1eso Geography and History WM Teacher's Book

Geography 1
and History
S ECO NDARY
TEACHER’S BOOK
This material is a collective work, conceived, designed

and created by the Editorial department at Santillana,
under the supervision of Teresa Grence.
WRITERS
Pilar Moralejo
Francisco Javier Zabaleta
EDITORS
Sara J. Checa
Joseph Hopkins
Gabriela Martín
Virginia R. Mitchell
Heather Sutton
EDITORIAL MANAGER
David Ramírez
PROJECT DIRECTOR
Lourdes Etxebarria
BILINGUAL PROJECT DIRECTOR

Margarita España
2 TECNOLOGÍA Y DIGITALIZACIÓN I ESO Material cortesía de . Prohibida su redistribución física y/o comunicación a través de internet o redes sociales.
Contents
1 Technology and the geographic study of the Earth . . . . . . . . . . . . . . . 5
2 How the Earth's relief affects populations . . . . . . . . . . . . . . . . . . . . . . 29
3 The challenge of climate change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
4 The sustainable use of Earth's waters . . . . . . . . . . . . . . . . . . . . . . . . . . 75
5 How the Earth's landscapes affect people . . . . . . . . . . . . . . . . . . . . . . 99
6 The physical environment of the continents . . . . . . . . . . . . . . . . . . . 123
7 Understanding and preserving Spain's natural environment . . . . . 147
8 Prehistory: the origin of humanity . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
9 The birth of writing. Early civilisations. . . . . . . . . . . . . . . . . . . . . . . . . 195
10 Ancient Greek civilisation. The origin of democracy . . . . . . . . . . . . 219
11 Roman civilisation. A great empire . . . . . . . . . . . . . . . . . . . . . . . . . . . 243
12 Pre-Roman and Roman Hispania. A cultural mosaic . . . . . . . . . . . . 265
Other assessment tools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289
TECNOLOGÍA Y DIGITALIZACIÓN I ESO Material cortesía de . Prohibida su redistribución física y/o comunicación a través de internet o redes sociales. 3
Technology and the geographic
study of the Earth 1
1 Technology and the geographic
study of the Earth
Personalised learning
Starting the unit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Reinforcement
• Essential concepts and content
Sheet 1. The solar system . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
• Organise your ideas

Sheet 2. The layers of the Earth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Sheet 3. The movements of the Earth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
• Techniques
Sheet 4. Scale and geographic coordinates. . . . . . . . . . . . . . . . . . . . . . . . . . 13
• Go further
Sheet 5. Have maps always looked the same? . . . . . . . . . . . . . . . . . . . . . . . 14
Extension
Sheet 6. Can we live on another planet? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Sheet 7. Let's plan a trip! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Sheet 8. The Indies Enterprise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Assessment resources
Self-assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Assessment
• Assessment tests
Test B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Test A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
• Criterios, saberes relacionados y solucionario . . . . . . . . . . . . . . . . . . . . . 26
GEOGRAPHY AND HISTORY 1 SECONDARY Content courtesy of . Physical redistribution and/or communication on the internet or on social networks is prohibited. 7
1
STARTING THE UNIT
Technology at the service of people
GOAL 9
Build resilient infrastructure, promote inclusive and

sustainable industrialisation and foster innovation
What does the UN say?
The UN believes that economic growth, social development and action against climate change depend heavily
on investment in infrastructure, sustainable industrial development and technological progress. Scientific research
and innovation are key to reducing inequalities and improving people's lives.
Therefore, one of the various targets within this UN goal is to increase scientific research and improve the
technological capacity of countries by encouraging innovation and increasing the number of research and
development workers. The UN also stresses the need to significantly increase access to information and
communication technology, and to strive to provide universal and affordable access to the internet in the least
developed countries.
Why do we link SDG 9 to the

A challenge to understand
geographic study of the Earth?
the advantages of innovation:
Knowledge of the Earth has undergone a profound
create a catalogue of everyday
revolution since the beginning of the space age. To realise
the human dream of travelling into space, unprecedented objects linked to space
efforts in scientific research have been necessary. exploration
As a result of this effort, we now have a much better Objective: to understand how innovation can
understanding of geographical space. We also have a great help to develop durable and environmentally
many new technologies that allow us to take this knowledge friendly technologies that improve human living
further. conditions.
Another consequence of the technology derived from space This challenge highlights the value of knowledge
research is the development of online maps and positioning and research, both to better understand
systems. These important advances make it possible to the world in which we live and to develop
understand the space in which we live better and to improve technological advances that make life easier
the way it is represented. for us.
STARTING POINT
The International Space Station (ISS), an example of research with international cooperation. Since
•
its launch in 1998, the International Space Station, a collaboration between the space agencies of the United
States of America, the European Union, Canada, Russia and Japan, has served as a research laboratory in fields
such as astrobiology, astronomy, physical sciences, biology, medicine and meteorology. It also has educational
and outreach functions. To this end, the ISS develops educational guides so that students from all over the
world can deepen their knowledge of space, life, and the Earth. The ISS also conducts experiments developed
by students.
• S
pace exploration is a source of geographic knowledge and technological advances. The infographic
on the first pages of the Student's Book shows that space exploration, which began just over 60 years ago,
has contributed and continues to contribute to our geographic knowledge of the universe. Milestones in this
process are the arrival of humans on the Moon, the launch of the Hubble Space Telescope and the landing
of the first unpiloted ships on Mars. At the same time, space exploration has made it possible to deploy
satellites for navigation, location, telecommunications and Earth observation. These have had a direct impact
on our lives.
8 GEOGRAPHY AND HISTORY 1 SECONDARY Content courtesy of . Physical redistribution and/or communication on the internet or on social networks is prohibited.
Personalised
learning
Reinforcement
Extension
TECHNOLOGY AND THE GEOGRAPHIC
SHEET 1 REINFORCEMENT STUDY OF THE EARTH
Essential concepts and content

Name: Year: Date:
The solar system

1 Write which element of the solar system each number represents.
6 7
4 8 9 10
2 3 5
Number Element of the solar system Number Element of the solar system
1 6
2 7
3 8
4 9
5 10
2 Differentiate the planets.

• Those closest to the Sun:
• Those furthest from the Sun:
3 Explain the conditions that make life on Earth possible.
Distance from the Sun: The atmosphere: Water:

4 What would happen if…
• our planet had liquid water and a moderate temperature, but it did not have
an atmosphere?
• the Earth was further from the Sun? What would happen to all the living
things on Earth?
• living things could only exist in the part of the biosphere between altitudes
of 6,000 and 10,000 metres (marked on the diagram with a grey line)?
Organise your ideas

Name: Year: Date:
The layers of the Earth

1 Look at the image and write the names of the Earth's external layers.
What is it?

What is it formed of?
What is it? What is it?

What is it formed of? What is it formed of?
2 Fill in the information about the Earth's internal structure.
Layer Depth Characteristics
Organise your ideas

Name: Year: Date:
The movements of the Earth

1
Look at the drawings and say which movements of the Earth they represent. Fill in the labels.
Movement: Movement:
2 Complete the following table about the movements of the Earth.
Movements of the Earth
Movement Duration Consequences
3 Look at the photos and answer the questions.
• What two seasons of the year do the photos show?

A When do they begin?
• What are the characteristics of each season?
• What do we call the dates on which the seasons
change?
• How do the Sun's rays arrive at that time?
B
• What is the name of the date that marks the beginning
of spring and autumn? What are its characteristics?
• If it is winter in the Northern Hemisphere, what season
is it in the Southern Hemisphere? Explain why.
Techniques
Name: Year: Date:
Scale and geographic coordinates

1 Look at the map and answer the questions.
180º 150º 120º 90º 60º 30º 0º 30º 60º 90º 120º 150º
Arctic Circle
60º St Petersburg 60º
London
40º Rome 40º
Tropic of Cancer
20º 20º
0º Equator 0º
Quito Kinshasa
20º Rio de Janeiro 20º
Tropic of Capricorn Sydney

40º 40º
Prime Meridian
Scale
0 2.100
60º kilometres 60º

Antarctic Circle
180º 150º 120º 90º 60º 30º 0º 30º 60º 90º 120º 150º
• What type of map is it? What elements of a map can you see? Write them on the map.
959069_01_p19_mundi_localizacion
• What type of scale does the map have? What does it mean?
• What meridians and parallels can you find on the map?
2 Complete the table.
Cities Real distance Latitude-longitude
London-Rio de Janeiro
Rome-St Petersburg
Sydney-Kinshasa
Quito-Rome
180º 0º
3 Answer the questions. 120º 60º 60º 120º
• Look at the map on the right. Is the scale larger or smaller 60º 60º
than the map in Activity 1? What does that mean?
40º 40º
• Does anywhere in Spain have a southern latitude?
Why or why not? 20º 20º
0º 0º
• Give three examples of situations in which knowing
20º 20º
the geographic coordinates of a place could be useful.
40º
Scale 40º
0 3.500
,
GEOGRAPHY AND HISTORY 1 SECONDARY Content courtesy of 120º

180º communication
. Physical redistribution and/or on the60º
internet or on 60º is prohibited.
0ºsocial networks 120º 13
Go further
Name: Year: Date:
Have maps always looked the same?

1 Look at the maps and put them in order from oldest to newest. Then answer the questions.
Atlas by Conrad Malte-Brun (1875) Map by Ptolomeo (2nd century) Portolan by Juan de la Cosa (1500)
Es una captura
Map by al-Idrisi (1154) Map on Google Maps (2022) Map by Mercator (1569)
• What is shown on each of the maps? Are they accurate? Do they have coordinates?
• Look up an interesting fact about each map.
• Look for other maps and make a timeline of them. Include the maps above on your timeline.
2 Over time, map projections have changed. Read the following article and complete the table.
https://verne.elpais.com/verne/2019/10/16/articulo/1571230321_350004.html
Projection Date Concept Advantages/disadvantages
Mercator
Peters
Robinson
Narukawa
3 Work together.
o to the web site Other cartographies and choose one of the maps made by women that most catches
• G
your attention. Look for information about it and write an article. Don't forget to include:
– Why that woman decided to make the map and what her map is like.
– What problems, if any, she had.
• N
ow visit the web site http://madridciudaddelasmujeres.es/. What places surprised you most? Did you already
know about one of the places? How?
• U
se your research to draw your own map as a group. Focus on your own neighbourhood and add new
aspects that might be interesting.
SHEET 6 EXTENSION
STUDY OF THE EARTH
CAN WE LIVE ON ANOTHER PLANET?
Nombre:
Name: Curso:
Year: Fecha:
Date:
1 Until the 16th century people 2 The space race began

believed Earth was the centre in the 20th century.
of the universe.
• What was the space race?
• Who was the first person to
• What was the first satellite
question that idea?
sent into space? When was it?
• What is the name of their theory?
• What were the first living
• Who proved the theory? things to go to space?
JUPITER THE MOON

6 What is 5 What is the Moon like?
Jupiter like? What are the phases
How many of the Moon? 3 Missions with human pilots
satellites began later.
does it
7 Look for information • Who was the first person
have?
and answer. to go into space?
• What are • Who were the first to reach
SATURN constellations? the Moon? When was it?
8 What is Saturn like? Explain how • Look at the
4 The solar system is part
Saturn's rings formed. drawing on the
of a galaxy.
right. Which
constellation is it? • What shape is the galaxy?
What do we use • What is its name and why?
it for?
• Do we know about other
• Where do the galaxies? Explain your
names of planets answer.
9 Astronauts go
come from?
through very tough
Explain them.
training.
• Explain their
training. MARS
• What is their life 10 When do scientists
in space like? think people will be
able to travel to Mars?
1609 1986 1990 2003 20...
How did Galileo When was the MIR What are the most What satellites orbit What missions have
Galilei improve the space station impressive images Mars? What did the taken place
telescope? What did launched? What taken by the Hubble Mars rovers do? recently? What
he discover with the were its objectives? Space Telescope? planned missions
telescope? Is it still active? are there?
SHEET 7 EXTENSION
LET'S PLAN A TRIP!
Name: Year: Date:
Imagine you get a job as a driver for Google Street View cars. The company has prepared a route for you to follow
to photograph the streets of different places around the world.
180º 150º 120º 90º 60º 30º 0º 30º 60º 90º 120º 150º
Arctic Circle
60º St Petersburg 60º
London
40º Rome 40º
Tropic of Cancer
20º 20º
0º Equator 0º
Quito Kinshasa
20º Rio de Janeiro 20º
Tropic of Capricorn Sydney

40º 40º
Prime Meridian
Scale
0 2.100

Antarctic Circle
180º 150º 120º 90º 60º 30º 0º 30º 60º 90º 120º 150º
• You have been assigned these cities. Give their approximate coordinates. One of the cities is missing from the map.
Look up its coordinates and add it to the map.
959069_01_p19_mundi_localizacion
– London. Latitude: Longitude: – Quito. Latitude: Longitude:
– Kinshasa. Latitude: Longitude: – St Petersburg. Latitude: Longitude:
– Rome. Latitude: Longitude: – Sydney. Latitude: Longitude:
– Rio de Janeiro. Latitude: Longitude: – Sevilla. Latitude: Longitude:
• In which hemisphere (north or south, east or west) is each city located?
• You will visit every city. Calculate the distance you will have to travel between the following cities.
Which journey is the longest? Which is the shortest?
Journey Real distance
Quito-Rio de Janeiro
London-Sevilla
Rome-St Petersburg
Kinshasa-Sydney
STUDY OF THE EARTH
2 You have also been given the dates of your journeys and the time your flights leave.
Journey Date Season Time at origin Time at destination
Quito-Rio de Janeiro 15th December 11:30
London-Sevilla 24th March 14:00
Rome-St Petersburg 1st February 18:00
Kinshasa-Sydney 18th July 20:30
• Give the season it will be for each journey.

• Calculate the time in the destination city, based on the time at your point of origin. You can use a time zone map
or the following web site to help you: https://24timezones.com/#/map.
• Next to the time at your destination, write whether you will have to put your watch back (B) or forward (F).
3 You have arrived in Rome and must organise your route around the city. Find Rome on Google Maps to help answer
the questions.
• What river flows through Rome?
• If you go from Sant'Angelo Castle to the Roman Colosseum,
which other major monuments will you pass?
• If you have reached the Roma Termini train station,
what route should you take to the Trevi Fountain?
• What route would you take to arrive at the Piazza
del Popolo?
• Which of the two destinations is quicker by car?
Which is closer to the station?
4 On Googles maps, there are two different ways to view

maps, apart from Street View. Observe and answer the
questions.
• Which of the two images is a satellite photo and which is a map?

• Do you think you can see the photographed area well in the satellite photo? Can you see the detail well or does
it simply give an overview?
• What are satellite photos used for? From where are they taken? Why are they called satellite photos?
• Compare the two images. Do they look similar?
• Is the satellite photo more precise? Why or why not? Do you think satellite photos are useful when making maps?
SHEET 8 EXTENSION
STUDY OF THE EARTH
THE INDIES ENTERPRISE
Name: Year: Date:
READ
[…] I think of my proud reaction that day in 1469, and names on a chain of tiny islands off the coast of a part
I tell myself that it played a part in the history of the of Africa called Senegal.
world. Without that moment of self-assertion, I would
Over the next few days, my new comrades' jealousy
never have benefitted from Master Andrea's vast
grew. It filled the studio, as palpable as a coming
knowledge. And my brother Christopher would not
thunderstorm. My comrades were, after all, older than
have had that advantage either. Without that
me and a thousand times more experienced. But they
knowledge, would he have undertaken the unlikely
could not bear the way Master Andrea, their master,
adventure of his voyage?
kept coming back to watch me write and especially
Returning to myself as a little Genoese lad, standing when he spoke to me. Even so long afterwards, I can
with my fingers clutching my little woollen cap, remember our conversations exactly.
shifting from foot to foot in front of the greatest
"Where did you learn to write so small?"
cartographer in Lisbon. I know..., I know... What else
could I say if I didn't know anything? "By practising."
"I can write very small." The idea had come to me all of "But why practise it?"
a sudden, in the same way as, just before you sink at "Because I'm afraid."
sea, you suddenly see a vision of the rock that will save
"Afraid of what?"
you between two waves. I had remembered my only
talent: ever since I could first hold a pen, I was able to "Of big things. Things that are bigger than me."
write tiny but perfect letters. "Why did you want to work with maps?"
"Show me!" "Maps exist because they are small."
Master Andrea told someone to bring me ink and a "What do you mean?"
pen. He picked up a scrap of paper, handed it to me
"Maps are small compared to the world they describe.
and folded his arms. I hadn't finished writing Ceuta
and Algiers before I felt a tap on my shoulder. I was A map as big as the world would be useless." […]
hired. I was given a task immediately: to write in all the The Indies Enterprise, Érik Orsenna, 2011 (Adapted)
QUESTIONS
1 Answer the questions. 3 Analyse.

• Who wrote this book? When was it written? • What period of history is known as the
• What does a cartographer do? Age of Discovery?
• How did Christopher Columbus's brother, Bartholomew, • What new places did Europeans reach?
get the job of apprentice cartographer? • What role did cartography play in this period?
• Why did he think the event was so important to the What other advances were made in this period?
history of the world?
4 Evaluate.
• What are maps mainly used for?
2 Look for information and explain.
• What do you use maps for?
• How were maps made in the 16th century?
What did they include? • What type of maps do you use?
• Are they made the same way now?
Assessment
resources
Self-assessment
Assessment
19
1 SELF-ASSESSMENT
TECHNOLOGY AND THE GEOGRAPHIC STUDY OF THE EARTH
Name: Year: Date:
1 The closest planets to the Sun are… 7 The projection obtained by drawing the surface
a. Jupiter, Saturn, Uranus and Neptune. of the sphere onto a cone is...
b. Mercury, Venus, Earth and Mars. a. cylindrical.
c. Mercury, Venus, Earth and Pluto. b. azimuthal.

c. conical.
2 For life to be possible on Earth the essential
conditions are… 8 This scale is...
a. a suitable distance from the Sun, the existence
of an atmosphere and water.
1:200,000
b. high atmospheric pressure, high winds
and water.
a. graphic.
c. a moderate temperature, an ozone layer
b. numerical.
and altitude.
c. distorted.
3 The solid outer layer of the Earth is…
9 The reference line of latitude is...
a. the atmosphere.
a. the Prime Meridian.
b. the hydrosphere.
b. the Equator.
c. the geosphere.
c. the Tropic of Capricorn.
4 The Earth's rotation movement causes…
10 Geographic coordinates are...
a. day and night.
a. the latitude, which is the distance between
b. eclipses.
a parallel and the Equator; and the longitude,
c. leap years. which is the distance between a meridian
and the Equator.
5 The Earth's revolution movement is…
b. the latitude, which is the distance between
a. around the Sun and takes a year. a meridian and the Prime Meridian; and the
b. around the Sun and takes 24 hours. longitude, which is the distance between a
parallel and the Equator.
c. on its own axis.
c. the latitude, which is the distance between
a parallel and the Equator; and the longitude,
6 The advantage of a globe is that…
which is the distance between a meridian
a. it shows all the continents as flat. and the Prime Meridian.
b. it shows the sizes of the continents
without distortion.
c. it shows the size of the geographic
coordinates without distortion.
1. b, 2. a, 3. c, 4. a, 5. a, 6. b, 7. c, 8. b, 9. b, 10. c.
ANSWER KEY
1 ASSESSMENT
Name: Year: Date:
1 Explain the differences between these concepts. (1 p.)

• Solstice and equinox:
• Parallel and latitude:
2 Write down the components of the solar system. (1.5 p.)
3 What conditions make life possible on Earth? (1.5 p.)

4 Complete the table with the three layers of the Earth. (1.5 p.)
Letter Layer Characteristics

C
B B
A
5 Fill in the sections of this table. (1.5 p.)
Movement Definition Duration Consequences
Rotation
Revolution
TEST B
6 Look at the map and answer the questions. (3 p.)

60
º 40º Arc 20º 70º 0º 20º 40º 60º 80º º
tic 70º 60
C ircl
TEMPERATE CLIMATES e
C Oceanic A Climate map of Europe

B
ian
Continental
80º
Merid
Mediterranean
Prime
COLD CLIMATES
50 Polar
º
Mountain
40º º
HOT CLIMATES 50
Subtropical
(Canarias)
North
Sea 60º
3
40 ATLANTIC
º D
OCEAN 2
Caspian
Sea 40º
ea
ck s
Bla
20º Scale
0 390 780
E
kilometres
Mediterranean Sea
0º 20º 40º
• What type of map is it?
• What type of projection has been used? Explain.

131046_01_p37

• Which feature of a map does each letter correspond to?
– A: – B: – C:
– D: – E:
• What type of scale has been used? What does it mean?
• If you wanted to go from point 1 to point 2, what distance would you travel?
• What about from point 2 to 3?
• What are the geographic coordinates of each of these points?
– 1:
– 2:
– 3:
1 ASSESSMENT
Name: Year: Date:
You really like looking at the stars from astronomical observatories, so your parents have suggested you choose
from three hotels that have observatories to visit for a weekend.
1 Look at the map and find the approximate coordinates of the places they have marked. (1.5 p.)
12º 10º 8º 6º 4º 2º 0º 2º 4º
Cantabrian Sea Place Coordinates
N 1 FRANCE
Prime Meridian
W
E
A:
42º
S C 42º
•
ATLANTIC B:
A L
OCEAN A C:
40º D 40º
U G
• •
D:
R T
P O
38º B 38º
• What are geographic coordinates?
•
a 2
e
S
n
e a
29º 18º 16º 14º
r r a n
e
M e d i t
36º
ATLANTIC OCEAN 29º Scale
0 130
28º 3
28º ALGERIA
MOROCCO kilometres
12º
18º
10º
16º
8º
14º
6º 4º 2º 0º 2º 4º

• Which meridian passes through Spain? Why is it important?
2 Your place of origin is point D and you want to know the distance of each destination from there. Calculate. (1.5 p.)
131046_01_p37_Coordenadas España
From point D to A: From point D to B: From point D to C:
• Which features do the numbers on the map correspond to?
– 1: – 2: – 3:
• What type of scale does it have?
• What type of projection has been used? How do you know?
3 You would like to go on a weekend in August when there is a meteor shower forecast. (1 p.)
• What season of the year would you travel in?
• Would it be the same season if you were travelling to Argentina? Why or why not?
• What is the name of the change from spring to summer? What are its characteristics?
TEST A
4 Draw the movement that causes the seasons of the year and write its name. (1 p.)
5 To be able to see the stars well it is necessary to observe them at night. What movement causes days and nights?
How long does it take the Earth to do this? (1 p.)

6 You have found this text about the planets that can be seen from Spain. (1 p.)
• What planets make up the solar system?
Going out to observe planets is not difficult. They look like
stars; you just have to know where to look. Venus and Jupiter
are the easiest; when they are in view, they are the brightest

objects in the sky. Others, like Mercury or Saturn, are more
elusive. But all of them (and Mars too) are within easy reach
of the naked eye. You do not need any special equipment or
a telescope; you just need to get away from cities and • Which can be seen best from Spain?
population centres to avoid light pollution.

https://www.bbvaopenmind.com/
ciencia/fisica/planetas-las-grandes-estrellas-del-verano/ (Adapted)
7 Which outer layer of the Earth can affect astronomical observation? How does its presence influence life on Earth?
Name the other conditions that make life on our planet possible. (1.5 p.)
8 This is Earth's internal structure. Look at the image and name the main layers. (1.5 p.)

1 CRITERIOS, SABERES RELACIONADOS Y SOLUCIONARIO
Actividades
Criterios Saberes relacionados
Prueba B Prueba A
Elaborar, expresar y presentar contenidos propios en – Ubicación espacial:

forma de esquemas, tablas informativas y otros 3, 4, 5 1, 4 representación del espacio,
formatos. orientación y escalas.
Incorporar y utilizar adecuadamente términos,

conceptos y acontecimientos relacionados con la 1, 6 1
geografía.
Representar adecuadamente información geográfica a

través de diversas formas de representación gráfica, 4, 6 1, 2, 4, 8
cartográfica y visual.
Interpretar el entorno desde una perspectiva sistémica

e integradora, a través del concepto de paisaje,
1, 2, 3, 5 2, 3, 5, 6, 7
identificando sus principales elementos y las
interrelaciones existentes.
Test B
1 • Solstice and equinox: solstices mark the change from B. Hydrosphere. It is all the water that exists on the planet.
autumn to winter and from spring to summer. At these C. Atmosphere. It is the layer of gases that surrounds
times, the Sun's rays are vertical at one of the tropics. the Earth. It is formed by multiple overlapping layers.
Equinoxes mark the beginning of autumn and spring. 5 The movement of rotation. It is the movement that Earth
The Sun's rays are vertical at the Equator. makes when it rotates on its own axis. It takes 24 hours to
• Parallel and latitude: a parallel is an imaginary circle running complete this rotation, which causes the days and nights, as
perpendicular to the meridians, in an east-west direction. the Sun's rays reach different areas of the planet as it turns.
The reference parallel is the Equator. It divides the Earth into
The movement of revolution. It is the movement of the
the Northern Hemisphere and the Southern Hemisphere.
Earth around the Sun in an elliptical orbit. It takes 365 days
Latitude is the distance from a parallel to the Equator. It can
and almost 6 hours to complete this revolution: one year. The
be north or south.
Earth is tilted as it moves around the Sun. Because of this,
2 Earth belongs to the solar system, which is made up of a star, the Sun's rays do not always fall at the same angle. This
the Sun; eight planets: Mercury, Venus, Earth, Mars, Jupiter, causes the seasons in each hemisphere.
Saturn, Uranus and Neptune; satellites and other celestial
6 • It is a thematic map of the climates of Europe.
bodies (dwarf planets, asteroids and comets). In addition,
many planets have satellites. Earth's satellite is the Moon. • Conical projection. This is obtained by projecting the
surface of the sphere onto a cone. It is the projection that
3 The distance from the Sun. The Earth's distance from the Sun best represents the areas between the tropics and the
makes Earth's surface temperature moderate. If it were polar circles.
closer or further away, life would be impossible because
• A. Title; B. Parallels and meridians; C. Key; D. Text labels;
it would be too hot or too cold.
E. Scale.
Atmosphere. It regulates the temperature of the Earth's • It is a graphic scale. It is expressed by a straight line
surface, preventing it from getting too hot during the day divided into equal segments, usually of 1 cm. The figures
and too cold at night. In addition, the atmosphere contains are usually expressed in kilometres and indicate the actual
oxygen and nitrogen, which are essential gases for size of each segment. The graphic scale shown indicates
living things. that 1 cm on the map is equivalent to 390 km in reality.
Water. It is a basic element for the existence of life. Almost • 1,950 km.
three quarters of our planet's surface is covered by water, • 1,560 km.
most of it in liquid form.
• 1: 40º N, 0º E; 2: 50º N, 20º E; 3: 50º N, 40º E.
4 A. Geosphere. It is the solid layer of Earth. It extends from
the Earth's surface to the centre of the planet.
Test A 7 The atmosphere. This gaseous layer that surrounds the Earth
regulates the Earth's temperature: it prevents it from getting
1 A: 40º N, 5º W; B: 38º N, 2º W; C: 42º N, 2º E; D: 40º N, 3º W. too hot during the day and too cold at night. It also contains
• Geographic coordinates are the latitude and longitude gases that are essential for living things. Other factors are:
of a location. They indicate its exact position on Earth. the distance from the Sun, which allows the temperature
Latitude is the distance from a parallel to the Equator; of the Earth's surface to be moderate, and water, which is
longitude is the distance from a meridian to the essential for living things.
Prime Meridian. 8 From Earth's surface to its centre there are three layers:
2 • From point D to A: 195 km; from point D to B: 260 km; the crust, the mantle and the core.
and from point D to C: 520 km. The crust is the thin outer layer of the geosphere, formed
• 1: Orientation. 2: Text label. 3: Scale. of rock. The continental crust is thicker and more rigid than
• It is a graphic scale. It is expressed by a straight line the oceanic crust and is composed mainly of granite. The
divided into equal segments, usually of 1 cm. The figures oceanic crust is composed almost exclusively of basalt.
are usually expressed in kilometres and indicate the actual The mantle is beneath the crust. The upper mantle contains
size of each segment. The graphic scale shown indicates less dense materials than the lower mantle. The lower mantle
that 1 cm on the map is equivalent to 130 km in reality. can reach temperatures of 3,000 ºC.
• It is a cylindrical projection. This is obtained by projecting
The core is the deepest layer and extends to the centre
the surface of the sphere onto a cylinder.
of the Earth. It is made of iron and nickel. The outer core
3 • In summer. is in a liquid state, while the inner core is solid.
• No, in the Southern Hemisphere it would be winter.
• Solstice. It takes place around the 21st of June, when the
Sun's rays are perpendicular to one of the tropics, and one
hemisphere receives much more sunlight than the other.
4 Individual Drawing (I. D.). The movement of revolution.
5 The movement of rotation. It is the movement that Earth
makes when it rotates on its own axis. It takes 24 hours to
complete this rotation, which causes the days and nights, as
the Sun's rays reach different areas of the planet as it turns.
6 • Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus
and Neptune.
• Venus and Jupiter are the easiest to see. Mercury, Saturn
and Mars are more elusive, but can be seen with the
naked eye.
How the Earth's relief
affects populations 2
2 How the Earth's relief
affects populations
Starting the unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Reinforcement
Sheet 1. Type of relief . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
• Techniques
Sheet 2. Relief map of the world . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Sheet 3. Formation and changes of relief . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
• Go further
Sheet 4. Mountain climbing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Extension
Sheet 5. Has the Earth changed since its formation? . . . . . . . . . . . . . . . . . 38
Sheet 6. Changed by people or nature?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Sheet 7. A Journey to the Centre of the Earth . . . . . . . . . . . . . . . . . . . . . . . . . 40
Self-assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Assessment
Test B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Test A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
2
STARTING THE UNIT
The effect of earthquakes on relief
GOAL 10
Reduce inequality within and among countries

The UN considers inequality within and among countries to be a continuing cause for concern that hinders
development. Despite collective efforts, inequalities are increasing for vulnerable populations in countries with poorer
health systems and in countries facing humanitarian crises.
Natural disasters affect all countries equally, but their consequences are all the more serious in less developed countries.
For this reason, one of the various targets within this UN goal is to encourage official development assistance and
financial flows, including foreign direct investment, for the states where the need is greatest.
Why do we link SDG 10 to relief?

Human beings are closely linked to the territory they inhabit, Earthquake action protocol
which, to a certain extent, conditions their culture and
development. Knowing the processes involved in the Objective: students should understand that
formation of relief, both endogenous (movements of plates, prevention is essential to minimise the
folds and faults, formation of volcanoes, earthquakes) and consequences of natural disasters, and thus
exogenous (erosion, transport, sedimentation) is develop an awareness that reducing risks is
fundamental to the management of the risks derived from everyone's responsibility.
these processes. This challenge seeks to foster an awareness
Not all countries are equally vulnerable to natural that natural disasters are inevitable
relief formation processes. The lower the level of processes, but their consequences can
development of a society, the greater the effects of natural be mitigated with adequate preparation.
disasters. Reducing inequalities within and among countries It also allows students to link the study
is therefore a key tool for reducing the economic, of relief to their own experiences in
social and environmental consequences of relief formation a practical way.
processes.
STARTING POINT
Plate tectonics leaves visible traces on the landscape. This is the message introduced by the photo on
•
the first page of the unit. Careful observation of the relief makes it possible to detect the traces left by plate
movements.
In Iceland, the Mid-Atlantic Ridge that separates the Eurasian and African plates from the North American
and South American plates emerges from the ocean and crosses the island from north to south. The movement
of the plates separating causes the crack to enlarge about two centimetres per year. For this reason, Iceland
is a territory of great volcanic and tectonic activity.
• Natural disaster prevention capacity is directly related to development. The infographic at the
beginning of the unit shows that the differences in the level of development of countries directly affect their
ability to cope with the consequences of natural disasters.
In the cases mentioned, Japan suffered an earthquake of greater magnitude and for three times as long.
However, despite the fact that Japan's population is 11 times that of Haiti, the death toll was 20 times lower.
The socio-economic data from both countries presented in the infographic allows us to relate these figures
to the degree of development.
Personalised
Personalización
del aprendizaje
learning
Refuerzo y apoyo
Reinforcement
Ampliación y enriquecimiento
Extension
HOW THE EARTH'S RELIEF
SHEET 1 REINFORCEMENT AFFECTS POPULATIONS

Name: Year: Date:
Type of relief
1 Label the features of continental, coastal and oceanic relief.
mountain
2 Complete the following table with the relief features from the diagram above.
Relief feature Definition Type of relief
Mountain continental
Mountain range
Techniques
Name: Year: Date:
Relief map of the world

2,000 metres
500 metres
0 metres
• Where is the highest mountain range in the world? Find it on the map.
• Where is the highest plateau in the world? What is it called?
• What is the biggest island in the world? Find it on the map.
• What is the coastal relief of Europe like? What about Africa?
613233T02P003
• Where are the mountains of the American continent located? What did you look for in order to answer?
2 Draw the Earth's main tectonic plates on the map. Then answer:
• Look for an example of a mountain that was created by the collision of two plates.
• Which two plates formed the San Andreas Fault in the Pacific Ocean?
• Based on the tectonic plates, which areas of Spain are most at risk of earthquakes?
3 Give an example of each element in the table for each continent and then draw them on the map from Activity 1.
Continent Mountain range Plateau Plain Coast
Africa
America
Asia
Europe
Oceania
Organise your ideas

Name: Year: Date:
Formation and changes of relief

1 Complete the diagram.
• What are they? • What are they? • What are they? • What are they?
• What state are they

in?
• How are they • How are they • How are they

formed? formed? measured? • What do they cause?
Folds Faults Earthquakes Volcanoes
Formation
erosion FORMATION
deposition AND CHANGES
OF RELIEF
transportation
Changes
Water Living
Wind Temperature
things
• Rivers • Plants
• Seas • Animals
• Groundwater • Humans
Go further
Name: Year: Date:
Mountain climbing
1 You will investigate why various people decided to climb mountains. Read the texts.
A C
Horace-Bénédict de Saussure. The philosopher- Alexander von Humboldt. Humboldt and his
geologist Saussure is considered the pioneer of assistant Bonpland spent six days in Tenerife,
mountain climbing. Santa Cruz, Laguna, Puerto Orotava and on the
In 1760 he offered a reward to the first person who peak of Teide, between the 19th and 25th June
could find a path to the summit of Mont Blanc and 1799, before leaving for America. In his texts we
climb it. On 8th August 1786, Jacques Balmat and can see that he mixes the objective with the
Dr Michel-Gabriel Paccard finally reached the subjective. Teide attracted his attention, as it was
summit of Mont Blanc. On 3rd August 1787, the first active volcano he had ever seen.
Saussure himself reached the summit and was the He wrote, "The morning was grey and damp [...],
first to calculate the altitude. He also carried out when suddenly the blanket of clouds was torn
numerous investigations into atmospheric away; through the opening appeared the sky of a
pressure in the mountains. lovely blue. And in the midst of that blue, as if it
were not part of the Earth, as if the perspective
were opening up to a strange world [...], the peak
B of Mount Teide appeared to us in all its majesty."
Marie Paradis. If it was Saussure who carried out
the first measurement on Mont Blanc, Paradis was
the first woman to reach the summit. Marie D
Paradis completed this challenge on 14th July 1808, Katia Krafft. If Humboldt was among the first to
and is considered the first female mountaineer in investigate Teide, Krafft and her husband were
history. However, her humble origins meant she pioneers in the recording of images of active volcanoes,
did not receive recognition for her achievement. which allowed volcanoes to be studied in greater
The credit was given to the mountaineer Henriette depth. Their findings also improved evacuation
D'Angeville, a French noblewoman, who climbed procedures in the event of an eruption. She died in the
this peak in 1838. eruption of Mount Unzen in Japan in 1991.
2 Read the first two texts. Investigate and answer. 4 Look for more information about Humboldt
• Why is Saussure considered the founder and answer the questions.
of mountain climbing? • When did Humboldt visit the Islas Canarias? Was
• What mountain did Saussure climb? it before or after Saussure climbed Mont Blanc?
Why did he climb it? • How does Humboldt describe Teide? Why was
• What else did Saussure investigate in the Alps? he so impressed by the mountain?
• Who was the first woman to reach the top of Mont • What was Humboldt's main area of investigation?
Blanc? Do you think it was easy for her? Who took
• How was Teide formed? When did it last erupt?
credit for the achievement?
5 Now read the text about Katia Krafft and investigate.
3 Mont Blanc is one of the tallest mountains in Europe.
• Find out Krafft's contributions to volcanology.
• What is the tallest mountain in Europe?
What was so special about her work?
• What are the main characteristics of
• What foundations did Katia Krafft and her
the European mountains?
husband set up? What was the purpose
• Look for information and explain how Mont Blanc
of the foundations?
was formed.
SHEET 5 EXTENSION
AFFECTS POPULATIONS
HAS THE EARTH CHANGED SINCE ITS FORMATION?
Name: Year: Date:
1 Read the text on the theory of continental drift proposed by Alfred Wegener in 1915.
• Look for information and explain who

"The hypothesis of continental drift was so
Alfred Wegener was.
unconventional that it was ridiculed and scorned by
scholars whose work was based on the premise that • What was Wegener's theory of continental drift?
the Earth's crust could not move," wrote Marco What was Pangaea?
Romano and Richard L. Cifelli in an article for the • Why was his theory criticised? When was his
journal Nature. However, it was easy to criticise the theory finally accepted and why?
hypothesis, because Wegener failed to explain
• Explain the concept of Neopangaea.
convincingly how the continents had moved. He
simply referenced a couple of incorrect theories • Cut out the
based on the Earth's rotation and some other continents from a
phenomena. In the end, his hypothesis was discarded map and try to put
and forgotten. them together
like a jigsaw.
ABC, 7th October 2020 (Adapted)
Do they fit?
2 The cartographer and geologist Marie Tharp played an important role in demonstrating Wegener's theory.
• Find out who Marie Tharp was and what she did.
• When was her role recognised?
• How did she help prove the theory of continental drift?
• Explain the main characteristics of oceanic relief.
3 The theory of continental drift was proved by the theory of plate tectonics.
• Look at the images. Then look for information and match them to the landforms they gave rise to.
A B C
Rift Valley San Andreas Fault Himalayas
• Plate movements can also cause earthquakes. The table shows those with the greatest intensity. Write down which plates
the places in the table are located between. Explain to your partner some of the effects the earthquakes had.
Earthquake Date Intensity (on the Richter scale) Plates
Valdivia (Chile) 1960 9.5
Indian Ocean (Indonesia) 2004 9.3
Anchorage (Alaska) 1964 9.2
Japan 2011 9.1
SHEET 6 EXTENSION
AFFECTS POPULATIONS
CHANGED BY PEOPLE OR NATURE?
Name: Year: Date:
In Spain there are numerous places that have been shaped by external agents such as water, the temperature,
the wind and human beings. Would you like to discover some of them?
A B C
D E F
G H I
(A) Mallos de Riglos (Huesca), (B) playa de las Catedrales (Lugo), (C) Torcal de Antequera (Málaga), (D) las Médulas (León),
(E) Pilares de los órganos (La Gomera), (F) Cuevas de Drach (Mallorca), (G) dunas de Bolonia (Cádiz), (H) Bardenas Reales (Navarra),
(I) cañón de los Almadenes (Cieza).
1 Look at the photos. Look for information about the places and locate them on a map of Spain.
Then complete a fact file like this for three of the places.
Place:
Agents that have modified it:
Effects on the landscape:
An interesting fact:
2 Look for information about an area near where you live that has been visibly changed by human activity
and make a report.
• Why do you think humans modify the environment in which they live?
• What changes have been made to the area you have chosen?
• What consequences have there been?
• If the changes have been negative for the environment, have they tried to correct the changes?
SHEET 7 EXTENSION
AFFECTS POPULATIONS
A JOURNEY TO THE CENTRE OF THE EARTH
Name: Year: Date:
1 Read the following extract from A Journey to the Centre of the Earth (1864) by the French writer Jules Verne.
Then answer the questions below.
[Later the travellers were on a small raft on the

ocean.] I heard a terrible blow. The raft was lifted
right out of the water with incredible force. "What
We began our journey around the edge of this new is it?" I shouted. "What have we hit?" My uncle
ocean. On the left, steep cliffs rose so high they
pointed at a massive black object, about a quarter of
seemed to form gigantic columns of rocks piled on
a kilometre away, which was moving up and down.
top of each other. Numerous waterfalls cascaded
I looked and said: "But it's a colossal dolphin!" And
down the mountainsides to form clear pools of
then we saw whales, which were of supernatural
water. A few flashes of light showed us where
dimensions. Even the smallest would have crushed
there were hot springs. Streams flowed down
our boat to pieces with just one of its teeth. Hans
gentle slopes to their shared destination.
wanted to get away from this dangerous area, but
At that moment my attention was drawn to he saw terrible enemies on the shore; a 40-metre-
an unexpected sight. At a distance of 500 paces, wide turtle and a 30-metre-long serpent, raising
beyond a high promontory, there was a tall, dense
its enormous head above the waves.
forest. It consisted of trees of medium height, with
geometric silhouettes. I couldn't think what these The weather seemed to be changing.
strange species could be. When we arrived there, In the distance the clouds resembled great bales
my surprise turned to admiration. I was in of cotton, piled up in picturesque disorder.
the presence of the Earth's natural vegetation, but Gradually they grew in size. They were so heavy
growing on a gigantic scale. My uncle recognised it they could not rise from the horizon, but with
immediately: "It's a forest of mushrooms." He was the wind they became very dense. The grey
quite right. It was incredible how big these plants gloom upon them deepened and they now
grew in this hot, humid environment. looked like a grey and threatening mass.
a. Add your own title to this text.
b. Complete the table with the characteristics of the centre of the Earth, according to Jules Verne.
Characteristics Do they exist?
Relief
Water
Weather
Vegetation
Fauna
c. Would it really be possible to travel to the centre of the Earth? What would you find?
d. According to your textbook, what is the deepest layer of the Earth called?
Assessment
Recursos para
la evaluación
resources
Autoevaluación
Self-assessment
Pruebas de evaluación
Assessment
2 SELF-ASSESSMENT
HOW THE EARTH'S RELIEF AFFECTS POPULATIONS
Name: Year: Date:
1 Depressions are… 6 A volcano is…

a. plains at high altitudes. a.
a fracture that occurs in the rigid materials
b. flat areas of land. of the Earth's crust.
c.
areas of land at a lower altitude than b. a crack in the Earth's crust. Materials from inside
the surrounding land. the Earth are expelled through these openings.
c.
an undulation that occurs in the rigid materials
2 A cape is… of the Earth's crust.
a. a part of the sea that extends into the land.
7 An earthquake is…
b. a part of the coast that extends into the sea.
a. a sudden vibration of the Earth's crust.
c. an area of land surrounded by water on all sides.
b. a collision between mountains.
3 Ocean trenches are… c.
a point on the Earth's surface that is closest
to the tectonic plate.
a. long, deep cracks in the abyssal plain.
b. submerged mountain ranges found in 8 Transportation consists of…
the abyssal plains.
a.
the deposition of materials broken down
c.
plateaus that begin at the coast and descend by external agents.
to a depth of 200 metres.
b. the movement of materials broken down
by external agents.
4 Tectonic plates are…
c.
the process by which rocks break down,
a. static plates inside the Earth.
fragment, and dissolve.
b. thin pieces of the Earth's crust in continuous
movement. 9 The external agents that transform relief are…
c. rocky, high and steep coastal areas. a. wind, temperature, water and living things.
b. wind, climate, ocean trenches and faults.
5 A fault is…
c. earthquakes, wind and people.
a.
a fracture in the rigid materials
of the Earth's crust.
10 Human beings live mainly…
b. an undulation in the less rigid materials
of the Earth's crust. a. on valleys and plains.
c. the collision of two tectonic plates. b. on mountains and plateaus.

c. on mountains and beaches.
1. c, 2. b, 3. a, 4. b, 5. a, 6. b, 7. a, 8. b, 9. a, 10. a.
ANSWER KEY
2 ASSESSMENT
Name: Year: Date:
1 Explain the difference between these concepts. (1 p.)
• Mountain range and mid-ocean ridge:
• Gulf and bay:
• Plain and plateau:
2 Look at the photos. Write what kind of relief they correspond to and what features you see in them. (1 p.)
A B
Landforms: Landforms:
3 Explain how oceanic landforms are organised. (1 p.)
4 Briefly summarise the theory of plate tectonics. (1.5 p.)
5 Explain what faults and folds are. (1 p.)
• Fold:
• Fault:
TEST B
6 Look at the picture. Explain what it is

and label its parts. (1.5 p.)
7 What is shown in the picture? (1 p.)
8 Explain the three types of external processes. (0.5 p.)
Transportation

9 What type of external agent has acted in each of these places and how? (1 p.)
A B C
10 Choose the correct statements about the relationship between relief and humans. (0.5 p.)
People mainly settle in valleys and on plains.
Mountains are inhabited by 80 % of the world's population.
Human activities change the relief very little.
People use technology to adapt the relief to their needs.
2 ASSESSMENT
Name: Year: Date:
1 Read the text about an earthquake in Chile in 1960, the largest in history so far. Answer the questions. (1 p.)
On Sunday, 22nd May 1960, Chile suffered the most powerful earthquake in recorded history. It was
3.11 pm, and for about 10 minutes ferocious jolts were felt along 1,000 of Chile's nearly 5,000 kilometres
of Pacific coast.
The earthquake had a magnitude of 9.5, and released energy equivalent to 20,000 Hiroshima bombs.
The resulting tsunami, with waves of up to 25 metres tall, caused devastation and buried coastal towns.
The relief of Chile changed. Some towns sank and other areas rose several metres; a volcano erupted
and several rivers changed their course.
BBC, 20th May 2020
• What is an earthquake?
• When did this earthquake take place? What magnitude did it reach on the Richter scale?
• What are the main consequences mentioned?
2 Look at the map of the tectonic plates and answer the questions. (1.5 p.)
• What does the theory of plate tectonics explain?

RO
Askja
E U R A S IAN P L A T E
CKY
Hekla
AY
LT
Saint Helens A
N OR T H
A LP S P A C IF IC
PACIFIC Lassen Peak
Elbrus
A M E R I C A N P LA T E
MOUNT
SH
P LA T E Fayal Vesuvius Mount Fuji P L AT E
KU
IRANIAN HI
U
S M
Teide ATLA
Etna
PLATE AL
ND
AI
AY
HI
NS
AS PHILIPPINE
Mauna Loa Popocatépetl ARABIAN PLATE

CARIBBEAN PLATE
Paracutín Pelée
PLATE
COCOS La Grande Pinatubo
PLATE Soufrière
Nevado del Ruiz Cameroon
Kilimanjaro
Cotopaxi Ngorongoro Merapi
Krakatau
Ascensión
• Which plates affect Chile (on the west coast of South America)?
AFRICAN
RG
Sajama
NAZCA
BE
SOUTH AMERICAN PLATE
P LA T E NS
ANDES
KE
PLATE INDO-AUSTRALIAN PLATE
A
R
D
Plate boundaries Tristan

da Cunha Tarawera

Areas of seismic activity Corcovado
Important volcano
A N T A R CT IC P L AT E
• Many faults have also formed in this area. What are they?

843135U2p21
3 The text says that the earthquake caused a volcano to erupt. Chile is a zone with thousands of volcanoes. Nevado Ojos
del Salado is the highest peak. Complete the index card. (1.5 p.)
• What a volcano is:

A
• Volcano: Nevado Ojos del Salado.

E
• Location: Andes mountain range.
B
• Most recent eruption: 1,300 years ago.
• Type of volcano: dormant active extinct F

C
• Parts of the volcano: A: B:
C: D:
E: F: D
TEST A
4 The relief of Chile is very diverse because it is located between tectonic plates. Answer these questions to learn
more about it. (2 p.)
• Nevado Ojos del Salado volcano is located in the Andes mountain range.
What type of landform is it?
• What other landforms of this type do you know?
• The country also has numerous volcanic islands that form an archipelago.
Is an island the same as an archipelago?
• One of the islands, Easter Island, emerged from the East Pacific Rise. What is a mid-ocean ridge
and how is it different from a mountain?
5 The Andes mountain range has suffered great erosion over time. Explain the external processes
that transform relief. (1 p.)
Erosion Transportation Deposition
Process
6 The photos show other areas of Chile that have also been transformed by different external agents.
Which agents are involved in each case? Explain them. (1.5 p).
A B

7 As you have read in the text, in Chile, earthquakes cause many changes to places where people live.
How does relief influence human beings? (1.5 p.)

Actividades
Prueba B Prueba A
Elaborar, expresar y presentar contenidos propios en – Formas y procesos de modificación

forma de esquemas, tablas informativas y otros tipos 8 3, 5, 6 de la superficie terrestre.
de formatos. – Riqueza y valor del patrimonio
Incorporar y utilizar adecuadamente términos, natural.
conceptos y acontecimientos relacionados con la 1, 5, 7, 8 1, 3, 4, 5 – La influencia humana en la
geografía. alteración de los ecosistemas en
el pasado y la actualidad.
Representar adecuadamente información geográfica
a través de diversas formas de representación 2, 6, 7 2, 3, 6 – Conservación y mejora del entorno
gráfica, cartográfica y visual. local y global.
Interpretar el entorno desde una perspectiva

sistémica e integradora, a través del concepto de 2, 3, 4, 6, 7,
2, 3, 4, 5, 6
paisaje, identificando sus principales elementos y las 8, 9
Valorar el grado de sostenibilidad y de equilibrio de

los diferentes espacios y desde distintas escalas y
analizar su transformación y degradación a través del 9, 10 1, 6, 7
tiempo por la acción humana en la explotación de
los recursos.
Test B
1 • Mountain range and mid-ocean ridge: a mountain forces. When the plates move, they can move apart, slide
range is a group of mountains in the continental relief, over each other or collide. When two plates collide, it can
while a mid-ocean ridge is a large submerged mountain lead to the formation of large mountain ranges. Earthquakes
range. The peaks of the highest ridges can rise above and volcanoes are common in areas where plates come
the surface and form islands. into contact.
• Gulf and bay: both are places where the sea extends 5 • Fold: it is an undulation in the Earth's crust that occurs
into the land but a gulf is larger than a bay. when the Earth's internal forces act on materials that are
• Plain and plateau: a plain is flat land at low altitude not very rigid.
and a plateau is flat land at a higher altitude than Fault: it occurs when the Earth's crust cracks or
•
sea level. fractures into blocks when the Earth's internal forces
2 Photo A. Coastal relief. I.D. Top, cape; centre, gulf; bottom, act on rigid materials.
island. 6 It is a volcano. Volcanoes are cracks in the Earth's crust.
Photo B. Continental relief. I.D. Top left, valley; right, Materials from inside the Earth are expelled through these
mountain; bottom, plain. openings at high temperatures.
3 The continental shelf is a gently sloping surface that On the left, from top to bottom: ash, vent and magma.
descends to a depth of about 200 metres and ends in a steep On the right, from top to bottom: crater, volcanic cone
drop called the continental slope. The abyssal plain forms the and lava.
ocean floor and is located at a depth of between 3,000 and 7 It shows a seismograph recording an earthquake. An
7,000 metres. Submerged mountain ranges, called mid-ocean earthquake is a sudden vibration of the Earth's crust caused
ridges, are usually found there. The highest peaks of the by the collision of tectonic plates, fault movements or
ridges can rise above the surface and form islands. Ocean volcanic eruptions.
trenches are long, deep cracks in the abyssal plain. 8 Erosion: it is when rocks wear down, fragment or dissolve.
4 According to this theory, the Earth's crust is made up of Transportation: it is when the eroded material is moved.
tectonic plates of different sizes and a few kilometres thick.
Deposition: it is when the eroded material is deposited
They are continuously moving due to the Earth's internal
in a different place.
9 In photo A the main agent is wind, which transports sand 6 Photo A. Water is the agent in this photo. Both the water
and can form dunes. in the glacier that has been eroding the ground, and the
sea water.
In photo B the main agent is the sea water that has formed
the cliffs. Photo B. Wind and temperatures are the agents in this photo.
Wind breaks down rocks, removing sand particles, which
In photo C the main agent is the roots of the trees that break
then collide with other rocks, polishing and shaping them.
up the rocks.
In addition, wind transports the sand and deposits it, forming
10 People mainly settle in valleys and on plains. True. dunes or sandy soils. Temperature breaks down the rocks
Mountains are inhabited by 80 % of the world's population. and makes them into sand.
False. 7 The population of the Earth is unevenly distributed, because
Human activities change the relief very little. False. human beings are influenced by relief. For this reason, they
People use technology to adapt the relief to their needs. True. mainly populate areas near water courses in regions with
moderate climates and a relief that facilitates human
activities. That is why most of the population lives near
Test A
the coast and 80 % of people live at altitudes below 500 m.
1 • An earthquake is a sudden vibration of the Earth's crust
caused by the collision of tectonic plates, fault
movements or volcanic eruptions.
• Sunday, 22nd May 1960. It reached 9.5 on
the Richter Scale.
• Some towns sank and other areas rose several metres; a
volcano erupted and several rivers changed their course.
2 • See answer to activity 4 of Test B.
• The Nazca plate and the South American plate.
• They are fractures in the Earth's crust that form when
the Earth's internal forces act on very rigid materials.
3 • What a volcano is: a crack in the Earth's crust through
which materials are expelled from inside the Earth at high
temperatures.
• Type of volcano: dormant.
• Parts of the volcano: A: ash and smoke; B: lava; C: vent;
D: magma; E: crater; F: volcanic cone.
4 • It is a type of continental relief: a group of mountains.
• Mountains, plains, plateaus, depressions, etc.
• No, an island is an area of land surrounded by water
on all sides, while an archipelago is a group of islands.
• A mid-ocean ridge is a large submerged mountain
range, while a mountain is on the surface.
5 See answer to activity 8 of Test B.
The challenge
of climate change 3
3
The challenge of climate change
Reinforcement
Sheet 1. The elements of climate and weather. . . . . . . . . . . . . . . . . . . . . . . 56
Sheet 2. The challenge of climate change . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Sheet 3. The Earth's atmosphere and climates. . . . . . . . . . . . . . . . . . . . . . . 58
• Go further
Sheet 4. When shall we take a trip?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
• Techniques
Sheet 5. Make and interpret a climate graph. . . . . . . . . . . . . . . . . . . . . . . . . 60
Extension
Sheet 6. Have you heard of El Niño?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Sheet 7. Fighting to protect the environment . . . . . . . . . . . . . . . . . . . . . . . . 62
Sheet 8. A real change. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Self-assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Assessment
Test B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Test A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
3
STARTING THE UNIT
The fight against climate change
GOAL 13
Take urgent action to combat

climate change and its impacts
Today, the scientific consensus is unanimous: climate change is a consequence of human activity and is threatening
our way of life and the future of our planet. Extreme weather events and sea-level rise are affecting people and their
property in developed and developing countries. This is especially true for the poor and vulnerable, as well as for
marginalised groups such as women, children and the elderly. This is why the UN believes that only by tackling
climate change can we build a sustainable world. But this is an urgent task: action must be taken now.
One of the various targets within this UN goal is to improve education, awareness-raising and the human and
institutional capacity to mitigate climate change, adapt to it, and reduce its impact. The UN also advocates the
integration of climate change measures into national policies, strategies and planning.
Why do we link SDG 13 to the A challenge to develop

challenge of climate change? environmental awareness:
The study of the fundamental characteristics of the organise a climate summit
atmosphere and the basic mechanisms by which
atmospheric phenomena are governed is essential to Objective: to raise awareness of the need to act
understanding how human activity is altering the natural individually and collectively to halt climate change
balances of the planet's climates. and mitigate its effects.
The unit analyses both the factors involved in the This challenge allows students to better
formation of climates and the human processes leading understand the difficulties of reaching agreements
to air pollution and global warming. In addition, the that affect us all.
serious effects of climate change are presented. At the same time, it allows them to strengthen
Knowledge of these is essential to understanding the their values scales and appreciate the prevalence
urgent need for action to help to combat climate change of the measures adopted by the collective over
and its effects. individual wishes and interests.
STARTING POINT
Global warming causes biodiversity loss. The photo at the beginning of the unit seeks to make students
•
reflect on the consequences of climate change for the planet. Extreme weather events, such as droughts, floods
and hurricanes, are increasing significantly. Droughts cause desertification in many areas, resulting in a loss of
biodiversity. But the problem goes further: as soils are depleted, droughts also generate climate migration and
create international tensions.
• H
uman activity is causing major changes on Earth. The infographic at the beginning of the unit provides
several historical series of data that demonstrate the behaviour of fundamental variables in order to understand
climate change. On the one hand, there is the exponential increase in population and human activity, whose
growth curve is very similar to that of CO2 emissions. On the other hand, the rise in sea level and the average
temperatures of the oceans and the land surface. Human intervention is a direct cause of the processes that are
destabilising the Earth's climate and causing global warming. Understanding the scope of these phenomena
is the indispensable first step to incorporating into our lives environmentally-friendly habits and conscious
action against climate change.
Personalised
learning
Reinforcement
Extension
SHEET 1 REINFORCEMENT THE CHALLENGE OF CLIMATE CHANGE

Name: Year: Date:
The elements of climate and weather

1 Decide if the terms for climate and weather have been used correctly in each case.
• What a terrible climate today!

• The weather in the islas Canarias is nice all year.
• The weather forecast for the coming weekend looks good.
• When we were on holiday at the beach, the climate was terrible.
• My city's climate is extreme in winter and summer.
2 Complete the table with the factors that affect temperature, precipitation and atmospheric pressure.
Factors Temperature Precipitation Atmospheric pressure
Latitude
Altitude
Distance from sea
Other
3 Look at the diagram and complete it with the Earth's climate zones.
4 Explain how the following types of precipitation are caused.
Relief precipitation Convectional precipitation Frontal precipitation


Name: Year: Date:
The challenge of climate change

1 Analyse the image. Explain what the greenhouse effect is and how is causes global warming.
A.

A
B.
C

C.
B

2 Explain the serious effects of global warming.
Climate change Rising sea levels
Causes Consequences Causes Consequences
3 Write down what climate catastrophe each photo shows.
4 Write down the type of air pollution associated with each photo.
Organise your ideas

Name: Year: Date:
The Earth's atmosphere and climates

1 Look at the drawing. Then fill in the information on the main layers of the atmosphere.
Layer:
Characteristics:
Layer:
Characteristics:
Layer:
Characteristics:
Layer:
Characteristics:
Layer:
Characteristics:
2 Complete the table with Earth's main climates.
Hot Temperate Cold
Climate: Climate:
Temperature: Temperature: Climate:
Precipitation: Precipitation: Temperature:

Precipitation:
Climate: Climate:
Types
Temperature: Temperature:
of climate
Precipitation: Precipitation:
Climate:
Climate: Climate: Temperature:
Temperature: Temperature: Precipitation:
Precipitation: Precipitation:
H
SHEET 4 REINFORCEMENT THE CHALLENGE OF CLIMATE CHANGE L
1,020
1,016
Go further L H
1,000
1,0 1,020
12
1,016
Name: Year: Date:
When shall we take a trip? 1,

00
8
L
996
1,000
1,00
1 Your school is preparing for a trip to the countryside. Look at the weather maps.
1,0
4
12
L
A 1,004
B Cold front Warm front Isobars
H
1,008 L
1,020
L 1,016 • What do the maps show?
4
00
What symbols do they use?

1,
L H
1,000
1,0
12
1,020 • Where are the high and low
1,0
12
1,016
131046_03_p73_mapa_tiem
pressures?
H • On which map does the Península
1,016
H 1,0
20 1,0
24
1,020 Ibérica have high pressure?
1,01
6 1,01
2 L
1, 996
• On which map are the isobars
00
8
1,000 closer together? What does
H 1,00
that mean?
1,0
1,020 4
12
12
1,0
Cold front Warm front Isobars Cold front Warm front Isobars
2 Analyse the maps.
• What will the weather be like on the Península Ibérica, according to each map?
• Which day would be better for the trip, the one represented by map A or by map B? Why?
• What equipment would you take on the trip? Do you have all the information you need to decide?
3
131046_03_p73_mapa_tiempo
131046_03_p73_mapa_tiempo
Go to the web site: https://www.eltiempo.es/satelite.
• Look at the satellite map and the air pressure map.
What is the weather going to be like?
• Make a weather map with the
data on precipitation, temperature,
cloud cover, wind, etc. You can
use symbols like these.
4 Meteorological stations also collect data about the weather.

What instruments do they use? What does each instrument measure?
5 Some people also study the clouds to predict if it will rain or not.
Look at the photos and give the characteristics of each type of cloud.
Cumulus Cumulonimbus Cirrus
6 Analyse.
• Do you think it is important to try to predict the weather? Why or why not?
• For which activities is it absolutely essential to know the weather in advance? Explain.
Techniques
Name: Year: Date:
Make and interpret a climate graph

1 Follow the steps to make a climate graph.
GEORGETOWN - GUYANA
TEMPERATURES PRECIPITATION
1. Draw the axes. (in ºC) (in mm)
220
Start with the horizontal axis and mark 12 spaces corresponding 210
to the months of the year. Draw two vertical axes upwards from 200
the horizontal axis, one on the left and another on the right. 190
180
170
160
2. Label the axes. 150
140
Write the initial letter of the months on the horizontal axis. Divide
130
the left vertical axis equally and write numbers to represent the 120
temperature, for example, in 5º C increments. Label the right 110
vertical axis with numbers for precipitation. We always use double 100
the temperature value; so in this case, they will go up in 90
80
10 mm increments.
70
30 60
25 50
3. Add the data. 20 40
15 30
Mark the amount of precipitation for each month: make vertical 10 20
bars to represent it. The temperatures are marked with a dot at 5 10
the height of the value for each month. Join the 12 dots to make 0 0
J F M A M J J A S O N D
the temperature line.
T ºC 25 25,5 26 26 25,5 25 24,5 24,5 25 24,5 24,5 24,5

• You can use the internet to find data on the climate of a place, or you canPlook
mm in71
Geography
89 or Physics
142 178 152 145 books.
175 165 185 205 183 104
The web site www.aemet.es is useful for data about Spain.

• Use this data to make your climate graph. e0262196
J F M A M J J A S O N D Tot.
Temp. (ºC) 25 26 21 19 16 13 12 14 19 22 24 25 7,5
Pr. (mm) 71 89 142 178 152 145 175 165 185 205 183 104 557
• Use the points from Activity 2 to help decide what type of climate your graph represents.
In ºC KIEV In mm
40
2 To analyse a climate graph, answer these questions. 80
• Identify where your climate graph represents. What hemisphere 30 60

is it in? What is the average altitude?
20 40
• Analyse the temperatures. Which months are they lowest?
When are they highest? Is there a difference between the seasons?
10 20
• Look at precipitation. When is precipitation highest? When is it lowest?
Is precipitation evenly distributed throughout the year? 0 0
• Decide on the type of climate. Is it a hot, cold or temperate climate?

-10 -20
How do you know? J F M A M J J A S O N D
SHEET 6 EXTENSION THE CHALLENGE OF CLIMATE CHANGE
HAVE YOU HEARD OF EL NIÑO?
Nombre:
Name: Curso:
Year: Fecha:
Date:
1
Read the text and answer the questions.
From the Pacific near the Equator, a weather pattern periodically governs rainfall, droughts, floods and storms
across the Earth.
It is the so-called El Niño-Southern Oscillation (ENSO), a meteorological phenomenon generated by the
warming of ocean waters that periodically disrupts the planet's climate.
"ENSO changes the circulation patterns of the atmosphere so it can cause very extreme events all over the
world. From floods in India or Australia to deluges on the west coast of South America," Bin Wang, head of
the meteorology department at the University of Hawaii, told BBC Mundo.
But, according to the expert, this atmospheric oscillation has shown its most tragic side in the last 40 years: the
so-called "Super El Niño", a more intense version of the phenomenon with even more devastating consequences.
Super El Niños are a very extreme form of ENSO in which the intensity can cause Pacific waters to warm up
C
by 3-4 °C warmer than normal ocean temperatures," says Bin.
However, according to the expert, only three "Super El Niños" have been reported since records have been
kept in the last 130 years: the first in 1982, then in 1998 and, most recently, in 2015.
BBC, 24th October 2019
(Adapted)
• What is El Niño? Why is it called that?

• What is the Super El Niño? In what years has it occurred?
• What causes these phenomena?
• Look up and explain what the La Niña and ENSO-Neutral phenomena consist of.
What part of the cycle are we currently in?
2 A frequent phenomenon that often affects the Levante region of the Península Ibérica is the cold drop (gota fría).
• Search for information and explain the correct definition

of gota fría.
• How does it form?
• When and where does it usually take place?
• Why doesn't it happen in other parts of Spain?
• What effects can it have? What are they due to?
• Look for information on the most recent gota fría.
Where did it take place? What effect did it have?
3 Now analyse the Foehn meteorological phenomenon.

• Look for information and explain what this phenomenon is.
• Show how it happens on the drawing of a mountain on the right.
• Give some examples of where the phenomenon happens.
4 Evaluate.
• Do you think global warming is now impacting these phenomena more intensely?
• How will they change over time? What can be done to stop it?
SHEET 7 EXTENSION
FIGHTING TO PROTECT THE ENVIRONMENT
Name: Year: Date:
1 Read the text.
Since long before climate change became a major

item on the global political agenda, the role of
women in environmental advocacy has been key
to raising awareness about the protection of nature
and inspiring new generations to preserve it.
Some of the women who encourage thousands
of young people around the world to take up the
responsibility of environmental commitment are:
the British primatologist and anthropologist Jane
Youth demonstration against climate change,
Goodall, "the world's leading expert on
with Greta Thunberg (centre)
chimpanzees"; the Australian entrepreneur and
researcher Fabian Dattner, who was the driving Another important female in this field is the
force behind the Antarctic journey of dozens of American marine biologist and conservationist
women in the Homeward Bound project; and the Rachel Carson, whose 1962 book Silent Spring
Indian philosopher and writer Vandana Shiva, inspired, according to some analysts, the creation
"the leader of ecofeminism". of the US Environmental Protection Agency.
The most recent example is 16-year-old Greta Among the objectives of women's activity in favour
Thunberg from Sweden. She became a pro- of nature is the promotion of reforestation of
environment youth icon in August 2018, when she indigenous forests. In 2004, the ecologist Wangari
started a campaign to protest every Friday in front Maathai became the first African woman to receive
of the Riksdag (Sweden's Parliament) to demand the Nobel Peace Prize for "her contribution to
that her government comply with the Paris sustainable development".
Agreement. Maathai, who founded the Green Belt Movement
Her example has mobilised thousands of students and became an aide to Kenya's Minister of
across almost 300 cities around the world. Recently Environment and Natural Resources, encouraged
this has included students in Madrid, Barcelona and Kenyan women to create greenhouses and use local
Girona, convinced by Thunberg's idea to take up the seeds. This led to the planting of more than 50
fight against climate change, because politicians "are million trees, and the training of thousands of
too afraid of being unpopular" and "are not mature women in agricultural practices.
enough to speak the truth". Women have also paid the same price as many
Thunberg's words echoed during the United men for environmental activism: the latest report
Nations Climate Summit (COP24) in Katowice by the NGO Global Witness says that more than
(Poland), the latest step in an international 200 people were murdered across 20 countries in
environmental journey that began with the 2017 for fighting for the planet. [... ] A well-known
Stockholm Conference in the Swedish capital victim was the Honduran activist Berta Cáceres,
in 1972. leader of the Lenca indigenous people, who was
murdered in March 2016.
This conference was the first convened by the UN
Spain also has influential women in this sector, such
with environmental issues as the central focus of
as the anthropologist and former director of the
discussion and recruited many activists; "not only
Fundación FUHEM, Yayo Herrero, the executive
men but also women", explained Christiana
director of SEO BirdLife, Asunción Ruiz, and the
Figueres from Costa Rica, one of the architects
director of BioCultura and president of the
of the Paris Agreement to curb the increase in
Asociación Vida Sana, Ángeles Parra, among
polluting emissions. She has insisted that facing
many others.
climate challenges "requires the collaboration
La Vanguardia,
of both genders".
8th March 2019 (Adapted)
THE CHALLENGE OF CLIMATE CHANGE
2 Think. • D
ecide on the issues on which you can comment
and the ones you think are the most important.
• W
hich female environmental activists are mentioned
Look for information about them.
in the text? Which are Spanish?
• C
hoose a role for each of the speakers and the topic
• What have they done in defence of the environment?
they will discuss.
• W
hat was the Stockholm Conference?
Why was it important? 6 Evaluate.
• W
hat does the NGO Global Witness do?
• Read the texts and answer.
What did its latest report conclude?
3 Analyse. We are at the beginning of a mass extinction

• W
hy has the fight against climate change now become and all you can talk about is money and fairy
a political issue? Do you think climate change is a tales of eternal economic growth... How dare
current problem? you? You have stolen my dreams and my
• W
hy do you think environmentalists continue to be
childhood with your empty words.
killed in some countries? What are the interests being Greta Thunberg
pursued?
The future of the planet concerns us all and we
4 Investigate. must do what we can to protect it. As I said to
the foresters and women, you don't need a
• The text mentions the Stockholm Conference of 1972.
diploma to plant a tree.
Since then, many more conferences have taken place.
Research the conferences in the drawing and Wangari Maathai
summarise their themes in one sentence. Add two
Human beings are part of nature and their war
other conferences that you can find.
against nature is inevitably a war against
themselves.
Rachel Carson
1972: Stockholm If they control the seeds, they control the food;
they know it; it's more strategic. It's more
powerful than bombs, it's more powerful than
weapons. It is the best way to control the
1992: Rio de Janeiro
populations of the world.
1997: Kyoto Vandana Shiva
• Explain the point each woman is making.
2015: Paris 2019: Madrid • D

o you know of any more environmental activists?
Name them and say what they do.
• D
o you think you could become an environmental
activist? What would be your main objectives?
2021: Glasgow
7 Debate.
5 Elaborate.
• H
ave a class debate. Divide the class into two groups:
• W
ith your research on the various climate summits, those against climate change and those who deny
in groups, you are going to prepare an environment climate change is a real problem. Give arguments
day. for and against these positions.
SHEET 8 EXTENSION THE CHALLENGE OF CLIMATE CHANGE
A REAL CHANGE
Name: Year: Date:
READ
When I arrived in Extremadura as an apprentice The seemingly crucial issue of climate change vanished
shepherd, the nights were freezing and the drought was from the news and political agenda in a day. The debacle
distressing farmers and peasants after three years with soon revealed the delusions and fictions common to any
virtually no rain. I had the task of supervising a flock of bubble. Organised groups of people, including my
over 400 sheep on the farm that the friend of a friend of a parents, began to protest in the streets for various
distant relative's friend had put at my disposal when they reasons. However, hardly anyone demanded the control
found out that I wanted to try to live for a season as my of carbon dioxide emissions or the protection of the
mother did when she was a child. [...] brown bear. You could really start to believe that in the
That year the world seemed increasingly receptive to midst of such emergencies there was no time to think
growing warnings about climate change. From time to about what would happen if the reservoirs ran out of
time, debates on the subject surfaced. News reports water in summer.
addressing the issue were frequent, prompting us to think The world became even more full of numbers, statistics
about the frightening and very real damage we had and graphs that, according to analysts and scientists,
inflicted on the Earth. pointed the way to "recovery". We had to be more
Influential politicians, actors and musicians presented efficient, more practical, to focus on what was useful,
documentaries, organised concerts, and travelled to because that was the only way, we were told, to get ahead.
environmentally threatened and impoverished places Nature was once again relegated to a place so much at the
to encourage us to do our bit in the fight against climate service of our urgent needs that denouncing excesses
change. They hinted at an attempt to resume what against it, defending virgin spaces or claiming to rescue
Thomas Berry had called "the great conversation" animals turned you into a snob, an illusionist, an old-
between the human species and nature. And then, as fashioned romantic.
analysts say, "the bubble burst" and there was a global What is the use of singing to the grass, to the grouse or to
economic crisis. the Sun? These people were called poets and associated
The first measure taken by the Spanish government with the useless.
was to withdraw subsidies for renewable energy. Un cambio de verdad, Gabi Martínez, 2020 (Adapted)
QUESTIONS
1 Answer the questions. 3 Evaluate.

• Who wrote the novel and when? • Name a few measures that you think are a good way
• What is "the great conversation" between the human to care for the environment.
species and nature promoted by Thomas Berry? • Which of them do you do?
• W
hat relation does the author make between climate • Write a list of measures to take care of the environment
change issues and the economic crisis? Why did climate that you are going to try to achieve.
change stop being so important, according to the author?
• Why do you think promoting renewable energy 4 Make a dossier.
is good for the environment?
• Collect different news items from the press
or the internet about extreme weather events,
2 Analyse. climate change or other effects of climate on different
• Do you know what an ecological footprint is? territories.
• Find out which countries have a larger ecological • Select the ones you find most interesting and prepare
footprint and which have a smaller one. What is Spain's a dossier in which you classify them by topic. Is it a
ecological footprint? frequent topic in the media?
Assessment
resources
Self-assessment
Assessment
65
3 SELF-ASSESSMENT
Name: Year: Date:
1 The layers of the atmosphere that are closest 6 An area of low pressure, or depression, is…
to the Earth's surface are… a. when the pressure is above 1,013 mb.
a. the troposphere and the exosphere. b. when the pressure is equal to 1,013 mb.
b. the troposphere and the stratosphere. c. when the pressure is below 1,013 mb.
c. the mesosphere and the stratosphere.
7 An example of a steady wind is…
2 Climate is… a. the trade winds.
a. the state of the atmosphere at a specific time b. a monsoon wind.
and place.
c. el cierzo.
b. indicated by the amount of heat and humidity
in a place on a particular day. 8 The climates of the hot zone are…
c. the typical state of the atmosphere that a. Mediterranean, oceanic and continental.
is repeated in a place.
b. equatorial, tropical and desert.
3 Global warming is… c. equatorial, polar or mountain.
a. when rainwater contains pollutants in suspension.
9 In the Montreal Protocol, countries decided to…
b. a type of fog that irritates the eyes and lungs.
a. keep temperature increase below 2 ºC.
c. the increase in temperature caused by the rise
b. create the United Nations Framework Convention
in greenhouse gas emissions.
on Climate Change.
4 Temperature is… c. reduce emissions of ozone-destroying gases.
a. the amount of heat contained in the air of the
10 A hurricane is…
atmosphere. It is measured with a thermometer.
a. a strong depression with wind and heavy rainfall.
b. the water that falls to the Earth's surface from
the atmosphere. It is measured with a rain gauge. b. when it rains heavily in a short period of time
and the soil is not able to absorb all the water.
c. the weight of air at any point on the Earth's
surface. It is measured with a barometer. c. a funnel-shaped column that spins around
at high speed.
5 The factors that affect precipitation are…
a. altitude, latitude and air temperature.
b. latitude, altitude, distance from the sea,
and ocean currents and prevailing winds.
c. longitude, altitude and distance from the sea.
1. b, 2. c, 3. c, 4. a, 5. b, 6. c, 7. a, 8. b, 9. c, 10. a.
ANSWER KEY
3 ASSESSMENT
Name: Year: Date:
1 Explain the difference between climate and the weather. Give examples. (0.5 p.)
2 Look at the image. Write down the names and main characteristics of the layers of the atmosphere. (1 p.)

3 Complete the table. (1.5 p.)
How is it
What is it? Factors that affect it
measured?
Temperature
Precipitation
Atmospheric
pressure
Wind
4 Explain this diagram. What does it show? (1 p.)
Arctic Circle

cold zone
winter Tro
p

ic o
fC
an temperate
cer
zone
Eq
ua
tor
summer
Tro
pic hot zone

ofC
apr
ico
rn
temperate

zone

cold zone
Antarctic Circle

TEST B
5 Describe how the destruction of the ozone layer occurs. (0.5 p.)

6 Explain the difference between high-pressure and low-pressure systems. How are they shown in this map? (1.5 p.)

1,008 4 H L
1,00 0 1,020 976
1,012 1,00 980
L 984
988
992
996
1,016

1,020 1,000
08
1,0 1,0
04
1,0
08
1,024 1,0
12
L
1,0
1,0 04
16
1,0
1,0
00
20

1,032 1,024
H 1,028
L 04
1,0 8
1,00
1,012
1,016
1,020
In hPa (hectopascals)
SOURCE: JAVIER MARTÍN VIDE, Interpretación de los mapas del tiempo.

7 Look at the climate graph and answer the questions. (1 p.)

Singapore (Singapore)
959069_03_p059_h2_mapa_tiempo In ºC In mm
• What is precipitation like?
300
250
200
• What are temperatures like?
150
50 100
25 50
• What type of climate is it?
0 0
8 List the temperate climates and their main characteristics. (1 p.)
959069_03_p062_h04_climograma_singapur
9 Explain what global warming is and relate it to climate change. (1 p.)
10 Look at the image and answer the questions. (1 p.)
• What is it? What effects does it have?
• Where does this phenomenon originate?
3 ASSESSMENT
Name: Year: Date:
You are going to participate in a demonstration this weekend in defence of the environment. You are looking
for a slogan to take to the demonstration. Answering the questions will help you.
1 Read the text and answer the questions. (1.5 p.)

• What is the conclusion of the Aemet's report?
The effects of the climate crisis in Spain are
accelerating and the best place to see this is on
the thermometers. The average temperature in

the country was 1.7 degrees higher in 2020 than
in the pre-industrial era (the period from 1850 • What is temperature? What factors affect it?
to 1900). However, the rate of warming has risen
in recent decades. In the last 60 years the
cumulative increase is 1.3 degrees, according to
the executive summary of the 2020 report on the
state of the climate of Spain, presented by the
Agencia Estatal de Meteorología (Aemet). The
• What is the greenhouse effect? Why is global warming occurring?
study warns that if greenhouse gases continue
to be emitted at the same rate as they have been,
by the end of the century, the temperature
increase will reach five degrees.
El País, 14th May 2021

(Adapted)

2 One of the consequences will be more extreme floods and droughts. Explain the difference between these concepts. (1 p.)

3 Another problem in the atmosphere is pollution. List ways in which the atmosphere can be polluted. (1 p.)
4 In an attempt to lower temperatures, the EU approved a resolution under the Paris Climate Agreement in 2019.
The resolution fixed a target of carbon neutrality by 2050. (1.5 p.)
• What did the Paris Agreement approve?

• What other summits do you know about? What were the main results of them?
TEST A
H
5 You want to know what the weather will be like on the day 1024
of the demonstration. You have seen this map. (1.5 p.) 1020
1016
2
101
• What weather is forecast on the Península Ibérica? How do you know? L

1004
10
1008
08

101 6
• What is wind? Will there be wind that day? Explain your answer. 102
0
2
101
L
• Do you think it will rain? What is precipitation? What factors affect it?

M826044B02P055H2
• What did the climate change report conclude?

A study was funded by the European
Commission to assess the expected impact of
climate change on our continent (the Acacia

Project). The study concluded that by the end
of the 21st century, winters classified as cold • What are Earth's temperate climates?
were expected to disappear almost completely,
and heat waves would become more frequent
and intense. Although the increase in

temperature would affect the entire continent,
the study noted that the south was warming • What are their characteristics?
twice as much as the north.

Istas (CC. OO)

7 However, not only temperate climates will be affected. Look at the climate graph. (1.5 p.)
• What is precipitation like? Eismitte (Greenland)

In ºC In mm
20 40
10 20
• What about the temperature?
0 0
-10

-20
• What type of climate is it? -30
-40
• How does climate change affect it? -50
8 Write the slogan you would like to take to the demonstration. (0.5 p.)
959069_03_p63_h02_climograma_eismitte
Actividades
Prueba B Prueba A
Elaborar, expresar y presentar contenidos propios en – Emergencia climática: elementos

forma de esquemas, tablas informativas y otros tipos 2, 3 y factores que condicionan el clima
de formatos. y el impacto de las actividades
humanas.
conceptos y acontecimientos relacionados con 1, 3, 6, 9, 10 1, 2, 5 – Métodos de recogida de datos
la geografía. meteorológicos e interpretación
de gráficos.
Identificar los principales problemas, retos y desafíos
– Riesgos y catástrofes climáticas
a los que se ha enfrentado la humanidad a lo largo
5, 9 1, 3, 6 en el presente, en el pasado y
de la historia, los cambios producidos, sus causas
en el futuro.
y consecuencias.
– Prevención y resiliencia de la
Representar adecuadamente información geográfica población ante las catástrofes
a través de diversas formas de representación 2, 4, 6, 7, 10 5, 7 naturales y los efectos del cambio
gráfica, cartográfica y visual. climático.
5, 7
paisaje, identificando sus principales elementos y 6, 7, 8
las interrelaciones existentes.

1, 2, 3, 4,
analizar su transformación y degradación a través del 5, 9, 10
6, 8
los recursos.
Test B
1 Weather is the state of the atmosphere at a specific time and altitude, latitude, distance from the sea, and ocean currents
place. For this reason, it changes. For example, we could say and prevailing winds. Precipitation is measured with a rain
that in Santander, the weather was cold and rainy yesterday gauge and expressed in millimetres (mm) or litres per square
and, today, on the other hand, it is sunny. metre (l/m2).
Climate is the typical state of the atmosphere at a particular Atmospheric pressure: it is the weight of air at any point
place. To know the climate, you have to study it for decades. on the Earth's surface. It is affected by altitude and air
So, when we say that it never rains in summer, we are talking temperature. It is measured with a barometer and expressed
about the climate. in millibars (mb) or hectopascals (hPa).
Wind: it is a mass of moving air. Wind speed is measured
2 T he stratosphere is above the troposphere. This layer
with an anemometer and is expressed in km/h. A weather
contains lots of ozone, a gas that prevents ultraviolet
vane is used to know the wind's direction.
radiation from the Sun, harmful to our health, from reaching
the Earth's surface. 4 Temperatures vary according to latitude. They are higher
at the Equator and gradually decrease as we move away
The troposphere is the lowest layer of the atmosphere
from the Equator towards the poles. In the area near
and is in contact with the Earth's surface. This is where most
the Equator, the Sun's rays reach a relatively small area
meteorological phenomena (rain, cyclones, etc.) occur.
of Earth at right angles, so they warm the surface more.
3 Temperature: it is the amount of heat contained in the air In contrast, between the tropics and the poles the
of the atmosphere. The factors that affect it are altitude, Sun's rays reach Earth obliquely. The Sun's energy
latitude and distance from the sea. It is measured with is spread over a wider territory, so they lose intensity.
a thermometer and is usually expressed in degrees This causes the different climate zones.
Celsius (ºC). 5 Ozone absorbs much of the Sun's ultraviolet radiation,
Precipitation: precipitation is the water that falls to the which is harmful to health. The ozone layer naturally depletes
Earth's surface from the atmosphere. It is affected by over the polar regions in autumn and winter and recovers
in spring and summer. However, the emission of the planet. They prevent some of that heat from returning
chlorofluorocarbons (CFCs), chemical compounds found to space. This prevents the planet from becoming too
in aerosols and refrigerants, breaks this natural cycle. CFCs cold. The problem is the increase in the concentration
cause further thinning of the ozone layer and prevent of greenhouse gases emitted by human activities.
it from recovering. They retain more heat, causing the Earth's temperature
to rise.
6 The normal air pressure at sea level is 1,013 mb. Areas
that have a pressure below 1,013 mb are called low-pressure 2 Floods occur when it rains heavily in a very short period of
systems or depressions and are usually associated with time and the soil is not able to absorb all the water. Droughts
unstable weather and precipitation. Areas with a pressure occur when a region experiences less rainfall than is usual
above 1,013 mb are called high-pressure systems or for its climate.
anticyclones: they are usually associated with stable
3 By acid rain, photochemical haze or smog and the
and dry weather.
destruction of the ozone layer.
7 • Precipitation is abundant all year round, but it rains more
in autumn and winter.
4 • The Paris Agreement approved a global action plan
to limit average temperature rise to below 2°C above
• Temperatures are high and stable throughout the year.
pre-industrial levels.
• It is a hot equatorial climate.
• The Montreal Protocol, in 1987, where almost all
8 There are three temperate climates: countries committed to reducing emissions of ozone-
• Mediterranean: with mild winters and warm summers. destroying gases. In 1992, the Earth Summit agreed
Precipitation is low and irregular, with droughts in the to create the United Nations Framework Convention
summer. on Climate Change. The Kyoto Protocol, in 1997,
where industrialised countries agreed to limit their
• Oceanic: it has mild winters and cool summers.
greenhouse gas emissions.
Precipitation is regular and abundant.
• Continental: winters are very long and cold. Summers 5 • Anticyclonic weather is forecast, as the peninsula is under
are hot and short. Precipitation falls mainly in the influence of high-pressure systems: an atmospheric
summer. pressure greater than 1,013 mb.
9 Global warming of the planet is the increase in the average • Wind is a mass of moving air. No, because the isobars
air temperature on the Earth's surface. This is due to are not very close together.
the increase in the "natural" greenhouse effect as a result • No, the weather seems stable. Precipitation is water falling
of the increase in human activities. Global warming to the Earth's surface from the atmosphere. It is affected
is one of the causes of climate change: a change by altitude, latitude, distance from the sea, and ocean
in the characteristics of the Earth's climates due currents and prevailing winds.
to human activities that alter the composition of
the atmosphere. 6 • The report concluded that we can expect the near-total
disappearance of winters classified as cold, and an
10 • It is a hurricane, which is a strong depression with winds increase in the frequency and intensity of heat waves.
and heavy rainfall. They tend to have serious effects. The study emphasised that this would affect the south
• Hurricanes usually form over the oceans, in tropical areas more than the north.
and at the end of the summer. They travel hundreds of
• They are Mediterranean, oceanic and continental
kilometres and, when they come into contact with colder
climates.
waters or land, they lose strength and disappear.
• They occur in the zones located between the tropics
and the polar circles. The Sun's rays arrive more obliquely
Test A
in these zones.
1 • That the average annual temperature of Spain rose 7 • Low all year, but at a minimum in spring and early summer.
by 1.7 ºC in 2020, that in the last 60 years it has risen • Always below zero throughout the year, but with peaks
by 1.3 ºC and that, if this continues, by the end of the and troughs.
century the temperature will be 5 ºC higher than now.
• It is a cold, polar climate.
• Temperature is the amount of heat contained in the air
of the atmosphere. Latitude, altitude and distance from • Global warming has intensified the melting of the polar ice
the sea. caps. As a result, sea levels have risen, from an increase of
• The greenhouse effect is a natural process by which less than 1 mm per year in the 1960s to more than 3 mm
the atmosphere maintains a moderate temperature per year currently. At the current rate, the sea could flood
on the planet's surface. Certain gases in the atmosphere some islands and coastal areas.
allow light and heat from the Sun to reach the surface of 8 O. A.
The sustainable use
of Earth's waters 4
4
The sustainable use of Earth's waters
Reinforcement
Sheet 1. Rivers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Sheet 2. Other continental waters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
• Techniques
Sheet 3. Water on Earth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

Sheet 4. Sea water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
• Key competences
Sheet 5. How do we measure the length of a river? . . . . . . . . . . . . . . . . . . 84
Extension
Sheet 6. Why are the oceans important?. . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Sheet 7. How can we conserve water? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Sheet 8. The Discovery of the Sources of the Nile. . . . . . . . . . . . . . . . . . . . . . . 88
Self-assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Assessment
• Test
Test B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Test A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
4
STARTING THE UNIT
The fight for access to drinking water
GOAL 6
Ensure access to water and sanitation for all

While substantial progress has been made in expanding access to drinking water and sanitation, billions of people,
mainly in rural areas, still lack these basic services. More than 40 % of the world's population, according to the UN,
suffers from water shortages, and water and sanitation-related diseases remain among the leading causes of death
for children under the age of five.
In this sense, one of the various targets within this UN goal is to improve water quality by reducing pollution
and untreated wastewater, eliminating and minimising the release of hazardous chemicals and materials, and
increasing recycling and reuse of water. Sustainable management of water resources will enable better
management of food and energy production, contribute to economic growth and preserve water ecosystems
and biodiversity.
Why do we link SDG 6 to water on Earth?

Analyse the impact of a
The availability of drinking water is key to the development hotel on water supplies
of human societies, to the extent that without it, or with
poor water quality or access to water, human life would be Objective:understand the need to
seriously compromised. incorporate sustainability criteria into all
human activities.
Studying the unit will allow students to know in detail how
water is distributed on our planet. They will gain This challenge allows students to
awareness that water, despite its apparent abundance, is a understand that there are viable options to
limited resource that is at risk due to human activity. They reduce the impact of economic activities on
will also be able to understand the need to preserve the environment, and that implementing
ecosystems in order to maintain water quality and to use them benefits society as a whole.
it responsibly.
STARTING POINT
Water availability is not universal. This is the message that the photo at the beginning of the unit
•
introduces. In many countries of the world, people, and especially women, have to travel to carry out
activities that, in the developed world, are carried out at home. This is because they do not have running
water in their houses.
Everyday tasks such as washing clothes or obtaining water for personal hygiene or consumption force
women and girls to travel more than 30 minutes from their homes in some cases. This puts women in those
countries at a disadvantage. In addition, in many cases, the water available to them is unsafe and not
drinkable, which poses health risks.
• Water stress affects billions of people around the world. The infographic at the beginning of the unit
in the Student’s Book shows that fresh water is a scarce and poorly distributed resource that, in addition,
suffers the consequences of human activity. 29 % of the world's population does not have unpolluted water
with safe access. Most of these people are concentrated in developing countries, especially in sub-Saharan
Africa, East Asia and the Pacific, while in developed countries, clean water is available to 100% of the
population. Moreover, water stress is growing, affecting not only developing but also developed countries.
Personalised
learning
Reinforcement
Extension
THE SUSTAINABLE USE
SHEET 1 REINFORCEMENT OF EARTH'S WATERS

Name: Year: Date:
Rivers
1 Look at the drawing and complete the information about the water cycle.
3. 2.

B
C
4. 1.

2 Define these concepts related to rivers.

• channel:
• river basin:
• course:
• flow:
3 Indicate where in the course of the river these features are located.
• alluvial plains • waterfalls • meanders
• estuaries • gorges • deltas
Upper course Middle course Lower course
4 Which letter of the picture in activity 1 (high, middle or low course) would you relate each image to?
THE SUSTAINABLE USE

Name: Year: Date:
Other continental waters

1 Classify which type of continental water each image corresponds to.

2 Using the drawing, explain how groundwater is formed.

• Why is groundwater important for people?

3 Write on the drawing the parts of the glacier. 4 Look at your atlas and and write the continent where
each lake is found.
Lake Continent
Michigan
Titicaca
Caspian Sea
Baikal
Eyre
Chad
Victoria
Malawi
Superior
THE SUSTAINABLE USE
Techniques
Name: Year: Date:
Water on Earth
1 Write these rivers, seas and oceans in their corresponding places.
2,000 metres
500 metres
0 metres
a. Mississippi river b. Pacific Ocean c. Danube river d. Red Sea

e. Indian Ocean f. Amazon river g. Mediterranean Sea h. Nile river
i. Atlantic Ocean j. Yangtze river k. Barents Sea l. Bering Sea
2 Select the rivers from the previous activity and complete the cards.
131046_04_p84_mundi_altimetria
Mississippi river
• Continent to which it belongs: • Continent to which it belongs:

• Sea or ocean into which it flows: • Sea or ocean into which it flows:
• Continent to which it belongs: • Continent to which it belongs: • Continent to which it belongs:

• Sea or ocean into which it flows: • Sea or ocean into which it flows: • Sea or ocean into which it flows:
3 Locate other rivers for each continent and place them on the map in activity 1.
THE SUSTAINABLE USE
Organise your ideas

Name: Year: Date:
Sea water
1 Complete this concept map on sea water.
SEA WATER
• Percentage of sea water:

Distribution
• Percentage of continental waters:
• Ocean:
Types
• Sea:
Arctic ARCTIC OCEAN
Look at the map:

Circ
le
• What are ocean currents? Labrador

Gulf Stream
California
• What are the two types

Kuroshio
ATLANTIC
PACIFIC
Tropic of Cancer Canarias OCEAN
of ocean currents? PACIFIC

Caribbean
Equatorial
Equator OCEAN OCEAN
Equatorial INDIAN
• What are the ocean currents

Brazil OCEAN
Humboldt
Benguela
Tropic of Capricorn
in South America and in South Climate zones
Asia? Do you think they have

Hot and temperate
Cape
Cold Horn
Prime Meridian
Ocean currents
influenced settlement? Hot currents A N TA R C T I C O C E A N Scale

ic Circle
Antarct 0 1,972
Cold currents
kilometres
959069_04_p07_corrientes_marinas
Look at each picture and say what phase the tide is in.
Movements

Using the drawing, explain what

waves are:

THE SUSTAINABLE USE
Key competences
Name: Year: Date:
How do we measure the length of a river?
The Nile. It is estimated to be 6,650 km long. The Amazon. It is currently believed to be 6,800 km long.
To measure the length of a river, we mainly use river in the world, while the Amazon in South
topographic maps produced by remote sensing America was considered to be 6,400 kilometres long.
images and detailed field studies, which can be However, in 2007, a group of scientists published
difficult to carry out. research claiming that the total length of the
To calculate the length of a river, we need to locate Amazon was 6,800 kilometres. They concluded that
its source and its mouth. Rivers can have various the source of this river was in southern Peru, not
sources, with some originating in glaciers, and in the north as was previously believed.
others in lakes or springs. In addition, rivers can The source and mouth of this river are difficult
flow into the sea or other rivers. to establish. Therefore, it is not known where the
There is no international standard for measuring measurement of its waters should begin or end.
the length of a river. The Nile in Africa, at 6,650 Which river is currently considered the longest
kilometres long, was always considered the longest in the world? The debate continues.
1 Analyse the ways of measuring the length of a river. 3 Analyse the controversy over which is the longest
river in the word.
• How is the length of a river measured?
• Which river was always considered the longest
• Why is it often difficult to locate the source
in the world?
and mouth of a river?
• Explain what scientists discovered. What did
• Do you know what remote sensing images are? this signify?
How do they help us study a river?
• Is this change in measurement internationally
recognised?
2 Locate the Nile and Amazon rivers in an atlas
or on Google Maps. • Why are field studies still needed to locate the
source of a river, despite technological advances?
• Through which countries does each one flow?
Do you think it is easy to measure the length
• What type of flow do these rivers have? Do they have of a river?
any navigable sections?
• Have hydraulic structures been built in their waters? 4 Find out which are the five longest rivers in the world,
Have they generated any controversy? and on which continents they are located.
THE SUSTAINABLE USE
SHEET 6 EXTENSION
OF EARTH'S WATERS
WHY ARE THE OCEANS IMPORTANT?
Name: Year: Date:
1 Complete the information about the oceans below.
Ocean: Ocean: Ocean:

Size: Size: Size:

Coasts it surrounds: Coasts it surrounds: Coasts it surrounds:
World
Oceans Day
The ______________________
blue planet
_____ % of the planet is

covered in water. Sea water 90 %
accounts for _____ %
of the total. Over 90 % of the excess
heat caused by global
warming is absorbed
by the oceans.
Ocean:
Ocean:
Size:
Size:
Coasts it surrounds:

Coasts it surrounds:
2 Oceans provide people with many resources. Look for statistical data and complete the information.
• They support human life:

• They provide food:
• They are transport routes:
• They absorb CO2 and produce oxygen:
3 However, our use of oceans is creating problems. Propose solutions to these problems:
Invasive species Climate change,

Overfishing and Water pollution (seas
and destruction of rising water
illegal fishing. of plastic).
habitats. levels.
SHEET 7 EXTENSION
HOW CAN WE CONSERVE WATER?
Name: Year: Date:
1 Read the text below and answer the questions.
• What percentage of the population live with water

Nearly a quarter of the world's population lives
resources at their limit?
in countries where water resources are at their
limit. In the 17 countries where this 25 % lives, • In how many countries is this population located?
irrigated agriculture, industry and cities consume • What is the largest percentage of water used for?
an average of 80 % or more of the available fresh
• What is "day zero"?
surface water and groundwater each year. This
means that these countries – especially those with • Go to the World Resources Institute website at https://
lower incomes – are much more exposed to severe www.wri.org/aqueduct. Go to the data section and find
restrictions during periods of drought. They are the countries whose water resources are at their limit
therefore approaching what, for some years, has (water stress country ranking).
been called "day zero". This is when water stops • Which are the top five countries? On which continents
flowing from taps because there is simply no are they located?
water left in the reservoirs.
• What is Spain's position?
El País, 7th August 2019
2 Global water consumption is increasing. Do the activities below and write a list of DOs and DON'Ts
to control water consumption.
• F
ind information about daily water consumption and complete a table for the countries below.
Then compare the results and make conclusions.
Country Daily water consumption Country Daily water consumption
United States Mozambique

China Brazil
Spain India
• T o calculate your daily water consumption, go to http://www.tuhuellaecologica.org/encuestas/agua.asp.

Is it higher or lower than the average consumption in Spain?
3 Complete the graph with the proportion of fresh water on the planet and answer the questions.
• As you know, the proportion of total fresh water on
the planet is 2.5 %, and sea water accounts for the
remaining 97.5 %. How might this affect water use?
• Most drinking water is in the form of ice. Do you think
this could be a problem?
• What is the proportion of surface water on Earth?
Where can it be found? Can it be used directly
for human consumption?
4 There are serious problems with many freshwater sources. Look for information in pairs and write
a short news item with these headlines.
• Greenland's ice caps are melting.
• The planet's groundwater wells are at risk of drying up.
• The glaciers of the Pirineos are disappearing.
THE SUSTAINABLE USE
OF EARTH'S WATERS
5 In less developed countries, women are responsible for collecting water, sometimes from many kilometres
away. Look at the graph and answer the questions.
Women and girls spend 20 Women account for 60 % of the The number of girls attending school
million hours collecting water workforce in the services sector, increases by 15 % when communities
in Sub-Saharan countries. but only 19.7 % in the water sector. have drinking water and toilets.
Responsibility for providing water for the household
man 24 % woman 64 %
Time spent collecting
water per day boy
girl
Sub-Saharan Africa 4%
8%
Rural: Urban:
33 min 25 min
Asia
Rural: Urban:
21 min 19 min
• Look at the infographic. Which data catch your attention most?

• Think about all the daily things you do that use water. Imagine you had to travel several kilometres to collect it.
What negative effects would this have on your life?
• Suggest political and economic measures that could be implemented to improve water access systems.
6 To avoid these journeys, humans have built various structures to obtain water throughout history.
• Look at the pictures and try to order them chronologically from oldest to most modern (1, 2, 3, 4).
• Then, match each image with the corresponding place, look for information and complete the table.
Hydraulic structure Location Period Use
Aqueduct of Segovia
Norias of Hama
Panama Canal
Three Gorges Dam
THE SUSTAINABLE USE
SHEET 8 EXTENSION
OF EARTH'S WATERS
THE DISCOVERY OF THE SOURCES OF THE NILE
Name: Year: Date:
READ
"What's that sparkling line I can see down there?" waters on which the easterly wind forms foamy
I asked Sidi Bombay. crescents. On the horizon is a deep grey wall
"It's water," he replied. surrounded by mist. Its fractured peak stands out
against the deep sky, and can be seen between
The position of the trees and the Sun, which was only the breaks in the hills that appear to be submerged
shining on part of the lake, made it look extremely in the sea. At midday, the territory and the capes
small. First, I scolded myself for endangering my of Uguha, dominated in the distance by a group
health for so little, and secondly, I cursed the Arabs' of islands, give variety to this oceanic persepective.
exaggeration. Then I suggested going back to Villages, cultivated fields, numerous canoes and,
explore the Nyanza. As soon as I moved on, the finally, the sound of the waves, give movement
whole scene unfolded before us, and I was in ecstasy. to the landscape. […]
Nothing could be more captivating than that first I forgot about everything: the dangers, fatigue,
glimpse of Tanganyika, sleeping soundly in the heart uncertainty about our return, and everyone shared
of the mountains, warming itself in the tropical sun. my ecstatic feeling. That same day, I organised
At our feet were wild gorges, around which the trail a boat. On the following day, 14th February, we set
sweeps and stretches; a band of greenery that never off along the eastern shore of the lake, heading
withers, sloping down to a stretch of sand bordered towards the district of Kauelé.
by reeds rippling the waves. Beyond this green
The Discovery of the Sources of the Nile, John H. Speke,
border, the lake stretches for 20 to 25 miles, blue
Sir Richard Francis Burton, 1863 (Adapted)
QUESTIONS
1 Answer the questions. 4 Read the text and answer the questions.
• What did the authors of the book discover?
On 21st April 1618, a man from Madrid called
• How does Speke describe the moment Lake Tanganyika
Pedro Páez would discover the sources of the Blue
is revealed?
Nile at Lake Tana in Ethiopia. Today, 400 years
• What is his first impression when he sees the lake? later, Spaniards know (I presume) who David
Livingstone is. However, they have never heard
2 Look for information and answer the questions. of that Spanish Jesuit from the Golden Age. […]
He tells the story in his work:
• Who was David Livingstone?
• What discovery did he make? "Its source is practically west of that kingdom, at
the head of a small valley formed in a great expanse
• When did people start to look for the sources of the
of land. And on 21st April 1618, when I saw it, it
Nile? Give some examples of people who travelled
looked like nothing more than two round eyes half
up the river to find them.
a metre wide. And I confess that I was glad to see
• Why do you think it was so difficult to locate the
what King Cyrus and his son Cambyses, Alexander
sources of the Nile?
the Great, and the famous Julius Caesar were
• Today, what is considered to be the source of the Nile? desperate to see in ancient times."
ABC, 24th April 2018 (Adapted)
3 Draw a map.
• Copy a physical map of Africa and draw the source • Who was Pedro Páez?
and mouth of the Nile. • Look for more information and explain why
his discovery was never recognised.
Assessment
resources
Self-assessment
Assessment
4 SELF-ASSESSMENT
THE SUSTAINABLE USE OF EARTH'S WATERS
Name: Year: Date:
1 The percentage of continental water 6 The flow of a river is:

on the planet is: a. the area occupied by the main river and
a. 97.5 % its tributaries.
b. 2.5 % b. the route a river takes from its source
to its mouth.
c. 30 %
c. the amount of water carried by a river,
2 The water cycle is: which usually varies throughout the year.
a.
the composition of the Earth's waters, consisting
7 In the upper course of a river, we can find:
of both continental and sea water.
a. waterfalls, gorges and canyons.
b.
the constant circulation of water between
the oceans, the atmosphere and the land. b. meanders and waterfalls.
c. the conversion of water into clouds through c. alluvial plains, deltas and estuaries.
evaporation.
8 The biggest one is:
3 The oceans are: a. a lake.
a. large bodies of water that surround and separate b. a swamp.
the continents.
c. an inland sea.
b. small, shallow bodies of water.
c. ice masses created by the accumulation of snow 9 Groundwater can be brought to the surface through:
over hundreds of years.
a. underground aquifers or rivers.
4 Sea water is moved by: b. cold springs or hot springs.
a. tides, tectonic plates and lakes. c. underground rivers or wells.
b. waves, rivers and ocean currents. 10 An iceberg is:

c. waves, ocean currents and tides.
a. a glacier that has melted into the sea.
5 A river that flows into another river is called: b. a floating mass of ice.
a. a tributary. c. a mass of ice that descends a slope.
b. a drainage basin.
c. a glacier.
1. b, 2. b, 3. a, 4. c, 5. a, 6. c, 7. a, 8. c, 9. b, 10. b.
ANSWER KEY
4 ASSESSMENT
Name: Year: Date:
1 Differentiate between these concepts. (1 pt.)
• Lake and inland sea:
• Ocean and sea:
• Glacier and iceberg:
2 Look at the drawing and write down which process it represents. (1 pt.) 2
3

1
4

3 Explain how climate change affects the Earth's water. (1 pt.)
4 Complete the cards with the three movements of sea water. (1 pt.)
Tides

5 Think about where in the course of a river it would be best to build a dam. Why? (1 pt.)
TEST B
6 Complete the table about the course of a river. (1.5 pts.)
Course Channel and flow This forms… Erosive process
Upper
Middle
Lower
7 Deduce from the images what the flow of this river is like and explain it. (1 pt.)
8 Explain with the help of the drawing how groundwater is formed.

Then answer the questions. (1.5 pts.)
• How can it leave the ground?
• What might be the effects of overexploitation of aquifers?
9 Label these bodies of water as river, lake, sea or ocean. (1 pt.)
• Mississippi: • Baltic:
• Mediterranean: • Victoria:
• Indian: • Danube:
• Baikal: • Pacific:
4 ASSESSMENT
Name: Year: Date:
The discovery of the sources of the Nile is attributed to the Englishman John Hanning Speke. Imagine you are part
of the expedition that accompanied Speke and do an analysis.
1 Read the text and answer the questions. (1 pt.)

• Where does Speke believe the source of the Nile is?
I observed the flowing water with pride,
because it confirmed my theory that [the Nile]
was fed by springs from the summits of the • In what course of the river is its source located?
Mountains of the Moon. In addition, due to its

flow, I concluded that these mountains must
reach a height of 8,000 feet or more… So, • What are the characteristics of this course?
I thought that these mountains, with their

abundant water, must be the source of the

Congo and the Nile…
• What other river originates in the same place?
John Hanning Speke

2 Look at the images. Indicate which course of the river they belong to and name what you can see. (1 pt.)
A B
3 The Nile flows into the Mediterranean Sea and the Congo flows into the Atlantic Ocean.
Answer the questions. (1.5 pts.)
• What is the difference between an ocean and a sea?
• Does the Nile form a delta at its mouth? What does this consist of?
• How much of the planet's water does sea water account for? What about continental waters?
Which are suitable for human consumption?
TEST A
4 You have arrived with Speke at the source of the Nile in Lake Victoria. (1.5 pt.)
• What is a lake? How is it different from an inland sea?
• What are the characteristics of Lake Victoria? What other lakes do you know? Name two and say which continents they are on.
5 The Nile has an irregular flow. (1 pt.)

• What does this mean?
• Look at the image. What has been built? What effects could it have?
6 In addition to these resources, Egypt also utilises groundwater. Read the text and answer the questions. (1.5 pts.)
• What is groundwater and how is it formed?

[Egypt] has groundwater sources, but they
are not renewable. In addition, groundwater
reserves in the Western Desert will allow the

extraction of no more than three to five
thousand million cubic metres per year over • Do you think it is important to conserve it? Why?
the next 50 to 100 years.

7 The water on Earth is in constant movement. Can you explain how this occurs? (1 pt.)
8 Sea water is also in constant movement. Answer the questions. (1.5 pts.)
• The Mediterranean Sea is surrounded by a warm current. What does this mean?
• Look at the picture on the right. What feature of movement does it show? In addition to those
mentioned previously, what other type of movement does sea water make?
Actividades
Test B Test A
Elaborar, expresar y presentar contenidos – Biodiversidad: formas y procesos de

propios en forma de esquemas, tablas 4, 6 modificación de la superficie terrestre.
informativas y otros tipos de formatos. – Conservación y mejora del entorno local
Incorporar y utilizar adecuadamente y global.
términos, conceptos y acontecimientos 1, 4 3, 4, 5, 8 – Conciencia ambiental. Respeto, protección
relacionados con la geografía. y ciudado de los seres vivos y del planeta.
Representar adecuadamente información
geográfica a través de diversas formas de 2, 7, 8 2, 5, 8
representación gráfica, cartográfica y visual.

sistémica e integradora, a través del
1, 2, 4, 5, 6, 1, 2, 3, 4,
concepto de paisaje, identificando sus
7, 8, 9 5, 6, 7, 8
principales elementos y las interrelaciones
existentes.
Valorar el grado de sostenibilidad y de

equilibrio de los diferentes espacios y desde
distintas escalas y analizar su transformación
3, 5, 8 3, 5, 6
y degradación a través del tiempo por la
acción humana en la explotación de los
recursos.
Argumentar la necesidad de acciones de

defensa, protección, conservación y mejora
5 5, 6
del entorno a través de propuestas e
iniciativas.
Test B
1 • Lake and inland sea: a lake is a body of water that has 3 The increase in the temperature of the planet and the
accumulated permanently in the interior of the continents, number and frequency of floods and droughts means that
in sunken areas of land. If if contains salt water, it is called water quality is deteriorating and water availability is
an inland sea. extremely low in many areas of the world.
• Ocean and sea: oceans are large bodies of water that 4 Ocean currents. Displacements of large bodies of water,
surround and separate the continents. Seas are smaller similar to rivers, which circulate in the oceans.
and shallower, and are located in areas near the Tides. Daily rise and fall in sea levels caused by the
continents. gravitational forces of the Moon and the Sun.
• Glacier and iceberg: glaciers are masses of ice created Waves. Movements on the surface of the sea produced
by the accumulation of snow over hundreds of years, by the wind.
which move with varying degrees of speed. Icebergs 5 It would be better to build it in the upper or middle course,
are floating masses of ice.
as the water flows with more force and a dam can help
to control the river's flow.
2 This is the process of the water cycle. 1. Heat causes water
to evaporate. 2. The water vapour rises, cools and condenses 6 Upper course. Channel and flow: its channel is narrow and
to form clouds. 3. The water from the clouds falls as its flow abundant. This forms: waterfalls, gorges or canyons.
precipitation. 4. The water reaches rivers and the sea. Erosive process: the process of erosion occurs because the
Part of it filters into aquifers. water flows very fast and with great force.
Medium course. Channel and flow: its channel is wide • Yes, it forms a delta. A delta is a triangular-shaped
and its flow is less abundant. This forms: meanders. landform made by the accumulation of materials
Erosive process: that of transport, because the water is transported by the river.
calmer and transports the materials eroded in the upper
• Sea water accounts for 97.5 % of the planet's water.
course.
Continental waters only account for the remaining 2.5 %.
Lower course. Channel and flow: the channel is also wide For human consumption, only 1 % remains.
and the flow becomes abundant again. This forms: alluvial 4 • A lake is a permanent body of water that has accumulated
plains, and at the mouth, deltas or estuaries. Erosive
in the interior of the continents, in sunken areas of land. If
process: that of deposition, as the water flows more slowly
it contains salt water, it is called an inland sea.
and deposits the transported materials.
• It is the second largest freshwater lake on the planet.
7 The flow is the amount of water carried by a river, which can Model answer: Lake Chad (Africa) and the Great Lakes
vary. In the image we can see that it is irregular, because in (America).
one season it carries a lot of water and in another it carries
5 • That the flow of the river is not constant throughout
little.
the year.
8 Groundwater forms when part of the water from rainfall and
rivers enters the ground through porous rocks and meets • A dam has been constructed to supply water and produce
a layer of impermeable rock. The water then collects and electricity. Model answer: It can have very negative effects
forms aquifers. if it causes pollution or diverts the course of the river.
• This water flows out through cold springs (cold water) 6 • Groundwater originates when part of the water from
or hot springs (hot water). rainfall and rivers enters the ground through porous rocks
• Open answer. and meets a layer of impermeable rock. The water then
collects and forms aquifers.
9 • Mississippi: river. • Baltic: sea.
• This water needs to be conserved, as it takes years for
• Mediterranean: sea. • Victoria: lake.
aquifers to fill up again.
• Indian: ocean. • Danube: river.
7 Through the process of the water cycle. Heat causes water
• Baikal: lake. • Pacific: ocean.
to evaporate. The water vapour rises, cools and condenses,
forming clouds. The water from the clouds falls as rain. The
Test A
water reaches rivers and the sea. Part of it of it filters into
1 • In the Mountains of the Moon. aquifers.
• In the upper course. 8 • That the temperature of the current is higher than that
of the waters it surrounds.
• It is usually a mountainous area, so the water flows quickly.
The channel is narrow. The water erodes the land and • It shows waves, which are movements on the surface of
carves out gorges or canyons. When there is a great the water produced by the wind. The other movement is
difference in height, waterfalls form. that of the tides, which are the rise and fall in sea levels
caused by the gravitational forces of the Moon and the
• The Congo River. Sun on the water.
2 Image A is a waterfall, which belongs to the upper course
of the river. Picture B is a meander, which is formed in the
middle course of the river.
3 • Oceans are large bodies of water that surround and
separate the continents. When they are smaller and
shallower, they are called seas and are located close
to the continents.
GEOGRAPHY AND HISTORY 1 SECONDARY Content courtesy of . Physical redistribution and/or communication on the internet or on social networks is prohibited.
How the Earth's landscapes
affect people 5
5 How the Earth's landscapes
affect people
Reinforcement
Sheet 1. Natural and humanised landscapes. . . . . . . . . . . . . . . . . . . . . . . . . 104
Sheet 2. Hot landscapes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Sheet 3. Temperate landscapes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106

Sheet 4. Cold landscapes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Extension
Sheet 5. Are our forests disappearing?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Sheet 6. How do people live in different landscapes?. . . . . . . . . . . . . . . . . 110
Sheet 7. Identifying landscapes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Self-assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Assessment
Test B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Test A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
5
STARTING THE UNIT
Stop biodiversity loss
GOAL 15
Sustainably manage forests and halt

biodiversity loss
Forests are of fundamental importance to the continuity of life on Earth and play a major role in combatting climate
change. Deforestation and desertification pose serious challenges to sustainable development and have affected the
lives and livelihoods of millions of people.
Since 1990, some 420 million hectares of trees have disappeared to make space for agriculture and other land uses.
Investment in land restoration is crucial to improving livelihoods and reducing vulnerabilities and risks to the
economy. In this sense, one of the various targets within this UN goal is to promote the sustainable management
of all types of forests, halt deforestation, restore degraded forests and increase afforestation and reforestation.
Why do we link SDG 15 to Earth's

landscapes? A creative challenge: hold
a photography exhibition
Forests cover large areas of the Earth and constitute
ecosystems of vital importance to the biosphere. They are Objective: to understand the
habitats for many animal species and reserves of plant importance of forests to the biosphere
biodiversity, they regulate water flows and they prevent soil and to humans, and to become aware
erosion. Forests, moreover, develop under very different of the need to preserve them.
climatic conditions and form a fundamental part of many This challenge allows students to relate
landscapes. the general study of landscapes to the
Forests are closely related to the study of Earth's landscapes. analysis of specific cases. At the same
They are an important source of resources for human beings, time, it encourages personal involvement
but their exploitation is leading to the deforestation of major and allows students to develop an
areas of territory. It is therefore essential to promote the awareness that we must all be active
responsible and sustainable use of their natural resources. agents in the defence of the environment.
STARTING POINT
Landscapes transmit emotions. This is the message introduced by the photo at the beginning of the unit.
•
The beauty of a landscape is closely related to our emotional attachment to it. Human beings evolved and
acquired the characteristics we possess today in close contact with nature. Therefore, observing a beautiful
landscape directly affects our perceptions and our emotions; it balances us and soothes us. Observing
landscapes reminds us that we are part of nature.
• Forests are threatened by human activity. The infographic at the beginning of the Student's Book
highlights the importance of forests to the ecosystem and to human life, because of the many benefits they
generate. It also highlights the variety of types of forest, the direct threats they face and the benefits of the
sustainable exploitation of forest areas, among other important aspects. The goal is for students to be aware
of the importance of conserving forests and stopping deforestation.
It is worth reminding students that human beings are a very unique species in the dynamics of the biosphere,
both in terms of their ability to modify the environment and alter the ecological balance, and because they are
the only living beings capable of consciously influencing the balance of ecosystems.
Personalised
learning
Reinforcement
Extension
HOW THE EARTH'S LANDSCAPES
SHEET 1 REINFORCEMENT AFFECT PEOPLE

Name: Year: Date:
Natural and humanised landscapes

1 Look at the photo and answer the questions.
• Is it a natural landscape or a humanised landscape?
Explain your answer.
• Describe the landscape and its characteristics.
• How have climate, relief and water affected the landscape?
Why do you think humans haven't modified it yet?
• How might the introduction of a dam affect
the landscape?
• Do you think introducing a dam here would be an example
of sustainable development? Give reasons.
2 Classify the transformed landscapes.
3 Talk about how the landscape has changed with a partner.
1964 2018

Name: Year: Date:
Hot landscapes
1 Identify the different hot landscapes in the photos.
2 Describe the climate of each landscape.
EQUATORIAL TROPICAL DESERT
3 Tick the correct statements. Correct the incorrect statements in your notebook.
50 % of the world's population live in deserts.
There are large, uninhabited areas in the interior of rainforests.
Lots of big cities are located on the savannah.
Some peoples living on the savannah are nomadic shepherds and sedentary farmers.
There is only basic agriculture in the Gulf of Guinea, South America and the Antilles.
The population living on the savannah is concentrated along coasts and rivers.
Despite the harsh conditions in deserts, some large cities, such as Cairo, have been built.
4 Look at the picture. Explain how vegetation is distributed in a rainforest.


Name: Year: Date:
Temperate landscapes
1 Look at the map. Complete the tasks and answer the questions.
• Colour the map according to the key.
Green: oceanic landscapes

Orange: Mediterranean landscapes
Purple: continental landscapes
• Where in the world are these landscapes

most common?
• What landscapes can we find on the
Península Ibérica?
2 Match the vegetation to its landscape.
Mediterranean pine steppes holm oak, cork oak moorland taiga
oceanic landscape Mediterranean landscape continental landscape

• What natural elements can you see? What human elements
can you see?
• Which of the temperate landscapes are most populated?
• Why are these landscapes so transformed? How have humans
transformed them?
• What problems have the transformations caused?
• Based on what you've learnt, what type of humanised
landscape does the photo show?
4 Complete the table comparing temperate landscapes.
Landscape Climate Rivers
Continental
Mediterranean
Oceanic
Organise your ideas

Name: Year: Date:
Cold landscapes
1 Complete a fact sheet like this for polar landscapes and mountain landscapes.
Landscape:
A
Location:
Climate:
– Temperature:
– Precipitation:
Vegetation:
Settlement:
2
Look at the photos and answer the questions.
B
• Which shows a polar landscape?
• Describe the characteristics of the landscape
and its vegetation.
• Which shows a mountain landscape? How do
you know?
• At which altitudes do you think the landscapes
in the photos are found?
• Do you think many people live there? Explain
your answer.
3 Create a vegetation graph for the Himalayas.
• Read the text. • Use this vegetation graph of the Andes as a guide.
Altitude
Andes (in metres)
Alps
Up to 1,800 m you can find farmland and Perpetual snow
6,000
Perpetual sno
Bushes and meadows Meadows
deciduous forests; from 1,800 to 3,600 m coniferous Coniferous forest 5,500 Scrubland
forests develop; between 3,600 and 5,400 m the Mixed rainforest 5,000 Coniferous fo
and savannah
high mountain pastures are found; and above Rainforest 4,500 Decidious for
5,400 m there is always snow. 4,000

West face North face
3,500
3,000
• Draw a vertical line and mark altitude on it.
2,500
• Mark and colour the levels of vegetation on the graph. 2,000
• Create a key for your graph with symbols to represent 1,500
the different plant species. 1,000
500
959069_05_p110_h2_cliserie
GEOGRAPHY AND HISTORY 1 SECONDARY Content courtesy of 107
. Physical redistribution and/or communication on the internet or on social networks is prohibited.
SHEET 5 EXTENSION
ARE OUR FORESTS DISAPPEARING?
Name: Year: Date:
1 Look at the photos and answer the questions.
A B
C D
(A) Forest fire in València, (B) deforestation in the Amazon rainforest in Brazil, (C) the effects of acid rain in Yosemite
National Park (USA), (D) the effects of a plague on a forest in Germany.
• Which threats to our forests are reflected in the photos?

• Are they all a result of human activity?
• How do they occur?
• Which is most damaging to the vegetation?
2 Different types of forests develop in different climates. Look for information about these forests and complete the table.
Forest type Location Type of vegetation
rainforest
tropical or mangrove
Mediterranean
oceanic
taiga

• The dark green areas are forests. In what parts
of the world are there most forests?
• What type of forest covers the largest area of Earth?
AFFECT PEOPLE
4 Investigate these questions and discuss your findings with your classmates.
• Why are forests so important for life on Earth?
• At what rate are our forests disappearing? What will happen if they disappear completely?
• How can we help stop our forests disappearing?
5 Read the following articles and answer the questions. They refer to statements by Jair Bolsonaro
(president of Brazil) and Nemonte Nenquimo (a Waorani leader).
Deforestation in the Amazon region reached Nemonte Nenquimo is a leader from the Waorani
its highest levels between August 2018 and indigenous group. “We are defending life and the
July 2019. Despite this fact, the Brazilian planet,” she tells BBC Mundo, “and I want the
President, Jair Bolsonaro, has told Efe that world to help. Don't leave us to fight alone. We need
it “will not end” because it is a “cultural” help protecting the Amazon. If we fight together, we
practice. can shape the future for other generations.”
He denied that the increased levels were Nemonte took the Ecuadorean government to
because of his government's policies and court. The judges in the case ruled in favour of the
blamed them on the traditional agricultural Waorani. The ruling by Ecuador's Constitutional
practices of Amazonian peoples. Court protects 500,000 acres of Amazon rainforest
Agencia Efe, 20th November 2019 (Adapted) against oil extraction.
BBC, 1st December 2020 (Adapted)
• What are the main causes of deforestation, according to each text?

• How does Nemonte Nenquimo think we can end deforestation in the Amazon?
• Discuss the two points of view with your classmates. Which do you agree with the most?
6 Spain once had so many forests, a squirrel could cross the peninsula without touching the ground.
Do you think this statement is true or false? Investigate and write your opinion below. Give reasons
for your answer.
TRUE OR FALSE?

7 Create a podcast on the topic of deforestation. Include the following information:

• The main threats to our forests today.
• Some of the ways governments can help stop deforestation.
• Some of the ways we can help stop deforestation.
SHEET 6 EXTENSION
HOW DO PEOPLE LIVE IN DIFFERENT LANDSCAPES?
Name: Year: Date:
You are going to travel around the world and meet some different groups who live a more traditional way of life. While
on your trip, you are going to collect facts and information about the groups and create an informative poster.
1 Use this map as the basis of your trip. It shows the location of the peoples you will investigate.
Nenets
Sami
people
people
Sherpa
Seminole people
people
Bedouin
people
Awá Maori
people people
Maasai
people
• Complete a fact sheet for each group of people.
Group:
Location:
Ways of life:
Economic activities:
Main threats:
SAMI AND NANETS PEOPLES

2 Look for information and answer the questions.
• Where do the peoples live? Do they live in hot, temperate

or cold landscapes?
• How do they survive?
• What are their houses like? What about their clothes?
• How are the two groups similar? How are they different?
• What problems threaten their survival?
A boy from the Sami people
AFFECT PEOPLE
SHERPA PEOPLE MAORI PEOPLE
3 Who are the Sherpa people? Answer the questions. 6 Tattoos are very important in Maori culture.
• What are the Sherpa people good at? Why are
they suited to a mountain landscape? An expert, known as a tohunga,
traditionally provides Maori
• Why do you think we rarely hear about them
tattoos. The process involves
in news about mountaineering?
dipping tools in a mixture made
• What are their religious beliefs? from the ashes of burnt roots.
• What do the Sherpa people demand today? The tohunga usually asks who the
tattoo is for.
– moko, is not a
A Maori tattoo design, or ta
BEDOUIN PEOPLE
simple thing. Each one tells the story and
4 Are you familiar with the Bedouin people? genealogy of the individual. Therefore, it's
rare to find two tattoos the same.
• What do you think life in the desert is like?
What do they mainly do? OK Diario, 15th February 2021
(Adapted)
• What are their houses like? What about
their clothes?
• Are any of the other peoples nomadic? Why is that? • What do Maori tattoos represent?
• What is particularly interesting about the • What else do you know about the Maori people?
Bedouin people? • What is life like for them today?
MAASAI PEOPLE SEMINOLE PEOPLE
5 Read the text and answer the questions. 7 Look for information and answer the questions.
• Where do they live?
Ngai is the creator of the universe and • What are the main characteristics of the Seminole?
everything in it. This Supreme God lives at the
• How have they adapted to modern life? Did they have
top of Mount Kilimanjaro. Ngai created the
to break with any traditions in order to adapt?
Maasai and then created cattle, so they had
food. This was the beginning for the Maasai.
AWÁ PEOPLE
Their cattle are more important to them than
anything else. They raid farms and steal cattle 8 Look for information at
from others because they believe they are only
the following link and
taking back what Ngai gave them. They
answer the questions:
arrived from the Nile valley during the 17th
https://assets.
and 18th centuries. They became a military
survivalinternational.org
society that dominated the grasslands of the
/documents/1124/awa
Rift Valley. Today they live in Kenya and
-chronology-jan-2014.pdf
Tanzania. They are a scattered group, divided
into 12 clans. Each one has its own ceremonies • Summarise the campaign
and dialects. which aimed to save the Awá.
What was the outcome?
• How do the Awá live? Why are they so threatened?
• Where do the Maasai mostly live?
9 Say what type of landscape each of the peoples you
• What is central to Maasai life?
have studied live in.
• Are they a unified group? How are they organised?
SHEET 7 EXTENSION
AFFECT PEOPLE
IDENTIFYING LANDSCAPES
Name: Year: Date:
READ
Going up that river was like travelling In the past, I have loved the Sahara. I have spent
back to the beginning of the world, when nights alone in the path of thieving tribes and
vegetation rioted on earth and the big trees woken up happy in the golden, empty desert,
were kings. where the wind, like a sea, has created waves of
sand on the surface. Asleep under the wing of my
An empty stream, a great silence, an
plane, I have looked forward to being rescued the
impenetrable forest. The air was warm,
next day. But this was not the Sahara! Prévot and I
thick, heavy, stagnant. There was no joy in
walked. The ground was sand, covered with a
the bright sun. The long river continued,
single layer of shiny black pebbles. They looked
deserted, into the dark distance. On silvery
like metal scales and shone like armour. We had
sandbanks, hippos and alligators relaxed
fallen into a mineral world and iron hills caged us
next to each other. The river, getting wider,
[…]
flowed through forest islands; you got lost
in the same way you would in a desert, and The wind was getting cold, and I was learning that
constantly passed shoals of fish as you there is no refuge in the desert. The desert is as
tried to find the channel, until you went smooth as a marble. During the day, there's no
crazy and felt cut off from everything you shade; at night you are unprotected from the wind.
once knew. […] Not a tree, hedge or rock to shelter behind. The
wind was attacking me like an army across open
I had to keep looking for the channel; I had
country. I turned and twisted to escape it: I lay
to try and find the signs of hidden banks;
down, stood up, lay down again, and still, I
I looked for sunken stones.
couldn't escape it. I had no strength to run from
Heart of Darkness, the assassin and I fell to my knees, my head
Joseph Conrad, 1899 between my hands.
(Adapted)
Wind, Sand and Stars, Antoine de Saint-Exupéry, 1939
(Adapted)
QUESTIONS
1 Answer the questions. 3 Investigate and analyse.
• Who wrote the books? When were they written? • What are the main deserts of the
• Which landscapes do they describe? world and where are they located?
• According to the extracts, what is life like in • What are some interesting facts
these landscapes? about the Sahara desert? Which
countries does it cover?
2 Find out more. • Where is the Congo? Which

countries does it flow through?
• In Heart of Darkness, which river is the main character
travelling along? • What did the Congo used to be called? When did its
name change?
• What is the meaning of the book's title?
• Where is the source of the Congo? Which sea does it
• Why is the rainforest so important in this book?
flow into? Which parts of the river are navigable?
• Where did Saint-Exupéry's plane crash?
• How did he survive? 4 Expand.
• What other book did the accident inspire? • Imagine you are in one of the landscapes described
in the extracts and write a story of your experiences.
Assessment
resources
Self-assessment
Assessment
5 SELF-ASSESSMENT
HOW THE EARTH'S LANDSCAPES AFFECT PEOPLE
Name: Year: Date:
1 A natural landscape is one that… 7 The rivers of the Mediterranean landscape…

a. has been modified by humans. a. have a low, irregular flow.
b. has not been modified by humans. b. have a high, regular flow all year round.
c. is used for rural tourism. c. have an abundant flow and sometimes freeze.
2 Hot landscapes can be classified as… 8 The continental landscape is found…

a. polar and mountain. a. around the Mediterranean Sea.
b. Mediterranean, oceanic and continental. b. along the western coasts of temperate zones.
c. equatorial, desert and tropical. c. in the north and centre of Europe, Asia and North
America.
3 Rainforests are…
9 The vegetation of mountain landscapes…
a. dense, lush and evergreen.
a. is divided into layers. Conifers and evergreen
b. a forest made up of deciduous trees.
trees are at the highest altitude.
c. dense, but have a dry season.
b. is divided into layers, due to variations in
temperature and precipitation.
4 The population living in the savannah…
c. is not dense and is formed by species that endure
a. is always nomadic and engaged in trade.
droughts well.
b. is concentrated along coasts and riverbanks.
c. lives in cities since very ancient times.
10 Polar landscapes are…
a. sparsely populated, except the tundra, where
5 In sandy deserts… there are many cities.
a. there are lots of sand dunes. b. highly populated, especially the big cities.
b. there are large expanses of pebbles c. virtually uninhabited.
and bare rock.
c. trees such as conifers are found.
6 In the oceanic landscape…

a. rainforests are typical in the wettest areas.
b. there are meadows in the more arid zones.
c. there is moorland in areas with poor soil.
1. b, 2. c, 3. a, 4. b, 5. a, 6. c, 7. a, 8. c, 9. b, 10. c.
ANSWER KEY
5 ASSESSMENT
Name: Year: Date:
1 Explain the differences between natural landscapes and humanised landscapes. (0.5 p.)
2 Look at the photo and complete the index card. (1 p.)

Landscape:
Type of desert (climate):
Relief:
Vegetation:
3 Compare the climate, rivers and vegetation of an equatorial landscape and a tropical landscape. (1.5 p.)
Landscape Climate Rivers Vegetation
Equatorial
Tropical
4 Explain why hot landscapes (equatorial, tropical, desert) are often uninhabited. (1 p.)
5 Which temperate landscapes do these maps correspond to? Write where they are located. (1.5 p.)
cle
c Cir
Circle ircle Arcti
Arctic Arctic C
Tropic of C Tropic of Cancer

ance r
Tropic of Cancer
Equator Equator
Equator
Tropic of Capricorn Tropic of Capricorn

Tropic of Capricorn
cle
Antarctic Cir
Antarctic Circle
Antarctic Circle

959069_05_p104_h03_loc_clima_oceanico
959069_05_p106_h01_loc_clima_mediterraneo
959069_05_p108_h01_loc_clima_continental
TEST B
6 Analyse the type of climate found in these landscapes and the vegetation that grows there. (1.5 p.)
Mediterranean landscape:
• Climate:
• Vegetation:
Oceanic landscape:
• Climate:
• Vegetation:
Continental landscape:
• Climate:
• Vegetation:
7 Explain which temperate landscapes (Mediterranean, continental, oceanic) are more populated.
Give some examples. (1 p.)

8 Look at the photo and answer the questions. (1 p.)
• What cold landscape does it belong to?
• What type of vegetation can you see?

• Does it seem to be a highly populated area or a sparsely
populated area? Why?
9 Analyse the climate graph of this mountain location. (1 p.)

In ºC Aberdeen In mm In ºC Sonnblick In mm
• What is the precipitation like? 40 160
80
120
30 60
• What are temperatures like? 80

20 40
20 40
A
RCTIC
10 20
OCEAN 0 0
• Where can we find mountain landscapes?
0 0 -20
J F M A M J J A S O N D J F M A M J J A S O N D

Greenwich Mer
5 ASSESSMENT
Name: Year: Date:
A friend of yours is travelling around the world and wants you to record all the places she travels through.
So far, she has sent you these photos for you to organise.
1 Look at the photos and answer the questions so that you can classify them. (1 p.)
A B
E
D
• What types of landscapes are shown in the photos?
• In general, are they sparsely or highly populated? Which are the most populated? Relate your answer to the climates.
• Complete the information cards on the vegetation of these landscapes.
Landscape A: Landscape B: Landscape C:

Landscape D: Landscape E:

• Are they humanised or natural landscapes? How do you know?
TEST A
2 Your friend has spent a few days in this Mediterranean landscape. (1.5 p.)
• What physical features does this landscape have?
• How has it been modified?
3 What impressed your friend the most was a mountain climbing trip. Andes Altitude
Alps
Perpetual snow (in metres) Perpetual snow
She drew this diagram of her climb. (1.5 p.) Bushes and meadows
6,000
Meadows
Coniferous forest 5,500 Scrubland
• Why does the vegetation change? Mixed rainforest 5,000 Coniferous forest
and savannah
Rainforest 4,500 Decidious forest
4,000
West face North face
3,500
• Describe how the vegetation is distributed. 3,000
2,500
2,000
1,500
1,000
500
0
4 When your friend was visiting the temperate landscapes, during the winter, she sailed down this river. (1.5 p.)
959069_05_p110_h2_cliserie
• What is the river's flow like?
• Do you think it is regular?
• Why does it have these characteristics?
• What type of landscape does it belong to?
5 In her last email she sent you this article. Read it and answer the questions. (1.5 p.)
• What is the text about?
Forests, which cover 30.7 % of the Earth's surface (4,000
million hectares) and are home to more than 80 % of all
terrestrial species of animals, plants and insects, are being
• Which areas have been most affected? What type
lost. With them, we lose valuable carbon drains that
of forest is it primarily?
combat climate change.
In these last five years, four countries in the Amazon basin
have lost the most forests: Brazil, Bolivia, Colombia and

Peru. West Africa and the Congo Basin are also suffering
losses. In Asia, the greatest loss of forests is happening • What effects could this have on people's lives?
in Indonesia, Malaysia and Cambodia.

El País, 12th September 2019
(Adapted)
5 ANSWER KEY
Actividades
Prueba B Prueba A
Elaborar, expresar y presentar contenidos propios en – Biodiversidad. Dinámicas y

forma de esquemas, tablas informativas y otros tipos 2, 3, 5 1 amenazas de los ecosistemas
de formatos. planetarios.
Incorporar y utilizar adecuadamente términos, – Riqueza y valor del patrimonio

conceptos y acontecimientos relacionados con 1 natural.
la geografía. – La influencia humana en la
alteración de los ecosistemas en
Representar adecuadamente información geográfica
el pasado y la actualidad.
a través de diversas formas de representación 2, 5, 8, 9 1, 2, 3, 4
gráfica, cartográfica y visual. – Conservación y mejora del entorno
local y global.
1, 2, 3, 4, 5
paisaje, identificando sus principales elementos y las 7, 8, 9

analizar su transformación y degradación a través del 4, 7 5
los recursos.
Test B
1 A natural landscape is one that has not been modified by Tropical. Climate: temperatures are high throughout the year,
humans. It is the result of the interaction between climate, but lower than in the equatorial climate. Precipitation is
relief, water, vegetation, fauna and soil. abundant, but falls mostly in one period of the year. This
A humanised landscape is one in which nature has been causes alternating wet and dry seasons. Depending on the
modified by humans. The most favourable landscapes for life amount of rainfall, we can distinguish between a tropical
have the highest populations. Humans have modified these dry climate and a tropical wet climate. Rivers: they have less
landscapes the most. abundant flows than the rivers of the equatorial climate.
2 Landscape: desert. They have an irregular flow that varies according to rainfall.
Type of desert (climate): it is a hot desert. During the day, Vegetation: the dry season creates a savannah landscape.
temperatures are always very high, and can reach over 50 ºC. Its vegetation includes grasses that can grow very tall and
Temperatures fall very sharply at night, sometimes to below that change colour according to the season: they are
0 ºC. Precipitation is very scarce. green in the wet season and yellow in the dry season.
Relief: it is a sandy desert, with lots of sand dunes. Shrubs and deciduous trees, such as acacia and baobab,
grow amongst the grasses. On the banks of rivers, trees
Vegetation: in the photo we can see an oasis, which grows
form gallery forests. In areas closest to the Equator,
in more humid areas.
tropical forests develop. In areas close to deserts,
3 Equatorial. Climate: temperatures are always high. There is steppes form.
very little difference in temperature between the seasons, or
between day and night. Precipitation is very abundant and
4 The rainforest is sparsely populated because heat and
evenly distributed throughout the year. Rivers: they have humidity favour the spread of disease. In addition, the dense
abundant, regular flows. Vegetation: heat and humidity favour vegetation and fragile soil make human activities difficult to
the growth of a dense, lush, evergreen forest. It is home to a carry out. Deserts are usually sparsely populated because of
great diversity of plant species (hevea, mahogany, ebony, their extreme climate. Less than 2 % of the world's population
etc.) and animals (especially birds and insects). Vegetation in lives in deserts. The inland savannah is sparsely populated;
the rainforest is divided into layers of different heights. people live along the coasts and riverbanks.
5 The first shows the Mediterranean climate, found at latitudes Test A
of between 30° and 40° in both hemispheres, but typically
around the Mediterranean Sea. The second shows the
1 • A
: desert; B: savannah; C: polar; D: steppe; and
oceanic climate, which extends mostly along the western E: rainforest.
coasts of temperate zones, between the 40° and 60° • In general, they are sparsely populated landscapes. In
parallels north and south of the Equator. The third shows the rainforests, the high temperatures and continuous rainfall
continental climate, which is found mostly in the north and favour the spread of disease. In deserts, low precipitation
centre of Europe, Asia and North America. and high temperatures make life difficult. In polar
landscapes, the cold temperatures mean that the soil is
6 Mediterranean. Climate: temperatures are very high
always covered with ice. Steppes are arid and dry.
in summer and mild in winter. Precipitation is not very
abundant and mainly falls in spring and autumn. Summers In the savannah, changes in temperatures and
are very dry. Vegetation: it is adapted to the summer precipitation also make it difficult to establish stable
droughts. Most of the trees and shrubs are evergreen. settlements. The most populated landscapes would be the
The typical species found in Mediterranean forests are holm savannah and the steppe landscape. Both have been
oak, cork oak, and Mediterranean pine. There is also modified to adapt them to the needs of humans.
scrubland and shrubs, many of which are aromatic, such • Landscape A: only species adapted to aridity live there.
as rosemary, lavender, rockrose, oregano and thyme. Plants, such as cacti, do not have leaves. They store water
Oceanic. Climate: temperatures are mild all year round, due in their stems and roots. In more humid areas, oases form,
where date palms grow.
to the influence of the ocean: summers are cool and winters
are mild. Precipitation is abundant and regular. Vegetation: on Landscape B: the dry season creates a savannah
the coast and mountains there are extensive meadows. In landscape. Its vegetation includes grasses that can grow
inland areas and areas at medium altitude, deciduous forests very tall and that change colour according to the season:
grow, with trees such as beech, chestnut and oak. There is they are green in the wet season and yellow in the dry
moorland in areas with poor soil. The vegetation here season. Shrubs and deciduous trees, such as acacia and
consists of shrubs, grasses and bushes. baobab, grow amongst the grasses.
Continental. Climate: temperatures vary greatly: winters are Landscape C: the characteristic features of the polar
long and cold, and summers are short and hot. Precipitation landscape are ice and snow. In nearly all polar regions,
is moderate and falls mostly in the summer. Vegetation: the soil and subsoil remain frozen all year, and vegetation
northern forests or taiga grow in the northern regions. It is cannot grow because of the cold.
made up of evergreen trees, such as firs and pines. To the Landscape D: steppes are typical of the continental
south, in humid and less cold areas, there are prairies. They landscape. They form in areas with high temperatures
consist of tall grasses and are characteristic of the inland and lower rainfall. They are covered by short grass.
plains. In the warmer and drier areas, steppes form, which
Landscape E: heat and humidity favour the growth of a
are covered by short grass.
dense, lush, evergreen forest. It is home to a great diversity
7 The most populated ones are the Mediterranean and the of plant species (hevea, mahogany, ebony, etc.) and
oceanic landscapes. An important example of the oceanic animals (especially birds and insects). In rainforests,
landscape is western Europe, which has one of the highest vegetation is divided into layers of different heights.
population densities in the world, and is also greatly • The photos mainly show natural landscapes, since no
transformed. Today, urban and industrial landscapes are transformations made by people are visible.
most common. Most of the population of regions with a
2 • This landscape has a Mediterranean climate with
Mediterranean climate live in cities and work in industry or
temperatures that are very high in summer and mild in the
the service sector. These areas are home to some of the
winter. Precipitation is low, which means that the rivers
world's most active cities, such as San Francisco, New York,
have low, irregular flows. The vegetation is adapted to the
Miami (all in the USA) and Rome (Italy).
summer droughts. The typical species are the holm oak,
8 • The polar landscape. the cork oak, and, in some areas, the Mediterranean pine.
• Tundra grows here, composed of moss and lichen. There is also scrubland and shrubs.
• It is a sparsely populated area, due to its extreme climate • It is a highly populated zone since ancient times. In inland
and the fact that it is difficult to grow crops on these lands. regions, forests were cut down to make room for
9 • Precipitation is abundant throughout the year. agriculture and pastures for feeding livestock. On the
• Temperatures are cold all year round, lower in winter coast, and on plains near rivers, humans have made
than in summer. canals and channels to irrigate cultivated areas. In addition,
• Mountain landscapes are found in large mountain ranges, in recent decades, the growth of tourism has also
such as the Himalayas (Asia), the Andes (America) and profoundly changed the natural environment, especially
the Alps (Europe). along the coastlines.
5 ANSWER KEY
3 • The vegetation changes because, as the altitude increases,

the temperature decreases and precipitation becomes
more abundant. Vegetation adapted to these conditions
grows at each level.
• We can see that in the lower part there are crops, and in
the next level (from 1,000 to 2,000 m) there are deciduous
trees. From 2,000 to almost 4,000 m there are coniferous
forests and meadows. Meadows appear up to 5,000 m,
and then there is only perpetual snow.
4 • It has an abundant flow.
• It is regular.
• As temperatures are mild all year, with cool summers and
mild winters, and precipitation is abundant (around 1,000
mm per year) and regular, the rivers have a high and
regular flow all year round.
• The river is part of an oceanic landscape.
5 • The disappearance of the planet's forests.
• In South America: Brazil, Bolivia, Colombia and Peru. Also,
West Africa and the Congo Basin. In Asia, the greatest loss
of forests is happening in Indonesia, Malaysia and
Cambodia. They are rainforests, primarily.
• O. A.
The physical environment
of the continents 6
6 The physical environment
of the continents
Reinforcement
Sheet 1. The relief of the continents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Sheet 2. Climates and landscapes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129

Sheet 3. The rivers of the world. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Sheet 4. Europe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
• Techniques
Sheet 5. The continents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Extension
Sheet 6. Let's plan a trip! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Sheet 7. Do only men climb mountains? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Sheet 8. Out of Africa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Self-assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
Assessment
Test B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Test A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
6
STARTING THE UNIT
Respect for natural environments
GOAL 10
Reduce inequality within and among countries

According to the UN, equality in the world can and must be achieved in order to guarantee a decent life
for all along with sustainable development. But it is essential to not exclude any part of the world's population
in achieving this. Economic and social policies must be universal and pay special attention to the needs of
disadvantaged and marginalised communities.
Therefore, one of the various targets within this UN goal is to encourage official development assistance and
financial flows, including foreign direct investment, to states where the need is greatest, in particular the least
developed countries, African countries, small island developing states and landlocked developing countries,
in accordance with their national plans and programmes.
Why do we link SDG 10 to the physical

A challenge to spread
environment of the continents?
knowledge of the planet:
All human activities happen in the physical environment. create an atlas
Human social and economic organisation, and cultural
conceptions, are, to a certain extent, conditioned by the Objective: knowledge of the natural
environment in which they originate and develop. For this environment of the planet is the basis for
reason, geographical knowledge of the world fosters a better understanding the world around us and
understanding of the environment around us and the cultural the differences and inequalities between
differences between regions. regions and countries.
An aspect of this world knowledge that is worth emphasising is This challenge allows students to deepen
the understanding that some natural environments are more their knowledge of the world's natural
favourable than others for the development of human life. Regions environments and appreciate the value
with more extreme climates, or high mountain areas, offer fewer of reliable information to form their own
opportunities for agriculture, livestock and human settlements. judgements based on objective data.
Therefore, they generate inequalities that threaten development.
STARTING POINT
The natural environment conditions our way of life. This is the message that the first photo introduces.
•
The relief, the scarcity or abundance of water, and climatic conditions set the framework within which
human life develops. Mountain reliefs such as the one in the photo hinder communications and agricultural
development. As a result, mountains are rarely home to dense populations, and population decreases the
further north or south they are. The mountains of the tropical and equatorial zones, on the other hand, are
often more populated, due to the milder climatic conditions found there compared to the plains.
• Human activity endangers ecosystems. The natural environment conditions human life, but humans
also affect ecosystems. The infographic at the beginning of the unit in the Student's Book highlights how
human activity affects ecosystems. The Sahel is a transition zone between the Sahara Desert and the tropical
rainforests. Like all transition zones, it remains in a precarious balance that is altered when its original
conditions change. Human activity has brought about significant changes due to overgrazing, farming
operations and population growth. However, projects such as the Great Green Wall can help to restore
the original balance and also to improve the living conditions of the people in the area.
Personalised
learning
Reinforcement
Extension
THE PHYSICAL ENVIRONMENT
SHEET 1 REINFORCEMENT OF THE CONTINENTS

Name: Year: Date:
The relief of the continents

1 Complete the table with two examples of each relief feature.
Continent Plateaus or plains Mountain ranges Coastal features
Africa
America
Asia
Europe
Oceania
2 Put numbers on the map below to represent the relief features from Activity 1.
3 Explain the characteristics of Antarctica's relief.

Name: Year: Date:
Climates and landscapes

1 Look at the map and complete the table for each photo.
G
A
D
F
C
2,000 metres
500 metres
0 metres
Photo Landscape Vegetation Climate type Continent
A Mediterranean
B Beech forest
131046_04_p84_mundi_altimetria
C Equatorial
D Sahara Desert
E Queensland savannah Oceania
F Mountain
G Eurasian steppe
2 Explain the climate, vegetation and fauna of Antarctica.
Organise your ideas

Name: Year: Date:
The rivers of the world

1
Write an example of a river for the basins and continents in the diagram below.
• Europe:
Arctic basin • America:
• Asia:
• Europe:
Atlantic basin • America:
• Africa:
• Africa:
Indian Ocean • Oceania:
basin
• Asia:
RIVERS OF Caspian Sea • Europe:

THE WORLD basin
• Europe:
Black Sea basin
• Europe:
Mediterranean • Africa:
basin • Asia:
• America:
Pacific basin
• Asia:
Organise your ideas

Name: Year: Date:
Europe
1 Do the activities about the continent of Europe.
A
B Locate Europe's
Write an example of each geographical limits
relief feature: at these points:
• peninsula: • island: • North:
• cape: • gulf: • South:
• East:
• West:
C
Which basins do these rivers
belong to?
• Vistula: • Volga:
D
Look at the photos of the mountains. Which type of European
• Danube: • Pechora: mountain ranges do they belong to? Where are they located?
• Rhône: • Rhine:
Alps Ural Mountains

E
Explain this
headline.
"The Caspian
Sea will lose up
to a third of its
surface area due
to evaporation
caused by
climate change."
G
Look at the photo. Tick the type
F
What type of European climate does the information refer to? of landscape it shows.
• It occurs along the Atlantic coastline and extends inland. Mediterranean landscape
• The rainfall is usually high and regular, but declines Continental landscape
in summer. Oceanic landscape
• Temperatures are mild all year round. Mountain landscape
Techniques
Name: Year: Date:
The continents
1 Read the texts and indicate which continent they relate to.
A B
Traditionally, it is considered one of the six A couple of years ago, an enormous rift of several
existing continents on our planet. However, kilometres shocked Kenyan residents who were
from a Physical Geography point of view, travelling between Nairobi and Narok. To the
it is, in reality, an extension in the form naked eye, it seems like the continent is
of a peninsula to the west of the Asian separating and what is now solid ground will
continent. Because it is a peninsula, it is eventually become a new ocean.
difficult to determine its exact eastern limit.
La Razón, 11th September 2020 (Adapted)
C D
Australia is not a continent. It is the largest This is a continent of strong contrasts. There is
island in the world, which is part of the smallest the highest peak on the planet (Everest, which
continent in the world. Of the total area of this measures 8,850 metres) and the deepest
continent, Australia makes up 85 %, New depression (the Dead Sea, at 395 metres below sea
Zealand and Papua New Guinea make up 8 %, level), with deeper marine pits surrounding the
and the rest is made up of thousands of small area. Other locations include Verkhoyansk, one of
islands and islets that form dependent and the coldest places in the world, and Cherrapunji,
independent states scattered across the Pacific which is considered the rainiest place on Earth;
Ocean. The name of this continent comes from deserts, tundra and rainforests, flowing rivers,
the ocean in which it is located. wadis, etc.
2 Text A. 4 Text C.
• What continent does the text refer to? • Why does this zone have so many islands?
• Find and explain another interesting fact about • Find out about Zealandia and explain what it is.
this continent.
• What myth inspired its name?
5 Text D.
• W
hy does the text say that this continent has
3 Text B. strong contrasts?
• Find more information and explain what produced this • What other facts could you add about this continent?
situation. What consequences will it have?
• What type of relief is most common in that area?
6 Two continents are not mentioned in the texts.
• L ook for information about the other two continents
and write a short text that is similar to those you have
read about the other continents. For help, think about
these questions.
– What do you find most interesting about the
American continent?
– Is there a great variety of climates on this continent?
– Who lives in Antarctica? What do those people
do there?
– When was Antarctica's territory protected? When will
the protection treaty expire?
SHEET 6 EXTENSION
OF THE CONTINENTS
LET'S PLAN A TRIP!
Name: Year: Date:
You are going on a trip through Europe on the Danube. But first you are going to prepare a guide to help you organise
the trip properly.
1 Look at the photo and draw the Danube's route.

Answer the questions to help you:
• Where is the source of the river?
• Where is the mouth of the river?
• What is the total length of this river?
• In which direction does the river flow?
• How many tributaries does it have?
• List the ten countries through which
the Danube flows.
2 You are going on your trip this summer.

• List the two climates the river flows through.
• What is the prevailing climate? When does the river change to the other climate?
• What type of clothing should you take with you?
3 The Danube is mostly navigable. The Danube

at Budapest
• What characteristics of the river make it mostly navigable?
• Find information about situations in which ship traffic had to be stopped and why this happened.
• Name the main types of relief through which the river flows.
4 Read this description of the Iron Gates and search for information relating to memorable sites through which the river flows.
• What are the Iron Gates?

For hundreds of years, rocks like dragon teeth
turned this stretch into a deadly and dangerous • The river has also inspired a famous piece of music. Who was
pass that could only be navigated when the the composer? Why were they inspired by the Danube?
flow increased. (…) As we have demonstrated, • Search for and name other emblematic sites that the Danube
circumventing these dangers made for a slow passes. Describe them, like in the text example.
and tiring journey, which was the opposite of • Historically, the river was a frontier during Ancient History.
the buoyant and swift descent. Of which empire was it the frontier?
Between the Woods and the Water, • Look for another interesting fact about the Danube and write
Patrick Leigh Fermor, 1933 about it.
5 The Danube also suffers from pollution.

• What kind of activities are causing pollution in the river? Why are pollution levels increasing?
• What policies have been put into place to stop this pollution?
6 With all the information you have found, work in groups to prepare an infographic about the Danube.
SHEET 7 EXTENSION
DO ONLY MEN CLIMB MOUNTAINS?
Name: Year: Date:
1 Read the following text and decide on a suitable title.
Junko Tabei received a special tribute from

Google's search engine for the 80th anniversary of
her birth. The Japanese mountaineer broke gender
stereotypes and maintained a fighting spirit up until
her final hours of life.
In an interview that she gave to a journalist several

months before her death (on 20th October 2016),
Junko explained what motivated her to touch the
sky. "It's because I love the mountains. I love to go
to where I've never been before. So, I'm setting Junko Tabei (left) was the first woman to climb Everest.
myself a challenge to climb the highest peaks in
every country in the world. Now I'm 76 years old Later on, the women were camped at a site at an
and have scaled the highest peaks in 76 countries. altitude of 6,300 metres, when an avalanche hit
Although I am suffering from cancer, I would still them. The women, including Tabei, were buried by
like to keep going and climb mountains." a hail of snow and stones, before being rescued by
the Sherpas. "Shortly after midnight on 4th May,
Tabei was born in Miharu, in the prefecture of five of us were sleeping in a tent in Camp 2. Without
Fukushima, in 1939. She was the fifth of seven any warning, we were hit by an avalanche and were
children and was initially considered a frail and buried under the snow. I was caught up in the tent
weak child by her family. These labels, however, did and pushed under by the four other members of the
not accurately represent this adventurous soul. By club. I started to suffocate, then suddenly, our
the age of ten, Tabei had climbed Mount Nasu – a accompanying Sherpas rescued us […]", she
volcano in the north of Japan. This experience recalled.
changed her life forever and nobody could stop her.
After returning from the summit, she received
Life at the University of Showa, a university for congratulatory messages from the Emperor of
women, was another challenge that Tabei overcame. Japan, the Crown Prince and the princess, among
At that time, in Fukushima, there weren't many girls others. […]
attending secondary school, and virtually no girls
went to university. Higher education was instead In 1992, Junko Tabei also became the first woman to
focused on male students. Tabei, however, complete the "Seven Summits", which are the tallest
graduated with a degree in English Literature. mountains in the world. Tabei also scaled peaks in
over 60 countries, and, at the age of 70, continued to
In the interview, Tabei explained that in 1962, she regularly travel abroad for mountaineering between
joined a small mountaineering club. "Almost every five and six times a year. […]
weekend, I went out to a mountainous area, and on
weekdays, after work, I trained. I started dreaming A published author of numerous books, including a
of going to the Himalayas with a women-only team. biography, Tabei defined herself as a "housewife
For this reason, we formed the Ladies Climbing who climbs mountains". In 2008, she received the
Club." Mountain Hero Award from the Mountain Institute
of Washington. In October 2016, Tabei passed away
The long-awaited ascent of the world's highest at a hospital in Saitama, located just outside Tokyo.
mountain happened in May 1975. Tabei managed to Tabei has left us with an important life lesson: do
climb Mount Everest, using the same route Edmund not give up.
Hillary and Tenzing Norgay had used in 1953. She
reached the summit with Sherpa Ang Tsering, El Periódico, 22nd September 2019 (Adapted)
becoming the first woman to climb Everest.
OF THE CONTINENTS
2 Read the information and answer. 5 Create.

• Who was Junko Tabei? • Do you know what a doodle is? Search for the one that
• What made her want to climb mountains? How many Google made for Junko Tabei and discover what is
mountains did she climb? included in it.
• When did she climb Everest? What problems did she • The Spaniard Edurne Pasaban was the first woman in
suffer there? How did she get over them? the world to reach the peak of all 14 eight-thousanders
(14 peaks over 8,000 m). Read the text below and look
3 Analyse. for information about her achievements. Afterwards,
make a doodle showing her achievements.
• What do you think of Tabei's attitude and her motto
of never giving up?
• Do you think that she suffered marginalisation for her "We all have a K2 in our lives"
hobby? Why or why not? Edurne Pasaban's story goes much further
• How has Tabei's determination allowed other women than her impressive sporting feats. Her story
to follow in her footsteps? is one of overcoming fears and doubts that we
can all have in our lives. She explains: "In the
4 Investigate. end, I wrote every page of my life story."
• Search for information on the "Seven Summits". Then Now, watch part of the interview within the
complete a table like the one below.
Aprendemos Juntos project: https://www.
youtube.com/watch?v=amTMqQfEpqg.
Everest (8,850 m)
Aconcagua (6,961 m) 6 Evaluate.

Denali (6,193 m)
• Watch the video of Edurne Pasaban from the project
Aprendemos Juntos. What are the four ingredients
Elbrus (5,642 m) Kilimanjaro (5,895 m) that she carries in her backpack? What would be
your four ingredients?
Puncak Jaya (5,030 m) • What do you think is important when carrying out a
project like mountain climbing? Could it be applied
Vinson (4,892 m) to other areas of life?
The first man The first woman

Peak Continent Altitude Date Date
to climb it to climb it
Everest
Aconcagua
Denali
Kilimanjaro
Elbrus
Puncak Jaya
Vinson
SHEET 8 EXTENSION
OF THE CONTINENTS
OUT OF AFRICA
Name: Year: Date:
READ
I had a farm in Africa, at the foot of the Ngong Hills. blossomed with an intense smell. The views were
The Equator runs a hundred miles north of these immensely wide. Everything you saw made for
highlands, and the farm lay at an altitude of over greatness and freedom, with an air of unique
6,000 feet. In the daytime, you felt that you had risen nobility.
near to the Sun, but the early mornings and
evenings were clear and calm, and the nights were The main feature of the landscape, and of your life in
cold. it, was the air. Remembering a visit to the African
highlands, you have the impression of feeling like
The geographical position and the height of the land you have lived for a while in the air. Usually, the sky
combined to create a landscape unique in all the was rarely more than pale blue or violet, with a
world. There was no excess or luxury anywhere; it profusion of powerful, weightless, ever-changing
was the strong and refined essence of Africa in its clouds rising and sailing on it, but it also had a blue
purest form at 6,000 feet high. The colours were dry vigour that painted the ranges of hills and the woods
and burnt, like the colours in pottery. The trees had a a fresh deep blue. […] Up in this high air, you
light, delicate foliage. The structure of the trees was breathed easily, drawing in a vital assurance and
different from those in Europe; the trees did not
lightness of heart. In the highlands, you woke up in
grow in bows or arches but in horizontal layers,
the morning and thought, here I am, where I ought
which made them look like solitary palm trees. They
to be.
also had a heroic and romantic air, such as ships
with their sails rolled up. The trees at the edge of the The Mountain of Ngong stretches in a long range
forest made the ground appear as if it were gently from north to south and is crowned with four noble
vibrating. The crooked and bare old thorn-trees peaks like immovable darker blue waves against the
were spaced across the grass of the great plains. The sky. It rises 8,000 feet above the sea and 2,000 feet
grass had an aroma like thyme and myrtle; in some above the surrounding country in the east; but to the
places, the smell was so strong, that it made the nose west, the drop is deeper and more precipitous: the
sting. All the flowers that you found on the plains, or hills fall vertically down towards the Great Rift
upon the vines and lianas in the native forest were Valley.
tiny like the flowers of the dunes. At the beginning
of the rainy season, some big and heavy lilies Out of Africa, Isak Dinesen, 1937 (Adapted)
QUESTIONS
1 Answer the questions. 3 Dinesen came from Denmark.

• Who wrote this novel? When? • In which continent is this country located?
• Where was the author's farm located? What country • What is its relief like? What type of landscape do
was it in? you associate with this country?
• From what you have read, what is the vegetation like? • Which seas surround the country? What is the
How is the weather? coast like?
• What are the Ngong Hills like?
• What is the author referring to when she speaks 4 Imagine.
of the Great Rift Valley? • Imagine that you are going to move to another
continent. Choose a continent and a type of landscape
2 Evaluate. you would like to live in.
• Do you think that the land has changed much since • Give the positive and negative qualities that each
the author wrote this book? continent has, as well as the reasons for your choices.
Assessment
resources
Self-assessment
Assessment
6 SELF-ASSESSMENT
THE PHYSICAL ENVIRONMENT OF THE CONTINENTS
Name: Year: Date:
1 The Great European Plain extends over… 6 The main rivers of America's Atlantic basin, and their
a. the south and east of Europe. characteristics, are…
b. the centre and east of Europe. a. the Mississippi and the Amazon, which are short
rivers that begin near coastal mountains.
c. the centre and north of Europe.
b. the Mississippi and the Colorado, which are long
rivers with an irregular flow.
2 In Europe there are many islands, such as…
c. the Mississippi and the Amazon, which are long
a. Great Britain, Madagascar, Islas Canarias, Crete
rivers with a high flow.
and Sardinia.
b. Iceland, Ireland, Great Britain, Corsica, Sardinia, 7 The highest peak and the highest plateau on Earth are
Sicily, Malta and Crete. found in Asia and are…
c. Iceland, Ireland, Great Britain, Australia, Corsica, a. Everest and the Caspian Sea.
Sardinia and Crete.
b. Everest and the plateau of Tibet.
3 The European basin in which the rivers have c. K2 and the Aral Sea.
low flows is…
a. the Mediterranean basin.
8 The four basins into which Asian rivers flow are the…
b. the Atlantic basin. a. Arctic, Indian Ocean, Pacific and Atlantic basins.
c. the Black Sea basin. b. Arctic, Indian Ocean, Pacific and Mediterranean
basins.
4 In the continental landscape, the vegetation is c. Indian Ocean, Pacific, Atlantic and Mediterranean
predominantly… basins.
a. evergreen trees, scrubland and shrubs, like
maquis and garigue.
9 The main islands that form Oceania are…
b. deciduous forests (beech, oak, chestnut, etc.) a. Micronesia, Melanesia and Polynesia.
and moorland (scrubland of heather, gorse b. Australia, Micronesia and New Zealand.
and blueberries). c. Australia, New Zealand and New Guinea.
c. grasslands and steppes, in the dry areas,
and taiga in the colder areas. 10 The continent of Antarctica is covered by a layer
of ice called…
5 Africa's highest mountain peaks are located… a. an ice sheet.
a. in the Great Rift Valley. b. an iceberg.
b. to the northwest, in the Atlas Mountains. c. permafrost.
c. to the south, in the Drakensberg Mountains.
1. b, 2. b, 3. a, 4. c, 5. a, 6. c, 7. b, 8. b, 9. c, 10. a.
ANSWER KEY
6 ASSESSMENT
Name: Year: Date:
1 Find the relief features on the map. (2 p.)
1. Rocky Mountains 5. Sahara Desert 9. Amazon Plains

2. Siberian Plateau 6. Himalayas 10. Scandinavian Mountains
3. Ural Mountains 7. Great Dividing Range 11. Andes mountain range
4. Great European Plain 8. Great Rift Valley 12. Great Plains
2 Write the corresponding continent for each coastal landform. (1.5 p.)
• Cape of Good Hope: • Weddell Sea:
• New Guinea: • Japanese Archipelago:
• Persian Gulf: • Madagascar:
• Iceland: • Baltic Sea:
• Hudson Bay: • Greenland:
3 Cross out the type of vegetation that is not found in Europe. Then match the right vegetation to its landscape. (1 p.)
Rainforest Oak forest Desert Tundra Grasslands Taiga Moorland
Mediterranean Continental Oceanic Polar
TEST B
4 Answer the questions. (1.5 p.)

• In which continent are all the climates of the world present? Why?
• Which continent has the most islands? What are the main ones?
• Do you think Asia is a continent of contrasts? Why or why not?
• What type of climate is most common in Africa? Why? What landscapes are mainly found there?
5 Complete fact sheets like the ones below for each European basin. (1.5 p.)
Basin: Basin:
Characteristics: Characteristics:
Example: Example:
Basin: Basin:
Characteristics: Characteristics:
Example: Example:
Basin:
Characteristics:
Example:
6 Explain when and why Antarctica became a protected continent. (1 p.)
7 Write which continents these sentences refer to. (1.5 p.)
• The rivers of the Mediterranean basin are short and have a fairly low flow, except for the Nile:
• The Alpine mountain ranges form an arc to the south, around the Mediterranean coast:
• There are abundant reefs, atolls and archipelagos consisting of very small islands:
• In the south of the continent there are equatorial, tropical and desert climates:
• The main mountain ranges of the continent are in the west:
6 ASSESSMENT
Name: Year: Date:
Imagine that you work in a travel agency. Different customers have asked you to organise routes around Earth's
continents. You have already organised some, but you need to clarify certain issues.
1 Read the text and answer the questions. (2 p.)
Paula and Oscar want to visit Vancouver, Canada.

From there, they will take a fun trip to Disneyworld,
which is located on the Florida Peninsula. Then they
plan to take a boat to the Venezuelan port of
Maracaibo, located at the mouth of the lake of the
same name. Their next goal is to navigate through
Vancouver
the waters of the fast-flowing Amazon, and finally
to see the impressive Glacier Perito Moreno in
the Patagonia region.
• Look at the route they are going to follow on the map.

Name the main landforms that they will encounter.

• What types of climates will they experience?

What landscapes will they see?
• Which basin does the Amazon belong to? What other basins are there in America?
2 Customers who plan to visit Asia want to see the most extreme places on this continent. (2 p.)
• Write and locate on the map. A

– The highest plateau:
– The highest peak:
– An inland depression:

F
• Write the place that each letter corresponds to: B
C
(A) (B)
(C) (D)
(E) (F) D
• Locate and write on the map:
E
– a river that belongs to the Pacific basin.
– a river that belongs to the Indian Ocean basin.
TEST A
3 To travel around Europe, Isabel wants to take a cruise. (2 p.)

• In which basins are the rivers navigable? Give examples.
• On her journey she wants to see other relief features.

Find examples of each feature and show it on the map.
– A plain:
– Three mountain ranges:
–
Four islands: –
Three peninsulas:
• Isabel wants to relax for a few days in a climate with very warm summers. What climate is it? What landscapes will she see?
4 Manolo and Luis want to travel over much of Africa, but they have many questions.
Look at the route you have prepared for them. (2 p.)
• What relief features will they pass through? Write them on the map.
• They want to see the highest peak in Africa and visit the largest lake.
Which areas would they need to go to? What should they see? Locate
them on the map.
• Another idea is to visit one of the longest rivers in the world. Which river is
it? Locate it on the map. What landscapes will they see along the river?
5 To visit an atoll, which continent would you go to? What is the largest island on this continent? What is it like? (1 p.)
6 Why are tourists not able to visit Antarctica? What is its relief like? (1 p.)
Actividades
Prueba B Prueba A
Elaborar, expresar y presentar contenidos propios en – Biodiversidad. Dinámicas y

forma de esquemas, tablas informativas y otros tipos 3, 5 2 amenazas de los ecosistemas
de formatos. planetarios.
Representar adecuadamente información geográfica – Riqueza y valor del patrimonio

a través de diversas formas de representación 1 1, 2, 3, 4 natural.
gráfica, cartográfica y visual.

sistémica e integradora, a través del concepto de 1, 2, 3, 4,
1, 2, 3, 4, 5
paisaje, identificando sus principales elementos y las 5, 7
Argumentar la necesidad de acciones de defensa,

protección y conservación y mejora del entorno a 6 6
través de propuestas e iniciativas.
Test B
1 I. D. Arctic basin. These rivers have a high flow and freeze in

winter. Example: Pechora.
2 • Cape of Good Hope: Africa. • Weddell Sea: Antarctica.
• New Guinea: Oceania. • Japanese Archipelago: Asia. 6 Antarctica's subsoil contains abundant oil and mineral
• Persian Gulf: Asia. • Madagascar: Africa. resources. Many countries want these resources. To prevent
• Iceland: Europe. • Baltic Sea: Europe. damage to the environment, the Protocol on Environmental
• Hudson Bay: America. • Greenland: America. Protection to the Antarctic Treaty was signed in 1991. This
prohibited the exploitation of Antarctica for 50 years. As a
3 They should cross out rainforest and desert. Mediterranean:
result, only a few groups of scientists live there today.
oak forest; continental: moorland and grasslands; oceanic:
taiga; polar: tundra. 7 • The rivers of the Mediterranean basin are short and have
a fairly low flow, except for the Nile: Africa.
4 • In America, because this continent extends from the north
to the south of the planet. • The Alpine mountain ranges form an arc to the south,
around the Mediterranean coast: Europe.
• Oceania. The four largest: Australia, New Guinea and the
two islands of New Zealand. • There are abundant reefs, atolls and archipelagos
consisting of very small islands: Oceania.
• Yes, because in Asia you can find the highest peak in the
world and the highest plateau. • In the south of the continent there are equatorial, tropical
and desert climates: Africa.
• Hot climates are the most common, because the continent
• The main mountain ranges of the continent are in the west:
is located mainly between the tropics. The vegetation
America.
varies according to the climate, so we can find rainforests,
savannahs and deserts, where vegetation is only abundant
in oases. Test A
5 Mediterranean basin. In general, these rivers have a fairly 1 • Rocky Mountains, Great Plains, Appalachian Mountains,
low, irregular flow. In summer, they have a very low water Florida Peninsula, Antilles Archipelago, Lake Maracaibo,
level. Example: Po. Amazon Rainforest, Amazon River, Andes and Patagonia.
Atlantic basin. These rivers have a high flow because they cross I. D.
areas with abundant rainfall all year. Example: Western Dvina. • They will experience practically all the climates, and
Caspian Sea basin. These rivers are long and have a high therefore, they will see all types of hot, temperate
flow. Example: Volga. and cold landscapes.
Black Sea basin. These are long, navigable rivers that flow • It belongs to the Atlantic basin. America also has
across central and Eastern Europe. Example: Dnieper. the Pacific basin and the Arctic basin.
2 • I. D. – The highest plateau: Tibet. 4 • Atlas Mountains, Sahara Desert, Adamawa Massif, Kalahari
– The highest peak: Everest. Desert and Drakensberg Mountains.
I. D.
– An inland depression: the Dead Sea.
• The Great Rift Valley. They will see Mount Kilimanjaro,
• A: Central Siberian Plateau. B: Great Chinese Plain.
the highest peak, and Lake Victoria, the largest lake.
C: Caspian Sea. D: Arabian Peninsula. E: Bay of Bengal.
I. D.
F: Japanese Archipelago.
• The Nile. Tropical, desert and mountain landscapes.
• I. D. – a river that belongs to the Pacific basin: Yangtze.
5 To Oceania. The largest island on this continent is Australia.
– a river that belongs to the Indian Ocean basin: Ganges.
It has low plateaus in the west and plains in the centre. The
3 • Mainly in the Black Sea basin, but also in some stretches only large mountain range is the Great Dividing Range. The
of the rivers of the Atlantic basin and the Caspian Sea main rivers are the Murray and its tributary, the Darling.
basin. For example, in the Black Sea basin, the Danube; in
6 The Protocol on Environmental Protection to the Antarctic
the Atlantic basin, the Rhine; and in the Caspian Sea basin,
Treaty was signed in order to prohibit the exploitation of
the Volga.
Antarctica for 50 years. As a result, only a few groups of
• I. D. and M. A. – A plain: The Great European Plain. scientists live there today. Moreover, its extreme climate, the
– Three mountain ranges: Pirineos, Ural and Carpathian coldest in the world, makes life there almost impossible.
mountains. Its relief is completely covered by ice, and it is the continent
– Four islands: Great Britain, Iceland, Corsica and Sicily. with the highest average altitude: 2,200 m. However, only the
– Three peninsulas: Scandinavian, Italian and the Península highest peaks, such as Mount Vinson, rise above the ice.
Ibérica. Antarctica has an almost circular shape, which is only broken
• The Mediterranean climate. She will see evergreen trees by the Antarctic Peninsula. On its coasts there are two main
(holm oaks, cork oaks), scrubland and shrubs, such as bays formed by the Weddell and the Ross seas, respectively.
maquis (a dense formation of kermes oak, mastic tree, etc.)
and garigue (a less dense formation of rosemary, thyme,
lavender, etc.).
Understanding and preserving
Spain's natural environment 7
7 Understanding and preserving
Spain's natural environment
Reinforcement
Sheet 1. Spain's relief . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
Sheet 2. Spain's coasts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Sheet 3. Spain's rivers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154

Sheet 4. Spain's landscapes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
• Go further
Sheet 5. The Pirineos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Extension
Sheet 6. Why is the Mediterranean region so populated? . . . . . . . . . . . . . 157
Sheet 7. Is Spain turning into a desert?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
Self-assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
Assessment
Test B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
Test A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
7
STARTING THE UNIT
Caring for our environment
GOAL 15
Caring for the environment to guarantee

the future
According to the UN, protecting biodiversity, combatting desertification and halting land degradation is key
to human life, both from an economic point of view and from a mental health one, because natural landscapes
are a source of wellbeing.
Therefore, one of the various targets within this UN goal is to take urgent and significant action to reduce
the degradation of natural habitats, halt the loss of biodiversity and protect threatened species. The UN also
advocates the global mobilisation of resources to finance sustainable forest management, providing adequate
incentives to developing countries to advance this management, particularly with a view to conservation
and reforestation.
Why do we link SDG 15 to the study

A challenge to get involved in
of the physical environment of Spain?
protecting the environment:
The physical environment conditions human life by assess the environmental risks
favouring some activities and hindering others, so that
to a landscape
some territories attract more people than others. The
opposite is also true: human beings alter the physical Objective: knowledge of the natural
environment and exert a considerable influence on it. The environment of our country is key to learning
larger the population of a place, the greater this influence. how to "read the landscape", to become aware
Therefore, knowing the characteristics of the physical of the threats and risks present.
environment in which we live is fundamental to This challenge allows students to deepen their
understanding how the population is distributed knowledge of some natural environments at
throughout the territory and why some ecosystems are risk in Spain, to value the environment and
more threatened than others. A knowledge of the to develop strategies for its conservation.
characteristics of the physical environment of Spain is the
essential first step in developing strategies for the
conservation of the environment in our country.
STARTING POINT
National park status is the maximum level of protection for an ecosystem. The photo at the
•
beginning of the unit in the Student's Book shows one of the 16 national parks on Spanish territory.
The status of national park is the highest level of protection granted to a territory, where the main objective
is to ensure the conservation of its natural value. In a national park, the priorities are non-intervention
by humans, and the research and study of its characteristics. In national parks, there is an effort to combine
conservation with citizens' use and enjoyment of the natural value found there.
Ecosystem restoration is possible. The infographic at the beginning of the unit in the Student's Book
•
analyses the steps needed to restore an ecosystem, details the main threats to our country's natural
environment, and provides an example to show that ecosystem degradation can be stopped and reversed.
The restoration project of the steppe plateau in the southeast of the peninsula, a rural area of one million
hectares between Málaga and Alicante, was undertaken by the Dutch non-profit organisation Commonland,
one of the official partners of the United Nations Decade for Ecosystem Restoration. By 2036, the project
aims to restore the landscape of the plateau, achieve a balance between nature and human activities, and
increase biodiversity and opportunities for people to find employment in the area.
Personalised
learning
Reinforcement
Extension
UNDERSTANDING AND PRESERVING
SHEET 1 REINFORCEMENT SPAIN'S NATURAL ENVIRONMENT

Name: Year: Date:
Spain's relief
1 Look at the map and identify the landforms. Then complete the table and write whether each landform is within,
surrounding or outside the Meseta Central.
2,500 1
3
1,500
2
1,000 5
400 4
6
0
Main rivers
Reservoirs
9
8
7
10
11
13
14
12
16
15
Number Landform Number Landform
1 9
2 10
3 11
4
131046_07_p168_espana_fisico_mudo
12
5 13
6 14
7 15
8 16
2 Write the islands that form Spain's two archipelagos.

• Islas Canarias:
• Islas Baleares:

Name: Year: Date:
Spain's coasts
1 Look at the map. Colour Spain's coasts according to the key.
Pink: Mediterranean coast

Orange: Atlantic coast
Green: Cantabrian coast
• List three coastal landforms for each of Spain's coasts.

• Mark examples on the map.
• Which of Spain's coasts is most extensive? Which is least extensive?
Coast Region Characteristics
Cantabrian
Mediterranean
Atlantic

Name: Year: Date:
Spain's rivers
1
Look at the map. Spain's rivers are divided into three basins. Colour each basin according to the key.
B
D
2,500 A
1,500
1,000
400 C E
0
Main rivers
Reservoirs
Purple: Mediterranean basin

Orange: Atlantic basin
Green: Cantabrian basin
2 Write the letter from the map that corresponds to each river. Then write the basin it is in.
• Navia: • Duero:
• Miño: • Ebro:
• Nervión: 131046_07_p168_espana_fisico_mudo
• Tajo:
• Guadalquivir: • Júcar:
3 Think. Why aren't there any rivers on Spain's archipelagos?
4 See, think, wonder. Look at the photos and answer the questions.
• Describe what you can see in each photo.

• How is each structure related to water use?
• How does water supply depend on
precipitation? What might happen if it
doesn't rain in a region for a long time?
• How do reservoirs improve water supply?
Organise your ideas

Name: Year: Date:
Spain's landscapes
1 Complete the fact sheets.
• Location: • Location:
• Climate: • Climate:
• Relief:
508737_05_p112_b_Medio mediterráneo
• Relief: 508737_05_p112_a_ Medio atlántico
• Vegetation: • Vegetation:
Mediterranean Oceanic
SPAIN'S NATURAL
ENVIRONMENTS
Subtropical High mountain
• Location: • Location:
• Climate: • Climate:
• Relief: • Relief:
508737_05_p114_a_Medio subtropical 508737_05_p114_b_Medio de montaña
• Vegetation: • Vegetation:
Go further
Name: Year: Date:
The Pirineos
1 Find out more about the Pirineos.
• Where are they located?

• Find the mountain range on the image.
Which countries do they span? List
them.
• Which Spanish provinces do they span?
List them.
• How are the Pirineos divided in Spain?
Find out more about the Prepirineos.
Mark them on the image.
2 Research the height of the main peaks of the Pirineos. Mark them on the image above.
Peak Height (m) Peak Height (m)
North South
3 Complete the vegetation graph for the Pirineos. Then answer the questions.
(shade) (Sun)
• How is vegetation in the Pirineos distributed?
• Which area has the most vegetation? Which has the least?
• How do you think the climate is different in these two areas?
4 The Ordesa y Monte Perdido National Park has protective measures

in place. Research and complete the fact sheet.
Ordesa y Monte Perdido National Park
Location and size: Date it was declared a national park:
Animal and plant species: Other protective measures:
5 Climate change is affecting the Pirineos.

Read the text and answer the questions. The loss of glacial ice started a long time ago. Recently, the
process of regression has accelerated in the Pirineos. In 1850,
• What is happening to the glaciers in the Pirineos?
there were 52 glaciers covering around 2,060 hectares (ha). In
• Why do you think this is happening? 1984, there were 39 glaciers covering 810 ha. In 2008, there were
Can we slow or reverse the process? 22 glaciers covering 306 ha. Results from a review in 2020 have
• Human activity has also transformed landscapes confirmed this accelerated decline: only 210 ha of glacial ice
in the Pirineos. Find out more about human remains. This represents 13 % less than just four years earlier.
activity in the region and how it has changed Heraldo de Aragón, 7th December 2020 (Adapted)
over time.
SHEET 6 EXTENSION
SPAIN'S NATURAL ENVIRONMENT
WHY IS THE MEDITERRANEAN REGION SO POPULATED?
Name: Year: Date:

• What natural elements of the landscape can you see?
• What human elements of the landscape can you see?
• What human activities take place in the landscape?
• Why do people like living in areas like this?
List some advantages.
• Can you think of any disadvantages of living in areas
like this?
2 Use the information in the table to create a climate graph. Then answer the questions.
J F M A M J J A S O N D Tot
Average temperature (ºC) 10.5 12 14.5 16.5 20 24 27 27 24 20 14.5 11.5 18,5
Monthly precipitation (mm) 27 27 30 25 28 18 3 8 32 36 32 29 297
• Interpret the temperature and precipitation levels on the graph.

• What type of climate does the graph represent?
• Do you think climate determines how populated a place becomes? Explain your answer.
3 The Mediterranean region has attracted people since ancient times. Read the text at
https://historia.nationalgeographic.com.es/a/estrabon-griego-que-describio-iberia_8190 and answer the questions.
• How did the Greeks reach the Península Ibérica?
• What other ancient accounts of Spain are there?
• How did Strabo describe the Península Ibérica? What area did he mention the most? And the least?
What aspects of the peninsula did other authors focus on?
• Find a description of a landscape in one of Strabo's works. Then try to identify where the landscape
is. Explain your answer.
4 The Spanish coasts are some of the most populated regions of Spain. But what happens when we move
inland? Read the text and answer the questions.
• Mark this so-called Spanish Lapland on
Academics at the Universidad de Zaragoza have
the map. Can you explain its name?
highlighted what they call a Spanish Lapland. This
imaginary region includes the provinces of Soria, • How large is it? How many
Guadalajara, Teruel, Cuenca, and inland areas of municipalities are located within it?
Valencia [ …] This Spanish Lapland covers an area of
• What problems affect this area?
63,098.69 km2, an area twice the size of Belgium.
What is the relief like?
Despite this impressive size, and the fact that 1,632
municipalities are located within it, it has a • Have you heard the term España Vacía?
population of just 503,566. In other words, its What do you think it means?
population density is very low, at 7.98 inhabitants per
km2. At the heart of this Spanish Lapland are the • Why are people talking about it more nowadays?
Montes Universales, a mountainous region on the • What is the cause of the problem?
border between Cuenca and Teruel.
El País, 11th March 2017 (Adapted)
• What are some measures that might help slow
or reverse the trend?
SHEET 7 EXTENSION
IS SPAIN TURNING INTO A DESERT?
Name: Year: Date:
You are going to work together to create an informative poster about the problem of water scarcity
and desertification in Spain. Before you create your poster, you have some research to do.
1 Read the text and complete the table about water in Spain.
There has been a moderate decrease in rainfall over the last 50 years according to AEMET, Spain's state
meteorological agency. In the last decade, 2017 was particularly dry. With only 474 mm of rainfall, it was the
second driest year since 1965.
The agricultural industry is the largest consumer of water in Spain. According to INE data, the volume of water
used for irrigation was 15,495 cubic hectometres in 2018. This is 265 % more than the volume of water used for
domestic purposes in the same year. By autonomous community, water distribution for the purpose of
agriculture is higher in Andalucía, Aragón and Castilla y León because there is more agriculture and farming
in these regions.
Furthermore, the World Wildlife Fund has highlighted the harmful practice of creating illegal wells in the
country. There are believed to be around half a million illegal wells in Spain. These wells are linked to agricultural
practices and are seriously affecting the country's aquifers. Some are even located close to vulnerable areas, such
as the Doñana National Park in Andalucía and the Tablas de Daimiel in Castilla-La Mancha.
But quantity is not the only problem. The quality of Spain's water is also in decline. In fact, 41.3 % of Spain's
surface water is below standard, according to the Ministerio para la Transición Ecológica.
And what about the cost of water? The average price of water in Spain is 1.91 € per m³, lower than in 2016, but
still higher than 2014 when the price was 1.89 € per m3. The autonomous communities with the highest water
prices are Cataluña (2.67 €) and Murcia (2.57 €). The autonomous communities with the lowest water prices are
Castilla y León and La Rioja (1.13 €).
The secretary of the Instituto del Agua y Medio Ambiente de la Universidad de Murcia, Teresa Navarro, explains
that, "In Murcia, we get our water from desalination, or from other regions via the Tajo-Segura water transfer.
This means water isn't a naturally occurring resource here, and so, we are starting from a higher price than
communities in the northwest or centre of the peninsula."
With regards to the domestic use of water, INE figures suggest average daily usage has fallen from 136 m3 per
day per person in 2016 to 133 m3 per day per person in 2018. The Comunitat Valenciana had the highest figures
that year at 175 litres. On a positive note, figures also suggest that 99.5 % of Spain's water supply is fit for
consumption.
Another water problem is the effect climate change is having on Spain's coasts. Coastal areas are very
vulnerable because of the increased danger of flooding. According to data collected by AEMET, the
Mediterranean Sea level is increasing at a rate of 3.4 mm per year. In addition, its temperature is also going
up by 0.34 oC per decade.
RTVE, 22nd March 2021 (Adapted)
Quantity Quality Consumption Price Coast
2 The authorities manage Spain's water supply challenges using Reservoir Capacity Current level
reservoirs, water transfers and desalination.
• The table lists Spain's biggest reservoirs on the peninsula. De la Serena
– Find out where each one is located and mark them on the map Alcántara
in Activity 4.
– Look for information about their water reserves on the website Almendra
www.embalses.net and complete the table.
Buendía
– Why do you think the biggest reservoirs are located in these areas?
Mequinenza
• Find out more about the Tajo-Segura water transfer.
– When was it created and why? Cijara
– Why has it received so much criticism?
Valdecañas
• Find out more about desalination.
Ricobayo
– How many desalination plants are there in Spain? Where are
they located?
Alarcón
– What are some advantages and disadvantages associated
with the process of desalination? Iznájar
3 People can help manage water supply challenges by introducing water-saving measures to their daily lives.
With a partner, come up with ten ways people can reduce their water consumption.
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
4 Because of low rainfall, Spain is vulnerable to desertification. Answer the questions.
• What is desertification?
• What are the natural causes of desertification?

What about the human causes?
• Look at the map. Which regions of Spain's have a "very

high" and "high" risk of desertification?
• What climate do these regions have? How does their

climate make them more vulnerable?
• Is there a connection between the location of the

biggest reservoirs and a high risk of desertification?
Scale
Risk of desertification
0 99
Very high
kilometres High
5 Use the information you have gathered to create
Medium your informative poster.
Low
• Include both the problems and the solutions.
No risk
• Include photos, pictures and diagrams.
Assessment
resources
Self-assessment
Assessment
161
7 SELF-ASSESSMENT

Name: Year: Date:
1 The Submeseta Norte is crossed by… 6 The rivers of the Atlantic basin are…
a. the Duero and its tributaries. a. short with a regular flow.
b. the Ebro and its tributaries. b. long, with an irregular regime and an
c. the Duero and the Tajo. abundant flow.
c. long, with an irregular regime and flow.
2 The mountain ranges that surround the
Meseta Central are… 7 Which rivers belong to the Mediterranean basin?
a. the Macizo Galaico-Leonés, the Cordillera a. Nervión, Ebro, Júcar and Miño.
Cantábrica and the Sierra Morena. b. Duero, Tajo, Segura and Guadalquivir.
b. the Macizo Galaico-Leonés, the Cordillera c. Ebro, Júcar, Segura and Ter.
Cantábrica, the Sistema Ibérico and the
Sierra Morena.
8 The activity that consumes the most water
c. the Pirineos, the Sistema Costero-Catalán in Spain is…
and the Sistemas Béticos.
a. industry.
3 The depressions outside the Meseta Central are… b. agriculture.
a. the Depresión del Ebro and the Depresión c. tourism.

del Guadalquivir.
9 The predominant landscape in Spain is…
b. the Mediterranean, the Atlantic and the
Cantabrian depressions. a. the oceanic landscape.
c. the Ebro and Guadiana depressions. b. the Mediterranean landscape.
c. the mountain landscape.
4 The Islas Baleares are…
a. Mallorca, Tenerife, Ibiza, Formentera and Cabrera. 10 The oceanic climate is characterised by…
b. Mallorca, Menorca, Las Palmas, Formentera a. cool winters and mild summers. Regular
and Cabrera. and abundant rainfall.
c. Mallorca, Menorca, Ibiza, Formentera b. hot summers and mild winters. Low
and Cabrera. and irregular rainfall.
c. mild temperatures all year round. Scarce
5 The Cantabrian coast … and irregular rainfall.
a. is generally straight, with many cliffs. There are
few beaches, but many rias.
b. alternates between cliffs and small coves.
c. is a low coastline, with wide sandy beaches
that often have dunes.
1. a, 2. b, 3. a, 4. c, 5. a, 6. b, 7. c, 8. b, 9. b, 10. a.
ANSWER KEY
7 ASSESSMENT

Name: Year: Date:
1 Write the name and number of the relief features in the correct box. (2 p.)
A
F
2,500 1
1,500 2
1,000
400
D
B
0
Main rivers
4
Reservoirs 3
E
C
5
6
Landforms within the Meseta: Landforms outside the Meseta: Landforms surrounding the Meseta:

131046_07_p168_espana_fisico_mudo
2 What is the predominant climate in Spain? What three types are there? (1 p.)
3 Which islands make up the Islas Canarias and the Islas Baleares? (1 p.)
• Islas Canarias:
• Islas Baleares:
4 Explain why the Spanish coastline is so vulnerable. (1 p.)
TEST B
5 Answer the questions about Spain's coasts. (1 p.)
• Which is the most extensive coastline? What parts is it divided into?
• What are the characteristics of the Cantabrian coast?
• Which part of the Atlantic coast has the lowest coastline?
6 Locate the rivers below on the map for Activity 1. Write their letters and the basin that they belong to. (1 p.)
• Navia: • Duero:
• Ebro: • Guadiana:
• Nalón: • Segura:
7 Complete the table on the basins of Spain. (1.5 p.)
Basin Length Regime Flow
Mediterranean
Cantabrian
Atlantic
8 Which landscapes do the photos show? Describe their vegetation. (1.5 p.)
Landscape: Landscape: Landscape: Landscape:

7 ASSESSMENT

Name: Year: Date:
You are going to cover a stage of the Vuelta a España bicycle race. But first you need to know the planned route
and what the cyclists have covered so far.
1 Look at the map of the 2021 Vuelta a España and answer the questions. (1.5 p.)
• Which areas of the peninsula does the race

not pass through?
A
B • Why is there no stage in the archipelagos?
C
D

• Which islands make up each archipelago? Where

E are they located? How were they formed?
F
2 One of the mountain stages reaches the lakes of Covadonga, in the Cordillera Cantábrica. (2 p.)
• Where is this mountain range located in relation to the Meseta Central? What are its characteristics?
• What other mountain ranges are in this position in relation to the Meseta Central?
• Which relief features do the letters on the map correspond to? Write their position relative to the Meseta Central:
within (W), surrounding (S), outside (O).
– A: – C: – E:
– B: – D: – F:
3 One of the stages of the race goes from Jaén to Córdoba, which the Guadalquivir flows through. (1.5 p.)
• Which basin does it belong to?
• What are the rivers of this basin like?
• What does the Guadalquivir form? What is its location in relation to the Meseta Central?
TEST A
4 One of the stages ends at La Manga del Mar Menor. (1.5 p.)
• How many kilometres does this stage cover?
• Is the terrain flat or mountainous in this stage? Why?
• Which coast does La Manga del Mar Menor belong to? What other parts is the coast divided into?
5 These are some of the landscapes that the cyclists will pass through. Complete the table. (2 p.)
A B C
Landscape Climate Hydrography Vegetation
A: Mediterranean
B: mountain
C: oceanic
• What is the text about? How does climate change affect Spain's
The Vuelta 21 will be the first major cycle race waters?
where single-use plastic bottles will not be

used. Water will be supplied from dispensers,
which will provide more than 90,000 litres of
water during the competition.

Europa Press, 26th July 2021 (Adapted)


Actividades
Prueba B Prueba A
Elaborar, expresar y presentar contenidos propios en – Elementos y factores que

forma de esquemas, tablas informativas y otros tipos 1, 7, 8 5 condicionan el clima y el impacto
de formatos. de las actividades humanas.
Representar adecuadamente información geográfica – Dinámicas y amenazas de los

a través de diversas formas de representación 1, 6, 7, 8 1, 4, 5 ecosistemas planetarios.
gráfica, cartográfica y visual. – Riqueza y valor del patrimonio
natural.
sistémica e integradora, a través del concepto de 1, 2, 3, 4, 6, 1, 2, 3, 4, – Conservación y mejora del entorno
paisaje, identificando sus principales elementos y las 7, 8 5, 6 local y global.

analizar su transformación y degradación a través del 4 6
los reYears.
Test B
1 Landforms within the Meseta: 4. Sistema Central. 7 Mediterranean basin. Length: except for the Ebro, rivers are
Landforms outside the Meseta: 2. Pirineos. 6. Sistemas short. Regime: except for the Ebro, all rivers have an irregular
Béticos. 5. Depresión del Guadalquivir. regime. Flow: low flow, except for the Ebro.
Landforms surrounding the Meseta: 1. Cordillera Cantábrica. Cantabrian basin. Length: they are short rivers because they
3. Sistema Ibérico. originate near the sea. Regime and flow: regular and abundant.
Atlantic basin. Length: they are usually long rivers. Regime:
2 The predominant climate is the Mediterranean climate. There
irregular. Flow: abundant.
are three types: typical, inland and dry.
3 • Islas Canarias: La Graciosa, Lanzarote, Fuerteventura, Gran
8 M. A. Mediterranean landscape. The Mediterranean forest
Canaria, Tenerife, La Gomera, La Palma and El Hierro. includes holm oak, cork oak and Mediterranean pine.
Scrubland (rockrose, broom, kermes oak, etc.). The vegetation
• Islas Baleares: Mallorca, Menorca, Ibiza, Formentera and
has been heavily influenced by humans.
Cabrera.
Oceanic landscape. The deciduous Atlantic forests of beech,
4 The overexploitation of resources on the coasts includes, for oak and chestnut trees have been replaced in many areas
example, the construction of infrastructure (ports, roads, etc.) by pines, eucalyptus and fields. Moorland grows on the
and urbanisation. This alters the coasts and causes poorest soils.
imbalances in their ecosystems. In addition, coasts are
Subtropical landscape. Vegetation grows at different levels.
threatened by climate change: the rise in sea levels and
There are coniferous and laurisilva forests There also are
water temperature, changes in tides, acidification of waters,
numerous endemic species.
etc.
Mountain landscape. Vegetation grows at different levels. Up
5 • The Mediterranean coast. It is divided into five zones: the
to an altitude of approximately 2,000 m, holm oaks, beech
Mediterranean coast of Andalucía, the Murcian and
and some conifers (pine, fir, etc.) grow. Above this altitude
Valencian coasts, the coast of Cataluña, the coast of
and up to 3,000 m there is scrubland and pastures. On the
Baleares, and the coasts of Ceuta and Melilla.
highest mountain peaks there is no vegetation.
• The Cantabrian coastline is generally straight, with many
cliffs. There are few beaches, but there are many small rias.
Test A
• The Atlantic coast of Andalucía.
6 • Navia: A. Cantabrian. • Duero: B. Atlantic. 1 • Through the northeast of the peninsula.
• Ebro: D. Mediterranean. • Guadiana: C. Atlantic. • M. A. Because it would be difficult to move all the cycling
• Nalón: F. Cantabrian. • Segura: E. Mediterranean. equipment to the different islands.
• Islas Canarias: La Graciosa, Lanzarote, Fuerteventura, Gran 5 Landscape A. Mediterranean. Climate. Mediterranean inland:
Canaria, Tenerife, La Gomera, La Palma and El Hierro. Islas summers are very hot and winters are cold. Precipitation is
Baleares: Mallorca, Menorca, Ibiza, Formentera and scarce and falls mainly in spring and autumn. Hydrography.
Cabrera. The Islas Canarias are in the Atlantic Ocean The rivers of the Mediterranean basin are short, with a low
and the Islas Baleares are in the Mediterranean Sea. flow and a low water level. The Ebro is an exception.
The Islas Canarias are of volcanic origin and the Islas Vegetation. Mediterranean forest. In many areas, the forest
Baleares are an extension of the Sistemas Béticos, but has been replaced by scrubland and aromatic plants. In some
at a lower altitude. areas, the natural vegetation has almost disappeared.
2 • It is a mountain that surrounds the Meseta Central. From Landscape B. Mountain. Climate. Temperatures are low,
west to east, we can differentiate between the Macizo winters are very cold and summers are short and cool.
Asturiano, the Cantabrian mountains and the Montes Precipitation is abundant and falls in the form of snow in
Vascos. winter. Hydrography. The sources of the main rivers of the
• The Macizo Galaico-Leonés, the Sistema Ibérico and the peninsula are found here. There can be lakes of glacial origin.
Sierra Morena. Vegetation. It grows at different levels. Up to an altitude of
• A. Pirineos (O); B: Depresión del Ebro (O); C: Sistema approximately 2,000 m, beech and some conifers grow.
Central (W); D: Sistema Ibérico (S); E: Sierra Morena (S); Above this altitude and up to 3,000 m there is herbaceous
F: Sistemas Béticos (O). vegetation and meadows. On the highest mountain peaks
there is no vegetation.
3 • The Atlantic basin.
Landscape C. Oceanic. Climate. Temperatures are mild all
• The Atlantic basin is the most extensive in Spain. Most
year round. Precipitation is abundant and regular.
rivers of the Atlantic basin are long, as they originate far
Hydrography. The rivers are short, with an abundant flow and
from their mouth. They have an irregular regime, because
a regular regime. Vegetation. Atlantic forest. In response to its
they flow across vast plains that have a Mediterranean
decline, pines and eucalyptus have been reintroduced.
climate. However, they usually have abundant flows, as
Moorland grows on the poorest soils.
they receive water from many tributaries that originate
in mountainous areas. 6 The text announces the elimination of plastic water bottles
in the Vuelta a España cycling race. On the coast, the effects
• It forms a depression, with extensive countryside.
of climate change create rising sea levels and water
It is located outside the Meseta Central.
temperatures, changes in tides and the acidification of
4 • 163.3 km. waters. In inland waters, climate change worsens this
• It is mostly flat, because its peaks are not very high. imbalance between water demand and available resources.
• The Mediterranean coast. It is divided into five zones: the The decline in water resources is becoming evident.
Mediterranean coast of Andalucía, the Murcian and
Valencian coasts, the coast of Cataluña, the coast of
Baleares, and the coasts of Ceuta and Melilla.
Prehistory:
the origin of humanity 8
8
Prehistory: the origin of humanity
Reinforcement
Sheet 1. Prehistory: concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
Sheet 2. Time in Prehistory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177

Sheet 3. Life in Prehistory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
• Go further
Sheet 4. What if we were Neanderthals? . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
• Techniques
Sheet 5. Compare Prehistoric paintings . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
Extension
Sheet 6. How do books and movies portray Prehistory? . . . . . . . . . . . . . . 181
Sheet 7. A visit to Atapuerca . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Sheet 8. A Prehistoric mystery? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184
Self-assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187
Assessment
• Assessment test
Test B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
Test A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
8
STARTING THE UNIT
The importance of technical advances
GOAL 9
Build resilient infrastructure, promote

sustainable industrialisation and foster
innovation
The UN considers innovation and technological progress to be fundamental elements for the sustainable
development of communities. An adequate infrastructure network promotes and enhances the establishment
of competitive and sustainable industries which, in turn, generate employment and increase people's quality
of life, social cohesion and equal opportunities.
Promoting innovation is therefore key to achieving this sustainable development. One of the various targets
within this UN goal is to enhance scientific research to upgrade the technological capabilities of industrial
sectors in all regions.
Why do we link SDG 9 to Prehistory?

A technological challenge to
Since the beginning of our species, human capacity advance development: invent
to create and use tools has allowed us to develop
an object
infrastructures that have improved our living conditions.
To a large extent, human history is marked by technical Objective: to understand how, thanks to
and scientific advances, technological innovations, and the human creativity, durable and environmentally
creation of new infrastructures. We only need to think of friendly technologies can be developed that
the consequences of, for example, the creation of a road improve the living conditions of human groups.
network during the Roman Empire or of the advances that
This challenge requires an exercise in
resulted from the invention of the steam engine in the
historical empathy. It fosters imagination and
18th century.
helps students to understand both how people
In Prehistory, the significance of technological progress is lived in Prehistory and the extent of the world
even more evident, to the point that we differentiate periods in which we live now. It also prevents the
(Palaeolithic, Neolithic and Metal Ages) according to the study of Prehistory from becoming an analysis
level of technological development (materials and consisting solely of memorising data.
technology) shown in the tools produced by societies.
STARTING POINT
• P
rehistory is not a chronological stage; it is a cultural stage. This is the message introduced by the
photo on the first page of the unit. There are communities that still maintain forms of technology and ways
of life similar to those of Prehistory, based on agriculture, livestock and the use of very primitive tools. The
Yanomami, who inhabit the rainforests and mountains of northern Brazil and southern Venezuela, are one
example, but there are others, such as the Awá, who live in the Amazon rainforest; the Jarawa tribe in the
Indian Ocean; and the Ayoreo, on the mountains that extend from Paraguay to Bolivia and Argentina.
Prehistory is the stage of greatest innovative capacity in our past. The infographic at the beginning
•
of the unit shows the creative capacity of prehistoric women and men, as well as some of the great
inventions and discoveries of that time that have survived until today. New materials have appeared and
industrial manufacturing processes are more advanced now, but the objects maintain their original function
and sometimes even look the same. They are anonymous inventions that, along with others developed in
this period, such as art and language, serve to demonstrate the fundamental role of innovation in human
development and evolution.
Personalised
learning
Reinforcement
Extension
PREHISTORY: THE ORIGIN OF HUMANITY
SHEET 1 REINFORCEMENT

Name: Year: Date:
Prehistory: concepts
1 Complete the table to explain the difference between Prehistory and History:
Aspects Prehistory History
Duration
Periods it is divided into
Sources of study
2 Define hominisation. Then complete the table.

• Hominisation is:
Species Main characteristic
Ardipithecus
Australopithecus
Homo habilis
Homo erectus
Homo antecessor
Homo neanderthalensis
Homo sapiens
3 Explain the difference between the concepts. Then say which period of Prehistory each one belongs to.
• Nomadic and sedentary:
• Village and town:
• Handaxe and polished stone:
SHEET 2 REINFORCEMENT PREHISTORY: THE ORIGIN OF HUMANITY

Name: Year: Date:
Time in Prehistory
1 Organise the information.
• Complete the table for the three main periods of Prehistory.
Period Beginning End Duration
2 Complete the timeline.

• Label the periods of Prehistory.
5 million years ago 10,000 years ago 7,000 years ago 5,000 years ago
• Answer the questions:

– What event marks the beginning of Prehistory? What event signifies its end?
– What event marks the beginning of the Neolithic Age? And of the Metal Ages?
561819_08_p10_LT Prehistoria
– Which of the periods of Prehistory is the longest? Why does a break appear in the timeline?
3 Distinguish between the periods of Prehistory. Mark the following aspects as belonging to the Palaeolithic Age (P),
Neolithic Age (N) or the Metal Ages (M).
People begin to produce metal objects. Tools are made with simple worked stones.
The specialisation of work emerges. Ceramics are made.
Trade develops. Human groups become sedentary.
Villages become towns. People live by hunting, gathering and fishing only.
Agriculture and livestock farming are invented. Fire is discovered.
4 Write on the timeline when each of the periods of Prehistory began on the Península Ibérica.
Compare this timeline with the one in Activity 2.
PREHISTORY: THE ORIGIN
FUE LAOF HUMANITY
SHEET 3 REINFORCEMENT ¿CÓMO PREHISTORY?
Organise your ideas

Name: Year: Date:
Life in Prehistory
1 Complete this diagram about life in each of the periods of Prehistory.
Tools and Economic Tools and Economic

inventions activities inventions activities
Habitat PALAEOLITHIC AGE NEOLITHIC AGE Habitat
PREHISTORY
METAL AGES
Tools and Economic

Habitat inventions activities
SHEET 4 REINFORCEMENT PREHISTORY: THE ORIGIN
¿CÓMO FUE LAOF HUMANITY
PREHISTORY?
Go further
Name: Year: Date:
What if we were Neanderthals?

1 Read the texts and answer the questions.
Neanderthals are the human species most similar What if they did not actually go extinct?
to us. They inhabited Eurasia for approximately Prompted by new fossil DNA analysis, some
300,000 years. The Neanderthals disappeared experts suggest that Neanderthals are still here,
around 40,000 years ago for reasons that are still because they are us. Experts think that the two
unknown. Their extinction has been explained by species may have merged.
various factors, such as the pressure of
Extracting and analysing genetic material from
anatomically modern humans, diseases and
remote Prehistory is not easy. The older the DNA,
changes in the climate. However, another
the more difficult it is to get reliable results.
hypothesis has recently become popular: based
However, scientists who can extract enough
on data from individuals from El Sidrón (Asturias),
Prehistoric DNA are able to demonstrate that
it has been proposed that the union of people of
Neanderthals and humans were constantly
common ancestry, or from the same small
interbreeding.
geographical area, could have been a decisive
factor (called endogamy). El País, 9th April 2021 (Adapted)
ABC, 9th February 2019 (Adapted)
• What theories do the texts put forward about the disappearance of Homo neanderthalensis?
• Do you think both theories could be possible? Explain your answer.
• After reading the texts, draw your own conclusions. Why might Neanderthals have disappeared?
Do we have Neanderthal genes?
2 Recent research on Homo neanderthalensis has radically changed commonly held views about this species.
Search for information and explain how the following ideas about Neanderthals have been refuted.
• They were violent and savage:
• They could not think symbolically:
• They did not cook their food:
• They only had basic hunting skills:
• They did not take care of the sick or bury their dead:
3 Modern humans inherited between 1.5 % and 2.1 % of their genetic material from Neanderthals.
Read this text by writer Juan José Millás.
• Explain the book's title. Why do you think
Well, I am a Neanderthal. I've known that since the writer Juan José Millás considers himself
school. [...] It was hard; it still is. I go on pretending a Neanderthal?
that I understand the sapiens, that I am one of them.
• Based on what you have studied, can you explain
But the truth is that I suffer like a dog because the the main differences between Neanderthals
sapiens have taken their intellectual capacities to and sapiens?
extremes that are difficult to imitate.
• Write a text in which you also imagine yourself
Juan José Millás and Juan Luis Arsuaga, to be a Neanderthal and express what you find
Life as Told by a Sapiens to a Neanderthal (Adapted) difficult to understand about sapiens.
Techniques
Name: Year: Date:
Compare Prehistoric paintings

1 Observe the paintings and compare.
Horse from the Cueva de Tito Bustillo (Asturias) Dancers from the Cogull site, Roca de los Moros (Lleida)
Painting DIFFERENCES Painting

Location

Theme

Style

Colours

SIMILARITIES

2 Look for more examples of Palaeolithic and Neolithic paintings.
• Palaeolithic painting:
• Neolithic painting:
SHEET 6 EXTENSION PREHISTORY: THE ORIGIN OF HUMANITY
HOW DO BOOKS AND MOVIES PORTRAY PREHISTORY?
Name: Year: Date:
Both literature and cinema have created works that reflect different periods of Prehistory.
You are going to analyse two of these works.
The Clan of the Cave Bear, written in Quest for Fire is a 1981 film that tells the
1980 by Jean Marie Auel, is the first novel story of the Ulam tribe of Neanderthals,
in the six-book series Earth's Children. who, after being attacked, see that the fire
It narrates the story of little Ayla, they have been keeping is extinguished.
a five-year-old Homo sapiens girl who This tribe knows how to tend and use fire,
is taken in by a tribe of Neanderthals but they do not know how to produce it.
after her family is killed in an The tribal elder decides to send three
earthquake. men in search of fire.
1 ead the excerpt from this novel in your textbook.

R 4 Find excerpts from the film online and answer.
Write an ending to this story. Will they take the girl
• Do you think it would be easy to light a fire without
with them? Or, will they go on their way and leave matches or a lighter? Have you ever tried it? Describe
her behind?
what happened.
2 o write her novel, Jean Marie Auel conducted

T • Why do you think the Ulam tribe did not know how
research and interviewed numerous experts to light a fire but knew how to keep one going?
on the subject. This is what she said. • What advantages did the discovery of fire bring
to these tribes?
"My research has been very extensive.
In addition to field research (which has 5 The Universidad de Sevilla carried out a study on
included making stone weapons, tanning gender roles in documentaries about Prehistory.
hides naturally, making ropes and going to You can read their conclusions here:
excavations), the bibliography I have read https://www.us.es/actualidad-de-la-us/los-roles-de-
might include close to 1,000 works. I have genero-en-la-divulgacion-de-la-prehistoria
established working relationships with many • Select films or documentaries about Prehistory from
professionals and have travelled to both YouTube or any other video platform. Assess how often
western and eastern Europe to visit sites women, men, boys and girls are portrayed. Complete
and caves." a table like the one below:
Group Representation (%)

• Imagine you were going to write a novel set in
Prehistory. Which period would you base it in? Women
Where would you search for information?
Men
• Explain who the main characters would be
and where the action would happen. Girls
• Write a short chapter or outline of the plot of your Boys

novel and present it to the rest of the class.
• Analyse the content of the material you have
3 J ust like this author, archaeologists also do a lot
selected:
of field work.
– How are women portrayed?
• Look for information and explain what their work involves.
– What about boys and girls?
• What other types of scientists do they work with?
• Share your findings with the other groups in class.
• Would you like to work in the field of archaeology? What are your conclusions? Can you come to a
Why or why not?
conclusion that the whole class agrees with?
SHEET 7 EXTENSION
A VISIT TO ATAPUERCA
Name: Year: Date:
You are going to visit the Archaeological Site of Atapuerca in Burgos. It is one of the most important Prehistoric sites
on the Península Ibérica. Complete the activities to find out why.
1 The first step is to locate the Atapuerca site.

• Find the Atapuerca site on the map of Prehistoric remains on the Península Ibérica. In which area is it located?
What symbol has been placed on it?
• Mark the location of the site on the blank map. Which autonomous community is it in?
Cantabri an S ea
Altamira
Tito Bustillo
Peñatú La Hoya
Cascajos
Trasmañó
Sacaojos Buñuel Banyoles
Atapuerca
La Corona- El Cogul
El Pesadero Abric Romaní
Las Cogotas Los Casares Mediterranean
Las Batuecas
Cova Fosca Sea
Ciempozuelos
Ibahernando Cova Negra

Parpalló Alcúdia
Cova de l’Or
Cova de la Sarsa Barranc Blanc
Castellón Alto Orce

El Argar Los Millares
AT L A N T I C
Gorham Palaeolithic Age
OCE A N
Neolithic Age
Metal Ages
Megalithic area
2 Read the text below and answer the questions.

• What was the Sima de los Huesos used for? What remains have been found there?
• Which human species do the remains of the Gran Dolina belong to? When was the Cueva del Mirador inhabited?
122152_08_p191_yacimientos_peninsula
• In which cave have the oldest remains from Atapuerca been found?
136926_02_p75_espana_politico_mudo
• What was the Galería used for?
The Sierra de Atapuerca sites

From an archaeological point of view, there are three There is evidence that the Cueva del Mirador was
main areas in the Sierra de Atapuerca: the Cueva inhabited in the Neolithic Age.
Mayor, the Cueva del Mirador and the Trinchera. The Gran Dolina, Galería and Sima del Elefante
The Cueva Mayor is a cave of almost 4 km in length caves are located in the Trinchera.
which contains the archaeological site known as the • Homo antecessor lived in the Gran Dolina 850,000
Sima de los Huesos. We think this place was used years ago, while pre-Neanderthals used it as a
about 500,000 years ago to dispose of the corpses of camp 350,000 years ago.
the human groups that inhabited Atapuerca at that
time. In this small chasm, some of the most • The Galería was a hunting ground - a kind of trap
remarkable remains have been found: Skull 4, called for the animals that fell into it and could not get
Agamemnon, which is about 400,000 years old; out. For this reason, many animal remains have
Skull 5, known as Miguelón; Elvis, the most been found there.
complete pelvis in the fossil record of the genus • The tools found in the Sima del Elefante have
Homo; and a human femur that has provided shown that the earliest occupation of this site
information about these hominids. dates back to at least 1.3 million years ago.
3 Visit the Fundación Atapuerca website and complete the following sentences:
• At Atapuerca, the first human remains of the species were found.
• In the year 2000, the Atapuerca sites were declared a by UNESCO.
• Excavations at Atapuerca officially began in .
• Black paintings and engravings have been found in the .
4 Look at the examples of discoveries found at Atapuerca. Complete a fact sheet like the one below.
Then put them in order from oldest to most modern.
Elvis Pelvis Palaeolithic handaxe Remains of Homo antecessor. Homo Heidelbergensis

skull
Name:
Excavation in which it was found:
Dating of the discovery:
Relevance of the discovery:
5 Do you want to experience Prehistory for yourself? To do so, go to the following website with your group:
http://www.diariodeatapuerca.net/arqexp.htm and choose one of the projects.
• With the help of an adult, make a video showing the entire project development process.
• Present it in class and share it with your classmates.
6 New discoveries are constantly being made at Atapuerca.

• Look for and summarise other discoveries that have recently been made at Atapuerca.
• Can you now say why this site is so important?
7 You are also going to learn about other Prehistoric remains. Look for information and respond.
• On the maps in Activity 1, locate the caves on the Península Ibérica that have been declared
World Heritage Sites by UNESCO. In which autonomous communities are they located?
– W
hich was the first cave to be declared a World Heritage Site by UNESCO?
What year were the others declared World Heritage Sites?
– How many caves in total have been declared World Heritage Sites?
– Why did UNESCO decide to protect the caves?
SHEET 8 EXTENSION PREHISTORY: THE ORIGIN OF HUMANITY
A PREHISTORIC MYSTERY?
Name: Year: Date:
READ
Imagine the scene: it is 5,500 years ago, in what we cremated. The funerary chamber was also sealed.
know today as Reinoso, a municipality in La Bureba Studies of the preserved skeletal remains reveal that
(Burgos). A group of humans have erected a dolmen these people carried heavy loads in communal tasks.
and an impressive burial complex where they bury Living conditions must have been extremely harsh
all the members of this Neolithic community. and most of the limbs showed signs of degenerative
According to the online edition of El País, joint disease. Others were even killed by arrow shots
Archaeologists from the Universidad de Valladolid or attacked from behind with blunt objects.
have found the remains of 65 people who were
buried here. Nevertheless, the skull of the elderly woman
continues to be a mystery. The four holes found in it
Their most notable discovery, however, is without a could, according to Sonia Díaz Navarro, a member
doubt the skull of an elderly woman of around 50 of Manuel Rojo's team, be part of a surgical
years old (a remarkable achievement in terms of life intervention. "Behind her left eye-socket we have
expectancy at that time) with several holes in her head: documented a hole that seems to be the result of an
next to the ear canals and in the back of the cranium. operation. A couple of centimetres higher up, next to
Manuel Rojo Guerra, professor of Prehistory at the the sphenofrontal suture, a second attempt at a hole
Universidad de Valladolid, has not yet been able to can be seen, in this case unfinished," she explains in
solve the mystery, but there is every indication that the same article in El País.
the elderly woman was being operated on. This The laboratory is continuing to study all the
imposing burial site would have had a 10-metre-long evidence to provide answers to the enigma
corridor and a funerary chamber of about three surrounding the woman who may have undergone
metres in diameter. It served this purpose for 300 surgery next to the Reinoso dolmen.
years until it stopped being used for funerals. In fact,
Tribuna de Salamanca, 4th July 2020 (Adapted)
the passage was dismantled and a funeral pyre was
made, on which the remains of children were
QUESTIONS
1 Read the text and answer the questions.

• What was the Reinoso dolmen used for?
• What discoveries have been made there?
• Why is the case of the 50-year-old woman so striking? Why is she considered old at that age?
• What are the hypotheses surrounding this woman? Why is it still unclear exactly what happened to her?
• What must the life of the people who lived in the area of the dolmen been like, according to the research?
2 Look at the illustration that accompanied the article

and answer:
• What are the people in the picture doing?
• Why do you think there is a fire in the dolmen?
• What period of Prehistory does this correspond to?
3 Do you know of any other dolmens? Look for information

about one of them and write a short press release. In it,
explain the main characteristics and the discoveries
made at this monument.
Assessment
resources
Self-assessment
Assessment
185
8 SELF-ASSESSMENT
Name: Year: Date:
1 Hominisation is... 6 The main technological advances of the Neolithic Age

a. the process by which human remains are were...
petrified and turn into fossils. a. polished stone, ceramics and textiles.
b. the process by which the first humans learnt b. polished stone, copper and ceramics.
to control fire. c. textiles, bronze and candles.
c. the process of evolution that produced modern
human beings. 7 During the Metal Ages, new jobs appeared, such as...
a. farmers, livestock farmers and potters.
2 The three main ages that we divide Prehistory into
are… b. weavers, potters and village chiefs.
a. Palaeolithic, Neolithic and Metal. c. warriors, priests and merchants.
b. Palaeolithic, Pleistocene and Iron. 8 The metals used in the Metal Ages, in chronological
c. Bronze, Neolithic and Eocene. order, were...
a. copper, iron and bronze.
3 The Palaeolithic human groups were nomads, which
means that… b. copper, bronze and iron.
a. they lived from commerce, so they travelled a lot. c. bronze, iron and copper.
b. they lived in stable places, such as cities. 9 Rock paintings are…

c. they did not always live in the same place. a. paintings that decorated village houses.
4 The main materials the first human beings used b. paintings on the walls and ceilings of caves.
were… c. paintings used by primitive groups to decorate
a. metals and stone. their bodies.
b. stone and wool. 10 The oldest human remains on the Península Ibérica
c. stone and animal bones and horns. were found in…
a. Atapuerca (Burgos).
5 In the Neolithic Age, human beings…
b. Altamira (Cantabria).
a. lived only from hunting, fishing and gathering
wild fruits. c. Orce (Granada).
b. invented the wheel, the sail and the plough.

c. learnt to grow plants and domesticate animals.
1. c, 2. a, 3. c, 4. c, 5. c, 6. a, 7. c, 8. b, 9. b, 10. c.
ANSWER KEY
8 ASSESSMENT
Name: Year: Date:
1 Explain the concepts. (1 p.)
• Process of hominisation:
• Rock art:
• Megalithic art:
2 Explain the difference between the terms sedentary and nomadic. What period of Prehistory would you associate
each term with? (1 p.)
3 Complete the timeline with the names of the periods of Prehistory. Add the start and end dates. (1 p.)
4 Match these developments to the period they belong to. (1 p.)
People used copper, bronze and iron. Palaeolithic Age
People specialised in different jobs.

561819_08_p10_LT Prehistoria
Fire was discovered. Neolithic Age
People cultivated the land.
Trade developed. Metal Ages
People made handaxes.
5 Write a brief summary of what life in the Palaeolithic Age was like in these aspects. (1 p.)
• Social organisation:
• Economy:
• Tools:
TEST B
6 Explain what the revolution of the Neolithic Age involved. Answer the questions. (1 p.)
• What was the result of the appearance of agriculture and livestock farming in the Neolithic Age?
• How was work organised?
• Name three technological advances during this period:
7 How and when did trade develop? What consequences did it have? (1 p.)
8 Look at the photo. Which stage of Prehistory does the monument belong
to? What are its main characteristics? (1 p.)
9 Look at the photos and answer the questions. (1 p.)
• Which period of Prehistory does each work of art belong to?
• What are the main characteristics of the first painting? What about the second painting?
10 What characterised the Los Millares culture in Almería? What about the El Argar culture? (1 p.)
8 ASSESSMENT
Name: Year: Date:
Imagine that you are working on an archaeological excavation. In recent years, different objects belonging to the main
stages of Prehistory have been discovered. Human remains have also been found this year. Now you need to find out
which species they belong to.
1 These are some of the objects found in the excavation. (2 p.)

• Identify the objects. Which period of Prehistory do they belong to? Complete the table.
What is it?
Period
• Write the periods on the timeline and when each one began and ended.
2 To date the remains of the species that have been found, you must answer these questions. (1 p.)
• This species came after the one whose remains have been found in Atapuerca.
What species was found at Atapuerca?
561819_08_p10_LT
• What species has been found at your Prehistoria
site? What are its characteristics?
• What is Atapuerca and why is it important?
3 We know that this species lived from 200,000 to 40,000 BC. Locate it on the timeline from Activity 1.
What stage of Prehistory did it live in? What was its lifestyle like? (2 p.)

TEST A
4 It is believed that these humans also produced works of art. Look at the two photos. Which of the two could
they have produced? Give reasons for your answer. (1.5 p.)

5 Read the text and answer the questions. (2 p.)
Yale University anthropologist James C. Scott, professor of agrarian studies, says: "We can say without a
doubt that we lived better as hunter-gatherers. We have studied human remains in areas where Neolithic
ways of life were being introduced, and found signs of nutritional stress in farmers that are not present in
hunter-gatherers. This was even worse in women, where we have identified a clear deficiency in iron. We
also found many diseases that did not exist until humans lived closer together and with animals. In addition,
whenever humans have settled in villages, wars have broken out."
El Pais, 22nd April 2018 (Adapted)
• Why does Professor James C. Scott think the Neolithic Age was so negative?
• What does the term Neolithic revolution refer to? Has it influenced our way of life today?
• Analyse how people's lives evolved in these two stages. Complete the table.
Neolithic Age Metal Ages
Settlements
Economy
Social organisation
Technological advances
6 On the Península Ibérica, the timings were different. (1.5 p.)

• When did the Neolithic Age begin?
• What two cultures were important in the Metal Ages?
Actividades
Prueba B Prueba A
Elaborar, expresar y presentar contenidos propios en – Las fuentes históricas y

forma de esquemas, tablas informativas y otros tipos 4 1, 5 arqueológicas como base para
de formatos. la construcción
del conocimiento histórico.
Desarrollar y argumentar sobre temas
y acontecimientos de la Prehistory, analizando de – Tiempo histórico: construcción e
8, 9 1, 4, 5 interpretación de líneas del tiempo.
forma crítica fuentes primarias y secundarias como
pruebas históricas. – Análisis multidisciplinar
del origen del ser humano y del
nacimiento de la sociedad. Grandes
conceptos y acontecimientos relacionados con la 1, 2
migraciones humanas y el
Prehistory.
nacimiento de las primeras
Identificar los principales problemas, retos y desafíos culturas.
a los que se ha enfrentado la humanidad a lo largo – Complejidad social
6, 7, 10 5, 6
de la historia, los cambios producidos, sus causas y el nacimiento de la autoridad:
y consecuencias. familia, clan, tribu, casta...
Utilizar una secuencia cronológica con objeto de Desigualdad social y disputa por
examinar la relación entre hechos y procesos en 3 1, 2, 3 el poder.
diferentes periodos.
Identificar, interpretar y analizar los mecanismos que

han regulado la convivencia y la vida en común a lo
4, 5, 6, 7 3, 5
largo de la historia, desde el origen de la sociedad a
las distintas civilizaciones.
Identificar el origen histórico de distintas identidades

10 2, 6
colectivas que se han desarrollado en España.
Valorar, proteger y conservar el patrimonio artístico,

histórico y cultural como fundamento de identidad 8, 9 4
colectiva.
Test B
1 • Process of hominisation: the evolutionary process by 4 Palaeolithic Age: fire was discovered. People made handaxes.
which humans gradually acquired the characteristics that Neolithic Age: people specialised in different jobs. People
made them different from primates. cultivated the land.
• Rock art: a form of artistic expression created Metal Ages: people used copper, bronze and iron.
by Palaeolithic human beings, consisting of paintings Trade developed.
and engravings on stone walls.
5 • Social organisation: Palaeolithic human beings lived in
• Megalithic art: monuments built with large stones called
tribes of around 20 to 40 people. Each tribe was made
megaliths in the late Neolithic Age and in the Metal Ages.
up of several families. Various tribes of the same group
2 A nomad is a human who moves from one place to another formed a clan. Neighbouring tribes interacted with
in search of food, without a permanent home. The term each other.
sedentary describes someone who settles permanently • Economy: during the Palaeolithic Age, humans lived from
in one place. hunting, fishing and gathering fruits and roots.
The term nomad is related to the Palaeolithic Age and • Tools: at first, they made handaxes with very rough stones.
sedentary is related to the Neolithic Age and the Metal Ages. Then they developed arrowheads and spears for hunting,
3 The Palaeolithic Age extends from about 5 million years ago scrapers for animal skin and chisels for engraving. They
to about 10,000 years ago. The Neolithic Age extends from also used animal bones and horns to make needles for
about 10,000 years ago to about 7,000 years ago. The Metal sewing animal skins, and harpoons and hooks for fishing.
Ages extend from about 7,000 years ago to about 5,000 6 • When agriculture and livestock farming started to develop,
years ago. human beings became sedentary, settling in the first villages.
• In the villages, people specialised in different jobs: some 4 They could have produced the painting on the left, because it
cultivated the land, some looked after the livestock, and shows characteristics of Palaeolithic art: it is polychromatic,
others became craftspeople. and the volume and the realism of the figure can be seen.
• Sickles were invented for harvesting crops. Polished stone 5 • Because the human diet worsened, more diseases
began to be used to make axes, hoes or grinding stones.
appeared and there were more wars.
Textiles were produced on basic looms. Ceramics
• About 10,000 years ago, people learnt to grow plants and
were invented.
domesticate animals. These discoveries transformed their
7 As people learnt how to work with metal, trade developed, way of life.
because metals were not abundant everywhere. Trade also O. A.
helped ancient villages to grow into small towns. Towns • Neolithic Age. Settlements: the first villages appeared.
located on trade routes became wealthier. People fought for Economy: they worked in agriculture and with livestock.
control over the wealthiest regions. New types of specialised People specialised in certain jobs. Social organisation:
jobs appeared: warriors, priests and priestesses, merchants private property developed and created social inequalities
and blacksmiths. As a result, social divisions increased. between people. Technological advances: sickles were
Warriors, priests and wealthy people were more privileged invented and polished stone began to be used to make
than the rest of the population. axes, hoes and grinding stones. Textiles were produced
8 It is a dolmen. Dolmens began to be built at the end of the on basic looms. Ceramics were invented.
Neolithic Age and the early Metal Ages. They consisted of Metal Ages. Settlements: villages grew to become towns.
large vertical stones fixed in the ground and covered by Economy: as people learnt how to work with metal, trade
horizontal blocks. They were used as collective burial places. developed. Towns located on trade routes became
9 • The artwork on the left belongs to the Palaeolithic Age, and wealthier. People fought for control over the wealthiest
the artwork on the right belongs to the Neolithic Age. regions. Social organisation: new types of specialised jobs
• The first painting shows several polychromatic bison (in appeared: warriors, priests and priestesses, and
red, ochre and black) and is very realistic. The second merchants. As a result, social divisions increased. Warriors,
painting shows human figures, in what is probably a priests and wealthy people were more privileged than the
hunting scene, because some of them seem to be carrying rest of the population. Technological advances: the sail,
bows. The figures are very schematic, and are painted with the wheel and the plough were invented.
only one colour. 6 • It began about 7,000 years ago.
10 An important feature of Los Millares culture is the communal • The Los Millares culture and the El Argar culture were
tombs covered by burial mounds, found next to the village. important. An important feature of Los Millares culture
Some features of the El Argar culture are walled settlements (Almería) is the communal tombs covered by burial
and burials under houses. mounds, found next to the village. Some features of
the El Argar culture are walled settlements and burials
under houses.
Test A
1 • What is it? Handaxe. Period: Palaeolithic Age.

What is it? Shield. Period: Metal Ages.
What is it? Pottery. Period: Neolithic Age.
• See answer to activity 3 of Test B.
2 Homo antecessor.
•
• Homo neanderthalensis. They were the first species to
bury their dead. They made specialised tools and were
skilled hunters.
• Atapuerca is an important collection of archaeological sites
in Burgos (Spain). Numerous remains show that Homo
antecessor lived there around 800,000 years ago.
3 This species lived in the Palaeolithic Age. During this stage,
human beings were nomadic. They lived from hunting, fishing
and gathering fruits and roots. They lived in tribes of around
20 to 40 people, made up of several families. Tribes
sometimes interacted with each other. Their tools were very
basic, and included handaxes, scrapers, spears, needles and
harpoons for fishing.
The birth of writing.
Early civilisations 9
9 The birth of writing.
Early civilisations
Reinforcement
Sheet 1. River valley civilisations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Sheet 2. Mesopotamia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
Sheet 3. Egypt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202

Sheet 4. The Egyptian legacy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
• Go further
Sheet 5. What were the first writing styles like? . . . . . . . . . . . . . . . . . . . . . . 204
Extension
Sheet 6. Why was Babylon one of the seven wonders of the ancient
world? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Sheet 7. Was the pharaoh a god in Egypt? . . . . . . . . . . . . . . . . . . . . . . . . . . 206
Self-assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211
Assessment
Test B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212
Test A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214
• Criterios, saberes relacionados y solucionario . . . . . . . . . . . . . . . . . . . . 216
9
STARTING THE UNIT
Writing, the foundation of education
GOAL 4
Guarantee inclusive, equitable

and quality education
According to the UN, education is one of the most effective tools for reducing inequality in the world. When people
have access to quality education, they have more opportunities to escape poverty. In addition, education empowers
people and enables them to lead healthier and more sustainable lives. Education is also essential for fostering
tolerance, and contributes to creating more peaceful societies.
Therefore, some of the various targets within this UN goal are to ensure, by 2030, that all girls and boys complete
Primary and Secondary education, which must be free of charge, equitable and of good quality. It must also lead
to relevant and effective learning outcomes, eliminate gender disparities in education, and ensure equal access
to all levels of education and vocational training for vulnerable people.
Why do we link SDG 4 to the birth A challenge to understand

of writing? the importance of education:
The invention of writing changed the world. It allowed prepare a presentation on the
information and knowledge to be stored and shared, essential knowledge of the past
favoured the emergence of complex societies, and
provided humans with the ability to access the
and of today
experiences and knowledge accumulated by other Objective: to understand that education is key to
peoples and communities and from other time periods. social development and the progress of individuals
Even today, reading and writing remain the essential and societies.
foundations of human knowledge.
This challenge allows students to reflect on the
Reflecting on the importance of the invention roles and objectives of education in each period.
of writing, and learning about how it became It will also enable them to understand that
an instrument of power, will allow students to education provides us with the tools to go about
understand the relevance of guaranteeing universal our lives in the best possible conditions.
access to inclusive, equitable and quality education.
STARTING POINT
Writing, a gift from the deities. The picture on the first page of the unit is intended to highlight the high
•
social consideration associated with writing from the moment of its invention. Thoth, the Egyptian god of
writing, was the master of knowledge and the patron of scribes. He was also responsible for justice and
writing laws. This fact allows us to reflect on the importance that writing had in the emergence of complex
societies.
• W
riting, a source of power. The infographic at the beginning of the unit in the Student's Book shows how
writing became an essential tool for the organisation of society. For this reason, those who knew how to read
and write, the scribes, reached great social pre-eminence. Writing made it possible to record the laws,
develop accounting, communicate orders and collect taxes. The sacred texts of the different religions could
be written down and it became possible to sign treaties between countries. Writing became the most
powerful tool for the transmission of knowledge. Knowing how to read and write allowed people to climb
the social ladder and gave them a powerful tool to understand the world in which they lived. Knowledge
of reading and writing, if reserved exclusively for the elite, fosters social discrimination. But if this knowledge
is universal, it becomes a powerful tool for combatting inequality.
Personalised
learning
Reinforcement
Extension
THE BIRTH OF WRITING.
SHEET 1 REINFORCEMENT EARLY CIVILISATIONS

Name: Year: Date:
River valley civilisations

1 Explain when the beginning of history started and how.
2 Complete the map with the following information.
• Draw on the map the areas where the main river valley civilisations existed. Then make a key for the map
with each civilisation in a different colour.
• Name the river that each civilisation developed around.
3 Write the three main characteristics of the first civilisations in history.

Name: Year: Date:
Mesopotamia
1 Complete the timeline with the periods in Mesopotamian history.
NEOBABYLONIAN
EMPIRE
3000 BC Around 2300 BC Around 1800 BC 1356 BC 612 BC 539 BC
2 Write on the social pyramid the different social groups that existed from the choices below. Then answer the questions.
craftspeople and peasants – civil servants – kings and aristocrats – priests – slaves
561819_09p_11 LT Mesopotamia
• Which were the most powerful social groups?

Colour them in the same colour.
• What activities did the different groups do?
• Which groups were the least fortunate?

Mark them in a different colour. Were they
all free people?
• What were the main economic activities
of the majority of Mesopotamian society?
• What role did women play in society?
3 Look at the photos and answer:

A B
• What did a ziggurat look like?
What was it used for?
• What characteristics of
Mesopotamian art can you see
on the Ishtar Gate?
•
Describe the reliefs and
sculpture shown. What was the
main objective for each design? D
C
What characteristics do they
have?
(A) Reproduction of the Ziggurat of Ur.

(B) Ishtar Gate (Babylon). (C) Statue of
Assyrian King Ashurbanipal II. (D) Relief
of Ashurbanipal hunting a lion from the
Nineveh Palace.

Name: Year: Date:
Egypt
1 Complete the map with the information from the
questions.
• What sea borders Egypt to the north? What sea

is to the east?
• What desert bordered Egypt to the east? Find the
desert on the map.
• Mark on the map what was known as Upper Egypt
and Lower Egypt. Which territory was furthest north?
• Which cities were the capitals of Egypt? Mark them
on the map.
• Where would you have to go to see the pyramids,
other tombs and the temples? Add them to the map.
2 List the three major periods in the history of Egypt

in the table below.
Period Duration
3 Look at the images and write which social group they belonged to in Ancient Egypt.
561819_09_p12_mapa_egipto
4 Complete the table about Ancient Egypt. Is the social structure similar to that of Mesopotamia? Explain your answer.
Social group Who formed the group?
• Pharaoh • •

Privileged • •
• • •

Non-privileged
• • • Women
Organise your ideas

Name: Year: Date:
The Egyptian legacy

1 Look at the parts of an Egyptian temple and match them with the letters from the image.
C
A
Avenue of sphinxes
Pylon
Open courtyard
F
Covered room
B
Shrine room
Obelisk
E
2 Write the type of tomb the images show, which periods they were built in and the main characteristic of each one.

3 Look at the artwork. Explain the different characteristics of Egyptian sculpture and painting in the table.
Sculpture
Painting
Go further
Name: Year: Date:
What were the first writing styles like?

1
Look at the images and answer.
Chinese
Sumerian ideograms.
cuneiform. Around 1300 BC.
Around 3200 BC.
Phoenician alphabet.
Egyptian Around 1200 BC.
hieroglyphs.
Around 3200 BC.
• Which writing styles were invented first? Which 4 Read this text and explain why being a scribe
civilisations did they come from? was so difficult.
• What other types of writing are shown on
the timeline? To become a scribe, it was essential to know
hundreds and, eventually, thousands of signs. It
2 Look for some more information about cuneiform was a slow learning process that only the richest
writing and answer. people, who went to exclusive schools, could
afford. It is similar to exclusive universities
• What was this writing style like? Was it based
today, which train senior executives.
on sounds or on ideas?
El infinito en un junco, Irene Vallejo (Adapted)
• What materials did they use to write it down?
Why was it called cuneiform?
5 Analyse. Today, cuneiform and hieroglyph writing
• What was cuneiform writing used for?
are no longer in use, but Chinese ideograms are.
3 Next, analyse hieroglyph writing. • How many types of Chinese writing exist?
• What did it consist of? How was it written? • What is the history of this writing style?
• Who deciphered it and how did they do it?

6 Evaluate.
• Which Egyptian myth relates to the invention
• Do you think these types of writing were easy to learn?
of hieroglyph writing?
Explain your answer.
• Look at this name. Explain why
it was inside this cartouche. • Why was writing so important in big empires?
• Search Google for Fabricius, • What do you think were the advantages of the
where you can create your own hieroglyphs. Play invention of writing for humanity?
with your classmates by sending them messages • Phoenician writing was later perfected by the Greeks.
that you have created. How did the use of the alphabet help progress?
SHEET 6 EXTENSION
EARLY CIVILISATIONS
WHY WAS BABYLON ONE OF THE SEVEN
WONDERS OF THE ANCIENT WORLD?
Nombre:
Name: Curso:
Year: Fecha:
Date:
1 Herodotus visited Babylon in the 5th century BC and wrote this description.
• Based on Herodotus's description, do you think Babylon
It is situated on a big plain. It is square and was a big city?
measures 120 stadia in each direction. This
• How was the city protected? Why do you think the city
means that the perimeter of the city is 480 stadia.
needed to be protected?
Therefore, Babylon was an enormous city.
• The Ishtar Gate in the interior wall was preserved.
As far as we know, the layout of the city is unlike
In which museum can you see it? Why is it preserved
any other. Firstly, it is surrounded by a deep and
in this museum?
wide moat filled with water. Then there is a wall
that is 50 royal cubits wide and 200 cubits tall (a • Who constructed
royal cubit is three fingers longer than the normal the Ishtar Gate?
cubit). […] Inside this first wall, there is a parallel Describe its main
wall that is narrower than the first wall, but is just characteristics.
as strong.
2 Continue reading Herodotus's account of Babylon.
In the central part of the sanctuary, there This square garden is approximately 120
is a robust tower, which is one stadium metres in size. In the garden there are
high and wide. There is a second tower stairways which lead to terraces that are
built on top of it and another tower and on top of each other to give the appearance
another until there are a total of eight of an amphitheatre. These terraces or
towers. The access ramp is built on the platforms were held together at regular
outside and in the style of a spiral around intervals to support the full weight of this
all the towers. solid structure.
• What parts of the city is he describing in these texts?

• Why were they important to the city? Describe the myths associated with these areas.
3 Two queens also worked on some important constructions for the city.
• Herodotus also writes about Semiramis and Nitocris. Search for information and explain who was
the first queen to build within the city.
• There is a myth surrounding Nitocris's tomb. Do you know the story? What did this queen build?
4 Research and describe what happened to the city of Babylon in its final days.
5 In groups, choose one of the monuments of Babylon that you have studied and make a fact sheet like this one.
Monument
What was it?
What was it used for?
What is its current condition?
The remains of Babylon today
SHEET 7 EXTENSION
WAS THE PHARAOH A GOD IN EGYPT?
Name: Year: Date:
You have recently arrived in Egypt to be part of the pharaoh's staff. It is your first day and you have to learn what daily
life will be like for a pharaoh. Your first surprise, however, is that the pharaoh that you're working for… is a woman!
1 Queen Hatshepsut came to power after the death of her husband. Look at her statue.
• Write what each of the letters indicates.
A
A:
B:
B C:
• Why do you think a female queen would wear a false beard?

• Find information to explain how Hatshepsut came to power. What happened
at the end of her life? What was her legacy like after her death?
C • Hatshepsut was part of the 18th Egyptian dynasty. When did she rule
and what period of Egyptian history was this?
2 As part of your first day, you will be helping with the queen's daily hygiene. Search for information and explain
how Egyptians took care of their appearance and health.
Care treatment Characteristics Care treatment Characteristics
Hair removal Toilet
Bathing Teeth
Hydration Hair
3 Later, Hatshepsut is going to receive her advisers. One of the most important of them was Senenmut.
Look for information on this advisor and complete the information below.
Origins Positions held Death
4 Egyptian food was varied. Prepare a suitable menu for the queen from the foods in the list
below that were available in her time.
t omatoes – spelt bread – soup – cheese – wine – broad beans – lettuce – leeks
– radishes – potatoes – beer – pasta – lentils – peas – beef – fish – soft drinks – melon
EARLY CIVILISATIONS
5 Hatshepsut would like to see the temple that is being built. Answer the questions.
• What does her temple look like? Why was it built?
• Identify the most important parts of this temple.
Explain them.
• Who supervised the building of the temple?
• Search for information to explain when temple
excavations started and who made the first excavations.
• What other interesting information can you find about
the temple?
• Observe the sculptures and describe them. What are their
main features?
6 Other pharaohs from later dynasties were buried in the pyramids. Look at the picture and look for additional information
to explain what the pyramids were like and who participated in their construction.
Stone extraction from quarries Construction
Transportation
7 Read the following text about the discovery of Hatshepsut's mummy and answer.
• When was Hatshepsut's mummy

Authorities in Egypt have confirmed that the previously
identified? How?
unidentified mummy that was found in the Egyptian Museum in
Cairo is Queen Hatshepsut. The general secretary of the Supreme • Find out when her sarcophagus
Council of Egyptian Antiquities, Zahi Hawass, confirmed that was discovered. Why was there
Hatshepsut was successfully identified by a tooth. The museum no mummy inside?
authorities noticed that the mummy was missing a small part of its • Why did the Ancient Egyptians
molar. That tiny bit of missing tooth was featured on a funeral carry out mummification?
vessel, which had an inscription of the queen's name on it. Hawass How was it performed?
said that this was the "most important discovery in Egyptology
• Write your own headline for
since 1922", when the tomb of the pharaoh Tutankhamun was
the text about Hatshepsut's mummy.
discovered by British archaeologist, Howard Carter.
Cadena Ser, 27th June 2007 (Adapted)
8 It is nowN the end of the day and the queen wants to perform a religious
ritual to the god, Amon-Ra.
200 km
• Which of the two figures on the right represents an Egyptian god?

How do you know?
• What qualities did this god have?
• How were offerings made to gods?
• What characteristics of Egyptian painting can you see in the image?
Assessment
resources
Self-assessment
Assessment
9 SELF-ASSESSMENT

EARLY CIVILISATIONS
Name: Year: Date:
1 The characteristics of river valley civilisations were... 6 The Egyptian pharaohs…

a. great political power, a hierarchical society a. were democratic, allowing the people
and great architectural works. to participate in important decisions.
b. a hunter-gatherer economy, a hierarchical b. had absolute power, owned the land and led
society and large cities. the army.
c. a democratic power, an egalitarian society c. depended on the priests and scribes, who
and great architectural works. had all the power.
2 The Mesopotamian civilisation was located between 7 Egyptian women…

the rivers… a. were treated the same as slaves.
a. Euphrates and Tigris. b. could not leave the house, except when the Nile
b. Nile and Indus. was rising.
c. Huang-He and Yangtze. c. had more rights than other women in the ancient
world.
3 The privileged social groups in Mesopotamia were…
a. the king, the scribes, the soldiers
8 The Egyptians were polytheistic, which means that…
and the craftspeople. a. they spoke several languages: Egyptian, Coptic
b. the king, the aristocracy, the priests and Aramaic.
and the scribes. b. they believed in many gods, such as Ra, Amun-Re
c. the king, the aristocracy, the craftspeople and Aton.
and the rich peasants. c. they had several professions: they were warriors,
peasants and scribes.
4 During the Mesopotamian Neo-Babylonian Empire the
most renowned king was… 9 A tomb dug into the ground was called…
a. Hammurabi. a. a hypogeum.
b. Sargon. b. a mastaba.
c. Nebuchadnezzar II. c. a pyramid.
5 During the Egyptian Old Kingdom the most important 10 Egyptian painting…
pharaohs were… a. was done on wooden boards in black and white.
a. Khufu, Khafre and Menkaure. b. was usually colossal in size and reflected only
b. Amenhotep III, Akhenaten and Ramses II. important historical events.
c. Nefertiti, Tutankhamun and Ramses II. c. usually employed bright colours, without
perspective, and with hierarchical proportion.
1. a, 2. a, 3. b, 4. c, 5. a, 6. b, 7. c, 8. b, 9. a, 10. c.
ANSWER KEY
9 ASSESSMENT

EARLY CIVILISATIONS
Name: Year: Date:
1 Explain the terms. (0.5 p.)
• History:
• Civilisation:
• Chaldea:
• Mummification:
2 What were the main features of early civilisations? (0.5 p.)
3 Compare the social organisation of Mesopotamian civilisation and Egyptian civilisation. (1.5 p.)
Civilisation Nobility Priests Scribes Rest of the population
Mesopotamia
Egypt
4 Complete the timeline of Mesopotamian history. Indicate which peoples held power in each period. (1 p.)
NEOBABYLONIAN
EMPIRE
1 2 3 4
5
3000 BC Around 2300 BC Around 1800 BC 1356 BC 612 BC 539 BC
1. 2. 3. 4. 5.

561819_09p_11 LT Mesopotamia

TEST B
5 Summarise the elements of the pharaoh's power. (1 p.)
6 Explain why the Nile was so important to the Egyptians. What was the difference between the red lands and the black
lands? (1 p.)
7 Look at the photo and write the parts of the Egyptian temple. (1 p.)
8 Compare what religion was like in Mesopotamia and Egypt. (1.5 p.)
• How were they similar?
• How were they different?
9 Write what type of Egyptian tomb the drawings show. (1 p.)

10 Look at the picture and describe the characteristics

of Egyptian painting. (1 p.)
9 ASSESSMENT

EARLY CIVILISATIONS
Name: Year: Date:
You are a merchant who has been told of four important civilisations where writing is used that have emerged around
rivers. You want to visit these places and sell your products.
1 First you must locate the four civilisations. (1 p.)

• Near which rivers did each of them develop?
• What are their characteristics?
2 You have just arrived in a city, and you find this

gate. (1 p.)
• Which city is it?
• Describe the city's main characteristics.
3 Nebuchadnezzar II ordered this gate to be built. (1.5 p.)
• At what stage in Mesopotamia's history was this king in power?
• What role did the king play in this civilisation? What other privileged groups were there?
4 On the next stage of your journey you arrive in this Egyptian city. Answer the questions. (1.5 p.)
• Why was Egypt called the gift from the Nile?
• How did the majority of the population live?
• What other professions existed in the cities?
• What was life like for women?
TEST A
5 You have asked to speak with the pharaoh. (1.5 p.)
• What powers did the pharaoh have?
• Who helped pharaohs with their work?
• If you were to meet Ramses II, what period of Egyptian history would it be? What was this period like?
6 You have gone with the pharaoh to visit the tomb that is being built. Read the text and answer the questions. (1.5 p.)
• What was the significance of the location of the royal
In this way, the location of the royal tombs justified
tombs?
royal power and gave it legitimacy. But there is
more. The architecture of the new pharaonic • How did Egyptian tombs evolve?
tombs changed over time. This evolution
symbolises the transition to a new political order,
in which the pharaoh assumed a central role.

Beliefs about death became a reflection of a
hierarchical society. This society was presided over
by the king by virtue of his dual role: as a mediator
• Why were the pharaohs buried in these tombs?
between gods and mortals, and as a guarantor
of the cosmic order in the face of chaos.
National Geographic, 29th October 2012 (Adapted)

7 The pharaoh has also built a temple, where you have seen
these statues. (1 p.)
• What do they mean?

• Describe their main characteristics.
8 While lost, you come across the remains of another temple. Which parts of the temple are they?
Explain their function. (1 p.)

THE BIRTH OF WRITING. EARLY CIVILISATIONS
Actividades
Prueba B Prueba A
Elaborar, expresar y presentar contenidos en forma – Fuentes históricas como base para
de esquemas, tablas informativas y otros tipos de 3, 4, 9 8 la construcción del conocimiento
formatos. histórico.
Desarrollar y argumentar sobre temas – Tiempo histórico, construcción e

y acontecimientos de la Edad Antigua, analizando de interpretación de líneas del tiempo.
7, 9, 10 2, 4, 6, 7, 8
forma crítica fuentes primarias y secundarias como – Condicionantes geográficos e
pruebas históricas. interpretaciones históricas del
surgimiento de las civilizaciones.
conceptos y acontecimientos relacionados con 1, 6 7 – Desigualdad social y disputa por
la historia. el poder desde la Antigüedad.
Representar adecuadamente información histórica a – Las personas invisibilizadas de la

través de diversas formas de representación gráfica, 4, 7, 9, 10 2, 4, 7, 8 historia: mujeres, esclavos y
cartográfica y visual. extranjeros.
Utilizar una secuencia cronológica con objeto de

examinar la relación entre hechos y procesos en 4 5
diferentes periodos.

3, 5 3, 4, 5
Asociar el nacimiento y desarrollo de distintas

civilizaciones y situarlas en el espacio y en el tiempo,
1, 2, 4, 6 1, 3, 4, 5, 6
integrando los elementos históricos, culturales,
institucionales y religiosos que las han conformado.
Reconocer las desigualdades sociales existentes en

épocas pasadas, identificando aquellos colectivos 3, 5 3, 4, 5
que se han visto dominados.
Relacionar las culturas y civilizaciones que se han

3, 8
desarrollado a lo largo de la Historia Antigua.

histórico y cultural como fundamento de identidad 7, 9, 10 2, 6, 7, 8
colectiva.
Test B
1 • History: this is the period that begins with the invention 5. Neo-Babylonian Empire. The Chaldeans took power
of writing more than 5,000 years ago in Mesopotamia. with Nebuchadnezzar II.
• Civilisation: a large cultural area that shares some signs 5
Pharaohs had absolute power: They dictated the laws, ruled
of identity (language, customs, religion, etc.). the country, owned a large part of the land, controlled trade,
• Chaldea: region in the south of Mesopotamia, inhabited and were the supreme commanders of the army. They lived
by the Sumerians and the Akkadians. in great palaces surrounded by wealth and had hundreds
• Mummification: a method of preventing corpses from of servants and slaves. The Egyptians believed that the
decomposing by drying and wrapping them in bandages. pharaohs were gods. They also thought that they had magical
powers, such as causing the Nile to rise.
2
Strong political power. Power was concentrated in a monarch
who dictated the laws, was head of the army, and often 6
The Nile was the main source of life for the population, which
served religious functions. was concentrated on its banks. Its waters supplied the
An extremely hierarchical society. The population was people, were a means of travel and were used to water the
organised so that a privileged minority owned all the land fields. The Nile crossed Egypt from south to north, forming a
and held public office. The rest of the population was subject long, narrow strip full of life in the middle of a desert. The
to the authority of the privileged minority. Egyptians called this strip black lands, because the waters
left a fertile dark mud in which they planted seeds. Beyond
The construction of great works. The rulers built great
the black lands stretched the red lands, or the desert.
palaces, temples and tombs to demonstrate their power.
7
From left to right: shrine room, covered room, courtyard,
3
Mesopotamia. Nobility: it was formed by the king's family and
pylons, avenue of sphinxes.
the nobility. They had much of the land and held the most
important positions. 8 • Similarities: both the Mesopotamians and the Egyptians
Priests: they lived in the temples and performed the were polytheistic; that is, they believed in many deities.
religious rites. They also worshipped elements of nature. The priests, in
both cases, were in charge of performing religious rites.
Scribes: they were officials. They could read, write and count.
• Differences: the Mesopotamians did not believe in life after
Rest of the population: people who did not belong to
death, while the Egyptians did.
the privileged group could be free or slaves. The entire
Mesopotamian population, both free people and slaves, 9
From left to right: pyramid, mastaba and hypogeum.
worked for the king's palace or the temples. They were 10
The artists drew each part of the body in its most
mainly peasants, craftspeople or merchants.
recognisable form. They drew the legs and feet in profile,
Egypt. Nobility: they were the members of the pharaoh's the chest from the front, the face in profile and the eyes from
family and other families whom he had rewarded with the front. They used bright colours and, as in sculpture, the
extensive land and great wealth. They ruled the provinces figures showed neither expression nor movement. The
into which Egypt was divided. figures have no perspective and are drawn without a sense
Priests: they conducted the religious rites and were in charge of depth.
of the temples. Thousands of people worked for them or had
to give them a part of their crops.
Scribes: they wrote official documents and kept a record Test A
of the royal taxes and the goods entering and leaving the 1 •
The Tigris and Euphrates in Mesopotamia, the Nile in Egypt,
palace stores. the Indus in India, and the Huang-He and Yangtze in China.
They enjoyed great social prestige, because only the scribes, • Strong political power. It was concentrated in a monarch
the priests and some nobles could read and write. who dictated the laws, was head of the army, and often
Rest of the population: it was formed mainly by peasants. served religious functions.
The cities were also home to merchants, craftspeople and
An extremely hierarchical society. There was a privileged
servants. There were also slaves, who had no rights.
minority, who held most of the land, wealth and major
4
1. Sumerian period. The Sumerians built the first city-states. public office, and a majority who were subject to the
2. Akkadian Empire. The Akkadians, with King Sargon, took privileged majority.
power. The construction of great works. The monarchs built great
3. Babylonian Empire. Power passed to the city of Babylon palaces, temples and tombs to demonstrate their power.
and King Hammurabi. 2 •
Babylon.
4. Assyrian Empire. The Assyrian people, with King • The Mesopotamians were great builders. However,
Ashurnasirpal II, took power. because they worked with brick and adobe, few remains
THE BIRTH OF WRITING. EARLY CIVILISATIONS
of their buildings have survived. They used arches, as you received a salary, land, gold and slaves.
can see in this gate. In this case, the brick is glazed • The New Kingdom (1580 – 31 BC). It was a period of
in enamel with beautiful paintings. splendour. Egypt conquered Libya and Syria. Pharaohs
3 •
In the Neo-Babylonian Empire. such as Hatshepsut, Amenhotep III, Akhenaton and
• The king was the chief ruler and also served religious Ramses II reigned. From 1100 BC onwards, numerous
functions. Another important group was the aristocracy, foreign peoples such as the Assyrians, Persians, Greeks
formed by the king's family and the nobility. They owned and Romans invaded Egypt and Egypt's decline began.
large areas of land and held the highest positions. In 6 •
It was a way to reinforce royal power and legitimise it.
addition, there were the priests, who lived in the temples • First, they built mastabas, which were shaped like
and were in charge of the religious rites; and the scribes, a prism. They went on to build the pyramids, with a
who were officials. They could read, write and count. funeral chamber that was reached through a network of
4 •
Because along the river a great civilisation developed. The passageways and traps; and finally, the hypogeum, which
Nile was the main source of life for the population. was excavated inside a mountain.
• Most of them lived off the land. They cultivated the lands • Because the Egyptians believed in life after death and
of the pharaoh, the nobles and the temples. In return, they prepared themselves for the afterlife. They thought it was
kept part of the harvest, but they had to give another part essential to preserve their bodies for this second life. For
to the landowners and pay taxes. Therefore, they were this reason, they developed mummification, a method of
poor. During the flooding of the Nile, the pharaoh recruited preventing corpses from decomposing.
the peasants to participate in the construction of pyramids, 7 •
When a powerful person died, they needed a statue to
temples, etc. keep their soul alive.
• Craftspeople lived in the cities and made pottery, papyrus, • They are made with stone so that they would be eternal,
glass, linen fabrics, metal objects, etc. Some worked in like souls. They were intended to be seen from the front
official workshops close to palaces and temples, others in and were colossal in size.
private workshops. Merchants brought wood, perfumes,
8
A long avenue led to a monumental gate. The avenue was
incense and metals from distant lands and sold them in
decorated with statues of sphinxes, which protected the
Egypt. They travelled in boats or caravans. They did not use
temple. They had animal bodies and human heads.
currency, they bartered. The wealthy had servants, who
received a modest wage in return for their work. The temple was accessed through a thick wall, the pylon. In
front were the obelisks, which represented a link between
• Egyptian women enjoyed certain rights that other women
the Earth and the sky.
in the ancient world did not have. For example, they could
own, manage and inherit property, buy and sell goods, and Finally, there was the sanctuary, where the statue of the
even divorce. Most were responsible for taking care of the divinity was kept.
home and the family. They also did other jobs: weaving
linen fabrics, making bread, cultivating the land, or working
as servants.
5 •
Pharaohs had absolute power: They dictated the laws,
ruled the country, owned a large part of the land,
controlled trade, and were the supreme commanders
of the army. They lived in great palaces surrounded by
wealth and had hundreds of servants and slaves. The
Egyptians believed that the pharaohs were gods. They
also thought that they had magical powers, such as
causing the Nile to rise.
• Mainly the nobility, who were members of the pharaoh's
family and other families whom the pharaoh had rewarded
with extensive land and great wealth. They ruled the
provinces into which Egypt was divided. The priests, who
conducted the religious rites and were in charge of the
temples. Thousands of people worked for them or had
to give them a part of their crops. The scribes, who wrote
official documents and kept a record of the royal taxes and
the goods entering and leaving the palace stores.
They enjoyed great social prestige, because only the
scribes, the priests and some nobles could read and write.
The army protected Egypt's borders. In return, the soldiers
Ancient Greek civilisation.
The origin of democracy 10
Ancient Greek civilisation.
10 The origin of democracy
Reinforcement
Sheet 1. Greek space and time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224
Sheet 2. Athens and Sparta . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225
Sheet 3. Greek art. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226

Sheet 4. Greek society and economy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227
• Go further
Sheet 5. Who was Alexander the Great? . . . . . . . . . . . . . . . . . . . . . . . . . . . 228
Extension
Sheet 6. How was theatre invented? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229
Sheet 7. Were the Olympics a religious event? . . . . . . . . . . . . . . . . . . . . . . 230
Sheet 8. Gods, Graves and Scholars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232
Self-assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235
Assessment
Test B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236
Test A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238
10
STARTING THE UNIT
The pursuit of equality
GOAL 5
Achieve gender equality and empower

all women and girls
Gender equality is not only a basic human right, but one of the essential foundations on which to build a peaceful,
prosperous and sustainable world. Gender inequality persists throughout the world today and causes social
progress to stagnate. In some countries, girls are deprived of access to healthcare or adequate nutrition.
Approximately one third of developing countries have not achieved gender parity in primary education, resulting
in a lack of training for women and thus fewer opportunities to access the labour market.
Therefore, some of the various targets within this UN goal are to end all forms of discrimination against women
and girls everywhere and to ensure women's full and effective participation, and equal opportunities for leadership
at all levels of decision-making in political, economic and public life.
Why do we link SDG 5

A challenge to understand
to the origin of democracy?
gender inequality: conduct
Democracy is based on the equality of all people, who share a survey
rights and duties. This political system emerged in Ancient
Greece, where, for the first time in history, normal people Objective: to understand that gender
began to participate in an organised way in decisions that equality, while consolidated in egalitarian
concerned the community. laws, is built day by day in normal life.
But democracy in Greece, despite representing progress, had This challenge allows students to deepen
serious conceptual flaws: it only involved men. Our current their critical analysis of their environment
democratic system guarantees, in theory, equality between and analyse social reality from a scientific
women and men; but in practice there continues to be gender perspective, based on data and not
discrimination that affects daily life, economic and political opinions. It will also make them aware
participation, etc. The study of Greek democracy will allow of the importance of avoiding gender
students to understand how even the most participatory of discrimination in their immediate
political systems can condition gender equality. environment.
STARTING POINT
• Art also represents the stereotypes of each period. The image on the first page of the unit depicts
a fragment of a piece of pottery with red figures on a black background. It shows three richly dressed
women, with elaborate hairstyles, who seem to be playing with a bird. The rich clothing and jewellery
(bracelets, tiaras, necklaces) indicate their noble origins, and their attitude reflects the activities they
devoted themselves to, as they spent most of their time confined to the gynaikonitis. The painting reflects
the ideal of beauty and customs of the time, but also the idea of women as objects of beauty.
• Gender inequality defines women's lives. The infographic at the beginning of the unit shows how
the life of Greek women was marked by inequality, which limited their scope of action to the family home,
assigned them a function (bringing up children) and denied them the right to political or social
participation. Even professions such as acting were forbidden to them, as female roles were performed
by men.
Greek democracy, while more advanced than the political systems that preceded it, was limited from
its very conception, since the right to participate in politics was reserved for a small group of men.
Personalised
learning
Reinforcement
Extension
ANCIENT GREEK CIVILISATION. THE ORIGIN OF DEMOCRACY

Name: Year: Date:
Greek space and time

1 Complete the maps following the instructions below. (1 p.)
• Write the names of the poleis and colonies in the labels.
• Colour the areas of Greek expansion red.
• On the second map, locate Macedon and write its name.
• Colour the areas occupied by Alexander the Great's empire

yellow.
2 Complete the table with the three main periods in the history
of Ancient Greece after the Dark Age. Then, complete the timeline with every stage in ancient Greek history.
Name of period Beginning End
• Match each event with the period it corresponds to.
– Mediterranean expansion – Government of Pericles
– Alexander the Great's conquests – The Persian Wars
– Hellenistic monarchies 561819_10_p10_b_LT Grecia

– Peloponnesian War

Name: Year: Date:
Athens and Sparta

1 Complete the charts with the features of the governments of Athens and Sparta.
ATHENS SPARTA
2 Read the text and answer.

• According to Aristotle, what should democracy
be like?
These are the principles of democracy: all officials
• Which institution voted on laws? Who was included
should be elected by all; all should rule over
in this institution? Who prepared the issues to be
everyone and, in turn, everyone over all; all debated in the Assembly? How was it set up and
positions that do not require experience and skill how was it elected?
should be drawn by lots; magistrates should not be
dependent on any income or on a minimum • Look for information and explain the process for
income; the same person should not (or only rarely) voting on laws in Spain. Where are they voted on?
hold the position of magistrate twice. Who votes for them?
Politics, Aristotle (Adapted) • Do you think democracy in ancient Athens was
the same as it is now? Justify your answer.
3 Label the photo with the names of the pieces of equipment the hoplites used.
Then, answer the questions.
• What were the wars between the Greeks and Persians
in the early 5th century BC called? Who won the wars?
• How did Athens benefit from the wars?
• Why is this period called the "century of Pericles"?

What reforms were carried out?
• What was the name of the war between Athens

and Sparta? Which side won the war?
• What do you think the political consequences were

for Athens?
• What effects did Sparta's victory have on the other

Greek poleis?

Name: Year: Date:
Greek art
1 Label the different parts of a Greek temple. 3 The columns in temples evolved and gave rise to
different orders. Name the order each column belongs
to and its features.
Order:
Capital:

Order:
Capital:

2 Why were temples so important to the Ancient Greeks?

Order:
Capital:

4 Look at these pictures of sculptures and classify them in the table.

• How does the
A B C
representation of the
female body evolve in
these sculptures? Explain
your answer.
• Classify the sculptures

from newest to oldest.
How do you know?
(A) Kore, (B) Aphrodite of

Knidos, by Praxiteles, (C)
Winged Victory of Samothrace
Sculpture Style Features
Organise your ideas

Name: Year: Date:
Greek society and economy

1 Complete the table about Greek society.
Groups Characteristics
Citizens
They were divided into:

Non-citizens
•
2 Read the text and explain the role of wealthy women.
Your duty is to stay at home. You must send out the slaves who work outside. You must supervise those who
work inside the home. You must receive what is brought in, give out what must be spent, foresee what must
be stored and ensure that provisions for a year are not wasted in a month.
Oeconomicus, Xenophon, 4th century BC (Adapted)
3 Complete the diagram about the Greek economy.
They grew:
Agriculture
They made:
ECONOMY
Crafts
They exported:
Trade
They imported:
Go further
Name: Year: Date:
Who was Alexander the Great?

A B C
F
E
(A) Sculpture of Alexander the Great as the

god Helios. (B) Fragment of a mosaic of the
D Battle of Issus. (C) The Queens of Persia at
the Feet of Alexander or The Tent of Darius,
by Charles Le Brun. (D) Coin portraying
Alexander the Great, minted after his death.
(E) Alexander and Diogenes, by Sebastiano
Ricci. (F) Medieval engraving of the work
Alexandre.
1 Look for information on the life of Alexander the Great 3 Alexander the Great conquered a large empire.
and complete the fact sheet. Then answer. Look at the map and write which modern countries
the empire occupied.
Alexander the Great
Place and date of birth:
Place and date of death:
Interesting facts about his life:
• Who was Alexander's teacher?

• What was the Gordian knot?
• How did he die? 4 In the places he conquered he founded new cities.
• Where was he buried? What happened to his • Look up and name some of the cities he founded.
sarcophagus? What were the cities usually called? Mark them
on the map in Activity 3.
• What happened to his empire after his death?
• Read the text. Say which city it mentions and why
2 Alexander the Great has been the subject of numerous it was important.
works both during his lifetime and throughout history.
• Research and explain what each work in the images The Library of Alexandria contained a wide-
above makes reference to. ranging and impressively complete collection
of books on all subjects and from every corner
• Why do you think coins with Alexander's face on them
of the known world. Its doors were open to all
continued to be made even after his death?
those who were eager for knowledge.
• How did the times of Alexander the Great influence
El infinito en un junco, Irene Vallejo (Adapted)
later works of art?
SHEET 6 EXTENSION ANCIENT GREEK CIVILISATION. THE ORIGIN OF DEMOCRACY
HOW WAS THEATRE INVENTED?
Name: Year: Date:
1 Theatre was invented in Greece. But do you know 5 Look at the photo and write which place in the theatre
how? Look for information and explain. each letter corresponds to.
• What spring festivals did theatre emerge from?
• Which god did they mainly celebrate?
• How did theatre evolve after that?
2 Two genres dominated Greek theatre: tragedy

and comedy. Complete the following table about
the genres.
Characteristics Tragedies Comedies

C
A
Themes
B
Structure
A:
Playwrights B:
C:
Works
• G
ive a brief explanation of what a Greek theatre
was like.
3 Theatre is related to Greek myths. • Do they resemble today's theatres? Give reasons
• What were the myths? for your answer.
• Look for some pictures of surviving Greek theatres
• Look for and explain a Greek myth.
and make a photo album.
• One of Sophocles' most famous plays was Oedipus
Rex. Briefly summarise the plot of the play. Don't forget 6 Different people were involved in a Greek play.
to provide: Read and answer the questions.
– The main characters. • The actors. What was their role? Why
couldn't women take part? Who played
– The elements of fantasy that it contains.
women's roles?
– The part of the myth that the play portrays.
• The chorus. What was their role?
How did they dress in tragedies?
4 If you search for information on the main surviving What about in comedies?
Greek plays, you will find that most of the titles allude
• Coryphaeus. What was the coryphaeus?
to women's names.
• Research the plot of the following plays: 7 Evaluate.
– Antigone and Electra, both by Sophocles. • Find an excerpt from a Classical Greek play and plan
a performance of it.
– Medea and Trojan Women, both by Euripides.
• Select the characters and think about what they
• Why do you think there are so many titles referring
should wear.
to women in theatre when women had a limited
presence in society and could not even perform • You can also create a chorus that dances and sings.
in the theatre? Think of appropriate music and choreography.
SHEET 7 EXTENSION
WERE THE OLYMPICS A RELIGIOUS EVENT?
Name: Year: Date:
You are going to take part in the Olympics held in Olympia in honour of the god Zeus. They last between five
and six days. Look at the programme of events.
1 Read the Olympic Games programme.

• Research and write down what the following Programme
sporting events involved. Day 1
Event Features Parade and religious ceremony.
Day 2
Pentathlon
Events for young people (pygmachia,
Quadriga race pankration, pentathlon and hoplitodromos).
Biga race Day 3

• Morning: equestrian events.
Pankration
• Afternoon: pentathlon.
Pygmachia Day 4
Hoplitodromos Religious ceremonies and banquets.

Day 5
• Look for information about the most recent Olympic • Morning: races.
Games. Were the events similar in any way to the events • Afternoon: combat.
held at the Greek Olympics?
Day 6
• The Olympic flame was also lit at the opening ceremony
Presentation of the champions.
of the Games in Ancient Greece. Who was in charge of
lighting it? How is it lit at the modern Games?
2 Look at the ceramics. Many artifacts show different Olympic sports.

• Write down the event that each piece corresponds to: javelin, chariot racing or foot race.
• Then explain what the ceramics were used for.
A B C
Event: Event: Event:

Ceramic type: kylix. Ceramic type: amphora. Ceramic type: krater.
Use: Use: Use:
• What prize did the winning athletes receive at the Greek Olympic Games? Is it the same as the prize athletes
receive nowadays?
3 According to myth, the Olympic Games were established by Heracles in honour of the god Zeus.
• Who were Heracles and Zeus? How were they characterised in Greek mythology?
• How important was religion in these games? Does religion have the same importance today?
• In Olympia there was a temple dedicated to Zeus. What kind of order does the column in the photo correspond to?
Describe the reproduction of the temple.
Remains of the Temple of Zeus in Olympia Reproduction of how the Temple of Zeus probably looked
4 The Olympic Games were so important that they were used to measure time.
• Research and explain how the Greeks measured time.

• According to this measurement, when were the Olympic Games held?
• When did the games officially begin? When were they closed and by whom?
• Do you know when the modern Olympics began? Has Spain ever hosted the Olympics?
5 Read the text and answer.

• What does the term Ekecheiria refer to?
Olympia is a sacred place; whoever dares to
set foot on this land with an armed force will • Why do you think this period of peace was established?
be condemned as a heretic. He who does not How was it announced?
punish a crime if it is in his power to do so is • Where was this oath held?
also a heretic. • Is it the same today? Have the modern Olympic Games
ever been cancelled because of a war?
6 Only male citizens (both young and old) could compete in the Olympic Games.
• Why do you think women, slaves and foreigners were not allowed to compete?
• What was life like for slaves in Ancient Greece?
• In the modern Olympic Games, who can take part in the competitions?
7 In Greece, there were also other sporting competitions dedicated to other deities. Look for information about
these and complete the table.
Games Where they were held Deity they were dedicated to Type of competition
Pythian
Isthmian
Nemean
SHEET 8 EXTENSION ANCIENT GREEK CIVILISATION. THE ORIGIN OF DEMOCRACY
GODS, GRAVES AND SCHOLARS
Name: Year: Date:
READ
[...] Homer was regarded in Schliemann's day as the pinnacle of classical culture with which we are
simple singer of a long-gone ancient world, but his familiar. But even if these ideas seemed logical and
existence and his accounts were doubted, and the well-founded, they did not make him [Heinrich
scholars of the time could not imagine that he would Schliemann] give up his faith in the Homeric world.
later be called "the first war correspondent". The For him, whatever he read in his Homer was pure
historical value of his account of the fight around reality. This was just as true when he was 46 as when
Priam's Palace was regarded in the same way as the he was a child dreaming in front of the simple
ancient heroic deeds that were part of the dark world
reproduction of the fugitive Aeneas.
of mythology.
When he read in the description of Agamemnon's
The Iliad begins by saying that "Apollo, who hits the
Gorgonian shield that the strap of the shield looked
target from afar" sends a deadly disease into the ranks
like a three-headed serpent, and when he learnt about
of the Achaeans. Zeus himself intervenes in the fight,
and Hera, "the lily-armed”, does too. Isn't it true that the chariots, weapons and other implements
the gods become people and vulnerable like people, described there in detail, he had no doubt in his mind
and that the goddess Aphrodite suffers a spear that he had before him a description of the true reality
wound? of Greek history. Could all those heroes; Achilles and
Patroclus, Hector and Aeneas; their deeds; their
All of this was thought to be mythology or legend, full
of the divine sparkle of one of the greatest poets. But friendships; their hatred and their love, only be
only poetry and legend, fantasy, nothing more. made-up stories?
Let us go further. The Greece of the Iliad must have He believed in the true existence of all this. And his
been a country of great culture. However, in the era belief embraced the whole of Hellenic antiquity and
when the Greeks first appeared in History, they the great historians Herodotus and Thucydides, who
seemed an insignificant people to us. They did not had always believed that the Trojan War had been a
seem remarkable because of the splendour of their historical event and that all those who had taken part
palaces, or because of the power of their kings, or in it were historical figures.
because of their fleets of thousands of ships.
When he was 46 years old and already a millionaire,
Therefore, this contributed to the belief that Homer's
Heinrich Schliemann did not move to modern Greece.
inspiration was fantastical. It was thought that he
Instead, armed with his conviction, he went straight to
imagined an era of high civilisation, which would have
the kingdom of the Achaeans.
been followed by an era of descent into barbarism,
from which Greece would have risen again to the Gods, Graves and Scholars, C. W. Ceram, 1949 (Adapted)
QUESTIONS
1 Answer the questions. 3 Go further.

• Who are the two main people the author of the text • Research a Greek myth and describe it.
is discussing? How were they linked? • Write your own made-up mythological event based on
• Who was Homer? How is he characterised? the Greek myths.
• What gods and goddesses are mentioned in the text? 4 Evaluate.
• Do you think Homer's accounts could be true?
2 Analyse the text.
• What discoveries have been made as a result of his
• What war does the Iliad discuss? Who was involved?
books?
• How did it end? What strategy was used?
Assessment
resources
Self-assessment
Assessment
10 SELF-ASSESSMENT
Name: Year: Date:
1 The main stages in Ancient Greek history are... 6 The group of non-citizens was made up of…
a. the Archaic, the Classical and the Artistic periods. a. foreigners, slaves and women.
b. the Archaic, the Classical and the Hellenistic b. peasants, wealthy merchants and the elderly.
periods. c. nobles, monarchs and women.
c. the Archaic, the Mycenaean and the Dark periods.
7 The oracles were…
2 The Greek colonies were… a. born from the union of a god or goddess
a. independent poleis that were ruled from Athens, and a human.
to whom they had to pay taxes. b. messages that magistrates sent to citizens.
b. communities that were conquered and forcibly c. messages from the gods and goddesses that
dominated by the poleis. were interpreted by priests.
c. independent communities, although they
maintained the gods, customs and organisation 8 The three Greek orders are…
of their original polis.
a. naos, pronaos and opisthodomos.
3 The main institutions in Athens were… b. hypogeum, mastaba and pronaos.
a. the Ekklesia, the Boule, the magistrates c. Doric, Ionic and Corinthian.
and the law courts.
9 The Greek canon was…
b. the Gerousia, the kings, the ephors
and the Apella. a. the main square. The market was held there and
it was the place where the population gathered.
c. the Ekklesia, the archons, the strategoi
and the Apella. b. a rule for representing the human body, used
in sculpture.
4 The Peloponnesian War... c. one of the Greek orders for columns.
a. broke out in 431 BC between Athens and Sparta.
Athens won. 10 Some Greek philosophers were…
b. broke out in 490 BC between Greece and Persia. a. Socrates, Plato and Aristotle.
Greece won. b. Sophocles, Aeschylus and Euripides.
c. broke out in 431 BC between Athens and Sparta. c. Pythagoras, Archimedes and Herodotus.
Sparta won.
5 The empire of Alexander the Great extended over…

a. Greece, Mesopotamia, Syria, Egypt and China.
b. Greece, Asia Minor, Mesopotamia, Syria
and Russia.
c. Greece, Persia, Mesopotamia, Syria and Egypt.
1. b, 2. c, 3. a, 4. c, 5. c, 6. a, 7. c, 8. c, 9. b, 10. a.
ANSWER KEY
10 ASSESSMENT
Name: Year: Date:
1 Explain these concepts. (0.5 p.)
• Hellas:
• Polis:
• Aristoi:
2 Match the events with the stage in which they took place. Put the letters in the correct place in the table. (0.5 p.)
a Alexander the Great conquers the Persian Empire. b The Achaeans found Mycenae.
c The Persian wars take place. d King Minos rules Crete.
e The Peloponnesian War begins. f The south of Italy is colonised.
Minoan Mycenaean Archaic Classical Hellenistic

civilisation civilisation period period period
3 Explain why Greek expansion took place and the consequences this expansion had. (1 p.)

4 Explain the main institutions of government in Athens. (1 p.)
5 Answer these questions about the major wars of the Classical period. (1 p.)
• What are the names of the wars in which the Greeks fought against the Persians?
• Who won the wars?
• What consequences did this have for Athens?
• What caused the Peloponnesian Wars? Who won them?
TEST B
6 Why was Hellenism important? (1.5 p.)
7 Look at the photo. Label the parts of the Greek temple and answer the questions. (1 p.)
• How were Greek temples built?

• What Greek order is used in the columns? How do you know?
• Where was the Parthenon located?
8 Complete the table about Greek social organisation. (1 p.)
Citizens
Non-citizens
9 Look at the sculptures A B C

and answer the questions. (1.5 p.)
• Which period does each sculpture belong to?
• Compare their features.
10 Are the statements true (T) or false (F)? (1 p.)

The oracles were the places where offerings were made to the gods and goddesses.
Theatre and philosophy originated in Ancient Greece.
Heroes were born from the union of a god or goddess and a human being.
Herodotus was a very prominent poet. He wrote the Iliad and the Odyssey.
The chief god of the Greeks was Zeus, who lived on Mount Olympus.
10 ASSESSMENT
Name: Year: Date:
You have just moved to Alexandria, Egypt. You are planning a party so that you can meet new people in the city.
1 First you must learn more about your new home.

Read the text. (1 p.) The king of the world was one of the most
dynamic leaders of Antiquity. Almost all
• Who founded it? Which territories did his empire cover?
of the settlements he established were named
Alexandria. It was a simple and effective way
to make himself immortal.
• What was Hellenism?
La Vanguardia, 9th October 2019 (Adapted)

2 The Greeks had already founded colonies in other parts of Europe. (1 p.)
• At what stage in the history of Greece did this expansion take place?
• Why did the Greeks have to go to other lands?
• What was a colony?
3 You have sent your slaves out to buy things for the party. (1 p.)
• What social group did slaves belong to? Who else made up this group?
• Where in the city would the market be located?
4 The city of Alexandria was extremely wealthy. Complete the table about the Greek economy. (1 p.)
Agriculture Crafts Trade
Products
5 The party will take place in your house. (1 p.)
• Look at the image and describe what Greek houses were like.
• What will you eat and drink at the party?
TEST A
6 Some products for your party have arrived from Athens. You remember the power that this polis had. (1.5 p.)
• At what time in Greek history did Athens experience its greatest period of splendour?
• Which war made it the most powerful polis?
• How was the Athenian government organised? Complete the table.
Institution Function
• What other poleis did Athens fight against? Who did they lose to?
• What were the characteristics of this polis?
7 If the city of Alexandria is built in a Hellenistic style,

A B C
which of these columns will its temples have?
Explain your answer. (1 p.)

8 You have made an offering to the gods and been to a theatrical performance in honour of Serapis. (1 p.)
• What was the difference between gods and heroes?
• What two types of theatrical genres were there?
9 Look at this sculpture. It includes the goddess Aphrodite. (1.5 p.)

• What was this goddess known for?
• Does it belong to the Hellenistic style? What are the features of this style?
• What role did women play in Greek society?
Actividades
Prueba B Prueba A
Elaborar, expresar y presentar contenidos en forma – Violencia y conflictos armados. El

de esquemas, tablas informativas y otros tipos de 2, 8 4, 6 crecimiento de los ejércitos y la
formatos. evolución del armamento desde los
hoplitas a los tercios.
Desarrollar y argumentar sobre temas
y acontecimientos de la Edad Antigua, analizando de – Desigualdad social y disputa por el
7, 9 1, 5, 7, 9 poder desde la Antigüedad.
forma crítica fuentes primarias y secundarias como
pruebas históricas. – Las personas invisibilizadas de la
historia: mujeres, esclavos y
extranjeros.
conceptos y acontecimientos relacionados con la 1, 6 1, 2, 8
historia. – La organización política del ser
humano y las formulaciones
Representar adecuadamente información histórica a estatales en el mundo Antiguo.
través de diversas formas de representación gráfica, 2, 8 4, 6
cartográfica y visual. – Las raíces clásicas de la cultura
occidental.
– Significado y función de las
1, 4, 8 3, 6 expresiones artísticas y culturas en
– La lucha por la supervivencia y el
Señalar y explicar aquellas experiencias históricas en estatus social desde la Prehistoria.
las que se lograron establecer sistemas políticos que
4, 5 6
favorecieron el ejercicio del derecho y libertades de
los individuos.

1, 2, 3, 5, 6 1, 2, 4, 5

épocas pasadas, identificando aquellos colectivos 8 3, 9
Valorar, proteger y conservar el patrimonio artísticos,

histórico y cultural como fundamento de identidad 7, 9, 10 7, 8, 9
colectiva.
Test B
1 • Hellas: it means "territory of the Greeks" and it was the sufficiently fertile to produce enough food for the increasing
geographical space where Greek civilisation was present. population. Moreover, most of the land was owned by a
• Polis: a city with its own government, laws and army. minority. As a result, many Greeks emigrated and established
• Aristoi: it means "the best" and it was what the richest colonies around the Mediterranean. As a consequence, the
people called themselves. Greeks came into contact with other peoples, such as the
Phoenicians, the Etruscans and the Egyptians.
2 Minoan civilisation: d.
Mycenaean civilisation: b.
4 The Ekklesia, or Assembly. It was the main political decision-
Archaic period: f.
making body. The Ekklesia was made up of all Athenian
Classical period: c, e.
citizens over the age of 20. The Boule, or Council of 500. It
Hellenistic period: a.
prepared the issues to be discussed in the Assembly. It was
3 Between the 8th and 6th centuries BC, Greece experienced made up of 500 citizens over the age of 30. The members
a period of crisis. This happened because the soil was not were chosen by ballot. Magistrates. They were the officials
who carried out the decisions of the Assembly. Among them Test A
were the ten strategoi, who commanded the army and the
navy. Law courts. They were elected each year by ballot from
1 • It was founded by Alexander the Great. He reached the
among the citizens.
Indus river valley and created a vast empire extending over
5 • Persian Wars. Persia, Mesopotamia, Syria and Egypt.
• The Greeks won. • Hellenism refers to the spread of Greek culture to Asia and
• Athens experienced a period of splendour, especially North Africa, and the fusion of Greek and Eastern culture.
under the rule of Pericles.
2 • In the Archaic period.
• The political, economic and cultural rise of Athens during
the 5th century BC threatened the interests of other poleis, • Because Greece experienced a period of crisis where
such as Sparta. Sparta won. the population increased, but the soil was not sufficiently
fertile to produce enough food for everyone. Moreover,
6 Greek became the official language in the territories most of the land was owned by a minority.
conquered by Alexander the Great. Greek culture and art also
• The colonies were independent communities, although
spread. This mix of Greek and Eastern culture is known as
they maintained the gods and goddesses, customs and
Hellenism. The Hellenistic world included great cities, such
organisation of the original polis from which their
as Pergamon and Alexandria, where trade became very
population came (called a metropolis).
important. Art and literature flourished during this period.
Important scientific advances were also made. 3 • To the non-citizens. Foreigners and women.
7 From left to right: Doric columns, pronaos (entrance porch) • In the agora.
and steps.
4 Agriculture. They cultivated wheat, vines and olives. Crafts.
• The temples were mainly built of stone and painted in
Pottery, leather goods, linen, wool, and cotton fabrics, etc.
bright colours. They had flat roofs that were supported by
Trade. They exported oil, wine, fabrics, bronze objects,
columns. They were divided into various rooms.
furniture, etc. They imported cereals, wood, iron, copper, etc.
• The Doric order, because the capital is plain.
5 • The houses of wealthy families had one or two floors
• In the Acropolis of Athens.
and were arranged around a courtyard. There was an area
8 Citizens. They were a minority. They participated in politics reserved for women called the gynaikonitis.
and the army, enjoyed full rights and had an obligation to pay
• The diet was based on cereals, cheese, eggs, fruit and
taxes.
vegetables. The Greeks also consumed olive oil, goat's milk
Non-citizens. They were a majority. They could not participate
and fish. Meat was scarce, and reserved for the richest
in politics, but their situation was varied. Foreigners were
families and for banquets.
free. They paid taxes and could join the army, but they were
not allowed to own land or houses. They worked in trade and 6 • In the Classical period.
crafts. Slaves were not free. They were usually prisoners of • The Persian Wars.
war or the children of slaves. Women could be free or slaves,
but none had any rights. • See answer to activity 4 of Test B.
• Against Sparta.
9 • A: Archaic period. B: Classical period. C: Hellenistic period.
• There are differences in terms of movement (the most • Sparta was one of the largest and most powerful poleis in
static is the sculpture from the Archaic period and the one Greece. However, its government and social structure were
with the most movement is Hellenistic), expression (the very different from those of the other poleis. Sparta's
sculpture from the Archaic period is more schematic and system of government was oligarchy, which means "rule
inexpressive, the Classical one is more natural and the by the few".
Hellenistic one is very expressive), and composition (the 7 Column C, of the Corinthian order. This is characterised by
sculpture from the Classical period is harmonious and the fluted shaft with smooth edges. It stands on a base. The
balanced). capital is decorated with acanthus leaves.
10 The oracles were the places where offerings were made to 8 • The gods looked human, but they were immortal. Heroes
the gods and goddesses. False.
were born from the union of a god or goddess and
Theatre and philosophy originated in Ancient Greece. True.
a human being.
Heroes were born from the union of a god or goddess and a
human being. True. • The first plays were tragedies. The main authors were
Herodotus was a very prominent poet. He wrote the Iliad and Aeschylus, Sophocles and Euripides.
the Odyssey. False. Later, comedy appeared. It was used to criticise Greek
The chief god of the Greeks was Zeus, who lived on Mount society by showing absurd situations. Aristophanes was
Olympus. True. one of the great authors of comedies.
9 • She was the goddess of love and beauty.

• Yes. The sculptures of this period are filled with movement.
The faces are very expressive and often reflect situations
of torment. The compositions are complex.
• Women were considered non-citizens. They could be free
or slaves, but none had any rights.
Roman civilisation.
A great empire 11
Roman civilisation.
11 A great empire
Reinforcement
Sheet 1. Rome: space and time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248

Sheet 2. Systems of government in Roman civilisation . . . . . . . . . . . . . . . 249
• Techniques
Sheet 3. Everyday life through art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250
• Go further
Sheet 4. How did people travel around the Roman Empire? . . . . . . . . . . 251
Extension
Sheet 5. The bravery of women . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252
Sheet 6. Shall we meet up this afternoon? . . . . . . . . . . . . . . . . . . . . . . . . . . 253
Sheet 7. The siege of Alesia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254
Self-assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257
Assessment
Test B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258
Test A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 260
11
STARTING THE UNIT
The importance of urban planning
GOAL 11
Make cities inclusive, safe, resilient and

sustainable
According to the UN, half of humanity, or around 3,500,000,000 people, currently live in cities, and this figure
is expected to continue to rise. Rapid urbanisation is causing problems due to inadequate and overloaded
infrastructure and services, such as waste collection, water and sanitation systems, roads and transport.
This is causing air pollution and uncontrolled urban growth to worsen.
One of the various targets within this UN goal is to enhance inclusive and sustainable urbanisation,
and the capacity for participatory city planning and management.
Why do we link SDG 11

A historical challenge:
with Roman civilisation?
analyse and evaluate the
Rome was not the first urban civilisation, but Rome configuration of a Roman
brought about important developments in urban planning.
Cities were the nerve centres of social, cultural, religious,
city
commercial and political life, and were essential for Objective: to understand how planning
expansion, as they were powerful centres for the can help to build cities that are better
dissemination of Roman ways of life. suited to the needs of their inhabitants.
The Roman city was, above all, practical, designed This challenge helps students to deepen
to accommodate large populations and provide access their knowledge of Roman urban planning
to essential basic services. The Romans followed a in a practical way. It also helps them to
pre-established model that was adapted to the topographic understand the Roman way of life and
characteristics of each site. They had paved streets, water encourages reflection on the need for cities
supply and waste disposal systems (sewers), public spaces, to provide basic services and decent living
monuments, and buildings to be used for religion, conditions to their inhabitants.
administration, hygiene and leisure. To a large extent, the city
of today is based on Roman urban planning.
STARTING POINT
• R
ome, the cradle of civilisation. The photo at the beginning of the unit shows the current state of the
Forum Magnum, Rome's forum. This was the location of the institutions of government, the temples, the
basilicas for trade and the administration of justice. The Roman forum was also the centre and the symbol of
Rome's power. People came to it from all corners of the territory conquered by the Romans. Therefore, one
of its main functions was to impress visitors with its monumental buildings and to show the power of Rome
to the world. This is why all the emperors of Rome wanted to leave their mark on it. Emperor Augustus, for
example, boasted of turning the brick city he had received into a city of marble.
• T
he technical innovations of Roman engineering. The infographic at the beginning of the unit in the
Student's Book shows the complexity of Roman aqueducts, formed of water collection points, water tanks,
canals, distribution infrastructure, monumental arches and fountains. These were very complex structures
that sometimes spread over many kilometres.
Thorough studies of the terrain were necessary in order to get water to the cities. But, in addition to their
practical utility, the aqueducts served as a clear demonstration of the advantages of Roman civilisation and
served as propaganda for Rome's power.
Personalised
learning
Reinforcement
Extension
ROMAN CIVILISATION. A GREAT EMPIRE

Name: Year: Date:
Rome: space and time

1 Draw the borders of the Roman Empire on the map. Then, in your notebook, write the names of the modern
countries within the borders.
2 Complete the table with the main periods of Roman expansion. Use different colours to mark
the periods of expansion on the map in Activity 1.
Dates Areas conquered Examples of modern countries

561819_11_p10a_imperio romano
500 BC-250 BC
3rd and 2nd centuries BC
2nd and 1st centuries BC
3 Complete this timeline with the periods of the Roman Empire and the start and end dates of each period.
• Write in which period these events took place. Write M for Monarchy, R for Republic or E for Empire.
The Etruscans conquered Rome.
561819_11_p10_b_LT RomaThe Punic Wars took place.
The Tribune of the Plebs was created. Octavianus was proclaimed emperor.
Long period known as the Pax Romana. Julius Caesar was made dictator for life.
Caracalla expanded Roman citizenship. Theodosius divided the Roman Empire.
SHEET 2 REINFORCEMENT ROMAN CIVILISATION. A GREAT EMPIRE
Organise your ideas

Name: Year: Date:
Systems of government in Roman civilisation

Features Monarchy Republic Empire
System of government
Main institutions
Problems that had

to be faced
Relevant figures
How and why this

period ended
Social organisation
2 Look at the images. Write which period each image relates to and why.

Techniques
Name: Year: Date:
Everyday life through art

1
Look at the fresco from Pompeii and answer.
• Where were Roman paintings usually located?

• In what kind of homes would you find this type of painting: domus,
villas or insulae? Why?
• What themes did they portray? Why do you think these themes
were painted?
• What does this fresco show? What myth inspired it?
• Look for information about the myth of the creation of the
European continent. Explain it to your partner.
• What impression does this fresco give you of the way Roman women
dressed? Describe their clothes.
Europa on the Bull, Naples National Archaeological Museum
2
Analyse the sculptures.
• What are these figures' hairstyles like? Do you think it was easy to
style their hair this way? Would you dare to style your hair like this?
• What information do these images give us about the way people
dressed?
• Do you get the impression that the Romans paid attention to how
they looked? Do you think all the social groups were able to do this?
• Did you know that the Romans removed hair from their bodies?
Look for other examples of Roman grooming practices and present
them to the class.
3 Look at the three images and answer.
• What information do the reliefs on the left give

about the daily life of the Roman people?
• Describe what each one shows.
• Where were these reliefs typically located?
• Provide examples of other reliefs you
know of that depict famous Roman
victories.
• Look at the mosaic. Where were
mosaics usually located?
• How were mosaics made?
What subjects did they portray?
• In the entrances to houses
in Pompeii, many mosaics
of dogs have been found.
What was the purpose of these
mosaics?
SHEET 4 REINFORCEMENT ROMAN CIVILISATION. A GREAT EMPIRE
Go further
Name: Year: Date:
How did people travel around the Roman Empire?

1 You are a merchant who wants to trade products in Europe. Look at
the map of trade routes in the Student's Book. Use the map to help
you draw the route you are going to take on the map of Europe on
the right.
• In Antioch you have bought pottery that you are going to take to the
city of Rome.
• From there, you will continue to Bordeaux, where you will buy textiles
that you will take to the port of Marseilles on your way to Carthage.
• In Carthage, you will sell your goods and buy wheat, which you will
take back to the city of Rome.
2 Before leaving on your journey, you pray to the deities.

What were the different kinds of worship performed in Roman homes?
3 You are going to take several slaves with you on your journey.
• Explain how someone could become a slave. Was it possible for a slave to become free? How?
• Who was a Roman citizen during the period of the Empire? Were there citizens in Republican times?
• When did large numbers of inhabitants of the Empire gain Roman citizenship? Who were they?
• Do you think Roman society was fair? What about society today? Give reasons for your answer.
4 Part of your journey will be by sea and part will be over land on Roman roads.
• What were the ships used by the Romans for trade like? Look for information and describe them.
• Why do you think such an extensive network of roads was built? How were these roads constructed?
5 Along the Roman roads you meet many legionaries who protect the Empire.
• Why were legionaries important to the Roman Empire?
• Do you know the name of a city founded by legionaries?
6 On your journey, you are impressed by the Roman cities.

• How were the cities structured?
• In Carthage, you visit a villa to buy wheat. What were Roman villas like?
• While travelling through France on your way to Marseille, you see the
Pont du Gard. Look at the photo. When and why was it built?
7 Read the text. Which is the best occupation, according to Cicero? What should a merchant do?
If trade is on a small scale, it must be considered a lowly occupation. However, if it is on a large scale and
prosperous, importing and exporting merchandise from all over the world without deceiving anyone, it must
not be entirely condemned. It even seems to deserve the highest praise if the trader is satisfied with his
earnings and retires to the peace and quiet of a country estate after having made many sea voyages from the
port. But of all the occupations by which wealth is acquired, agriculture is the best, the most profitable, the
most delightful and the most becoming of an honourable man.
On Duties, Cicero (Adapted)
SHEET 5 EXTENSION ROMAN CIVILISATION. A GREAT EMPIRE
THE BRAVERY OF WOMEN
Name: Year: Date:
1 Read these excerpts by historian Mary Beard about various women in Ancient Rome.
A B
Hersilia. She is lost in the grey area between the Perpetua. "A Christian martyr who was killed in
founding myth and the real history of Rome. Carthage, in northern Africa, in AD 203. The
"[Hersilia] almost certainly never existed, but she amazing thing is that the journal recounting her
is a great symbol nonetheless. She is supposed to execution includes her own account of her trial
have been the wife of Romulus, the founder of the and imprisonment. Among other things, she
city. When the Romans were at war with their describes the dreams she had in prison before her
neighbours, the Sabines (Hersilia was, in fact, a death. Perpetua's account is very special because
Sabine too), she took the other women to the so few texts survive from the Roman world that
battlefield and said to the men, 'Stop the fighting are actually written by women."
and make peace'. She was one of the first conflict
La Vanguardia, 2nd November 2019 (Adapted)
mediators. Many centuries later, the moment was
immortalised in the famous painting by the
French painter Jacques-Louis David." D
Livia. "The wife of the first emperor, Augustus.
She is reputed to be cruel and manipulative.
Moreover, she is accused of having poisoned
anyone who stood in the way of her son, Tiberius,
C Boadicea, the British queen. "We cannot forget on his way to the throne after Augustus." It is a
the rebellions against Rome. Boadicea (or vision that has been handed down to us from
Boudicca, as she was more likely known) rose antiquity and which, in the 20th century, Robert
up against the Roman occupation of Britain after Graves reaffirmed in his famous I, Claudius.
the death of her husband (who was a Roman "But all the ancient chronicles," explains Beard,
collaborator). She was briefly successful against "were written by men who were always ready to
the Roman legions before her inevitable defeat. blame women for anything that went wrong! My
She was, I must admit, horribly ruthless (or so opinion is that she was a very hard-working,
the Romans said!), but she is a wonderful symbol patient and remarkable woman, and we should
of women's resilience." think better of her."
2 Read text A. 4 Mary Beard also talks about the female enemies
• What is the founding myth of Rome? What is the myth of Rome. Read text C.
of the Sabines? • Who was Boadicea and how did her story end?
• Look up Jacques-Louis David's painting The • Do you think there were other women who also fought
Intervention of the Sabine Women. Who was Hersilia? against the Roman Empire?
What did she do?
• Why do you think she got involved in this conflict?
5 Finally, read text D.
• Why is so little known about Roman women and so
3 Analyse text B. much about Roman men?
• Who was Perpetua? • What is Livia accused of? Why do you think women
• What was Christianity's message? Why did it begin to were blamed for everything that went wrong?
be persecuted? When was it recognised as an official
• What does Beard think Livia must have really been like?
religion?
• Look for information and explain how Perpetua 6 Select one of the Roman women from the texts above.
and the rest of her companions died. How did their Find out more about her and create a storyboard
story come to be known? about an event from her life.
SHALL WE MEET UP THIS AFTERNOON?
Name: Year: Date:
1 Imagine you live in Imperial Rome and you want to plan a fun afternoon.
Look at the image of the city.
6 1
4
5
Coliseum
Circus Maximus
Aqueduct
3
Thermae of Traianus
Temple of Caesar
Palace of Septimius Severus
2 You intend to go to the thermae first. 4 Your next plan is to go to a gladiator fight, but before
that you want to have something to eat.
• Using the image below, explain how the Roman
thermae worked. • Did takeaway food exist in the Roman world? Were the
establishments like modern takeaway places? Explain.
• Find images of Roman takeaway establishments.
How did they work? What food did they offer?
5 Gladiator fights in Rome took

place in the Coliseum.
• Look for information and
explain when it was built.
• What other buildings that
were used for leisure did
the Romans construct?
• What other things could you do at the thermae? • Do any of the Roman buildings look like modern
Explain. Do you think they could be considered buildings? Explain your answer.
the shopping centres of their time? • People were allowed to go and see the gladiators
before their fights. Some gladiators had fans! What
3 You feel like going with someone to the thermae, so was life like for the gladiators? Were there women
you are going to invite a friend. gladiators? Are there still sports fans today?
• Before deciding who to invite, could men and women
go to the thermae together? 6 Match the numbers from the image in Activity 1 with
• In order to communicate with the person you invite the places they correspond to in the box. Search for
you will use tabulae cerata (wax tablets). How were them on Google Maps and write down how long it
they used? Were they the equivalent of the WhatsApp would take you to get from the Thermae of Traianus
messages we send each other these days? to the Coliseum.
THE SIEGE OF ALESIA
Name: Year: Date:
READ
The siege of Alesia
The town of Alesia is situated on the top of the trenches so that only their points stick out from
a very high hill so it may be impossible to the ground. There are five rows like this, crossing
conquer except by a siege. Two rivers flow each other. Anyone who tries to go through them
around the bottom of the hill. There is a plain is sure to be pierced by the sharp stakes, which
about four kilometres long in front of the town, the Roman soldiers call "cippi". When Caesar
and there are hills all around it. finishes these defences in front of the camp of
This settlement of the Gauls is defended by a stone Alesia, he builds a similar line behind his forces
wall two metres high and by a long trench. so that his army cannot be attacked from
The Romans begin their own fortifications along the other side.
a circuit 13 kilometres long. The Roman camp is Julius Caesar,
built in a very strong position and has 23 fortified Commentaries on the Gallic War, 52 BC
towers, which armed soldiers guard carefully in (Adapted)
case the Gauls leave their town to attack them.
Similarly, there are night-watchmen who protect
the Roman positions at night.
Caesar digs two trenches four metres long and
four metres wide with very steep sides. He fills the
inner trench, at the lowest part of the plain, using
water taken from the rivers. Around these two
trenches, he builds a very high wall with parapets
and battlements, and constructs towers all around
it at a distance of 30 metres from each other.
Sometimes, the Gauls try to prevent us from
building our fortifications by launching attacks
from several different places at the same time. So
Caesar thinks it needs even better defences, so
that our fortifications can be defended by a smaller
number of men. His soldiers therefore, cut down
the trunks of great trees or very thick branches,
and sharpen them to a point. Then continuous
trenches are dug everywhere to a depth of two
metres. The pointed trees are sunk into
Julius Caesar
QUESTIONS
1 Scan the text for all the words connected • Summarise Caesar's measures to capture Alesia in
to warfare. Check their meaning with a partner. three sentences.
• Alesia was in Gallia. Find out when it became part of
2 Answer the questions in your notebook.
the Roman Empire.
• Who is the author of this text? Is he also the protagonist?
• Look for the "Battle of Alesia" on Google Images. Bring to
Why do you think he refers to himself in the third person?
the classroom one image of the battle that you consider
• When was this text written? Does it refer to recent to be realistic, and one that you consider to be unrealistic.
events, or history from a different period? Discuss your pictures together in groups.
Assessment
resources
Self-assessment
Assessment
255
11 SELF-ASSESSMENT
Name: Year: Date:
1 The three periods into which Roman history is divided 6 The crisis of the 3rd century brought with it…
are... a. the transformation of the Republic into the
a. the Old Kingdom, the Middle Kingdom and the Empire.
New Kingdom. b. the end of the Latin language and the general use
b. the Archaic period, the Classical period and of Germanic languages in Rome.
the Hellenistic period. c. the ruralisation of the Empire, a reduction in trade
c. the Monarchy, the Republic and the Empire. and the loss of the emperor's power.
2 The stage in Roman history in which the Senate had 7 Agriculture during the Roman Empire was
the most power was… characterised by...
a. the Empire. a. growing crops such as wheat, vines and olives
b. the Republic. in latifundia.
c. the Monarchy. b. growing only fruits and vegetables in small farms.

c. growing wheat, vines and tomatoes in small villas.
3 Roman society during the Republic was divided into…
a. patricians and plebeians. In addition, there were
8 The building where gladiator combats were held
slaves, freed slaves and women. was called…
b. citizens and non-citizens. a. the theatre.
c. nobles, merchants and slaves. b. the amphitheatre.

c. the circus.
4 The Punic Wars were…
a. the wars the Romans fought against the
9 Roman paintings and mosaics decorated…
Etruscans, the Latins and the Samnites. a. the walls in the case of paintings, and the floors
b. the wars against the Carthaginians for control and walls, in the case of mosaics.
of the Mediterranean. b. the temples in the case of paintings, and there
c. the wars against the Greeks for hegemony in were no mosaics.
the Eastern Mediterranean. c. the villas in the case of paintings, and the domus,
in the case of mosaics.
5 The assassination of Julius Caesar resulted in…
a. a new civil war, the rise of Octavianus to power
10 Roman religion was…
and the end of the Republic. a. polytheistic. They believed in many deities, some
b. the rise to power of Octavianus and the arrival of them Eastern (Isis, Cybele, etc.).
of the Monarchy. b. monotheistic, they only believed in Iuppiter.
c. the assimilation of the pagan deities by the c. polytheistic, but they only worshipped the deities
Romans. chosen by the emperor in power at the time.
1. c, 2. b, 3. a, 4. b, 5. a, 6. c, 7. a, 8. b, 9. a, 10. a.
ANSWER KEY
11 ASSESSMENT
Name: Year: Date:
1 Explain these concepts. (0.5 p.)
• Pax Romana:
• Legionary:
• Comitia:
• Villa:
• Mare Nostrum:
2 Complete the table on the periods of Ancient Rome. (1 p.)
Periods Duration Main institutions
Monarchy
Republic
Empire
3 Who were the patricians and the plebeians? Why was there conflict between them? (1 p.)

4 Complete the diagram on how the Roman expansion in the Mediterranean was carried out. (1 p.)
Roman territorial expansion
500-250 BC 3rd and 2nd centuries BC 2nd and 1st centuries BC
5 Use these aspects to write a summary of how society was organised during the Empire. (1 p.)
• Citizens:
• Non-citizens:
• Women:
• Citizenship:
TEST B
6 List the main factors that led to the crisis of the Empire. (1.5 p.)
7 Complete the table about the products obtained from different activities. (1.5 p.)
Activity Products
Agriculture
Mining
• Small workshops:
Crafts
• Large workshops:
• Imports:
Trade
8 What were these places used for? (0.5 p.)
A B
9 List the main features of the mosaic. (1 p.)
10 Are these statements about Roman religion and Christianity true (T) or false (F)? (1 p.)
The Romans were polytheistic, which means that they believed in various deities.
They only worshipped the Capitoline Triad: Iuppiter, Iuno and Minerva.
Three groups of deities were worshipped at home: Lares, Manes and Penates.
Jesus of Nazareth founded Christianity in the 1st century AD.
Rome considered the first Christians a threat because they did not worship the emperor.
In AD 380, the emperor Diocletian declared Christianity the official religion of the Empire.
11 ASSESSMENT
Name: Year: Date:
You are an inhabitant of Rome who is visiting Pompeii in the year AD 79. That year, the city of Pompeii was buried
by lava and ash after the eruption of Vesuvius. This makes Pompeii one of the most important archaeological sites
of Roman civilisation.
1 Read the text, which is by a Roman poet. Then answer the questions. (1 p.)
This is Vesuvius, recently green with shady vines; here the noble
grape had filled the containers with wine. These are the heights
which Bacchus loved more than the hills of Nysa [...]. This was
where Venus lived, which she preferred to Lacadaemon; this was
the place renowned by the divinity of Hercules. All now lies buried
in flames and sad ashes. Even the gods would have wished not to
have had the power to cause such a catastrophe.
Epigrams, Martial (Adapted)
• How does Martial describe Pompeii?
• Look at the aerial view of the city. How was this Roman city organised?

• The city was on the Mediterranean coast. What did the Romans call this sea? Why?
2 Vesuvius erupted in AD 79. (1.5 p.)
• What period of Roman civilisation does this correspond to?
• What were the other main periods?
• Who was the first ruler of this period? How did he organise power?
• What caused the crisis in this form of government?
3 In Pompeii, you are staying in a domus. (1.5 p.)

• What social group generally lived in domus?
• How was society organised during this period?
• Explain the social groups that existed during the Republic.
TEST A
4 Answer the questions. (1.5 p.)

• At what stage did Rome expand the most?
• Who did they fight against for control of the Western Mediterranean? What were these wars called?
• What were the consequences of these conquests?
5 You have seen this painting in the house where you are staying. (1 p.)
• Where were paintings displayed?
• What is the theme of this painting? What other subjects did paintings show?
6 The city of Pompeii's main activities were agriculture and trade. (1.5 p.)
Agriculture Trade
• Imports:
Main products
• Where were the crops grown?
• What favoured trade?
7 You have visited the city and seen these buildings. (1 p.)
A B C D
• What type of buildings were they?
• Why do we say that Roman architecture was practical and monumental?
8 You have also seen the Temple of Iuppiter in Pompeii. (1 p.)

• What were temples used for?
• Who formed the Capitoline Triad?
• Was Christianity accepted in that period? How did it develop?
Actividades
Prueba B Prueba A
Elaborar, expresar y presentar contenidos en forma – Desigualdad social y disputa por el

de esquemas, tablas informativas y otros tipos de 2, 4, 7 6 poder desde la Antigüedad.
formatos. – Las personas invisibilizadas de la
Desarrollar y argumentar sobre temas historia: mujeres, esclavos y
y acontecimientos de la Edad Antigua, analizando de extranjeros.
8, 9 1, 5, 7
forma crítica fuentes primarias y secundarias como – La organización política del ser
pruebas históricas. humano y las formulaciones
estatales en el mundo Antiguo.
conceptos y acontecimientos relacionados con la 1, 3 1 – Las raíces clásicas de la cultura
historia. occidental.
Utilizar una secuencia cronológica con objeto de – El papel de la religión en la

2, 4 2 organización social, la legitimización
examinar la relación entre hechos y procesos.
del poder y la formación de
Identificar, interpretar y analizar los mecanismos que identidades.
han regulado la convivencia y la vida en común a lo 1, 2, 3, 5,
1, 2, 3, 4, 6 – La lucha por la supervivencia y el
largo de la historia, desde el origen de la sociedad a 6, 7
estatus social desde la Prehistoria.
– La ciudad y el mundo rural a lo largo
Señalar y explicar aquellas experiencias históricas en de la historia. La huella humana y la
las que se lograron establecer sistemas políticos que protección del patrimonio
2, 3, 6 2
favorecieron el ejercicio del derecho y libertades de ambiental, histórico, artístico y
los individuos. cultural.
civilizaciones y situarlas en el espacio y en el tiempo, 1, 2, 3, 4, 6, 1, 2, 3, 4,
integrando los elementos históricos, culturales, 7, 10 6, 8

épocas pasadas, identificando aquellos colectivos 3, 5 3
que se han visto sometidos.

histórico y cultural como fundamento de identidad 8, 9, 10 5, 7, 8
colectiva.
Test B
1 • Pax Romana: name for the period of peace and prosperity 2 Monarchy (753 BC–509 BC). Main institutions: the monarch,
during the 1st and 2nd centuries AD. This period was a advised by the Senate. This assembly consisted of
marked contrast to the previous one. representatives from the most prominent families.
• Legionary: soldier of the Roman army. The legions played Republic (509 BC–27 BC). Main institutions: Comitia. They
an important role in Rome's conquests. were assemblies where Roman citizens voted on laws and
• Comitia: assemblies where Roman citizens met to vote elected magistrates. Magistracies. They were the various
on laws and elect magistrates. offices of government. Senate. It was the most important
• Villa: house in the countryside, at the centre of the institution. It ratified laws, directed foreign policy and advised
latifundium where the land was cultivated. and supervised the magistrates.
• Mare Nostrum: it means "Our Sea". The Romans gave Empire (27 BC– AD 476). Main institutions: the emperor, who
this name to the Mediterranean Sea, because they assumed all powers, and the Senate, which ratified the
conquered territories on the three continents that emperor's decisions.
surround it.
3 The patricians were the ruling class, while the plebeians were 9 Mosaics decorated floors and walls. The Romans learnt this
the rest of the population. At the beginning of the Republic, technique from the Greeks and perfected it. Mosaics were
the plebeians had very limited political rights. They were made from small, coloured pieces of tile called tesserae. The
unhappy with this situation, and fought for equality with the tesserae were embedded into a surface like a jigsaw puzzle.
patricians. The mosaics depicted a variety of subjects: geometric
In the 5th century BC, a representative (the Tribune of the shapes, animals, gladiator fights, scenes from everyday life,
Plebs) was finally allowed to protect their interests in the etc. This mosaic has a mythological theme.
Senate. The differences between plebeians and patricians 10 The Romans were polytheists, which means that they
continued to decrease. From the 4th century BC, plebeians believed in various deities. True.
were allowed to serve as magistrates and senators. They only worshipped the Capitoline Triad: Iuppiter, Iuno and
4 Between 500 and 250 BC, Rome expanded throughout the Minerva. False.
Italian Peninsula, by conquering or making alliances with Three groups of deities were worshipped at home: Lares,
other cities. Manes and Penates. True.
Between the 3rd and 2nd centuries BC, Rome defeated the Jesus of Nazareth founded Christianity in the 1st century
Carthaginians in the Punic Wars. They expanded into Africa, AD. True.
the Península Ibérica and Baleares.
Rome considered the first Christians a threat because they
Between the 2nd and 1st centuries BC, the Romans did not worship the emperor. True.
conquered Greece, Asia Minor, Syria and Egypt. They also
In AD 380, the emperor Diocletian declared Christianity the
conquered Gallia and Hispania.
official religion of the Empire. False.
5 • Citizens: they were the people who had full rights. They
could participate in politics, go to court or get married.
There were great differences amongst citizens because
the patricians remained the richest group. Test A
• Non-citizens: they did not have the rights of citizens.
• Women: they still did not have many rights. However, 1 • As a very rich city, where all the deities would want to live.
women could own private property, manage businesses • Roman cities almost always followed the same model.
and participate in festivals and public events. They had a rectangular plan and parallel streets organised
• Citizenship: at first, only the inhabitants of Rome had from two main axes or streets: the cardo, which went from
Roman citizenship. Later, it was awarded to the inhabitants north to south, and the decumanus, which went from east
of the Italian Peninsula and some cities in other provinces. to west. The forum was at (or near) the point where the
In the 3rd century AD, Emperor Caracalla extended two main roads crossed. The forum was a porticoed
citizenship to all free men in the Roman Empire. square, where political, cultural and social life took place.
6 In the 3rd century AD, the Empire suffered a serious crisis. • They called it Mare Nostrum, which means "Our Sea",
The army had become so powerful that it was able to because they conquered territories on the three continents
appoint and replace emperors whenever it wanted to. This that surround it.
led to political instability. Moreover, the borders of the Empire 2 • The Empire.
were attacked by Germanic tribes and Persians. The
• The Monarchy and the Republic.
atmosphere of insecurity caused the population to leave the
• Augustus took the title of emperor and assumed all the
cities and move to the countryside, thus reducing trade. In AD
powers. He ruled the Senate, was the supreme chief of the
395, Emperor Theodosius divided the Empire in two to make
army and the highest religious authority, directed foreign
it easier to defend, but his successors were weak emperors.
policy, dictated the laws and set the taxes. The Senate still
Some Germanic peoples began to create their own kingdoms
existed, but could only confirm the emperor's decisions.
within the Empire.
• From the 3rd century AD, the need for greater defence of
7 Agriculture: mainly vines, olives and wheat, and also fruits
the Empire gave immense power to the army. The army
and vegetables.
began to appoint and replace emperors whenever it
Mining: gold, silver, iron, copper, lead, tin and mercury. wanted to. This situation caused great political instability.
Crafts. Small workshops: carpentry, ceramics, glass, etc. In addition, there was pressure on the borders from
Large workshops: shipbuilding and fish salting. Germanic tribes in the north, and Persians in the east. An
Trade. Imports: spices, silk and cotton from China and India, atmosphere of insecurity significantly reduced trade, and
amber and furs from the Baltic Sea, and slaves from Africa. people moved out of the cities and into the countryside.
8 A: theatre, comedies and tragedies were performed. In AD 395, Emperor Theodosius divided the Empire in two
B: victory arch, to commemorate important events in the to make it easier to defend. But his successors were weak
history of Rome. emperors, and some Germanic peoples began to create
CRITERIOS, sABERES RELACIONADOS Y SOLUCIONARIO
11
their own kingdoms within the Empire. 7 • A: theatre; B: victory arch; C: amphitheatre; D: thermae.
3 • Rich citizens, known as patricians. • Roman architecture was practical, since many
• There were two groups: citizens and non-citizens. Citizens constructions were designed to meet the needs of the
had full rights: they could participate in politics, go to court population. It was also monumental, as the works showed
or get married. There were great differences amongst Rome's great power.
citizens because the patricians remained the richest group. 8 • The temple was the place where the statue of a deity was
Non-citizens did not have the rights of citizens. In addition, kept. Priests performed rites in honour of the deity outside
there were slaves and women. the temples.
• In the Republic, society was organised into three groups: • Iuppiter, Iuno and Minerva.
patricians were a minority group, formed of the richest,
• After the death of Jesus Christ, his followers were
most powerful families. They owned most of the land and
persecuted by the Romans because they refused to
held the most important political positions. Plebeians were
worship the emperor. In AD 313, emperor Constantinus
the most numerous group. This group included peasants,
proclaimed religious freedom and Christians were allowed
craftspeople and merchants. Most people in this group
to worship in public. In AD 380, the emperor Theodosius
found it difficult to survive. Slaves were not considered
declared Christianity the only official religion of the Empire.
people: they were thought of as objects that were owned
by their masters. Slaves could become free if they bought
their freedom or if their master set them free. Slaves who
obtained their freedom became freed slaves.
4 • In the Republic.
• Against the Carthaginians. The Punic Wars.
• The conquests brought Rome new lands, taxes, etc. But
wealth was in the hands of just a few people and inequality
increased greatly. Wealthy people and merchants bought
land in the conquered territories and became rich through
trade. The situation for farmers worsened. Their harvests
could not compete with the agricultural products that
arrived from the occupied lands in large quantities and at
low prices. Many slaves were acquired from the conquests,
which left fewer jobs for the Roman population. The Senate
did not control the governors in the provinces very well,
and corruption spread. This caused great discontent.
5 • On the walls.

• This painting seems to depict a scene from everyday life, of
a woman playing an instrument. Some paintings imitated
marble or depicted architectural and botanical elements.
Other paintings depicted religious or mythological scenes.
6 Agriculture: mainly vines, olives and wheat, and also fruits
and vegetables.
Trade. Imports: spices, silk and cotton from China and India,
amber and furs from the Baltic Sea, and slaves from Africa.
• Agriculture was carried out in large estates, or latifundia,
owned by wealthy people, whose house was located in the
centre.
• Mainly, the existence of a single currency throughout the
Empire, the roads that linked Rome and other cities of the
Empire, and the ports built on the Mediterranean coasts.
Pre-Roman and Roman
Hispania. A cultural mosaic 12
12 Pre-Roman and Roman
Hispania. A cultural mosaic
Reinforcement
Sheet 1. The Celtic and Iberian peoples . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270

Sheet 2. The colonisers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271
• Techniques
Sheet 3. The Roman conquest and Romanisation . . . . . . . . . . . . . . . . . . . 272
• Go further
Sheet 4. What happened in Hispania? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273
Extension
Sheet 5. Celtic castros and Greek colonies . . . . . . . . . . . . . . . . . . . . . . . . . . 274
Sheet 6. The importance of women in Iberian art. . . . . . . . . . . . . . . . . . . . 275
Sheet 7. Were there famous Romans in Hispania?. . . . . . . . . . . . . . . . . . . . 276
Self-assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281
Assessment
Test B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282
Test A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284
12
STARTING THE UNIT
Promote cultural diversity
GOAL 10
Achieve reduced inequalities within and

among countries
According to the UN, inequalities based on income, gender, age, disability, sexual orientation, race, class, ethnic
origin and religion continue to persist throughout the world, within and among countries. Inequalities threaten
long-term social and economic development, hamper poverty reduction and destroy people's sense of plenitude
and worth.
One of the various targets within this UN goal is to empower and promote the social, economic and political
inclusion of all people, irrespective of age, sex, disability, race, ethnicity, origin, religion and economic or other
status.
Why do we link SDG 10 with An artistic challenge: plan a

pre-Roman and Roman Hispania? tour of Hispania
Hispania was a region in Antiquity where different peoples Objective: to understand the extent and
such as Iberians, Celts and Celtiberians lived together. variety of the Roman legacy in our country and
The natural wealth of the Península Ibérica also attracted to know the main works and archaeological
people like the Phoenicians, Greeks and Carthaginians, remains in each autonomous community.
who founded colonies to trade. However, these peoples
This challenge also helps students to deepen
lacked unity until the Romans arrived on the peninsula.
their knowledge of their surroundings, to value
The Roman Empire imposed organisation and Romanisation
multiculturalism and the archaeological
on the territory, although this did not completely end
remains of past civilisations that lived in their
cultural diversity, because legionaries and auxiliary troops
autonomous community, and to integrate them
came to the peninsula from various places.
as part of their own history. It will also awaken
The multicultural wealth of the pre-Roman era, cemented a desire in students to learn about their own
by the territorial unity after the Roman conquest, is the autonomous community.
foundation on which modern Spain is based.
STARTING POINT
Museums are windows to our history. The photo at the beginning of the unit comes from the exhibition
•
"La Dama, el Príncipe, el Héroe y la Diosa", which shows four archetypes of the Iberian people. It consists
of more than 300 pieces. The exhibition allows us to know more about the art and crafts of the Iberians in
a province, Jaén, that has more than 500 archaeological sites related to this pre-Roman culture. The exhibition
includes sculptures with Greek and Phoenician influences, pottery and jewels.
• T
he legacy of the peoples of Antiquity remains very present. The infographic at the beginning of the
unit in the Student's Book highlights the importance of the archaeological remains of the peoples who lived on
the Península Ibérica during Antiquity. The Celts, Iberians, Greeks, Phoenicians, Carthaginians and Romans
left various signs of their lifestyles. The infographic allows students to appreciate the cultural and artistic
diversity and the high degree of artistic and cultural development of these peoples.
It also allows students to understand that all these peoples are an integral part of our past, and that our
present culture is the synthesis of those that preceded us. Students can see how important it is to preserve
historical heritage in order to better understand our world.
Personalised
learning
Reinforcement
Extension
PRE-ROMAN AND ROMAN HISPANIA.
SHEET 1 REINFORCEMENT A CULTURAL MOSAIC

Name: Year: Date:
The Celtic and Iberian Cantabrian Sea
peoples Cántabros Va
s
aico
sco
ne
s
Gal
es
vacceos
Ile
rg
ur
et s
es no
1 Look at the map and answer.
st
ta
Arevacos Lusones ye
A
La
• Complete the key with the areas of influence ne
s
os
s
to etan
no
Ve Carp
a
Lu
coloured orange and green on the map. es
Edet
ad
si
Olc
ta
no
• What peoples were living in the area Oretanos os
n
s
sta
where your autonomous community is located? co
lti os
C on t e
Cé tan a
de os Se
Were they Iberian or Celtic settlers? r etan
Tu Bast ne
a n
a
rr
• Circle the area of influence of Tartessos. te
ATLANTIC di
Me
OCEAN
• Why were there no Iberian or Celtic villages
Area of influence
in the Islas Canarias? ........................
Celtic and Celtiberian
........................
Iberian
2 Compare the main characteristics of Celtic and Iberian villages.
Iberian village DIFFERENCES Celtic village

Location

959069_U12_p202_h01_pueblos_celtas_iberos_peninsula_iberica

Habitat

Society

Economy

Beliefs,
culture and art
SIMILARITIES

Organise your ideas

Name: Year: Date:
The colonisers
1 Complete the diagram about the colonising peoples that arrived in Hispania.
Where they came from What they founded on the What their objective was
peninsula
PHOENICIANS
GREEKS
CARTHAGINIANS
2 Mark on the map where the colonising peoples came from and what colonies they founded on the Península Ibérica.
Techniques
Name: Year: Date:
The Roman conquest and Romanisation

1 Complete the map.
• With help from your Student's Book, colour the phases

of the Roman conquest:
Green: first stage (218 BC – 197 BC)

Light green: second stage (154 BC – 133 BC)
Dark green: third stage (29 BC – 19 BC)
• Draw on the map the Roman provinces at the end of the

3rd century AD. Label the capital of each province.
• Compare your map with the one of the Celtic and Iberian
peoples on Sheet 1. What relation do they have? Why do
you think they closely coincide with the Iberian territories
and those of the first Roman conquest? What other
characteristics can you identify?
2 Look at the photos and answer.
A B C
561819_12_p12b_conquista_romana
Las Médulas (León) Roman mosaic, Mérida (Badajoz) Roman bust (Valladolid)
D E F
Remains of the Roman city of Mérida Las Ferreras aqueduct (Tarragona) Roman road, Carteia (Cádiz)
• Photo A: What are Las Médulas? What mineral products were the Romans looking for?
• Photo B: What does the mosaic represent? What were the main crops grown in Hispania? How were they grown?
• Photo C. Which social group does the man represent? What are his hairstyle and clothes like?
• Photo D: Name some important cities in Hispania. What buildings can you see in the photo?
• Photo E: What were aqueducts for?
• Photo F: What purpose did the roads play in the Romanisation of Hispania? Which were the most important Roman
roads in Hispania?
Go further
Name: Year: Date:
What happened in Hispania?

1 You are going to write a report on Hispania in Antiquity. First, write a short introduction,
in which you answer these questions:
• What peoples colonised the Península Ibérica before the arrival of the Romans? When? What were they looking for?
• Which areas of Hispania were most popular: the coast or inland areas? Why?
• Which cities were founded during this time? Do they still have their original name today?
• What other peoples lived on the Península Ibérica before the arrival of the colonising peoples?
2 Read the texts. What positive points do they both make about the peninsula? In what other ways are the texts similar?
When was each text written? Add this information to your report.
Immediately after Italy, and not including the fabulous Hispania shapes the limits of Europe. It is
regions of India, I speak of Hispania, or at least the coastal located between Africa and Gaul and is bordered
regions: it's true that the region is poor in some parts, but by the Pirineos and the ocean. The powerful sun
in the area where it's fertile, there is an abundance of does not burn the land, as it does in Africa.
cereals, oil, wine, horses and metals of all different types, Unlike Gaul, it isn't battered by continuous
just like in Gaul. Hispania, however, beats Gaul for the winds. Placed between both lands, Hispania is
esparto from its desert regions, its beautiful colours and the quite the opposite as it has good temperatures
spirit of work, which derives from its robust slaves and and timely rains that make it a fertile land.
tough men, as well as its passionate heart. Pompeius Trogus, collected by Justin,
Natural History, Pliny the Elder, around AD 70 (Adapted) 3rd century AD (Adapted)
3 After you have written the introduction, focus on the Roman conquest. Remember that to be able to write this section,
you need to answer the five basic questions that journalists use.
What? Explain what led the Romans Who? Indicate who were the main How? What were the phases
to conquer Hispania. protagonists in the conquest. of the conquest?
When? How long did it take for the Romans Why? Explain the advantages to the
to conquer the whole peninsula? Romans of having Hispania in their empire.
4 For the final part of your report, write about the Roman legacy of Hispania.
• Analyse Romanisation with respect to these factors: language, religion, rights, cities.
• Do you think that the Romanisation of Hispania was positive or negative? Explain your answer.
5 Write your report in no more than 30 lines. To finish your report, answer the question.
WHAT IF…
the Carthaginians had won the war against the Romans?

SHEET 5 EXTENSION
A CULTURAL MOSAIC
CELTIC CASTROS AND GREEK COLONIES
Name: Year: Date:
Your class will be divided into two groups: group A will analyse a castro (a Celtic settlement) and group B will analyse
a Greek colony.
GROUP A GROUP B
1 First, decide where on the Península Ibérica 1 First, decide where on the Península Ibérica you should
you should locate your castro. What areas were locate your colony. Where did the Greeks first settle on
occupied by the Celts? the peninsula?
2 Look at the drawing. 2 Think about the Greek colonies.

• How were they organised? What structure did
the colonies have?
• What legacy did the Greeks leave us? Could these
buildings be part of the poleis that they founded?
• Draw a picture of what the colony would look like,
where you would put it and what important buildings
and features it would have.
3 In these colonies, there was a range of commercial

trade.
• Which peoples did the Greeks trade with on the
• Describe the Celtic castro. How was Celtic society Península Ibérica?
organised?
• What products did the Greek settlers on the Península
• What characteristics did the Celts look for Ibérica want to obtain from the Tartessians?
when choosing a location? For example, did
• Were the Greeks and the Phoenicians on the Península
it have to be near a river or on a flat piece
Ibérica at the same time? Where did each settle?
of land?
• What did the inhabitants mainly do? 4 Remains of Greek pottery from colonies have been
found. Look at the photos and explain the purpose
3 Be historically accurate. of each piece of pottery.
• Does your castro trade with colonising peoples?
A B
• Which of the two sculptures would you find in the
castro? Explain your answer.
• Which deities do the inhabitants worship?

How are they worshipped?
4 The Celts opposed the arrival of the Romans.

Remember what happened in Numancia. How would 5 Why did the Greeks leave the Península Ibérica?
you defend your castro against invaders? What happened to the colonies they founded?
SHEET 6 EXTENSION
A CULTURAL MOSAIC
THE IMPORTANCE OF WOMEN IN IBERIAN ART
Name: Year: Date:
1
Look at the photos and answer.
A B
D
(A) Gran Dama Oferente del Cerro de Los Santos (Albacete). (B) Leona de Baena (Jaén).
(C) Iberian votive offerings from Castellar (Jaén). (D) Dama de Baza (Granada).
• What type of sculpture does each photo show? 4 Read the text by Roman historian, Strabo.
• Look for information about why female figures were
The women work and give birth under a tree on the
represented so often in Iberian sculpture.
same land, then continue working. The husband
gives goods, in the form of a dowry, to the wife. The
2 Select one of the sculptures and complete daughters receive the inheritance and also choose
the fact sheet. wives for their brothers. These are the traditions of
a gynecocracy, a society ruled by women. It cannot
Sculpture: be called a civilised society.
Strabo (Adapted)
Where it was found:
The type of material used: • How does Strabo describe Iberian women? Do you
think it is an accurate description?
The main characteristics: • Why do you think this society cannot be called civilised?
Its purpose: 5 Create.

• C
hoose a sculpture of an Iberian woman. There are
3 Find information and explain. more examples at: http://www.man.es/man/coleccion/
catalogo-cronologico/protohistoria.html
• What work did the Iberian women do when their
• O
nce you have chosen a sculpture, make your own
husbands went to war?
model of it. Choose the material and decorate it as
• Do you think it was an equal society? they would have done at that time.
SHEET 7 EXTENSION
WERE THERE FAMOUS ROMANS IN HISPANIA?
Name: Year: Date:
Many Roman men and women who became famous, or even held the position of emperor, were born in Hispania.
You are going to find out about some of them.
POLITICS
1 Three important emperors were born in Hispania: Traianus, Hadrianus and Theodosius.
Traianus governed the state in such a way Envious of the glory of Traianus,
that he stands above other emperors, Hadrianus abandoned the three
deservedly, for his politeness and bravery. provinces that Traianus had added. Hadrianus called
Before him, Augustus nobly defended the back the armies from Assyria, Mesopotamia and
borders of Rome. Traianus, however, Armenia, and he wanted the Euphrates to be the limit of
extended the empire far and wide. He the empire. However, he had peace during his time as
reorganised cities beyond the Rhine in emperor as he only had to fight once to defend the
Germania and won Dacia, defeating King empire. Hadrianus protected the Roman world by
Decebalus. Traianus then converted Dacia surrounding it with walls and constructing many
into another province beyond the Danube buildings. He was eloquent in Latin and erudite in Greek.
River, in fields that the Taifals, Victohali, and He did not have a reputation for mercy but he was diligent
Thervingi now occupy. with the treasury and in keeping the soldiers disciplined.
The Merits of Traianus, Eutropius (Adapted) Time of Peace in the Empire, Eutropius (Adapted)
• Compare the two texts. How does Eutropius praise each leader? What does he mention about each one? Which leader did
he prefer? Why do you think so?
• Write a brief biography of one of these emperors: Traianus, Hadrianus or Theodosius. Include where they were born, when
they became emperor, anything important about their time in power, constructions they had built, how and when they died,
and who succeeded them.
• Other figures born in Hispania were also important politicians. Look for information and complete the table.
Person Where they were born When (if it is known) What role they had
Lucius Cornelius Balbus
Marcus Cornelius Nigrinus
Gnaeus Papirius Aelianus
SPORTS
2 Not only politicians became famous in Rome. There were also

famous sportsmen and women who were born in Hispania.
• Gaius Appuleius Diocles was an important charioteer. Find out

more information about him and indicate some important
elements of his life.
• The names of Hispanic male and female gladiators are not
known, but they were famous. List some of the many
amphitheatres built during this time. Charioteer Marcianus, Museo Nacional de Mérida
A CULTURAL MOSAIC
CULTURE
3 There were also important cultural figures. You are going to learn about three of them.
Marcus Valerius Martialis Lucius Annaeus Seneca the

(Martial). Younger.
To be able to enjoy memories Well, the use of power is a
is to live two lives. glorious ornament, but only if
the power is beneficial, as
*** power can also be a harmful
If glory comes after death, I and destructive force. The
am in no hurry. greatness of a leader is based
*** on secure principles, as his subjects know that he
is above them but also for them. They know that
Why don't I send you my little books? So that day after day, his concern for their wellbeing
you don't send me yours. means that he doesn't rest. If there is danger, they
*** do not run as they would if an evil and dangerous
Although you haven't published poems, you animal had left its den. Instead, they go to him
criticise mine, Laelius. Stop criticising mine or like they would go to a bright star, while, with
start publishing your own. kindness, he attempts to sort out the problem.
Epigrams, Martial (Adapted) On Mercy, Seneca (Adapted)
Egeria. The blessed nun, Egeria was consumed by a flame of desire for divine grace. With the support of
the Lord, the strong and fearless Egeria went on a long journey around the globe. Step by step and with the
protection of the Lord, she made it to the sacred, longed-for site of the birth, passion and resurrection of
Jesus Christ. She also visited the bodies of martyrs located across various provinces and cities to pray before
them and nurture her devotion.
Letter from Saint Valerius to Abbot Donadeus, around AD 680 (Adapted)
– Look for information about the people. Where were they born or where do people believe they came from?
– Read Martial's epigrams. What were epigrams? What do these
examples talk about?
– These epigrams are similar to short tweets. Write an epigram
or tweet in which you review a current aspect of your daily life.
– Why was Seneca famous? What happened at the end of his life?
– Seneca's text is for Nero. Was Nero considered a good emperor?
Would he listen to and accept this advice?
– What do we know of Egeria? Search for information and explain
why the fragment of this letter is important.
• Mark on the map the origins of all the people that you have just
learnt about. Which region are they mostly from? Which Roman
province did they belong to? Where does it correspond to today?
561819_12_p12b_conquista_romana
Assessment
resources
Self-assessment
Assessment
279
12 SELF-ASSESSMENT
PRE-ROMAN AND ROMAN HISPANIA. A CULTURAL MOSAIC
Name: Year: Date:
1 The Iberians… 6 The wars with the Lusitanians took place…

a. traded intensively with the Phoenicians and a. in the first stage of the Roman conquest
the Greeks, and produced their own currency. (218–197 BC).
b. traded intensively, but did not produce their b. in the third stage of the Roman conquest
own currency, or know how to write. (29–19 BC).
c. were self-sufficient and knew how to write. c. in the second stage of the Roman conquest
(154–133 BC).
2 The Celts…
a. lived in large cities and traded
7 By the end of the 3rd century, in Hispania there were…
with various peoples. a. three provinces: Baetica, Lusitania
b. lived in castros and their economy and Tarraconensis.
was self-sufficient. b. five provinces: Tarraconensis, Carthaginensis,
c. buried their dead and developed Gallaecia, Baetica, and Lusitania.
their own writing. c. two provinces: Hispania Citerior
and Hispania Ulterior.
3 The Phoenicians…
a. settled in the south of the Península Ibérica and
8 The most powerful people in Hispano-Roman
founded trading posts such as Gadir and Sexi. society were…
b. settled in the northeast of the Península Ibérica, a. indigenous families.

where they founded Emporion and Rhodes. b. people from Rome and those related
c. came from northern Europe and founded Gadir to the patricians.
and Abdera. c. the plebeians.
4 The Greeks… 9 Rome's main source of wealth in Hispania came from…

a. founded colonies such as Rhodes, a. mining.
Hemeroskopeion and Emporion. b. trade.
b. created the first kingdom on the c. crafts.
Península Ibérica, which was located
in the Guadalquivir valley. 10 Romanisation meant…
c. founded colonies and traded mainly a. that indigenous peoples maintained their
with the Celts. languages and religion.
5 The Carthaginians… b. that the legionaries kept all the arable land.
a. gained control of the entire Península Ibérica c. that the indigenous population adopted the
and dominated Mediterranean trade. Roman language, religion and law.
b. were the successors of the Phoenicians

on the Península Ibérica and founded
Carthago Nova and Ebyssos.
c. fought with the Romans and controlled
Mediterranean trade.
1. a, 2. b, 3. a, 4. a, 5. b, 6. c, 7. b, 8. b, 9. a, 10. c.
ANSWER KEY
12 ASSESSMENT
Name: Year: Date:
1 Complete the table to compare the characteristics of the Iberians and the Celts. (2 p.)
Characteristics Iberians Celts
Location
Settlements and
houses
Beliefs
Culture and art
Economy
2 Explain the characteristics of the colonising peoples who arrived on the Península Ibérica. (1.5 p.)
Colonisers Place of origin Places they founded Objectives
Phoenicians
Greeks
Carthaginians
3 Complete the diagram about the Roman conquest of Hispania. (1 p.)
Stages of the Roman conquest of Hispania
First stage Second stage Third stage

(218–197 BC) (154–133 BC) (29–19 BC)
TEST B
4 Explain who the free people in Hispano-Roman society were. (1 p.)
5 List some products that the Romans obtained from Hispania with these activities. (1 p.)
• Mining:
• Agriculture:
• Crafts:
• Trade:
6 What was Romanisation? (1 p.)

7 What were the main changes brought about by Romanisation? (1 p.)

8 Look at the photos. Explain how they helped the Romans live in Hispania. (1.5 p.)

12 ASSESSMENT
Name: Year: Date:
You have just arrived with your family at the port of Carthago Nova. Your father is a retired legionary who has been
given land near the city of Emerita Augusta. You are on your way there.
1 You were impressed by the city of Carthago Nova. (1 p.)

• Who founded the city?
• What people did they replace on the Península Ibérica?
• Who did they fight against for control of the Mediterranean? What was the result?
• What other peoples were on the Península Ibérica before Carthago Nova's founders?
Name some trading posts or colonies that they founded.
2 To get to your destination you are going to travel along a network of roads. (1.5 p.)
• What is Romanisation?
• How did the Roman roads contribute to Romanisation?
• What were some signs of Romanisation?
3 Look at the map and answer the questions. (1.5 p.) Cant abr i an Sea
Brigantium Lucus
• Which province did Carthago Nova belong to? AugustiLucus
Asturum
Aquae
Caldae Asturica Pompaelo
Emporion
GALLAECIA Augusta Segisamum TARRACONENSIS
Palantia Numantia Osca Gerunda
AN
Bracara Caesaraugusta
Augusta
Septimanca
• Which province did Emerita Augusta belong to? Barcino
OCE
Bilbilis a
Salmantica Segovia
st
Segontia Tarraco
gu
a
Au
lat
Conimbriga Capara Complutum Pollentia

Vía de la P
Vía
LUSITANIA Aibura Titulcia

IC
Toletum CARTHAGINENSIS Saguntum

AT L A N T
Scallabis Valentia
Consaburum
• When were these provinces established? Olisipo Emerita
Sisapo
Ebussus
Augusta Saetabis
Mellaria
Regina Lucentum
Italica
BA ETI CA
e
a
S
Hispalis Corduba Basti Carthago Nova
Ossonoba
• Which cities will you pass through on the journey a n
Gades n e
r r a
between Carthago Nova and Emerita Augusta? Carteia i t
e
M e d Tarraco Capital
City
Roman road
TEST A
4 Your father wants to use the lands he has been given for agriculture. (1.5 p.)
• What were the main crops grown in Hispania?
• What improvements to agriculture did the Romans introduce?
• Was there any trading activity? If so, what was traded?
• What craft activities were carried out in Hispania?
5 Who lives in the area you are going to settle in? Answer the questions. (1.5 p.)
• Are they all free people?
• How was society organised in Hispania?
6 In this territory, people still remember the battles against Viriathus. Read the text. (1.5 p.)
• Who was Viriathus and how is he described in the text?

The Lusitanian Viriathus, of dark lineage,
according to some, was very famous for his
exploits, since he was a shepherd who became
a bandit, and then a general. It was his natural • What stage of the conquest was he involved in?
ability and training that made him extremely • Which people did Viriathus belong to?
fast in pursuit and in flight, and a very strong
fighter who could not be moved. He spent • What was their lifestyle? What did they live on?
most of his life outdoors. [...] He overcame all

kinds of tiredness and bad weather.
History of Rome, Dio Cassius (Adapted) • What was their art like?
7 Besides this people, what other people were living on the Península Ibérica when the Romans arrived? (1.5 p.)
• Where were they located?
• What were their settlements like?
• What did they live on?
• What type of art did they make?
8 On your journey, you have seen these constructions. Explain what they were. Why were cities important? (1.5 p.)

A B
Actividades
Prueba B Prueba A
Elaborar, expresar y presentar contenidos en forma – Desigualdad social y disputa por el

de esquemas, tablas informativas y otros tipos de 1, 2, 3, 8 poder desde la Antigüedad.
formatos. – Las personas invisibilizadas de la
Desarrollar y argumentar sobre temas historia: mujeres, esclavos y
y acontecimientos de la Edad Antigua, analizando de extranjeros.
8 3, 6, 8
forma crítica fuentes primarias y secundarias como – La organización política del ser
pruebas históricas. humano y las formulaciones
estatales en el mundo Antiguo.
conceptos y acontecimientos relacionados con la 6 2 – Las raíces clásicas de la cultura
historia. occidental.
Representar adecuadamente información histórica a – La lucha por la supervivencia y el

través de diversas formas de representación gráfica, 3, 8 3, 8 estatus social desde la Prehistoria.
cartográfica y visual. – La ciudad y el mundo rural a lo
largo de la historia. La huella
humana y la protección del
han regulado la convivencia y la vida en común a lo 1, 2, 3, 4, 5, 1, 2, 3, 4,
patrimonio ambiental, histórico,
largo de la historia, desde el origen de la sociedad a 6, 7 5, 6, 7
artístico y cultural.

1, 2, 3 1, 3, 6, 7

épocas pasadas, identificando aquellos colectivos 4 5

histórico y cultural como fundamento de identidad 2, 7, 8 7, 8
colectiva.
Test B
1 Location. performed rites in shrines dug out of the rocks or in caves

Iberians: in the east and south of the Península Ibérica. near springs. They also cremated their dead.
Celts: in the north, centre and west of the Península Ibérica. Culture and art.

ettlements and houses.
S Iberians: they knew how to write. They made large-scale
Iberians: they lived in walled settlements on high ground. sculptures of human figures, real animals or imaginary
Their houses were built in rows to form streets. Houses were animals. They also produced votive offerings and painted
small and rectangular. pottery.
Celts: they lived in castros, which were walled settlements Celts: they did not have writing. They made large, very simple
built on high ground. Houses were circular and did not stone sculptures, called verracos. They greatly developed
form streets. jewellery making.
eliefs.
B Economy.
Iberians: the main Iberian deities were female. Worship and Iberians: it was based on crop and livestock farming. They
offerings were made in sanctuaries near settlements. They also mined gold, silver, copper and iron. In addition, they
cremated the dead and placed their ashes in urns. were skilled craftspeople who excelled at making swords,
Celts: they worshipped deities related to nature. They pottery and textiles. This encouraged intense trade to
develop. They had their own currency. was practised at first, and later Christianity (from the 2nd
Celts: the economy was self-sufficient, they traded very little century AD). Cities developed, and became centres for the
with other peoples. They were mainly livestock farmers, but spread of Roman lifestyle and culture.
they also hunted animals and cultivated cereals. They were 8 Aqueduct: built to bring water to the cities. It was an
expert metallurgists. They also made pottery and textiles.
improvement that was carried out in the cities.
2 Phoenicians.
Roman road: it served to connect all the cities of the Roman
Place of origin: east coast of the Mediterranean (Tyre, Byblos
Empire, and facilitated trade.
and Sidon). Places they founded: Gadir (present-day Cádiz),
Sexi (Almuñécar), Malaca (Málaga) and Abdera (Adra). Amphitheatre: it was used to host gladiator fights. These
Objectives: to trade with other peoples, especially Tartessos. buildings contributed greatly to Romanisation.
Greeks.
Test A
Place of origin: eastern Mediterranean. Places they founded:
Rhodes (Roses), Hemeroskopeion (Dénia) and Emporion 1 • The Carthaginians.
(Ampurias). Objectives: they arrived in search of metals,
esparto grass, flax, salt and salted fish. • The Phoenicians.
Carthaginians. • Against the Romans. The Romans won, and took full
Place of origin: Carthage. Places they founded: Carthago control of the Mediterranean.
Nova (Cartagena) and Ebyssos (Ibiza). Objectives: as well as • The Greeks and the Phoenicians. The Greeks founded:
trade, they had a military objective. They wanted to conquer Rhodes (Roses), Hemeroskopeion (Dénia) and Emporion
new territory and also fought with Rome for control of (Ampurias). The Phoenicians founded: Gadir (present-day
the Mediterranean. Cádiz), Sexi (Almuñécar), Malaca (Málaga) and Abdera
3 First stage (218–197 BC). The Romans landed in the city of (Adra).
Emporion (218 BC) and conquered the Mediterranean coast 2 • See answer to Activity 6 of Test B.
and the Ebro and Guadalquivir valleys.
• They connected all the territories that were part of the
Second stage (154–133 BC). The Romans occupied the
Roman Empire so Roman culture could spread more easily.
Meseta Central. They had to fight against the Lusitanians,
led by Viriathus, and the Celtiberians in the city of Numantia. • See answer to Activity 7 of Test B
Third stage (29–19 BC). The Romans occupied the north 3 • To Carthaginensis.
of the peninsula. Some groups, like the Vascones, were never • To Lusitania.
conquered. After the Cantabrian Wars, Octavianus declared
the conquest complete. • In the 3rd century AD.
4 Families from Rome and those related to the patricians were • Cities: Basti, Corduba, Hispalis, Italica and Regina.
very rich and owned large estates, or latifundia. The next 4 • Grapes, olives, wheat.
group consisted of the most prominent indigenous families,
• They introduced the Roman plough, new irrigation
who held important positions in Hispania. Below them were
techniques and the use of fallow land.
the plebeians, made up of craftspeople, merchants, owners
of small rural properties and other marginalised groups. • Yes, there was trade. Hispania exported wheat, wine, olive
oil, salted fish, linen, metals and slaves. It imported luxury
5 • Mining: gold, silver, iron, lead, copper and mercury.
items, such as perfume.
• Agriculture: grapes, olives, wheat.
• Pottery, olive oil, wine, linen, esparto grass and salted fish.
• Crafts: pottery, olive oil, wine, linen, esparto grass
and salted fish. 5 • No, Hispanic-Roman society was divided into two groups:
free people and slaves. The slaves were generally
• Trade: Hispania exported wheat, wine, olive oil, salted fish,
inhabitants of cities that had revolted against Rome.
linen, metals and slaves. It imported luxury products, such
as perfume. •
The power that free people had depended on their wealth.
Families from Rome and those related to the patricians were
6 Romanisation was the process by which the people in
very rich and owned large estates, or latifundia. The next
territories conquered by Rome slowly adopted Roman
group consisted of the most prominent indigenous families,
culture. One of the main vehicles of Romanisation were the
who held important positions in Hispania. Below them were
retired Roman legionaries, who were given land in the
the plebeians, made up of craftspeople, merchants, owners
provinces. Urban development also favoured Romanisation.
of small rural properties and other marginalised groups.
7 Romanisation brought several changes. The Roman language, The inhabitants of cities that had revolted against the Roman
Latin, began to replace the indigenous languages. Roman law occupation became slaves. Slaves worked in the mines,
was introduced, which meant that all the inhabitants of in the fields or did domestic tasks. In some cases, slaves
Hispania were subject to the same laws. The Roman religion became gladiators or chariot racers.
6 • Viriathus was originally a Lusitanian shepherd who became

a warrior who opposed the Roman conquest and won
many battles. He is described as fast, strong and resilient.
• In the second stage (154–133 BC), when the Romans
occupied the Meseta Central.
• He was a Lusitanian, so he belonged to the Celts.
• They lived in castros, which were walled settlements built
on high ground. Houses were circular and did not form
streets. The economy was self-sufficient, they traded very
little with other peoples. They were mainly livestock
farmers, but they also hunted animals and cultivated
cereals. They were expert metallurgists. They also made
pottery and textiles.
• Among other forms of art, they made large, very simple
stone sculptures, called verracos. They greatly developed
jewellery making.
7 • The Iberians, who lived in the south and east of the
Península Ibérica.
• They lived in walled settlements on high ground. Their
houses were built in rows to form streets. Houses were
small and rectangular.
• The economy of the Iberians was based on crop and
livestock farming. They also mined gold, silver, copper
and iron. In addition, they were skilled craftspeople
who excelled at making swords, pottery and textiles.
This encouraged intense trade to develop. They had
their own currency.
• They made large-scale sculptures of human figures,
and of real and imaginary animals. They also produced
votive offerings and painted pottery.
8 Photo A is an amphitheatre, which was where gladiator fights
were held. Photo B is a bridge, for crossing rivers. Cities
became centres for the spread of Roman lifestyle and
culture. For this reason, the Romans founded new cities or
extended others, such as Emerita Augusta, Caesaraugusta
and Italica.
Other assessment
tools
OTHER ASSESSMENT TOOLS
Attitudes assessment dartboard

Name: Year: Date:
In each section of the circle, indicate the level achieved by the student based on their progress
in the levels of performance.
1. Never or rarely 2. Sometimes 3. Almost always 4. Always
TAKES ON ALL TASKS

RESPECTS THE RESPONSIBLY AND
RULES OF MINDFULLY
COEXISTENCE
4
PARTICIPATES
3
ACTIVELY
EXPRESSES
THEIR OWN 2
OPINION
PAYS COLLABORATES
ATTENTION WITH
OTHERS
IS PUNCTUAL AND ACCEPTS

ATTENDS CLASS CONSTRUCTIVE
REGULARLY CRITICISM AND
CORRECTS THEIR
OWN MISTAKES
Peer assessment scale

Name: Year: Date:
Mark with an X the best description of how your classmate did the activities.
Student’s name: Always Sometimes Never
1. Takes the initiative in looking for moments for the team

to work or practise.
2. Participates actively, makes contributions and gives ideas,

showing motivation and interest in the development
of activities.
3. Pays attention to details when presenting exercises.
4. Checks spelling and composition.
5. Keeps to group agreements and deadlines.
6. Speaks in a moderate tone of voice.
7. Speaks to others respectfully and takes their opinions

into account.
8. Respects and keeps to the roles assigned within the team.
9. Brings to class the material agreed on and does the searches

assigned.
10. When the team disagrees, the student is flexible and looks

for solutions, preventing anyone from feeling hurt.
Class notebook assessment scale

Name: Year: Date:
Mark with an X the assessment of the student’s class notebook.
Almost
Always Sometimes
always
Presentation
The notebook follows the order indicated in class and is free of blank spaces
or pages with other contents.
The beginning of each topic is well differentiated. The activities are

numbered correctly.
The notebook or notes are tidy, with nothing crossed out, and the margins
are correct. The student’s details and the subject can be seen clearly.
Organisation of information
Any material provided by the teaching staff is attached.
The student's own reflections or comments are included.
Notes in class are taken correctly.
The contents are divided into terms and the date the activity was done
is written down on the page.
Activities and tasks
Spelling and written expression are appropriate to the level.
All the activities and notes are present.
Mistakes are clearly marked, corrected and not often repeated.
Term: Subject: Team 1 Team 2 Team 3 Team 4
Task description: Members Members Members Members
All members of the team have participated in the activity. Name:
Cohesion They are willing to request and offer help to the group.
All members are well integrated in the team.
They are respectful and tolerant of other students' opinions.
They are team players; they negotiate and reach agreements

if any difficulties arise.
Attitude They are capable of resolving any conflicts that arise.
GEOGRAPHY AND HISTORY 1 SECONDARY Content courtesy of

They accept and complete the tasks assigned to them by
their team.
They propose alternatives to reach solutions or a consensus.
They finish their work on time and hand it in by the deadline.

Responsibility
Mark the skills that the team demonstrates most of the time with an X.
They attend group meetings when necessary.
They divide the work into subtasks with limits and

deadlines.
Cooperative learning checklist
Year:
They take on different roles (spokesperson, moderator, etc.)

Organisation
within the work group.
They have a procedure in place to supervise the process and

control the work (agreements, plans, reminders, etc.).
Date:
The end product is integrated and coherent.
They meet the established objectives.

Quality of the
results They show interest in the quality of their work and the final
. Physical redistribution and/or communication on the internet or on social networks is prohibited.

product (tidiness, cleanliness, varied resources, details, etc.).
They use oral and written language correctly.
293
Assessment tests dartboard

Name: Year: Date:
For each competence, indicate the level achieved by the student based on their progress
in the levels of performance.
1. Elementary 2. Intermediate 3. Advanced
MA
TE THE
C MA
EN HN
L GI OL TIC
NE OG AL,
GUA ER Y S
ILIN IN AN CIE
M ULT G D NC
(ST E,
EM
)
3
CY
DI
2
GI
RA
TA
TE
L
LI
CULTURAL
AWARENESS
AND PERSONAL,
EXPRESSION SOCIAL AND
LEARNING TO
LEARN
ENT
REP
REN IP
EUR E NSH
SHI
P C ITIZ
PROJECTS OR TASKS INTEGRATED INTO
KEY COMPETENCES THE SUBJECT THAT WILL BE USED
TO ASSESS THIS COMPETENCE
1. Literacy: it refers to identifying, understanding and expressing ideas,

opinions and feelings, both orally and in writing, through audiovisual and
multimodal media in different contexts and for different purposes.
2. Multilingual: it is concerned with using different languages correctly

and efficiently for learning and communication.
3. Mathematical, science, technology and engineering (STEM):

it refers to understanding and transforming the environment in a committed,
responsible and sustainable way, using the scientific method, mathematical
thinking, technology, and engineering techniques.
4. Digital: it consists of making safe and responsible use of new

information and communication technologies, both in education,
and in the work and social fields.
5. Personal, social and learning to learn: it is related to reflecting

on oneself, cooperating and interacting with the people around us,
and fostering the ability to learn and grow as a person throughout life.
6. Citizenship: it refers to participating in an active, responsible and civic

way in the development of society, in addition to fostering global citizenship
and making a commitment to sustainability.
7. Entrepreneurship: it is the ability to identify opportunities and use

the acquired knowledge to devise processes that contribute to achieving
pre-established goals or adding value to something. Having creativity
and initiative. Moving from ideas to action.
8. Cultural awareness and expression: it consists of having a critical,

positive, respectful and open attitude to dialogue in the face of the different
forms of cultural and artistic expression that exist.
Art director: José Crespo
Cover design: Estudio Pep Carrió
Design coordinator: Rosa Marín

Art coordinator: Carlos Aguilera
Design development coordinator: Javier Tejeda
Design development: Raúl de Andrés, Jorge Gómez and Cleofé Ramírez
Technical director: Jorge Mira

Technical coordinator: Lourdes Román
Layout: Pedro Valencia and Marisa Valbuena
Cartography: Paul Coulbois, Geotec Cartografía, Rosa López,
Tania López and Marcos Testón
Photo researcher: Nieves Marinas and Marina de León-Sotelo
Photographs: ARCHIVO SANTILLANA
© 2022, Sanoma Educación, S. L. U.

Santillana is a registered trademark, directly or indirectly, of Grupo Santillana
Educación Global, S. L. U. Licensed to Sanoma Educación, S. L. U.
All rights reserved. No part of this book may be reproduced, stored in a retrieval
Ronda de Europa, 5 system or transmitted in any form, electronic, mechanical, photocopying
or otherwise without the prior permission in writing of the copyright holders.
28760 Tres Cantos, Madrid Any infraction of the rights mentioned would be considered a violation of the
Printed in Spain intellectual property. If you need to photocopy or scan any fragment of this work,
CP: 131046 contact CEDRO (Centro Español de Derechos Reprográficos, www.cedro.org).

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Geography 1

This material is a collective work, conceived, designed

BILINGUAL PROJECT DIRECTOR

1 Technology and the geographic study of the Earth . . . . . . . . . . . . . . . 5

2 How the Earth's relief affects populations . . . . . . . . . . . . . . . . . . . . . . 29

3 The challenge of climate change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

4 The sustainable use of Earth's waters . . . . . . . . . . . . . . . . . . . . . . . . . . 75

5 How the Earth's landscapes affect people . . . . . . . . . . . . . . . . . . . . . . 99

6 The physical environment of the continents . . . . . . . . . . . . . . . . . . . 123

7 Understanding and preserving Spain's natural environment . . . . . 147

8 Prehistory: the origin of humanity . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171

9 The birth of writing. Early civilisations. . . . . . . . . . . . . . . . . . . . . . . . . 195

10 Ancient Greek civilisation. The origin of democracy . . . . . . . . . . . . 219

11 Roman civilisation. A great empire . . . . . . . . . . . . . . . . . . . . . . . . . . . 243

12 Pre-Roman and Roman Hispania. A cultural mosaic . . . . . . . . . . . . 265

Other assessment tools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289

• Organise your ideas

• Criterios, saberes relacionados y solucionario . . . . . . . . . . . . . . . . . . . . . 26

Technology at the service of people

Build resilient infrastructure, promote inclusive and

Why do we link SDG 9 to the

Essential concepts and content

The solar system

2 Differentiate the planets.

3 Explain the conditions that make life on Earth possible.

Distance from the Sun: The atmosphere: Water:

4 What would happen if…

Organise your ideas

The layers of the Earth

What is it?  What is it? 

2 Fill in the information about the Earth's internal structure.

Layer Depth Characteristics

Organise your ideas

The movements of the Earth

2 Complete the following table about the movements of the Earth.

Movements of the Earth

Movement Duration Consequences

3 Look at the photos and answer the questions.

• What two seasons of the year do the photos show?

Scale and geographic coordinates

60º St Petersburg 60º

Tropic of Capricorn Sydney

60º kilometres 60º

2 Complete the table.

Cities Real distance Latitude-longitude

60º kilometres 60º

GEOGRAPHY AND HISTORY 1 SECONDARY Content courtesy of 120º

Have maps always looked the same?

Projection Date Concept Advantages/disadvantages

CAN WE LIVE ON ANOTHER PLANET?

1 Until the 16th century people 2 The space race began

JUPITER THE MOON

1609 1986 1990 2003 20...

LET'S PLAN A TRIP!

Name: Year: Date:

1 Look at the map and answer the questions.

60º St Petersburg 60º

What is it? What is it?

• What two seasons of the year do the photos show?

• Give the season it will be for each journey.

• Which of the two images is a satellite photo and which is a map?

• Parallel and latitude:

• What type of map is it?

• What type of projection has been used? Explain.

• Which feature of a map does each letter correspond to?

• What type of scale has been used? What does it mean?

• What about from point 2 to 3?

• What are the geographic coordinates of each of these points?

• Which meridian passes through Spain? Why is it important?

• Which features do the numbers on the map correspond to?

• What type of scale does it have?

• What type of projection has been used? How do you know?

• What season of the year would you travel in?

Elaborar, expresar y presentar contenidos propios en – Ubicación espacial:

• What state are they

• How are they • How are they • How are they

• Look for information and explain who