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
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