Contents PageTeaching grid 1Picture and plan Classroom 2 Schoolroom and surroundings 3Picture and map

Village and its surroundings 4Learning to use the atlas 5–6

History 7–10Regional cooperation 11Physical and political 12–13Population 14–15Industry and trade 15–16Tourism and language 18–19Environment and conservation 20–21Earthquakes and volcanoes 24–25Climate and climate hazards 20–21Natural resources 26

National symbols 27National Heroes, heritage sites and cultural icons 28Administration divisions 29History 30–33Physical 34–35West 36–37East 38–39Climate 40–42Social issues 43Environmental issues 44–45Conservation and forestry 46–47Resources 48–49Agriculture and fishing 50–51Parishes 52–53Tourism 54–55Population 56–57Manufacturing 58Transport and communications 59Trade 60–61

The Bahamas,Turks and Caicos Islands and Bermuda 62–63 Cuba 64Cayman Islands 65Haiti and the Dominican Republic 66Puerto Rico 67Eastern Caribbean 68The Virgin Islands 69Anguilla and Montserrat 70St Kitts and Nevis 71Antigua and Barbuda 72Guadeloupe and Martinique 73Dominica 74St Lucia 75St Vincent and the Grenadines 76Grenada 77Barbados 78–79Trinidad and Tobago 80–82Guyana 83Aruba, Curaçao, St Martin–St Maarten and the Caribbean 84 Netherlands Belize 85

World – physical 86–87World – political 88–89

North America 90South America 91Europe 92Africa 93Asia 94Australasia 95Japan 96

The United Nations and Commonwealth 97Climate 98–99Economic activity 100–101Environmental problems 102–103Population 104Birth rate and Death rate 105Country statistics 106

Day and night, tides and currents 107The seasons and time zones 108The Earth 109 The Earth and Solar System 110

Index 111–113

Macmillan Education4 Crinan Street, London, N1 9XWA division of Springer Nature Limited

Companies and representatives throughout the world

www.macmillan-caribbean.com

ISBN 978-1-380-04831-8

Text, design, illustration and cartography ©Macmillan Education Limited 2019

This edition published 2019First edition published 2010

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers.

Editorial by Jon BeckCartography by Kevin Baverstock and Map Creation LtdIllustrated by Kevin Baverstock pp12, 13, 23, 42; John Batten, Beehive Illustration Ltd pp2, 3, 4Cover design by Macmillan EducationCover photographs by Getty Images/Stocktrek Images front cover(b); The Gleaner Co. (Media) Ltd front cover(t)

The publishers would like to thank Kadesha Gordon-Simms, Salomie South, Ivylin Williams, Marsha Williams, Eulie Mantock, Trineta Fendall and Clare Eastland for their contribution to this atlas.

The publishers would like to thank the following for permission to reproduce their photographs:Alamy Stock Photo/Antiqua Print Gallery p33(b), Alamy Stock Photo/Rehman Asad p103(t), Alamy Stock Photo/Roi Brooks p50, Alamy Stock Photo/Granger Historical Picture Archive pp32(t), 33(c, t), Alamy Stock Photo/IanDagnall Computing p28(bml), Alamy Stock Photo/NASA Image Collection p102, Alamy Stock Photo/National Geographic Image Collection p46, Alamy Stock Photo/NOAA p24(r), Alamy Stock Photo/Janusz Pieńkowski pp28(bl, tl, tr), Alamy Stock Photo/robertharding pp36(t), 78, Alamy Stock Photo/Rory Roopnarine p39(t), Alamy Stock Photo/Ivan Vdovin p28(tm), Alamy Stock Photo/nik wheeler pp16(t), 36(br), Alamy Stock Photo/ZUMA Press, Inc. p24(l); BANANASTOCK p90; BRAND X pp86, 91, 92; Corbis/DigitalStock p95, Corbis/Royalty-Free p93; Getty Images/AFP p42, Getty Images/Cristóbal Alvarado Minic p27(flower), Getty Images/James L. Amos pp48(r), 49, Getty Images/MLADEN ANTONOV p39(c), Getty Images/Asia Images p94, Getty Images/Bloomberg p36(bl), Getty Images/neil bowman pp47(l), 48(l), Getty Images/Pat Canova p15, Getty Images/czekma13, p98(t), Getty Images/Marvin del Cid p20(hawk), Getty Images/Eco Images p21, Getty Images/Eye Ubiquitous p54, Getty Images/Gfed p39(b), Getty Images/Hiroshi Higuchi p96, Getty Images/Hulton Deutsch p28(br), Getty Images/iStockphoto p103(b), Getty Images/David Neil Madden pp16(b), 27(fruit), Getty Images/National Geographic/Robert S. Patton p47(r), Getty Images/Rolf Nussbaumer p27(bird), Getty Images/Perspectives p23(earthquake), Getty Images/Pictorial Parade p28(bmr), Getty Images/Planet Observer/UIG p32(b), Getty Images/Debbie Ann Powell p58, Getty Images/RainervonBrandis p20(fish), Getty Images/David Sanger p23(volcano), Getty Images/James R.D. Scott p20(turtle), Getty Images/ZU_09 p31; ImageSource p88; Jamaica Tourist Board p29; Norman Livingston p27(tree); MEDIO IMAGES pp19, 65; Moment RF/Simonlong p98(b); Office of the Prime Minister, Jamaica p27(Coat of arms); PHOTODISC p108(c); Pixtal pp13, 69; SUPERSTOCK pp55, 62.

These materials may contain links for third party websites. We have no control over, and are not responsible for, the contents of such third party websites. Please use care when accessing them.

Printed and bound in Spain

2023 2022 2021 2020 201910 9 8 7 6 5 4 3 2 1

INTR

OD

UCTIO

N

EARTH

CARIB

BEA

N TH

EMES

JAM

AICA

REST O

F CARIB

BEA

NW

ORLD

REST O

F WO

RLD

WO

RLD

THEM

ES

C

M

Y

CM

MY

CY

CMY

K

00 Contents.pdf 1 11/10/2019 16:33

This table is designed to be a guide for teachers and students to the primary and lower secondary social studies and lower secondary geography topics and how this atlas relates to them.

Syllabus topics Atlas page references

Social studies (primary)Grade 4The Tainos 7, 10, 27, 30 Ethnic groups and cultural practices 7–10, 27–28, 54–55Map reading skills, location 2–7Physical features of Jamaica 12–13, 34–35Jamaica’s political divisions 27, 29, 30, 31, 33, 92Regional integration and international 11, 97 cooperation Community and institutions 27, 28, 31The elements of weather 24, 25, 40–42, 98, 99Earth in the Solar System 102–103, 109, 110Plants and their many uses 20–21, 26, 46–49, 100–101Land pollution 20–21, 44–47, 102–103Grade 5Europeans and Africans in Jamaica 7–10, 27–33National Heroes 28Caribbean culture 7–10, 18Erosion and how it affects the land 34–35, 44, 45Locating places in Jamaica and the Caribbean 3–6, 12–13, 29, 34–39, 86–89 Municipal Corporations (Parish Councils) 29, 33, 52–53Types of rainfall and associated hazards 24, 25, 40–42The features of the Solar System 109–110The importance of plants to humans and the 45–49 environment Water pollution 44–47, 49Grade 6The Chinese and East Indians in Jamaica 10, 31Promoting and preserving Caribbean culture 9, 10, 18Independence in Jamaica, Haiti and Cuba 8–9, 28, 31National Heroes 28National symbols and emblems 27Mountainous environments and human 12–13, 20–21, 34–35, 40–41, activities 45–47, 50, 54, 86–87, 90–96Landmasses and water bodies of the world 12–13, 34–35, 86–87Locating places using lines of latitude and 3–6 longitude Decision making at the national level and how 27, 29 decisions affect citizens Rights and responsibilities of citizens 27, 29Factors influencing climate 20–21, 24–25, 40–42, 44–45, 98–99,102–103Movements of the Earth – rotation and revolution 107–108Atmospheric pollution 20–21, 45, 49, 97, 101–103Cooperating with our Caribbean neighbours 9, 11–15, 18

Social studies (lower secondary)Grade 7The rights and responsibilities of the citizen 11, 27National Heroes 28Jamaica’s cultural heritage 7–10, 18, 27–33, 54–55Utilising our resources – natural resources 26, 46–51, 100–101Utilising our resources – human resources 10–11, 14–15, 56–58, 60–61, 104, 105Social groups and institutions 2–4, 10, 11, 18, 27, 59, 97Movements of the Earth 6, 88–89, 107, 108, 110Interdependence among communities and 11, 21, 97, 103 countries Sustainable use of resources: protecting our 20–21, 26, 44–49, 100–103 environment

Grade 8Nationalism and development 27, 28Communication and media literacy 59Jamaica’s cultural heritage – our cultural icons 27–28, 30–33

The impact of human activities on 12–15, 34–35, 48–49, 56, 59 Caribbean landscapeEconomic institutions 58Consumer affairs 11, 16, 51, 54–55, 60–61, 101Climate change: the impact of human activities 20–21, 24–25, 42, 44–47, 102–103Hazards and disasters of the Caribbean 22–25, 45–47, 102Environmental problems and solutions 20–21, 44–49, 102–103Grade 9The spread of Caribbean culture 10–11, 14, 18–19, 28, 54–55, 59The Caribbean Man and regional integration 9, 11Social issues in Jamaica 43, 56–57Development and use of resources: impact 14–15, 48–49, 51, 56–57, on national growth and development 60, 96Political institution: the structure of the 27, 29, 92 Jamaican government The electoral process 27, 29, 31Environmental problems and green solutions: 20–21, 44–49, 101 green technology Individuals in the workplace 16–19, 43, 49, 50–51, 54, 58Tourism 18–19, 21, 44, 49, 51, 52–55, 58

Geography (lower secondary)Grade 7Introduction to geography 5, 6Planetary science 109–110Introduction to map reading and photographic 2–6, 32 interpretation 1 Jamaica: population, migration and settlement 5, 6, 56–57Weather and the hydrological cycle 40–42 Case studies: extreme weather 24–25, 40–42, 102, 103Introduction to rocks and soils 34–35, 48–49Resources and primary economic activities 6, 48–51, 58Jamaica: agriculture 45, 50–51Management of food in Jamaica: food safety 42, 44, 50–51, 61, 102–103 and security Grade 8Interpreting maps and photographs 2 5, 6, 32Movements of the Earth 107–109Caribbean: population, migration and settlement 14–15, 56–57, 62–85, 104 Pollution, global warming and disease spread 18–19, 20–21, 44–47, 55, 102–103Weather, climate and vegetation 24, 40–42, 46–49, 62, 64 70, 71, 74, 75, 79, 81, 83 85, 98–99Rivers, groundwater and sustainable use of water 34–35, 46–47Limestone rocks 34–39, 78–79Resources and secondary economic activities 48–51, 58Jamaica: agro–processing 50–51, 58Climate change: causes, effects and conflicts in 24–25, 44–45, 98–99, small island developing states 102–103Grade 9Earth system science 109Interpreting maps and photographs 3 4–6, 32World: population, migration and settlement 14–15, 18–19, 56–57, 60, 104–105Weather, climate and vegetation 24–26, 98Internal forces and processes of the Earth 22, 23, 42, 102, 107, 109Resources and tertiary economic activities 16–19, 26, 48–49, 52–53, 58 100–101Jamaica: Tourism 20–21, 46–47, 52–55, 59Caribbean weather systems 24–25

TEACHING GRID 1

C

M

Y

CM

MY

CY

CMY

K

01 Teaching Grid.pdf 1 11/10/2019 15:24

The pictures on this page show views of a classroom as it would appear if you were in the classroom.The plans on this page show thesame things that are in the pictures, but appear as viewed from directly above.

Picture A and Plan A to the right, show a backpack, exercise book, ruler and pencil.

Underneath this, Picture B and Plan B show two students working at their desk.

Picture C and Plan C below show the whole classroom. The plan does not show the children and is much smaller than a real classroom. This is because it is drawn to a smaller scale. It is thesame shape, but much smaller insize.

The scale of the plan is 1:50. This means that 1 centimetre measured on the plan represents 50 centimetres measured in the classroom. In order to be able to measure objects on the plan and work out their real size a scale bar is needed. See page 3 for more information on scale.

Objects viewed from above look different and are not always easy to recognise as their shape is different to how we usually see them. To help us recognise objects on a plan they can either be labelled on the plan itself or they can be given different colours and shapes and identified separately in a key.

Plans and maps usually have a key. This shows the meaning of symbols and colours shown on the plan or map.

In Picture C we cannot see the whole classroom but in Plan C we can.

2 PICTURE AND PLAN Classroom

0 50 150100

Scale 1cm = 50 centimetres

200 centimetres

Picture B Plan B

Picture A

Picture C

Plan A

Plan C

Key

Scale Bar

Backpack

Book

Ruler

Pencil

Backpack

Book

Ruler

PencilPaper

Chair

Table

MichaelMargaret

MichaelMargaret

Cupboard

Floor

Teacher’s desk and chair

Children’s desks

Children’s chairs

Blackboard

Wall map

Window

Wall

Door

C

M

Y

CM

MY

CY

CMY

K

02 Picture and Plan Classroom.pdf 1 11/10/2019 02:02

School and its surroundings PICTURE AND PLAN 3

WEST

EAST

SOUTH

NORTH

Classroom

Classroom

Classroom

Classroom

Classroom

Classroom

School Playground

Flagpole

Gate

Gate

Playing field

General store

ClinicShop

Office

Store

Staffroom

HeadTeacher’s

room

Michael andMargaret’sclassroom

Gate

Caretaker’shouse

Shop

0 5 20 metres1510

Scale 1cm = 5 metres

Picture

Plan

Key

The picture and plan on this page not only show the classroom from page 2, but also the whole school and some of the surrounding area.This is possible because the scale of this plan is smaller than the scale of the plan of the classroom. One centimetre measured on this plan represents 5 metres measured on the ground. The scale is now 1:500

DirectionTo find out where places are in relation to each other it is important to know about direction. A compass is used to find direction. The needle of the compass always points North.By turning the compass so that the needle lines up with the North point on the compass, the four cardinal points can be found – North (N), South (S), East (E) and West (W).All the maps in this atlas have beendrawn with North at the top of the page and as a reminder a compass rose has also been added to the page.

Fence

Flagpole

Bridge

River

Field

Vegetable plot

Open space

Trees

School buildings

Other buildings

Road

Path

1 2 33 4 5 6

Centimetres

N

C

M

Y

CM

MY

CY

CMY

K

03 Picture and Plan School.pdf 1 11/10/2019 02:03

Using the scale bar

4 PICTURE AND MAP Village and its surroundings

Fm

Generalstore

ClinicChurch

SchoolPlaying

field

Shop

Fm

Fm

Fm

Village

Village

Market

586 m

406 m

449 mCoastal town

Petrol station

0 250 1000 metres750500

Scale 1cm = 250 metres

Picture

Map

Key

On pages 3 and 4 a ruler is shown beneath the scale bar. This is to show how you can use a map and a ruler to work out distances on the ground.

On the map, the distance between the two spot heights ( ) on top of the two hills on the right is 4 cm (centimetres).As every centimetre on the maprepresents 250 metres on the ground the scale bar has been divided into 1 cm sections, which represent thefollowing distances on the ground:1 cm = 250 m, 2 cm = 500 m,3 cm = 750 m, etc.The scale is now 1:25 000

By laying your ruler alongside the scale bar you can see that 4 cm represents 1000 metres (1km), and that is the distance between the two hilltops.

The picture on this page shows amuch larger area than the picture onpage 3. However the school can still be seen in the centre of the village.

To show this area on a plan the scale must be smaller than the plan on page 2. On this plan 1 centimetre represents 250 metres on the ground.

Fewer details can be shown at thisscale and symbols are used torepresent certain features such asbridges.

If all the individual buildings in thecoastal town were shown it would be too complicated, therefore a symbol for an urban area is used. Small scale plans such as these are called maps.

Certain types of maps, such asphysical maps, show the height of the land (or relief) either by a series ofcoloured layers or by lines called contours. Each coloured layer shows an area of the land at a particular height above sea level, so that when you look at the map you can immediately see where the hills, plains and mountains are.

Road

Path

Farm

Bridge

Spot height

River

Urban area

School buildings

Other buildings

Over 400 metres

200-400 m

0-200 m

1 2 3 4 5 6

Centimetres

C

M

Y

CM

MY

CY

CMY

K

04 Picture and Map Village.pdf 1 11/10/2019 02:05

LEARNING TO USE THE ATLAS 5

What is an atlas?

Types of map

Features of a map

1 2

A A

20

Scale 1:1 700 000

40 kilometres0

10

Scale 1: 650 000

20 kilometres0

Lorrain

14°40'N

Baie de Fort-de-France

Caribbean

ATLANTICOCEAN

Sea

Mac

ouba

Lorr

ain

CarbetGalion

Madam

e

Lézarde

Pilo

te

61°00'W

14°40'N

Baie du Galion

Baie du Galion

N

N

A map is made up of many differentparts. Depending on what the mapis for, it will include differentfeatures, but in order to be able tounderstand any map it will have toinclude:

The different types of symbols usedand other parts of a map areexplained on this map of Martinique.

Area/colour symbols

Over 1000 metres

500–1000 m

200–500 m

100–200 m

The different colours show the height of the land above sea level and the locat

These symbols show the location offeatures at an actual point on themap.

Location and direction

These are lines of latitude andlongitude. See page six foran explanation of how they work.

ScaleScale is shown by a representativefraction and a scale bar. Seepages two and four on how tounderstand and use them.

1. A title2. A key3. A scale4. Compass direction

Mountain peak

0–100 m

Physical featuresCape or point

These features and their names areshown in black.

Water featuresRiver

Bay

WetlandThese features and their names are shown in blue.

Point/shape symbolsMountain peak

Wetland

International airport

Capital city

Major port

Important town

Other town

Grid references are used to locateplaces. See page 110 for anexplanation of how they work.

Coral reef

Line symbolsInternational boundaryArrondissement boundaryMajor road

Line symbols can show physicalfeatures like the route a road takesor imaginary lines such as the boundaries between countries orparishes.

The compass direction points to North. See page three for an explanation of how a compass works.

secondary information that is described below. This includes details about the scale, the direction of true north, a grid to help locate places, and a key to explain the use of symbols. This atlas starts with maps of the Caribbean region, followed by detailed maps of Jamaica and then maps of each Caribbean country, island or group of islands. After that the atlas shows maps of the rest of the world.

There are many types of map, each designed for a different purpose. The map of Martinique at the bottom of the page provides us with information about the physical and human environment, such as relief and roads – this is called a topographic map. Maps with information about specific themes or topics are called thematic maps. For example, the resources and economic activity map on the right shows us Martinique’s natural resources, such as forests and economic activities such as tourism and oil refining. Other examples of thematic maps include those for annual rainfall (page 40), population (page 56) and tourism (pages 54–55). Dot maps use a series of dots to show the distribution of a feature such as population (see page 56). Flow maps use lines or arrows to show the flow or movement of people, animals or things from one place to another (see page 14). Proportional circle maps show the proportional size of the data so that an instant comparison can be made between one place and another (see pages 18–19).

An atlas is a collection of maps, usually of the whole world, or of one region, such as the Caribbean. This is a social studies atlas which provides information about the geography, history and culture of places and people in Jamaica and the Caribbean. The maps in an atlas are drawn to quite small scales so that very large areas can fit onto a single page. To use these maps correctly, and to find out all the information they illustrate, they have a set of

Pineapples

Tourist centre

Sugar factory

Oil refinery

Bananas

Cocoa

Cattle

Dot map (see page 56)

Topographic map (see page 73)

Flow map (see page 14) Proportional circle map (see page 18/19)

Thematic map – resources and economic activity (see page 19)

Cruise ship port

Commercial centres

Schœlcher

La Trinité

Anse a L'Ane/Pointe du Bout

Le DiamantLe Marin

Ste-Anne

St-Pierre

Fort-de-France

Urban area

Mixed cropsScrub/livestockSugar cane

Forest

Key

Coral reef

1 2

MARIN

FORT-DE-FRANCE

TRINITÉ

61°00'W

B B

APte du Diable

Pte du Diable

Cap St Martin

Mt Pelée1397 m

Mt Pelée1397 m

Morne Bellevue694 m

Pte dela Rose

Montagne du Vauclin504 m

Pte des Salines

Pte du Diamant

Ilet Ramville ou Chancel

MacoubaGrand RivièreBasse-Pointe

Le LorrainAjoupa-Bouillon

Le Precheur

Fond-St-DenisLe Morne-Vert

La Trinité

Gros-Morne

St-Joseph

Le Lamentin

DucosLe St-Esprit

Le VauclinRivière-Salée

Rivière-PiloteSte-Luce Le Marin

Ste-Anne

Le Diamant

Les Trois Ilets

Les Anses-D'Arlets

Schœlcher

Case-Pilote

Bellefontaine

Le Carbet

Le François

Marigot

Ste-Marie

Morne de Esses

Le Robert

St-Pierre

Le MorneRouge

Fort-de-France

ST LUCIA

DOMINICA

MARTINIQUE

C

M

Y

CM

MY

CY

CMY

K

05 Learning to Use the Atlas.pdf 1 11/10/2019 02:05

6 LEARNING TO USE THE ATLAS

SecondaryInformation

Latitude and longitude

Line GraphThis uses a line to join the values for each year so that a continuous trend can be seen. It allows the population to be estimated for any years between the named years.

Population PyramidThis is a more complex version of a bar graph which divides a population by its age and sex.

Climate Graph

Many of the maps in this atlas are accompanied by diagrams. These help the user to understand more about the history, geography and economy of the country or state by putting statistical information into a graphic form. These can be in the form of bar graphs, line graphs or pie charts.

Lines of latitude and longitude are the universal way in which places are located on maps.The north-south lines are known as lines of longitude. The line which passes from the North Pole to the South Pole through Greenwich in London is the 0˚ longitude line. This line is called the Greenwich Meridian or Prime Meridian and is the starting point for all longitude readings. Lines to the left of the Greenwich Meridian are measured in degrees West of Greenwich and readings are followed by the letter W (e.g. 61˚W). Lines to the right of the Greenwich Meridian are measured in degrees East of Greenwich and readings are followed by the letter E (e.g. 61˚E). Readings East and West of Greenwich meet on the other side of the globe at 180˚.

The east-west lines are known as lines of latitude. The 0˚ line of latitude is known as the Equator. All lines above the Equator are measured in degrees North of the Equator and readings are followed by the letter N (e.g.14˚N). All lines below the Equator are measured in degrees South of the Equator and readings are followed by the letter S (e.g.14˚S).If we require a more accurate measurement of position we use degrees and minutes. Each degree is divided into 60 minutes – for instance the reference for Fort-de-France on the map on page 4 is 14˚ 38’N 16˚ 05’W.

This graph is a combined bar and line graph, with two quantitative scales, where the rainfall (in millimetres) is shown by bars and temperature (in degrees centigrade) is shown by a line.

Pie ChartThese diagrams are used to show statisticalinformation for a single year. The circle is divided up into segments which are proportional to the percentage of tourists from each area.

Bar GraphThe bars (columns) in a bar graph represent a quantity vertically or horizontally. In the example below, the number of tourists (in columns) is located along a horizontal time scale (years). This allows the visual comparison of each year by comparing the height of the bars. The bars can also be subdivided to show secondary information, such as how many tourists came by cruise ship, in this case.

West East

Greenwich

30˚W

30˚W 0˚60˚W90˚W120˚W150˚W 90˚E 120˚E 180˚E150˚E60˚E30˚E

0˚ 30˚ENorth

South

South0˚

0˚

30˚N30˚NTropic of Cancer

Arctic circle

Antarctic circle

Tropic of Capricorn

60˚N

60˚N

Equator

Equator

30˚S

30˚S

60˚S60˚S

North Pole

South Pole South Pole

Meridian

60˚E

Greenwich

Greenwich 90˚NLongitude Latitude

Latitude and longitude

North Pole 90˚N

90˚S 90˚S

Greenwich Meridian

West East

North

Internationaldate line

Annual percentage growth rate

0

Population growth, Jamaica, 1911–2018 Tourist arrivals, St Lucia, 2014–2018

Population in millions

1 0.3% 1.7%

3

2

1911

1943

1960

1982

1991

1.6%1.4% 1.4% 1.0% 0.9%

1970

2001

2011

2018

1921

0.4%0.2%

Population pyramid, Jamaica, 2018

Age

15 10 5 10 15Percentage of total population

FemaleMale

0 5

70+60-6950-5940-4930-3920-29

Age

70+60-6950-5940-4930-3920-29

10-19 0-9

10-19 0-9

Other17.1% Sugar

36.0%

Nickel10.0%

Alcohol7.8%

Crustaceans5.5%

Refinedpetroleum

4.6%

Rolled tobacco19.0%

KingstonExports by commodity, Cuba, 2017

4035302520151050

°C

050

100150200250300350400mm

J F M A AM J J S O N D

2014 2015 2016 2017 20180

600800

200

Thousands

100012001400

400

Stopover Cruise ship

C

M

Y

CM

MY

CY

CMY

K

06 Learning to Use the Atlas.pdf 1 11/10/2019 02:04