miles?(4.) __________________________________________________________

When Christopher Columbus landed in North America on October 12, 1492, he thought that he was in Asia. (Note: All the dates used in this activity are the ones used in Spain during the time of Columbus. To bring them in line with our modern calendar, advance the dates nine days.) By using the information above and your globe, you will gain a better understanding of how Columbus made this mistake and why he believed that he had been successful in finding a shorter route to the riches of the East.

Columbus, like many others of his time, thought that there were only 56 miles in a degree of longitude at the equator. If he had been correct, and one degree of longitude at the equator really had equaled 56 miles, what would have been the distance around the earth? (5.) _______ _____________ This distance of approximately 20,000 miles is what Columbus believed to be the distance around the earth. To get an idea of how big this is, start at the red line and move your finger around the mounting ring to the 20,000 mile mark.

This mistake, along with Columbus's over estimation of the land distance across the land mass of Eurasia, led him to believe that Japan was only 3000 miles west of Portugal and the East Indies were only slightly further.

Now, lets trace his voyage and see just why he was so convinced that he was right when he landed in the New World. On your globe place a small "X" on the European coast at 37°N/7°W. In what country is this location? (6.) _____________ To the right of this location write the date "8/3/1492". This is the date that Columbus, along with a crew of 90 men, set sail in three small caravels (a type of ship) on a voyage that forever altered the course of history.

From the "X", draw a line in a southwesterly direction to a group of islands at 28°N/16°W. What are these islands called? (7.) ___________________________ To the left of these islands write the date 9/9/1492. This is the date that Columbus and his men last saw land on the outbound leg of their voyage.

From the Canary Islands, extend your line westward to another group of islands at 23°N/75°W. Next to this location write the date 10/12/1492. This was the date land was first sighted after 33 days at sea. These islands are part of what island group?(8) _____________________________ What two large islands are located just south of this location? (9) _________________________ What sea is located south of these islands? (10) ______________________________

Study the route that you have traced on the globe. Can you find a reason that might have caused Columbus to first sail south before turning west to seek Asia? Why do you think he followed this route? (11.) __________________________________________________________ _______________________________________________________________________________ What is the name of the current that Columbus used to help him sail west from the Canary Islands? (12.) _______________________________________ Was it a warm current or a cold current? (13.) ______________________________________

Use the mounting ring to measure the distance between the Canary Islands and the West Indies. How far is it? (14.)__________________________________________________ Is this about the distance where Columbus had predicted that he would find the East Indies? (15.) ____________ If it took 33 days for Columbus to sail between these two locations, what was the average distance covered each day? (16.) ___________________________________________________

Columbus was probably the finest sailor of his time, and he understood well the patterns of winds and currents in the North Atlantic Ocean. On January 16, 1493, he departed from the northeastern shore of the island of Hispaniola near 19°N/68°W for the return trip to Spain. Draw a route on your globe that you think he may have followed. Justify your choice. (17.) _________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________

Though he was mistaken about his location when he landed in the Americas, Columbus's route and sailing techniques for getting his ships there and back could not have been better planned and executed. Sailing vessels traveling between Western Europe and North America were to use Columbus's route for the next four hundred years. Even with today's detailed geographical knowledge and sophisticated navigational aids, a modern sailor can do no better.

The 13 English colonies that later became part of the United States were located along the east coast of North America. These settlements reached from Maine (originally part of Massachusetts) in the North to Georgia in the South.

Use the mileage scale on your globe's horizon ring mounting to measure the distance from the northernmost part of Maine (abbreviated ME on your globe) at 47°N/68°W to the southernmost part of Georgia (abbreviated GA) at 31°N/81°W. What is this distance? (1.) _________________ _____________________________ What is the name of the mountain range that runs through the western portions of most of these states? (2.) ______________________________________

In this area between Maine and Georgia, look at the land that lies between the Appalachian Mountains and the Atlantic Ocean. What color is used to show most of this area? (3.) _________ What does this color tell you about the land? (4.) ______________________________________ ______________________________________________________________________________

This elevation region is called the Atlantic Coastal Plain, and it is the area where most of the early colonists lived. Why do you think the majority of the people lived in this region? (5.) _________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

The colonies had some difficult starts, but most of them grew quickly and soon settlers were moving beyond the coastal plain and approaching the Appalachians. And though new people from Europe and Africa continued coming into the area, there was still much open land in the colonies. Your globe can provide you with a good example.

Find and circle the small island of Puerto Rico at 18°N/67°W. Compare its size with the size of all the land between Maine and Georgia that lies east of the Appalachian Mountains. In the mid 1700s, almost a century and a half after the founding of Jamestown, in all of the colonies, the entire population of the colonists was less than the present day population of the tiny island of Puerto Rico. Try to imagine how the eastern United States might have looked then. Discuss with your classmates how you would have prepared for a trip through the colonies in the 1750s.

Now let's look at some of the new territory the United States acquired as a result of the Revolutionary War. Place a small "X" at the intersection of the Mississippi and Ohio Rivers. This location is near 37°N/89°W. From that point, trace the Ohio River until it joins the western boundary of the state of Pennsylvania (PA on the Globe). Next, trace the Mississippi River from its intersection with the Ohio to its beginning in northern Minnesota (MN on the globe). From that point, extend your line further north about one hundred miles to the unnamed lake on the United States Canadian border.

The area encompassed by your lines and the Canadian border was once called the Northwest Territory. Why was the territory considered to be northwest in the years immediately following the Revolutionary War? (1.) _______________________________________________________ _______________________________________________________________________________

In 1787 Congress passed the Northwest Ordinance, which divided this territory into new states. What states are included in this area today? (2.) _______________________________________ __________________________________________ What are two major cities now located in this area. (3.) ___________________________________________________________________

What land elevations are most common in this area? (4.) ________________________________ __________________________________ Much of the land in these elevation regions was once a vast prairie, and the soil in the area is fertile and well watered. What kind of industry might you expect to find in a region like this? (5.) _______________________ Today this region is called the Middle West, and it is one of the most productive farming areas in the world.

Find a map in your textbook or another resource that shows the area included in the Louisiana Purchase. Now look at the same area on your globe. Make a list of some of the present day states that now occupy lands acquired in the Louisiana Purchase. (1.) ______________________ _______________________________________________________________________________ _______________________________________________________________________________

To explore the new Louisiana territory President Jefferson chose Meriwether Lewis and William Clark to lead an expedition west to the Pacific Ocean. To follow their expedition on your globe, start by placing a small "X" at the junction of the Mississippi and Missouri Rivers. The location is 39°N/90°W. From there, draw a line that follows the Missouri River to its beginning in western Montana (MT on your globe). From that location, extend your line west over land for about 250 miles until you come to the Snake River. Follow the Snake River until it joins the Columbia River and then follow the Columbia until you reach the Pacific Ocean near Portland, Oregon.

What was the land elevation around the river junction where Lewis and Clark began their journey on May 14, 1804? (2.) ___________________________________ What is the land elevation at the headwaters (the beginning) of the Missouri River? (3.) _______________________________ Remember, the explorers traveled by boat whenever possible. Why would the difference in land elevations at the beginning of the river and at end of the river make the outbound part of the expedition more difficult? (4.) ______________________________________________________ _________________________________

On October 20th the expedition reached the Mandan Indian villages at a place in North Dakota near 47°N/101°W. (This would be at the bottom of the "R" in the word America.) Place a small "X" at this point. What is the straight-line distance from the starting point of the expedition to this location?
(5.) __________________ Since the river does not follow this straight line, this distance, by way of boat, was closer to 1000 miles. If it took the expedition 160 days to travel 1000 miles, how many miles did they average per day? (6.) ____________________________

What is the name given to the plains through which the explorers passed in North Dakota, South Dakota, and eastern Montana? Study your globe carefully for the answer. (7.) ______________ ________________ In what part of the journey did the travelers encounter the highest land elevation?
(8.) ______________________________________

On your globe, find the location where the Columbia River crosses the 120°W longitude line. Notice how the river is squeezed between high mountains on both sides. This area is a place where the river has cut a narrow gorge through a range of mountains called the Cascades. Not only is the river forced into a narrow passage here, but the elevation of the riverbed drops abruptly. What kind of conditions might Lewis and Clark have experienced while rafting through this section of the Columbia?
(9.) ___________________________________________________ _______________________________________________________________________________

On your globe, circle the location where the Platte River joins the Missouri River. This location is at 41°N/96°W and is near the city of Omaha, Nebraska. This was one of the starting points for the last leg of a transcontinental railroad. When this segment of the transcontinental railroad was completed in 1869, trains could travel all the way from Omaha to the Pacific Ocean at San Francisco, California. Circle San Francisco at 38°N/122°W.

Next, draw the following route on your globe. Starting at Omaha, go west along the Platte River to the northeastern corner of the state of Colorado (abbreviated CO). From that location, extend your line westward across southern Wyoming (WY) to a point at the northern tip of the Great Salt Lake. This location, near the northern end of the Great Salt Lake, was the site of Promontory Point, Utah. From Promontory Point, complete your line to San Francisco.

Use the globe's mounting ring scale to measure an approximate distance for this route. How far is it?
(1.) ________________________________________ This is the approximate distance along the railroad between Omaha and San Francisco. Would the actual distance of the railroad have been more or less than this figure? (2.) __________ Why? (3.) ______________________ _______________________________________________________________________________

The actual number of miles that trains traveled along this track was 1,775 miles. If it took passengers four days to travel this distance during the early years of the railroad, how many miles of travel did the passengers average per day? (4.) ___________________ How long would it take a modern jet airliner to travel from Omaha to San Francisco? (Use the great circle distance and the airliner speed shown on the globe's mounting ring to help determine the answer.)
(5.) ____________________________________________________ _______________________________________________________________________________

In places where land elevations vary greatly in a short distance the land is usually very steep, with high cliffs, deep ravines, and rocky terrain. This makes laying railroad tracks very difficult and dangerous. Carefully study the route that you drew on your globe. Where on this route do you think the workers might have faced the most difficulty and danger? (6.) _________________ _______________________________________________________________________________ What is another problem that the workers and the trains might have faced while crossing the mountains in winter? (7.) _________________________________

For this activity, place an "X" on your globe in the southwestern corner of Oklahoma (OK). The location is 35°N/100°W. Now find the state of California (CA) at 35°N/120°W and note the low lying stretch of land that runs north and south in the middle of the state. What is the elevation of this area?
(1.) _________________________________ What do you call such an area of low land that is surrounded by mountains? (2.) ________________________

This area is called the Central Valley of California and the southern half of the valley is called the San Joaquin Valley. The San Joaquin is a fertile valley that is one of the richest farming areas in the world.

Now draw a line from your "X" in southwestern Oklahoma to the southern tip of the San Joaquin Valley. Name the states through which this line passes. (3.) _____________________________ ______________________________________________________________________________

In the 1930s thousands of families lost their farms to drought and dust storms that ravaged the southern Great Plains. The area where the greatest devastation occurred was called the dust bowl. The line that you drew on your globe traces a route along which many of these farmers and their families traveled to California in search of a better life. Because of poor roads, harsh climate and terrain conditions, and lack of services along the way, it took several weeks for most of the families to make the trip. Most had to camp along the roads or sleep in their cars during their journey. What is the approximate distance of this route? (4.) ______________________ ___________________________________

Imagine your entire family having to leave your home and being able to take with you only what you could put in or on your car. Discuss with your classmates what a journey along this route might have been like back in the 1930s before the time of modern highways and dependable and comfortable automobiles. Use your globe for information about the types of landforms that you might have seen.

Note the section of the route between the Colorado River and the southern end of the San Joaquin Valley. Most of this area is the dry and sparsely settled Mojave Desert. After crossing this desert, many families cried when they topped a final mountain pass and first gazed down on the rich green farmlands of the San Joaquin Valley. Do some research to find out what life was like for many of the dust bowlers after finally reaching California.

On a flat map of the world (use a world map in your social studies book if you do not have a world wall map) find the United States and Russia. Note the geographical relationship of the United States to Russia on the flat map.

Russia once made up most of a country called the Soviet Union, and between 1945 and 1991 a cold war (a war in which no direct military conflict takes place) existed between the United States and the Soviet Union. Throughout much of this period these two superpowers had deadly missiles standing ready and aimed at each other's major cities and military installations.

As a result of this Cold War, the United States built many radar stations to provide for an early warning of any missiles that the Soviets might fire at our country. The most important of these radar stations were located in Alaska (66°N/150°W), Greenland (75°N/45°W), and The United Kingdom (54°N/2°W). Note these places on the flat map and then circle them on your globe. Why do you think the radar stations were located so far north? (1.) _____________________________________ _____________________________________________________________________________

On your globe draw a great circle route from Novosibirsk, Russia at 56°N/83°E to Washington, D.C. at 39°N/77°W. What is this distance? (2.) _____________________________________ A missile traveling at 15,000 miles per hour would cover 250 miles per minute. How many minutes would it take a missile to travel between these two cities? (3.) ____________________

For this activity you must first of all determine if you have a 16-inch diameter globe or a 12-inch diameter globe. To do this, find the Copyright information for your globe that is located in the area of 55°S/75°E. Just above the words "Copyrighted By The George F. Cram Co., Inc.", it will tell you if you have a 16" PHYSICAL-POLITICAL GLOBE or a 12" PHYSICAL POLITICAL GLOBE.

If you have a 16-inch diameter globe, use the procedures below for a 16-inch globe. If your globe is 12 inches in diameter, skip down to the procedures for a 12-inch globe.

In addition to your globe, you will also need a yardstick and softball. If you do not have a softball or some other spherical object approximately the same size, make a ball of scrap paper that is about 4 inches in diameter. If your classroom is not large enough for this demonstration, use a hallway, the lunchroom, or conduct the demonstration outside.

Place your globe on the floor. With the yardstick measure off a distance that extends 40 feet from the globe. Place your softball or other 4-inch diameter sphere at this location. Now step back a few feet so that you can see the globe and the softball at the same time.

While viewing the globe and the softball, imagine that the earth is really the size of your 16" globe. What do you think the softball represents? (1.) ____________________ If the earth really were the size of the 16" globe, the moon would be a 4-inch sphere about 40 feet away. Using the 1" = 500 miles scale of the globe, a distance of 40 feet represents the 238,900 miles that separate the earth and the moon.

In July of 1969 the historic Apollo 11 mission led to the first landing of human beings on the moon. To better understand what a remarkable accomplishment this was, continue to look at your globe and softball while trying to imagine a tiny speck, invisible to the human eye and even to most microscopes, traveling out from the globe to the softball. The tiny speck would be the Apollo spacecraft.

Once the speck arrives at the softball, it circles the ball a few times and then an even tinier speck breaks off from the main speck and drops down to the surface of the softball, landing on the ball to within eight one thousandths of an inch of its planned landing site.

Later, the entire process must be reversed for the return trip back to the globe. All of this takes place, of course, while the softball is revolving around the globe, which itself is spinning on its axis while revolving around a larger sphere (the sun) some 2.9 miles away.

Think about all the detailed planning and critical procedures that were required to complete this extraordinary trip. Would you have volunteered for such a mission?

For this activity you will also need a yardstick and a baseball. If you do not have a baseball or some other spherical object approximately the same size, make a ball of scrap paper that is about 3 inches in diameter. If your classroom is not large enough for this demonstration, use a hallway, the lunchroom, or conduct the demonstration outside.

Place your globe on the floor. With the yardstick, measure off a distance that extends 30 feet from the globe. Place your baseball or other 3-inch diameter sphere at this location. Now step back a few feet so that you can see the globe and the baseball at the same time.

While viewing the globe and the baseball, imagine that the earth is really the size of your 12" globe. What do you think the baseball represents? (1.) _______________________ If the earth really were the size of the 12" globe, the moon would be a 3-inch sphere about 30 feet away. Using the 1" = 660 miles scale of the globe, a distance of 30 feet represents the 238,900 miles that separate the earth and the moon.

In July of 1969 the historic Apollo 11 mission led to the first landing of human beings on the moon. To better understand what a remarkable accomplishment this was, continue to look at your globe and softball while trying to imagine a tiny speck, invisible to the human eye and even to most microscopes, traveling out from the globe to the softball. The tiny speck would be the Apollo spacecraft.

Once the speck arrives at the baseball, it circles it a few times and then an even tinier speck breaks off from the main speck and drops down to the surface of the baseball, landing on the ball to within six one thousandths of an inch of its planned landing site.

Later, the entire process must be reversed for the return trip back to the globe. All of this takes place, of course, while the baseball is revolving around the globe, which itself is spinning on its axis while revolving around a larger sphere (the sun) some 2.2 miles away.

Think about all the detailed planning and critical procedures that were required to complete this extraordinary trip. Would you have volunteered for such a mission?

On your globe find and circle the country of Viet Nam. Viet Nam is a long narrow country that is located in Southeast Asia in the area of 16°N/108°E. What is the capital of this country?
(1.) ____________________________________ What countries border Viet Nam on the west?
(2.) ______________________________________ What Sea borders VIET NAM on the east?
(3.) _________________________________________________

At one time Viet Nam was divided into a northern part and a southern part with an east west dividing line located approximately 75 miles north of the city of Hue. The capital of the southern part was a city called Saigon, now called Ho Chi Minh City. Circle Hue and Ho Chi Minh City on the globe.

During the 1960s and 1970s the United States was involved in a war in Viet Nam. Thousands of American men and women traveled to Viet Nam to fight in this war on the side of the South Vietnamese. To reach Viet Nam most Americans traveled by air and they departed the United States from the San Francisco area of California.

Use your globe to determine the great circle distance from San Francisco at 38°N/122°W to Ho Chi Minh City. How far is it? (4.) _______________________________________ Over what two island countries would this route pass? (5.) __________________________ How long would it have taken a military jet transport plane flying at 600 miles per hour to travel this distance? (6.) ____________________________

If you were the pilot of a transport plane that could carry only enough fuel for a flight of 4,000 miles, what would be the best possible route from San Francisco to Ho Chi Minh City? (7.) ___________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

Lesson 1 - Some Early American Cultures

1. 5,000 to 10,000 feet
2. About 1400 miles or 2,250 kilometers
3. 0 to 500 feet
4. 2,800 miles or 4,500 kilometers
5. Mexico City is at a higher elevation. Temperature drops as elevation increases.
6. 5,000 to 10,000 feet
7. Probably the Aztec culture
8. Similar terrain and climatic conditions

1. The long distance the goods had to travel to reach Western Europe
2. About 8,500 miles or 13,650 kilometers
3. Possible routes would be north through the Arctic Ocean then south through the Bering Strait; or south around Africa then east across the Indian Ocean; or south around the southern tip of South America and then west across the Pacific
4. South around the southern tip of Africa and then east across the Indian Ocean to the Molaccas. Europeans of the time already knew about problems with ice in northern Europe
5. No one in Europe knew where the southern end of Africa was, or even if it had an end, and if so, if such a voyage was possible.

1. 25,000
2. 360
3. 69 miles
4. Yes - but only at the equator, because lines of longitude get closer together as they near the poles
5. 20,160 miles
6. Spain
7. Canary Islands
8. The West Indies
9. Cuba and Hispaniola
10. Caribbean Sea
11. To take advantage of the prevailing current and winds - the winds drive the currents
12. North Equatorial Current
13. A warm current
14. About 3,500 miles or 5,600 kilometers
15. Yes
16. 106 miles per day
17. Columbus wanted to take advantage of the easterly moving currents and winds so his route was northeast from Hispaniola to the easterly flowing current and winds at about 30°N, then more easterly to the southern most island in the Azores then to Lisbon, Portugal and from there back to his starting point.

1. About 1,500 miles or 2,400 kilometers
2. The Appalachian Mountains
3. Green
4. That the elevation is between 0 and 500 feet above sea level
5. Variations of any of the following should be considered correct: 1. the low lying lands was well watered and fairly level, thus more suitable for agriculture; 2. the lack of good roads in the new colonies required that people live near the navigable parts of rivers for travel and the transportation of goods; 3. colonists had not been in the New World long enough to push the frontier very far west; 4. most of the manufactured goods needed in the colonies were still imported from Europe, and the settlers wanted to be near the seaports where goods were more easily available

1. Because the United States ended at the Mississippi River at that time, and this area would have been in the northwest corner of the United States
2. Ohio, Michigan, Illinois, Wisconsin, Indiana, and a part of Minnesota
3. Chicago and Detroit
4. 500 to 1000 feet and 1000 to 2000 feet
5. Farming

1. Arkansas, Oklahoma, Missouri, Iowa, Kansas, and Nebraska, South Dakota, North Dakota, Louisiana, Texas, New Mexico, Colorado, Wyoming, Montana, and Minnesota
2. Between 0 and 500 feet
3. 5,000 to 10,000 feet
4. Because the boats would be traveling upstream against the current
5. About 800 miles
6. Slightly over 6 miles per day
7. The Great Plains
8. In western Montana
9. Dangerous rapids, water falls, and very swift moving water

1. About 1500 miles or 2400 kilometers
2. More
3. Because the physical features of the land would not have allowed the tracks to follow a straight line
4. About 444 miles
5. Slightly less than two and one half hours
6. On the west side of the Sierra Mountains where the elevation changed abruptly from 0 to 500 feet to over 5000 feet in elevation
7. Heavy snows

1. From 0 to 500 feet
2. A valley
3. Oklahoma, Texas, New Mexico, and Arizona.
4. About 1100 miles or 1,770 kilometers

1. Because the shortest distance between most of the Soviets' missile sites and the United States is by way of a north polar route.
2. 5,700 miles or 9,170 kilometers
3. About 23 minutes

1. The moon

1. Hanoi
2. Laos and Cambodia
3. The South China Sea
4. 7,800 miles or 12,550 kilometers
5. Japan and Taiwan
6. 13 hours
7. San Francisco to Anchorage, Alaska, then from Anchorage to Tokyo, Japan, and then from Tokyo to Ho Chi Minh City