IES LOS MOLINOS CARTAGENA

IES LOS MOLINOS CARTAGENA

DEPARTMENT OF SOCIAL SCIENCES, GEOGRAPHY AND HISTORY

SUMMER REVISION BOOKLET 3 ESO (bilingual)

TO GIVE TO THE TEACHER:Ms Salgado FantuzziDATE: Course 2014- 2015UNIT 1: ECONOMIC ACTIVITIES-PRIMARY AND SECONDARY

1. Define employment structure. (1)

2. Complete the blanks with the correct word

__________________ the various activities that people do to provide the things they need in life__________________ countries that tend to have more people working in primary industries and the informal sector of the economy__________________ countries that have the highest percentage of workers employed in the tertiary sector__________________ large companies that operate in many countries: headquarters are located in MEDCs and factories are usually located in LEDCs.____________________ living on what a family grows and produces itself

3. EMPLOYMENT STRUCTUREa) How do employment patterns differ between countries? Label the graphs as LEDC, MEDC and NIC(Newly Industrialising Country) using the boxes and write down in the chart the example of the country and 2 facts about its employment structures.

MEDC (e.g. )NIC (e.g. )LEDC (e.g. )

b) Using the information given in the table below, complete the bar graphs using the figures for Kenya and the UK. (3)KenyaUK

Primary312

Secondary2026

Tertiary4972

0%50% 100%

c) Answer True or False to the statements below (2.5)

The number of people working in farming has declined in MEDCs due to mechanisation _______As countries become richer fewer people work in the tertiary sector _________In LEDCs not many people work in farming _________In the NIC countries there has been a decrease in jobs in the primary sector ________The number of workers in factories in MEDCs has declined because robots and computers are used _____

d) How has employment structure changed in Spain?Complete the statements using the graph below

Most Spaniards worked in the _______________ sector in 1940 Almost the same number of people worked in the _____________ and _______________ sectors in 1950 One third of Spanish workers were employed in the primary sector in _______ The primary sector has ______________ its importance since 1970 Most people have been working in the _______________ sector in the last 30 years The secondary sector started to decline after _____________ Most people live in urban areas, hence the importance of the __________ sector, which provides ____________

4. PRIMARY ACTIVITIES: FARMING

a) Complete the diagram by adding labels

Factorsaffectingfarmingtype

Human factorsPhysicalfactors

b) How is farming classified? Explain each category completing the chart below weve added the first caregory to hep you

According to INPUTSAccording to PROCESSESAccording to OUTPUTS

Commercial:

c) Write 3 words in each case to classify the following types of farmingRice farming in Sri Lanka _________________, _______________, ______________Cocoa plantation in Ghana _________________, _______________, ______________Cattle ranch in Colorado (USA) _________________, _______________, _______________

d) What is the difference between IRRIGATED (regado) and NON-IRRIGATED (secano) agriculture in Spain? Add examples in each case.

e) Label the following statements as S (non-irrigated areas or secano) or R (irrigated areas or regado) Intensive commercial agriculture ______ Mostly of crop area ______ High productivity _____ Humid regions and vast arid zones with wet season ______ High cost of inputs include water ______ Depends on rainfall as a source of water _____ Lower productivity _____ Located on Mediterranean coasts _____f) Describe the following elements of rice farming in LEDCs, including examplesINPUTS

PRCESSES

OUTPUTS

5. SECONDARY ACTIVITIESa) Draw a systemsdiagramfor a clothes factory (inputs, processes, outputs and feedback)

b) Classify the industrial location factors under the right column. a) b) labourc) environmentd) raw materialse) capitalf) transportg) energy supplyh) natural routesi) marketsj) government policiesk) site and land

PHYSICAL FACTORSHUMAN AND ECONOMIC FACTORS

c) Look at the information of four industries in the diagram. Next to each box write which was the most important location factor for each industry. Choose from: transport market raw materials labour. Then, look at the drawing and choose the best site (1, 2, 3, 4) for each factory in exercise a).

d) Complete the following definitions on industry in LEDCs, including two examples in each case:

Formal sector

Informal sector

Transnational corporations

Newly industrialised countries

e) List three advantages and three disadvantages of TNCs in NICs.

ADVANTAGESDISADVANTAGES

f) TNCs and NICs True or False?

i. TNCs are large companies that operate in one country _____ii. TNCs improve roads, airports and services in developing countries _______iii. Part of the profits are taken out of the developing countries by TNCs _______iv. Wages paid to workers in the factories are good enough to support local families ______v. NICs are mostly located in South America _____vi. NICs provide a huge supply of cheap labour producing low quality goods at high price _____vii. The rapid industrialisation has both brought benefits and created problems to countries like China ___viii. Poor working conditions in factories very low wages, long hours and often unhealthy conditions ____

g) Look carefully at the graph. Use it to help you explain in a paragraphwhy clothes companies have relocated in SE Asia and China? (4)

h) Colour the map of Spain showing 2 industrial areas in expansion and 1 industrial area in decline. Name the areas

UNIT 2.- ECONOMIC ACTIVITIES-TERTIARY AND QUATERNARY SECTORS

1. TOURISMa) Underline correct statements related to the reasons for the growth in tourism

People get easily bored at home People are generally wealthier now than in the past More leisure time More people interested in skiing Greater mobility and accessibility Package holidays More books on tourism printed in Britain Advertising

b) Define atourist

c) Complete the chart below with the definitions and examples under each column.

Type of holiday (definition)3 Physical attractions3 Human attractions

Coastal tourism...

Winter tourism...

Cultural tourism...

d) What are the physical and human attractions of Spain? Give five examples of each

e) Complete the chart on tourism in LEDCs.

Positive effects of tourism for the LEDCNegative effects of tourism

f) What is ecotourism? Define it and explain its main goals.

UNIT3.- DEVELOPMENT, TRADE AND AID

1. PEOPLE AND DEVELOPMENT Study the two images and write five statements describing where and how these families live (life expectancy, health care, infant mortality, literacy, etc.).The Rosendos Family in Guatemala Type of country: Life expectancy: Infant mortality rate: Literacy: Access to safe water:

The Wiik-Thalbitzers in Sweden Type of country: Life expectancy: Infant mortality rate: Literacy: Access to safe water:

2. What are the patterns of development? Explain the north-south divide and how useful it is making a simple division of the world.

3. DEVELOPMENT In the boxes below there are statements about peoples lives. Read the statement and decide if it is from a MEDC or a LEDC and try to explain how you have come to that conclusion.

Joe wants a new jacket. His mother drove him to the mall on Saturday but he didnt find anything he liked. He sent a SMS to one of his friends to play with his Wii later.Does this statement come from a LEDC or a MEDC?

Why do you think that?

Chus is 11 today. She is the eldest of six children. Her Mother has had eight children but two died when they were babies. She looks after the children while her mother is working in the cocoa plantation.Does this statement come from a LEDC or a MEDC?Why do you think that?

4. DEVELOPMENT INDICATORSa) Complete the terms of the following definitions______________________ the number of live births per 1000 people per year______________________ the average number of deaths of children under 1 year of age per 1000 live births______________________the number of deaths per year per 1000 people ______________________average of the number of kilocalories each person takes per day ______________________the % of adults (+16yrs) who can read and write______________________number of patients divided by the number of doctors______________________ the total of all money produced per year by a countrys workers______________________the average number of years a person can expect to liveb) Now, circle in blue the Social indicators and in Red the economic ones c) What is HDI? Why is the best way of measuring development?

d) Complete the chart describing the situation of MEDCs and LEDCs using development indicators. Write one or two statements under each categoryIndicatorsMEDCsLEDCs

GDP

Health

Education

Diet

Employment

5. DEVELOPMENT Complete the flow diagram with the statements below. Pay attention to the order of the statements! little contribution to family income unable to read and write do not have the skills needed to get a well paid job cannot afford to send children to school.

6. DEVELOPMENTWhat problems do these pictures reflect? Are they typical of LEDCs or MEDCs?

Problem:Area affected (LEDC or MEDC?)

7. WHY ARE SO MANY PEOPLE HUNGRY IN THE WORLD?a) Why are there people who cannot access food in the world?

c) What are the characteristics of a good diet?

8. APPROPRIATE AND SUSTAINABLE DEVELOPMENT Complete the following activities:1. What is Sustainable Development? Why is it important?

1. Complete the following paragraphAppropriate technology is when development meets ... of local people and the _____________________ in which they live. It can contribute to a more sustainable way of life for people in both MEDCs and LEDCs. The major difference is that:-for a country that is developed the appropriate technology is likely to be __________________-for a country that is developing, then____________________________ are likely to be adopted

c) Study the photographs and explain, in each case what type of technology adjusts best to people living in LEDCs and MEDCs, GIVING REASONS

d) True or False? In the case its False, write the correct statement Different factors (economic, social) have an impact on how a region has developed in the past, how it is developing today, but theyre not important in future development ____ Development in MEDCs has paid little attention to its effects in the environment ____ Sustainable development should involve a sensible use of money _____ Sustainable development is appropriate to LEDCs only _____ In LEDCs high-technology is appropriate _____

10. TRADEComplete the definitions of the following terms:

Trade Trade deficit Trade surplus Trade balance Trading bloc

11. TRADE Complete the statements with the correct definitions and examples

Imports are

Spain imports (3 examples)If the price of imports is higher than the price of exports,

Exports are

Spain exports (3 examples)If the price of exports is higher than the price of imports,

12. TRADE Complete the table on international trade

LEDCsMEDCs

2 facts about Exports

2 facts about Imports

Trade surplus or deficit?

13. TRADE What does the graph say about Kenyas trade? Complete the paragraph describing it.

Kenya is a ______. Its main products are . (like coffee, tea, sisal, fruits), which are __________ in value in the global market. These products prices also suffer from great _________________ -this means in some years, prices are very high, while others, prices decline quite a lot. Kenyas imports are mostly ., since the country cannot produce them. These imports are ______ in value in the global market, and theyre produced by ______________ Corporations in ________ and _________. The difference between the cost of the imports and the value of exports creates a ____________ _____________ for Kenya, and after a few years it can create a _______, difficult to pay.

14. TRADE Look at the two figures below and answer the question.

How do these two diagrams help to explain why the gap between the rich and the poor countries is getting wider? Remember to use the VOCABULARY youve learnt in class.

15. FAIRTRADEa) Explain the idea of fair trade. Why do you think it is important?

b) Causes (C) or Effects (E)? Label each statement below (4)a. Co-operatives are successful: more and more farmers are joining them ___________b. Farmers sell their produce to their own co-operative __________c. Farmers get around 33% of the final price of their product ____________d. Fairtrade allowed families to send their children to school _____________e. Working conditions are improving ________f. Farmers receive around 10% of the final products price ___________g. Intermediaries receive most of the benefits _______________h. Villages can build new wells and other facilities for their people ________

16. AIDa) What is aid? Why is international aid needed by many LEDCs?

b) Who provides aid?

c)Which of the types of aid do you consider to be the best for an LEDC? Give reasons for your answer

d) What type of aid can be provided in the case of an earthquake? Who would provide it? Complete the table below

SHORT-TERM AID

Haiti, January 2010

LONG-TERM AID

Define it

Examples

Define it

Examples

Provided by

Provided by

UNIT 4: ABSOLUTISM

1. Define absolutism, including its three critical attributes in detail.

2. Give two examples of absolutist kings in Europe.

UNIT 5.- THE SPANISH EMPIRE

1. Colour the map showing the location of the Spanish and Portuguese Empires in the world.

2. What was the economic impact of the exploration of the Americas on Spain?

3. Match the definitions with the correct word

1. Colony a person who rules during the minority, absence, or disability of a monarch ____2. Subsidy a local community organized with a government for promoting local interests ____3. Regent financial assistance given by one person or government to another ____4. Corregidor a territory controlled by a distant state ____5. Commune person who represented the king in the local government ___

4. Complete the chart about the Revolt of the Comuneros

Causes of the Revolt

Who participated in the revolt

Who succeeded in the revolt?

Who was defeated in the revolt?

Consequences of the Revolt

5. What was the cost of keeping such a big empire together? Did the Spanish succeed?

6. Felipe II was a very powerful king. He had to govern his empire carefully. Read the sentences below about his policies in the Spanish Empire. Put a D after the sentence if it refers to Domestic Policy and an F if it refers to Foreign Policy.

He went to war with France _____________ He suppressed the Protestants in Spain ____________ He defeated the Turks at the Battle of Lepanto ___________ He sent the Armada to fight against Elizabeth I of England ____________ He encouraged the Tribunal of the Inquisition ____________ He fought a war of 80 years to try to control the northern provinces ___________

7. Carlos I or Felipe II? Label the statements in each case

He was raised in Spain _____________ He was more concerned with his European Empire than he was with Castilla _________ He was a great defender of the Catholic Church ___________ He declared bankruptcy several times ___________ He was seen as a foreigner by many Castilians __________ He divided his Empire between his son and his brother ____________

8. Underline the CONSEQUENCES of the expulsion of the Moriscos

a. Loss of cultural diversityb. Nobles wanted to get new landsc. Large rural areas became deserted especially in the North Westd. Agricultural techniques were loste. Turks and French became strongerf. Decline in farming along the Mediterranean coastg. Villages and rural areas lost population

9. List the reasons of the Spanish Crisis of the 17th century.

UNIT 6.- BAROQUE AND THE SPANISH GOLDEN AGE

1. What are the most important features of Baroque art? Make a chart on a separate page, on painting, architecture and sculpture.

2. Write a description of Baroque painting including the typical characteristics. Refer to the paintings below (4)

CBA

FED

3. Describe in detail the following Baroque Sculpture, indicating its name and author.

UNIT 7.- ENGLISH CIVIL WAR

1. Explain the problems between the King (Charles I) and the Parliament.

2. Why did Charles I and the Parliament disagree? Write K for the things the King did that angered Parliament and P for the things the Parliament did that angered the King.

________________ married a Catholic ________________ introduced unpopular taxes ________________ ruled by himself for 11 years before the Civil War started ________________ refused to impose new taxes ________________ took control of the army ________________ tried to control the education of the Kings children ________________ tried to make the church in England more Catholic3. In the table youll find some of the causes which lead to the English Civil War. Decide which category they come in: political (P), religious (R), economic (E), kings personality (K) and relationships with other countries (RC). Write the letters next to each statement. (4)

In 1625, Charles went to war with Spain and lost

In 1629, Charles locked MPs out of Parliament for 11 years

Charles was arrogant and would not listen to the opinions of others

Many in England feared Charles favoured the Catholics too much

Charles firmly believed in the divine rights of kings and that it was his right to run the country as he wished

There was a general belief in the country that Parliament should have more say in how the country was run

1626, Parliament refused to raise money for Charles

1634, Charles extended Ship Money Tax throughout the country

4. Who did support the King and the Parliament? Complete the heading of the table and sort the following statements under the correct heading. You can copy the letters only

a. b. Rural areas c. Landownersd. Merchants e. Coastal areasf. Good cavalryg. Puritansh. Peasants working on nobles landsi. Catholicsj. North and West of England, Walesk. Anglicans l. London, larger towns and portsm. Nobles n. South and East of Englando. New Model Army

Kings army (or ..)Parliamentary army (or ..)

5. Who were the Puritans?

6. Why was Charles defeated? Underline the correct reasons.

a. Charless army had poor leadership. Prince Rupert was young and unexperiencedb. Charless army was isolated in SE Englandc. The king was not capable of getting resourced to maintain his soldiers or buy weaponsd. Politics and religion were part of the kings armye. Scots and Irish supported the Parliamentarian armyf. The richer area was in the hands of the Parliamentary armyg. Soldiers of the New Model Army were not motivated to fight

7. What changed in England after Charles was beheaded?

8. Put the following statements in the correct order (1 to 7)

Rebellion against James II he later flees to France

Death of Cromwell

Restoration of the monarchy: Charles II (Charles Is son) becomes king

Parliament presents the Bill of Rights to William and Mary

Charles I is executed

William and Mary become king and queen of England

Cromwell becomes Lord Protector

9. List the main points of the Bill of Rights

UNIT 8.- AMERICAN REVOLUTION

1. Label the Appalachian Mountains, the Atlantic Ocean and colour the map showing the area where the 13 colonies were originally located in North America.

2. Complete the table below:

I am very unhappy with the way we Americans are being treated by the British government becauseWe believe there should be No taxation without representation becauseWe believe there should be No taxation without representation because

3. Define the following words:

Colony

Colonist

Plantation

Guerrilla

Federation

Constitution

Independence

4. Complete the chart

CONSEQUENCES OF AMERICAN REVOLUTIONCAUSES OF AMERICAN REVOLUTION

AMERICAN REVOLUTION

UNIT 9- FRENCH REVOLUTION1. Complete the following diagram explaining the situation of the country

What was France like in 1789?

SOCIETYFeudal societyformedby No social ____________ (you lived in the same group you were born)Each _______ was defined by different ...ECONOMYTraditionalEconomyMostpeopleworked in ____________TradeManufacturingMostpeoplelived in____ areasGOVERNMENTFrance was ruled by an . The Parliament or . . had not met in 175 years.

2. Study the source and answer the questions:a) Which estates do these figures represent? Add other labels that you consider important to explain the relationship between the three estates.

b) Draw a social pyramid and write three characteristics of each of the estates of the French society before the Revolution.

c) To which estate did the person who drew this cartoon belong? Give evidence to support your answer

d) Label the following statements using the words in the box

Peasant noble king bourgeoisie landless labourer clergy urban worker

a. some of them were very really rich and controlled all top positions in the government ______b. vast majority of people ________c. group growing in numbers, with very difficult living conditions __________d. living in rural areas, no wealth or possessions of any kind only their work ___________e. in spite of their title, many of them lived in poverty as peasants did______f. the high group were very wealthy and powerful, while the low were very poor ________g. rapidly growing in numbers and wealth due to business opportunities and education ________h. claims unlimited power, even though some nobles had a great influence on him _____

3. Write if the statements about the Enlightenment are true or false (3)

The philosophes were members of the First Estate ______They believed that everything could be explained by traditional methods _____They thought all people in society should be treated fairly _______They were happy for people to be imprisoned without a trial _____Peasants read about these ideas and rebelled _____Some nobles agreed with the ideas of the philosophes ______

4. Complete the following diagram with the long-term causes of the French revolution by putting the numbers in the correct boxes.

1. Influence of American ideas on independence2. Growth of the influence of the bourgeoisie3. Unemployment & rising prices4. Unfair voting system in the Estates General5. Increasing poverty6. Growing government debt7. Ideas of equality in the Enlightenment8. Absolute monarchy9. The burden of taxes on the Third Estate10. Estamental society

5. Read the extracts from the Declaration of the Rights of Man and Citizen (1789) and answer:

Men are born and remain free and equal in rights these rights are liberty, property, security and resistance to oppression Liberty is being able to do whatever does not harm others The law should express the will of the people. All citizens have the right to take part personally, or through their representatives, in the making of the law Every citizen can talk, write and publish freely unless this liberty is abused in a way which breaks the law.

a) Which estate did the people who passed the Declaration of Rights belong to?

b) Which people would benefit from the Declaration in France:

c) People who would not benefit from the Declaration in France:

d) List the liberties the Declaration mentions:

e) Which decisions of the National Assembly ended the Ancien Rgime in 1789?

6. Characteristics of theperiodTERROR Complete the following diagram

Whydiditstart?

TERROR

Whydiditend? Name of the political group that started it

7. NAPOLEON: a) Why was Napoleon seen as a good candidate to establish a stable government?

b) Which groups supported Napoleon's regime? Underline the correct options

bourgeoisie urban workers clergy nobles members of the army peasants

c) Name the goals of the Napoleonic expansion in Europe

8. During the French Revolution, we studied different types of government. Match the definitions in the box with the descriptions and then put them in the correct chronological order

Napoleon Consul Absolute Monarch National Assembly ruling with constitutional monarch National Convention ruled by Jacobins Napoleon Emperor - Directory

A A leader who crowned himself

B A radical assembly, making extreme decisions in difficult times for the Revolution

C A king with no checks nor balances, with a divine source of power and political sovereignty

D A strong leader, who got power through coup dtat and referendum

EAn executive power formed by several members ruling with a moderate assembly

F A moderate assembly rules with the king

First last

9. CONSEQUENCES OF THE FRENCH REVOLUTION Label the statements according to their category (P political, S social, C cultural, I intellectual, E economic, M military), indicating if they are Short-Term or Long-Term effects

CategoryS/ L Term effect?

Estamental society was smashed

Political concepts: right and left

Tricolore flag and La Marsellaise are symbols of France

Assertion of individual liberty

Economic loss: debt, trade interrupted

French Empire includes territories beyond French borders in 1789