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PROPÓSITO DEL ÁREA

Asumir una actitud crítica y propositiva frente a los acelerados cambios que se presentan en los contextos local, nacional e internacional.

COMPREHENSIVE YEAR GOAL

To understand how to describe the European and American historical development during the first half of the modern era.

COMPREHENSIVE PERIOD GOAL

To know how to explain the main facts of the Middle Age.

GENERATIVE TOPIC

Was the Middle Age a dark period?

CONTENTS

1. Main concepts of Social Studies. 2. Main characteristics of the middle age. 3. The Byzantine Empire. 3. Feudalism. 4. The origins of Islam 5. The Crusades: Causes and consequences

COMPREHENSION ACHIEVEMENTS

1. To know how to explain the main concepts of social studies. 2. To know how to recognize the Main characteristics of The Middle Ages. 2. To know how to describe the Importance of the Byzantine Empire. 3. To know how to explain how feudalism worked? 4. To know how to explain the origin of Islam. 5. To know to explain the causes and the consequences of the crusades.

STUDENT

GROUP

7

No

MEDIATOR

KELLY JOHANNA VARGAS GARCIA.

PERIOD

I

LAST

SUBJECT

SOCIAL

STUDIES

AREA:

SOCIAL STUDIES

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CRONOGRAMA DE ACTIVIDADES

COMPETENCIA ESTÁNDAR

DESEMPEÑOS DE COMPRENSIÓN

FECHA

VALORACIÓN CONTINUA

Las construcciones culturales de la

humanidad como

generadoras de identidades

y conflictos

Nuestro planeta como un espacio de interacciones cambiantes

que nos posibilita y

limita

De acuerdo con la explicación del docente y la lectura del contenido uno del módulo el estudiante resolverá en su libreta de apuntes la actividad # 1 y explicará los conceptos básicos de ciencias sociales. De acuerdo con la explicación del docente y la lectura del contenido dos del módulo el estudiante resolverá en su libreta de apuntes la actividad # 2 creará una historieta donde exponga las características de la Edad Media. De acuerdo a la explicación del docente y a la lectura del contenido tres del módulo el estudiante resolverá en su libreta de apuntes la actividad # 3 diseñará un crucigrama para sus compañeros donde exponga la importancia del Imperio Bizantino. De acuerdo a la explicación del docente y a la lectura del contenido cuatro del módulo el estudiante resolverá en su módulo la actividad # 4 y explicará cómo funcionaba el Feudalismo.

Actividad previa: Realizara la lectura del contenido# 5, extraerá preguntas de cada sesión y elaborará un bingo. Posterior a la actividad y a la explicación del docente realizará la actividad #5 y explicará cómo surgió el Islam. De acuerdo a la explicación del docente y a la lectura del contenido seis del módulo el estudiante resolverá en su libreta de apuntes la actividad #6 y explicará que fueron las causas y las consecuencias de las cruzadas. Actividad de cierre cognitivo. Realización de una línea del tiempo en el que se sinteticen los contenidos estudiados a lo largo del periodo.

Semana 1

Semana 2- 3

Semana 4

Semana 5-6

Semana 7-8

Semana 9

Semana 10

Revisión por parte del docente para evaluar los conceptos aprendidos y el grado de responsabilidad del estudiante. Valoración de la presentación del trabajo, la calidad y cantidad de la información y la creatividad del mismo.

Revisión por parte del docente para evaluar los conceptos aprendidos y el grado de responsabilidad del estudiante. Valoración de la presentación del trabajo, la calidad y cantidad de la información y la creatividad del mismo.

Prueba escrita para valorar el grado de comprensión y responsabilidad de los

educandos. Preguntas de comprensión lectora a fin de verificar el dominio de las principales ideas expuestas en el módulo. Preguntas de comprensión lectora a fin de verificar el dominio de las principales ideas expuestas en el módulo Preguntas de comprensión lectora a fin de verificar el dominio de las principales ideas expuestas en el módulo. Prueba escrita para valorar el grado de comprensión y responsabilidad de los

educandos. Revisión por parte del docente para evaluar los conceptos aprendidos y el grado de responsabilidad del estudiante

Valoración de la presentación del trabajo, la calidad y cantidad de la información y la creatividad del mismo. Valoración de la presentación del trabajo, la calidad y cantidad de la información y la creatividad del mismo.

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NIVELES DE META.

Superior Alto Básico Bajo Explica con claridad los principales hechos históricos ocurridos durante la Edad Media.

Conoce los principales hechos históricos ocurridos durante la Edad Media.

Identifica las principales características del periodo medieval.

Se le dificulta explicar los principales hechos históricos ocurridos durante la Edad Media.

RECURSOS REQUERIDOS (AMBIENTES PREPARADOS PARA EL PERIODO) Salón organizado y aseado, sillas dispuestas según momentos de trabajo. Gráficos, mapas geográficos y conceptuales que facilitarán la comprensión de los educandos, de los temas a tratar, además de trabajar las actividades sugeridas en la guía de estudio. KEY CONCENPTS 1. Cultura 2. Pueblo 3. Civilización 4. Imperio 5. Imperialismo 6. Colonización 7. Neocolonialismo. 8. The Middle Ages 9. Feudalism 10. Constantinople 11. Islam 12. Crusades 13. Fief

INTRODUCTION

THE DARK AGES

From http://mr_sedivy.tripod.com/med_hist.html

Early scholars gave the name "Dark Ages" to the period in Europe after the fall of the Roman Empire. During this period, barbarian Goths, Vandals, and Huns swept down on Europe from the north and east. They destroyed many fine buildings and works of art that had existed during Roman times. During the Dark Ages, knowledge survived only in monasteries, and there were very few schools. Many of the old arts and crafts were lost. This is why the time was called the "Dark Ages."

The eastern Roman Empire was not conquered by the barbarians. There, the arts still flourished. People were still thinking and making fine works of art in other parts of the world. In China and India, great civilizations grew and spread. In the 1000s, Europe began to slowly recover from its artistic darkness. The lost knowledge of the ancient Greeks and Romans was found again. There was a new interest in learning, and the richer life of the middle Ages began.

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MARCO TEÓRICO

CONTENIDO# 1

ACTIVIDAD# 1

CONCEPTOS BASICOS DE CIENCIAS SOCIALES

¿Cuál es el objeto de estudio de las

Ciencias Sociales?

El objeto de estudio de las ciencias

sociales son los pueblos.

Pueblos: Entendido como

organizaciones humanas

que crean una cultura.

Cultura: conjunto de

creaciones materiales e

inmateriales de los pueblos.

Las creaciones culturales pueden ser materiales (Todo

aquello hecho por el hombre que es susceptible de ser

tocado) e inmateriales (Todas aquellas creaciones del

ser humano que no podemos tocar)

Los pueblos que logran

realizar creaciones

materiales e inmateriales

con mayor rapidez y más

útiles pueden alcanzar un

desarrollo mayor

Civilización: Pueblos que por sus

creaciones materiales e inmateriales

logran alcanzar un estado mayor de

desarrollo.

En contraposición aquellos pueblos que

no logran alcanzar este estado de

desarrollo son pueblos primitivos.

Imperio: Civilizaciones que por su

alto grado de desarrollo someten y

conquistan a otros pueblos de menor

desarrollo.

Colonias: pueblos de bajo

desarrollo que son sometidos y

conquistados por un Imperio.

Imperialismo: proceso mediante el cual un

imperio domina a un pueblo de menor

desarrollo que se convierte en su colonia.

El imperialismo puede ser de dos formas:

directo (Colonialismo) e indirecto

(Neocolonialismo)

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ACTIVIDAD# 1 1. Define los siguientes conceptos básicos de las Ciencias Sociales: a. Pueblos b. Cultura c. Civilización d. Imperio e. Pueblos primitivos d. Colonias e. Imperialismo. 2. Escribe tres ejemplos para cada uno de los siguientes conceptos básicos de las Ciencias Sociales:

3. Escribe debajo de cada imagen el nombre del concepto básico al que corresponde:

Pueblos:

1.

2.

3.

Civilizaciones:

1.

2.

3.

Imperios:

1.

2.

3.

Imperialismo:

1.

2.

3.

II. Épocas de la historia de la humanidad

Edad Antigua Edad Media

Edad Moderna

Moderna Contemporánea Inicia

aproximadamente

con la invención de

la escritura y

termina con la caída

del imperio romano

de Occidente

Abarca desde la

caída del imperio

romano hasta el

siglo XV con el

Renacimiento. Inicia con el

Renacimiento y

culmina

aproximadamente

con el triunfo de la

Revolución

Francesa.

Desde la

Revolución

Francesa hasta

nuestros días.

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4. Ubica las siguientes palabras en el cuadro correspondiente a la época de la historia de la Humanidad en que sucede.

Imperio Romano- Grecia- Esclavismo- Revolución Francesa- Siglo XX-

Feudalismo- Las Guerras Medicas- El surgimiento del Islam- Las guerras

mundiales- Capitalismo- La Revolución Industrial- Las cruzadas.

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MIDDLE AGE

It was a historical period in

western civilization.

It began with the fall of The Roman Empire

during the V century and ended with the fall of

the Eastern Roman Empire or Byzantine Empire

in the XV century.

The fall of the

Roman Empire

was caused by

political

corruption,

economic crisis

and barbarian

invasions.

The old Roman Empire

was divided into two

smaller territories:

Western Roman Empire

and Eastern Roman

Empire. Western

civilization:

Catholic society.

Feudalism

Eastern Europe:

Byzantine Empire.

The Crusades: Holy wars

launched by European

states to regain the holy

land from the Muslims.

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CONTENT# 2

THE MIDDLE AGES From:http://www.historyforkids.org/learn/medieval/history/history.htm

History

The term Middle Ages refers mainly to the history of Christian and Jewish Europe between the fall of Rome and the Renaissance, around 400-1500 AD. Historians usually divide this into three smaller periods, the Early Middle Ages, the High Middle Ages, and the Late Middle Ages. The Early Middle Ages begin with the collapse of the Roman Empire , starting about 400 AD. Germanic people invaded the Roman Empire, the Visigoths settled in Spain, the Vandals in North Africa, the Ostrogoths in Italy, and the Franks in France. The Huns formed a European empire and then collapsed. The Angles and Saxons invaded England (this is the time of King Arthur). The Vikings invaded northern France, and raided the Mediterranean. By 600 AD, the Lombards replaced the Ostrogoths in Italy, and the Slavs invaded Eastern Europe.

By 700 AD, new empires were beginning to form. In Spain and North Africa, the Islamic Empire took over. Further north in France and Germany, Charlemagne built the Holy Roman Empire. To the east, in Russia, the Vikings and Slavs got together to build a kingdom. But throughout the Early Medieval Period, in the Eastern Mediterranean the Roman Empire still continued.

The High Middle Ages started about 1000 AD, when the modern countries of Europe began to take form. After the Norman Conquest in 1066, we can see the beginnings of England, France, and Germany. In Spain, the Reconquest begins to push out the Islamic rulers. Italy was still struggling between being part of the Holy Roman Empire and being a lot of independent cities, but kingdoms were forming further east in Poland and Russia. In the Eastern Mediterranean, the Roman Empire (or the Byzantine Empire) lost a lot of ground to the Seljuks at the Battle of Manzikert in 1071, and became much less powerful.

Throughout the High Middle Ages, many men and women of Europe were fighting against the Islamic Empire to take back the Eastern Mediterranean - especially Jerusalem - for Christianity. We call these wars the Crusades. The First Crusade did manage to capture Jerusalem, but after that the Crusades were less and less successful, until finally people stopped trying. In the Late Middle Ages, the Mongol Empire brought peace to most of Asia, and encouraged trade along the Silk Road. Poland, Russia, and Italy profited from this trade. By the early 1300s, however, Europe suffered from both war and disease. England and France began to fight the Hundred Years' War, which made both England and France much poorer. Germany and Italy fought a long series of wars as well. The wars were made much worse by the Black Death, or bubonic plague, which spread along the Silk Road from China to Europe starting in 1328, killing millions of people and causing the collapse of the Mongol Empire. By the 1400s, after the plague, Europe looked very different. The wars were over. The end of the Silk Road forced traders to look for other ways to get things from China and India. Explorers began to try to find a way to sail from Europe around Africa to China. In 1453, the Ottomans conquered the last traces of the Roman Empire in Constantinople. In 1492, Spain forced the last Muslim rulers out of Granada (and the Jews). Instead of Europeans depending on the Eastern Roman Empire and West Asia and Central Asia, now they were trying to grow on their own. People think of the middle Ages as a very religious period, when the Christian Church was the most important institution and everybody prayed all the time. Certainly this is the time when the great

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cathedrals of Europe were built, and also when the Church began the great universities at Paris, Tubingen, Cambridge, and Oxford. This is the time when the Pope might excommunicate a king, and when the king might be very upset about it. Some of the most powerful men and women in the Middle Ages were involved with the Catholic Church. But what is new about all this is really the idea that religion could have an identity separate from the rest of reality, from the rest of the world. In the ancient world, the gods and their sacrifices were so much a part of everyday life that there is no way to separate religious activities from any other kind of activities. All schools taught about the gods, all meals were sacred to the gods, and all meat was sacrificed to the gods, and pretty much all politicians were also priests, while the Roman emperors were gods themselves. In the Middle Ages, this changes only in that it is now possible to separate the religious from the secular world: both remain very powerful. Economy After the fall of Rome, people used money less than they had before, and instead mostly lived on what they could produce themselves, or what they could make other people give them because they were landlords or landladies. Still money did continue to be used, even by poor people in the countryside, at least in Spain, Italy, and North Africa, though perhaps not in France, England, or Germany. Although Mediterranean trade was at first greatly disrupted by Vandal pirates, and Vikings, and then by the Byzantine reconquest, by about 800 AD trade began to be more secure. This was for two reasons. First, the Arabs had conquered the southern Mediterranean, including Spain, Sicily, and southern Italy. Medieval society: The Three Orders

From: http://www.historyguide.org/ancient/lecture23b.html

Two passages written at the beginning of the 11th century -- the first by Bishop Adalbero of Laon, the second by Gerard of Cambrai. The image of a tripartite society divided by function has become a hallmark of medieval European history. I think that an understanding of this tripartite division of European society is important both for our understanding of medieval European history, but also for the subsequent history of the Continent, especially in the 18th century. It was during that century that the ancient regime faced its gravest challenge during the heady days of the French Revolution. One of the first things the revolutionaries abolished was feudalism (August 4, 1789) and with it, the remnants of a society based on status and prestige, a society based on the division of orders according to one's function -- those who work, those who fight and those who pray.

THE KING

MEDIEVAL SOCIETY

LORDS AND HIGHER CLERGY

ARTISANS, PEASANTS, SERFS, LOWER CLREGY

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Those who work

By the 11th and 12th centuries, the vast majority of European men and women were peasants who worked the land of their lords. We know very little about these people for the simple fact that the nobility and clergy did not keep written records about them. When the peasantry of Europe was mentioned, it was usually in relation to the obligations they owed their superiors.

In the centuries that followed the collapse of the Roman Empire the line separating slave and serf became less distinct. Of course, both slaves and serf lacked freedom and were subject to the will of the lord. Throughout the long history of medieval serfdom, the serf was required to perform labor services for his lord.

Those who fight

The nobility influenced all aspects of medieval politics, economics, religion, and culture. It is perhaps for this reason alone that European society from about the 12th century on may be termed aristocratic. In fact, the aristocracy continued to hold within its grasp political and social power right down to the eve of the Great War of 1914-1918. Although the nobility of medieval Europe varied from place to place, and from time to time, a few general conclusions can be made.

As the second Estate, the medieval nobility had special legal status. A man who was a member of the nobility was free in his person and in his possessions. His only limitation concerned his military obligation to his lord. As a member of the nobility, he had certain rights and responsibilities: he could raise troops and command them in the field, he held his own courts of justice, he could coin his own money. He was the lord of all those people who settled on his land.

The medieval nobility was, of course, an Estate of warriors -- those who fight. His social function was to protect the weak and the poor. And this was to be accomplished with a horse and a sword, the two visible signs of his nobility. He was also encouraged to display the virtues of chivalry, a code of conduct created by the clergy to curb the brutality of this order of knights.

Those who pray

At the top of medieval society was the first Estate, the clergy, those who pray. It was the village priest who was to oversee the spiritual life of his flock on the medieval manor. His duties were to administer the necessary sacraments with regularity and consistency. He was also important to absolve men and women of their sins for the act of confession. He was also, as we have already seen, the usual source of secular and ecclesiastical pronouncements. His role, then, in the medieval village was extraordinary. Of course, not all village priests were as dedicated to the holiness of their flock as we would like to believe. However, it was the village priest with whom medieval men and women identified the Church, its teachings, and authority.

Our exposition of the three estates has been decidedly brief, however, it must again be stressed that medieval European society cannot really be understood without reference to this carefully graded hierarchy based on function and status. Indeed, prestige and status oftentimes became more important than wealth or land. Just the same, this tripartite division of society predominated European history right down to the 18th and 19th centuries when the French and Industrial Revolutions changed all social relationships for good.

ACTIVITY # 2

1. Create a story in which you show the main characteristics of the middle age. You can use any kind of tools like a images, pictures, draws, but don´t forget that the idea is you can tell us how was the middle age, people, economy, society, dress code et.

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CONTENT# 3

THE BYZANTINE EMPIRE

From: http://www.kidspast.com/world-history/0142-byzantine-empire.php

The city of Constantinople lay at the heart of a powerful empire known as Byzantium. In A.D. 395 Rome split into two separate empires, in order to make it easier to rule its massive territory. The western empire kept the name of Rome, while the eastern empire took the name of Byzantium. By A.D. 500 Rome had fallen into decline, and was soon conquered. The Byzantine Empire on the other hand would endure for another 1,000 years. From A.D. 500 to A.D. 1200 the Byzantines would be the wealthiest nation in Europe and western Asia. Their standard of living would be higher than that of other nations in Europe, and they would lead much of the world in art, science, and building.

The city of Constantinople

Tucked between the Black Sea and the Aegean Sea lies a small neck of land. In ancient times this peninsula was a popular travel route for merchants and traders. Because it could be accessed from two different seas, as well as by land, it was a perfect location for a city. In addition, this location was easy to protect from attack. The water that surrounded it made it difficult for opposing armies to attack. The one

Byzantine Empire

It was located in Eastern Europe,

and was a huge empire that

continued existing over hundred

years after the fall of the Roman

Empire.

Cities kept the importance that

they had during the age of the

Roman Empire, as a center of

management, trade and other

things.

This empire could get a

huge economic prosperity

for it geographical position.

Religion was an important

element in daily life. But they

were Christian orthodox after

the conflict with Rome.

The most important

period was under

the government of

the emperor

Justinian.

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side that was open to land could be protected by building a large thick wall.

Recognizing the strategic value of this location, the Roman emperor Constantine built a city here in A.D. 330. He named the city Constantinople after himself.

The city of Constantinople quickly grew, becoming the wealthiest city in the Roman Empire, even wealthier than the city of Rome itself. In A.D. 395 when the Roman Empire was split, Constantinople was the most logical location for the capital of the newly created Byzantine Empire

A New Culture

While it is true that Byzantium was created by splitting the Roman Empire, Byzantium quickly evolved away from Roman traditions, forming a new culture that was uniquely their own.

The Byzantium’s were proud of their nation, and did not consider themselves Romans, even though many of them descended from Roman families.

In time, the official language of the Byzantines became Greek, rather than the Latin which was used by the Romans. The Byzantines were Christians, but they did not follow the Catholic faith of the Romans. Instead they developed their own version of Christianity which eventually became known as Eastern, or Greek Orthodox.

The Emperor Justinian

At the height of the Byzantine Empire, a talented and hardworking emperor by the name of Justinian came to the throne at the age of 44. Prior to his rise to the throne. Justinian spent countless hours studying everything from music, to architecture, to politics. These studies paid off, and would help Justinian become one of the greatest emperors to sit on the Byzantine throne.

Justinian was a wise ruler, who wanted his people to be successful, and comfortable. He instituted a number of reforms to help make the lives of his subjects better. One of these important reforms had to do with the rights of women.

Justinian granted women the right to buy land, and own property. This insured that widows would have

the ability to care for their families after the death of their husbands.

The Byzantines inherited their legal system from the Romans. The Byzantine emperor Justinian hired a commission to review all the laws that had accumulated over the centuries and to simplify them. This commission categorized the laws into classes based on the issues that they dealt with. They combined many similar laws, made complex laws simpler, while getting rid of many outdated laws.

This new system of laws was all recorded in a single book known as the Corpus of Civil Law, or Justinian Code. The Corpus of Civil Law would become the basis for the laws of many western civilizations.

ACTIVITY # 3.

1. WORK IN PAIR: Design a puzzle for your classmates in which you put information about the Byzantine Empire.

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CONTENT # 4

FEUDALISM

From: http://www.historyonthenet.com/Medieval_Life/feudalism.htm

The feudal system was a way of government based on obligations between the lord or king and vassal. The king gave large estates to his friends and relatives. These estates known as the fief included houses, barns, tools, animals, and serfs or peasants. The king also promised to protect the vassal on the field or in the courts. In return the nobles who were granted the fiefs swore an oath of loyalty to the king. The nobles promised never to fight against the king. They also had to give the king whatever he asked for. The king may ask for men to fight a war, money, or advice. The nobles also gave the king a place to stay when he traveled.

The following simple plan showing how the Feudal System works:

The King was in complete control

under the Feudal System. He owned

all the land in the country and decided

who he would lease land to. He

therefore only allowed those men he

could trust to lease land from him

Barons leased land from the King

which was known as a manor. They

were known as the Lord of the Manor

and were in complete control of this

land. They established their own

system of justice, minted their own

money and set their own taxes. In

return for the land they had been

given by the King, the Barons had to

serve on the royal council, pay rent

and provide the King with Knights for

military service when he demanded it.

Knights were given land by a

Baron in return for military

service when demanded by the

King. They also had to protect the

Baron and his family, as well as

the Manor, from attack.

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Each of the king's vassals was also a lord or tenant in chief with vassals of his own. Each vassal would be an overlord to those he granted fiefs while remaining a vassal of the king. The subtenants in turn subdivided the land. Sometimes there were many levels of lords who had vassals under them. The most important promise of the vassal to the lord was the military. The vassal usually served as a knight. This service lasted about 40 to 60 days a year. If they actually had to fight in a war they usually did so for two months. If there was no war the knights did 40 days of training at the castle.

There were only a few nobles. Most people, approximately nine-tenths, were serfs who worked the land for a noble. The serf was bound to the land. If the noble sold the land the serf went with it. This was not much better than being a slave.

A peasant village had between ten to sixty families. Each family lived in a hut made out of wood or straw. The floor was covered with straw or reeds. Beds were made from a pile of dried leaves or straw. Animal skins were used as blankets. A cooking fire burned in the middle of the hut with the smoke escaping through a hole in the roof. Furnishings included a plank table, a few stools, and a chest. Each hut had its own vegetable garden.

About half the serfs time was spent working for the lord. Jobs included working in the fields, cutting wood, hauling water, spinning and weaving, repairing buildings, and waiting on the members of the lord's family. Peasant men were even expected to fight in times of war. Besides all the work peasants had to pay taxes to their lord. This was usually given in wheat, lamb, chicken, and other animals.

There were also some freemen peasants. These people were usually in a trade. These people were not bound to the land. They paid a fixed rent to the lord. The freemen had more legal rights than the serfs and fewer duties to the lord. In actuality there was little real difference between the freemen peasants and the serfs.

By the twelfth century this system was found throughout most of Western Europe.

Villains, sometimes known as

serfs, were given land by

Knights. They had to provide

the Knight with free labor,

food and service whenever it

was demanded. Villains had no

rights. They were not allowed

to leave the Manor and had to

ask their Lord's permission

before they could marry.

Villains were poor.

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ACTIVITY # 3

1. Find in the following word search eight words related to the topic and define them:

G D C P Y W E A L T H Y G X I

D R L L S N I E L L I V I F R L O A V M T P P L W M S F T O G G B A H L L A T O X Z L H N K K O P R O T E C T I O N E A N J R B L J E K B N N X P Z M U I R A Q T T V C Q L O J U R L E T R D G E Q O S O A X F R L D A O E N A O C R X U X E P T E A N V I I Y R A T I L I M A X Q S C K C O U R T I W F Z X K A Y J Q K I D I I Z B Z P Q U S Y C K W H N B A R B F X

1. Wealth 2. Labor 3. Tax 4. Barons 5. Villeins 6. King 7. Fief 8. Protection 2. What was feudalism? 3. What were the social characteristics of feudal system?

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4. What were economic characteristics of feudalism? 5. Answer true (T) or false (F) and justify incorrect sentences. a. Knights leased land from the king. ( ) b. Barons had to provide food for villeins. ( ) c. Knights had to fight for the king when the barons told them to. ( ) d. Villeins were also known as serfs. ( ) e. The king gave food to everyone. ( )

6. Complete the follow diagram about how feudalism worked? According to the information required.

The King

Knights

The King gave land to

________________

Knights had to provide

military service to the

king.

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CONTENT # 5

THE ORIGINS OF ISLAM

PREVIOUS ACTIVITY

1. Read each section of the content No 4 on your model, and complete the chart on page 18 with

the information required.

2. Make 9 questions for each section. 3. Write the answer of the questions in a sheet of paper.

ISLAMIC

CIVILIZATION

Muhammad and the

Qur`an: The

revelation of God`s

message. (622 A. C.)

The birth of the Islam, a

new faith that became a

huge empire in Asian

continent.

All those words

that in Spanish are

spelled by A and

Al. (Almohada,

Alfombra, aljibe

etc.)

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SECTION TITLES PEOPLE PLACES NEW WORDS SITUATIONS

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THE RISE OF ISLAM

From: History of our world. People, places and ideas. Volume 1. The ancient world. P. 156- 160

The Arabian Peninsula, or Arabia, is in southwest Asia. The peninsula is almost entirely desert. Some people lived in this area as Bedouins, or normands. Others settled in the few places with water. But for most of early history, very few people lived in Arabia.

Trade routes connected Arabia with both Africa and the rest of Asia. The Arabian city of Mecca became a trade center. The leader of Islam Muhammad, was born in Mecca around 570.

The life of Muhammad

Muhammad became a caravan manager. Meeting people along the trade routes, Muhammad probably heard the teachings of Judaism and Christianity.

Muslims believe that one day Muhammad went to a cave to pray, there, the angel Gabriel appeared. Gabriel told Muhammad he was to be the messenger of Allah. Gabriel also told Muhammad that there was only one God. The angel said that all people were equal. All people should share their wealth with the poor.

Muhammad started to teach this message. At first, few people listened. The people of Mecca had many gods. They did not like hearing that there was only one God. Merchants made money by selling idols, or statues of gods. They feared they would lose money if people believe in only one God. Some people in Mecca even wanted Muhammad killed.

In A.D. 622, Muhammad left Mecca. He went to the Arabian city of Medina, where people accepted him. This journey form Mecca to Medina is called the Hijrah, which means a “journey from danger.” It marks the first year of the Islamic calendar, just as the birth of Jesus marks the first year of the Christian calendar.

The people of Medina were more open to Muhammad`s message. In 630, he returned to Mecca with an army, after several years of fighting, the people of Mecca accepted Islam. Muhammad went to the Kaaba. This was a temple where many idols were started. He destroyed the idols. Two years later, in 632, Muhammad died.

The beliefs if Islam

Muslims believe that Gabriel spoke to Muhammad many times. Muhammad wrote down the words of Allah as spoken through Gabriel. These writings became the Qur`an, or holy book of Islam.

The Qur`an states the five duties of all Muslims. These are called the five pillars of Islam. The first pillar is to believe there is only one God and that Muhammad is his prophet, or inspired teacher. The second pillar is to pray five times a day. Muslims must turn toward Mecca during prayer. Muslins in Mecca turn toward the Kaaba.

The third pillar is to help the poor. The fourth pillar is to fast not eat food for a period of time. This is done during the daylight hours of one month every year. The fifth pillar is to make a Hajj, or trip to Mecca. The Qur`an says that Muslims should do this once during their life if at all possible.

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The spread of Islam

Muhammad said that Muslims had a duty to spread Islam. After Muhammad`s death, Muslims spread the religion throughout Arabia. Within a few years, Muslims armies conquered Palestine, Syria, Persia and Egypt. Muslims spread across North Africa and into Spain. They also moved into India and central Asia.

Many of the conquered people welcomed Islam. But others changed their religion because they had no choice. Jews and Christians were allowed to keep their religion. Like Muslims, they believe in only one God. Also, Muhammad accepted Moses and Jesus as earlier messengers of Allah. So the Muslims were more tolerant of Jews and Christians. But Jews and Christians did have to pay a special tax.

Arab culture spread throughout the Muslim lands. Cities were built in the Arabic style. Mosques, or places were Muslims pray, were built throughout the empire. Students were taught to speak and write Arabic. Islam has continued to spread. Today is practiced by more than billion people around the world.

ACTIVITY # 4

1. Complete the train with the origin of Islam (correct order of the events)

Muhammad wrote the five pillars of Islam.

After Muhammad`s death, Muslims spread the religion

throughout Arabia.

Today is practiced by more than billion people

around the world.

The leader of Islam Muhammad was born in Mecca around 570.

The angel Gabriel appeared. Gabriel told Muhammad he was to be the

messenger of Allah.

In A.D. 622, Muhammad left Mecca. He went to the

Arabian city of Medina, where people accepted

him.

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2. Who was Muhammad and why was he important? 3. Choose words from the list that best complete the paragraphs. One word will not be used.

4. Complete the following puzzle according to the information given:

1. 2. 10.

5.

9.

6. 4.

3.

7. 8.

Muhammad was born in_____________ in Arabia. Muslims believe that an angel appeared to Muhammad and gave him a message from Allah. Some people did not agree with the message and wanted Muhammad killed. Muhammad went to _________ in 622. That marked the first year in the Islamic calendar. Later, Muhammad destroyed the idols at the_________ in Mecca. The Qur`an teaches Muslims the five pillars of Islam. One pillar is to make a ___________ to Mecca. After Muhammad`s death, Islam continued to spread. Today, Islam is practiced around the world.

WORD LIST

HAJJ

FAST

MEDINA

MECCA

KAABA

ACROSS

1. Name of God according to Muslims. 3. People who lives in the Arabia Peninsula. 5. Temple where many idols were stored. 7. According to Islamic doctrine Muhammad is a… 9. Third pillar of Isla. (INV)

DOWN

2. Merchants made money by selling…. 4. First journey of Muhammad from Mecca to Medina. 6. Holy book for Muslims. 8. Fifth pillar of the Islam. (INV) 10. Places where Muslims pray.

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CONTENT # 6

THE CRUSADES

From: http://www.middle-ages.org.uk/the-crusades.htm

The Crusades were a series of Holy Wars launched by the Christian states of Europe against the Saracens. The term 'Saracen' was the word used to describe a Moslem during the time of the Crusades. The Crusades started in 1095 when Pope Claremont preached the First Crusade at the Council of Claremont. The Pope's preaching led to thousands immediately affixing the cross to their garments - the name Crusade given to the Holy Wars came from old French word 'crois' meaning 'cross'. The Crusades were great military expeditions undertaken by the Christian nations of Europe for the purpose of rescuing the holy places of Palestine from the hands of the Mohammedans. They were eight in number, the first four being sometimes called the Principal Crusades, and the remaining four the Minor Crusades. In addition there was a Children's Crusade. There were several other expeditions which were insignificant in numbers or results The reason for the crusades was a war between Christians and Moslems which centered on the city of Jerusalem. The City of Jerusalem held a Holy significance to the Christian religion. The Church of the Holy Sepulcher in Jerusalem commemorated the hill of crucifixion and the tomb of Christ's burial and was visited by Pilgrims. In 1065 Jerusalem was taken by the Turks and 3000 Christians were massacred starting a chain of events which contributed to the cause of the crusades.

A series of a holy wars launched by

Christians, who were encouraged by

the pope Urban II to regain the Holy

Land of Palestine that had been

invaded by the Muslims.

The results: many thousands of Muslims and

Christians died in the crusades.

After all the crusades, the Holy Land remained

under Muslim control. But on the other hand

also brought many positives changes to

Europe: they learned about advances in

science and medicine. They also began to

trade for new products.

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The Objectives of the crusades was at first to release the Holy Land, in particular Jerusalem, from the Saracens, but in time was extended to seizing Spain from the Moors, the Slavs and Pagans from eastern Europe, and the islands of the Mediterranean. There were a total of nine crusades! The first four crusades were seen as the most import and scant reference is made to the other crusades - with the exception of the Children's crusade which effectively led to the decline of the crusades. For a period of two hundred years Europe and Asia were engaged in almost constant warfare. Throughout this period there was a continuous movement of crusaders to and from the Moslem possessions in Asia Minor, Syria, and Egypt. The effects of the Crusades on Europe of the middle Ages were an important factor in the history of the progress of civilization. The effects of the Crusades influenced the wealth and power of the Catholic Church, Political matters, commerce, feudalism, intellectual development, social effects, material effects

and the effects of the crusades also prompted the famous Voyages of discovery.

ACTIVITY # 6

1. What were the Crusades? 2. What was the cause for the Crusades? 3. What were the effects of the crusades? 4. Who was Richard the Lion Hearted? 5. Write the word or words from the list that best complete each sentence. Some words will not be used.

a. The third crusade in a _________ when Richard I and Saladin agreed to stop fighting.

b. As Europeans became better farmers, there was often a ________ of food.

c. The ___________ was carried by fleas that lived in the fur of rats.

d. The people on manors ___________, or traded one good for another.

e. In the _____________, the Spanish Christians fought to win back Granada from the Moors

WORD LIST HOLY LAND

SURPLUS

RECONQUISTA

BLACK DEATH

BARTERED

TRUCE

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FINAL ACTIVITY

PAGINAS WEB Y OTROS RECURSOS

http://www.historyforkids.org/learn/medieval/history/history.htm

http://www.historyguide.org/ancient/lecture23b.html http://www.kidspast.com/world-history/0142-byzantine-empire.php

http://www.historyonthenet.com/Medieval_Life/feudalism.htm

History of our world. People, places and ideas. Volume 1. The ancient world. P. 156- 160

http://www.middle-ages.org.uk/the-crusades.htm

http://history-world.org/midtowns.htm

1. Make a time line in which you show the historic development of European continent during middle age. For it, you must use pictures, colors, markers etc.