teacher´s book geography and history 2 secondary

TEACHER´S BOOK

Geography and HistoryGeography and History 2 Teacher’s Book is a collective work, conceived, designed and created by the Secondary Education department at Santillana, under the supervision of Teresa Grence Ruiz.

WRITERS:

Yolanda Bernal Carlos Guallart Javier Iniesta Javier Velilla Heather Sutton Francisco Javier Zabaleta

EDITORS

Gabriela Martín Heather Sutton

EXECUTIVE EDITOR David Ramírez

PROJECT DIRECTOR Lourdes Etxebarria

BILINGUAL PROJECT DIRECTOR Margarita España

2 SEC

ON

DA

RY

Everything you need in the classroom!

The e-vocación Santillana website has been specially designed to help teachers. Here, you will find all the resources you need for your lessons.

About us

One click to access:

• Teacher’s Book

• Reinforcement and extension worksheets

• Assessment worksheets

• PDA

• Answer keys

• Audio

• Digital book

• More resources

• Teacher training

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1 Go to e-vocacion.es and click on your Autonomous Community.

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3 Complete your personal data and school information.

4 You will receive a welcome email to confirm your registration.

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Let's work together . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Student's material . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Teacher's material . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Classroom language for teachers and students . . . . . . . . . . 10

Vocabulary organiser . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Student's Book contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Resources and worksheets

Unit 1. The early Middle Ages . . . . . . . . . . . . . . . . . . . . . . . . 16

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

Unit 3. The High and Late Middle Ages . . . . . . . . . . . . . . . 32

Unit 4. Al-Andalus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Unit 5. The Hispanic Christian kingdoms . . . . . . . . . . . . . . 48

Unit 6. The Age of Discovery . . . . . . . . . . . . . . . . . . . . . . . . . 56

Unit 7. Renaissance and Reformation . . . . . . . . . . . . . . . . 64

Unit 8. The Spanish Empire . . . . . . . . . . . . . . . . . . . . . . . . . . 72

Un it 9. Baroque Europe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Unit 10. World population . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

Unit 11. Cities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

Unit 12. Europe population and cities . . . . . . . . . . . . . . . 104

Unit 13. Spain: territory, population and cities . . . . . . . 112

Audio transcripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

Contents

3

Let's work

We make a great team!

Thank you for helping us to create and improve our projects!

At Santillana Richmond we are constantly looking to improve.

So much has changed in education in recent years. At Santillana Richmond we know that creating a dynamic educational project requires an awareness of shifting trends and developments achieved by listening to educators and making informed decisions.

So that’s what we have done. Over the years we have stayed close to you. We have learned from the valuable solutions you provide every day in the classroom. Thanks to your help, we have been able to develop better content.

together!

Let's work

Why Santillana Richmond?

• Experience. More than 60 years working with the Spanish educational system and offering solutions for schools.

• Excellence. Rigour and quality, achieved in consultation with teachers and researchers from all over Spain and in collaboration with our own teams of publishing and pedagogical experts.

• Design. Clarity that ensures student comprehension and makes learning a motivating and rewarding experience.

• Innovation. Keeping up to date with the latest research in all subjects. The introductionof new methodologies in the classroom that are both practical and achievable.

• Technology. Indispensable digital resources for 21st-century teaching practice.

• Continued support. Our relationship does not end once you have chosen the materials.As a Santillana Richmond client you will have access to our e-vocación program, and,of course, the support of our customer advisors whenever you need it.

LET'S WORK TOGETHER maintains the look and feel of the SANTILLANA RICHMOND Geography and History content:

• Updated content, created with scientific rigour, helps studentsunderstand the world in which we live.

• Carefully graded English provides clear explanations at the languagelevel of the students.

• High-quality illustrations with visual impact.

• Modern cartography, updated to suit the students’ level.

Student's material

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3 It focuses on

the following types

of activities, which are

especially relevant in

an information society:

Data analysis

Communication

Listening

Debate

4 It includes specific

activities designed to work

on 21st-century values:

Environmental awareness

Equality

Human rights

Heritage

LET'S WORK TOGETHER

1 This book covers

the curriculum

in a clear,

comprehensive

and rigorous way.

2 Each unit deals

with one of the United

Nations’ Sustainable Development Goals.

This knowledge can be

a tool to improve the

world around us.

6

Atlas of the World is an easy-to-read atlas. It consists

of a rich collection of maps, graphs and images.

6 In the Workshop, you will

study cases and solve problems. You will develop

active learning.

Some tasks involve

thinking skills (scientific,

critical, creative, ethical)

and thinking routines.

7 Some activities

and tasks are

designed to be

done in groups

or in pairs.

5 A series of activities, final

round-ups and projects

encourage learning.

8 In Let's read!, you will find

interesting facts

for each unit.

9 At the end of the book,

there is a complete

Glossary to facilitate

learner autonomy.

LET’S READ!

of giving thanks to Allah. Muslims begin Eid-al-Fitr by bathing and putting on new clothes and praying at the mosque. Afterwards, they go and visit friends and family, exchange gifts, and visit the graves of relatives.

The meal that breaks the daily Ramadan fast is called iftar.

Section of a Byzantine mosaic showing Empress Zoe.

The Early Middle Ages 1

Byzantine mosaicsMosaics are one of the best-known examples of Byzantine art. A mosaic is decorative artwork made of many tiny pieces of material covering a surface. The Byzantines made mosaics on floors and walls.

The Byzantines used multi-coloured pieces of material, called tesserae, made of marble, clay and glass. These materials produced bright, colourful and rich designs. In some cases, precious stones were used for the most elaborate work.

There were two common mosaic techniques used by the Byzantines. The opus tessellatum technique used cube-shaped tesserae of various colours but all of uniform size. This technique was best for creating geometric figures. The opus vermiculatum technique was more appropriate for portraying figures. The tesserae used in this technique were smaller and could be used to form more precise shapes. It was common for the Byzantines to combine both techniques to create their mosaics.

The Muslim calendar and RamadanThe Muslim year is based on the lunar cycle, with 12 months of 29 or 30 days each. The full year has 354 or 355 days. This means the Muslim year is 10 or 11 days shorter than the Christian calendar year, which has 365 days.

There are several important Muslim festivals throughout the year. One of the main festivals happens in the ninth month of the Muslim calendar. It is called Ramadan. It is said that it was during Ramadan that Allah first revealed the Quran (the holy book of Islam) to the prophet Mohammed. One of the main acts of Ramadan is for all Muslims who have reached puberty to give up eating and drinking between sunrise and sunset.

The month of Ramadan ends with Eid-al-Fitr (Festival of Breaking the Fast). This is a festival

280

History glossary

Absolutism: a form of government where the king controlled all the powers of the State, passed the laws, governed and was the supreme judge.

Alcázar: a fortress within a Muslim city.

Ambulatory: a passageway behind the altar for pilgrims.

Apprentice: the first stage to become an artisan. An apprentice worked for no salary and learned the trade from a master.

Apse: the rear part of a church where the altar is situated.

Assembly: a meeting of the important people in a tribe or kingdom to make decisions.

Aula Regia: a Visigoth council that advised the king.

Authoritarian monarchy: the monarchy that European monarchs created to strengthen their authority by reducing the powers of the nobility, the Church and the municipalities.

Barbarians: used by Romans to refer to the peoples living beyond Roman borders, meaning ‘savage’.

Baroque: a European cultural movement that developed during the 17th and 18th centuries. It was influenced by the religious tensions between Catholics and Protestants that divided Europe.

Barrel vault: a Romanesque architectural element, creating a curved, semicircular vault.

Basileus: the Greek word for the Byzantine emperor.

Bills of exchange: orders of payment that could be exchanged for money.

Bishop: a priest entrusted with authority. They were often advisors to a king.

Black Death: a bacterial disease which spread across Europe between 1347 and 1352, killing 25 million people.

Bourgeoisie: an urban elite of merchants and artisans.

Buttress: a structure common in Romanesque buildings that was built against an external wall to reinforce it.

Caliph: the political and religious leader of all Muslims.

Capital: the top of a column, which is often decorated.

Chancillerías: the courts of justice created by the Catholic Monarchs in the 15th century.

Charity: giving to the poor or those in need.

Charter (fuero): a legal document from the king that established self-government for a city.

Chiaroscuro: a painting technique characteristic of the Baroque painting that draw a sharp contrast between light and shade.

Chieftain: the leader of a tribe.

Churrigueresco: a Baroque style developed by the Churriguera brothers in the 17th century, characterised by extremely ornate decoration.

City hall: a council made up of councillors and a mayor to govern a city.

Classicist style: an architectural style where the harmony of a building was more important than its decoration.

Clergy: all the people who belonged to the church. They were a privileged estate in medieval society.

Code of Justinian: a compilation of laws that were applied throughout the Byzantine Empire in Justinian’s reign.

Compass: a device that allowed ships to sail when land was not visible.

Consejos: a number of royal councils which advised the Catholic Monarchs on how to govern.

Consulates of the sea: offices that settled disputes between merchants, set up by Catalonian, Valencian and Mallorcan merchants.

Convent: a place where nuns lived and worked.

Corregidor: a judicial and administrative official who represented the Crown in a local district (corregimiento) in the American territories that belonged to the Crown of Castilla.

Council: a group of nobles who helped a king to govern.

Count: the ruler of a county.

Counter-Reformation: a reform movement within the Catholic Church that was aimed at both improving conditions in the Church and resisting Protestantism.

Court: the followers of a monarch, made up of family members, warriors and advisors.

Credit: a system of finance where merchants could acquire goods or services without having to pay immediately.

Crop rotation: leaving part of a field fallow to allow the soil to rest.

Crusades: holy military expeditions by Christians to recover the Holy Land from the Muslims.

Curia: a royal council that helped the monarch to rule.

Demesne: the land on a fief possessed directly by its lord.

Diplomat: a person who represented the Byzantine Empire in other territories.

Dome: a hemispherical construction covering the upper part of a building.

Duke: a chieftain who had control over several towns.

East-West Schism: the split between the Roman Catholic Church and the Orthodox Church.

Emir: a Muslim prince or noble who acted as a governor and had military authority.

Encomienda: the system under which a Spanish colonist was granted labour and tribute payments from a group of Indians.

Estates: medieval social groups. Medieval society was divided into three estates: nobility, clergy and the third estate.

Excommunicate: the expulsion of a ruler from the Roman Catholic Church by the Pope.

Famine: a widespread lack of food for a population.

292

9Political map of the world

20º

30º 60º 90º 120º 150º 180º150º 120º 90º 60º 30º 0º180º

La Paz

SOUTHSUDAN

Male

1 2

34

5 67

8

9 10

1112

13

14

15

N

SE

O

P A C I F I C

O C E A N

A T L A N T I C

O C E A N

A N T A R C T I C O C E A N

A R C T I C O C E A N

I N D I A N

O C E A N

Gre

enw

ich

Mer

idia

n

W

40º

60º

Tropic of Capricorn

Equator

20º

40º

60º

Tropic of Cancer

Antarctic Circle

Belgrade

SarajevoBratislava

San Marino

Ljubljana

Podgorica

PristinaMonaco

Skopje

Zagreb

Vaduz

Prague

SERBIA

CROATIACZECH REPUBLIC

SLOVAKIA BOSNIA AND HERZEGOVINA

NORTH MACEDONIA

SLOVENIA

KOSOVO*

MONTENEGRO

LUXEMBOURG

ANDORRA

LIECHTENSTEIN

SAN MARINO

MONACO

VATICAN CITY

Luxembourg1

2

3

4

5Andorra La Vella

6

7

8

9

10

11

12

13

14

15

Arctic Circle

Apia

Nuku'alofa

USA

80º

P A C I F I C

O C E A N

Juba

Suva

Dili

Seoul

Baku

DohaRyad

Riga

Kiev

Oslo

Rome

Lomé

Lima

Sucre

RabatTunisAlgiers

Yaren

Tokyo

Dhaka

Ha Nôi

Kabul

MoscowVilnius

Minsk

ViennaBern

Paris

Sana'a'

Amman

Sofia

Abuja

Accra

Dakar

Praia

Quito

Dodoma

Beirut

Maseru

Maputo

Kigali

Lusaka

Luanda

Harare

Moroni

Tarawa

Majuro

Manila

ThimphuManama

Kuwait

Astana

Tallinn

Berlin

AsmaraKhartoum

Baghdad

Yerevan

Athens

AnkaraTirana

YaoundéBangui

Niamey

Malabo

Bamako

Bissau

Banjul

Madrid

Lisbon

Dublin

Ottawa

Roseau

Nassau

Bogotá

Panamá

Dimashq

Honiara

Jakarta

Mbabane

Nairobi

Palikir

Bangkok

Sri Jayewardenepura Kotte

Bishkek

Masqat

Tehran

Kampala

Tbilisi

Nicosia

Tripoli

Conakry

London

Caracas

Managua

Ngerulmud

Canberra

Victoria

Gaborone

Lilongwe

Kinshasa

Windhoek

Singapore

Kathmandu

Tashkent

DushambeAshjabad

Helsinki

WarsawBrussels

Djibouti

Bucharest

Cairo

Monrovia

Ouagadougou

Freetown

Castries

SanJuan

KingstonBelmopan

San José

Asunción

Santiago

Brasília

Nay Pyi Taw

Port Vila

Vaiaku

Gitega

P'yongyang

Vientiane

Islamabad

Abu Dhabi

Chișinău

Stockholm

Jerusalem **

N'Djamena

Yamoussoukro

Nouakchott

Reykjavik

Kingstown

La Habana

Guatemala

Wellington

Port Louis

Ulan Bator

Phnom Penh

Mogadishu

Copenhaguen

Libreville

São Tomé

Paramaribo

Bridgetown

Basseterre

Washington D.C.

Montevideo

New Delhi

Brazzaville

Addis Abeba

Valletta

Tegucigalpa

Port Moresby

Antananarivo

Kuala Lumpur

Saint John's

Buenos Aires

Port of Spain

Saint George's

Beijing

Port-au-Prince

Ciudadde México

CapeTown

Bandar SeriBegawan

SantoDomingo

San Salvador

Georgetown Porto Novo

Amsterdam

Budapest

C A N A D A

C H I N A

R U S S I A

B R A Z I L

A U S T R A L I A

U N I T E D S T A T E SO F A M E R I C A

I N D I A

IRAN

KAZAKHSTAN

SUDAN

LIBYAALGERIA

ARGENTINA

MEXICO

PERU

MALI

CHAD

MONGOLIA

NIGER

SWEDEN

EGYPT

SAUDI ARABIA

ANGOLA

ETHIOPIA

BOLIVIA

TURKEY

IRAK

UKRAINE

COLOMBIA

NAMIBIA

FRANCE

ZAMBIA

TANZANIA

VENEZUELA

YEMEN

CHILE

NIGERIA

PAKISTAN

KENYA

SPAIN

MAURITANIA

FINLANDNORWAY

SOMALIA

MYANMAR

POLAND

AFGHANISTAN

DEMOCRATICREPUBLIC OFTHE CONGO

ITALY

GERMANY

MOZAMBIQUE

SOUTHAFRICA

BOTSWANA

UZBEKISTAN

OMAN

TURKMENISTAN

THAILAND

I N D O N E S I ACONGO

LAOS

JAPAN

SYRIA

CAMEROON

MADAGASCAR

PARAGUAY

ZIMBABWE

MOROCCO

ROMANIA

VIETNAM

GABON

GHANA

UNITEDKINGDOM

GUINEA

ICELAND

TUNISIA

BELARUS

NEPAL

UGANDA

ECUADOR

GUYANA

URUGUAY

SENEGAL

CUBA

CENTRALAFRICAN REPUBLIC

KYRGYZSTANGREECE

BE

NIN

BURKINAFASO

M A L A Y S I A

CAMBODIA

CÔTED'IVOIRE

PAPUANEW GUINEA

AZERBAIJAN

TAJIKISTAN

LATVIA

BULGARIA

AUSTRIA

ERITREA

SURINAME

IRELAND

MALAWI

WESTERNSAHARA

LITHUANIA

NEW ZEALAND

LIBERIA

PORTUGAL

PHILIPPINES

SWITZERLAND

GEORGIA

BANGLADESH

ESTONIA

NICARAGUA

JORDAN

TOG

O

NORTHKOREA

GUATEMALA

PANAMA

SOUTHKOREA

BHUTAN

BELGIUM

SRI LANKA

HAITI

MOLDAVIA

SIERRA LEONECOSTA RICA

LESOTHO

DENMARK

FRENCH GUIANA

ISRAEL

FIJI

BELIZE

DJIBOUTI

BURUNDI

UNITEDARAB EMIRATES

RWANDA

KUWAIT

QATAR

GUINEAECUATORIAL

EASTTIMOR

VANUATU

THE BAHAMAS

SOLOMON ISLANDS

SAMOA

TRINIDAD AND TOBAGO

COMORES

MALTA

PALAU

SINGAPOREKIRIBATI

TONGA

SÃO TOMÉAND PRÍNCIPE

CAPE VERDE

SEYCHELLES

FEDERATED STATESOF MICRONESIA

NAURU

TUVALU

MARSHALL ISLANDS

TOKELAU

MALDIVES

ST KITTS AND NEVIS

ST VINCENT AND THE GRENADINES

ANTIGUA AND BARBUDA

GRENADABARBADOS

ST LUCIA

BAHRAIN

DOMINICA

MAURITIUS

BRUNEI

PUERTORICOJAMAICA

GAMBIA

ESWATINI

EL SALVADOR

CYPRUS LEBANON

DOMINICANREPUBLIC

GUINEA-BISSAU

ARMENIA

NETHERLANDS

ALBANIA

HONDURAS

HUNGARY

136572_p08_09_Mundi_politico

0 680

kilometres

Scale

136572_p08_09_leyenda_Mundi_politico

State boundary

* Not recognised by all countries as an independent state.** Not recognised by all countries as a capital.

Capital

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Teacher's material

1 TEACHER'S BOOK

– INTRODUCTION AND RESOURCES

– WORKSHEETS

• Reinforcement

• Extension

• Assessment

– AUDIO TRANSCRIPTS

2 ANSWER KEYS

PDF format

• All Student's Book activities

• All worksheets in the Teacher's Book:

- Reinforcement

- Extension

- Assessment

3 STUDENT'S AUDIO

MP3 format

• For each unit

• For Let's read!

4 DOCUMENTOS CURRICULARES

Modifiable Word format

• Programación Didáctica de Aula

• Rúbricas de evaluación

EXTENSIONSHEET

5

Name: Course: Date:

1 Study the images of the Hagia Sophia in Istanbul, the ancient city of Constantinople. 1 Write the correct dates.Then copy the timeline in your notebook and complete it with the events.

• The Omeya 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 showing the spread of Islam.

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

dS

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 Omeya Caliphate.

• Colour in purple the conquests of the Abbasid Caliphate.

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

• Circle the capital cities of the Omeya 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?

1. THE EARLY MIDDLE AGES1. THE EARLY MIDDLE AGES

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 building.

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

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SHEET

5

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

Name: Course: Date:

REINFORCEMENTSHEET

4

1 Write the correct dates. Then copy the timeline in your notebook and complete it with the events.

• The death of Muhammad:

• The Abbasid Caliphate: from to

• The Hegira:




787628_04_p20_LT

632

600

570 661

700

750

800 900 1000 1100 1200

1258

1300 1400 1500


Samarkand

Kabul

Caspian


EMPIRE

SYRIA

ARMENIA

PERSIA

OMAN

Black Sea

SLAVS

A r a b i a n


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











1. THE EARLY MIDDLE AGES








The fork The Cyrillic alphabet

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www.e-vocacion.es

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

The worship of icons banned:

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

Avars

Alans

IslasBaleares

Corsica

Sardinia

Sicily

CreteCyprus

Carthage

D anube

Dnieper

Tajo

R hine

Euphrates

Tigris

Nile

180602_01_p19_h01_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 north and centre of the Italian Peninsula?

f. Who expelled the Byzantines from the Península Ibérica?

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

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 Leovigildo: from to

The reign of King Recesvinto: from to

The Muslim invasion of the Península Ibérica:

The Franks expel the Visigoths from Gaul:

The fall of Rome:

The reign of King Recaredo: 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. Leovigildo:

b. Recaredo:

c. Recesvinto:

1. THE EARLY MIDDLE AGES1. THE EARLY MIDDLE AGES

19GEOGRAPHY AND HISTORY 2. Photocopiable material © Santillana Educación, S. L. GEOGRAPHY AND HISTORY 2. Photocopiable material © Santillana Educación, S. L.

ES0000000136809 180650_Unidad01_106957.indd 19 18/2/21 13:21

8

Digital support

Santillana Richmond's digital version is an interactive reproduction of the print edition.

Separate versions for teachers and students

WHAT'S NEW?

• A new interface for Secondary level that is straightforward and more intuitive.

• Simpler and more intuitive customisation tools.

• More resources that are more interactive and easily accessible.

How to access LibroMedia

• Online in e-vocación, Mi Biblioteca (www.e-vocacion.es).

• Online at aulavirtual.santillana.es. Enter your e-vocaciónuser details or use a license provided by your Santillanarepresentative.

• Offline by downloading LibroMedia to any of your devices(except smartphone) using our application Aula Virtual 3.You will need to use your e-vocación user passwordor license code.

How can your students access the content?

Your students can access their version from LibroMedia, but first you will need to ask your representative to provide them with licenses.

Your students will need to use Aula Virtual, either online or offline.

Aula Virtual 3 is an application created by Santillana Richmond that provides the simplest way to make your classroom digital. It is free and available for most devices and operating systems. With Aula Virtual 3 you can download LibroMedia, customise it and use it to keep track of your students' progress, share documents and information with them, etc.

Download the application from digital.santillana.es or use it online at aulavirtual.santillana.es.

9

CLASSROOM LANGUAGE FOR TEACHERS AND STUDENTS

Interactive classrooms require considerable use of procedural language by teachers and students alike: for example, how to direct attention, ask for help, express and request opinions. The actual forms that are needed will vary depending on the language level of the classroom and personal speaking style.

The following examples were inspired by Class Talk, created by the Universitat Politècnica de Catalunya (CLIL Resources) and Teaching English through English by J. Willis (Longman, 1982). More can be found online using key words such as CLIL classroom language.

• Starting the class or a presentation

– Hello, everyone.

– Good (morning), class.

– It's time to start. Are you ready?

– Please pay attention.

• Setting objectives

– First, we are going to ... Next, we will ...

– Yesterday we looked at ... Today ...

– Today we are going to continue ...

– We are going to revise ...

– Today we start a new topic ...

– This presentation is about ...

• Clarifying organisation

– There are two parts to today's topic /this presentation: natural andhumanised landscapes.

– First, we'll revise ...,and then we'll look at ...

– We'll begin looking at the mapand then we'll look at some slides.

– Towards the end of class, we'llsummarise our results.

– You can ask questions at the end.

• Signalling a new topic

– We've finished part 2; let's go to part 3.

– Let's look now at a new topic.

– Are you ready to continue with part 2?

• Giving examples

– AD is written before the date;for example, AD 476.

– There are large peninsulas, such as...

– The Himalayas are an example of ...

• Expressing alternatives and options

– Although there are two options, this one ...

– There are two options, ...

– These results seem conclusive, however, ...

– What other alternatives are there?

• Expressing conditions

– If we are lost, we can use ...

– What will happen if we ...?

– What would happen to Muniellosif it was not protected?

– What would have happened if humanbeings had not left Africa?

• Expressing cause/effect, conclusions

– As a result, we can conclude that ...

– In conclusion, ...

– Draw your conclusions.

• Giving additional information

– For more information, read ...

– In addition to this, consider ...

– Moreover, disasters increasein frequency.

• Making comparisons

– Which features are the same in ...?

– What are the differences between ...?

– The largest ocean is ...

– Climate is becoming more extreme.

• Rephrasing

– In other words, the Sun ...

– Let's say this a different way.

– We can look at the problem this way ...

• Requesting or providing clarification

– Could you explain that further, please?

– I couldn't hear that: could you repeat it?

– Do you mean ... or ...?

– I meant X, not Y.

– I didn't understand/hear your question.

– Can you speak louder please?

• Thinking

– What does it make you wonder?

– When we began, I used to think ...

– A question I have is ...

10

• Directing attention to materials

– Please look at the screen/slide/diagram.

– We're going to watch a film about...

– Look at the first slide ...

– Look at the image at the top of the page.

– Let's read the paragraph at the bottom.

– In the centre of the screen, we can see...

• Expressing or requesting opinions

– In my opinion, ...

– What do you think about this issue?

– I agree with ... . I disagree with that.

• Encouraging feedback

– Do you understand what I'm saying?

– Can you follow the presentation?

– Can you add something to that?

– Do you have any questions?

– Am I going too fast?

– Can you hear/see me well?

– Does anyone have any questions?

– Would you like to make a suggestion?

– Who can answer this?

– Why do you think this is true?

– Why is this important?

– Can you see the screen?

– Can you all read this?

• Linking ideas or concepts

– Is there a connection between ...?

– This theory links to ...

– Can you see how this relates to ...?

• Postponing response or redirectling

– Can you save that question for later?

– Let's not talk about that now.

– I can't answer that now. I'll tell you later.

– Let's consider other alternatives to that.

– Group 2 answered that question. Canyou repeat your answer, Group 2?

• Organising group work

– Get into groups of three.

– Work with a partner.

– Share with the person next to you.

• Managing group work

– You have ... minutes to do Activity 2.

– You can use your notes.

– Each group member has a specific role.

– Assign roles: recordkeeper, reporter...

– Work silently for 10 minutes, then shareyour answers.

• Asking about group work

– How many people do we need in a group?

– Do we have to work individually?

– How much time do we have?

– Can we use the computer?

– How long should this be?

– Have you finished Activity 3?

• Discussing work

– Let's hear from Group 1 first.

– Would anyone like to volunteer?

– How did you arrive at that conclusion?

– Did everyone get the same results?

– Can I make a suggestion?

– Can we look at Activity 2?

– I have a question on the presentation.

• Providing feedback

– Well done. That was very clear.

– That is correct. / correct in part.

– You are on the right track.

• Citing sources

– This theory was developed by ...

– The map was made by NASA.

– Here are the sources for each photo.

– According to ...

11

English My language Pronunciation Association

Unit _______________________

Vocabulary organiser

GEOGRAPHY AND HISTORY 1. Photocopiable material © Santillana Educación, S. L.

12

Contents

Unit Contents Opener and In depth Know how to

Introduction to History

• Studying the past• Historical periods

In depth:• Steps in a historical investigation

• Interpret a world mapof the Middle Ages

1 The Early Middle Ages

10

1. The break-up of the Roman Empire

2. The Germanic kingdoms

3. The Visigoths

4. The Byzantine Empire

5. Byzantine society and culture

6. The origins of Islam

7. The spread of Islam

8. Islamic society and culture

Opener:• Constantinople, the new RomeIn depth:• Germanic culture and art• Byzantine coins• The Mosque• The Muslim city

• Investigate the cultureand art of the Visigoths

• Analyse a Byzantinemosaic

• The spread of Islam today

2 Feudal Europe

32

1. The Carolingian Empire

2. The second wave of invasions

3. The weakness of royal authority

4. Feudalism

5. Medieval society: the nobility

6. Medieval society: peasants

7. Medieval society: the Church

8. Romanesque art and architecture

Opener:• A tapestry of historyIn depth:• Aachen, the centre of Carolingian

power• The tournament• Life in a castle

• Interpret a political map ofEurope from the year 1000

• Analyse Romanesquecapitals

• Analyse a news article

3 The High and Late Middle Ages

56

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

7. Gothic art and architecture

Opener:• Medieval universitiesIn depth:• Mendicant orders

• Use a graph to obtainhistorical information

• The Black Death: analyse literary sources

• Analyse a Gothic painting

4 Al-Andalus

76

1. The early history of Al-Andalus

2. The fragmentation of Al-Andalus

3. Life in Al-Andalus

4. Andalusi culture and art

Opener:• Medina AzaharaIn depth:• The Caliphate of Córdoba• Houses in Al-Andalus• An urban world• Stages of Andalusi architecture

• The Alhambra and Generalife, Granada

5 The Hispanic Christian kingdoms

92

1. The origins of Christian Spain

2. The emergence of the Christian kingdoms

3. Expansion of the Christian kingdoms andsettlement

4. The Corona de Castilla

5. The Corona de Aragón

6. The Late Middle Ages

7. The artistic legacy

Opener:• The Camino de SantiagoIn depth:• The military orders• The Irmandiño revolt• Mozarabic art• The Mudéjar style

• Learn about medievalsociety through cantigas

• Plan a walking trip on theCamino de Santiago

6 The Age of Discovery

130

1. The Age of Exploration

2. The Portuguese expeditions

3. The Castilian expeditions

4. Pre-Columbian America

5. Social and economic change

Opener:• The first journey round the worldIn depth:• Marco Polo• Life aboard a ship in the 15th century• Fear of dying at sea• Women in the Modern Age

• Colón's Journal (1492)

• Evaluate the importanceof a historical discovery

7 Renaissance and Reformation

148

1. What was humanism?

2. New directions in science and art

3. The Quattrocento

4. The High Renaissance

5. The spread of the Renaissance

6. The Reformation and Counter-Reformation

Opener:• Leonardo da VinciIn depth:• Erasmus of Rotterdam (1469-1536)• Thomas More (1478-1535)• Michelangelo, El Greco

• Write a biographical profile

• Religious divisionsin the world today

• Analyse the Medici-RiccardiPalace

2

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13

Unit Contents Opener and In depth Know how to

8 The Spanish Empire

148

1. The emergence of the modern state

2. The Reyes Católicos

3. The beginnings of the Spanish Empire

4. The organisation of the empire

5. Spanish foreign policy

6. Spanish America

Opener:• What were the tercios?In depth:• The Spanish Armada• The conquistadors• Life in the colonies

• Analyse 16th century maps

• Draw conclusions froma graph

• Analyse historical clothing

• Why did the Indianpopulation decrease?

9 Baroque Europe

168

1. A period of crisis

2. The decline of the Hispanic Monarchy

3. The end of Spanish hegemony in Europe

4. Absolutism in France

5. The Dutch Republic

6. The rise of Parliament in England

7. The Scientific Revolution

8. Baroque culture

9. The Spanish Siglo de Oro

Opener:• The Palace of VersaillesIn depth:• The Duke of Lerma• England's American colonies• Diego Velázquez

• Analyse a political artwork

• Analyse a Baroquesculpture

ICT Project • Prepare a tour of Burgos Cathedral

Introduction to Geography

• Useful tools

10 World population

194

1. The birth rate and the fertility rate

2. The death rate and life expectancy

3. Migration

4. World population: developed countries

5. World population: less developed countries

6. World population distribution

Opener:• Can the child mortality rate

be reduced?In depth• Demographic policies

• How do we studya population pyramid?

• Calculate populationdensity

• Relate HDI to demographiccharacteristics

11 Cities

208

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

Opener:• What is urban quality of life?In depth:• The Central Business District• Cities change• Wealthy global cities• Noise pollution

• Identify urban structuresusing Google Maps

• London congestion charge: a solution to traffic andpollution problems

• A debate about citiesof the future

12 Europe: population and cities

228

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

Opener:• Can a city reinvent itself?In depth:• Changes in borders within Europe• The structure of European cities

• Paris plans for socialcohesion

13 Spain: territory, population and cities

248

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

Opener:• Where do we live?In depth:• Spanish cities throughout history

• How do we predict futurepopulation trends?

• Calculate populationdensity

• Look for informationin a municipal census

• Do a survey on the family

ICT Project • Analyse the impact of climate change ona population

Let's Read!

Glossary

3

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14

Reinforcement, Extension and Assessment

CONTENTS

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

• The Germanic kingdoms

• The Visigoths

• The Byzantine Empire

• Byzantine society and culture

• The origins 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

LET'S READ • Byzantine mosaics

• The Muslim calendar and Ramadan

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

• Unit 1 Assessment

Digital resources

• Libromedia. The Early Middle Ages

Audio

• pp. 10-11, ‘Constantinople, the new Rome’

• p. 28, activity 7

• p. 278 ‘Byzantine mosaics’

• p. 278 ‘The Muslim calendar and Ramadan’

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 Read the sentences and write 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 3rd 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.


The reign of King Leovigildo: from to

The reign of King Recesvinto: from to

The Muslim invasion of the Península Ibérica:

The Franks expel the Visigoths from Gaul:

The fall of Rome:

The reign of King Recaredo: 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. Leovigildo:

b. Recaredo:

c. Recesvinto:



Name: Course: Date:

SHEET

3REINFORCEMENT


Division of the Roman Empire:

The Turks capture Constantinople:

The reign of Emperor Justinian: from to

The worship of icons banned:

The East-West Schism:


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

Avars

Alans

IslasBaleares

Corsica

Sardinia

Sicily

CreteCyprus

Carthage

D anube

Dnieper

Tajo

R hine

Euphrates

Tigris

Nile

180602_01_p19_h01_Imperio_bizantino

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

Justinian’s conquests


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 north and centre of the Italian Peninsula?

f. Who expelled the Byzantines from the Península Ibérica?

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



Name: Course: Date:

REINFORCEMENTSHEET

4

1 Write the correct dates. Then copy the timeline in your notebook and complete it with the events.

• The death of Muhammad:

• The Abbasid Caliphate: from to

• The Hegira:




787628_04_p20_LT

632

600

570 661

700

750

800 900 1000 1100 1200

1258

1300 1400 1500


Samarkand

Kabul

Caspian


EMPIRE

SYRIA

ARMENIA

PERSIA

OMAN

Black Sea

SLAVS

A r a b i a n


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













EXTENSIONSHEET

5

Name: Course: Date:

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









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:


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 Península Ibérica?

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 Match the titles of Islamic officials with their role.

Vizier • a. held political, religious, judicial, legal and military power

Qadi • b. minister

Wali • c. judge of Islamic law

Emir • d. a prince or noble who also held military authority

Caliph • e. provincial governor


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


teacher´s book geography and history 2 secondary

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