S E C O N D A R Y 3 Geography 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 Joseph Hopkins Raquel Rubalcaba Heather Sutton Francisco Javier Zabaleta EDITORS Sara J. Checa 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.
Uni t Let ’s get star ted LEARNING SITUATION Bui ld your understanding ESSENTIAL KNOWLEDGE BE A GEOGRAPHER 0 How the natural environment affects human activities 8 How are people and the environment related? 1. U sing natural resources 2. A ction for climate change 3. T he state of health of Earth's landscapes Analyse the world's relief 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. World population is increasing 3. Two rates of demographic growth 4. Societies are ageing 5. Migration: searching for a better life 6. Current migration flows 7. The population of the European Union 8. Spain’s demographic problems Interpret a population density map Create and interpret a population pyramid Analyse a migration flow map 2 The world economy. How globalisation affects us 52 How are globalisation, crises and employment related? 1. Economic activity 2. Who carries out the economic activity? 3. What do companies need to produce? 4. How the labour market works 5. The predominance of the capitalist system 6. A global economy 7. The traditional economic powers 8. The new world powers of the 21st century Analyse the tertiarisation of the Spanish economy 3 Food production: key to the 2030 Agenda 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 11. The current challenges of the primary sector Interpret an agrarian land use map Analyse Spanish agrarian landscapes 4 The need for sustainable industry 110 Does our energy consumption 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 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 importance of the planet's waters What are Earth's climates like? Canoeing down a river Interview a climate activist (Differentiate relevant information from secondary information) Critical thinking: true or false? Are all deserts hot and sterile? One natural environment, various lifestyles Organise a photo exhibition on the threats to Spain's natural environment Can states change demographics? Climate migration Is the silver economy a business opportunity? Organise an advertising campaign that avoids gender stereotypes (Compare information about the same event in different news articles) 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 digitisation 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 emerging economies? Is globalisation an economic concept only? Think about the information we receive (Interpret and share reliable 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 (Check the authenticity of sources and respect intellectual property) Critical thinking: true or false? Is intensive agriculture worse for the environment than organic agriculture? Chocolate, a bitter sweet Debate Malthus's theory Giving waste a new life How much energy do we consume at home? Reviewing a product (Identify reliable sources and select information) Critical thinking: true or false? Does automation destroy jobs? Worker rights: how much have we progressed? Identify progress through films 3
Uni t Let ’s get star ted LEARNING SITUATION Bui ld your understanding ESSENTIAL KNOWLEDGE BE A GEOGRAPHER 5 Commerce 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 global trade 4. Transport 5. The move towards 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 Shipping and the rise of containers Represent the EU’s balance of trade in merchandise 6 Other basic services for the economy and wellbeing 168 How can we make tourism a sustainable sector? 1. The growing demand for tourism services 2. The world's top tourist destinations 3. How can tourism help to achieve the SDGs? 4. Financial and ICT services 5. Other services that provide revenue and welfare 6. Tourism and other services in Spain Analyse the competitiveness of the Spanish tourism sector 7 Cities, areas full of contrasts 188 What makes a city healthy? 1. Urban versus rural areas 2. The growth of cities 3. Large urban areas 4. Cities, the economic centres of states 5. Moving towards a world of cities 6. The global urban network 7. The urban network in Europe and Spain 8. Sustainable and multicultural cities Compare an urban and a rural landscape Interpret a city plan Analyse the global city network 8 The challenges of the globalised world and the SDGs 214 Do we respect human rights? 1. Contrasts in human development 2. The end to poverty and zero hunger 3. Health and wellbeing, clean water and sanitation 4. Quality education and decent jobs 5. Gender equality 6. Factors that slow countries’ development 7. Development aid 8. Does poverty only exist in developing countries? 9. Poverty and the environment Classify countries by their HDI Assess the progress of the SDGs 9 State alliances: cooperating for advancement 240 What have the major international agreements achieved? 1. Territory is organised into states 2. The main political systems 3. Conflicts between states 4. Cooperation between states 5. Why was the European Union created? 6. The current challenges facing the EU 7. Spain, a democratic state Analyse a political world map Analyse a conflict: the war in Syria Analyse territorial differences using maps and graphs 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, a service that generates services Our travels have an environmental cost Compare headlines about e-commerce (Justify a piece of information that you publish) 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 buiness smiling curve The importance of social services Be aware of your digital footprint (Differentiate facts from beliefs and opinions) Critical thinking: true or false? Do independent news media exist? When entertainment wasn’t online Design a sustainable tourism experience How do we define a suburb? The Bos-Wash megalopolis Cities that generate more revenue than many states The urbanisation process in Spain A historical tour of European cities We travel by underground Interpret a news article (Discover the reality behind myths) Critical thinking: true or false? Do electric scooters help to reduce pollution in cities? Cities before and after the pandemic Design an 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 UNICEF (Produce information that is free of stereotypes) Critical thinking: true or false? Is obesity a problem of wealthy countries? When being employed does not save you from poverty Be a volunteer What is the role of an embassy? The separation of religion and state What documents do you need to cross a border? Identify fake news (Identify reliable sources and select information) Critical thinking: true or false? Is freedom of expression a right allows us to say whatever we like? Israel, two views of a conflict Propose a European initiative 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 NGE 27 2 Summarise the European Union institutions. Copy and complete the table in your notebook. 3 In your notebook: Make a table summarising the Spanish state institutions. Draw a diagram showing the territorial organisation of Spain. O R G A N I S E Y O U R I D E A S 1 Summarise the characteristics of states. Copy and complete the diagram in your notebook. INSTITUTION MEMBERS FUNCTIONS … Members of the European Parliament, elected by European citizens. … … … … … … … … … … The Court of Justice of the EU … … … … … … … Manages the euro, maintains price stability and formulates the EU's economic and monetary policy. States Cons i st of … Different bodies and institutions The i r ma in funct i ons are … … … According to the ter r i tor i a l di st r ibut i on of power according to who the head of state is … … According to the po l i t i ca l system C H E C K Y O U R P R O G R E S S Use the Study Notes to review the content of this unit. … … … … … … … 260 A P P LY Y O U R K N O W L E D G E 4 Define the following concepts. hybrid regime statute of autonomy universal suffrage social state cyberterrorism 5 Compare a democracy and a dictatorship. Make an index card for each political system, like in this example: Political system: … Three defining characteristics: … … … A state with this type of government: ... 6 Explain what the UN is. Identify and assess its strengths and weaknesses. 8 Identify the member states of the European Union. Trace a blank map of Europe and do the following: Colour the EU member states blue and write their names. Outline with a dotted line the countries that founded the EU. Draw a euro symbol on each of the countries that belong to the eurozone. 9 Read the following statement. "An à la carte Europe, in which each member only agrees to what is most convenient for them, cannot be our goal , as this amounts to a Europe sailing at the speed of the slowest ship." Helmut Kohl , on German Unity Day in 2015 Find out who Helmut Kohl was. What problems was he referring to in this statement? To which European Union challenges would you relate this quote? Explain why. Do you agree with Kohl's opinion? 9 W H A T D I D I L E A R N ? Before starting this unit, what did you know about state alliances and cooperation? What have you learnt? What do you think are the key concepts of this unit? Can you make any connections among them? Explain your answer. What have you found most interesting in this unit? What parts of the unit have you found most difficult? Why? Do you think progress is being made in international cooperation to create a fairer world? In what ways is progress being made? Give some examples. 7 THINK AND COMPARE IN PAIRS On the internet, find Ursula von der Leyen's speech on the conclusions of the European Council meeting on April 26th 2021. (https:// ec.europa.eu/commission/presscorner/detail/ en/speech_21_1965 von der Leyen's speech from minute 13 onwards). Listen to the speech. Find out who von der Leyen is and about the event, called sofagate, that inspired this speech. What does Ursula von der Leyen denounce in her speech? Tell your partner which aspects you think are most important. Think. What action does the President of the European Commission ask the EU to take? Do you think this is another challenge currently facing the organisation? If the EU expands in the future, should members veto countries that refuse to sign the Istanbul Convention? Find out what the Istanbul Convention is and reach a conclusion. 261 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 of 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 practice 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. Why do conflicts happen? Sometimes conf licts occur within a state or between two or more states. Some begin as internal conf licts, but other states then support one of the sides. When this happens, they become international conf licts. (8) Conf licts have diverse causes: disputes over control of highly valued natural resources (oil , diamonds, water, etc.), territorial disputes, nationalist or ethnic confrontations, religious or cultural dif ferences, etc. Most conf licts are economic conf licts. States apply economic pressure when there is a conf lict of interests between two or more states. One state increases duties (taxes on products from other countries). Sometimes embargoes are also implemented: trade with a certain countr y is prohibited . Diplomatic conf licts are also common . These are caused by political issues or border disputes. Armed conf licts are the most serious, causing numerous casualties (people who are hurt or killed). Almost ever y countr y in the world is a member of the United Nations (UN). UN member states are obliged to resolve their disputes peacefully. They must also make their armies available to the UN Security Council to restore peace in war zones. However, these commitments are often not respected . 8. Continuing armed conflicts 3. Conflicts between states WORK WITH THE IMAGES Which regions of the world have the most conflicts? What does internal conflicts with foreign involvement mean? What percentage of the total number of conflicts are of this type? In which countries did armed conflicts cause the most deaths of people in 2020? DIGITAL TASK Find information about a real case of cyberterrorism and discuss it in class. Who can suffer from cyberterrorist attacks? Damascus Turkey and allied rebel groups Kurdish militias Jihadist rebel groups Syrian government Israeli government USA military base Russian military base Syrian rebel groups Who cont ro l s the t e r r i tor y? SOURCE: El País and Liveaumap, 2021. 959143_01_p035_guerra_siria BURUNDI (2015) CAMEROON Ambazonia/North West and South West (2018) LIBYA (2011) MALI (2012) MOZAMBIQUE north (2019) LAKE CHAD REGION Boko Haram (2011) CENTRAL AFRICAN REPUBLIC (2006) DEM. REP. OF THE CONGO east (1998) east-ADF (2014) WESTERN SAHEL REGION (2018) SOMALIA (1988) SUDAN Darfur (2003) South Kordofan and Blue Nile (2011) ETHIOPIA Tigray (2020) SOUTH SUDAN (2009) AFGHANISTAN (2001) INDIA CPI(M) (1967) Jammu and Kashmir (1989) PHILIPPINES NPA (1969) Mindanao (1991) MYANMAR (1948) PAKISTAN Baluchistan (2001, 2005) THAILAND south (2004) EGYPT Sinai (2014) IRAQ (2003) ISRAEL-PALESTINE (2000) SYRIA (2011) YEMEN Houthi (2004) AQAP (2011) TURKEY south east (1984) UKRAINE east (2014) COLOMBIA (1964) ARMENIA-AZERBAIJAN Nagorno-Karabakh (2020) SOURCE: Escuela de Cultura de Paz, Alerta 2021! 0 1,300 kilometres Scale 933943_01_p034_h1_principales con ictos Types of con ict 34 armed con icts Internal con icts with foreign involvement 82 % International 9 % Internal 9 % Countries with armed con icts in 2020 and year the con ict began Con icts with between 5,000 and 25,000 deaths Analyse a conflict: the war in Syria A civil war began in Syria in 1991. Over time, this has developed into an unresolved international conf lict. 9 B E A G E O G R A P H E R Find information about the conflict in order to: Understand when and where the conflict took place. Determine its causes and effects. Identify the opposing factions and the objectives of each one. If it is an international conflict, name the countries involved, which group or faction each one supports, and what led to their involvement. Assess its consequences. Has it led to a new political regime or territorial changes? What about the human and economic losses? How to do it Your turn Investigate the war in Syria and write a report. You can consult these sources: – The BBC report "Syria: Seven years of war explained". – The Global News video "Why the 10-year war in Syria hasn't ended". You can turn on the subtitles. Terrorism Terrorism is a type of conf lict in which armed groups use indiscriminate violence against the population and institutions to terrorise and control them. If this type of action is carried out by the government in order to stay in power, it is called state terrorism. Until 2001, terrorism was mainly an internal conf lict that occurred in a few states or regions. The Al-Qaeda attacks on 11th September 2001 marked the beginning of global terrorism, which has the following characteristics: An international structure. There are terrorist groups spread around the world who coordinate their actions. Transnational objectives. The terrorists tr y to create a block of countries under their ideological and political control . A strong religious component. Indiscriminate, violent actions in any location . 2014 was the year with the highest number of terrorism casualties this centur y. From 2014 to 2019, the number of deaths caused by terrorist attacks worldwide decreased each year. Casualties fell from 32,685 in 2014 to 13,826 in 2019. 41 % of these were in Afghanistan . (9) Today, terrorists also use cyberterrorism. Terrorist groups use computer networks to make threats, spread propaganda and recruit members. They also use computer viruses to damage important infrastructures and steal useful information in order to destabilise governments or carry out attacks. 959143_01_p035_h02_impacto_terrorismo SOURCE: IEP, Global Terrorism Index 2020. 0 20 , 000 40 , 000 60 , 000 80 , 000 100 , 000 Middle East and North Africa 96,360 37,553 South Asia 74,087 37,154 Sub-Saharan Africa 49,791 12,567 East Asia and Paci c 7,350 8,685 Russia and West Asia 3,812 2,522 Latin America and the Caribbean 2,162 2,594 USA and Canada 296 514 Europe 2,558 4,531 Deaths Number of attacks 2002-2019 List the main causes of conflicts between states. Explain what global terrorism is. How does it affect daily life? K E Y Q U E S T I O N S 9. The impact of terrorism 249 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 Verde 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 Borne 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 SCANDINAVI AN 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 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 k i n e a e D n a i a ANG E L c r s N i l i 2 S 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 What documents do you need to cross a border? 10 Analyse. With which countries does Spain share a border? Are these borders natural or artificial? Are border controls necessary? Why? Discuss your opinion with your partner. 11 MAKE CONNECTIONS. Investigate. If you want to go to the USA to improve your English, what documents will you need to enter the country? How can you obtain the documents? What if you want to go to Ireland? Are there fewer requirements to go to Ireland than to go to the USA? Why? A border is the recognised boundar y of a state. Sometimes, a border is defined by the natural features of the terrain , like the course of a major river, a mountain range, a high peak, a large lake or the coastline. In these cases, it is a natural border. In other cases, states agree on imaginar y boundaries that often follow the parallels and meridians of the Earth . They are artificial borders. Along some of these invisible borders, walls or barbed wire fences are built to prevent people and products from entering illegally from neighbouring countries. (28) Borders are under permanent sur veillance. In addition , states normally establish border or customs checkpoints at entr y points by land , sea and air. These checkpoints are therefore located on motorways that cross states and at international ports and airports. They are essential for identifying and controlling the people entering and leaving the countr y. They also guarantee security. When a person travels to another countr y, they must show identification documents when they arrive and leave. Not all countries require the same documentation . Requirements may also depend on nationality. There are states that have agreements with other states on the free movement of people. The Schengen Agreement, signed by 26 European countries, is one example. If you are travelling in Europe, you will usually be able to travel with your national identity card or passport. Both are of ficial documents and prove your identity and nationality outside Spain . Some states require these documents to be valid for over three to six months from the moment of entr y. Outside Europe, many states require passports to be accompanied by a visa. A visa is a document that countries use to authorise a foreign national to enter and stay in its territor y for a certain period of time. There are dif ferent types of visas, depending on the purpose of the trip: tourism, study, business, work, etc. Work visas are the most dif ficult to obtain . G E O G R A P H Y I N M Y L I F E 28. The border between the United States and Mexico is over 3,000 km long. 262 P R E PA R E YO U R P R OJ E C T 4. Plan your story. Think about an issue that concerns you. Prepare the message you want to transmit to your classmates. Find a way to catch people's attention and how you can transmit your message. For example, you could add text, stickers, emoticons or drawings to the story. On the internet, you can find inspiration in some of the posts and stories that were made for Change the Story in 2019, based on the format of Instagram Stories. 9 S TA R T I N G P O I N T 1. Decide on the competition rules. You can decide that all the stories have to be about the same issue, such as damage to the environment, gender equality or education. Alternatively, you can let people choose their own story topic. Decide on a date for publishing the stories and the prizes for the winners. 2. Decide which five members of the class will be the jury. 3. With your teacher's permission, create an Instagram profile in class. This profile will only be used to upload the stories you create. If you don't know how to do this, find a guide to using Instagram on YouTube or elsewhere. In October 2019, the European Parliament Office in Spain began the Change the Story initiative. The aim of the initiative was to make Members of the European Parliament (MEPs) aware of the main concerns of European citizens, particularly young people. Anyone aged 14 years or over could participate by posting a story on Instagram. They had to mention the @parlamentoeuropeo profile. 30 stories were selected from all the stories shared on the account. They were printed on large posters and sent to the MEPs in Brussels. Organise a similar competition in your classroom. S H A R E YO U R P R OJ E C T 5. Publish and share your stories in class. Explain the message you want to transmit. 6. The jury will select three of the published stories. The judges must take into account whether the story relates to the issue, whether the message is clearly delivered and how original it is. 7. Prizes. The selected stories can be printed and hung on the classroom walls. Prizes can be awarded to the winners. Propose a European initiative TA K E AC T I O N CHALLE NGE M e d i t e r r a n e a n S e a Dead Sea 959143_01_p050_h02_israel hoy JORDAN PALESTINE (West Bank) SYRIA EGYPT LEBANON I S R A E L PALESTINE (Gaza Strip) Jerusalem Tel Aviv-Yafo Territories exclusively under Israeli control Territories exclusively under control of the Palestinian National Authority or under joint control 265 In August 1990, Iraqi troops invaded the small emirate of Kuwait. This led to the Gulf War. The USA led a coalition , authorised by the UN, to demand the withdrawal of Iraqi troops. Iraq refused to withdraw from Kuwait, so the coalition attacked Iraq in Januar y 1991. At the time, the US population was divided between those who supported the inter vention and those who opposed it. A few months later, a 15-year -old Kuwaiti girl called Nayirah told the US Congressional Human Rights Committee about the brutality of the Iraqi invaders in her countr y. (29) Her words had such a strong impact that many people became convinced that the Iraqi troops must be forcibly expelled . In 1992, it was proved that her testimony was false and had been prepared by a media agency with links to the Kuwaiti Monarchy. It was discovered that the young woman was the daughter of the Kuwaiti Ambassador in Washington D.C. 9 Disinformation is the intentional spreading of manipulated news. The objective of disinformation is usually to inf luence public opinion . Identify fake news 12 Read the text and answer the questions. Do you think Nayirah's testimony led the population of the United States to support the war? Justify your answer. Do you think this example helps to explain the concept of disinformation? Why or why not? Why did it take people so long to realise this testimony was false? 13 How do you react when you receive shocking news on a social media platform? Discuss as a class. Do you question it, compare it with other opinions or believe it without question? Do you immediately share it with your contacts? Why or why not? What can you do to find out if the news is true or false? 14 Find a shocking news headline and write it in your notebook. Then invent another fake news headline. C R I T I C A L T H I N K I N G Is freedom of expression a right that allows us to say whatever we like? 15 INVESTIGATE Find the Universal Declaration of Human Rights on the internet. How is freedom of opinion and expression defined in Article 19? Read the table of contents of the Spanish Constitution on the internet. What is chapter II about? What are Articles 18 and 20 in that chapter about? How does the Spanish Constitution define freedom of expression? 16 CONTRAST Can you find any links between Articles 18 and 20? What does freedom of expression mean to you? Explain through an example. 17 DECIDE Does the right to freedom of expression have limits? Discuss your opinion with the class. Is the headline question true or false? Why? U S E I N F O R M A T I O N R E S P O N S I B LY 29. Nayirah testifying before US Congress OR FALSE ? T R U E 263 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 NGE 51 In 1922, the UK was awarded a mandate to control Palestine and began to allow Jewish settlers to arrive. During the Second World War, the settlers arrived in large numbers, escaping from Nazi persecution in Europe. The arrival of such a large new population soon led to conf licts with the Palestinians who lived there. The UK proposed partitioning the territor y into Arab and Jewish communities, but both communities refused . The matter was then referred to the UN, which approved the partition . However, the Arabs refused to accept a Jewish State on land they considered theirs. In 1948 the Jewish community created the State of Israel . This caused the first Arab-Israeli War. Israel 's victor y in the war allowed it to expand its territor y and increase its Jewish population . At the same time, many Palestinians were forced to leave the lands occupied by Israel . Since then , the troubles have continued . It is a conf lict to which there appears to be no solution . Israel, two views of a conflict 30. Territorial distribution (A) before the Six Day War (June 1967) and (B) in 2020 THE MAIN DISPU TES THAT EXPL AIN THE STALEMATE IN THE CONFLICT IN 2020 Territorial partition. The Palestinians are willing to accept the UN proposal to return to the boundaries that exi sted before the Six Day War. That war began in 1967 and allowed the victorious Israel to take possession of Palestinian territories, such as the West Bank. However, Israel does not want to renounce this occupied area . If it does not, the State of Palestine's territor y will remain divided into unconnected areas. (30) Jewish settlements in Palestine. Since 1967, Israel has continued to build settlements in Palestinian territories like the West Bank and East Jerusalem. These territories, which are theoretically Palestinian , are inhabited by over 600,000 Jewish people. These Jewish settlements are considered illegal by the UN. The status of Jerusalem. This city is sacred to Jews, Muslims and Christians. It is claimed by both Israel and Palestine to be the capital of their state. The return of Palestinian refugees. The first Arab-Israeli War occurred in 1948. Since then , around 5.5 million Palestinians have been forced to find refuge in other parts of the region or in neighbouring countries. The exiled Palestinians wish to return to their place of origin in what is now Israel , but Israel refuses to allow them to return . 18 Read the text and analyse the conflict. How many years has this conflict lasted? Do you consider it a territorial or religious conflict? Why? Do you think UN intervention is necessary? Does the geographical location of this territory explain the involvement of countries like the USA? Justify your answer. 19 Find out about and evaluate the current state of the conflict. Is it similar to the situation in 2020? Or is it better or worse? Give reasons for your answer. 20 UNDERSTAND OTHERS. What do you think your life would be like in a Palestinian refugee camp? And in a society in constant political and military conflict? What reasons would you give to try to reach an agreement? O T H E R P O I N T S O F V I E W M e d i t e r r a n e a n S e a Dead Sea 959143_01_p05 _h01_israel_ONU JORDAN PALESTINE SYRIA EGYPT LEBANON I S R A E L Jerusalem Gaza Tel Aviv-Yafo Territory annexed by Israel in 1948-1949 Palestine according to the UN proposal in 1948 Israel according to the UN proposal in 1948 A M e d i t e r r a n e a n S e a Dead Sea 959143_01_p050_h02_israel hoy JORDAN PALESTINE (West Bank) SYRIA EGYPT LEBANON I S R A E L PALESTINE (Gaza Strip) Jerusalem Tel Aviv-Yafo Territories exclusively under Israeli control Territories exclusively under control of the Palestinian National Authority or under joint control B 264 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. autonomous community basic service border centralised state citizen confessional state conflict constitution corruption crown decentralised state democracy dictatorship embassy executive power failed state government head of state human right international law international relations judicial power labour relations legislative power Maastricht Treaty monarchy municipality national security parliament political map prime minister republic rule of law secular state social state state statute of autonomy territory terrorism theocratic state treaty universal suffrage K E Y W O R D S State alliances: cooperating for advancement 1 Use a comma in numbers of four or more digits: Casualties fell from 32,685 to 13,826. Use a full stop to separate decimals: Around 5.5 million Palestinians have been forced to find refuge. Don't use a comma to write dates: Until 2001, terrorism was mainly an internal conflict that occurred in a few states or regions. Writing tips! 5 ES0000000100206 959154_Unidad01_113182.indd 5 10/2/22 11:1753 > Copy and complete the summary of Unit 1. Then listen and check your answers. States and the main political systems States share four basic features: a … (which is defined by … ), the citizens, … and its bodies and institutions. The functions of states include: guaranteeing … , regulating the economy and … , providing … and establishing international relations. A state that cannot perform its functions properly is called a … . The two main political systems are: – … : citizens have political power and elect representatives by … . This type of state has rule of law, and the … is the highest law. – … : all the powers of the state are held by one person or group. Some of these states are monarchies, others are … . In this type of state, … are not respected. Conflicts and cooperation between states The three types of conflicts are: economic, … and … . … is a type of conflict in which armed groups use indiscrimate violence to terrorise and control. Usually, states establish peaceful relationships and sign agreements and … to facilitate their relations. The … was established in 1945 to resolve conflicts peacefully. – Its three objectives are: defence of human rights, … and … and social development for all … . – The UN does not have any of its own funding or … . The European Union In 1993, the … was implemented and the … was renamed the EU. Today, there are … member states. EU member states delegate part of their sovereignty to … : the European Council, … , the European Commission, … , the European Court of Auditors, … and the Court of Justice of the EU. The main challenges facing the EU currently are: stopping the rise of … ; establishing a common … ; achieving … ; and reducing … . Spain, a democratic state Spain is a social state because it has free … , it guarantees … and it provides aid for the … . The main state institutions are the Crown, the … (consisting of the … and the Senate), the government ( led by the … ) and the … . S U M M A R Y 6 ES0000000100206 959154_Unidad01_113182.indd 6 1/2/22 12:13 C O N C E P T M A P > Copy and complete the concept map. S U M M A R Y basic features of a state failed states democracies territory, defined by … citizens, who have rights and … government and its … and institutions … are separate and independent: legislative, … and … … governments all powers are held by one … or … high level of … STATES AND MAIN POLITICAL SYSTEMS dictatorships THE EUROPEAN UNION 1951: ECSC European … under threat … Treaty (1993): EU Treaties of … (1957): … and EURATOM challenges anti-European … migration policy ageing … … crisis border controls sustainable growth Europe 2020 … … differences CONFLICTS AND COOPERATION BETWEEN STATES types of conflicts … diplomatic … peaceful relations … contacts economic exchanges movement of population … relations state … cyber the United Nations … of human rights maintaining … sustainable economic and social … types of terrorism SPAIN, A DEMOCRATIC STATE … institutions approved in a referendum in 1978 territorial organisation the … the Cortes Generales the … the courts of law municipalities provinces … Communities and Cities 7 1 ES0000000100206 959154_Unidad01_113182.indd 7 1/2/22 12:13 Check your progress 0-3 correct answers Study the unit again! 4-5 correct answers Review the unit 6-8 correct answers Review what you got wrong 9-10 correct answers Well done! 1. b 2. c 3. a 4. c 5. b 6. a 7. c 8. c 9. b 10. a 1 In democracies, the … is the highest law. a. embassy b. constitution c. prime minister 2 In a parliamentary monarchy … . a. the monarch participates in the government. b. the president is chosen by the monarch. c. the monarch does not participate in the government 3 Which of these statements about dictatorships is not true? a. They are all republics. b. They use repression against any political opposition. c. They are often established through violence. 4 Most conflicts are caused by … . a. cultural differences. b. border disputes. c. economic reasons. 5 Which of these statements about global terrorism is not true? a. It began with the Al-Qaeda attacks on 11th September 2011. b. 2019 was the year with the highest number of terrorism deaths. c. It has transnational objectives and an international structure. 6 The Organization of the Petroleum Exporting Countries (OPEC ) is … . a. an economic international organisation. b. a regional organisation. c. an organisation that carries out the powers of states. 7 Which of the following countries has veto power in the United Nations? a. Germany b. Japan c. France 8 The … was created to jointly exploit coal and steel. a. EU b. EURATOM c. ECSC 9 The European Parliament represents the … . a. represents the interests of the EU as a whole. b. represents interests of the citizens of the EU. c. ensures that EU funds are used appropriately. 10 Spain is a state governed by the … . a. rule of law. b. Crown. c. Senate. A S S E S S M E N T T E S T 8 ES0000000100206 959154_Unidad01_113182.indd 8 1/2/22 12:13 7
RkJQdWJsaXNoZXIy