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N O I T A C U D E Y R A D EC O N
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Building
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this is
your book
Reading and listening
ch unit
f ea The opening pages o
Speaking
3
We read about and listen to the contribution of women in the development of geographical and historical fields throughout history.
We speak about the different issues that will be learnt throughout the unit.
Speaking sources you kinds of energy mention all the le or nonthey are renewab to decide whether
3 In groups of four, know. Then, try renewable.
the best try to agree on y classmates and 4 Discuss with your a country, considering the econom like for energy source consider factors issues. You can and environmental and cost. sustainability, pollution
The secondary sector. Industrial spaces
Wind power is as clean as solar and less expensive than nuclear.
lin Rosalind Frank
, and I was and crystallographer I was Franklin, chemist in science since My name is Rosalind been interested m College in in 1920. I have born in London old, I entered Newnha Utilisation I turned 18 years for the British Coal a little girl. When of coal by graduating, I worked the composition Cambridge. After tion, where I analysed tures. Thanks to tempera high Research Associa and behavior at l. It is extracted examining its porosity on this materia I published work an essential energy my ongoing research Earth and has been use of this the crust of the that I live in. The from deposits in during the century l Revolution, resource for industry the First Industria widespread after th raw material became in the 18 century. in Great Britain the examination in ed which took place I specialis minerals like coal, me to obtain Apart from studying e, which has allowed techniqu X-ray of materials using t scientific fields. results in differen and industrial very significative secondary sector anding of the For a better underst going to learn about: spaces you are sector traditional and • The secondary raw materials, industrial activity: • The base of sources alternative energy es saving and challeng Industry and • Energy in the world: its landscapes. of industry and • The evolution globalisation 4.0 future: industry • Industry in the
Solar energy doesn’t pollute and it is very cheap.
Writing an city, you read
lised coastal of an industria cofounder of Eco 5 As the mayor an. She is the
Braverm waves article about Inna the power of ocean company that uses y asking Wave Power, a to her compan ty. Write a letter ion because to generate electrici of energy product about this type for information for your city. be a good option you think it might
Dear Ms. Braverman, e I am writing to enquir about electricity generated by ocean waves… Yours sincerely,
g
Reading and listenin
g questions: answer the followin do in the BCURA? a) What did Rosalind extracted from? in Britain? b) Where is coal l revolution happen the first industria did century materials? c) In which used to examine e has Rosalind d) What techniqu nt for industry? been so importa 2 Why has coal
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and 1 Read the text
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Go to
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LANG
The audios of each unit’s content are available at www.anayaeducacion.es
03_u03_gh3_and_ing.indd
82-83
Writing We write different types of texts, in a variety of styles about the unit´s subject matter. By practising different styles of writing, we improve the writing skills we need to do well in our studies.
CONTENT DEVELOPMENT Unit 9
Highly structured content with important concepts highlighted in bold.
1 HOW ARE INEQUALITIES
Inequality indexes
MEASURED?
Wide variety of pictures grouped according to content to aid your understanding.
In the world today there are serious socioeconomic inequalities between countries. The majority of these inequalities have historical roots and have been influenced by globalisation. They are usually measured using a range of indexes.
Traditionally, inequalities between countries’ socioeconomic development have been measured by analysing almost exclusively the differences in wealth and access to materials goods.
ã 1.2 Welfare, some contemporary indicators
Today development is understood as welfare, or the sense of satisfaction felt by the majority of the population. Therefore, in addition to economic wealth, this concept includes other dimensions that affect people’s quality of life. These include:
Skills, split into sections to work on sub-skills.
➜ The provision of basic needs (food, healthcare, education) goods).
and
non-basic
needs
From 700 to 1200
From 5000 to 15000
From 30000 to 130000
From 1200 to 5000
From 15000 to 30000
Data unavailable
Three indicators
GDP per inhabitant
Three dimensions
Ten indicators
Living standards
Assets Floor Electricity Water Sanitation Cooking fuel
Adult literacy rate Combined primary and secondary school and higher education attendance rate
Education
Life expectancy
Health
political participation, safety.
Years of Schooling
Human Development Index 2017 Low
Very high
Medium
No data
High Source: UN.
Child mortality Nutrition
0
1 500
3 000
4 500
6 000 km
The Human Development Index (HDI) measures human development according to three dimensions along with their corresponding indicators: living standards, education and health. The result is a scale from 0 to 1. Countries with a very high, high, medium or low level of human development are listed. The Multidimensional Poverty Index (MPI) lists the deprivations suffered by the most disadvantaged people by using the three HDI dimensions, which are measured according to ten indicators (see side table on the previous page). A person is classified as poor when the indicators related to what they are deprived of reach at least 33 % of the total. The degree of poverty is measured by the proportion of indicators that they do not have access to.
Working with maps
4 In which continents are there predominantly countries with very high HDIs? Where are the countries with the greatest multidimensional kind of poverty located?
Skills progress Understanding essential ideas
➜ Social relations and participation: freedom, rights,
School Attendance
Number of years of compulsory education
(consumer
➜ Social cohesion or the level of social equality.
Think and share with a partner
1 What does welfare mean? What aspects does it cover?
2 List the HDI criteria used to classify countries according to their human development.
➜ Environmental quality. The most significant indexes used to measure welfare are the Human Development Index (HDI) and the Multidimensional Poverty Index (MPI). Both indexes are produced by the UN and are based on three dimensions: living standards, education and health. In the former index, countries are listed according to very high, high, medium or low levels of human development. The latter index establishes the number of people who are poor based on various dimensions. 220
Source: World Bank.
Multidimensional Poverty Index
The most widely used indexes have been the gross domestic product (GDP), or the total production of a country’s economy, and GDP per capita, which is calculated by dividing a country’s GDP by its number of inhabitants. These indicators are used by the International Monetary Fund (IMF) and the World Bank (WB), for example.
GDP per capita ($) in 2017
UN welfare indexes
Human Development Index
ã 1.1 Wealth, a traditional indicator
The icons included with some activities indicate the project keys.
The HDI and MPI
Wealth measurement. GDP per capita
Using information
3 Create a graph using the data provided in the table below. Then work out the HDI category for each country. Country A
Country B
46 688 (PPA $)
701 (PPA $)
Average years of schooling
12.6
1.4
Life expectancy
81.3
55.1
GDP per inhabitant
skill
Multidimensional Poverty Index 2018 Less than 0.1 From 0.1 to 0.2 From 0.2 to 0.3
From 0.4 to 0.5 More than 0.5 No data
From 0.3 to 0.4 Source: UN.
0
1 500
3 000
4 500
6 000 km
Go to the statistical data
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09_u09_gh3_and_ing.indd 220-221
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Reference to check skills from the “Learning to learn” section to carry out the task correctly.
KEYS
PROJECT
SDG
2
SDG Commitment Discover the Sustainable Development Goals and be an active part of our commitment to make a more equal and liveable world.
Developing thinking Work on strategies for thinking: reflect on the content you are learning, generate ideas, organise them, debate them, explain them…
Cooperative learning Get involved in your learning and participate in the group’s learning; you will find that cooperating improves performance and harmony in the class.
Emotional education Get to know yourself; identify the situations that bring up complicated emotions and manage them with constructive, self-affirming experiences.
We get to know women from the past who have helped to build our history, linked to the modern world. Activities with different cognitive levels to check learning.
Review
1 Using this statistical data as a basis, list some of the general characteristics of Europe’s active population and comment on the variations you detect. Denmark
2017 % employment, primary sector
1.3
% GDP, primary sector
Glossary
A Acid rain Precipitation that has a degree of acidity higher than normal. It occurs when certain substances, such as sulphur dioxide and nitrogen oxides, released by certain industries and energy facilities, mix with water vapour and fall to the Earth’s surface. It causes damage to vegetation, water, soil, and buildings.
Glossary
Duty Free zones
system used by humans from the Neolithic period until the second half of the 7th century CE when gold and silver coins began to be used as an element of exchange.
We learn the relevant terms that are underlined in the units with a clear definition.
Action Each of the proportional parts into which the capital of a corporation is divided. Alluvial (plains) Areas of flat relief crossed by a river that can be flooded by its rising water. Alpine arc Geographical area that includes southern Germany, eastern France, Switzerland, Austria and northern and central Italy. Aquaculture The breeding in captivity or in a controlled environment molluscs, crustaceans and fish, such as sea bass, sea bream or sole. Extensive aquaculture only interferes in some stages of production or feeding. Intensive aquaculture is involved in the entire life process of the species.
Central Market
Non-regular air service, which adapts its routes and prices to demand needs. Collective labour agreement (CLA) Agreements that regulate labour conditions in a company or productive sector. They are signed by the employer and the workers’ representatives, or by the business associations and the workers’ unions.
39.8
71.7
49.2
% GDP tertiary sector
61.9
56.2
Place where a certain natural resource is significantly concentrated, such as a rock, a mineral or an energy product.
Destination
Value*
World
5 342 583
World
5 379 329
Europe
3 749 618
Europe
3 781 227
Asia
774 702
Asia
549 296
North America
326 743
North America
473 564
Russian Federation
145 284
Russian Federation
I
Economy
Unión Europea
10 639 409
84 975 40 529
Economy
Unión Europea
Place and year of birth: Italy, 1977
Tourist arrivals by (sub)regions World
Occupation: aviation pilot and astronaut for the European Space Agency (ESA)
2013
Advanced economies
726
Emerging economies
597
Monsoon (climate)
Northern Europe
78.0
Western Europe
192.7
3 In five lines, explain the current location of Europe’s A variety of tropical climate, characteristic of South Central/Eastern Europe
133.7
commercial establishments.
144
There are major differences between traditional businesses (specialised shops, municipal markets and street markets), which operate on a small scale with a limited rotation of products and a personalised service; and large retail stores (supermarkets, superstores, department stores, shopping centres), which operate on a large scale, offer a variety of products and operate on a selfservice basis.
stores, the decline of historic town centres, and traffic congestion. To alleviate these issues, the traditional retail establishments are modernised; initiatives for commercially revitalising city centres are undertaken (pedestrianised streets, restoration of buildings and urban furniture); and commercial associations are encouraged (town centre management schemes, special deals, combined purchases, etc.).
• The urban periphery is usually the site for large area retail stores. Their presence generates a very important restructuring effect on the local area by ‘adding value’, which encourages housebuilding and other tertiary sector activities that are usually related to leisure, such as cinemas, cafés, hairdressers, etc. The result is the creation of major commercial and leisure zones integrated with new urban developments.
➜ In rural areas, shops are located on the ground floor of houses. In general, they are traditional establishments selling everyday products. They are under constant threat from the competition of urban trade.
of Williamina Fleming and what sector they form part of.
2 Look for information about the “Harvard Computers” and prepare a brief review about one of them.
3 Who is organising the Artemis 3 mission? What’s its objective?
4 Look for information about aeronautics in Spain. Are there many women in this sector? Write a summary and explain your conclusions.
ship. NASA and ESA are working together in the preparation of this lunar expedition in which a woman will participate. Each space agency has its own candidate. A combination of European diplomacy and Cristoforetti’s merits may be enough for the Italian to be the first woman to step on the surface of the Moon.
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P Periodic table
SDG. Reflection on and analysis of SDGs, such as gender equality, climate action, reducing inequalities, etc.
Table that classifies chemical elements according to their characteristics and properties.
•p roblematic situations that have to be resolved via a series of tasks are put forward. • t hey are related to the Sustainable Development Goals (SDG).
Supermarkets They often sell products at low prices, especially food and cleaning products, and use a self-service system.
applying skills Small businesses at risk
retail establishments are found. They are set up* in a range of retail spaces.
• These areas are threatened by competition from large retail
1 Indicate the professions
• t hey are given context in real situations.
➜ Cities are where the highest number and most specialised range of
provided by small shops located in specific streets or squares, which provide a space for social interaction.
In 1899, I was appointed Curator of Astronomical Photographs at Harvard College Observatory and thus I became the first woman with an institutional position at Harvard. My research was also recognised in the United Kingdom and in 1906 I received an honorary position at the Royal Astronomical Society in London and an honorary prize from Wellesley College. I think I have come far and I am happy because through effort and dedication my work life is very satisfactory.
Skills are a reference in modern education:
ã 7.2 Retail spaces
• The urban centre is usually the place of traditional trade. It is
its spectrum. I catalogued more than 10 000 celestial bodies and discovered 59 gas nebulae, 310 variable stars and 10 supernovae.
anayaeducacion.es Go to the SDG 5.c resources.
29/4/20 16:48
C
They provide small-scale, traditional commerce. They are located close to customers and offer a personalised service.
She may realise her dream in 2024 as she is participating in the Artemis 3 mission, whose goal is to reach the Moon in the Orion
c) Which countries have become the main European tourism destinations? In which European region are these countries located?
243
economic REATE Different systems have a different point of view about the services that should be in the hands of the state and financed through taxes and those that should be handled by private companies and financed as needed. Shops
In November 2014, she made her first space trip aboard the Soyuz spacecraft. She became the holder of the record for the longest mission for a woman in the International Space Station, since she was there for almost 200 days. During her stay in space, Samantha wanted to share the daily life of astronauts with the people, so she posted videos, photos and comments on the web that showed the daily life of a space trip. Her informative work continues from Earth until the time comes to return to space and feel the sensation of living without gravity. Her dream is to do a spacewalk.
Current form of colonialism that consists of exercising economic dominance over a politically independent country, usually a former colony.
A cooperation 05_u05_gh3_and_ing.indd and consultation 144-145forum that aims to maintain global economic stability. It is made up of the G7 (Germany, Canada, the United States, France, Italy, Japan and the United Kingdom); twelve emerging countries (Russia, Saudi Arabia, Argentina, Australia, Brazil, China, India, Indonesia, Mexico, the Republic of Korea, South Africa and Turkey); and the European Union.
Types of retail establishment
Take part in a debate between those who support a reinforcement of the public sector and those who are for a liberalisation of services. Present your ideas and back them up with examples.
She was one of the first women to become a combat lieutenant pilot in the Italian Air Force and has clocked up more than 500 flight hours. She was the first
N
Neo-colonialism
G
Geography and HIstory
With this type of trade the merchandise is usually sold from one location in centralised markets located in the outskirts of cities.
Samantha graduated from the Technical University of Munich with a degree in Mechanical Engineering and graduated in Aeronautical Sciences from the Italian Aeronautical Academy of Pozzuoli.
sources of raw materials and energy.and Southeast Asia and determined by the influence Large vessels in which fish undergo certain industrial Southern/Mediterranean Europe 266.2 practices, such as sorting, cleaning, freezing and of monsoon winds. In summer these winds blow – of which EU–28 537.6 packaging. from South to North, *Data between the ocean and the in millions of people. continent, which is why they areTourism warm and humid Source: World Organisation. and cause a lot of precipitation. Function a) What causes explain this fact? Work carried out by an institution or entity, or its b) Calculate Europe’s share of world tourism. Give organs or people. your answers as percentages.
Unit 4
➜ A retail trader sells directly to consumers from a range of
Name: Samantha Cristoforetti
tourism. Answer the following questions.
Mediterranean Technological Arc
Among my contributions to the scientific world, is my contribution to the development of a star allocation system, based on lettering each star in according with the amount of hydrogen in
Italian woman to be chosen by the European Space Agency (ESA) to be part of their astronaut team and is the third European woman to hold that honour, after the British woman Helen Sharman and the French woman Claudie Haigneré.
Basic information
Includes the area between northern By regionsItaly, of thesouthern World Tourism Organisation France and the east of the Iberian Peninsula. Europe 670.6
F
Have you ever considered how Geography and History and Maths can help you improve your entrepreneurial skills?
from manufacturers and then sells them to other traders or businesses.
NOW Samantha Cristoforetti
5 Europe is a major generator of and host region for
M
Gradually, I demonstrated that women could also successfully dedicate themselves to astronomy. Pickering hired nine more women to analyse the photographs of the stars and classify the spectra on the photographic plates. I coordinated and directed their work, everyone called us the “Harvard computers”.
10 876 184
L
In this section we create a cross-curricular project that joins Geography and History with other subjects.
Domestic trade is trade that is undertaken within a country’s borders. There are two basic types: wholesale and retail.
I was born in Dundee, Scotland, where I worked as a teacher. When I was twenty, I travelled to Boston and found a job with Professor Edward Charles Pickering, Director of the Harvard University Observatory. He was a very innovative man who tried to modernise astronomy. I was
79 401 155 929 331 934
Create
➜ A wholesale trader buys large quantities of merchandise directly
Occupation: astronomer
a) Which data reveal the impact of the European Union’s customs union?
BL00101401_10_glo_gh3_and_ing.indd 242-243
ã 7.1 Types of domestic trade
Period: 1857-1911 Nationality: Scottish and American
b) Which countries or geographic areas does the European Union trade with? Contract by which the owner of a property transfers its use to another person for a payment c) in Is exchange the EU’s balance of trade a trade surplus or a of money. trade deficit?
242
7 DOMESTIC TRADE
Name: Williamina Fleming
*Data in millions of dollars. Source: OMC
G20
D
28.5
2
The difference between the sale price of a product and the cost price. It is calculated by subtracting from the sale price the cost of the resources used to produce it and the payment of taxes. To increase profits, companies can increase production, raise 3 prices, or reduce costs (lowering the price paid for resources or wages).
Set of facilities necessary for the operation of an activity or service. For example, an industrial complex, a hospital complex, etc.
Deposit Direct exchange of goods and services, without the intervention of money. Barter was the exchange
37.1
his assistant in administrative and calculation tasks at the Observatory of his University.
Basic information
Exports
Value*
Lease
Complex
B Barter
27
% employment, tertiary sector
Economic profit
Factory boat
Charter flight
Imports
4
% employment, secondary sector
1
An establishment that concentrates wholesale merchandise companies which supply retail stores. It is usually located on the outskirts of the city, given that it requires large spaces and good communication networks with both the production and consumption centres. The large central markets have specialised warehouses to concentrate the various types of products and variety of services for merchants, such as shopping centres, commercial premises, hotels, restaurants, parking lots, etc.
European Union trade in merchandise by country of origin and destintion (2016)
Origin
E
Fuel obtained through the physical or chemical treatment of plant matter or organic waste.
Acidity or alkalinity With reference to soil, acidity is considered to predominate if the value of its potential hydrogen (pH) is less than 6.5 and alkalinity dominates if its pH is greater than 7. A value between 6.5 and 7 indicates neutral ground. Excessively acidic or alkaline soils are not suitable for cultivation.
1
following questions:
22.3
% GDP, secondary sector
IN THE PAST Williamina Fleming
4 Using the data provided in the table, answer the
Romania
Source: World Bank and ILO. Delimited territory within a country where the Africa 127 083 Africa companies that are installed enjoy special benefits. Central and South 2 Identify the following images of European 75 152 Middle East America in The Hague International Court of Justice Among them, the exemption of certain taxes or agrarian landscapes, then give their approximate Central and South Middle East 80 274 the payment of commercial tariffs. Its purpose is to Mainspecialised judicial organ of the UN. It is in charge America of geographical location and state what attract foreign investment. Australia and New in accordance Australia and New deciding legal disputes between states 17 970 form of agriculture is used there. Zealand Zealand with international law.
Biofuel
C
PROTAGONISTS
“Portfolio”, resource bank ucacion.es your portfolio In the anayaed how to create guidance on you will find
QUESTIONS
NEW SECTIONS
F ocus on English
Superstores
set up: to start a new business.
An article by the CIAE (Confederación Intersectorial de Autónomos del Estado Español) reveals trade difficulties, especially amongst retailers and local shops. According to them, traditional trade in Spain has seen a loss of 27 000 million since the beginning of the economic crisis. The causes, according to the Confederation, are competition from large stores, laws that promote unlimited opening hours and the emergence of online commerce. All of these facts mean that since 2008 small local commerce hasn’t finished recovering. Traditional neighbourhood shops in villages and town high streets are in danger. The Spanish commerce sector accounts for the most self-employed people, it represents almost 25% of the total of self-employed workers. However, this is the sector that has been the most affected by the crisis and has not finished recovering since 2008. 2017 also wasn’t a good year for retail. A total of 10 738 establishments had to close. However, this data is in contrast to household spending. While Spanish families begin to spend more money, retailers’ income continues to decline. Consumption patterns are changing, online trade continues to grow as do the profits of large stores.
Department stores
They offer a greater variety of products than supermarkets, and also operate on a self-service system.
They are located within cities and sell a large range of product types that are organised into different departments.
Skills progress Building vocabulary
1 Explain the difference between wholesale and retail trade; and between traditional shops and large retail stores. Working with pictures
2 Describe the characteristics of the various retail establishments depicted in the pictures. Taking decisions
3 Assess
The mirror
the advantages and disadvantages of a traditional shop compared to a superstore.
Shopping centres
Retail parks
They usually combine a superstore with a large variety of shops and leisure facilities, such as cinemas and restaurants.
A number of shopping centres are grouped into one place and organised into independent areas; they also have an extensive parking area.
126
Adapted from an article by Patricia Malagón, Cinco Días, 19/12/2017.
14
year did the crisis begin?
10
4 A street without shops or other services runs the risk of becoming a bedroom community with no social life for commuters. Think about it and write a consumer rule that could favour small businesses.
5 Indicate a specific example of a company that you know of from each of the sectors represented in the chart below. The different service sectors. 2016 10
20
11.6 %
10.2 %
commerce is one of the causes of the decline of small businesses. However, some activities in the sector have no competition in this area. Point out four local businesses that do not have online competition.
12.8 %
11.6 %
8
3 What does it mean to be self-employed?
0
12
9 As noted in the article on the previous page, online
Contribution of tourism to GDP and employment
(%)
businesses compared to large stores?
2 According to the information in the article, in what
30
(%)
6
10 Abundance attracts customers. Imagine that
4
you set up as self-employed with two friends in a specific neighbourhood, each of you offering a different commercial service that complements the others. Which would you choose? Why?
2 0
Source: INE.
2010
2017 Contribution to GDP Contribution to employment
8 The bar chart above shows data on the contribution of the tourism sector to the gross domestic product (the wealth of a country) and employment in recent years. People who work in the economic and business field analyse further details, for example, they study the wealth generated in relation to those who produce it, to improve profitability.
11 The photographs represent two small grocery stores. They still have some prices in pesetas in the warehouse. A box of salted fish cost “200 duros” (one “duro” was 5 pesetas). Calculate: how much does this product cost in euros if 100 pesetas are equal to 60 cents?
12 Some Spanish grocery stores are known as
According to the data, between 2010 and 2017, has the profitability for each person employed in the tourism sector increased or decreased?
Transport and storage Profesional scientific and technical activities
“ultramarinos” and also on occasions as “almacenes de coloniales”. What could be the explanation of these two names?
Information and communications
127
04_u04_gh3_and_ing.indd 126-127
1 Why are long opening-hours a problem for small
Administrative activities and auxiliary services
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Catering
Focus on English
Artistic, leisure and entertainment activities Estate agent services
Do you think Geography and History and English have anything in common? Discover how they are linked so you can learn both Geography and History and English together.
Other services
Business turnover Employed people
FOTO Source: INE.
6 According to the chart, which two branches of the services sector generate the highest turnover per employee?
7 Which two branches generate the lowest turnover per employee? anayaeducacion.es Go to the SDG 12.1 resources.
04_u04_gh3_and_ing.indd 132-133
Enterprising culture Trust in your skills and knowledge, develop creativity, adapt to changing situations and have a proactive and responsible attitude.
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Academic and professional
ICT
orientation
Evaluation
Linguistic Plan
Learn how to obtain information, select it and apply it; to plan, manage and work on projects; to collaborate online in an ethical and safe manner.
Evaluate your personal skills, discover and awaken your calling, train yourself to make decisions and learn to choose between different options.
Discover different strategies to analyse what you have learnt and how you learnt it; train yourself to take responsibility or overcome difficulties.
Use your communication skills in the different types of text that you will see. Language is always present, communicate!
3
The resource bank is LIKE THIS www.anayaeducacion.es A space with resources, techniques and activities, designed to strengthen your knowledge. Access the resource bank by registering at anayaeducacion.es. You just need to have an email, the code indicated on the first page of this book and the permission of a parent or a legal guardian.
More about the keys
Resources related to
THE PROJECT KEYS SDG
SDG Commitment, with microvideos that will help you know what the targets are for reaching the Sustainable Development Goals worked on in this project.
Linguistic Plan, with infographics that will give you models to work with the four linguistic skills, using different types of texts (descriptive, narrative, explanatory, etc.). Cooperative learning Preparing for the task In small groups, of four or five members: 1 All the members of the team will review how the assigned task can be accomplished. 2 To do this, the steps can be shared out to each team member who then in turn will explain how each part of the process can be done to the others. The others listen and participate if they think they can contribute something.
Authorship / adaptation : Variant of the Educational Innovation Laboratory of the colegio Ártica - David and Roger Johnson.
Developing thinking, where explanations are included on how to apply the different strategies for the type of thinking proposed in the project.
3 Once everyone is in agreement on how to do each part, you will all complete the tasks and, finally, verify, among everyone, that you have solved it correctly.
Cooperative learning, which includes the description of the cooperative learning techniques proposed in the project. Emotional education, with resources to support you with overcoming worries generated in different situations in your learning process (beginning of the school year, taking a test, etc.).
Thinking techniques Logic Wheel This thinking technique will help you to establish phases when analysing specific content that you have to study.
Identify What is it? What is it like? Are there different types?
By following a logical sequence (the logic wheel), and by asking yourself a series of questions in each phase, you can:
1
• Identify content by asking yourself: What is it? What is it like? Are there different types? • Compare the content by formulating questions such as: In what way is it similar to ...? In what way is it different from ...? • Establish cause-effect relationships by asking yourself questions such as: Why? What impact does it have ...? • Argue, assess and ask yourself questions such as: What conclusions can be drawn after the analysis? What can be assessed or scored about it? Doing a data dump of these questions into a graphic organiser will help you. Authorship: Hernández, P., and García, L. A.; adapted by Escamilla, A.
Compare
Argue, assess What can we conclude?
4
Logic wheel
2
3 Establish cause-effect relationships Why? What impact does it have ...?
In what way is it similar to ...? In what way is it different from ...?
ICT, by using data sheets that will reinforce your healthy, correct and safe use of information and communication technologies.
Academic and professional orientation, with information on different professions linked to the subject content.
Evaluation, which includes resources for your portfolio, as well as rubrics and targets that will facilitate your self-evaluation.
4
NOTEWORTHY
resources in the material Additional content Concept map Librarium Pelicuteca isual dictionary of V artistic terms Blank maps Language Bank
180°
VISUAL DICTIONARY OF ARTISTIC TERMS
N
W
150° W
120° W
90° W
60° W
30° W
0°
30° E
60° E
90° E
120° E
150° E
180°
180°
O
Haunch
Arctic Circle
60° N
60° N
90° W
60° W
30° W
0°
30° E
60° E
90° E
120° E
150° E
180°
Arctic Circle
Arctic Circle
60° N
60° N
Some types of arches
Crown Voussoir Springer stone
Keystone
120° W
E S
Arctic Circle
A curved structural and support element, made up of pieces or voussoirs, that forms a space between two pillars or walls. It allows large spans to be covered using small materials.
150° W
N E
S
Arch
Semi-circular
Pointed arch
Basket handle arch 30° N
30° N
Tropic of Cancer
Tropic of Cancer
30° N
30° N
Tropic of Cancer
Tropic of Cancer
Impost Jamb 0°
Extrados (upper side)
Rise
Voussoir
0°
Tropic of Capricorn
Tropic of Capricorn
Soffit (lower side)
Springing line
Equator
Equator
30° S
30° S
0°
Equator
Equator
Tropic of Capricorn
0°
Tropic of Capricorn
30° S
30° S
Altitude (m)
Used, above all, in Rome, the Romanesque, the Renaissance and Neoclassicism.
Ogival. It consists of two curved sections that meet at the keystone. It is characteristic of the Gothic style.
Plotted from three centres. It was widely used at the end of the Gothic period and during the Plateresque period.
60° S
60° S
Antarctic Circle
60° S
Antarctic Circle
Architecture The art and technique of designing buildings, that is, constructions destined for any human activity. The most important buildings throughout history have been, dwellings, temples, palaces, and buildings where shows are performed.
0 180°
150° W
120° W
90° W
60° W
30° W
0°
30° E
60° E
2 000 90° E
4 000 120° E
6 000
8 000 4 000 2 000 1 000 500 0 – 500
60° S
Arctic Circle
Arctic Circle
0
8 000 km 150° E
180°
180°
150° W
120° W
90° W
60° W
30° W
0°
30° E
60° E
2 000 90° E
4 000 120° E
6 000
8 000 km 150° E
180°
All buildings consist of supporting elements (walls; and supports, such as columns, pillars, pilasters or estipites); supported elements (arches, vaults, domes, etc.) and decorative elements (mouldings, etc.).
Pitti Palace. Renaissance-style building built in Florence by Filippo Brunelleschi.
Vault A curved ceiling or roof of a building. It is usually generated by the extension of an arch along an axis; for this reason, a vault is generally called a generator arch.
Some types of vaults Barrel vault
Groined vault
It originates from a semi-circular arch over two parallel walls.
Resources classified
by unit
It is formed by the intersection of two, barrel vaults. It has four projecting edges.
Rib vault
It is created by the transverse intersection of two pointed arches. It was used in the Gothic period.
Handkerchief vault
It is formed by a hemisphere cut through by four vertical planes.
All the resources are classified so that you can easily locate the ones related to each section of your unit.
5
course contents LEARNING TO LEARN
1
Economic activities and geographical AREAS
Page 32
1. Economic activity. Components and sectors ....................... 34 2. Economic agents and their relationships .............................. 36 3. Production factors (I). Resources, capital and technology ................................................................................ 38 4. Production factors (II). Labour .................................................. 40 5. Economic systems .......................................................................... 42 6. Current economic trends (I). Ideologies and problems ... 44 7. Current economic trends (II). Economic globalisation ..... 46 Graphic report. Multinationals and the globalisation ............. 48 8. Worldwide geoeconomic areas ................................................. 50 Review ...................................................................................................... 52 Protagonists: Anna Jacobson and Project PrestAD ............... 53 Applying skills: I want a motorbike! ............................................. 54
secondary sector. 3 The Industrial spaces
Page 82
1. The secondary sector .................................................................. 2. Core elements of industrial activity (I). Raw materials ... 3. Core elements of industrial activity (II). Traditional energy sources ......................................................... 4. Core elements of industrial activity (III). Alternative energy sources ........................................................ 5. The world’s energy. Energy saving ......................................... Graphic report. Technology and its new uses and materials .......................................................................................... 6. Industrial development and its landscapes (I) ................... 7. Industrial development and its landscapes (II) .................. 8. Industry and globalisation (I). Types of location and related factors ........................................................................ 9. Industry and globalisation (II). The world’s industrial areas ................................................................................................... 10. Future industry: Industry 4.0 .................................................... Review ...................................................................................................... Protagonists: Herta Marks Ayrton and Inna Braverman ........ Applying skills: Offshoring ...............................................................
tertiary sector. 4 The Spaces and activities
84 86 88 90 92 94 96 98 100 102 104 106 107 108
Page 110
1. Tertiary sector areas ...................................................................... 112 2. Transport (I). Networks and contemporary transport ...... 114 3. Transport (II). Transport systems .............................................. 116 Graphic report. The latest transport trends ............................... 118 4. Tourism (I). Types and tourist areas ........................................ 120 5. Tourism (II). Effects and tourism policies .............................. 122 6. Commercial activities .................................................................... 124 7. Domestic trade ................................................................................ 126
2
The primary sector. Agrarian spaces
8. Foreign trade .................................................................................... 128 Review ...................................................................................................... 130 Page 56
1. Agrarian space ................................................................................ 58
Protagonists: Mary Anderson and Susan Newbon .................. 131 Applying skills: Small businesses at risk ..................................... 132
2. Agrarian activity. Physical factors ........................................... 60 3. Agrarian activity. Human factors ............................................. 62 4. The agrarian landscape and its elements ............................. 64 5. Agriculture. Diversity and types .............................................. 66 6. Agriculture. Traditional agrarian systems ............................. 68 7. Agriculture. Advanced agrarian systems .............................. 70 8. Livestock farming. Types and models ................................... 72 9. Silviculture ........................................................................................ 74 10. Fishing. Use of the sea ................................................................ 76 Review ...................................................................................................... 78 Protagonists: Veridiana Victoria Rossetti and AFAMMER .... 79 Applying skills: Ecological ................................................................ 80
activities in EUROPE. 5 Economic The three sectors
Page 134
1. The active population .................................................................... 136 2. The primary sector ......................................................................... 138 3. The secondary sector .................................................................... 140 4. The tertiary sector .......................................................................... 142 Review ...................................................................................................... 144 Protagonists: Williamina Fleming and Samantha Cristoforetti ............................................................................................. 145
activities in 6 Economic Spain AND ANDALUCÍA
Page 146
and territorial organisation 8 Political
Page 194
1. The primary sector in Spain (I). Agrarian landscapes ....... 148
1. Global political organisation. States and borders .............. 196
2. The primary sector in Spain (II). Fishing activity ................ 150
2. The political systems of states ................................................... 198
3. The secondary sector in Spain (I). Mining and energy ..... 152
3. Political organisation of Spain ................................................... 200
4. The secondary sector in Spain (II). Industry and its location ............................................................................................... 154
4. The territorial organisation of Spain and Andalucía .......... 202
5. The tertiary sector (I). Transport and commerce ............... 156
5. Political and territorial organisation of the European Union .................................................................................................... 204
6. The tertiary sector (II). Tourism ................................................. 158
6. International relations (I). Diversity and inequality ............ 206
7. The primary sector in Andalucía ............................................... 160
7. International relations (II). Cooperation and integration ... 208
8. The secondary sector in Andalucía .......................................... 162
8. International relations (III). Armed conflicts ......................... 210
9. The terciary sector in Andalucía ............................................... 164
9. Spain´s role in the world .............................................................. 212
Graphic report. Sustainable development and protective measures .................................................................................................. 166
Review ...................................................................................................... 214
Review ...................................................................................................... 168
Applying skills: Elections .................................................................. 216
Protagonists: Celia Rivas and Project Aviadoras ..................... 169
7
Natural resources and environmental impact
Protagonists: Matilde Pérez Mollá and Jacinda Ardern ........ 215
Page 170
1. The environment and its natural resources ........................... 172 2. Human beings and the environment ....................................... 174 3. The problems affecting relief and soil .................................... 176 Graphic report. E-Waste, technological waste ......................... 178 4. The problems affecting water sources and the atmosphere ................................................................................ 180 5. Deforestation and the decline in biodiversity ...................... 182 6. Environmental problems in Spain ............................................. 184 7. Europe and Spain’s protected regions ................................... 186 8. Environmental problems and protected areas of Andalucia ...................................................................................... 188 Review ...................................................................................................... 190 Protagonists: Wangari Muta Maathai and Tania Mouraud .... 191 Applying skills: Urban heat island ................................................. 192
inequalities 9 Socioeconomic and world conflicts
Page 218
1. How are inequalities measured? ............................................... 220 Graphic report. Basic indicators of human development .... 222 2. Degrees of development .............................................................. 224 3. Causes of development inequalities ........................................ 226 4. Recent evolution of global inequalities .................................. 228 5. Socioeconomic inequalities in Europe .................................... 230 6. Social and regional inequalities in Spain ................................ 232 7. Today’s human development issues and their solutions (I) ....................................................................................... 234 8. Today’s human development issues and their solutions (II) ...................................................................................... 236 Review ...................................................................................................... 238 Protagonists: Funmilayo Ransome-Kuti and City of Joy ...... 239 Applying skills: Dalits, “The Untouchables”? ............................ 240
Annexes • Glossary • Basic data
1
Economic activities and geographical AREAS 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. 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. In order to understand the different economic activities and geographical areas, you are going to learn about:
• 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 globalisation. World economic areas
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?
Speaking
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.
Communication is much better in a globalised world, it is easier to be in touch with others.
I agree, but on the negative side it is more difficult to be original.
Writing
5 Make a mindmap to analyse the characteristics of the capitalist 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.
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…
anayaeducacion.es Go to the SDG 5.5 resource.
ANK GE BANK B E G A U ANG GUA K L N A L AN ANK GE BANK B B E E G G A A U U NGUA NK LANG LANG A L K BAN AGE BANK GUAGE BA AGE BANK 33 E G A U G LAN LAN LANGU LANGU
1 ECONOMIC ACTIVITY.
Markets
COMPONENTS AND SECTORS 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.
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.
➜ 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.
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.
ã 1.3 Sectors of economic activity
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:
North America
GDP 2
➜ 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.
1.7
4.3
16.7
57.4
1
2.1
5
16
Employment
19
24
35.5
11
GDP
22
34.3
44
30.8
Tertiary sector Employment
➜ The
include transport, tourism, trade, education and health care, etc.
SubSaharan Africa
Secondary sector
of natural resources to be used in production, distribution or consumption. These are agriculture, livestock farming, forestry and fishing.
➜ The tertiary sector comprises of activities that provide services. These
East Asia
Primary sector Employment 1
➜ The primary sector includes activities concerned with the extraction
secondary sector includes activities concerned with transforming the natural resources provided by the primary sector, such as industry and construction.
UE
GDP
79.3
71.8
59.6
31.6
77
63.6
45
53.2
2018; 2 2017 Source: ILO and GDP, respectively. 1
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. The secondary sector is important in many emerging countries. The tertiary sector dominates the most developed countries.
Skills progress Building vocabulary
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?
34
Unit 1
Components of economic activity
HUMAN BEINGS need Goods
Material goods
Food
Clothing
Services
Housing
Education
Health care
These are obtained through Economic activity
It includes
Production of goods
It is distributed into three
Consumption
Primary
Secondary
Tertiary
Distribution of goods
Learning about activities
3 Make a list of five consumer goods. What need is 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
2 ECONOMIC AGENTS
AND THEIR RELATIONSHIPS
State intervention A
Economic agents are the subjects responsible for undertaking economic activity. These subjects are businesses, families and the State.
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:
B
➜ 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.
Today, the State intervenes in the economy in many different ways: • Law making (A). •C reating pubic enterprises (B) or taking part in private-public ownership companies. • I mplementing protection national products.
measures
for
•F ostering the creation of economic supranational organisations, etc.
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
Skills progress Participating in the learning process
1 Produce a diagram or table with 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.
Unit 1
The economic circuit
Infrastructure, services and funding
They pay taxes
BUSINESSES Production
Goods and services market
Job market
They sell their
They purchase goods and services
They pay wages
They sell goods and services
STATE Production and consumption
Infrastructure, services and funding
They pay taxes
FAMILIES Consumption
Organising information
Working with pictures
3 Complete the table below in your notebook:
4 Study the diagram of the economic circuit and
Businesses Definition
Families
State
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
37
3 PRODUCTION FACTORS (I). RESOURCES, CAPITAL AND TECHNOLOGY
Problems raised by resources A
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.
B
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. 38
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 ocu s on Eng lish 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.
2 Give an example for each of these concepts.
Unit 1
The production process and its factors PRODUCTION FACTORS
Natural resourcess
Capital
Technology
Labour
Renewable
Physical
Manual
Non-renewable
Financial
Mechanised
Human
Robotised
Participating in the learning process
3 Choose a consumer good and make a list of the production factors needed to produce it. Finding solutions
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
fabrics using 15 machines. It also has half a million euros in the bank. ICT Skills
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.
39
4 PRODUCTION FACTORS (II). LABOUR
Labour force and inactive population Formulas to calculate rates Labour force participation rate
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.
ã 4.1 The employment situation With regard to work and employment, the population is divided into an active and inactive population.
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 Percentage of the unemployed labour force in relation to the full labour force. Unemployed labour force x 100 Labour force
➜ The labour force is made up of the combination of people who are in paid work (employed population), and those that are available to undertake such work (unemployed population).
➜ 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 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.
ã 4.2 The labour market 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. 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
Skills progress Understanding information
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?
Unit 1
Examples of labour problems The 2014 unemployment rate
Less than 4% From 4 to 6% From 6 to 9% From 9 to 13% From 13 to 17% More than 17% Data unavailable Source: International Labour Organization. 0
1500
3000
4500
6000 km
Child labour in 2012
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
% % 20 20
10 735 10 735 72 113 72 113
62077 62077
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 19.619.6
15 15 10 10
Europe and Central Asia Asia Europe and Central
América América
Source: Source: International International Labour Labour Organization. Organization.
0
0
2.9 2.9
cou Ara ntr b ies sctoou Ara fnAtr b i f reicsa ReEu s Ce t rofpAe ntr farinc Eu al A d a Ce rAope sia ntr sia an a d l a Oc Asind Asei aniaa OAcma and eaenric iaa WoA rm ldewr idc Wo tot ea rldw al id tot e al
RestRest of Africa of Africa
Asia Asia and and Oceanía Oceanía
5
Re
5 5345 534 ArabArab countries countries
5
9.6 9.6 7.4 7.4 5.3 5.3 4.1 4.1
2016
Male employment rate
Southeast Asia and Pacific
76.9
59.6
4.4
3.7
Europe and central Asica
67.1
50.9
8
8.1
77.4
51.5
6.7
9.3
73.9
20.6
8.4
18.3
North America
68.7
56.5
5.2
5
South Asia
79.5
28.6
3.3
4.8
Sub-Saharian Africa
73.8
62.8
6.5
8.2
Latin America and the Caribbean Middle East and North of Latin America
Female employment rate
Male Female unemployment unemployment rate rate
Source: World bank
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? Taking personal decisions
5 Find out about Iqbal Masih and his achievements. 41
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 resources to meet these needs are limited
Scarcity
The following must be chosen
What to produce
How to produce it
Who to produce it for
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 ocu s on Eng lish 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. 42
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.
Unit 1
The capitalist system and the welfare state 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
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.
Low demand
Limited supply
Plentiful supply
Price rises
Price falls
Economic freedom
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.
0
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
the welfare state. Working with maps
Freedoms Pensions
Leisure Work
6 Which countries have the greatest economic freedom? Which economic system operates in these countries? 43
6 CURRENT ECONOMIC TRENDS (I). IDEOLOGIES AND PROBLEMS
Self-sufficient economies Inuit people
ã 6.1 The spread of capitalism 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. 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 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. 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.
➜ Keynesian ideologies defend a degree of state intervention in 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.
44
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.
Skills progress Understanding fragments
1 What is the role of the State in neoliberal ideologies?
and
Keynesian
2 Link the phrase "more market and less State" with one of the capitalist ideologies. Give arguments to support your answer. Understanding historical reality
3 Explain why capitalism can: a) limit the democratic government of society; b) alter the free market; c) endanger the weakest social strata; d) harm the environment. 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?
Unit 1
The ideological currents of capitalism Neoliberalism
Keynesianism Milton Friedman (1912–2006) was a renowned American economist, considered to be the father of neoliberalism.
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.
‘The only societies that have been capable of creating a relatively widespread prosperity have been those that have mainly trusted in capitalist markets.’
‘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.’
The crisis of the capitalist system 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
Economic growth
First World War
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
5 Read the texts by Friedman
Economic decline
1790
1815
1848
1873
1896
1914
1945
Second World War
1973
Creation of the European Economic Community Marshall Plan
1998
2014
Financial crisis in emerging countries
and Keynes. Which aspects of the corresponding capitalist ideologies are reflected in them? 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.
45
7 CURRENT ECONOMIC TRENDS (II). ECONOMIC GLOBALISATION
Advantages and disadvantages 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. – Reduces production costs and lowers product prices. – Increases competition between businesses, which leads to greater product quality.
neoliberal ideology, encourage all types of global exchange through their defence of economic freedom.
ã 7.2 The promoters of globalisation
Disadvantages of globalisation
➜ International organisations have encouraged the economy to 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.
➜ Multinationals are another powerful set of globalisation agents, as they operate with a global strategy to obtain maximum profit.
ã 7.3 The global operation of the economy The globalisation of economic activity affects the production, exchange and consumption of goods.
➜ The production of goods is organised on a global scale, as the 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".
– 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
from
➜ 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.
➜ 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
Skills progress Building vocabulary
1 Define
the terms economic globalisation and multinational.
Writing texts
2 Explain
the role played by international organisations and multinationals in globalisation.
Unit 1
Globalisation and international organisations The G20 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 Russia
United Kingdom
Canada
France United States
Japan
China Italy India
Turkey
Mexico
South Korea
Saudi Arabia Indonesia
Brazil
G20 members
Australia
G8 members G20 members
South Africa
The twentieth member of the G20 is the European Union
Argentina 0
1 250 2 500 3750 5 000 km
The WB and the IMF
2
AL N AL N
MO MO
U UND ND
AT AITOIO NN ER ER
IN INT T
1
NN EE TT YYF F AA RR
1. T he World Bank provides technical and financial support to developing countries. Its aims are to end extreme poverty and promote shared wealth. 2. T he International Monetary Fund promotes financial stability and international monetary cooperation. It is administered by its 189 member countries.
The WTO
The World Trade Organization is the sole international organisation that manages the regulations governing commerce between countries. Its aim is to promote economic freedom. World Trade Organization Member countries Countries in the process of adhesion 0
Non-member countries
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?
1250 2500 3750 5000 km
ICT Skills
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
T
graphic REPOR
Multinationals and globalisation 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
10
20
30
40
Number of multinationals 50 60 56
11 5 4 4 4 3 3 2 1 1 1 1 1 1 1
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 0
250
500
750
1 000
Thousands of employees 1 250 1 500
Wal-Mart Stores
1 383
China National Petroleum
1 167.1
State Power
1 162.6
Sinopec
937.3
U.S. Postal Service
891
Siemens
Skills progress
Carrefour Vivendi Universal Daimler Chrysler
Comprehension, expression and ICT
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.
48
General Motors
484 382.8 381 372.5 365
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.
Unit 1
4. Organisational styles 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.
Shipping
– 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 Bulk Eitzen Gas
100 %
Eitzen Tank
Camilo Eitzen & Co ASA
78,3 %
Stock capital (thousands of millions of $)
100 %
Camilo Eitzen (Dinamarca A/S)
50,06 %
Eitzen Chemical ASA
100 %
100 %
EMS Ship Management EMS Ship Supply Insurance Brokers
B
100 %
100 %
Eitzen Invest AS
ACE link Holding AS
100 %
Eitzen Maritime Services ASA
Camilo Industry Camilo Energy
Eitzen Chemical (Denmark) Eitzen Chemical (Singapore) Eitzen Chemical (Spain) Navele Française
Camilo Marine Camilo Trading Camilo Real Estate Camilo Art
Parent company
Subsidiary company
Subsidiary company
Subsidiary company
5. The power of multinationals Multinationals (2017)
Other activities
53,7 %
The result is an organisation that has two basic forms: the holding company and the trust. – A holding company (A) is a financial company that controls all, or part, of several companies by participating in its capital.
Eitzen Holding AS
A
Countries (2017)
Subsidiary company
Subsidiary company
Subsidiary company
Subsidiary company
Subsidiary company
Subsidiary company
6. Social influence and consumption GDP (thousands of millions of $)
Apple (technology)
686.14
Saudi Arabia
Alphabet (communications)
544.23
Sweden
583
Microsoft (technology)
467.23
Thailand
455
Amazon (consumption)
399.53
South Africa
349
Facebook (communications)
383.20
Denmark
324
683.8
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.
49
8 WORLDWIDE
The BRICS
GEOECONOMIC AREAS A number of geoeconomic areas can be identified around the world based on their degree of integration into the global economy.
ã 8.1 The traditional economic focus: the Triad The United States and Canada, the European Union and Japan (also known as the Triad) are the traditional focus for economic activity. 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.
ã 8.2 Emerging economic powers These economies grow at a faster rate than that of the rest of the world.
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, 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. 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.
ã 8.3 Underdeveloped areas 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.
50
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.
Unit 1
Worldwide geoeconomic areas Geographic distribution
Norway
Arctic Circle
Russia Canada
EUROPEAN UNION Switzerland
United States Israel
China
Japan Tropic of Cancer
India
Equator
Brazil Tropic of Capricorn
South Africa
Global geoeconomic areas Traditional economic focus Emerging economic areas BRICS
Antarctic Circle
Other emerging areas Underdeveloped economic areas
0
1500
3 000
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.
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
olio”, bank “Portf s resource .e rtfolio on po ci ca ur aedu te yo In the anay how to crea idance on gu d fin ill you w
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 Taxes
6 List the production factors involved in the production of the commodity represented in the photograph.
Taxes
Families
State
Businesses
Subsidies
Transfers
Wages, interest, profits
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.
7 Complete this table with the advantages and disadvantages of economic globalisation. Globalisation
4 Analyse this map and answer the following questions:
Advantages
Disadvantages
a) What type of resource is water? b) What problems is this resource facing? c) What are the causes of these problems and what are their consequences?
Arctic Circle
Asia 8% 15 %
13%
Europe
North America and Central America and Caribbean countries
8%
36%
60 %
Tropic of Cancer
Africa 26 %
6%
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
52
0
1500
3000
4500 km
1% Antarctic Circle
PROTAGONISTS Basic information Name: Anna Jacobson Schwartz Period: 1915-2012 Nationality: American 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
NOW Project PrestAD Basic information Name: Project PrestAD Promoter: NGO África Directo Beneficiaries of the project: African women of all ages.
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.
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.
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
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.
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. 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. anayaeducacion.es Go to SDG 5.a and 8.8 resources.
QUESTIONS
IN THE PAST Anna Jacobson
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. 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.
53
s applying skill 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...
1 Which of these Internet addresses should we explore to find out about the legal requirements for riding a motorbike? a) dgt.es b) quieroprobarunamoto.es c) mepsyd.es (Ministry of Education and Professional Training). 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.
33 6
3,75
3,75
3,75
3,75
A
1,25
3,5
B
4
2,25
8
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.
3 How many metres are there between the entrance posts and the last post on the circuit?
a) Cyclists only
4 How many metres long is the straight trajectory?
b) Danger, bicycle crossing
5 What is the width between part A’s posts in the
c) The use of bicycles is recommended
centre lane? 54
d) No cyclists
7 The following signals are informative; They do not obligate. Assign each one its official meaning from the list. A
B
C
D
E
F
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. – Semi-jet: the main drawback is that it does not protect the back of the head.
Camping
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.
– 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.
10 Taking into account the information in the box above, which of the four helmets proposed below is the safest for riding a moped? a) Calimero. b) Semi-jet. c) Full-face. d) Motocross. anayaeducacion.es Go to the SDG 11.6 resources.
55
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, Emma San José, Deborah Spencer, Denise Suárez.
Editorial team: Eduardo Agulló, Carmen F. Picatoste, Begoña Fuente Larrazabal, Francisco M. Quirce, Dionisio Liébana 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 and Nuria González. Translation: Montero Language Services, Deborah Ether-Spencer. PROOFREADING: Deborah Ether-Spencer. unit opening pages: Emma San José. 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 and collaborators.
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.
e d
a c r ce
DEMO
GEOGRAfía e historia
3 ESO
Building
Blocks
Suma Piezas es un proyecto educativo de Anaya para Educación Secundaria. En la realización de esta obra han intervenido:
Equipo de edición: José Luis Chamero. Asesoramiento para la inclusión y la no discriminación: Víctor Ángel Díez Mazo. Diseño, gráficos y cartografía: Patricia G. Serrano, Juan Carlos Quignon, Miguel Á. Castillejos, Miguel Ángel Díaz-Rullo, Míriam Arribas; José M.ª Gil y Rosario Regaño.
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índice 1. ACTIVIDADES ECONÓMICAS Y ESPACIOS GEOGRÁFICOS.......................................................................... 14
6. las actividades económicas en españa................................................................................ 46
1 La actividad económica • 2 Los agentes económicos y sus relaciones • 3 Los factores de producción • 4 Los sistemas económicos • 5 La globalización económica • 6 Las áreas geoeconómicas mundiales
1 El sector primario • 2 El sector secundario • 3 El sector terciario
2. EL SECTOR PRIMARIO. LOS ESPACIOS AGRARIOS.................................................................................... 16 1 Los espacios agrarios • 2 La agricultura. diversidad y tipos • 3 Los sistemas agrarios tradicionales • 4 Los sistemas agrarios avanzados • 5 La ganadería, la explotación forestal y la pesca
3. EL SECTOR SECUNDARIO. LOS ESPACIOS INDUSTRIALES.........................................................................26 1 El sector secundario y sus actividades • 2 Las bases de la actividad industrial • 3 La industria actual
4. EL SECTOR terciario. ESPACIOS y actividades.......................................................................32 1 Los espacios terciarios • 2 El transporte • 3 El turismo • 4 El comercio y sus tipos
5. LAS ACTIVIDADES ECONÓMICAS EN EUROPA. los tres sectores...........................40 1 La población activa y sus problemas • 2 Los sectores económicos europeos • 3 Las políticas económicas europeas
7. RECURSOS NATURALES E IMPACTOS MEDIOAMBIENTALES..........................................................52 1 El medio y los recursos naturales • 2 Los problemas ambientales • 3 Los espacios protegidos en Europa y en España
8. ORGANIZACIÓN POLÍTICA Y TERRITORIAL.........58 1 Los sistemas políticos de los estados • 2 La organización territorial y la organización política de España • 3 La organización política y territorial de la Unión Europea • 4 Las relaciones internacionales • 5 Conflictos bélicos y desigualdad
9. DESIGUALDADES SOCIOECONÓMICAS................... 68 1 Desigualdades y grados de desarrollo • 2 Las causas del desarrollo desigual
un
D iDA
1
ACTIVIDADES ECONÓMICAS Y ESPACIOS GEOGRÁFICOS
1 LA ACTIVIDAD ECONÓMICA La actividad económica es el conjunto de tareas realizadas por las personas para obtener bienes para satisfacer sus necesidades. Pueden ser bienes materiales (alimentos, manufacturas) o inmateriales (servicios como la educación, la sanidad, etc.).
Componentes de la actividad económica La actividad económica tiene tres componentes básicos, que permiten a las personas satisfacer sus necesidades:
• La producción es el conjunto de bienes proporcionados por la acti-
EL SER HUMANO
vidad económica. • La distribución, es el traslado de la producción hasta el consumidor y su venta en el mercado. • El consumo es la compra o utilización de los bienes proporcionados por la producción.
necesita Bienes
Materiales Alimentos
Vestidos
Servicios Viviendas
Se obtienen a través de la
Educación
Sanidad
Actividad económica
Comprende, piensa, aplica... 1 Define actividad económica. 2 Responde a las cuestiones: a) ¿Cuántos tipos de bienes hay? b) ¿Cómo se denominan? c) ¿Pon un ejemplo de cada uno de ellos?
3 Copia en tu cuaderno las frases verdaderas. a) La educación es un bien material. b) Los bienes satisfacen las necesidades de las personas. c) La actividad económica incluye dos componentes básicos. d) El consumo es la utilización de los bienes proporcionados por la producción.
14
4 ¿Cuáles son los tres componentes básicos de la actividad económica?
5 Observa las imágenes y di si se trata de un bien material o inmaterial. A
B
Unidad 1 La actividad económica Se distribuye en tres sectores económicos
incluye Producción de bienes
Consumo Distribución de bienes
Secundario Primario
Terciario
Los sectores de la actividad económica La actividad económica incluye una gran cantidad de actividades, que se agrupan en tres sectores económicos. Un sector económico es un conjunto de actividades que presentan ciertos rasgos comunes. Hay tres sectores.
• El sector primario incluye las actividades que extraen los recursos naturales destinados a la producción, la distribución o el consumo. Son la agricultura, la ganadería, la explotación forestal y la pesca.
• El sector secundario incluye las actividades que transforman los recursos naturales obtenidos por el sector primario. Son la industria y la construcción.
• El sector terciario comprende las actividades que proporcionan servicios (transporte, turismo, comercio, educación, sanidad, etc.).
Comprende, piensa, aplica... 6 Define sector económico.
8 Escribe en tu cuaderno el concepto al que se re-
7 Copia la tabla en tu cuaderno y complétala con las actividades económicas que pertenecen a cada sector: a) sanidad; b) agricultura; c) construcción; d) educación; e) pesca; f) explotación forestal; g) industria; h) turismo; i) transporte; j) ganadería; k) comercio. Sector primario
Sector secundario
Sector terciario
fieren las siguientes definiciones: a) Utilización de los bienes proporcionados por la producción. b) Conjunto de bienes proporcionados por la actividad económica. c) Traslado de la producción hasta el consumidor y su venta en el mercado.
9 Copia y completa en tu cuaderno la siguiente tabla con las funciones y las actividades propias de cada sector. Sector primario
Sector secundario
Sector terciario
Funciones Actividades
15
2 LOS AGENTES ECONÓMICOS Y SUS RELACIONES Los agentes económicos son los sujetos encargados de llevar a cabo la actividad económica. Pueden ser empresas, familias o el Estado.
A
Las empresas. Unidades de producción ¿Qué son? Las empresas son las unidades básicas de producción de bienes económicos. Su función es producir, distribuir y vender bienes a los consumidores. Su objetivo es la obtención de beneficios económicos.
¿Cómo se clasifican? Las empresas se pueden clasificar por:
• El tamaño. Según el número de trabajadores, pueden ser pequeñas (hasta 50 trabajadores), medianas (entre 50 y 250 trabajadores) y grandes (más de 250 trabajadores).
a.
Empresa pequeñ
• La titularidad del capital. Son públicas cuando la gestión y el capi-
B
tal proceden del Estado; privadas, si están en manos de particulares; y mixtas cuando tienen capital público y privado.
• La organización social. Pueden ser sociedades anónimas (S.A.), si el capital se divide en acciones; sociedades limitadas (S.L.), cuando el capital social es aportado por un número limitado de socios; o cooperativas, cuando están gestionadas colectivamente por socios, que aportan el capital.
¿Cuál es su función? En el circuito económico, las empresas venden a las familias y al Estado los bienes que producen. A cambio, reciben ingresos, con los que pagan salarios a las familias por su trabajo, e impuestos al Estado.
Comprende, piensa, aplica...
Empresa med
iana.
1 Define agentes económicos. 2 Explica la función y el objetivo que tienen las empresas.
C
3 Copia la tabla y sitúa cada empresa en el lugar que le corresponda: a) sociedad limitada; b) pequeña empresa; c) empresa pública; d) empresa mixta; e) gran empresa; f) sociedad anónima; g) empresa privada; h) mediana empresa; i) cooperativa. Tamaño
Titularidad
Organización
4 Relaciona con un tipo de empresa (pequeña, mediana, grande). a) Entre 50 y 250 trabajadores. b) Más de 250 trabajadores. c) Hasta 50 trabajadores. . Empresa grande
16
Unidad 1
Las familias ¿Qué son? Las familias son las unidades básicas de consumo. Su función es gastar en la adquisición de bienes con el objetivo de satisfacer sus necesidades.
¿Cuál es su función? En el circuito económico, venden su trabajo a las empresas privadas y públicas en el mercado de trabajo. A cambio, cobran un salario, con el que pagan los bienes que compran a las empresas y los impuestos al Estado.
EMPRESAS Producción
El Estado ¿Qué son? El Estado es una unidad de producción y de consumo. Su función es producir bienes materiales y servicios públicos necesarios para la sociedad; y consumir bienes y servicios de las empresas privadas.
¿Cuál es su función?
Pagan impuestos
Infraestructuras, servicios y subvenciones
Mercado laboral
Mercado de bienes y servicios
Venden trabajo
Compran Venden bienes y bienes y servicios servicios
El objetivo principal del Estado es conseguir el bienestar social. En el circuito económico, el Estado proporciona a las empresas y a las familias bienes y servicios; contrata trabajadores públicos, y cobra impuestos a las familias y a las empresas.
Comprende, piensa, aplica... 5 Escribe los nombres de los tres agentes eco-
Pagan salarios
ESTADO Producción y consumo
nómicos.
6 Copia y completa el siguiente cuadro sobre los agentes económicos. Familias
Estado
Pagan impuestos
Infraestructuras, servicios y subvenciones
Función Objetivo
7 ¿A qué conceptos se refieren estas definiciones? a) Son las unidades básicas de producción de bienes económicos. b) Son las unidades básicas de consumo. c) Es una unidad de producción y de consumo.
8 Observa el esquema y responde: a) ¿A quién pagan impuestos las familias y las empresas? b) ¿Qué aporta el Estado a las familias y a las empresas?
FAMILIAS Consumo 17
3 LOS FACTORES DE PRODUCCIÓN Los factores de producción son los recursos básicos que utilizan las empresas para llevar a cabo su actividad. Son cuatro: los recursos naturales, el capital, la tecnología y el trabajo.
Problemas planteados por los recursos A
Los recursos naturales ¿Qué son? Los recursos naturales son los elementos proporcionados por la naturaleza que tienen una utilidad económica: agua, atmósfera, suelo, vegetación, animales, minerales y fuentes de energía.
Tipos Los recursos naturales pueden ser renovables o no renovables.
• Los recursos renovables son aquellos que se recuperan en un corto período de tiempo, por ejemplo, el agua.
• Los recursos no renovables son los que se agotan al usarse y su recuperación requiere períodos de tiempo muy largos, por ejemplo, el carbón o el petróleo. En la actualidad, muchos recursos utilizados son escasos o no renovables, lo que ocasiona dos graves problemas: agotamiento y sobreexplotación, y conflictos internacionales.
Algunos recursos corren el riesgo de agotarse, lo que aumenta la amenaza de conflictos que surgen para controlarlos. Este es el caso del petróleo, que provocó las guerras del Golfo en Oriente Medio.
B
El capital ¿Qué es? El capital es el conjunto de elementos no naturales necesarios para producir.
Tipos
• El capital físico. Son las instalaciones y la maquinaria. • El capital financiero. Es el dinero y los créditos. • El capital humano. Es la capacidad productiva de las personas (formación y experiencia).
Comprende, piensa, aplica...
Otros tipos de recursos se usan en exceso. Es el caso de las aguas que fluyen hacia el Mar de Aral; cuya superficie se ha reducido a menos de un 10 % desde 1960, debido a los trasvases de los ríos que lo alimentaban para destinarla al regadío.
A
1 Define factores de producción. 2 Escribe ejemplos de recursos naturales renovables y no renovables.
3 Relaciona el concepto con su definición: capital, recursos. a) Es el conjunto de elementos no naturales necesarios para producir. b) Son los elementos proporcionados por la naturaleza que tienen una utilidad económica.
4 Observa las imágenes e indica a qué tipo de capital hacen referencia: físico, financiero o humano.
18
B
C
Unidad 1
Desempleo en 2017 Menos de 4% De 4 a 6% De 6 a 9% De 9 a 13% De 13 a 17% Más de 17% Dato no disponible Fuente: Organización Internacional del Trabajo.
0
1500
3000
4500
6000 km
La tecnología ¿Qué es? La tecnología es el conjunto de conocimientos, métodos y procedimientos utilizados en el proceso productivo.
Tipos
• Manual, si la persona aporta la fuerza y el manejo de las herramientas.
• Mecanizada, si las máquinas aportan la fuerza y las personas manejan las máquinas.
• Automática o robotizada, si las máquinas aportan ambas cosas y las personas solo las programan y controlan.
El trabajo ¿Qué es? El trabajo es el esfuerzo físico o intelectual realizado por las personas para la producción de bienes materiales y servicios.
Tipos En relación con el trabajo, la población es activa o inactiva.
• La población activa está integrada por las personas que tienen trabajo remunerado (población ocupada), y por aquellas que se encuentran disponibles para desempeñarlo (población desocupada).
• La población inactiva incluye a las personas que no realizan ni están disponibles para desempeñar un trabajo remunerado (pensionistas, estudiantes, rentistas y labores domésticas). El paro es un grave problema laboral. En los países desarrollados se debe a la automatización de las tareas y al traslado de actividades económicas hacia espacios más baratos. En los países subdesarrollados se debe al atraso económico y a la escasa formación laboral.
Comprende, piensa, aplica... 5 Escribe a qué tipo de tecnología hace referencia cada característica. a) La persona aporta la fuerza y el manejo de las herramientas. b) Las máquinas aportan la fuerza y las personas manejan las máquinas. c) Las máquinas aportan ambas cosas y las personas solo las programan y controlan.
6 Relaciona el concepto con su definición: tecnología, trabajo. a) Es el esfuerzo físico o intelectual realizado por las personas para la producción de bienes materiales y servicios. b) Es el conjunto de conocimientos, métodos y procedimientos utilizados en el proceso productivo.
7 ¿A qué se debe el paro en los países desarrollados? ¿Y en los subdesarrollados?
19
4 LOS SISTEMAS ECONÓMICOS Los sistemas económicos son distintas formas de organizar y llevar a cabo la actividad económica. Son tres: el sistema capitalista, el sistema socialista y los sistemas mixtos.
El sistema capitalista ¿En qué consiste? La actividad económica está regulada por el mercado mediante la ley de la oferta y la demanda (economía de mercado). Esta decide qué producir en función de la demanda existente de bienes o de servicios; cómo producir para lograr el mayor beneficio económico de las empresas; y para quién producir, pues los productos son para quienes pueden pagarlos. Otras características son el predominio de la propiedad privada, la libertad de circulación de las personas y mercancías, la libre competencia entre las empresas, y la búsqueda del máximo beneficio individual. Este sistema ha sido adoptado por la mayoría de los países del mundo.
Mucha demanda
Poca oferta
Poca demanda
El precio sube
Mucha oferta
El precio baja
Comprende, piensa, aplica... 1 Define sistemas económicos. 2 A partir del esquema anterior, explica en qué consiste la ley de la oferta y la demanda.
3 Observa las imágenes y responde a las preguntas: ¿En qué caso subirá el precio del producto ofertado y en qué caso bajará? ¿Por qué? Razona tu respuesta. ¿Te falta algún dato para resolver la cuestión?
20
A
B
Unidad 1
El sistema socialista
Comprende, piensa, aplica...
¿En qué consiste? La actividad económica está regulada por el Estado a través de planes de obligado cumplimiento por las empresas (economía planificada). El Estado decide qué producir, cómo producir y para quién producir, pues fija los precios de los productos y los salarios de los trabajadores.
4 Relaciona los tres sistemas económicos (capi-
Otras características son la propiedad estatal de las empresas y de los medios de producción; la planificación económica por el Estado; y la consecución de la igualdad social.
5 Copia la tabla y complétala con las caracterís-
En la actualidad, este sistema solo subsiste en China, Cuba, Vietnam, Laos y Corea del Norte.
talista, socialista y mixto) con: a) Estado del bienestar. b) Economía de mercado. c) Economía planificada. ticas de cada sistema económico. Capitalista Mixto Socialista
Los sistemas mixtos
• Ha sido adoptado por la mayoría de los
¿En qué consisten?
países del mundo.
Combinan la economía de mercado con una intervención mayor o menor del Estado en la economía (estado del bienestar). El mercado y el Estado deciden qué producir, cómo producir y para quién producir, pues la intervención del Estado garantiza que la ciudadanía tenga cubiertas sus necesidades elementales. Otras características son la propiedad privada, aunque existen empresas públicas; y la búsqueda del máximo beneficio individual, aunque adoptando medidas para redistribuir la riqueza. En la actualidad, los sistemas mixtos funcionan en muchos países del mundo, especialmente dentro de Europa.
• Se conoce como economía de mercado. • Se conoce como economía planificada. • Se toman medidas para redistribuir la riqueza.
• Subsiste en China, Cuba, Vietnam, Laos y Corea del Norte.
• La actividad económica la organiza el Estado.
• Funciona especialmente en países de Europa.
• El mercado regula la actividad económica. 6 ¿En qué campos actúa el estado del bienestar?
Seguridad
7 ¿Cuántos sistemas económicos hay en la actualidad? Nómbralos.
Educacion
8 Copia y completa la siguiente tabla:
Salud
Capitalista
Sanidad
Vivienda
BIENESTAR Medio ambiente
Cultura
Libertades
Ocio
Socialista
Mixto
Quién regula la actividad económica Nombre del sistema Otras características Zonas del mundo
Pensiones
Trabajo
21
5 LA GLOBALIZACIÓN ECONÓMICA La globalización económica consiste en la creciente integración de las economías nacionales en una economía de mercado mundial, en la que casi todas las áreas de la Tierra están interconectadas.
Teléfono móvil.
Causas de la globalización Las causas de la globalización son:
• El progreso de las telecomunicaciones. • La mejora de los transportes. • La generalización del sistema capitalista. • La difusión de la ideología neoliberal.
Tren de alta velocidad.
Promotores de la globalización Entre los promotores de la globalización destacan organizaciones internacionales como la Organización Mundial del Comercio (OMC); el Fondo Monetario Internacional (FMI); el Banco Mundial (BM); el G-20, y las multinacionales.
¿Qué son las multinacionales?
Bolsa de Nueva York.
Las multinacionales son empresas que cuentan con establecimientos productivos en países diferentes al de origen y actúan con una estrategia conjunta que se decide desde la sede central. De esta forma, pueden comprar las materias primas en ciertos lugares, transformarlas en otros, y comercializar sus productos en otros diferentes.
Comprende, piensa, aplica... 1 Define los términos globalización y multinacional.
2 Nombra los impulsores de la globalización y pon ejemplos.
3 Enumera las causas de la globalización. 4 Busca información en Internet sobre el Fondo Monetario Internacional y realiza un informe incluyendo la fecha de fundación, el número de miembros, los objetivos y las actuaciones.
5 Relaciona las abreviaturas FMI, BM y OMC con su significado: a) Banco Mundial. b) Organización Mundial de Comercio. c) Fondo Monetario Internacional.
6 ¿Por qué Coca-Cola es una multinacional? Razona tu respuesta. Concesionario de automóviles.
22
El funcionamiento global de la economía • La producción de bienes se organiza a escala planetaria. Esto ha favorecido la creación de industrias en algunos países pobres, pero a costa de explotar los recursos y la mano de obra de los países donde instalan sus filiales, y de degradar su medio natural.
• Los intercambios de mercancías, capitales, servicios, tecnología, e información adquieren dimensión mundial. Con ello, mejoran las oportunidades de los países pobres, que han aprovechado las ventajas de la globalización para alcanzar un elevado crecimiento económico, para ello les ha generado una fuerte deuda externa.
• El consumo de bienes se amplía y se uniformiza a través de la publicidad. Pero dicho consumo solo está al alcance de determinados grupos sociales, y su incremento favorece una explotación irracional de los recursos naturales y un deterioro del medio ambiente.
Ventajas • Aumenta el empleo en los lugares donde se instalan las multinacionales. • Disminuyen los costes de producción y bajan los precios de los productos. • Aumenta la competitividad entre las empresas, con la consiguiente elevación de la calidad de los productos. • Se difunden mejor las tecnologías.
GLOBALIZACIÓN
Unidad 1
Comprende, piensa, aplica... 7 Realiza una tabla en tu cuaderno con las ventajas y los inconvenientes de la globalización.
8 Copia y completa en tu cuaderno el siguiente texto: El funcionamiento global de la economía se basa en la … de bienes que se organiza a escala …; en los … de mercancías, capitales, tecnología e …; y en el consumo de … que se amplía y uniformiza a través de la …
• Aumenta la desigualdad económica entre los países desarrollados y subdesarrollados. • Favorece a las grandes empresas. • Permite la injerencia económica de las multinacionales en los países subdesarrollados. • Degrada el medio ambiente. • Favorece la deslocalización industrial en los países desarrollados. Desventajas
23
6 LAS ÁREAS GEOECONÓMICAS MUNDIALES Se distinguen diferentes áreas geoeconómicas según su integración en la economía mundial: la Tríada, las áreas económicas atrasadas y las potencias emergentes.
La Tríada La Tríada está formada por Estados Unidos, Canadá; la Unión Europea y Japón.
Características En la producción, las actividades agrarias tienen un escaso peso (están capitalizadas, mecanizadas y tecnificadas). La industria está muy avanzada tecnológicamente, gracias a las elevadas inversiones en ciencia y en tecnología. El consumo de bienes es elevado, debido al alto nivel de vida de sus habitantes; por ello, encabezan los intercambios mundiales de manufacturas, tecnología, servicios y capitales.
Las áreas económicas atrasadas Las áreas económicas atrasadas se localizan en algunos países de América Latina, Asia y del África subsahariana.
Características La producción se basa en actividades agrarias tradicionales. La industria es pobre y poco avanzada. El consumo de bienes es muy reducido, debido al bajo nivel de vida. Estos espacios corren el riesgo de quedar marginados de los intercambios mundiales.
Noruega
Canadá
UNIÓN EUROPEA
Comprende, piensa, aplica... 1 Nombra las áreas geoeconómicas mundiales.
2 ¿Qué países forman la Tríada? 3 Explica las diferencias que existen entre la producción y el consumo de los países de la Tríada y los países de las árecas económicas atrasadas.
Círculo polar ártico
Suiza
Estados Unidos Israel
Japón Trópico de Cáncer
Ecuador
Trópico de Capricornio
Las áreas geoeconómicas mundiales Focos económicos tradicionales Áreas económicas atrasadas 0
24
1500
3000
4500 km
Unidad 1
Círculo polar ártico
Rusía
China Trópico de Cáncer
India
Ecuador
Brasil Trópico de Capricornio
Sudráfrica
Las áreas geoeconómicas mundiales Áreas económicas emergentes BRICS Otras áreas emergentes Círculo polar antártico 0
1500
3 000
4 500 km
Las potencias emergentes Las potencias emergentes son países cuya economía crece a un ritmo superior al del resto del mundo. En algunos casos, se trata de antiguos países subdesarrollados que han experimentado un rápido crecimiento económico (China, India, Corea del Sur, Singapur, Malasia, Filipinas, Turquía, Indonesia, Brasil, México y Argentina).
Características La producción se basa en una rápida industrialización, favorecida por los bajos costes salariales de su mano de obra, y en un creciente peso de la tecnología. El consumo interior es escaso, pero los intercambios mundiales ocupan un lugar de primer orden por sus exportaciones tradicionales y de alto contenido tecnológico.
Las antiguas potencias En otros casos, son antiguas potencias económicas venidas a menos (Rusia); o que tienen un importante peso económico en su entorno (Australia, Sudáfrica, Arabia Saudí, Catar, Israel).
Comprende, piensa, aplica... 4 Consulta un atlas e indica a qué área geoeconómica pertenecen los siguientes países: Argentina, Mozambique, España y Australia.
5 Relaciona los siguientes países con su área geoeconómica correspondiente: Sudáfrica, Noruega, Japón, Francia, México, Pakistán.
6 Lee el siguiente texto y responde a las preguntas: Las cinco principales economías emergentes son Brasil, Rusia, India, China y Sudáfrica. Como grupo, han sido denominadas con el acrónimo BRICS desde el año 2011.
Características
a) ¿Qué es BRICS?
Su producción cuenta con abundantes recursos naturales y un cierto desarrollo industrial.
b) ¿Desde cuándo se las denomina así?
El consumo muestra importantes contrastes entre grupos sociales y los intercambios se basan en la exportación de materias primas agrarias, minerales o energéticas, y de productos industriales.
c) ¿Por qué se las denomina así?
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