Geography and History S E C O N D A R Y 3 This book is a collective work , conceived, designed and created by the Editorial depar tment at Santillana , under the super vision of Teresa Grence. WRITERS Raquel Rubalcaba Heather Sutton Francisco Javier Zabaleta EDITORS Sara J. Checa Joseph Hopkins Ruth Mar tín Raquel Rubalcaba EDITORIAL MANAGER David Ramírez Raquel Rubalcaba PROJECT DIRECTOR Lourdes Et xebarria BILINGUAL PROJECT DIRECTOR Margarita España Do not write in this book. Do all the activities in your notebook. VOLUME I Geography
Uni t Let ' s get star ted LEARNING SITUATION Bui ld your understanding ESSENTIAL KNOWLEDGE BE A GEOGRAPHER 0 The natural environment and human activities 8 How are people and the environment related? 1. T he exploitation of natural resources 2. Climate action 3. T he transformation of landscapes Analyse the arrangement of the Earth's continental landforms and waters 1 The future of an ageing population 26 How can we ensure a minimum standard of welfare for everyone? 1. Uneven population distribution 2. W orld population is increasing 3. T wo rates of demographic growth 4. Societies are ageing 5. M igration: searching for a better life 6. Current migration flows 7. T he population of the European Union 8. Spain's demographic problems Interpret a population density map Create and interpret a population pyramid Analyse a world migration flow map 2 The world economy. How globalisation affects us 52 How are globalisation, crises and employment related? 1. Economic activity 2. W ho carries out the economic activity? 3. W hat do companies need for production? 4. H ow the labour market works 5. T he predominance of the capitalist system 6. A global economy 7. T he traditional economic powers 8. T he new world powers of the 21st century Analyse the tertiarisation of the Spanish economy 3 Food production: key to the Agenda 2030 76 Is the Zero Hunger SDG just about producing more food? 1. The primary sector around the world 2. Does the physical environment restrict agriculture nowadays? 3. Different types of agriculture 4. Commercial agriculture in developed countries 5. Traditional agriculture in developing countries 6. Plantations in developing countries 7. Livestock farming, a growing activity 8. Fishing and aquaculture 9. The primary sector in the European Union 10. The primary sector in the Spanish economy 1 1. The current challenges of the primary sector Interpret an agrarian land use world map Analyse Spanish agrarian landscapes 4 The need for more sustainable industry 110 Does our energy usage contribute to sustainability? 1. Mining activity 2. Exploitation of energy sources 3. The growth of renewable energy 4. Major energy producers and consumers 5. Industrial activity 6. From the First Industrial Revolution to Industry 4.0 7. The importance of location to industries 8. Who are the leading industrial producers? 9. The EU: strengths and weaknesses of the industrial sector 10. The secondary sector in Spain 1 1. Industry and the environment Assess the energy dependency of different states Identify an industrial landscape in an aerial photograph Contents 2
Pract i se your sk i l l s Take act i on CHALLENGE EXPLORE GEOGRAPHY IN MY LIFE USE INFORMATION RESPONSIBLY OTHER POINTS OF VIEW The benefits of mangroves Different ways of protecting landscapes Using Geography when making plans Make a video about environmental activism (Create and share accurate information) Critical thinking: true or false? Is it always hot in the desert? Different ways of connecting with nature Organise a photo exhibition Can states change demographics? Climate migration Is the silver economy a business opportunity? Organise an advertising campaign that avoids gender stereotypes (Promote gender equality in advertising) Critical thinking: true or false? Are stereotypes true? Do all Spaniards dance flamenco? Do people only emigrate to escape poverty? Do a population survey The digitalisation of economic activity What is China's economic interest in Africa? Is Google a monopoly? The history of globalisation The traditional world powers from another point of view What are the so-called emerging economies? Is globalisation only an economic concept? Think about the information we receive (Identify reliable sources and choose information) Critical thinking: true or false? Does the global economy only depend on the major powers? The collaborative economy under examination Develop a business plan that respects the SDGs How are rural areas used? The digital transformation of agriculture Nomadic pastoralism, a means of livelihood Destructive fishing practices Forestry in the European Union The Salton Sea, a dream broken by agricultural waste The benefits of consuming in-season produce Analyse a project to revitalise a rural area (Look for statistical data and analyse them) Critical thinking: true or false? Is intensive agriculture worse for the environment than organic agriculture? Chocolate, a bitter treat Debate Malthus's theory Giving waste a new life How much energy do we consume at home? Review a product (Be responsible when evaluating a product) Critical thinking: true or false? Does automation reduce employment? Worker rights: how much have we progressed? Identify industrial progress through films 3
Uni t Let ' s get star ted LEARNING SITUATION Bui ld your understanding ESSENTIAL KNOWLEDGE BE A GEOGRAPHER 5 Trade and transport: an economic challenge 140 How can we improve transport to protect the climate? 1. The dominance of the tertiary sector in economies 2. Trade leads the service sector 3. The organisation of world trade 4. Transport 5. More efficient overland transport 6. Shipping and the rise of containers 7. Air transport 8. The EU, a global trading power 9. Trade and transport in Spain 10. The environmental impact of transport Compare an essential public service across countries Compare population density with a country's road network Represent the EU's trade balance for goods 6 Other basic services related to the economy and welfare 168 How can we make tourism a sustainable sector? 1. T he growing demand for tourism services 2. T he world's top tourist destinations 3. H ow can tourism help to achieve the SDGs? 4. F inancial and ICT services 5. O ther services that provide revenue and welfare 6. T ourism and other services in Spain Analyse the competitiveness of the Spanish tourism sector 7 Cities, areas of contrast 188 What makes a city healthy? 1. U rban versus rural areas 2. T he growth of cities 3. L arge urban areas 4. C ities, the economic centres of states 5. M oving towards a world of cities 6. T he global urban network 7. T he urban network in Europe and Spain 8. S ustainable and multicultural cities Compare an urban and a rural landscape Interpret an urban plan Analyse the global urban network 8 The challenges of the globalised world and the SDGs 216 Is social justice our responsibility? 1. C ontrasts in human development 2. A n end to poverty and zero hunger 3. H ealth, wellbeing, clean water and sanitation 4. Q uality education and decent jobs 5. Gender equality 6. F actors that slow a country's development 7. Development aid 8. D oes poverty only exist in developing countries? 9. P overty and the environment Classify countries by their HDI Assess the progress of the SDGs Glossary Contents 4
Pract i se your sk i l l s Take act i on CHALLENGE EXPLORE GEOGRAPHY IN MY LIFE USE INFORMATION RESPONSIBLY OTHER POINTS OF VIEW Air transport attracts other services Our journeys have an environmental cost Compare headlines about e-commerce (Compare information) Critical thinking: true or false? Are paper bags more ecological than plastic bags? Public or private: the wrong debate Suggest measures for the sustainable use of transport An eco-resort in the Maldives The business smiling curve The importance of social services Be aware of your digital footprint ( Take control of the personal information stored on the internet) Critical thinking: true or false? Do independent news media exist? When entertainment wasn't online Design a sustainable tourism experience What is a suburb? The Bos-Wash megalopolis Cities that generate more wealth than many states The process of urbanisation in Spain A historical tour of European cities We travel by underground Interpret a news article (Analyse information and make a judgement about it) Critical thinking: true or false? Do electric scooters help to reduce pollution in cities? Cities before and after the pandemic Design the ideal city Water stress Is slavery truly abolished? Discrimination against women limits development in Africa A snapshot of poverty in Spain What does the welfare state mean for society? Write a letter to the director of UNICEF (Give and defend opinions) Critical thinking: true or false? Is malnutrition only a problem in poor countries? When employment does not save you from poverty Be a volunteer 5
Education is a long road that lasts a lifetime. Follow the WORLD MAKERS learning path to create a more equal, fair and sustainable world. Learning path The future of an ageing population 1 A grandmother with her grandson in the Philippines There are two current trends in world population . It is growing at a slower rate than in the 20th centur y and it is also ageing. An ageing population means that the number of people aged 65 or over is increasing. This is a result of higher life expectancy and a lower number of births than ever before. This ageing threatens economic progress and the social welfare we are accustomed to. The working population finances the state's social expenditure through the taxes that they pay. However, the working population has to support a growing number of retired people. The social expenditure needed to cover the needs of the elderly population is drastically increasing. L E T ' S G E T S TA R T E D How has the average size of Spanish families changed? Why do you think this is? By how much has the number of women in the labour market increased since 1960? Do you think this is significant? Why do you think life expectancy has increased? What circumstances are necessary for social welfare to function? L E A R N I N G S I T UAT I O N 26 Ensure a minimum standard of welfare for everyone Millions of people do not have access to adequate health and sanitation systems, which puts their welfare in danger. You can do a population sur vey to help to raise awareness of the situation . I N T H I S U N I T. . . You will learn about the distribution of world population and how it has changed over time. You will understand the reasons for demographic ageing. You will analyse the demographic problems of the EU and Spain. You will take action. You will do a survey to find out people's needs and how they evaluate their quality of life. SOCIAL AND ECONOMIC CHANGES 1960 2020 HOUSEHOLD Average household size 4 people 2.5 people 1.2 children Over 16 % 40 % are under 25 years old 14.4 % of the total Spanish population 46.3 % of women participate in the labour market 19.4 % of the total Spanish population 6 % of the population 42.1 % of total expenditure 83.6 years 3 people of working age per elderly person 14 years old 74 years old 3 children 8 people of working age per elderly person 8.2 % of the total Spanish population 27 % of the total Spanish population Just over 2 % of the working population Less than 1 % of the population 5.2 % of total expenditure 69.9 years 20.1 % of women participate in the labour market Average number of childbirths per woman Population under 15 years old Percentage of women who work Dependent population over 64 years old Unemployment rate Population aged 65 and over Population aged 80 and over Life expectancy at birth On pensions WORK ELDERLY POPULATION STATE EXPENDITURE CHALLE N GE 27 O R G A N I S E Y O U R I D E A S 1 Summarise the characteristics of migratory movements. Copy and complete the diagram in your notebook. 2 Compare. Copy and complete the table. CONSEQUENCES OF MIGRATION For the countries of origin For the countries that receive migrants … … 3 Draw a timeline like the one below. In the boxes, write down the global rate of demographic growth in each period, as well as the factors that account for this. C H E C K Y O U R P R O G R E S S … Mi gratory movement s According to the durat i on … According to the cause Forced … for example for example ... ... According to the dest inat i on main recipients main origins ... ... External (international ) … 4 Define the following terms: life expectancy at birth net migration rate population density demographic ageing generational replacement Think. Can a person be an emigrant and an immigrant at the same time? Explain your answer. 5 6 Calculate the crude birth and death rates and the rate of natural increase in Toledo in 2019. Then answer the questions. In 2019, the municipality of Toledo had 84,873 inhabitants. That year, 723 births and 559 deaths were registered . With only this data, can we say for certain that the population of Toledo increased? Why / Why not? A P P LY Y O U R K N O W L E D G E 19TH CENTURY 20TH CENTURY 21ST CENTURY Currently... In 2050... … … Use the STUDY NOTES to review the content of this unit. 46 7 Analyse the evolution of Brazil's demographic structure using the population pyramids. What was the shape of the population pyramid in 1970? Which age groups were the most numerous? What does this indicate? How has the population pyramid evolved since 1970? Which demographic transition model do you think corresponds to Brazil: that of a developed or a developing country? Explain why. Which word would you use to classify the Brazilian population according to the forecast for 2050? 8 Look at the graph of global migration flows and answer the questions. What is the main destination of European emigration? Why do you think that is? What are the main types of migration in Africa? 9 Assess what challenges the Spanish population will face in the coming years. 1 W H A T D I D I L E A R N ? Select the two characteristics that you believe best define world population dynamics. What do you consider are the key concepts of this unit? Name at least three key concepts in the unit and explain why you think each one is important. Did you find the content of this unit interesting? Which aspects interested you most? Demography i s the s tudy of human popu l at i ons . Do you th i nk i t i s an impor tant soc i a l sc i ence? Expl a in your answer. 10 I USED TO THINK… NOW I THINK… What did you believe about world population before studying this unit? Has your opinion changed? Which specific aspects do you think you were wrong about? 0 - 4 5 - 9 10 - 14 15 - 19 20 - 24 25 - 29 30 - 34 35 - 39 40 - 44 45 - 49 50 - 54 55 - 59 60 - 64 65 - 69 70 - 74 80 - 84 75 - 79 85 and ove r % SOURC E : UN. 0 1 0 1 2 2 3 3 4 4 5 5 6 7 8 8 7 6 Ma l e p o p u l a t i o n F ema l e p o p u l a t i o n 1 9 7 0 959143_02_p073_h01_piramide_Brasil_1970 0 - 4 5 - 9 10 - 14 15 - 19 20 - 24 25 - 29 30 - 34 35 - 39 40 - 44 45 - 49 50 - 54 55 - 59 60 - 64 65 - 69 70 - 74 80 - 84 75 - 79 85 and ove r % SOURC E : UN. 0 1 0 1 2 2 3 3 4 4 5 5 Ma l e p o p u l a t i o n F ema l e p o p u l a t i o n 2 0 1 5 959143_02_p073_h02_piramide_Brasil_2015 0 - 4 5 - 9 10 - 14 15 - 19 20 - 24 25 - 29 30 - 34 35 - 39 40 - 44 45 - 49 50 - 54 55 - 59 60 - 64 65 - 69 70 - 74 80 - 84 75 - 79 85 and ove r % SOURC E : UN. 0 1 0 1 2 2 3 3 4 4 5 5 Ma l e p o p u l a t i o n F ema l e p o p u l a t i o n F o r e c a s t f o r 2 0 5 0 959143_02_p073_ 03_piramide_Brasil_2050 SOURC E : UN, 2 0 2 1 . Africa Asia Europe USA and Canada Oceania Or i g i n Des t i na t i on Africa Asia Europe Latin America and the Caribbean USA and Canada Oceania Latin America and the Caribbean 959143_02_p73_ 04_ ujos_migratorios 47 5. Migration: searching for a better life What is migration? Migration, or migrator y movement, is when the population moves from their place of origin to another destination , involving a change of residence. (11) Migration has always occurred , but nowadays it is higher for two reasons: Better and cheaper transport makes it easier to move around . Information and communication technologies make it easier to obtain information about other places. People migrate to different destinations: Most migration takes place within the countr y of birth. In recent years, migration to other countries in the same geographical region has increased . Migration to more distant high-income countries has also risen . In 2020, around 281 million people (3.6 % of the world population) were living in a foreign countr y. Two-thirds of them were living in just 20 countries. (12) In addition , around 700 million were living in a different territor y to the one in which they were born , but within their own countr y. The causes and effects of migration People relocate for different reasons and this has positive and negative effects on both the countries of origin and the destinations. 11. Classification of migratory movements TYPES OF MIGRATION Voluntary Forced by conflicts According to the duration Permanent Temporary According to the cause According to the destination Internal, or national External, or international 38 REASONS WHY PEOPLE EMIGRATE EFFECTS OF MIGRATION ON COUNTRIES Economic. The most common causes are a lack of work opportunities or poor working conditions or salaries in the place of origin . Social and family. For example, to have access to better health care, education , etc. Also, to join family members who emigrated previously. Political and religious. Due to wars or ideological , religious or ethnic persecution . This is the case of refugees. Natural disasters. Earthquakes, floods, prolonged droughts, etc. Demographic. As emigrants are mostly young, the average age of the populations increases in the areas they depart from. In contrast the average age decreases in the areas the migrants arrive in . Economic. In the countries emigrants leave, unemployment falls and money from emigrants arrives. In the countries emigrants move to, they help to finance social expenditure through their taxes, but unemployment can rise. Cultural and social . Multiculturalism enriches, but many immigrants find it difficult to integrate. They may also become victims of xenophobia . 1 Investigate • Look at the report Desplazamientos y migraciones climáticas: un reto que debemos afrontar, which was produced by the PDMC. Is there a risk of climate migration in Spain? Why? 959143_02_p65_mund i_mi graciones A T L A N T I C O C E A N I N D I A N O C E A N P A C I F I C O C E A N P A C I F I C O C E A N SOURCE: UN, 2021. 0 1.400 kilometres Scale , Less than 5 From 5 to 10 From 10 to 15 959143_02_p65_leyenda_mundi_migraciones From 15 to 20 More than 20 Foreign population (in %) Ma i n count r i es o f or i g i n Ma i n hos t count r i es Mex i co ( 11 mi l l i on ) I nd i a ( 18 mi l l i on ) Ch i na ( 11 mi l l i on ) Rus s i a ( 10 mi l l i on ) Sy r i a ( 8 mi l l i on ) USA ( 51 mi l l i on ) Ge rmany ( 16 mi l l i on ) Saud i Ar ab i a ( 13 mi l l i on ) Rus s i a ( 12 mi l l i on ) UK ( 9 mi l l i on ) 959143_02_p065_h02_pobl_inmig_inter 12. International migration: foreign population by country Climate migration Currently, some of the migration that takes place around the world is caused directly or indirectly by extreme weather phenomena resulting from climate change. These weather phenomena include droughts, hurricanes and floods. In 2019, natural disasters forced around 24 million people to abandon their homes and settle in other less affected areas of their own countries. This type of migration is known as climate migration. (13) The World Bank warns that by 2050, in the regions of Southeast Asia , sub-Saharan Africa and Latin America , there will be a total of 140 million internal migrants due to the effects of climate change. E X P L O R E 13. Causes of climate migration 959143_02_p67_h03_migraciones_climaticas SOURCE: IDMC, 2020 Cyclones, hurricanes, typhoons: 13.6 million Other causes: 0.1 million Fires: 1.2 million Floods: 14 million Define: migratory movement. List the main reasons why people emigrate and where they emigrate to. Explain the positive and negative consequences mass immigration could have in Spain. Classify. If you decided to study in Canada next year, would it be classified as migration? If so, what type of migration would it be? K E Y Q U E S T I O N S 39 LEARNING SITUATION. THE CHALLENGE 1 ESSENTIAL KNOWLEDGE 2 CHECK YOUR PROGRESS 3 Think about a real or imaginary situation from daily life with the SUSTAINABLE DEVELOPMENT GOALS in mind, in order to begin the learning process. Contribute to the achievement of one or several of the targets by doing the challenge. Take the Challenge! Go further and investigate. EXPLORE cases, characters and other interesting aspects that will expand your knowledge of the world. To do this, look for reliable information, organise it carefully and draw your conclusions. WHAT HAVE YOU LEARNT? Evaluate: think about what you have learnt and how you constructed your knowledge. Organise your ideas and apply your knowledge to different contexts and situations in the CHECK YOUR PROGRESS activities. Think, make connections and communicate critically by doing the ACTIVITIES throughout the book. Work like a specialist. With the help of the BE A GEOGRAPHER sections you can practise what you learn. Exercise your mind. Practise THINKING TECHNIQUES that will enhance your powers of reflection and thinking. Use the KEY QUESTIONS to review and ensure you have understood the content. Acquire essential knowledge from the clearly explained content and strong visual language: drawings, maps, timelines, etc. 6. Current migration flows Continental and regional differences Migration flows are the number of people entering and leaving a territor y during a specific period of time. The main reason for migration is work opportunities. Therefore, flows are determined by the economic situation in the countries people leave and arrive in . However, other factors also influence emigrants' choice of destination , including: geographical proximity, culture ( language, religion , etc.) and family. Migration flows are different in each continent and region : Asia It is mainly a continent of emigration. Asia accounts for over 40 % of global international migration . Most emigrants are from India and China. Over half of these emigrants choose another Asian countr y as their destination in search of better economic conditions. Others are escaping from areas of violent conflict, like Syria . Arab states like Saudi Arabia and the United Arab Emirates are among the most popular destinations. Outside Asia, the main destination is Europe. In 2019, Europe received 50 % of the emigrants that left Asia . Canada and the USA received 38 %. Europe In 2020, Europe received 86.7 million international migrants. Over half the immigrants that arrived in a European countr y came from another European countr y. The main countries of origin are Eastern European countries (Russia , Ukraine, Poland , etc.). The number of immigrants arriving from other continents has been increasing since 1990. In 2019, it reached 39 million . These immigrants mainly come from Asia and North Africa. Germany, Russia , the United Kingdom (UK) and France receive the greatest numbers. There were around 19 million European emigrants in 2019. They mainly settle in the USA, Canada and Asia. America The USA and Canada receive many immigrants. In 2020, the figure was almost 59 million . This included 26.6 million from Latin America, 17.4 million from Asia and 7 million from Europe. Latin America is a region of emigration. Mexico is the second largest global source of emigrants (after India). Oceania Australia and New Zealand are the main destinations. They receive immigrants from their own continent who emigrate for work, to study or to escape natural disasters. They have around 7.7 million immigrants from other continents. 49 % are Asian (mainly from China and India) and 38 % are European (mainly from the UK and Germany). The number of Asian immigrants is increasing the fastest. Africa International migration figures are high . In 2019: Within the continent, 21 million people were living in another African countr y. 19 million were living on other continents. People from North African countries (Egypt, Morocco, etc.) emigrate the most. Within the continent, the main destination is South Africa. Outside the continent, the most popular destinations are European countries due to their proximity and historical ties. In 2019, there were 10.6 million Africans living in Europe. UNITED STATES OF AMERICA MEXICO UKRAINE TURKEY R U S S I A KAZAKHSTAN SYRIA SAUDI ARABIA UNITED ARAB EMIRATES INDIA AFGHANISTAN CHINA BANGLADESH HONG KONG PHILIPPINES IRAN PALESTINE JORDAN O C E A N P A C I F I C O C E A N I N D I A N P A C I F I C O C E A N A T L A N T I C O C E A N 0 1,250 kilometres Scale SOURCE: UN, International migrant stock, BBVA, 2020. 959143_02_p67_mundi_ ujos_migracion List the main regions that people emigrate from and the main regions people immigrate to. K E Y Q U E S T I O N S 40 Analyse a world migration flow map A flow map shows a mobile geographical feature, like population movements. Arrows are normally used to connect the points of origin and destination and indicate the direction in which the movements occur. On some flow maps, the arrows are different widths. In this case, each arrow is proportional to the value it represents. These types of arrows show the direction and size of movements. (16) Between which countries are migration flows highest? Between which regions are the flows greatest? Name three countries with a high number of immigrants and three with a high number of emigrants. Where do the immigrants to the USA mainly come from? Which factors can explain this migration flow? Are there large migration movements between areas within the same country? Why do you think this is? Share the conclusions you reached by analysing the map. Your turn 1 B E A G E O G R A P H E R Take these aspects into account: The key. This contains the colours and symbols on the map and explains their meaning. The direction and width of the arrows. These identify the places of origin and destinations of migration flows, as well as their relative size. Así se hace How to do it 16. Main migration flows between two countries or regions Migratory movements* 2 to 3 million 3 to 4 million *Total number of emigrants living in the country of destination in 2020 More than 10 million 959143_02_p67_leyenda_mundi_ ujos_migracion L 6
5 Physical map 20º 30º 60º 90º 120º 150º 180º 150º 120º 90º 60º 30º 0º 180º Yuko n Greenland Mo unt a i ns MOUNTAINS ALPS Mountai ns Da rling Orange A N T A R C T I C O C E A N A R C T I C O C E A N Greenwich Meridian Hudson Bay Baffin Bay Lak e Ba lkhash 0º 20º 40º 60º 40º 60º 80º 0º 30º 60º 90º 120º 150º 180º 30º 60º 90º 120º 150º 180º Arctic C ircle Tropic of Can cer Equator Tropic of Cap rico rn Antarctic C ircle 20º 20º 40º 60º 40º 60º 80º 0º Arctic C ircle Tropic of Can cer Equator Tropic of Cap rico rn Antarctic C ircle B e ring Strait Cape Mendocino Dav is Strai t Cape Farewell Cape Race Cape Hatteras Golfo de México Golfo de Arica Río de la Pl ata Ca pe São Roque Cabo de Hornos Estr echo de Ma ga llanes Ca pe of Good Hope Gulf of Guinea Ca pe Ver de Mozambique Channel Ca pe Guardaf ui Cabo Fisterra Nor th Cape Ca pe Comori n Ca pe Lopat ka Nor th West Cape Ca pe Le euwin Persian Gulf Bay of Bengal Newfound land Cuba La Español a (Hispani ola) Puerto Rico Jamai ca Islas Ca na rias Briti sh Isles Icel and Madaga scar Sri L anka Sumat ra Java Philippines Bor ne o New Guinea Japan Taiwa n New Zeala nd Great Australian Bight Tasmania Gulf of Alaska Alaska Range R OCK Y M O U N T A I NS G R E A T P LAI NS S i er r a Ma d re Guiana Highlands AMAZON PLAINS MATO GROSSO PLATEAU ALTIPLANO BOLIV IANO GRAN CHACO LA PAMPA ANDE S PATAGONIA ATLAS MO U N T A INS S A H A R A LI BYA N DE S E RT Ahagga r Mounta ins Tibesti Mountai ns DARFUR PLATEAU M i t umb a Mo unt a i ns BIÉ PLATEAU KA LA H A RI DE S E RT Drakensberg Ap p a l a c h ian Mo u n tai n s LABRADOR PENINSULA SOMA LI PENINSULA SCANDINAVIAN PENINSULA S can di n a vi a n CARPATHIAN CAUCASUS Za g ros Mount a i ns PENÍNSULA IBÉ RICA ITALIAN PENINSULA BALKAN PENINSULA ANATOLIAN PENINSULA IRANIAN PLAT EAU Hin du Kus h ARA BI AN PENINSULA INDIAN PENINSULA THAR DESE RT T i e n S h a n M o u n t a i n s W E S T S I B E R I A N P L A I N URAL MOUNTAINS CENTRAL SIBERIAN PLATEAU TAYMYR PENINSULA K unl un Mo u n tai n s GOBI D ESE RT Al tai Mounta ins Yablo nov y Ran g e HI MAL AYAS PLATEAU OF TIBET NORTH CHI NA PLAI N Ver k hoyansk Mou n t ain s S t a n o v o y R a n g e Koly ma U plan d KAMCHATKA PENINSULA GREAT SANDY DESE RT INDOCHI NA PENINSULA GREAT VI CTORIA DESE RT GREAT DI V I D ING RANG E FLORIDA PENINSULA PENÍNSULA DE CALIFORNIA PENÍNSULA DE YUCATÁN GRE AT E UROP EANP LA IN PIRINEOS Be ring Sea Beaufort Sea Ca ribbean Sea P A C I F I C O C E A N A T L A N T I C O C E A N I N D I A N O C E A N P A C I F I C O C E A N Kar a Sea Ba rents Sea Norwegia n Sea Red Sea Bering Sea East Siberian Sea Sea of Okhotsk Balti c Sea Nor th Sea Arab ian Sea Medi te rra n e a n S e a Sou th China Sea Casp ian Sea Black Sea Great Be ar Lake Mackenzie Great Slave Lak e Lak e Winnipeg Lak e Superi or Lak e Michigan Lak e Hur on Miss ouri Mississippi Bravo Orinoco Amazon Lago Titica ca SãoFr ancisco Paraná Niger Lak e Chad Nile Congo Lak e Victor ia Lak e Tanganyik a Lak e Nyas a Zambezi Euphr ate s Rhine Danube Dnieper Don Volga U ral Irt ys h Ob' Yen isey Lak e Ba ikal YellowRiver Amur Indus Ganges Yangtze Mekong L ena Ko lyma K2 8,611 m Pobeda 3,147 m Mount Fuji 3,776 m 4,620 m Ras Dashen Etna 3,340 m Mont Blanc 4,807 m 3,479 m Mul ha cén Toubkal 4,165 m Tei de 3,718 m Mount Cameroon 4,095 m Emi Koussi 3,415 m Tahat 2,908 m Mount K enya 5,199 m Kilimanjaro 5,895 m Kosci usko 2,230 m Cook 3,764 m Orizaba 5,700 m Mount Whitney 4,418 m Denali 6,194 m Ojos del Salado 6,893 m Aconcagua 6,960 m Chimborazo 6,267 m Elbrus 5,642 m Narodnaya 1,894 m Everest 8,850 m Ismoi l Somoni Peak 7,495 m 13656 1_p4_5_Mundi fís ico 0 680 kilometr es Scale N S E O W Major peaks Major rivers Lakes 2,500 m 2,000 m 1,500 m 1,000 m 400 m 200 m 0 m XXXXXX_p4_leyenda_Mundi Fisico ES0000000156845 251689_DEMO_ATLAS_116303.indd 4-5 1/2/22 12:27 n s h S P ANG E O p s N mbe i e ma THE CHALLENGE 5 Make connections with your life, your interests, and the world around you. Find the link between what you've learnt and the world in which you live with GEOGRAPHY IN MY LIFE. Critical thinking. In the USE INFORMATION RESPONSIBLY and TRUE OR FALSE? sections you will find suggestions for learning how to create truthful content and for deconstructing fake news and myths. Open your mind. Analyse and contrast OTHER POINTS OF VIEW. This will help you understand the diversity of the world in which you live. In addition, there is helpful support material available: With the STUDY NOTES you can revise the key concepts of each unit and check your progress. The ATLAS will help you to understand the world in which you live. Don't stop now! TAKE ACTION and complete the CHALLENGE to create a more equal, fair and sustainable world. CORE SKILLS 4 Is the silver economy a business opportunity? 11 Analyse. What does silver economy mean? What factors have made it possible for us to live longer lives? What factors could end this trend? What problems does demographic ageing create? What opportunities does it offer? 12 Think and evaluate. MAKE CONNECTIONS. Imagine yourself at age 65. What kind of life would you like to have at that age? Would you start your own business, study something, volunteer with an NGO, etc.? DISCUSS. Do you share Juan Pablo Riesgo's belief in active retirement? Why? The ageing of the population is one of the great social and economic changes that is currently occurring on a global level . No developed countr y can ignore this unstoppable reality, which is both worr ying and exciting. Since 1840, life expectancy has been rising at a rate of two and a half years per decade. Forecasts predict societies will live increasingly longer. However, this will also depend on climate change, economic recessions, the threat of major wars and new diseases. This rising life expectancy will create major challenges for public health and pension systems. [...] However, for the last five years, there has not only been talk of the collapse of the welfare state, but also talk of the silver, or elderly, economy. Some experts [...] say that this sector of the population will provide the main stimulus for GDP growth . One of the main topics of conversation in the next few years will be how to create wealth from this generation […]. The European Commission has included the development of the silver economy as a priority for companies in the EU. "The average revenue and profit growth generated by companies with ageing-related businesses has been higher than that of the overall market," it states. The European Commission distinguishes between active, frail and dependent people. This is because there are two sides to the silver economy. One side offers products and ser vices related to leisure, entertainment and active ageing. The other is aimed at people with poorer health who need to be looked after and require geriatric care. In both cases, there are business opportunities, especially in health care, but also in wellbeing, nutrition , security, culture, tourism, leisure, autonomous personal transport, sport, fashion , cosmetics, finance and insurance, urban planning and smart home automation . There are also opportunities in the field of lifelong learning. "This will gradually develop, especially if legislation facilitates extending the working age by making it compatible with pensions," says Pablo Antonio Muñoz, professor of Marketing and Market Research at Universidad de Salamanca . For this revolution to succeed , extending the working age will be essential . Spain needs to work on this area . "The rate of employment for people over 55 is 53 %, one of the lowest rates in developed countries. This is due to a lack of confidence in senior talent, and age discrimination ," says Juan Pablo Riesgo. He is in favour of active retirement (receiving a pension and working at the same time). "This will allow millions of people of this age to continue working, saving, creating and consuming. It will make it possible to create new industries and for more people to become entrepreneurs, many of them senior citizens [...]," adds Iñaki Ortega . In fact, 18 % of adults aged between 50 and 64 are entrepreneurs, compared to 11 % of young people aged between 18 and 29. Sandra López Letón, "Viejenials: el gran negocio de disfrutar la vejez", from El País, 15th December 2019 (Adapted) G E O G R A P H Y I N M Y L I F E 48 Is globalisation only an economic concept? 15 Analyse cultural characteristics. What is culture, in your view? Language is a very important element of a society's culture. What other elements define it? Complete a table with the elements of your own culture. 16 MAKE CONNECTIONS Think about the festivals and traditions you celebrate each year. Which ones are imported from other countries? What food and drink do you usually consume when you go out? What are your favourite clothing brands? Which country are your favourite films from? What about your favourite singers? Thinking about your answers to the question above, do you think young people in Spain are now dominated by US or other cultures? 17 Discuss in class. HERITAGE. Do you think that contact between different cultures enriches a country's cultural heritage? Why or why not? Can it also weaken a country's own culture? In which cases can this happen? For companies that sell products in the global market, do you think cultural globalisation has more advantages than disadvantages, or vice versa? What about for consumers? Give reasons for your opinions. 18 Find out about the Gypsy culture. Where are the Gypsy people from originally? For how many centuries have they lived in Spain? Explain one characteristic of their culture. Do you think Gypsies suffer from social rejection and discrimination? Is this fair? The process of globalisation has not only affected the economic sector. The creation of a world market and the development of information and communication technologies have affected all areas of life. Therefore, ways of life, values, traditions, gastronomy, music, cinema, clothing, etc. have spread on a large scale from one country to another. Through the internet, social networks, audiovisual content and travel, people from all over the world are adopting similar ideas, customs and tastes. This process is called cultural globalisation. It has led to a certain degree of cultural uniformity that is dominated by the Western, predominantly US, model. Some of the data that illustrate this are: Coca-Cola is the most widely consumed soft drink on the planet, and jeans are the most popular item of clothing. Hamburgers, the US food icon, are served in establishments in almost every country. Hollywood f i lms are the most popular, and festivals like Halloween are celebrated in countries where this tradition did not previously exist. Music genres such as jazz, blues and rap have spread all over the world. Cultural globalisation often creates conflict between the appeal of external ideas and our connection with our country of origin, which has its own cultural characteristics. 21. Japan 22. Cambodia G E O G R A P H Y I N M Y L I F E OR FALSE T R U E 72 ES0000000100205 959143_Unidad02_124647.indd 72 8/4/2022 6:55:02 PM 1 The objective of an advertising campaign is usually to provide information about a product and to encourage people to buy the product. Advertising campaigns can also be aimed at raising awareness about a social problem in order to change people's behaviour. Organise an advertising campaign that avoids gender stereotypes 13 Describe the photo on the right. It was taken in a New York City underground station. What do you think the artist is trying to criticise? What real features does he use to help communicate his message? What role does colour play? In this context, do you think colour acquires a sexist meaning? Explain your answer. Do you think it is a good advertising campaign? Give reasons for your answer. 14 Think of some situations that illustrate gender inequality. Why does this occur? C R I T I C A L T H I N K I N G Are stereotypes true? Do all Spaniards dance flamenco? 16 INVESTIGATE Look up and explain the meaning of stereotype. Find out how many people in Spain dance flamenco. Could you find the figure? Make a list of other ways in which foreigners stereotype Spanish people. Are these stereotypes true? We also stereotype foreigners who come to Spain. Make a list of some preconceived ideas about immigrants. 17 CONTRAST On the internet, find and watch the Red Cross video Desmontando mitos sobre la inmigración (3:30 mins). What data is used to prove that the myths about immigrants are not true? Do they come from reliable sources? 18 DECIDE Can stereotyping people be considered a form of racism or xenophobia? Give reasons for your answer. U S E I N F O R M A T I O N R E S P O N S I B LY 25. Advertising campaign about inequality in the labour market, by the Japanese artist Kazunori Shiina 15 Design an advertising campaign to promote gender equality. Begin by choosing a medium for your campaign (a poster, photograph, video clip, etc.) and write a script. OR FALSE ? T R U E 49 P R E PA R E YO U R P R OJ E C T 3. Select ten people and survey them. You must complete one survey per person. To complete the survey faster, you can record the answers. When you have finished, you can write down the relevant data. Don't force anyone to answer a question if they don't want to. 1 Do a population survey S TA R T I N G P O I N T Surveys can contain either open or closed questions. In this case, open questions are most appropriate. These allow the respondents to give the answers they wish in their own words, rather than limiting them to a set of options (closed questions). In this way, you can obtain more information. However, it is more difficult to quantify the answers. 1. Prepare five questions for the survey. Think about and decide which questions you are going to ask the respondents, taking into account the objective of your research. All the respondents will answer the same questions. The questions should be clear and specific. 2. Design the questionnaire. Put personal details at the top of the questionnaire: the name, sex and age of the respondent. You can leave a space to write down other information of interest, for example, their employment situation. S H A R E YO U R P R OJ E C T 4. Write a report based on the survey. Quantify the results as much as possible. Are there similarities among people in the same age group? What about among elderly people and working-age adults? Were there any differences in the answers of different sexes? Write down the most significant data. Make conclusions and write them down. Attach the completed questionnaires at the end of your report. TA K E AC T I O N In this unit you have studied the pressure that the progressive ageing of society is putting on the functioning and financing of the state. However, do you know what the main concerns of the elderly population are? Do you know what their personal situations are and if they feel satisfied? Do you know how they see their future? What about the adults who make up today's working population? Carry out a survey of five people aged 65 years old or over, as well as another five working-age adults that you know, to find out what these groups think. CHALLE N GE 51 Ever y year, between 2,000 and 2,500 illegal immigrants arrive in the Spanish city of Ceuta in search of a better future. This is the stor y of two young people, aged 19 and 20, who managed to sur vive a long and difficult journey. They travelled from Guinea , where they were born , to Ceuta . From Ceuta they hoped to be transported to a new life in Europe. However, their future was still full of uncertainty. Why? Why take a leap in the dark? Why stare death in the face? Did they live in a war zone? No. But they did live in a place with no future, a place of unfulfilled expectations and broken dreams. That was how two totally different stories came to an end . "I led a normal life, I was happy with my family and I was studying. But, I couldn't progress, there is no future for my project (he often uses this word to refer to his plans for the future)," says Habib. For his friend Alseny, the past was darker. He is the eldest son of a widowed mother and has three younger siblings. He worked as a driver, "with many problems", for a monthly salary of 50 euros. […] Their unsustainable situations and the news that so many others had reached their dream destination led them to leave their homes one night, perhaps never to return . […] One of the most dangerous parts [of the journey] is passing through Niger. The radical Boko Haram group is in the south , the Islamic State is in the north , and branches of al-Qaeda are on the border with Algeria . Conflicts involving the Tuareg and […] human , arms and drug trafficking also take place on the border with Mali . Their memories of crossing from Algeria into Morocco do not sound much better. […] A double fence 3.5 metres tall extends over 1,150 kilometres. The fence has radar, cameras and intermittent militar y patrols, who will not hesitate to shoot anyone who approaches. […] "The sea appeared easier, but I knew it was treacherous and that death could be round the corner," admits Habib. […] Nineteen people, including three pregnant women , were hanging onto a tiny dinghy. Hours later, it capsized on the rocks of Santa Catalina , resulting in three more broken dreams. "The man in the balaclava abandoned us in the middle of the sea . It was ver y dark and cold . We were afraid because dark-skinned people don't know how to swim," he says. At last, the dreamland appeared but their victor y was bittersweet: "My heart is torn . I'm ver y happy to be here, but the death of my companions will never leave me." Victoria C. Sol ano, in El Faro de Ceuta , 29th April 2018 (Adapted) 19 Analyse. What circumstances led these two young people to go on such a dangerous journey? How do you think they felt during the journey? How would you classify this type of migration? 20 Think. Imagine a retired German couple decided to settle in Málaga. What do you imagine their journey and their lifestyle in Spain would be like? Can you identify any similarities between this experience and Habib and Alseny's migration? Do you think their reasons for emigrating are the same? Explain your answer. UNDERSTAND OTHERS. Have you ever thought about living in another country? Would you be prepared to make a journey like Habib and Alseny's journey? Do people only emigrate to escape poverty? O T H E R P O I N T S O F V I E W 50 P R E PA R E YO U R P R OJ E C T 2. Pay attention to the sequence of the protagonist working on an assembly line. What is happening? What do you think is being communicated? Do the assembly lines of today's factories resemble those of the past? What about the working conditions? 3. Write a script for the same sequence, or any other you can imagine, but set in a factory today. Decide first what you want to show, criticise, denounce, praise, etc. Describe each scene: characters, props, etc. From the written script, make a storyboard. S H A R E YO U R P R OJ E C T 4. Display your work in the classroom. 5. Discuss the changes there have been in industry since the First Industrial Revolution. The market where products are sold. The technology used in manufacturing. The outsourcing of industries. The qualifications and labour rights of the employees. The environmental impact of factories. The differences in working conditions among different countries. Summarise your conclusions. S TA R T I N G P O I N T 1. Watch the first ten minutes of the film Modern Times on the internet. What period is it set in? How do you know? What is the plot? Where does the action take place? Do you see it as a critique of the society of that time and, in particular of the organisation of work in the factories? Justify your answers. 5 Identify progress through films TA K E AC T I O N In technologically advanced countries, the way manufacturing takes place has changed dramatically since the beginning of industrialisation. Classic films such as Modern Times, starring, written and directed by Charles Chaplin in 1936, help us to appreciate the evolution of the machines and technology used in manufacture. They also help us to understand the organisation of work and the working conditions for factory employees. Normally, people who write film scripts make each sequence (a series of shots with a common storyline) into a storyboard. This is a graphic script in the form of a comic strip where the main scenes of each sequence of the film are drawn. This helps the writer to visualise the result, and if they don't like it, to make changes as they see fit for each scene. CHALLE NGE 167 > Listen and read aloud. absolute population anti-natalist policy basic demographic indicators choropleth map climate migration contracting population pyramid country of origin crude birth rate (CBR) crude death rate (CDR) demographic ageing demographic transition destination developed country developing country elderly dependency rate elderly population emigration expanding population pyramid expenditure generational replacement human factors immigration less developed country life expectancy migration migration flows migratory movement net migration rate (NMR) physical factors population density population explosion population pyramid population structure populous rate of natural increase (RNI) real increase state revenue stationary population pyramid total fertility rate (TFR) working-age population K E Y W O R D S The future of an ageing population 1 To refer to a person's age, write "old" after the number of days, months or years: 10 days old, 5 months old, 84 years old. To refer to an age range, write "aged" followed by the number of months or years: Aged 0 to 3 months, aged 15 to 64. Study tips! 5 > Copy and complete the summary of Unit 1. Then listen and check your answers. Population distribution and demographic indicators The main factors that influence population distribution are: – … : a mild … , available … and gentle relief. – … : economic … , government … and the historical population of a place. The most and least populous continents are … and … , respectively. Population density is calculated by dividing the … population by the size of a territory. The basic indicators of demographic growth are: crude birth rate, … , crude death rate, … , … and real increase. Demographic growth and ageing societies The rate of demographic growth differs between regions, mainly due to different levels of … . – The more developed countries made the … in the 20th century, and population growth is at around … . – The less developed countries are in the middle of a … , and their population growth is between … and … . A society ages when the … of the … population increases in relation to the … population and the total population. Demographic ageing is endangering the welfare of elderly people in the future because: the … is increasing, … is falling while expenditure is rising, and … is slowing. Migration Migration is when the population moves from their … to another … . The types of migration are according to their … , their destination and the … . … are the number of people entering and leaving a territory during a … . The EU, the USA and Canada receive the highest numbers of … . … is mainly a continent of emigration. The EU and Spain The EU is characterised by a … rate of natural increase; a … net migration rate; and an ageing population, with low … and fertility rates and high … . In Spain, the … is higher than the birth rate. However, … has reduced the effects of the stationary Spanish-born population. España vacía refers to part of the … of the peninsula that lost a large part of the population, who emigrated to places with a more … . S U M M A R Y 6 C O N C E P T M A P > Copy and complete the concept map. S U M M A R Y EU population EU ageing population … in 2020 Spain over … is aged ≥ 65 average age is over … … : 9.3 ‰ fertility rate: … … : -153,167 in 2020 life expectancy: … average age: … average density: … THE EU AND SPAIN DEMOGRAPHIC GROWTH AND AGEING SOCIETIES rate in more developed countries demographic transition in the … century fertility rate: as low as … rate in less developed countries world population now about … billion in the middle of a … fertility rate: … – … by 2050: … billion life expectancy by 2050 … years, and in many countries, over 80 one in … people will be 65 or older population density indicators shown using a … map number of … / … in km2 pre-1800s: low POPULATION DISTRIBUTION AND DEMOGRAPHIC INDICATORS rates of growth … fertility rate … natural increase net migration … 1800-1900: faster 1900s: population explosion 21st century: slower MIGRATION effects economic social and … political and … … reasons demographic … cultural and … migration flows determined by … situation … proximity culture … 7 1 Check your progress 0-3 correct answers You need to study the unit again. 4-5 correct answers Review the unit. 6-8 correct answers Check what you got wrong. 9-10 correct answers Well done! 1. b 2. c 3. a 4. c 5. b 6. a 7. b 8. a 9. c 10. b 1 The world population is … . a. distributed evenly around the world b. concentrated in a few regions c. mostly located in the equatorial climate zone 2 Europe is the … most populous continent. a. second b. third c. fourth 3 Which of these statements about demographic indicators is not true? a. The birth rate measures the average number of births per woman. b. The rate of natural increase is the number of births minus deaths in a place. c. The real increase is the sum of the rate of natural increase and net migration. 4 The population structure of a territory influences its … . a. death rate b. economic development c. demographic growth 5 The increase in population over the next 30 years will mainly happen in … . a. Europe and North America b. South Asia and sub-Saharan Africa c. Africa and Latin America 6 In an expanding pyramid, population growth is currently … . a. high b. beginning to decline c. low 7 Which of the following statements about demographic ageing is not true? a. It is a consequence of an increase in life expectancy. b. It raises state revenue and lowers social expenditure. c. It is forecast that elderly people will make up 16 % of the global total by 2050. 8 Asia, Latin America and … are mainly regions of emigration. a. Africa b. Oceania c. Europe 9 In the … there was a mass rural exodus of Europeans to the cities. a. mid-20th century b. 21st century c. 1800s and early 1900s 10 Which of the following statements about Spain is true? a. It has traditionally been a country that has received many immigrants. b. The most densely populated areas are the Comunidad de Madrid and the coastal areas. c. Immigration increased during the economic crisis of this century. A S S E S S M E N T T E S T 8 7
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