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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
Don’t forget to update your school information in Mi Área Personal at the start of the school year.
Already registered?
1 Go to e-vocacion.es and click on your Autonomous Community.
2 Click on Regístrate.
3 Complete your personal data and school information.
4 You will receive a welcome email to confirm your registration.
How to register
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
21GEOGRAPHY AND HISTORY 2. Photocopiable material © Santillana Educación, S. L. GEOGRAPHY AND HISTORY 2. Photocopiable material © Santillana Educación, S. L.
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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:
• 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
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 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 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
20 GEOGRAPHY AND HISTORY 2. Photocopiable material © Santillana Educación, S. L. GEOGRAPHY AND HISTORY 2. Photocopiable material © Santillana Educación, S. L.
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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
Byzantine Empire in 1204
Byzantine Empire in 1453
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.
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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.
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 AGES
18 GEOGRAPHY AND HISTORY 2. Photocopiable material © Santillana Educación, S. L.
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
Byzantine Empire in 1204
Byzantine Empire in 1453
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. THE EARLY MIDDLE AGES
19GEOGRAPHY AND HISTORY 2. Photocopiable material © Santillana Educación, S. L.
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:
• 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
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 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 AGES
20 GEOGRAPHY AND HISTORY 2. Photocopiable material © Santillana Educación, S. L.
EXTENSIONSHEET
5
Name: Course: Date:
1 Study the images of the Hagia Sophia in Istanbul, the ancient city of Constantinople.
1. 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
21GEOGRAPHY AND HISTORY 2. Photocopiable material © Santillana Educación, S. L.
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 Península Ibérica?
d. Which kingdoms shared a frontier with the Eastern Roman Empire?
22 GEOGRAPHY AND HISTORY 2. Photocopiable material © Santillana Educación, S. L.
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
1. THE EARLY MIDDLE AGES
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
23GEOGRAPHY AND HISTORY 2. Photocopiable material © Santillana Educación, S. L.