Global Thinkers: Geography and History 3. Secondary (demo)

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INCLUDED

DIGITAL PROJECT

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THINKERS

Conntoewnledtgse in the course Basic k Skills

Common: Looking up information in the media and on the Internet; Completing and presenting an assignment; Debate in the classroom.

Historical: Working with historical time; Comparisons in history; Comparisons of artworks and artistic styles.

Geographical: Statistical data; Geographic images and texts; Working with maps. Thematic maps.

CHALLENGES THAT LEAVE THEIR MARK

Looking for the ideal of beauty .....................................................26

1 The beginning of the Modern Age. 15th and 16th centuries

.................................................................................28

1.

2.

3.

4.

5.

6.

The Modern Age Discoveries (I). Causes of a process Discoveries (II). Journeys and travellers The birth of the modern State Economic transformations and social changes Conflicts and religious changes.

Reformation and counter-reformation 7. Humanism. The new vision of the mankind 8. The Renaissance in Italy (I). Architecture 9. The Renaissance in Italy (II). Sculpture and painting 10. The Renaissance beyond Italy Apply, reflect and test your skills Protagonists: Luisa de Medrano and the Luisa de Medrano Award

2 The beginning of the Modern Age in Spain and America

............................................................................................ 52

1. The reign of the Catholic Monarchs 2. The Hispanic monarchy 3. The Austrians' politics 4. The conquest of America 5. Colonisation and organisation of America Graphic report. Encomienda, indigenous rights and interpretations of Spain's actions in America 6. Economy, society, and daily life 7. The Golden Age (I). Culture and architecture 8. The Golden Age (II). Sculpture and painting Apply, reflect and test your skills Protagonists: Catalina de Bustamante and "Me, a woman; you, an accomplice; them, fighters" Porfolio ........................................................................................................ 74

2

3 The 17th century in Europe and Spain

.................................................................................................. 76

1. The 17th century. Transformations and conflicts 2. Political regimes 3. Europe's population and economy 4. The Hispanic monarchy in the 17th century 5. Society and everydaylife in Europe and Spain 6. Science and culture 7. Artistic legacy. The Baroque 8. The European Baroque 9. The Baroque in Spain and America Graphic report. The genius of Velázquez Apply, reflect and test your skills Protagonists: Josefa de Óbidos and Pepa Gamboa CHALLENGES THAT LEAVE THEIR MARK

Buy, use, throw away. Is this sustainable? ............................. 100

4 Economic activity and geographical areas

.................................................................................. 102

1. Economic activity. Components and sectors 2. Economic agents and how they are related 3. Production factors (I). Resources, capital and technology 4. Production factors (II). Labour 5. Economic systems 6. Current economic trends (I). Ideologies and problems 7. Current economic trends (II). Economic globalisation Graphic report. Multinationals and globalisation 8. Worldwide geoeconomic areas Apply, reflect and test your skills Protagonists: Anna Jacobson and Project PrestAD

5 The Primary sector. Agrarian spaces

..............................124

1. Agrarian spaces 2. Agrarian activity. Physical factors 3. Agrarian activity. Human factors 4. Agrarian landscape and its elements 5. Agriculture. Diversity and types 6. Agriculture. Traditional agrarian systems 7. Agriculture. Advanced agrarian systems 8. Livestock farming. Types and models 9. Silviculture 10. Fishing. Use of the sea Apply, reflect and test your skills Protagonists: Viridiana Victoria Rosetti and AFFAMER

6 The Secondary sector.

Industrial spaces

........................................................................................................ 148

1. The Secondary sector 2. Core elements of industrial activity (I). Raw materials 3. Core elements of industrial activity (II). Traditional energy sources 4. The foundation of industrial activity (III). Alternative energy sources 5. The world's energy. Saving energy Graphic report. Technology and its new uses and materials 6. Industrial development and its landscapes (I) 7. Industrial development and its landscapes (II) 8. Industry and globalisation (I).

Types of location and related factors 9. Industry and globalisation (II). World industrial areas 10. Future industry: Industry 4.0 Apply, reflect and test your skills Protagonists: Herta Marks Ayrton and Inna Braverman

7 The Tertiary sector.

Areas and activities

................................................................................................ 174

1. Tertiary sector areas 2. Transport (I). Networks and contemporary transport 3. Transport (II). Transport systems Graphic report. The latest transport trends 4. Tourism (I). Types and tourist areas 5. Tourism (II). Effects and policies 6. Commercial activities 7. Domestic trade 8. Foreign trade Apply, reflect and test your skills Protagonists: Mary Anderson and Susan Newbon

8 Economic activity in Europe.

The three sectors

....................................................................................................... 196

1. The Active population 2. The Primary sector 3. The Secondary sector 4. The Tertiary sector Apply, reflect and test your skills Protagonists: Williamina Fleming and Samantha Cristoforetti

9 Economic activity in Spain

...................................................................... 208

1. The Primary sector (I). Agrarian landscapes 2. The Primary sector (II). Fishing 3. The Secondary sector (I). Mining and energy 4. The Secondary sector (II). Industry and its location 5. The Tertiary sector (I). Transport and commerce 6. The Tertiary sector (II). Tourism Graphic report. Sustainable development and protective measures Protagonists: Celia Rivas and Aviadoras Project

Porfolio ..................................................................................................... 226 CHALLENGES THAT LEAVE THEIR MARK

Do we consume responsibly? ...................................................... 228

10 Natural resources and environmental impact

.................................................................................. 230

1. The environment and natural resources 2. Human beings and the environment 3. Problems affecting relief and soil Graphic report. E-waste, technological waste 4. Problems affecting water sources and the atmosphere 5. Deforestation and the decline in biodiversity 6. Environmental problems in Spain 7. Europe's and Spain's protected regions Apply, reflect and test your skills Protagonists: Wangari Muta Maathai and Tania Mouraud

11 Socioeconomic inequalities and world conflicts

........................................................................................... 250

1. How are inequalities measured?

Graphic report. Basic Human Development Indicators 2. Degrees of development 3. Causes of inequalities in development 4. Recent evolution of global inequalities 5. Socioeconomic inequalities in Europe 6. Social and regional inequality in Spain 7. Today's human developement issues and solutions (I) 8. Today's human developement issues and solutions (II) 9. Armed conflict and inequality Apply, reflect and test your skills Protagonists: Funmilayo Ransome-Kuti and City of Joy

Porfolio ......................................................................................................274

Annexes Glossary; Applying skills; Basic Data

3

k o o b r u o y This is CHALLENGES THAT LEAVE THEIR MARK LS

LE AR NI NG TO LE AR N

COMMON SKIL

Geographical images and texts Geography uses different methods to represent areas of land and their human use. One of them is a map and another very common one is an image, which collects information on geographical phenomena.

types of geographical texts

Geographical texts are very varied. Some are scientific, others are journalistic or essays, and others are reports prepared by some public or private organisation. All of them report on some type of geographical aspect, whose topic can be physical geography (relief, waters, climates, etc.) or human geography (population, economic activities, etc.).

steps for commenting on a geographical text

To comment on a geographical text, you can follow these steps:

IMAGES AND THEIR TYPES Images help us to better understand natural areas and the relationships that human beings establish with the environment; that is to say, how human beings use the land.

In addition, they serve to analyse landscapes or to observe similarities and differences between them and thus, to classify them. There are many types of geographic images:

➜ Read the text comprehensively looking in the dictionary for the meaning of unknown terms, and writing them down.

➜ Underline the main ideas and the secondary ideas using different colours. It is also useful to underline the geographical terms and differentiate them by colour.

Panoramic photography.

➜ Develop an outline of the main ideas and secondary ideas.

➜ Panoramic photographs, taken from the ground. They are the most

➜ Classify the text. To do this, we must indicate:

common.

• Thematic aspects: physical or human geography, aspect of

➜ Aerial photographs, taken from the air (with the help of drones,

geography that stands out, scientific or journalistic nature, geographical phenomenon that it deals with.

aeroplanes, helicopters, etc.). They can be vertical and oblique.

➜ Satellite photographs, obtained from space with satellites.

• Author, title, date and the geographical area referred to: global, continental, country or autonomous community, etc.

➜ Comment on the text. To do this:

how to comment on geographical images

• Clarify the geographical terms underlined in the preparation phase.

• Make an introductory summary based on the outline in previous

To comment on a geographical image, follow these steps:

➜ Observe the image in general and specify if it is a natural or humanised area. If necessary, prepare a sketch or drawing of its main lines.

phase. The summary should include the main idea and the secondary ideas.

Aerial photography.

• Explain the ideas transmitted by relating them to your knowledge of the subject. The causes, the consequences caused by the problem it poses and the solutions can also be mentioned. Make a personal assessment.

➜ Analyse and describe the main elements of the image.

• In a natural area the main elements are usually the relief, the vegetation and the water courses.

• In a humanised space, the main elements are usually population and habitat and economic activities: agricultural, industrial and tertiary.

Put into practice 1 Search the book for an image, whether it is a natural or humanised

➜ Comment on, explain and locate the geographical landscape in

landscape, and comment on it by applying the steps described.

the image, putting into practice what is known on the topic.

2 Explore the Internet and obtain geographical texts that are of

• If it is a natural landscape, its corresponding bioclimate must be

interest to you. Then, classify them following the explanations given in these geographical skills. Finally, comment on the one you like best.

indicated: equatorial, tropical, oceanic, continental, polar, etc.

• If it is a humanised landscape, clarify whether it is an area that has high or low development and explain its distinctive characteristics.

Satellite photography.

26

27

Learning situation, one for each trimester, that will make you put into action the knowledge, skills and attitudes you will be working on, and that will contribute to the acquisition and development of your skills.

UNIT OPENING

1

OF THE MODERN AGE. THE BEGINNING TH AND 16TH CENTURIES 15

ES THAT

CHALLENG

EIR MARK

LEAVE TH

LEARNING SEQUENCE WORK IN GROUPS TO INTRODUCE THE RENAISSANCE AND THE BAROQUE

LANGUAGE BANK

1.1

SPEAKING

3 Make a timeline that includes relevant events that mark the beginning of the Modern Age. In groups, check whether you have identified the same ones. Then use the information from the timeline to make true or false sentences. Say your sentences out loud so others can identify the false sentences and correct them.

Reading and listening

4 Some of the geographical discoveries

Beatriz Galindo My name is Beatriz Galindo and I was born in Salamanca in 1465. From a young age, I showed great interest in culture and humanities, so I studied Grammar and Latin. In 1486 Isabel la Católica, queen of Castilla, asked me to go to court. I was the governess of her children, the infantes. As time passed, the queen and I became good friends and I have given her some advice regarding several political issues.

I have always been interested in studying classical culture and, due to my knowledge of Latin, I am called “La Latina”. In the 15th century, classical Antiquity is being used as a model. This has encouraged the appearance and expansion of a new way of thinking: Humanism, which enhances the faculties of the human being.

Renaissance is the new artistic style. It puts into practice the humanistic ideas that have spread around Europe and Spain thanks to the printing press, a German invention of this time.

For a better understanding of the Modern Age, you are going to learn about:

• The beginning of a new historical period and the

changes that took place in the 15th and 16th centuries

• The explorations of the kingdoms of Portugal and Castilla and the discovery of America

and scientific advances in this period opened new trade routes that changed international commerce. Use a map to identify them and explain the connection between these routes and the changes in this period.

• The birth of the modern state • The Reformation and the Counter-Reformation • Humanism and its spread • The Renaissance. The Quattrocentro and the Cinquecento

• The Flemish school and the Renaissance in Germany and France

1 Read the text and answer the following questions: a) What was Beatriz Galindo interested in? b) What was her role at court? c) What is the nickname given to Beatriz and why? d) What is Humanism? e) Thanks to what invention did humanistic ideas spread?

WRITING

5 In the Renaissance, artists stopped being considered simple craftsmen. Their creations drifted towards a wider variety of topics apart from religious ones, partly because of the appearance of patrons of the arts, also called mecenas. Read the example and write a page in the diary of an artist like Michelangelo or Leonardo da Vinci that shows the influence of the mecenas in their lives.

Students or teachers will carry out the formation of groups.

1.2 A series of images of Renaissance and Baroque works of art can be projected to get familiar with the contents you are going to work with.

CREATE COMMUNICATION AND WORK ENVIRONMENTS 2.1 For the dissemination of the tourist guide, we have many options: from making a blog on the subject, to possibly publishing the guides in the centre's magazine, digitally or printed, or even on the school's website.

2.2 Discuss and agree as a class on all the details of the website that you are going to create.

HISTORICAL CONTEXT OF THE RENAISSANCE IN FLORENCE, ROME AND SPAIN 3.1 Look for information in the textbook about the historical context of Florence, Rome and a Spanish city.

3.2 Elements of historical context: society-religion and economy.

politics,

3.3 Complete the record for each city.

RENAISSANCE ARTWORKS IN FLORENCE, ROME AND SPAIN 4.1 Research the characteristics of Renaissance art.

4.2 Choose an architectural work, a sculpture and a picture. Document their main features

2 What is the printing press and why is it considered a turning point in history?

+ for guidelines, go to anayaeducacion.es 33

32

Meet a scientific figure. Get to know the biography of scientists and discover their great contributions to scientific knowledge.

Content and digital resources of the unit.

Learning Sequence Steps corresponding to the unit with the necessary explanations for its development.

Resources related to THE KEYS of the project

SDGs

4

Language Plan

Speaking

Reading

Listening

Writing

BASIC KNOWLEDGE AND ACQUISITION OF COMPETENCES UNIT

3

In Portugal

From the mid-15th century, the Portuguese prince, Henry the Navigator, encouraged the exploration of the African coast. Portugal’s aim was to gain access to Sudan’s gold supplies and trade with India. There was rivalry* with Castilla in this region. It was resolved with the signing of the Treaty of Alcáçovas in 1479. Castilla was granted the right to conquer the Canary Islands, while Portugal was allowed to explore the African coast south of Cape Bojador. The Portuguese occupied the Madeira, Azores and Cape Verde archipelagos. They reached Cape Bojador in 1431 and the Gulf of Guinea in 1460. Bartolomeu Dias rounded the Cape of Good Hope in 1487. In 1498 Vasco da Gama reached India. Along the African and Asian coasts, the Portuguese founded colonies, built forts to oversee the trade in Sudanese gold and slaves and monopolise the spice trade with India and the silk trade with China.

America was discovered by Christopher Columbus, a sailor who may have been born in Genoa. His aim, based on his conviction that the world was round, was to sail westwards across the Atlantic to reach India. In 1484, he presented his project to King John II of Portugal who rejected it. It was then offered to the Catholic Monarchs, who accepted it in their Capitulations of Santa Fe (1492).

Columbus set sail with three boats from the port of Palos (Huelva). He stopped at the Islas Canarias and, on 12 October 1492, he landed on the Caribbean Island of Guanahani, which he renamed San Salvador. He reconnoitred* the islands of Cuba and Hispaniola and was struck by their potential wealth. After returning on three further occasions, he died in 1506 believing that he had reached the Indies, the name used at the time to refer to Insulindia, South and Southeast Asia. These territories were given this name and their inhabitants were called Indians.

3.3 Sharing out the world and new expeditions

Focus on English

rivalry: a situation in which people compete with each other for the same thing. reconnoitre: to get information about an area.

In the "Apply your skills" section you have the quiz: Magellan and Elcano.

Skills progress

Java mino r

400

800

1200 km

INDIA Calicut

Philippine Islands

Spice Islands

INDIAN OCEAN

Equator

Tropic of Capricorn

IC

N

after and why.

Tropic of Cancer

Cape Bojador Cape Verde Islands Gulf of Guinea

Main Portuguese voyages of discovery Strait of Magellan

Vasco da Gama (1497-1498)

1 500

3 000

Main Spanish voyages of discovery Christopher Columbus (1492)

Amerigo Vespucci (1501-1502) 0

Amerigo Vespucci (1499-1500)

4 500 km

Antarctic Circle

Magellan and Elcano (1519-1522)

skill

of art. It emerged at the end of the Gothic period.

During the Renaissance, Michelangelo produced four different versions, which include the one in Saint Peter’s Basilica in the Vatican. It was then developed during the Baroque, which was the characteristic style of the 17th century.

Analyse the images below and answer the following questions: a) What period do they each belong? b) What differences can you detect between the two pietàs? c) What characteristics of Renaissance sculpture do you note in sculpture B? St. Andreas-Pieta Beginning of the 14th century Painted wood sculpture Height 140 cm

The icons included in some activities suggest the key of the project that can be applied in each case.

Cape of Good Hope

Bartolomeu Dias (1487-1488)

6 Find out who America is named

39

PROTAGONISTS

IN THE PAST Luisa de Medrano

Magdalena Bravo de Lagunas and her nine children. I had a good education and, like my brother Luis, I am a professor at the University of Salamanca.

Basic information Name: Luisa de Medrano Bravo de Lagunas (1484 -1527).

Place of origin: Guadalajara).

Atienza

Occupation: professor University of Salamanca.

(now

at

the

I was born in Atienza, in the kingdom of Castilla. My father, Diego López de Medrano, was a noble gentleman like my grandfather and loyal to Isabel I of Castilla. Both lost their lives fighting in the lands of Granada.

After the death of my father, the queen decided to help my mother,

It is strange for women to give classes at the university, even though we are living through changes in which the love of knowledge and the spread of humanism are a reality.

I admire the work of other women who, like me, dedicate their lives to wisdom. I share with Beatriz Galindo a love for Latin, to which I also add an interest in law. In the court of Isabel I, there are some women who receive humanistic training, but there are still only a few of us who want humanities and the arts to be our main occupation.

in 1514, the Italian scholar Lucio Marineo Sulario, with whom I coincided with at university, praises my way of working. I am very happy for this recognition even though, perhaps because of the differences that exist between Spanish and Italian, he has renamed me Lucia. I hope that my work can serve as an example to other young ladies and I wish to have many of them as students in my classrooms.

It has come to my attention that,

NOW The Luisa de Medrano Award Marble. 174 x 195 cm.

B

Saint Peter’s Basilica in the Vatican (Rome).

Basic information Name: The Luisa de Medrano International Award (first edition: 2015).

Promoter: Castilla-La Mancha Although Luisa de Medrano taught at the beginning of the 16th century at the University of Salamanca, probably replacing Antonio de Nebrija, her brilliant career fell into

REFLECT AND EVALUATE Begin to prepare your tourist guide with the study of the 15th and 16th centuries. Reflect individually and share as a group the assessment of the activities involved.

To do this, download the corresponding rubric at anayeducacion.es

TEST YOUR SKILLS To test your knowledge on the Modern Age, do the self-assessment. You can find it at anayeducacion.es.

oblivion. To honour her memory, the Luisa de Medrano Awards were created in 2015 in favour of gender equality.

The award began in 2015; three women and one man have received it. In 2016, the prosecutor Soledad Cazorla Prieto (1955-2015), who was responsible for directing the Spanish network of prosecutors specialised in violence against women, received the award posthumously. In 2017, it was the Mexican anthropologist María Marcela Lagarde (1948), a researcher on women and their problems; she secured the creation of the Special Feminicide Commission in the Mexican Congress to investigate the murders of women in Ciudad Juarez.

She also promoted the enactment of the General Law on Women’s Access to a Life Free of Violence (2007). In 2018 the award went to the doctor and university professor Miguel Lorente Acosta (1962), an expert and Government Delegate

QUESTIONS

St. Andrew’s Church (Cologne, Germany)

b) Why they have become a part of history.

1 Find

information about Beatriz Galindo and write a short biography about her. secondary school (IES) called Lucía de Medrano; Since 2018, a street in Soria has been named after Luisa de Medrano.

Surely in your town there is a public institution (educational, cultural, sports or leisure centre) or a street name that has a woman’s name. Choose one of these women and explain who she is.

for Gender Violence (2008 to 2011).

In 2019, the feminist philosopher and professor Amelia Valcárcel y Bernaldo de Quirós (1950) received it. She is the author of a large number of publications dealing with the concept of equality, freedom and feminism.

55

Cooperative learning

Emotional education

Visual organizer of the contents.

Questions about the essential aspects of the unit, with which you can prepare your own summary.

Images for you to work observation and interpretation.

2 In Salamanca, there is a

54

Thought development

Activities specially designed for the development of your skills, in which you will work with images, texts, videos, etc., and with which you will learn by applying and researching.

PA C I F I C OCEAN Canary Islands

EA

which correspond to the treaties of Alcáçovas and Tordesillas.

Vatican Pietà (1498-1499).

Calvinist doctrine

0

PA C I F I C O C E A N

Applying research methods

a) Their relationship to the geographical discoveries.

Lutheran doctrine

Sea

Madeira

Columbus on his first voyage.

3 For each person, explain:

two foundations of each doctrine:

AT L A N T I C

Hispaniola

B

Hispaniola

Cuba

5 Explain the meaning of the lines

A

4 Using a table such as this one, write in your notebook

S

OCEAN

4 Describe the route taken by

a) The capture of Constantinople by the Turks was of great importance for the period. b) Columbus thought he had reached Cipango. c) Castilla and Portugal signed treaties to share out the land that had yet to be discovered and the land that had already been discovered. d) The Spanish territories in America were named the West Indies.

Vasco Núñez de Balboa

To Lisbon From the Canary Islands

A

Tropic of Capricorn

Bahamas

the main places of Magallanes and Elcano`s route in order.

2 Explain the reasons for these historical facts:

Vasco de Gama

M

Arctic Circle

3 Name

END OF MEDIEVAL WARS

Juan Sebastián Elcano

A

NT

DEVELOPMENTOF COMMERCE

H

Caribbean Java major

OC

OPEN-MINDEDNESS

San Salvador (Guanahani) A

Principal voyages made by the Portuguese and Castilians

Using maps and charts

5 The pietà has been a recurring subject in the history

RENAISSAN CEART

B

Cuba

Cape Verde Islands

was the aim of the Portuguese and Castilian voyages of exploration? Which of the two countries failed to achieve its aim and why?

R MARK

REDISCOVERY OF ANTIQUITY

Gulf of Mexico Tropic of Cancer

events linked to the discoveries.

ES THAT

AUTHORITARIAN MONARCHIES

Madeira

2 What

LEAVE THEI

ANTHROPOCENTRISM HUMANISM

Lisbon

Canary Islands

Transferring information

UNIT CLOSURE

the illustration below:

Ireland Azores

India Tropic of Cancer

A

1 Create a timeline with the main

38

1 Give a brief explanation of what is represented in

The discovery of America Columbus had studied the map drawn up by the Florentine scholar Toscanelli.

According to this map (A), there were only 120 000 km between Lisbon and Southeast Asia. This was the reason why Columbus, when he reached San Salvador on his first voyage (B), thought that he had found the Island of Chipango (Japan).

Using time scales

Go to working with historical time

APPLY

The protagonists

LA

In the 16th century, the successors to the Catholic Monarchs granted a ‘licence to explore’ to other sailors, who explored the American coasts.

In 1513, Vasco Núñez de Balboa crossed the Isthmus of Panama and discovered the Southern Sea, which was renamed the Pacific Ocean. in 1519 and 1522, Magellan and Elcano completed the first voyage around the world and demonstrated that the Earth was round.

Various ways of representing information (textual, graphic, audiovisual) to help you understand, express yourself and offer you experiences that motivate you to participate in your learning.

Christopher Columbus (2) (c. 1436-1506).

The Capitulations of Santa Fe named him Admiral of the Ocean Sea and Viceroy of the lands that he discovered.

AT

The Catholic Monarchs were granted sovereignty over the Indies by the Pope, and, to avoid conflict with the Portuguese crown, they agreed the areas of influence of their respective countries in the Treaty of Tordesillas (1494). This treaty established a frontier 370 leagues to the west of the Cape Verde Islands: the lands located to the west of this line would belong to Castilla and those to the east, to Portugal.

Portugal staked its claim to Brazil in 1500.

2

Henry the Navigator (1) (1394-1460).

He founded the School of Sagres, which brought together the leading geographers, astronomers and navigation experts.

3.2 Castilla. The discovery of America

GEOGRAPHICAL DISCOVERIES

In Castilla

1

3.1 The Portuguese explorations

CHALLENG

1

The protagonists

THE DISCOVERIES (II).

JOURNEYS AND TRAVELLERS

ICTs

Apply and go.

Reflection on the progress made in the learning situation corresponding to the unit.

Proposal on the web an assessment of your skills.

Academic and professional guidance

Evaluation

5

t c e j o r p l a t i g Di A project that offers you all the contents of the course via the active book, along with a wide variety of resources.

Discover another way to learn that is simple, intuitive and compatible with any platform and device.

How do you access it?

You have all the necessary instructions to access it next to the first page of your book.

3

THE EARTH’S PHYSICAL ENVIRONMENT. THE CONTINENTS LANGUAGE BANK

CHALLENGES THAT

LEAVE AN IMPRINT

SPEAKING

3 The Him alay

a mountai ns are the mountain highest range on you know the plan et. Do in which continent located? they are In groups of 4, try names of to say the the highest mountain each con ranges in tinent. The n, do the the longest same with rivers. Che ck your ans an atlas. wer in

4 In recent

Fanny Bullock Wo

rkman

68

Fanny Bullock Workman geograp her, cartogr was an apher and American passions explorer.

In order were clim Her grea to underst bing high travelling. test kno and her mountains w: journeys, and you have Between to the years • How man 1888 and bicycle acro y contine 1893, she nts there ss Switzer travelled are on Eart land, Fran toured cou • What eac by h. ce and Italy ntries in h one of . She also other con Indochin them wat ers . is like: thei a and Indi tinents, like Algeria r relief and a. , • Wh She was y it is one of the important first wom (1891). By environmen that we en to clim that time t. look afte b Mont Blan she began the Himalay r the c her fourth as to mak journey to 1 Rea e better climb tho maps of d the text se mountai the area and answer ns again. and the questio For Fan a) Which ny being ns. country able again, the was Fanny second high to see the sum from b) What ? mit of K2 up for the est mountai did Fanny dangers n on Eart enjoy the and the equipment, most? c) What lack of reso h, made like carabine countries urces and rs or pito did she trav When she ns. el? d) How did reached an altitude she travel? also plan of 6 000 ned to disp metres, she e) How man lay a ban suffrage. ner asking y times did It was the for universa Fanny go end of the women still to the Him l 2 Wh could not 19 th century at does alayas? vote. universal and information suffrage mean? Loo and say when univ k for passed. ersal suff rage was

years, scie ntists hav evidence e recorded that the polar ice melting caps are at a very quick pac a partner, e. With talk abo ut the reas this to be happen ons for ing and consequen what the ces can be.

WRITING

5 Use you r ideas from your con and mak versatio e an out line of the

n ts.

main poin

Main pro

blem:

Why:

LEARNING

SEQUEN

CE

WE STU DY THE CONTIN ENTS 6.1 We kno w the con tinents that emerged make up lands. the 6.2 SDG 7, The forc e of the win energy. d as a sou rce of WE FINISH THE VID EO PROJEC 7.1 We T reflect on some bas geograp ic concep hy as a ts of review: coo tectonics, rdinates, renewab plate le energie 7.2 We reco s. rd the vide o.

WE SHA RE AND EVALUA DEVELO TE THE WO PED RK 8.1 We pres ent our wor k as a gro 8.2 We up. disseminate the wor through k carried the digital out newspaper networks . and social 8.3 We ana lyse and evaluate the results.

Solution:

6 Based on your outline, formal lette now sen r to the d a Env Dep ironmental artment Affairs abo of of the ice ut the mel caps and ting how we to avoid could help it.

+ for guid

elines, go

to anayae

ducacion.es

69

What is it like?

A global response for a diverse educational environment.

Intuitive Easy to use for you and your students.

Multi-device The site adapts and runs on any type of device (computer, tablet and smartphone) Downloadable It allows you to work online and download the contents to multiple devices.

Synchronisable Changes made by the user automatically sync when any of the registered devices are connected.

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Contains a diversity of resources; it is much more than a reproduction of the hard copy of the book.

With them you can: Employ interactive activities Study interactive summaries, diagrams...

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Evaluate self-assessment, portfolio...

Universal Compatible with all operating systems, virtual learning environments (VLE) and the most widely used educational platforms (LMS)

g n i n n i g e b e r o Bef allenges know your ch

WHICH ARE THEY? CHALLENGES THAT LEAVE THEIR MARK Here are three proposals for learning situations, one for each trimester: • Designed to mobilize knowledge, attitudes and skills and promote the exchange

of knowledge and the development of your skills.

• Committed to the 2030 Sustainable Development Goals.

• Close and respectful with your real world and your experiences.

• With a clear and simple structure of the tasks and activities that you will have

to carry out.

HOW WILL YOU WORK ON THEM?

AT THE BEGINNING OF EACH TIMESTRE YOU WILL FIND:

AT THE BEGINNING OF EACH UNIT YOU WILL FIND:

1

THE CHALLENGE

3

2

HEALTH AND WELLNESS

HUNGER ZERO

4 QUALITY EDUCATION , GOAL

You are going to prepare a tourist guide to learn about art in the Modern Age in Europe and in Spain, in which you include various cities that were relevant to historical and artistic development in Europe during the Modern Age. To do this, get into small groups. You will make the guide digitally or on paper, as posters that can be placed in your classrooms or in the corridors of the centre.

11 9

SUSTAINABLE CITIES AND COMMUNITIES

INDUSTRY, INNOVATION AND INFRASTRUCTURE

13

GES THAT

CHALLEN

IR LEAVE THE

LANGUAGE BANK 3 Make a timeline that includes relevant • Express facts, concepts and opinions orally or in writing, correctly, coherently

events that mark the beginning of the Modern Age. In groups, check whether you have identified the same ones. Then use the information from the timeline to make true or false sentences. Say your sentences out loud so others can identify the false sentences and correct them.

and appropriately to different social contexts, and participate in communicative interactions.

LOOKING FOR THE IDEAL OF BEAUTY

• Understand, interpret and critically assess oral, written and audiovisual texts in

personal, social, educational and professional spheres, in order to participate in different contexts actively and informedly, and to build knowledge.

Art is used as a vehicle to learn about the historical evolution of Europe throughout the 15th, 16th and 17th centuries. We are going to rely on a series of masterpieces that amazed--and still surprise and awe--the population to learn all the historical, economic and social details of Europe during the aforementioned centuries. As a jumping-off point, we are going to use tourism, which today walks hand-in-hand with the exhibition and study of various artistic works. There is no doubt that, among these, there is a close relationship that can mobilise and attract millions of people: for example, to a region noted for its artistic "treasures", to a famous museum, or to a great cathedral of international prestige or to a small rural hermitage.

• Locate, select and contrast information from different sources, evaluating its re-

Reading and listening

liability and relevance based on the reading objectives and integrating it and transforming it into knowledge in order to pass it on. lity, timeliness and reliability, selecting them critically and filing them properly to later retrieve and refer to them.

My name is Beatriz Galindo and I was born in Salamanca in 1465. From a young age, I showed great interest in culture and humanities, so I studied Grammar and Latin. In 1486 Isabel la Católica, queen of Castilla, asked me to go to court. I was the governess of her children, the infantes. As time passed, the queen and I became good friends and I have given her some advice regarding several political issues.

• Plan medium-term goals and develop metacognitive feedback processes that

allow you to learn from your mistakes in the process of knowledge construction.

• Understand ideas related to one's own identity, group and intercultural relations

and social, historical and normative facts, for a respectful, empathic, egalitarian and constructive interaction in any socio-institutional context.

• Include current ethical problems, critically analysing one's own and others' moti-

vations and values, behaving in such a way that's contrary to any type of discrimination or violence, and expressing respect for others and for the environment.

I have always been interested in studying classical culture and, due to my knowledge of Latin, I am called “La Latina”. In the 15th century, classical Antiquity is being used as a model. This has encouraged the appearance and expansion of a new way of thinking: Humanism, which enhances the faculties of the human being.

LEARNING SEQUENCE

Historical context of the Renaissance in Florence, Rome and Spain

Artistic works from the Renaissance in Florence, Rome and Spain

Unit 1

Historical context of the Renaissance in Spain and nearby towns Unit 2

Renaissance artworks in Spain and nearby towns

Historical context of the Baroque in Paris-Versailles, Rome and Spain

4 Some of the geographical discoveries

Beatriz Galindo

• Carry out advanced searches on the Internet according to criteria of validity, qua-

The United Nations' proposal for what are referred to as Sustainable Development Goals (SDGs) calls on us to reflect on our world and, based on this reflection, to improve it. We will work on SDGs 4, 9 and 11, the latter of which proposes "to develop reliable, sustainable, resilient and quality infrastructures, to support economic development and human well-being, with special emphasis on equitable and affordable access for everyone", which undoubtedly brings us closer to the idea of developing tourism, specifically tourism that is sustainable and in harmony with the development of cities and tourist areas.

Create communication and work environments

WORK IN GROUPS TO INTRODUCE THE RENAISSANCE AND THE BAROQUE 1.1

SPEAKING

TO COMPLETE THIS CHALLENGE, YOU WILL LEARN TO...

LEAVE THEIR MARK

MARK

LEARNING SEQUENCE

ACTION BECAUSE OF THE WEATHER

CHALLENGES THAT

Form groups and introduce the Renaissance and the Baroque

OF THE MODERN AGE. THE BEGINNING TH IES 15TH AND 16 CENTUR

Renaissance is the new artistic style. It puts into practice the humanistic ideas that have spread around Europe and Spain thanks to the printing press, a German invention of this time.

Baroque artworks in Paris-Versailles, Rome and Spain

For a better understanding of the Modern Age, you are going to learn about:

Unit 3

• The beginning of a new historical period and the

changes that took place in the 15th and 16th centuries

• The explorations of the kingdoms of Portugal and Castilla and the discovery of America

and scientific advances in this period opened new trade routes that changed international commerce. Use a map to identify them and explain the connection between these routes and the changes in this period.

• The birth of the modern state • The Reformation and the Counter-Reformation • Humanism and its spread • The Renaissance. The Quattrocentro and the Cinquecento

• The Flemish school and the Renaissance in Germany and France

1 Read the text and answer the following questions: a) What was Beatriz Galindo interested in? b) What was her role at court? c) What is the nickname given to Beatriz and why? d) What is Humanism? e) Thanks to what invention did humanistic ideas spread?

WRITING

5 In the Renaissance, artists stopped being considered simple craftsmen. Their creations drifted towards a wider variety of topics apart from religious ones, partly because of the appearance of patrons of the arts, also called mecenas. Read the example and write a page in the diary of an artist like Michelangelo or Leonardo da Vinci that shows the influence of the mecenas in their lives.

Students or teachers will carry out the formation of groups.

1.2 A series of images of Renaissance and Baroque works of art can be projected to get familiar with the contents you are going to work with.

CREATE COMMUNICATION AND WORK ENVIRONMENTS 2.1 For the dissemination of the tourist guide, we have many options: from making a blog on the subject, to possibly publishing the guides in the centre's magazine, digitally or printed, or even on the school's website.

2.2 Discuss and agree as a class on all the details of the website that you are going to create.

HISTORICAL CONTEXT OF THE RENAISSANCE IN FLORENCE, ROME AND SPAIN 3.1 Look for information in the textbook about the historical context of Florence, Rome and a Spanish city.

3.2 Elements of historical context: society-religion and economy.

politics,

3.3 Complete the record for each city.

RENAISSANCE ARTWORKS IN FLORENCE, ROME AND SPAIN 4.1 Research the characteristics of Renaissance art.

4.2 Choose an architectural work, a sculpture and a picture. Document their main features

2 What is the printing press and why is it considered a turning point in history?

+ for guidelines, go to anayaeducacion.es 32

30

• A motivating text that will reveal a framework

of challenges related to the units of the quarter.

• The proposal of a learning situation linked to

one or several SDGs.

• The learning sequence of the proposed situation.

8

33

31

• The steps of the learning sequence correspond-

ing to the unit, with the necessary explanations for its development.

CHALLENGES

• The biodiversity of my fridge, for the first trimester.

• Hunting hoaxes and conspiracy theories, for the

second trimester.

• The ecological footprint of my mobile phone, for the

third trimester.

ON THE FINAL PAGES OF EACH UNIT YOU WILL FIND: RK

MA LEAVE THEIR

5 The pietà has been a recurring subject in the history

APPLY 1 Give a brief explanation of what is represented in the illustration below: ANTHROPOCENTRISM HUMANISM

AUTHORITARIAN MONARCHIES

REDISCOVERY OF ANTIQUITY

GEOGRAPHICAL DISCOVERIES

RENAISSAN CEART

OPEN-MINDEDNESS

DEVELOPMENTOF COMMERCE

of art. It emerged at the end of the Gothic period.

During the Renaissance, Michelangelo produced four different versions, which include the one in Saint Peter’s Basilica in the Vatican. It was then developed during the Baroque, which was the characteristic style of the 17th century.

Analyse the images below and answer the following questions: a) What period do they each belong? b) What differences can you detect between the two pietàs? c) What characteristics of Renaissance sculpture do you note in sculpture B? A

END OF MEDIEVAL WARS

St. Andreas-Pieta Beginning of the 14th century

2 Explain the reasons for these historical facts:

Painted wood sculpture

a) The capture of Constantinople by the Turks was of great importance for the period. b) Columbus thought he had reached Cipango. c) Castilla and Portugal signed treaties to share out the land that had yet to be discovered and the land that had already been discovered. d) The Spanish territories in America were named the West Indies.

Height 140 cm

a) Their relationship to the geographical discoveries. b) Why they have become a part of history.

Marble. 174 x 195 cm.

B

Saint Peter’s Basilica in the Vatican (Rome).

REFLECT AND EVALUATE

Vasco Núñez de Balboa

4 Using a table such as this one, write in your notebook two foundations of each doctrine: Lutheran doctrine

Calvinist doctrine

Basic information Name: Luisa de Medrano Bravo de Lagunas (1484 -1527).

Place of origin: Guadalajara).

Atienza

Occupation: professor University of Salamanca.

(now

at

the

I was born in Atienza, in the kingdom of Castilla. My father, Diego López de Medrano, was a noble gentleman like my grandfather and loyal to Isabel I of Castilla. Both lost their lives fighting in the lands of Granada.

After the death of my father, the queen decided to help my mother,

NOW The Luisa de Medrano Award Vatican Pietà (1498-1499).

Vasco de Gama

Magdalena Bravo de Lagunas and her nine children. I had a good education and, like my brother Luis, I am a professor at the University of Salamanca.

It is strange for women to give classes at the university, even though we are living through changes in which the love of knowledge and the spread of humanism are a reality.

I admire the work of other women who, like me, dedicate their lives to wisdom. I share with Beatriz Galindo a love for Latin, to which I also add an interest in law. In the court of Isabel I, there are some women who receive humanistic training, but there are still only a few of us who want humanities and the arts to be our main occupation.

TEST YOUR SKILLS

in 1514, the Italian scholar Lucio Marineo Sulario, with whom I coincided with at university, praises my way of working. I am very happy for this recognition even though, perhaps because of the differences that exist between Spanish and Italian, he has renamed me Lucia. I hope that my work can serve as an example to other young ladies and I wish to have many of them as students in my classrooms.

To test the skills that we have been working on in the digital space, we propose a series of activities, to which you will have to add the existing ones in the resource bank, which will help you review, remember…

CHALLENGES THAT

Begin to prepare your tourist guide with the study of the 15th and 16th centuries. Reflect individually and share as a group the assessment of the activities involved.

To do this, download the corresponding rubric at anayeducacion.es

TEST YOUR SKILLS To test your knowledge on the Modern Age, do the self-assessment. You can find it at anayeducacion.es.

Basic information Name: The Luisa de Medrano International Award (first edition: 2015).

Promoter: Castilla-La Mancha Although Luisa de Medrano taught at the beginning of the 16th century at the University of Salamanca, probably replacing Antonio de Nebrija, her brilliant career fell into

The award began in 2015; three women and one man have received it. In 2016, the prosecutor Soledad Cazorla Prieto (1955-2015), who was responsible for directing the Spanish network of prosecutors specialised in violence against women, received the award posthumously. In 2017, it was the Mexican anthropologist María Marcela Lagarde (1948), a researcher on women and their problems; she secured the creation of the Special Feminicide Commission in the Mexican Congress to investigate the murders of women in Ciudad Juarez.

She also promoted the enactment of the General Law on Women’s Access to a Life Free of Violence (2007). In 2018 the award went to the doctor and university professor Miguel Lorente Acosta (1962), an expert and Government Delegate

54

Level 2

Level 1

Express facts, thoughts or feelings, orally or in writing.

I think my level of I am quite oral and written satisfied with expression in this my level of oral task has been and written excellent. expression in this task.

I am satisfied with my level of oral and written expression in this task.

I think my level of oral and written expression in this task can still be improved.

To understand and evaluate various sources to learn about and report on the environmental consequences of the creation of various products.

Descriptor

What has been created has reached the entire educational community.

What has been created has remained among a small circle of close people.

What has been created has remained within the personal sphere.

COEXISTING BETTER Leave your mark In order to reflect on tourist activity, which is what would allow you to access all these works of art, you will write, together with all the members of the group, a text about sustainable tourism. In it, you will include a definition of this concept, examples of cultural and artistic tourism with a high negative environmental impact and, to conclude, proposals for solutions and tourist infrastructures that promote a sustainable activity of this type.

The article will be located as a reflection and conclusion in the same place as the tourist guide.

1 Find

information about Beatriz Galindo and write a short biography about her.

Linguistic communication

Multilingual

ID

Once the tourist guide is complete, you will have a very useful tool for visiting cities and discovering artistic styles. To make it available to your classmates, the teaching team and your families, the different teams will decide between different options: 1. Paper or cardboard format. We will print them and place them in the classroom and in the corridors of the school, making a poster and a small explanatory text that briefly explains the activity carried out and its final product.

2. Publish it in electronic format. In agreement with the subject teacher, all the guides will be published on the group blog that corresponds to the subject of Geography and History.

3. Dissemination and information. Once you have prepared your guide, you will be able to disseminate your activity through an account created on Twitter, by each of the participating teams, for exclusively educational purposes. In this way we can link the location of the tourist guide with the hashtag #Guiaturisticaarte or we can include fragments of our work with the same hashtag.

for Gender Violence (2008 to 2011).

In 2019, the feminist philosopher and professor Amelia Valcárcel y Bernaldo de Quirós (1950) received it. She is the author of a large number of publications dealing with the concept of equality, freedom and feminism.

Level 3

What has been created has reached the vast majority of people.

…

At anayaeducacion.es you will find this activity to evaluate your work.

SPREAD YOUR WORK OUT THERE

secondary school (IES) called Lucía de Medrano; Since 2018, a street in Soria has been named after Luisa de Medrano.

Surely in your town there is a public institution (educational, cultural, sports or leisure centre) or a street name that has a woman’s name. Choose one of these women and explain who she is.

Level 4

EVALUATE YOUR WORK

Appearance

2 In Salamanca, there is a

Connection between activities

Descriptor

Level 4

Level 3

Level 2

Level 1

I have clearly understood the task entrusted to me at all times.

…

TEAMWORK REVIEW At anayaeducacion.es you will find this activity to review teamwork.

Appearance

Descriptor

Task delegation

For the delegation of tasks, the abilities and preferences of each person have been taken into account.

Consensus

…

78

Level 4

Level 3

Level 2

Level 1

79

55

• A reflection on the progress made in the learn-

ing situation throughout the unit.

• A proposal for evaluating your skills that you

can download from anayaeducation.es

Skills

PORFOLIO

It has come to my attention that,

oblivion. To honour her memory, the Luisa de Medrano Awards were created in 2015 in favour of gender equality.

Through these self-assessment sheets, you will also be able to check how successfully you've acquired the skills that you have to develop.

LEAVE THEIR MARK

St. Andrew’s Church (Cologne, Germany)

3 For each person, explain:

Juan Sebastián Elcano

PROTAGONISTS

IN THE PAST Luisa de Medrano

QUESTIONS

S THAT

CHALLENGE

AT THE END OF THE TRIMESTER YOU WILL FIND:

Your challenge Porfolio, with: • Communication and social commitment tasks.

• Other proposals for challenges that may interest

you.

• Proposals

for diagnostic instruments, downloadable from anayaeducacion.es.

• An

output profile rubric, downloadable from anayaeducacion.es, to self-assess the acquisition of skills achieved.

9

11 SUSTAINABLE CITIES AND COMMUNITIES

12

15

RESPONSIBLE CONSUMPTION AND PRODUCTIONAND WELLNESS

LIFE ON LA

ND

CHALLENGES THAT

LEAVE THEIR MARK DO WE CONSUME RESPONSIBLY? We will continue reflecting on our relationship with the environment and the environmental crisis that we are currently witnessing. For decades, movements concerned with the environmental situation have repeated the following maxim: "Think globally. act locally" as a way of analysing and putting forth possible responses in order to minimise the environmental impact of our activities.

This is because we live in a global reality affected by the problem of pollution, and one of the ways we have to contribute is to carry out initiatives in our closest environment in order to diagnose and put in place solutions that contribute to the reduction of our environmental footprint.

In this way, by preparing an eco-audit at our centre, we will diagnose consumption in our immediate area, a local environment and, later, we will carry out an analysis of the socioeconomic situation at a global level in order to have a broader picture of the situation.

We are going to propose doing the following task “Are we consuming responsibly?” We must to be aware of what our consumption is like in a close context, as is the educational centre where we study and where we are capable of providing solutions.

LEARNING SEQUENCE

Group formation and introduction to natural resources and environmental impacts Unit 10

232

Natural resources and their sustainability

Water and atmosphere problems

Deforestation and loss of biodiversity

THE CHALLENGE We are going to carry out an eco-audit on several aspects related to the school. We will check the situation of our facilities, the centre's purchasing policy, spending, and, finally, the efficiency and saving measures applied. Our first challenge will consist of the analysis of our centre's consumption data and the writing of a report that compiles it. It will be entitled "Eco-audit of the centre". We will also produce a short second report which will be about socio-economic inequalities worldwide.

TO COMPLETE THIS CHALLENGE, YOU WILL LEARN TO...

• Correctly express facts, concepts, thoughts and opinions orally or in writing.

• Locate, select and contrast information from several sources, evaluating its

reliability and relevance and avoiding manipulation and misinformation.

• Use one or more languages effectively in response to communicative needs

(Relevant ➝ bilingual section in ESO).

• Carry out scientifically-based and responsible actions to preserve your health and

physical and mental integrity; and apply ethical principles when doing projects to transform your immediate environment in a sustainable way, assessing your global impact.

• Participate, collaborate and interact through virtual tools and/or platforms in

order to communicate, cooperate and share content, data and information.

• Proactively understand the perspectives and experiences of others, actively

participating in group work and employing complex cooperative strategies.

• Understand the systemic relationships in interdependence, eco-dependence and

interconnection between local and global actions, and adopt a sustainable and eco-socially responsible lifestyle.

How is inequality measured?

What solutions can we contribute?

Preparation of a report on the degree of development in various countries

Unit 11

233

10

S E C R U O S E R L A R NATU T C A P M I L A T N E AND ENVIRONM

Reading and listening

Mary Walton My name is Mary Walton and I am an inventor. I live in New York city and, as it is the end of the century, I have been able to observe the technological advances brought by the Industrial Revolution. That is the reason why I have invented several systems to decrease the impact of pollution in the environment.

• The environment and natural resources. Human

One of these systems aims at reducing the emissions of smoke into the atmosphere, because due to the proliferation of factories, pollution has risen in big cities. In 1881 I also registered the patent of a method to reduce noise pollution, caused by the constant squealing of trains.My ideas show my concern for preserving the environment not only for people living nowadays, but also for future generations.

• Protected spaces in Europe and Spain

These days, atmospheric pollution has generated a constant increase of the temperature of Earth, causing the greenhouse effect. Emissions of polluting gases such as CO2 cause heat to be trapped on the surface of Earth, therefore generating alterations in the cycles of the planet.

For a better understanding of natural resources and environmental impact, you are going to learn about:

234

beings and the environment

• Problems of relief, soil, water and the atmosphere • Deforestation

and loss of Environmental problems in Spain

biodiversity.

• Environmental problems in the autonomous community

1 Read the text and answer the following questions: a) Why has Mary Walton invented systems to reduce pollution? b) What causes noise pollution? c) Who does Mary environment for?

want

to

preserve

the

2 The text mentions the Greenhouse effect. Can you explain what causes it? What happens with heat?

What are the consequences of this effect?

GES THAT

CHALLEN

EIR LEAVE TH

MARK

LEARNING SEQUENCE

LANGUAGE BANK SPEAKING

3 Concepts like global warming, planned obsolescence and geothermal energy are very common and relevant in the modern world. Do some research and talk about them with a partner. Then, agree on a definition.

4 Look at the pictures on page 243. With a partner, describe their differences and how the landscape has changed.

WRITING

5 Planned obsolescence is the reason why most electrical appliances have a limited life. Make a list of devices that could suffer from this.

6 Choose one of the devices you listed and write a letter of complaint to the manufacturers, explaining why you think this practice might be good for economic flow but harmful for the environment.

Consider including terms like waste, polluting, energy, cost of production, transport…

WORK IN GROUPS AND INTRODUCTION TO NATURAL RESOURCES AND ENVIRONMENTAL IMPACTS 1.1 Reflection on the problems various natural resources face.

1.2 We will include a definition and reflection on the concept of "sustainable development".

NATURAL RESOURCES AND SUSTAINABILITY 2.1 In a table, place the natural resources consumed in the school, their economic cost and the amount consumed.

2.2 Get data about water and electricity consumption and create a graph.

TOPOGRAPHY AND SOIL PROBLEMS 3.1 For the eco-audit, collect information about the following aspects: – Selective collection of paper, plastic and packaging, glass and batteries and electronic devices. Toxic and dangerous substances in cleaning services.

– Do we know the final destination of all the centre's waste?

WATER AND ATMOSPHERE PROBLEMS 4.1 For the eco-audit, collect information about the following aspects: – Where is water consumed in the school.

– Types of energy used in the school that have a negative impact on the atmosphere.

DEFORESTATION AND LOSS OF BIODIVERSITY 5.1 For the eco-audit, collect information about the following aspects: – Paper type and its use in the center. Number of photocopies made.

+ for guidelines, go to anayaeducacion.es

235

THE ENVIRONMENT AND ITS NATURAL RESOURCES Natural resources are elements provided by nature that are of use to people. The most important ones are obtained from the soil and the subsoil, the terrain, water, the atmosphere and vegetation.

1.1 Soil, subsoil and terrain resources • The soil provides support for population settlements and agrarian activity and is the main medium for the growth and nourishment of woodland plants and animals, as well as the crops that sustain human life.

• The subsoil, or deep layer of earth that is located below the layer of soil that can be cultivated, provides human beings with minerals and rocks, obtained from mining. It also provides sources of energy, such as geothermal energy, generated from the Earth’s internal heat.

• The terrain can also be a tourist attraction, such as places with sandy beaches or geological formations of great beauty: Colorado’s Grand Canyon, Cuenca’s Ciudad Encantada, etc.

1.2 Resources derived from water, atmospheric and vegetation sources • Fresh and salt water supplies are an essential resource for the survival of living beings. They provide food, such as fish. They are also used for agricultural production, mining, hydroelectric power generation, industrial manufacturing and the transportation of both humans and merchandise. Water is also essential for homes and cities and many leisure activities, such as sailing, fishing competitions, swimming pools and water parks, etc.

• The atmosphere provides energy sources such as the Sun and wind; and climatic conditions that favour certain types of leisure activities, such as beach and skiing holidays.

• Vegetation sources provide food for people and animals (fruit, pasture); raw materials for different industries (paper, furniture, cosmetics, pharmaceuticals); energy sources (wood, used as fuel for cooking and heating in numerous poor countries); and sites for leisure activities (for example, the growing number of woodland regions in developed countries).

1.3 The future of our resources Resources must be used in a balanced way to guarantee their future.

This means avoiding wastage and overuse; more efficient usage; and recycling non-renewable resources whenever possible. Therefore, sustainable development is being promoted globally; that is, a rational use of resources that will allow both present and future generations to benefit from them.

236

Reserves are running out 0 Chromium Coal Platinum Titanium Iron Cobalt Molybdenum Antimony Natural gas Cadmium Nickel Petroleum Germanium Tin Copper Gold Zinc Lead Silver Diamonds

100

200

300

400 370

220 172 134 132 112 93 66 60 42 41 40 38 37 28 26 25 21 20 16

A

Source: http://www.luisllamas.es/2012/03/el-agotamiento-de-las-reservas-minerales/ 2000 Level of current consumption

1

2050

2100

2150

2200

2250

Petroleum

Natural gas Uranium

B

Coal

2042 2062

2100

2223

Years

Source: British Petroleum, BP Statistical Review of World Energy June 2010

At the current rate of consumption many natural resources could run out in the not too distant future. a) The rates of energy depletion. Estimated duration of reserves according to current consumption. b) Estimated duration of reserves of some non-renewable resources.

Skills progress Identifying environmental elements 1 For each type of natural resource give an example used in daily life.

Preserving the environment We all contribute

2 Create a list with five measures for ensuring a controlled use of natural resources that you could contribute too. Compare your list with one of your classmate’s and make a new list together. Then give a presentation to the rest of the class.

UNIT 10 The natural resources provided by the environment Soil, subsoil and terrain Crops, rocks and minerals

Geothermal energy

Tourist attraction

Irrigation

Hydraulic energy production

Wind energy

Types of tourism

Water Food

Atmosphere Solar energy

Vegetation Fuel wood and timber

Leisure locations

Using sources 3 Find representative images of the benefits provided by natural resources.

Stick them into your notebook and write some explanatory captions.

Building your own identity 4 Is the future of the world’s population linked to natural resources?

237

2

HUMAN BEINGS AND THE ENVIRONMENT

Statistics for the sector The population and consumption

Human societies have always taken advantage of the natural environment. However the impact of their activities on nature has increased over the course of history.

2.1 The hunter-gatherer societies The Palaeolithic hunter-gatherer societies consisted of a small population who used rudimentary techniques and lived from hunting, fishing and gathering of fruit and roots.

The high rise in the population of underdeveloped countries along with the irrational consumption of goods in developed countries gives rise to the overexploitation of resources such as water, woodland, soil and mineral and energy supplies.

Human settlements

These societies only consumed the species they needed in order to survive, as a result the environmental changes caused by these groups of humans were very limited.

2.2 The agrarian societies The agrarian societies, which arose as a result of the Neolithic Revolution and continued up until the 18th century, transformed the way in which resources were obtained from nature. The most important changes were the substitution of original plant species for other cultivated ones, the clearance of areas of woodland and marshes in order to create agricultural land, the domestication of animals, the construction of villages and towns, the undertaking of hydraulic building projects, such as reservoirs, dikes, agricultural terraces, irrigation canals, etc.

In order to undertake these projects simple energy sources were used, such as wood, wind and human and animal energy. Therefore, these societies did not cause any significant environmental impact despite the modifications made to the landscape.

2.3 Industrial society

The growth of human settlements, above all urban ones, is achieved at a high price in terms of land use. They pollute the atmosphere, produce high levels of noise and pollute both waterways and land as a result of the dumping of human waste and the unregulated dumping of solid waste.

Agrarian activities

Agrarian activities cause the deforestation of mountain regions, the overexploitation of surface and subterranean water supplies, as well as fishing resources. They also pollute the water and soil, alter the nature of the land and reduce biodiversity as a result of the destruction of natural habitats.

Industry and service sectors

The industrial revolution that took place during the 19th and 20th centuries established a new economic model based on the mass production of goods using enormous quantities of energy. This model launched a period of unceasing population rise, urban expansion and industrial development.

As a result serious environmental problems have arisen.

The most important of these are the overexploitation of natural resources, the reduction of biodiversity, and the pollution of the environment.

238

Mining, energy production and industrial activities consume resources; they produce emissions of noxious substances, degrade the natural vegetation and harm living beings. Transport networks alter the landscape and give rise to air and noise pollution.

UNIT 10 Tourism. Factors for sustainable development Hunter-gatherer societies The changes wrought by Palaeolithic societies on the natural environment were minimal.

Agrarian societies The Neolithic Revolution led to an increase in the human impact on the natural environment, but the changes it brought continued to be limited.

Industrial societies The industrial revolution has led to profound changes in the environment, such as the overexploitation of resources and pollution.

Skills progress Using sources

1 Using a dictionary, check the differences in meaning between overexploitation and pollution.

Understanding relationships

2 Summarise the effects on the environment caused by the presence of human beings and their economic

activities. Choose the method you consider to be most suitable, such as an outline or mind map.

Interpreting images

3 Study the illustrations and describe the environmental changes depicted. For each image try to identify the cause of the environmental impact.

239

3

THE PROBLEMS AFFECTING RELIEF AND SOIL 3.1 Alterations made to the relief Changes to the relief are caused by mines and quarries as well as by transport infrastructure. The landscape is marred and sometimes locations of exceptional geological importance are destroyed.

This problem affects all of the Earth’s many natural environments.

However, it is more common in poor countries, where mining provides the foundation of the economy

3.2 Alterations made to the soil

Causes of degradation Africa 319.4

North America 79.5

7.7 %

16.9% 19.5%

57.8%

34.8 %

52.1 %

5.8%

5.4%

South America 79.1 11.5% 14.7%

Asia 370.3 11.4 %

33.1%

26.1 %

40.7%

5.5% 4.8%

0.3 % 32.1 %

30.1 %

Australia 87.5

Europe 99.4

0.9 % 18.4 %

41.5 %

39.1 %

89.7%

Erosion and desertification Erosion or the wearing away of the soil is due to deforestation and inappropriate agricultural and livestock farming methods. In developed countries, these methods are intensive and single-crop farming; while in the poorest countries, it is due to not leaving farming land fallow and excessive grazing of pasture land.

Desertification is the loss of the fertile layer of the soil. This is caused by the erosion and overexploitation of water resources and it above all affects all the driest regions on Earth. As a result, the land’s capacity for agrarian activities is reduced or lost. In developed countries it is less common, although it gives rise to serious economic losses. Meanwhile, in the poorest countries, it gives rise to serious problems of famine, above all in Africa.

Overuse of pasture land

Agricultural products

Deforestation

Bio-industrial activities

Overexploitation of vegetation for domestic purposes

319.4 Degraded arid surface (millions of ha)

Since 1950 desertification has led to the loss of over 500 million hectares.

Focus on English

earn a living: to earn the money that you need to live on.

Soil pollution It is the result of chemical waste substances from agriculture and industry, as well as the dumping of unclean water and refuse. This problem affects land where intensive agricultural methods are used, as well as the major industrial areas and those used for waste management. As a result, the agrarian products and living beings in the area are polluted with toxic substances; unpleasant smells and sanitary problems are created; and the land becomes less valuable.

• In developed countries this problem is less serious, as environmental legislation means that measures have to be taken to control agrarian and industrial pollution, and there are treatment plants for waste water and solid waste management sites.

• In underdeveloped countries, industrial pollution is more serious due to the lack of resources and less stringent environmental legislation. At times even wealthy countries transfer their electronic or dangerous waste to these countries, as well as their most highly polluting factories. In addition to this, there are 1 100 million people who live without sewerage and so defecate in the open air; there are also enormous unmanaged waste dumps, where hundreds of impoverished individuals earn a living* from the waste they find in these dumps.

240

Skills progress Using sources

1 Explain the difference between erosion and desertification; and between natural desertification and man-made desertification.

Assessing conservation

2 What relationship is there between desertification and erosion?

3 What natural and human factors give rise to alterations being made to the soil?

Working with graphs

4 Study the graphs. Then state the main cause of land degradation in each of the Earth’s geographical areas.

skill

Go to the statistical data

UNIT 10 Soil erosion and solutions Soil erosion

Arctic Circle

Tropic of Cancer

Equator

Degradation of land due to human impact Extreme

Tropic of Capricorn

Severe Moderate Light Stable terrain, ice cap, moorland or deserts not used by people

0

Source: FAO

1500

3000

4500 km

Solutions to soil erosion

10

6

1. Reforestation 2. Prevention of erosion through tree planting.

3. Building of terraces.

7

4. Cultivation of crops along the land’s contours.

9

2 8

1

5. Silt fences to control surface runoff.

6. Reservoir building.

7. Belts of trees or shrubs to provide protection from wind erosion and the upkeep and improvement of pasture land.

8. Crop rotation undertaken in accordance with the contours of the land.

3

Using maps

4

Associative analysis

5 Study the map and answer the following question: Which areas of the world are worse affected by soil degradation? Using an atlas as a guide name a country from each continent with high levels of soil degradation.

5

9. Planting terraces.

trees

on

stepped

10. Planting of woodland borders around reservoirs to limit sedimentation.

Preparing reports studies and dossiers

6 Create a summary table to compare the problems affecting the Earth’s relief and soil.

It should include the following sections: causes, consequences and most affected zones.

241

G R A P H I C R E P O RT

te s a w l a ic g lo o n h c te , te E-was

Disused electrical or electronic equipment or components constitute what is known as e-waste.

The constant technological renewal of this equipment, favoured by the low cost of replacing it, makes objects immediately out of date when new models come onto the market. For this reason, many are discarded before reaching the end of their useful life.

Also, electronic equipment is subjected to “planned obsolescence”, which means that after a period of time, that is programmed by the manufacturer, they stop working.

Electronic waste According to the United Nations Environment Program (UNEP), 50 million tons of technological waste are discarded every year.

By stacking it up, eight pyramids, the size of the Egyptian pyramids could be built a year. If we were to distribute it according to the wealth of the countries, each person in Europe would correspond to a production of 20 kg / day.

Today, e-waste is increasing in the most highly developed countries.

The characteristics of e-waste Technological waste includes components that are harmful to the environment and human health, like cadmium, chromium, lead, antimony, arsenic and selenium. Among the most damaging are mobile phones as the batteries contain highly toxic components (lithium, nickel, and cadmium). While they are inside the equipment, they do not create a risk of contamination but, when they are mixed with the garbage and released, they are very harmful and contaminate the land, the air and the water.

Skills progress Comprehension, expression and ICT

Composition of technological rubbish

1 Define technological waste and explain the reasons for its rapid growth.

30 %

36 %

2 In groups of three, discuss this issue: Should electronic equipment be renewed frequently for more technologically modern ones?

3%

3 Look at the map and indicate who the countries that generate and receive technological waste are.

What advantages does this trade have for each of the parties?

What are its main problems for the environment and for people?

242

Go to working with maps. Thematic maps

skill

6%

4%

12 %

9%

Large electrical appliances

Lighting devices

Small electrical appliances

Electrical and electronic devices

Information technology and communication devices

Toys, leisure and sports equipment

0%

Others

50 %

100 %

30 %

20 %

15 %

15 %

10 %

10 %

Washing machines, drying machines, air conditioners, vacuum cleaners, coffee machines, toasters, irons, etc

Fridges

DVD/VCR players, CD players, radio, sound systems, etc

Computers, telephones, fax machines, printers, etc

Televisions

Monitors

Electric waste

Electronic waste

UNIT 10

Producing countries, receiving countries and routes. The solutions The main producers of e-waste are, above all, countries in the developed world, such as the United States, Europe and Japan.

These countries find it cheaper to get rid of it or export it illegally to emerging or poor countries, where there is no environmental regulation for its control. In this way, they avoid the strict recycling regulations adopted in their own countries, which few want to comply with.

Arctic Circle

Western Europe

North America

South Korea

Eastern Europe

Electronic waste route Country of origin Destination Main flow 0

SENEGAL BRAZIL

IVORY COAST

Equator

Tropic of Capricorn

In the Agbogbloshie dump (Ghana), thousands of people rummage through tons of electrical and electronic waste to extract the copper, iron, or aluminium they contain.

For tools they use a hammer or a chisel; or they burn the remains in bonfires whose toxic fumes permeate the air. For a daily salary of three cedis (1.50 euros), they work from six in the morning to six in the afternoon with

10

6.3 2.1

India

2

Germany

1.9

Brazil

1.5

Russia

1.4

France

1.4

Indonesia

1.3

Italy

1.2

20

Usa.

19.4 16.9

India

1.5

Germany

22.8 7.4

Russia

9.7

France

21.3

Indonesia

Australia

30

5.2

Brazil

The main receiving countries of technological waste are China, the city of Guiyu is the largest technological landfill in the world; India, and certain African countries such as Ghana, Nigeria, Ivory Coast, Benin, and Liberia.

In these countries, income is obtained from the repair and sale of the appliances, or by the recovery of some components of technological waste, such as copper in cables, gold, silver, platinum or rare-earth minerals used for their stability and conductive capacity.

serious damage to their health.

Usa Japan

Japan

BENIN

1500 3000 4500 km

7.5

7.2

China

INDIA

NIGERIA GHANA

5

China

Worldwide total: 44.7 Millions of tons

Japan

CHINA EGYPT

Millions of tons 0 2.5

Kg per inhabitant 0 10

Tropic of Cancer

MEXICO

Amount of technological waste generated in 2016

4.9

Italy

18.9

The solutions The proposed solutions are diverse. Among others, reducing the generation of technological waste; favouring reusable devices; donating equipment that is still working or broken or old equipment to organisations that repair and reuse it for social purposes; recycling all of the components; compelling companies to take over the entire life-cycle of the products they manufacture; eliminating or restricting toxic components in appliances; controlling illegal exports; and promoting greater consumer awareness of the problem.

More prosperous choice

Precaution

or waste prevention

Minimisation or reduction of the first volume

Reuse or second-hand use after restoration Less prosperous choice

Recycling or reusing parts or elements that can still be used

Recuperation of energy or use of the waste as fuel

Final management using the most respectful treatment in regards to the environment

Agbogbloshie tip (Ghana)

Source: http://ret.org.mx

243

4

THE PROBLEMS AFFECTING WATER SOURCES AND THE ATMOSPHERE 4.1 Alterations made to water sources • Overexploitation is the excessive consumption of freshwater as a result of agrarian, urban and industrial usage. As a result rivers’ discharge levels fall as do lakes and aquifers’ water levels. On Earth this problem above all affects the semi-arid environments.

• Pollution affects both freshwater and salt water sources. It is caused by chemical products used in agriculture; untreated industrial and urban waste, and accidents involving oil tankers, which give rise to oil slicks. The quality of water supplies is reduced and aquatic plants and animals disappear.

The worst affected water sources are sections of river and coast near industrial and urban areas; enclosed seas, such as the Mediterranean, and the waters of the major global shipping routes. The problem is especially serious in the poorest countries where the dumping of waste is not controlled and there is no capital or technology to combat the problem.

Water is a problem Water pollution

2

1

3

5

7

4 6

8 1. Decrease in river flow.

2. Urban pollution.

3. Water pollution.

4. Rural pollution.

5. Industrial pollution.

6. Waste dumping.

7. Oil emissions and oil slicks.

8. Pollution and overexploitation of aquifers.

Water availability Cubic metres of water per inhab. per year 0 2 000 4 000

6 000

1970s

10 000

9000

2010

4.2 Alterations made to the atmosphere

8 000

8000

Forecast for 2050

6000

• Global warming. This is caused by the increasing greenhouse effect, which is due to emissions of CO2 and other gases produced by power stations, industry, traffic and central heating systems.

The result is a progressive increase in the Earth’s average temperature. According to experts, global warming will result in an increase of droughts and desertification; an increased occurrence of flooding; a rise in sea levels due to the melting of the polar ice caps; and the extinction of many living beings.

This problem affects the whole planet, but it is most serious for the arid and semi-arid environments of Africa and a number of countries in southern Asia, as well as small island states undergoing economic development. At present, it has a serious effect on 325 million people annually and causes the death of a further 315 000 as a result of famines, diseases and environmental disasters.

244

Skills progress Explaining problems

1 In a summary table, list the problems created by water and air pollution. For each problem you should include its causes, consequences and the Earth’s most affected regions.

Identifying environmental elements

2 Explain

the relationships between: a) Overexploitation of water, agriculture and aridity b) The greenhouse effect and global warming.

Interpreting images

3 Analyse the images above and answer the following questions: What are the causes of water pollution? What are the consequences of this form of pollution?

skill

Go to geographical images and texts

UNIT 10 The atmosphere as a problem Global warming Evolution of CO2 concentration in the atmosphere, 1870-2018 CO2 (parts per million)

420 400 380 360 340 320 300 280 260 1870 1890 1910 1930 1950 1970 1990 2010 2018

Change of surface air temperature (difference in ºC between the averages for 1890-1910 and 2000-2009)

Source: Scripps Institute of Oceanography, NOAA, in United Nations Environment Programme, GEO5. Global Environment Outlook, 2012.

-1.0

-0.5

-0.2

0.2

0.5

1.0

2.0

4.0

No data

Source: Serreze and Barry, 2011, based on NASA’s analysis of the GISS temperature (http://data.giss.nasa.gov/gistemp), in United Nations Environment Programme, GEO5.

Global Environment Outlook, 2012

The greenhouse effect and acid rain Chemical reactions in the atmosphere

B

ACID RAIN

GREENHOUSE EFFECT

Earth’s atmosphere

C A

4

5

2 3

Around 30 % of solar energy is reflected away by the Earth’s atmosphere (1). The rest reaches the Earth (2), from where it is partly reflected back (3) while the remainder heats the Earth’s surface.

The hot Earth emits infra-red radiation (4) which is absorbed and bounced back by the CO2 and other atmospheric gases (5).

• Atmospheric pollution. It is the result of harmful emissions from power stations, central heating systems, industry and transport. Its consequences include acid rain and the pollution of urban air with particles that damage buildings, living beings and increase the risk of people suffering from respiratory problems and cancer.

This form of pollution affects the Earth’s major cities. The majority of developed countries have reduced the levels of their polluting emissions to levels close to those established by the World Health Organisation.

In contrast, there remains a great deal still to do in poor countries, especially in the over populated cities where coal is frequently used for household heating and the use of petrol containing lead is common in urban car and motorbike traffic.

1 The greenhouse effect is caused by the emission of CO2 and other pollutant gases from factories, ships and aeroplanes. These gases retain the heat of the Earth’s surface and cause the global temperature to rise.

Acid rain is the result of sulphur oxide and nitrogen emissions from industries (A) and power stations.

These mix with the atmosphere’s water vapour (B) and are converted into acids, which fall on the Earth surface as precipitation (C).

In the “Apply skills” section you have the quiz: Urban heat island

Creating narratives

4 Justify the use of the terms: global warming, greenhouse effect and acid rain.

Use the corresponding pictures as a guide.

245

5

DEFORESTATION AND THE DECLINE IN BIODIVERSITY 5.1 Deforestation and its consequences Deforestation consists of the removal of plant cover. It is caused by the mass burning or felling of trees to transform land for agricultural, livestock farming or residential uses; the supply of timber to industries; the building of infrastructures (motorways) and the collecting of firewood.

As a result of deforestation the levels of carbon dioxide in the atmosphere increase; humidity levels along with water reserves are diminished; soil erosion increases due to the lack of protection and binding provided by vegetation and animal and plant species become extinct due to the disappearance of natural habitats.

5.2 The damage caused to woodland and jungle regions

Statistical data Natural forest area by region, 1990-2015 1990

2000

2010

2015

Oceania Asia Africa North America and Central America South America Europe 0

200

600

400

800

Source: FAO.

1 000 Million ha

Main threats to endangered vertebrates % of species 0 10 20

30

40

50

60

70

Agriculture/aquaculture Silviculture Urbanisation Invasive species Pollution Hunting Climate change Source: Baillie et al., 2010, en UNEP, GEO5.

Global Environment Outlook, 2012

Deforestation affects the whole Earth, which since 1950 has lost almost a third of its woodland area.

• In developed countries, desforestation is most widespread in temperate and cold woodland regions, where damage is caused by plagues, forest fires and acid rain. In these countries the woodland regions are recovering thanks to the adopted protective measures and the new value they have attained as tourist destinations and locations for leisure activities. Unused agricultural land is also being converted into woodland.

• In emerging and underdeveloped countries, deforestation reduces the jungle regions and tropical woodland in Latin America, Western Africa and some regions of Asia. These regions are continually losing areas of woodland. It leads to an increase in soil erosion and sediment removed from the land accumulates in reservoirs at the bottom of rivers, which reduces the amount of water and increases risks of flooding.

5.3 Biodiversity reduction Biodiversity is under threat. Thousands of animal and plant species have disappeared since the 18th century, and more than 11 000 are at risk of extinction. The causes are the changes made to natural habitats; excessive hunting; the introduction of exotic invasive species which compete with local species and the genetic selection methods used in agriculture and livestock farming, which favour the most economically profitable species.

This problem affects all of the Earth’s regions. In developed countries, the problem is less widespread and efforts that are being made to control it by protecting natural spaces and species under threat. In poor countries the problem is more widespread due to the fact that they are the location for the greatest diversity of planet species, which means that the destruction of their natural habitats affects a greater number of living beings.

246

Skills progress Handling concepts

1 Define the terms deforestation and biodiversity.

Assessing conservation

2 Explain the relationships between deforestation and climate change, water reserves, erosion and biodiversity.

Using charts

3 Study the chart and complete the following tasks: a) Which regions of the world lost natural forest area between 1990 and 2015? Which type of woodland is most common in these areas? What are the main causes and consequences of its disappearance? b) Which regions of the world have increased their natural forest area between 1990 and 2015?

What factors encourage this?

skill

Go to statistical data

UNIT 10 Disappearance of plant cover and its consequences The reduction of woodland

Arctic Circle

Tropic of Cancer

Annual net increase/loss of forests by country, 1990-2015 Net increase (thousands of ha per year) From 50 to 250

Equator

From 250 to 500 More than 500 Net loss (thousands of ha per year) More than de 500

Tropic of Capricorn

From 500 to 250 From 250 to 50 Small change/Increment or loss (thousands of ha per year) Less than 50

0

1500

3000

4500 km

Source: FAO.

The reduction of biodiversity

Arctic Circle

Tropic of Cancer

Mammals

1210

Birds

1469

Fish

2385

Reptiles

1236

Amphibians

2100

Arthropods Plants

Equator

Fungi

4967 12781 49

Tropic of Capricorn

Variation in the number of plant species, 2000-2050 Reduction (thousands of species) More than 4 From 3 to 4 Increase

(thousands of

From 2 to 3 species) From 1 to 2 More than 2 From 0 to 1

From 0 to 2

Unquantified Source: Kirkup, 2011

0

1500

3000

4500 km

In 2014 the Red List of Threatened Species, which has been compiled by the International Union for the Conservation of Nature since 1963, included a total of 56 265 animal species and 19 380 plant species that are under threat.

Using maps

4 Study the map and list the five countries which have lost areas of woodland over a short period of time.

a) Abandoned pets, the spread of invasive species and the disappearance of local species. b) An animal or plant species at risk of extinction:

Using sources

– natural habitat.

5 Find information on the internet about one of these

– factors that cause it to be under threat.

topics:

– measures that are being adopted to avoid this.

247

6

ENVIRONMENTAL PROBLEMS IN SPAIN

Some data Gas emissions Evolution of emission of greenhouse gases in Spain, 1990-2016 Equivalent to kilotons of CO2 160

The terrain is altered by mines, quarries and transport infrastructure. On occasions geological formations of special interest are destroyed.

The air is polluted in some of Spain’s large cities and industrial regions.

For example, there are higher emissions of CO2, a gas that causes the greenhouse effect and contributes to climate change. There are higher levels of noise pollution and light pollution, caused by inappropriate lighting that is harmful to nocturnal ecosystems.

Both fresh and salt water supplies are polluted by agrarian, industrial and urban waste, as well as by oil slicks caused by spillages from oil tankers. The fresh water supplies of rivers, wetlands and aquifers are overexploited by excessive agrarian, industrial and urban use.

6.2 The problems affecting vegetation and biodiversity Vegetation suffers from deforestation as a result of forests being cut back for agriculture, livestock farming, industrial and urban uses. It also suffers from forest fires that are started accidentally or intentionally.

Biodiversity, or the variety of animals and plants, is threatened by changes made to the natural habitat of species. Today, many species are under threat (cork, red tuna, Pyrenean desman) and some of these are in danger of extinction, such as the Eurasian brown bear in Cantabria, the Iberian lynx and the Spanish imperial eagle.

6.3 The problems affecting soil and waste Soil is polluted, eroded and destroyed. Pollution results from the use of agrarian fertilisers, industrial emissions and urban waste. Erosion is encouraged by deforestation and it affects the driest areas of the Mediterranean coast. Destruction is due to the building of residential neighbourhoods, industries and facilities.

Solid urban waste or rubbish is constantly increasing in Spain and it brings with it the risk of pollution when it is not discarded in controlled land-fill sites. The same occurs with sewage waste if it is dumped in rivers or the sea without being properly treated.

248

139 120

123.7

119.3

112.9 112.7

108.3

100

80

1994

1998

2002

2006

2010

2014 2016

Source: MAPAMA (Spanish Ministry of Agriculture, Fisheries, Food and Environment).

Forest fires Evolution of forest fires in Spain, 1978-2017 No. of major fires*

Total no. of fires

160 140 120 100 80 60 40 20 0

27 000 24 000 21 000 18 000 15 000 12 000 9 000 3 000 0

Total no. of fires

6.1 The problems affecting the terrain, air and water

150.3

140

No. of major fires

In Spain, human activity causes various types of damage to the areas where it takes place. It affects the terrain, air, water, vegetation, soil, biodiversity and the elimination and treatment of waste.

70 974 978 982 986 990 994 998 002 006 010 014 017 1 1 1 1 1 2 1 2 1 2 2 2

19

* Major fires are the ones of more than 500 ha Source: MAPAMA (Spanish Ministry of Agriculture, Fisheries, Food and Environment).

Urban waste Distribution according to types of urban waste in Spain, 2015 1.13 % 2.77 % Biodegradable park and garden waste

Biodegradable kitchen and restaurant waste

4.98 %

Paper and cardboard packaging

2.92 %

84.46 %

Combinations of municipal waste

Mixed packaging

3.69 %

Glass bottles and jars

0.05 % Glass

Source: MAPAMA (Spanish Ministry of Agriculture, Fisheries, Food and Environment).

Skills progress Generating original products

1 Produce a diagram on the problems that affect Spain’s environment.

Synthesising

2 Differentiate these concepts by giving a definition: pollution, over-exploitation, deforestation, biodiversity and erosion.

Look for information about the main environmental problems that affect our community and make a summary.

UNIT 10 The consequences of human activity 1. Forest fires: deforestation and threat to biodiversity.

2. Urban activity: generation and spillage.

1

waste toxic

3. Industrial activity: gas emissions and toxic spillage.

4. Rural activity: use of pesticides and fertilisers (air, soil and water pollution).

5. Overuse of land: alterations made to the soil.

2

6. Oil slick: water pollution.

6

3 4 5

Locating environmental problems Using maps

Cantabrian Sea

3 Study the map and consult an atlas, then

F R A N C E

list the zones affected by one of the environmental problems.

Conserving the environment

4 Study this pie chart and answer: What are

P O R T U G A L

ATLANTIC OCEAN

ANDORRA

the three main causes of fires in Spain?

Causes of forest fires in Spain, 2018 Other causes

3%

d Me

it

e

a rr

n

ea

n

Se

a

60 %

Deliberate

19.2 % Unknown

13.9 %

Negligence and accidents

ALGERIA

4%

Lightening

Source: MITECO (Ministry for Ecological Transition).

Large-scale combustion facilities High and very high river pollution Coastal pollution High risk of pollution from fertilisers and pesticides

ATLANTIC OCEAN

Toxic waste dumps

MOROCCO 0

100

200

300 km

Using sources

5 Consult the World Wildlife Fund website (http://wwf.org.uk) and find information on a Spanish species that is under threat of extinction.

skill

Go to searching information in the press and on the Internet.

249

7

EUROPE AND SPAIN’S PROTECTED REGIONS Human activities have caused a major decrease in the number of natural spaces and a decline in the biodiversity they contain.

This has led to the creation of protected natural spaces, or in other words, areas of land or sea where human activities are prohibited or restricted by law in favour of the conservation of nature.

7.1 The European Union.

The Natura 2000 network The European Union has created the Natura 2000 network. In 2014 it covered a network of 27 308 protected spaces over an area of 1 039 322 km2, 18.4 % of the total surface of the EU. This network is the result of two EU directives that are compulsory for member states.

Skills progress Creating narratives

1 What is a protected natural area? In Spain what legal requirements must be fulfilled for a site to be awarded this status?

Handling concepts

2 Differentiate between the European directives concerning birds and habitats, explaining what each one covers.

Assessing conservation

3 Examine the examples of protected areas and find more information about the various categories of natural areas.

• The 2009 Birds Directive, requires EU member states to maintain spaces and a range of habitats to guarantee the conservation of all wild birds and to create Special Protection Areas (SPA), that guarantee places for migratory birds and other species at risk to rest, reproduce and feed.

• The 1992 Habitats Directive, requires EU states to create a list of Sites of Community Importance (SCI) in order to protect spaces relevant to the conservation of biodiversity.

Garajonay National Park (La Gomera).

7.2 Spain. The protected areas Spain has protected natural areas. Legislation stipulates three requirements for inclusion in this category: to be representative, singular, fragile or threatened; to be of special ecological, scientific, natural or educational interest; and to be devoted to the protection or maintenance of (biological or geological) diversity of natural resources.

Natural reserve. Garganta de los Infiernos (Cáceres).

The Law on Natural Heritage and Biodiversity distinguishes between a number of categories of protected natural areas: parks; nature reserves; protected maritime zones; natural monuments and protected landscapes.

Spain also has protected spaces that are part of the Worldwide Network of Biosphere Reserves, which are recognised by UNESCO, in addition to 2 041 protected areas that are part of the Natura 2000 network.

250

Natural monument. Cárcavas de Marchal (Granada).

UNIT 10 Geographical distribution of protected species Natura 2000 network 0

Natura 2000 Site of Community Importance

250

500

750

1000 km

ICELAND

Special Protection Areas for Birds

N o r w eg i a n S e a

FINLAND NORWAY

SWEDEN

ESTONIA

Baltic

North Sea DENMARK

Azores

U

S

S

I

A

LATVIA

ATLANTIC

Sea

UNITED KINGDOM

IRELAND

R

LITHUANIA BELARUS

NETHERLANDS P O L A ND

C

as

GERMANY

U K R A I N E LUXEMBOURG

CZECH REP. SLOVAKIA

FRANCE SWITZERLAND

OCEAN

AUSTRIA SLOVENIA

PORTUGAL

CROATIA BOSNIAHERZEGOVINA SERBIA

Blac

a k Se

BULGARIA

MACEDONIA ALBANIA

Balearic Islands Ceuta

R O M A NI A

MONT.

Corsica

Madeira Islands

Canary Islands

MOLDOVA

HUNGARY

ITALY SPAIN

ea pian S

BELGIUM

Melilla

Sardinia

G R EE CE

M e d i t e r r a n Sicily e a n

S e a

MALTA

Crete

CYPRUS

Spain’s protected areas Cantabrian Sea

Atlantic Islands

Ordesa and Monte Perdido

Aigüestortes and Estany de Sant Maurici

Picos de Europa

Guadarrama Mountains

Valuing teamwork

AT L A N T I C OCEAN

4 In groups of three, find information Monfragüe

Cabañeros Tablas de Daimiel

0

100

Doñana

200 km

Sierra Nevada

AT LA N T I C O C E A N Caldera de Taburiente

Timanfaya

Teide Garajonay

M

Cabrera Archipelago

an ne a r er it d e

a Se

Protected areas National park Other features

Source: MITECO (Ministry for Ecological Transition).

on the Natura 2000 network: history, operation, European sites and Spanish components, etc.

Putting initiatives into practice

5 Design

a campaign to raise awareness at your school about protected natural areas. With help from your classmates put it into practice for one week.

251

ES THAT

CHALLENG

K

R MAR I E H T E V A LE

5 Link each of these images with an environmental

APPLY 1 Give examples of human activities that cause changes in the environment.

2 Analyse and comment on this map: – What environmental problem does it record?

problem. You should, at the very least, indicate the problem, its causes and consequences, and the affected regions.

A

– What are the causes and consequences of it?

– Which countries or regions on Earth are most affected by this problem?

B Degradation of arid land (loss of net primary productivity in %) Less than 1

From 5 to 10

From 20 to 30

From 40 to 50

From 1 to 5

From 10 to 20

From 30 to 40

From 50 to 70

More than 70

3 Referring to the images below, answer the following questions: what is technological waste, what countries produce it and how could its environmental impact be resolved?

Breakdown of technological waste 0.009 % 21%

2%

environmental problems? Give a brief explanation of them.

23 %

14 %

7 What does sustainable

25 % 7%

6% 2%

6 What relationships are there between these two

0.002 %

Plastic

Lead

Ferrous metal

Glass

Copper

Cadmium

Mercury

Aluminium

Zinc

Other material

development involve?

What policies must states apply to implement it?

FAIR

SOCIAL

ECONOMIC

SUSTAINABLE DEVELOPMENT LIVEABLE

VIABLE

ENVIRONMENTAL

4 Write a five-line text explaining the overexploitation and pollution of water, both freshwater and saltwater.

REFLECT AND EVALUATE We will prepare the eco-audit having learned about natural resources and environmental impacts. Reflect individually and share in a group your assessment of the activities involved. Download the corresponding rubric at anayeducacion.es.

TEST YOUR SKILLS Take the skills self-assessment test that you will find at anayeducacion.es.

252

S T S I N O G A T PRO

Basic information Name: Wangari Muta Maathai Period: 1940 – 2011 Occupation: biologist, and politician

ecologist

I was born in Kenya and studied there until the age of 20. My good grades allowed me to study in the United States, thanks to a program funded by the Joseph P. Kennedy Jr. Foundation.

In North America I studied Biological Sciences. After my degree I was to return to Kenya and work as a professor of Zoology in Nairobi, but when I arrived my

NOW Tania Mouraud Basic information Name: Tania Mouraud, 1942 Occupation: artist A self-taught and multidisciplinary French artist who began to paint at a young age and who from the sixties onwards began to create pieces that are characterised by a commitment to society and the search for relationships between people and their environment.

In the late nineties she created her first videos, in which she investigated issues such as personal responsibility towards the world.

She also organised performances and video installations.

In 2016, her work Once upon a time became one of the most valued

position had been filled by another person. I realised that the changes in my country were not going to be rapid and that perhaps my status as a woman of colour could be an obstacle if I did not fight back. I obtained a doctorate, becoming the first woman in East Africa to be awarded that degree. I gradually progressed in the university, but I also dedicated efforts to other fields such as the fight for women’s equality, civic activism and environmental protection.

actions aimed at curbing urban plans and the privatisation of natural areas in Kenya. The harsh repression of the protests highlighted the lack of democracy in my country and brought about criticisms from different foreign governments. In 2014, I won the Nobel Peace Prize due to my struggle for land, women, justice and peace.

During these years, thanks to my work as a volunteer in various associations, I discovered that most of my country’s problems originated from the degradation of nature.

From then on, in all the congresses in which I participated, I emphasised the need to reforest different areas.

In the 1990s there were strikes and

of the Loop video art festival in Barcelona. The nine-minute video documents the destruction of a Canadian forest. The machines, look like androids without feelings; the bulldozers devour centuries-old trees without any regrets, the artist shows us the victory of the machine against life. The devastation of nature is the protagonist of the story. The

QUESTIONS

IN THE PAST Wangari Muta Maathai

1 Do you know any other woman who has won the Nobel Peace Prize? Search for information, choose one of the winners and explain her importance.

2 Imagine you are participating in an environmental awareness project and you have to denounce some type of negative action taken by human beings towards the environment.

Record your own video or take a photo in order to make a complaint about it.

author spoke in an interview about the pain that she felt at the rawness of the images she was shooting.

With this video, Tania Mouraud is twinned with Wangari in her fight for the environment and for the defence of our planet’s forests.

253

11

S E I T I L A U Q E N I C I M SOCIOECONO S T C I L F N O C D L AND WOR

Reading and listening

Mercedes Fermín Gómez My name is Mercedes Fermín Gómez and I am a teacher. I was born in Venezuela in 1909 and attended the Pedagogical Institute of Caracas. In my professional career, I have always promoted education that adapts to everyone's needs.

Therefore, I have taken part, together with a group of others involved in education, in the Venezuelan Society of Primary School Teachers.

I have been fighting to update the instruments and ideas in the educational system so they can reach every corner of my country more easily. I have also participated in the defense of women's rights to achieve women's right to vote and equality in the working world.

My ideas were not aligned with those in power in Venezuela in 1948, so I had to go into exile for a few years. When I returned to Venezuela in 1958, I continued working as a teacher and fighting for social rights. In 1984, I became a UN ambassador, promoting better food conditions in the world.

Education, together with healthcare and access to food, is one of the basic indicators currently used to measure the level of development in the different

254

countries of the world.

For a better understanding of socioeconomic inequalities and world conflicts, you are going to learn about:

• Traditional and modern indicators to measure inequality: wealth and welfare

• Levels of development in different countries • Causes of uneven development and the evolution of inequality in the world

• Regional and economic imbalance in Europe and Spain

• Human development and solutions.

1 Read the text and answer the questions: a) What type of education has Mercedes promoted? b) What specific women's rights has she fought for? c) Why did she have to go into exile? d) What did Mercedes achieve in 1984?

2 What basic indicators are used to measure the level of development in a country?

GES THAT

CHALLEN

IR MARK

E LEAVE TH

LEARNING SEQUENCE

LANGUAGE BANK SPEAKING

3 Do

you know what the term environmental footprint refers to? In small groups, discuss what you think it means and try to come up with a definition.

4 Make a list of economic activities in the primary, secondary and tertiary sectors. Which ones do you think have the biggest environmental footprint?

Brainstorm ways to make them more sustainable.

WRITING

5 Mercedes

Fermín Gómez was an ambassador for the United Nations.

Write a short description about this role and why it is necessary.

6 One of the roles of the UN is to guarantee equal rights and a good quality of life for everyone on the planet. Imagine you are an expert and have to write a report on the situation of women in different parts of the world.

HOW IS INEQUALITY MEASURED? 6.1 Prepare a second report that will allow you to compare the degree of development in different countries. Choose an example of a country that you think enjoys high development, another one of emerging development and, finally, one of low development.

6.2 Give a brief definition of the main features of a country with high development, countries with emerging development and, to conclude, the features of a country with low development.

CREATE A COMMUNICATION ENVIRONMENT 7.1 Create a communication platform where you will publish your eco-audit and reports on economic development. A blog is a recommended option, but other platforms are also admissible.

7.2 Once you have chosen a platform, search the Internet for the best way to create it.

7.3 Discuss and agree in class on all the details of the website that you are going to create.

WHAT SOLUTIONS CAN WE PROVIDE? 8.1 Look for a solution to the problems that we have been describing throughout the unitlearning situation.

REPORTING THE DEGREE OF DEVELOPMENT IN DIFFERENT COUNTRIES 9.1 Write a report that includes the socioeconomic analysis of the three types of countries that we can find according to their degree of development. Choose an example of a country you consider to be highly developed, another one of emerging development and, finally, one of low development.

+ for guidelines, go to anayaeducacion.es 255

1

HOW ARE INEQUALITIES MEASURED?

Inequality indexes Wealth measurement. GDP per capita

In the world today there are serious socioeconomic inequalities between countries. The majority of these inequalities have historical roots and have been influenced by globalisation. They are usually measured using a range of indexes.

Traditionally, inequalities between countries’ socioeconomic development have been measured by analysing almost exclusively the differences in wealth and access to materials goods.

1.2 Welfare, some contemporary indicators Today development is understood as welfare, or the sense of satisfaction felt by the majority of the population. Therefore, in addition to economic wealth, this concept includes other dimensions that affect people’s quality of life. These include:

• The provision of basic needs (food, healthcare, education) and non-basic needs (consumer goods).

• Social cohesion or the level of social equality.

• Social relations and participation: freedom, rights, political participation, safety.

• Environmental quality.

The most significant indexes used to measure welfare are the Human Development Index (HDI) and the Multidimensional Poverty Index (MPI).

Both indexes are produced by the UN and are based on three dimensions: living standards, education and health. In the former index, countries are listed according to very high, high, medium or low levels of human development. The latter index establishes the number of people who are poor based on various dimensions.

256

Source: World Bank.

From 700 to 1200

From 5000 to 15000

From 30000 to 130000

From 1200 to 5000

From 15000 to 30000

Data unavailable

UN welfare indexes Three indicators

GDP per inhabitant

Three dimensions

Ten indicators

Living standards

Assets Floor Electricity Water Sanitation Cooking fuel

Adult literacy rate Combined primary and secondary school and higher education attendance rate

Education

School Attendance Years of Schooling

Number of years of compulsory education Life expectancy

Health

Multidimensional Poverty Index

The most widely used indexes have been the gross domestic product (GDP), or the total production of a country’s economy, and GDP per capita, which is calculated by dividing a country’s GDP by its number of inhabitants. These indicators are used by the International Monetary Fund (IMF) and the World Bank (WB), for example.

GDP per capita ($) in 2017

Human Development Index

1.1 Wealth, a traditional indicator

Child mortality Nutrition

Skills progress Generating your own ideas

Think and share with a partner

1 What does welfare mean? What aspects does it cover?

2 List the HDI criteria used to classify countries according to their human development.

Developing your own content

3 Create a graph using the data provided in the table below. Then work out the HDI category for each country.

Country A

Country B

46 688 (PPA $)

701 (PPA $)

Average years of schooling

12.6

1.4

Life expectancy

81.3

55.1

GDP per inhabitant

skill

Go to the statistical data

UNIT

11

The HDI and MPI

Human Development Index 2017 Low

Very high

Medium

No data

High Source: UN.

0

1 500

3 000

4 500

6 000 km

The Human Development Index (HDI) measures human development according to three dimensions along with their corresponding indicators: living standards, education and health. The result is a scale from 0 to 1. Countries with a very high, high, medium or low level of human development are listed.

The Multidimensional Poverty Index (MPI) lists the deprivations suffered by the most disadvantaged people by using the three HDI dimensions, which are measured according to ten indicators (see side table on the previous page). A person is classified as poor when the indicators related to what they are deprived of reach at least 33 % of the total. The degree of poverty is measured by the proportion of indicators that they do not have access to.

Using maps

4 In which continents are there predominantly countries with very high HDIs? Where are the countries with the greatest multidimensional kind of poverty located?

Multidimensional Poverty Index 2018 Less than 0.1

From 0.4 to 0.5

From 0.1 to 0.2

More than 0.5

From 0.2 to 0.3

No data

From 0.3 to 0.4 Source: UN.

0

1 500

3 000

4 500

6 000 km

257

G R A P H I C R E P O RT

Basic Indicators ent of Human Developm There are numerous indicators that, when captured on a world map, highlight the differences in development that exist between countries. The most commonly employed indicators refer to basic aspects of people’s lives, such as food, education and health.

To these, other indicators have recently been added that have an undoubted impact on the populations’ level of wellbeing. Among them are the existence of political freedoms and rights and the amount of pressure placed on the environment.

1. Food The undernourished or chronically hungry population Chronic hunger or undernourishment is understood to be a state in which people don’t eat the necessary food to meet their minimum energy needs for at least one year.

Between 2014 and 2016, a total of 815 million people went hungry in the least developed countries. And, although the number has decreased by more than 100 million in the last decade, one in eight people in these countries suffer from chronic malnutrition. The situation has improved more in the countries of Latin America and Southeast Asia. In contrast, more than a quarter of the population is malnourished in sub-Saharan Africa.

Skills progress

0

2012-2014 Less than 5 %

Comprehension, expression and ICT

From 5 to 15 %

1 Analyse the maps related to food.

From 25 to 35 %

Draw conclusions about hunger and overeating in general, and on the situation of the countries that border the Gulf of Guinea in particular.

2 Analyse

the maps on education, health and freedom. Write, in case, the development inequalities reflected by area, continent or zones of the world.

From 15 to 25 % More than 35 %

1 500 3000 4500 6000 km

Prevalence of malnutrition among the population 815 (11 %) 842 (12 %) 878 (13 %) 907 (14 %) 957 (15 %) 1 015 (19 %)

2014-2016 2011-2013 2008-2010 2005-2007 2000-2002 1990-1992

No available data Source: FAO.

0

200

400

600

800

1 000

1 200

Number and prevalence of undernourished people (millions)

Calorie consumption An average person needs 2 400 calories a day to live. In the poorest countries this figure is not reached, while in the more developed countries it is exceeded, which is why obesity has increased.

3 In groups of three, select a country or a world area and search the Internet for statistical, graphical and cartographic information on their level of development.

Then, create a PowerPoint presentation and present it in class for 10 minutes.

4 Search the web for answers to these questions: why should we reduce our ecological footprint? How can you contribute to that goal?

258

Calorie consumption per inhabitant per day (2009-2011) 0

1 500 3 000 4500 6 000 km

Less than 2 000

From 2 700 to 3500

From 2 000 to 2700

More than 3 500

No available data Source: FAO.

UNIT

2. Education

11

Literacy rate (2006-2016)

Literacy rate

From 15% to 50%

Literacy rate is the ability to read and write. Countries with low literacy rates, and low levels of general education, are hampered in their development. Especially in a world where technology has become one of the main engines of economic growth.

From 70 % to 90 %

From 50 % to 70% From 90 % to 95 % From 95 % to 100 % No available data Source: World Bank.

0 1 500 3 000 4 500 6 000 km

3. Health Doctors for every 1 000 inhabitants

Populations with improved drinking water sources

Medical care is essential to prevent and combat disease and a key factor in reducing general, infant and maternal mortality.

One of the most used indicators to measure this form of assistance is the number of doctors for every 1 000 inhabitants.

Improved drinking water sources are those that are built in a way that adequately protects the water from external contamination, especially faecal matter. This prevents the acquisition of infectious diseases.

Percentage of the population with access to clean drinking water (2015) No. of doctors (2007-2017)

Source: Human development report.

From 0.2 to 1

From 10 to 20

From 30 to 40

From 1 to 10

From 20 to 30

From 40 to 75

No available data

More than 90

No available data

Source: WHO. 0 1 500 3000 4500 6000 km

5. The environmental situation

State of freedom Political freedom and the recognition of people’s rights are more widespread in highly-developed countries. In contrast, many emerging or low-developed countries have deficiencies associated with dictatorial or corrupt governments.

Freedom in the world (2018) Some freedom

From 75 to 90

From 50 to 75

0 1500 3 000 4500 6000 km

4. Freedom

The most free

Less than 50

Source: www.freedomhouse.org.

Less freedom 0 1 500 3 000 4500 6 000 km

Ecological footprint Ecological footprints measure the environmental impact generated by human demand for natural resources in relation to the Earth’s ability to regenerate them. This impact increases in emerging, developing, and highly developed countries due to the association between development and consumption of goods.

Global ecological footprint (2014) Very low

Medium

Very high

Low

High

No available data

Source: www.footprintnetwork.org.

0 1500 3000 4500 6000 km

259

2

DEGREES OF DEVELOPMENT 2.1 A complex situation

Focus on English

Until recently, differences in development provided a basis to distinguish two groups of countries: highly developed countries, also called developed, wealthy, central, or northern countries; and low developed countries, also known as underdeveloped, poor, peripheral or southern countries.

commonplace: If something is commonplace, it happens often.

Today, the situation is more complex, due to the economic growth of emerging countries. These are developing countries that have become leading global economies and increased their level of human development. Russia is a special case. It is an emerging country due to its rapid economic growth since the end of the 1990s. However, its lower economic status, in comparison with northern countries, is not due to underdevelopment, it is due to problems caused by the collapse of the USSR.

2.2 Highly developed countries They have advanced economic, social, political and environmental features:

Skills progress

• High GDP per inhabitant, based on advanced economic activities,

Creating tables

technology, information and communication. widespread goods consumption.

There

is

also

• There is an extensive middle class. Most of the population have access to essential services, such as education and health care.

1 In

your notebook, complete this table on socioeconomic inequalities between countries: Low Highly developed developed countries countries

• Consolidated democratic political systems. Rights and freedoms are respected and the population has political freedom.

• Major carbon footprint. However, there is currently a growing concern about the environment.

This group includes the United States, Canada, the majority of the European Union, Switzerland, Japan, Australia and New Zealand.

2.3 Low developed countries They suffer economic, social, political and environmental shortages:

• Low GDP per inhabitant, based on traditional economic activities and the population’s limited spending power.

• Social differences are clearly defined. Wealth is controlled by a small minority; in contrast, the basic needs of the majority of the population are not covered.

• Authoritarian political systems are frequently encountered. These do not usually respect rights and freedoms and corruption is commonplace*.

• Minor carbon footprint, although it is currently tending to increase.

This group includes the majority of Sub-Saharan Africa, Central Asia and Latin American and Caribbean countries.

260

Emerging countries

Economic features Social features Rights and freedoms Pressure on the environment

Think-Share-

Choose Look up relevant information

2 Find news articles on socioeconomic inequalities between countries.

For each one write a footnote summarising the information.

Using maps

3 Study the map and answer this question: What global contrasts can be detected? Name countries as examples.

UNIT

11

Recognising elements of a map In 2005, 74.2 % of the global GDP was contributed by the Triad countries, while the so-called BRICS contributed only 13%.

Norway

In 2010, 28 % of the global GDP was contributed

by BRICS, while the Triad contribution dropped to 54.5%.

Russia EUROPEAN UNION Switzerland

Canada

In 2050, it is expected that 43% of the global GDP will be contributed by BRICS.

United States Israel

Japan

China

The West possesses 14% of the global population, while China and India alone have 37 %.

India

Traditional powers Triad countries Brazil

BRICS Other emerging areas Australia

Southeast Asia – emerging zone

South Africa

Underdeveloped economic areas New Zealand

0

1 500

3000

4 500

6000 km

The statistical data GDP per inhabitant (2017) % GDP Agriculture (2017) % GDP Industry (2017) % GDP Services (2017) Calorie consumption (2005-2007) % of obese adults (2017) Adult literacy rate (2015) Average years of schooling (2015) Doctors per inhabitant (2008-2016) Healthcare expenditure (% GDP 2015) Infant mortality rate (2017) Life expectancy (2017) Freedoms (2014) CO2 emissions per inhabitant (2013)

USA 59 531 1 22 77 3 770 36 — 13.2 2.6 16.8 5.8 80 Free 16.4

Germany 50 715 1 37.1 61.9 3 530 22 — 13.2 4.2 11.2 3.3 80.8 Free 9.2

China 16 806 8 40.4 51.6 2 974 6 96.4 7.6 3.6 5.3 10 75.7 Not free 7.6

Brazil 15 483 5 31.9 63.1 3 099 22 92.6 7.8 1.9 8.9 14 74 Free 2.5

Niger 1 016 40 — — 2 306 6 19.1 1.7 <1 7.2 61 55.9 Partially free 0.1

Ethiopia 1 899 34 29.1 36.9 1 952 5 49.1 2.6 <1 4 48 62.6 Not free 0.1

Sources: UN, FAO, World Bank and CIA.

2.4 Emerging countries They combine features of highly and low-developed countries, but their economy has undergone rapid growth. Their most significant characteristics are:

• Modest GDP per inhabitant, based on the export of cheap merchandise and an abundant labour force. Their low salaries mean that most of the population has moderate purchasing power.

• Their middle class has grown in recent years, but there are still major contrasts in social welfare.

• Recently established democratic systems. At times their respect for rights and freedoms is limited.

• Increasing carbon footprint due to accelerated growth. This group includes the BRIC countries (Brazil, Russia, India, China), Mexico and Argentina, the so-called New Industrial Countries (Singapore, South Korea), and some African and Middle Eastern countries.

Handling data

4 Analyse the data in the statistical table and do these tasks: a) Group the economic, social, political and environmental indicators; b) Consult the HDI on the "Basic Data" and classify each country according to its human development; c) Comment on the information from each indicator.

Go to statistical data

skill

261

3

CAUSES OF DEVELOPMENT INEQUALITIES

Population and resources Percentage of the population and the global GDP in 2017 % Population

% 80

% GDP

73.7

70

The reasons for there being a rich and developed ‘North’ and a poor and dependent ‘South’ are hard to explain. The majority of studies concur that there are domestic and international causes.

3.1 Domestic causes These are specific to each territory and include:

• Natural conditions. Underdeveloped countries are mostly located in the tropical regions with very humid or dry climates and a higher frequency of natural catastrophes (hurricanes, floods, etc.).

64.2

60 50 40

35.1

30 20 10 0

16.6 9.7 0.7

Low developed countries

Medium developed countries

Highly developed countries Source: World Bank.

• Lack of resources. These countries cannot exploit natural resources in a competitive manner due to a shortage of capital, the population’s limited education and the lack of technological development.

• Imbalance between population and resources. High demographic growth is compounded by the lack of available resources, which limits the ability of meeting all the population’s basic needs.

• Political instability. This is caused by armed conflicts, which result in deaths and destroy housing, infrastructures, industries and resources; and by the existence of corrupt governments that discourage investment and spend loans and international aid on weapon purchases, as well as their own lifestyles.

However, these causes do not fully explain underdevelopment. There are many poor people in the temperate zone; there are developed states with a large population and scarce resources, such as Japan; and violence and political instability are not exclusive to these countries.

3.2 International causes Differences in development are also attributed to unequal relations between territories. Two of the most significant are:

• Foreign domination. In the past many underdeveloped countries were colonies, and the ruling countries structured their economies around the export of raw materials and the import of manufactured goods. As a result, colonial economies came to depend on their rulers. This situation grew more intense with the Industrial Revolution and 19th century colonialism, and it was continued after colonialism in the form of neo-colonialism. Today, in some cases, it persists due to globalisation, which has led to an international division of labour that heightens differences between countries.

• Foreign debt. Unequal trading relationships lead to poor countries having to request international credit in order to develop their economy. As a result they build up high levels of foreign debt, which is subject to high interest payments. Paying off this debt* requires the majority of their resources, which has a negative impact on investments in manufacturing activities, infrastructures and services, and thereby hinders development.

262

Focus on English

pay off a debt: If you pay off a debt, you give somebody all the money that you owe them.

Skills progress Organising information

1 Create a diagram showing the causes of global inequalities.

Handling graphs

2 Explain the problems illustrated in the graph above on the imbalance between population and resources.

3 Answer the following questions using the information provided in the graph on goods exports: a) What relationship is there between trade and development? b) What group of countries do you think has the best and worst position in regard to the global trade in commodities?

Explain your answer.

UNIT

11

Developed countries map Structure of goods exports 80.9

59.7

76.3 26.3 13.9 11.2 7.9

75.3 12.1 11.6

COMMONWEALTH OF INDEPENDENT STATES (CIS)

63.3

EUROPE

84.7

33.3

NORTH AMERICA 3.4

10.7 13.9

MIDDLE EAST

49.7

WORLD

32.1

7.1 8.2

18.3

ASIA

Export of merchandise in 2016 (%)

39.7

AFRICA

29.2 31.1

Agricultural products Fuel and mining industry

SOUTH AND CENTRAL AMERICA AND THE CARIBBEAN

Manufactured goods Source: WTO.

0

1 500

3 000

4 500 km

Highly Indebted Poor Countries HIPC (2016)

African foreign debt

Accumulated foreign debt $

HIPC

Accumulated foreign debt $

Afghanistan

2 403.87

Mauritania

Benin

2 323.37

Mozambique

10 293.92

Bolivia

11 015.31

Nicaragua

10 990.90

Burkina Faso

2 824.88

Niger

Burundi Cameroon

602.78 7 283.23

Comoros Ivory Coast Ethiopia

159.92 11 344.09 23 062.96

Gambia

505.45

Ghana

21 396.06

Guinea

1 378.17

Guinea-Bissau

295.01

3 833.47

Central African Republic

Algeria

682.21

Republic of Congo

3 836.87

R D of the Congo

5 076.94

Rwanda

2 783.19

Sao Tomé and Principe

247.98

Senegal

6 637.54

Sierra Leone

1 472.41

Tanzania

16 474.52

Togo

1 176.01

Guyana

1 638.94

Uganda

9 946.99

Haití

2 158.09

Zambia

9 547.79

Honduras

7 579.34

Chad

1 654.99

Liberia

951.62

Eritrea

Madagascar

2 934.51

Somalia

Malí

3 787.95

Sudan

Tunisia

Morocco

3 233.06

Libya

Cape Verde

Egypt

Mauritania Mali Niger Chad Sudan Eritrea Senegal Burkina Gambia Djibouti Faso GuineaGuinea Nigeria Bissau Central South Ethiopia Sierra African Sudan Leone Rep. Ghana Cameroon Liberia Somalia Togo Dem. Rep. Uganda Ivory Coast Benin of the Congo Kenya Sao Tomé and Principe Rwanda Seychelles Burundi Equatorial Guinea Tanzania Gabon Congo Comoros Is. Angola Malawi Zambia

Zimbabwe Namibia

796.40

Botswana

South Africa

21 082.00

Source: World Bank (2013).

Swaziland

African foreign debt in 2017

Source: Index Mundi.

(thousands of millions)

The Highly Indebted Poor Countries (HIPC) are those in which the value of the foreign debt has become unsustainable as it is over 220 % of their exports or 80 % of their GDP.

4 Locate the Highly Indebted Poor Countries on a

Mozambique Mauritius

Lesotho

2 649.21

Using maps

Madagascar

From 0 to 1.5

From 25 to 50

From 1.5 to 3

From 50 to 180

From 3 to 25

No data

0

1 000

2 000

3 000 km

b) What causes have led them to this situation and what problems does it give rise to?

map. Group them by continent and answer:

c) What measures could be adopted to avoid it?

a) On which continent are they most numerous?

d) What is the situation faced by African countries?

263

4

RECENT EVOLUTION OF GLOBAL INEQUALITIES

HDI and the middle class A

Evolution of HDI High developed countries Very high developed countries World

Low developed countries Medium developed countries

According to the latest UN reports, since 2000 the HDI and its three indicators have improved in all countries and especially in medium- and low-developed countries. This fact, referred to as ‘southern progress’, increases the global convergence of human development.

1 0.8

0.639 0.6

The highly developed ‘northern’ countries have slowed their rate of growth due to the negative effects of the 2008 economic crisis.

As a result, many people’s living standards are declining due to the lack of economic growth, unemployment and governments’ harsh austerity policies, which have cut expenditure on social welfare. Consequently, further progress in these countries in terms of human development could be halted or reduced for some time.

0.4

0.419

0.2 0

1980

0.631

0.631

0.461

0.497

0.385

0.35

1990

2000

2010

The ‘southern’ countries have, in contrast, increased their human development, although with marked differences between emerging and low-developed countries.

The rise of emerging countries Many emerging countries have continued to grow during the crisis; above all China, India and Brazil.

Firstly, they benefited from the advantages of globalisation and used their cheap labour force to attract both investment and industries for the export of low-cost goods to advanced countries. Then, they used the capital and technology they obtained to create more diverse and advanced industries. Finally, when the 2008 crisis reduced demand from wealthy countries, they refocused their production on their domestic market and those of other underdeveloped countries.

Furthermore, these emerging countries have implemented successful social development policies that have improved their population’s health and education, thereby contributing to their economic development and an improvement in welfare.

Progress made by low-developed countries

• Resource-rich underdeveloped countries have benefited from relationships with emerging countries. The latter have invested in infrastructure, industry, the hotel sector and telecommunications, and have also supplied goods (food, selected seeds, household appliances, mobile telephones, etc.) at affordable prices that have improved living standards. They have also encouraged a rise in prices for raw agrarian, mineral and energy production materials.

• In contrast, very little progress has been made in poor countries with no access to the sea, or those located far from global markets.

264

2015 Years Source: UN.

B Europe Central and South America Asia-Pacific

Middle East and North Africa North America Sub-Saharan Africa

Middle-class population (thousands of millions)

3.5

4.2 Progress in the ‘South’

0.746 0.717

0.549

0.481

0.315

0.892

0.69

0.659

0.656

0.6 0.561

4.1 Stagnation in the ‘North’

0.902

0.867

0.817

0.773

3.228

3 2.5 2

1.74

1.5 1 0.5 0

0.338 0.664 0.181 0.525 0.105 0.032

0.703 0.333 0.251

2009

0.68 0.165 0.057

2020

0.322 0.313 0.165 0.107

2030 Years

Across the world the HDI has risen since the 1980s, especially in low- and mediumdeveloped countries (A). This improvement has enabled the growth of the middle class in ‘southern’ countries (B), although notorious social disparities persist.

Skills progress Handling graphs

1 Study the graph and complete the following tasks: a) State the evolution of HDI for the different groups of countries. b) Explain the causes of this evolution. c) Calculate which of the groups of countries has undergone the highest and lowest HDI growth.

2 How has the middle class evolved?

Why is its growth important?

Go to statistical data

skill

UNIT

11

Progress in the South: the data Emerging countries

The poorest countries. Sub-Saharan Africa Gross National Income per capita in Sub-Saharan Africa

Production in emerging countries in contrast to traditional powers Dollars

Canada, France, Germany, Italy, United Kingdom and United States

Brazil, China and India

3 600

Percentage of global production

3 400

60

3 200 3 000

50

2 800

40

2 600 2 400

30

2 200 2 000

20

1 800

10

0

1 600

1 400 1820

1860

1900

1940

1980

2010

2050 Years

1990 1992 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012 2014 2016 2017 Years

Source: UN

Source: UN.

Emerging countries have undergone spectacular economic growth since the 1980s. As a result, the combined production of the three most dynamic countries (Brazil, China and India) represents 30 % of the global total and will reach 40 % in 2050.

The most underdeveloped ‘southern’ countries have also undergone a period of sustained growth in revenues. This has been possible thanks to investments and trade maintained with emerging countries.

‘South-South’ economic relations

Technological improvement Internet usage

Percentage of South-South foreign trade within global trade South-South

% 60

South-North

North

North-North

South

2 600 2 400 2 200

50

2 000 1 800

40

1 600 1 400

30

1 200 1 000

20

800 600

10

400 200

0

1980

1985

1990

1995

2000

2005

2010

2016 Years Source: UN.

‘Southern’ countries have increased their mutual economic relations through bilateral, regional and sub-regional agreements.

Currently these relations make up for a higher proportion than those maintained with ‘northern’ countries, and are based on exports of cheap products for low-income consumers.

Making your own judgments

CAF

3 What is understood by ‘progress in the South’?

Explain your answer using the information provided in the documents on this page.

Using graphs

Let's cheek

4 Using the graphs as a basis:

0

1990

1994

1998

2002

2006

2010

2014

2017 Years

Source: ITU and World Bank.

The ‘South’ has also increased its use of technological products, such as mobile telephones and the Internet. Emerging countries have used capital from exports to introduce more advanced technology. Meanwhile, low-developed countries have benefitted from increasing investment in infrastructure from emerging countries and from low-priced imports of technological products from these countries.

a) Comment on the evolution of economic growth in emerging and developed countries. How can these differences be explained? b) What relationships are there between emerging countries and ‘northern’ countries and low-developed countries? c) Which low-developed countries are in the worst situation? d) Why are technological improvements important for development?

265

5

SOCIOECONOMIC INEQUALITIES IN EUROPE

The regional differences ARCTIC OCEAN ICELAND

N or w e g i an S e a

5.1 The causes behind inequalities

FINLAND

In Europe there are significant economic inequalities between countries and regions. The causes are:

NORWAY

• Historic causes. The most prosperous regions are those with economies based on maritime trade, those which were established before the Industrial Revolution, or those which adopted a capitalist economy at the end of the Second World War.

• Contemporary causes. The most prosperous regions

Sea

UNITED IRELAND

DENMARK

ATLANTIC

BELGIUM

OCEAN

FRANCE

SPAIN

s

AUSTRIA

Milan

ITALY

SLOVAKIA

region in Europe. It runs between London-ParisMilan-Munich and Frankfurt/Berlin. This is where the most advanced activities are undertaken, those related to the high-technology and service sectors.

ROMANIA SLOVENIA CROATIA BOSNIAHERZEGOVINA SERBIA BULGARIA MONT. MACEDONIA ALBANIA G R E E CE

rra

European Pentagon Mediterranean Arc

ne

an

Sea

MALTA

Alpine Arc Atlantic Arc

ITALY EU countries

Funds for the regional policy (2021-2027)

0

250

500

750

1 000 km

Total (thousand million Euro)

ERDF

226 308.0

• The less dynamic regions include traditional agrarian

CEF

11 285

areas; industrialised areas in decline and areas in which less advanced services are predominant.

ESF

100 000.0

5.3 The EU regional policy

MOLDOVA

HUNGARY

M

Medite

U KR A I N E

Less dynamic eastern regions

CZECH REP.

Munich SWITZERLAND

a

in

g ar

P O LA N D

GERMANY Frankfurt

on

i eg

rr

rio

te

l in

Berlin

LUXEMBOURG

Paris

PORTUGAL

LITHUANIA BELARUS

NETHERLANDS

London

RUSSIA

LATVIA

KINGDOM

• The so-called ‘Pentagon’ is the most prosperous

Other areas, such as the Alpine Arc and the Mediterranean Technological Arc have also achieved an increasing level of economic growth having received economic activity from the Pentagon region.

Baltic Sea ESTONIA

North

are those which are most advanced in terms of technological innovation and those which have received activities from the most prosperous regions.

5.2 The regional differences

SWEDEN

CF

35 407.0

To tackle these inequalities the countries that form the European Union implement a regional policy to invest in growth and employment and foster cooperation between countries:

• The European Regional Development Fund (ERDF) invests in technological, economic, environmental and social improvement.

• The

European Social Fund (ESF) channels investment into improving employment, training, social integration and public administration.

• The Cohesion Fund (CF) invests in improvement to the environment and trans-European transport networks. It is received by countries with a GDP per inhabitant lower than 90 % of the EC average.

266

Skills progress Using sources of information

1 List the factors that have encouraged economic prosperity in Europe over the course of history and in today’s world.

2 Look for information about Brexit and say what it refers to. When did it happen?

3 What

are the Pentagon, Alpine Arc and Mediterranean Technological Arc? Identify them on a map of Europe.

UNIT

11

The regional politics of the European Union Funds

The distribution of funds from 2014 to 2020 Least developed regions1 Transition regions2 Most developed regions3 Source: Eurostat 2014

0

250

500

750 km

In order to receive funds from the regional policy, the European regions are divided up into three categories, according to the ratio between their GDP per capita and the average GDP in the EU: 1. Least developed regions, with a GDP per capita below 75 % of the average GDP in the EU. 2. Transition regions, with a GDP per capita between 75 and 90 % of the average.

3. Most developed regions, with a GDP per capita above 90 % of the average.

The least developed regions receive more funds.

Investment priorities of the regional development and cohesion policy of the EU The priorities and aims to be achieved for 2021-2027 are the following: 1. A more intelligent Europe, through innovation, digitilisation, economic transformation and support for small sized businesses.

2. A more ecological and carbon-free Europe, that implements the Paris Agreement and invests in energy transition, renewable energies and the fight against climatic change.

3. A more connected Europe, with strategic transport and digital networks.

4. A more sociable Europe, that implements the European goal for social rights and supports the access to quality employment, education, academic and professional skills, social inclusion, and equal access to health care.

5. A more connected European citizenship that supports the strategies of local management and contributes to a sustainable urban development in the whole of the EU.

Using maps

4 Study the map and answer the following questions on EU regional policy: a) What are its aims? What criteria are used to classify the regions? b) What is the current situation of the autonomous community you live in?

Presenting arguments

5 Explain the following to a classmate: a) What differences are there between the ERDF, ESF and the Cohesion Fund? b) Who finances each of these?

267

6

SOCIAL AND REGIONAL INEQUALITIES IN SPAIN 6.1 Social problems Spain, like the rest of Europe, belongs to the group of well-developed regions. However, there are social problems and regional imbalances.

• Full equality for women has not yet been achieved. Women earn lower salaries for the same jobs; there are fewer women in management positions; they devote more time to household tasks and bringing up children and suffer greater levels of domestic violence. Equal Opportunity Plans have been implemented and awareness campaigns undertaken to promote true equality.

• Unemployment has grown during periods of recession, such as that which began in 2008. It has a greater impact on young people under 25, women and those with less qualifications or training.

Unemployment gives rise to disillusionment; it reduces standards of living, levels of consumption and State income due to the payment of unemployment benefit. To generate employment countries seek to improve training for workers, encourage company recruitment and support the creation of businesses.

• Poverty and social exclusion afflict a section of society. In the wake of the 2008 recession the number of people below the poverty line has increased. Social exclusion affects a number of groups, such as the underprivileged, immigrants, the elderly, the disabled and the unemployed. To tackle these problems social services have been bolstered and integration policies implemented.

Gender inequality Employment Gender gap in employment rates according to age in 2017 0 Between 16 and 24

3

6

9

12

15

1.7

Between 25 and 54

12.1

Between 55 and 64

Difference between men and women (%)

14.2

Between 16 and 64

11.1

Between 20 and 64

11.9

Total (16 and above)

11.5 Source: INE.

Salary Gender gap in salary in 2016 Annual wages

0

5

Part-time

10

15

20

25

Difference between men and 22.9 women (%)

6.6

Most frequent wage Full-time

12.5 22.3

Gross average wage

Hourly wage Part-time

17.9

Full- or part-time

14.5

Full-time

11

Source: INE, Encuesta Anual de Estructura Salarial (Annual Salary Structure Survey).

Distribution of responsibilities Gender gap in the distribution of household tasks Type of household

0

1

2

3

Couple with children

2:34

Couple without children

2:34

Other types of household

2:34

4

5

4:45

Average time per day dedicated to household tasks (hours:minutes)

4:37 4:26

Single father or mother, with children

3:48 2:15

Single occupancy household

3:38 2:23

Women Men

Source: INE, Encuesta de Empleo del Tiempo (Time Usage Survey)

6.2 Regional imbalances The imbalances between regions are related to three basic issues: economic status, measured in terms of GDP and GDP per capita; demographic status, represented in terms of population growth and density, and social welfare, which is estimated on the basis of services and facilities. The causes of these differences are the unequal distribution of resources and the location of the most dynamic economic activities at different points in time.

Today, these activities are the advanced services sector, innovation and the high-technology sector. Therefore, the most dynamic regions are Madrid and the Y-shaped axis that links the Basque country, the Ebro Valley and the northern Mediterranean coast. Meanwhile, the less dynamic regions are those with specialised sectors that are currently in recession, such as some industrial regions along the Cantabrian coast and those predominantly devoted to the primary sector or industry and traditional services, for example the interior of the peninsula and Galicia. To resolve these imbalances, the least advanced territories receive investment from the state’s Inter-territorial Compensation Funds; regional incentives and aids for investment; as well as regional policy funding from the European Union.

268

Access to positions of responsibility Gender gap in access to positions of responsibility in 2016 Year 2016

0

5 10 15 20 25 30 35 40

Government Secretariats of State

34.6

Sub-secretariats

28.6

General management

26.4

Spanish Members of Parliament (2011-2015) Chairpersons of IBEX 35 companies (2012)

Percentage of women

38.5

39.4 19.1 Source: INE.

Skills progress Handling graphs

1 What information do the graphs above provide on the continued inequality for women?

UNIT

11

Unemployment, poverty and social exclusion 10.12

13.10 11.57

Unemployment rate (%) in 2018

13.99

10.68 12.00

Spanish average: 15.28 From 5 to 10

Recent evolution of unemployment in Spain

9.93

Thousands of unemployed

11.39

9.97

12.08

From 10 to 15 23.85

From 15 to 20 From 20 to 30

15.64

19.11

23.09

Source: INE.

6000

30

5000

25

4000

20

3000

15

2000

10

1000

5

0

0

16.29 27.96 10.88

10.82 9.81 12.82

9.14

8.78

10.91

8.94

9.97

199 3 199 4 199 5 199 6 199 7 199 8 199 9 200 0 200 1 200 2 200 3 200 4 200 5 200 6 200 7 200 8 200 9 201 0 201 1 201 2 201 3 201 4 201 5 201 6 201 7 201 8

29.46

Spanish average: 13.72 From 5 to 10

11.36

From 10 to 15 19.67

From 15 to 20 From 20 to 25

14.13

14.01

20.15

Source: INE.

11.20

24.07

24.33

9.28

12.80 14.43

Spanish average: 17.08 From 5 to 10

29.19

From 20 to 30 From 30 to 40

38.8

28.1

25.6 21.3

From 30 to 40

31.0

Source: INE.

17.42

25.68

26.65

Source: INE.

15.0

16.9

From 20 to 30

12.83

From 10 to 20

13.3

15.4

From 10 to 20

11.92

11.17

8.3

9.7

From 5 to 10

10.82

9.7

17.6

18.7

Spanish average: 21.6

15.51 13.57 15.23

12.6

At risk of poverty or social exclusion rate (%) in 2017

13.03

18.03

Female unemployment rate (%) in 2018

Unemployment rate %

Unemployment rate (%)

11.22

20.06

Male unemployment rate (%) in 2018

Thousands of unemployed

30.1

11.24

20.44

26.2

32.5

30.5

22.38 33.22

35.61

Regional imbalances and their solutions Source: INE.

GDP per capita by autonomous community in 2019 0

30

60

90

120

150 135.9

Madrid

129.2

Basque Country

117.8

Catalonia

108.7

Aragón

106.8

Balearic Islands

106.7

La Rioja

94.2

Castilla y León

92.3

Cantabria

88.2

Asturias

87.8

Valencian Community

81.9

Region of Murcia

80.4

Canarias

Andalucía Extremadura Melilla

Using maps and graphs

8.9%

4.6 % 37.2 %

5.1 % 12.5% 8.0 %

4.5 %

90.3

Galicia

Ceuta

0.7 %

0.7 %

121.6

Navarra

Castilla-La Mancha

Spain index number = 100

Distribution by autonomous community of the Compensation and Complementary Funds in 2021

79.5 79.1 74.3 73.6 72.7

I see, I think, I ask myself

2 Analyse the relevant documents and complete these tasks: a) Name the three autonomous communities with the highest and lowest unemployment rates. What is the reason for these differences? What are the consequences of unemployment for families and the State?

13.4 % 3.2 %

1.1 %

Andalucía Asturias Canarias Cantabria Castilla y León Castilla-La Mancha Source: Ministry of Finance.

Valencian Community Extremadura Galicia R. of Murcia Ceuta Melilla

b) Which three communities have the highest and lowest poverty and social exclusion rates? What measures have been adopted to tackle this problem? c) With regard to regional imbalances, what does GDP per capita indicate? How great is the difference between the region with the highest value and the lowest? Name these two regions.

269

7

TODAY’S HUMAN DEVELOPMENT ISSUES AND THEIR SOLUTIONS (I) 7.1 Increasing economic aid • Official Development Assistance (ODA) is the economic contribution made by the governments of developed countries. In order for it to be effective, it was agreed in 1980 at the UN that all donor countries would provide 0.7 % of their GDP. However, at present only five countries do so and others have reduced their contributions since the 2008 crisis.

• The UN encourages and coordinates development aid through the United Nations Development Programme (UNDP) and international meetings. The Millennium Summit (2000) was an especially significant event that committed the attendees to help fulfil eight Development Goals by 2015 in order to improve the situation faced by poor countries. The International Monetary Fund and the World Bank also provide credit for development projects, but in return for economic measures and increased deficit.

7.2 Improving human development The success of poverty reduction campaigns in some of the most highly populated countries, such as China and India, has led to the number of people living on less than $1.25/day being reduced by half between 2000 and 2015. Due to the world’s increasing population, the number of poor people has grown in absolute terms; and there are still more than 1 500 million people who suffer from multidimensional poverty with regard to indicators such as living standards, education and health care. The world’s most effected area is Sub-Saharan Africa.

The solutions proposed involve avoiding employment exploitation, child labour, and the waste of resources, as well as introducing fairer global trading relations with poor countries, debt reduction for highly indebted poor countries, and greater investment in underdeveloped countries.

7.3 Increasing citizen participation Citizens’ dissatisfaction with their lack of participation in the issues that concern them is growing in all countries. Recently this dissatisfaction has taken the form of social protest movements, which have managed to disseminate their views to a wide audience thanks to social media networks. Some examples are ‘Occupy Wall Street’ in the United States, the ‘15-M’ or indignados movement in Spain, what is known as the ‘Arab Spring’ in Tunisia and Egypt, and the ‘Umbrella Revolution’ in Hong Kong.

The solution for this problem is the reform of international institutions in order to achieve greater citizen participation in decision making.

270

Sweden Turkey Norway Luxembourg Denmark Germany United Kingdom Netherlands France Switzerland Arab Emirates Belgium Finland Malta Japan Ireland Austria Iceland New Zealand Hungary Canada Spain Italy Australia Saudi Arabia Slovenia Portugal USA Estonia Poland South Korea Slovaquia Czech Republic Greece Bulgaria Romania Lithuania Latvia Cyprus Total DAC

1.15 1.12 1.11 1.03 0.73 0.73 0.70 0.59 0.53 0.48 0.48 0.47 0.47 0.44 0.31 0.31 0.29 0.29 0.27 0.27 0.26 0.24 0.22 0.19 0.19 0.17 0.17 0.17 0.16 0.14 0.14 0.14 0.13 0.13 0.13 0.13 0.12 0.12 0.08 0.32

0

0.2

0.4

United Nations Target

The economic aid intended for poor countries is essentially provided by governments, the UN and some international economic institutions.

The ODA in 2017

0.6 0.7 0.8

1

1.2

Percentage of gross national income Source: OECD.

Skills progress Organising information

1 What is the UNDP? What are its aims?

Finding relevant information

2 Consult the UN website and write a report on the Millennium Development Goals and to what extent they have been achieved.

Handling graphs

3 Study

the data on Official Development Assistance and answer the following questions: a) What is the average GDP of donor countries? b) By how much do their contributions deviate from the UN’s proposed goal? c) How many and which countries contribute the proposed figure?

Making your own judgments

4 Discuss: Why is it important to attract investment in developing countries?

UNIT

11

The distribution of poverty

Population living in extreme poverty* (2008-2018) Less than 1% From 1 to 10% From 10 to 30% From 30 to 50% More than 50% No data

*People living in extreme poverty are those living on less than $1.90 a day 0

Source: UN.

1 500

3 000

4 500

6 000 km

Some popular movements A

B

C

Social inequalities and citizens’ dissatisfaction with their lack of political participation has led to protest movements in a number of locations around the world, such as the United States (A), Egypt (B) and Hong Kong (C).

Using maps and charts

Associative analysis

5 Using the illustrations, complete the following tasks: a) Name the continents where extreme poverty is most widespread. b) List the names of three countries where extreme poverty affects more than 43.4 % of the population. c) Consult the population of China and India in "Basic Data" and for each country calculate how many people are affected by extreme poverty.

Thinking critically

6 Using the Internet to find the necessary data, write a report on measures taken to try to reduce poverty.

7 List the main causes of citizens’ discontent. Then find out more about some of the popular movements depicted in the images above.

271

8

TODAY’S HUMAN DEVELOPMENT ISSUES AND THEIR SOLUTIONS (II)

Employment and inequality Vulnerable employment and poor workers, 2016 and 2018

8.1 Putting an end to domestic inequalities

Vulnerable employment (% of total employment)

Poor workers (% of total employment)

2016

2018

2016

2018

There are domestic social inequalities in all countries, although they are most serious in the poorest countries, and especially in those located in Africa and Latin America. These inequalities relate to economic income and discrimination suffered by special social groups.

World

42.9

42.7

29.4

28.1

Developed economies and EU

10.1

10.0

——

——

Other European countries and CIS

11.2

11.3

3.2

3.1

East Asia

29.7

29.2

10.7

9.1

• Economic inequality leads to major social contrasts between rich

South East and Pacific Asia

50.8

49.5

24.8

22.0

Southeast Asia

74.8

73.4

49.0

47.1

Latin America and the Caribbean

31.9

31.9

8.0

7.8

Middle East

17.8

18.0

21.4

20.4

North Africa

6.6

6.6

24.0

23.2

68.0

67.8

63.7

61.9

and poor. The latter are those with incomes below the poverty threshold, which is usually set at 50 % of a country’s average income.

The causes of this situation are unemployment and low salaries, a lack of education that limits the employment and salary that can be obtained, and governments unconcerned with sharing wealth more fairly or providing better public services.

The solutions to this problem include policies for redistributing wealth and better welfare provision. The latter includes granting microcredits to families, providing aid in exchange for certain social conditions, such as that children attend school or medical checkups, and universal access to health and education.

Sub-Saharan Africa Source: OIT.

In the “Apply skills” section you have the quiz: Untouchables?

• The discrimination suffered by certain social groups hinders or prevents access to the most highly valued resources and services in society. These social groups include ethnic or religious minorities, immigrants, the elderly, children of poor families and women.

The case of women is especially significant. According to the UN, women suffer the most widespread discrimination on a global level, as in many places there is no equality in terms of access to education, salaries, appointments to positions of responsibility and the distribution of domestic tasks. Public awareness campaigns and changes to civil and criminal law have been proposed as solutions to promote the protection of women.

8.2 Stopping environmental damage Environmental damage affects all countries on Earth. The most developed countries generate the largest carbon footprint. The least developed countries leave a smaller carbon footprint, but the impact of natural disasters (drought, floods, deforestation, erosion) affects their ecosystems and economic activities and thereby limits their potential for development.

To solve this, developed countries have to substantially reduce their carbon footprint, so that poor countries can increase theirs as well as undertake sustainable growth and develop their social welfare.

Developed countries should also collaborate in the prevention of natural threats and reduce their effects on poor countries.

272

Skills progress Summarising

1 Answer the following: a) What do ‘poverty threshold’ and ‘social discrimination’ mean? b) Which social groups are affected the worst by inequality?

Developing your own content

2 Write a report comparing the employment conditions for women in a developed and developing country.

3 Use a search engine to find recent news articles that illustrate situations of inequality around the world. What alternatives could be used to improve this situation?

UNIT

11

Discrimination against women Source: The Sisterhood is Global Insitute (UN).

Very high High Medium Low Very low No data

Domestic discrimination

• Minimum marriage age (women do not have the same rights with regard to a minimum marriage age).

• Marriage at an early age (married women aged between 15 and 19).

• Parental authority (women do not have the same rights as men to be legal guardians of their children during marriage, nor to get custody of them following a divorce).

• Inheritance (widows and daughters do not have the same inheritance rights as men).

Restricted physical integrity

• Violence against women: there are no laws against such violence; women are subject to violence from their husbands in certain circumstances; women are subject to domestic violence.

• Female genital mutilation.

• Married women cannot take family planning measures.

• Women suffer domestic violence.

Biological discrimination

• Female babies killed through selective abortion, female infanticide and lack of care during infancy.

• Preference for male sons.

Limited resources and rights

• No access or limited legal access to land ownership.

• No access or limited legal access to credit.

Restrictions to civil liberties

• They are restricted in public places, such as choosing where to live, visits from family and friends, a husband’s authorisation is needed to obtain a passport, etc.

• Discrimination in political participation.

Environmental threats Analysis of the carbon footprint

CO2

Crops Forestry

Population in extreme poverty according to environmental disaster scenario by region, between 2010 and 2050 (millions of people) Difference

Pasture Fishing zones Urbanised land

Region

2010 2020 2030 2040 2050

Increase in extreme poverty 2010–2050

According According to to the basic the accelerated case study, scenario, 2050 2050

Arab states

25

25

39

73

145

120

128

144

East Asia and the Pacific

211

142

211

363

530

319

501

522

Europe, Central Asia

14

6

17

32

45

30

41

44

Latin America and the Caribbean

34

50

90

138

167

134

135

155

Southern Asia

557

530

738

978

1207

650

1 126

1 194

Sub-Saharan Africa

371

377

496

709

1055

685

788

995

1 938

2 720

3 054

WORLDWIDE TOTAL

1 212 1 129 1 592 2 293 3 150

Developing real equality

4 Analyse the documents on the discrimination faced by women.

What legal changes would you make to resolve this unjust situation?

273

9

ARMED CONFLICT AND INEQUALITY

The coltan wars

Today there are a high number of confrontations and conflicts, either between countries, or between groups within them. These conflicts are the consequence of the inequalities between states as well as their territories; the majority are due to political and economic causes.

9.1 Politically motivated conflicts These arise when a state seeks to impose its interests on another state or extend its area of influence. The most frequent ones are:

• Territorial conflicts between neighbouring countries. These are

Many conflicts arise from attempts to gain sovereignty over a particular territory, as this provides rights, such as the exploitation of natural resources. In Africa, for example, control over coltan mines has led to more than 60 border conflicts.

caused by disagreements over land or sea borders, or due to claims relating to an annexed border region. For example, the border disputes between Chile and Argentina; the confrontation between India and Pakistan in Kashmir; the conflicts between the Japanese, Filipinos and Vietnamese in the China Sea; and the conflict between Japan and Russia over the Kuril Islands.

• Separatist conflicts. These arise when a social group seeks to separate or gain independence from an established country. Sometimes, this type of confrontation has underlying ethnic or religious causes.

Recent examples are South Sudan, which formally separated from the Republic of Sudan in 2011, the civil war in the Central African Republic, or the Islamist Boko Haram movement in Nigeria.

9.2 Economically motivated conflicts These are conflicts whose main cause is countries seeking to gain control of territory with extensive natural resources. They are the result of the growing competition between countries to control the increasingly scarce strategic goods: land, water, crude oil, diamonds, hardwoods, etc.

Representative examples are the confrontations between Japan and China over the Senkaku Islands (known as the Diaoyu Islands in China), which are eight small islands with important crude oil and gas reserves; the confrontation between South Korea and Japan over the Dokdo Islands (known as the Takeshima Islands in Japan), due to their territorial waters containing natural gas deposits; and also a number of African conflicts (Sierra Leone, Liberia, Democratic Republic of the Congo), which are countries rich in mineral resources such as gold, diamonds, coltan, cassiterite, copper and cobalt.

9.3 Conflict resolution Military conflicts are a threat to international peace and security.

Therefore, the UN and the international community usually endeavour to stop them with embargos and other initiatives. They also try to resolve them peacefully and fairly, through bilateral agreements and by taking them to the International Court of Justice in The Hague.

274

Skills progress Using maps

1 Locate the conflicts cited in the text on a world map. Label each one with the type of conflict.

Resolving conflicts

2 Hold a class debate on what measures could be taken to provide a peaceful solution to military conflicts.

Prepare by finding information on this subject.

Promoting environmental improvements

3 Find out about the so-called ‘coltan wars’: causes, countries affected, consequences, etc.

4 Many

military conflicts occur in countries with a low Human Development Index. Use the map above and the statistical data on the Anaya website, and provide representative examples.

UNIT

11

Types of conflicts and their consequences Conflicts in 2018 Type of conflict

Friction points Ongoing conflicts Cases that could be resolved

0

1 000

2 000

3 000 km

Civil Drug trafficking Problems with neighbouring countries Ethnic and religious Jihadi threat Raw materials

Ukraine

Armenia Azerbaijan

Turkey Syria Israel Libya Egypt

Afghanistan Iran Iraq Pakistan

Mexico

Mali Venezuela Colombia

Niger

Nigeria

Central African Rep.

Chad

Sudan

India

Myanmar

Yemen

South Sudan Somalia Dem. Rep. of the Congo

Some of the consequences

Military conflicts often cause major population displacements which have serious consequences: abandonment of agricultural land, famine, epidemics, violence, recruitment of child soldiers, etc.

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3 The African continent has abundant natural

APPLY 1 Some 1.2 billion people live on less than $1.25 per day, and 1.5 billion people live in a situation of multidimensional poverty.

What differences are there between these two indicators? What other indicators are used to measure inequalities?

resources. So why is it currently so impoverished?

4 According to UN data, the world's 85 wealthiest people have the same combined wealth as the 3.5 billion poorest people. a) Why is economic inequality a threat to human development? b) What solutions to this problem could be implemented to redistribute wealth and welfare? c) Which social groups are most affected by inequalities?

REFLECT AND EVALUATE

2 Study the map and answer the questions: a) Which are the most politically unstable areas in the world? b) How does this problem influence countries' development?

In this unit we will study inequalities in the world. Reflect individually and share in a group the assessment of the activities involved. Download the corresponding rubric at anayeducacion.es

TEST YOUR SKILLS Take the skills self-assessment test you will find at anayeducacion.es.

c) List other differences between highly and low developed countries and emerging countries.

Global Peace Index (2014) Most pacific

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Least peaceful

No data

Source: Institute for Economics and Peace

0

1500

3 000

4 500

6 000 km

S T S I N O G A T PRO

Basic information Name: Funmilayo Ransome-Kuti Period: 1900-1978 Nationality: Nigerian Occupation: teacher, politician and activist I was born when there were barely two months left until the beginning of the 20th century in Abeokuta (Nigeria). After studying for a few

NOW City of Joy Basic information Name: Women’s attention centre (City of Joy) Date of creation: 2011 Location: Bukavu, city of the Democratic Republic of Congo Founders: Denis Mukwege, Eve Ensler and Christine SchulerDeschryver Objectives: Attend to women, both emotionally and physically who have suffered rape and sexual abuse.

The Democratic Republic of Congo is an example of how women are one of the sectors of the population that suffer most from the consequences of war, since, in addition to the horrors of conflict, they suffer from sexual violence.

Denis Mukwege is a Congolese gynaecologist who received the Nobel Peace Prize in 2018 for serving women who suffer sexual abuse and assault in his country.

years in Nigeria, I moved to England to continue my training, but always with the idea of returning to my country and working as a teacher.

In 1922, back in my land, I was not only dedicated to education, I also fought for women’s rights.

Upon understanding what aspects were hurting female Nigerian workers who mainly engaged in trade, we started protesting against the control of prices and colonial taxes. After the Second World War, I joined the emerging movement in Africa in favour of decolonisation and independence. After my travels to Russia and Cuba I was

In 1996, as director of a hospital in Lemera, he witnessed guerrilla groups, from Ruanda, killing thirtythree patients and a large part of the hospital staff. He moved to Bukavu and set up the Panzi hospital in which the first patient was a woman who had been raped.

The victims continued to arrive and he found that sexual violence and genital mutilation were not isolated cases, they were used as a weapon of war. In 2002 these experiences led him, together with the German, Eve Ensler and Congolese activist, Christine Schuler-Deschryver to found the reception centre for victims of gender violence called the City of Joy.

accused of being a communist and was prevented from entering my country. In spite of everything, I was part of the delegation that negotiated the independence of Nigeria with the British government, which was finally achieved in 1960.

Immediately there were coups that turned my country into a military dictatorship in which violence slowed development. As I get older, I have less strength, but I see that my children now fight for peace and freedom and I admire them.

I suffer because in 1978 it seems the only means to silence all conflicts is by force.

QUESTIONS

IN THE PAST Funmilayo Ransome-Kuti

1 Funmilayo Ransome-Kuti tried to improve the conditions of women dedicated to trade in her country, what kind of taxes do we pay when we buy a product?

2 What do they teach in the City of Joy? What is the purpose of each of these classes?

Many of the women who arrive at this shelter are pregnant or have children from repeated rapes. In the centre they teach them their rights, to speak English and different selfdefence techniques and various trades. This work has been put in a documentary, called City of Joy, by the director Madeleine Gavin.

It tells stories of women who have overcome mistreatment and abuse.

The testimonies of Dr. Mukwege and Eve Ensler and Christine Schuler-Deschryver also appear.

They work side by side with the victims to create a place that meets their needs and returns a smile to the women who are part of the City of Joy.

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CHALLENGES THAT

LEAVE THEIR MARK PORFOLIO COEXISTING BETTER Leave your mark The result of the eco-audit expose a series of problems and environmental impacts related to daily activity in our educational centre, which will requiretake actions to modify our consumption habits and, above all, to those of the high school. Thus, using the 'I think, I organise, and I defend my position' technique, each group must publish the last part of the eco-audit. It will include proposals for solutions to the problems that have appeared as a result of our analysis. The appropriate medium for the publication of the aforementioned proposals will be the subject's blog. Although, if possible, it would be impactful to get more publicity with these proposals and post them on the high school website.

The finalisation of this process would be to create a list, a kind of Ten Commandments, of green practices to be applied at our educational center.

SPREAD YOUR WORK OUT THERE When we have finished our work, we will go to the School Council with the intention of giving them the results of the eco-audit and making them aware of environmental problems in our centre and of providing some solutions. In this way, if we get the centre to take action, we will have contributed our part in the global fight for sustainability and against climate change.

After the work at our school, we can venture to carry out an eco-audit of the municipality where we live. This will be even more challenging as the areas to investigate will be broader, but the results may also benefit more people.

To carry out this action, we could coordinate with other educational centres in our locality and contact the administration and local authorities to propose carrying out this study.

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TEST YOUR SKILLS To test the skills that we have been working on in the digital space, we propose a series of activities, to which you will have to add the existing ones in the resource bank, which will help you reveiw and remember.

Through these self-assessment sheets, you will also be able to check the degree of achievement of the skills that you have to develop.

Skill

Descriptor Expressing facts, thoughts or feelings, orally or in writing.

Understanding Linguistic communication and evaluating various sources to learn about and critically report on the environmental consequences of the production of various products.

Multilingual

Level 3

Level 2

Level 1

I think my level of oral and written expression in this task has been excellent.

Level 4

I am quite satisfied with my level of oral and written expression in this task.

I am satisfied with my level of oral and written expression in this task.

I think my level of oral and written expression in this task can still be improved.

What has been created has reached the entire educational community.

What has been created has reached the vast majority of people.

What has been created has remained among a small circle of close people.

What has been created has remained within the personal sphere.

…

EVALUATE YOUR WORK At anayaeducacion.es you will find this activity to assess your work.

Appearance

ID

Connection between activities

Descriptor

Level 4

Level 3

Level 2

Level 1

I have clearly understood the task entrusted to me at all times.

…

TEAMWORK REVIEW In anayaeducacion.es you will find this activity to review teamwork.

Appearance

Descriptor

Task delegation

For the delegation of tasks, the abilities and preferences of each person have been taken into account.

Consensus

…

Level 4

Level 3

Level 2

Level 1

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