contents...and kingdoms emerge hy 2 escribe the relationship between l-ndalus and the christian...

Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Reinforcement, Extension and Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . 15

1 The Early Middle Ages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

2 Feudal Europe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

3 The High Middle Ages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

4 Culture and art in the Middle Ages . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

5 Al-Andalus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

6 The Hispanic Christian kingdoms . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

7 Territorial organisation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

8 World population . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

9 Cities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

10 World population and cities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

11 Europe: population and cities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

12 Spain: territory, population and cities . . . . . . . . . . . . . . . . . . . . . . . . . 104

Recording transcripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

GEOGRAPHY AND HISTORY 2Geography and History consists of a series that forms part of an educational project aimed at promoting the acquisition of key competences, the achievement of academic excellence and the undertaking of global assessment. Traditionally, education meant teaching content: it was essentially about knowing. However, today’s citizens need to develop a range of skills, and know how to interpret and communicate, deduce and hypothesize, select and evaluate. In competency-based learning, the students apply critical thinking and problem-solving skills to both classroom study and real-life situations. This helps them to develop as individuals.

Geography and History is a multi-level secondary course covering the curricular objectives for secondary education. In accordance with recent methodology in the field of Content and Language Integrated Learning (CLIL), its approach is characterised by its clarity of presentation and carefully controlled use of language. This provides a boost to the students’ self-confidence, stimulates their capacity for autonomous learning and makes it much easier for them to assimilate new concepts. The learner-centred methodology of Geography and History places the individual students at the heart of things – asking questions, carrying out research and project work, cooperating in pairs and groups. In this way, they can reach their own level of excellence.

KEY COMPETENCES

WHAT ARE THE KEY COMPETENCES?

KEY COMPETENCES are a combination of knowledge, skills and attitudes appropriate to different contexts and situations. These competences have the following characteristics:

• They encourage the development of skills rather than the assimilation of theoretical content: individuals become ‘competent’ when they learn how to solve problems effectively.

• Competences develop progressively and can be acquired in different learning situations and institutions.

• They are interdisciplinary because they integrate knowledge that originates in different academic disciplines.

Linguistic competence

This is the ability to interpret and use language as a tool for oral and written communication. Verbal communication is fostered by the exchange of opinions, the narration of personal experiences and oral expositions on different topics. The ability to search for and understand information is reinforced.

This competence is developed by reading texts, maps and diagrams; writing texts; and making short oral presentations.

Digital competence

This is the ability to use computer programs to obtain, process, exchange and transmit information. Students learn how to use lists, tables and graphs to classify and present information accurately. They develop confidence in, and a critical use of Information and Communication Technology (ICT).

Cultural awareness and expression

This competence involves the interpretation of different cultural manifestations as well as the appreciation of the visual arts, music and literature. It enables students to express themselves through literature, art, music, etc.

Social and civic competence

This competence refers to the ability to understand and participate successfully in the society in which we live, and to analyse historical events to understand how people lived in the past. Students learn about different societies, their history and culture.

This competence promotes debate, negotiation and conflict resolution. There are activities to promote civic and values education: issues on migration, urban life and quality of life, responsible use of ICT, respect towards others, multiculturalism and tolerance, etc.

Competences in Mathematics, Science and Technology

These competences include the ability to use numbers, perform basic operations, understand symbols and images related to mathematical, scientific and technical areas and solve problems in order to interpret the physical world. They include capacities and attitudes related to mathematical processes, logical thinking, and the use of new technologies. These competences develop the ability to interact with the physical world and to explain natural phenomena by applying the scientific method. This includes obtaining information from different sources, working out solutions, analysing results and interpreting graphs and timelines.

4 GEOGRAPHY AND HISTORY 2

HOW ARE THE KEY COMPETENCES DEVELOPED IN GEOGRAPHY AND HISTORY 2?

• Linguistic competence. By studying this subject in a foreign language, students develop their linguistic competence naturally and continuously. They use English as a tool for oral and written communication, exchanging opinions and presenting the results of their research.

• Digital competence. Students carry out extensive research on the Internet to locate reliable additional sources of information. This makes them familiar with the codes and formats of scientific language: numerical and geometrical models, graphic representations, etc. The teachers have an invaluable digital tool in the Libromedia.

• Cultural awareness and expression. As the students learn about world population and types of cities around the world, they are encouraged to reflect on different cultures and compare them with their own. In Unit 10 they learn about urban development around the world.

• Social and civic competence. A key dimension of citizen culture is our awareness of threats to the environment, and our ability to form opinions on the basis of reliable data. Thus, students are asked to investigate the Plague in unit 3, and reflect on the causes of congestion in modern cities in Unit 9.

• Competences in Mathematics, Science and Technology. The students employ mathematical models to solve specific problems, for example, by using graphs and diagrams. Timelines are used frequently in the history units to help situate important events in chronological order.

• Learning to learn. The acquisition of this competence is based on the instrumental character of a great deal of technical knowledge. Operating with theoretical models helps students to develop their imagination, powers of analysis and observational skills. This helps to promote autonomous learning.

• Initiative and entrepreneurship. Students plan their methodology, select and handle their resources, solve problems and check their results.

Learning to learn

This competence is acquired by learning how to apply different techniques aimed at selecting, organising and interpreting texts of a social, geographical or historical nature. Students have the opportunity to summarise what they have learnt at the end of the unit. They reflect on and evaluate their own learning process and their classmates’ through group work and cooperative learning techniques.

Initiative and entrepreneurship

Students are provided with the strategies they need to plan, organise, communicate and evaluate their own personal or social projects. This competence develops creativity, innovative thinking and the ability to turn ideas into strategies to solve specific problems.

5GEOGRAPHY AND HISTORY 2

HOW IS GEOGRAPHY AND HISTORY 2 ORGANISED?THE STUDENT’S BOOK: A NEW APPROACH

The teaching sequence is learner-centred and designed to promote the acquisition of competences and creative thinking. Most activities develop content through the use of multiple language skills – reading, listening, and so on – thus making language acquisition and content development mutually supportive. Content is developed through 9 units, each of which has the following sections:

UNIT OPENER

– The double-page colour image, with its accompanying recorded text, captures the students’ attention and gets them to reflect on issues related to the subject matter of the unit.

– Work with the image. Guided activities elicit prior knowledge from the students and encourage them, in pairs, to discuss the images. They use a variety of thinking skills such as observing, comparing and giving opinions.

– How do we know? This section focuses on geographical techniques and skills, or historical sources and how we use and interpret them.

UNIT DEVELOPMENT

– Carefully written texts present content with the utmost clarity, using grammar and syntax that students at this level will have no difficulty in handling.

– Abundant visual input, in the form of photos, diagrams, graphs and maps, supports the textual information.

FIND OUT ABOUT:

• The emergence of the Christian kingdoms

• The Reconquest and settlement

• The Crowns of Castile and Aragón

• The crisis of the Late Middle Ages

• The cultural legacy of the Christian kingdoms

KNOW HOW TO:

• Analyse medieval cantigas

• Plan a walking trip on the Way of Saint James

The Way of Saint James

The Way of Saint James (Camino de Santiago) became a major Christian pilgrimage route in the 11th century. The landscape surrounding the routes that converged at Santiago de Compostela was transformed to meet the needs of the pilgrims.

Pilgrims have walked this route for centuries. They have left their mark in several places along the way, for example, at Roncesvalles.

1

2

4

3

7

9

9 13th century building. Today, a place where pilgrims stay.

• Where is Roncesvalles?

• Was Roncesvalles on the Way of Saint James?

• What kind of landscape is this? What do you think the main activities are today?

• What was the Battle of Roncesvalles Pass? Find out what happened, and how the story was later transformed.

WORK WITH THE IMAGE

SANTIAGO deCOMPOSTELA

Burgos

León

PamplonaRONCESVALLES

S P A I NPORTUGAL

C a n t a b r i a n S e a

FR

AN

CE

761533_06_p94_camino_sant iago

The Hispanic Christian kingdoms6

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It is important to look at the geographical setting in order to understand how historical events have changed an area. For example, events such as a destructive war, the location of a royal court or the success of a trade route all leave traces in the landscape.

• How do you explain human influence on this landscape?

• Does Roncesvalles have the same function today as it did in the Middle Ages?

HOW DO WE KNOW?

8

5 6

1. Housing for members of the clergy. 18th century. 2. Hospital. 19th century. Today, a hostel. 3. Library, museum and priory. 19th century.4. Mill. 18th century. Today, it houses the Tourism

and Information Office. 5. Chapel of Espiritu Santo, or Charlemagne’s silo.

Probably 12th century.6. Inn. 17th century.

7 Collegiate Church of Santa María. 13th century.

8 Chapel of Santiago. 13th century.

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The origins of Christian Spain1

Christian survival in the north

From 711, the Muslims conquered most of the Iberian Peninsula, but they never took full control of the north. In the 8th and 9th centuries, a group of small Christian states were precursors of the later Hispanic kingdoms:

• In Cantabria, the Kingdom of Asturias was created.

• In the Pyrenees, the Kingdom of Navarre was established, while the Aragonese and Catalan counties emerged further east.

For nearly 800 years, Al-Andalus and a series of Christian states existed together on the Iberian Peninsula. They traded and exchanged knowledge, but they also frequently fought each other. Al-Andalus was stronger up to the 10th century. From then on, the Christian kings grew in power and began to take Muslim territories.

1 Where and when did the first Christian counties and kingdoms emerge? Why?

2 Describe the relationship between Al-Andalus and the Christian territories. How did it change in the 10th century?

ACTIVITIES

WORK WITH THE MAP

3 Which Christian counties and kingdoms existed on the Iberian Peninsula in the 10th century?

• Which territories originated in the Cantabrian Chain?

• Which territories originated in the Pyrenees?

4 Was there a natural frontier between Al-Andalus and the Kingdom of León?

Kingdom of León

Kingdom of Navarre

Counties of Aragón

Catalan counties

Muslim territories of Al-Andalus

761533_06_p96_leyenda_Territorios_cristianos_hacia_sigloX

D u e r o

M iño

Tajo

Gu

ad a lq u iv i r

J ú c ar

Turia

E br o

Gua

dia n a

LEÓN CASTILE

NAVARRE

ARAGÓ

N

SOBR

ARB

ERI

BAG

ORZ

A

1. PALLARS

12

4

5

6

73

3. CERDAÑA

2. URGELL

4. ROSELLÓN

5. BESALÚ

6. BARCELONA

7. EMPÚRIES

A L - A N DA

LU

S

AT L A N T I C

O C E A N


M e d i t er

ra

ne

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S

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THE CHRISTIAN TERRITORIES IN THE 10TH CENTURY

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The Kingdom of Asturias

In the early 8th century, an Asturian or Visigoth noble called Pelayo established the Kingdom of Asturias. Pelayo and his followers defeated the Muslims in the Battle of Covadonga in 722. Although Covadonga was only a minor confrontation (and was not even mentioned in Muslim sources) it was later considered the start of the Christian Reconquest of Al-Andalus.

Over two centuries, the Kingdom of Asturias expanded southwards into Al-Andalus. Under Pelayo’s successors, Oviedo became its capital city. Alfonso III (886-910) took advantage of conflicts in the emirate of Córdoba to advance into the Duero river valley.

In the 10th century, the capital was moved to the city of León, and the kingdom became known as the Kingdom of León.

Counties and kingdoms of the Pyrenees

The Pyrenees formed part of the Carolingian Empire after Charlemagne established the Hispanic March as a defensive frontier region to defend his empire against the Muslims. When the Carolingian Empire broke apart in the 9th century, three separate regions developed: Navarre, Aragón and the Catalan counties.

• Navarre. In the early 9th century, Count Iñigo Arista expelled Frankish troops from Pamplona and declared himself King of Pamplona. His kingdom expanded southwards and it later became the Kingdom of Navarre.

• Aragón. Around the same time, the counties of Aragón, Sobrarbe and Ribagorza broke away from Carolingian control. In 820, Count Aznar Galíndez rose to power in Aragón.

• The Catalan counties. At the end of the 9th century, the Count of Urgell, Wifredo the Hairy, expanded his territories and won independence from Frankish rule.

The Catalan counties maintained good relations with the caliphs of Córdoba. This helped to establish a period of stability in the counties, and they consolidated their independence in the 10th century.

Asturian Art

A distinctive style of architecture developed in the Kingdom of Asturias. Buildings were rectangular, and featured semicircular arches and barrel vaults. Several buildings in this style are found around Oviedo, like the Church of Santa María del Naranco.

DID YOU KNOW?

D u e r o

M iño

Tajo

Gu

ad a lq u iv i r

J ú c ar

Turia

E br o

Gua

dia n a

LEÓN CASTILE

NAVARRE

ARAGÓ

N

SOBR

ARB

ERI

BAG

ORZ

A

1. PALLARS

12

4

5

6

73

3. CERDAÑA

2. URGELL

4. ROSELLÓN

5. BESALÚ

6. BARCELONA

7. EMPÚRIES

A L - A N DA

LU

S

AT L A N T I C

O C E A N


M e d i t er

ra

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761533_06_p96_Territorios_cristianos_hacia_sigloX

Alfonso III between his wife Jimena and the bishop of Oviedo.

5 Who was Pelayo? Why was he important?

6 What did the name of the Kingdom of Asturias change to? Why?

7 What was the Hispanic March? What developed in its place?

ACTIVITIES

The Church of Santa María del Naranco was originally built as a palace.

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The Hispanic Christian kingdoms 6

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WORK WITH THE PAGE

– Activities. A wide range of activities help to develop critical thinking, for example, memorising, comparing, classifying and analysing.

– Listening activities. The opening presentation of each unit is recorded, along with additional texts and the solutions to a number of matching and gap-fill activities.

– Think about it. Brief, thought-provoking nuggets of content stimulate higher order thinking skills like making hypotheses and the capacity for creative thinking.

– Work with the image. The students analyse information in photos, maps and graphs. Usually in pairs, they develop content and language skills orally by formulating questions, answers and statements.

FINAL UNIT PAGES

– Activity round-up. A bank of activities at the end of each unit provides a review of its content. Its concluding section encourages students to reflect on wider issues in world geography and history.

– Know how to. The students develop key skills in Geography and History by analysing maps and graphs, and by studying art and architecture throughout history. They become expert at problem-solving through research.

Conflicts in Aragón

There were many conflicts in the Crown of Aragón in the 14th and 15th centuries. In 1348, the Black Death caused an extremely high number of deaths in Catalonia, and it was followed by other epidemics.

Trastámara dynasty took power in 1412 when Martin I died with no heirs and Fernando of Antequera was named king. Under this dynasty, there were social conflicts in both the countryside and the cities.

• Peasant revolts. In the mid-15th century, there were fewer peasants as a result of epidemics and demographic decline. But the nobility imposed extra taxes and obligations on the remaining peasants. Remensa peasants (who were tied to the land) rebelled against the nobility.

• Urban conflicts. In Barcelona, there were violent conflicts between two rival parties. The party of the nobles and rich merchants defended traditional privileges. They were opposed by an alliance of smaller merchants, artisans and poor people.

King Juan II was in favour of some reforms, including more favourable conditions for the remensa peasants. There was a civil war (1462-1472) during his reign, but he managed to maintain his authority.

This series of conflicts, along with demographic and economic decline, affected Catalonia especially badly. Valencia emerged as the main port of the Crown of Aragón.

Epidemics of the plague were an important factor in the crisis of the Late Middle Ages in the Christian Hispanic kingdoms.

• How could epidemics lead to social revolts in the Middle Ages?

• Do epidemics still take place? Think of a recent example.

• Are the effects of epidemics very different today? Explain your answer.

THINK ABOUT IT

The Silk Exchange (Lonja de la Seda) in Valencia (façade and interior). The rise of Valencia as a major port was reflected in impressive civic architecture.

1 What were the causes and consequences of the crisis in the Late Middle Ages in Castile and Aragón?

2 How did the Trastámara dynasty rise to the throne in Castile? And in Aragón?

3 Investigate the position of the Jews in medieval Spain.

• What were their economic activities and place in society?

• In general, did they live peacefully with the Christians and Muslims?

• Find out about the massacres of 1391. How were they connected to the tensions of the Late Middle Ages?

ACTIVITIES

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ACTIVITY ROUND-UP

1 Copy and complete the table. Then, listen to the recording and add information.

CROWN OF CASTILE CROWN OF ARAGÓN

How it was formed …… ……

Main institutions …… ……

Municipal government …… ……

Expansion …… ……

Economy …… ……

Artistic legacy …… ……

2 Show the beginning and duration of these territories on a timeline.

• Kingdom of Asturias

• Kingdom of León

• County of Castile

• Kingdom of Castile

• Crown of Castile

700 1500

750528_06_p09_Linea_tiempo_muda

3 Put these events in chronological order and add them to your timeline.

• End of the Jimena dynasty in Navarre

• Formation of the Kingdom of Aragón

• Division of the Kingdom of Navarre

• Marriage contract between Petronilla and Ramón Berenguer IV

• Battle of Covadonga

4 Look at the map and answer the questions. Then, identify the approximate date the map corresponds to. Explain your answer.

Med i t e r r anean Sea

Cantabrian Sea

ATLANTICOCEAN

NAVARRE

AL-ANDALUS

CROWNOF

ARAGÓN

LEÓN

CASTILE

761533_06_p110_siglo_XIII

PORTUGAL

a What Christian kingdoms existed at this time?

b Who did the Kingdom of Portugal belong to?

c What natural frontiers do you identity?

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5 Investigate two of the following historical figures, as well as one other ruler from the Christian kingdoms. Prepare fact files with biographical information: when they were born, what territory they ruled, their historical importance and how they got their name. Share your findings in groups.

• Sancho III the Elder • Ramiro I

• Fernando III • Pelayo

• Alfonso I the Battler • Enrique II of Trastámara

• Alfonso X the Wise • Wifredo the Hairy

6 What was the Mesta? Why was it so important in Castilian history?

7 Why was it important that people settled in the conquered territories during the Reconquest? Did repopulation take place in the same way throughout the Iberian Peninsula?

8 Look at the photos. What artistic style does each building belong to? Explain your answer.

CBA

THE LEGACY OF THE MIDDLE AGES IN SPAIN

The Middle Ages left a vast legacy in Spain.

• Romance languages. Latin evolved and was transformed throughout the Middle Ages. Over time, it branched into Castilian Spanish, Galician, Portuguese and Catalan. The western Pyrenees and the Bay of Biscay were isolated regions, and the Basque language Euskera survived there.

• Universities. The first universities on the Peninsula, like those of Palencia and Salamanca, were established in the early 13th century.

• Architecture. A large number of medieval buildings have survived to the present day, displaying a range of artistic styles: Asturian, Mozarabic, Romanesque, Gothic and Mudéjar.

9 Use the Internet to find information about the Emilian Glosses (Glosas emilianenses). Explain:

• What they are.

• When they were written.

• Their significance in the Spanish language.

10 Look for examples of each of the artistic styles employed in the Christian Hispanic kingdoms.

• Make a photo album.

• Next to each building, write its name, construction date and artistic style.

• Write a brief description of each building.

Glosas emilianenses.

Church of San Baudelio de Berlanga, Soria.

Burgos Cathedral. Church of San Pedro, Cantabria. Church of Santiago del Arrabal, Toledo.

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THINK LIKE AN HISTORIAN. Analyse medieval cantigas

Cantigas are sung medieval poems. The Cantigas de Santa María were written by Alfonso X the Wise in the 13th century. These poems are illustrated with Gothic miniatures, which provide an excellent picture of medieval society.

To analyse these illustrations, we first focus on the characters and what they are doing. Details like clothing and objects are also very interesting. Then, we contrast the scenes with other information that we can find.

1 What is shown in each scene? Are they daily activities?

2 What do you think they are building in Picture A? What tools are they using? Are there any women?

3 Look at Picture B. Do men or women make bread? How is it made? Where is it sold?

4 Look at Picture C. What did people do at festivals? Do any women appear? Why do you think the devil is shown?

5 Look at Picture D. What did moneylenders do? Do you think the moneylender is the Christian or the Jew? Explain your answer.

6 For each picture, identify another detail and explain what you think it tells us.

7 What architectural elements can you identify?

8 Write a brief summary of what each picture tells us about medieval society.

stone and wood workers

the devil

oven

Christian Jew

Building.

Festivals.

Baking bread.

Moneylenders.

Braga

Tui

Porto

Pontevedra


Sto. Domingode la Calzada

Astorga

Carrión delos Condes

Estella

Puentela Reina

O CebreiroPalas de Rei

Boente

Nájera

Burgos

LeónPamplona

Ponferrada

Oviedo

Villaviciosa

Santillanadel Mar

Lugo

Irún

Frómista

Sahagún

Somport

Roncesvalles

Jaca

Sangüesa

To Paris

Borges

Tours

Bordeaux

Saintes

Poitiers

Limoges

Vézelay

Perigueux

CahorsConques

Moissac

Condom

Le Puy-en-Valey

Toulouse Montpellier

Oloron-Sainte-Marie

Auch ArlesBilbao

F r a n c e

S p a i nAndorra

P o r t u g a l


Mediterranean

Sea

Rho

ne

Ebro

Duero

Garrone

LoireAragonese Way

Navarran Way

French Way

Northern Way

Portuguese Way

Other ways

Somport

Starting locations

Other locations

Mountain pass

60 km

DC

BA

112

Key Competences KNOW HOW TO…

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TECHNIQUES. Plan a walking trip on the Way of Saint James

Several routes through France, Spain and Portugal end at Santiago de Compostela. Together, they form the pilgrimage route known as the Way of Saint James (Camino de Santiago).

Santiago de Compostela became a pilgrimage site because it is believed that the apostle James (Santiago) was buried there. In 1993, the Way of Saint James was named a World Heritage Site.

Braga

Tui

Porto

Pontevedra


Sto. Domingode la Calzada

Astorga

Carrión delos Condes

Estella

Puentela Reina

O CebreiroPalas de Rei

Boente

Nájera

Burgos

LeónPamplona

Ponferrada

Oviedo

Villaviciosa

Santillanadel Mar

Lugo

Irún

Frómista

Sahagún

Somport

Roncesvalles

Jaca

Sangüesa

To Paris

Borges

Tours

Bordeaux

Saintes

Poitiers

Limoges

Vézelay

Perigueux

CahorsConques

Moissac

Condom

Le Puy-en-Valey

Toulouse Montpellier

Oloron-Sainte-Marie

Auch ArlesBilbao

F r a n c e

S p a i nAndorra

P o r t u g a l


Mediterranean

Sea

Rho

ne

Ebro

Duero

Garrone

LoireAragonese Way

Navarran Way

French Way

Northern Way

Portuguese Way

Other ways

Somport

Starting locations

Other locations

Mountain pass

60 km

1 In groups, you are going to plan a five-day walking trip on the Way of Saint James. You can find information in the English sections of http://www.turismo.Navarre.es/ and http://www.caminodesantiago.org.

2 Think about the time of year you will go on your trip, and remember to check average temperatures and precipitation. Make a list of things you will need to take.

3 Look at the map on this page. What are the main routes on the Way of Saint James? Describe the path each route takes to Santiago de Compostela.

4 What route will you take? What will be your starting point? Where will you sleep and eat?

What places will you stop in, and what can you do there? What monuments will you visit?

5 Calculate how many kilometres you have to walk each day in order to reach your destination by the end of the fifth day.

6 Take turns explaining your itineraries to the class. Did the different groups choose similar routes? When is the best time of year to go? Why?

7 Would you like to go on this trip? Do you know anyone who has walked on the Way of Saint James? What do they say about it?

MAIN ROUTES OF THE WAY OF SAINT JAMES

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CLASSROOM RESOURCES

THE TEACHER’S BOOK

• Reinforcement sheets. This material can be photocopied and distributed to the class. It includes maps and diagrams for labelling and activities that revise key content from the unit.

• Extension sheets. Research activities, projects and additional reading texts enable the students to carry out an in-depth exploration of the subjects presented in the Student’s Book.

• Assessment sheets. Twelve tests, one for each unit, provide a starting point for assessment, which can be adapted to the requirements of specific groups of students.

LIBROMEDIA

• The Libromedia is much more than a digital version of the Student’s Book. It provides a wealth of material in varied formats: images, videos, audios and PowerPoint-style presentations.

• Class presentations. Prior to work with the printed Student’s Book, the Libromedia can be used as a digital whiteboard to project a unit’s opening presentation to the whole class. This provides a motivating point of entry into a range of subjects. Similarly, the Libromedia’s gallery of images is an ideal platform from which to launch class discussions.

• Autonomous learning. The students have their own version of the Libromedia, thus linking the classroom and home environments. They can use the Libromedia on their tablets and computers to check their answers, do homework, and so on.

THE RECORDINGS

• The transcripts (from page 112 in this Teacher’s Book) indicate which recorded tracks are ideal for student self-study, and which ones are teacher-guided. For example, in some instances the students use the recording individually to check their answers to a particular activity. However, the teacher can use other tracks with the whole class, for example, to elicit the students’ prior knowledge and develop their listening comprehension before they open their books and work with the printed page.

www.santillana.eswww.santillana.es

ES0000000051609 787628_Geo-Hist_2_TB_ESO_55355

ES0000000051609 787628_Geo-Hist_2_TB_ESO_55355.indd 1 27/07/2016 9:03:23

Name: Course: Date:

REINFORCEMENT 1. PhysICal gEOgRaPhy

Physical geograPhy

CONTENT aND REsOURCEs

1 Use the key to label the forms of continental and oceanic relief on the picture.

1. Mountain range 6. Continental shelf 11. Gulf2. Plateau 7. Peninsula 12. Island3. Valley 8. Beach 13. Continental slope4. Plain 9. Cape 14. Ocean trench5. Depression 10. Abyssal plain 15. Mid-ocean ridge

2 Use the key to label the forms of relief, rivers and lakes on the world map.

500 metres

0 metres

2,000 metres

613233T02P003

Forms of relief rivers and lakes

Rocky Mountains (1); Andes (2); Sahara Desert (3); Matto Grosso (4); Drakensberg Mountains (5); Cape of Good Hope (6); Himalayas (7); Plateau of Tibet (8); Ural Mountains (9); Pyrenees (10); Great Dividing Range (11).

Nile River (a); Lake Victoria (b); Yangtze River (c); Yellow River (d); Lake Baikal (e); Mississippi River (f); Amazon River (g); Danube River (h); Volga River (i)

sheeT

1

coNTeNTs

FiND oUT aBoUT • The formation of relief

• Continental and oceanic relief

• The relief and water of the continents

• The climates and landscapes of the Earth

• Spain: relief, water, climates and landscapes

KNoW hoW To • Understand relief formation: internal and external processes

• Distinguish continental and oceanic relief

• Identify the main relief features, rivers and lakes of the Earth and Spain

• Identify the five main climate zones in the Earth

• Identify the main climates and landscapes of each climate zone and Spain

• Compare climates and landscapes

• Interpret maps of relief, rivers and lakes, and climates of the Earth and Spain

• Distinguish continental and marine water

• Interpret charts, pie charts, diagrams and climographs

• Analyse photos of landscapes

• Organise and classify information in tables

• Use maps to link geographical features to each other

• Analyse the effects of marine currents

• Analyse the effects of cyclones

Be aBle To • Use an atlas

• Find the main physical features, rivers and lakes of each continent in a map

• Find the main physical features, watersheds and rivers of Spain in a map

• Locate the different climates of the continents in a map

• Locate the different climates of Spain in a map

• Understand the importance of water in human life

• Recognise the importance of properly managing fresh water resources

• Reflect on the influence of climate on the distribution of world population

resoUrces

reinforcement and extension

• Relief: formation and features

• Water and climates of the Earth

• Relief, water and climates of Spain

• The seven summits

• Geographer's tools: graphs, photos and maps

assessment

• Test of Unit 1

Digital resources

• Libromedia. Physical geography

audio

• Track 1: pp. 6-7, 'The highest peak in the world' (students and teachers)

• Track 2: p. 29, 'Tropical cyclones' (teachers)

17geograPhy 3. Photocopiable material © Santillana Educación, S. L.geograPhy 3. Photocopiable material © Santillana Educación, S. L.

Name: Course: Date: Name: Course: Date:

1. Physical geograPhy1. Physical geograPhy eXTeNsioN

1 Geographers use maps, graphs and other tools to work. Look at the tools and label them.

301688T1p9c_climograma_Sevilla

Seville (Spain)

J F M A M J J A S O N D

T ºC

20

30

40

0

10

Pmm

80

60

40

20

0

301688T1p9d_climograma_Kazán

Kazan (Russia)


T ºC

20

30

40

0

10

-20

-10

Pmm

80

60

40

20

0

301688T1p9e_climograma_Aberdeen

Aberdeen (Scotland)


T ºC

20

30

40

0

10

Pmm

80

60

40

20

0

A

562954_01_p21_climas templados

Tropic of Cancer

Equator

Gre

enw

ich

Mer

idia

n

B C

Mediterranean

Main climates

Oceanic

562954_01_p21_leyenda_climas templados

Continental

a.

b.

c.

2 Analyse the graphs.

• Which type of graphs are they?

• Which information do they show?

• Describe temperatures and precipitation in each one.

• Which climate does each graph represent?

3 Look at the photograph.

• Is it an aerial or a satellite photograph? Explain your answer.

• What do you see in the photograph? Which natural features do you see? Do you see any human features?

• Which type of climate does this landscape correspond to?

• Do you think this landscape is densely or scarcely populated? Why?

4 Analyse the map.

• Which type of map is it?

• Which information does it show?

• What would be a good title for this map?

• Explain the distribution of each climate and the corresponding landscape.

5 Write a report.

• Write a report about temperate climates with the information gathered in the previous activities.

sheeT

5

1 Read the text. Complete the table with the information from the news article and other sources.

Reaching the top of the world at age 15

The young American boy, Jordan Romero, climbed the highest mountain in Africa, Kilimanjaro (5,895 m), in Tanzania when he was only ten years old. He climbed it with his father and stepmother, who also accompanied him in 2011 when he reached the summit of Vinson Massif (4,897 m), the highest peak in Antarctica. At the age of 15 Jordan then became the youngest climber to have reached the highest peaks on all the continents.

Jordan's first climbing record was set in June 2006 when he climbed Kilimanjaro. At the same age (only ten), Jordan was also the youngest person to reach the highest summit of Europe, Mount Elbrus

(5,642 m) in Russia, and the highest peak of South America, Mount Aconcagua (6,960 m) in Argentina. When he was just 11 years old he climbed Mount McKinley, now called Denali (6,194 m) in Alaska (USA), the highest peak in North America, and Puncak Jaya (5,030 m) in Indonesia, the highest peak in Oceania.

In May 2010, at the age of 13, he reached the highest peak of Asia and the world, Mount Everest (8,850 m) in Nepal. This was another world record. Jordan Romero had become the youngest climber to see the world from the highest viewpoint on each continent.

El País, 25 December 2011 (adapted)

Continent Country Mountain range Summit Height

Africa

North America

South America

Europe

Asia

Oceania

Antarctica

• Think about it: do you consider that it is right that children as young as Jordan try to climb Everest? Discuss your ideas in groups.

2 Search the Internet for a blank map of the world and print it.

• Write the name of the continents on the map.

• Find and label the names of the mountain ranges from activity 1.

• Use a triangle symbol to label the summit of each mountain range and write the height next to it.

21GEOGRAPHY 3. Photocopiable material © Santillana Educación, S. L. GEOGRAPHY 3. Photocopiable material © Santillana Educación, S. L.


CLASSROOM TECHNIQUESThese techniques encourage students to observe, analyse, hypothesise, draw conclusions and discuss content. As a result, students can take an active role in their learning. Suggestions for applying these techniques when working with specific parts of the Student's Book are offered below.

UNIT OPENER

• Title and learning objectives.

– Read the title of the unit. Ask the students what they think it will be about.

– Have students read the Find out about and Know how to sections at the top of the page. Ask them to rank the topics by order of interest or familiarity.

• Main text.

– Focus on the main image, using either the Student’s Book or the Libromedia, and get the students to react to it. Elicit prior knowledge of the subject, and ask the students to predict the language that they will need to study it. Write this vocabulary on the board.

– Play the recording, and ask the students to identify its subject matter and relate it to the photos. Elicit some of the words and phrases that they have heard on the recording, and add them to the vocabulary on the board.

– Read the main text with the students.

• Work with the image.

– Put students in groups or pairs to do the activities.

– Set a time limit. Afterwards, volunteers share their responses or questions.

• How do we know?

– Encourage students to share their opinions in pairs or groups before opening up the discussion to the whole class.

CONTENT PAGES

• Images.

– Students observe and describe the images, even in their native language, as a stress-free first contact with the page.

– Make sure that students know the meaning of terms like topographic map, pie chart, timeline, table or climograph. Encourage them to use the correct term when describing an illustration.

– Focus attention on the image caption and read it aloud. Then help students to rephrase the information.

• Section title.

– Encourage students to relate the title to the images on the page, sharing any prior knowledge. To exploit headings, ask the students to brainstorm similar terms.

• The main text.

– Read the text aloud or assign paragraphs to volunteers. It is helpful to vary reading techniques from one lesson to another. For example, the students can be asked to skim a text in response to a very general question so that they learn how to make out the overall subject of a text at a glance. They can also scan a text to find the answer to a specific question.


• Activities on the content pages.

– Select the activities that meet your goals and the specific needs, aptitudes and interests of your class.

– Clarify activity procedure and provide language support by highlighting the key structures that they are likely to need.

– If students work in pairs or groups, understanding is enhanced, and more language practice is generated.

– Students should first try to deduce the meaning of unfamiliar words from the context, and only then use a dictionary. The words in bold are key terms. The students can prepare a vocabulary file of important words from each unit using a vocabulary organiser like the one on page 14 of this Teacher’s Book.

– After reading a section, students can build up a mind map or outline to summarise content in their notebooks. Build up a model on the whiteboard to guide them.

– To check comprehension, students provide examples of key concepts.

• Activity round-up.

– This section is situated near the end of the unit, but specific activities can be used as soon as the content has been presented.

– Students can work individually, in pairs or in groups to encourage the sharing of information and promote language use.

• Know how to.

– The Know how to section often highlights important contemporary world issues.

– These final tasks are situated right at the end of the unit. However, some of the questions they raise should be presented earlier on so that they form a natural continuation of the work that the students have begun. For example, the question ‘What effect does population growth have on natural resources?’ (Unit 10, World population and cities), should be raised early in the unit, so the class begins their process of reflection while they are still comparing population and cities in different continents.

– Focus on the main title. Ask students what type of skills the section will practise.

– Students read the main text in pairs or as a whole class. Ask comprehension questions to check their understanding.

– Students can work together in pairs or groups to complete the activities. Then, they present their final ideas to the class.

THINK ABOUT SOCIETY. A report about urban development in the world

World population tends to be concentrated in cities, so it is natural that the evolution of urban space is under investigation. The United Nations analyses different factors in order to make predictions about the future of urban space in the world.

1 Work in groups of four. Visit http://esa.un.org/unpd/wup/Maps/ and click on the map of ‘Percentage urban and urban agglomerations by size class’.

Analyse the maps from 1970, 1990, 2014 and the prediction for 2030. Compare changes in the percentage of urban population for the countries in each continent.

• In which countries are there the greatest changes in urban population over these years?

• Which countries have the highest percentages of urban population today? Which countries have an urban population lower than 40%?

• Identify cities with 10 million people or more on each map. What are the main changes since 1970?

• Which continent will have the most cities with over 10 million people in 2030? Where will the highest concentration of cities with over 5 million inhabitants be?

2 On the same website, click on ‘Growth rates of urban agglomerations by size class’.

Study the map from 1970-1990.

• How many cities had between 5 and 10 million people? And over 10 million people?

• Where were the cities with the highest population increase? And the cities with the lowest increase?

Study the map from 1990-2014.

• What was the population of the cities with the highest population increase?

• What were the main changes between 1970 and 2014?

Study the prediction for 2014-2030.

• On which continent will the cities increase their population the most?

Hong Kong, China.

189

World population and cities 10

ES0000000046707 761533_Unidad10_45682.indd 189 02/06/2016 11:22:28

ENVIRONMENTAL ISSUES. What effect does population growth have on natural resources?

1 Study the graphs and answer the questions.

• What are the predictions for total population up to 2050? How will natural increase change in the same period?

• How much will total population increase by the year 2020? How do you think this increase will affect natural resources?

• Describe the two projections of the ecological footprint beginning in 2007.

• Which projection is more beneficial for people and the planet? Why?

• What measures can you suggest to help decrease the ecological footprint?

2 Visit http://esa.un.org/unpd/wpp/Maps/. Move the cursor along the timeline to find female life expectancy at birth for 2015 on the map. Then, look at the predictions for 2050 and 2090.

• According to this data, how will female life expectancy change?

• What effect will improved female life expectancy have on the Earth’s natural resources?

3 Read the text and answer the questions.

Today, more than 80% of the world’s population lives in countries that use more resources than they can renew within their own borders. These countries obtain the extra resources they need from ecological creditor countries, which use less biocapacity than they have available, and so have ecological reserves.

By comparison, in 1961, the vast majority of countries around the globe had ecological reserves. Those numbers have slowly dwindled. Meanwhile, the pressure on the remaining biocapacity reserves continues to grow.

The Global Footprint Network website (adapted)

• What does the term biocapacity refer to?

• What is an ecological creditor country?

4 Go to http://www.footprintnetwork.org/ecological_footprint_nations/ to answer the questions.

• Which countries are the three top ecological creditors? And the top three ecological debtors? Explain.

The impact of human activity on the environment is measured by the ecological footprint. It measures the amount of land and water people require to produce the resources they consume, and to eliminate their waste.

The ecological footprint takes into account all that people consume: non-recycled products, non-renewable energy sources, soil, wood, food, etc. It relates this consumption to the Earth’s natural capacity to regenerate resources.

Human consumption today requires a land surface equivalent to 1.6 planet Earths. This means that natural resources are being used 1.6 times as quickly as they are being regenerated.

According to predictions from the United Nations, if the present rate of consumption continues, by 2050, we will require two and a half planets to support human demand.

1950

1960

1970

1980

1990

2000

2010

2020

2030

2040

2050

2060

2070

2080

2090

2100

12,000

10,000

8,000

6,000

4,000

2,000

0

2.4

1.6

2

1.2

0.8

0.4

0

761533_10_p20_crecimiento demogra�co y proyecciones

SOURCE: UN, Population Division, 2016.

In millions of people

Projections

In ‰Evolution of the world population

Natural increaseTotal population

0.0

0.5

1.0

1.5

2.0

1970 1980 1990 2000 2010 2020 2030 2040 2050

750528_10_p15_huella_ecologica

2.5

SOURCE: Footprintnetwork.

Projection of the ecological footprint

Continued rateof consumption

Required reductionin consumption

Number of planet Earths

188

Key Competences KNOW HOW TO…

ES0000000046707 761533_Unidad10_45682.indd 188 02/06/2016 11:22:27


THE INTERNET AS A RESEARCH TOOL

• Before starting.

– Explain that activities with this symbol require the students to carry out research on the Internet.

• Collecting information.

– To locate relevant information, students can input the questions posed in the activity or formulate their own.

– Guide the students towards an effective use of keywords. For example, the keyword ‘Amazon’ will produce thousands of links to the online shop while ‘Amazon river’ is far more useful.

– Encourage the students to be critical about what they find on the Internet, and point out that the websites of museums and educational institutions are often excellent sources of information. They should visit a range of websites.

– Students should keep a record of the sources of the information they collect, and include it as the bibliography for any reports or projects.

• Processing information.

– Students need to express content in their own words. They should not copy and paste chunks of text from websites; explain that it is better if they prepare much shorter texts themselves.

– It may be helpful to provide examples of how type size, headings, captions, correct spelling and simple uncluttered layouts facilitate understanding.

• Communicating information.

– Rubrics can be used to clarify presentation goals and evaluation.

– Set time limits and encourage students to rehearse their presentations beforehand.

– Presenters should allow time to answer questions from the class after a presentation.


History index

Unit Introduction Contents Key Competences

1 The Early Middle Ages

6

Constantinople, the new Rome

1. The break-up of the Roman Empire

2. The Germanic kingdoms

3. The Visigoths

4. The Byzantine Empire

5. The origins of Islam

6. The spread of Islam

7. Islamic society and culture

• Analyse a Byzantine mosaic

• The spread of Islam today

2 Feudal Europe

26

A tapestry of history 1. The Carolingian Empire

2. The second wave of invasions

3. Feudalism

4. The nobility

5. The peasants

6. The Church

• Compare texts about the Crusades

• The use of medieval buildings today

3 The High Middle Ages

44

Medieval universities 1. Economic growth in the High Middle Ages

2. Medieval cities

3. Life in medieval cities

4. Culture of the High Middle Ages

5. The rise of the monarchies

6. The crisis of the Late Middle Ages

• The Black Death (I): analyse literary sources

• The Black Death (II): an investigation

4 Culture and art in the Middle Ages

62

Frescoes 1. Medieval art

2. Romanesque architecture

3. Romanesque sculpture and painting

4. Gothic architecture

5. Gothic sculpture and painting

• Analyse Romanesque capitals

• Analyse a Gothic painting

5 Al-Andalus

78

The abandoned city of Medina Azahara

1. The early history of Al-Andalus

2. The fragmentation of Al-Andalus

3. Life in Al-Andalus

4. Andalusi culture and art

• Córdoba (I): investigate the Great Mosque

• Córdoba (II): analyse the layout of the city

• The Alhambra and Generalife, Granada

6 The Hispanic Christian kingdoms

94

The Way of Saint James 1. The origins of Christian Spain

2. The emergence of the Christian kingdoms

3. Reconquest and settlement

4. The Crown of Castile

5. The Crown of Aragón

6. The Late Middle Ages

7. The artistic legacy



2

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Geography index


7 Territorial organisation

114

What documents do we need to enter another country?

1. How do we study territory?

2. What is a state?

3. Types of states and international relations

4. The European Union

5. The institutions of the European Union

• Compare two forms of government

• Is democracy making progress in the world?

8 World population

130

Can child mortality rate be reduced?

1. Demographic indicators: the birth rate and the fertility rate

2. The death rate and life expectancy

3. How do we study a population pyramid?

4. Migration

5. Changes in world population: developed countries

6. World population: emerging and less developed countries

7. World population distribution

• How does the Human Development Index relate to demographic characteristics?

9 Cities

150

What is urban quality of life?

1. Rural space and urban space

2. Functions and structure of cities

3. Changes in urban space

4. Cities throughout the world

5. Urban hierarchy

6. Urban problems

• Identify urban structures using Google Maps

• London congestion charge: a solution to traffic and pollution problems

• A debate about cities of the future

10 World population and cities

170

Why do we celebrate the Olympic Games?

1. Africa: population

2. Africa: cities

3. America: population

4. America: cities

5. Asia: population

6. Asia: cities

7. Oceania: population and cities

• What effect does population growth have on natural resources?

• A report about urban development in the world

11 Europe: population and cities

190

Manchester. Can a city reinvent itself?

1. The territory of Europe

2. Demographic indicators in Europe

3. Migration in Europe

4. Population changes and growth in Europe

5. Population distribution in Europe

6. Population structure of Europe

7. Urban population in Europe

• Paris plans for social cohesion

12 Spain: territory, population and cities

210

Spanish cities. Where do we live?

1. The territorial organisation of Spain

2. Spanish institutions

3. Natural population growth in Spain

4. Population structure of Spain

5. Migration flows in Spain

6. Population distribution of Spain

7. Spanish cities

• Look for information in a municipal census

• Do a survey on the family

Glossary 231

3



History index


1 The Early Middle Ages

6

Constantinople, the new Rome

1. The break-up of the Roman Empire

2. The Germanic kingdoms

3. The Visigoths

4. The Byzantine Empire

5. The origins of Islam

6. The spread of Islam

7. Islamic society and culture

• Analyse a Byzantine mosaic

• The spread of Islam today

2 Feudal Europe

26

A tapestry of history 1. The Carolingian Empire

2. The second wave of invasions

3. Feudalism

4. The nobility

5. The peasants

6. The Church

• Compare texts about the Crusades

• The use of medieval buildings today

3 The High Middle Ages

44

Medieval universities 1. Economic growth in the High Middle Ages

2. Medieval cities

3. Life in medieval cities

4. Culture of the High Middle Ages

5. The rise of the monarchies

6. The crisis of the Late Middle Ages

• The Black Death (I): analyse literary sources

• The Black Death (II): an investigation

4 Culture and art in the Middle Ages

62

Frescoes 1. Medieval art

2. Romanesque architecture

3. Romanesque sculpture and painting

4. Gothic architecture

5. Gothic sculpture and painting

• Analyse Romanesque capitals

• Analyse a Gothic painting

5 Al-Andalus

78

The abandoned city of Medina Azahara

1. The early history of Al-Andalus

2. The fragmentation of Al-Andalus

3. Life in Al-Andalus

4. Andalusi culture and art

• Córdoba (I): investigate the Great Mosque

• Córdoba (II): analyse the layout of the city

• The Alhambra and Generalife, Granada

6 The Hispanic Christian kingdoms

94

The Way of Saint James 1. The origins of Christian Spain

2. The emergence of the Christian kingdoms

3. Reconquest and settlement

4. The Crown of Castile

5. The Crown of Aragón

6. The Late Middle Ages

7. The artistic legacy



2


Geography index


7 Territorial organisation

114

What documents do we need to enter another country?

1. How do we study territory?

2. What is a state?

3. Types of states and international relations

4. The European Union

5. The institutions of the European Union

• Compare two forms of government

• Is democracy making progress in the world?

8 World population

130

Can child mortality rate be reduced?

1. Demographic indicators: the birth rate and the fertility rate

2. The death rate and life expectancy

3. How do we study a population pyramid?

4. Migration

5. Changes in world population: developed countries

6. World population: emerging and less developed countries

7. World population distribution

• How does the Human Development Index relate to demographic characteristics?

9 Cities

150

What is urban quality of life?

1. Rural space and urban space

2. Functions and structure of cities

3. Changes in urban space

4. Cities throughout the world

5. Urban hierarchy

6. Urban problems

• Identify urban structures using Google Maps

• London congestion charge: a solution to traffic and pollution problems

• A debate about cities of the future

10 World population and cities

170

Why do we celebrate the Olympic Games?

1. Africa: population

2. Africa: cities

3. America: population

4. America: cities

5. Asia: population

6. Asia: cities

7. Oceania: population and cities

• What effect does population growth have on natural resources?

• A report about urban development in the world

11 Europe: population and cities

190

Manchester. Can a city reinvent itself?

1. The territory of Europe

2. Demographic indicators in Europe

3. Migration in Europe

4. Population changes and growth in Europe

5. Population distribution in Europe

6. Population structure of Europe

7. Urban population in Europe

• Paris plans for social cohesion

12 Spain: territory, population and cities

210

Spanish cities. Where do we live?

1. The territorial organisation of Spain

2. Spanish institutions

3. Natural population growth in Spain

4. Population structure of Spain

5. Migration flows in Spain

6. Population distribution of Spain

7. Spanish cities

• Look for information in a municipal census

• Do a survey on the family

Glossary 231

3



English My language Pronunciation Association

Unit _______________________

Vocabulary organiser

GEOGRAPHY AND HISTORY 2. Photocopiable material © Santillana Educación, S. L.


Reinforcement, Extension and Assessment

CONTENTS

FIND OUT ABOUT • The break-up of the Roman Empire

• The rise of the Germanic kingdoms

• The Visigoths

• The Byzantine Empire

• The origins and spread of Islam

KNOW HOW TO • Analyse a Byzantine mosaic

• Compare maps showing the spread of Islam

• Investigate the culture and art of the Visigoths

• Identify Early Middle Age artistic and architectural styles

BE ABLE TO • Understand the organisation of Middle Age society

• Identify the reasons behind the break-up of the Roman Empire

• Assess the advancement of different kingdoms and empires in the Early Middle Ages

• Identify the five pillars of Islam

• Reflect on the legacy of the Early Middle Ages

THE EARLY MIDDLE AGES

CONTENTS AND RESOURCES

1

RESOURCES

Reinforcement and extension

• The Germanic invasions and kingdoms

• The Visigoth Kingdom

• The Byzantine Empire

• The social organisation of the Byzantine Empire

• The origins and spread of Islam

• The Hagia Sophia

Assessment

• Test of Unit 1

Digital resources

• Libromedia. The Early Middle Ages

Audio

• Track 1: pp. 6-7, ‘Constantinople, the new Rome’ (students and teachers)

• Track 2: p. 22, activity 7 (students and teachers)

• Track 3: p. 23, ‘The legacy of the Early Middle Ages’ (teachers)

16 GEOGRAPHY AND HISTORY 2. Photocopiable material © Santillana Educación, S. L.

Name: Course: Date:

1 Complete the map.

a. Draw arrows to show the invasion routes of the following Germanic tribes:

• the Franks • the Ostrogoths • the Angles • the Visigoths • the Suevi • the Saxons

b. Draw the frontiers of the following Germanic kingdoms in the late 5th century, then colour each kingdom a different colour.

• the Kingdom of Suevi • the Visigoth Kingdom • the Burgundian Kingdom

• the Frankish Kingdom • the Ostrogoth Kingdom • the Kingdom of the Vandals

787328_01_p17_mundo_europa

2 Are the following sentences True (T) or False (F)? Correct the false sentences in your notebook.

a. The Huns were nomadic animal herders from Africa.

b. The word ‘barbarian’ means both ‘foreign’ and ‘savage’.

c. The Romans built fortifications along the Rhine and Danube rivers.

d. Eastern Germanic tribes became livestock and crop farmers.

e. The Roman Empire went through a period of economic splendour in the third century AD.

f. The Germanic tribes and the Romans participated in economic exchanges near the frontier.

g. The Roman Empire was divided in AD 495.

SHEET

1REINFORCEMENT 1. THE EARLY MIDDLE AGES

17GEOGRAPHY AND HISTORY 2. Photocopiable material © Santillana Educación, S. L.

Name: Course: Date:

SHEET

2REINFORCEMENT

1 Read the sentences about the Germanic kingdoms and circle the correct answer.

a. Society became more urban / rural than in Roman times.

b. The majority of the population was made up of warriors / peasants.

c. Most people lived in cities / villages.

d. Long distance trade declined / increased.

e. The main activities were crop and animal farming / craft and trade.

f. Monks lived in monasteries / palaces in accordance with a rule.

2 Write the correct dates. Then, number the events in chronological order.

The reign of King Leovigild: from to

The reign of King Recceswinth: from to

The Muslim invasion of the Iberian Peninsula:

The Franks expel the Visigoths from Gaul:

The Sack of Rome:

The reign of King Reccared: from to

3 What was the function of each of the following institutions in the Visigoth Kingdom?

• Aula regia:

• Dukes and counts:

• Assemblies:

4 What developments took place in the Visigoth Kingdom under each king?

a. Leovigild:

b. Reccared:

c. Recceswinth:

1. THE EARLY MIDDLE AGES


Name: Course: Date:

SHEET

3REINFORCEMENT

1 Write the correct dates. Then, number the events in chronological order.

Division of the Roman Empire:

The Turks capture Constantinople:

The reign of Emperor Justinian: from to

Iconoclasm:

The East-West Schism:

2 Study the map and answer the questions.

M e d i t er

r

an

ea n S e a

ATLANTIC

OCEAN

Black Sea

RedSea

Toledo

Málaga

Tangiers Ceuta

Alexandria

Jerusalem

Damascus

Antioch

TrebizondConstantinople

Athens

Rome

Ravenna

Visigoths

Berbers

Burgundians

Lombards

Slavs

Ávaros

Alans

BalearicIslands

Corsica

Sardinia

Sicily

CreteCyprus

Carthage

D anube

Dnieper

Tajo

R hine

Euphrates

Tigris

Nile

761533_01_p14_Imperio_bizantino

Eastern Roman Empire atstart of Justinian’s rule (527)

Justinian’s conquests

Byzantine Empire in 1025

Cities



a. What was the capital of the Byzantine Empire?

b. What is this city called today? In which modern-day country is it located?

c. Who ruled the Byzantine Empire during its most successful period?

d. Write the names of four major cities in the Byzantine Empire.

e. Who expelled the Byzantines from the Iberian Peninsula?

f. In which year did the Byzantine Empire end and why?



Name: Course: Date:

REINFORCEMENT AND EXTENSIONSHEET

4

1 Write the correct dates. Then, copy and complete the timeline with the events.

• The death of Muhammad:

• The Abbasid Caliphate: from to

• The Hegira:

• The Umayyad Caliphate: from to

• The Orthodox Caliphate: from to

• The Conquest of Baghdad:

787628_04_p20_LT

632

600

570 661

700

750

800 900 1000 1100 1200

1258

1300 1400 1500

2 Complete the map.

Samarkand

Kabul

Caspian

SeaB Y Z A N T I N E

EMPIRE

SYRIA

ARMENIA

PERSIA

OMAN

Black Sea

SLAVS

A r a b i a n

D e s e r tS a h a r a

D e s e r t

Re

d S

ea

MEDITERRANEAN

SEA

F R A N K S

I N D I A N

O C E A N

ARABIA

Zaragoza

787628_01_p20_civilizaciones

• Colour in green the Muslim territories at the time of Muhammad’s death.

• Colour in blue the conquests of the Orthodox Caliphate.

• Colour in orange the conquests of the Umayyad Caliphate.

• Colour in purple the conquests of the Abbasid Caliphate.

• Add the following cities: Mecca, Damascus, Baghdad, Cordoba and Constantinople.

• Underline the capital cities of the Umayyad and Abbasid Caliphates.

3 Answer the questions.

a. What is the sacred book of Islam called?

b. Which religious figure leads prayer in a mosque?



EXTENSIONSHEET

5

Name: Course: Date:

1 Study the images of the Hagia Sophia in Istanbul, the ancient city of Constantinople.


a. Search for the meaning of the following architectural terms: pillar, dome, minaret, nave, and column.

b. Use these words and the images to describe the interior and exterior of the Hagia Sophia to a partner.

2 Look for information on the Internet about the construction of the Hagia Sophia and prepare a timeline.

• Your timeline should begin in 532, and end in 1935.

• Include information about the Hagia Sophia during Christian and Muslim periods.

• Include information about the changing elements and reforms to the church.

3 Choose one of the following inventions from the Byzantine Empire. Look for information on the Internet and prepare a short report.

The fork

The Cyrillic alphabet


Name: Course: Date:

1 ASSESSMENT

1 Explain the meaning of the following terms.

• Barbarian:

• East-West Schism:

• Aula Regia:

• Mosque:

• Basileus:

2 Study the map and answer the questions.

Black Sea

Mediterranean Sea

ATLANTIC

OCEAN

Ca

sp i an Sea

Toledo

Cambrai

Ravenna

RomeConstantinople

Alexandria

Toulouse

Slavs

Lombards

Thuringians

Alamans

Angles S a

xo

ns

E A S T E R N R O M A N

E M P I R E

VISIGOTHKINGDOM

BURGUNDIANKINGDOM KINGDOM

OF THEGEPIDS

761533_01_p16_pueblos_germanos

OSTROGOTHKINGDOM

KINGDOMOF

SUEVI

FRANKISHKINGDOM

KINGDOM OF THE VANDALS

a. When was the Roman Empire divided into two parts? Who was responsible for this division?

b. Which part was occupied by the Germanic peoples?

c. Which kingdoms were created in the Iberian Peninsula?

d. Which kingdoms shared a frontier with the Eastern Roman Empire?


3 How did the Romans influence Germanic populations in the following areas?

• Language:

• Law:

• Religion:

4 Complete the text with the words in the box.

Hagia Sophia trade Justinian Western Code of Justinian Gold

The Byzantine Empire went through a successful period under the Emperor (a) .

Much of the (b) Roman Empire was recaptured, and under the renewed empire,

(c) expanded. (d) coins became the main form of payment.

Many beautiful buildings, such as the (e) Church, were built in Constantinople.

A compilation of laws called the (f) was applied throughout the empire.

5 Write a short description of each of the five pillars of Islam.

• Faith:

• Prayer:

• Pilgrimage:

• Fasting:

• Charity:

6 What was the role of each of the following Islamic officials?

• Vizier:

• Qadi:

• Wali:

• Emir:

• Caliph:



contents...and kingdoms emerge hy 2 escribe the relationship between l-ndalus and the christian...

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