Operación Mundo: Geografía e Historia 3 ESO_Dual Focus (muestra)

DUAL FOCUS

SECONDARY EDUCATION

3GEOGRAPHY AND HISTORY

ANDALUSIA

Operación Mundo is an educational project by Anaya for Secondary Education. The following people have worked on this book: Editorial team: José Luis Chamero.

Design and technical drawings: Patricia G. Serrano, Lucía Belinchón, Paz Franch, Miguel Ángel Castillejo, Miguel Ángel Díaz-Rullo, Miriam Arribas, José María Gil and Rosario Regaño.

Illustrations: Carlos J. Cecilia, Pablo Espada and Carlos Moreno.

Corrections: Sergio Borbolla.

Layout: Rosa Esperanza Palomares and Elvira López.

Translation: Deborah-Ether Spencer.

Photograph edition: Elena Achón.

Photographs: Acionline (Serge Mouraret ), Archive Anaya (Ballesteros, J.C.; Cantó, M; Cosano, P.; Hernández Moya, B.; Lezama, D.; Ortega, Á.; Peñuela Py, E.; Ramón Ortega, P.-Fototeca de España; Rivera Jove, V.), Alamy / Cordon Press (Maskot, Horizons WWP, Jose Manuel Revuelta Luna, Photo),Cordon Press, Dreamstime / Quickimage, iSock / Getty images, Getty images (Anadolu, Chung Sung-Jun, Patrick Robert - Corbis SAMIR BOL), 123 RF et al.

Important:

The activities proposed in this book should be completed in a separate notebook or on sheets of paper, not in the book itself.

The links to webpages which appear in this book have been checked before printing. The publisher cannot be liable for any changes or modifications which occur after the date of publication.

©

Text: Burgos Alonso, Manuel, Muñoz-Delgado y Mérida, Mª Concepción, Álvarez Castrillón, José Antonio, Blanco González, Noelia, Folgueral Castaño, Mercedes, 2024.

© This edition: GRUPO ANAYA, S.A., 2024 - Valentín Beato, 21 - 28037 Madrid - ISBN: 978-84-143-0726-7 D. L.: M-5792-2024 - Printed in Spain.

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

1. Economic activity. What we buy and how we do it 7

1 Economic activity • 2 Economic agents and their relations • 3 Production factors: resources, capital and technology • 4 Capitalist and socialist economic systems • 5 Mixed economic systems • 6 Economic globalisation • 7 World geoeconomic areas • The final challenge: Create a mural about globalisation

Green energy 23

1 Society and the environment • 2 Altering the environment • 3 Environmental problems and landscape protection • The final challenge: Our impact on the environment

3. Agricultural activities and fishing 31

1 Rural areas • 2 Conditions of agricultural landscapes and activities • 3 Agriculture. Crop systems and types • 4 Traditional agrarian systems • 5 Advanced agricultural systems • 6 Forest exploitation • 7 Livestock and fishing • The final challenge: Researching what we eat

Industrial activities 47

1 Industrial activities • 2 Take action! • 3 Industry • 4 Energy sources • 5 Industry and globalisation • 6 Current industry and industry of the future • The final challenge: Climate Summit

5. Azonal and hot zone bioclimates 57

1 Tertiary sector • 2 Transportation • 3 Trade • 4 Tourism • The final challenge: Organise a tourism fair

The economic activities in Europe 67

1 The economic activities in Europe • 2 The active population in Europe • 3 Agricultural activities and fishing in Europe • 4 Industrial activities in Europe • 5 Tertiary activities in Europe • The final challenge: Nature all around us

Economic activities in Spain 77

1 Agricultural activities in Spain • 2 Industrial activities in Spain • 3 Tertiary activities in Spain • 4 Sustainable development and protective measures • The final challenge: Setting up a company.    8. Political and territorial organisation . 87

1 World political organisation. States, powers and types • 2 Political regimes and the territorial distribution of power • 3 The European Union. Political and territorial organisation • 4 Spain. Organisation and administration • 5 International relations and geopolitical conflicts • The final challenge: The world in your hands

An unequal world 101

1 Global inequalities • 2 Complexity of degrees of economic development • 3 Inequalities in Europe and Spain • The final challenge: Where do you prefer to live?

1 Economic activity. What we buy and how we do it

Is it possible to understand current economic activity by creating a mural about globalisation?

SCAN THE CODE TO FIND OUT THE CHALLENGE SCAN THE CODE TO FIND OUT THE CHALLENGE

ECONOMIC SYSTEMS

GEOECONOMIC

ECONOMIC AGENTS

Companies State Families can be

GLOBALISATION

FOCUS ON E N GLISH

Listening and speaking

Listen to the audio of the outline and repeat the words to improve your pronunciation.

Reading and Writing

Prepare a more complete diagram in your notebook using the information on the cards that appear at the end of this book.

Economic activity 1

Economic activity refers to the tasks that people do to obtain goods to satisfy their needs.

These can be material goods (food, manufacturing) or immaterial goods (services such as education, health, etc.).

Basic components

Economic activity has three basic components, that allow people to satisfy their needs:

• Production is the set of goods provided by the economic activity.

• Distribution is the transfer and sale of the goods to the consumer.

• Consumption is the purchase or use of goods provided by production.

What does economic activity consist of and how is it classified?

What are its components and how are its activities grouped?

Economic sectors

Economic activity covers many different activities. They are grouped into economic sectors.

An economic sector is a set of activities with certain common features. There are three sectors:

• The primary sector includes activities that extract natural resources for production, distribution or consumption. They are agriculture, livestock farming, forestry and fishing.

• The secondary sector includes activities that transform natural resources obtained by the primary sector. They are industry and construction.

• The tertiary sector includes activities that provide services (transport, tourism, commerce, education, health, etc.).

1 Define economic activity.

2 Answer the questions:

a) How many classifications of goods are there?

b) What are they called?

c) Give an example of each one?

3 Writing. Copy the correct sentences into your notebook.

a) Education is a material good.

b) Goods satisfy people's needs.

c) Economic activity includes two basic components.

d) Consumption is the use of goods.

4 What are the three basic components of economic activity?

5 Look at the images and say if they are material or immaterial goods.

6 Speaking. Define economic sector.

7 Copy the table in your notebook and complete it with the economic activities that belong to each sector:

a) healthcare

b) agriculture

c) construction

d) education

e) fishing

f) industry

g) tourism

h) transport i) cattle raising j) trade

8 Listening. Listen to the audio ‘Economic activity’ available at anayaeducacion. es. Write the concept of each definition in your notebook:

a) Use of goods provided by production.

b) Set of goods provided by economic activity.

c) Transfer and sale of production to the consumer.

9 How many economic sectors are there? Name them.

10 Copy and complete the table in your notebook.

Economic agents and their relations 2

Economic agents carry out economic activities. They can be companies, families or the State. They relate to each other, forming an economic circuit for the exchange of work, goods and services in exchange for payments.

Companies

Companies are the basic production units of economic goods. Their function is to produce, distribute and sell goods to obtain economic benefits.

• Depending on the size, and number of workers, they can be small (up to 50 workers), medium (between 50 and 250) and large (more than 250).

• Depending on the ownership of the capital, they can be public, if the management and capital come from the State; private, if they are owned by individuals; or mixed, if they have public and private capital.

• Depending on the social organisation, they can be public limited companies, if the capital is divided into shares; limited companies, if the share capital has got a limited number of partners; or cooperatives, when they are managed collectively by partners, who provide the capital.

What are economic agents?

What are they and what functions do companies, families and the state have in the economic circuit?

Within the economic circuit, companies sell the goods they produce to families and the State. In exchange, they receive income, to pay salaries to families for their work and taxes to the State.

Families

Families are a basic unit of consumption. Their function is to acquire goods to satisfy their needs.

Within the economic circuit, they sell their work to companies in the labour market in exchange for a salary, with which they pay for the goods they buy from the companies along with taxes to the State.

The State

The State is both a unit of production and consumption. Its function is to produce material goods and public services; and consume goods and services from private companies. Its objective is to achieve social well-being.

Within the economic circuit, the State provides companies and families with goods and services; hires public workers, and collects taxes from families and companies.

economic circuit

1 Define economic agents.

2 Write the names of the three economic agents.

3 Writing. Explain the function and objective of companies.

4 Explain the type of company according to the ownership of capital.

5 Copy the table and place each company in its corresponding place:

a) limited society

b) small company

c) public company

d) mixed company

e) big company

f) public limited company

g) private company

h) medium-sized company

i) cooperative

6 Match to a type of company

a) Between 50 and 250 workers.

b) More than 250 workers

c) Up to 50 workers.

7 Explain the differences between a public limited company, a limited company and a cooperative.

8 Copy and complete the following table about the function and objective of these economic agents.

9 What concepts do these definitions refer to?

a) They are basic units of production of economic goods.

b) They are basic units of consumption.

c) It is a unit of production and consumption.

10 Speaking. Look at the diagram of the economic circuit and answer:

a) Who do families and companies pay taxes to?

b) What does the State contribute to families and companies?

Production factors: resources, capital and technology 3

Production factors are the basic resources that companies use to carry out their activity

Natural resources

Natural resources are elements in nature that have got economic use: water, atmosphere, soil, vegetation, animals, minerals and energy sources. They can be renewable if they are recovered in a short period of time; such as water; or non-renewable if they are exhausted when used and their recovery requires very long periods of time; like coal or oil.

Many resources are scarce or non-renewable, which causes two serious problems: depletion and overexploitation, and international conflicts.

Capital

Capital is the set of non-natural elements necessary to produce goods: physical capital, which is facilities and machinery; financial capital, which is money and credit; and human capital, which is people’s productive capacity (training, capacity and experience).

Technology

What production factors are necessary in an economic activity?

What role do natural resources, capital, technology and labour play in the production process?

Technology is the set of knowledge, methods and procedures used in the production process. It can be manual, if a person provides the strength and handles the tools; mechanised, if the machines provide the power and the people operate the machines; or automatic or robotic, if the machines provide both and people only program and control them.

Work

Work is the physical or intellectual effort made by people for the production of material goods and services. It allows companies to carry out their activity; and provides a salary to families that they purchase goods with. With regard to work, the population can be active or inactive.

• The active population are the people who have got paid work (employed population) and those who are available to work (unemployed population).

• The inactive population are people who do not carry out or are not available to carry out paid work (pensioners, students, etc.).

1 Define factors of production.

2 Writing. Write examples of renewable and non-renewable natural resources.

3 Reading. Match the concept to its definition: capital, natural resources.

a) The set of non-natural elements that are necessary to produce.

b) The elements provided by nature that have economic use.

4 Look at the images and say what type of capital they refer to: physical, financial or human.

5 Listening. Listen to the audio ‘Types of technology’ at anayaeducacion.es and write what type of technology each feature refers to.

6 Match the concept to its definition: technology, work.

a) The physical or intellectual effort made by people for the production of material goods and services.

b) The set of knowledge, methods and procedures used in the production process.

7 Writing. What causes unemployment in developed countries? And in the developing countries?

8 Reading. Read the following text, analyse the map and answer the questions. ‘Unemployment is a serious labour problem. In developed countries it is due to the automation of tasks and the transfer of economic activities to cheaper areas. In developing countries, it is due to economic underdevelopment and poor job training’.

a) What causes unemployment in developed countries?

b) And in developing countries?

Capitalist and socialist economic systems

Economic systems are ways of organising and carrying out economic activities. They must respond to three problems: what goods to produce and in what quantity; how to produce them, and for whom to produce them.

The capitalist system

Its objective is the search for maximum individual benefit, which ends up benefiting the entire society.

Economic activity is regulated by the market; For this reason, it is also known as market economy.

The market is governed by the law of supply and demand, it decides what and how much to produce based on the existing demand for goods or services; how to produce to achieve the greatest economic benefit for companies, minimising costs and seeking efficiency; and for whom to produce, since the products are for those who can pay for them. Other basic principles are the predominance of private property, the freedom of movement of people and goods; and free competition between companies. Currently different ideologies coexist:

• Neoliberal ideologies propose the total liberalisation of the system, which should be governed only by the market. They defend reducing public spending to a

In what ways can economic activity be organised?

What do capitalist and socialist systems consist of?

minimum, privatising state companies and lowering salaries to increase corporate profits.

• Keynesian ideologies: They defend some intervention of the State to correct the problems of capitalism. They support greater public spending to protect disadvantaged social sectors, the existence of public companies; and raising wages to increase demand for products. It is the economic system adopted by most countries

The socialist system

The objective of this system is collective interest and achieving a fair distribution of wealth; and social equality.

Economic activity is regulated by the State through plans that companies must comply with; Therefore, it is also known as a planned economy. The State decides what and how much to produce, how to produce and for whom to produce, as it sets not only the prices of the products but also the salaries of the workers.

Other principles are state or collective ownership of companies and the means of production, economic planning by the State; and the achievement of social equality.

Currently, this system only exists in China, Cuba, Vietnam, Laos and North Korea.

The

1 Writing. Define economic systems.

2 Speaking. Based on the previous diagram, explain what the law of supply and demand consists of.

3 Look at the images and answer the questions: In which case does the price of the product go up and in what does it go down? Why? Reason your answer. Are you missing any information to resolve the question?

4 Match the capitalist and socialist economic systems to: a) Market economy. b) Planned economy.

5 Reading. Copy the table and complete it with the characteristics of each economic system.

a) It has been adopted by most countries in the world.

b) It is known as a market economy.

c) It is known as a planned economy.

d) Measures are taken to redistribute wealth.

6 Copy and complete the following table:

e) It exists in China, Cuba, Vietnam, Laos and North Korea.

f) Economic activity is organised by the State.

g) It works especially in European countries

h) The market regulates economic activity.

Mixed economic systems 5

Mixed economic systems

Mixed economic systems combine the market economy with greater or lesser intervention by the State. Its objective is maximum individual benefit, although it adopts measures to achieve a fair distribution of wealth and social well-being, this is called the welfare state. Its characteristics derive from the means used to achieve this end.

• In economic activity: Private companies produce goods and services based on supply and demand to maximize their profits through economic efficiency and only for those who can afford them. Public companies produce basic goods and services that are not profitable for private companies, maximizing social well-being and covering the basic needs of people.

• Other principles are: private property as a basis, although subordinated to collective interest; and the existence of public and mixed companies of public and private capital. And free competition between companies, with antitrust laws to guarantee it.

These systems have been implemented especially in Europe, where some state intervention is allowed to protect the most disadvantaged.

The welfare state

What other economic systems exist?

What do mixed economic systems and the welfare state consist of?

Welfare states intervene in the economy to fight against economic and social inequalities. To do this, they provide free and universal public services: health and education; pensions; and benefits (unemployment, disability and orphanhood).

Furthermore, to maintain the income of the most disadvantaged groups, other benefits or aid are added: for housing, the youth, families, work-family conciliation, exclusion.... these are paid for with taxes.

The welfare state has some problems:

• It is sensitive to economic crises. When there is an economic crisis, tax collection and workers' contributions decrease, as unemployment increases; while spending on social benefits grows.

• It has to address Demographic, labour and economic changes increase social expenses and reduce State income: aging and migration; decrease in the working-age population and later incorporation of youth into the labour market, which reduces contributions. An increase in unemployment due to robotisation; and economic globalisation, which reduces the competitiveness of some companies and their prices.

1 What are mixed economic systems based on? What's their objective?

2 Speaking. Explain the characteristics or principles that govern mixed economic systems.

3 Explain what they produce in mixed economic systems:

a) Private companies.

b) Public companies.

4 Which countries have implemented mixed economic systems?

5 In what fields does the welfare state operate?

6 Analyse the illustration and explain the pillars of the welfare state.

7 Explain what states do to fight economic and social inequalities in the welfare state.

8 How do these situations or problems affect the welfare state?

a) Economic crises

b) Demographic, labour and economic changes.

9 Writing. Copy and complete the following text in your notebook: Mixed economic systems combine the .... economy with greater or lesser intervention by the .... Its objective is maximum …., although it adopts measures to achieve a fair distribution of wealth and social well-being, this is called the welfare state. Welfare states .... in the economy to fight against economic and social inequalities. To do this, they provide free and universal....

10 Name the free and universal public services provided by the states in the welfare state.

Conciliation

Social exclusion

Economic globalisation 6

Globalisation and its causes

Economic globalisation consists of the increasing integration of national economies into a global market economy, in which almost all areas of the Earth are interconnected.

Its causes are: progress of telecommunications: the improvement of transportation: the generalisation of the capitalist system: the spread of neoliberal ideology.

The promoters of globalisation

International organisations such as the World Trade Organization (WTO) stand out, the International Monetary Fund (IMF), the World Bank (WB), the G-20 and multinationals, which are companies that have production establishments in countries other than their country of origin and act with a joint strategy that is decided from their headquarters. This means, they can buy raw materials in certain places, transform them in others and market their products in different places.

What causes current economic globalisation?

What are the causes and promoters of globalisation?

Global functioning

• The production of goods is organised on a planetary scale. This has favoured the creation of industries in some poor countries, but at the cost of exploiting their resources and labour force and degrading their natural environment.

• Exchanges of goods, capital, services, technology, and information acquire a global dimension. This improves opportunities in poor countries, which take advantage of globalisation to achieve higher economic growth, which has generated a large external debt.

• The consumption of goods is expanded and standardised through advertising. However, they are only within the reach of certain social groups, and increased consumption favours the irrational exploitation of natural resources and deterioration of the environment.

The G-20 is a forum for economic cooperation and consultation that aims to maintain global economic stability. It is made up of members of the G-7 (Germany, Canada, the United States, France, Italy, Japan and the United Kingdom); twelve emerging countries (Saudi Arabia, Argentina, Australia, Brazil, China, India, Indonesia, Mexico, Republic of Korea, Russia, South Africa and Turkey) and the European Union.

The World Trade Organisation is the only international organisation that deals with the rules governing trade between countries. Its objective is to promote economic freedom.

1 Define the terms globalisation and multinational.

2 Name the drivers behind globalisation and give examples.

3 Speaking. List the causes of globalisation.

4 Search the Internet for information about the International Monetary Fund and prepare a report that includes the date it was founded, the number of members, its objectives and actions.

5 Explain what the G-20 is and which countries it is made up of.

6 Who is in charge of the rules that govern trade between countries? What's their objective? Is it a multinational or an international organisation?

7 Match the abbreviations IMF, WB and WTO with their meaning: a) World Bank.

b) World Trade Organization.

c) International Monetary Fund.

8 Why is the Coca-Cola company a multinational? Reason your answer.

9 Copy and complete a table in your notebook with the advantages and disadvantages of globalisation.

GLOBALISATION

Advantages

Disadvantages

10 Writing. Copy and complete the following text in your notebook: The global functioning of the economy is based the production of … on a … scale; the exchanges of …, capital, services, …, and information and the consumption of goods, which is expanded and standardised through …

World geoeconomic areas 7

We can differentiate different geoeconomic areas according to their integration into the world economy: the Triad, emerging powers and disadvantaged areas.

The traditional centres. The Triad

The Triad is made up of the United States, Canada; the European Union, and Japan.

• In production, agricultural activities have little weight (they are capitalised, mechanised and technical). The industry is very technologically advanced, thanks to high investments in science and technology.

• Consumption of goods is high, due to its inhabitant’s high standard of living; For this reason, they lead global exchanges of manufacturing, technology, services and capital.

The emerging powers

Emerging powers are countries whose economies are growing at a faster rate than the rest of the world.

• In some cases, low-developed countries have experienced rapid economic growth (China, India, South Korea, Singapore, Malaysia, Philippines, Turkey, Indonesia, Brazil, Mexico and Argentina).

What geoeconomic areas are there currently?

What is production and consumption like in traditional centres, emerging powers and in the most disadvantaged areas?

– Production is based on rapid industrialisation, favoured by its labour force’s low wage costs, and the growing importance of technology.

– Domestic consumption is scarce, but global exchanges occupy a first-order place for their traditional and high-tech exports.

• In other cases, they are former economic powers that have fallen into disrepair (Russia); or that have an important economic weight in their environment (Australia, South Africa, Saudi Arabia, Qatar, Israel).

– Production draws on abundant natural resources and a certain industrial development.

– Consumption shows great contrasts between social groups and exchanges are based on the export of raw materials and industrial products.

The most disadvantaged areas

Disadvantaged economic areas are located in some countries in Latin America, Asia and sub-Saharan Africa.

• Production is based on traditional agricultural activities. Industry is poor and not very advanced.

• The consumption of goods is very low, due to a low standard of living. These spaces risk being marginalised from global exchanges.

1 Name the three important global geoeconomic areas.

2 What countries make up the Triad?

3 Speaking. Explain the differences between production and consumption in the Triad countries and countries in disadvantaged economic areas.

4 Where are the economically disadvantaged areas located?

5 Consult an atlas and indicate to which geoeconomic area the following countries belong: Argentina, Mozambique, Spain and Australia.

6 Match the following countries with their corresponding geoeconomic area: South Africa, Norway, Japan, France, Mexico, Pakistan.

7 Reading. Read the following text and answer the questions:

‘The five main emerging economies are Brazil, Russia, India, China and South Africa. As a group, they have been called the BRICS acronym since 2011’.

a) What is BRICS?

b) How long have they been called BRICS?

c) Why are they called that?

8 Copy and complete the table in your notebook comparing characteristics of consumption in different geoeconomic areas.

Vocabulary

Needs, benefits, partners, salaries, taxes, well-being, ownership, ideologies, wealth

The final challenge

CREATE A MURAL about GLOBALISATION

In recent years, globalisation has reached everywhere, including our homes. Thanks to social media (YouTube, WhatsApp, Instagram...), it is possible to know what is happening in the world, and it is a powerful way to influence and send information

SCAN THE CODE TO SEE THE GLOSSARY

Work in pairs. In this project we will reflect on the global elements that are already a part of our daily lives and will create a mural in the classroom on which we will display the world and the origin of the most global products brands and festivities.

Globalisation at home

STEP1

We will start by researching our homes; to do this we will read the labels of our clothes and the electronic devices we use and write down where they were produced.

STEP3

Global festivities

Think of the different festivities and celebrations that take place throughout the year and try to find out where they come from.

Online globalisation

STEP

2

Social media is one of the best indicators of globalisation. Research and write the origin of the social networks you use most often.

FINAL STEP

• On a world map, draw symbols in the correct place referring to the elements that you have researched.

• Present the mural to the class commenting on the most important aspects.

2 Green energy

ENVIRONMENTAL PROBLEMS

Can you analyse the impact of human activities on the environment by analysing your own daily life?

SCAN THE CODE TO FIND OUT THE CHALLENGE SCAN THE CODE TO FIND OUT THE CHALLENGE

Desertification

Modification

Variation in the number of plant species, 2000-2050

Reduction (thousands of species)

More than 4

From 3 to 4

From 2 to 3

From 1 to 2

From 0 to 1

More than 2

From 0 to 2

Unquanti ed Increase (thousands of species)

Source: Kirkup, 2011.

ON E N GLISH

Listening and speaking

Listen to the audio of the outline and repeat the words to improve your pronunciation.

Reading and Writing

Prepare a more complete diagram in your notebook using the information on the cards that appear at the end of this book.

Society and the environment 1

Human societies have always taken advantage of the natural environment. However, the impact of their activities on nature has been increasing throughout history.

Preindustrial societies

The hunter-gatherer societies of the Palaeolithic were composed of few individuals, who used rudimentary techniques and lived by hunting, fishing, and collecting fruits and roots. These societies caused few environmental alterations, since they consumed only those species they needed to survive.

The agrarian societies that emerged with the Neolithic revolution transformed the way of obtaining resources from nature. They moved from cultivating plants instead of collecting them; cleared forests and marshes and converted them into cropland; domesticated animals; they constructed villages and cities, hydraulic works, such as swamps, dams, ditches, etc.

To carry out these works, they used simple energy sources so they did not cause significant environmental impacts either.

Ecological footprint

What relationship has society had with the environment throughout history?

Is the impact of pre-industrial societies and industrial society comparable?

Industrial society

The industrial revolutions of the 19th and 20th centuries brought about a new economic model based on mass production of goods using enormous amounts of energy.

This model allowed the incessant growth of the population, the expansion of cities and the development of industry, but it has caused serious environmental problems such as the overexploitation of natural resources, the alteration and pollution of the environment and the reduction of biodiversity.

Sustainable development

In recent decades, sustainable development is being focused on to meet the needs of present and future generations. To achieve this, we have to combine economic and social development balanced with environmental protection.

To this end, the UN proposed 17 Sustainable Development Goals – SDGs –. One of the indicators to measure sustainability is ecological footprint.

The surface of fertile land necessary to produce the resources of our daily activities and to assimilate the waste generated by these activities

Housing and services

Surface that represents the energy committed and the land occupied. Food

Surface necessary to produce food with its energy costs.

What is the available surface

Only 1/4 of the earth's surface is productive, some 12 600 million hectares

Those with quantitatively significant animal or plant productivity

If we subtract the 10% for other living beings, there are 11 340 million hectares left for human beings

Built land Urbanisation and infrastructure. Crops

Agricultural and livestock activity.

If we divide 11 340 million hectares by the total population, 8 000 million inhabitants. We have 1.4 ha/inhab left. But, there are differences

Bangladesh has a measured footprint of 0.5 ha/inhabitant.

The US has a measured footprint of 13 ha/inhabitant.

the following characteristics as they correspond to preindustrial or industrial societies.

a) Replacement of harvested plant species with other cultivated ones.

b) Domestication of animals.

c) Construction of villages and cities.

d) Mass production of goods using enormous amounts of energy.

e) Expansion of cities and development of industry

f) They used rudimentary techniques and lived by hunting, fishing and collecting fruits and roots.

Technological waste, or e-waste, is disused electrical or electronic equipment or components. It increases the most in developed countries.

Constant technological renewal makes them out of date with the sale of new models. Many pieces of equipment are discarded before reaching the end of their useful life; and others have ‘planned obsolescence’, which means that, after an operating time programmed by the manufacturer, they stop working.

Technological waste contains components that are harmful to the environment and our health. Among the most harmful are mobile phones, whose batteries are made with very toxic elements (lithium, nickel and cadmium) that when mixed with garbage and released are very harmful, contaminating the land, air and water.

Which societies caused the least environmental disruption? Why?

3 Writing. Explain sustainable development consists of in your own words. Does it seem important to you?

4 Reading. Read the following text and answer the questions.

‘Our ecological footprint is a sustainability indicator that measures the pressure exerted by people on the environment over time. It connects the biocapacity or biologically productive land and sea surface of the planet, measured in Ha, with the surface area necessary to extract the resources required to satisfy all human consumption and to absorb all its wastes’.

a) What is our ecological footprint and what does the measure?

b) Explain how our ecological footprint is an indicator of sustainability.

Technological waste route

Altering the environment 2

The alteration of the soil and terrain

Soil suffers erosion, desertification and pollution.

• Soil erosion is due to a lack of vegetation and inadequate agricultural and livestock practices. Desertification is the loss of the fertile layer of soil. It is caused by erosion and overexploitation of water resources.

• Pollution is due to chemical substances from agriculture and industry, and discharging dirty water and garbage.

The alteration of the terrain is due to the exploitation of mines and quarries and the construction of transport infrastructure.

The alteration of water

Water suffers from overexploitation and pollution.

• Overexploitation is the excessive consumption of fresh water for agricultural, urban or industrial uses. As a result, the flow of rivers and the level of lakes and aquifers decrease, and may become depleted.

• Water pollution is caused by chemicals, industrial and urban spills, and oil tanker accidents. The water loses quality for consumption and plants and animals disappear.

How is the

environment altered?

What alters the soil, water, the atmosphere and vegetation?

The alteration of the atmosphere

The atmosphere suffers from warming and pollution.

• Global warming, or the progressive increase in the average temperature of the Earth, is produced by an increase in the greenhouse effect due to CO2 emissions and other gases from energy facilities, industry, traffic and heating.

• Air pollution is the result of harmful emissions from power plants, heating, industries and traffic. It causes acid rain and urban air pollution, which damages buildings, living beings and people, increasing the risk of diseases. It mainly affects large cities.

Deforestation

Deforestation is the disappearance of vegetation cover due to the burning or massive felling of trees to dedicate land to agricultural, livestock or residential use.

Loss of diversity

The biodiversity or variety of animal and plant species on Earth is threatened by altering natural habitats, excessive hunting, the introduction of exotic invasive species and genetic selection in agriculture and livestock.

Arctic Circle

Tropic of Cancer

Tropic of Capricorn Equator

The human alteration of the soil

The greenhouse effect occurs naturally on Earth. Around 30 % of solar energy is reflected by the Earth's atmosphere (1). The rest penetrates the Earth (2), where it is partly reflected (3) and partly heats the Earth's surface. The

hot Earth emits infrared radiation (4) that is partially absorbed and re-emitted by CO2 and other gases in the atmosphere (5), contributing to regulating the Earth's temperature.

Acid rain is due to emissions of sulphur and nitrogen oxide by industries (A) and thermal power plants. When mixed with water vapor in the atmosphere (B) , they become acids, which fall to the surface during precipitation (C)

1 Why does desertification occur?

2 What causes soil pollution?

3 What is the relationship between desertification and erosion?

4 Answer these questions in your notebook:

a) What waters does pollution affect?

b) Why does water overexploitation occur?

c) What causes water pollution?

d) What are the consequences of water pollution?

5 Speaking. Say the term for each definition.

a) Loss of the fertile layer of soil.

b) Excessive water consumption.

c) Soil loss.

6 Look at the map on the previous page and answer: Why is degradation less around the Arctic Circle and the tropics?

An increase in emissions of CO2 and other polluting gases, due to certain human activities, causes the heat absorbed and retained by the atmosphere to be greater, causing climate change.

7 Reading. Read the following text and explain what acid rain is:

‘Acid rain is due to emissions of sulphur and nitrogen oxide by industries and thermal power plants. These gases, when mixed with water vapor in the atmosphere, become acids, which fall to the surface during precipitation’.

8 Relate to its cause (global warming or air pollution):

a) CO 2 emissions

b) acid rain

c) respiratory disorders and cancer

d) gases from industry, traffic...

9 What is deforestation? What causes it?

10 Explain what biodiversity is and name its main threats.

11 Writing. Analyse the illustration and read the text that accompanies it. Explain what the greenhouse effect consists of and why it occurs.

Earth's atmosphere

Greenhouse effect

Acid rain

Environmental problems 3

Environmental problems

Human activities also damage the territory where they are practiced in Spain. These damages affect the terrain, soil, the waters, atmosphere, vegetation and biodiversity:

• Terrain is altered by mines, quarries and transport infrastructure.

• The soil is contaminated with agricultural fertilisers, emissions from industries and urban waste; it is eroded by deforestation; or disappears due to occupation by residential neighbourhoods, industries and facilities.

• Fresh and marine waters are contaminated in some areas by agricultural, industrial and urban waste or by oil spills caused by oil tanker leaks. Fresh water in rivers, wetlands and aquifers is also overexploited, due to excessive agricultural, industrial and urban use.

• The atmosphere Spanish cities and industrial areas.

• Vegetation

• Biodiversity habitats.

How

Natura 2000 Network

Write some measures that you would take to protect natural areas on the European continent.

4 What requirements must be met for an area to be declared a protected natural area?

Vocabulary

Revolution, development, alteration, ecological, sustainability, heritage

Source: European Environment Agency.

Black Sea

• The Birds Directive of 1979 obliges member states to maintain an area and diversity of habitats adequate to ensure the conservation of wild birds; and to create ZEPA, or Special Bird Protection Zones, which guarantee the rest, reproduction and feeding of migratory birds and other threatened bird species.

• The Habitats Directive of 1992 obliges states to draw up a list of Places of Community Importance (SCI) to protect areas relevant to the conservation of biodiversity.

The final challenge

OUR IMPACT ON THE ENVIRONMENT

One of the most significant issues of the twenty-first century is human impact on climate change and the actions that can be taken to reduce it. At the Climate Change Conference in Madrid in 2019 there was much discussion on this topic, although no truly effective conclusion was reached.

SCAN THE CODE TO SEE THE GLOSSARY

Work in groups. We are going to analyse our impact on climate change. To do this, we will think about the actions we take at home and their influence on the environment. Then we will see what steps can be taken at school to reduce our impact on the environment. Thirdly, we will see what measures are being carried out in our town, and finally, we will prepare a twominute speech addressed to the whole world with the best proposals from the class.

STEP1 STEP

2

The environment at home

Take note of the measures you take at home to reduce human impact on the environment: recycling, plastic reduction...

STEP3

A step forward for the Earth

In groups of three, write a short speech in which you discuss measures to fight climate change and the small every day actions that contribute to improving the health of the planet.

Online globalisation

• Listen to the audio of Greta Thunberg at the Climate Change Conference in 2019 ( https://twitter.com/GretaThunberg/ status/1204728167782588416?s=20 ) and think how you can link your message with the activities that are already being taken both at home and at school.

FINAL STEP

• Present your speech to the rest of the groups and write down the most convincing proposals. Vote for the best.

• Make a video that includes the actions that your class is willing to take to improve the environment.

3 SECONDARY EDUCATION GEOGRAPHY AND HISTORY

Economic activity. What we buy and how we

do it

USA and Canada, European Union, Japan

Latin America, Asia and Africa

China, India, South Korea, Singapore, Malaysia, the Philippines, Turkey, Indonesia, Brazil, Mexico, Argentina

Russia, Australia, South Africa, Saudi Arabia, Qatar, Israel

Law of supply and demand

Welfare state

THE' TRIAD

Very advanced industry

Industry not very advanced

Rapid industrialisation

Cheap labour force

Abundant natural resources

Relative industrial development

UNDERDEVELOPED ECONOMIC AREAS

EMERGING POWERS

FORMER AND REGIONAL POWERS

Market economy

Private property

Freedom of movement

Free competition

Pursuit of benefits

State-planned economy

State-owned property

Social equality

Market economy with partial intervention of the State

CAPITALIST

GEO-ECONOMIC AREAS

International Organisations

SOCIALIST

ECONOMIC SYSTEMS

Can be replenished

Can be exhausted

Global market economy Multinationals

COMPONENTS

GLOBALISATION

ECONOMIC ACTIVITY

FACTORS OF PRODUCTION

PRODUCTION

DISTRIBUTION

CONSUMPTION Goods Energy

Purchase or use of goods

Extracts resources

Transforms resources

Provides services Agriculture

Livestock farming

Forestry development Fishing Transport Tourism Trade Education Health... Industry Construction SECTORS AGENTS

Small, medium, large

Produce, distribute and sell goods they can be Produces goods and public services Acquire goods

Public, private, mixed Public Limited Companies (PLC), Limited Partnerships, Cooperatives

TECHNOLOGY

People Machines In work Not in work Does not work and is not available Employed Unemployed Machines and people

Write if the following items are goods (G) or services (S): car hairdresser chef fruit coat Judge shoes doctor dancer painter Railway transport actress fridge computer conductor mechanic

2

Classify

Copy and complete the table with the following economic activities in the appropriate economic sector (primary, secondary or tertiary).

a) Airline company

b) Construction company

c) Sugar cooperative

d) Microchip factory

e) Theatre

f) Coal mine

g) Hospital

3

Complete

Copy and complete the phrases: production, services, families, needs, consumption, State, goods, companies

a) Companies, …. and the …. form economic agents.

b) …. are production units and their function is to manufacture distribute and sell…. to customers.

c) Families are …. units. They spend money on goods to satisfy their….

d) The state is a unit of …. and consumption. It produces goods and public ….; and they consume companies’ goods and services.

4

Identify

What type of production factor do the following elements belong to:

a) Computer program for economic management:

b) Commercial boss:

c) Local: ..................................................................................................................

d) 20 000 €:

e) Robot to assemble car parts:

f) Gasoline:

5

Correct

Read the following statements and correct the error.

a) The socialist economic system is governed by the law of supply and demand.

b) In the capitalist system, the state decides what and how to produce.

c) In the mixed system, the only objective is individual benefit.

d) In the socialist system, private property predominates.

e) In the capitalist system, states work to end economic inequalities.

f) In the mixed system, all companies are collectively or publicly owned.

Match 6

Match the information from both columns:

1. Multinational a) International Monetary Fund.

2. G20 b) Interaction of national economies in a global market.

3. WTO c) Company with establishments in several countries.

4. Globalisation d) World Trade Organization.

5. IMF e) Economic forum of the 7 most developed countries and emerging ones.

Green energy 2

Birds

Directive Habitats

Directive

National Parks, nature reserves...

Natura 2000 Network

food, raw materials, energy sources, places of entertainment

Natural Heritage and Biodiversity Act VEGETATION

RESOURCES

Deforestation

Loss of biodiversity

PROBLEMS

RESOURCES

rational use of resources, avoiding waste and overexploitation

causes due to

an increase in carbon dioxide

the alteration of natural habitats, over-hunting

Climate sun, wind, water

THE NATURAL ENVIRONMENT

RESOURCES

PROBLEMS

PROBLEMS

RESOURCES

PROBLEMS

agricultural activity

minerals, rocks, energy sources

tourism

essential for life food (fish ...)

soil decay

loss of the fertile layer of the soil

soil unfit for agriculture

Pollution

Over-exploitation

overfishing waste

reduction or depletion of rivers or lakes disappearance of living beings and quality losses for consumption causes

Resume 1

Complete the table about:

a) The alteration of the soil and relief.

SOIL AND RELIEF ALTERATION

b) The alteration of water.

c) The alteration of the atmosphere.

ALTERATION OF WATER

ALTERATION OF THE ATMOSPHERE

d) The alteration of the plant and animal areas.

ALTERATION OF PLANT AND ANIMAL AREAS

Complete the sentences.

agrarian, environmental problems, hunter-gatherer, industrial revolution

a) …. Societies lived from fishing, hunting and fruit gathering. Their environmental impact was limited.

b) …. Societies that emerged in the neolithic began to cultivate the land, domesticate animals and build villages and cities.

c) from the 19th century, the …. Caused population growth, the expansion of the city and the development of industry, causing serious ….

Match 3

Match both columns:

1. Ecological footprint

2. Sustainable development

3. Planned obsolescence

4. Technological waste

5. SDG

a) Programming the useful life of a product so that it stops working.

b) Sustainable Development Goals.

c) Disused electronic equipment or components.

d) Combine economic development with the rational use of resources.

e) Area of fertile land necessary to produce resources for our daily activities.

Solve 4

Look at the following graph about the extension of national parks in Spain and answer.

a) What is a national park?

b) What are the largest national parks?

c) Is there a national park in your autonomous community?

Answer 5

Answer the following questions

a) Why do protected spaces exist?

b) What requirements should a protected space have?

c) What is the natura 2000 network?

d) What law requires the protection of biodiversity in spain?

Archipiélago de Cabrera 90 800 ha

Picos de Europa 67 127 ha

Doñana 54252 ha

Cabañeros 40 856 ha Sierra de las Nieves 22 980 ha

Monfragüe 18396 ha

Ordesa y Monte Perdido 15 696 ha

Aigüestortes i Estany de Sant Maurici 14 119 ha

Islas Alánticas 8 480 ha

Teide 18 990 ha

Sierra de Guadarrama 33 960 ha

Sierra Nevada 85 883 ha

Tablas de Daimiel 3 030 ha Garajonay 3 984 ha

Timanfaya 5 107 ha Caldera de Taburiente 4 690 ha