Geography and History S E C O N D A R Y 1 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 María Ángeles Fernández Mar García Rosie Lewis Annabel Maybank Francisco Javier Zabaleta EDITORS Sara J. Checa María Ángeles Fernández Joseph Hopkins Heather Sutton EDITORIAL MANAGER David Ramírez PROJECT DIRECTOR Lourdes Et xebarria BILINGUAL PROJECT DIRECTOR Margarita España Do not write in this book. Do all the activities in your notebook.
Uni t Let ' s get star ted LEARNING SITUATION Bui ld your understanding ESSENTIAL KNOWLEDGE BE A GEOGRAPHER 1 Technology and the geographic study of the Earth 8 Is investment in space exploration worthwhile? 1. What is planet Earth like? 2. The Earth is constantly moving 3. How we represent the Earth 4. Maps: reality in miniature 5. Geographic coordinates: the exact position of a point Calculate real distances on a map Locate points on a map 2 How the Earth's relief affects populations 28 Do natural disasters affect everyone in the same way? 1. What is relief ? 2. The formation of relief: folds and faults 3. The formation of relief: volcanoes and earthquakes 4. How does relief change? 5. The effect of human activities on relief Interpret a relief map of the world Compare the relief map and the population density map of a country 3 The challenge of climate change 48 Can we stop climate change? 1. The atmosphere is essential for life on Earth 2. Air pollution 3. The Earth's temperatures 4. What causes precipitation? 5. What is atmospheric pressure and wind? 6. How are climates distributed? 7. The challenges of climate change Analyse a world map of isotherms Analyse an isobar map Create and interpret climate graphs 4 The sustainable use of Earth's waters 72 Will preserving water guarantee our future? 1. The importance of water on our planet 2. Sea water 3. Rivers 4. Other continental waters Analyse the map of ocean currents Analyse the long profile of a river Analyse the world water map 5 How the Earth's landscapes affect people 92 Do forests have a future? 1. What is a landscape? 2. Equatorial landscapes 3. Tropical landscapes 4. Desert landscapes 5. Oceanic landscapes 6. Mediterranean landscapes 7. Continental landscapes 8. Cold landscapes Analyse the sustainable management of a landscape 6 The physical environment of the continents 116 Does the restoration of a landscape contribute to development? 1. The relief of Europe 2. The waters of Europe 3. The climates and landscapes of Europe 4. Africa 5. America 6. Asia 7. Oceania 8. Antarctica 7 Understanding and preserving Spain's natural environment 140 Are Spain's landscapes being threatened? 1. The relief of Spain 2. The wealth and fragility of Spain's coasts 3. Climate challenges in Spain 4. The waters of Spain 5. The diversity of natural landscapes Interpret data on the state of the climate in Spain Geography contents
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 midnight sun Mercator and Peters projections The use of technology in Geography GPS is everywhere Think about how maps affect the way we perceive the world (Compare different types of representations of Earth) Critical thinking: true or false? Is this map upside down? What time is it really? Make a catalogue The theory of continental drift The Tohoku earthquake Can we find out the difficulty of a route? Compare headlines about a volcanic eruption (Compare information about the same event in different news articles) Critical thinking: true or false? Is Everest the highest mountain in the world? Crowds on Everest Create an earthquake protocol How weather data is obtained Check the weather forecast before making plans Write an article about climate change (Interpret and share reliable information) Critical thinking: true or false? Is climate change part of Earth's natural lifecycle? Speaking out against climate change Organise a climate summit Preserve ecosystems to conserve water Sustainable use of oceans, seas and rivers The value of the water we cannot see The other water cycle Interpret an infographic about the state of water in Europe (Check the authenticity of sources and respect intellectual property) Critical thinking: true or false? Is it possible to walk on the Great Pacific Garbage Patch? Are you for or against desalination plants? Analyse the impact of a hotel on the surrounding waters The Maasai people Why is the Sahara Desert growing? The Natural World Heritage List Make a documentary about a landscape (Identify reliable sources and select information) Critical thinking: true or false? Is the Amazon rainforest burning? Who has the rights to a landscape? Hold a photo exhibition to highlight the importance of forests Is the Great Barrier Reef endangered? The most inhospitable place on Earth Descriptive geography, a motive to travel Analyse a Geographic article (Evaluate and judge the quality of information) Critical thinking: true or false? Are coral reefs only found in tropical waters? The number of continents is a matter of opinion Create an atlas to share knowledge about our world Coastal dunes The risk of desertification in Spain Confronting the recurring problem of drought in Spain Critically analyse a news article (Compare opinions and form your own judgement) Critical thinking: true or false? Are the volcanoes in Canarias the only volcanoes in Spain? Wind farms, clean energy and the impact on the environment Assess the risks to a landscape
Uni t Let ' s get star ted LEARNING SITUATION Bui ld your understanding ESSENTIAL KNOWLEDGE BE A HISTORIAN Introduction to History 158 The historical method: reconstructing the past to understand the present Relate years and centuries 8 Prehistory: the origin of humanity 160 Has innovation always been a force of development? 1. What is Prehistory? 2. What was life like in the Palaeolithic Age? 3. Was the Neolithic Age a revolution? 4. What changes happened in the Metal Ages? 5. When did people first create art? 6. The Spanish territory in Prehistory Analyse the Neolithic agriculture map Analyse the evolution of objects through Prehistory Compare Prehistoric paintings 9 The birth of writing. Early civilisations 186 Why was reading and writing so important in the ancient world? 1. River valley civilisations 2. The history of Mesopotamia 3. What was life like in Mesopotamia? 4. The history of Ancient Egypt 5. The pharaoh's government 6. Egyptian people and ways of life 7. Egyptian divinities and temples 8. Life after death 9. Art related to religion. Egyptian sculpture and painting Analyse Mesopotamian civilisation through its art Interpret the pharaoh's power Make and compare social pyramids Analyse and interpret Egyptian paintings 10 Ancient Greek civilisation. The origin of democracy 218 What was life like for Greek women? 1. The origins of Greek civilisation 2. The Archaic period. The first polis 3. The Classical period. Athenian democracy 4. The Classical period. The Spartan oligarchy 5. The Hellenistic period. The empire of Alexander the Great 6. Greek society and economy 7. Beliefs in Ancient Greece 8. Greek sculpture and pottery 9. Greek knowledge Analyse Greek colonial expansion with a map Compare Athenian education and modern-day education Analyse daily life through pottery Compare Greek theatre with modern-day theatre 11 Roman civilisation. A great empire 248 Was the Roman world mainly urban? 1. The origins of Rome 2. From the Monarchy to the Republic 3. Expansion and crisis in the Republic 4. The Empire and Pax Romana 5. Economic activities and transformation of the environment 6. A passion for urban planning 7. Roman sculpture, painting and mosaics 8. Roman beliefs: from polytheism to Christianity Interpret a historical reconstruction: thermae Investigate everyday life through art Identify a Christian burial in a Roman necropolis 12 Pre-Roman and Roman Hispania. A cultural mosiac 276 Why are some cultures given more visibility than others? 1. Pre-Roman peoples: the Iberians 2. Pre-Roman peoples: the Celts 3. The colonisers: Phoenicians, Greeks and Carthaginians 4. The Roman conquest of Hispania 5. Society and economy in Hispania 6. Hispania, a Romanised province 7. From Roman Hispania to the Visigothic kingdom Interpret an archaeological site: castro de Baroña Analyse the changes to a territory through maps Geography and History glossary History contents
Pract i se your sk i l l s Take act i on CHALLENGE EXPLORE HISTORY IN MY LIFE USE INFORMATION RESPONSIBLY OTHER POINTS OF VIEW Why was fire important? How did people in a Palaeolithic tribe live? How did people in a Neolithic village live? Archaeological Site of Atapuerca Language: using words to express our thoughts and feelings Create a podcast about a book set in Prehistoric times (Justify a piece of information that you publish) Critical thinking: true or false? In the Palaeolithic Age, were men hunters and women gatherers? The migrants of the past and present Design an object The first examples of writing Uruk, the first city in history What was the city of Babylon like? Hatshepsut, the pharaoh queen What was life like in an Egyptian city? Other river valley civilisations: China and India Laws have changed a lot over time! Write the story of the discovery of Tutankhamun's tomb (Differentiate facts from beliefs and opinions) Critical thinking: true or false? Did thousands of slaves build the Egyptian pyramids? Should archaeological artifacts be returned to the place where they were found? Give a presentation How was the palace of Knossos rebuilt? Spartan military training What was daily life like in a Greek city? The Oracle of Delphi The Olympic Games: a Greek legacy Interpret a myth (Discover the reality behind myths) Critical thinking: true or false? Did the Greeks run marathons in the Olympic Games? Was Athenian democracy really democratic? Promote ancient Greek women on social media Who were the Etruscans? Daily life in Ancient Rome What were cities like in Ancient Rome? Today's municipal services, a Roman legacy Make a poster for an exhibition about the Roman world (Produce information that is free of stereotypes) Critical thinking: true or false? In gladiator fights, did thumbs-up mean mercy, and thumbs-down mean death? Did Rome and the peoples it conquered have the same view of Roman expansion? Analyse the remains of a Roman city The social status of Iberian women Tartessos, the first kingdom on the Península Ibérica A tour of Italica A culture and art linked to the Church The alphabet, a door to written thought Interview a historical figure: Viriathus (Search for and select information and differentiate relevant information from secondary information) Critical thinking: true or false? Were the Celts poorly developed? How was the work of women valued in Hispania? Plan a tour of Hispania
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 Yanomami people live in the mountains and forests of northern Brazil and southern Venezuela. Prehistory: the origin of humanity 8 Prehistor y is the first and longest period in the histor y of humanity. It was a time of great creativity : many things were invented during this period . For this reason , experts divide Prehistor y into three periods or ages, based on the inventions that changed the lives of humans in each one. Since Prehistor y, innovations and technological advances have had a fundamental impact on human evolution . Prehistor y did not develop ever ywhere at the same time or in the same way. There are still some places today that have similar ways of life and technology to Prehistoric societies. L E T ' S G E T S TA R T E D Look at the objects that were invented during Prehistory. How did each one make people's lives easier? What technology did the first human groups have? Is it the same as technology today? How do you think these inventions spread around the world? Do we still use these objects today? How are they similar to the objects we use today? How are they different? PALAEOLITHIC AGE L E A R N I N G S I T UAT I O N PREHISTORY 160 959069_Unidad08_MODELO_104641.indd 160 10/2/22 12:4349 Innovation and technology for development Human beings have always invented things. Inventions can encourage people's development. You will design an object to make daily life easier for people who follow Prehistoric ways of life. I N T H I S U N I T. . . You will investigate the process of hominisation. You will understand how the evolution of the first human groups was linked to the development of technology. You will take action. You will design an object that tries to make daily life easier for modern-day humans who live following Prehistoric ways of life. CHALLE N GE A ICA TODAY NEOLITHIC AGE METAL AGES Simple but effective stone and bone tools are made. FIRST STONE TOOLS STONE PUNCH AND KNIFE POLISHED STONE AXE POTTERY METAL JEWELLERY SAILING BOAT LOOM AND TEXTILES METAL AXE ART FIRE ART WHEEL WHEEL TEXTILES CONTAINERS AGRICULTURE AND LIVESTOCK FARMING TOOLS Agriculture and livestock farming are developed and tools are made for them. More complex and durable tools are made. 161 ES0000000100192 959069_Unidad08_MODELO_104641.indd 161 2/2/22 13:5520 3. Was the Neolithic Age a revolution? The beginning of agriculture and livestock farming About 10,000 years ago, people learned how to grow plants and look after animals. These discoveries completely changed their lifestyle. It is believed that agriculture started when people noticed that plants grew after seeds fell to the ground . The earliest cultivated crops were wheat, barley, r ye and millet. Later, rice, maize and potatoes were also grown . (9) Animals were probably first domesticated when people realised it was easier to keep animals in an enclosed area than to hunt them. The first domesticated animals were dogs, goats, sheep and oxen . People in this period did not stop hunting and gathering. However, they also had ways of producing their own food. The start of the sedentary lifestyle Human groups had to live close to their crops and animals, so they made permanent homes in one place. They became sedentar y. This led to the first villages. In the villages, people specialised in certain jobs: some people worked with the crops, some looked after the livestock, and others became craftspeople. Some members of the population began to accumulate land and livestock. This led to the concept of private property and created social inequalities between people. Technological advances Important technological advances happened in the Neolithic Age: Sickles for har vesting crops (21) and tools made of polished stone were invented: axes for cutting, (20) hoes for ploughing, and grinding stones to grind grain . (22) Textiles were produced on basic looms. (7) Ceramics were invented . Pots for storing grain and bowls for eating and cooking were modelled by hand . (8) WORK WITH THE IMAGE Describe the scene. Investigate and explain how textiles were made. COMMUNICATION Find out and explain to your classmates why the loom was invented in the Neolithic Age and not before. 8. Ceramic pot. Sometimes pots were decorated with prints or carvings. 7. Neolithic people weaved on looms. Explain what led to the discovery of agriculture and livestock farming. Analyse how agriculture and livestock farming transformed people's lives. Name the main Neolithic inventions and evaluate how important each one was to daily life. K E Y Q U E S T I O N S They used yarn made of plant fibres, such as f lax, or animal fibres, such as wool . Ceramic weights provided tension in the threads. 168 ES0000000100192 959069_Unidad08_MODELO_104641.indd 168 2/2/22 13:5536 Analyse the Neolithic agriculture map 8 B E A H I S T O R I A N 959069_08_p190_expansion_agricultura_MATRIZ EUROPE ASIA OCEANIA AFRICA AMERICA ATLANTIC OCEAN INDIAN OCEAN PACIFIC OCEAN PACIFIC OCEAN ARCTIC OCEAN Early agricultural centres 8,000 BC – 6,000 BC Route of spread Route of spread 4,000 BC – 1,000 BC Pumpkin Rice Wheat Potato Corn Rye Cotton Millet Beans Barley 9. The spread of Neolithic agriculture around the world To analyse a historical map, focus on these points: The subject the map represents. The geographical area it covers. The timescale. Does the map represent a single moment or changes over time? The key. This explains what the symbols and colours on the map mean. How to do it Your turn What does the map represent? What area does it show? On which continents did agriculture begin? When did it begin? Which period of Prehistory was this? Where did agriculture spread to from its starting points? What do the areas in orange mean? What were the first cultivated crops? COMMUNICATION Why do you think people continued hunting and fishing in the Neolithic Age? Discuss with your partner. Investigate and explain the role of women in the Neolithic Age. What evidence do the experts use to support their opinions? DISCUSS Find out the meaning of the term revolution. Were the changes to the ways of life during the Neolithic Age revolutionary? Explain your answers. Think about and decide what other words you could use to refer to this period of history. 169 ES0000000100192 959069_Unidad08_MODELO_104641.indd 169 2/2/22 13:5542 2 Draw a timeline with the periods of Prehistory. Around 5 million years ago Around 5,000 years ago 959069_08_p190_LT_Prehistoria_muda 3 Define: the process of hominisation, bipedalism, rock art. 4 List the species that existed in Prehistory until Homo Sapiens appeared. Say when each species lived. Explain why the process of hominisation was not linear. 5 Put these inventions and discoveries in chronological order. Which one do you think most changed people's lives? loom – wheel – fire – agriculture – sail 6 Explain the difference between these pairs of terms: nomadic and sedentary tribe and clan Prehistory and Palaeolithic 7 Imagine you live in a Neolithic village. Describe what your life is like: where you live, what you do, the tools you use, the clothes you wear, what you eat, etc. 8 Which period of Prehistory do these objects belong to? Explain your answer. A P P LY Y O U R K N O W L E D G E O R G A N I S E Y O U R I D E A S 1 Summarise the key points from the unit. Copy and complete the table in your notebook. PREHISTORY Palaeolithic Age Neolithic Age Metal Ages Chronology Start: about 5 million years ago. End: about 10,000 years ago. … … Where did they live? … … … What did they eat? … … … What tools and objects did they make? … … … What did they invent or discover? … … … What were their beliefs and art like? … … … C H E C K Y O U R P R O G R E S S 11 WORD-IDEA-SENTENCE Choose a word that you associate with Prehistory. Next, select an idea from the unit that you think reflects the essential aspects of Prehistory. Write a sentence in your own words that summarises the characteristics of Prehistory. 12 Compare your answers from the previous activity with the other members of your group. Share your ideas. Was there anything that everyone in the group agreed on? Debate and agree. Look at the questions again as a group. Agree on a set of answers for the group as a whole. A B Use the STUDY NOTES to review the content of this unit. 180 ES0000000100192 959069_Unidad08_MODELO_104641.indd 180 2/2/22 13:5807 9 Think about what the role of women in Prehistory was and come to a conclusion. Discuss your answer with your group. 10 Interpret the map. What territory is shown on the map? Look at the key. What symbols and colours have been used? What does Megalithic area mean? State two Palaeolithic sites, two Neolithic sites and two sites from the Metal Ages. 13 Analyse the painting. Describe the painting. What does it show? Do you think it is realistic? Explain your answer. Is it an example of Palaeolithic art or Neolithic art? Explain your answer. 14 Explain. Why did people change from being nomadic to sedentary? What did the first villages look like? How important was technology to Prehistoric humans? 8 A T L A N T I C O C E A N C a n t a b r i a n S e a M e d i t e r r a n e a n S e a 122152_08_p191_y cimie tos_peninsula Alcúdia La Hoya Trasmañó Sacaojos Las Cogotas Ciempozuelos Castellón Alto El Argar La CoronaEl Pesadero Peñatú El Cogul Cova Fosca Cascajos Los Millares Ibahernando Buñuel Cova de l’Or Cova de la Sarsa Las Batuecas Altamira Atapuerca Banyoles Orce Gorham Tito Bustillo Abric Romaní Los Casares Cova Negra Parpalló Barranc Blanc Megalithic area Metal Ages Neolithic Age Palaeolithic Age W H A T D I D I L E A R N ? What did you know about Prehistory before beginning this unit? Choose five concepts from this unit that you think are essential for understanding Prehistory. Explain your choices. What other key concepts would you add? Why? What have you found most interesting in this unit? What parts of the unit have you found most difficult? Why? What parts of Prehistory would you like to learn more about? C N W S D 181 ES0000000100192 959069_Unidad08_MODELO_104641.indd 181 2/2/22 13:5815 Investigate List the activities that took place in the village. Who helped in the activities? Describe how ceramics were made. Compare this picture with the picture of the Palaeolithic tribe. What differences do you see between life in the two periods? Do you think life was easier in the Palaeolithic Age or in the Neolithic Age? Why? DIGITAL TASK Look for information about the Neolithic village Çatalhöyük. Make a digital presentation about it. Explain why this settlement was so important. How did people in a Neolithic village live? Neolithic settlements were usually near rivers or lakes. Water was used in agriculture to water crops, and for humans and animals to drink. Neolithic houses were rectangular or circular with straw roofs and stone or clay walls. (10) Houses only had one room that was used for cooking and sleeping in . Both women and men helped with the village tasks: They cultivated the land and looked after the animals. They made ceramic pots: they shaped clay by hand and then baked the pots over a fire or in a kiln . They made textiles from f lax and wool . They made baskets and footwear with fibres such as esparto grass. Some members of the village had more power because they had more animals and land . Neolithic people worshipped the forces of nature, like the rain and the Sun , because these helped their crops to grow. They also worshipped the mother goddess. They believed the mother goddess helped them to have good har vests and kept their animals healthy. People buried the dead with their personal belongings in an area outside the village. It is called a necropolis. loom Shaping and polishing rock for toolmaking. Collecting the har vest. E X P L O R E 10. Neolithic people lived in villages. Spinning. 170 ES0000000100192 959069_Unidad08_MODELO_104641.indd 170 2/2/22 13:5552 8 livestock ceramics wicker basket grinding stone ES0000000100192 959069_Unidad08_MODELO_104641.indd 171 2/2/22 13:5706 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 and BE A HISTORIAN 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. LEARNING SITUATION
Physical map of the world 20º 30º 60º 90º 120º 150º 180º 150º 120º 90º 60º 30º 0º 180º Yuko n Greenland Mo unt a ins 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 Guardafui 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 Huron 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 7 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 ES0000000156828 251656_DEMO_ATLAS_116300.indd 6-7 2/2/22 15:2428 M a r c g I a S i L MYR n A t a n R ANG E N n g 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 and HISTORY IN MY LIFE. Critical thinking. In the USE INFORMATION RESPONSIBLY and TRUE OR FALSE? section 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 GEOGRAPHY AND HISTORY ATLAS will help you understand to the world in which you live. TAKE ACTION and complete the CHALLENGE to create a more equal, fair and sustainable world. CORE SKILLS 4 Language: using words to express our thoughts and feelings 15 Think. Define the term language. Without using any words, try to describe the last film or series you saw, or what you have learnt in this unit. HISTORY AND LANGUAGE. How important is language in your life? Discuss with your group. 16 Analyse. Are Homo sapiens the only animals that can communicate? How long ago do we think sapiens developed language? The author says a parrot could say anything Albert Einstein could say. What does the author say is so special about human language to distinguish it from other animals? What theories does the author give about the origin of language? What is your opinion of those theories? 17 Evaluate. What does living in a group mean to you? Is language essential to living in a group? New ways of thinking and communicating appeared between 70,000 and 30,000 years ago. It was an important cognitive revolution . We are not sure what caused this revolution . It is thought that several genetic mutations changed the connections in Homo sapiens' brains. What was so special about the new language? It was not the only system of communication that existed . Other animals know how to communicate. It was also not the first system of vocal communication . Many animals use vocal signals. For example, green monkeys use calls to warn each other of danger. Sapiens can produce a larger variety of sounds than green monkeys, but whales and elephants have strong communication skills like us. A parrot could say anything Albert Einstein could say. So, what is special about our language? The most common answer is that our language is amazingly f lexible. We can combine a limited number of sounds and vocal signals to produce an infinite number of sentences. A green monkey can shout to his comrades: "Look out! A lion!" But a modern human can tell you a whole stor y. For example, they could tell you that this morning, near the bend in the river, they saw a lion following a herd of bison . The bison were deciding whether they should approach the river, chase the lion away and get to safety. A second theor y is that our language evolved as a way of sharing information about the world . In other words, it evolved as a way of gossiping. In this theor y, Homo sapiens is primarily a social animal . The new linguistic abilities allowed modern sapiens to gossip for hours. This gave them reliable information about whom they could trust. In this way, groups could become larger and develop closer forms of cooperation . The gossip theor y may seem like a joke, but there are many studies that support this theor y. Even today, most human communication is gossip: emails, phone calls, newspaper articles, etc. The gossip theor y and the theor y of "there is a lion by the river" are probably both valid . But, the unique feature of our language is that it conveys information about things that do not exist. As far as we know, only sapiens can talk about something they have never seen , touched or smelt. Yuval Noah Harari, Sapiens. A Brief Histor y of Humankind (Adapted) H I S T O R Y I N M Y L I F E 182 ES0000000100192 959069_Unidad08_MODELO_104641.indd 182 2/2/22 13:5005 S TA R T I N G P O I N T 1. Look for information about the Yanomami people on the Survival International website. Find out about the Yanomami lifestyle. 2. Consider these points. Invention, innovation and discovery are not the same thing. Find out the differences. The object you design must meet these requirements: It must meet a real need. It must improve the lives of the Yanomami people. It can only be made with the resources and technology that the Yanomami have available. It must be durable, recyclable and environmentally friendly. We usually associate technology with modernity. That is why, when we talk about inventions and innovations, we think of modern objects. However, the first stone tools, Neolithic ceramics, the wheel, etc. were great technological advances too. They all increased people's chances of survival. Are we really more innovative today than in Prehistoric times? The Yanomami people live in the forests and mountains of northern Brazil and southern Venezuela. Think of an object that you could design to make their daily life easier. P R E PA R E YO U R P R OJ E C T 3. Analyse the needs of the Yanomami people. Brainstorm ideas and group them by categories: food, safety, health, etc. Decide the need you are going to focus on. 4. Think about the object you want to design and answer these questions. What is it for? How do you use it? What does it look like: shape, size, weight, etc.? What tools will you need? What raw materials will you use to make it? 5. Design a prototype. Make a model and write instructions for how to use it. S H A R E YO U R P R OJ E C T 6. Prepare a presentation. Share your proposal with the rest of the class and explain it. You could make a simple video to help you to explain your design. Include the model you made in the presentation. Some drawings or photographs of the manufacturing process will make the presentation more enjoyable and attractive. 7. Organise an invention exhibition. Display all the designs in the classroom. Each person's design should be accompanied by a simple explanation about what it is and what it can be used for. 8 Design an object TA K E AC T I O N CHALLE N GE 185 ES0000000100192 959069_Unidad08_MODELO_104641.indd 185 2/2/22 13:5027 A woman walked ahead of the others. She was just over 1.35 m tall . She had strong bones and walked upright on robust muscular legs. The woman's feet were f lat and she didn't have any footwear. Her arms were long in proportion to the rest of her body. Her arms and legs were cur ved . She had a wide nose, a large jaw and no chin . Her low forehead was narrow and sloping. Her head was long and large. Her neck was short and thick. When the woman saw the creature, she was intrigued because it looked like an animal with no hair. As she approached , she was shocked by what she saw and moved back. It was not an animal , it was a girl . It was a thin , strange-looking girl! The girl had a high forehead , a small nose and a curiously f lat face. "Brun , it is a little girl and she is injured . She will die if we leave her here." It was obvious that the clan chief was the leader. The chief 's actions and the way the others treated him showed he was the boss. He told Iza she could bring the girl with them. They began walking again . Now, an old man , who was 30 years old , limped up to Iza . Iza looked at the old man . It was Mog-ur. He was the most powerful wizard and the most imposing and respected holy man of all the clans. Jean Marie Auel , The Clan of the Cave Bear (Adapted) 8 A podcast is a digital audio publication . Podcasts can be downloaded and listened to on any device, whenever you want. Create your own podcast to understand how literature can contribute to the knowledge of Prehistor y. Create a podcast about a book set in Prehistoric times 18 Listen to and read the extract from The Clan of the Cave Bear. It is the first book in the Earth's children series by Jean Marie Auel. 19 Look for information about this book. In which period of Prehistory does the story take place? How does the author describe the Neanderthal woman? What parts of Ayla's appearance are strange to the Neanderthals? Who are Iza, Brun and Mog-ur? How old is Mog-ur? What information about Prehistory does the extract contain? Write a script for a podcast called Learn History Through Literature. Think about the information and messages you want to transmit. 22 Read your script several times. Then record your podcast. It should be less than 3 minutes long. U S E I N F O R M A T I O N R E S P O N S I B LY C R I T I C A L T H I N K I N G In the Palaeolithic Age, were men hunters and women gatherers? 23 INVESTIGATE Read this review of a book about gender in the Palaeolithic Age. It was written by a professor at George Washington University. (http://www.paleoanthro.org/static/journal/ content/PA20080091.pdf ). Investigate this issue in other sources that you consider reliable and secure. 24 CONTRAST Do the sources you have consulted agree or disagree with the headline? What sources have your classmates used? Are they the same as yours? 25 DECIDE. Is it true that only men hunted and only women gathered in the Palaeolithic Age? OR FALSE ? T R U E 20 21 183 959069_Unidad08_MODELO_104641.indd 183 10/2/22 12:4706 S TA R T I N G P O I N T 1. Look for information. Find out about Spain's heritage from Antiquity and choose a few monuments. You can use this map to help you to get started. Using Google Maps, describe the natural environment of each monument. Look for information about each monument. Hispania left behind an extensive artistic legacy. Select some of the Roman monuments and buildings that you find most interesting and plan a weekend tourist route to visit them. P R E PA R E YO U R P R OJ E C T 2. Analyse and organise the information. Complete a table like this for each monument. Look for the opening times and entrance prices of each monument. Design the route, indicating where you would visit each day and in what order. S H A R E YO U R P R OJ E C T 3. Present the route you have planned to the rest of the class. Draw a map showing the monuments along your route. Present and explain it to your classmates (on paper or in digital format). Prepare and present a triptych or diptych with your route. It should contain text and images. Make it attractive so that travellers are encouraged to try the route. Prepare a simple travel guide to use while visiting the monuments. Include each monument, explain why they are interesting and what their characteristics are. Include access information, such as opening hours, entrance prices, etc. You could also create an audio guide for the visit, that can be downloaded to a mobile phone or tablet. Name … Location … Approximate date … Type of monument … Description Function … C a n t a b r i a n S e a A T L A N T I C O C E A N M e d i t e r r a n e a n S e a Hue r t a de l Rey Cabane s Roda de Ba r á Sagunt o Ca r t agena Có rdoba Mé r i da A Co ruña San t i ponce Ol i va de P l a s enc i a Med i na ce l i Segov i a To l edo A l ange Lugo Sae l i c e s Ba r c e l ona Ta r r agona Che l va Ta r i f a Ronda L i na r e s Cád i z G i j ón Za r agoza Ca l a t ayud Mend i gor r i a Cañave r ue l a s Sa l amanc a Ga r r ay E l Ti emb l o L’ E s c a l a Coaña A Gua rda U l l a s t r e t Aza i l a L l í r i a Mo i xent Mu l a 959069_U12_p304_h01_monum os_rom nos_espana 40. The main Roman monuments in Spain 12 Plan a tour of Hispania TA K E AC T I O N CHALLE N GE Walls Temple Bridge Aqueduct Lighthouse Amphitheatre Victory arch Circus Thermae Theatre Modern municipality Other monuments 301 ES0000000100192 959069_Unidad12_111154.indd 301 2/2/22 14:736 The first hominids appeared in Africa . From Africa , some species migrated to other continents. It is thought that climate change forced the first hominids to move in search of food . Jessica Tierney is a palaeoclimatologist from the University of Arizona in the USA. She explains that "when the exodus of our species from the African continent to Eurasia began , Africa was a much drier place than it is today." The migrants of the past and present 38. The spread of hominids during Prehistory 24 Analyse Prehistoric migrations. On which continent did the first hominids live? Which continents did they move to from there? Which species was the first to migrate out of Africa? How does Jessica Tierney describe the climate in Africa when our species began to migrate? Did it influence the migrations? 25 Think about migration today. How does the IOM define environmental migration? How do you think this type of migration will change in the future? Analyse this information from the Internal Displacement Monitoring Centre (IDMC ). Decide if migration is happening in the world today. – In Ethiopia, 56,000 farming families affected by drought between 2015 and 2017, moved from the countryside to cities. – In 2019, more than 272 million people were living in a foreign country. More than 700 million were living in another territory within the same country. 26 UNDERSTAND OTHERS What forced Prehistoric tribes to migrate? How do you think those human beings felt when they left their territory? Do you think Prehistoric migrants had similar feelings to migrants today? Why? 27 DISCUSS. Are we a migratory species? Why? O T H E R P O I N T S O F V I E W Today, the International Organization for Migration (IOM) uses the term environmental migration . This term is used to refer to human movements that are the result of a sudden or progressive environmental change that negatively af fects living conditions. The IOM estimates that climate change will force millions of people to migrate in the coming years. PACIFIC OCEAN PACIFIC OCEAN ATLANTIC OCEAN INDIAN OCEAN OCEANIA AFRICA ASIA EUROPE AMERICA To America 959069_08_p193_h01_expansion_humanos From 5,000,000 to 1,500,000 years ago From 1,500,000 to 100,000 years ago From 100,000 to 10,000 years ago 10,000 years ago Possible migration routes Hominid expansion 959069_08_p191_h01_leyenda_expansion_humano The first hominid to leave Africa was Homo erectus. The only species to populate every continent was Homo sapiens. 184 ES0000000100192 959069_Unidad08_MODELO_104641.indd 184 2/2/22 13:5019 4 S TA R T I N G P O I N T 1. Take into account the environment in which the hotel will be built. It is a coastal region with a Mediterranean climate. It is in a place near the mouth of a small river. There are small fields of irrigated crops. Irrigation channels and wells are used to irrigate them with water from an aquifer. There is a nature reserve nearby. There is a desalination plant, but it is not nearby. 2. These are some of the characteristics the hotel complex will initially have. Two swimming pools and a small beach pier for recreational activities. A golf course. It will be watered with water from a desalination plant in the region. A closed-loop water system. This means wastewater from the kitchens and bathrooms will be reused for the toilet cisterns. Tourism is an essential economic activity: it creates about 120 million jobs around the world. However, it also has a significant impact on the environment. Therefore, there is an increasing need for sustainable tourism. A sustainable hotel is a hotel that respects the environment in which it is located. Analyse, assess and try to reduce the impact of the construction of a new hotel complex on the surrounding waters. P R E PA R E YO U R P R OJ E C T 3. Analyse the characteristics of the environment and the project. 4. Write down the impact of the current activities on the environment, before the hotel is built. 5. Evaluate the impact of the hotel complex on: The sea water. The mouth of the small river. The aquifer in the area. 6. What changes would you introduce to reduce this impact? S H A R E YO U R P R OJ E C T 7. Present your evaluation: An assessment of the previous situation on the surrounding waters. The environmental impact of the construction on the waters. Proposals for improvement. 8. Explain your decision. Is it a sustainable development project for the region? Natural construction materials, like wood and cork. Solar panels to produce electricity. A large garden with exotic plants. Desalinated water will be used to water it. Water-saving filters on the taps. In addition, the hotel rooms will have showers, not baths. Analyse the impact of a hotel on the surrounding waters TA K E AC T I O N CHALLE NGE 91 ES0000000100192 959069_Unidad04_111673.indd 91 2/2/22 13:4743 Map of Nippur Around 1500 BC In the autumn of 1899, a group of archaeologists from the University of Pennsylvania discovered what is now considered to be the oldest urban map in the world: a map of the Sumerian city of Nippur. Incredibly, it is drawn to scale on a clay tablet measuring just 21 x 18 cm. The landmarks depicted on the map include: the name of the city in the centre of the map; the Euphrates river on the left; two canals that cross the city ; the city's most important temple (dedicated to the god Enlil); buildings such as the Eshmah , a shrine located in one of the more remote neighbourhoods; and the city walls and its seven gates that protected the inhabitants. canal Euphrates river wall ES0000000156828 251656_DEMO_ATLAS_116300.indd 4 2/2/22 15:2158 > Listen and read aloud. archaeological site archaeology bipedal bronze ceramics clan copper cromlech dolmen domestication evolution handaxe hominid hominisation hut iron livestock farming loom megalith menhir merchant Metal Ages metalworking monochromatic necropolis Neolithic Age nomadic opposable thumb Palaeolithic Age plough polychromatic pottery priest and priestess rock art, cave art sail sedentary sickle trade Venus statuette warrior K E Y W O R D S 8 Prehistory: the origin of humanity Use a comma in numbers of four or more digits: The Metal Ages began about 7,000 years ago. Use a full stop to separate decimals: The Homo erectus lived 1.5 million years ago. Don't use a comma when writing dates: In 2000, UNESCO declared Atapuerca a World Heritage Site. Writing tips! 33 959187_Unidad08_112820.indd 33 10/2/22 12:4522 > Copy and complete the summary of Unit 8. Then listen and check your answers. Prehistory Prehistory is the period of time that begins with the appearance of the first … and ends with the invention of writing. … is the process of evolution that gradually made our ancestors different from other primates. The Palaeolithic Age Early human beings did not have permanent homes, they were … . They followed the animals that they … . They also fished and … plants, roots and fruit. In this period, humans invented and made … tools like handaxes, spears and scrapers. People in the Palaeolithic Age lived in … of between 20 and 40 people. The Neolithic Age About 10,000 years ago, people learned how to grow … and look after … . Humans made permanent homes in one place; they became … . This led to the first … . Important technical advances happened in the Neolithic Age: – … for harvesting crops. – Textiles were produced on basic … . – … were invented. Pots and bowls were modelled by hand. The Metal Ages About 7,000 years ago, humans began working with metals like copper, bronze and … . … developed with the regions where metals were found. Wealth from trade helped villages to grow and become … . There were now new types of specialised jobs in the cities: … defended the population, … and … carried out religious rites, and … traded goods. Three important inventions were made: the wheel, the … and the … . Prehistoric art Human beings began to decorate caves with art about … years ago. We call this type of art … art or cave art. At the end of the Neolithic period, people began building large monuments using blocks of stone, called … . There are different types of megalithic monuments: … , … and … . S U M M A R Y 34 ES0000000100216 959187_Unidad08_112820.indd 34 2/2/22 15:2000 C O N C E P T M A P > Copy and complete the concept map. S U M A R Y NEOLITHIC AGE (10,000–7,000 YEARS AGO) habitat sedentary first villages … livestock farming produced their own food sickles and tools of polished stone … … technical advances METAL AGES (7,000–5,000 YEARS AGO) metals … bronze iron wealth created … divisions new specialised jobs priests and … … merchants villages became … habitat wealth from … helped villages grow important inventions wheel plough … PREHISTORIC ART Palaeolithic Age rock art individual animals realistic … … and small statues rock art Neolithic Age group scenes schematic … Metal Ages … monuments … dolmens … lifestyle habitat materials for tools … animal bones and horns hunter-gatherers gathered food … hunted nomadic lived in … and huts … made up of several families … made up of various tribes PALAEOLITHIC AGE (5 MILLION– 10,000 YEARS AGO) 35 8 ES0000000100216 959187_Unidad08_112820.indd 35 2/2/22 15:2006 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. c 2. c 3. a 4. a 5. c 6. a 7. b 8. a 9. b 10. b 1 Which of the following is not a period of Prehistory? a. the Palaeolithic Age b. the Neolithic Age c. the Megalithic Age 2 Hominisation is … . a. the period of time that begins with the appearance of the first hominids and ends with the invention of writing b. the discovery of agriculture and livestock farming c. the process of evolution that made our ancestors different from other primates 3 In the Palaeolithic Age, tools were made of … . a. stone, animal bones and horns b. stone, wood and copper c. clay, wood and copper 4 The main activities during the Palaeolithic Age were … . a. hunting, gathering food and fishing b. hunting, trade and livestock farming c. agriculture, livestock farming and hunting 5 In the Neolithic Age, people … . a. were all nomadic b. invented the wheel c. learned how to grow plants 6 Which technical advance happened in the Neolithic Age? a. textiles b. metal casting c. making fire 7 During the Metal Ages, which was the last metal people learnt to work with? a. copper b. iron c. bronze 8 In the Metal Ages, people invented … . a. the sail b. pottery c. stone handaxes 9 Rock art consists of … . a. monuments with two or more vertical stones covered by a horizontal block b. decorating caves with paintings made during the Palaeolithic Age and the Neolithic Age c. types of stone tools made during the Palaeolithic Age 10 A … is a type of megalithic monument. a. lascaux b. cromlech c. Venus statuette A S S E S S M E N T T E S T 36 ES0000000100216 959187_Unidad08_112820.indd 36 2/2/22 15:2012
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