Operación mundo: Geography and History 1. Secondary DF (muestra)

1GEOGRAPHY AND HISTORY

SECONDARY EDUCATION ANDALUSIA

Operación Mundo is an educational project by Anaya for Secondary Education.

The following people have worked on this book:

Editorial team: Dionisio Liébana.

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

Illustrations: Gracia Artigas, Arturo Asensio, Paul Coulbois, Pablo Espada, Rosalía Martínez and Carlos Moreno.

Corrections: Sergio Borbolla.

Layout: Antonio Mateo y Elvira López.

Translation: Deborah-Ether Spencer.

Photograph edition: Elena Achón.

Photographs: Archive Anaya (Balaguer, T.; Candel, C.; Cosano, P.; Leiva, Á.; Lucas, J.; Martin J.; Moreno, C.; Osuna, J.; Padura, S.; Redondo, M.; Rivera Jove, V.; Royo Guillén, J.I.; Ruiz, J.B.; Steel, M.; Sánchez, J.; Valls, R.), ACI (Bridgeman), Alamy / Cordon Press (BERK OZDEMIR), Album (Akg / Gilles Mermet; Bridgeman, DEA / G. DAGLI ORTI; Fine Art Images; Oronoz), Getty images (Andreas Weibel – www.imediafot.com; John Downey, Franz Aberham), Dreamstime / Quickimage, iStock / Getty images, Museo Metropolitano de Nueva York (Girl of Mr. And Mrs. J. J. Klejman, 1966; Roger Fund, 1931; Samuel D. Lee Fund, 1940), Scala, Florence (DeAgostini Picture Library), 123 RF et al.

Important:

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

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

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

© This edition: GRUPO ANAYA, S.A., 2024 - Valentín Beato, 21 - 28037 Madrid - ISBN: 978-84-143-0716-8 D. L.: M-5790-2024 - Printed in Spain.

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

1

INDEX

1 The Earth, our planet • 2 The Earth’s movements • 3 How do we know where we are? • 4 Representing the geographic space • The final challenge: Where do We want to go?

1 What are the characteristics of hot zone bioclimates? • 2 What are the characteristics of a desert bioclimate? • 3 What are the characteristics of a mountain bioclimate?

• The final challenge: Creating a mural about climates

6. Bioclimates in the temperate and cold zones 59

1 What are the characteristics of a temperate zone bioclimate?

• 2 What are the characteristics of a cold zone bioclimate?

• The final challenge:

• 3 Human beings and environmental problems

4 The weather. Conditions and risks

Take action!

Do you want to participate in a Climate Summit and learn about the effects of climate change?

The atmosphere

• Troposphere

• Stratosphere

• Mesosphere

• Ionosphere

• Exosphere

Elements of climate

• Temperature

• Precipitation

• Pressure

• Wind

Climate zones

• Hot zone

• Temperate zone

• Cold zone

• Azonal climates

Vegetation

• Forests

• Thickets

• Grasslands

Climate risks and climate change

• Droughts

• Floods

• Temperatures

• Tornadoes and tropical cyclones

• Global warming

FOCUS

Listening and Speaking

Listen to the recording of the outline. Repeat the words to practise your pronunciation.

Reading and Writing

In your notebook, create your own outline. Use the information in the flipped worksheets at the end of this book to include more details.

1The atmosphere and its changes

The atmosphere and its layers

The atmosphere is the gaseous layer that surrounds the Earth. It is composed of air, which is formed by water vapour and a mixture of gases (nitrogen, oxygen, ozone, carbon dioxide, etc.).

Life on the planet is possible thanks to the atmosphere. It contains essential gases for living beings, such as oxygen. It filters harmful solar radiation, helps regulate the Earth’s temperature and protects us from the impact of meteorites from space.

The atmosphere extends from the Earth’s surface to about 10,000 km high. There are five superimposed layers which have got different characteristics:

• The lower layer or troposphere reaches 12 km in altitude and meteorological and climatic phenomena occur there.

• Above it is the stratosphere, mesosphere, ionosphere and exosphere.

Weather and climate

The atmosphere is subject to continuous changes, producing variations in the weather and giving rise to climates.

Weather is the state of the atmosphere over a place at a specific time.

The weather changes, because the troposphere is divided into air masses of different temperatures, pressure and humidity, which are in continuous movement.

The science that studies weather is called meteorology.

Climate is the average state of the atmosphere over an area. It is determined by the habitual succession of types of weather over a long period and is more permanent than weather.

The science that studies climate is called climatology. It measures temperature and precipitation throughout the year.

What is the gaseous layer that surrounds the Earth like?

What elements make up the atmosphere and how do weather and climate differ?

Exosphere Ionosphere Mesosphere Stratosphere Troposphere

The layers of the atmosphere

Atmospheric phenomena such as rain, snow, hail, etc. occur in the troposphere.

1 Writing. Explain the importance of the atmosphere for life on the planet.

2 Listening. Listen to the audio ‘How the atmosphere was created’ available at anayaeducacion.es and answer these questions:

a) When was the atmosphere formed?

b) What gases make up the atmosphere?

c) Why does the atmosphere make life on Earth possible?

3 Define the following terms:

a) Atmosphere.

b) Troposphere.

c) Meteorology.

d) Climatology

4 Reading. Read the text ‘The northern lights’ on anayaeducacion.es and answer these questions:

a) What are the northern lights?

b) Why do they occur?

c) Where would you have to go to see them?

5 Are the following statements true (T) or false (F)?

a) The atmosphere reaches up to 12 km altitude.

b) The most abundant gases in the atmosphere are ozone and oxygen.

c) Weather is changeable.

d) Weather phenomena take place in the troposphere.

e) Climate is the average state of the atmosphere in an area.

f) Meteorology is the science that studies climates.

Climate elements. Temperature and precipitation 2

Elements of climate are the components of the atmosphere that differentiate some climates from others. The main ones are temperature, precipitation, atmospheric pressure and wind.

Temperature and its factors

Temperature is the amount of heat in the air. It is measured with a thermometer and is expressed in degrees Celsius (°C). It is influenced by various factors:

• Latitude: temperature decreases from the equator towards the poles because the Sun’s rays are less and less perpendicular.

• Altitude: temperature decreases because with altitude because the air is less dense and stores less heat.

• Distance from the sea: temperature is milder on the coast than in the interior. This is because the sea heats and cools more slowly than the continents.

There are five thermal zones on Earth: one hot, two temperate and two cold.

Precipitation and its factors

Precipitation is water that falls from clouds in liquid (rain) or solid (snow and hail) form. It is measured with a rain gauge and is expressed in millimetres (mm) or litres per square meter (l/m2). The factors that influence it are:

• Latitude: Precipitation is higher at the equator because heat favours the rise of air and the condensation of water vapour.

• Relief: precipitation increases with height, as air cools and condenses as it rises.

• Distance to the sea: precipitation is greater on the coast due to the humidity of the sea.

What elements differentiate some climates from others?

What factors influence temperatures and precipitation?

Temperature, precipitation and their factors

In winter, the warmer air from the sea moves towards the coast. In summer, warm air from the coast moves towards the sea.

1 Write. What do we call elements of climate? Write what they are.

2 Is rain the same as precipitation? What is the difference between them?

3 How many thermal zones is the Earth divided into? Write them down.

4 Look at the first two images on the previous page and explain how latitude and altitude influence temperature.

5 Answer the following questions:

a) What unit do we use to measure temperature?

b) And precipitation?

c) And to measure atmospheric pressure

d) And to measure wind speed?

6 Answer the following questions:

a) Why is the temperature milder on the coast than in the interior of the continents?

b) Why is precipitation higher at the equator?

7 Look at the precipitation map and locate and indicate the areas of greatest and least precipitation.

Climate elements. Pressure and wind 3

Atmospheric pressure and its factors

Atmospheric pressure is the weight of the air above an area. It is measured with the barometer, expressed in millibars (mb) and represented on maps with isobars or lines that join points of equal pressure.

The average or normal pressure is 1013.5 mb. Areas with higher-thanaverage pressure are anticyclones, they are represented with an A on weather maps and cause stable weather. Areas of lower pressure are depressions or storms; they are represented by a B and cause unstable weather.

Factors that explain these pressure differences are:

• Altitude: pressure decreases with height, since the air layer is thinner.

• Air temperature: warm, thin air tends to rise; On the other hand, cold, heavier air tends to descend.

On Earth there are areas of high and low pressure.

• There are permanent low pressures over the equator.

• There are permanent high pressures in the tropics and at the poles.

• In temperate zones, high and low pressures alternate.

The wind and its factors

Wind is air in motion. Its speed is measured with the anemometer, in kilometres per hour (km/h) or meters per second (m/s). Its direction is determined with a weather vane, based on its origin: east wind, west wind, etc.

Wind is caused by pressure difference, because the wind blows from high pressures to low pressures.

There are constant winds on Earth that keep the planet’s temperature in balance: The most important are the trade winds, the western winds and the polar winds. In addition, there are seasonal winds, such as the monsoons in Asia, and daily winds, such as sea breezes, which blow from the sea to the land during the day.

Weather maps

Weather maps represent pressure with isobars. In the northern hemisphere, anticyclonic winds (A) turn to the right and depressions (B) turn to the left. In the southern hemisphere, they rotate in the opposite direction.

The fronts are the contact surfaces between two air masses with different characteristics.

They are represented by a red line with semicircles (warm front) or by a blue line with triangles (cold front).

What factors influence atmospheric pressure and wind?

Can you interpret a weather map?

The winds

The altitude factor

Atmospheric pressure decreases with altitude, because, as you go up, the thickness and weight of the thickness and weight of the column of air above a place decreases.

Air temperature also influences pressure differences.

1 Define the following terms:

a) Atmospheric pressure

b) Anticyclone

c) Storm

d) Barometer

2 What kind of weather do anticyclones and depressions produce?

Borrasca

Masa de aire cálido que asciende. Su “vacío” es rellenado por el aire que lo rodea.

Anticiclón

3 What is denser and more stable, cold air or warm air?

Masa de aire frío que desciende.

4 Look at the image and answer: What causes wind? Explain the illustration.

1 020 mb

1 024 mb

1 028 mb A B

1 008 mb

1 012 mb

1 016 mb

1 020 mb

5 Speaking. Choose a country and create a weather report of last week’s weather. Then, present the report to the class.

6 Name these instruments and explain what they are used for.

The Earth’s climates and vegetation 4

Climate and climatic zones

A combination of elements and climate factors gives rise to different climate zones on Earth.

They are the hot zone, where the equatorial and tropical climates are located; the temperate zone, where the Mediterranean, oceanic and continental climates are found; the cold zone, dominated by polar climates.

There are also azonal climates, such as desert and mountain climates.

Vegetation and the biosphere

Vegetation is the set of plant species or plants in a territory. It is located in the Earth’s layer where living beings live, called the biosphere.

Vegetation is grouped into plant formations. The main ones are:

• The forest, made up of trees, which are plants with a trunk from which branches emerge and are taller than around eight meters.

• Bushes, made up of plants that haven’t got a trunk, whose branches start from the ground.

• Meadows, made up of grasses.

The distribution of vegetation on Earth is conditioned by multiple factors: relief, soil and, above all, climate.

What elements give rise to climatic zones?

What is the biosphere and how is it distributed around the planet?

1 Speaking. Name the Earth’s climatic zones

2 Compare this map with the one on the previous page and look for similarities in the distribution of vegetation and climate.

6 Define the following terms: a) Forest; b) Bush; c) Meadow.

7 Look at the map of the world’s climates and answer:

a) What climatic zone is Spain located in?

b) What characteristics do the climates have as we approach the equator? What if we move further away from it?

8 Look at the map of the distribution of vegetation in the world.

a) What relationship is there between climates and the extent of forests?

b) What vegetation do we find in the polar regions? Why?

c) What vegetation is characteristic of tropical climate regions? Why?

9 With the help of a political world map, look for one country where forests predominate and two where deserts, mountains and forests predominate. Woodland Scrubland Grassland Desert zone Alpine zone Permanently frozen zone Vegetal formations

Climate risks and catastrophes 5

Climate risks

The most damaging climate risks and disasters are those caused by sudden changes in temperatures, precipitation or wind. According to experts, all these risks will increase as a result of climate change. Some risks and catastrophes are:

• Droughts.

• Wind (tornadoes and tropical cyclones).

• Floods.

• Temperatures (cold and hot waves).

What happens when climate elements reach extreme values?

Do you know what climatic risks we are exposed to?

Climate change and climate catastrophes

Climate change refers to long-term changes in the Earth’s temperatures and weather patterns caused exclusively by human activities since the late 19th century. The average temperature of the Earth is 1.1 °C higher than before the Industrial Revolution. This rise is a consequence of an increase in emissions of greenhouse gases into the atmosphere, such as carbon dioxide and methane.

Global warming and climate change can have serious consequences for life on Earth.

1 Explain how the greenhouse effect works using the following image. Answer: what is the relationship between the greenhouse effect and climate change?

2 Name some of the effects of climate change.

3 How can climate change be stopped? What can we do?

4 Match the following definitions to a climate risk or catastrophe:

a) Swirl of air at high speed.

b) Lack of rain for a long period of time.

c) Strong winds accompanied by a storm.

d) Period of time with extremely cold temperatures.

e) Excess rainfall.

5 Our country suffers frequent heat waves in summer. Think and answer: How can we protect ourselves from a heat wave?

6 Look for information on hurricanes and typhoons. Answer:

a) What type of climate risk are they?

b) What are their characteristics?

c) Where do they occur?

Vocabulary

Gaseous layer, weather, climate, degrees, thermal zones, isobars, fronts, biosphere, climate

The final challenge

Take action!

CLIMATE SUMMIT

We will imagine that we are representatives of our country at the Climate Summit.

Weather and climate condition the lives of human beings and their activities, but human activity is also causing changes in the Earth’s climate.

Work in a group. We will work in groups to find information about how human activity is changing the climate of our environment. Then, we will share our ideas and we will have to reach agreements to stop this process.

STEP 1

The effects of climate change

We will begin by researching the causes of climate change in our country.

STEP3

Consequences for human life

Finally, we will collect information about the impact climate change may have on human activitie.

STEP2

Consequences for the environment

We will continue by analysing the consequences these changes may have on our environment.

FINAL STEP

• Prepare an oral presentation with images and information to show the consequences of climate change for the environment and human life.

• After presenting the topic, the class must agree on what measures should be taken to curb it.

12 Rome. A great empire

Could you learn the history of Rome with a question and answer game?

Historical evolution and terrritory

• Italian Peninsula

• Monarchy

• Republic

• Empire

Political, economic and social organization. Roman religion.

• Agriculture, mining, crafts, trade

• Citizens, non-citizens

• Polytheistic religion, Christianity

Art and culture

• Latin, Law

• Temples, basilicas, baths, theatres, circuses, amphitheatres, aqueducts

• Sculpture, portraits, reliefs, mosaics Take action!

Listening and Speaking

Listen to the recording of the outline. Repeat the words to practise your pronunciation.

Reading and Writing

In your notebook, create your own outline. Use the information in the flipped worksheets at the end of this book to include more details.

Territory and historical evolution 1

Roman territory

Roman civilisation emerged in the Italian peninsula, an area inhabited by various peoples: Celts and Ligurians in the north, Etruscans and Latins in the centre and Greeks to the south.

Rome was founded in 753 BCE, when a group of Latin tribes settled near the mouth of the Tiber River.

According to legend, Rome was founded by the twins Romulus and Remus.

Historical evolution

We can divide the history of Rome into three periods: Monarchy (753-509 BCE). Rome was ruled by seven kings, advised by the Senate, formed by the patricians. During the 7th and 6th centuries BCE the Etruscan kings ruled, but discontent among the population caused a revolt that ousted the last king and the republic was established.

• Republic (509-27 BCE) Period of great territorial expansion of Rome due to of its army. First, the peoples of the Italian Peninsula were subdued, then once Carthage was defeated in the Punic Wars, the western Mediterranean, and lastly, Rome dominated the eastern Mediterranean by conquering Macedonia, Greece and Syria.

• Empire (27 BCE-476 CE). With the coming to power of Augustus as emperor, Rome reached its maximum territorial extension, dominating Western Europe, North Africa and the Near East. Furthermore, through the romanization process, dominated peoples adopted the ways of life, the laws and Roman culture, beginning a period of peace and prosperity known as the Pax Romana.

In the 3rd century, the Roman Empire suffered a profound crisis that caused its division into two.

• That of the West, with its capital in Rome.

• That of the East, with capital in Constantinople.

The Western Empire ended in 476 CE due to the invasions of the Germanic peoples.

How did the territory of Rome evolve?

How did a small town become an empire that spanned Europe, Asia and Africa?

First settlers

They lived on the Italian peninsula: Celts Veneti Carthaginians Greeks Ilyrians Italiotes Etruscans Latins Ligurians Rome Rome

Rome was located in the center of the Peninsula Quirinal

Roma Empire

Rome conquered territories and formed a great empire.

753

508

Ancient Rome CE

2 Copy the table in your notebook. Complete it with the chronology of the periods of Roman history and write in the main events in each period.

Monarchy Chronology:

Republic Chronology:

Empire Chronology:

3 Calculate how long the Roman civilisation existed.

4 Define the following terms:

a) Republic.

b) Empire.

c) Monarchy.

5 What did the Romanisation process involve? In your notebook, discuss whether it affected our country.

6 Writing. In your notebook, briefly describe when and why the Western Roman Empire ended.

Political, economic and social organization. Roman religion 2

The evolution of the form of government

During the monarchy, the king had absolute power. During the Republic, the power was divided between three institutions: the popular assemblies; they approved laws and elected the magistrates, who ruled in government; and the Senate, where important decisions were made. However, during the Empire, the emperors held all the power.

Economic activities

Agriculture was the main activity and was based on the cultivation of cereals, vines, olives, fruit and vegetables. The Romans introduced new techniques such as irrigation and the iron plough. Mining, which took advantage of numerous minerals, and craftwork, which included various industries, such as glass, fabrics and food, were also important. Trade was very intense, because it was favoured by the use of common currencies, the control of the Mediterranean and the construction of roads and bridges.

Social organization

Already in Republican times, society was divided into two distinct groups:

• The patricians were the privileged class. They owned land, had rights and held important

• The plebeians , the non-privileged class. They were the majority and consisted of farmers, artisans and merchants, were part of the army and paid taxes.

Roman religion. Christianity

• The Roman religion was polytheistic, with numerous gods. The Romans incorporated Greek divinities by changing their names, and in their homes they also worshipped the spirits of their ancestors and the gods who protected their homes.

• In the 1st century a new religion, Christianity, emerged in Palestine, preached by Jesus. The new religion accepted only one god, so it was persecuted by Rome. Eventually, Emperor Theodosius I made Christianity the official religion of the entire empire in 380 CE.

What was life like in Roman society?

What was their mode of government, their economy and their religion like?

Roman mines in Las Médulas.

Lady of Sidi Ghrib, mosaic.

Christian catacombs.

Senator Peasant Wealthy Commoners Artisan Patrician Military comfortable minority plebs free women CITIZENS NON-CITIZENS Freed man Slave Slave

1 Answer these questions:

a) What were the systems of government in Rome?

b) Who held the power in each of them?

2 Writing. Copy this table into your notebook and state what powers the institutions of the Republic had.

Popular assemblies Magistrates Senate

3 Look at the diagram and explain in your notebook what powers the Roman emperor had. Civil servants Magistrates Consuls Quaestors Praetors Army Treasury

Imperial Consultative Council Senate approved Augustus’s orders AUGUSTUS advised controll

4 State the characteristics of Roman economic activities.

5 Complete the table indicating the characteristics of these social groups:

Patricians

Plebeians

6 Speaking. In pairs, describe the catacombs to your classmate, what they were, what they were used for and when they stopped being used.

Roman art and culture 3

Cultural contributions

The key elements of Roman cultural heritage were:

• Latin, the official language of the Empire, the origin of many contemporary European languages.

• Law: written laws that regulate relationships between individuals (private law) and between individuals and the state (public law).

• Rome also contributed famous doctors (Galen), philosophers (Seneca), poets (Virgil) and historians (Titus Livius).

Architecture. Religious and civil buildings

Roman architecture had a practical purpose. The most common materials were brick, stone, marble and cement. They used vaults and domes to cover the roofs.

• Religious buildings: the most important ones are the temples. They had a rectangular floor plan, or round, such as the Pantheon.

• Civil buildings: Basilicas, where justice was administered and busines was undertaken; baths, public toilets; several buildings for entertainment, such as theatres, amphitheatres for animal and gladiator battles, and circuses for chariot races.

• They also built engineering works such as roads , aqueducts and bridges.

Sculpture, painting and mosaics

• Sculpture represented highly realistic portraits and historical reliefs that narrated significant political or military events.

• Painting was used to decorate the walls of palaces and wealthy houses and mosaics, made with small coloured tiles, decorated floors and walls.

The cities. Public spaces

• Roman cities were walled and organised in a similar way to military camps.

• Their plan was square or rectangular and organised around two main streets: the cardo, running north-south, and the decumanus, running north-south.

• These two streets intersected in a large central space, the forum, or great public square. It was here that the main buildings were erected, such as the temple, the curia or Senate, and the basilica or court of justice. The rest of the streets were laid out in a grid structure.

• The city had other public buildings, such as a theatre, amphitheatre, circus, baths, and services such as water supply and sewerage.

What cultural and architectural legacy did Rome leave us?

What remains of your historical heritage have survived to this day?

The Pantheon, circular temple, Rome.

City of Baelo Claudia, model.

1 Listening. Listen to the audio on the importance of the cultural legacy of Rome available at anayaeducacion.es and answer the questions:

a) Why was it important?

b) What were its main contributions?

2 Explain what materials and architectural elements the Romans used in their buildings.

3 Study the picture of the Pantheon and answer:

a) What type of building is it?

b) What was its purpose?

c) Describe it.

4 State the purpose of the following constructions:

a) Basilicas

b) Baths

c) Amphitheatres

d) Aqueducts

5 List the main civil buildings from Roman architecture and explain their purpose.

6 Study the following images and use them to analyse the characteristics of Roman sculpture.

A. Portratit. B. Roman relief.

7 Underline the mistake in the following sentences:

a) The romans only used flat roofs.

b) Roman paintings decorated floors of mansions.

c) Theaters and amphitheaters were religious buildings.

d) Roman mosaics were made with paint.

8 Draw in your notebook a diagram of what Roman cities were like, indicating their main elements.

Vocabulary

Settle, tribes, ruled, iron plough, craftwork, purpose, engineering works, walled, sewerage.

The final challenge

ANSWER AND QUESTION GAME ABOUT ROME

Answer and question game

We are going to create a game about Roman civilisation to play with the whole class. It will also help us review what we have learned in the unit.

Teamwork. The city of Rome, according to legend, was founded by the twins Romulus and Remus in 753 BCE; it became a great Empire stretching from India to the British Isles and from Germany to North Africa.

STEP 1

We will choose a topic

Each group will choose a topic about Roman civilisation (history, economy, society, religion and art and culture) and write some questions about it.

STEP 3

We will make the cards

Then we will make some cards. On each card, there must be four questions on one side and the corresponding answers on the other side. To make it easier, you can assign a different colour for each of the different subjects.

STEP2

We will write some questions

Once research has been done on the chosen subject, we will draft questions that can be answered with one or two words.

FINAL STEP

• Each group will take turns answering questions from the other groups.

• The group that correctly answers the most questions will be the winner of this general knowledge game.

The weather. Conditions and risks 4

Exosphere

Ionosphere

Mesosphere

Stratosphere Troposphere

they can be modified by Climatic factors

THE ATMOSPHERE

phenomena that create TROPOSPHERE

To determine it, we analyse CLIMATE WEATHER

Climatic elements

creates

Wind Temperature Pressure Precipitation

Thermal zones

• Depressions can be divided into creates

Rainfall areas

• Anticyclones

• Seasonal can be

The combination of elements and factors creates

Vegetation formations

Thermal zones

The Earth’s bioclimates

• Constant

Risks and climate change

Temperatures Floods Winds Droughts

1 Complete the following table:

2 Look at the following weather map and answer the questions:

a) Explain what the elements below represent:

– The lines:

– The letters B and A:

– The lines in the shapes of triangles:

– The numbers between the lines:

b) Describe what the weather will be like:

– In areas of high pressure:

– In areas of low pressure:

Answer the questions

1 Indicate whether the following statements refer to weather (W) or climate (C):

a) In Seville it is raining today.

b) In Madrid it rains very little in the summers.

c) Tomorrow they say there will be a rainstorm.

d) Rainfall in the north of Spain is abundant in autumn.

e) Last week it rained every day.

2 Locate in which layer of the atmosphere...

... meteorological phenomena take place: T

... the northern lights are formed: I

... is the transition to outer space: E

... the ozone layer is located: S

... meteorites disintegrate there: I

3 Relate the elements of climate to their corresponding instrument and indicate their name:

a) Precipitations:

Number ...

Instrument:

b) Wind: Number ...

Instrument:

c) Temperature: Number ...

Instrument:

d) Atmospheric pressure:

Number ...

Instrument:

12

Rome. A great empire

HISTORICAL EVOLUTION

went through three historical periods

Monarchy (753-509 BCE)

Republic (509-27 BCE)

ROME

Empire (509-476 BC)

LOCATION

Italian Peninsula

it spread throughout the

after the Empire’s division (395 CE)

ECONOMIC ACTIVITIES

SOCIAL ORGANISATION

RELIGION

CULTURAL AND ARTISTIC HERITAGE

Mediterranean coast

• Patricians

Germanic invasions and creation of the Germanic kingdoms

Government in the hands of there were

• Power of the Emperor

• ‘Pax Romana’

• Extension of Romanisation

• Third century crisis

• Citizens (patricians, plebeians)

•Non-citizens (women, freedmen and slaves)

Polytheistic Christianity

• Plebeians characterised by based on includes

• Law with

• Roman assemblies

• Magistrates

• Senate

• Social conflicts

• Great conquests

• Agriculture and farming

• Mining

• Craftsmanship

• Trade

• Cities (buildings)

• Sculpture

• Paintings and mosaics

• Language (Latin)

Religious (temples)

Civil: basilicas, baths, theatres, amphitheatres, aqueducts

Answer the questions 1

1 Answer the following questions:

a) Who founded Rome?

b) What did the Romans call the Iberian Peninsula?

c) Around which sea did Rome expand?

2 In which period of Roman history did the following events occur:

– Rome was ruled by kings:

– Pax Romana:

– Great territorial expansion:

– Founding of Rome:

– Division of the Empire:

Connect and complete 2

1 Connect.

a) Plebeians / commoners

b)

2 Find information and complete the following table about the Roman gods.

Greek name Latin name God of… Ares Love and beauty Hera Poseidon Music Jupiter

Answer:

– Can you name two months of the year that are related to the Roman gods?

– And three days of the week?

Read, look and match 3

1 Complete the sentences:

– The Romans bequeathed us their language called , and a collection of laws called .

– The Roman city was organised around the , a street that ran from north to south, and the , a street which ran from east to west. Both streets crossed the or central square.

2 Match the images to the Roman building:

a) Aqueduct b) Amphitheatre c) Triumphal Arch d) Theatre e) Bridge

Next, match each building to its use:

1. Celebrates spectacles such as gladiator fights.

2. Supplies of water to the city.

3. Used to represent theatrical works.

4. Used to cross rivers.

5. Commemorates military victories.