Issuu

DEMO

SECONDARY EDUCATION

Geography and History M . Bur go s , M . C. M uñ oz-D el gad o

T e a c h e r’s G u i d e

Building

Blocks

Building Blocks is an educational project of Anaya Educación for Secondary Education with the participation of: J. A. A. Castrillón, N. Blanco C. Broadbridge, M. Burgos, K. Chambers, M. Folgueral, Begoña Fuente Larrazabal, Sara Gascón Martín, Danny Latimer, M. C. MuñozDelgado, R. Oakes, J. Roe, C. Ordóñez, Hannah Peat, Karen Piper, Paloma Rodríguez Esteban, Emma San José, Deborah Spencer, Denise Suárez. The following people have also contributed to this book:

Editorial team: Eduardo Agulló, Carmen F. Picatoste, Begoña Fuente Larrazabal and Pilar Roig.

Design, technical drawings and maps: Patricia G. Serrano, Juan Carlos Quignon, Miguel Á. Castillejos, Miguel Ángel Díaz-Rullo, Míriam Arribas, José M.ª Gil and Rosario Regaño.

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

Layout: J&M Artes gráficas. Graphic edition: Elena Achón. Translation: Deborah Ether-Spencer Photographs: Age Fotostock, Agencia EFE, Alamy / Cordon Press, AP Photo / Gtres, Archivo

Anaya (Arnold, B. / ISOPIX / IPA Press; Astar, M./IPA Press; Balaguer, T.; Bosavy, K.; Boé, O; Candel, C.; Cantó, M.; Cosano, P.; Cruz, M.; García PELAYO, Á.; Gómez-Miguel, V.; Hernández Moya, B.; Lacey, T.; Leiva, Á.; Lezama, D.; Martin, J.; Martín, J. A.; Martínez, C-: Marzin, P.; Nosti, N.; Ortega, Á.; Osuna, J.; Padura, S.; Peña tejera, G.; Peñuela, Py,E.; Quintas, D.; Ramón Ortega, P.Fototeca de España; Steel, M.; Sánchez, J.; Umbría, J. / IPA Press; Valls, R.; Villaboy, N.; Vizuete, E.; Vázquez, A.; 6x6 Producción Fotográfica), Cordon Press, Dreamstime / Quickimage, Getty images, Istock / Getty images, NASA, 123 RF y colaboradores.

Academic and Professional Orientation: created in conjunction with Fundación Bertelsmann. Coordinator: Juan José Juárez Calvo. Expert collaborators: Sara Lozano Santiago, Belén Pérez Castro and Pilar Vázquez Hernández.

Commitment to Sustainable Development Goals Our publications contain carefully selected content, illustrations and language to comply with non-discrimination on the grounds of gender, culture or opinion. Grupo Anaya considers social and environmental responsibility to be one of its fundamental values. For this reason, we are committed to: · continually improving our contents and materials related to the environment. · reducing our carbon emissions. · using natural resources responsibly. · making sure that our activity has no negative consequences for endangered forests. These commitments, among others, mean that 100% of the paper used in our books has the PEFC label. Important information: 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.

© GRUPO ANAYA, S.A., 2021 - C/ Juan Ignacio Luca de Tena, 15 - 28027 Madrid. 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.

Scope and sequence Building Blocks and the project keys .............................. 4 Our project ........................................................................................ 6

Units, Applying skills and Learning to learn

1. Economic activities and geographic areas ........ 8 Applying skills: I want a motorbike! .................................... 18

2. The primary sector. Agrarian spaces ...................... 20 Applying skills: Ecological ....................................................... 30

3. The secondary sector. Industrial spaces .............. 32 Applying skills: Offshoring ....................................................... 45

4. The tertiary sector. Areas and activities .............. 48 Applying skills: Small businesses at risk ........................... 57

5. Economic activities in Europe. The three sectors ............................................................................ 60

6. Economic activities in Spain and Andalucía ...... 68 7. Natural resources and environmental impact .... 80 Applying skills: Urban heat island ........................................ 89

8. Political and territorial organisation ....................... 92 Applying skills: Elections .......................................................... 102

9. Socioeconomic inequalities and World conflicts ...................................................................................... 104 Applying skills: Dalits, “The Untouchables”? ................. 114 Learning to learn ........................................................................... 116 Estándares de aprendizaje y criterios de evaluación currículo de Andalucía ............................. 124

BUILDING

BLOCKS

A project that is rooted in skills-based learning and the development of student commitment within the realities of available time.

Building Blocks is a new skills-based approach, with the utmost curricular rigour and a coherent and coordinated content sequence in the areas throughout the entire educational stage. It promotes linguistic communication skills, which are essential for assessing the knowledge that allows us to understand the world around us and develop social awareness. Building Blocks offers the possibility of incorporating active methodologies, using cooperative learning and thinking strategies, promoting personal and social skills for emotion management and the development of entrepreneurship in a flexible way. It attends to academic and professional orientation, whilst embracing equality and inclusion, all within the framework of the Sustainable Development Goals that we must keep focused on over the coming years.

Project keys SDG

SDG Commitment Establishes

the Sustainable Development Goals as a framework for learning that prepares students towards committed citizenship.

Developing thinking Proposes

strategies to stimulate reflection, “learning how to think” and the development of critical and creative thinking habits.

Cooperative learning Offers techniques to develop the skills that allow us to work together and efficiently in a diverse society.

Emotional education Offers emotional management tools to face the challenges of this complex educational stage.

Enterprising culture

Promotes entrepreneurial thinking in its three dimensions: personal, social and productive.

ICT Integrates the use of ICT in the learning process itself in a responsible, intelligent and ethical way.

Academic and professional orientation Helps students to get to know themselves, to understand the environment and to make decisions that allow them to confidently enter the labour market.

Assessment Incorporates strategies that allow students to participate in the assessment of their learning, analysing “what they have learned” and “how they have learned it”.

Linguistic Plan Develops communication skills both written and spoken and the tools needed to describe, present, instruct, comment, defend or refute ideas.

Our project The STUDENT’S BOOKS Adjusted to the curricular development of our community, both content and activities contemplate human and social reality from a global and integrative perspective. The course uses a skills-based methodology, allowing us to express our commitment to the Sustainable Development Goals while enabling the growth of skills and aptitudes demanded by society. Knowledge of society throughout history is undeniably essential for understanding today’s world and its diversity.

THE DIGITAL PROJECT for teachers The web www.anayaeducacion.es The teacher’s website is a tool that facilitates and enriches teaching work. With it, you can adapt the contents to the needs of the students through additional resources or reinforce the most relevant educational aspects: • Course plan, the teacher’s guide and project information. • Diversity and inclusion, to meet the diversity of students’ motivations, interests and learning styles through: - Key concepts and additional worksheets. - Extension and Practice worksheets and competence development worksheets. - Other resources. • Assessment, a core value of the project, is supported through: - Predesigned assessment tests and records. - Specific documentation. - Assessment tools. • Resource bank, with concept maps, blank maps, Pelicuteca, Librarium, art dictionary, Language Bank, Create and more. • Language Bank: created to further develop the four linguistic skills (speaking and writing, productive skills, and reading and listening, receptive skills), this new educational tool accurately supports the linguistic plan and can be used both by the teacher and the language assistant. • Create: fun cross-curricular projects which contribute to integrating and exposing students to different curricular contents and developing their English skills. These projects show the students that what they’re learning isn’t just in the classroom, but found in everyday lives.

Teacher’s guides There is a teacher’s guide for each student book with the solutions to the activities, methodological guidelines, suggestions for applying the project keys, etc.

The digital book All Building Blocks books have a digital version. You can download the entire book or download it by units, with all its resources or in its lighter version (without the largest digital resources), which allows offline and online use. The resources of each unit are grouped by type and allow direct access to the web resource bank and the Teacher’s guide.

And for the s tudents? Resource bank

at www.a nayaeduc acion.es con: • Resourc es related to th e p ro • Feature ject keys. d resourc e materia l. • Resourc es for ea ch unit. Digital b ook A digital version o f the textb be down ook that loaded in can full or by its resourc units; wit es or a lig h all h ter versio the heav n (withou iest digit t al resourc es).

ECONOMIC ACTIVITIES AND GEOGRAPHIC AREAS

Unit presentation

This unit is dedicated to the study of economic activity. First, it deals with general aspects of this activity: the components and sectors that it is comprised of; the economic agents and their relationships; production factors, with special emphasis on labour problems such as unemployment and working conditions. Then, the features of the capitalist, socialist and mixed economic systems are analysed and compared; and the current economic trends are presented. Finally, the world’s geo-economic areas are characterised.

Resources and materials For this unit, alongside the Student’s Book and the Teacher’s Guide, the digital resources are also useful and are available on the Anaya website.

General suggestions Methodological approaches that help develop speaking and writing skills are essential for this project.

Encouraging reading, and developing reading comprehension and speaking and writing skills Students can read all of the sections individually for ten minutes. This can be followed by reading aloud in class to solve any vocabulary doubts and to ensure that the students have a comprehensive reading of the content covered in the different sections. This activity seeks to stimulate a taste for reading. As a complementary task, the reading of some selected texts on Internet pages can be suggested such as “What are economic activities?” in www.actividadeseconomicas.org or “The definition of economic activity” in www.definicionabc.com For a better reading comprehension, we recommend making a glossary with all of the vocabulary about economic geography that appears. It is also necessary to enhance understanding and commentary of statistical graphs and tables, as basic tools for understanding economic geography.

Encouraging the use of ICT Today’s new technologies have become technologies for learning and knowledge. It is important to incorporate different learning devices into the classroom, such as PCs, laptops, tablets and digital whiteboards. This unit favours methodological approaches that encourage the use of ICT, helping students acquire digital citizenship skills. Such skills include searching for information on the Internet, using a word processor, doing digital presentations and using the computer’s calculator.

Contents and competences Contents of the unit Opening pages • Harriet Martineau

CLC SCC DC

1. Economic activity. Components and sectors

SCC LL

2. Economic agents and their relationships • Businesses • Families and the State

CLC SCC LL

3. Production factors (I). Resources, capital and technology

CLC SCC DC

4. Production factors (II). Labour • The employment situation, The labour market, Labour problems

CLC SCC LL DC

5. Economic systems • The capitalist system, the socialist system, mixed systems

CLC SCC LL

6. Current economic trends (I). Ideologies and problems • Capitalism and its problems

CLC SCC LL

7. Current economic trends (II). Economic globalisation

SCC DC

Graphic report • Multinationals and globalisation 8. Worldwide geoeconomic areas

LL CLC DC CLC SCC DC

Review

CLC LL SIE

Protagonists

CLC DC SCC

Applying skills • I want a motorbike!

CMST CLC SCC LL

Values education In every unit, we present students with a different value through the Sustainable Development Goals (SDGs). These values include respect for the environment, sustainable use of natural resources, reduction of inequality, and gender equality.

Key competences

KC: Key competences; CLC: Competence in linguistic communication; CMST: Competence in Mathematics, Science and Technology; DC: Digital competence; LL: Learning to learn; SCC: Social and civic competence; SIE: Sense of initiative and entrepreneurship; CAE: Cultural awareness and expression.

ICT Activity 2 encourages the use of new technologies, since it allows students to learn with devices like computers, laptops, tablets and mobile phones. Cooperative learning

PROJECT KEYS Linguistic plan • Improve Listening and Reading (receptive skills) • Improve Speaking and Writing (productive skills) SDG commitment • Promoting sustainable economic growth • Equal opportunities • Achieving sustainable cities and settlements

Let’s check. With the cooperative learning activity “Let’s check”, the teacher could suggest different working methods that encourage interaction between students. SDG commitment This double page covers SDG 5. Students can view Targets 5.5 of this SDG in the resource bank at anayaeducacion.es

Speaking

Economic activities and geographical AREAS

3 In small groups, analyse the causes of globalisation and brainstorm the consequences it has for society and the economy and how it has changed the way we live now.

4 Talk to a partner about these causes and consequences, stating which ones you think are positive and which ones are negative.

Harriet Martineau I am Harriet Martineau, writer, sociologist and activist. I was born in Norwich, England, in 1802. Throughout my life, I have been interested in a wide range of subjects such as astronomy, history, physics and economics. In 1821 I started publishing articles in different British newspapers to share my ideas about laws, rights and equality.

Communication is much better in a globalised world, it is easier to be in touch with others.

Economics is one of the subjects to which I have dedicated most of my literary production. In my work, Illustrations of political economics, a series of fictionalised texts, I go over the main concepts in Economy, as it is one of my concerns to make this knowledge accessible to everyone. Ideas such as technological development, the relationship between economic progress and social development or the distribution of wealth are frequent in my texts. Thanks to them I have been able to produce a simple explanation of how economic activity works by means of its main components: the distribution and consumption of goods.

Writing

In order to understand the different economic activities and geographical areas, you are going to learn about:

5 Make a mindmap to analyse the characteristics of the capitalist

• Economic activity: components and sectors • Economic agents and their relationships • Factors of production: resources, capital, technology and labour • The economic systems • Current economic trends: ideologies and problems. Economic

system in the field of economy.

6 Imagine you are a member of an EU committee that is analysing the different economic systems in the world. Write an essay to offer a general view of capitalism, including different points of view and expressing your own opinion.

globalisation. World economic areas

Developing thinking Techniques: • Provocative questions • I see, I think, I ask myself

I agree, but on the negative side it is more difficult to be original.

The economies of many countries in the world are based on capitalist models. This system has different approaches. On the one hand, … On the other hand… As a conclusion, it can be said that…

Reading and listening

1 Read the text and answer the following questions: a) What are the main areas of interest for Harriet? b) Why did she start writing articles? c) What topic are most of her works about? d) What is one of Harriet’s main concerns?

2 According to Harriet, what are the main components in economic activity? In the unit, another one is mentioned, which one?

anayaeducacion.es Go to the SDG 5.5 resource.

BANK GE BANK LANGUA LANGUAGE BANK GE BANK GE BANK LANGUA LANGUAGE NK LANGUA BANK 33 BANK GE BA GE BANK LANGUA LANGUAGE NK LANGUA LANGUAGE GE BANK LANGUAGE BALANGUAGE BANK LANGUA

Cooperative learning Techniques: • Let’s check • Shared interpretation

Economic activities and geographical areas

Emotional education • Cognitive self-regulation: activities that analyse and value different types of behaviour

In this opening double page, the focus is on the four main linguistic skills: Listening and Reading (receptive skills) and Speaking and Writing (productive skills). Taking the content of the unit as the main topic, the student will develop and reinforce the four foundational skills of language learning.

TIC • Worksheets on Language Bank (Speaking) • Worksheets on Language Bank (Writing) • Worksheets for diversity and inclusion • Worksheets for working on competences • Concept map: “Economic activity” • Blank maps: Access to blank maps from different territorial areas to carry out the activities in the Student Book • Librarium: Access to written works on geography • Pelicuteca: Access to films or documentaries about subjects related to geography • Characters: Access to curiosities about the protagonist who introduces the unit Assessment • Review • Applying skills • Elaboration of a portfolio

C.E 2.11 (E.A 2.11.1)

Suggested methodology

We suggest starting with a reading of the introductory text on the life of Harriet Martineau, a British writer, sociologist and activist who wrote important economic treatises in the first half of the 19th century. The aim of these readings is to give accurate evidence of the contributions of women in different fields of knowledge. In the “Reading and listening” students will answer questions related to the text, which could be literal, inferential or critical thinking. Students will have to use their own opinion and experience to answer the questions. In the “Speaking” section the aim of the activities is to create situations in class where students have real-life communication. In the “Writing” section the activities will not only focus on form and writing structures but also, they encourage students to see writing as a communicative and creative task.

In this unit This section shows the contents to be addressed in the unit. In this way, students learn the general structure of the content. The content has been structured into the following sections: economic activity, components and sectors, production factors, economic systems and current economic trends and globalisation. • In the “Reading and listening” section the students will start reading and listening to an introductory text about the life of Harriet Martineau. While listening to the text, the teacher will focus the students’ attention on the stress, rhythm and intonation of words and whole sentences. Then students will answer questions to demonstrate understanding or the purpose of the text. • The aim of the “Speaking” section is the development of students’ skills to communicate in English on issues related to Geography and History. In

this case they will talk about globalisation. In the web resources you will find the Language Bank which will help students with the grammatical structures required for the activity. • In the “Writing” section student will improve their skill in both quantity and quality. In this case they will write an essay to offer a general view on capitalism and express their own opinion. In the web resources you will have the Language Bank which provides vocabulary to help students structure their writing and an example text as a guide to follow. • Students are invited to go to anayaeducacion.es, where they can watch videos about the Sustainable Development Goals in the Education 2030 Agenda. The targets covered in this unit are Target 5.5 on equal opportunities for women, Target 8.1 of SDG 8 regarding decent work and target 11.6 of SDG 11 alluding to environmental impact.

Answer Key Reading and listening 1 a) Astronomy, History, Physics and Economics. b) To share her ideas about laws, rights and equality. c) Economics. d) To make knowledge accessible to all.

2 The distribution and the consumption of goods. In the unit, it is said that the third component is production.

Economic activity. Components and sectors

Unit 1

1 ECONOMIC ACTIVITY. COMPONENTS AND SECTORS

Markets

Components of economic activity

C.E 2.11 (E.A 2.11.1)

ã 1.1 Economic activity Economic activity is the combination of tasks undertaken by people in order to obtain the goods required to meet their needs. These goods can be material, such as food, manufactured items and cars; or immaterial (services), such as education and health care.

HUMAN BEINGS

➜ Production is the combined number of goods that result from economic activity.

➜ Distribution consists of the transfer of products to consumers and their sale on the market, or a place where producers and consumers meet.

Material goods

ã 1.3 Sectors of economic activity

Food

Clothing

Economic sectors

Economic activity covers a great range of activities. These are usually grouped into three economic sectors, that have a number of shared features:

➜ The primary sector includes activities concerned with the extraction of natural resources to be used in production, distribution or consumption. These are agriculture, livestock farming, forestry and fishing. secondary sector includes activities concerned with transforming the natural resources provided by the primary sector, such as industry and construction.

➜ The

➜ The tertiary sector comprises of activities that provide services. These include transport, tourism, trade, education and health care, etc.

➜ The importance of the three economic sectors for employment and Gross Domestic Product (GDP), or in other words a country’s combined wealth, reveals major contrasts around the world.

Services

The market is where commodities, merchandise and other goods are sold, bought and exchanged. There are many types of markets: consumer, shares, industrial, raw materials, services, etc. They are distinguished from one another by their products, resources and customers.

➜ Consumption is the use of the goods that result from production.

North America

Housing

Education

The key economic concepts under this heading are: economic activity, goods, components of economic activity and sectors of economic activity. It is advisable to define these concepts so that the students can fine tune their vocabulary.

Health care

These are obtained through East Asia

SubSaharan Africa

Economic activity

Primary sector Employment 1 GDP

1.7

4.3

16.7

57.4

2.1

It includes

Secondary sector Employment GDP

19 22

24 34.3

35.5

30.8

It is distributed into three economic sectors

Tertiary sector Employment GDP

79.3

71.8

59.6

31.6

63.6

53.2

1 2018; 2 2017 Source: ILO and GDP, respectively.

Production of goods

Consumption

In general, the primary sector exerts a greater influence on employment and GDP figures in less developed countries, and a lesser influence on more advanced economies.

Primary

Secondary

Tertiary

Distribution of goods

The secondary sector is important in many emerging countries. The tertiary sector dominates the most developed countries.

Learning about activities

Skills progress

3 Make a list of five consumer goods. What need is

Building vocabulary

Suggested methodology

need Goods

ã 1.2 Components of economic activity Economic activity includes three basic components that enable people to meet their needs: the production, distribution and consumption of goods.

Working with statistical data

1 Define the concept of economic activity using the

2 Study the table and answer: What information does it

following terms: consumption, good, production and distribution.

provide? In which areas do activities in each economic sector have the most influence?

met by each of them? Using information

Provocative questions

4 Check the definition of ‘need’ in a dictionary. Then, answer the following questions: a) Are all human

needs of equal importance? Give an example to illustrate your answer. b) Does advertising influence human needs? Working with pictures

5 Write a text using the information provided in the visual diagram on economic activity. 35

Developing thinking Provocative questions. In the resource bank at anayaeducacion.es, students have access to the “Provocative questions” strategy, which like activity 4, helps to encourage thinking and research by asking questions.

Economic activity is the set of processes that take place to obtain goods and services to meet the needs of a society. Goods are material objects or immaterial services that satisfy some type of need or desire of the person accessing it. There are goods or resources that are free and exist in infinite quantities such as air, and economic goods that are presented in limited quantities and their allocation responds to some type of economic procedure, such as rationing, the marketplace or distribution. Here it is a good idea to emphasise the difference between goods that are essential for human life, without which we cannot live, and those that are not. Resources are essential for human beings, it is for this reason that their consumption is inherent to economic activity and, therefore, we have to take a part in it. Therefore, we recommend using the concept table about the components of economic activity and the creation of a diagram about the economic sectors.

Answer key Skills progress 1 Economic activity consists of the process of production and distribution of goods to cover consumption needs.

2 It informs us about the different sectors of activity and their contribution to the GDP in 2017 and 2018 in North America and the EU; East Asia; and sub-Saharan Africa. The primary sector exerts a greater influence on employment figures and GDP in less developed countries, and a lesser influence on more advanced economies. The secondary sector is important in many emerging countries. The tertiary sector dominates the most developed countries.

3 The question encourages students to reflect on their real needs. The answer is open. Example. Bread: food. House: housing. Jacket: clothing. Car: transportation. Books: education and leisure.

4 Open answer a) No, without food and water we could not survive. b) Yes, it makes us consume goods and services that are not really essential.

5 Open answer. Example. Human being needs essential goods to live, they are complemented by essential services that improve their well-being, such as education and health. They are obtained through production and distribution.

Economic agents and their relationships

Unit 1

2 ECONOMIC AGENTS AND THEIR RELATIONSHIPS

State intervention

The economic circuit

Economic agents are the subjects responsible for undertaking economic activity. These subjects are businesses, families and the State. They pay taxes

ã 2.1 Businesses Businesses are the basic units for the production of economic goods. Their function is to produce, distribute and sell goods to consumers, and their aim is to obtain economic profit. There are various types of businesses. They are often grouped according to:

C.E 2.11 (E.A 2.11.1)

Infrastructure, services and funding

Suggested methodology

BUSINESSES Production

Goods and services market

Job market

➜ Their size. Distinctions are drawn between small-, medium- and large-sized businesses, depending on whether they have 50, 250, or more than 250 employees, respectively.

➜ Capital ownership. Provides a basis to distinguish between public enterprises, in which the capital involved is provided by the State; private businesses, in which the capital is privately owned; and mixed businesses, which combine public and private capital.

➜ Social organisation. This allows distinctions to be drawn between businesses belonging to individuals and groups of people. The latter can take a variety of forms: public licensed companies (P.L.C.) in which capital is divided into shares; limited companies (Ltd.), in which the capital is provided by a number of partners; and cooperatives, which are collectively managed by the partners who provide the capital.

They sell their labour

They purchase goods and services

They pay wages

Today, the State intervenes in the economy in many different ways:

They sell goods and services

Economic agents are the subjects that participate in economic activity. They produce goods and services, consume them to satisfy their needs or intervene in the production and distribution processes. There are three types: businesses, families and the State.

• Law making (A).

STATE Production and consumption

• Creating pubic enterprises (B) or taking part in private-public ownership companies. • Implementing protection national products.

measures

for

• Fostering the creation of economic supranational organisations, etc.

Infrastructure, services and funding

They pay taxes

Within the economic circuit, businesses sell goods produced by families and the State. In exchange, they receive an income, which they use to pay salaries to families for their work, along with the taxes levied by the State.

ã 2.2 Families and the State ➜ Families are the basic units of consumption. Their function is to spend money on the acquisition of goods with the aim of satisfying their needs. Within the economic circuit, they sell their labour to private and public companies on the labour market. In exchange, they earn a salary, which they use to pay for the goods they buy from companies, as well as the taxes levied by the State.

➜ The State is, from an economic point of view, a unit of production and consumption. Its functions are to use its enterprises to produce material goods and public services that are needed by all society, and to consume goods and services from private companies. The aim of the state is to provide welfare.

➜ Within the economic circuit, the State provides companies and families with goods and services (infrastructures, assistance, funding, pensions, sickness and unemployment benefits, etc.), employs public employees and levies taxes from families and businesses. 36

FAMILIES Consumption

Skills progress Participating in the learning process

Organising information

1 Produce a diagram or table with

3 Complete the table below in your notebook:

a conceptual classification of the different types of businesses.

2 Give an example of an enterprise that fulfills the requirements described in the text. Ask your classmates to decide what type of enterprise it is. If necessary, correct the mistakes.

Businesses Definition

Working with pictures Families

State

4 Study the diagram of the economic circuit and answer these questions: a) Which agents meet in the goods and services market? Which meet in the labour market?

Function

b) What do businesses, families and the State each provide? What do they receive in return?

Aim/s

c) Where do the State’s taxes come from? What does the State do with the money received as taxes?

Income source

Families have a dual role in the economy: they are the elementary units of consumption and the owners of the productive resources. You can find further information at www. actividadeseconomicas.org. The State is the economic agent whose intervention in economic activity is more complex since its functions are both to use its enterprises to produce material goods and public services that are needed by all society, and to consume goods and services from private companies. It also collects taxes. The concept map of the economic circuit will allow students to visualise the different interrelationships between economic agents.

Answer key Skills progress 1 This activity seeks for student collaboration to learn the types of businesses that exist. TYPES OF BUSINESSES (COMPANIES) By size

By capital ownership

Small: up to 50 employees Medium: between 50 and 250

Public: management and capital come from the State

employees

Private: in the hands of individuals

Large: more than 250 employees

Mixed: public and private capital

By social organisation Public licensed companies (P.L.C.): capital is divided into shares Limited companies (Ltd.): the capital is provided by a number of partners. Cooperatives: collectively managed by the partners who provide the capital.

2 Open answer. 3

Definition

Businesses

Families

State

They are the basic units of the production of economic goods

They are the basic units of consumption

It is a unit of production and consumption

Function

Produce, distribute and sell goods to consumers

Spend on the acquisition of goods

Produce material goods and public services necessary for all of society, through its companies; and consume goods and services of private companies

Aim/s

Obtaining economic benefits

Meeting needs

Achieving social welfare

Income source

They sell the goods they produce to families and the State

They sell their work to private and public companies in the labour market and receive a salary

Collect taxes from families and businesses

4 a) Families and companies; Families, companies and the State. b) Businesses pay wages; families sell work; the State provides subsidies, infrastructure and services. c) From companies and families. It invests them in infrastructure, goods and subsidies.

3 PRODUCTION FACTORS (I). RESOURCES, CAPITAL AND TECHNOLOGY

Production factors (I). Resources, capital and technology

Unit 1

Problems raised by resources

The production process and its factors

PRODUCTION FACTORS

C.E 2.13 (E.A 2.13.2)

To undertake their activities, businesses use four production factors: natural resources, capital, technology and labour.

ã 3.1 Natural resources Natural resources are elements provided by nature that have an economic use: water, the atmosphere, the soil, plants, animals, minerals and energy sources. The exploitation of these resources gives rise to the basic economic activities: agriculture, forestry, livestock farming, fishing, mining and both energy and industrial production.

Natural resourcess

Capital

Technology

Labour

Renewable

Physical

Manual

Non-renewable

Financial

Mechanised

Human

Robotised

Suggested methodology

Types of natural resources Depending on how long they last, resources can be:

➜ renewable, if they can be renewed over a short period of time (water). ➜ non-renewable, if their renewal requires long periods of time, for example coal or oil.

The problems raised by resources Today, many resources used to manufacture goods are scarce or nonrenewable. This gives rise to two serious problems:

➜ Exhaustion and overuse. If consumed at a higher rate than that of their renewal, some resources run the risk of being exhausted or overused. To avoid this problem, it is necessary to use them according to the principle of sustainable development. This implies using them rationally so they can meet current* needs and those of future generations, avoiding consumerism, and encouraging efficient use, as well as recycling.

➜ International conflicts. The desire to control limited natural resources leads to wars and international conflicts. According to the UN, these may increase in the future due to the scarcity of resources considered to be necessary (water, oil and certain minerals).

ã 3.2 Capital and technology Capital is the combination of non-natural resources needed for production. It includes physical capital, or material elements (factories and machinery); financial capital, or the funds available for production (money or credit); and human capital or people’s productive capacity, which depends on aspects such as their training and experience. Technology is the combination of knowledge, methods and procedures used in the production process. It can be manual, if a person provides the strength and directly handles the tools; mechanised, if machines provide the strength and people operate the machines; or automatic or robotised, if the machines provide both things and people only have to programme and control them.

In 2000

In 2018

Some resources are at risk of becoming exhausted or running out, which increases the threat of conflicts arising in order to control them. This is the case with oil (A), which underpinned the so-called Gulf Wars in the Middle East. Other types of resource are overused. This is the case with the water flowing into the Aral Sea (B); its surface area has shrunk by a least 10% since 1960 due to water from the rivers that feed it being diverted for irrigation purposes.

F ocus on English current: of the present time.

Skills progress Writing texts

1 Write

a text explaining the differences between renewable and non-renewable resources, physical and human capital, and mechanised and automatic technology.

Participating in the learning process

3 Choose a consumer good and make a list of the production factors needed to produce it.

4 State which production factors are used in a

company based in a 3 000 m2 factory, located on its own site within an industrial estate, which employs 20 poorly qualified workers who produce cotton

concepts.

fabrics using 15 machines. It also has half a million euros in the bank. ICT Skills

Finding solutions

2 Give an example for each of these

5 Find information on a conflict related to the control of a natural resource. It should at the very least include the causes and location of the conflict. Summarise the information and give a one-minute presentation on it in class.

anayaeducacion.es Remember you have worksheets to improve your digital citizenship in your resource bank.

ICT Activity 5 encourages the use of new technologies, since it allows students to learn with devices like computers, laptops, tablets and mobile phones.

Human activity can lead to the over-exploitation of resources and jeopardize their conservation. In recent years, the idea of sustainable development has emerged which proposes a rational use of resources so that they can be used both today and in the future. Another problem is the appearance of international conflicts for control of them. Former UN Secretary Ban Ki-moon revealed that “Since 1990, at least 18 violent conflicts have been fuelled by the exploitation of natural resources such as wood, minerals, oil and gas. Sometimes this is due to environmental damage and the marginalisation of local populations that do not economically benefit from the exploitation of natural resources.” This information can be expanded on and updated at www.un.org/es

Focus on English The Focus on English section highlights words that can be difficult when trying to understand the text. The word is always followed by a clear definition. In this case the word is current. Ask students to make sentences with the word.

Answer key Skills progress 1 This activity works on written expression. Depending on their duration, resources can be renewable, if they are r ecovered in a short period of time, such as water; or non-renewable, if they are exhausted when used and their recovery requires very long periods of time, as in the case of coal or oil. Physical capital is the material elements necessary to produce, such as facilities and machinery. Human capital is the productive capacity of people and depends on aspects such as their training and experience. Mechanised technologies, are when machines provide the power or strength and the people operate those machines; automatic or robotised / robotic technologies, are when the machines provide power and operation and people just have to programme and control them.

2 Open answer. 3 With this activity, students can learn about the productive factors necessary when undertaking a productive activity. Physical capital: 15 machine and the factory space of 3 000 m2. Human capital: 20 workers. Financial capital: half a million euros. Natural resources: cotton. Mechanised technology: workers control machinery.

4 Open answer. 5 Open answer.

Production factors (II). Labour

Unit 1

4 PRODUCTION FACTORS (II). LABOUR

Labour force and inactive population

Examples of labour problems The 2014 unemployment rate

Formulas to calculate rates Labour force participation rate

ã 4.1 The employment situation With regard to work and employment, the population is divided into an active and inactive population.

C.E 2.8 (E.A 2.8.1) C.E 2.13 (E.A 2.13.2)

Percentage of active population in a country. This is one of the formulas to calculate it. Labour force x 100 Population of people aged 16+ Unemployment rate

Suggested methodology

Percentage of the unemployed labour force in relation to the full labour force. Unemployed labour force x 100 Less than 4%

Labour force

From 4 to 6 % From 6 to 9 % From 9 to 13%

➜ The labour force is made up of the combination of people who are

From 13 to 17%

in paid work (employed population), and those that are available to undertake such work (unemployed population).

More than 17% Data unavailable Source: International Labour Organization.

➜ The inactive population includes people who neither undertake, nor are available to undertake paid work, such as pensioners, landlords, students and those responsible for domestic duties.

➜ The labour force participation rate is the percentage of the active

1500

3000

4500

6000 km

Child labour in 2012

population in relation to the total working-age population. In 2012, the world participation rate was 64 %, although there were differences between countries. In general, it is lower in areas with a high young or elderly population, high levels of immigration, a lowperforming economy and/or a limited female labour force.

Discrimination against women

Regional Regional distribution distribution of children of children thatthat work work (aged (aged 5 to517) to 17) in the in the world world in 2016 in 2016 (in thousands) (in thousands) 1 1621 162

The labour market is formed by the supply of work from businesses, and the demand for work from individuals. In the labour market, there is a low number of qualified or well-trained individuals. Therefore, their salaries tend to be higher and their employment more stable than the less qualified workers, who are more numerous. Today, the economic crisis is leading to the replacement of permanent contracts with temporary ones, as well as the reduction of salaries.

ã 4.3 Labour problems Unemployment Unemployment is a serious problem that worsens during periods of crisis, such as that which happened between 2008-2013.

Child Child activity activity raterate (% of (%children of children aged aged 5 to517 tothat 17 that work) work) according according to global to global regions regions in 2016 in 2016 % % 20 20

10 735 10 735 72 113 72 113

62 077 62 077

Skills progress Understanding information

19.619.6

55345534 RestRest of Africa of Africa

Asia Asia and and Oceanía Oceanía

Europe and Central Asia Asia Europe and Central

América América

ArabArab countries countries

Source: Source: International International Labour Labour Organization. Organization.

9.6 9.6 7.4 7.4 5.3 5.3

2.9 2.9

4.1 4.1

Female employment rate

2016

Male employment rate

Southeast Asia and Pacific

76.9

59.6

67.1

50.9

Europe and central Asica

15 15 10 10

ã 4.2 The labour market

cou Ara ntri b es Res Ara cou t ofntri Afriesb Res ca Eur ope Cent of Afri and Eurtral Asica ope a Cen Asi tral and and OceaAsi Asi aniaa Ama and Oce eric ania WoAm a rldw eric ide Wo tota a rldw l ide tota l

Labour is the physical or intellectual effort made by people in order to produce material goods and services. It is an essential factor for production as it enables businesses to carry out their activity, and for families, who receive a salary in return for their labour to acquire goods.

Latin America and the Caribbean Middle East and North of Latin America

Female Male unemployment unemployment rate rate

4.4 8

3.7 8.1

77.4

51.5

6.7

9.3

73.9

20.6

8.4

18.3

68.7

56.5

5.2

28.6

3.3

4.8

62.8

6.5

8.2

North America South Asia

79.5

Sub-Saharian Africa

73.8

Source: World bank

1 Classify the following individuals according to their activity: pensioner, shopkeeper, doctor, student, teacher, nurse, landlord. Finding information

2 Find a job advertisement in the newspaper. What does it ask for? What does it offer?

In developed countries, this is due to the automation of work and the transfer of economic activities to cheaper locations. In underdeveloped countries, it is due to economic underdevelopment and the lack of professional training. This situation is disheartening. It reduces the State’s income, because it collects less taxes and has to increase expenditure on unemployment benefits, and it reduces individuals’ income, lowering levels of consumption, sales and production. 40

Working conditions

➜ In advanced countries, these conditions are well regulated by the States’ labour laws, and also by collective labour agreements made between employers’ associations and workers’ unions, and by job contracts signed between an employee and their employer.

➜ In other countries, in contrast, numerous abuses may occur. For example, the use of child labour affected 264.4 million children in 2012. Employment discrimination against women is a reality in many parts of the world. In general, women receive lower salaries than men for the same job, have greater difficulty in accessing management posts, are more likely to work on the black market and find it difficult to balance work and family life.

➜ Therefore, the International Labour Organization campaigns for the fulfilment of basic regulations, such as the prohibition of child labour, opposition to gender discrimination and the recognition of workers’ basic rights (minimum salary, union rights, etc.).

Working with graphs

3 What information is provided by the graphs on child labour? Deducing information

4 In the table above, how have the labour force participation rate and unemployment rate been calculated? Which regions have the highest and lowest rates?

Work takes very different forms. Compensation for work takes two forms: salary and benefit. The first remunerates the family’s activity and the second the business’s activity. The population can be classified into two groups depending on if they have employment or not: active and inactive. It is interesting to debate whether people who carry out domestic tasks should be considered active and receive a salary for it or not.

Taking personal decisions

5 Find out about Iqbal Masih and his achievements. 41

SDG commitment On this page we work on SDG 8. In the resource bank of anayaeducacion.es, students can view the video of Target 8.1 that corresponds to this SDG on decent work and economic growth.

The labour market is a concept that may be known to students, but it is worth exploring it further. For further information you can go to www.monografias.com>economia. A problem that affects the labour market is unemployment. It can be defined as the situation in which people want to work but cannot find employment. You can go to www.gestiopolis.com Labour conditions are linked to the condition of the work environment such as its quality, safety and the cleanliness of its infrastructure, which are factors that affect the well-being and health of the workers. Dangerous and unhygienic working conditions tend to disappear in the industrialised world, but are still prevalent in the developing world.

Answer key Skills progress 1 Active population: shopkeeper, doctor, teacher, nurse. Inactive population: pensioner, student, landlord.

2 Open answer. 12

3 The pie chart shows the regional distribution of children between 5 and 17 years of age who worked in the world in 2016. The bar chart shows the rate of child activity by regions of the world in 2016 (the percentage of children between 5 and 17 years of age who work).

4 To calculate the activity rate, the active population has been multiplied by one hundred and divided between the population who are aged 16 and over. To calculate the unemployment rate, the active unemployed population has been multiplied by 100 and divided by the active population. The highest unemployment rates for men take place in Europe and Central Asia and in the Middle East and North Africa; and those of women are in the Middle East and North Africa and Europe and Central Asia. The lowest rates for men and women are in East Asia and the Pacific and in South Asia. The highest activity rates for men occur in South Asia, Latin America and the Caribbean, and those of women in East Asia and the Pacific and sub-Saharan Africa. The lowest activity rates in men occur in Europe and Central Asia and sub-Saharan Africa; and those of women in South Asia and the Middle East and North Africa.

5 This activity seeks to develop critical thinking towards abusive working conditions or labour exploitation. Iqbal Masih was a Pakistani boy who was sold by his father to a carpet factory when he was four years old. He worked twelve hours a day weaving carpets for a daily rupee. He achieved freedom through a campaign by the Bonded Labour Liberation Front and became an active fighter against captive labour. In April 1995, when he was 12, Iqbal was shot dead near Lahore.

Economic systems

Unit 1

5 ECONOMIC SYSTEMS

How do they work? People have many needs

Economic systems are the different ways of organising and undertaking economic activity. In order to achieve this, three basic problems must be addressed: which goods are to be produced and how many, how they should be produced and who they are to be produced for.

ã 5.1 The capitalist system In the capitalist system, economic activity is regulated by the market, which is why it is also known as the market economy. The market, which is governed by the law of supply and demand, determines what is to be produced on the basis of the current demand for goods or services; how to produce goods, so that businesses achieve the highest economic profit and who to produce them for, so products are produced for those who can pay for them.

The capitalist system and the welfare state

The resources to meet these needs are limited

The law of supply and demand In the capitalist system, the market is governed by the law of supply (the combination of goods and services on sale) and demand (the combination of goods and services that people are prepared to buy at a certain price).

High demand

Scarcity

In a situation of perfect competition, such as the diagram below, prices rise if supply is less than the level of demand. In the opposite case, prices fall.

Plentiful supply

Low demand

Limited supply

The following must be chosen

What to produce

How to produce it

Who to produce it for

Price rises

ECONOMIC SYSTEM

Other basic principles of the system are the predominance of private property, the free circulation of individuals and commodities, free competition between companies, and the search for maximum individual profit. Today, the capitalist system has been adopted by the majority of the world’s countries.

ã 5.2 The socialist system In the socialist system, economic activity is regulated by the State, through plans that businesses are obliged to comply with*, which is why it is also known as a planned economy.

F ocus on English comply with: act in accordance with requests or demands

The State decides what to produce, how to produce it and who to produce it for, and sets product prices and workers’ salaries. Other basic principles of the system are state ownership of companies and the means of production, economic planning by the State, and the achievement of social equality. Today, this system only survives in China, Cuba, Vietnam, Laos and North Korea. Even so, in recent years, some of these countries have also introduced private initiatives.

ã 5.3 Mixed systems Mixed systems combine a market economy with greater or lesser State economic intervention, as is the case with what is known as the welfare state. In these systems, the market and State decide what to produce, how to produce it and who to produce it for. Although market prices result in products only being for those that can afford them, State intervention guarantees that the basic needs of all citizens are provided for. Other basic principles are private property, although there are also public enterprises, and the search for the maximum individual profit, as well as adopting measures to redistribute wealth. Today, the mixed systems operate in many countries in the world, especially in Europe.

Skills progress Writing texts

1 Using the diagram above as a guide, write a definition of an economic system. Participating in the learning process

2 Write an incorrect statement about each economic system, then ask one of your classmates to correct it.

3 Check whether or not their answers are correct, and if they are not, correct them.

Index of Economic Freedom in 2018 Free (80-100%)

Relatively free (70-79.9%)

Somewhat free (60-69.9%)

Fairly regulated (50-59.9%)

Fully regulated (0-49.9%)

No data or data unavailable

Source: The Heritage Foundation.

1500

3000

4500

6000 km

The State and citizens Security Education

Health

Working with pictures Housing

Health care

WELFARE

Environment

Shared interpretation

4 Explain how the law of supply and demand operates. 5 Give examples that demonstrate measures taken by

Culture

C.E 2.8 (E.A 2.8.1)

Suggested methodology

Price falls

Economic freedom

the welfare state.

There are three types of economic systems: capitalist, socialist, and mixed systems. The capitalist system is based on the market economy which is governed by the laws of supply and demand. The socialist system is based on state planning of the economy and we find it in countries that have communist regimes such as Cuba or North Korea. An example of this system was that of Soviet communism. Further information can be found on many Internet pages such as: www.eumed.net

Working with maps Freedoms Pensions

Leisure Work

6 Which countries have the greatest economic freedom? Which economic system operates in these countries? 43

Cooperative learning Shared interpretation. In the resource bank at anayaeducacion.es, students have access to the “Shared interpretation” strategy, like activity 4, allows students to work through texts or images and share their interpretation.

Mixed economic systems are those that, being based on the capitalist system, integrate some aspects of the socialist system. This system works in many countries in the world.

Focus on English The Focus on English section highlights words that can be difficult when trying to understand the text. The word is always followed by a clear definition. In this case the word is comply with. Ask students to give a definition of it in their own words.

Answer key Skills progress 1 Economic systems are different ways of organising and carrying out economic activity. To do this, economic systems must address three basic economic problems: what goods to produce and in what quantity; how to produce them, and for whom to produce them.

2 This activity is designed so that the students learn the differences between the different economic systems together.

3 The answer is open. 4 With this activity, students can better understand how the capitalist system works. The law of supply and demand is the deciding factor on what to produce based on the existing demand for goods or services; how to produce it to achieve the greatest economic benefit for companies; and for whom to produce it, because the products are for those who can pay for them. In a perfectly competitive situation, prices rise if supply is less than demand. Otherwise, the prices drop.

5 In this activity students will be able to assess the advantages of the welfare state. Public health system, public education system, unemployment protection system, pension system, financial aid for people without resources, financial aid for people with disabilities or who have suffered irreversible damage due to an accident or illness, scholarships for studies, financial aid for victims of terrorism or gender violence.

6 North America, Western Europe and Australia. Mixed system. 13

6 CURRENT ECONOMIC TRENDS (I). IDEOLOGIES AND PROBLEMS

Current economic trends (I). Ideologies and problems

Unit 1

Self-sufficient economies

The ideological currents of capitalism

Inuit people

Neoliberalism

Keynesianism Milton Friedman (1912–2006) was a renowned American economist, considered to be the father of neoliberalism.

ã 6.1 The spread of capitalism

John Maynard Keynes (1883–1946) was a British economist, who gave his name to a form of capitalism. He argued that the State should play an important role in economic activity by regulating it.

He defended total economic freedom and criticised government intervention in the economy.

Since the 1990s, the capitalist system has tended to spread due to the near complete disappearance of many communist economies and the decline of self-sufficient economies.

economic activity in order to correct the problems created by capitalism. Therefore, they promote greater public expenditure to protect the poorest social strata, the existence of public enterprises and the increase of salaries in order to create demand for products.

ã 6.2 The problems with capitalism Today, the capitalist economic system is faced with various types of problems:

➜ Political problems. The owners of major capitalist businesses influence decision making by states and major international organisations. Therefore, at times they limit the democratic rule of society.

➜ Economic problems. Free competition does not function in some cases. Therefore, if businesses eliminate their competitors and control the market, they can set prices for consumers independently of the law of supply and demand. Furthermore, businesses use advertising to influence the demand for goods.

➜ Capitalism generates periodic crises. When competition reduces businesses’ profits they employ less workers. The result of this is a decline in the demand for products, whereby businesses begin to fail and unemployment rises.

➜ Social problems. At times the search for the greatest individual profit leads to insufficient investment in goods and social services, which endangers the poorest social groups.

➜ Environmental problems. Capitalism promotes unsustainable growth, based on the constant increase of production and consumption.

Today, traditional or self-sufficient economies are only maintained partially, amongst peoples such as the Inuit in Canada, the Aborigines in Australia and the Mbuti in Central Africa (see picture). In these economies, economic activity is regulated by tradition.

‘As a rule, ‘‘digging holes to then fill them in’’ makes no sense.’

‘The greatest advances of civilization, whether in architecture or painting, in science and literature, in industry or agriculture, have never come from centralized government.’

‘It would be better for those workers to devote their time to caring for the elderly, the needy and children. However, if those workers are paid for digging holes and then filling them in, and they use their money to buy technology, which incentivises researchers, manufacturers, distributors ... so that they continue to improve this technology and improve the productivity and probably even everyone’s quality of life, then in the end it makes sense.’

‘Although necessary for freedom, capitalism alone is not sufficient to guarantee it. It has to be accompanied by a set of values and political institutions that support freedom.’

‘What makes no sense is to have 6 million unemployed workers, with their arms crossed, waiting for some ‘invisible hand’ to get them out of this situation.’

‘Many people want the government to protect the consumer. A much more urgent problem is to protect the consumer from the government.’

Skills progress Understanding fragments

1 What is the role of the State in neoliberal ideologies?

‘The only societies that have been capable of creating a relatively widespread prosperity have been those that have mainly trusted in capitalist markets.’

and

Keynesian

2 Link the phrase "more market and less State" with one of the capitalist ideologies. Give arguments to support your answer.

b) alter the free market; c) endanger the weakest social strata;

The capitalist economy is subject to fluctuations in growth and decline that occur with a more or less regular frequency. According to Russian economist Nikolai D. Kondratiev, these cyclical crises occur approximately once every 50 years.

Kondratiev waves

First World War

3 Explain why capitalism can: a) limit the democratic government of society;

Before analysing the different ideologies of capitalism, it would be a good idea to remind students of some of its fundamental features.

The crisis of the capitalist system

Understanding historical reality

Economic growth

As a result, neoliberals propose that public expenditure should be reduced to the minimum, state enterprises should be privatised, and salaries should be reduced in order to increase company profits.

First Industrial Revolution

Revolutions in 1820, 1830 and 1848

1930s totalitarian regimes

Russian Revolution

Economic growth and Franco-Prussian rivalry 1870-71

1929 crisis

Overproduction crisis 1929

Oil crisis

Second Industrial Revolution

Spanish Civil War

Finding information

d) harm the environment.

5 Read the texts by Friedman

Using information

4 Select an advertisement. Analyse it and identify the strategies it uses to influence the demand for goods. Then, think and answer: What attitude should consumers adopt towards advertising?

1790

1815

1848

1873

1896

1914

Economic decline

economic system, so that it is solely governed by market forces. They consider the State to be an obstacle to freedom, believing its role should be reduced to the implementation of legislation that guarantees the free functioning of the market.

➜ Keynesian ideologies defend a degree of state intervention in

C.E 2.11 (E.A 2.11.1)

Suggested methodology

However, at an individual level, these capitalist systems represent a variety of ideologies, which vary in terms of their degree of economic liberalisation and the extent of state intervention in the economy.

➜ Neoliberal ideologies defend the total liberalisation of the

1945

Second World War

1973

Creation of the European Economic Community Marshall Plan

1998

and Keynes. Which aspects of the corresponding capitalist ideologies are reflected in them?

2014

Financial crisis in emerging countries

Working with graphs

6 How may economic crises have occurred since 1790? anayaeducacion.es Remember you have different worksheets to deal with your emotions and evaluate them in your resource bank.

Emotional education Activity 4 aims to develop the critical attitudes in analysing and valuing different types of behaviour. In the context of this activity, we invite students to view workshops in the anayaeducacion.es resource bank that will help students manage their emotions. Linguistic plan Activity 5 encourages the development of linguistic communication through the practice of writing continuous texts on the comparison of two ideological currents.

Within capitalism we can find two ideologies: neoliberalism and Keynesianism. The first emerged in 1930, as a way to overcome the New York Stock Exchange crisis in 1929. Neoliberals show their clear support for liberalisation in economic matters, which implies that the markets are fully open, promoting free trade. It also defends the idea of privatisation, due to the idea that private administration is more efficient than public administration. That is why it limits the role of state intervention to a minimum. The second is a school of economic thought founded by the British economist J. M. Keynes. According to this trend, self-regulating markets do not necessarily lead to an economic optimum. Furthermore, the State has a role to play in the economic sphere, especially in the context of stimulus policies. If you want to know more about the life and work of Milton Friedman and J. M. Keynes, you can expand on this information in www.biografiasyvidas.com Although capitalism is the prevailing system, it is not a perfect system, as Harvard University professor of economics Kenneth Rogoff has pointed out. According to him the problems are: failure to adequately appreciate public goods, social inequality, healthcare provision, underestimating the future of the next generations and financial crises.

Answer key Skills progress 1 According to neoliberalism, the State is an obstacle to freedom, so its role should be reduced to implementing legislation that guarantees the free functioning of the market. Keynesianism defends certain state intervention in economic activity to correct the problems of capitalism.

2 It is related to neoliberalism because this theory defends the total liberalisation of the economic system, which must be governed solely by the market, and considers the State as an obstacle to freedom.

3 With this activity they can learn about the drawbacks of capitalism. a) Because the owners of the big capitalist companies influence the decision making of States and of the big international organisations. b) Because if companies eliminate their competitors and control the market, they can impose prices on consumers regardless of the law of supply and demand. In addition, companies use advertising to influence the demand of goods. c) Because, sometimes, the search for maximum individual benefit determines an insufficient investment in other goods and social services. d) Because capitalism promotes unsustainable growth, based on the constant increase in production and consumption.

4 This activity is designed for students to develop a critical attitude towards advertising. The answer is open.

5 Friedman defended total economic freedom and criticised government intervention in the economy. Keynes maintains that the State must play an important role in regulating economic activity.

6 Four economic crises.

Globalisation and international organisations The G20

Advantages of globalisation

Economic globalisation consists of the growing integration of national economies into a global market economy.

ã 7.1 The causes of globalisation ➜ Advances in telecommunications provide instant information and enable contact between people and businesses anywhere on the planet.

➜ Improvements to means of transport facilitate the transfer of merchandise and people on a worldwide scale and enable businesses to extend their areas of production and markets to the whole world.

➜ The spread of the capitalist system, and the dissemination of

– Increases employment where multinationals’ subsidiaries are located.

The G20 is a forum for economic cooperation and debate, which seeks to maintain global economic stability. It consists of the G8 members (The United States, Japan, Germany, France, Italy, the United Kingdom, Canada and Russia, although the latter is temporally excluded due to the crisis in Crimea); eleven emerging countries (Saudi Arabia, Argentina, Australia, Brazil, China, India, Indonesia, Mexico, South Korea, South Africa and Turkey) and the European Union as a single member.

EUROPEAN UNION Germany

France United States

– Increases competition between businesses, which leads to greater product quality.

Australia

AL N AL N

MO MO

AT AITOIO NN ER ER

➜ The consumption of goods both expands and becomes more uniform due to the mass dissemination of common tastes through advertising. In theory, the consumption of goods has grown in most countries. However, this consumption is only accessible to specific social groups and its increase leads to an irrational exploitation of natural resources and the destruction of the environment. 46

1250 2500 3750 5000 km

NN EE TT YYF F AA RR

1. The World Bank provides technical and financial support to developing countries. Its aims are to end extreme poverty and promote shared wealth. 2. The International Monetary Fund promotes financial stability and international monetary cooperation. It is administered by its 189 member countries.

The WTO – Increases economic inequality between developed and underdeveloped countries. – Favours large businesses. – Multinationals interfere economically in underdeveloped countries. – Harms the environment. – Encourages industrial developed countries.

offshoring

The World Trade Organization is the sole international organisation that manages the regulations governing commerce between countries. Its aim is to promote economic freedom.

from

World Trade Organization

➜ The exchange of merchandise, capital, services, technology and information acquires a global dimension. The opportunities for poor countries improve, and in some cases, these countries have taken advantage of positive aspects of globalisation to achieve a high level of economic growth. However, specialisation in less productive activities generates high levels of external debt.

Suggested methodology

Indonesia

South Africa Argentina

The WB and the IMF

Disadvantages of globalisation

they operate with a global strategy to obtain maximum profit.

major multinationals locate their factories in the most advantageous places. This leads to the creation of industries in some poor countries, however, at the cost of exploiting local resources and the local workforce where multinationals’ subsidiaries are set up. See the "Graphic Report".

South Korea

Saudi Arabia

G20 members The twentieth member of the G20 is the European Union

operate on a global scale by implementing shared guidelines and adopting agreements on a range of economic matters. The World Trade Organization (WTO), the International Monetary Fund (IMF), the World Bank and the G20 are of particular importance.

ã 7.3 The global operation of the economy

India

Turkey

Brazil

G8 members

➜ Multinationals are another powerful set of globalisation agents, as

The globalisation of economic activity affects the production, exchange and consumption of goods.

Japan

China Italy

Mexico

G20 members

➜ International organisations have encouraged the economy to

➜ The production of goods is organised on a global scale, as the

C.E 2.11 (E.A 2.11.1)

Russia

United Kingdom

Canada

– Reduces production costs and lowers product prices.

neoliberal ideology, encourage all types of global exchange through their defence of economic freedom.

ã 7.2 The promoters of globalisation

Current economic trends (II). Economic globalisation

Unit 1

Advantages and disadvantages

IN INT T

TRENDS (II). ECONOMIC GLOBALISATION

U UND ND

7 CURRENT ECONOMIC

Member countries

Skills progress

Countries in the process of adhesion 0

Non-member countries

1250 2500 3750 5000 km

Building vocabulary

1 Define

the terms economic globalisation and multinational.

Writing texts

2 Explain

the role played by international organisations and multinationals in globalisation.

Understanding space

I see, I think, I ask myself…

3 Which countries are not currently members of the WTO? Why do you think this is?

4 Which countries belong to the G20? Are they advanced or underdeveloped countries?

ICT Skills

Globalisation is a modern phenomenon that can be analysed from different angles. The term comes from English, where global refers to world. For this reason, there are those who believe that the most suitable Spanish name should be “mundialización”. Broadly speaking, we could say that globalisation consists of the integration of various international societies in a single world capitalist market.

5 Find information on the Internet about these international organisations. What are they, who are their member countries, what are their aims, etc.?

6 Write a summary of this information in your notebook. Go to searching for information in the press and on the Internet.

skill 47

For this reason, the phenomenon is defended by economic theories such as neoliberalism and by entities such as the International Monetary Fund and the World Bank. The advancement of technology, the rise of telecommunications and the development of means of transportation have allowed the phenomenon of globalisation to become a reality. Multinational companies are those companies that not only operate and have a presence in their country of origin. They are also found in other countries. They are considered as the great drivers of globalisation. They expand operations, like production or management, around the world.

Developing thinking I see, I think, I ask myself … In the resource bank at anayaeducacion.es, students have access to the “I see, I think, I ask myself …” strategy, like activity 3, invites students to make detailed observations and interpretations that are the result of thinking and sy n t h e s i s i n g i n f o r m a t i o n a c q u i re d t h ro u g h observation.

Globalisation is also promoted by other international institutions and groups such as the World Trade Organization (www.wto.org), the International Monetary Fund (www.imf.org/ex-ternal/ spanish/), the World Bank (www.bancomundial.org), the G7 and the G20 (https://g20.org/). Globalisation has affected the functioning of the economy on a world scale. Therefore, its consequences are not always positive and it has led to the appearance of anti-globalisation movements. These criticise economic globalisation, since it increases inequalities between rich and poor, leads to unfair economic exchanges for poor countries, and implies precariousness and flexibility in employment.

ICT Activity 5 encourages the use of new technologies, since it allows students to learn with devices like computers, laptops, tablets and mobile phones.

Answer key Skills progress 1 Economic globalisation is the increasing integration of national economies into a world market economy in which almost all areas of the Earth are interconnected. A multinational is a company or society that operates in several countries.

2 With this activity, students can reflect on globalisation, in addition to developing written expression. International organisations have promoted the global functioning of the economy, drawing common guidelines and adopting agreements on various economic issues. Multinationals operate with a global strategy to obtain maximum benefits.

3 Western Sahara, South Sudan, Eritrea, Somalia, Turkmenistan, North Korea, East Timor, Palau, Micronesia, the Marshall Islands, Nauru, Kiribati and Tuvalu. They are not in favour of promoting economic freedom.

4 It is formed by the members of the G-7 (United States, Japan, Germany, France, Italy, United Kingdom and Canada); twelve emerging countries (Saudi Arabia, Argentina, Australia, Brazil, China, India, Indonesia, Mexico, Republic of Korea, Russia, South Africa, and Turkey) and the European Union as a block. They are advanced countries and emerging powers.

5 Open answer. 6 Open answer.

Depending on the geographical area in which they operate, companies can be local, national or multinational. Multinationals are companies that have production establishments in countries other than the one of origin and act with a joint strategy that is decided from the headquarters. These companies play an important role in the globalisation of the economy, as they operate with a global strategy to achieve maximum benefits. Thus, they can buy raw materials in certain places, transform them in others, and market their products in different ones. In addition, through advertising, they collaborate to standardise the tastes and preferences of consumers in all parts of the Earth.

CHARACTERISTICS AND INFLUENCES OF COMPANIES 1. Geographic location Home countries of multinationals with higher incomes in 2017 0 United States China United Kingdom France Germany Japan Switzerland Australia Taiwan South Korea Netherlands Belgium Ireland Canada Spain Venezuela

Number of multinationals 50 60 56

11 5

Source: Expansión

Today there are more than 85 000 multinational companies in the world. The largest continue to belong to the United States, the United Kingdom, Japan, Germany and France, although in recent years they have also arisen in emerging countries such as China, India, Mexico, Brazil and others in Southeast Asia.

2. Direct employees The top ten multinationals in terms of employment 250

500

750

1 000

Thousands of employees 1250 1500

Wal-Mart Stores

1 383 1 167.1

State Power

1 162.6

Sinopec

937.3

U.S. Postal Service

Vivendi Universal Daimler Chrysler

1 Write a text about multinationals using the graphic and statistical information on this double page: what they are, how they operate, where they are located, economic power, etc.

2 Find information about: a) A multinational company. Write a summary indicating, at least, the following data: the country where it is based, the sector it is dedicated to, the countries where it has subsidiaries and what its action strategies are. b) The positive and negative aspects of the multinational’s actions.

General Motors

– A holding company (A) is a financial company that controls all, or part, of several companies by participating in its capital. – A trust (B) is the union of several companies under the same management. It brings together companies from the same sector controlled by a large multinational firm.

Eitzen Holding AS

Shipping

Other activities

53,7 %

Eitzen Bulk Eitzen Gas

100 %

Eitzen Tank

Camilo Eitzen & Co ASA

78,3 %

Eitzen Maritime Services ASA

The result is an organisation that has two basic forms: the holding company and the trust.

891

Siemens Carrefour

Skills progress

Multinational companies operate in countries where they are established in various ways. Sometimes they create new facilities; in others, they merge with other existing companies, which they absorb; and in others, they buy a majority of the capital of another company.

4 4 4 3 3 2 1 1 1 1 1 1 1

C.E 2.11 (E.A 2.11.1)

4. Organisational styles

China National Petroleum

Comprehension, expression and ICT

Graphic report. Multinationals and globalisation

Unit 1

graphic REPOR

Multinationals and globalisation

100 %

EMS Ship Management EMS Ship Supply Insurance Brokers

100 %

Camilo Eitzen (Dinamarca A/S)

50,06 %

100 %

Eitzen Invest AS

ACE link Holding AS

Suggested methodology

100 %

Eitzen Chemical ASA

Camilo Industry

100 %

Camilo Energy

Eitzen Chemical (Denmark) Eitzen Chemical (Singapore) Eitzen Chemical (Spain) Navele Française

Camilo Real Estate

Camilo Marine

Multinational companies are industrial, commercial or financial companies that are present in different countries of the world. Modern multinationals emerged with direct investment from the US in Europe in the 1950s and 1960s.

Camilo Trading Camilo Art

Parent company

Subsidiary company

484 382.8

5. The power of multinationals

381 372.5

6. Social influence and consumption

365

The more than 900 000 subsidiaries of the multinationals have 54 million direct employees worldwide.

3. Global strategy Multinationals design global strategies to achieve their objectives of international expansion. They have production units in more than one country, with which they take advantage of the locational advantages offered by each country or region and decrease the final costs of the products they manufacture.

Multinationals (2017)

Stock capital (thousands of millions of $)

Countries (2017)

Apple (technology)

686.14

Saudi Arabia

Alphabet (communications)

544.23

Sweden

GDP (thousands of millions of $) 683.8 583

Microsoft (technology)

467.23

Thailand

455

Amazon (consumption)

399.53

South Africa

349

Facebook (communications)

383.20

Denmark

324

Multinationals, by spreading their products around the world, they promote consumer society and a unique cultural model, which is generally a western one. Currently, large multinationals have an economic weight similar to that of some countries. This economic power increases its influence in small nations or in less developed countries.

Source: Economipedia

Nowadays the great multinationals have an economic weight similar to that of some countries. This economic power increases its influence on small countries or little developed countries.

Academic and professional orientation In the anayaeducacion.es resource bank, students will be able to access, in the orientation key, the profession of geo-marketing specialist.

Originally, three forms of organisation were used to structure this business concentration: a trust, which brought together companies in the same sector controlled by one or two large firms in order to monopolise the exploitation of a product and to regulate its price; a cartel, that brought together companies that did not merge, but that joined together to reach common agreements on supplies, processes and prices, and thus avoided competition between them; A holding company which was a financial or banking company that controlled most of the shares of various industrial and commercial companies. Large multinationals promote, as much as they can, the concentration and accumulation of diverse companies. Most of them belong to highly developed countries. However, in recent years, its investments in developing countries have grown rapidly, attracted by a cheap and abundant labour force, favourable tax treatment and non-existent or permissive legislation on health and safety or environmental protection. In return, these countries benefit from their investments and the jobs they create.

Answer key Skills progress 1 Multinationals are companies that operate in countries that are different to the one of origin and act with a joint strategy that is decided from the headquarters to achieve maximum benefits. They can buy raw materials in certain places, transform them in others, and market their products in different ones. In addition, they collaborate to standardise the tastes of consumers in all parts of the Earth through advertising. The largest continue to belong to the United States, the United Kingdom, Japan, Germany and France, although in recent years they have also appeared in emerging countries such as China, India, Mexico, Brazil and others in Southeast Asia. This economic power increases its influence in small or underdeveloped nations.

2 With this activity, students will be able to better understand how a multinational works and assess its role in world trade. a) Open answer. b) Multinationals favour the development of emerging economies by facilitating business activity and employment; the contribution of advanced technology improves the technological level of the receiving country, but this also generates a technological dependence on the outside, since it is not usually accompanied by its own research and development activities. The need for capital, especially in developing countries, makes many states undemanding with investments from multinational companies, which causes cases of the overexploitation of natural resources or abusive working conditions. There are multinationals whose sales exceed the gross domestic product of the countries in which they are located, so the power of these companies can condition these government’s actions and decisions.

Worldwide geoeconomic areas

Unit 1

8 WORLDWIDE GEOECONOMIC AREAS

The BRICS

Worldwide geoeconomic areas Geographic distribution

A number of geoeconomic areas can be identified around the world based on their degree of integration into the global economy.

Norway

ã 8.1 The traditional economic focus: the Triad

Canada

The United States and Canada, the European Union and Japan (also known as the Triad) are the traditional focus for economic activity.

ã 8.2 Emerging economic powers

EUROPEAN UNION Switzerland

United States Israel

In these countries, agrarian activities have little significance for production but there is an industrial base, which is highly advanced in terms of technology thanks to major investment in science and technology. Goods consumption is also high, due to the inhabitants’ high standard of living. This is why the Triad countries lead the global exchange in manufactured goods, technology, services and capital.

These economies grow at a faster rate than that of the rest of the world.

Arctic Circle

Russia

China

Japan Tropic of Cancer

India

Equator

Tropic of Capricorn

South Africa

Global geoeconomic areas Traditional economic focus Emerging economic areas BRICS

which have undergone rapid economic growth. In Asia, this is the case with China, whose GDP is the highest in the global economy, in addition to the economies of India, South Korea, Singapore, Malaysia, the Philippines, Turkey and Indonesia. In America, it includes countries with abundant natural and energy resources, such as Brazil, Mexico and Argentina.

Antarctic Circle

Other emerging areas Underdeveloped economic areas

1500

3000

4500 km

The Triad

Emerging countries

Underdeveloped areas

Triad countries base their economic production on high-tech industrial and agrarian products, which has led them to become leaders of global exchange.

Emerging countries base their production on industrialisation, underpinned by low salaries and the export of cheap or technological manufactured goods.

Production is based on rapid industrialisation, encouraged by low salary costs for labour and the increasing influence of technology. There is little domestic consumption, due to limited salaries, although this tends to grow. In terms of worldwide exchange, both traditional and high-tech exports are of primary importance.

➜ In other cases, they are historical economic powers that have experienced decline, like Russia, or countries that play an important economic role in their region, such as Australia, South Africa and some Middle Eastern countries (Saudi Arabia, Qatar, Israel). Their production is based on abundant natural resources and a relative degree of industrial development. Their consumption levels reveal significant contrasts between social groups, while their exchange of goods is based on exports of agrarian, mineral and energy-based raw materials, as well as industrial products.

These are located in some countries in Latin America, Asia, and above all, Sub-Saharan Africa. Production is based on traditional agrarian activities and their industry is poor and barely advanced. Consumption is very limited, due to the low standard of living. Therefore, these regions run the risk of being marginalised from global economic exchange.

Suggested methodology

Brazil

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

➜ In some cases, they are historically underdeveloped countries,

ã 8.3 Underdeveloped areas

C.E 2.19 (E.A 2.19.1)

Skills progress Organising information

1 In your notebook, complete a table to summarise the characteristics of the three major geoeconomic areas. It should contain the following fields: location, production, exchange and consumption.

Underdeveloped countries base their production on traditional agrarian activities. Furthermore, they have very little industry, which in any case, tends to be antiquated and/or of poor quality.

Working with maps

ICT Skills

2 Study the map above and complete the following

3 Choose one country from each geoeconomic area

tasks: a) Classify the Triad country members and emerging countries by continent. b) Which continent is home to the fewest economic powers? Why is this so?

and find statistical data that illustrate the economic differences between them. Then, compare them using a graph.

4 Find information on the Internet about China’s economic growth. Then, write a short report. 51

Assessment The activities included in the anayaeducacion.es resource bank portfolio, like Activity 1, aim to make students aware of how they have learnt. ICT Activities 3 and 4 encourage the use of new technologies, since it allows students to learn with devices like computers, laptops, tablets and mobile phones.

The three regions that dominate the world economy are called the Triad. They are the three poles of power: North America (USA and Canada), the European Union and Japan. These three pillars of global economic growth and international policies have three “heads” that lead the West: EE. USA, Germany-France-UK and Japan. Japanese economist Kenichi Ohmae popularised the term Triad in his book: Triad Power: The Coming Shape of Global Competition (1985). The Triad countries carry out 80% of world trade between them, 70 % of world production and 90 % of its financial operations. In addition to leading the economy and finance, 80% of new scientific knowledge takes place in them. They are the main and essential actors of globalisation and internationalisation.

Answer key Skills progress 1

Exchange

Consumption

USA, Canada, EU and Japan

Location

Low importance of agricultural activities and a very technologically advanced industry thanks to high investments in science and technology

Leading global exchanges in manufacturing, technology, services and capital

The consumption of goods is high, due to its inhabitant’s high standard of living

Former underdeveloped areas: China, India, South Korea, Singapore, Malaysia, the Philippines, Turkey, Indonesia, Brazil, Mexico and Argentina. Former economic powers such as Russia, or countries that play an important economic role in their region, such as Australia, South Africa and some Middle Eastern countries (Saudi Arabia, Qatar, Israel).

Former under developed countries: based, above all, on a rapid industrialisation, favoured by the low wage costs of its labour force and an increasing weight of technology

Former underdeveloped countries: they occupy a place of first order for their traditional exports and high technological content

Former underdeveloped countries: domestic consumption is scarce, due to low wages, although it tends to grow

Some countries in Latin America, Asia and, especially, subSaharan Africa

It is based on traditional agricultural activities, and its industry is poor and not very advanced

The Triad

Emerging economic powers

Underdeveloped areas

Production

Former economic powers: with abundant natural resources and a certain industrial development

Former economic powers: based on the export of agricultural, mineral or energy raw materials and industrial products

These areas are at risk of being marginalised from world economic exchanges

Former economic powers: important contrasts between social groups

The consumption of goods is very low, due to the low standard of living

2 a) The Triad: USA and Canada (America), EU (Europe) and Japan (Asia). Emerging countries: Central and South American countries; Eastern European countries; some African countries; Australia; many Asian countries.

3 Open answer. 4 Open answer. , bank “Portfolio” acion.es resource your portfolio In the anayaeduc how to create guidance on you will find

Review

1 Explain the relationships between economic agents

5 Think about the advantages and disadvantages

with the help of the diagram below.

of each economic system and list them in your notebook.

Purchases of goods and services

6 List the production factors involved in the production of the commodity represented in the photograph.

Taxes

Families

State

IN THE PAST Anna Jacobson Basic information

Name: Anna Jacobson Schwartz

Businesses

Subsidies

PROTAGONISTS Period: 1915-2012

Transfers

Nationality: American Wages, interest, profits

Occupation: economist I was born in New York in 1915. My first memories as an economist in 1935 are marked by the Great Depression. Although I am American and worked until my retirement in the New York office of the National Economic Research Agency, I devoted my first essays

2 Give a brief definition of these concepts: labour force, labour force participation rate and labour market.

3 Link the following statements to their corresponding economic system and place them in a table: a) Law of supply and demand. b) Combines free competition and state involvement. c) The market decides what is to be produced. d) The State plans the economy. e) It aims to achieve social equality. f) Private businesses and public enterprises coexist.

Globalisation Advantages

Disadvantages

NOW Project PrestAD Basic information

c) What are the causes of these problems and what are their consequences?

Name: Project PrestAD Promoter: NGO África Directo Beneficiaries of the project: African women of all ages.

Arctic Circle

13 %

Europe

North America and Central America and Caribbean countries

36 %

60 %

Tropic of Cancer

Africa 26%

Equator

South America

11 %

Oceania

13 %

Water resources

5% Source: UNESCO

Population

15% Percentages in relation

to global total

1 500

3 000

1% Antarctic Circle

4 500 km

Many women have already made progress. Emily received a microcredit with which she began to bottle water to sell; Matilda wants to expand the cultivation of tea, coffee and ginger to sell at the market. May sells breakfast, but wants to expand her business by offering lunchtime meals too.

Tropic of Capricorn

Availability of water resources in relation to population volume

Throughout my years of work, I have collaborated with different universities in the United States and the United Kingdom and I have formed part of different economic organisations. I have not been able to find a definitive answer to financial crises, but I have contributed my thorough methodology to the study of economics using analysis statistics to support my proposals and conclusions.

1 Anna Jacobson published rigorous economic studies but failed to win the Nobel Prize in Economics, something that her colleague Milton Friedman did. Has any woman received this award? If the answer is yes, explain her contribution.

2 Define microcredit.

África Directo seeks people who, through their support, directly finance the projects of African women. This capital reaches the collaborating banks and women start their businesses using a microcredit.

Asia

This interest in understanding economic history, as well as the role that money plays in economic fluctuations, was what guided me, along with Milton Friedman, to investigate American monetary policy. Our research is reflected in the book A Monetary History of the United States, 1867–1960, published in 1963. In it we argued that the changes to monetary policy of the last century were partly responsible

disadvantages of economic globalisation.

a) What type of resource is water? b) What problems is this resource facing?

15 %

for the Great Depression of 1929. In those days the economic theories of Keynesianism were in vogue, but in the 70s our ideas began to gain momentum, which led to my colleague Milton Friedman winning the Nobel Prize in 1976.

7 Complete this table with the advantages and

4 Analyse this map and answer the following questions:

to the study of the British economy. I focused my research on the economic cycles of capitalism, carrying out a rigorous analysis of the past to better understand the present and to provide solutions to different economic problems.

QUESTIONS

Taxes

3 Visit www.prestad.org. Find one of the stories, write a summary and indicate the amount of money received. Do you think it is a lot?

All of these women live in rural areas and have managed to payback their credit, they usually reinvest in their projects with new microcredits. It is estimated that this project has improved the lives of more than five hundred families.

anayaeducacion.es Go to SDG 5.a and 8.8 resources.

Review C.E 2.8 (E.A 2.8.1) C.E 2.13 (E.A 2.13.2)

Suggested methodology

Today, strategies that allow students to self-evaluate are essential for developing the evaluation key. The purpose of this key is to help students reflect on how they learn. We therefore suggest a series of activities (relating to knowledge of specific content) to check what students have learnt from the unit. These activities are associated with a portfolio which is designed to encourage students to reflect on the methods they have used to learn.

Answer key Assessment Remember to select the work material from this unit for your portfolio. The activities included in the anayaeducacion.es resource bank portfolio aim to make students aware of how they have learnt.

Review 1 Families buy goods and services that are produced by companies that, in return, give them wages, interest, and benefits. Both pay taxes to the State, a part of which is invested in giving subsidies to families and transfers to businesses.

2 Active population: made up of all the people who have paid work; and who are available to carry it out. Participation rate: the percentage of the active population in relation to the total number of people of working age. Labour market: formed by the supply of work from businesses, and the demand for work from individuals

3 a) Capitalist system. b) Mixed system. c) Capitalist system. d) Socialist system. e) Socialist system. f) Mixed system.

4 Students are expected to understand the importance of water as a resource. a) A natural resource. b) Exhaustion and overexploitation and international conflicts: c) When consumed at a faster rate than its regeneration, this resource runs the risk of being depleted or overexploited. As the water shortage increases, it will provoke wars and international conflicts.

5 Open answer. Capitalist system. Advantages: freedom of trade, personal enrichment. Disadvantages: increase in social inequalities based on wealth. Socialist system. Advantages: social equality. Disadvantages: poor market supply. Mixed system. Advantages: State intervention guarantees that all citizens have their basic needs covered. Disadvantages: social inequalities continue to exist based on wealth.

6 Natural resources: flour and water with which bread is made. Physical capital: facilities and machinery. Human capital: people make bread using their knowledge. Manual technology: people make bread with their hands. The job.

7 Advantages: Progress of telecommunications. Improvements in transportation. Creation of industries in some poor countries. Global exchanges improve opportunities in poor countries. The consumption of goods is expanding. Disadvantages: They exploit the resources and labour force of the countries where they establish their subsidiaries and degrade their natural environment. They generate external debt in underdeveloped countries. The consumption of goods is standardised and is only available to certain social groups.

, bank “Portfolio” acion.es resource your portfolio In the anayaeduc how to create guidance on you will find

Review

1 Explain the relationships between economic agents

5 Think about the advantages and disadvantages

with the help of the diagram below.

of each economic system and list them in your notebook.

Purchases of goods and services

6 List the production factors involved in the production of the commodity represented in the photograph.

Taxes

Families

State

IN THE PAST Anna Jacobson Basic information

Name: Anna Jacobson Schwartz

Businesses

Subsidies

PROTAGONISTS Period: 1915-2012

Transfers

Nationality: American Wages, interest, profits

2 Give a brief definition of these concepts: labour force, labour force participation rate and labour market.

Globalisation Advantages

Disadvantages

NOW Project PrestAD Basic information

c) What are the causes of these problems and what are their consequences?

Name: Project PrestAD Promoter: NGO África Directo Beneficiaries of the project: African women of all ages.

Arctic Circle

13 %

Europe

North America and Central America and Caribbean countries

36 %

60 %

Tropic of Cancer

Africa 26%

Availability of water resources in relation to population volume

Equator

South America

Tropic of Capricorn

11 %

Oceania

13 %

Water resources Population

5% Source: UNESCO

15% Percentages in relation to global total

1 500

3 000

4 500 km

PrestAD is a project that seeks to support the economic entrepreneurship of African women. The objective is that they start up or expand their businesses in order to achieve their economic independence and improve their living conditions and that of their families. To achieve this, the project is based on the microcredit system. África Directo seeks people who, through their support, directly finance the projects of African women. This capital reaches the collaborating banks and women start their businesses using a microcredit.

Asia

disadvantages of economic globalisation.

a) What type of resource is water? b) What problems is this resource facing?

15 %

7 Complete this table with the advantages and

4 Analyse this map and answer the following questions:

1% Antarctic Circle

QUESTIONS

Taxes

2 Define microcredit. 3 Visit www.prestad.org. Find one of the stories, write a summary and indicate the amount of money received. Do you think it is a lot?

Protagonists C.E 2.19 (E.A 2.19.1)

Suggested methodology This section introduces students to women from the past and present who have some type of bond and who have played or who play an important role in some aspect of social sciences. In this case, it draws a connection between an important pioneer in the studies of the history of the economy, the economist Anna Jacobson, with an economic entrepreneurship project for African women.

Answer key

SDG commitment This page deals with SDGs 5 and 8. Students can watch the videos on Targets 5.a, and 8.8 in the anayaeducacion.es resource bank.

1 Open answer. Elinor Ostrom won the Nobel Prize in Economics for her theories on managing natural resources in a sustainable way and as a common good.

2 Open answer. Microcredit is a form of financing; it is characterised by lending small amounts of capital to promote productive projects for small companies or individuals that have a productive idea and may be capable of developing it. The periods to repay the credit depend on each project, in some cases there is a grace or non-payment period, and in others, the total or partial repayment is subordinate to the success or failure of the project.

3 Open answer.

Applying skills

applying skills I want a motorbike! Most of my group of friends and I will be celebrating our 15th birthday soon, that is the age you need to be to drive a small motorcycle of no more than 50 cc (a moped). So, we are all crazy about having one, but we have been told that it is more complicated than it seems, and that we should inform ourselves well.

There are many road signs and sometimes they are very complex. But they seek to be intuitive, like emoticons. Some warn of danger, others obligate, indicate, forbid...

7 The following signals are informative; They do not obligate. Assign each one its official meaning from the list. A

1 Which of these Internet addresses should we explore to find out about the legal requirements for riding a motorbike? a) dgt.es

Picturesque place

Youth hostel

Picnic area

Rest area

Water

8 Design three signs for the previous series, which inform us, respectively, of the proximity of a prehistoric, a medieval and a modern architectural monument.

d) foromotos.com

The moped license is called ‘Permiso de Conducir AM’. Since 2010, the minimum age to obtain this permit is fifteen. Applicants must pass a theoretical exam and a practical test in a closed circuit. An outline of the practical test is as follows.

Suggested methodology

– Semi-jet: the main drawback is that it does not protect the back of the head.

Camping

b) quieroprobarunamoto.es c) mepsyd.es (Ministry of Education and Professional Training).

C.E 2.11 (E.A 2.11.1)

There are four different groups of helmets on the market in accordance with their use and the protection they offer: • Open: – Calimero helmet or “quita multas”: offers little protection. Doesn’t protect the back of the head or the ears.

– Jet: among all of the open-face helmets it is the one that provides the most protection because it covers the back of the head and ears.

• Full-face: the safest and most complete because it covers the entire head including the chin. • Modular: similar to the full-face, but it can be opened by the chin area or the front. • Motocross: open, with a visor, designed for use in the mountains and extreme conditions. 9 Identify each of the helmets in the pictures according to their descriptions.

33 6

3,75

1,25

3,5

2,25

6 What does the following sign mean?

2 Describe, without using the words above and below, the itinerary to follow and the manoeuvres to be performed.

10 Taking into account the information in the box above, which of the four helmets proposed below is the safest for riding a moped?

3 How many metres are there between the entrance posts and the last post on the circuit?

4 How many metres long is the straight trajectory? 5 What is the width between part A’s posts in the

a) Cyclists only b) Danger, bicycle crossing c) The use of bicycles is recommended d) No cyclists

centre lane?

a) Calimero. b) Semi-jet. c) Full-face. d) Motocross. anayaeducacion.es Go to the SDG 11.6 resources.

In recent years, the development of competences has become the cornerstone of education. The competences are as follows: communication in the mother tongue; communication in foreign languages; mathematical competence and competences in science and technology; digital competence; social and civic competences; sense of initiative and entrepreneurship; cultural awareness and expression; and learning to learn.

ICT This activity encourages the use of new technologies, since it allows students to learn with devices like computers, laptops, tablets and mobile phones. SDG commitment For this activity students can watch the videos on Targets 11.6 of SDG 11 in the anayaeducacion.es resource bank to familiarise and make students aware of the SDGs, generating reflections and debates.

The best way to practise them is in real and relevant situations, presented through problems that can be solved in a series of tasks or questions where interpretation and conceptual application prove useful. The tests provided throughout the book flexibly link stimuli and topics, and are designed to offer a range of questions associated with the different key competences. They can be used for evaluation purposes – providing information about the degree of competence acquisition prescribed in the curriculum – but also as development activities, when accompanied by appropriate instructions from the teacher. The tests are structured according to the PISA model. Through stimuli, which in this case are preferentially linked to the Sustainable Development Goals, the book offers a varied range of questions, primarily with closed, multiple-choice answers. These questions alternate between the key competences that are most related to the topic or topics, at different skill levels. Like any knowledge, the skill in each competence can be ranked into levels. In this case, the questions are accompanied by a table linking each item to the corresponding competence, and in turn to a taxonomic classification. Inspired by the Bloom model, this taxonomy consists of six levels of development (those listed in the table on the previous page), which from least complex to most complex is: access, comprehension, application, analysis and evaluation, synthesis and creation, and judgement and rule-setting. The taxonomic classification associated with each activity is provided for guidance purposes only, and may vary depending on the teacher’s approach. Application to the test: Activity

Competence

Cognitive process

Learning to Learn

Judgment and regulation

Linguistics

Synthesis and creation

Mathematics and Science and Technology

Access

Mathematics and Science and Technology

Access

Mathematics and Science and Technology

Application

Social and civic

Judgment and regulation

Social and civic

Analysis and assessment

Initiative and entrepreneurial spirit

Synthesis and creation

Learning to Learn

Analysis and assessment

Linguistics

Access

Answer key 1 a) dgt.es 2 Open answer. A possible answer would be the following. The route begins in a straight line and goes through zone B. Next, a zigzagging begins in zone A with three alternative turns to the left and right until the end of the route.

3 33 metres. 18

4 For 18 metres. 5 3.5 metres. 6 b) Danger, passing cyclists. 7 Camping − C. Picnic area − B. Picturesque place − F. Rest area − D. Youth hostel − E. Water– A.

8 Free drawings. 9 From left to right and top to bottom: Helmet 1 - Open helmet type Calimero. Helmet 2 - Open semi-jet type helmet. Helmet 3 - Open jet type helmet. Helmet 4 - Full face helmet. Helmet 5 - Modular helmet. Helmet 6 - Motocross helmet.

10 The safest is the full-face helmet. However, for driving a moped the Calimero helmet is also allowed.

NOTES

Estándares de aprendizaje y criterios de evaluación currÍculo de andalucía

Unidad 1

124